text:
3. Learning to Question Why do we need to be good questioners?
- Jerome Brooks
- 3 years ago
- Views:
1 3. Learning to Question Why do we need to be good questioners? The art of crafting good questions is key to both teaching and learning. Being able to create probing questions empowers both teachers and students. Questioning is a lifelong learning skill that is critical for success in the 21st century. Who needs to be a good questioner? Teachers, students, researchers, pollsters, interviewers, planners, journalists, diagnosticians, mechanics, technicians, repair people, doctors, nurses, personal trainers, designers, builders, architects, salespeople, travelers, tourists, consumers, investigators, inspectors, parents, lawyers, etc. Asking effective questions is an important life skill. What is a good question? There are many different types of questions. Basically a good question is the one that gets us the information we need at any given time. Sometimes the answer will be a simple yes or no ; however, on other occasions it will be much more complicated and so will the question that is required to prompt that answer. A good research question is one that guides the questioner through a quest to build personal meaning and understanding. Again this can be very simple or very complex. Where does questioning belong in the curriculum? The role of questioning runs throughout the curriculum. Motivation to learn is often spurred on by questions. Clarifying details and thoughts, developing understanding, sourcing information, and selecting relevant information are among the many skills crucial to all disciplines that depend on effective questioning skills. Critical thinking, regardless of the subject content, depends on the ability to ask effective questions. The need for questioning skills is ubiquitous. When do we teach questioning strategies? In the primary years we teach students to differentiate between statements and questions. We also introduce them to the 5 W s. We need continue to take a systematic approach to teaching questioning skills. It is crucial is that questioning skills are introduced and taught formally (Ciardiello, 1998). Regardless of the grade level, take time to observe and assess student skill levels so that you can intervene with appropriate learning experiences. How do we teach students to become good questioners? What tools can we use to help develop and hone questioning skills? The following tasks are designed to help you do just that. How can the 5 W s and How help students in Question Trekking? How can I help students organize data? Learning to Question 47
2 How can questioning help students explore a topic? Q Task Quickies: KWL Quickies How can creating a question web help students develop a focus? How can I introduce the Question Builder to students? How can the Question Builder be used to help guide research? Q Task Quickies: Using the Question Builder How will a rubric help students create better research questions? How can students narrow and focus their questions? Q Task Quickies: Power-Up Q Cards How do I help students create a statement of purpose? How do students get to the right question? How can I help students move from question to thesis statement? The important thing is not to stop questioning. Albert Einstein 48 Learning to Question
3 How can the 5 W s and How help students in Question Trekking? Q Task Students will apply basic question starters to develop questions specific to their need. Clarifying the Task In this example, the class is beginning a study of mechanisms and structures. They are to go on a trek in their neighborhood searching for interesting mechanisms and structures. As they observe these sites, they will keep a record of the questions they have about them. Building Understanding Model this task by showing students an interesting mechanism, such as specialized kitchen or garden tool, they may not be too familiar with. Pass the tool around the classroom for students to examine. Review the question starters: who, what, when, where, why, and how. Give students time to think about what they know about the topic the tool relates to and what they are curious about. Chart what students know and what questions they have. As you chart their questions, highlight the question starters and encourage students to develop their questions using all five starter words. Demonstrating Understanding Prepare students for their trek in the neighborhood. Provide each student with copies of the Question Trekking organizer (page 50) so they can keep good records of their discoveries and questions. Students will make a quick sketch, and jot down what they know and questions they have about the mechanism. You will need to plot out the walk ahead of time, making sure that students will be able to spot a variety of mechanisms and or structures on the route you take. Q Tip An extension of this task would make an excellent homework assignment: gather background information about other topics such as animal habitats, transportation, uses of electricity, etc. Learning to Question 49
4 Question Trekking Sketch What I Know Questions I Have Who What When Where Why How How can I find answers to my questions? 50
5 How can I help students organize data? Q Task Students will develop questions to guide searches in several sources. Clarifying the Task In this example, the class is studying nocturnal animal life. They have read stories, viewed videos, and talked about nocturnal animals. Now they are ready to select an animal they are curious about and search for more information. This simple Q Task provides a framework for young and inexperienced researchers to organize their findings. Building Understanding Once students have selected an animal, ask them to fold a paper in half to create a T-chart. Have students brainstorm everything they know about their topic and record the information on the left side of the chart. Then ask students to brainstorm all the questions they have about the nocturnal animal they have selected, and record the information on the right side of the chart. You can prompt their thinking with cards that have question starter words (e.g., Who, What, Where, When, Why, How) printed on them. Ask students to find a partner, share their questions, and talk about which questions would be good search questions. Have students eliminate or revise any questions that would have one-word answers. Each student should select four good search questions and record them on the My Search Record organizer (page 52). Arrange for students to search in the school library for resources that will help them answer their questions. Review strategies for evaluating the usefulness of a resource. Students should select four resources that will help them find answers to their search questions. Encourage students to select a variety of sources if possible; e.g., books, encyclopedias (both print and electronic), web sites, magazine, etc. Demonstrating Understanding Assist students with the process of using their questions to guide their searches. Model for them how to find keywords in their questions that will help them to use tables of contents and indexes to target the information they need. Review how to skim and scan and how to take jot notes. Return to the My Search Record organizer and instruct students to use each resource, focusing on only the questions they have recorded as they make their notes in the appropriate boxes. Q Tip Students may not find information to answer all their questions in every source; make sure they know that this is okay. They may find conflicting information in the sources they have. This is a great teachable moment to talk about the importance of using more than one resource, and the need to make sure sources are up-to-date and reliable. Learning to Question 51
6 My Search Record Topic: Name: Sources Questions 1) 2) 3) 4) 52
7 How can questioning help students explore a topic? Q Task Students will use questions to guide their exploration of a new topic. Clarifying the Task In this example, students will be studying the impact of European explorers on North America. Students need to gain some general knowledge of explorers before they embark on their own voyage of discovery. In this Q Task, students will explore a variety of resources to discover general information about a number of European explorers. Building Understanding Introduce the topic of European explorers with a short video clip and establish the time period and some general knowledge about Europe and North America at the time. Ask students what they know already about European explorers. Chart their ideas. Introduce the question starters Who, What, When, Why, and Where. Ask students to think of what they need to know about European explorers. Chart their questions. Ask students where they can find information about European explorers and chart their responses. Ask students for keywords that would help them target information they need. Collaboratively develop a list of key words students will use for their searches. Demonstrating Understanding Introduce the resource stations (print encyclopedia, electronic encyclopedia, books, pictures, and video) set up in the library. Provide students with blank copies of Quick Fact Trading Cards (page 54). Instruct students to rotate through the stations. They will skim, scan, read, view, and listen to variety of carefully selected resources and complete as many trading cards as possible in the time available. Now help students make connections. Have students gather in small groups and sort their trading cards alphabetically by explorer s last name. Have students sort their cards chronologically, by departure point, by destination, and then by reason for the excursion. Have them share the quick facts they recorded on their cards and take note of any conflicting data. Ask groups to share how they sorted their cards, to point out interesting connections or patterns they see, as well as conflicting information. Discuss how to verify information when you have a conflict. Students now have a working background knowledge. They should be ready to decide on a focus for further investigation of European explorers. Q Tip Students need to have background knowledge before they can develop questions about a topic. For other ideas on building background knowledge see Koechlin and Zwaan (2005 and 2004), and Marzano Building Background Knowledge for Academic Achievement (2005). Learning to Question 53
8 Quick Fact Trading Cards Quick Fact Trading Cards Who? Quick Fact Trading Cards Who? What? What? When? When? Where? Where? Why? Why? Quick Fact Trading Cards Who? Quick Fact Trading Cards Who? What? What? When? When? Where? Where? Why? Why? 54
9 Q Task Quickies KWL Quickies KWL is a tried and true technique for developing students metacognitive skills. It also confirms for students that learning is a thinking process and that there are steps to take when trying to comprehend something new. Developed by Donna M. Ogle in the 1980s as a strategy to encourage active reading of expository text, this strategy like all good teaching strategies has increased in value and diversified in application over time. One of the many benefits of this strategy is that it values student questioning. We have provided a few variations for you to consider. Exploring a Topic Successful research is built on the opportunity to explore a topic and to build a knowledge base from which inquiry can sprout. Use KWL after activating prior knowledge with a story, video clip, scavenger hunt, speaker, etc. There are many ways to implement the strategy. The KWL Chart (page 58) can be built collaboratively on chart paper. In the K column, record information students already know about the topic. In the W column, record what students want to know or what they wonder about. Provide students with exploratory experiences, such as browsing through books and selected Internet sites. In the L column, record new information students have learned. Students can complete KWL charts individually, but be sure that you build in opportunity for students to talk about what they are recording. Debrief by asking students how the KWL chart has helped them gain interest in the topic. Preparing for Research Before students embark on a search to find information for their research project, they need to get their thoughts organized and make some plans. The KNoWLedge organizer (page 60) will spur questioning, and will help students activate prior knowledge, identify sources, and focus on keywords to guide searches. When students complete this organizer, they will be ready to use their searching time more efficiently and will have more time for actually processing the information they find. Assessment Before starting a unit, use the KWL strategy as a diagnostic assessment of student knowledge about a topic. Have students record what they think is important about the topic in the first column of a KWL Chart (page 58) and questions they have in the second column. In the third column, have students make a web of their understanding about this topic. Post-unit, have students complete another KWL Chart. Have students compare their pre- and post-unit KWLs and write a reflection about their growth. Learning to Question 55
