text:
AMERICAN BAR ASSOCIATION Division for Public Education 541 N. Fairbanks Court Chicago, IL (312)
- Theresa Collins
- 3 years ago
- Views:
1 Funding for the development of this booklet was originally provided by the American Bar Association Fund for Justice and Education; we are grateful for its support. The 4th printing was prepared under Grant #2001-JS-FX- K004 from the Office of Juvenile Justice and Delinquency Prevention (OJJDP), Office of Justice Programs, U.S. Department of Justice; we are grateful for the support. The views expressed in this document are those of the authors and have not been approved by the House of Delegates or the Board of Governors of the American Bar Association and, accordingly, should not be construed as representing the policy of the American Bar Association, the Fund for Justice and Education, or the Standing Committee on Public Education. In addition, these views do not represent the official position or policies of the U.S. Department of Justice. For more information about the Law-Related Education Essentials, contact the National LRE Resource Center, American Bar Association, at the address below, or call 312/ American Bar Association ISBN PC # The American Bar Association is a not-forprofit corporation. All rights reserved. Printed in the USA. 4th Printing AMERICAN BAR ASSOCIATION Division for Public Education 541 N. Fairbanks Court Chicago, IL (312) Designed by Simonik Design
2 A GUIDE FOR PRACTITIONERS & POLICYMAKERS skills practices concepts Essentials of Law- Related Education values attitudes Standing Committee on Public Education
3 Chair, ABA Standing Committee on Public Education/ Hon. Judith Billings Director, Division for Public Education/ Mabel C. McKinney- Browning Editor/Howard Kaplan Editorial Director, Youth Education Publications/ Seva Johnson The national standards grew out of the National Education Goals formulated by the Bush Administration in collaboration with the nation s governors. Subsequently, this policy was codified in the Goals 2000 legislation passed by Congress in spring General permission to photocopy or otherwise reproduce, and/or to republish, for nonprofit educational purposes, all or part of the material in this booklet is granted, provided reference is made to this publication and its date or issue and that reproduction and/or reprinting privileges were granted by permission of the American Bar Association on behalf of its Standing Committee on Public Education. Director s Note: The Essentials of Law-Related Education was first published in January It represented a call to action for the LRE community as the nation s schools were challenged to set curriculum standards in the content areas. Since its publication, we have distributed thousands of copies of this document. We have also made it available on the division s website. The decision to revise this important resource is solely based on the continued requests that we receive for it. For this reprint, we have revised the resource list to reflect the curriculum standards documents that did not exist in We hope it will continue to guide our work, define our field of practice and serve both practioners and curriculum developers as they craft new directions for law-related education. Introduction Each year, the American Bar Association Special Committee on Youth Education for Citizenship sponsors the National Law-Related-Education Leadership Seminar. This seminar brings together over 200 members of the lawrelated-education (LRE) community to share exemplary LRE programs and curricula, explore new directions in content and delivery, gain insights and affirmation through networking, and address issues of broad scope and significance in education. At our 1992 seminar, held in Indianapolis, Indiana, Fran Haley (former executive director of the National Council for the Social Studies) cautioned and challenged LRE leaders not to be passive bystanders as the national standards were formulated in a range of subject areas central to LRE. During the seminar s deliberations, some of our colleagues voiced concern about the implications of the standards movement for elementary and secondary school instruction. Others expressed the need for a clear articulation of LRE s goals, content, and effectiveness. A strong consensus arose from those present that, if LRE was to remain in the school curriculum, law-related educators had to become actively engaged in the deliberations of this revolutionizing movement taking place in education. Hence, the Special Committee undertook to coordinate the National LRE Essentials Initiative, with the purpose of setting forth a statement of what is essential to LRE as our field envisions it, and seeks to maintain it, as an integral part of elementary and secondary education in the twenty-first century. The Division for Public Education AMERICAN BAR ASSOCIATION American Bar Association
4 resulting document draws upon the wisdom and experience of law-related educators over many years and reflects the input of LRE leaders from throughout the nation. Presented in this booklet, the LRE Essentials concentrates on four areas concepts and subject matter; attitudes, beliefs and values; skills; and instructional practices and contexts which together provide optimal opportunities for students to learn about their roles and responsibilities as citizens. Throughout the development of the LRE Essentials, we focused on the potential benefits and outcomes of this effort: Helping the LRE field establish priorities and prepare effectively to address the needs of elementary and secondary students in the twenty-first century Insuring that curricular elements essential to LRE are among national, state, and local educational priorities, including national standards for civics and government, history and social studies; national assessments; and other student performance indicators Providing national advocacy for LRE by mobilizing and directing the field s active participation in the national education standards movement As with any project of this type, it was necessary to call on a select group of colleagues to advise and guide the effort to completion. The LRE Essentials was twice blessed. First, we benefited from the vision and support of members of the Special Committee and its Advisory Commission, under the leadership of Margaret Bush Wilson, Chair, Their decision to devote resources and staff to this effort was crucial to its success. Second, we benefited from the expertise and commitment of our colleagues on the Teacher Education Board, chaired by Dr. David Naylor, University of Cincinnati, who worked with staff to craft the process, clarify the focus, and maintain the integrity of the initiative throughout its development. When we embarked upon this effort in 1992, I asked Howard Kaplan on our staff to accept the responsibility of coordinating it. Through its completion he has worked tirelessly to consolidate and organize, into an end-product that is both clear and useful to its audience, the wealth of information obtained in the range of consensus-building activities that were conducted over a three-year period. The LRE Essentials reflects the input, commitment, and expertise of the diverse constituents of our field. Did we reach consensus on all elements? No! What we achieved through this process, in my opinion, is a more satisfactory and comprehensive answer to the often asked question: What is law-related education? As always, I extend my sincere appreciation for the efforts and support of all my LRE colleagues in creating this defining statement of our work. Mabel C. McKinney-Browning Director, ABA Division for Public Education January 1995
5 Statement of Law-Related Education Essentials American Bar Association 2 W hat is essential to LRE? LRE has been defined as education to equip nonlawyers with knowledge and skills pertaining to the law, the legal process, and the legal system, and the fundamental principles and values on which these are based (Law-Related Education Act of 1978). LRE is typically understood to foster the knowledge, skills, and values that students need to function effectively in our pluralistic, democratic society based on the rule of law. Lawrelated educators strive to develop the active citizens our society requires: those who can understand, live in, and contribute positively to the civic communities to which they belong. Law saturates our lives irrespective of age or setting. Consequently, LRE focuses on real issues that affect real people in real situations. Through LRE, educators seek to elucidate essential concepts including law, power, justice, liberty, and equality fundamental to our constitutional democracy and to the structure and functioning of other societies. LRE enables educators to teach how the law and legal issues are essential to the functioning of politics, culture, and society. In so doing, it explores how the law affects students and how they, in turn, can affect the law. LRE strives to illuminate the substantive and procedural values underlying our legal system, fostering the formation of beliefs and attitudes that support such values. LRE provides students with active learning experiences that permit them to explore their rights and responsibilities under the law, confront and resolve dis- putes, and discuss and analyze public issues. By so doing, LRE fosters the development of lifelong skills all citizens need, including the ability to think critically; gather, interpret, and act appropriately on information; and participate effectively in our law-based society. While the essential LRE elements enumerated in this publication subject matter; instructional practices and contexts; skills; and attitudes, beliefs, and values can and have been distinguished for analytical purposes, they are inextricably interconnected in the practice of LRE. For instance, through LRE, educators help students value fairness and might challenge students understanding of the concept by asking them whether fairness requires a community to offer everyone a quality education. In pondering whether liberty should include a right to education, students in LRE might be asked to consider whether property rights include a right to buy a better education. If so, students might be asked to consider, does that freedom undermine equality as a social ideal? In experiencing and considering these issues through the active learning strategies characteristic to LRE, students should learn how to formulate informed opinions, decide how to act, and develop a variety of other critical skills. Moreover, as a result of LRE instructional processes, educators foster the attitudes, beliefs, and values essential to LRE.
6 W hat subject matter is essential? Concepts central to LRE include law, justice, power, equality, property, and liberty. Through LRE, teachers can teach what abstract concepts such as liberty actually mean through examination of specific contexts and practices. For example, they can help students understand liberty by giving them opportunities to learn about liberties guaranteed under the U.S. Constitution. With that knowledge, students can become aware that such liberties can still be the source for continuing controversies in contemporary society, such as when individual liberties conflict with majority values or public policy priorities. A further example is provided by the concept of property, an examination of which cuts across many topics, from consumerism to the environment. For instance, in teaching about the property rights protected by the Constitution, educators might ask students whether and how such rights have or might collide with the ideals of liberty, justice, or equality. The relationship between citizen and society is essential to LRE, which should illustrate significant connections between students and larger communities, such as town, nation, and world. Some lawrelated educators might focus primarily on law that affects the daily lives of all people, including criminal and civil law. Others might concentrate on fundamental legal concepts and principles, including their origins, evolution, and contemporary influence and impact. Still others might stress the application of LRE principles and skills in specific real-world situations, both personal and civic. attitudes practices LRE instruction should recognize that government use of power and authority can bring both order and the risk of abuse. Law-related educators might help students understand that the Constitution limits governmental power by separating, and sharing, it. Educators might also ask students to ponder the relationship between power and law, considering such topics as civil disobedience, conscientious objection, capital punishment, and victimless crimes. LRE emphasizes the role of due process of law as essential to justice in our system of governance. Teachers might focus on justice through civil, criminal, and juvenile law, or through such topics as mercy killing or cruel and unusual punishment. In dealing with equality, teachers might have students study issues of racial or gender discrimination, voting rights, or affirmative action. In so doing, students will be able to reflect on the difference between equal opportunity as a constitutional ideal and as a day-to-day reality. In teaching how ideals valued in the abstract often come into conflict in specific practices and applications, LRE should impel students to grapple with fundamental conflicts or tensions such as those between liberty and equality, unity and diversity, power and justice, freedom and order, and rights and responsibilities. For instance, law-related educators might explain that the contemporary controversy over hate speech can be seen as a conflict between the ideals of liberty and equality or, alternatively, of unity and diversity. skills values (Continued on page 4) concepts
