Monday, April 30, 2007

A Bad Day In The Life Of An International Teacher - Avoid Making This Mistake Yourself

Teaching overseas is the best way to combine great working conditions with living an exotic lifestyle. But it's not without pitfalls for the unwary. I'm going to share a little story with you about how an experienced international teacher ended up having a really, really bad couple of days…

When you are getting ready to move overseas, you will definitely want to take a very close look at what kind of visa you need to get. Moving your teaching career abroad isn't the same as going on holiday. You are not entering the country for tourism purposes, and most countries distinguish between tourism visas and, well, non-tourism visas!

You many need to get a non-immigrant visa, or a business visa or a working visa… there are many names and number designations that are country specific. For example, teachers who are moving to the United Kingdom require a working visa (or a working holiday visa if they're under 30) but I needed a non-Immigrant B visa to enter Thailand to take up my post here.

Your new school will let you know what kind of visa you need to get, but you'll probably have to go and apply for it at the embassy yourself, possibly with documentation that they'll send to you. Ensure that you read every word in the emails and letters from your new school. And if you don't understand something, ask for clarification. Here's why…

In 2007 I started my new job in Thailand at an international school. When we first arrived at the school for our orientation, we were asked to hand in our passports so that the school administration staff could prepare our work permit applications. Our work permits were to take the place of our non-Immigrant B visas when they ran out in a couple of months. We were assured that in the interim, we it was quite legal for us to be working on our non-Immigrant B visas.

I was rather confused when one of my new colleagues leaned over and quietly asked me what a non-Immigrant B visa was. After a little questioning I realized that she didn't have the right visa because she hadn't read the instructions in a registered letter we'd received months earlier. The letter contained our official invitation of employment that we were supposed to take to a Thai embassy to get the non-Immigrant B visa which would allow us to work legally in Thailand. My colleague had thought the letter was just something for our records…

As a result my colleague had entered Thailand on a tourist visa which couldn't be 'converted' into a work permit under the immigration rules. This was the beginning of a number of really bad days for her as she had to leave the country in order to get herself the correct visa.

Yes, she got to spend 5 days in Malaysia while the Thai embassy in Malaysia processed her visa application. But it meant that when she got back to Thailand with the correct visa:

* she had no time to prepare for the students starting school the next day

* she still had nowhere to live when most of the rest of us had already found apartments

* she was several hundred dollars out of pocket because she'd had to pay for the trip (hotel, flights, visa for Malaysia) herself.

And the real eye-opener of this story? This particular colleague was an experienced international teacher starting her third overseas position.

It can happen to us all, but don't let this happen to you! Read everything and ask for further information when you come across something you don't understand. It's highly likely that the people contacting you about visas and other 'house-keeping' issues will speak English as an Additional Language and this can make communication challenging at times. Bear with it and don't assume that you've understood until you've checked.

A quick tip for you – if you're having trouble communicating with the administrative staff at your school, ask for a 'buddy' from among the teaching staff to contact you. Your buddy can help interpret the correspondence from the school and help you out with any questions you have!

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Sunday, April 29, 2007

The Barnett Shale

The Barnett Shale is a geological formation of fiscal meaning. It belong of Mississippian sedimentary rocks in the U.S. State of Texas. The formation is rough and ready to stretch from the city of Dallas west, top 5,000 square miles and at least 17 counties. It is the second leading oil field in the United States.

Some experts have suggested the Barnett Shale may be the prevalent onto dry land natural gas field in the United States. The field is confirmed to have 2.1 trillion cubic feet of natural gas, and is broadly estimated to include as much as 30 trillion cubic feet of natural gas resources. Oil has also been start in lesser quantities, but plenty (with recent high oil prices) to be commercially doable.

The Barnett Shale is notorious as a "tight gas" tank, demonstrating that the gas is not without problems pull out. The shale is especially hard, and was nigh on impracticable to fabricate gas in commercial measure from this formation until recent advance were made in hydrofracture know-how (and recent price increases in natural gas prices made the technology economically feasible).

Operators, such as EOG Resources and Devon Energy, have assured in Public Reports (which can be found on their websites) as recently as Mid-2005 that they estimate that 1/3 to 1/2 of the land in these counties, plus "hot" counties like Johnson and Tarrant, will get wells (It would rationally flow that the rest of the land will either get pooled in a unit that will have wells, or get nothing at all if the land is in an principally complex area). There have been few dry holes drilled, however, because machinery like 3D Seismic permit operators to foresee faulting and karsting before they drill and avoid this bad acreage.

Future development of the field will also be laden in part by the fact that major portions of the field are covered by enlargement and will keep on to be, since it is located in portions of the rapidly growing Dallas-Fort Worth Metroplex. Some local governments are explore means where they can drill on live public land (e.g., parks) without troublesome other manners so they may take royal house on any minerals institute, while others are in quest of reparation from drilling companies for damage to roads caused by overweight vehicles (many of the roads are rural and not designed for use by heavy equipment).

Horizontal Drilling in the Barnett Shale

As of 2007, latest progression in the knowledge of horizontal drilling have opened up the latent of the Barnett Shale as a major maker of natural gas. Horizontal drilling has distorted the way oil and gas drilling is done by allowing producers to drill horizontally below neighborhoods, schools and airports. Since much of the gas in the Barnett Shale is stuck under the City of Fort Worth, this new drilling expertise has fashioned a shot for the city. The new technology has convey in a magnificent number of independent producers both large and small, as well as Crown Exploration located in Carrollton, Texas.

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Friday, April 27, 2007

Helping Students With Reading Problems

Reading is a difficult process. The brain must be doing several things at once in order to make sense out of the written word. Many things can go wrong when a student is learning to read. Kids who struggle with reading struggle with life. If there is just one skill you can spend time on to help a student succeed in school and life, it would be reading.

The biggest mistake most people make is to try to teach a student to read in the same method they were taught or by using traditional methods. Well, guess what? If these methods worked, then the student would be reading and reading well. So, to start with, please understand that different methods must be used to help a struggling reader. A combination of brain, visual, visual memory, auditory, and tactile decoding training is a method that works to help students learn to read, especially when traditional methods have failed.

