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South African Journal of Education
versión On-line ISSN 2076-3433
versión impresa ISSN 0256-0100
S. Afr. j. educ. vol.32 no.3 Pretoria ene. 2012
Job satisfaction amongst teachers at special needs schools
Louise Strydom; Nico Nortjé; Roelf Beukes; Karel Esterhuyse; Jeanne van der Westhuizen
Department of Psychology, University of the Free State, South Africa email@example.com
The aim of this study was to establish the level ofjob satisfaction amongst teachers at special schools. Teachers in special schools need to cope with curriculum changes, the administrative duties that come with these changes, and the learners with their diverse needs. Learners with special needs require a specific educational programme and also schools that caterfor the needs of learners with emotional, social, neurological or physical problems. The research group consisted of 101 teachers working at six different special schools situated in various parts of the Bloemfontein area, two in the Mangaung area, and four were situated in suburban areas. The group consisted of English- and Afrikaans-speaking teachers of both genders and from different race groups. The data for this study were compiled by means of a short biographical questionnaire and the Minnesota Satisfaction Questionnaire. The results indicated that the teachers experienced an average level of job satisfaction. In addition to this finding, differences were also found in the levels ofjob satisfaction between different races, but not between genders.
Keywords: job satisfaction; Minnesota Satisfaction Questionnaire; South African education; special schools
The educational system in South Africa is constantly under scrutiny (Dada, Dipholo, Hoadley, Khembo, Muller & Volmink 2009:44), with each year's matric results eliciting country-wide debate because of the perceived low standards. Yet South Africa spends approximately R140 billion per annum on education, making it one of the most expensive in the world (Gericke, 2009).
South Africa's inclusive education model depends strongly on resource centres to offer support to full service schools, but it is clear that special schools cannot be supportive unless the resource centres themselves function well (Department of Education, 2007:1). Education White Paper 6 (2001) refers to the importance of improving the quality of special schools and their phased conversion to special school resource centres that will provide professional support to neighbouring schools. The support that the special school resource centres offer to mainstream and full service schools is an important lever to establish an inclusive education system. However, special schools themselves must be improved so that they offer quality education in good conditions to their own learners, before they can offer support to other schools (Department of Education, 2007:1). Indeed, for these special schools to be successful, well-trained and satisfied staff are important.
Due to problems currently experienced by teachers at main stream schools, such as work pressure and minimal support and restructuring of the education system, their job satisfaction has reached an all-time low according to De Beer, Mentz & Van der Walt (2007) and Peltzer, Shisana, Zuma, Van Wyk & Zungu-Dirway (2009). International trends suggest that first-year special education teachers are more likely to leave the service than main stream teachers (Gehrke & McCoy, 2007). Studies indicate that low job satisfaction in teacher can be attributed to an excessive workload because of curriculum changes, unreasonable demands and lack of support systems (Castro et al., 2010; Howard & Johnson, 2004; Kirk & Wall, 2010). Because there is a lack of sufficient and specific data or literature regarding special schools, one can argue that the relatively low satisfaction of teachers in mainstream education could be generalised to teachers in special education (Castro et al., 2010). However, one needs to bear in mind that there are different variables which could contribute either positively or negatively on the teachers' job satisfaction. Although low salaries are often cited as a factor contributing to job satisfaction, the contrary could also be true; in other words that the act of helping those less fortunate might be a source of profound job satisfaction (Kirk & Wall, 2009) and opportunities for personal and professional growth (Gehrke & McCoy, 2007) This article will attempt to address the aforementioned. Special education requires an educational programme, class or school that accommodates the needs of special learners i.e. learners with emotional, social, neurological or physical problems (Plug, Louw, Gouws & Meyer, 1997). However, Dada et al. (2009) argue that it seems that the category of special education has become a catch phrase for a range of learner 'issues' from 'special needs', learning and behavioural challenges, to diagnosed and undiagnosed syndromes such as ADD and autism. They explain that the term needs to be more clearly defined if it is to be targeted more meaningfully. However, for the purpose of this study special education will be treated as an all-encompassing term. Therefore, special education requires educational programmes that give both particular and extensive support to the learners who need them (Department of Education, Education White Paper 6, 2001). According to a statement issued by UNESCO (1994:14),
"Many children experience learning difficulties and thus have special educational needs at some time during their schooling. Schools have to find ways of successfully educating all children, including those who have serious disadvantages and disabilities".
Special education in South Africa
After the 1994 elections in South Africa, a new culture of learning and education had to be designed and established because, before this time, racial segregation was also manifest in the education system. Moreover, according to the Constitution of the Republic of South Africa (1996), everybody has the right to basic education (Fiske & Ladd, 2004; Motala & Pampillis, 2002). Funds had to be redistributed and the relationship between learners and teachers rectified (Waghid, 2002; Motala & Pampillis, 2002).
According to Chrisholm (2004), and Motala and Pampillas (2002), the South African educational system has been subject to continuous changes of curriculum, study material and the demands made on teachers since 1994. Curriculum 2005 is one of the best-known complications in the transformation of the South African educational system and comprises the following: a learner-centred education policy, an integrated and non-disciplinary section of knowledge and an outcomes-based educational policy (Arnold, 2005). OBE is described by Spady (2008:25) as:
"Define, design, build and organise everything within an educational system focusing on aspects with lasting significance, which eventually culminate in every learner being able to demonstrate it successfully, as a result of their learning experience obtained through that system".
In other words, the OBE approach requires the constant assessment of learners, and group work with the teacher as facilitator. In addition, learners should assume the responsibility for their own studies (Arnold, 2005; Botha, 2002) and be motivated by positive feedback, and also be allowed to work at their own pace (Spady, 2008).
However, in a study by Dada et al. (2009), the authors find that learners with special needs attending mainstream schools are often neglected by teachers who do not have the special skills to allow these learners to benefit fully from OBE namely, that individuals should learn at their own pace. According to the authors (2009), a criticism of OBE is that there are few curriculum guidelines for teachers of learners with special needs. To provide the best possible education for special needs learners, it is necessary to have teachers of exceptional quality, as well as a learning environment that will sustain teaching and learning (Billingsley, 2004). However, as George, Louw and Badenhorst (2008) indicate, many teachers have recently resigned from the profession due to changes in the educational policy, the children's rights movement and Government policy. As a result of these factors and targeted criticism from the general public, teachers' job satisfaction has declined. Billingsley (2004), and Stempien and Loeb (2002) support the afore-mentioned views and indicate that a considerable number of special needs teachers especially in subjects such as mathematics and sciences have left their profession.
Job satisfaction and education
It may be argued that low job satisfaction of teachers of special education could be a reason why many teachers at special schools resign this assumption will be tested. Job satisfaction can be evaluated according to a worker's expectations, value and reward (Evans, 1998); and can be established by differentiating between the person's expectations and the personal fulfilment that he or she gets out of a job (De Beer et al., 2007; Evans, 1997). However, Kalleberg (1977) identifies the reward of a job and its concomitant value as the most important predictors of job satisfaction, when job satisfaction is seen as the employee's general orientation towards the different job roles he or she represents. This contradiction of ideas surrounding job satisfaction might come to play an important role when one ascertains the level of job satisfaction amongst special needs teachers.
De Beer et al. (2007) and George et al. (2008) argue that job satisfaction within education is influenced by factors such as the person's own experience, his or her demographic circumstances and personality, as well as physical, psycho-social, emotional and economic factors. Santos (2002) subdivides these factors into psychological variables (like motivation, self-worth, sense of autonomy and satisfaction with own life) and personal and professional variables. Santos (2002) goes further and describes the influence that age, gender and experience within education have on job satisfaction. Billingsley (2004) and George et al. (2008) maintain that job satisfaction can be determined by both intrinsic and extrinsic factors: where intrinsic factors are mainly determined by a person's motivation and can include non-material recognition for work done; and where extrinsic factors include the work-environment, supervision and working conditions. Therefore, if a teacher is satisfied that his or her work contributes to the school's aims, an intrinsic reward is received for the work done; and if he or she feels that his or her particular professional status is recognised, a high level of job satisfaction will be experienced according to De Beer et al. (2007) and Vroom (1967). Taking the aforementioned into consideration, job satisfaction can be described when teachers are motivated to do their jobs as well as possible together with having a high level of morale (De Beer et al., 2007).
When the above-mentioned is taken into account, change is seen as one of the most important factors that might influence teachers' job satisfaction. Therefore, if change is a negative experience, a teacher's satisfaction will be affected negatively. According to research on mainstream teachers conducted by Chrisholm (2004) and Motala and Pampillis (2002), the implementation of OBE has caused teachers to experience their situation as negative; and this has led to a decline in the general level ofjob satisfaction amongst teachers.
