Tuesday, December 25, 2012

Social Networking, The Pros and Cons of Social Networks

Social Networking has become increasingly popular nowadays as there are a lot of sites that offer this service. MySpace and Friendster are two of the most popular sites that aim to build communities of people who share common interests and activities, or who are interested in exploring the interests and activities of others.

THE PROS

A social networking site is like a virtual meeting place where people can hang out and discuss different topics. Anything under the sun, in fact. Some use these networking sites to promote their blogs, to post bulletins and updates or to use them as a bridge to a future love interest.

Social Networking, The Pros and Cons of Social Networks

These are just a few of the reasons why social networking is getting a lot of attention lately -- it makes life more exciting for many people.

THE CONS

However, it would be best to make sure that safety and security are the topmost concerns of the social networking site that you currently use. This is because social networking sites require or give you the option to provide personal information such as your name, location, and email address. Unfortunately some people can take this as an opportunity for identity theft. They can copy your information and pretend to be "you" when engaging in illegal activities. Bad news! So be cautious with what you enter into an online networking site.

You could fall into the trap of someone who pretends to be somebody else. For example, they might offer you a job or want to meet up with you just to get your money. This can lead to cyberstalking, where the stalker uses electronic media such as the Internet to pursue or harass you.

THE CONCLUSION

So take your time and be careful in choosing who to trust so you can hopefully avoid this sort of unpleasant thing happening to you. Apart from that, social networking is great thing.

Social Networking, The Pros and Cons of Social Networks
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Friday, December 21, 2012

How to Start A House Cleaning Business In 7 Simple Steps

One of the main reasons people start businesses is to make money. For some it's a blessing to make money doing something they love. I'm not saying that you have to love house cleaning in order to have a successful house cleaning business; however it would be a good idea if you didn't hate it.

How much money you make depends on how big you want your business to be. It could be a one person operation where you set up at home and service areas close to home, or you could set up a commercial office and hire people to work for you.

Here are 7 simple steps to get you started on your own house cleaning business.

How to Start A House Cleaning Business In 7 Simple Steps

1) Decide exactly what kind of house cleaning services you will offer.

Here you decided what cleaning you will do, like making beds, vacuuming, mopping and waxing floors, dusting and so on. Also note what you won't do, e.g. laundry. You can also decide to specialize, e.g. by cleaning carpets only, or cleaning suspended ceilings only.

2) Pricing your housecleaning service.

To have an idea of how to charge for your housecleaning service, use your competition. Check your telephone directory and the classified ads section in your local newspapers for cleaning businesses, call them up (pretend to be a prospective client) and find out exactly what cleaning services they offer and how much they charge. With this information gathered decide the best price to charge for your cleaning service.

3) Workout startup costs.

For this you need to consider, tools, material, transport, advertising, insurance etc. Write down a list all the tools and material you need, like cleaners, sponges, mops, carpet cleaning equipment etc. Next find out the cost of each item on the list and write it down next to the item.

Transport: you will have to estimate your costs here. You see it depends on where your client is located and your means of transportation to get to your client. (Having your own vehicle would be to your advantage).

Advertising: You can use free advertising (word of mouth) and paid advertising (classifieds, telephone directory ads etc). Phone calls to your local newspaper and the telephone company who publish your telephone directory will tell you the cost of placing ads.

Once you've gathered all this information, calculate your total startup costs.

4) Name your business.

Choosing an appropriate name for your house cleaning business is important. Here are a few examples I got of the internet, 'Maid Brigade', 'All Shine Cleaning', 'White Glove Cleaning Service'. Please avoid using 'Your Name Cleaning Services'. Using your own name as part of your business name is over done by many house cleaning businesses. Brainstorm and come up with a name that helps you stand out of the crowd.

5) Learn the zoning regulations of your community.

Check the city clerk's Office or your local library for a copy for a copy of the zoning laws governing your community. Your reason for doing this is that some zoning regulations prohibit home businesses in a community.

6) Do a few free cleaning jobs.

Well you're not actually doing them for free. You're doing them in exchange for references (these add to your credibility for future paying clients and are invaluable). You can offer these free cleaning jobs to friends, non profit organizations in your communities etc.

7) Get your first paying client then get another and another and another and so on.

Tell everyone you know that you've started a cleaning business and place ads in the local newspapers. In the beginning you need to spend most of your time and money getting paying clients. However, the more clients you get the less time and money you spend on marketing and more time you spend on cleaning and making your clients happy.

This is just the beginning. Once you start making money take a house cleaning business course to help you better manage your business in terms of growth, accounting, taxes, insurance better marketing strategies and more.