10 Q Task Quickies Comprehending Text KWL Quickies (continued) KWL is an engaging alternative to note-taking and is a true demonstration of comprehension of text. Select an article or textbook passage to support the curriculum topic. Develop an anticipation-guide activity to provide clues to the reading passage and activate thinking about the topic. After this introduction, ask students to record what they think is important and relative to this topic in the K column of a KWL Chart (page 58). Give them some time to think, and then have them develop questions they would like to find answers to in the W column. Remind students to use their question-building skills to develop different kinds of questions, such as fact gathering, analysis, reflective, and predicting questions. Ask students to read the text, keeping their assumptions and questions in mind. As they read, instruct them to record what they are learning in the L column. After reading, have students meet with a partner, compare their learning, and revisit the text as necessary to confirm information or understanding. Debrief with the entire class, discussing their new knowledge as well as how the KWL process helped them comprehend the text. Science Projects Use the KWHLQ Chart (page 61) to track growth during a science project. Students use the H column for recording plans for how they will find out what they need to know. The reflective Q box is for new questions. Problem Solving and Decision Making Use the KWHLQ Chart (page 61) to provide structure to the difficult processes of problem solving and decision making. Try it out collaboratively to explore classroom and playground problems, such as bullying, vandalism, littering, etc. Demonstrate how the KWHLQ can be tool to help when making decisions, such as making major purchases. Let students apply KWHLQ to solve problems and make personal decisions such as career choices. 56 Learning to Question
11 Q Task Quickies KWL Quickies (continued) Storybook Wishes Use the KWW Chart (page 59). Show the cover of well-illustrated picture book and ask students to tell you what they know about the story from reading the illustration on the cover. Record responses in the K column. Now picture walk though the book, asking students to read the pictures and tell you what they know from the illustrations Before reading, invite students to ask questions about the story and record these in the middle Wonder column. After completing the reading, go back and confirm the ideas recorded in the K column, or correct incorrect assumptions. Revisit the middle Wonder questions and see if you discovered the answers to all the student questions in the story. Now ask students to think about the events in the story and think about anything they would like to change. Record their thoughts in the Wish column. Compare Fact and Fiction Use the KWL Chart (page 58) when comparing fact and fiction. After reading fictional stories, say, about monkeys, record the characteristics of monkeys identified in the stories in the K column of a large group chart. Discuss how authors of fiction give animals attributes that aren t consistent with real animals. In the W column, list the attributes from fiction that they question. Explain the purpose of non-fiction materials and the difference between fact and fiction. Share selected non-fiction books and/or video clips on the topic. In the L column, list the factual characteristics of monkeys identified from the resources. Review the K column and confirm and highlight fictional characteristics of monkeys. Students would now be ready to use an organizer to record similarities and differences between monkeys in fiction and monkeys in non-fiction. Learning to Question 57
12 KWL Chart Know Wonder Learn 58
13 KWW Chart What I/we KnowWhat I/we Wonder What I/we Wish 59
14 KNoWLedge What do I KnowWhat do I Need to know Where can I find information What keywords and phrases will Lead me to information I need? Adapted from Koechlin and Zwaan,
15 KWHLQ Chart What do I Know? What do I Want to know? Howwill I find out? What did I Learn? Questions I have nownext Steps 61
16 How can creating a question web help students develop a focus? Q Task Students will brainstorm and web questions about a topic. Clarifying the Task In this example, students will use the background knowledge on European explorers they build in the Q Task on page 53. In this Q Task, students work collaboratively to explore the breadth and depth of the topic and use this experience to narrow down the large topic to a focus for their personal inquiry. Building Understanding Introduce the Question Storming strategy and model how to use it. Brainstorm for questions about a topic students are familiar with; for example, transportation. Use a data projector and commercial software, acetate on an overhead projector, or chart paper to begin building a web of questions about transportation. Then brainstorm for more questions about the original questions, and record them with arrows from the original questions. Continue to expand the web as long as questions flow. You may need to model this strategy with several topics, as students are used to brainstorming for what they know, but are not accustomed to brainstorming for what they need and want to know in the form of questions. Demonstrating Understanding Ask students to meet in small groups with others who are interested in the same European explorer. Have them develop questions using the Webbing Questions worksheet (page 63). Remind students that they are not brainstorming what they know, but rather what they want to know in the form of questions. Also, the questions need to build out from the original question. In groups, they will share questions with the class. Have students revisit their trading cards from the Q Task on page 54, and consider the group questions to help them settle on the aspects of European exploration or the particular explorer(s) they want to investigate. Have them individually complete a Webbing Questions organizer and select a few questions they are interested in exploring further. Q Tip To add a tactile dimension, have students brainstorm questions on sticky notes so they can move their questions around. 62 Learning to Question
17 Webbing Questions Write your topic in the centre starburst. Record questions you have about this topic in the surrounding ovals. Continue to develop questions about these questions to further explore and refine your topic. Which questions would you really like to explore for your research project? Adapted from Koechlin and Zwaan (2005). 63
18 How can I introduce the Question Builder to students? Q Task Students will learn the structure of the Question Builder Chart (page 65). Clarifying the Task This task will help students learn about a structure and pattern of questioning they can use to experiment with in developing their own questions. The purpose of the Question Builder Chart (inspired by the Q Matrix in Weiderhold, 1995) is to give students question starters or prompts to help them construct questions for specific purposes. Building Understanding In this example, the class is working on a theme unit on Leaving Home. Select a picture book. Show the cover and initiate discussion. Invite students to ask questions. Record the questions. Read to a climactic point in the story and ask for more questions. Record. Finish the story, review, and discuss recorded questions. Again ask for further questions. Record. Review all the generated questions for the purpose of learning more about different kinds of questions and their purposes. Clip questions from the chart and ask students to look for similarities. Cluster by question starter: who, what, when, where, why, how, or which. Instruct students to look at the second word of each question: is, are, were, would, will, etc. Use a large wall space to sort and organize questions into a matrix. Discuss which questions were easy to answer and why, which were more difficult, and which had no direct answer in the story but are really interesting questions. Demonstrating Understanding Group students and provide each group with a large copy of the Question Builder Chart (page 65), or have the students make their own chart on a large piece of chart paper. Instruct students to skim newspapers and magazines to look for questions to clip out. Have students glue the questions they discover onto their chart. Debrief with the entire class and discuss their successes and challenges with this task. Q Tip When students are ready, proceed to discuss the purpose of different question starter patterns; see the Q Matrix in Weiderhold (1995). Weiderhold s book and excellent commercial materials to support questioning using the Q Matrix are available from Kagan Cooperative Learning /index.html This Q Task was adapted from a task in Koechlin and Zwaan (2004). 64 Learning to Question
19 Question Builder Chart is did can would will might Who What When Where How Why Which... Your best questions for this project Inspired by Weiderhold (1995) 65
20 How can the Question Builder be used to help guide research? Q Task Students will experiment with the Question Builder Chart (page 65) to formulate focus questions to guide their research tasks. Clarifying the Task Students are familiar with the Question Builder Chart. In this example, the class has explored the topic the world of insects by taking a nature walk, browsing non-fiction books, viewing videos. They have discussed and recorded interesting discoveries and are now ready to select an insect they are really curious about for their personal search project. This information questioning strategy enables beginning and experienced researchers, as well as students with low language acquisition, to experiment with many possible questions until they find the just right question(s) for their project. Building Understanding Prepare a large Question Builder Chart (page 65). Model how to use the Question Builder prompts to develop questions. Select a topic the class should have some general background knowledge about, such as planning a party or a school event. As students volunteer questions, record them directly on the Question Builder. Students will discover that not all the prompts work well for every topic. Caution students not to force questions. Ask students to think about which questions might make good research questions. Share and highlight these questions. Demonstrating Understanding Ensure that each student has selected an insect topic for his or her personal research project. Provide each student with a Question Builder Chart (page 65). Instruct students to experiment with formulating questions about their insects. Have them record their efforts on the chart. Now have students work with a partner to discuss their questions and select the best five for their personal project. Have students construct a search booklet. Have them create a cover and write a guiding question at the top of each page. Students will use teacher-selected resources at their reading level to search for the answers to their questions. They will record the information in their search booklet under the appropriate question. Q Tip Very young students will need a volunteer or a student learning buddy to help them record their discovery questions and read to find answers to their questions. Search findings can be illustrations, or text printed by the learning buddies. More experienced researchers can use index cards, folded paper, or templates for organizing their research notes. 66 Learning to Question
21 Q Task Quickies Using the Question Builder Your students will need many opportunities to use the Question Builder prompts. Have them work in small groups at first so they can support each other. When they have had lots of practice experimenting with the prompts they can use the strategy independently to brainstorm questions for specific purposes. The Question Builder Chart (page 65) and Question Builder Frames (page 68) can be adapted for endless applications for all grade levels. The following are examples of using this questioning strategy to critically examine information and develop understanding. Interpreting Graphs and Charts As a pre-reading strategy, have students examine charts and/or graphs in a text selection. Using the prompts from the Question Builder Chart or Question Builder Frames, have them develop questions about what they see. Post reading, have students go back to their pre-reading questions and try to answer them. If any of their questions cannot be answered from the text, ask them to develop a plan to try to find the answers. Analyzing Primary Artifacts Provide each group of students with a photograph, letter, poster, or other primary artifact that will help them discover firsthand information about the people, places, or events being studied. Ask students to examine and discuss the artifact and, using the prompts from the Question Builder Chart or Question Builder Frames, develop questions about what they see. Have each group share their questions. Chart any common issues or concerns arising from their questions. These ideas could form the focus of further class investigations about the people, places, or events under study. Looking for Patterns and Trends Provide students with statistical data; e.g., population breakdowns over a period of time. Have students examine the data and use the Question Builder Chart or Question Builder Frames to develop questions about the data they are examining. Instruct students to swap questions with another group. Answer their questions based on the raw data. Share any patterns they have discovered in the population statistics, as well as potential trends for the future. Textbook Twist Note making, answering teacher questions, and completing fill-in-the-blank worksheets from textbook content becomes tedious for students. Occasionally twist the process: instruct students to read the textbook selection and develop some thought-provoking questions about the material they are reading. They can use the Question Builder Chart or Question Builder Frames to experiment with questions, then select their best for sharing as a record of their content understanding. Learning to Question 67