Several factors have been identified by Billingsley (2004), and Stempien and Loeb (2002) as indicators of the lack of job satisfaction amongst special school teachers with special reference to their working conditions (overcrowded classrooms, the lack of electricity and inadequate sanitation or the lack thereof). These factors are age, reward, physical resources and the level of stress experienced. Research also shows that neither race nor gender has any significant influence on the resignation figures (Kaff, 2004). Billingsley (2004) argues that teachers' salaries play an important role in their job satisfaction and that teachers earning a higher salary would rather commit to their jobs than those earning lower salaries. Poor remuneration and unreasonable demands made on teachers by the Department of Basic Education are the main reasons for teachers' leaving special school education (Bateman, 2007; Bolowane, 2005; Johns, 2007; Kassiem, 2008; Keating, 2005; Masemola, 2007; Mbanjwa, 2007; Mohlongo, 2006; Nthite, 2006; Nzimande, 2008; Seale, 2006; Smith, 2005).
Stempien and Loeb (2002) point out the strong correlation between job stress and a lack of job satisfaction. This correlation consequently contributes to a situation in which special school teachers, with high levels of emotional exhaustion, depersonalisation and burn-out, leave the profession. Increasingly, the lack of special school teachers creates problems which can result in inadequate educational experiences for the learners, lower levels of achievement by learners, and insufficient competence of graduates in the workplace, if the issue is not addressed according to Billingsley (2004).
Based on the above literature investigation, the question is what is the level ofjob satisfaction amongst teachers at special schools? Insight into these levels may contribute positively or negatively towards the availability and sustainability of these schools with the introduction of the new Curriculum Assessment Policy Statement (CAPS).
Non-experimental research was done, using the criteria of group design with the main objective being to determine the level ofjob satisfaction amongst teachers at special schools, as well as to ascertain whether there are any differences in the average job satisfaction scores (intrinsic, extrinsic, and general) for the different genders, races, and years of service.
Participants and procedure
Research was conducted in six schools in the Bloemfontein area. Four schools were situated in suburban areas and two schools were situated in the Mangaung area. Of these schools, the schools situated in the in the Mangaung area were more badly maintained than the schools in the suburban areas. However all the schools indicated a need for more funding and resources. Teachers working at six special schools participated in the study; and the consent of the Free State Department of Education was obtained before its commencement. Principals of the particular schools were also contacted in order to obtain permission and to convey the necessary information to ensure clarity. In addition, the permission of the teachers to conduct the research at the school was also obtained.
Because some schools were writing exams, the teachers had to be consulted in groups. At no stage during the research process was any teacher forced to participate in the study and, to ensure anonymity, no names or personal information was requested of the teachers. Furthermore, all participants also had the opportunity to withdraw from this study at any time with no negative implication if they decided to withdraw.
Various biographical data such as race, gender and years of service in special education were obtained from the teachers. Table 1 gives an indication of the frequency distribution of the different averages of the three variables (gender, race, and years of service).
The majority of the teachers participating in the research were women (72.3%), while male teachers comprised only 23.7% of the sample. In line with this, Billingsley (2004) indicates a general tendency for more females than males to work at special education schools. The majority of the teachers (74.3%) in the test sample were white, while black teachers (25.7%) made up only about one quarter. Years of service were divided into two categories: less than 10 years' service; and more than 10 years' service. The majority of this sample had 10 years' service or less. The importance of the differentiation regarding years of service was to ascertain whether less experienced teachers were less satisfied with their jobs than more experienced teachers.
Measuring instrument
Data were obtained through the completion of a biographical questionnaire and the Minnesota Satisfaction Questionnaire (Weiss, Davis, England & Lofquist, 1967) as well as a single free response question to gain each teacher's personal opinion about his or her job satisfaction.
The Minnesota Satisfaction Questionnaire (MSQ) (Weiss, Davis, England & Lofquist, 1967) was used to obtain teachers' job satisfaction level. The MSQ Short Form, consisting of 20 items, tests three aspects of satisfaction, namely: intrinsic satisfaction which is the recognition for work done and the possibility of advancement in a certain position, extrinsic satisfaction is the work environment shared with colleagues and the condition of the work place, e.g. books, learning materials and physical resources.as well as remuneration for work done, and lastly general satisfaction which is an overall view of the above-mentioned factors (Weiss et al., 1967; Billingsly, 2004; George et al., 2008). The instrument is rated on a five-point Likert scale, ranging from 1 (highly dissatisfied) to 5 (extremely satisfied). The authors of the questionnaire (1967) explain that a high score on the scales (the Intrinsic and Extrinsic and the General scales) indicates high levels of satisfaction, whereas a lower score indicates less satisfaction. The MSQ has an internal consistency of 0.86 for the Intrinsic scale; 0.80 for the Extrinsic scale and 0.90 for the General scale and produces alpha coefficients of 0.70 (Hol-comb-McCoy & Addison-Bradley, 2005; Weiss et al., 1967).
Significant differences appear in the average job satisfaction scores (Intrinsic, Extrinsic and General) for the different genders, races, and years of service.
With reference to the independent variables (gender, race, years of service), Table 1 clearly indicates that they all have only two categories and can, for statistical purposes, be presented for gender as follows:
μ1= average score (Intrinsic, Extrinsic and General) for the population of male teachers at special schools
μ2 = average score (Intrinsic, Extrinsic and General) for the population of female teachers at special schools
Similar statistical hypotheses for race and years of service can also be formulated.
The t test for independent groups was used to test the set research hypothesis. One of the underlying assumptions for the t test for two independent groups deals with the homogeneity of variances. The size differences of the sub-groups may be a contributing cause to the variances of the two groups not being homogenous. When this was found to be the case, the Welch-Satterthwaite approach (Howell, 2007) was used.
To assess the relevance of statistical significant results of this investigation, it is also necessary to investigate the practical significance of these results. To gauge practical significance, effect sizes (Steyn, 1999) should be calculated. The effect size to determine the difference in the averages of the independent groups is calculated by Cohen's d procedure. This procedure expresses the differences between the two averages in terms of the size of the total group's standard deviation. In this instance the following directive values applies: 0.20 = a small effect; 0.50 = a medium effect; and 0.80 = a large effect. The 0.01level of significance is used in this study, as well as the SPSS programme (SPSS Incorporated, 2009).
Before any formulated research hypothesis can be investigated, it is imperative to indicate the level of satisfaction experienced by teachers. To do this, it is important to compare their particulars with those of a comparable group. No comparable information could be obtained for the MSQ of a South African group. Therefore, the averages on the various MSQ scales of this study have been compared with the averages of the total group in the USA, on which the test was standardised, as reported by Weiss et al. (1967) and Holcomb-McCoy and Addison-Bradley (2005), in their manual. These particulars are presented in Table 3.
The t test for independent groups was used to compare the averages on the three scales for both the sample group and the standardised (USA) group. For the Intrinsic and Extrinsic scales, significant differences between the two groups were found on the 0.01 level. It became evident that the local sample group scored a significantly lower average than the USA group. This deviation in averages could be attributed to the different professional groups that constituted the standardised group, while the present test sample group comprised teachers from special schools. Another factor, that could be a reason for the deviation, is the difference in the sizes between the standardised group and the test sample group used in this study. Subsequently, the possible variations in average regarding job satisfaction scores for all three independent variables will be investigated.
The test group consisted of more female teachers than male teachers and could be because there are more females are in the education sector than males (Billingsley, 2004; Stempien & Loeb, 2002). The job satisfaction scales of both genders were compared by means of the t test for independent groups. When significant results were found, the corresponding effect size (d) was shown.
Table 4 clearly indicates that no significant difference between the two genders could be determined on any of the three scales of job satisfaction.
In the test group there were more white teachers than black teachers. This could be because most of the schools were all situated in the suburban areas and only two of the schools were situated in a rural area. The two racial groups (black and white) were also compared in respect of job satisfaction scales, by using the t test for independent groups. Where significant results were found, the corresponding effect size (d) is also indicated.
It is clear that there are significant differences in the averages of the two racial groups on the 0.01 level, for both Intrinsic and General scales. A nul hypothesis can thus be rejected in these instances. The corresponding effect sizes indicate the major practical importance of the results. In respect of both variables (Intrinsic and General), white teachers obtained a significantly higher score than black teachers. It can be deduced, therefore, that when comparing white teachers with black teachers at special schools, the whites experience considerably higher levels of satisfaction in respect of intrinsic satisfaction and general satisfaction. Since most of the black teachers of the sample worked at schools situated in the rural Mangaung area, this could influence a lack of support and recognition experienced by the teachers, both of which play a fundamental role in intrinsic satisfaction (De Beer et al., 2007; Evans, 1997) as well as lower personal fulfilment. Thus, the combination of a learning environment that does not sustain teaching and low intrinsic satisfaction, could be a reason for low general satisfaction.