--

You have permission to publish this article electronically or in print, free of charge, as long as the bylines are included. A courtesy copy of your publication would be appreciated. fayolap@yahoo.com

How to Start A House Cleaning Business In 7 Simple Steps
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Fayola Peters is the webmaster of housecleaning-tips.com. To find more information about a house business cleaning course check out her website at http://www.housecleaning-tips.com.

fayolap@yahoo.com

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Tuesday, December 18, 2012

Professional Learning Communities - What Are They and How Do They Work?

Professional learning communities are intended to promote collaborative learning between educators and other key people within the same work environment. It brings educators, administrators and other colleagues together to work as a group based on their field. Professional learning communities courses can demonstrate how working as a community not only enhances a curriculum, it improves the overall learning experience. By working collaboratively in this community, you are responsible for your own results. In professional learning communities the focus is on learning and performance rather than solely on teaching.

More specifically, professional learning communities are designed to yield results in student learning and achievement. This includes developing a school action plan specific to an educator's school site and classroom or area of expertise.

This reform-minded approach to the education system can be lucrative if practiced correctly. Some schools offer graduate courses about professional learning communities. This may help people interested in education to become aware of how to create more challenging curriculums and collaborative learning techniques and methodologies. This type of training can really transform a school or organization that may be ready for reform.

Professional Learning Communities - What Are They and How Do They Work?

It is important to know about the diverse teaching styles and explore your own learning style as well as how it impacts professional team dynamics and student/teacher rapport for essential learning. Another significant aspect of professional learning communities is how they affect the organizational management for both the organization and classroom setting. Certain education courses and books discuss the changing role of school restructuring and learning practices, as well as the conceptual framework and research behind implementing programs and practices that lead to highest student achievement and staff development in the most progressive educational settings. To make the most of a professional learning community environment it is essential to study this aspect as well.

Educators in this reform system use results-oriented action steps to clarify exactly what each student must learn, monitor each student's learning on a timely basis, provide systematic interventions, and use collective inquiry/feedback to create a collaborative atmosphere of continual improvement. The main goal of professional learning communities is to create a clear and compelling vision of how an organization must shift in order to help all students learn, whether it be a private or public school.

Some of the key objectives of professional learning communities are as follows. To clarify the purpose of educators and develop an action-based mission statement, to evaluate the importance of Systems Thinking and Constructivist Teaching within schools, and to clarify and reach consensus on what the students must learn. It is also important for educators in these communities to underscore the importance of meshing personal learning styles and create a safe environment for effective communication. Personal learning and communication styles play a key role in how effective the learning is because different learning styles affect group performance. Overall, it is clear that team learning can be extremely valuable to everyone involved including the students, educators, and the school. It creates a new environment where people can work together and understand which methods are useful and which need to be improved.

Professional Learning Communities - What Are They and How Do They Work?
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Teacher Education Institute (TEI) offers rigorous, graduate-level professional development courses for K-12 classroom teachers. For more about TEI, professional learning communities, visit http://www.teachereducation.com

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Saturday, December 15, 2012

Over 55 Retirement Communities - Built With Baby Boomers In Mind

The time has come for many people who fall into the baby boomer generation to retire. Some already have, and some are doing so right now and some will be that age in just a couple of years. And that means a lot of people are ready to move into some sort of retirement living arrangement.

For some, who need a bit of extra care and help in their day, the best choice will be an assisted living facility, for others, a nursing home, but a great many people will be looking into the option of buying into one of the many over 55 retirement communities which are springing up all over the place.

It could be that the developers just finally wised up and figured that people wanted to spend their days with other folks who thought like them. And that is why so many retirement communities were built. It could also be that there are simply so many baby boomers who want the opportunity to live in a place where they can play golf or tennis all day and still be around people who speak the same language. The language of the 60's.

Over 55 Retirement Communities - Built With Baby Boomers In Mind

Not the 60 year olds, the language of the 1960's. Full of bright eyed optimism and hope for a better world. Full of the dream of equality and power to the people. Pretty good idea, for then and for anytime.

And now these folks want to retire and move into a community of their peers. Sounds like a pretty good idea. Over 55 retirement communities have a particular restriction as to who can live there and who can't. One of the restrictions is that normally at least one of the people buying a home there must be at least 55 years old. Some communities require that both people be at least that age, but not too many.

Usually, it is enough that the husband or the wife or one of the partners be the minimum age. And that is not a bad thing at all. Besides the social aspect of residing among your peers, you can often get property loans at a greatly reduced rate because the developers have made particular arrangements with the government to provide loans at a reduced interest rate. That is a very cool idea and one which many people have taken advantage of.

There are so many choices of retirement facilities nowadays and the over 55 retirement communities are one of the best ideas. If what you are looking for in retirement living is to be surrounded by a group of like-minded people who you can relate to, then this might be the best opportunity for your retirement living.

