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Click Funnels offer you with a pre-designed and well-curated sales channel which will certainly take your visitors with a persuading journey that will certainly make them acquire your item at the end. Click Funnels have actually created a range of sales funnels that could lead you to achieve your objectives by taking your visitors with a well thought out sales funnels.
All the pages you make on the website with the assistance of Leadpages provide priority to “leads” or the possible consumers who come to your internet site. The solution incorporates with email solution companies to support the site visitors that come to your internet site and act in a means that makes them a lead.
Leadpages does not require you to have any coding experience, creates pages with high converting opportunity as well as provides you a big collection of options when it pertains to the layout aspect of the internet site. In the battle of Leadpages vs Clickfunnels, Leadpages surely take a lead when it pertains to the user-friendliness of the service. Adhering to are a few of the vital functions of the solution.
Clickfunnels is a total sales channel builder that does not just produce a website but a calculated means to channel all the site visitors that come to your website. This is an instinctive tool which “understands” your needs as well as supply you results accordingly. There are several design templates in which you can take your pick that completely matches not just just what you market, however exactly how you offer. There is an excellent attention to information when it pertains to the different layouts that Clickfunnels has given that in some cases the important things that converts an introduce a purchaser could be an easy distinction in the touchdown web page.
Comparing to Leadpages, Clickfunnels is a bit more complicated as well as the homepage itself is mainly content abundant. The founders of Clickfunnels have concentrated not just on producing an excellent web site for you but likewise giving you sufficient understanding and information to act as an educated company person/entrepreneur. The channel pages that you have is all regarding producing the ideal sales funnel.
When comparing Leadpages vs Clickfunnels, as a device, Clickfunnels surely offer you much more as you could clearly see. If you want a much more complex and also accurate procedure that will tactically approach all your site visitors as well as develop a high working sales funnel that will certainly perform lasting to get you the best revenue, Clickfunnels is what email system does clickfunnels work best withundoubtedly the means to go.
If you are an ecommerce business owner, getting a great knowledge of sales funnels and also transforming a result in a client is among the most fundamental points you need to recognize from the start. To place it just, a sales channel is the procedure that a prospective buyer experiences from being a visitor/lead to lastly buying the product or the service. This procedure limits towards the end, making it show up like a channel, therefore the name. Your company and also the profits depend entirely on exactly how you manage to effectively bring out this channeling procedure.
Initially, Click Funnels Pricing could make you assume if it deserves it, but you will require it to make a fast progression as well as understanding amongst the customers particularly in the initial few stages of running a company. This solution especially aids the startups and also the business owners who are not very aware of the marketing as well as sales process to get the very best from their advertising and marketing techniques by transforming visitors successfully to be customers.
When you pay a routine internet developer to produce a web site for you, the final outcome may be visually pleasing, however they typically do not pay focus to making a sale through the system. When it pertains to any kind of business website, the factor for any individual to introduce an on-line space committed to their company is to lead any type of prospective customer that checks out the site to eventually purchase. Click Funnels has actually placed with each other a variety of website layouts that include a full sales funnels from the welcome screen to the final Thank You display. It resembles having a sales representative that would take your clients via till the last sale.
Click Funnels have actually been developed by sales and also marketer with several years of experience in actually making sales. They run under the motto, “Take the power back from the technology guys”, because during the previous decade or so the advancement of sites has actually been totally controlled by programmers as well as developers without a proper knowledge of making a sale. Click Funnels make sure that the cash which you spend on the style and also advancement of the site is not in vain. This is why Click Funnels Pricing is a lot more important because you are not only spending for a plain internet site however a fully working online store that assists you convert every single consumer right into a sale. Adhering to are some of the pre-designed sales funnels that you can select at the Click Funnels.
You can choose these funnels inning accordance with the market you are functioning in, the sort of services that you use and what sort of a sales process that you want your potential consumers to go through. There are examples of all these funnels that you could have a step by step check out and also experience the exact same funneling process that your site visitors will experience when you utilize that channel.
All the designs and sales funnels that you enter the Click Funnels solution are significantly customizable. You could use your personal shade motifs, pictures and texts considering the ideas that Click Funnels provide to obtain the very best outcomes. The customizing and editing and enhancing process is an easy drag and decline approach making anybody, even without any type of internet design experience, to create the sort of internet site that you constantly fantasized to have for your business.
A sales channel favorably influences the mind of your site visitors to earn the choice to move forward with your goal. This is essentially considering that little push a sales representative would give up a physical shop to ultimately make up the mindset to proceed with a purchase.
An internet site is similar to a digital store, as well as the purpose of placing a large investment into designing a site is to inevitably assist boost the income of your company. The majority of individuals, especially the startups as well as the business owners who are brand-new to the online business world focus excessive on the appearances of the layout to consider whether it is effective sufficient to really make a sale.
You may invest a lot of loan to employ the most effective internet developers and also developers, and they may even deliver a fantastic looking internet site to you, however if you need to think of the sales procedure within the website, your investment will just cost you cash without a return. This is why you need to acquire Click Funnels. An internet site developed via that service is laser-focused to deliver excellent marketing as well as sales impacts from the starting throughout. Following are the 4 main points that a well picked and put sales funnels do.
Attracting brand-new visitors to the website is the very first as well as one of the most vital tasks that a sales funnel does. This is the mouth of the funnel. This phase is narrower and in the next step of the channel as well as must be well maintained since they are likely to make a purchase what email system does clickfunnels work best with in the next couple of phases as long as you keep them pleased.
Closing is the final phase of a funnel where a lead becomes a consumer. They actively make the order and also buy your product, register for your e-newsletter or generally do just what you meant them to do by producing the channel. Following level is client retention or keeping them happy with your item or the purchase, so they become return customers.
Click Funnels supply you with a pre-designed and well-curated sales channel which will take your site visitors with a persuading trip that will certainly make them buy your item at the end. This final purpose could be different depending on the product that you sell or the solution that you provide. Click Funnels have actually developed a variety of sales funnels that can lead you to accomplish your goals by taking your site visitors via a well thought out sales funnels. Following are a few of the purposes which could be met by a sales funnels.
All the pages you make on the site with the help of Leadpages provide top priority to “leads” or the prospective consumers that come to your internet site. The service incorporates with email solution suppliers to nurture the site visitors that come to your site and behave in a way that makes them a lead.
Leadpages does not require you to have any type of coding experience, produces web pages with high transforming opportunity and also gives you a huge set of options when it comes to the design element of the website. In the fight of Leadpages vs Clickfunnels, Leadpages definitely take a lead when it concerns the user-friendliness of the solution. Complying with are some of the essential attributes of the solution.
Clickfunnels is a total sales channel building contractor that does not only create a website yet a tactical way to channel all the site visitors that come to your site also. This is an user-friendly device which “comprehends” your demands and offer you results appropriately. There are numerous themes in which you can choose that perfectly matches not only exactly what you sell, yet just how you sell too. There is an excellent attention to detail when it pertains to the different layouts that Clickfunnels has given that occasionally things that converts a lead into a customer could be an easy distinction in the landing page.
Contrasting to Leadpages, Clickfunnels is a little bit more complicated and also the homepage itself is largely content abundant. The creators of Clickfunnels have actually focused not only on developing a good web site for you yet additionally offering you enough understanding as well as information to act as a notified organisation person/entrepreneur. The channel pages that you have is everything about producing the ideal sales channel. The process of taking a visitor through the sales process could be greatly various from one industry or the product to an additional, which is an element mainly focused on the designers of Clickfunnels. You have all the tools required to laser focus your sales channel so that none of your prospective customers escape between because of absence of interest. Complying with are a few of the crucial features of Clickfunnels.
When comparing Leadpages vs Clickfunnels, as a device, Clickfunnels undoubtedly provide you more as you can plainly see. If you want a more complex and also exact process that will purposefully approach all your visitors and also develop a high operating sales channel that will do lasting to obtain you the ideal profits, Clickfunnels is what email system does clickfunnels work best withcertainly the way to go.
If you are an ecommerce company owner, obtaining a good understanding of sales funnels and converting a lead to a customer is one of the most basic points you ought to understand from the beginning. To put it just, a sales channel is the procedure that a potential buyer goes via from being a visitor/lead to ultimately buying the product or the solution.
At initially, Click Funnels Pricing may make you assume if it deserves it, yet you will require it to earn a fast progress and also recognition amongst the clients especially in the initial few stages of running a company. This solution specifically helps the startups and the business owners who are not really accustomed to the advertising and also sales procedure to obtain the most effective out of their advertising techniques by transforming visitors effectively to be purchasers.
When you pay a routine internet designer to develop an internet site for you, the last outcome might be aesthetically pleasing, yet they typically do not pay focus to making a sale with the system. Click Funnels has put with each other a number of website layouts that consist of a total sales funnels from the welcome display to the last Thank You screen.
Click Funnels have been created by sales as well as marketer with several years of experience in actually making sales. They operate under the motto, “Take the power back from the technology individuals”, given that throughout the past decade or two the advancement of sites has actually been fully controlled by designers and designers without an appropriate knowledge of making a sale. Click Funnels guarantee that the cash which you invest on the style as well as growth of the internet site is not in vain. This is why Click Funnels Pricing is even extra crucial since you are not just paying for a simple web site but a fully working on the internet shop that aids you convert each and also every client into a sale. Following are some of the pre-designed sales funnels that you could pick at the Click Funnels.
You can select these funnels according to the industry you are operating in, the type of services that you provide and also just what kind of a sales process that you desire your prospective consumers to experience. There are samples of all these funnels that you could have a step by step check out and experience the same funneling process that your site visitors will experience when you use that channel.
All the layouts and also sales funnels that you get in the Click Funnels solution are significantly personalized. You could use your personal shade themes, pictures as well as texts considering the recommendations that Click Funnels use to obtain the very best results. The modifying as well as editing procedure is a straightforward drag and also drop approach making anybody, also without any internet design experience, to develop the kind of website that you always dreamed to have for your business.
A sales funnel positively impacts the thought procedure of your site visitors to make the decision to go ahead with your purpose. This is basically considering that little press a salesperson would certainly give up a physical shop to finally make up the state of mind to go ahead with a purchase.
A web site is similar to an online shop, and the function of placing a big financial investment right into creating a web site is to eventually assist increase the income of your business. Most individuals, specifically the startups as well as the business owners who are new to the online business world focus as well a lot on the looks of the layout to think about whether it is reliable sufficient to really make a sale.
You could invest a great deal of cash to hire the very best internet designers and also designers, as well as they might even supply a terrific looking site to you, yet if you need to think of the sales process within the web site, your financial investment will only cost you cash without a return. This is why you have to acquire Click Funnels. An internet site created through that service is laser-focused to provide wonderful marketing and also sales effects from the starting throughout. Complying with are the four major things that a well picked as well as positioned sales funnels do.
Drawing in new site visitors to the website is the first as well as one of the most vital jobs that a sales funnel does. This is the mouth of the funnel. This phase is narrower and in the next step of the funnel and need to be well preserved since they are most likely to make a purchase what email system does clickfunnels work best with in the following few stages as long as you maintain them satisfied.
Closing is the final phase of a channel where a lead ends up being a customer. They actively make the order and buy your product, sign up for your newsletter or basically do what you intended them to do by developing the funnel. Next degree is customer retention or keeping them delighted with your item or the acquisition, so they become return consumers.