To start with, use brain integration activities to help balance the left and right hemispheres of the brain. Phonics is a left brain activity, and many right brain dominant students have a terrible time learning to read with traditional phonics based methods. Also, students with reading problems should do vision and auditory exercises to strengthen these learning systems.

Now that the brain and learning systems are primed for optimal learning, the student needs decoding practice. Most poor readers look at the first syllable or two of a word and start sounding it out. However, for some reason, this is as far as they can get, and from there they start guessing. For instance, the word dignity may be read as digital by the student. This is not an accurate method to read and causes a lot of problems, especially with comprehension.

In order to remedy this situation, the student is to sound out a decoding unit that is in color, since the right side of the brain is attracted to color. The decoding unit is placed within a larger word. There is also a picture to represent the decoding unit, once again because the right side of the brain works in pictures. For example, the decoding unit ar would have a picture of a car for the picture. Then the student reads a list of words with the ar sound imbedded within them. The words might be far, dark, remark, etc. The ar would be in color while the rest of the word is in black. The student has a picture and a color to help remember the sound.

Next, the student reads nonsense words with the ar sound. These might be something like lar, smar, cark, etc. This time there is no color or picture. The student uses a highlighter to go over the sounds while reading the nonsense words. As the student moves the marker over the letters, he reads the sounds. Once again, the color activates the right side of the brain while the student is forced to stay on the sound that he is looking at. This prevents looking at the word as a whole and guessing. (Right brain dominant students look at the whole of something as well as pictures and colors.)

Another option used with great success is to have the student pull down a coin or tile at every sound read. This involves another tactile operation while reading and also forces the student to look at sounds as he reads instead of the whole word and a mental picture that might go with it, often one that is incorrect.

The next step is to dictate the real words the student learned and have the student write them down on paper or in a gooey substance. This not only helps with spelling, but it will give you a good idea if the student has mastered the decoding unit. You would call out the words far, dark, remark, etc. and have the student write them. If the decoding unit was learned, the student will recall the unit and spell it correctly.

If the student learns one decoding unit per day, it will only take about 15 minutes per day. There are more than 52 known decoding units that can be used. Kids who have struggled with reading are raising test scores and grades, usually within six weeks. This read, touch, and write method works when all other methods have failed.

Copyright by Lisa Harp

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Thursday, April 26, 2007

Happy About Apartment Management



Happy About Apartment Management: 30 Years of Expert Tips and Advice on Multifamily Property Management By: Robert W. Klag, M. Gary Wong, Steven M. McDonald, Gemma G. Lim, HappyAbout.Info
,21265 Stevens Creek Blvd., Suite 205, Cupertino, CA 95014, ISBN 160005031X , 978-1600050312, $19.95, 84 Pages, 2006

If you're looking for a no-nonsense, nuts and bolts book on building and tenant management, pick up a copy of Happy About Apartment Management. Written by an ensemble of experienced managers, the just-the-facts-please content is a quick study in the areas and technologies a new or experienced owner should keep their eyes on. While the book is filled with quick-tips and advice to keep your eye on the prize; the business of managing a building is the common thread. If you're looking to profit from apartment building ownership, this should be required reading.

Major content sections are divided into parts with sub-chapters. Parts include: Technology and Property Management, Occupancy and Marketing, Property Management, Affordable Housing, Asset Management, and Portfolio Performance. Each Additional features are an introduction, about the authors and Westlake Realty Group,Inc, and a resource appendix.

A handy reference tool for apartment building owners, 1031 Exchange Qualifying Intermediaries, real estate editors and educators, leasing and rental managers, real estate agents and brokers.

Read more book reviews by Mark Nash including: Elizabeth: By J. Randy Taraborrelli, The Year of Magical Thinking - By Joan Didion,
The Great Deluge: Hurricane Katrina, New Orleans, and Mississippi Gulf Coast- By Douglas Brinkley, The Importance of Being Barbra by Tom Santopietro, Being Martha: The Inside Story of Martha Stewart and Her Amazing Life - By Lloyd Allen, Real Estate Brokerage: A Guide to Success, By Dan Hamilton, Book Review: Refi-Bust: Mortgage Brokers Gone Wild! by David Lawrence, Savvy Home Buying Tactics; Financing Exposed from the Inside by Thomas L. Dussault, House About It by Sherri Koones, and Every Landlords Guide to Finding Great Tenants by Janet Portman.

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Tuesday, April 24, 2007

The Story of Lucy Gault - Book Review



The Story of Lucy Gault opens in southern Ireland in 1921. It is a country in torment, a country at war, a country seeking its own destiny.

The Gaults are Protestant in a predominantly Catholic country. Men come to the house at night, frightening men, and the Gaults, like so many other families, decide to leave.

But the daughter Lucy, nine, doesn�t want to leave. She loves the house and the woods and the beach and the people. She loves her home. She won�t leave, she won�t. Instead, she disappears.

Her cardigan is found beside the sea. The parents imagine she has drowned and leave in mourning, grieving for their only child. But Lucy is not dead.

So begins William Trevor�s fascinating novel. In parts it is not an easy read. Mister Trevor has a way with words quite different to any other writer I have read. Several times I had to re-read a sentence to make sense of it, several times I was left wondering if the printer had made a mistake. And more times too, I re-read a sentence just because of the wonder of it.

The book is full of heartache and sorrow, and yet beautifully written. Time passes by so slowly. Will Lucy ever find happiness? She might do, one day.

William Trevor was born in Ireland in 1928, but now lives in Devon in the south west of England. He has written a huge body of work, and won innumerable awards, and if you haven�t dipped your toes in the Trevor stream before now, this may well be a good place to begin.

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Monday, April 23, 2007

The Creativity Incorporated In Preschool Teaching

For children under the age of five – and prior to the start of kindergarten – there is the option of preschool programs. Preschool may sometimes be offered through the public school system but most often preschool programs are offered through private or religious institutions. The benefits of preschool teaching are numerous; and the ways in which such lessons can be infused with creativity are just as numerous.