22 Question Builder Frames Who is, are, was, were did, does can, could would, should will, might What is, are, was, were did, does can, could would, should will, might When is, are, was, were did, does can, could would, should will, might Where is, are, was, were did, does can, could would, should will, might Why is, are, was, were did, does can, could would, should will, might How is, are, was, were did, does can, could would, should will, might Which is, are, was, were did, does can, could would, should will, might Inspired by Weiderhold (1995) 68
23 How will a rubric help students create better research questions? Q Task Students will use a rubric to guide the design of inquiry questions. Clarifying the Task In this example, students are preparing to conduct research on issues related to safe drinking water. The teacher will facilitate several exploratory activities. Students will use a rubric to guide them as they create their individual inquiry question(s). Building Understanding Introduce the topic by charting the essential human needs for survival. Discuss what may happen if any or several of these needs are not met. Use a video dealing with issues related to safe drinking water to further discussion. Have students use the RVL Connect organizer (page 70) to record their thoughts during the video. Share the student thoughts. Collect news articles or passages from texts that deal with water issues, such as unsafe or limited drinking water in various locations in the world, the impact of flooding or other disasters, polluted water, etc. Group students and provide each group with copies of the same article. Ask students to read the article and highlight key passages they are curious about. Have students individually record questions they have after reading the article. Have them share with the group, then ask the group to compile a list of questions they feel would make good inquiry questions. Each group then shares the question list. Display question charts. Demonstrating Understanding Introduce the Your Research Question rubric (page 71). Select a few questions and, with students, rate them using criteria from the rubric. Discuss how to make them better inquiry questions. Have students develop their own individual inquiry questions. Conference with students and use the rubric criteria to make each question as effective as possible. Q Tip Your students cannot ask questions when their knowledge of the topic is limited. Educational video is a perfect medium for sparking interest in a topic and providing vital background knowledge. Video can provide vicarious experiences to new worlds for students. Learning to Question 69
From Our Classroom Strategy Library During Reading
Concept Map Use this map to organize your thoughts and make connections to your topic. Write the main idea in the center, and add supporting ideas or related topics in each surrounding oval. Continue toMore information
Bloom s Taxonomy. List the main characteristics of one of the main characters in a WANTED poster.
Bloom s Taxonomy Bloom s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designingMore information
Science Notebooks. a tool for increasing student understanding of inquiry and science content a tool for enhancing literacy skills
Science Notebooks a tool for increasing student understanding of inquiry and science content a tool for enhancing literacy skills s Table of Contents Investigation/Activity Page Advantages of Science NotebooksMore information
Grade 4: Module 2A: Unit 1: Lesson 2 Inferring from a Primary Source: Close Read of Colonial Times Inventory
Grade 4: Module 2A: Unit 1: Lesson 2 Inferring from a Primary Source: Close Read of Colonial Times Inventory This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 UnportedMore information
Catering for students with special needs
Catering for students with special needs In preparing students for the assessment tasks, teachers need to be aware of the specific learning needs of individual students in their classes. These could includeMore information
MStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.More information
Writing learning objectives
Writing learning objectives This material was excerpted and adapted from the following web site: http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/ What is a learning objective?More information
IACBE Advancing Academic Quality in Business Education Worldwide
IACBE Advancing Academic Quality in Business Education Worldwide Bloom s Taxonomy of Educational Objectives and Writing Intended Learning Outcomes Statements International Assembly for Collegiate BusinessMore information
Explicit Instruction in Thinking
Explicit Instruction in Thinking Teaching Specific Skills Project-based learning offers rich opportunities for providing instruction in specific thinking skills and strategies while emphasizing subjectMore information
Support for Student Literacy
Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before beingMore information
3. Using graphic organizers is an effective way to help students make connections among words.
38 CHAPTER 5 Vocabulary and Concepts PURPOSE The purpose of this chapter is to foster an understanding that teaching words well means giving students multiple opportunities to learn how words are conceptuallyMore information
Expository Reading and Writing By Grade Level
Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/orMore information
What is a learning outcome? Why are quality learning outcomes important? What should a learning outcome contain?
What is a learning outcome? A learning outcome states what a student should be able to do or know as a result of having completed a particular course or program. Learning outcomes can include knowledge,More information
Teaching the Research Standards in EL Education Grades 3 8 ELA Curriculum
Teaching the Research Standards in EL Education Grades 3 8 ELA Curriculum The purpose of this document is to highlight how research supports the three ELA shifts that the Common Core requires and meetsMore information
Curriculum & Instruction Resources Content Reading & Writing Resources: A teacher resource page providing strategies to improve reading comprehension in all content areas BEFORE-DURING-AFTER (BDA) ReadingMore information
See below for a list of domain verbs.
Name Subject Area: Unit: Topic: Grade Level: Example Reading, Math, Social Studies, Science Example Biographies, Addition/Subtraction, Wars, Environment Example Famous Women, 4 digit, World War II, RecyclingMore information
FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES 1 Minute Essay Give students an open-ended question and one to three minutes to write their answers. Good questions: What is the most important thingMore information
ESL I English as a Second Language I Curriculum
ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL programMore information
March 2010 BLOOM'S TAXONOMY AND CRITICAL THINKING
March 2010 BLOOM'S TAXONOMY AND CRITICAL THINKING Critical Thinking across the Curriculum Page 2 of 7 Contents Bloom's Taxonomy and Critical Thinking... 3 Bloom s in a group ICT project -... 4 LearningMore information
Alignment of Taxonomies
Alignment of Taxonomies Bloom s Taxonomy of Cognitive Domain Bloom s Taxonomy Cognitive Domain Revised Cognitive Demand Mathematics Cognitive Demand English Language Arts Webb s Depth of Knowledge KnowledgeMore information
Literature Circles. Preparing for Literature Circles
Literature Circles Implementing Literature Circles may seem like a daunting task, but, with foresight and planning, this approach provides students an opportunity for tremendous growth. Literature CirclesMore information
Assessment Plan Examples
Appendix I.01 A P P E N D I X I Assessment Resources Assessment Plan Examples Fraction Quest Classroom Information Subject Area Math Grade Level(s) 3 5 Higher-Order Thinking Skills Problem Solving, MakingMore information
Information Technology Curriculum
Information Technology Curriculum St. Francis School District Committee Review Members: Sue Dohr, Peter Graven, Sandy Korom, Michelle Mancl District Websites: http://www.wggators.org http://www.dcchargers.orgMore information
PBS TeacherLine New York RDLA 165: Teaching Phonics and Spelling for Beginning and Transitional Readers (Grades 1-3)
New York Learning Standards: English Language Arts Standard 1 Students will read, write, listen, and speak for information and understanding. Listening & reading to acquire information and understandingMore information
Science Fair Handbook Agapé Jr. Academy. 186 New Hope Road Lawrenceville, GA Phone:
Science Fair Handbook Agapé Jr. Academy 186 New Hope Road Lawrenceville, GA 30046 Phone: 678 376-0883 www.agapejracademy.us 2016-2017 SCIENCE FAIR PROJECTS OBJECTIVES: The primary purpose of science projectsMore information
Helping English Language Learners Understand Content Area Texts
Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiencyMore information
Refining Informational Writing: Grade 5 Writing Unit 3
Unit Title: Refining Informational Writing Concepts: 1. Writers read mentor texts to study informational writing. 2. Writers generate ideas and experiment with notebook entries. 3. Writers learn strategiesMore information
Fostering Deep Comprehension in the Classroom
Fostering Deep Comprehension in In the last module, you learned about the importance of text complexity in creating truly literate students who are ready to live and work in the 21st century. CriticalMore information
Unit 5.3: Discovering My Neighborhood English as a Second Language 5 weeks of instruction
STAGE 1 (Desired Results) Unit Summary: Transversal Themes: Integration Ideas: The student reads fiction and non-fiction text about neighborhoods in order to write about his or her own neighborhood. ThisMore information
Critical Thinking Skills
Critical Thinking Skills Student Edition 2010 Document created by DCPS Critical Thinking Classrooms PLC Sources DeBono, E. (1999). Six thinking hats. New York: Back Bay Books. Foundation for Critical Thinking.More information
English 2 - Journalism Mitch Martin: email@example.com
Mission English 2 - Journalism Mitch Martin: firstname.lastname@example.com To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributorsMore information
Diary of a Butterfly Grade One
Ohio Standards Connection Writing Process Benchmark G Publish writing samples for display or sharing with others using techniques such as electronic resources and graphics Indicators 14 Rewrite and illustrateMore information
Strategy: Make Connections. Strategy: Make Connections. What Connections Do I Make As I Read? What Connections Do I Make As I Read?
What Connections Do I Make As I Read? What Connections Do I Make As I Read? Strategy: Make Connections Good readers note pieces of text that relate to or remind them of: their own lives, such as past experiencesMore information
The following strategies have been shared by Kate Christensen from William Colenso College. Kate offers detailed explanations for how each strategy
The following strategies have been shared by Kate Christensen from William Colenso College. Kate offers detailed explanations for how each strategy support learners to develop comprehension skills, howMore information
Local Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governmentsMore information
should be written as a future tense verb. A list of good verbs for learning outcomes is provided in this packet.
Writing Learning Outcomes What is a learning outcome? Learning outcomes are statements that indicate what learners will know or be able to do at the completion of a learning experience (program, conference,More information
Determining Importance
Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.More information
Reading. Reading for Information. Kindergarten. I can give details an author gives to help make points about a text.
Reading Reading instruction is divided into two main areas. Reading for information is actually used in all content areas and is the main reason that we learn to read! Thus the standards here focus moreMore information
parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the pastMore information
Isabelle Hobbs Durham District School Board 2012
Isabelle Hobbs Durham District School Board 2012 Inquiry is at the heart of learning in all subject areas. In language, students are encouraged from a very early age to develop their ability to ask questionsMore information
Module 6; Managing Large Classes
Module 6; Managing Large Classes Approaches to Language Teaching: Extension; Video Length: Approximately 11 Minutes; Notes to the Trainer; For best results, have participants go through the readings forMore information
ELL Considerations for Common Core-Aligned Tasks in Mathematics
ELL Considerations for Common Core-Aligned Tasks in Mathematics In order to develop proficiency in the Standard for Mathematical Practice 3 (Construct Viable Arguments and Critique the Reasoning of Others)More information
Webb s Depth of Knowledge Guide
Webb Webb s Depth of Knowledge Guide Career and Technical Education Definitions 2009 1 H T T P : / / WWW. MDE. K 12.MS. US H T T P : / / R E D E S I G N. R C U. M S S T A T E. EDU 2 TABLE OF CONTENTS Overview...More information
STRATEGY: Thinking Maps - Tools for Learning
STRATEGY: Thinking Maps - Tools for Learning The Thinking Maps are a common visual language based on FUNDAMENTAL COGNITIVE PROCESS that is transferable across disciplines and among grade levels. Administrators,More information
Literacy Classroom Look-fors
Introduction The division-level Literacy Achievement Team developed the Literacy Classroom Look-fors in response to the division s work with the Teacher Performance Appraisal and Classroom Walkthroughs.More information