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There are many different types of vision problems that could be affecting your eyesight. But, for the purposes of this guide, we will be focusing on four of the most common causes of impaired vision. These, along with many other vision impairments, are treated with care and precision by the eye care providers at Beckley Vision Center in Beckley.
If you are mildly farsighted, your eye care provider may not recommend corrective treatment at all. However, if you are moderately or severely hyperopic, you may have several treatment options available, including eyeglasses, contacts, LASIK and photorefractive keratectomy (PRK). Your eye care provider at Beckley Vision Center will help you determine the best treatment option for you.
Your eye care provider at Beckley Vision Center will work with you to diagnose your vision problem and suggest the best treatment option for your eyes at our optometric office in Beckley. For more information, schedule an appointment with your eye care provider, and we’ll be in touch with you shortly.

industry_corpus2: Health & Medicine


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I feel like I should do an analysis of Always out of pure sympathy.
Very cool! Here's a direct link to the Brightcove video, to do with what you will. EDIT: It's officially on YouTube now too.
David Arnold. Finish and record "I Will Return".
Meh. If they had to change it up, I wish they would've gone full 80s and gotten Giorgio Moroder.
I'm too lazy make a text list, but here's my playlist for Muppets from Space.
It's down to $23.51 now.
SpaceCamp is up for preorder.
It's totally one of my favorite JW pieces ever. I get legit excited whenever NBC uses it for breaking news.
Anybody know if Jack Nitzsche's Starman is stuck at Varèse, or could another label release it?
Robin Hood! On CD! Finally!
Which COMPLETELY UNRELEASED Williams music do YOU most want to see next?
Story of a Woman is number one on my list, for sure.
It was previously reported that the Williams featurette will be a "digital exclusive."
Sometimes I'll starting humming this one and then my brain will turn it into "Celebrate Discovery." It's that first part of the verse that does it.

industry_corpus2: Film & Entertainment


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Navratri is one of the most prominent festivals of India and is celebrated with great vigour and enthusiasm. At Witty International School, Pawan Baug Navratri was celebrated with dance and devotion. Students of Grades I-V came dressed in traditional attire to mark the occasion on Friday, 12th October 2018. Teachers and students enthusiastically performed the Garba dance. The children in their groups were enjoying singing and clapping rhythmically as they worshiped the Goddess.
Garba has varying rhythms, fast and slow so it kept the Wittians very interested. It’s not only going in a circle all the time but they keep making different formations. It makes it more creative!
These kinds of activities keep our children aware of our culture and they also learn different forms of dances and in this way it keeps our culture alive. The children’s joy knew no bounds and for some it was definitely an experience of a lifetime. The students went back thrilled to revel in the festive season at home too. We wish all our students and their loved ones a very Happy and Prosperous Festive Season!!