The goals of a preschool program are to foster a love of learning and prepare young children for their future school experience; the way that this is accomplished is through creative preschool teaching. Young children of this age are receptive to a variety of information; their brains eagerly absorb all they see, hear, and touch. Subsequently, preschoolers learn best through play-based programs. Through play, children practice social skills such as respecting each other, working together, and taking turns, as well as taking in the fundamental lessons without being aware of doing so.

Creative preschool teaching means successfully and effectively incorporating core lessons into play-based curriculum. Such preschool teaching may include ball play that promotes hand-eye coordination, physical games that sharpen gross motor skills, card games that practice memory retention, writing games that hone fine motor skills, and books and storytelling to further a love for reading and language. The role of the preschool teacher in this capacity is that of facilitator; to creatively present fundamentals in a way that engages students.

Of course, preschool teaching in this modern time often means the integration of computer-based lessons into the classroom environment. Computer learning games spark the interest of children with the use of color, sound, and interactive play.

Preschool teaching requires patience, creativity, energy, and a love of educating children. It requires an ability to take ordinary lessons and make them extraordinary; to take core learning and make it fun; and to make school a place of joy and achievement. Ultimately, the success of preschool teaching will be reflected in a child's lifelong love of school and learning.

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Saturday, April 21, 2007

Pronunciation: Improving In Another Language

Pronunciation can affect how we communicate. Many people, who have had a go at learning a foreign language, have experienced that sinking feeling when they try a well-constructed sentence in another language only to be met with a blank face.

Why is this?

Languages are built on sounds. If I speak English and live in an English-speaking country I expect a speaker to say sounds in a particular way. In French or Spanish I would expect to hear different sounds. When we can't recognise the sound we try and adjust how we are listening, a bit like tuning a radio, but if we can't guess the sound, the chances are we won't understand what is being said.

The Blocks of Pronunciation

Pronunciation has two main aspects to it, physically producing it and the sound that is produced from it, the hearing of the sound. As we get older the ability to do both of these, i.e. physically work out how to make the sound and recognise it, can diminish. This doesn't mean we can't continue to learn new languages but we need some extra tricks to help us.

Let's look at some ideas on what we can do when we learn a new language.

How am I saying it?

Try saying the letters. Notice how your mouth is working. If you don't know how a sound is physically made you may find it harder to say it.

What sounds are the same?

English has many more sounds than other languages but it also has a lot of sounds in common with other languages. Good dictionaries in a new language will usually offer an English sound or word to compare with. Use it to check what sounds are similar.

Which sounds are hard to say?

Go through the alphabet of the new language and mark out the ones you find hard to say. Give them some attention. Try and physically make the sound and see how your mouth works. Say the alphabet. Look at how children use the alphabet song in English to help them remember the alphabet, doing the same in a new language will also help memorise the letters and sounds.

Read out loud.

Find some reading form your course book or any other book. There are two advantages here. One you get to say the letters and words. Secondly you get to practise sounds that you expect to hear and you become accustomed to the sounds of the language.

How good do I need to be?

There is much discussion on this. For many of us the ability to get by in other languages is good enough. If we can say what we want, simply, slowly and the person we are speaking to, can understand us, then our pronunciation is probably good enough. After that it is a matter of choice. Some people become very good at other languages and get to very good levels of pronunciation. Not many of us are such gifted linguists but there's no reason why we can't make the words so that people can understand us.

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Friday, April 20, 2007

Carly Phillips 'Simply Scandalous' is Touching

Carly Phillips's new book 'Simply Scandalous'.

I picked up this book as part of the new sereis with white background, red splotches of graphics and black. These are all done by Carly Phillips and were put out by Harlequin Romance. They can be found basically everywhere as well as more information at www.HQNBooks.com.

The Review

This book is a breezy read and so is this book review.

The most enchanting part of this book is the central character D.A. Logan Montgomery. You just have to care for a man who knows what he is, what he wants and can't stand his family ties. He's a successful person but he has a father that nobody on earth would want. This pompous, arrogant father wants Logan to stand for public office. Logan's point is, isn't being a DA enough? Isn't being a public servant in his day job enough?

So naturally, time is bearing down on him as his father doesn't listen to a word he says and he plans to put out a press conference about his son seeking election. He has about a week. And in that time, he plans to ruin his reputation fast. But he doesn't really have a plan for this. In the end though, his grandmother steps in and starts to help him out with a plan of his own and that is the caterer Catherine Luck.

They end up together in part because of her and both find each other enjoyable to be with but for Catherine, she feels she's the girl from the wrong side of the tracks.

The central misunderstanding comes when photographers show up his place, brought by Logan's dad and they have obviously been together all night. This is just the kind of mud he needed, what a break but at the same time, Catherine shrinks away from him like he planned the whole thing. And he wanted to, he just didn't.

How are these two going to reconcile their backgrounds and misunderstandings?

Find out by picking up your copy of this book. Total five, all the way. No question.

This book is thoroughly enjoyable, especially the main character Logan. He's an excellent romance hero.

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Thursday, April 19, 2007

Utilising the Global Positioning System For Accurate Time

The Global Positioning System (GPS) provides a highly precise time reference that can be utilised by NTP Servers and other time critical computer systems.

This article describes how the Global Positioning System can be used to provide a precise timing reference and provides an overview of the equipment required.

The GPS system is a United States military system for worldwide navigation. The system consists of 24 orbiting satellites. The satellites each have a precise atomic clock referenced to UTC time. The highly precise atomic clocks are used to calculate transmission times for coordination triangulation. However, the timing information provided by the satellites can also be used as an accurate timing reference for computer network timing systems, such as NTP Server systems.

The GPS satellites are continuously broadcasting time and position information. This information can be obtained anywhere in the world with a simple GPS receiver and antenna. There are no set up or subscription fees to utilise the GPS system. Accuracy

GPS receivers provide highly accurate position and timing information. Typically, a GPS receiver can provide positioning information to an accuracy of 15m. NTP Server systems can obtain timing information from the GPS system to a resolution of a few nanoseconds.