Over 55 Retirement Communities - Built With Baby Boomers In Mind
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Susan is a full fledged baby boomer and avid internet researcher who writes about senior retirement communities and other baby boomer topics on her site at www.second50years.com.

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Friday, December 7, 2012

History of the Celtic Druids

The Druids were an ancient order of Celtic priests in the societies of Western Europe, Britain and Ireland. The Celtic Druids served their communities by combining the duties of seer, priest, poet, philosopher, historian, scholar, teacher, doctor, astronomer and astrologer. The Celts had developed a highly sophisticated religious system, with three divisions of men who were held in exceptional honor; the lowest division were called the Ovates, the second division were called the Bards and then the Druids. The ovates were the healers and seers; the bards memorised the songs, poems, and stories of the tribe (historians); while the druids taught moral philosophy and were experts in the workings of natural science.

The Celtic Druids were advisers to the rulers of that time, acted as judges in the event of disputes, supervised executions and even controlled the legal system. They were held in such respect that if they intervened between two armies they could stop the battle. The Druid priests and priestesses acted as mediums through which the spirits could be summoned and heard, with rituals throughout the history of the Celtic Druids being enacted in sacred groves of oak trees and circles of standing stones

The first surviving and fullest account of the druids and their religion is that given by Julius Caesar in his Commentarii de Bello Gallico, book VI, written in Gaul in 59-51 BC. Overall, not much can be said of the druids with assurance as the sources of information about them is limited. However they continued to feature prominently in later sources of Irish myth and literature. Thus, the history of the Celtic Druids presents many obscurities and our main literary sources date back to the 2nd century BC with Pliny and The Commentaries of Caeser.

History of the Celtic Druids

"The principal point of their doctrine", Caesar wrote, "is that the soul does not die and that after death it passes from one body into another."

Caesar continued:


"With regard to their actual course of studies, the main object of all education is, in their opinion, to imbue their scholars with a firm belief in the indestructibility of the human soul, which, according to their belief, merely passes at death from one tenement to another; for by such doctrine alone, they say, which robs death of all its terrors, can the highest form of human courage be developed. Subsidiary to the teachings of this main principle, they hold various lectures and discussions on astronomy, on the extent and geographical distribution of the globe, on the different branches of natural philosophy, and on many problems connected with religion".
-Julius Cesar, "De Bello Gallico", VI, 13

After the first century BC the continental druids disappeared entirely and were referred to only on very rare occasions. However, there is some evidence that the druids of Ireland survived into the mid- to late-seventh century. In the De Mirabilibus Sacrae Scripturae of Augustinus Hibernicus, there is mention of local magi who teach a doctrine of reincarnation in the form of birds.

During the first millennium, Celtic and Druid spirituality was preserved by the Christian clerics who performed the valuable service of recording many of the stories and myths by which the oral teachings of the Druids were conveyed. People who think that Druidry was destroyed with the coming of Christianity fail to understand the resilience of spiritual teachings when they are encoded in myths and stories: and it is thanks to the clerics' recording of these tales that we can be inspired by them today. St Patrick also recorded all of the old Druid laws in Ireland - providing us with invaluable information on the ethics and social structure of Celtic Druid culture.

DRUID'S CIRCLES
A Druid's Circle is a popular name for circles of standing stones such as Stonehenge, which is the most famous example. These are also known as the "Temples of the Druids". Great mounds of earth were also built where the practice of seeking rebirth within the Earth was performed (in which initiates would sit in darkness awaiting the time of their rebirth). The best example of this is found at New Grange in Ireland, where a shaft is oriented to the Winter Solstice sunrise, so that the dawn rays can bathe the initiate in sunlight after his or her vigil through the night.

History of the Celtic Druids
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Irish Astrology is about bringing awareness of the Celtic Symbols used in the Druid belief system. They were used as early as the Vedic, Greek, or Roman systems. Click here for more info on Celtic Symbols and here for lovely Free Screensavers

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Sunday, December 2, 2012

Reading Strategies Good Readers Use

A few years ago, educational researchers David Pearson and Nell Duke asked the question, "What kind of thinking happens when proficient readers read?" This question led to ground breaking research results that have changed the way teachers teach children to read.

They discovered seven key strategies that good readers use during the reading process. Innovative teachers teach the strategies directly using metacognitive thinking (thinking out loud about your thinking) by modeling their own thinking out loud during the reading process. Students apply the new strategies by practicing their own thinking orally and in writing. Books like Mosaic of Thought by Zimmerman and Keene, Strategies that Work by Harvey and Goudvis, and Reading with Meaning by Miller explore these ideas in great depth and apply best teaching practices to teaching reading strategies.