Years of service
The years of service of the two groups was also compared and, as with the previous two variables, the t test for independent groups was used. Where significant results were found, the corresponding effect size (d) is also indicated.
This survey shows that (in the three scales of job satisfaction) there are no significant differences between the two groups' job satisfaction when using their years of service as the criterion.
In conjunction with the MSQ questions and the biographical questions, an open question was also put to the test sample group. The main purpose of this question was to gauge the personal opinions of the teachers themselves as to what influenced their job satisfaction. Only 60 of the 101 participants responded to this question. Several widely divergent replies were received and these, as well as the most common responses, are indicated in Table 7, together with their frequency and percentages.
Of the teachers, 25% believed that their job satisfaction was affected mainly by the discipline (or the lack thereof) of learners and by conflict with learners and their parents. This conflict could have a significant influence on the intrinsic criteria of the MSQ like reaching personal fulfilment and eventually hamper personal accomplishments in the workplace, bringing intrinsic satisfaction down. The Department of Education also contributed to 20% of the population's dissatisfaction. This deals mainly with the confusion regarding the implementation of the curriculum, as well as the increase in administrative work. The availability or lack of educational material and the learner to teacher ratio also had a significant influence on the job satisfaction of about 33% of the teachers. These results correspond with the findings of Bateman (2007) and Bolowane (2005) and international studies of Gu and Day (2007) as well as Castro et al. (2010). These however, contribute to the pool of exclusively South African data.
Furthermore, the results of this study are unique because the majority of research studies focus on mainstream education. Although literature indicates that younger, inexperienced teachers experienced lower job satisfaction than teachers more settled in their professions (Stempien & Loeb 2002), this study indicated no such difference in a South African population.
According to De Beer et al. (2007), job satisfaction is influenced by factors such as own experience and personality. The difference between the results of this study and what is indicated in the literature could be attributed to the teachers themselves, in terms of their different personal experiences, different school environments, colleagues and their expected work load.
The research question posed by this study focuses on job satisfaction of teachers at special schools. Literature indicates that a lack of resources, support systems (Howard & Johnson, 2004; De Beer et al., 2007; Peltzer et al., 2008; Castro et al., 2010) influences job satisfaction negatively. The results of this study state that the test group for this study has average job satisfaction (the average job satisfaction score is between 50-69) and that there is no difference between males and females in this regard. However, there is a difference in the job satisfaction of the different racial groups; white teachers present greater job satisfaction than black teachers, especially with regard to intrinsic job satisfaction and general job satisfaction. Furthermore, the length of service does not affect job satisfaction. The differences between the races' job satisfaction could be contributed to the fact that black teachers work predominantly in poorer communities where resources are scarce and where there is less involvement from parents because both parents need to work. This corresponds with the findings of Castro et al. (2010) and Peltzer et al. (2009). However, this assumption needs to be addressed in the form of more studies focusing on black special needs teachers and the role/involvement of parents, as well as suggest coping mechanisms for the teachers.
When the results are considered, it is recommended that special school teachers should have more control over the disciplinary process without infringing on the learners' rights. Teachers should also continually undergo training so that they acquire a more comprehensive understanding of the learners' disabilities. In this way, discipline could become more effective. Furthermore, more auxiliary help should be provided to the teachers since learners in special schools require more individual attention and overcrowded classes influence the quality of their education. This can be done by the Department of Education co-opting students doing their internships in professions such as physiotherapy, occupational therapy, psychology and social work to assist the special needs teachers in assessing learners with problems and also to focus on interventions for these learners. Parent-teacher programmes could also be encouraged where skills-transfers occur and the parents take an active role in the education of their children. As the need grows for teachers to work with diverse needs in the classrooms, keeping teachers motivated should be one of the main focuses in schools. An investment in a mentor programme for teachers can offer support and information from the more experienced teachers, develop a broad network of resources and enforce better professional relationships between teachers and professional (Gehrke & McCoy, 2007)
International trends indicate that learners with special needs should be integrated into mainstream settings (UNESCO, 1994). However, studies (Keen & Ward, 2004) have shown that the capacity of many schools to cater effectively for learners with special needs has not been achieved. Furthermore, teachers in mainstream schools do not have specialised skills to assist learners with special needs effectively (Robertson, Chamberlain & Kasari, 2003). Therefore it is clear that one cannot negate the importance for special schools. In order to sustain special education and to acknowledge the human rights of learners with special needs, it is important that attention be given to the level of job satisfaction of teachers. The recommendations could, in the opinion of the researchers, contribute positively to this end.
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With FREE lifetime traffic updates from 3D Traffic, our most extensive traffic avoidance system, nüvi 2555LMT can help you avoid delays. We check traffic conditions more than 2 billion times each month, so you can easily reroute around congestion and arrive on time.
Enjoy FREE Lifetime Map Updates
With FREE lifetime map updates, you always have the most up-to-date maps, points of interest and navigation information available at your fingertips. Map updates are available for download up to 4 times a year with no subscription or update fees and no expiration dates.
Know the Lane Before It's Too Late
Now there's no more guessing which lane you need to be in to make an upcoming turn. Available in select metropolitan areas, photoReal junction view makes unfamiliar intersections and exits easy to navigate. When you approach an exit or interchange, nüvi 2555LMT will enter split screen mode and show you a realistic depiction of junctions on your route, complete with road signs and arrows that indicate the proper lane for navigation.
Go Beyond Navigation
Point-to-point navigation is just the beginning. nüvi 2555LMT features a microSD™ card slot so you can store and use detailed cityXplorer™ maps or download custom voices and vehicles for free from the Garmin Garage™. Dual-orientation functionality lets you hold the nüvi vertically or horizontally for added convenience driving or walking. The "Where Am I?" emergency locator provides your exact latitude and longitude coordinates, the nearest address and intersection, and the closest hospitals, police stations and more. And Enhanced Exit Services tells you what services you're approaching on the highway.
What's in the Box:
- nüvi 2555LMT (Model is labeled 2555LM, the T refers to the 3D traffic cable also included in the box)
- Lifetime maps¹ and traffic² (indicated by "LMT" after model number on the box)
- 3D traffic receiver with vehicle power cable (vehicle power cable is traffic receiver)
- Vehicle suction cup mount³
- USB cable
- Quick start manual
¹FREE lifetime traffic updates may not be transferred to another person or another Garmin product. Lifetime traffic extends for the useful life of your Garmin traffic receiver (as long as you own a compatible Garmin GPS) or as long as Garmin receives traffic data from its traffic supplier, whichever is shorter. A traffic receiver's "useful life" means the period during which the receiver (a) has the required technical capabilities to utilize current traffic data service and (b) is capable of operating as intended without major repairs. Traffic content not available for all areas. See traffic coverage areas.
²If you purchase a nüMaps Lifetime subscription (sold separately or bundled together with certain GPS models), you will receive up to 4 map data updates per year, when and as such updates are made available on Garmin's website, for 1 compatible Garmin product until your product's useful life expires or Garmin no longer receives map data from its third party supplier, whichever is shorter. A product's "useful life" means the period during which the product (a) has sufficient memory capacity and other required technical capabilities to utilize current map data and (b) is capable of operating as intended without major repairs. A product will be deemed to be out of service and its useful life to be ended if no updates have been downloaded for such product for a period of 24 months or more. Unless otherwise stated, the updates you receive under the subscription will be updates to the same geographic map data originally included with your Garmin product when originally purchased. In some instances, your Garmin product might not have sufficient memory remaining for you to load an update to the map data, in which case you will need to either (a) select reduced map data coverage for your updates, or (b) purchase separately a microSD™/SD™ card (if and as applicable to your Garmin product) and load all or a portion of the map data coverage for your updates to the card and insert the card into the microSD/SD card slot contained in your Garmin product. If neither of the measures in (a) or (b) can be used to address your product's lack of sufficient remaining memory, then Garmin may conclude that the "useful life" of your product has expired. Garmin may terminate your nüMaps Lifetime subscription at any time if you violate any of the terms of this agreement or your subscription. Your nüMaps Lifetime subscription may not be transferred to another Garmin product.