GPS Signals

The GPS signals transmitted from each satellite are very weak low-power radio signals, designated band L1 and band L2. The L1 frequency is the civilian GPS signal transmitted at 1575.42 MHz. The signals travel by line of sight and can pass through clouds, glass and plastics but are blocked by objects such as metal and brickwork. The best location for an antenna is generally on a rooftop with a unobscured view of the sky. Often, installation on the side of a building with a 180-degree view of the sky will provide adequate results, provided the horizon is not too obscured. As a rule of thumb, the better the view of the sky, the greater the likelihood of a good consistent signal lock.

GPS Antenna Types

The GPS antenna is effectively an amplifier that boosts the weak GPS signal for transmission along a cable to the GPS receiver. GPS antenna's provided with NTP server systems or static applications utilise a pole-mounting system. The antenna screws onto a threaded pole for installation on rooftops. This arrangement provides the antenna with a rigid mount easily able to withstand adverse weather conditions. Typically the GPS antenna is fairly small in size, measuring less than 90cm in diameter. Patch type antennas are also available that are particularly suited to mobile or vehicle applications.

GPS Cabling Issues

The cable distance that can be utilised by a GPS system depends mainly on the amplification of the antenna and the quality of coax used in the installation. Typically, a GPS antenna may provide a gain of between 20 to 40 db. Coax cable such as RG58 has an attenuation of 0.64 db/m at 1575 MHz. Therefore, a cable run of 40m can be utilised. Also allow for signal reduction through any connectors. GPS Amplifiers, Splitters and Surge Suppressors

In-line GPS amplifiers provide further amplification of the GPS signal to increase the cable distance between the antenna and receiver. The amplifiers are fitted in-line on the coax antenna cable. Typically, an in-line GPS amplifier may add 20-39 dB of gain, which may add upto 30m of coax cable. Additionally, multiple in-line amplifiers may be utilised to further increase cable distance.

A single GPS splitter allows multiple NTP Servers or other GPS systems to share an antenna. Multiple GPS sytems may reduce cabling costs by sharing a single antenna. The GPS splitter splits the signal received from the GPS antenna into multiple outputs for synchronizing multiple NTP servers. GPS splitters are generally available with 2, 4 or 8 outputs.

Surge suppressors protect expensive NTP server equipment from electro-static discharges, such as lightning, that may be picked up by an externally mounted antenna. Surge suppressors are installed in-line on the coax cable between the antenna and receiver, ideally where the cable enters the building. Surge suppressors requires a low-impedance connection to ground so that any surge picked up at the antenna can be dumped to ground.

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Thursday, April 12, 2007

World Bank and Education

Education

"I go to collect water four times a day, in a 20-litre clay jar. It's hard work!... I've never been to school as I have to help my mother with her washing work so we can earn enough money… If I could alter my life, I would really like to go to school and have more clothes."

--Elma Kassa, a 13-year old girl from Addis Ababa, Ethiopia

AT A GLANCE:

Despite recent successes, more than 100 million primary school-age children still do not attend school and about 264 million adolescents of secondary school age are not currently enrolled.
Average educational attainment in sub-Saharan Africa is 3.5 years while in industrialized countries it is nearly 10 years.

Due to a lack of capacity and recurrent cost financing, the majority of developing countries still cannot systematically measure their children's learning achievement.
Over 800 million adolescents and adults lack the competencies that could equip them with the skills needed to work their way out of poverty and up into an increasingly competitive, global labor market. Two thirds of these youth are women.

In the developing world, the richest 20 percent of the population is almost three times as likely to be enrolled in school as the poorest 20 percent of the population.

Tremendous disparities exist in tertiary education enrollment between the developed and developing world despite the recognized impact of tertiary education on national productivity, competitiveness, innovation, and economic growth. Tertiary enrollment is 86.9 % in Finland, 16.2 % in Indonesia, 7.7 % in Nigeria, and 0.9 % in Mozambique.

World Bank lending for education in Africa has been steadily declining for the past five years.

Summary

The focus of the Bank and its partners on achieving the education MDGs is beginning to have a measurable positive impact on expanding children's access to school. The Africa Region, for instance, has seen gross enrollments increase from 79% to at least 95%. New initiatives such as the wave of new teachers brought in to achieve Education For All (EFA), the abolition of user fees, the increasing harmonization of donors, and the Fast Track Initiative (FTI) experiment are working and bearing results.

Increased resources and focus will be required in the coming years to make sure that even the most difficult to reach children enter school and to renew our focus on better learning outcomes for all children. There is some concern, however, that at this crucial moment, resources and attention may be turning elsewhere.

Although overall Bank lending for education has remained steady at about $2 billion per year over five years, lending for education in African—the top priority for achieving EFA—has steadily declined from near $500 million in FY02 to just over $300 million in FY06. The Bank's internal funding support for education activities has also declined. Overall staffing levels for the education sector in the Bank have also dropped by 10% over the past three years, from 210 to 184, and the number of education specialists has dropped by 14% over the same period, from 96 to 83. Quickly reversing these trends and monitoring our increased commitment to education in Africa should be among the World Bank's top priorities. Finally, the shift toward a focus on quality, consistent with the results focus of last year's Education Sector Strategy Paper, needs to be consistently translated into more success in measuring and improving learning outcomes.

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Wednesday, April 11, 2007

Choosing A Private Preschool

Choosing a preschool for your youngster can be challenging; and the first decision of many to come regarding their education. Determining the program that will best meet your child's needs is by far the most important thing. Whether this can be accomplished by sending your child to a private preschool is something that only you can research and decide.

In many cases, private preschool is the only choice available to parents. Preschool programs that are offered through the school district are often only available to children who are in need of special services in order to prepare them for Kindergarten. Children can receive speech, occupational therapy, physical therapy, and specialized learning environments through programs such as these.

Towns that offer district funded preschool programs for the general population are few and far between. But certainly, if they are offered, this can be a wonderful way to introduce your pre-Kindergarten child to school in a much less formal environment where they can learn to socialize and follow the directions of teachers, as well as mastering skills necessary to be successful in Kindergarten.

However, as is most often the case, a choice to send a child to preschool means the choice between a variety of private preschool programs. Deciding between them depends largely on curriculum, schedule, and price.

There are a number of private preschool programs that are offered through churches and synagogues that offer both religious based and non-denominational programs. For a family who is already involved with a particular church program, this may be the perfect fit for private preschool as it offers the child a level of familiarity. Most often, private preschool programs of this nature are less expensive then their competitors.