industry_corpus2: Subject Education


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What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes?
Promoting teacher professionalism is regarded as a strategy to address the disparate quality of learning in South African classrooms. Through a qualitative analysis of initial teacher education (ITE) programmes offered by five universities, this paper analyses the messages of teacher professionalism transmitted to pre-service teachers. Findings show that professionalism in teaching is variously conveyed to pre-service teachers as being located in their personal appearance and attributes; within their personal morals and shared ethical imperatives; in the kinds of workplace relationships they build, and in their use of formal knowledge for reasoned judgment in practice. The Specialisation Dimension of Legitimation Code Theory (LCT) (Maton, 2014) is used to show that when teacher professionalism is presented as highly individualised traits, the possibilities of developing shared knowledge-based teaching practices is reduced, and the importance of conceptually-informed judgments is obscured. This shuts down possibilities for systemic improvement. Conversely, if teacher professionalism is primarily located in what teachers know and can do with that knowledge, the social, moral and affective dimensions of teaching are underemphasised. Ideally, approaches to teacher professionalism ought to introduce students to teaching as a communally-owned practice, based on shared knowledge that enables reasoned judgment. The paper draws on the conceptual tools offered by LCT to suggest how social and epistemic relations can be weakened and strengthened to enhance the construct of teacher professionalism offered to prospective teachers through their ITE programmes.
As in many other developing countries, South African teachers need to navigate the complexities associated with teaching in a rapidly changing, inequitable and largely under-performing education system (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2014). Advancing teachers' professional development is one of four outputs envisaged by UNESCO's (2006) Teacher Training Initiative for Sub-Saharan Africa, and is widely regarded as one means of leveraging systemic improvements in the education system (Mukeredzi & Mandrona, 2013; Ndebele, Muhuro & Nkonki, 2016; Taylor, Van der Berg & Mabogoane, 2013). In legislation governing the provision of teacher education, teaching is conceptualised as a knowledge-based professional practice where "principles and theory are emphasised as a basis for entry into a professional teaching career" (Department of Higher Education and Training [DHET], 2015:20). A professional approach to the preparation of teachers is contrasted with skills-based approaches that produce "technicians who may be able to replicate performance in similar contexts, but who are severely challenged when the context changes" (DHET, 2015:9). Despite assertions in policy that teachers are to be prepared as prospective professionals, little is known about how Initial Teacher Education (ITE) programmes conceptualise teacher professionalism and seek to fulfil this mandate.
To address this gap, this paper analyses the conceptions and enactment of teacher professionalism transmitted by ITE programmes at five institutions that participated in the Initial Teacher Education Research Project (ITERP), led by JET Educational Services. The findings show how messages about teacher professionalism are variously transmitted through ITE programmes as being about individual attributes, as being part of a community with a shared moral purpose, and as having shared knowledge, and being able to account for the pedagogical decisions one makes. I conclude by suggesting how teacher professionalism can be strengthened in ITE and the grounds of its legitimation made more explicit to pre-service teachers.
A professional practice is classically understood as a collection of patterned actions that address a common endeavour, with action based on shared knowledge, skills and ways of thinking that can be taught and learned (Elmore, 2008; Gamble, 2010; Young & Muller, 2014). Because professional practices do not merely rely on intuition or common-sense perspectives, professionals need an extended pre-service education to acquire the necessary reservoirs of academic and diagnostic knowledge to make informed decisions when addressing complex problems that arise in practice (Abbott, 1988; Guile, 2014; Shalem, 2014), followed by an induction period as they enter the profession (Macbeath, 2012). They are accountable to peers in their practice for discernment and their ethical conduct.
Any claim that teaching is a professional practice needs to encompass both a professional knowledge claim and a claim to moral knowledge concerned with maintaining the ethical standing of the occupation (Winch, 2004). A moral claim of teachers is proposed by Dunne (MacIntyre & Dunne, 2002), who argues that an 'internal good' of teaching is the ethical imperative to act in the best education interests of learners and their wellbeing. The professional knowledge claim has been bolstered through research into pedagogical content knowledge (PCK). PCK is broadly understood as the knowledge teachers use to transform their subject knowledge into appropriate representations that diverse learners will find understandable. Researchers such as Loughran, Berry and Mulhall (2006); Rollnick, Bennett, Rhemtula, Dharsey and Ndlovu (2008) have attempted to further theorise PCK. While efforts to pin down examples of PCK have been hampered by its topic- and context-specific nature, others argue that while teachers' topic specific professional knowledge can be codified, PCK is enacted in con-textually responsive ways (Gess-Newsome & Carlson, 2013; Park & Oliver, 2008).
The professional status of teaching falls short if the list of traditional criteria is imposed on the work of teachers (Douglas, 2005; Elmore, 2008). In terms of the autonomy of professional practitioners, for example, there is contention around whether or not teachers are accountable to a professional body, or to the state (as their employer), to their institutions (as site managers), or to learners and their parents (as 'clients') (Gamble, 2010). Since Shulman (1987) identified the knowledge base that supports teachers' work, there has been a firmer base for recognising teaching as a professional practice. Teaching is recognised as intricate and unnatural work, requiring deliberate choices that are both conceptually-informed and contextually-responsive (Ball & Forzani, 2009; Morrow, 2007). On these grounds, teaching is accepted as a 'semi,' 'new' or 'proto' professional practice (Muller, 2009; Taylor & Taylor, 2013) in research and in policy. Professional teachers thus need to be educated (not merely trained), and should intentionally use a knowledge base to support their teaching practices (not merely indiscriminately apply a set of techniques and routines) within the contextual challenges of an emerging economy overcoming a legacy of inequality.
It is necessary to distinguish between the professionalisation of teaching and advancing teacher professionalism internationally and in the South African context. Enhancing teachers' professionalism is a pedagogic project that seeks to improve the internal quality of teachers' work (De Clercq, 2013). Professionalisation of teaching, on the other hand, is a sociological project that seeks to improve teachers' working conditions, as well as increase their status and collective power over their work (De Clercq, 2013; Hargreaves, 2000).
Professionalism cannot be imposed on or demanded from teachers because concerns "what teachers do, how and why they do it; what they know and understand; where and how they acquire their knowledge and understanding; what attitudes they hold; what codes of behaviour they follow; what their function is; what purposes they perform; what quality of service they provide; and the level of consistency incorporated into the above" (Evans, 2011:855). Conceptualised in this way, teacher educators are important role-players in introducing and inducting pre-service teachers into the practices associated with professional teaching.
Despite the increased bureaucratisation of teachers' work, the implementation of a skills-based performance management system and ongoing struggles to ensure that schools comply with the legislated norms and standards for infrastructure, numerous initiatives over the past twenty years have attempted to advance the professionalisation of teaching in South Africa. Initiatives to advance the professionalisation of teaching include the establishment of the South African Council for Educators (SACE) in 1997 to "enhance the status of the teaching profession, and promote development of educators and their professional conduct" (SACE, 2011). SACE is mandated to register teachers with a licence to practice (thereby opening possibilities for professional recognition) and to set professional teaching standards. In another example of an initiative that seeks to advance the professionalisation of teaching is the passing of legislation that moved the provision of ITE into the higher education sector (Republic of South Africa, 1997). All teachers need to qualify with an academic or professional degree, and pre-service teacher education qualifications (the four-year Bachelor of Education degree and one year PostGraduate Certificate in Education) focusing on "well rounded application of theory to professional practice" (DHET, 2015:19). Teacher educators are thus legislatively tasked with ensuring that pre-service teachers acquire the theoretical and practical knowledge that will enable them to "demonstrate competence and responsibility as academically and professionally qualified beginner teachers" (DHET, 2015:20). While this is identified as an important mission for teacher educators, little is known about how this endeavour to prepare teachers as professionals is enacted in South African pre-service teacher education programmes.
This paper addresses the research question of how pre-service teacher education programmes offered in the South African context conceptualise and transmit notions of teacher professionalism to students. This paper reports on a part of the ITERP that analysed the Bachelor of Education and PostGraduate Certificate in Education programmes offered by five South African universities. Participating institutions differed according to their geographical location, their language of instruction, merger history, and resourcing legacies. Ethics approval for the study was obtained from the Human Sciences Research Council (HSRC) and the Ethics Committees of each institution.
In each institution, semi-structured interviews were conducted with 10 to 15 teacher educators who teach on a range of courses, including education theory, content subjects and pedagogy. Interviews were also conducted with those involved in programme, course and practicum leadership. The participants were selected by the head/dean of education at each institution based on their academic leadership roles in their departments, their knowledge of the initial teacher education programmes, the courses they teach and their experience mentoring pre-service teachers during their practicum sessions.
Each interview lasted 40 minutes, and detailed notes on the participant responses were recorded on a template during and immediately after the interview. Participants were provided with an opportunity to review the reports, in order to ensure that their contributions had been accurately captured.
What are the key characteristics of a professional teacher?
How does the curriculum offered by this institution seek to enable student teachers to become the kind of professional teacher envisaged?
Using the characteristics of professionalism raised by lecturers, and with reference to their perceptions of where the curriculum addresses the professional development of teachers, the design and rationale of each institution's pre-service teacher education programmes was analysed. In particular, we drew on several sources of data that speak to the way in which the notion of teacher professionalism is transmitted to student teachers. These could be grouped into three main areas: through their expectations of students' conduct at university, through the formal university-based coursework offered to students, and through criteria used to assess the teaching competence of students during their teaching practicum sessions. To gain access to the espoused curriculum we analysed the official BEd syllabus and rules book, course outlines and study guides (where available). We also used the teaching practice assessment rubric to access criteria regarding the way in which professionalism is conceptualised and assessed during the practicum sessions.
Maton's (2000, 2007, 2014) Legitimation Code Theory (LCT) provides useful conceptual tools to analyse how teacher professionalism is understood and transmitted through pre-service teacher education programmes. The Specialisation Dimension is based on the premise that "every practice, belief or knowledge claim is about or oriented towards something and by someone, and so sets up an Epistemic Relation to an object (ER) and a Social Relation (SR) to a subject" (Carvalho, Dong & Maton, 2009:487). Every message regarding teacher professionalism thus has both a social relation and an epistemic relation that can be stronger (+) or weaker (-) along a continuum. Ways in which messages about what legitimates teacher professionalism vary in terms of the strength of an epistemic relation towards a knowledge base. The extent to which teacher professionalism is socially related to who a pre-service teacher is as a person also varies.
The relative strength of the epistemic relation to an object of study (in this case, teacher professionalism) interplays with relative strength of social relation (in this study, the subject as pre-service teachers) to describe four Specialisation Codes, which can be represented as a quadrant on a Cartesian plane as illustrated in Figure 1. These codes describe the underlying structures that legitimise the conceptions of teacher professionalism transmitted: by virtue of who the pre-service teacher is as a person (a Knower code with a weaker ER and stronger SR), by virtue of what they know irrespective of personal attributes (Knowledge code with a stronger ER, and a weaker SR), by both what they know and who they are (an Elite code in which both ER and SR are stronger), or by neither (a Relativist code, where both ER and SR are weaker). The discussion will draw on empirical data to postulate what teacher professionalism would look like when governed by each of these codes.
First, the concept of teacher professionalism was used as a sensitising concept to identify empirical data relevant to this part of the study. The empirical data deemed relevant was then analysed using the concepts from the Specialisation Dimension of Maton's (2007, 2014) LCT. Data that acknowledged prospective teachers as individuals who enter ITE programmes (with a unique combination of prior knowledge, constructed identity, and personal experiences of schooling, teaching and learning) were coded as having stronger social relation (SR+). The translation device shown in Table 1 has developed iteratively from the theory and tested and revised using empirical data. It defines three levels within a continuum from very strong to weak social relations in the context of this study.
Secondly, the data was examined for notions of teacher professionalism that rely on an established theoretical knowledge in order to allocate an epistemic relation (ER) to the data. This, for example, included data that referred to the induction of student teachers into established academic, disciplinary and teaching practices that transcend the diversities associated with students' personal traits, identified as having stronger epistemic relation (ER+). The strength of the epistemic relation is defined on the basis of where the knowledge is produced, and how transferable it is across diverse contexts. The translation device in Table 2 defines three levels within a continuum from strong to very weak epistemic relations in the context of this study.
The nature of this research as a case study introduces limitations in the data sets used, and as such, the findings of this study are provisional and not necessarily transferable to other institutions offering pre-service teacher education programmes. The purpose of this study is not to offer an evaluation of the different programmes, but rather to illustrate the different ways in which notions of professionalism in teaching have been transmitted to pre-service teachers. It is hoped that the analysis will illustrate how conceptions of teacher professionalism are transmitted to pre-service teachers through the curriculum, pedagogy and assessment of their ITE programmes.
Messages about teacher professionalism were found to be transmitted to students through expectations of students' conduct, university-based coursework, and criteria used to assess their teaching competence during practicum sessions. Drawing on the literature review, the results of this study will be discussed in three broad clusters, namely: the dispositional and behavioural (attributes); the social (indicative of the communal values and collective ethical imperatives that underpin professional relationships that prospective teachers build in their practice); and the intellectual (which relates to the knowledge and understanding teachers have, and the choices they make on the basis of that knowledge).
Teacher Professionalism as a Personal Attribute Lecturers from all five institutions asserted that the development of a professional identity is enhanced by students' 'desire to teach' and a 'commitment to the profession.' While some students who landed in teacher education programmes by default discovered a love of teaching as they participate in the practices, for most, this desire was an intrinsic one, akin to a vocational calling. Emphasis on the dispositional qualities of a prospective teacher reflects a stronger social relation to professionalism, and suggests that the ability to teach effectively cannot entirely be taught and learnt through formal instruction. Lecturers across institutions agreed that prospective teachers ought to have caring dispositions; be patient and enthusiastic; and 'have time for all learners' complaints and stories.' In addition, lecturers from just two universities went well beyond attributes about caring relationships with children to describe the 'ideal' dispositions of a professional teacher in terms of relationships to knowledge: an 'inherent curiosity,' a ' passion for the subjects they teach,' and an ' interest in understanding the way children think. ' The social relation of this message about being a professional teacher is relatively strong, but its epistemic relation is much weaker, because it is based on individual characteristics.
Three universities require that pre-service teachers interrogate their personal experiences of schooling, however, there are significant differences in how they draw on formal concepts to guide this process. First-year students at one university are asked to articulate their philosophy of teaching. Given that students have acquired very little formal knowledge about teaching, their responses have much weaker epistemic relation. The basis of their judgment (such as decisions for lesson planning, teaching strategies and so on) is presented, from the outset, as legitimated by their personal value system.
In two universities, pre-service teachers learn how policies and teacher unions have shaped the formation of teacher identities in South Africa. Identity, then, is presented not an individual journey, but a social one that forms as one appropriates practices and participates in conversations shaped by politics, policy and the priorities of a much wider community of teachers. Their journey of becoming a teacher thus has stronger ER and SR is weakened.