7 American Bar Association 4 H ow and where should LRE be taught? Law-related educators should require students to participate actively in their own learning. For instance, by using role play in the classroom, teachers can encourage students to voice diverse opinions about legal issues. By having students compare and contrast several court decisions on one issue, teachers can encourage students to address judicial decisions in historical context, assess the role of precedent, and comprehend the nature of historical and social change. In helping students stage mock trials, teachers can enable students to experience the judicial process. The classroom that best fosters LRE is student focused. The ideal LRE classroom acts as a forum where students can freely discuss conflicting ideas. In drawing such ideas from a cross-section of subjects, teachers give students a taste of the complexity of legal issues. LRE classrooms should have diverse, high-quality resources that provide students with the information they need while conveying the fact that different people can legitimately and reasonably have different opinions and perspectives on issues. Enlisting LRE professionals (lawyers, law-enforcement professionals, judges, scholars, for example) from the community as human resources for inclass and out-of-class instruction is an essential means by which LRE meets students needs in these respects. LRE teaching strategies necessarily include inquiring into, and deliberately considering, controversial issues. The teaching strategies used in LRE should enable students to identify fundamental values in conflict and emphasize the higher-level thinking skills required for students to grapple successfully with such issues. LRE does not need to be restricted to one class, course, or subject area. The constellation of values, knowledge, and skills that comprise LRE can be woven throughout the school curriculum beginning in the primary grades. Effective LRE programs should consist of carefully planned, integrated, sequenced, and cumulative instructional experiences. For instance, beginning with the early grades, LRE might emphasize fundamental concepts and values such as justice, liberty, and equality. In later grades, such concepts and values can be addressed through examination of more complex issues and dimensions of our shared constitutional ideals, and their national and global implications. While LRE is especially well suited to the curricular goals of the social studies, it doesn t need to be limited to that area. LRE can be taught in some fashion in all academic subjects. It infuses every subject of the school curriculum, just as law infuses every aspect of our everyday lives. For example, when students read To Kill a Mockingbird in language arts, it is both natural and appropriate for them to explore why the law may fail to provide justice to someone accused of a crime. When students use computer software in a mathematics classroom, copyright considerations inevitably arise and merit exploration. And when students in science classrooms consider aspects of our physical environment, the role of law in protecting it will emerge logically. concepts skills values practices A T T I T U D E S
8 Schools are the ideal place for young people to learn about the law. Yet LRE should not be a matter for schools alone. Every part of the community can promote and reinforce LRE lessons. Families, for example, can provide a basic orientation toward authority, justice, and responsibility. The media, especially television, can be another excellent LRE vehicle. The media are well equipped to focus citizen attention on important law-related issues and to provide important information about them. Teachers who capitalize on these opportunities can do much to have their students engage in thoughtful discussions about law and citizenship. W hat skills should LRE foster? Law-related educators should help students develop the skills needed to acquire information about the role of law in constitutional democracies and other societies and how it is connected to their lives; how they can communicate their ideas, beliefs, and opinions about the law and legal issues; and how they can actively and constructively participate in group or broader civic affairs. Thinking skills developed in LRE include analyzing and interpreting judicial opinions and other legal documents; developing a capacity for understanding when and how laws apply to specific fact situations; critically assessing laws and legal issues; and developing a capacity for understanding and evaluating controversies and conflicts arising from legal issues. LRE also develops students communications and social participation skills, including persuading others regarding beliefs and actions related to the law; participating collectively in making rules and setting goals; building consensus through deliberation, negotiation, compromise, and conflict resolution; and working cooperatively to make decisions and take actions concerning hypothetical or actual legal and law-related social issues. Law-related educators should help students acquire such skills through guided discussions on interesting, relevant topics. For instance, kindergartners might ponder authority by discussing people who have authority over them and situations where people, such as classroom bullies, exert power but do not have authority. Fifth-graders might discuss what punishments are most effective and just for young people who have broken school rules or the law. High-school students might develop their own rules to resolve classroom conflicts or draw up policies to alleviate schoolwide problems. W hat attitudes, beliefs, and values should LRE foster? LRE does more than provide students with information about the law and legal issues while developing essential skills. It also cultivates certain attitudes, beliefs, and values in students as both essential preconditions for, and outcomes of, students understanding in LRE. These essential attitudes, beliefs, and values include a commitment to constitutional democracy; dedication to the ideal of justice in society; informed, active, and responsible participation in civic life; respect for the fundamental dignity and rights of humans; and appreciation for legitimately resolving societal conflicts and differences. LRE helps students understand both how law reflects and shapes collective values, beliefs, and dispositions and, in turn, how collective values, beliefs, and dispositions reflect and shape law. In so doing, LRE also helps students understand how law can and has promoted social cohesion and effected social change.
9 S ubject Matter Law What key concepts and attributes are of U.S. constitutionalism American Bar Association 6 How the role of law is fundamental in democratic and other societies How laws are made, enforced, and interpreted How various legal systems and cultures are similar and different How law and legal institutions have developed historically What the structure and function are of adversarial and other legal systems What the types of law are, including constitutional, criminal, civil, administrative, and international law How law relates to key concepts and values, including power, justice, liberty, and equality, under both actual and possible social conditions Power How power is structured and how it functions in societies How governments are established (purpose, authority, and limits) How U.S. and other constitutional systems legitimate power in societies What the similarities and differences are among different types of governance (historical, contemporary, and ideal) rule of law ( government of laws, not men ) popular sovereignty federalism (system of shared powers) separation of powers balance of majority rule and minority rights social contract and reciprocity of rights and responsibilities limited government consent of the governed democracy and republicanism enumerated rights (Bill of Rights) property rights representative institutions and electoral democracy capacity for and specific practices of constitutional amendment and change to reflect changing social conditions, values, and public policy priorities How laws establish sanctions and provide punishments for crimes and other transgressions What the relationship of Native American societies is to the U.S. political system (history, sovereignty, treaties, contemporary conditions, and practices)
10 Justice Ideals and practices of justice in different societies Role of courts and other institutions/ professionals of the justice system in American government and society Role of adversarial system and other mechanisms for resolving disputes and conflicts in society The way specific practices, decisions, and events have and have not fulfilled our ideals of justice stare decisis (rule of precedent) peer jury system distinction between civil and criminal law due process of law privilege against selfincrimination presumption of innocence (criminal cases) prohibition against cruel and unusual punishment constitutional limitations on search and seizure (Continued on page 8) The way achieving justice has been a motivating ideal for individuals and groups in American and other societies (historical and contemporary) Definition of certain attributes and values of the U.S. justice system common-law tradition rule of law judicial review v a l u e s skills practices attitudes C O N C E P T S
11 Liberty Concept of human rights including individual, political, social, and economic rights Principle of ordered liberty Fundamental constitutional rights How the franchise (voting rights) has been extended to different social groups in American and other societies How public policies have been employed to promote or inhibit inclusiveness in American and other societies (including affirmative action) freedom of speech freedom of the press religious freedom right to assemble peaceably right to petition government right to privacy Civil rights The way preserving liberty has been a motivating ideal for individuals and groups in American and other societies (historical and contemporary) How social equality has been a motivating ideal for individuals and groups in American and other societies (historical and contemporary) Essential Documents U.S. Constitution and Bill of Rights U.S. Declaration of Independence Federalist Papers Landmark U.S. Supreme Court Cases Equality American Bar Association 8 How and why different human societies have variously aspired to ideals, and instituted practices of, social equality or inequality (hierarchy) How law promotes, limits, and defines equality as a social ideal and condition in American and other societies How equal protection of the laws is established under the U.S. constitutional system (Fourteenth Amendment) and how this right has or has not been guaranteed throughout American history practices VALUES concepts skills attitudes
12 C ontexts and Practices of Instruction Instructional Strategies Instruct interactively Conditions Necessary for Effective LRE Instruction Access to, and use of, community resource leaders Access to, and use of, exemplary instructional materials Student-centered classroom School/classroom climate conducive to learning Teachers and other school staff trained to deal effectively with controversial issues and conflict Problem-oriented approach to instruction Support of school administrators and community Provision of opportunities for students to practice ideals to be learned Provision of learning opportunities beyond the classroom Parental involvement in school Developmentally appropriate instruction use cooperative learning strategies, simulations, and role plays (including mock trials; moot courts; model legislatures; preparation of classroom constitutions, rules, and laws) use group work activities, including group research projects incorporate community-based learning into instruction (including service learning, lobbying, mentoring) use experiential learning strategies individualize instruction Develop curriculum balanced relevant deliberate in consideration of controversial issues designed to examine public policy issues and help students make informed decisions about possible outcomes and weigh the consequences of these outcomes Use demonstrations and lectures, as appropriate, to instruct students about the law and legal issues (Continued on page 10)
13 Assessment Emphasizes authentic assessment (integrates assessment with the total instructional process) Assesses students values, interests, experiences, and knowledge prior to, and after, instruction (pre- and post-assessment) Incorporates peer assessment and students self-assessment Bases assessment on performance and outcomes Provides opportunities to apply what has been learned S Research kills Knowing how to acquire information related to the law and legal issues (e.g., court decisions, legislation, and constitutions) in libraries and other repositories Conducting personal interviews or engaging in field research about legal issues Organizing information American Bar Association 10 S K I L L S concepts practices attitudes Thinking Analyzing and interpreting judicial opinions and other legal documents or issues Developing capacity for understanding when and how laws apply to specific fact situations values
14 Summarizing and synthesizing law-related information Critically assessing laws and legal issues Developing capacity for understanding and evaluating controversies and conflicts arising from legal issues Making informed decisions and judgments about situations involving the law and legal issues A ttitudes, Beliefs, and Values Substantive Cultivating a commitment to constitutional democracy Furthering dedication to the ideal of justice in society Valuing informed, active, and responsible participation in civic life Communication and Social Participation Articulating and expressing ideas, beliefs, and opinions regarding legal issues Fostering respect for fundamental human rights and dignity Appreciating the value of legitimately resolving conflicts and differences in society Developing capacity for communicating and interacting with those from diverse backgrounds and circumstances Persuading others regarding beliefs and actions related to the law Participating collectively in making rules and setting goals Building consensus through deliberation, negotiation, compromise, and conflict resolution Working cooperatively with others to make decisions and take actions concerning hypothetical or actual legal and law-related social issues Procedural Understanding how law promotes social cohesion and effects social change (including practice of civil disobedience) Understanding how law reflects and shapes collective values, beliefs, and dispositions Understanding how collective values, beliefs, and dispositions reflect and shape law Understanding how attitudes, values, and beliefs essential to LRE are fostered through teaching of fundamental subject matter employing critical instructional practices