Other private preschool programs are independent programs that offer a variety of experiences. It is most important that you and your child feel comfortable within the school and that you, as a parent, are satisfied with the school's safety measures, curriculum quality, diversity, teacher qualifications, and school accreditation. The schedule should also meet your family's needs, as should the price.

A private preschool program can offer your child an educational and social head start, equipping them with the tools necessary to be successful in Kindergarten and, hopefully, instilling in them a love for learning that lasts throughout their lives.

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Sunday, April 8, 2007

Home Based After School Programs for Your Children

Are you concerned about the lack of after school activities at your child's school? Are you worried that he or she is being deprived of much extra knowledge and stimulation that these programs can provide? There are some things you can do.

An after school activity does not mean that it needs to happen at school or in a school environment. There are lost of things you can do to promote your child's development physically, academically, and socially. It doesn't need to be a formal program; in fact, many children involved in formal programs end up overscheduled and frustrated.

Because school is the highest priority—and much time is spend out of school developing those skills taught during the day through homework and outside preparation. Often your child will develop special interests and preferences for academic subjects. If so, you can usually find a program nearby in the community or in a college that will offer extra stimulation and activity in that subject. This helps encourage independent learning and self-motivation, something that a school can't teach to any appreciable degree.

If the child needs more social activity, consider a club of some kind, like a math club or reading club. Local libraries and theaters often have such clubs, and sometimes the child's school will offer them. Many of these clubs are parent-child oriented and this is often an opportunity for both to spend more time together. If you are interested in this and there are none nearby you—start one!

Communities are also good resources for organized activities for youth. More children than ever are becoming concerned about social issues, and they find a good deal of satisfaction helping others. They also get a fist-hand account of suffering, and it helps build empathy in them and opens their eyes to the real pain of others.

If it's physical activity you're looking for, consider dance classes or a gym that offers various activities. Swimming and basketball are also big these days, as are racquet sports. If you are already involved in a sport or physical activity, bring your child along whenever possible to help pique some interest; however, be careful not to be preachy. Most of the time children reject this tactic. Instead, let them bring friends if they want to try it.

The activity does not necessarily need to be organized, just supervised. Your local YMCA or rec center may offer an open gym for teens where your child can go for two hours and participate in any one of a host of activities supervised by an employee of the gym (for safety). Sometimes you can even involve your child in the everyday activites of maintaining a household, making him or her feel like a more important part of the family. This will benefit all concerned.

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Friday, April 6, 2007

Teach English With Songs Even If You're Not Musically Inclined

Although we hear a lot about how songs can help the English as a Second Language (ESL) or English as a Foreign Language (EFL) classroom, if you're not musically inclined it can be tough to make it work. But worry not, on this page I'm going to introduce some hints and techniques that I've used to teach songs very effectively from classes of 2 kids up to over 1,000. After a bit of practice ESL songs will save you a whole lot of time and stress!

Here are my top tips...

1. Pre-teach the Vocab

If you're using a traditional song, try and pre-teach as much of the language in previous lessons as you can. Don't bill it as a prelude to a song, just let them slip in naturally during the previous few lessons. ( This idea also works well with picture books or drama plays). If you're teaching a song specially written for ESL or EFL, you can probably introduce all the language at the beginning of today's lesson.

2. Actions & Gestures

The main reason songs work so well in the English classroom is that many kids are what's called "Musically Intelligent". It basically means that language sticks in their memory if it's accompanied by a melody. It's the same thing that happens when you hear the new Madonna song on the radio and can't get it out of your head all day!

But although musical intelligence is very common, some kids are also intelligent in other ways and we have to try and incorporate as many types as we can into the learning. So for kids who are more physical we add in gestures and actions for each lyric. The sillier the better. It's very often a good idea to let the kids choose the gesture, that way it becomes their own. As they own it they remember it longer.

3. Picture Cards for Each Lyric

Just as some kids are more physical, some learn more by visual means. More effective than simply writing the lyrics on the board, a fun picture card to illustrate each lyric is recommended. So now we have actions, melody and pictures for each new word or phrase. Ideally we'd also have a smell for each one as well, but I think we'll leave that for now, as we have most of the kids learning styles covered!

4. A Cappella - Without the Music

This is the key stage and the one that most teachers miss out. Even if the kids already know the English, and have all the gestures and can see all the pictures, if you simply play the CD and say "Hey, let's sing!" they're all going to give you some very strange looks!

The trick is to go through the song phrase by phrase without any backing music. Do the gestures and point to the picture cards and make sure everyone can get a hold of the melody. Don't worry if you can't sing well, in most countries it's the effort that the kids see and appreciate! In fact they'll often appreciate bad singing more than good singing. The side effect of too much karaoke I feel.

If you have a particularly tricky song, start off slow and gradually build up the speed. The point here is that by the time you've finished you should be up to or just a little bit faster than the recording on the CD. You'll be amazed at how fast the kids can get with this method.

5. Big Finish: Kick in the CD!

In the a cappella section you'll notice the kids getting better at the English but also sloping off in their concentration. That's when you kick in the music! Make sure the arrangement is ultra energetic and the kids will spring to life with a vengeance. Crank up the volume and they'll be singing their hearts out! Keep the gestures and actions in there and probably after just one run through the song they'll have all the new language permanently imprinted in their brains!

And that's all there is to it, it's quite simple really. Once you've done the song you'll be able to play it again at the beginning of the next class and they'll have remembered the English almost instantly. It's the best technique I've found for curing the "we've forgotten everything" problem you have with long gaps between classes.

Remember the "a cappella", make sure the music is loud and funky and you'll save more review time than you every imagined!

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Wednesday, April 4, 2007

Energy Healing Careers Today

Find Energy Healing Careers in the United States and Canada. Today, prospective students can now choose from a diverse field of alternative healing education, including training to attain one of several energy healing careers.

Energy healing careers encompass a broad spectrum of healing arts' professions, including touch therapy, energy healing, polarity therapy, Qigong, Reiki, chakra balancing, aura clearing, meridian therapy, emotional release technique and a variety of others.