Professionalism through Personal Conduct University environments prepare pre-service teachers to develop the 'professional behaviour' that is expected of them in their future workplaces. Certain norms of teachers' professional conduct are developed implicitly through teacher educators' expectations of how students are to conduct themselves on campus. For example, expectations like the on-time assignment submission policy, punctual start of lectures, zero-tolerance of plagiarism, integrity in completing assessment tasks, and the rooting out of discrimination result in an induction into the discipline and knowledge practices of academia, as well as a socialisation into the conduct expected of prospective teachers in their future workplace. Lecturers, particularly those from two universities, emphasised the importance of teachers being 'good' role models for the children. This reflects a stronger social relation but does not depend on any specialised knowledge. These norms for professional conduct can be learnt in the course of everyday life, and so have a weaker epistemic relation.
In some universities, criteria in Teaching Practice (TP) assessment rubrics present 'professionalism' as the outer image that pre-service teachers project through their conduct, through their appearance and alongside aspects of their interactions with other school staff (such as the extent to which they are positive, respectful, loyal, courteous). Also included as sections of 'professionalism' are criteria that related to the way in which students worked within the school environment: whether they are organised, punctual, dependable, and participate meaningfully in the activities of the school. Although most TP guidelines alert students to the importance of complying with the SACE Code of Professional Ethics, these criteria are expressed in terms of expectations for appropriate conduct during school-based placements, rather than ethical imperatives that guide their classroom actions. Such criteria both weaken the social relation and the epistemic relation of how teacher professionalism is understood.
Teacher Professionalism as an Ethically-Driven Accountability to the Practice During interviews, lecturers from four of the institutions emphasised that understanding of the ethical imperatives that drive teachers' work is an essential aspect of developing their professionalism. These institutions offer coursework where concepts like ethics, ethical decision-making, morality and fairness are explicit objects of study. These modules draw on philosophical insights and therefore have a stronger epistemic relation than those emphasising compliance with conduct guidelines.
Pre-service teachers in two of the universities study sociologically-orientated modules on the role schooling plays in reproducing or disrupting unequal power relations in society. Students are introduced to sociological gazes that potentially enable them to notice prevalent exclusionary practices in schools that they might otherwise have overlooked. They are invited to consider their roles (as future teachers and potential agents of reproduction or change) within existing social structures. This coursework seeks to create a cultivated gaze in which there are both stronger epistemic and social relations. Some evidence of an ethical orientation could be found in the teaching practicum assessment rubrics, mainly related to principles of inclusion and use of inclusionary pedagogies. One university merely requires that pre-service teachers have an 'accommodating attitude' towards learner diversity, however others expect pre-service teachers to ' make pedagogical choices that respond intentionally to diversities encountered.' The former is at the level of personal interaction, whereas the latter has implications for informed classroom action.
This section considers the way in which ITE programmes transmit messages to pre-service teachers that their professionalism resides in specialist knowledge and their ability to use that knowledge to make reasoned pedagogical judgements in practice.
Theoretical Knowledge of Education All five programmes studied contained courses that all pre-service teachers - irrespective of their phase and/or subject specialisation - are required to study as knowledge for practice (Rusznyak, 2015). A strong epistemic relation within the BEd degrees offered by different institutions is exemplified through compulsory modules on education, schooling, teaching and learning. All programmes contained modules that taught prospective teachers about generalised patterns of human development (typically including cognitive, social, moral and emotional development). In addition, all programmes included coursework on intrinsic and extrinsic barriers to learning commonly experienced by children. Just two universities include modules where the knowledge bases of teaching are an explicit object of study. In other programmes, these links are implicit and students are required to work out the links between different courses in their programme themselves. The way in which theoretical knowledge informs teaching practice is therefore less visible in these programmes, and may be a contributing factor in explaining why some teachers struggle to see how research and theory can strengthen teaching practices.
Subject and Pedagogical Knowledge for Teachers All programmes included courses that seek to build the subject-specific knowledge of prospective teachers, although a comparative analysis of these courses has shown much variation in terms of time allocation and depth (Bowie & Reed, 2016). All programmes included a criterion in TP assessment rubrics about the content knowledge of students during the practicum, but the weighting varied considerably. In some, content knowledge exists as one of many points on a checklist, whereas in others, high levels of content knowledge constitutes a non-negotiable requirement on the basis of which competence in teaching depends (Rusznyak & Bertram, 2015). Whereas criteria at two universities stipulated that the students' subject knowledge should be 'sound,' 'sufficient,' 'thorough' and 'accurate,' others specify what student teachers are expected to do with that knowledge. For example, comprehensive and well-organised conceptual knowledge ought to enable students to 'foreground main ideas' and 'develop content logically and systematically,' draw on 'appropriate examples from the real world,' and use their knowledge of the subject/topic to inform their justification of pedagogic choices. Subject knowledge is thus not merely one of many aspects needed for competent teaching, but constitutes a basis for important pedagogical choices.
In the coursework offered by four universities, pre-service teachers undertake subject-specific pedagogy courses. The use of subject knowledge as a basis for professional judgment is potentially enhanced though subject-specific pedagogy courses, where students are required to account for the pedagogic decisions made in relation to the topic being taught. These potentially establish opportunities for the construction of PCK, however the extent to which students are expected to make knowledge-based pedagogic decisions in their teaching varies across institutions. The importance of students' developing professional judgment is minimised in subject methodology courses that focus exclusively on using pre-developed material to rehearse for confident lesson delivery. Opportunities to develop teachers' professional reasoning are created when pre-service teachers are required to interrogate the selection and sequencing of the knowledge they teach. It is further developed when opportunities are created for them to critical analyse the way in which conceptual knowledge is represented in learning materials, and evaluate the value of the learning opportunities constructed by learner-based classwork and assessment tasks. Furthermore, opportunities for developing pedagogical reasoning are restricted when criteria in the teaching practicum assessment rubric are expressed as technical application of particular strategies rather than in relation to a conceptually informed judgment about the appropriateness of a strategy in a particular situation (Rusznyak & Bertram, 2015).
Although during interviews, teacher educators from three universities stressed the importance of students learning to justify their pedagogic decisions, the justification of pedagogic choices is a lesson planning requirement and a formal criterion in the TP assessment instrument at only one of the participating universities. The ability of a student to account for the grounds upon which the pedagogic choices are made is enabled by criteria such as ' [evidence that the student] thoughtfully selects and effectively uses a variety of teaching and learning strategies appropriate to content and learners,' that he/she has the ' ability to reflect in action, and change tack if necessary to do so' and can 'justify reasons for pedagogic choices.' Reflection in and on teaching is required by students at all institutions during their practicum sessions. Students are sometimes provided with specific questions to guide them through a reflection process. The use of concepts to inform their reflection can range from trial-and-error (ER-) or through conceptually guided thinking (ER+).
The analysis of the different ways in which professionalism is transmitted to pre-service teachers through five ITE programmes shows that conceptions of teacher professionalism are transmitted through the expectations teacher educators hold of student conduct, the demands in assessment tasks, knowledge selected for inclusion in coursework, the requirements for success during the practicum and the criteria on practicum assessment instruments used. The analysis shows that all five institutions work with conceptions of teacher professionalism as having a relatively strong social relation. However, the extent to which a strong epistemic relation is transmitted as a criterion for what constitutes teacher professionalism differed greatly between the five programmes analysed. I will use the results of the findings to consider hypothetical ways in which the messages of what constitutes teacher professionalism revealed in the analysis of data can be combined to legitimate professional teaching primarily within Relativist, Knower, Knowledge or Elite codes as described by Maton's LCT framework. A summary of the analysis is presented in Table 3 below.
In the discussion, I look at the potential for advancing the professionalisation of teaching when the SR and ER of the criteria legitimising teacher professionalism are weakened and strengthened.
The criterion that measures teacher professionalism by appearance and dress code has neither social nor epistemic relation. It would thus exemplify teacher professionalism conceptualised as a Relativist Code (where both ER and SR are weakened). If teachers emerge from ITE programmes believing that their appearance, punctuality and demeanour is primarily where their claim to professionalism lies, they would possess a restricted understanding of the intellectual work of professional teaching. These traits, while not unimportant for teachers, are similarly expected of any other occupation that provides a public service. It provides a deficient way of conceptualising the nature of teacher professionalism and consequently cannot contribute to the systemic improvement of teaching across the education sector.
An ITE programme that locates teacher professionalism in a Knower code (where ER is weakened, and SR is very strong) is concerned with producing a graduate with the 'right' kind of attributes. The importance of personal disposition and conduct is foregrounded in practicum assessment, and the programme would create opportunities for each pre-service teacher to follow a unique development trajectory that is effectively unchartered. Prospective teachers would be taught that their professionalism lies primarily in their natural disposition, their personally-acquired practical knowledge, and gaze on practice that is cultivated through immersion in the field of practice. This would require extended apprenticeship in the sites of practice, where personalised learning through personal reflection based on experience alone would be valued over insights enabled by theoretical knowledge. Without the lens of theory, all views and perceptions are regarded as equivalent, and there is no recognised authority, despite evidence and/or research that points to some perspectives being more generative than others. Inducting pre-service teachers into a practice where every option is as good as the next means that they do not have access to ordering principles that enable them to distinguish the priorities between the competing demands they inevitably face in their day-to-day practice.
Constructing teacher professionalism in this way creates an impression that professional teaching is more about the qualities of teachers as individuals than about being part of a collective that strives for shared excellence within their schools, districts and the education system more broadly. Without understanding that the practice is based on a shared knowledge base and a shared commitment to an ethical imperative, pre-service teachers could leave an ITE programme thinking that their professionalism resides in their disposition and conduct, rather than in drawing on a knowledge base to make conceptually informed judgments. With the focus on individual attributes, attention is deflected from teaching as a communal knowledge-based practice, and the potentially exclusionary structures in which teachers practice. It thus offers limited potential for opening up ways of building a community of highly effective teachers capable of transforming an under-performing education system.
ITE programmes that conceptualise teacher professionalism as a Knowledge Code (where ER is strengthened, and SR weakened) would emphasise the existence of a specialised knowledge that transcends individual differences between members of a practice. The competence of a professional teacher would exclusively depend on how much they know and how that knowledge enables them to achieve the purposes of the practice. Legitimating teacher professionalism as a Knowledge code would mean admission to an ITE programme based exclusively on whether applicants could cope with the academic demands of the programme. Their motivation, commitment or dispositions would be inconsequential for admission, and would not be valid grounds for assessment during the programme.
Were an ITE programme to legitimise teacher professionalism exclusively in a Knowledge code, the experiential knowledge of classroom life and systems of meaning that prospective teachers bring into their ITE programmes would be deemed irrelevant. Samuel (2009) usefully points out that ignoring the social relations that pre-service teachers hold towards teaching is likely to alienate them from ITE coursework, and severely constrain their appropriation of practices. This conception of teacher professionalism ignores what De Clercq (2013) identifies as being part of what is crucial for meaningful professionalisation of teaching in the South African context: attention to teachers' beliefs, values, and professional identity.
Attempts to understand teaching exclusively from a base of abstract professional knowledge ignores the individualise artistry of teaching (Hargreaves & Goodson, 1996; Sockett, 2008). Teachers' personal mission, beliefs and disposition influence their thinking and behaviour in a classroom in both conscious and unconscious ways, such that teachers' practice can neither be hyper-clinical nor purely rational (e.g. Flores, 2006; Korthagen, 2004; Palmer, 2007). A knowledge focus can therefore support but never be sufficient for a practice that, like teaching, is driven by ethical imperatives for learner wellbeing and social justice.
In this analysis, an Elite Code (where both social relation and epistemic relation are strengthened) offers the greatest potential for advancing the professionalisation of teaching. It bases its conception of teacher professionalism in both specialist knowledge, and a cultivated gaze that enables a teacher to understand and be responsive to the complexities of classroom life. Pre-service teachers would be taught that there are rational reasons why certain approaches and strategies are more appropriate than others. However, their classroom action ought not to be entirely informed by teaching protocols, but also by what is appropriate given their context and the learning support needs of the children they teach. Principles arising from academic knowledge (including content knowledge, educational theory and pedagogical knowledge), personal dispositions, and experience can be used as a basis for conceptually informed professional judgments that are both ethically driven, and responsive to diverse contextual realities. While acknowledging the varying experiences of teaching and learning that pre-service teachers bring into their ITE programmes, this approach seeks to provide a knowledge base that supports practice, and provides ample opportunities for pre-service teachers to generate conceptually informed rationales for their pedagogic choices and judgment in simulated or actual practice-based contexts.
Although teacher educators are expected to prepare teachers as prospective professionals, newly qualified teachers begin their teaching careers in a system characterised by high pressure for bureaucratic compliance, performance management and highly prescriptive curriculum and assessment requirements. Intentionally building ITE programmes with conceptual coherence around the idea of teacher professionalism as an 'Elite' code creates conditions for possibility for preparing teachers that can develop the "teacher mindset and behaviour to take responsibility for the quality of their teaching and school education as a whole" (De Clercq, 2013:18). Advancing professionalism in the South African context requires "deep changes in the intellectual knowledge, mindset and values of teachers" as well as for teachers to develop "stronger professional identities and responsible commitment to learners and quality school education" (De Clercq, 2013:18). However, the professional preparation of pre-service teachers will not make an impact on the education system if the most capable newly qualified teachers are expected to work in environments where they are unable to practice as professionals; where scripted lessons is the norm and further development of their pedagogic reasoning is restricted. The recent initiatives by SACE to begin the development of standards for professional teaching has the potential to open up important conversations amongst practicing teachers about the intellectual basis of their practice, the ethical imperatives and the pedagogic reasoning that their work demands. If these initiatives are merely designed to impose further technical, bureaucratic or performance management obligations on teachers, their potential for advancing teacher professionalism will not be attained. The intentions to develop a supported induction period for newly qualified teachers also has the potential to open spaces for new and mentoring teachers to talk about the pedagogic choices they make in their practice.
This paper has argued that the ways in which teacher professionalism is conceptualised and enacted in ITE programmes has important implications for how prospective teachers come to understand and embody their practice. If the quality of professional teaching is to be improved systematically across the sector, pre-service teachers ought not to qualify accepting that becoming a professional teacher is a matter of merely ensuring that they comply with a code of conduct, are patient with learners, and are appropriately attired. A more robust view of teacher professionalism demands consideration of the ethical imperatives that guide relationships and practice, the thoughtful use of theoretical knowledge in response to contextual demands, and personal development that builds capacity for discernment in practice. Teacher educators need to be cognisant of the ways in which they intentionally prepare (and don't prepare) prospective teachers as knowledgeable, thinking practitioners who subscribe to a collective ethical imperative to act in the best educational interests of their learners. This paper has shown how these messages can be embodied in various ways in the coursework and practicum requirements of ITE if pre-service teachers are to qualify with a deep understanding of the nature of their work as prospective professionals.
The author acknowledges the ongoing support of the UNESCO Chair Forum in Teacher Education for Diversity and Development. This work is based on the research supported wholly/in part by JET Education Services and the National Research Foundation of South Africa (Grant Numbers 109224) - https://doi.org/10.13039/501100001321.