Create A Language. 2015 Global Educator Award Winner: sharon mcadam. lo b a l e d u cato r awa r d w i n n e r. Global Connections 1: Global Society
g lo b a l e d u cato r awa r d w i n n e r Global Connections 1: Global Society 2015 Unit 1: My Culture, My Family Create A Language 2015 Global Educator Award Winner: sharon mcadam PROFESSIONAL DEVELOPMENTMore information
School Library Standards. for California Public Schools, Grades Nine through Twelve
School Library Standards for California Public Schools, Grades Nine through Twelve STANDARD 1 Students Access Information The student will access information by applying knowledge of the organization ofMore information
The Climate of College: Planning for Your Future
TCCRI College Readiness Assignments The Climate of College: Planning for Your Future Overview Description This activity challenges students to think about life after high school: Where do they hope toMore information
Systems of Transportation and Communication Grade Three
1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportationMore information
Essay Writing Mapping for Success
Essay Writing Mapping for Success for middle and high school students Written by Nicole Welding and Donna Herold 1 Dear Educator: The stakes have risen for students to demonstrate competence in writing.More information
The Best Ideas for Managing and Evaluating the Interactive Student Notebook. Presented by TCI. www.teachtci.com (800) 497-6138
The Best Ideas for Managing and Evaluating the Interactive Student Notebook Presented by TCI www.teachtci.com (800) 497-6138 P A R T Using the Interactive Student Notebook 3 125 Using the Interactive StudentMore information
Assessment Techniques and Tools for Documentation
Assessment Techniques and Tools for Documentation 47 Assessing the Kindergarten Student s Learning Assessment and evaluation are fundamental components of teaching and learning. Assessment is the processMore information
RESEARCHING TO DEEPEN UNDERSTANDING DEVELOPING CORE PROFICIENCIES ENGLISH LANGUAGE ARTS / LITERACY UNIT GRADE 6 RESEARCH FRAMEWORK www.odelleducation.com Page 1 DEVELOPING CORE PROFICIENCIES SERIES ThisMore information
Career Planning Basics
Media Type: DVD Duration: 70 min. Career Planning Basics Goal: To provide students with college and career-readiness skills necessary for life after secondary and post-secondary education. Description:More information
Butterfly Experiments Grades 3 and up
Butterfly Experiments Grades 3 and up Purpose: To encourage student questioning and finding of answers through the use of science process. Students will brainstorm questions, make a hypothesis and collectMore information
SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012
SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 ESOL/World Languages Department For additional resources and strategies, visit the ESOL/ World Languages Department websiteMore information
Literature Circle Role Sheet. Summarizer. Book
Literature Circle Role Sheet Summarizer Book Summarizer: Your job is to prepare a brief summary of today s reading. Your group discussion will start with your 1-2 minute statement that covers the key points,More information
How Does a Garden Grow? Science, Level 3
How Does a Garden Grow? Science, Level 3 The Learning Context: In this unit students will identify scruffy and unused areas in their school environment with the intention of transforming these outsideMore information
Alignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,More information
Biography-Driven Culturally Responsive Teaching
Selected Instructional Aids from Biography-Driven Culturally Responsive Teaching SOCORRO HERRERA Teachers College, Columbia University New York and London This material appears in Biography-Driven CulturallyMore information
English YEAR 4-6 AT SCHOOL AND HOME
English YEAR 4-6 AT SCHOOL AND HOME stcuthberts.school.nz ENGLISH English is structured around two interconnected strands, each encompassing the oral, written, and visual forms of the language. The strandsMore information
Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. Key Words
The Six Levels of Questioning Level 1 Knowledge Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts, and answers. who what why when where which omit choose find howMore information
STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8
STANDARDS FOR Literacy in History/Social Studies Grades 6-8 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the CommonMore information
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The studentMore information
INFORMATION LITERACY SKILLS CONTINUUM: K-12 The New Haven Unified School District Library Media Program has adopted the following Recommended Information Literacy Skills Continuum: Grades K-12 ( CaliforniaMore information
Learning with Textbooks, Trade Books, and Electronic Texts
10 CHAPTER 2 Learning with Textbooks, Trade Books, and Electronic Texts PURPOSE The purpose of this chapter is to explore how trade books and electronic texts can extend and enrich the curriculum. UNDERLYINGMore information
Bloom s Taxonomy: A New Look at an Old Standby
Bloom s Taxonomy: A New Look at an Old Standby Traditional Hierarchy of Thinking Processes In 1956, Benjamin Bloom wrote Taxonomy of Educational Objectives: Cognitive Domain, and his sixlevel descriptionMore information
Writing Goals and Objectives If you re not sure where you are going, you re liable to end up some place else. ~ Robert Mager, 1997
Writing Goals and Objectives If you re not sure where you are going, you re liable to end up some place else. ~ Robert Mager, 1997 Instructional goals and objectives are the heart of instruction. WhenMore information
5. Formally register for INS299 for the number of semester hours indicated on your contract.
HONORS INDEPENDENT STUDY GUIDELINES: According to the Lake Land College catalog course description, independent study is designed to permit the student to pursue a course of study not typically availableMore information
Resources for Writing Program Learning Outcomes
Resources for Writing Program Learning Outcomes Supplementary Materials for Writing and Revising Learning Outcomes Workshop Presented Jointly by TLA and Student Affairs LEVEL OF SPECIFICITY AND REACH LearningMore information
Evaluation Options for independent reading book(s)
Evaluation Options for independent reading book(s) Option A: Book Review pages 2-3 Option B: Critical Essay using Secondary Sources pages 4-5 Option C: Comparative essay pages 6-7 Option D: Creating aMore information
The English Language Learner CAN DO Booklet
WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA EnglishMore information
Complete a Relationships Presentation
Complete a Relationships Presentation Speech Tips 1. I am so scared of giving my speech. How do I get over my nervousness? Nervousness is natural. Think of it as a friend rather than an enemy. You needMore information
Site Credibility. Grade Level: 4-8
Site Credibility Grade Level: 4-8 Objectives: 1. Students will identify and classify sources of information for validity according to the source. 2. Through the use of a concept map, students will listMore information
Using Graphic Organizers to Aid Comprehension Grade Two
Ohio Standards Connections Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring Strategies Benchmark A Establish a purpose for reading and use a range of reading comprehensionMore information
Everyone Wins: Differentiation in the School Library Submitted by Carol Koechlin and Sandi Zwaan
Everyone Wins: Differentiation in the School Library Submitted by Carol Koechlin and Sandi Zwaan During the course of an average day teacher-librarians touch the lives of hundreds of students, teachers,More information
ASSESSMENT STRATEGIES AND DEFINITIONS Teachers need to assess students understanding of what they are learning and then use that information to adjust instruction. Remember, assessment does not mean aMore information
Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR
STANDARDS FOR Literacy in History/Social Studies, Science, and Technical Subjects 6 12 College and Career Readiness Anchor Standards for Reading The grades 6 12 standards on the following pages defineMore information
Lesson Planning 101: Essential Parts of a Lesson Plan by Sarah Sahr
Lesson Planning 101: Essential Parts of a Lesson Plan by Sarah Sahr firstname.lastname@example.com Part 1: Objectives No one would argue that writing a good lesson plan starts with an excellent objective or two Let sMore information
K-12 Information and Digital Literacy
K-12 Information Digital Literacy K-12 Information Digital Literacy It is the goal of the educators of the Burlington Public Schools to foster a dynamic learning environment that promotes engagement, relevantMore information
Let us read with method, and propose to ourselves an end to which our studies may point. The use of reading is to aid us in thinking.
Introduction Let us read with method, and propose to ourselves an end to which our studies may point. The use of reading is to aid us in thinking. Edward Gibbon Overview In the previous session, you exploredMore information
High School Science Lesson Plan: Biology
High School Science Lesson Plan: Biology Introduction Each lesson in the Adolescent Literacy Toolkit is designed to support students through the reading/learning process by providing instruction before,More information
MODULE 3.3 SHARING CONCERNS WITH PARENTS FACILITATOR GUIDE Module 3.3 Sharing concerns with parents Introduction The Module 3.3 Sharing concerns with parents facilitator guide is designed to assist youMore information
Research-Based Lesson Planning and Delivery Guide
Research-Based Lesson Planning and Delivery Guide Mini-Lesson Planning for Fact and Opinion Benchmark(s)/Standard(s): What is the next benchmark(s) on my course curriculum guide or FCIM calendar? LA.18.104.22.168;More information
Integrating the Common Core Standards into the Music Curriculum
Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is theMore information
A collection of ready-to-use Literacy Center Ideas For Grades 3-5
A collection of ready-to-use Literacy Center Ideas For Grades 3-5 Maupin House Publishing, Inc. Presented by: Deanna Moinester Albert, Ph.D. Supervisor of Language Arts Jersey City Public Schools HopeMore information
Integrating Critical Thinking Skills into the Standard Curriculum Bob Iseminger, Pieces of Learning, IAGC, 02/09/16 email@example.com WHAT IS CRITICAL THINKING? Accepting ideas and acting on themMore information
Bloom s Taxonomy. Creating Evaluating Analyzing Applying Understanding Remembering. Evaluation Synthesis Analysis Application Comprehension Knowledge
Bloom s Taxonomy Each of the three categories requires learners to use different sets of mental processing to achieve stated outcomes within a learning situation. Benjamin Bloom (1913-1999) was an educationalMore information
Unit 7 Quadratic Relations of the Form y = ax 2 + bx + c
Unit 7 Quadratic Relations of the Form y = ax 2 + bx + c Lesson Outline BIG PICTURE Students will: manipulate algebraic expressions, as needed to understand quadratic relations; identify characteristicsMore information
Section III Guided Oral Practice 10/2. 34-36 T Graph for Social Skills. 37-40 Chants 41-44 Sentence Pattern Chart.. 45-49
1 Section I Focus and Motivation Section II Input G.L.A.D. Resource Book (Guided Language Acquisition Design) Table of Contents Pages Cognitive Content Dictionary 3-4 Exploration Report. 5-7 ObservationMore information
BOGOTA PUBLIC SCHOOLS Bogota, New Jersey. Forensic Science Curriculum. Grades 10-12
BOGOTA PUBLIC SCHOOLS Bogota, New Jersey Forensic Science Curriculum Grades 10-12 Carol Fredericks, Ed.D. Interim Superintendent of Schools Letizia Pantoliano, Ed.D. Director of Curriculum Susan JohnsonMore information
Revised Bloom s Taxonomy
Revised Bloom s Taxonomy Revised Bloom s Taxonomy (RBT) employs the use of 25 verbs that create collegial understanding of student behavior and learning outcome. Bloom s Revised Taxonomy Taxonomy of CognitiveMore information
Unit One Employability Skills
Unit One Employability Skills 1 Contents Unit Overview 3 Learning and Teaching Activities within this Unit 5 Theme 1 What Are Employability Skills, Qualities and Values? 6 Theme 2 Communicate It 8 ThemeMore information
CREATING LEARNING OUTCOMES What Are Student Learning Outcomes? Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completionMore information
Cognitive Domain (Bloom)
Bloom s Taxonomy So what exactly is this thing called Bloom s Taxonomy, and why do education people keep talking about it? Well, Bloom was the head of a group in the 1950 s and 1960 s that created theMore information
A Model Curriculum for Pennsylvania School Library Programs: Worksheet for Grades 6-8. Competencies What students should be able to do; key skills
Big Idea: Effective readers use appropriate strategies to construct meaning. A Model Curriculum for Pennsylvania School Library Programs: Worksheet for s 6-8 How do strategic readers create meaning fromMore information
1 MOUNTAIN VIEW COLLEGE CORE CURRICULUM EVALUATION COMMITTEE WRITING INSTRUCTIONAL OBJECTIVES STUDENT LEARNING OUTCOMES COURSE LEVEL PREPARED BY VICTOR J. SOTO INSTRUCTIONAL DESIGNER 2 WRITING INSTRUCTIONALMore information
Content-Area Vocabulary Study Strategies Appendix A 2 SENIOR
Content-Area Study Strategies Appendix A 2 SENIOR 2 SENIOR Overview is unique to each content area. Each content area s vocabulary and, in particular, its technical vocabulary label its fundamental concepts.More information
Language Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout theirMore information
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. CorrelationMore information