One of the more popular energy healing careers involves therapeutic touch (TT). This is a non-contact technique that has gained a lot of popularity in mainstream medicine. In particular, nurses and holistic health practitioners alike have integrated this method into their practice. A matter of fact, prospective students searching for energy healing careers will find that even the Department of Veteran's Affairs Medical Center has begun using energy medicine in their nursing care regimen.

Energy healing careers are often incorporated into broad holistic practices of natural healing. For example, some energy healing careers in Reiki can be quite rewarding - both financially and personally. Depending on experience and training, these energy healing careers can earn practitioners about $50 per client session.

The positive aspect of energy healing careers is that almost any energy medicine can be administered to both people and animals alike. Persons that have entered energy healing careers are commonly referred to by their "healing hands." Case in point, energy healers are often said to be able to improve health of others through "aura healing," "chakra healing," "energy healing," "laying of hands" and other terms.

Practitioners in energy healing careers draw upon vital energy to remove energy blocks. This is believed to restore balance and harmony back into the physical body to bring about self-healing capabilities. Other energy healing careers include professions in Quantum touch, color therapy, visualization, Emotional Freedom Technique (EFT), kinesiology and magnetic therapy. Subsequently, many massage therapists and holistic health practitioners, such as iridologists, rely on kinesiology to determine open and blocked energy fields.

As a unique opportunity to learn something innovative and quite compelling, energy healing careers do require a fair amount of practical training to completely understand and facilitate its various healing methods. In many cases, energy healing careers encompass an assortment of educational levels, much like that of conventional professions. In addition, most energy healing careers are coupled with academic achievements; including certification and diplomas of completion.

If you (or someone you know) are interested in attaining one of several energy healing careers, let career training within fast-growing industries like massage therapy, cosmetology, acupuncture, oriental medicine, Reiki, and others get you started! Explore career school programs near you.

Energy Healing Careers Today

© Copyright 2007

The CollegeBound Network

All Rights Reserved

NOTICE: Article(s) may be republished free of charge to relevant websites, as long as Copyright and Author Resource Box are included; and ALL Hyperlinks REMAIN intact and active.

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Tuesday, April 3, 2007

Chiropractor Degrees - How to Earn Yours

Find Chiropractor Degrees in the United States and Canada. Chiropractor degrees are offered to candidates who have successfully completed a comprehensive course of study in chiropractic. In many instances, chiropractic colleges will select applicants who have already achieved a bachelor's degree from an accredited school or university; therefore, it is critical that prospective students interested in attaining their doctor of chiropractor degrees examine educational prerequisites and requirements prior to applying.

Alternative medicine schools that provide academic programs resulting in doctor of chiropractor degrees will involve in-depth curriculums comprised of a minimum of 4,200 hours. A number of chiropractic colleges may offer full and part-time studies, which may be completed within 4 -7 years. Students desiring doctor of chiropractor degrees will quickly learn that curriculums are course-intensive, including philosophy and science of chiropractic, spinal anatomy, biomechanics, static palpation, clinical neurology, physiotherapy, biochemistry, radiology, diagnosis and chiropractic technique. In most programs offering chiropractor degrees, students will gain hands-on training in clinical, laboratory and class instruction.

Some chiropractic schools offering chiropractor degrees will also extend pre-chiropractic science degree programs in human biology and public health. Students who have attained chiropractor degrees will have gained an abundance of knowledge and skills in the field of chiropractic, including how to effectively use manipulation methods to "adjust" the spine. These techniques are fundamentally used in the treatment and prevention of mechanical disorders, or "dis-ease" of the musculoskeletal system. Students who have achieved chiropractor degrees will have learned the true philosophy of chiropractic; being that "subluxations" of the spine can affect functioning of the nervous system and overall health; and how to apply chiropractic adjustments to correct these areas of "dis-ease."

Successful candidates who have completed all educational requirements to achieve chiropractor degrees, and who have acquired licensure can expect personal and professionally rewarding careers in the field. According to the US Bureau of Labor Statistics, professionals who have achieved chiropractor degrees and licensing have the potential of earning over $100,000 annually.

If you (or someone you know) are interested in attaining chiropractor degrees, let career training within fast-growing industries like massage therapy, cosmetology, acupuncture, oriental medicine, Reiki, and others get you started! Explore career school programs near you.

Chiropractor Degrees: How to Earn Yours

© Copyright 2007

The CollegeBound Network

All Rights Reserved

NOTICE: Article(s) may be republished free of charge to relevant websites, as long as Copyright and Author Resource Box are included; and ALL Hyperlinks REMAIN intact and active.

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Sunday, April 1, 2007

All You Would Ever Want To Know About Bears

Bears can be found throughout the world. They are generally large animals, and are characterized by a plantigrade walk (on their heels, like humans), a large body, short legs, a stub of a tail, small, round ears, and forward facing eyes.

All bears are classified as carnivores, with each species having a variable degree of herbivorous tendency. The panda, for example, is almost exclusively a plant eater. The polar bear is almost entirely a carnivore.

The black bear has managed to be quite prolific and successful as bears go. The eighteen known subspecies can be found throughout the United States and Canada. Estimates of the number of black bears in North America vary, with 750,000 being the most often suggested. In the state of Pennsylvania there are believed to be more than 7000 of the animals scattered across the state.

Despite their name, black bears can actually appear in a variety of colors. There are brown black bears, white black bears, and even the blue glacier bear.

Expert estimates of the weights of the bears also seem to vary widely. Conservative measurements put the average weight of the animals is around 300 pounds. However, the degree of sexual dimorphism exhibited by the species makes accurate accounts difficult. The largest black bear recorded was a male shot in Wisconsin in 1885. The bear was 802 pounds, far heavier than would be expected.

They have a wide an varied diet. They can and will eat nearly anything. Typical of bears, they are fond of honey, and are responsible for thousands of dollars worth of damage to aphiaries each year.

The black bear has claws which are shorter and more curved than those of the grizzly bear. This allows it to have a great agility in climbing trees. Often, a sow will encourage her cubs to tree themselves while there is danger. Black bears have a characteristic way of climbing and descending trees. They mostly use their front claws for climbing and keeping a hold.