15 American Bar Association S elected LRE Resources This annotated bibliography will acquaint the reader with select publications on the rationale for and history of LRE. In addition, some educators, as noted in citations below, are now making connections between Character Education and LRE. Allen, Rodney F. Civic Education and the Decision-Making Process, The Social Studies 91, no. 1 (Jan./Feb. 2000): 5 8. Describes the importance of decision making as a skill outcome in civic education. American Bar Association. A More Perfect Union. Chicago: American Bar Association, A twenty-three-minute videotape that introduces LRE to educators, legal professionals, and other individuals interested in learning more about civic education. This tape and accompanying twelve-page presenter s guide show how schools across the country use a variety of approaches to teach concepts of law and citizenship. Avery, Patricia G. Developing Political Tolerance. ERIC Digest (Dec. 2001). ED Bloomington, Ind.: ERIC Clearinghouse for Social Studies/Social Science Education. Discusses the findings of research on political tolerance, guidelines for teaching political tolerance, and positive consequences of effective teaching for political tolerance. Billig, Shelley H. The Effects of Service Learning. School Administrator 57, no. 7 (Aug. 2000): Describes characteristics of high quality service learning and several studies about its effects. Center for Civic Education. The Civic Education of American Youth: From State Policies to School District Practices. A Report by the Policy Research Project on Civic Education Policies and Practices. Policy Research Project Report Number 133. Austin: University of Texas, Lyndon B. Johnson School of Public Affairs, Explores state K 12 civic education policies and requirements nationwide; factors that shape K 12 civic education policies and practices in the context of national and state content standards; state constitutional provisions and statutes; and assessment and teacher certification. Also analyzes how state stan- dards promote civic dispositions, intellectual skills, and knowledge. Available online: Cornett, Jeffrey W., and Richard H. Chant. Educating Youth for Decency and Virtue: Law-Related Education and Its Implication for Character Educators. Journal of Humanistic Counseling 39, no. 1 (Sept. 2000): Outlines the efforts of law-related education and character education to address problems such as youth violence and delinquency, and the potential of LRE and character education to contribute to the efforts of the other toward increasing positive student behavior. Delli Carpini, Michael X., and Scott Keeter. What Should Be Learned Through Service Learning? PS, Political Science & Politics 33, no. 3 (Sept. 2000): Describes the goals of service learning and its potential to enhance classroom learning of factual knowledge about politics. Final Report of the U.S. Office of Education Study Group on Law-Related Education. Washington, D.C.: GPO, 1979, OE Publication no Examines the conditions of LRE in the United States, continuing its values, growth, and needs, as well as the roles various agencies/institutions played in that growth, and sets forth a strategy to accomplish national support for LRE. Freund, Paul A. Law in the Schools: Goals and Methods. Social Education 37, no. 5 (May 1973): Describes how learning moral reasoning through the practice of reaching decisions and having to justify them is a primary goal of LRE and argues for the use of teaching methods for LRE that involve participatory, interactive learning through activities such as simulation and role-play. Hanson, Robert L. The Case for Law- Related Education. Educational Leadership 59, no. 3 (Dec Jan. 2002): Describes the curriculum and learning objectives for lawrelated education in secondary, middle, and elementary schools; advocates for the use of simulations to teach; and discusses law-related teacher training and where to find a law-related education resource person. Hendrickson, Leslie. Active Learning. ERIC Digest 17 (1984). ED Bloomington, Ind.: ERIC Clearinghouse for Social Studies/Social Science Education. Summarizes research about active learning and student achievement, provides examples of active learning practice in social studies classrooms, and offers specific recommendations for incorporating active learning into a social studies curriculum. 12
16 Hess, Diana. Teaching Students to Discuss Controversial Public Issues. ERIC Digest (Sept. 2001). ED Bloomington, Ind.: ERIC Clearinghouse for Social Studies/Social Science Education. Examines the meaning of controversial public issues discussions and recommends how teachers can structure curricula and teaching methods to improve their students ability to discuss them. International Association for the Evaluation of Educational Achievement. Citizenship and Education in Twenty-eight Countries: Civic Knowledge and Engagement at Age Fourteen. (2001). Presents the results of testing representative samples of 14-year-olds in 28 countries, including the United States, on their civic knowledge and skills, attitudes, and willingness to participate in civic activities. 16-page executive summary also available. Lambros, Ann. Problem-Based Learning in K 8 Classrooms: A Teacher s Guide to Implementation. Thousand Oaks, Calif.: Corwin Press, Inc., Provides a framework for teaching problem-solving skills, integrating student interests and knowledge, and making curriculum relevant. Includes a definition of problem-based learning (PBL) and its benefits, sample lessons, PBL instructional materials, and grade-specific PBL scenarios, with examples of how student groups have worked together to solve them. Patrick, John J. The Concept of Citizenship in Education for Democracy. ERIC Digest (Aug. 1999). ED Bloomington, Ind.: ERIC Clearinghouse for Social Studies/Social Science Education. Discusses what citizenship is, why citizenship is an essential element of democracy, and how to teach about citizenship in a democracy to develop participatory skills and civic dispositions. Shumer, Robert. Service, Social Studies, and Citizenship: Connections for the New Century. ERIC Digest (June 1999). ED Bloomington, Ind.: ERIC Clearinghouse for Social Studies/Social Science Education. Describes research on the effects of service learning, promising pedagogical practices, and service-learning resources. Stahl, Robert J. The Essential Elements of Cooperative Learning in the Classroom. ERIC Digest (March 1994). ED Bloomington, Ind.: ERIC Clearinghouse for Social Studies/Social Science Education. Outlines the essential elements of successfully setting up a cooperative learning framework and having student complete work within it. Starr, Isidore. The Law Studies Movement: A Memoir. Peabody Journal of Education 55, no. 1 (Oct. 1977): Affectionately known as the Father of Law-Related Education, Isidore Starr provides a history of the LRE movement and its early pioneers. Torney-Purta, Judith. An International Perspective on the NAEP Civics Report Card. The Social Studies 91, no. 4 (July/Aug. 2002): Compares the structure of the NAEP Civics Report Card and the International Association for the Evaluation of Educational Achievement Civic Education Study and the gaps that the study seeks to fill. Vail, Kathleen. Best Uses for the New Student Patriotism. The Education Digest 67, no. 7 (Mar. 2002): Describes strategies schools and teachers can adopt to help young people become informed, engaged citizens, such as teaching critical thinking and understanding different viewpoints, as well as ideas to link service learning to political action. Vontz, Thomas S., and William Nixon. Issue- Centered Civic Education in Middle Schools. ERIC Digest (May 1999). ED Bloomington, Ind.: ERIC Clearinghouse for Social Studies/Social Science Education. Discusses the pros and cons of issue-centered education, the We the People Project Citizen program, and a 1997 evaluation of the program. Related National Standards Web links to national standards and/or ordering information for disciplines relevant to LRE may be found on the Education World Web site (see URL below). The information about standards includes Expectations of Excellence: Curriculum Standards for Social Studies and Standards for the Preparation of Social Studies Teachers from the National Council for the Social Studies, The National Standards for Civics and Government from the Center for Civic Education, The Index of Standards from the National Council on Economic Education, The National Geography Standards from the National Geographic Society, and The National Standards for History (U.S. and World) from the National Center for History in the Schools. Education World
SUN PRAIRIE AREA SCHOOL DISTRICT COURSE SYLLABUS. Curriculum Area: Social Studies Course Length: Semester
SUN PRAIRIE AREA SCHOOL DISTRICT COURSE SYLLABUS Course Title: Legal Studies Curriculum Area: Social Studies Course Length: Semester Credit Status: Elective Date submitted: 2/07 District Adopted Texts/Materials/Resources:More information
ED429031 1999-04-00 Teen Courts and Law-Related Education. ERIC Digest.
ED429031 1999-04-00 Teen Courts and Law-Related Education. ERIC Digest. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics belowMore information
College/University _University of Detroit Mercy Code: CD
College/University _University of Detroit Mercy Code: CD Source of Guidelines/Standards: Michigan State Board of Education, Jan 2002 Program/Subject Area: Political Science Note: Michigan Test for TeacherMore information
Citizenship. (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007
Citizenship Programme of study for key stage 4 (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims Learning and undertakingMore information
Citizenship. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)
Citizenship Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 CurriculumMore information
Academic Standards for Civics and Government
Academic Standards for June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania s schools and await actionMore information
Academic Standards for Civics and Government
Academic Standards for Civics and Government June 1, 2009 FINAL Secondary Standards Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania s schools andMore information
DOCUMENT RESUME. The Constitution and Bill of Rights in the Curricula of Our Schools: Coverage, Materials, and Methods.
DOCUMENT RESUME ED 406 246 SO 022 661 AUTHOR Patrick, John J. TITLE The Constitution and Bill of Rights in the Curricula of Our Schools: Coverage, Materials, and Methods. PUB DATE 91 NOTE llp.; This paperMore information
Institute for Law, Justice and Society
Institute for Law, Justice and Society 232 Lipscomb University 2014-15 Law, Justice and Society Randy Spivey, Assistant Professor and Academic Director Charla Long, Associate Professor The Institute forMore information
Project Citizen. A program of the Center for Civic Education
Project Citizen A program of the Center for Civic Education in cooperation with the National Conference of State Legislatures supported by the United States Department of Education and the New HampshireMore information
Section 2: Program Summary Economics (CA): Secondary Major and Minor
Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of MercyMore information
Our Classroom Constitution
Our Classroom Constitution Author: Jessica Kodys Milford Public Schools About this Lesson The first few weeks of school are filled with getting-to-know you activities. You introduce students to classroomMore information
Standards for Advanced Programs in Educational Leadership
Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors NATIONAL POLICY BOARD FOR EDUCATIONAL ADMINISTRATION Published January,More information
TEACHING THE LAW AND JUSTICE CURRICULUM. lawandjustice.edc.org
lawandjustice.edc.org Introduction Welcome to the Law and Justice curriculum! Developed by Education Development Center, Inc. (EDC), with support from The James Irvine Foundation, the Law and Justice curriculumMore information
Program: Educational Administration Masters, Director of Vocational Education
1.3.1 facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school. Program: Educational Administration Masters, DirectorMore information
Chapter 1. The primary responsibility for character and citizenship development lies with. Character and Citizenship Education in Alberta Schools
Character and Citizenship Education in Alberta Schools Chapter 1 it is next to impossible to separate the teaching of values from schooling itself; it is a part of schooling whether people are willingMore information
ED441754 2000-06-00 Standards for the High School Psychology Course. ERIC Digest.
ED441754 2000-06-00 Standards for the High School Psychology Course. ERIC Digest. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of theMore information
Grade 6 Social Studies
Grade 6 Social Studies A. Applications of Social Studies Processes, Knowledge, and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government,More information
1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States
Social Studies Grades 9-12 Ohio Missouri United States GOVERNMENT 2006 STANDARDS Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracyMore information
Background on the First Amendment
Background on the First Amendment Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or theMore information
VCU 1 CRIMINAL JUSTICE, BACHELOR OF SCIENCE (B.S.) WITH A CONCENTRATION IN FORENSIC CRIME SCENE INVESTIGATION The major objective of this degree program is to prepare students for effective professionalMore information
Appendix E: Civics and Economics Unpacking Document
Appendix E: Civics and Economics Unpacking Document This document identifies possible curriculum content that could be taught in the Civics and Economics course that aligns to the Founding Principles ActMore information
State of Nature v. Government
State of Nature v. Government Overview In this lesson, students will discuss what they think life would be like in a state of nature and examine reasons why there is a need for government. They will exploreMore information
National Framework for Values Education in Australian Schools
National Framework for Values Education in Australian Schools National Framework for Values Education in Australian Schools Commonwealth of Australia 2005 ISBN: 0 642 77496 X ISBN: 0 642 77497 8 (onlineMore information
Academic Standards for Civics and Government
Academic Standards for March 2012 Elementary Standards Grades Pre-K - 3 Pennsylvania Department of Education DRAFT XIII. TABLE OF CONTENTS Introduction.. XIV. THE ACADEMIC STANDARDS Principles and DocumentsMore information
PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS. EDUCATIONAL LEADERSHIP (Superintendent)
1 PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS EDUCATIONAL LEADERSHIP (Superintendent) 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spiritMore information
STANDARDS FOR THE MASTER OF LIBRARY SCIENCE DEGREE/ SCHOOL LIBRARY MEDIA COORDINATOR LICENSE Note: The master of library science degree is an entry-level requirement for all North Carolina school libraryMore information
*Performance Expectations, Elements and Indicators
C o m m o n C o r e o f L e a d i n g : Connecticut School Leadership Standards *Performance Expectations, Elements and Indicators *For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&q=333900More information
Alabama Standards for Instructional Leaders
Alabama Standards for Instructional Leaders To realize the mission of enhancing school leadership among principals and administrators in Alabama resulting in improved academic achievement for all students,More information
Colorado Professional Teaching Standards
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and theirMore information
Teaching about controversial issues: guidance for schools
controversial issues: guidance for schools Conflict and controversy is a fact of life In an age of mass media and electronic communication, children and young people are regularly exposed to the conflictsMore information
Australian Professional Standard for Principals
AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as theMore information
UNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS EDAD 5312: Instructional Leadership Competency Area: Instructional Leadership Course Syllabus Departmental Mission StatementMore information
Civics. Social Studies Curriculum Framework. Revised 2006
Civics Social Studies Curriculum Framework Revised 2006 Course Title: Civics Course/Unit Credit: 1 Course Number: Teacher Licensure: Secondary Social Studies Civics Civics provides a study of the structureMore information
Global Education Checklist
I S S U E S I N G L O B A L E D U C A T I O N Global Education Checklist for Teachers, Schools, School Systems and State Education Agencies By FRED CZARRA No. 173 2002-2003 Occasional Papers from the AmericanMore information
Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education
Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document setsMore information
Section Council Scope Notes Revised September 2006
Section Council Scope Notes Revised September 2006 Administrative Law To inform and advise the members of the bar who practice in the field on current developments in administrative law. To provide a forumMore information