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“Spiritual warrior” is normally used in Buddhism to refer a person who fights against the universal enemy called – Self-ignorance. According to Buddhist philosophy, self-ignorance is the crucial source for all the sufferings. Unlike other paths that usually focus on personal salvation, the aim of a spiritual warrior is to help fellow beings with wisdom in a compassionate manner. Regardless of whether an individual is a man or a woman, nurturing the way of the spiritual warrior means offering great service to everyone.
How to invoke the spiritual warrior energy within you?
If you really want to be contented in life, you have to learn to work with your warrior energy. If you are not able to naturally feel the rise of this passionate and creative yearning on a frequent basis, it means you will have to invoke the spiritual warrior energy within you by indulging in activities that activate adrenaline. Well, it could be participating in unique sports like martial arts for instance. You can do something like mountain climbing provided you are young and fit. On the other hand, if you are old and not very agile, nothing can stop you either; you can go for a power walk amidst nature. All you need to do is get your lungs and heart pumping. As and when the energy is flowing, you will certainly feel it! The warrior energy is the kind of energy that will make you jump, leap, scream and shout. You can also feel it through spiritual warrior quotes or a spiritual warrior book.
On the way of spiritual warrior you feel this energy arising, the most important point is not to deny it but to identify a positive channel to express it completely. You should allow the energy to flow through, however, in a connected manner. You should ‘open the internal channel’ through which the energy is directed by feeling it as well as working with it.
The eyes of a spiritual warrior have seen it all: success and failure, pleasure and pain. Spiritual warriors have gone through many challenges yet nothing could stop them and they have never given in. if you look into the eyes of such a spiritual warrior, you can see elements of earth shattering experience that is most humbly expressed by a strong sense of self belief. This is certainly not something that springs up overnight. It arises from persistence and patience. This warrior energy is something that all of you carry in abundance at a soul level.
How to harness the spiritual warrior energy?
First, invoke it. If you find it difficult to raise the warrior in you and you feel the creative elements are lacking in you, watch for any faint rising of passion and bring your attention to it. Do whatever creates that feeling of powerful invigoration. Read spiritual stories.
Unleash the energy. Find a way of letting out the energy; however, don’t direct it at any anyone who isn’t a willing facilitator.
Control it. The important aspect is not to get lost in that energy. Don’t allow it to control you. You feel it, however, contain it using your consciousness. You can do so by experience.
Channel the energy. Look for constructive ways to channelize the warrior energy. It could be some challenging action that needs courage and commitment.
Master it. The spiritual warrior spirit is something that needs a lot of attention and care in order to master it. Work to exploit it productively so that it works ingeniously for you by means of everyday events of your life.

