Facebook and Twitter: Make Communication and Start-up Business Easier

Facebook and Twitter: Make Communication and Start-up Business Easier
It is really a commonplace for people to use facebook and twitter these days due to the development of internet. The existence of Internet colorizes people’s daily life in different ways. Firstly it enriches people’s way of entertaining. In old days, people didn’t have many ways to relax and refresh themselves. What they only could do was to talking and laughing with their old friends. Later, with the appearance of television, people have wider ways to get the information they want from the real world. Now, due to the development of Internet people far away from each other could still get in touch by different kinds of online chatting tools and social networking websites. And it also improves the relationship between parents and children. I will take myself as an example.

 When there was no internet, the way I used to record the highs and lows of the day is to write diaries. By writing diaries on the notebook, I could express my feeling bluntly. But I will keep them as secrets from my parents. Because At the age of 16, I started to aware the concept of privacy and I try to leave myself alone in a separate space. Therefore, the chances of communication between my parents and I are reduced, even if my parents try to understand me more substantially. But after the appearance of the Internet, I started to write blogs and add faces book and twitter fans and have a desire to share my own life to others, as the process of sharing is becoming more and more common for people in different backgrounds. Finally, one day I add my parents to facebook and twitter.

  In addition the social networking website such as twitter and facebook open the world of start-up business for me. When I went to college in the year 2009, I decided to start my own business, because I have realized that my dream is to be an entrepreneur in the future, I started my online shop with high ambition. But there is an old says goes that it is easy to open a shop, but hard to keep it open. I found quickly that there were not many clients to come to my online shop. I was very anxious those days. Then I heard one of my friends’ advices. She is very good and brain-storming and planning. She suggests me to buy twitter follower and buy facebook likes to support my business. According to investigation, when composing and posting, many people don't think about how many people might see their updates, which means sometimes people don’t know how influential their words are.  The more people pay attention to your updates, the more successful your business will be. So it is necessary to get more facebook fans and increase twitter followers to keep your business going. After buying some targeted fans on facebook and twitter, I found that the browse volume is larger in my online shop and the credibility in my online shop is much higher, and combined with some promotion activities, I finally keep my online shop open steadily.  

How to Get Free Microsoft Points

Xbox Live is the popular gaming console that has sold million devices all over the world. It allows both online games and DVD based games. When you buy it, you get usually a two month free trial card that contains the basic Xbox Live codes that allow you to play the games of the console free for two months. Once this trial period ends though, you need to buy the codes or find them somewhere else.

Right now there tend to be a lot of Xbox live lovers playing right now which would certainly want to be able to acquire their own membership which is free of charge. This is not a big surprise considering the popularity of the xbox live gaming community. Especially the hard core gamers who spend most of their time playing online games However several individuals have a significant issue with having to spend the fairly large prices which are required in order to play the actual online game. Especially with the current economic state. Most gamers will struggle to afford a game not to mention the membership. Which is the reason why there tend to be so many consumers searching for free gold Xbox Live membership.

If you're a Microsoft subscriber, you have an extra chance of getting free microsoft points. Microsoft does give away freebies such as free gaming for a certain number of hours. However, don't hold your breath. These occasions aren't common and only occur when sponsored by some other company.

Finally, the only way to get a consistent influx of free microsoft points is to work for it. Although that sentence might be considered a bit of a paradox, there are websites out there that reward you with gaming codes when you complete whatever it is they ask you to do. These tasks may range from surveys to referrals to anything else that benefits the website.

how to get free microsoft points?

To read more about this subject visit http://www.youtube.com/watch?v=NnDxqF9h3Oo

Injury claim

If you have been involved in an accident, and through no fault of your own have suffered an injury as a result, then chances are you will be able to claim compensation. No matter how minor your injury appears to be at this stage or who the person or company at fault was, making an injury claim is your right and should be exercised to bring justice to a difficult situation.

What types of injuries can be claimed for?