The Brown Bear has captured the human consciousness like nearly no other animal can. It presents an image so like ourselves that we often get caught up in the "cuteness" and forget that it is a wild animal that we are dealing with. The brown bear is often seen as the cuddly buffoon of animation, and the "Teddy" bear of children and collectors alike. In reality, the brown bear is a complex and fascinating animal deserving of great respect.

The brown bear distinguishes itself from the other ursines by virtue of its shoulder hump, which is caused by muscles which are used for digging. The color of the animal varies from a light creamy color through to black. It has a dished facial profile and very long claws on the front paws. In addition, has a wider distribution than any of the other bears, and can be found throuhout the world. The animal has been found in such diverse places as Europe, Japan, North Asia, the western Canadian provinces, and the states of Washington, Idaho, Montana, Wyoming, and Alaska. This diversity does not limit itself to purely geographical happenings, as the bear is also found in a great number of different habitats as well. Brown bears can be found on the plains, in the forests, the tundra, and in subalpine mountain areas. At one time, the brown bear could be found throughout the North American continent. However, excessive hunting and destruction of the animal's habitat have all but wiped out this majestic creature.

This animal's weight varies widely throughout the course of the year. Some can even double their weigh between emerging from their dens in the Spring and returning in the Fall. The males can weigh anywhere from 300 to 860 pounds, with the females coming in somewhere between 205 and 455 pounds. The average size of these bears is difficult to pinpoint, because it seems to depend greatly on the food sources available. The island grizzlies of Alaska (Kodiak and Admiralty) are considered the largest land carnivores in the world, and live on a diet of fish and other rich food. The inland animals are smaller by some 30%.

Of the browns, people tend to be more familiar with the grizzly bear. This animal is well known for it's agressive nature, and it is for this reason that many folks believe it gets its name. Not so! The name "grizzly" comes from the "grizzling" of its fur, which gives it a lighter color at the tips of hairs.

Brown bears reach sexual maturity somewhere between their 4 1/2 to 7th years. Females and males mature at approximately the same time, but males often do not become successful breeders until they are 8-10 years old due to competition with older, stronger males. Mating between browns takes place from early May to mid-July Implantation of the egg in the uterus, however, does not occur until sometime in Oct.-Nov. 1-4 cubs are born during winter hibernation of the female, with 2 being most common, sometime between January and March. The cubs will stay with the sow up to 2 1/2 years, meaning that the female may only breed about once every 3 years or so. Given that bears generally live only until they are 20-25 years of age, this does not give very many opportunities to reproduce.

Like most other bears, the brown bears are longers; with the notable exception of females with cubs. During the mating season, males and females may pair up and mate frequently for up to two weeks. The females require the stimulation of frequent mating before they will ovulate. While fertile, she may mate with several males, leading to cubs in a litter which may not all have the same father. This is one of the factors that makes research into bears more difficult, since paternity is often hard to determine.

The home ranges of bears often overlap. The ranges of males will often intersect those of several females. Bears will not generally attack other bears which wander in to their territories. They will even congregate peacefully in places where food is plentiful such as garbage dumps and salmon streams. In such places, the big, dominant males will usually get the choice fishing areas.

Brown bears are technically carnivores, but in practice most of their diet consists of plant matter such as sedges, grasses, bulbs, seeds, berries, and roots. They will also eat insects, fish, and small mammals. Some of these bears have even developed predatory practices on large animals, including moose, caribou, and elk.

The polar bear is a mighty hunter of seals. The most carnivorous of the bears, it is also the most patient. They will sit near a seal blow-hole for hours, waiting, until the animal surfaces. When it does, it is all over for the seal. One powerful blow from a forepaw brings a swift meal for the bear and a swifter death for the seal.

The conditions of the polar north are harsh, with temperatures well below freezing almost constantly. In order to survive, the polar bear has to be an expert survivalist, able to cope with the grueling conditions of his environment. Like a giant solar panel, the skin of the bear is black to draw every bit of possible heat from the sunlight. The hairs if the pelt appear to be white, but are actually transluscent and transmit the light down to the skin. Below these hairs are "underhairs" of orange or yellow.

Like those of other bears, the ears of the polar bear are round. They are, however, smaller and closer to the head. This, along with the overall shape of the animal help to make it a formidable swimmer. The paws are large, and slightly webbed, which also contribute to the bear's abilities as a swimmer.

There is a great degree of sexual dimorphism among the bears as well. The males are huge, the heaviest of them weighing as much as 1300 pounds. The females are smaller, the largest of them being only about 600 pounds.

The boars do not generally hibernate, but remain active for most of the year. The pregnant females are the exception to this, however. They go through a denning and hibernation period, just like that of the black, brown, and other bears.

Polar bears are more agressive than other bears. Even in captivity.

The asiatic black bear has many similarities to its American cousin. Both are medium sized, and black. The ears of the asiatic bear are large and seem inappropriately sized to the rest of its head and those of other bears. These bears have a white patch of fur on their chest, which is often shaped like a V, with some varying amount of white on their chin as well. Occasionally, they can be found in a brown color phase.

The asiatic black bears are not as widely studied as the other bears, so very little information is available about their relative size and other statistics. Generally, they have been found to be 50-75 inches in length. The males usually weigh from 220-440 pounds, and the females from 110-275 pounds.

These bears can be found throughout Southern Asia. They are known in Afghanistan, Pakistan, Nepal, Sikkim, Northern India, Bhutan, and into Burma. They can also be found in Northeast China, and Southeast Russia, Taiwan, and the Japaneese islands of Honshu and Shikoku. Mostly, these bears live in forested areas, especially hilly and mountainous places. The preferred elevations change seasonally. In summer, asiatic black bears have been spotted at over 9,900 feet--moving to lower elevations as the cold of winter comes on. In the northern parts of their range, they den for winter. Current thinking is that the bears in the southern reaches do not hibernate.

The diet of the asiatic black bear is quite diverse. They eat carrion, bee's nests, insects, invertibrates, small vertibrates, and fruit. They have been known to kill domestic livestock, but to what degree they exhibit this predation is not known. They are also known to make daybeds and feeding platforms in nut-bearing trees.