text:
Carson, Rosalyn
Education and Background
Rosalyn holds a Bachelor of Fine Arts in Graphic Design from University of Washington. She has also taken additional classes in Graphic Design, Interior Design, Fabric Design, Advertising, Industrial Design, Photography, and Illustration from: Academy of Arts College, Bellevue Community College, California College of Arts, de Anza College, Foothill College, San Jose City College, San Jose State University, Skyline College and Washington State University.
Rosalyn brings overs twenty-five years of experience in advertising design, logo-making, book design, illustration and other facets of the graphic design industry to her teaching.
Teaching Philosophy
"I begin by inspiring creativity—telling a story about an artist and their work, ask students to describe what they see in the artwork. I present an example I have done in similar style, ask they create something using same medium but to make it their own. I ask older students to plan ahead first, with thumbnail sketches, and come up with three different solutions, to not to be satisfied with their first idea."

subset: commoncrawl


text:
New Year breaks in Cornwall
New Year breaks in Cornwall bring the excitement and celebration of the end of the year with the beauty of this classic UK holiday destination. Stand on a clifftop and watch firework displays reflect on the wintry seas or watch from the warmth of your holiday cottage window. Find yourself a Cornwall cottage for New Year's from our collection.Read more
Have a New Year getaway with family and friends in a big self catering cottage in the countryside or sneak off for a romantic New Years break with the other half. You could even treat yourself to a New Year hot tub break for bubbles of a non-drinkable variety, with a glass of bubbles in hand, of course.
New Year's Eve in Cornwall will be one to remember, taking a New Years Day walk in the great outdoors and appreciating the frosty beauty of the county.


text:
Director Boopathi Pandian has dropped out of the mega venture 'Jagan Mohan IPS' starring Nayanthara and Gopichand.
Boopathi Pandian is director for movies as 'ThiruviLaiyaadal Aarambam' and 'Malaikottai'.
He was to direct the movie 'Jagan Mohan IPS' pairing up Nayanthara and Gopichand. The movie was to be made directly in both Tamil and Telugu.
The movie was begun with a opening ceremony held at a large scale.
But, after that there seems to have been no progress. Director Boopathi Pandian spoke 'The movie was just in discussion for long. They related lot of change to my script. Particularly Gopichand demanded change in script considering his image. I lost faith. It was a mental torture. So, I dropped out.'
Following drop out my Boopathi Pandian, Telugu director Srinivas is to do Telugu version and another director is to do Tamil version.
'Let anybody do direction for the movie. I gave my script. They made lot of changes to my script to the extent that I doubted whether it is my script. I will soon announce another movie' said Bhoopathi Pandian.


text:
Hey all. Furry-Socks recently affiliated itself with the new group , which is a group dedicated to male-only tickling, no girls allowed! About time, I say, but that's just me. X3 It's not going to be ALL furry, I think, but check it out anyway!
Help this new group get off the ground Just the way you all did for this one.


text:
Dear Students and Friends, March, 14, 2014
It is with much mixed emotion we announce the closing of the Designer's Lounge, effective April 15, 2014.
As many of you know I have been working on custom designed wedding dresses and with the recent launch of my first bridal collection and online shop the time has come to move forward. It has always been a dream of mine to design beautiful dresses for beautiful women and this dream has come to fruition!
In addition to the exciting changes taking place for me, Patty (aka Mom) has also started pursuing her own adventures in leather handbags and jewelry. We can expect to see some lovely creations coming from her soon!
I will be moving the studio to a wonderful location downtown and will continue to offer patternmaking and draping lessons on a one-on-one basis. Patty will offer beginner sewing lessons out of her home studio for those who would like to continue their sewing education.
If you have an outstanding lesson card or gift certificate call or email us to before April 15, 2014 to schedule your lessons. 505-508-1750, firstname.lastname@example.com
Patty's direct email is email@example.com.
We are incredibly touched and very grateful that so many of you chose the Designer's Lounge to get you started on your sewing and fashion design adventures. We have many wonderful memories of you with ALL your creations and hope that you will continue to send us photos of your work. The Designer's Lounge Facebook page will remain open as a forum for those of you who would like to share your work, sewing tips or ideas with one another.
I hope you will continue to follow along my new path at- www.teresaromero.com and https://www.facebook.com/TeresaRomeroBridal
From the bottom of our hearts we THANK YOU!
Teresa and Patty