industry_corpus2: Others


text: I was at the Gaylord store a few weeks ago when we visited Boyne. Great store! I got a mint chip freeze, yum!

industry_corpus2: Hospitality & Catering


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This year, EcoReps is unveiling the Green Greek Representative Program, a brand new outreach program aimed at increasing sustainable operations in the Greek Community. The program is currently run by Kiyomi Morris and Tali Haller, who have been working nonstop for the past couple months to create it.
In the Green Greek Representative Program, a member from each fraternity and sorority in the UW Greek Community attends monthly meetings that will teach them about sustainable chapter operations and resources available to chapters. The representative is then responsible for installing sustainable infrastructure and educating members of his/her chapter about green lifestyle choices. Currently, 50 out of the 54 campus chapters have a Green Greek Representative and all are in the process of getting Green Greek Certified!
The introductory Green Greek Representative meeting took place on Tuesday, November 3. The group planned their first project, a street clean-up of the Greek Community co-hosted by the North of 45th Committee, which will take place on November 21 from 10:30am to noon. Read more about the clean-up here.


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Netflix will continue to conquer the Americas: the online video rental service announced this morning that it will be expanding to 43 countries in Latin America and the Caribbean later this year.
The news comes after endless hinting earlier this year from Netflix about its future expansion plans. Some had expected Netflix to enter the European market, but there it would have had to compete with the entrenched video service LoveFilm (which was acquired by Amazon earlier this year).
Netflix said its streaming video service would be headed to Mexico, Central America, South America and the Caribbean, but it didn’t specify which countries in the latter regions. The company will offer English, Spanish and Portuguese language options in the regions.
Just like with Netflix’s Canadian launch last year, the company will only offer streaming video in the new markets. The announcement is yet another indicator that Netflix’s real future is in streaming video, although that has been clear even in the US for some time.


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Vols. for <1991-> report covers SNF discharges as of Dec. 31 of previous calendar year.
Microfiche. <1991-> [Washington, D.C.] : Supt. of Docs., U.S. G.P.O. microfiches : negative.


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GraphicCreators.net » Are PayPal subscriptions required?
No, PayPal subcriptions are the prefered subscription method but also available are one time or self renewed PayPal subscriptions. (Self Renewed subscriptions do not automatically renew upon expiration).