The sloth bear is relatively small, with long hair and shaggy coat. The bear is often black, but reddish animals have been seen. The nostrils of the muzzle can be closed at will, possibly as an adaptation to the defenses of the termites which make up a large portion of their diet. Their dark fur is often interspersed with whitish or greyish strands, and they display a noticable whiteish or cream-colored U shaped patch on their chest. Behind their heads, they have a mane, a ruff of fur that covers their neck and part of their shoulders. Their belly and underlegs are nearly bare. The sloth bear's ears are large and floppy; they have very good hearing. The claws of the sloth bear are sickle-shaped, and deeply curved.

The sloth bear is unique among bears as it has only 40 adult teeth. The cubs have 42 while nursing. The two middle, upper incisors do not grow in with the rest of the permanent teeth. The dirt that the bears ingest with their food often leads to bad teeth, as it grinds away the enamel. When feeding, the bears make loud, sucking sounds which can be heard for many miles.

Sloth bear adults can weigh anywhere from 120-310 pounds and measure anywhere from 60-75 inches in length. The males are larger than the females.

Sloth bears are found in the forested areas and grasslands of India and Sri Lanka. However, the bears have also been witnessed in Nepal, Bangladesh, and Bhutan.

Sloth bears live a solitary existance, except when raising young or mating. The bears have a number of vocalizations, but their purpose is not understood.

Reproduction for the sloth bears is a fairly standard affar. The animals breed in late Spring/early Summer, with the cubs being born six to seven months later. Like other bears, the litters are small, consisting of only a cub or two. Very rarely, sloth bears have been reported as having three. The cubs stay in their mother's earth den for the first two to three months, they will continue to stay with their mother through their adolescence, which lasts approximately 2 years.

The spectacled bear gets its name from the distinctive circular bands which ring its eyes. The markings vary slightly from bear to bear, but the general look is the same. The markings are a creamy-yellowish color while the rest of the fur on the animal could be anywhere from brown to black. The spectacled bear is a small animal as bears go, the males generally weighing from 220 to 340 pounds, and the females 140 to 180 pounds. The animals are generally from 60-72 inches in length, with the females being about 30% smaller, on average, than the males.

The females are generally mature somewhere between their 4th and 7th years. After maturity, the animals will mate between May and June, with the litters of up to 3 being born during the Nov-Feb period. The cubs weigh a mere 10-11 1/2 ounces at birth. During the mating months, the bears will pair up and stay together for up to two weeks, copulating frequently. Like most other bears, the female requires this stimulation to ovulate.

Apart from basic mating and other minor habits, we have no information on the social life of these animals in the wild. The bears that have been studied in captivity have shed some light on their society. Females and cubs communicate with vocalizations, of which somewhere between two and five calls have been identified (depending on which source you check with).

The sun bear is a rather small member of the bear family which makes its home in the lowland tropical rainforests of Southeast Asia. It is covered with a black coat made of sleek, short hairs. It has a white or yellowish patch on its chest shaped like a half-moon. It has a muzzle which is both yellower and shorter than that of a black bear. Sometimes the light color extends up over the eyes. The long, pointed claws are curved with hairless soles, likely as an adaptive measure to help in climbing trees. The ears of the sun bear are smaller and rounder than those of other bears. The teeth of the sun bear are flatter than those of other bears and the canines are long enough to protrude between the lips.

The omnivorous sun bear lives on a diet consisting mostly of termites, birds, small mammals, and even bits of oil palms, and other commercial crops.

Sun bears are the smallest of all the bears. The adults only weigh up to 145 pounds, and measure at the longest 60 inches.

This bear can be found in Laos, Vietnam, Cambodia, Thailand, Burma, Bangledesh, and many other countries in the Southeastern portions of Asia. However, poaching and deforestration have been slowly eroding the available population and habitat.

As for reproductive habits, there is little available information. Captive breeding has produced such wildly different gestation periods that scientists are not even sure if the sun bear has a mechanism of delayed implantation.

The Giant Panda is one of the most misunderstood animals on the planet. For many years, it was believed to be a type of racoon, like the similarly named red panda. However, genetics testing and observation have revealed that the panda is in fact, a bear. It has several adaptations that make it unusual. First is the fact that it has six digits on the front paws, giving it an opposable thumb ideal for holding onto the stalks of bamboo which it consumes in great amounts. The genitalia of the male are rear-pointing and small which is also decidedly unbearish, and much more like those of the red panda. It has only been since 1995 that the Panda has been officially considered a bear.

Typical pandas have a large head, and distinct white and black coloration which contrasts sharply with the deep green of their natural habitat. Pandas can only be found in six tiny regions in southwest China. These places are along the Tibetan plateau in Sichuan, Gansu, and Shaanzi provinces. Combined, these areas are less than 5,400 square miles of very high altitude (4,000-11,500 ft.) mountain forests grown thick with patches of more than 30 species of bamboo. The bears themselves have home ranges from 1.8 to 3.3 square miles. The territories of the males often overlap those of a number of females.

Newborn pandas weigh between 3 and 5 ounces. Males grow to 190-275 pounds and 64-76 inches in length, with females being slightly smaller and lighter at 155-220 pounds. They reach sexual maturity between ages 4 1/2 to 6 1/2 years and mate once during the spring months of March, April, and May. The females are in estrus for anywhere from 1 to 3 weeks, but are only really receptive for a few days of that time. During August and September, pregnant females give birth to anywhere from one to three cubs, with one being the more common. The cubs are weaned at nine months, but often stay with their mothers for more than two years.

Like most bears, pandas are solitary animals. Females with cubs being the only exception. They mark their territories by scratching trees and by rubbing a musky anogenital gland against rocks and trees. Additionally, they communicate with different vocalizations. Scientists have identified 11 distince calls, but cannot identify the exact function of all of them.

Pandas are quite vegitarian, making bamboo 99% of their diet. Adults can eat anywhere between 26 and 33 pounds of it in a day, and with soft new shoots up to 84 pounds! Incredibly, that's almost 40% of their body weight! Ocassionally they consume meat and some other plants.

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