One of the most frequent types of injury claim submitted relate to accidents on the road. Whether you were a driver or passenger of a car, or were travelling on public transport or a bike at the time of the accident, if you were hurt and another driver was at fault, you can claim. Common injuries include back and neck injuries, including whiplash, and injuries to the head or hands as a result of the collision.

Less common, but still a source of regular claims, relate to slips and trips when out and about. Building owners, local councils and workmen have a responsibility to ensure public rights of way and the public areas within buildings are kept safe, clean and free from hazards that could cause a trip. Slipping on wet floors, broken paving slabs or tripping over trailing cables can all result in a range of injuries, from twisted ankles to broken wrists, all of which are regularly seen by professionals handling injury claim cases.

Sometimes even the workplace is not as safe as it should be, and workers sometimes become injured as a result of faulty machinery, poor training or bad health and safety practice. In cases like this an injury claim will often result in remedial action by the employer, meaning other employees will be safer at work in the future, so it is especially important to make a claim if this has happened to you.

When should you claim?

As a general rule of thumb, the sooner the better applies to any type of injury claim. The sooner you can start the claims process, the easier it will be for your solicitor to contact any witnesses and get hold of any other evidence required. Also your injury will be fresh, so if you need to see an independent doctor they will be able to see first hand the extent of your injuries.

Personal injury law understands that making an injury claim is not necessarily the first thing on someone’s mind after they have been involved in an accident. That is why claims can still be started up to three years after the accident happened. In the case of industrial disease and other issues that take years to reveal themselves, there is still a chance to claim beyond the three year cap.

How much does it cost?

These days, the majority of solicitors who deal with injury claim cases will work on a no win no fee basis. This means you will not have to pay them anything if your claim is not successful, and there will be nothing to pay up front.

HighScope Visit

I have the privilege this week of attending the HighScope International Conference in Ypsilanti, Michigan. I have wanted to learn more about HighScope and understand their concepts at a deeper level. It is a wonderful experience. Although I have always been a supporter of HighScope, it has been delightful to see it in action and to meet teachers that run programs using the HighScope's child-centered philosophy. I was excited to visit the High Scope Demonstration Preschool yesterday and see HighScope's Key Developmental Indicators in action. What a joy to see a classroom where children are encouraged to explore and develop critical and creative thinking skills. I left the school wishing many more children could have the experience this small group of children was enjoying. They truly were thriving and it was inspirational to watch that experience.

I always come away from classroom visits with lots of ideas. It makes me wish that I still had my own classroom. However, I will use the information to support the classrooms that I visit with my student teachers. There are so many things to learn about teaching and supporting children. I can't get enough!

Early Childhood Writing

I was presenting a workshop on literacy in the sand table at the Utah Early Childhood Conference this past Saturday. I was reminded about how critical it is to help young children feet comfortable with writing. Many early childhood educators mistakenly use handwriting activities as a writing response. Since writing is putting our thoughts down on paper, for young children that means drawing pictures. Handwriting will come as fine motor skills develop and as the child learns about the alphabet and reading. It is critical that we allow children to draw pictures and respond to the environment often, without the requirement of 'writing' letters and words. Although dictation (writing the words on a child's picture) is appropriate at times to model writing, it is also important for a child's project to stand alone. This is one way we can help children feel comfortable with responding to texts and putting their thoughts down on paper. The writing process is an important part of the new Common Core State Standards. I often think of the book, "Bunny Cakes," by Rosemary Wells. In the story, Max wants Red Hot Marshmallow Squirters for his cake. Since he can't write words, his success comes when he draws a picture of what he wants. Let's support the writing process in young children by allowing the drawing of pictures and celebrating those responses.