GUIDELINES FOR TENURE AND PROMOTION. Kenan-Flagler Business School The University of North Carolina
GUIDELINES FOR TENURE AND PROMOTION Kenan-Flagler Business School The University of North Carolina Adopted April 24, 1985 and amended March 30, 2009, September 12, 2011 All procedures and policies relatingMore information
Unit One: What Are the Philosophical and Historical Foundations of the American Political System? 1. How did both classical republicans and the natural rights philosophers influence the Founders viewsMore information
CITIZENSHIP SCHOOLS AND CIVIC EDUCATION DURING THE CIVIL RIGHTS MOVEMENT AND IN THE PRESENT Teachers Guide Lesson Overview This lesson is intended to help guide students through a historical and contemporaryMore information
CIRCLE The Center for Information & Research on Civic Learning & Engagement
FACT SHEET CIRCLE The Center for Information & Research on Civic Learning & Engagement Federal Policies on Civic Education and Service by Emily Hoban Kirby, Peter Levine, and Brent Elrod March 2006 TheMore information
Broad and Integrative Knowledge. Applied and Collaborative Learning. Civic and Global Learning
1 2 3 4 5 Specialized Knowledge Broad and Integrative Knowledge Intellectual Skills Applied and Collaborative Learning Civic and Global Learning The Degree Qualifications Profile (DQP) provides a baselineMore information
Master of Arts in Criminal Justice
Mission The mission of the Curry College Master of Arts in (MACJ) program is to provide students with the intellectual and pragmatic skills needed to become effective leaders, reflective practitioners,More information
REVISED RESOLUTION ON THE ROLE OF COMMUNICATION IN GENERAL EDUCATION ADOPTED BY THE NCA LEGISLATIVE ASSEMBLY NOVEMBER 17, 2012 AUTHORS Cheri J. Simonds Jacquelyn Buckrop Mark Redmond Deborah Hefferin QuianthyMore information
SBEC/TExES Framework for Principal Certification
SBEC/TExES Framework for Principal Certification The following SBEC Principal Domains, Competencies and supporting standards represent the knowledge, skills and dispositions principal candidates shouldMore information
Illinois Professional School Leader Standards [29.100]
III. STANDARDS FOR ADMINISTRATIVE CERTIFICATION Illinois Professional School Leader Standards [29.100] STANDARD 1 - Facilitating a Vision of Learning facilitating the development, articulation, implementation,More information
Constitution Kids Pledge:
CK Lesson #1 Free Enterprise Constitution Signed: September, 1787 Advantages of Free Enterprise 1. You choose what you do. 2. is always needed for success. 3. Personal is an important privilege of freeMore information
ED Preparing Teachers for Conflict Resolution in the Schools. ERIC Digest.
ED387456 1995-09-00 Preparing Teachers for Conflict Resolution in the Schools. ERIC ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any ofMore information
EDUC 469: Middle School Teaching Skills Lab
EDUC 469: Middle School Teaching Skills Lab Description: Program Course Information: UNC-CH School of Education Conceptual Framework: EDUC 469 is a required course in the Middle Grades Program professionalMore information
Criminal Justice Curriculum
Criminal Justice Curriculum Fall of 2013 Submitted by: Gerard V. Ross Belleville High School Law Related Education Program May 2013 Belleville High School Law Related Education Program Criminal JusticeMore information
Standards for Certification in Early Childhood Education [26.110-26.270]
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the centralMore information
LLB (Hons) Law with Criminology Module Information
LLB (Hons) Law with Criminology Module Information Year 1 Law of Contract and Problem Solving This module develops students knowledge and understanding of the law of contract. You will study the underlyingMore information
Approved Campus Senate Meeting March 11, 2005 UNIVERSITY OF ILLINOIS AT SPRINGFIELD CAMPUS SENATE AY 2004/2005 RESOLUTION 34-12 University of Illinois at Springfield Educational Leadership Program ProposalMore information
Title of Course: Cyberlaw New Course: 10/25/02
Department: Accounting and Management Information Systems Course No. IU300 Title of Course: Cyberlaw New Course: 10/25/02 I. Catalog Description and Credit Hours of Course: Provides a foundation in lawMore information
CLASSIFICATION REPORT. Supervising Attorney Criminal. Supervising Attorney Criminal
CLASSIFICATION REPORT REPORT NO: 15-Special 1 DATE: 10/20/2015 ANALYST: Michael Hebner PROPOSED TITLE: CURRENT TITLE: INCUMBENT: REASON FOR REQUEST: Supervising Attorney Criminal Supervising Attorney CriminalMore information
DEPARTMENT OF JUSTICE Immigration & Naturalization Service 100 Typical Questions 1. WHAT ARE THE COLORS OF OUR FLAG? 2. HOW MANY STARS ARE THERE IN OUR FLAG? 3. WHAT COLOR ARE THE STARS ON OUR FLAG? 4.More information
North Carolina Essential Standards Eighth Grade Social Studies
North Carolina s Eighth Grade Social Studies North Carolina and the United States: Creation and Development of the State and Nation Historical study connects students to the enduring themes and issuesMore information
K - 12 Principal & Superintendent
BOSA COMPETENCY MATRIX Minnesota Administrative Licensure K - 12 Principal & Superintendent WINONA STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF EDUCATIONAL LEADERSHIP Name: Place of Employment MailingMore information
Political Science Webster Hall 245 417.625.9654
POLITICAL SCIENCE 133 Political Science Webster Hall 245 417.625.9654 Faculty Locher - Head, Delehanty, Derfelt, Jerome, Wyman community through academic internships, public events, partnerships with localMore information
PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals
PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals Education leaders ensure the achievement of all students by guiding the development and implementationMore information
HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management
Program Overview The accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, andMore information
Professional Standards for Teachers
Professional Standards for Teachers Guidelines for Professional Practice July 2005 Queensland the Smart State The State of Queensland (Department of Education) 2005 Copyright protects this publication.More information
Description: Objectives & Purpose:
Description: Hosted in the restored 1902 historic House Chamber, Issues in the House of Representatives is our most popular program for school groups. Students will be seated in reproduction 1902 desksMore information
Iowa Core Davenport Schools Priority Essential Concepts and Skills for Sociology, Psychology, or AP Psychology with Details and Examples
Iowa Core Davenport Schools Priority Essential Concepts and Skills for Sociology, Psychology, or AP Psychology with Details and Examples Introduction Social studies is the integrated study of the socialMore information
School of Social Work
Social Work 282 School of Social Work St. Patrick s Building 469 Telephone: 788-5601 Fax: 788-7496 The School Director of the School: Gillian Walker Supervisor of Graduate Studies: Allan Moscovitch TheMore information
AJS 260. Procedural Criminal Law. Course Package
AJS 260 Procedural Criminal Law Course Package Approved February 12, 2010 COURSE PACKAGE FORM Contact Person (s) Michael S. Messner Date of proposal to Curriculum Sub-committee: 02/12/10 Purpose: New _X_ChangeMore information
Master List, Student Competencies (Learning Outcomes), Goal Areas 1-10 and WSU Intensive Courses/Additional Graduation Requirements
Master List, Student Competencies (Learning Outcomes), Goal Areas 1-10 and WSU Intensive Courses/Additional Graduation Requirements (compiled from current WSU undergraduate catalog at http://catalog.winona.edu/preview_program.php?catoid=7&poid=884)More information
Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University
Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflectMore information
THE US LEGAL SYSTEM: A Short Description. Federal Judicial Center
THE US LEGAL SYSTEM: A Short Description Federal Judicial Center Background The United States Constitution establishes a federal system of government. The Constitution gives specific powers to the federalMore information
NCSS Themes. Executive Summary
NCSS Themes Executive Summary Thomas Jefferson, among others, emphasized that the vitality of a democracy depends upon the education and participation of its citizens. While such active civic participationMore information
What is global education?
9 C h a p t e r A What is global education? 10 What is Global Education? Definitions and declarations Global education is an education perspective which arises from the fact that contemporary people liveMore information
Masters Comprehensive Exam and Rubric (Rev. July 17, 2014)
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate importantMore information
Master of Arts in Criminal Justice
Mission The mission of the Curry College Master of Arts in (MACJ) program is to provide students with the intellectual and pragmatic skills needed to become effective leaders, reflective practitioners,More information
Political Science Courses-1. American Politics
Political Science Courses-1 American Politics POL 110/American Government Examines the strengths and weaknesses, problems and promise of representative democracy in the United States. Surveys the relationshipsMore information
Guidelines for Guardians ad Litem for Children in Family Court
Guidelines for Guardians ad Litem for Children in Family Court Preamble The following are guidelines for attorneys and non-lawyer volunteers appointed as guardians ad litem for children in most familyMore information
GRADE 3: WORKING TOGETHER Considerations for Curriculum Development Third Grade Contextual Theme: Society My community and communities around the world. Assumptions and Goals of Curriculum DevelopmentMore information
Law In Colorado Colorado Bar Association Public Legal Education Committee 2004
Law In Colorado Colorado Bar Association Public Legal Education Committee 2004 PREFACE These materials were written to supplement Street Law: A Course in Practical Law, 7 th Ed. (McGraw Hill Glencoe, 2005).More information
Home page: http://www.billofrightsinstitute.org/# Bill of Rights Institute (BRI)
Here is a list of resources that will assist teachers as they teach the American History I: The Founding Principles. This is not an exhaustive list, but represents entities that provide a variety of supportMore information
Core Course Review Documentation. Foundational Component Area: GOVERNMENT-POLITICAL SCIENCE
Core Course Review Documentation Foundational Component Area: GOVERNMENT-POLITICAL SCIENCE Component Area Option? Yes Yes Cultural and Global Understanding No Undergraduate Inquiry and Creativity ProposedMore information
DRAFT SOCIAL STUDIES Georgia Standards of Excellence (GSE) American Government/Civics
DRAFT SOCIAL STUDIES American Government/Civics American Government/Civics The government course provides students with a background in the philosophy, functions, and structure of the United States government.More information
Commission on Peer Review and Accreditation
Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAAMore information
Fairfield Public Schools Social Studies Curriculum Civics: International Relations Grades 11-12
Fairfield Public Schools Social Studies Curriculum Civics: International Relations Grades 11-12 12/14/2015 1 Civics and International Relations: Description This course is designed to explore the importantMore information
Section Three: Ohio Standards for Principals
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the processMore information
CIRCLE The Center for Information & Research on Civic Learning & Engagement. Federal Policies on Civic Education and Service
FACT SHEET CIRCLE The Center for Information & Research on Civic Learning & Engagement Federal Policies on Civic Education and Service by Emily Hoban Kirby, Peter Levine, and Brent Elrod March 2006, RevisedMore information
CONSTITUTIONAL LAW II SPRING 2010 SYLLABUS Professor/Associate Dean Marie Failinger Class: Saturday, 8:15-11:15 a.m. Rev d 12/18/09 Contact Information I will hold office hours after class on SaturdayMore information
RECOMMENDATION CONCERNING THE PROMOTION AND USE OF MULTILINGUALISM AND UNIVERSAL ACCESS TO CYBERSPACE UNESCO, Paris CONTENTS PREAMBLE... 1 Development of multilingual content and systems... 2 FacilitatingMore information
Indiana, Pennsylvania 15705 Teacher Education Minimal Teaching Field Outcomes and Performance Indicators for Cooperating Teachers' and Student Teachers' Reference SOCIAL STUDIES/CITIZENSHIP EDUCATION CultureMore information
B y T o d d C. R e a m
83 Teaching about Religion in Public Schools B y T o d d C. R e a m Teachers face the challenge of teaching about religion in a manner that respects the diverse religious identities of their students.More information
Educational Leadership: Administration and Supervision
Educational Leadership: Administration and Supervision (0410) Test at a Glance Test Name Educational Leadership: Administration and Supervision Test Code 0410 Time 2 hours Number of Questions 120 FormatMore information
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework documentMore information
AP U.S. Government and Politics Syllabus
AP U.S. Government and Politics Syllabus Course Description: AP Government and Politics is an introduction course designed to provide students with a thorough understanding of the principles of governmentMore information
THE STORY OF RUBY BRIDGES By Robert Coles. Teacher s Guide By Barbara Ashby
z SCHOOL VIOLENCE PREVENTION DEMONSTRATION PROGRAM THE STORY OF RUBY BRIDGES By Robert Coles Teacher s Guide By Barbara Ashby Lesson Overview The lesson is designed to integrate the concepts of civic educationMore information
Colorado and U.S. Constitutions
Courts in the Community Colorado Judicial Branch Office of the State Court Administrator Lesson: Objective: Activities: Outcomes: Colorado and U.S. Constitutions Students understand similarities and differencesMore information
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)More information
Doctoral Program in Educational Leadership at Fresno State (DPELFS) EDL 280T (Topics in Educational Leadership)
Doctoral Program in Educational Leadership at Fresno State (DPELFS) EDL 280T (Topics in Educational Leadership) Course Title Strand Course Description Community College Administration This course providesMore information
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services ProgramMore information
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),More information
A School Board Vision for Public Education
A School Board Vision for Public Education Our nation s public schools will ensure that each child is prepared to reach his or her potential in life, contribute to society, and achieve a standard livingMore information
An Introduction to LEAP
An Introduction to LEAP Liberal Education America s Promise Excellence for Everyone as a Nation Goes to College An Introduction to LEAP Liberal Education and America s Promise (LEAP) is a national advocacy,More information
190 P O L I T I C A L S C I E N C E POLITICAL SCIENCE (POSCI) Politics rules over everything you do as a human being and gives you an understanding that enables you to have more control over your own life.More information