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The textured and leveraged handle of the Maryland contour comfort notary embosser provides enhanced grip and control and is designed to fit comfortably in the notary's hand for an effortless and easy embossing action. The unique and new attractive modern metallic design of this notary embosser is built to last for the whole duration of your notary commission. The notary seal impression is 1 5/8 inches.
A free one year membership to AAN - a $19.00 value - is included with the purchase of this pocket Maryland notary seal embosser at no additional cost to you and with no obligation to renew. This valuable membership includes the following exceptional benefits (and much more): essential updates on new Maryland notary law; expert advice from top professionals in the notary field; an e-notary journal (as allowed by law); your own business webpage; a free listing in our national online notary and signing agent locator; discounts on notary supplies; and access to our membership rewards program.

industry_corpus2: Law & Justice


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Independent Coventry estate agents since 2005 1st Sales & Letting are leading estate agents covering Coventry and the surrounding areas, Balsall Common, Meriden, Fillongley, Knowle. We are a traditional estate agency but with a modern edge through the latest computer systems to keep clients up to date and informed at every stage. Personal and tailor made solutions are sought for each individual circumstance. Our experienced team are dedicated to assisting clients so that either their move or letting goes as smoothly as possible enabling clients to entrust us with their property matters.
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Belvoir the multi award winning Estate Agents is a well-established and popular Estate Agents situated in Coventry Central, a very short walk from Coventry City. Specialising in Lettings, Belvoir can assist all of your property needs whether that be for a Tenant or Landlord thanks to years of experience held.
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Haart incorporating Brian Holt Estate Agents - Coventry - Our extensive knowledge of the local community means we are well-placed to show you detached and semi detached houses or bungalows as well as flats in or near Coventry that meet your requirements.
If you are selling, our thorough knowledge of the market means you’ll get the right price for your home. If you are a landlord we know what rental price your property will realistically achieve, too.
haart is part of the UK’s largest independent estate agency, which is celebrating more than 25 years in business.
We use the latest online technology: through online and offline property portals such as Rightmove, OnTheMarket.com; social media; dedicated email campaigns and traditional newspaper advertising. If you need mortgage advice, surveys or conveyancing, we have that covered, too.
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We are letting agents covering Coventry, Kenilworth, Leamington Spa, Stratford Upon Avon, Warwick, Bedworth & Nuneaton, Solihull, Rugby, Leicester and Hinckley.
Whether you are a landlord seeking responsible, quality tenants, or a tenant searching for a home, we are here to help. Our experienced, professional, and friendly staff, combined with extensive local knowledge ensure that we provide a service which is second to none.
Cartwright Hands can trace its roots back over 110 years. During this time we have successfully sold, rented, surveyed and managed property throughout Coventry, Warwickshire and the wider region.
Cloud9 Estate Agents are one of the fastest growing Estate Agents in Coventry. The team has grown from two team members to now eight with future growth in the pipeline, this is a true testament of the service offered by the team coupled with the repeat business and referrals as a result of happy customers.
The director is an established property developer he started back in 1995 where he managed his own property portfolio, due to growth in external customer properties the Cloud9 Estates brand was established in 2004. The team at Cloud9 Estates cover Sales and Lettings for Residential, Student & Commercial Properties. Our people offer exceptional expertise in sales, lettings and property management in and around Coventry and Birmingham.
From our humble beginnings in March 2005 as independent estate agents we have grown and now have offices dotted across Warwickshire. You’ll find Complete in Rugby town centre, a state of the art office in Leamington and Our flagship showroom in Coventry. Meaning wherever you are in Coventry & Warwickshire you’ll be able to find the service that you deserve when selling or buying a property.
The ‘Complete’ Service from Estate Agents in Warwickshire, Coventry, Kenilworth, Warwick, Leamington & Rugby We believe the key to our success as local estate agents is the positive approach and professional manner in which we deal with every single customer that walks through our doors. The ‘Complete’ service isn’t just about buying or selling a home, it’s about building a rapport with our customers in order to learn what they are really looking for; as a result of this often you start as a client but end up as a friend! If you are looking at buying or selling a home in the Coventry, Leamington or Rugby areas, in fact across the whole of Warwickshire there is just one team of estate agents to call and that’s us here at Complete; pick up the phone today to find out just what we can do for you!
With over 100 years of estate agency experience, we have developed an extensive knowledge of the local property market enabling us to offer a wide-ranging service that is both friendly and professional as befits our reputation. We are committed to providing our customers (whether property sellers, buyers, developers etc) with individual high quality advice based on the wealth of experience of our local dedicated sales team. We have access to independent Mortgage Advisors, Solicitors, Surveyors and recommended trades people – we offer a one-stop-shop for all your property needs.
With all the traditional values you would expect from a well-established estate agent firm combined with the latest innovations and technology, we offer a friendly quality service together with unrivalled enthusiasm. We cater for all areas of the market with ‘The Platinum Collection’ for the fine, country and unique properties.
Call us today for a quote on selling, a breakdown of all moving costs and potentially the highest price for your home.
Complete Residential Lettings Ltd was born out of the owners desire to offer a professional and friendly service to both landlords and tenants. With over twenty years of experience in the property letting and management industry, we pride ourselves on having the knowledge to deal with any enquiries that you may have relating to all aspects of property letting or management.
Concentric Sales & Lettings operates from our office on Albany Road Earlsdon Coventry covering many specialities and run by property experts in their fields.
Our owners and staff undergo rigorous training, both initially and ongoing to ensure they stay up-to-date with the industry. We believe in maintaining personal development, which is why our staff have access to our highly experienced and qualified lettings expert team and legal advisors, to answer any unusual queries that may arise, with specialist experts in Single lets, Company lets, LHA (local housing allowance) and HMO (houses in Multiple occupation) to ensure all markets are covered.
Staff within our Lettings management department are ARLA Qualified and operate under the strictest guidelines to ensure the best in service you can expect. Landlords can also be assured that both their funds are in safe hands as we have Client Money Protection Insurance.
We offer fixed price sales fees for a full estate agency service, there are no hidden extras with us. We have had great success achieving asking price for our sellers and even occasionally over asking price therefore we have many satisfied customers, please check out our reviews.
We listen to our customers and give honest market appraisals unlike many agents who tell the customer what they want to hear rather that what the need to hear resulting in properties being on the market far longer than they should.
Coopers was established by father and son, Ron and Martin Cooper, back in 1982 and has remained a trusted family estate agents in Coventry ever since. In 2015, Simon Cooper and Anne-Marie O’Reilly became Directors at Coopers, joining Martin on the board, after years of dedicated service.
Simon originally joined his father in 2012, heading up the property management division with great success. Anne-Marie has been with Coopers since 2003 and has earned her position as Director through enthusiasm, hard work and commitment to customer service.
Since opening, we have been striving to provide the best property services at the fairest prices for our customers. We believe our core values have played a fundamental part in our success throughout the boom and the bust.
We are highly qualified property professionals, operating as fully chartered surveyors and accredited estate agents.
We remain at the forefront of technical innovation in the field of property sales, lettings and management. We use the latest tools and provide the most up-to-date services.
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As an independent business, trust and goodwill are integral to us. We have a long-standing reputation in Coventry for our honest and friendly service.
We provide luxury short-stay serviced apartments in the heart of Coventry, Leamington Spa or Warwick ideal for business or leisure.
As our reputation continues to grow we are actively adding new apartments. Do you have a suitable property that is currently working it’s hardest for you? We could make this happen with guaranteed rent and a contract to suit you.
In all instances we'll make things as smooth and efficient as possible. Whatever your requirements, we aim to exceed your expectations.
coventryrooms.co.uk is one of the most active accommodation providers in the most vibrant areas of Coventry.
Specialist in Coventry flat-share accommodation.
Flat sharing can be one of the best ways of living in Coventry and our team is dedicated to catering to your individual needs.
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Our team is multi-lingual, friendly, and experienced. We can provide expert help and advice when you need to locate to the ideal shared house or flat that Coventry has to offer. Every day we assist young professionals and students when they first arrive here in Coventry.
We now have an impressive selection of well-equipped, quality rooms to rent at various locations in Coventry.
Croft Property Management is an independent boutique Property Management business, specialising in Residential Lettings & Property Management.
We manage and rent all types of property in Coventry, Rugby, Hinckley and Leicester. Our approach to business is based on providing an honest and transparent service and doing what we have agreed to do, when we’ve agreed to do it.
Honesty/Transparency For many years we have enjoyed an excellent reputation both with our Landlords and tenants for providing high quality lettings and property management services. Our charges are clear, competitive and stated upfront, there are no hidden extras, and our advice is honest, realistic and given with our customers’ best interests at heart.
Reliability As lettings specialists we are focused entirely on providing consistently excellent service to both our landlords and tenants.
Customer Focus We know what it takes to manage your property effectively from personal experience managing our own portfolio. Smooth running tenancies maximise a landlord’s investment , make for happy tenants and consequently happy landlords. We do our level best to meet the needs of both landlord and tenants. Our services are delivered to the very highest standards with enthusiasm, maturity and attention to detail; all represent exceptional value for money. Our office is based in South Coventry, from where we are committed to providing unrivalled service to both our landlords and tenants.
Empire Property Management, an independent letting agent specialising in properties within Coventry and the surrounding areas.
Established in 2002, we have developed a reputation for supplying an unrivalled level of service to landlords and tenants alike and are ideally placed to maintain a high level of service in all that we do.
Treating every property as if it were our own, helps us to achieve our mission, to let good quality properties throughout the Coventry districts, quickly, professionally and trouble free.

industry_corpus2: Real Estate & Construction


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To provide early learning facilities (Nursery) for underprivileged childrens and aid them in their developmental milestones.
MESCO NURSERY SCHOOL programme started in the year 1972-73 at hutment colony with one Nursery School and a single teacher and a helper. Presently it conducts 12 Nursery Schools in different slum localities. From the year 2009 onwards this programme was transferred to MESCO EDUCATION SOCIETY (an affiliate of MESCO) and launched under brand name as ANGELS’ PARADISE NURSERY SCHOOLS.
25 students are enrolled per nursery annually.