I had the distinct pleasure of attending a gallery stroll for a 6 year-old boy the other day. We had been invited by his father, who collects art, to see his son's exhibit. They had scheduled a local small gallery in one of our malls and we arrived to see the art that Nathan had created. I guess I went on the assumption that the reason for the stroll was because there was an amazing 6 year-old artist. He ended up being much more than just amazing. His art was the art of a 6 year-old child. However, his thought processes, his explanations, and the creativity he displayed through his art were the most incredible things of all. He was dressed in a suit, his art was arranged in a fabulous array of displays, and there were even refreshments. I was astounded by the planning and preparations that his family had gone through to produce a wonderful evening. Nathan was elated and played the part of an amazing host. As I was watching this scene unfold in the gallery I thought how fortunate he was to have a family who makes such a great effort to support his interests and budding talent. Wouldn't it be wonderful if every 6 year-old child could feel that level of support, encouragement, and love. It did make me start thinking about what else I can do to support my grandchildren....

Press Here

One of my favorite picture books published last year was, "Press Here," by Herve' Tullet. I was interested in this book because it fits nicely into my International Children's Literature course that I teach. "Press Here" is from France and was originally published the previous year in that country. If you have not had the joy of experiencing this book, please do so. It is an interactive book that encourages the reader to press dots, clap, tilt the book and other physical actions. For years, many early childhood teachers and parents have enjoyed using the book, "Don't Let the Pigeon Drive the Bus," by Mo Willems, because it is so interactive for young children. "Press Here" is of the same caliber.
I remember reading a research paper years ago which suggested that children don't always get a concrete learning experiences from books read to them without interaction. The key is to make the story comprehensive by asking questions, discussing pictures or talking about the story characters. This is important to do with children, but I really love books that naturally allow the child to become part of the story. Pick up "Press Here." You will love it.

Diversity Begins with Us

In my Introduction to Teaching course, we were talking about diversity. The term 'diversity' has a much fuller and expanded meaning than it did when I started teaching 33 years ago. We thought the diversity in educational settings was the exception in our area of the country. Now we know it is always the rule. It should have been the rule 33 years ago, but it took a while for many people to incorporate it into their thinking. Some are still working at it.
One of the things about diversity in an educational setting is how we look at ourselves. Do our actions show what we think we believe about acceptance? I worked with a teacher once who would bragged about how accepting she was of every child. It was confusing to me to watch her exhibit a very short temper to any non-white student she had in her class. The children of color in her room were the ones always in time-out and being punished in some way. She also had very low expectations for these children. The sad issue is that I think she truly believed she was accepting of diversity and differences. Her actions did not mirror what she thought she believed.
Diversity includes:
* culture
* language
* gender
* ability differences
* exceptionalities
I'm glad we have realized that accepting others includes more than just ethnicity or culture. As educators, we need to continually look within and make sure that our actions reflect the belief that ALL children are welcome at the table and are equally special.

Things Are Not Always as They Appear!

I had the opportunity to spend some of the holiday season in Kaua'i. On that island there is an amazing wonder called Waimea Canyon. It is considered the Grand Canyon of Hawaii. Indeed when we went to see it, I was shocked that this amazing canyon was hiding on an island. That portion of the island was not as it appeared from a distance. A hidden treasure!
I was talking with a group of students today about NAEYC's requirements for 'multiple measures' to be used in tracking children's progress. That information is part of Standard 4 in NAEYC's Accreditation process. It is critical for us to individualize enough so that we can monitor the progress of each child. Sometimes children can fool us with their knowledge when they are in a group setting. Just like Waimea Canyon, things may not be as they appear. Within the classroom we can easily assume a child has mastered a skill that may still be a challenge for her individually. Without individualization and assessment, we would not know about the additional support that she may need. I remember a child I had a number of years ago that I assumed was a solid reader. He seemed to fit into our reading program well. However, when I asked him to read to me one day, he read a paragraph completely different than what was in print. The irony was that when he was finished he had stated the same information that was in the paragraph, just using different words and rewording sentences. Without individualized attention, his lack of skills may have been like the canyon-completely unknown from a distance. Individualized assessment allows us to explore every skill canyon that we are trying to reach. Assessment can keep us from false appearances in the classroom.