text:
Keep our Beaches Public!
All beaches on Antigua and Barbuda are free according to our local laws. The trend though points to private developers blocking access and harrassing would be beach goers. Many Hotels make it uncomfortable for non-guests to use the beach in one of these ways:-
1. Using Security to intimidate beach goers
2. Erecting fences around the property where residents traditionally had access to the beach
3. Denying beach visitors access at the gate
4. Making access to the beach so difficult that potential users simply do not bother to try.
5. Publishing subtle signs such as private beach or private access.
This situation is getting worse in Antigua and Barbuda becasue of the difficult balance between the wants of the investors and the rights of our local people. It must not be allowed to continue or else we would have given up a right which seldom occurs anywhere else in this world. We need to stand up whenever we are denied access to or are chased away from beaches. We should visit the beaches no matter how inaccessible they are in order to claim our right.
3 Comments »
wow…i didn't know that all the beaches are public. Thanks for the info…when i go to Antigua ill give them a piece of meh mouth…
Comment by Raptus | July 9, 2009 |
will do, Thanks.
Comment by Raptus | July 9, 2009 |
Leave a Reply
- February 2010 (1)
- August 2009 (1)
- July 2009 (1)
- June 2009 (4)
- March 2009 (3)
- February 2009 (4)
- January 2009 (22)
RSSEntries RSS
Comments RSS