subset: commoncrawl


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Hi, I seen that you mentioned in a thread that you needed someone to inspect some cabs from KC before making the purchase. I post cabs for sale to help KC and members on Facebook. There was a member in a Facebook group last week that offered to inspect cabs for anyone looking to buy from KC. Message me on FB. It's much easier to message and send pics on FB messenger.


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Oct-14-2009 New Jersey's Special Needs Housing Trust Fund Wins National Award
New Jersey's Special Needs Housing Trust Fund Wins National Award
TRENTON - Department of Community Affairs (DCA) Acting Commissioner Charles A. Richman today announced the New Jersey Special Needs Housing Trust Fund won a 2009 Award for Program Excellence from the National Council of State Housing Agencies. The New Jersey Housing and Mortgage Finance Agency (HMFA) administers the Trust Fund, which is dedicated to creating affordable, permanent supportive housing units for people with special needs.
"The Trust Fund is a bold response to a critical state housing need. Money from this fund has helped provide housing and social services for New Jersey residents with disabilities, mental illness and lives scarred by domestic violence and absentee parents," Governor Corzine said. "Now, instead of seeing homelessness or institutionalization as their only option, more and more people with special needs have the opportunity to stabilize their lives and forge their paths to more independent living."
The Special Needs Housing Trust Fund is used to finance the construction of quality, permanent supportive housing throughout New Jersey in single-unit and multi-unit housing settings and in urban, suburban and rural areas alike. The HMFA, an affiliate of the DCA, works with for-profit and non-profit groups, as well as government entities that are committed to providing social service supports for their special needs residents. To best leverage the Trust Fund, developers are required to demonstrate that they have applied for all other available funding prior to applying for Trust Fund financing. The Trust Fund, which is a nonlapsing, revolving fund, will provide up to 80 percent of the capital funding for a special needs housing project.
"The HMFA has done a tremendous job administering the Trust Fund as evidenced by the number of supportive housing developments that have been built in recent years for individuals and families with special needs," said Acting Commissioner Richman.
Since its inception in early 2006, the Trust Fund has financed the construction of more than 1,100 permanent supportive housing units for people with mental illness, individuals with physical or developmental disabilities, survivors of domestic violence, ex-offenders and youth offenders, youth aging out of foster care, runaway and homeless youth, disabled and homeless military veterans, and individuals with HIV/AIDS. All of the housing units are combined with supportive services and rental assistance so special needs residents can better achieve long-term success.
"The HMFA is proud to play a role in creating quality, affordable housing for New Jerseyans with special needs," said HMFA Executive Director Marge Della Vecchia. "Too often the most vulnerable among us are forced into homelessness, substandard housing or waiting lists. The Trust Fund is helping to change that."
Some examples of permanent supportive housing projects financed by the Trust Fund include:
The Meadows at Oldwick in Tewsbury Township, Hunterdon County: The project is an 18-unit congregate living facility constructed on previously vacant municipal land that is home to physically and developmentally disabled individuals, as well as families with a disabled member.
Baldwin's Run Phase 8 in the City of Camden, Camden County: This phase of the project created 73 affordable rental units, 20 of which serve the homeless population. The special needs tenants receive support services from Volunteer Services of the Delaware Valley, Inc. such as life skills workshops, employment-related services, case management and referrals.
Irayna Court Supportive Housing in Highland Park, Middlesex County: The project is a new six-unit building for youth aged 18 to 21 who have aged out of the State's Child Welfare System or who are homeless.
The National Council of State Housing Agencies (NCSHA) represents its members in Washington before Congress, the Administration, and several federal agencies concerned with housing, including the U.S. Department of Housing and Urban Development and the U.S. Department of Treasury, and with other advocates for affordable housing. The Council's Annual Awards for Program Excellence honor state Housing Finance Agencies (HFAs) for their outstanding public purpose programs, projects, and practices. Awards are made in six permanent categories: Homeownership, Rental Housing, Special Needs Housing, Management Innovation, Communications, and Special Achievement.
For more information about the Special Needs Housing Trust Fund, please log on to http://www.state.nj.us/dca/hmfa/biz/devel/specneed/trust.html.


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Tag Archives: reality will align with his wishes.On the field
Mark Teixeira's legacy goes way beyond home run totals
NEW YORK Mark Teixeira became a switch-hitter because his father encouraged him to emulate Eddie Murray, and he wound up joining Murray as one of only five switch-hitters to belt 400 home runs, along with all-time leader Mickey Mantle, Chipper Jones and Carlos Beltran.Nobody else is joining that list Anthony DeSclafani Jersey anytime soon, as after Beltran at 415 and Teixeira at 404, the active switch-hitters with the most dingers are the currently unemployed Nick Swisher at 245 and Jimmy Rollins at 231. The only active switch-hitter you could really fathom joining the 400 club years from now – and that's a long shot -is Francisco Lindor, who has 25 career home runs at the age of 22.MORE: Ranking baseball's 50 best players todayTeixeira will be known for a long time to come as one of the top five power-hitting switch-hitters of all time. During a pre s conference on Friday afternoon to announce that he will retire at the end of the season, Teixeira was asked what he'd like his legacy to be and, good news for him, reality will align with his wishes.On the field, I just want to be known as a switch-hitter with power who played good defense and played the game the right way, Teixeira said. I always tried to play hard. When I was a kid playing in Texas, I played over 500 games straight because I wanted to be Cal Ripken. I wanted to have that streak. Then I realized how long I would have to play. Playing every day was very important to me, and that's why it's been tough these last few years. It's been really difficult because I haven't been able to play. My body hasn't allowed me to. Being a switch-hitter with power, it's kind of a cool thing. Not a lot of guys can do it. That's been special to me.Teixeira was a three-time All-Star, won three Gold Gloves and three Silver Sluggers. His accomplishments probably don't add up to a Hall of Fame career, but you can at least have the conversation about him. Where there is no debate is on the second part of Teixeira's answer about what he wants his legacy to be.Off the field, to be known as someone who really cared about his community, cared about helping kids and really made an impact on other kids' lives, Teixeira said.That's an easy lip service thing a lot of the time, but with Teixeira it has real meaning. It was also somewhat telling about him that he left it vague, until asked to expand on it. There's legacy in numbers accumulated and baseball achievements, but Brandon Finnegan Jersey a larger impact in touching lives and leaving any situation better than you found it. For Teixeira, who started his pre s conference by earnestly thanking the media for all it does to grow the game, it's clear that there is real importance to this latter legacy.That started for me back in high school, Teixeira said. One of my best friends was killed in a car accident, and his family put together a scholarship for him. They would have all these fundraisers to scrape together $5,000 to get a college scholarship to one of the seniors at our high school. When I signed my first pro contract, I wrote a check and said, 'You guys aren't going to have to work so hard anymore. I want this scholarship to live on in Nick's name forever,' the Nick Liberatore scholarship. That just proved to me that what I do off the field has way more impact than what I can do on the field.When I was in Texas, we did scholarships in Texas, and we did Police Athletic League in Atlanta. Helping out kids, especially with education, has always been important to me. I got hooked up with Harlem RBI here in New York, and it's been one of the most rewarding experiences in my life. I was joking around, I texted Rich Berlin, the executive director of Harlem RBI, today, and said, 'I'll be seeing more of you.' He said, 'We've got your https://www.redsedges.com/cincinnati-reds/cliff-pennington-jersey office ready for you.' He's only half-joking, because I'm really looking forward to helping out kids and being a bigger part of the community.Because of all that he accomplished on the field, Teixeira should always have some kind of resonance with kids, who eventually will be too young to have seen him play, but will be able to quickly find out about his career and the impre sive details of it. One part of the legacy feeds the other, and that more important part does not have to end just because a career is.read more


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Beware 'First To Legalize' Colorado Amendment 64 Merchandise
Some of the most vocal opponents of marijuana legalization this election cycle were the people who smoke pot, usually under the protection of their state's medical use law, but felt like the initiative on the ballot wasn't "True Legalization™". As I predicted, as soon as legalization passed, they would be some of the first to jump on the bandwagon as soon as money could be made.
I was just wrong about the state.
The Cannabis Therapy Institute (under various pseudonyms) is selling merchandise through CafePress under a banner "Colorado Rocky Mountain High" and linking to the Reuters story, "Colorado first to legalize". But further down the page at Legalize2012.com you'll find all their arguments against "FAKE LEGALIZATION".
While the people of Colorado voted for Amendment 64 with 55% of the vote, the people at Cannabis Therapy Institute, people like Miguel Lopez, Laura Kriho, and Kathleen Chippi, were doing everything in their power to make sure Colorado was NOT the "First to Legalize", including maintaining a "Cannabis Policy Project" blog listing all the reasons to vote against Amendment 64, explaining that "Amendment 64 is the marijuana "regulation" (not "legalization")"
So… where's the "Colorado: First to Regulate" buttons?
Laura Kriho is the registrant behind the Legalize2012.com site offering "First to Legalize" buttons, the site continues to explain how Amendment 64 means the "good pot smokers" (a.k.a. those who follow the law) will fund the police enforcement against the "bad pot smokers", who would be "those with one gram over one ounce, those with seven plants or those who do not want to submit to state over-regulation." The funds raised by the "First to Legalize" merchandise will help Cannabis Therapy Institute fund "a true grassroots campaign" to fix Amendment 20 (the medical marijuana one), not Amendment 64 (the legalization one).
In other words, the people who were already benefiting from the protections of the medical marijuana law, who then spent money to make sure healthy pot smokers would still be arrested, are the hypocrites who are selling commemorations of the law they opposed that finally protects the healthy pot smokers in order to increase the medical protections they were already benefiting from.
Kriho manages Colorado420.com and Denver420.com as well, both heavily promoting the "First to Legalize" merchandise. "Legalize it Like Tomatoes" reads their rally caption (ignoring the fact that growing tomatoes in your yard isn't likely to encourage teens to jump your fence and pick the vines clean in search of a high). Below the trademarked "First to Legalize" graphic is another exhortation that "A64 is NOT true legalization."
The sales of this merchandise will also help benefit Miguel Lopez and his legendary Denver 4/20 legalization rally. That would be the same Miguel Lopez who went as far as forming a registered committee in opposition to passing Amendment 64. Thankfully, the "No On 64 Take the Greed Outta Weed" committee had apparently not raised any money over two years of campaigning… which kind of explains why Kriho, Chippi, Lopez, and their ilk always fail to get their "True Legalization™" on the ballot.
Republished with the special permission of the National Cannabis Coalition. This article originally appeared on RadicalRuss.Com.