text:
The Guardian Northerner's political commentator Ed Jacobs has monitored our three regions' scepticism towards the London Olympic fest over the past year. Are we getting excited at last?
The chair of the north west steering group for the Olympic Games has rejected criticisms from one northern MP that plans by organisers to fill empty seats at Olympic venues have an inbuilt bias towards the South.
Amid on-going concerns at the number of empty seats at venues in London, the game's organisers, LOCOG, have sought to offer spaces to soldiers, teachers and school children, leading one of the our regions' MPs to argue that given the short notice, there is an inherent bias towards the south.
Outlining his concerns, Labour MP for Rochdale, Simon Danczuk explains:
We were promised these games would be inclusive and reach out to all corners of the UK. Yet the reality is those who will benefit from the release of further tickets are Londoners. People in the north who were unable to get tickets first time round will feel hard done by.
He continues:
People living outside the M25 will not be able to get to London at the drop of the hat and they will feel doubly aggrieved at missing out again.
His concerns, however, are rejected by Andy Worthington who is leading the Steering Group for the Olympic Games in the North West. Speaking to the Guardian Northerner he explains:
There are around 10 million tickets that have been on sale for the Olympic Games and Paralympic Games and there has been no bias in that system as to where somebody lives. Lots of people from the north west are going to the Games as we are constantly hearing about their stories of visiting different Olympic venues around the country. We are particularly lucky to have Old Trafford as a venue for the Olympic football competition and through an extension of the London 2012 Ticketshare programme have been able to distribute thousands of tickets to young people and sports fans who have been able to enjoy some Olympic action. Fingers crossed for Team GB women tonight, Friday 3 August, as we would love to see them playing for an Olympic medal in the semi-final at Old Trafford next Monday, 6 August.
Meanwhile, as the first week of the Games draws to a close, it seems clear that any northern hostility towards them has been dissipated as the country has become gripped by cycling, excited by the equestrian events and on the edge of our seats watching the rowing.
With polling last week still showing a continued scepticism about whether the games would prove worth their cost, last Friday's widely-acclaimed opening ceremony directed by Lancashire's Danny Boyle seems to have changed minds.
Polling published this week by ComRes for ITV news clearly shows a majority of people across the north expressing excitement at the games; the vast majority planning to watch them and a belief that they will prove a major benefit to both the economy and Britain's reputation abroad.
So does this represent the north finally embracing the Olympic and the ideals that it represents? Very probably according to Andy Worthington. He tells us:
It's gratifying to hear that the latest research is showing what we have known for some time now: that the north is engaging hugely with the 2012 Games.
It was inevitable that there would be even greater momentum once the Games began and as I write this Helen Glover and Heather Stanning have just won our first Gold, annihilating the opposition in the process. As more medals come along in the days ahead one can only imagine how the north and the whole country will respond.
But he warns that securing an Olympic legacy means being ready to build on the nation's new-found enthusiasm for sport. He continues:
We have to be ready to capitalise on that massive spike of enthusiasm as part of an initiative called 'Join In'. We are asking sports clubs and organisations up and down the country to open their doors on 18th and 19th August between the Olympic and the Paralympic Games, inviting their local communities to come along and try a sport which has inspired them. Already we have hundreds of organisations who have signed up, eager to make sure we can turn that enthusiasm and inspiration into a massive increase in long term participation in sport and physical activity – the real legacy of the Games.
What do you think? Has the north learnt to embrace the games? Or is the way that the Games organisers plan to fill empty seats evidence of continuing bias towards the south?
Ed Jacobs is a political consultant at the Leeds based Public Affairs Company and devolution correspondent for the centre-left political and policy blog, Left Foot Forward.


text:
NYC Woman in Medically-Induced Coma After Struck With Falling Shopping Cart
The wealthy Manhattan real-estate agent who was hit by a shopping cart that police say was dropped four stories by two 12-year-olds as she was buying Halloween candy for underprivileged children will "in the best of cases" be in rehabilitation for months, her husband told the New York Post.
Marion Salmon Hedges has been in a medically-induced coma after she was struck in the head by the falling cart on Sunday while walking outside a Target store with her 13-year-old son in East Harlem, the paper reported.
Her husband, Michael Hedges, told the Post on Tuesday that his family "is going through a very difficult time."
"It's still too early to tell with neurological issues," he told the newspaper. "Every year on Halloween, 1,000 kids come to our block from less-privileged neighborhoods and we spend $500 to $600 on candy for them and that's what she was doing -- buying candy for those kids to do something nice for the community."
Gaurav Patel, a doctor who witnessed the incident, performed CPR on Hedges, who was later transported to Harlem Hospital where she remains.
"We heard a little boy just screaming," Patel's wife, Susan Mahoney, told the newspaper. "Guarav said she was [in cardiac arrest] for about a minute. He did chest compressions, and she became responsive."
The two young suspects were telling jokes and laughing with each other after they were taken into custody, police sources told the newspaper.
"They were just doing it for fun," one law enforcement source said of the alleged crime.
The suspects were reportedly charged in Family Court with assault as juveniles.
The victim's father-in-law, Michael Hedges, said prosecutors should "throw the book" at the two boys.
Hedges, a 47-year-old mother of two, works for Prudential Douglas Elliman. The New York Daily News reports that she is a volunteer at the Stanley M. Isaacs Neighborhood Center and also very active in her church.
Dottie Herman, president and CEO of Prudential Douglas Elliman, said in a statement that "Our thoughts and prayers are with Marion and her family as we wish her a full and speedy recovery."
Click here for more on this story from the New York Post.
The Associated Press contributed to this report.


text:
How to Control Your Life by Controlling Time--Updated 11/2010
Make Time Your Ally
This article is not another time-management piece but a way to actually control time. You see, psychologically, time is a relatively modern creation of our thinking brain to help us keep our appointments and manage other physical aspects of our lives. Other than this, we really don't need time at all. In his November 4, 2010 piece in the Huffington Post entitled Is Death the End? Experiments Suggest We Create Time , Robert Lanza, M.D., scientist and Theoretician, elaborately describes the many experiments that suggest that time does not really exist, but that we create it. Of course, there are many definitions for time, and the time I refer to in this article is the very practical time that precedes our every thought, word, and deed. This kind of time that we are constantly chasing and that produces so much anxiety in our lives, is an illusion that we create from moment to moment. This was written for all those whose lives are so full of obligations that they feel they have no time for the really important stuff. Here is a way to heal your life by understanding how your mind works and taking control it and your time, because they are one and the same.
We are becoming more and more aware of how fast time seems to be flying. There's even a group that's researching to see if the earth is spinning faster. It used to be that only the elderly talked about how fast time was going, but now even the children are saying it. I remember Thanksgiving at my son's home when the adults were talking about Christmas coming, and my ten-year-old grandson blurted out in a loud voice and obvious frustration, "Where did November go!?" Since then, I have heard many children of all ages expressing surprise at the how fast time seems to be moving.
I was inspired to write this article after reading a piece by Mark Epstein, M.D. entitled Time on My Side, in the October 2006 issue of body + soul in which he quotes a verse from the 13th-century Japanese Zen master Dogen. "Do not regard time," Dogen wrote, "as merely flying away. Do not think that flying away is its sole function. For time to fly away there would have to be a separation."
The Separation Between Our Head and Our Heart
An anonymous author once wrote, "The longest distance a human being will ever travel is from the head to the heart." This split between head and heart is causing numerous and dangerous conditions of mind, body, and spirit, not the least of which is this feeling that we can no longer control time and it is slipping away from us at light speed. This time warp is causing anxiety and stress, because of the intense feeling that there is just not enough time is dogging our every day and night. Even sleep is no longer peaceful, and many need more medications to get them there and keep them there. We wake in the morning with a head often filled with the same thoughts that were there when we went to bed. Millions of us are dying of stress-related diseases, and this crunch of time is one of the main causes.
The solution is to heal your life by healing the split and put our mind back together again. Once we heal the split and balance our mind again, amazing things begin to happen. We will control time, because time is only a fabrication of our thinking mind to help us keep our appointments. Aside from those kinds of mundane matters, we really don't need time at all. With a balanced brain, we will live primarily in our creative, spiritual mind, unless we need our thinking mind to solve a technical problem, where there is no time but only clarity and creativity. In that natural state of mind, the solution to every problem will be obvious, and we will do what needs to be done with efficient and effective action. In the alpha or creative state, there is also no fear, because the cause of psychological fear is thought in the form of memory; and in alpha there is no thought, and so no fear, and you will heal your life.
Once we heal the split between our mind and heart and control time, we will have lots of it to do whatever we have to do and want to do; and, we will have our whole brain back that we need to meet the challenges of our crazy new world.
"When the Answer is Simple, God is Speaking"
Balancing the brain is simple, as is every true solution. It was Albert Einstein who said that when the answer is simple, God is speaking. The answer is in the very mind that is causing the problem in the first place. We can quiet the mind chatter and clutter and make time our ally by using a simple, free, science-based technique called alpha training. Used as directed, it will guide you into the tranquility of your creative mind and heal the wounds caused by our frenetic world. Used long enough to change the neuron pathways in the brain, it will produce a permanent, inner calm that will open you up to the creative insights about all the important issues of your life streaming to you from the creative and intuitive functions of your mind. (Many will see these "creative insights" as inspirations from God.) Once a new mind is established, you will heal your life and time will be your ally. Then, you'll have plenty of time to "waste" chatting with your family, friends, and even friends you haven't met yet.
P.S. That last line was written especially for itakins who has a wonderful Hub called Let's 'Waste' Some Time, which I highly recommend.
Update note: It dawned on me suddenly that beginners may get frustrated, because it's really not possible to understand the "magic" of how everything in one's life can just happen easily and come together in proper sequence until one actually learns how to be in that quiet place in the mind and let's it happen. It's a gradual process that comes about as the brain wave patterns are altered from beta to alpha, and we get out of our own way. Our fear and anxiety gets in the way of our progress in the form of procrastination, self-sabotage, limiting beliefs, subconscious programs or blocks, etc. When the alpha state becomes our normal state of mind, all of those ways that we get in our own way begin to evaporate and life just flows easily. There is definitely a sequence of events that has to take place before we actually arrive at a goal or dream. That's why it does take patience to allow that sequence to happen as it needs to and over which we really do not have control. Ahhhh, letting go of control, that's another key piece of the puzzle that can be taken care of by alpha training. Have fun with this process, stay with it and you will be greatly rewarded.
Your request is being processed...
©2010, sgscalese