subset: commoncrawl


text:
Money-Saving Meals for Two
Break bread, not the bank. For about $3 a serving, these recipes are flavorful and frugal
It's springtime, and love is in the air — not to mention the smell of delicious seasonal delicacies, such as fresh asparagus, spinach, lamb and other favorites, many of which you can now find at their lowest prices of the year.
See also: Foods under a buck per pound.
Why not cook in — rather than dine out — for your date nights this spring and try some of these romantic recipes?
All recipes are for two servings but can easily be increased proportionately. I managed to recently cook all three dishes for under $3 per serving, but then I'm a very savvy grocery shopper and found some key ingredients on sale, either at the grocery store or at the dollar store or farmers' markets.
Even if you're not so lucky with finding things on sale, the ingredients in these recipes shouldn't break the bank for your springtime dinner dates.
I've included the prices for some of the items I found. This can serve as a guideline for what is a good price.
Spring Lamb Stir Fry — Mediterranean Style
Don't think of stir fry for only Asian dishes. Stir fry is a cooking method, not a cuisine, and it's perfect for this quick-and-delicious Mediterranean lamb dish. If you don't own a wok, a large stick-free skillet works just as well.
- 1 1/2 cups (about 12 ounces) raw lamb cut into bite-size strips. Any cut of lamb will work — even inexpensive shoulder/blade steaks — or you can use cooked leftover bits from a roast or leg of lamb ($2.29 per pound — lamb shoulder chop).
- 2 tablespoons olive oil
- 3 cloves garlic, thinly sliced
- 1/4 cup honey (25 cents portion from a dollar store purchase)
- 4 spring onions, cut into 1/2-inch pieces, green tops and all (50 cents)
- 1/2 cup whole olives (green or black — I like to use whole kalamata olives, being careful to avoid the pits) (33 cents based on a $1 can from a dollar store)
- 1 medium tomato, coarsely chopped (60 cents)
- 2 cups fresh whole-leaf spinach (about 1/4 pound) (50 cents — farmers' market)
- 1/4 cup fresh mint leaves (from my garden — easy to grow, even in pots)
- 1/3 cup feta cheese (about 65 cents — portion from bulk purchase at warehouse store)
- 2 cups cooked rice or cut macaroni (50 cents)
Estimated cost of ingredients: $5.62
Heat the oil in the wok until almost smoking. Add garlic, then lamb, and cook until lamb starts to brown (about 3 to 4 minutes). Add the honey and onions and cook, stirring, for 1 minute to 2 minutes. Add olives and the tomato and cook for about 1 minute. Add spinach and cook until it just begins to wilt. Stir in mint leaves and remove from heat. Serve on a bed of rice or cut macaroni, topped with the feta cheese.
Vidalia Onions Stuffed With Salmon
Vidalia onions are a springtime treat, so mild and delicious that they're cast in a starring role in this easy-to-make casserole that combines the classic tastes of salmon, sour cream and onions. Fresh salmon could be cubed and substituted for the canned salmon called for in the recipe, but that would no doubt break our budget.
- 2 large Vidalia onions (about $1.50)
- 1 14.5 ounce can pink salmon ($1.99 — store brand)
- 1 pint fat-free or light sour cream (99 cents — store special sale)
- 2 cups bread and/or cracker crumbs (about 50 cents)
- 2 eggs (about 50 cents)
- 1 tablespoon dried dill
- 2 tablespoons capers (optional)
- 2 tablespoons cream sherry (optional)
- Salt and pepper to taste
Estimated cost of ingredients: $5.48
Trim both ends the onions and peel off the outside skin. Cut in half, crossways. Slide out the center core of the onions and a couple of the inside rings, leaving more than you've removed and creating a "cup" out of each onion half.
Mince the leftover onion cores/rings. Flake the salmon in a bowl. Whisk the eggs together and stir into the salmon, along with 1 cup of the bread/cracker crumbs and 1/2 of the minced onion.
Combine sour cream with the remaining minced onion and dill, and add salt and pepper to taste; stir in capers and sherry, if desired. Pour the sour cream mixture into an 8x8 baking dish. Place the onion "cups" upright in the baking dish, and spoon the salmon mixture into the cups, heaping any excess on top. Sprinkle the remaining bread/cracker crumbs on top.
Cover with tinfoil and bake for 40 minutes in a preheated 350-degree oven. After 40 minutes, remove the tinfoil and continue to bake 20 minutes longer, until topping is browned (it can also be placed under a broiler for a minute or two to brown the topping).
Chicken Thighs Stuffed With Spring Veggies
As my wife often reminds me, I'm no spring chicken. But boy, does she love this spring chicken dish, which combines a medley of fresh seasonal vegetables with a salute to her favorite soup: French onion. Chicken breast could be substituted for thighs, although we prefer the dark meat, which is usually less expensive.
- 2 large chicken thighs ($1.19 — about 1 1/2 pounds on sale at 79 cents per pound)
- 8 asparagus spears (about $1 — store special at $1.29 per pound)
- 2 medium carrots (about 30 cents)
- 2 spring onions (25 cents )
- 1 can French onion soup with 1 can water ($1.29)
- 2 slices mozzarella cheese (about 60 cents — portion from bulk purchased from a warehouse store)
- 4 thick slices French bread (about 80 cents)
Estimated cost of ingredients: $5.43
Skin and debone the chicken thighs; place one at a time in a plastic bag and flatten with a mallet or rolling pin. Wash the asparagus and remove tough end. Peel the carrots and slice each in half, lengthwise. Wash spring onions and trim ends. Wrap equal portions of vegetables — like a bunch of pencils — in each chicken thigh. Tie a piece of kitchen twine around each bundle to hold it together or just tuck ends under.
Mix the French onion soup with a can of water in an 11x7 baking dish. Cover dish with aluminum foil and cook in preheated 375-degree oven for 30 minutes; then remove foil and cook for an additional 30 minutes, or until vegetables are cooked to desired tenderness. Place a slice of cheese on top of each bundle and return to oven until just melted, or quickly brown under broiler.
Ladle onion soup/sauce into shallow bowls, and place two slices of French bread in each bowl. Carefully place a bundle of chicken and vegetables on top of the bread slices and remove cooking string.
Bon appe-cheap!
Jeff Yeager is the author of The Ultimate Cheapskate's Road Map to True Riches and The Cheapskate Next Door. His website is www.UltimateCheapskate.com and you can friend him on Facebook at JeffYeagerUltimateCheapskate or follow him on Twitter.
Join the Discussion0 | Add Yours
Please leave your comment below.
You must be logged in to leave a comment.


text:
My bitter ex is making my boys hate me by telling lies
Read Deidre's personal replies to today's problems
DEAR DEIDRE: MY ex has stopped me having contact with my kids and it's breaking my heart not seeing them. They are fantastic boys aged seven and five.
I'm 35 and my new partner is 32. We've been together for three years and have a newborn daughter.
My ex is 38 and hates my new girlfriend. She told my eldest boy that I love my daughter more than him so he now hates me.
I pay regular maintenance but my ex thinks that all my current partner wants is for the three of us to be a family, but she loves my children just as much as our baby.
I feel like moving away so my kids don't get caught up in this fight any longer. They can find me when they're older and I can tell them I wanted to see them but their mother stopped me.
DEIDRE SAYS: It is so damaging for children when parents use them as pawns in their war. Tell your ex you understand she feels hurt but it's important your boys know they have a dad who loves and cares about them.
Ask her to come with you for family mediation (nfm.org.uk, 0300 4000 636). As a last resort you can seek a court order.
NEXT IN TODAY'S DEAR DEIDRE Why was I ghosted by the guy I thought was the one?
READ DEIDRE'S PHOTO CASEBOOK Porn addict Jon ducks out of another chance to get with a gorgeous girl
Get in touch with Deidre today
Got a problem? Send an email to firstname.lastname@example.com. Every problem gets a personal reply, usually within 24 hours weekdays.
You can also send a private message on the DearDeidreOfficialFacebook page.
Follow me on Twitter @deardeidreor write to Deidre Sanders, The Sun, London SE1 9GF (please enclose SAE).