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Head to Cybertron, with an excerpt from the novelization of Transformers: Dark of the Moon. Plus new clips from Super 8 and Green Lantern: Emerald Knights, and two new Tintin posters! And the synopsis for Nacho Vigalondo's new alien-invasion movie.
Spoilers from this point forward!
Top image from X-Men: First Class.
Super 8
Here's another new clip, as well as a synopsis.
In the summer of 1979, a group of friends in a small Ohio town witness a catastrophic train crash while making a super 8 movie and soon suspect that it was not an accident. Shortly after, unusual disappearances and inexplicable events begin to take place in town, and the local Deputy tries to uncover the truth – something more terrifying than any of them could have imagined.
The Adventures of Tintin: The Secret of the Unicorn
Here's a pair of new posters. [/Film]
Transformers: Dark of the Moon
Here's an excerpt from the novelization by Peter David:
Cybertron- The War Years
We were once a peaceful race of intelligent mechanical beings. But then came the war between the Autobots, who fought for freedom . . . and the Decepticons, who dreamed of tyranny . . .
I am Optimus Prime, and I remember my world from ages long gone and mourn for what my planet had been. I wonder whether it could ever be restored to the glory that had once permeated every inch of its glorious surface, and I am saddened to realize that the answer is very likely a resounding "no."
Once . . .
Once the sky above had been a shimmering, cloudless blue.
Once the surface had been a vast stretch of gleaming silver composed of an array of flat metal continents that were interlocked with each other in perfect geometric shapes. Between the continents were vast valleys that served both as the homes of the population of Cybertron and as a place to take refuge should anyone be foolish enough to try to attack our small but hardy world.
We have lost the gleaming. That is our greatest loss: the loss of the gleaming.
There's much, much more of this at the link. [TFW2005]
Highlander Reboot
This reboot appears to be officially going ahead, with Fast Five's Justin Lin directing from a script by Art Marcum and Matt Holloway. Here's a description from the official announcement, which suggests this movie is a fairly close remake of the original or they're just using the plot summary from the original movie:
In Highlander, after centuries of dueling to survive against others like him, Connor MacLeod, an immortal Scottish swordsman must confront the last of his kind, a murderously brutal barbarian, who lusts for the Prize.
Here's a poster and short description of the premise for Timecrimes director Nacho Vigalondo's latest. [Wired]
"What would happen if [an alien] invasion started while you are in the flat of the girl of your dreams, the one you have just met?"
Resident Evil: Retribution
Milla Jovovich recently tweeted that Resident Evil: Retribution will likely be the title of the fourth movie, she will return as Alice and Paul W.S. Anderson will be back as director, and the current plan is to shoot the movie in Tokyo. She also offered this insight into the rather, er, unique development process:
"Just to let the RE fans know, 'cause there's been a bunch of questions about the next film, Paul has kids that are professional players. All they do is play the games until they master every level and unlock every code. They play the games for weeks and give Paul the footage. So, he's literally watching days of the most awesome RE players out there to get inspiration for the next installment of the franchise."
Green Lantern: Emerald Knights
Here's a clip from the latest direct-to-DVD movie, featuring Nathan Fillion as the voice of Hal Jordan.
Doctor Who
Here are a bunch of teasers for the next episode, "The Rebel Flesh."
Accents are not The Doctor's forte.
The TARDIS does something we haven't seen before.
We find out new information about The Doctor's body.
Buzzer shares a characteristic with Uncle from 'The Doctor's Wife'.
There's a 'Supermassive Black Hole' in the TARDIS.
Rory and Amy disagree over flights.
One of the Doctor's "toys" returns.
A motif from 'The Curse Of The Black Spot' makes an appearance.
Looking for influences? Frankenstein, Blade Runner and The Incredibles.
The Doctor makes up a crazy new word.
And here are some more:
The Gangers are used to mine the deadly acid in the 22nd century, and if they die, they get another Ganger. Ganger's don't feel intense pain.
"Had an accident in the workplace? I have as it goes. I melted."
We hear both Muse and Dusty Springfield
Rory mentions his mum.
He also makes a funny gag about his repeated deaths.
"For want of a better word – ow!"
Jennifer puts her neck on the line for Rory.
Here are some more promo pics. [Blogtor Who]
Torchwood: Miracle Day
The episode titles will be, in order, "The New World", "Rendition", "Dead of Night", "Escape to L.A.", "The Categories of Life", "The Middle Men", "Immortal Sins", "End of the Road", "The Gathering", and "The Blood Line." [ATV Today]
Game of Thrones
Here's a promo for episode six.
Casting is reportedly underway for the recurring characters Melisandre and Brienne Tarth. [SpoilerTV]
The Event
Here's a promo for the series finale, "Arrival."
Terra Nova
Here's a trailer.
Warehouse 13
Aaron Ashmore discusses his character, who becomes Pete's new partner in the wake of Myka's departure. He's recruited from ATF and he is a human lie detector, but he says not all the characters appreciate his ability. [E! Online]
Locke and Key
Though Fox passed on the pilot, there's still some chance it could move to another channel, with the most likely possibilities being The CW or Syfy. That said, this is highly unlikely, so best not to get your hopes up. [EW]
Additional reporting by Gordon Jackson and Charlie Jane Anders.


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Congress specifically prohibited Obama and Holder from moving terrorists from Guantanamo to U.S. soil, so the clown pair thumbed their big red bulb noses at Congress and did an end around, skipped Gitmo, and just flew the terrorist directly to New York, so they can tie up Manhattan traffic and waste millions of taxpayer dollars for extra security on a shaky, at best, pet project civilian trial.
Obama faces criticism from all sides for terrorism suspect's offshore interrogation, civilian trial
After holding a Somali terrorism suspect for two months on a U.S. warship, the Obama administration secretly flew him to New York for trial in a civilian court, leaving both rights groups and Congress infuriated.
The clandestine imprisonment at sea echoed Bush-era – and widely condemned – efforts to deny detainees constitutional protections while interrogating them offshore. Meanwhile, opting to surreptitiously bring the Somali to a U.S. federal court not far from where New York's twin towers once stood gives the President a chance to circumvent Congress, which has thwarted efforts to put high-profile al-Qaeda suspects on trial in civilian courts.
Ahmed Warsame, said to be in his mid-20s, is hardly a major figure. He is described as a go-between for Somalia's militant Al-Shabab group and the shadowy al-Qaeda in the Arabian Peninsula, located mainly in Yemen.
According to U.S. officials, he willingly operated with interrogators on board a U.S. warship. Once they were finished with him, after two months, a "clean" team from the FBI read him his rights to keep silent and have a lawyer, but the officials said he waived those rights and kept talking.
See also:
Obama under GOP fire for bringing terror suspect to U.S.
New Terror War Tactic? Alleged Al Qaeda-Linked Operative Secretly Held 2 Months on US Navy Vessel
McConnell Blasts Administration for Handling of Somali Terrorism Suspect
Republican Lawmakers Angry Over Handling of Somali Terrorism Suspect
Rights of Somali suspect may pose issue: U.S. judge
Somali Is Charged With Aiding Al-Qaeda in Arabian Peninsula
First secret terror detainee under Obama was held for two months
Terrorism Case Reignites National Security Debate
Somali Terror Suspect Met With Awlaki in Yemen Before Capture, Official Says
Drift: How This Ship Became a Floating Gitmo
Ahmed Warsame and Law of War Detention
Ahmed Warsame was held for two months and interrogated without a lawyer or being read his Miranda rights and Obama and Holder thinks that's okay because Warsame was eventually read his rights and then a "clean" FBI interrogation team was brought in for more questioning? How, exactly, is that going to work in Federal, civilian court? Warsame's court appointed, free defense lawyers are going to have a field day at a picnic. And what about all the extra security that'll be necessary?
/whatever angle you look at this public spectacle from, it's going to be a circus at a zoo and you, the taxpayer, are going to pay for every last extra penny of Obama and Holder's clown show
Filed under: Blog Entry | Tagged: Ahmed Warsame, Al Qaeda, Al Qaeda In The Arabian Peninsula, Al-Qaeda Suspects, Al-Shabab, Al-Shabab Group, Anwar Al-Awlaki, At Sea, "Clean" Team, Barack Obama, Bush-Era, Circumvent, Circumvent Congress, Civilian Trial, Clandestine, Clandestine Imprisonment, Clandestine Imprisonment At Sea, Clowns, Condemned, Congress, Constitutional, Constitutional Protections, Criticism, Deny, Deny Detainees Constitutional Protections, Detainees, Eric Holder, Extra Security, FBI, Federal Bureau of Investigation, Finished, Flew, Gitmo, Go-Between, Guantanamo, Guantanamo Bay, High-Profile, High-Profile Al-Qaeda Suspects, Imprisonment, Imprisonment At Sea, Infuriated, Interrogating, Interrogation, Interrogators, Kept Talking, Lawyer, Major Figure, Manhattan, Manhattan Traffic, Militant, Militant Al-Shabab Group, Miranda, Miranda Rights, Miranda Warning, New York, Obama Administration, Offshore, Offshore Interrogation, President, Prohibited, Protections, Rights, Rights Groups, Rights To Keep Silent, Secretly, Secretly Flew, Security, Somali, Somali Terrorism Suspect, Surreptitiously, Suspect, Terrorism, Terrorism Suspect, Terrorist, Thwarted Efforts, Traffic, Twin Towers, Two Months, U.S. Federal Court, U.S. Officials, U.S. Soil, U.S. Warship, Waived, Waived Rights, Widely Condemned, Willingly Operated, Yemen | Leave a comment »