Joyful Reading

Reading has been on my mind a lot lately.  I was searching through research on how children learn to read and the best methods for teaching reading.  We know that the best methods don't work with every child and that some questionable methods seem to work with some children.  I was challenging my reading class to make sure they always use multiple methods to reach children who are struggling with the reading process.  One thing research clearly indicates is that it is the attitude of the teacher that is the number one factor in reading success in a classroom.
It is often difficult to help a struggling child keep a positive attitude about reading.  For many children it becomes a daunting and impossible task.  It is up to the adult working with the child to do everything possible to instill in the child a desire to be successfull and a feeling that she can become a reader.  That is a challenge for us all.  How do we help the child become excited about something that  she feels unsuccessful doing?  I think that tracking (grouping children by ability) is one of the mistakes teachers often make.  Reading researchers indicate that tracking is one of the worst things that can be done for a child on or below reading level.  She has no models for success and she may mentally label herself as "dumb."  Those are hard issues to overcome.  Mixed level groups and activities seem to be the most successful for struggling readers.  I had a lot of success in my own classroom with mixed groups.  It was a beginning step to instilling that desire to read in a child who originally had that excitement when she started school.

Children Who are Read To Just Know More!

We were discussing in our reading class this week how research indicates that children who are read to on a regular basis simply know more when they get to school.  Besides preparing the child to be a reader, being read to increases vocabulary and allows for more discussion and conversation. Combine that with the regular model of reading fluency from the adult and you have a prescription for a successful reader. We also know that children must be explicitly taught reading kills. Having the language background of hearing and participating in stories provides a wonderful foundation for those reading skills to make sense. It also provides a connection between print, reading and talking. That connection is not automatic with many children.

We don't know for sure what type of a world our child will have in 15 years. One way we can help him is to arm him with skills he will need no matter what the world looks like. Reading is one of those skills.

It's All Bones

I was helping in my grandchildren's classrooms recently and was struck by the thought of how easily children will take control of their learning if given a chance.  One of the components of the HighScope curriculum, which I think is the most child-friendly approach to early learning, gives the child an opportunity each day to plan what she is going to accomplish within the guidelines of what is happening the classroom.  This opportunity to plan gives the child control of her learning and gives her a stronger sense of direction and purpose for the play and learning of the day.  I was assigned to help a kindergarten class make skeletons out of macaroni.  Although I did not have the opportunity to allow the children to plan everything they might do for the day, I decided to allow as much planning as possible.  I was given directions for a skeleton project, but decided to allow each child the opportunity to plan how to complete the project.  What great ideas they each had!  I was again reminded about allowing the child to take control of the project and not get caught up in the directions  that we adults may want to give. After all, it should be her project, not a copy of what the teacher wants to see.  That is how I learned that penne pasta makes pretty good ribs on a skeleton.

Following up with my last blog post about the Common Core State Standards I have been interested in how the new standards constantly stress using a piece of literature and a piece of informational text when teaching each reading lesson.  I have challenged my student teachers to do this as they are using the CCSS lesson plan format to teach reading.  I have been impressed with how successful their lessons have been when incorporating the two different types of texts.  My understanding is that one of the reasons the CCSS include both types of texts in every lesson is that students graduating from high school had much weaker comprehension skills when using non-fiction texts than they did for fiction material.  The emphasis is to teach children how to use different strategies for different purposes.  It is appropriate that it would begin in kindergarten where comprehension strategies are being established.  I have been challenging every early childhood teacher to choose a fiction and a non-fiction text, read both to their group and then discuss the differences in the text and the format of the books.

Common Core Standards and Early Childhood

I was sitting in a meeting recently with a group educators and we were talking about the impact of the new Common Core State Standards (CCSS) on early childhood.  I mentioned that I had spent the summer on a state committee looking at our preschool language arts standards and making sure they are preparing a child for success in meeting the new standards when she attends kindergarten.  Our committee discovered that our preschool standards were very strong in preparing a child for that success.  We also discovered, however, that we did need to change some terminology and begin to help educators make that smooth transition from preschool to the CCSS in kindergarten.  We also learned that it will be good practice to begin to talk more about fiction, non-fiction and the writing process, which in preschool is drawing and responding to stories and texts.  The CCSS is a different direction, but in my opinion, a good direction.  Through those standards we can help children delve more into the reading and writing process and more thoroughly understand the printed word.  I hope early childhood educators will help children in this learning process and realize that remaining developmentally appropriate will help children be successful with these new standards.