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Quoc Lieu, 2000 BFA Fashion and Knitwear Design alumnus, designed a collection of jewelry and selected special pieces for his 79 Retail Store Pop-up Shop starting Feb. 18. Ranging from $80 – $320, some of his jewelry was included in the runway collections at the February 2008 Mercedes-Benz New York Fashion Week show. You can also meet Lieu and ask about his genius work from 2:00 – 5:00 p.m.
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This is your perfect fall Vermont vacation guide. A no stress guide to seeing all the pretty sights without having to stick to a schedule.
Visiting Vermont in the fall has been on my vacation wish list for forever! Growing up in the midwest I was always crushing on the beauty of New England. In fact when I was a kid I was sure I was going to move to the east coast when I grew up. While my dream to live in Maine is still a dream I did make it as far as New York. While not technically New England (seriously don’t call it New England unless you want a bunch of people correcting you) it’s still close enough.
Finally after a few years of hinting to my husband that I wanted to hit up Vermont in the fall (and him not getting it….) I planned a trip for us both. For his birthday I bought him tickets to see one of his favorite comedians in Burlington and I went and planned the rest. I didn’t want a jam packed “scheduled” vacation so I did a little investigation on things to do and left it lose. Plus my anti type A personality doesn’t really work with scheduled vacations. I like the freedom to linger and randomly go where the day may take me. Yes, this does mean several times while driving I turned down random roads just because I thought they were pretty.
If you’re looking to get away for a few days (we did an long weekend) you’ll love this guide. It’s a simple little roundup of places to stay, things to do and obviously what to eat.
We were guests at The Essex (Vermont Culinary Resort and Spa!) and LOVED it! It has a nice quaint feel but still has everything you need – 2 restaurants, cooking classes, spa, fresh baked pastries and super comfortable rooms. Speaking of rooms, ours totally rocked. It was HUGE I’m not even kidding. I’m pretty sure that hotel room was bigger than my first apartment. Another totally random thing I loved – they brought me a fan. I’m a total weirdo and love having a fan for sleeping and when I called down and asked if they had one they brought it up right away. How is that for service?
There is plenty to do on the property of the hotel (tennis, walking paths, outdoor fire pit, spa, cooking classes, swimming pool…) and they even have a vegetable garden and cute little chickens.
Even though it was pretty chilly while we were there I found time each day to walk around the property and just take it all in. I’m not about to go on vacation and not explore! Plus on Saturday there was a wedding. I couldn’t resist looking at the happy couple taking pictures. Gotta love a wedding…am I right?
I also had the pleasure of dining at their restaurant Junction. The food is local, fresh and out of this world tasty. I didn’t really get the chance to photograph our dinner (it’s a little awkward to take pictures of your food in a nice restaurant) but I had the most amazing Hudson Valley duck with black mission figs, crispy baby Brussels sprouts, beet paint and braised red cabbage. It was basically everything I have ever wanted out of a fall inspired meal.
I know it’s pretty “touristy” but I actually had a lot of fun at Ben and Jerry’s. Since it was fall (and a Friday) it was actually not too packed. The tour is short but informative and you get some free ice cream at the end of the tour. The flavor of the day when we visited was cotton candy. I was actually a little disappointed since I’m normally not a fan of super sweet ice cream but boy was I wrong. It was actually pretty darn good!
I was also pretty psyched to hit up the flavor graveyard. Why would they ever get rid of White Russian? Mr. Lebowski would not be thrilled.
The gondola ride was totally unplanned. We were driving around and when I saw them I squealed with delight. Well, I squealed with delight until I got into the gondola and then realized I’m not a huge fan of gondolas that go up to the top of a mountain. I still totally recommend it because after my nerves calmed down the view was pretty spectacular.
You can also zipline from the top of the mountain but that was a BIG FAT NO. Especially since it was foggy at the top of the mountain and you would have to zipline into the fog. That sounds like the beginning of a scary movie to me. However, if that is your sorta thing I say go for it!
Once you get to the top of the mountain you can get back down via hiking, zipline (we already talked about that) or taking the gondola back down. Plus there is a restaurant up at the top so you can grab a quick bite to eat. We opted to stop and have a bowl of soup and enjoy the snowy weather. Yep, that’s right. It snowed while we were up there!
One of my favorite drives was right after we left the gondola ride. We drove up Smugglers Notch and it was impressive! During the winter they shut down the road to traffic and the only way to get around up there is snowshoes or skis.
There were several places to pull off and I took every opportunity to snap a few pictures.
One of my favorite things we did while we were in Vermont was taking a cooking class at The Essex. We were signed up for the bistro favorites cooking class and it was a blast! While my husband and I sometimes get into the kitchen and cook this was a whole new experience. We were led by an awesome chef who helped my husband and I (plus 7 other fine folks) cook all things French food.
We made French onion soup, steak with red wine shallot sauce, gratin dauphinois, baby carrots and creme brûlée. We learned how to time everything correctly so it was all done at the same time and we prepped and cooked the whole thing. All the men got put on steak duty and it was a blast seeing the hubs doing some cooking while I sat back and drank some wine. Beside learning basic skills it was also fun to just get into the kitchen with a bunch of strangers and get our cook on.
The best part of the night? Getting to use the blow torch. Obviously.
Listen, if you’re going to go to Vermont in the fall you best stop for apples, cider and donuts.
I’m pretty sure Art and I stopped every chance we got for goodies. Two places that we stopped were Cold Hallow Cider Mill (donuts were hot and fresh!) and Shelburne Orchards. We actually picked a few pounds of fresh apples for the road and indulged in a few more donuts and hot cider.
Finally, just drive. Pick a pretty road and go down it! If you see something that looks nice just pull of the road and give it a go. I stumbled across 2 covered bridges and hidden corn maze just by pulling off the side of the road and taking it all in.
Disclosure: I was not monetarily compensated for writing this post. I was given a free stay at the hotel as well as dinner at the Junction and the cooking class. As always my opinions are 100% my own.
Sounds like the perfect little getaway – I would love to get to Vermont someday!
Ok…seriously. These pictures are ahhhhmazing. Like I want to frame them all and have them up on the walls. I heart you and your travels. Also…we need to get to Vermont for some girl time yo.
I haven’t been to Vermont in many years! You went at the right time with all those beautiful colors! The Essex sounds like my cup of tea, especially with the cooking lessons! How fun!
When we did a cross country road trip several years back we drove through Vermont (one of my favorite states!) and stayed at The Essex! That was before I wrote about travel, so I never wrote about my stay there! Beautiful place… I will definitely have to go back– we didn’t have time to do a cooking class. We did do the Ben and Jerry’s tour (so much fun). That gondola ride looks like a good thing to experience too!
Vermont is wonderful — I had no idea how gorgeous it was until I went on a cross country drive this past fall. I love how great your pictures turned out; you’ve inspired me to take another trip there soon!
I have never been to Vermont, and I would love to go. Especially in the fall time, so beautiful, Brandy! Thank you for sharing your experience!
It’s so picturesque!! Ben and I have always wanted to go have a New England fall. Vermont looks like just the place for us to go!
This is seriously on my bucket list. Everything about this trip looks like perfection!!
I love Vermont! We went for an anniversary trip when we were expecting our first baby. I won an ice cream bar because I knew the trivia question on the Ben & Jerry’s tour. Your photos brought back some good memories. Thanks!
We are going to New England this fall and I am so excited. What month were you there and take these pictures? We are going in October.
Hi Penny! You’ll LOVE New England in the fall. I took these pictures last October! We were there the 15-18th!

industry_corpus2: Travel & Geography


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Comments: My ideal man is hight, attractive, handsome and clever, who is also purposeful and hardworking, achieves his goals easily. Who is also quite funny, jokes a lot. My soulmate must to be also generous, kind, who can give me a lot of time and spend freetime together. He is understanding and caring, who knows how to behaive with woman and what she want, and finally who will love me and who want to make happy and big family. So, if you're ready to change your life, so write me.