text:
Melanieholm's Trophy Room
This is Melanieholm's personal trophy room. Here you can view all the awards Melanieholm has won in our past monthly competitions, as well as a quick rundown of their lifetime playing statistics (to the right).
If you don't have any trophies yet, don't be discouraged, just keep playing! All registered members are automatically entered into each month's competitions, where the top 20 players ranked by point score, solving percentage and average solving time will receive trophies and prize ribbons that will then be displayed here.
View melanieholm's Profile »
4th place
December 2018
546111 pts.
6th place
November 2018
400282 pts.
7th place
September 2018
375666 pts.
16th place
August 2018
252419 pts.
8th place
July 2018
368703 pts.
7th place
June 2018
304173 pts.
12th place
May 2018
258404 pts.
6th place
April 2018
422684 pts.
6th place
March 2018
564956 pts.
10th place
February 2018
271090 pts.
5th place
January 2018
404912 pts.
3rd place
December 2017
573961 pts.
7th place
November 2017
361951 pts.
5th place
October 2017
449666 pts.
8th place
September 2017
389006 pts.
* Monthly competitions began in September 2012.


text:
Not So Much Pleasure For MeFor those of you who love large toys, I would recommend this toy. However, for those of you like me, who don't have a lot of experience with wide insertions, this toy would not be for you because I would not purchase it just for its vibration functions.
Waterproof, color true to picture, flexible yet firm, silicone, many vibrating functions
Too big, hard to store
I was very excited about doing a product review on the Silicone Pleasure Bendie Ripple G. I originally wanted this item because I liked the G-spot tip, the overall shape of the toy, and the waterproof silicone material. I also loved the fact that it was supposed to "flex and move with you!" like the product's box states. Unfortunately I was not able to use the toy for its intended use because the toy was was too large. By large, I am talking about the width of the toy. As soon as I opened my package, I noticed that it was much bigger than I had previously expected. I was, however, able to use it by taking advantage of its 10 vibrating sequences by straddling the toy and using an up-and-down motion.
The sequences were great, and the vibrations cannot be heard from behind a closed door with a fan on. I think it was great that although I could not use it for insertion on myself, I did incorporate it for another use. This is another usage option for those of you who can use it for insertion as well.
Other than my initial letdown, I think that this product does offer the probability of a sensual experience for those who like really big toys. The entire toy is very smooth silicone, but not floppy or un-sturdy. This makes the 'bendie' aspect of this toy true to its statement without being overly bendy.
If you purchase this toy because you feel it might be a good fit for you, remember that you should not use a silicone lubricant with this silicone toy. I myself use coconut oil as my go-to lube, and that did work for rubbing the toy to arouse myself.
The toy is also very easy to clean because it is waterproof. Just use hot water and antibacterial soap and use your hands to rub the toy, rinse it off, and dry it. I would also recommend keeping the packaging it comes in, because it works great for storing the toy. Just make sure it is dry first.
Follow-up commentary 2 months after original review
I still cannot insert this toy, because it is still much too big for me. I have, however, started using the base of this toy for a wider area of vibrating clitoral stimulation.
This product was provided free of charge to the reviewer. This review is in compliance with the FTC guidelines.
great review
Thanks for the review!!
Thank you for the review. Can you please provide the actual measurements of this large toy?
Thanks for sharing.
great review
thanks for following up
No discussions yet.
Forum Category
- See all discussions
Thank you for viewing Pleasure bendie ripple G – g-spot vibrator review page!


text:
Two Features Individuals Do Not Really Have Knowledge Of With Respect To LASIK Eye SurgeryThe eye can be examined with relative ease as to both its function and its structure. A practical assessment includes the ability to relocate the orbit and the reaction of the pupil to light and accommodation.
The function of the eye might be tested in several ways. The patient may be asked to identify illuminated letter or objects of differing sizes on exactly what is known as the Snellen chart.
Alternatively, the examination of the structural part of the eye may be made in several methods. Stress within the eyeball is determined by a "tonometer." In certain diseases, especially in glaucoma, the tension in the eyeball is increased noticeably.
However, it should be well kept in mind that a client with an eye issue might have other problems also. Often other physical conditions are primary and impact the eye as a consequence. The appearance of the eye can alert the doctor and the client to troubles in some disturbances of other parts of the body even prior to other signs provide themselves.
One's dependence on sight is stressed when one faces a possible or short-term long-term loss of this crucial sense. Thus, when restorative measures are sought, particular types of vision correction such as contact lenses or glasses are prescribed.
On the other hand, some people are troubled with the reality that they have actually some framed lenses or contact lenses in front of their eyes.
For this factor, advanced surgeries were developed to encourage decreased usage of contact lenses or glasses. Among which is the now popular LASIK eye surgical treatment.
Generally, LASIK eye surgery is the short-term for "Laser-Assisted In Situ Keratomileusis." Like its concrete equivalent, LASIK eye surgical treatment is another form of vision correction. The only distinction is that with this kind of surgical treatment, one's vision is fixed completely.
With LASIK eye surgical treatment, the refractive errors in the cornea are permanently transformed. This can be done utilizing an "excimer laser."
The main purpose of this surgery is to produce a threadlike, rounded "flap" in the cornea using a blade understood as "microkeratome." In a series of unfolding and laser processing, the cornea is lastly reformed, enabling better the eye to direct more light into the retina.
Popularity vs. Disadvantages
Amidst the growing popularity of LASIK eye surgical treatment, there are still disadvantages that people should know. Most likely, the primary reason why this type of eye surgery has actually become well accepted is because many of its cases had been successful.
Nevertheless, in spite of its success, there are still some drawbacks. Here is the list:
1. It is an operation applied to the most delicate part of the eye
Since LASIK eye surgery includes the operation of the retina, which is one of the most sensitive portions of the eye, many people say that the operation can be really dangerous.
In other words, a simple mistake might practically trigger an individual's life time loss of sight. It is crucial to consider numerous elements prior to choosing whether LASIK eye surgery is the best restorative step one has to undergo.
2. It is not a perfect procedure
LASIK eye surgical treatment might correct your vision however it does not necessarily suggest that it can offer you a best vision. Even if statistical reports show that 70% of the clients might have 20/20 vision, this does not always suggest they have perfect vision.
Offered all these things, it can be deduced that, in spite of the popularity of the operation, LASIK may not constantly be the perfect eye surgical treatment the method many people view it
Conversely, the examination of the structural part of the eye might be made in several ways. It must be well remembered that a client with an eye issue might have other problems. Frequently other physical conditions are main and go to this web-site impact the eye as a effect. The appearance of the eye can signal the physician and the client to difficulties in some disturbances of other parts of the body even before other symptoms provide themselves.
Like its concrete equivalent, LASIK eye surgery is another type of vision correction.


text:
Directed by Marco Tullio Giordana and La Meglio Gioventu, this film chronicles the youth, emotional development, and milestone events in the lives of brothers Nicola (Luigi Lo Cascio and Matteo Carti (Alessio Boni) between 1966 and the early 2000s. Despite being polar opposites -- Nicola is a free spirited, romantic psychiatrist; Matteo is an angst-ridden idealist and member of the Italian police force -- the brothers stay connected through the nature of life, family, and time, even during their long periods of separation from one another.
Add this movie to your queue to receive more information about
The Best of Youth and we will let you know when it becomes available.


text:
How to Use Videos on iPhone - iPhone Videos Guide
When you use iPhone (iPhone 7/7Plus) for the first time, you may have little known about it, such as how to add videos to your library, how to sync with itunes and so on. Here we've offered the ultimate guide to the videos app on your iPhone.
PhoneRescue – Top iPhone Videos Recovery Tool
Quickly download PhoneRescue and then you can recover your videos on iPhone without efforts before reading this guide.
When you get a movie, TV show, or music video from iTunes, it shows up in the Videos app. Here, you can browse your collection, download and watch your content, and control features like closed captions, subtitles, and descriptive audio, where available. However, for iPhone beginners, do you know how to sync videos with iTunes, or how to add videos (Learn: how to transfer videos from iPhone to Mac) to your library? Follow the detailed instructions bellow to make it clear as soon as possible.
iPhone Videos Guide
Add Videos to Your Library
Buy or rent videos from the iTunes Store. Tap Store in the Videos app, or open the iTunes Store app on iPhone, then tap Movies or TV Shows. The iTunes Store is not available in all areas.
Transfer videos from your computer. Connect your iPhone to computer, and then sync videos from iTunes on your computer.
Stream videos from your computer. Turn on Home Sharing in iTunes on your computer. Then, on iPhone, go to Settings > Videos and enter the Apple ID and password you used for Home Sharing on your computer. Then open Videos on iPhone, and tap Shared at the top of the list of videos.
Convert a video for iPhone. If you try to sync a video from iTunes to iPhone and a message says the video can't play on iPhone, you can convert the video. Select the video in your iTunes library,then choose File > Create New Version > Create iPhone Version. Then sync the converted video to iPhone.
Delete a video. Tap Edit in the upper right of your collection, then tap on the video thumbnail. If you don't see the Edit button, look for on your video thumbnails—those videos haven't been downloaded to iPhone, so you can't delete them. To delete an individual episode of a series, swipe left on the episode in the Episodes list.
Deleting a video from iPhone doesn't delete it from the iTunes library on your computer, and you can sync the video back to iPhone later. If you don't want to sync the video back to iPhone, set iTunes to not sync the video.
Important: If you delete a rented movie from iPhone, it's deleted permanently and cannot be transferred back to your computer.
What's Hot on iMobie
New iOS Data to iPhone Transfer Guidelines > Tom·August 12
2018 Best iPhone Data Recovery Tools Review >Joy·August 27
2018 Best iPhone Backup Extractor Tools > Tom·August 16
How to Recover Deleted Text Messages iPhone > Joy·March 17
How to Transfer Photos from iPhone to PC > Vicky·August 06
More Related Articles You may Love
- 2016 Top iPhone Data Recovery Software – Here you will get several top iPhone data recovery tools to help you recover data on your iPhone. Read More>>
- How to Transfer iPhone Data to New iPhone – It is an excellent way to transfer data from iPhone to iPhone here. Read More >>
- 2016 Top Best iPhone Backup Extractor – This guide is all about top iPhone backup extractors to solve iPhone data recovery. Read More>>
- How to Recover Deleted iMessages on iPhone –It is a trouble-free method to recover deleted iMessages on your iPhone. Read More>>
- How to Transfer Contacts from iPhone to iPhone 7 – Check this quick guide to get an easy way to transfer contacts between iPhones. Read More>>


text:
Woman lodges complaint against ACP Ravi Babu with DGP - Tv5
Former Rayavaram MPP Padmalatha met DGP JV Ramudu and lodged a complaint against Madhurawada ACP Dasari Ravi Babu for exploiting her sexually on the pretext of marrying her. She urged DGP to render justice to her as he was trying to silence her by offering money. Padmalatha said that the DGP assured of rendering justice to her after completion of probe.