Getting Ready for Kindergarten

I have spent many years working on helping children be prepared for kindergarten. I have always thought that it was imperative that parents know what truly is important as their child moves into the foundation year of school. When I began teaching kindergarten approximately 25 years ago, many of the children in my class had never attended a preschool. I remember that I preferred that a child not even know how to write her name to having her arrive at school writing it incorrectly (all in capitals). I could teach a child to write her name correctly, but it was twice as difficult to un-teach a child with a learned bad habit. We know that there are critical preschool skills that are important for kindergarten success (being able to identify alphabet letters) and there are skills that are actually not so critical prior to beginning kindergarten (knowing letter sounds). I'm pleased that we completed an I'm Ready for Kindergarten backpack this year. It contains parent-friendly activities that zero in on skills that will be critical for kindergarten success. It is my hope that it will assist parents and preschool workers in preparing our young ones for what I consider their most important beginning. I have two grandchildren who started kindergarten this year. They have had lots of support along the way and I feel confident they are ready for this big step. I wish I could help every kindergartner be that prepared.

We Need Good People to be Teachers

School began at the university again last week. It is difficult to believe that another school year has begun. I am teaching an "Introduction to Teaching" course this semester and I have a wonderful group. I am thrilled with the caliber of people who are considering being a teacher. It always reminds me of the hope I have for the best people to be in the classroom. I know it doesn't always happen because a teacher's salary is not very tempting, at least in my state. It is also a demanding and difficult job at times. I hope, however, that most of these top students decide to stick it out and become an educator. It sometimes becomes difficult for me to put a positive spin on negative reports in the media. But, I just try to constantly remind them that the most magical place on earth can be an effective classroom, because it changes a child's life. Many of the folks in my class this morning are there because they had a great teacher who made their life better. I wish all teachers realized what a difference they can make.

I was also thinking this week about my student teachers from last year who are now beginning their teaching career in a classroom. What an experience they are having and will continue to have if they keep their focus on why they decided to teach. Some of the best people I have ever met were in that group and I know they will influence lives for the better.

The best and the brightest, with the focus on the kids, makes all the difference for a child.

The Hummingbird Knows

I have always been able to attract hummingbirds wherever I have lived. For many years, whether in the country, the suburbs or in the middle of downtown, I have always had at least one hummingbird feeder. While some acquaintances have struggled to attract the little creatures, I have always been able to coax them to my feeders. Those adaptable birds have even found me in the middle of the city.

Currently, during the summer months, I sit on my front porch most mornings reading the paper. With the hummingbird feeder nearby, I get to witness their early morning visits for food, their rituals for attracting the opposite sex and the fierceness they exhibit when defending their territory. These birds seem to adapt to any situation that provides them with food.

Hummingbirds are such busy creatures, rarely stopping for longer than a few seconds. Our lives have become much like that busy bird. With the advent of so much time-saving technology, multi-tasking is a common practice and is becoming an essential skill. I often think about the young children we are teaching now. We have no clue what it will be like in the future when they are adults. Yet, we are supposed to be educating them for that future. Think how in the last 5 years our cell phones have changed from being a convenient phone connection to housing our entire schedule and life information. How can we educate our children for the changes that will occur during the next 5, 10 or 20 years?

I think the answer is teaching children thinking skills and allowing them to take charge of their learning. I don't think filling out worksheets will prepare a child for the year 2025. However, encouraging a child to discover the answer to a problem on their own just may be the best preparation for an unpredictable future.