text:
I was in a radio studio where nothing worked. There were no CDs, no tapes, not even any records. The computer had crashed. Everything I touched fell to pieces. I was on air trying to pretend that everything was ok. I tried to talk but the terror in my throat clenched my vocal chords shut. The station would be off air if I didn't do something, didn't say something. I felt as though I was in an aeroplane and the engines had failed. I was going down in a screaming heap except I couldn't scream.
It was the same or similar nightmare every night. I needed to sleep but I dreaded it. Falling asleep meant plunging into that deep crevasse where terror rushed to meet me. I could feel the adrenalin grabbing at my stomach as soon as I started to doze off. There was no respite. I'd made a horrible mistake and had to live with the consequences.
When I finally got out of bed and crawled off to work I wanted to drive straight past the station and go somewhere else. Anywhere else. I couldn't bear it.
One day the manager burst into the studio while I was on air and with a look of disgust mimed shooting me in the head. Without a word he turned on his heel and slammed the door behind him. I was left alone, shaking and almost in tears, wondering what dreadful thing I'd done to deserve such treatment. Of course it had to be my fault. I had to continue with my shift. I pretended to be happy and in control when all I wanted to do was crawl into a hole and cry.
Each day was worse than the one before. Listeners rang up and abused me. I didn't read the weather properly. I mispronounced local place names. One woman swore at me and threatened me because her boyfriend listened to me.
I worked twelve hours a day, seven days a week because I was so slow at everything and terrified of doing it all wrong. I forgot to press record on an important interview and had to do it all again with an understandably grumpy interviewee. Everyday was a battle and I was exhausted.
I rang up the Head of Radio at the Australian Film Television and Radio School where I'd studied. I'd been so happy there. I'd felt so safe, so secure. It was nothing like the real world of radio where every day was torture. I told her that I'd made a dreadful mistake. I couldn't do it. I was hopeless. I had no business being in the radio business. She just laughed and told me to get over it and get on with the job.
So that's what I did. Within days the nightmares disappeared. Within weeks I was feeling confident and relaxed. Within months the head hunters started calling. Within a couple of years I landed my dream job.
I turned to our new announcer and said, "So I hope that helps you feel better." It was her first shift on air. She'd been a little nervous and I was trying to cheer her up. From the look on her face I don't think I should become a motivational speaker. I wouldn't be the only one suffering from nightmares.


text:
happy Tuesday! I hope your week is going fine. You can link up with my friend Alyssa here.
1. A beautiful story of an activist saving a baby swan who got stuck in a fence and dealing with a confused mama swan. I am happy people like this exist.
2. All I can say here is "Aww"!
4. I went to another flea market on Sunday and it was a bookish success. More about that later. Let's just say I bought enough books for one week.
5. I bought overknee socks yesterday and I cannot describe how happy they make me. I love having warm feet - and legs. I also bought some socks with dogs and tigers on them. Could not say no. Warm feet are important.
6. I need this pillow.


text:
Friend's Email:
Subject: I have found a CD that I think you would enjoy
Genres: Alternative Rock, Rock, Metal
Larger Image
Listen to Samples
CD Details
CD Reviews
Repay your master by surpassing him
D. K. Malone | earth | 12/20/2001
(4 out of 5 stars)
"I was a Swans fan before I was a Godflesh fan. I actually heard Streetcleaner (their second record) before this debut of theirs. As my friend loaned this to me so I could hear it for the first time, he said, "It's a little different from Streetcleaner, it actually sorta sounds like the Swans." And I agreed. The first few tracks really do sound like a leaner, meaner, more "focused" Cop/Young God era Swans. But listening to this the other day, I noticed something I can't believe I didn't notice 10 years ago: The later tracks (especially Wounds) sound like later Swans, around the Greed/Holy Money era. In any case, I today note the irony in that I almost never listen to the Swans anymore, but I still listen to all of my Godflesh CDs on a fairly regular basis. They've definitely fared better in the test of time. Heavy oppressive sound with absolutely zero treacle."
Not for the weak.....
asm | US eastcoast | 07/31/2000
(5 out of 5 stars)
"One dimensional? Prehaps. Heavier than pretty much all else? Definitley. This, the first album by Godflesh, originally released on Swordfish records(i own the original on white vinyl) is one of the most single mindedly brutal releases out there...second only to Cop or Filth from the Swans. This 8 song debut envelops you in total audio devastation...envision a huge tank lumbering over a post-war battlefield; the sounds are slow and rumbling, almost too big to fit in your head. The vocals are mournful and uplifting in the same breath...sometimes being buried in a avalanche(ha) of guitar harmonics and tons of distortion...supposedly Justin only used two pedals and his marshall to acheive this sound. Do not bother with this if you want "indusrial" music. Go buy Ministry instead.....ya wimp."
Somewhat damaged
Chris Turk, firstname.lastname@example.com | Regensburg, Germany | 02/22/2000
(3 out of 5 stars)
"Remember, Godflesh guitarist/singer J.K.Broadrick once was a member of Napalm Death's legendary fist incarnation, along with N.J.Bullen and Mick Harris, who would later form their own industrial-dub project Scorn (again, with some help from Broadrick for their first longplayer "Vae solis"). This self-titled album is a collection of very early Godflesh tracks and two additional remixes. The music really seems to be opposite of ND's high-speed grindcore. The tracks are often downtempo, and they are as hot, ropy, and devouring as lava, with rumbling bass-lines, droning guitars, and hardly intelligible, croaky vocals. Still, I don't find this album particularly interesting. Godflesh's later-era records like "Songs of L & H" and "Us and them" offer a greater variety of styles and moods and are more accessible than this relatively one-dimensional collection of soundscapes. Not a bad album, though, and probably a worthwhile purchase for hardcore fans."


text:
Goody, goody, goody ... I've been waiting for Pomega5 to come out with some of their newer products and here they are. There's more to come so keep checking back with them, but these are sure to please even the most discriminating of skincare divas.
3 Bars, 4.2 oz / 120 g each
I'm never without at least one of Pomega5's cleansing bars in my bathroom! I adore these gentle yet effective bars. Each has its own unique and heavenly scent (to die for!) and they render a creamy lather that feels wonderful on the skin.
Based on a blend of extra virgin olive oil and pomegranate seed oil (yes, they were way ahead of the game incorporating these must-have ingredients in skincare), Pomega5's Skin Perfecting Cleansing Bar Trio incorporates purifying and skin rejuvenating botanicals and essential oils to offer a one-of-a-kind sensory experience for your skin and soul.
Lemongrass Clarifying Cleansing Bar - invigorating lemongrass and eucalyptus deeply cleanse, purify and calm troubled skin; this is their classic bar newly packaged and 'tis definitely my favorite ... mmm mmmm mmmm absolutely scrumptious! $18
Green Tea Balancing Cleansing Bar - antioxidant green tea, pomegranate and verbena balance pH and fight against free radical damage $20
Bulgarian Rose Moisturizing Beauty Bar - Bulgarian rose, vanilla and red clover restore moisture while soothing dry or sensitive skin $24
Get the trio at $60 or buy the bars indiviually. They last a long time so enjoy the luxury of gifting yourself with one or all of these delightful treats for the skin.
NEW! Bois de Rose
A soothing, hydrating moisturizer for normal, dry and combination skin
A gift for her daughter who was always difficult to please, Bois de Rose is Tzeira's classic must-have for every woman. Designed to counteract dehydration and early signs of aging, this moisturizer combines the skin rejuvenating properties of Bulgarian Damask Rose with Bilberry, purifying Panama Bark and nourishing Sweet Almond Oil to restore skin's natural balance, leaving it smooth, hydrated and velvety soft. Sensuous, sweet, and incredibly fresh, Bois de Rose is like that little black dress you just can't do without! Botanically preserved; contains no fillers, synthetics, parabens, or perfumes. Not tested on animals.
You can learn more about my love for Pomega5 here. Be sure to visit them online at Pomega5.com; their products are also available at The Marin Store, Makeup.com.


text:
You know how when you are trying to be a good Christian and not stress over something that is potentially serious, potentially life-changing? When you are walking along in your daily doldrums, and suddenly, you get some kind of jaw dropping news…the conclusion has not been delivered, the outcome is yet to be determined?You fill in the blank with specifics.Do you have something in mind? You wonder how the apostle Paul could possibly say that you not be anxious about anything?
What you do next is pivotal. And you will do something. It will be automatic. A person can't just sit around twiddling thumbs. At times like these we are made for action.
You have two possibilities:
Number 1.. Pick it up, bear it, strain under it, tuck it into your backpack with all the rest of the stresses you need to compartmentalize or…
Number 2…Hand it over, lift it up, pass it on…that steaming, fiery coal that held too long makes you squirm with discomfort.
But sometimes in the real world things are not so cut and dried. If y'all are like me, you get scared and panic…think of worst case scenarios (uh, that would be Number 1)…and before I know it I am in full tilt anxiety mode. Then, and only then, I move to Number 2 because I can't stand the suffering anymore. Wouldn't it be great to go straight to Jesus instead of putting myself through all that? Sigh! I am glad I have beautiful people in my life who can go before me with singing, showing me what living lite looks like.
Sanctified Tourist is not paid to endorse any ads or products.