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A2A and You: What We Do
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Adversity-Driven Advocates
A2A is creating the world's largest network of "adversity-driven advocates"–individuals who have successfully turned a personal challenge into service to others with similar challenges.
Provide Pathways
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The common passion uniting all Team A2A and A2A Alliance members is a commitment to helping others help themselves by helping others.
Showcase the Power of
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At the core of A2A's mission is a commitment to showcasing the experiential AND empirical evidence supporting the age-old adage that we help ourselves by helping others.
"Taking the focus off me and focusing on
others became part of the healing process"
Meet our A2A advocates. Their stories of turning adversity into advocacy will inspire you!


text: Job Discussion Forums :: View topic - Which one do you think is the most boring Kuwait or Saudi? Get TEFL Certified & Start Your Adventure Today! Job Discussion Forums"The Internet's Meeting Place for ESL/EFL Students and Teachers from Around the World!" FAQ Search Memberlist Usergroups Register Profile Log in to check your private messages Log in Which one do you think is the most boring Kuwait or Saudi? Job Discussion Forums Forum Index -> General Middle East Forum View previous topic :: View next topic Author Message sharterJoined: 25 Jun 2008Posts: 878Location: All over the place Posted: Fri Apr 13, 2012 6:02 pm Post subject: Which one do you think is the most boring Kuwait or Saudi? I've lived in both and have to say it's a toss up. In Eastern Province you can escape to Bahrain. Here in Kuwait the place is really badly set up for expats. It's not as bad as some people have said but the place is just 1 big eating hole. I haven't seen 1 nice neighbourhood here. No decent beaches either. Groundhog day....work, gym, pool, sleep. There's nowhere for expats to meet and Sid ain't my thing (often ) Qatar was so much better than both. Back to top veiledsentimentsJoined: 20 Feb 2003Posts: 17644Location: USA Posted: Sat Apr 14, 2012 1:04 am Post subject: ...a race to the bottom? VS Back to top sharterJoined: 25 Jun 2008Posts: 878Location: All over the place Posted: Sat Apr 14, 2012 7:45 am Post subject: haha Ain't that the truth. The place is filthy.....rats on the streets! Back to top poshJoined: 22 Oct 2010Posts: 430 Posted: Sat Apr 14, 2012 10:34 am Post subject: Hmmm ... At least in Kuwait you get to see and meet women. Kuwait cost of living is way higher than Saudi. Apparently, you are never more than 20 feet from a rat in any urban area. Back to top veiledsentimentsJoined: 20 Feb 2003Posts: 17644Location: USA Posted: Sat Apr 14, 2012 2:29 pm Post subject: I'd say that all of the Gulf has a rat problem what with their cavalier attitude to trash dumping. But, the lovely little furry creatures are everywhere and will still be here when human habitation on this planet has ended. I'm no fan of Kuwait, but I'd say that rats are the least of their problems. I actually never saw any when I was there, but my harras loved cats. VS Back to top scot47Joined: 10 Jan 2003Posts: 15343 Posted: Tue Apr 17, 2012 1:58 pm Post subject: Milton Keynes is the most boring place on the Planet. Closely followed by Basingstoke. How can anyone say Saudi is BORING !? Just go out on the highway and get that adrenalin rush man ! Back to top johnslatJoined: 21 Jan 2003Posts: 13859Location: Santa Fe, New Mexico, USA Posted: Tue Apr 17, 2012 6:01 pm Post subject: Dear scot47, "Just go out on the highway and get that adrenalin rush man!" Doing so in a car will provide that, but you'll get a much bigger jolt on foot. Regards, John Back to top Display posts from previous: All Posts1 Day7 Days2 Weeks1 Month3 Months6 Months1 Year Oldest FirstNewest First Job Discussion Forums Forum Index -> General Middle East Forum All times are GMT Page 1 of 1 Jump to: Select a forum Where to Begin----------------General DiscussionNewbie ForumCurrent Events ForumTechnology ForumOnline Teaching Forum Africa Forums----------------General Africa Forum Asia Forums----------------CambodiaChina (Job-related Posts Only)China (Off-Topic)Hong KongIndiaIndonesiaJapanMalaysiaPhilippinesSingaporeTaiwanThailandGeneral Asia ForumVietnam Caribbean Forums----------------General Caribbean Forum Europe Forums----------------Czech RepublicFranceGermanyGreeceItalyMacedonia and the BalkansPolandRomaniaRussia & C.I.S.SpainTurkeyUkraineUnited KingdomGeneral Europe Forum Latin America Forums----------------ArgentinaBrazilChileColombiaCosta RicaMexicoMexico (off-topic)PeruGeneral Latin America Forum The Middle East Forums----------------BahrainEgyptIsraelKuwaitOmanQatarSaudi ArabiaUnited Arab EmiratesGeneral Middle East Forum North America Forums----------------General North America Forum Oceania----------------Australia/New Zealand You cannot post new topics in this forumYou cannot reply to topics in this forumYou cannot edit your posts in this forumYou cannot delete your posts in this forumYou cannot vote in polls in this forum This page is maintained by the one and only Dave Sperling. Contact Dave's ESL Cafe Copyright © 2018 Dave Sperling. All Rights Reserved. Powered by phpBB © 2001, 2002 phpBB Group Teaching Jobs in China


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September 24, 2010
September 24, 2010 Dear friend,
Do you love The Daily Show as much as we do? Maybe like a lot of us, you go to bed with Jon Stewart four nights a week, and find him a fun, smart companion at the end of the day. Jon apparently doesn't feel quite as cozy with us, however. When he recently announced his "Rally to Restore Sanity" in DC to counter the extremists he feels are dominating our national political discussion, he included CODEPINK among the "loud folks" getting in the way of civil rhetoric. He also equated progressives calling George Bush a war criminal with right-wingers calling Obama Hitler! Jon, seriously??
Now, we are used to being called loud. We are proud of being loud. In our post-9/11-24/7 news cycle, we've learned that the more audacious and outrageous the action, the more likely we are to keep the anti-war message in the national conversation. Jon Stewart says he wants to restore sanity to Washington; we wish he could understand that we aim for this, as well. We wish he could see that all the "loud folks" on the left are actually part of a rational discussion about the future of our nation as we irrationally engage in illegal occupations. What is more insane, after all, than unjust war? What is more outrageous than a US foreign policy of democracy at the barrel of a gun? And really, what is saner than peace?
So we will be at Jon Stewart's rally on October 30 and will try to use our best inside voices to bring our anti-war message (no promises on the volume, though). Please join us if you can. And bring your loudest outside voice to DC on October 2 for the true progressive convergence, One Nation: March to Rebuild America and End War. We are excited to join a coalition of unionists, civil rights groups, immigrant rights leaders and social justice advocates to remind Washington to Fund Jobs, Not War. Let's do it loud and proud.
And now here's your moment of Zen, Dana, Farida, Gayle, Janet, Jean, Joan, Jodie, Lisa, Medea, Nancy, Rae, Tighe, Valerie and Zaccai
October 2, march on DC with One Nation: March to Rebuild America and End War!
Join us in DC on October 30 with an anti-war message
Join our Facebook Group for Medea Benjamin to be a guest on The Daily Show!
Glenn Greenwald:
"The perils of false equivalencies and self-proclaimed centrism"
via Salon.com
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CODEPINK is a women-initiated grassroots peace and social justice movement working to end U.S. funded wars and occupations, to challenge militarism globally, and to redirect our resources into health care, education, green jobs and other life-affirming activities. The name CODEPINK satirized the Bush Administration's color-coded, fear-mongering "security" alert system that has since been phased out. CODEPINK is a lively call for the people of the world to "wage peace." More...


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The Electronic Frontier Foundation (EFF), supported by Carpathia Hosting, today announced its plans to assess the scope of the issue facing Megaupload users who are at risk of losing their data. Carpathia has created this website, www.MegaRetrieval.com to assist users in contacting EFF. EFF will review the factual situations shared by users and, if possible, try to resolve their issues.
Carpathia does not have access to any data for Megaupload customers. We support the EFF and their efforts to help those users that stored legitimate, non-infringing files with Megaupload retrieve their data.
~ Brian Winter
CMO of Carpathia Hosting
EFF is troubled that so many lawful users of Megaupload.com had their property taken from them without warning and that the government has taken no steps to help them. We think it's important that these users have their voices heard as this process moves forward.
~ Julie Samuels
Staff Attorney at EFF
When the United States Government shut down access to Megaupload, a multitude of innocent users who stored legitimate, non-infringing files on the cloud-storage service were left with no means to access their data.
If you are one of these, are based in the United States, and are looking for legal help to retrieve your data, please email the Electronic Frontier Foundation at
EFF is a small donor-supported non-profit legal services organization and does not charge for its legal services. It may not be able to represent everyone who inquires.
"While Carpathia has never had access to the data on Megaupload servers and has had no mechanism for returning that data to Megaupload users, we have been attempting over many weeks to resolve this matter to the satisfaction of all parties involved, in a manner that would allow for Megaupload users to be in a position to ultimately recover their data. Despite our best efforts, the parties have been unable to work out a voluntary solution that meets the concerns of all the various parties who have claimed an interest in Megaupload's data. As a result, Carpathia has filed a motion in federal court seeking the court's guidance on how to proceed in resolving this matter."
~ Brian Winter
Chief Marketing Officer, Carpathia Hosting
Read the Joint Press Release from the Electronic Frontier Foundation and Carpathia Hosting.