I suppose, just like the hummingbird, we will all adjust to changes in the environment. However, the best thing we can do for children is to prepare them to think through problems and be willing and able to tackle new information. I hope our children will have the skills to find the feeder in the middle of the city whatever future form that may take.

There's More Than One Answer

While teaching a creativity workshop recently, the discussion turned to how important divergent thinking is to problem solving skills. Divergent thinking allows children to look at a problem and explore the many ways it can be solved. I dislike scenarios where there is only one answer. I know that 2 + 2 will always equal 4, but for problems that offer the possibility of multiple answers, we should give children that opportunity.
I am a big believer in classroom meetings and introducing problems to children. Teachers often try to solve all the problems and make all the decisions. Parents do the same at home. I often use one example from my own classroom. In exasperation one day I noticed that the art center was a mess after we 'cleaned up' the room. I could have lectured or told the children how disappointed I was in their lack of follow-through. Instead, I drew the students' attention to the art center and asked if they could identify what was wrong. Of course they knew the center was not cleaned up properly. I asked for volunteers to clean the center. After it was appropriately cleaned I drew attention to how it should look after clean up. I then asked the children what we were going to do about the problem of having centers left in disarray. They had a variety of ideas, which we adopted as our procedures, and the problem of messy learning centers improved 100%.
Lecturing to the children was one ineffective approach to the problem. However, using several suggestions from the children solved the issue. Divergent thinking can rule the day!

Sometimes It's Just a Slinky

A group of us were looking at new early childhood product possibilities recently and we saw this large, colorful slinky. Everyone was so excited and thought it was so cool. A product developer said, "Yes, everyone thinks it is great. But what do you do with it?" That became the big question. They gave me the slinky to try out with my grandchildren to see if we could think of activities to do with the slinky. This was a difficult assignment. Because the slinky is prone to knot and bend and really was too big to do the token 'walking down the stairs.' We did have fun shaking it up and down like a parachute, but beyond that there wasn't much to do with it. I certainly realized I couldn't write an activity guide to accompany the slinky. It was a lesson learned about how sometimes things are cute and attractive, but not very useful in building skills. I see early childhood products like that occasionally. Sometimes they're just a slinky.

Never Give Up!

I ran a half-marathon yesterday and was suffering the last few miles. I had purchased running shoes which had been 'fitted by experts' that did not provide the support that I needed to run 13 miles. I broke my foot in a car accident in 1996 and that old injury came back yesterday at about mile 9 because the shoes I was wearing did not provide enough cushion to run that distance. I regularly considered stopping to walk, even though I knew that I was running a very fast race (for me). I tried running with my foot at a different angle, lengthening my stride, shortening my stride, running on a different part of my foot, etc., until I finally found a way to make the discomfort bearable. I finished the race well ahead of my usual running time.

I was thinking about this yesterday, as I was trying to recover, and I thought of the number of classrooms I had been in this year that experienced discomfort, gave up and started to walk. I know that we have very challenging behavior issues today in our school classrooms. However, I do get frustrated when I see the teacher has 'given up' because 'nothing works.' It is my belief that a teacher should never 'give up' on helping a child achieve acceptable behavior in the classroom. The teacher needs to try difference angles, maybe lengthen or shorten the stride of what is happening. But, continuing to do the same unsuccessful intervention is fruitless and may lead to reinforcing the negative behavior. If I choose to run another race in the very same shoes I used yesterday, the same thing will occur and will probably eventually lead to an injury or weakness. Why do some teachers think that if they continue to use an intervention that does not work, it will eventually work (the big culprit here is 'time out')?

My student teachers this last year will tell you that I continually reminded them that they might have to try 20 intervention ideas before they find something that works for a child that is disruptive. When a teachers tells me that 'nothing works,' I tend to think that she just doesn't want the child to comply bad enough. If the teacher did, she would continually be trying new things or looking for additional resources.

I'm glad I persevered enough and found a way to make it to the finish line yesterday. It wasn't easy, but at the finish line it certainly was rewarding. Helping a child curtail disruptive behavior isn't easy, but it can provide long-lasting rewards.