text:
Graduation from studies is not the end of a student's relationship with his or her university and fellow students. It is important that former students keep abreast of developments in their respective area of studies, and that they maintain contact with other alumni to share experiences and to harness their collective skills for the benefit of a region or a sub-region as a whole. The programme will therefore together with DAAD develop a forum for alumni by organising regular reunions.
For a list of our Alumni click here.
For the Alumni Newsletter 2015 click here.
The principal objectives of the alumni programme are:


text:
Pawshake connects pet owners with pet sitters offering services like pet sitting, home dog boarding, doggy day care, house sitting, dog walking, cat sitting and more. It's a personalised alternative to a kennel. Pawshake provides 24/7 support, premium insurance, safe online payments and photo updates. Join the pet-loving community now!
No cities starting with letter X


text:
Practice Statement
In our practice, the entire family can come to one location to receive excellent care for their general, pediatric, surgical, and cosmetic needs and concerns.
The practice won Frisco Style's "Best of Business" award in 2010 due to Dr. Weisberg's compelling vision.
Located at the corner of Legacy Drive and Eldorado Parkway, the office of Dermatology Consultants of Frisco is a 10,000 square foot state-of-the-art facility. The office was built in a convenient location to provide excellent dermatology services and good customer service as well.
As a part of their cosmetic dermatology services, they offer a complete array of lasers, intense pulsed light (IPL), Botox, fillers and surgical options under one roof and can create custom solutions for their patients.
4685 Eldorado Pkwy
Suite 100
Frisco, TX 75033
2435 W Oak St
Suite 102
Denton, TX 76201
1601 W Hebron Pkwy
Suite 220
Carrollton, TX 75010
4685 Eldorado Pkwy
Suite 100
Frisco, TX 75033
2435 W Oak St
Suite 102
Denton, TX 76201
1601 W. Hebron Pkwy
Suite 220
Carrollton, TX 75010
- 5 other locations
- Hide other locations
- Dermatologist
In-Network Insurances
- Accountable Health Plan of Ohio
- Aetna
- View all


text:
Four 8.5" x 11" sheets of green cardstock. All charts and tables necessary to play TRAVELLER are printed on them, those needed by the Judge on one side and those needed by the players on the other. Combat charts have all appropriate modifiers factored in.
Printing Information
Games (Dimension Demons (Metagaming); King of the Mountain (Dimension Six); Land of the Rising Sun (FGU); Quirks
Reviews of SF and Fantasy game and rulebooks currently in the shops.
-Ice War and Black Hole by Don


text:
Paper Christmas Stocking
|Craft an easy Christmas stocking out of construction paper and have fun decorating it with all sorts of materials.
Safety Tips
- Small materials like buttons, beads, or pompoms are choking hazards. These are not suitable for kids below the age of three.
|If you want a pattern for drawing your Christmas stocking, print out this Christmas stocking template on A4 or Letter size paper. Cut out the pattern.
|Prepare a sheet of construction paper that is at least twice the width of the stocking pattern or your stocking's intended size.
|Fold the construction paper in the middle.
|Align the pattern's straight edge along the construction paper's folded edge. Trace the outline of the pattern onto the construction paper.
|While keeping the paper folded in the middle, cut out the stocking shape.
|Unfold the stocking. Apply glue along the edges of the stocking except on the top edge.
|Fold the stocking along the middle crease and press along the sides to glue the edges in place.
|Decorate your stocking as you please. You can cut out images from old Christmas greeting cards or gift wrap paper; draw your own Christmas images; or cut out basic shapes (e.g. triangles, rectangles, circles) and put them together like I did.
We also have these Christmas printables that you can use.
Glue on accents such as sequins, little bows, stickers, rhinestones, buttons, paper cut outs, beads and other decorative materials.
|As an option, you can punch a hole on the top corner of your stocking and loop a string or ribbon around the hole to make a handle.
|When the glue dries, hang up the paper stocking as a charming Christmas décor. If this project is done as a class, children can slip in Christmas greeting cards or handmade Christmas gifts into each other's Christmas stockings.


text:
My sister and I went to a glass blowing class a few weeks ago. It was so much harder than I imagined. It turned out to be a Christmas ornament making class, for which we were not mentally prepared. She and I had much more grandiose ideas about what would happen in the class. We imagined fiery furnaces, large pipes, thick leather gloves; instead we got pre-blown glass tubes, individual burners and some safety glasses.
For some reason I had imagined we'd start off big. We'd start off with some big crude stapes... I imagined I'd walk away from class with a mildly-revolting-but-interesting clear glass shape that maybe, just maybe, I could turn into a terrarium. I was so very wrong. Instead I made some really wonderful but very wonky Christmas tree ornaments.
R bought us a little Christmas tree for the first time last year, and turned some of the urchins I collected from my dives into ornaments. I'm looking forward to this year's little tree and seeing what he does with these little oddities.


text:
By Francis Keepfer The UK telecoms regulator, Ofcom, has launched a review of its General Conditions of Entitlement (the regulatory rules that all UK communications providers (CPs) must follow in order to operate) and a consultation on updating its guidance concerning the provision of calling line identification (CLI) facilities. Share this
Tag Archive: Ofcom
Permanent link to this article: https://blogs.dlapiper.com/mediaandsport/2017/09/ofcom-launches-revised-rules-on-consumer-protection-and-nuisance-calls/
UK – Ofcom reintroduces (lower) fees for video-on-demand services
By Patrick Mitchell and Alastair Mackichan The larger operators of UK VOD services (such as broadcasters' catch up services, and other on-demand TV and movie services) will again be required to pay an annual fee to meet Ofcom's regulatory costs. Share this
Permanent link to this article: https://blogs.dlapiper.com/mediaandsport/2017/05/uk-ofcom-reintroduces-lower-fees-for-video-on-demand-services/
UK: Ofcom reviews the TV programme production sector
By Chris Wall Following Ofcom's third review of public service broadcasting earlier this year, the Secretary of State has asked Ofcom to carry out a review of the operation of the television programme production sector. Ofcom reports that television programme production generates annual revenues of roughly £3 billion and an increase in the consolidation of …
Permanent link to this article: https://blogs.dlapiper.com/mediaandsport/2015/10/uk-ofcom-reviews-the-tv-programme-production-sector/
First IoT Legal and Business Framework Webinar: Summary of Conclusions!
Thank you all for attending our webinar on the "Internet of Things Legal and Business Framework". For those who could not attend, the main conclusions are summarized below: Share this
Permanent link to this article: https://blogs.dlapiper.com/mediaandsport/2015/04/first-iot-legal-and-business-framework-webinar-summary-of-conclusions/
UK: Two websites, both alike in category…
Patrick Mitchell and Alasdair Muller consider two recent Ofcom decisions, both on appeal from the Authority for Television on Demand ("ATVOD"). The decisions provided clearer guidance on the criteria to be considered when assessing whether or not a service qualifies as an On Demand Programme Service ("ODPS") as defined by section 368A of the Communications Act …
Permanent link to this article: https://blogs.dlapiper.com/mediaandsport/2015/01/two-websites-both-alike-in-category/
Consultation on the enforcement of scheduling of television advertising
By Alasdair Muller and Patrick Mitchell Ofcom has published a consultation document regarding various approaches to the enforcement of scheduling of television advertising. Both Ofcom's own Code on the Scheduling of Television Advertising (COSTA) and the Audiovisual Media Services Directive place restrictions on the insertion of internal advertising breaks within programmes, based on factors including …
Permanent link to this article: https://blogs.dlapiper.com/mediaandsport/2014/07/consultation-on-the-enforcement-of-scheduling-of-television-advertising/
UK: Communications watch-dog releases detailed analysis of gambling advertising on TV
By Stephen Ketteley In a wide-ranging and extremely detailed report, OFCOM, the UK's communications regulator, has released results of it analysis of gambling advertisements on television. Some of the statistics clearly demonstrate the increased profile of gambling on television, through advertising – an issue repeatedly referenced by certain aspects of the media in sustained criticism …
Permanent link to this article: https://blogs.dlapiper.com/mediaandsport/2013/11/uk-communications-watch-dog-releases-detailed-analysis-of-gambling-advertising-on-tv/
Everton FC's pre-season victory
By Patrick Mitchell – as first published in the Entertainment Law Review Although not quite as lucrative as its pre-season US tour, Everton FC's recent successful appearance before media regulator Ofcom helps it to retain a few more pounds which might be available for the transfer kitty. The club appealed the decision, by the regulator …
Permanent link to this article: https://blogs.dlapiper.com/mediaandsport/2013/09/everton-fcs-pre-season-victory/


text:
THIRUVANANTHAPURAM: Making arrangements for Muhammed Nisham, the accused in the Chandrabose murder case to make calls from jail, are seen seriously, said Chief Minister Pinarayi Vijayan in the assembly. Replying to the submission of Thiruvanchoor Radhakrishnan, Pinarayi said there were no security lapses in the jail.
Nisham spoke to his relatives from the cops' phone when taken to Bengaluru. A probe was conducted and the officials responsible were suspended. A detailed probe will be conducted on his calls to the media, he said.