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The City of Portland is one of 25 communities chosen by the New American Economy and Welcoming America to receive the Gateways for Growth award, which helps local governments, businesses, and civic leaders develop concrete strategies to integrate immigrants and foster economic growth.
Launched in December 2015, the Gateways for Growth Challenge is a competitive opportunity for local communities to receive direct technical assistance from New American Economy and Welcoming America to develop multi-sector plans for welcoming and integrating immigrants. New American Economy also provides tailored research on the contributions of immigrants and
"Portland has all the ingredients needed to thrive and put forth an ambitious immigrant integration agenda that is participatory, inspirational, meaningful, diverse and quantifiable - an agenda that strives for excellence and optimizes every pathway so that the region can grow and where all Portlanders can thrive," said Julia Trujillo Luengo, the City's Director of the Office of Economic Opportunity. "With the Gateways for Growth support, we are confident we can transform our city, our region, and the lives of so many."
"Portland is changing, and what is really exciting is to see how the growing community of new Portlanders is adding vibrancy not just to the city, but to the business community as well. We here at the Chamber have sought to be more inclusive and reflective of the Portland around us, and moving forward, a big part of our community, and the Chamber, will feature new Portlanders," said Quincy Hentzel, CEO of the Portland Regional Chamber of Commerce. "Initiatives aimed at making the business community more inclusive and representative of our community will only strengthen our business case as we move forward."
"While Congress debates the value of immigration, in city after city, the evidence is already in—immigrants revive neighborhoods and drive economic growth," said John Feinblatt, President of New American Economy. "The Gateways for Growth Challenge offers local leaders blueprints for attracting immigrant talent and jump-starting their economies."
"These communities are leaders in the broader and growing trend to be more inclusive, offering an alternative to the divisive rhetoric around immigration and showing how inclusion is good for our economy, neighborhoods, and future," said David Lubell, Executive Director of Welcoming America. "Inclusive economic growth strategies that take into account both U.S. and foreign-born communities make cities more vibrant, attractive places for all residents."
Following a rigorous application process, the following 25 communities were selected:
This year, the Gateways for Growth Challenge will again offer resources to communities that demonstrate a public-private commitment to the development of a community-wide strategic plan. Those resources include:
NAE and Welcoming America also maintain an interactive map outlining initiatives across the United States that support immigrant and U.S.-born entrepreneurs, promote citizenship and financial empowerment, improve public safety and access to services, and advance education and workforce goals to help regions compete in the global economy. The map provides detailed information about and examples from the communities that have embraced this work, as well as guidance for those seeking to replicate successful programs and policies.


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To calculate lineal feet of trim, (e.g. base, quarter round) simply measure each wall in the room and add up the lineal feet. For ease of installation use whole pieces where ever possible. Allow extra for cutting each corner and splicing pieces together.
To determine the square footage of a square or rectangular room, measure the length and width of the room in feet or inches and enter the values in Area 1 of the calculator below. For irregularly shaped areas or multiple rooms, it is helpful to draw a diagram and divide the room up into sections. Treat each section as a separate area, as in this illustration. Input the measurements of each area below to see the total SQFT needed.
3/4" x 5" Natural Hickory Solid Hardwood Flooring
Bellawood - An Industry Leader in Durability and Design. Everything we do is about making a better floor. From selecting the most durable wood and bamboo the world has to offer, to our patented finishing process that gives our flooring best-in-class stain, gloss and scuff resistance. This means a Bellawood floor is 2X more scratch resistant and 4X more abrasion resistant than other brands. Plus, it is backed by a transferable 100 year warranty. When you choose Bellawood, you choose a lifetime of exceptional beauty and quality for your home.
Hickory is distinguished by its amazing color variation, superb graining and outstanding durability. Being the hardest of all North American woods, it's perfect for those who want beauty and durability in high-traffic areas. Its colors run the gamut, from light tans to deep browns with reddish tones interlaced. And its stunning knurled grain is just as appropriate in a modern city loft as a rustic country cabin.
This product is proudly finished in the USA.
About "Natural Grade" Flooring:
Natural Grade flooring has some color variation, mineral coloring and small knots. It can also be referred to as #2 or Third Grade. Natural grade flooring will have a slightly longer average plank length compared to Rustic grade products.
Crafted Meticulously. Harvested Responsibly. We understand the importance of healthy forests. That's why we only buy from suppliers who practice responsible harvesting and carefully manage their cutting with replanting strategies in place. For us, it's not just about being responsible citizens. It's about being a responsible business too.
- Brand: BELLAWOOD
- Limited Warranty: 100 years
- Trade Name: Hickory
- Marketing Name: Hickory
- Janka Rating: 1820
- AC Rating: N/A
- Grade: Natural
- Color Shade: Light
- Width: 5"
- Thickness: 3/4"
- Construction: Solid
- Installation Type: Glue, Nail, Nail with Glue Assist
- Sq. Ft. Per Box: 21.75
- Hardness Rating: 30% harder than Red Oak
- Waste: 5%
- Weight per box/unit: 68.81


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Coastal Spirits Expeditions is a Canadian eco-tour company based on Quadra Island, British Columbia. The company was founded eight years ago and together with the…Read More about Coastal Spirits Expeditions >>
Cyprus is the third largest island in the Mediterranean and is located in the northeastern area of the Mediterranean Sea.Read More about Cyprus >>
Thailand Beaches and Island plus other areas of the country. Ideas for places to visit and what to see and do all across Thailand. Thailand…Read More about Thailand Beach Hotels >>
Imagine discovering a place of immense natural beauty, complete with peaceful rivers, sparkling waters, rumbling volcanoes, tropical jungles and lush forests! Immerse yourself in Costa Rica!Read More about Fiesta Tours International >>
Tonga Islands is a quiet laid back holiday destination with only a handful of resorts and few tourists. There is exceptional sailing and snorkelling, some of the best whale watching sites and many tiny islands with gorgeous beaches and a rich traditional culture to explore.Read More about Tonga >>
Tahiti is the ideal beach holiday destination with sandy white beaches and crystal clear turquoise waters offering great visibility. The underwater landscape is just as picture-perfect, with great reefs hosting an array of fantastic marine creatures. Unusual dive sites can also be found such as underwater fresh springs.Read More about Tahiti >>
The island of Koh Phangan is one of Thailand's true tropical gems. Blessed with golden beaches and secluded bays, visitors from all over the world come back year after year to soak up this unique Thai island culture.Read More about Koh Phangan >>
Koh Samui is Thailand's third largest island and the largest in the south-east of the Gulf of Thailand.Read More about Koh Samui >>
The US Virgin Islands, commonly known as USVI, are an island territory belonging to the United States of America. The US Virgin Islands consist of…Read More about US Virgin Islands >>
The British Virgin Islands are made up of Virgin Gorda, Tortola, Jost Van Dyke, Anegada and more than 50 smaller cays and inlets. Neighboring the…Read More about British Virgin Islands >>
Situated in the northern part of Brunei Bay, Labuan is the biggest island of a small archipelago with beautiful sceneries and landscapes that attract tourist from all over the world.Read More about Labuan >>
Eleuthera have miles of deserted beaches, sparkling emerald water and clear starry nights. If you're looking to escape from the mad rush of civilization, this…Read More about Eleuthera >>
Tulamben is a quiet fishing village located on the northeast coast of Bali, Indonesia. The sea area of this village offers gentle diving conditions, which…Read More about Tulamben >>
As a tourist in Bali, most of us never heard of Amed. No wonder, this place is located at the north-east side of Bali. It…Read More about Amed >>
Menjangan Island is located in Bali Sea, northwest of Bali, just a few kilometers from the north beach of West Bali. Far removed from the…Read More about Menjangan Island >>
Indonesia is a beautiful country that has natural beauty and incredible destinations all over the world. The famous destinations both on land and in the…Read More about Alor >>
Nusa Lembongan is one of the favorite places in Bali. It is a small island, which is located in the southeast of Bali. It has…Read More about Lembongan, Penida >>
Padang Bai is a lovely village in Manggis, Karangasem, east side of the island of Bali, Indonesia. It serves as a ferry port for travel…Read More about Padang Bai >>
Flores serves a variety of attractions that will never be inexhaustible. You can swim in the oceans or in the clear of blue lakes and…Read More about Flores >>
Krabi Province in Thailand features some of the most stunning landscape to be found anywhere in the world within the protected boundaries of Noppharat Thara…Read More about Krabi >>
Mount Kinabalu travel article goes here.Read More about Mount Kinabalu >>
Sarawak travel article goes here.Read More about Sarawak >>
Pangkor travel article goes here.Read More about Pangkor Island >>
Sepilok travel article goes here.Read More about Sepilok >>
In the past, this heavenly paradise belonged to South Sulawesi. However, a couple of years ago the government decided to create West Sulawesi and name…Read More about West Sulawesi >>
Southern Sulawesi province is located in the southern peninsula of Sulawesi. Makassar, is the capital of South Sulawesi, and also Sulawesi's largest city. There are…Read More about South Sulawesi >>
Moalboal may appear to be a sleepy hamlet but it is a great place which attracts divers from all over the world. It extends from…Read More about Moalboal >>
Divers love the waters around Anilao because it is a cornucopia of incredible marine life, dominated by an amazing variety of corals and colourful fishes….Read More about Anilao, Batangas >>
Conservation Plan of the Komodo National ParkRead More about Komodo National Park Conservation >>
New Mooring Buoys for Komodo National Park.Read More about Mooring in the Komodo National Park >>
Learn more about the various threats to the Komodo National Park's biodiversity.Read More about Threats to the Biodiversity of the KNP >>
The Komodo National Park is a World Heritage Site and a UNESCO's Man and Biosphere Reserve by UNESCO.Read More about About the Komodo National Park >>
Hong Kong is where East and West meet.Read More about Hong Kong >>
China is a large country with many various excellent travel destinations. Sucba divers should head to Sanya.Read More about China >>
Singapore is the perfect city to visit for relaxing, food and having fun.Read More about Singapore >>
The tourism industry has grown at a fast pace in Laos starting from the early 1990s. There are ancient temples and relics of the Buddhist…Read More about Laos >>
Angkor Wat is one of the wonder of the world and a magnet for tourists.Read More about Cambodia >>
Vietnam offers a variety of city life, landscape, beaches, wildlife and culture.Read More about Vietnam >>
World class diving, superb scenery, great entertainment and international resort facilities – Oman has all the right ingredients for a perfect diving holiday.Read More about Oman >>
If you want to go scuba diving, Semporna does not offer you many possibilities, but you can easily reach one of the best diving sites in the world.Read More about Semporna >>
The people at Pom Pom island are eager to show you everything about diving, since the island and those around it are world renowned for scuba diving conditions.Read More about Pom Pom Island >>
Travelling in Costa Rica is great.Read More about Costa Rica >>
Brazil is a vibrant, colorful and exciting country featuring a welcoming culture and beautiful natural heritage. Scuba divers visiting Brazil will be pleased to know…Read More about Brazil >>
Kenya's cultural mosaic is Africa in miniature, with almost every main African tongue spoken and over forty distinct ethnic groups.Read More about Kenya >>
Travelling in Papua New Guinea is remote and wild.Read More about Papua New Guinea >>
Fiji boasts a range of fantastic dive sites set in crystal clear waters. Many divers choose to take advantage of the stunning scenery above the water too, with white sandy beaches as far as the eye can see and a range of great holiday resorts to choose from.Read More about Fiji >>
Kota Kinabalu, in earlier times, was originally known as the town of Jesselton. The town was destroyed during the second world war, and transformed into…Read More about Kota Kinabalu >>
Situated at the south central region of Sabah, the Maliau Basin Conservation, or commonly known as "The Lost World," is just one of Sabah's abundant…Read More about Maliau Basin >>
Malaysia's booming attraction includes two of its exotic provinces where you'll be amazed with its awesome natural wonders: Sabah and Sarawak. Borneo is gifted with…Read More about Borneo >>
Situated 40 km away from the North-Eastern coast of Sabah, the Turtle Islands are small islands located near Sandakan and resting in the tremendous sea…Read More about Turtle Island >>