text:
Youthful Cast to Bring Mozart's COSI FAN TUTTE to Life on PBS's GREAT PERFORMANCES, Airing 8/24
Met Music Director James Levine conducts Mozart's barbed romance Così fan tutte, a comic masterpiece about the romantic complications that ensue when a pair of friends decide to test their fiancées' fidelity. For a preview of the opera, follow this link!
Lesley Koenig's sleek production features a cast filled with rising Met stars, including Susanna Phillips and Isabel Leonard as the sisters Fiordiligi and Dorabella; Matthew Polenzani and Rodion Pogossov as their fiancés, Ferrando and Guglielmo; and Danielle de Niese as their feisty maid Despina. Maurizio Muraro is the cynical Don Alfonso on Great Performances at the Met Sunday, August 24 at 12 p.m. on PBS. (In New York, THIRTEEN will air the opera on Sunday, August 31 at 12:30 p.m.)
Soprano Renée Fleming hosts the broadcast.
Così fan tutte was originally seen live in movie theaters on April 26, 2014, as part of the groundbreakingThe Met: Live in HD series, which transmits live performances to more than 2,000 movie theaters and performing arts centers in 66 countries around the world. The transmission reached a record-breaking 15 million viewers.
Pictured: Susanna Phillips as Fiordiligi and Isabel Leonard as Dorabella in Mozart's "Così fan tutte." Photo by Marty Sohl/Metropolitan Opera.


text:
Take 'em. Break 'em. Make 'em.
O Grand Master, it is your females that will save this species. It is through their power, their innate abilities that man will be saved. Compassion and love must rule the day again. And power must be crushed by the mallet of humility before any dare send another child into war that old men dream of winning as if playing games of adolescent ruffians.
Ouch! Give up my manhood? Turn in my boxing gloves, my rifle, my drink? What will I become when I grow up? Who will I protect, gather food for, "sexualize" in thoughts actions and deeds my every waking minute?
You will bow and respect for evermore your Divine Mother. I will take your life away as quickly and as surely as I have given it to you. Obey this: Be Still, and Know that I Am God.
I need your strength to build, not tear down; to give hope and not despair; to "fight" without lifting a fist but by raising your spirit so mightily it will dash to pieces the most formidable enemy your kind has ever faced.
Give me your blood in the fields of corn and rice, not the fields of battles and strive. (See Divine Mother)
Shed tears not for fallen comrades but for the joy in conquering obscurations you never thought could be overcome.
March proudly waving flags of festive, holiday colors to announce a new day is here and that you will never return to the days of old guts and glory.
You will thrive only when realizing that skillful means discerned with honest and gentle wisdom must be employed in all human endeavors.
Love, tolerate and above all learn patience as the antidotes to all the poisons your kind has been exposed to. Do it now. Tomorrow may be too late.
I will spare man, but only if he spares the feminine within himself.
40.074020 -75.301963


text:
GlaxoSmithKline Sports and Social Club was founded in 1946 and occupied rented premises in Queen Street until it moved to its present building which was erected in 1954. The building has undergone many alterations and extensions over the years to cater for the ever growing membership.
The Club has formed many Sections who specialise in areas of specific sporting and social interest. These sections include :
- Archery
- Badminton
- Bar Games
- Fitness Suite
- Keep Fit
- Squash
- 50's and 60's Music
- Country Music
- Family Night
- Organ and Drums Saturday Dance
- Sequence Dancing
Whilst the Club has a great deal of history to look back on, its forward thinking Management Committees are committed to ensuring that the Club looks to the future.


text:
No Bounds Music Education for Everyone programs are specially adapted music lessons for people of all ages with learning challenges and special needs. By customising music lessons for each individual student, our music instructors approach every music lesson with an "I Can Do It" attitude, students are introduced to piano, guitar, drums, bass, voice and theory of music for enjoyment, and building skills through learning and boosting self-esteem.
Through the No Bounds program, recitals are performed for families, and students are introduced to professional musicians and opportunities to take music further in their educational studies.


text:
Robert L. Johnson, an entreprenuer, investment advisor, and founder of Black Entertainment Television, has commended U.S. Sen. Tim Scott for having introduced a Senate resolution that encourages businesses to voluntarily adopt a rule that would increase hiring of minorities for corporate executive position, according to a story posted on the IT Business Net website.
The rule, known as the The RLJ Rule, is modeled after the National Football League's Rooney Rule and it encourages companies to voluntarily establish a best practices policy to: (1) interview a minimum of two qualified minority candidates for managerial openings at the director level and above before making a hire; and, (2) to interview at least two qualified minority-owned businesses for supplier/services before awarding a vendor contract.
Scott, a Republican, is South Carolina's junior senator. he faces Democrat Joyce Dickerson, American Party candidate Jill Bossi and petition candidate Brandon Armstrong in the Nov. 4 election. He introduced Senate Resolution 511 on July 22.
Read the full story here: http://j.mp/1pB18Uk
Information from: http://business.itbusinessnet.com/


text:
Service Alberta's divisions are committed to delivering high-quality business, financial, information and technology services to government ministries as well as a diverse range of services that touch the lives of Albertans. The divisions follow a one government approach, enabling government to act seamlessly and provide easy access to programs and services for ministries and all citizens.
Consumer and Registries Services
Consumer Services works to ensure a fair marketplace for both buyers and sellers and negotiates settlements involving unfair trade practices and residential disputes. Registry Services provides registry and search services for land titles, motor vehicles, personal property, vital statistics (for example, birth, death and marriage), and corporations and non-profit organizations. The division is also responsible for managing the delivery of registry services through Alberta's network of private registry agents.
Open Government
Open Government provides policy and governance support and expertise, leads the open government agenda, and supports the accountability and transparency of government.
Service Modernization
Service Modernization is responsible for leveraging information and communication technology to modernize how government delivers services and interacts with Albertans.
Shared Services
Shared Services provides services to partner ministries to support them in their program delivery. The division is responsible for shared services such as procurement, accounts payable and receivable, Crown debt collections, employee pay and benefits, enterprise resources planning system, vehicle fleet management, surplus sales, administrative services including print, mail and courier, office equipment, and telecommunications.


text:
Nutrition Innovation, Inc. provides creative and powerful product development, marketing, sales, and distribution solutions that not only meet, but exceed the demands of our food, beverage and nutrition clients. Nutrition Innovation, Inc. was founded by Alan Roberts, M.S., who has developed hundreds of nutritional products for a wide variety of distribution channels globally.
© Copyright 2012 Nutrition Innovation


text:
Request Service
Guaranteed Customer Satisfaction
ACA Corporation has set the pace for the new century with state-of-the-art equipment for premiere fabrication of steel, stainless, aluminum, and copper products with the most complex sheet metal fabrication shop in Louisiana.
Not only does ACA provide premium services for your installation needs, but also upkeep and maintenance of the equipment after the sale. With highly trained mechanics and technicians, we are constantly staying abreast of the latest technology and diagnostic tools for servicing your equipment.


text:
Friend's Email:
Subject: I have found a DVD that I think you would enjoy
|Soweto Gospel Choir - Blessed Live in Concert
Genres: Music Video & Concerts, Musicals & Performing Arts
NR 2006 2hr 11min
This multitalented group has exploded onto the world music scene, wowing audiences with its virtuosity and passion. Drawn primarily from the churches and communities of South Africa?s most famous township, the choir mixes ... more »
Larger Image
Movie Details
Similar Movies
Similarly Requested DVDs
Movie Reviews
Amazing! Awe Inspiring! Powerful!
Josh's Grobanite | Wisconsin | 04/10/2007
(5 out of 5 stars)
"I discovered the Soweto Gospel Choir quite by accident while I was searching for information on Josh Groban, and I decided to just give them a listen to see what they were like. And I am so glad I did! To say that I was impressed would be an understatement! They totally blew me away! I went to their website, listened to a couple of sound clips, and within just minutes I was so moved that I purchased all three of their albums and this DVD! I am definitely not disappointed! These people will rock your socks off! Buy this DVD today! You will not regret it!
I was moved to tears just watching it!"
Superb Harmony
P. Thomas | 11/15/2009
(5 out of 5 stars)
"The Soweto Gospel Choir is so awesome, it is hard to miss a day of watching the DVD. You will feel the presence of the Lord even if you do not understand all of the languages. The harmony can not be surpassed. It is an awe inspiring performance of song and dance to say the least."
Awesome Choir; Dead Audience!
Andrew Everson | Suthern CA | 04/20/2009
(4 out of 5 stars)
"I Absolutely love this DVD! The songs, the arrangements, the unbridled passion in their voices and choreography, and the colorful outfits combine for an amazing presentation. (Where do I get one of those shirts?)
The only downer is the deadpan audience. This should be filmed again in front of an audience that is capable of being moved. I suspect a church would be a more vibrant setting."


text:
Added to Shopping Bag
GX by Gwen Stefani Pumps Size US 7 Regular (M, B)
Listed by Miranda M.
Size: US 7 Regular (M,B)
Price: $90.50
Returnable for site
You can request a return for Tradesy Site Credit within 4 days of delivery. FREE return shipping.
If your item was misrepresented in any way, file a Misrepresentation Claim within 4 days of delivery. Our team will review your claim and you may be eligible for a full refund.
Shopping Bag :
Reserved for -:--
GX by Gwen Stefani Pumps
Shipping Included
8 people saved this item
This item has original tags and shows no visible signs of wear.
From the mesh upper to the exposed front zipper, this sexy gx by Gwen Stefani heel is packed with edgy flair. Spanking NEW.
Heel Height:
Ultra High 4 +
Heel Style:
Regular (M,B)
Style Tags:
Sat 1/26/19 - Tue 1/29/19 (4-7 days)
This item can be returned for any reason for Tradesy Site Credit. Use your credit to buy something that makes you happy. Just a heads up, purchases outside the U.S. are Final Sale.
Submit a return request within 4 days of delivery
Pack and ship the item using our free return shipping label
Have a similar item? Sell Yours
Free and Simple Returns
Get what you ordered, or your money backReturn Policy
Authenticity Guaranteed
Tradesy only allows the sale of authentic designer goodsAuthenticity Promise
Real People, Here to Help
Have questions? Our team is available by phone and emailHelp & Support
Related Collections
More From This SellerView Closet
@mirandama San Francisco, California
Responds within: 24 hrs