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Nick Lachey accused of choking fan at San Diego Chargers game
Nick Lachey is being accused of choking a San Diego Chargers fan and calling his wife names Sunday, right before he and friends were ejected from Qualcomm Stadium in San Diego for unruly behavior.
Smell that? It's the sweet aroma of opportunity arising from a lawsuit about to be filed.
TMZ obtained video the website said shows the singer, a Cincinnati Bengals fan, getting aggressive with a Chargers fan wearing an Igor Olshansky jersey (Olshansky played for the Chargers from 2004 to 2008). The fan, who was not identified, told the site that Lachey and his die-hard Bengals fan buddies heckled him and his Chargers jersey for much of the second half. Lachey made one comment about Olshansky that crossed the line.
That's right. Nobody talks about Igor Olshansky that way in San Diego.
So the fan's wife turned to Lachey and said, "Well, he lasted longer than your boy band."
Lachey allegedly flipped out (Nobody talks about 98 Degrees like that in this town) and called the woman a term that starts with an expletive and ends with a reference to a female dog. Things escalated, and the Chargers fan says Lachey grabbed him by the throat and shoved him to the ground, which is supposedly captured on video.
There's that smell again ...
Security officers -- obviously big fans of the Backstreet Boys -- responded and ejected Lachey and his pals, but not the Chargers fans.
Afterward, Lachey got on Twitter and, in a move that no doubt thrilled his attorney, wrote "Just got kicked out of the chargers stadium and couldn't be prouder! Go Cincy Bengals." He later acknowledged the altercation, writing, "i simply don't appreciate someone turning around and putting their finger in my face. call me crazy, but that deserved a reaction."
Right. It's almost as if he said Lachey's teeth were not as pure white as freshly fallen snow.
TMZ reported the Chargers fan plans to file a police report against Lachey. Lachey's rep said "This is a gross misrepresentation of what happened. It was nothing but a spirited debate between fans of opposing teams. At no point did Nick say anything derogatory to the man's wife and anything to suggest the contrary is simply untrue."
Contact Tony Hicks at firstname.lastname@example.com or on Facebook at www.facebook.com/BayAreaNewsGroup.TonyHicks.


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Hello! The WAC Student Committee is run by archaeology students for archaeology students. We're a diverse group representing 8 different countries including: India, Iran, Australia, Italy, Honduras, the United States of America, Nigeria and Mexico. In this post four of our committee report on their DoA.
Marta Lorenzon
Somewhere along the way apart from being a field archaeologist, I specialized in analyzing building material from archaeological contexts. So this year leaving behind the obvious glamour of being 24/7 in the field digging through mud, sand and rock- usually covered with my own feature of dust and sweat – I focus on analyzing mudbrick particle size and creating a report on mudbrick typology for a dig in Egypt. In this region, mudbrick architecture is quite common in both domestic and public context. Thus I spent my DoA examining the data collected last month in order to show how microscopic and macroscopic analyses of mud brick material are quite relevant to investigate raw source materials, building material techniques and production.
Jacqueline Matthews
As an archaeology postgraduate student my usual day sees me sitting at a desk; reading journal articles and books, writing, seeking out literature, using my library's special collections to collect ethnographic data, and meeting with supervisors and peers. My DoA started with some fantastic news: my MPhil research proposal, which I started four months ago, was approved! This approval is a key milestone in my degree; it ultimately means I'm now officially 'doing' this research. The rest of my day was quite out-of-the ordinary as I was in-transit as I headed out on fieldwork in the Pilbara region of Western Australia for a couple of weeks (more information and pictures in my personal DoA post). While I love my research and am lucky enough to receive a scholarship to allow me to focus on it, it is nice to have a break from my routine, get some fresh air and reconnect with some of the practical realities of 'doing' archaeology, which I often miss as I focus on theory in my research.
Jordan Ralph
I work on a casual basis as an archaeologist in two different sectors: academia and consultancy. My day of archaeology was spent travelling from my research assistant job at a field school in remote Northern Territory to my cultural heritage management job in the Pilbara region of Western Australia.
I'm often asked if my job takes me to interesting places all over the world. Unfortunately, although I have travelled quite a bit, I haven't had the pleasure of working outside of Australia. But that doesn't make my experiences any less interesting. My job does take me to a lot of places within Australia – many places I've been to need different levels of permission, a good chunk of which is needed from local Indigenous communities. It can be a long process, but it's right. Last week for example, I visited a number of rock art sites in southern Arnhem Land, where I conduct my research, which only a handful of non-Indigenous people have ever seen. Today, I'm on my way to a new adventure in the Pilbara. While I'm relatively familiar with southern Arnhem Land, I've never worked in, or even been to, Western Australia. For the next two weeks I'll be living in a mining camp and exploring, recording and excavating sites in the impact zone for mining development along with the rest of my team.
As for today, I'm travelling between jobs. In the last five days I have travelled 6,570km – something that has come to be part of my life.
Kate Ellenberger
It's the DoA, and I am on a speed-vacation between teaching my first archaeological field school and the annual week-long public archaeology program I help teach each year. One of my best friends from college is getting married tomorrow, so I traveled across the country to be here for a couple of days. I will return home for 7 hours before arriving back at work, ready to teach teenagers about archaeology.
This is a slice of my life for the past 5 years since I began graduate school for archaeology; many small commitments and pockets of work that add up to a very full work life, with the occasional social intervention. If I'm lucky, when one demanding commitment ends, there's another job to get me to the next step in my career. This week that means transitioning from educating college students to teaching young teens, and after that I'll be installing an exhibit (did I mention I am a museum curator, too?), and after that revising websites for a local archaeology company. As a young professional I'm asked to take on many varied tasks. I'm happy to do them. Looking to the future, I am contemplating just which of those tasks is the one that I could stick with for a while. For now, I'm riding the adrenaline roller coaster of being a young archaeologist.