Strategy One: Making Connections

Reading Strategies Good Readers Use

Readers bring their own experiences and background knowledge to the text. They make personal connections, they connect one text with another, and make connections with the world. These connections enrich the text and helps the reader to understand the text at a higher level of meaning. Teachers teach these connections directly: text to self connections, text to text connections, and text to world connections.

Strategy Two: Visualizing or Envisioning

Readers see pictures in their minds when they read. The best part of reading is watching the "movie in your head." Good readers experience seeing strong visual images. Children can be taught to visualize as they read. Often poor readers do not "see" when they read. We live in a visual world, yet it's the visuals that many readers lack when they read.

Strategy Three: Questioning

Readers are constantly questioning, predicting, confirming their thinking, and adjusting their thinking. Good readers have a purpose for continuing to read. The purpose lies within their ability to question and predict throughout the reading of the text. The adjustments made helps readers to understand the text at a deeper level. Their basic and deeper comprehension soars when their minds are constantly making meaning through questioning.

Strategy Four: Inferring

Good readers read between the lines. The answers are not always black and white, and good readers are able to infer meaning based on background knowledge and text clues. When a reader is inferring they are thinking, predicting, adjusting, and confirming. This leads to deeper understanding of the text.

Strategy Five: Determining Importance

Good readers understand the main ideas of a text and can determine what is important. Readers are answering questions, determining key points, and stretching their thinking as they connect the important ideas with their own knowledge.

Strategy Six: Synthesizing

Good readers are able to synthesize their reading and produce their own ideas or products from their knowledge. Synthesizing is a higher order thinking skill that requires you to reach beyond basic knowledge and create new thinking.

Strategy Seven: Fix-Up Strategies

Good readers know how to tackle difficult text. If they run across a word they don't know they chunk the word and use context clues to determine the meaning. If the just finished a paragraph and don't have a clue as to what they just read, they reread the paragraph and focus on thinking about its' meaning. They identify what they don't understand and read back or ahead to try and clarify meaning. They look at pictures or other text features (like graphs or sidebars) to help them understand the concepts or ideas. Fix-up strategies can be directly taught to help students break down a piece of text and find its' meaning.

These strategies are often taught separately, but they must be integrated and automated in the reader's mind. Once students are aware of these strategies and learn to apply them during their own reading process they begin to become an automatic part of their thinking. The strategies help readers to understand text and gain meaning by applying their own background knowledge or schema, as well as understanding the author's message.

Reading Strategies Good Readers Use
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Lisa Frase is a National Board Certified Teacher in Literacy. During her 14 year tenure she has earned a Masters in Reading, presented at state and national conferences, and earned the 2006 Texas Council for the Teachers of English Language Arts Elementary Teacher of the Year Award. She continues to teach, write, and maintain a website for teachers packed with free resources at http://www.effectiveteachingsolutions.com.

You can find her publications at http://www.etspress.com.

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Friday, November 30, 2012

The Invisible Women of the Great Depression

During the Great Depression, women made up 25% of the work force, but their jobs were more unstable, temporary or seasonal then men, and the unemployment rate was much greater. There was also a decided bias and cultural view that "women didn't work" and in fact many who were employed full time often called themselves "homemakers." Neither men in the workforce, the unions, nor any branch of government were ready to accept the reality of working women, and this bias caused females intense hardship during the Great Depression.

The 1930's was particularly hard on single, divorced or widowed women, but it was harder still on women who weren't White. Women of color had to overcome both sexual and racial stereotyping. Black women in the North suffered an astounding 42.9% unemployment, while 23.2%. of White women were without work according to the 1937 census. In the South, both Black and White women were equally unemployed at 26%. In contrast, the unemployment rate for Black and White men in the North (38.9%/18.1%) and South (18%/16% respectively) were also lower than female counterparts.

The financial situation in Harlem was bleak even before the Great Depression. But afterward, the emerging Black working class in the North was decimated by wholesale layoffs of Black industrial workers. To be Black and a woman alone, made keeping a job or finding another one nearly impossible. The racial work hierarchy replaced Black women in waitressing or domestic work, with White women, now desperate for work, and willing to take steep wage cuts.

The Invisible Women of the Great Depression

Survival Entrepreneurs
At the start of the Depression, while one study found that homeless women were most likely factory and service workers, domestics, garment workers, waitresses and beauticians; another suggested that the beauty industry was a major source of income for Black women. These women, later known as "survivalist entrepreneurs," became self-employed in response to a desperate need to find an independent means of livelihood."

Replaced by White women in more traditional domestic work as cooks, maids, nurses, and laundresses, even skilled and educated Black women were so hopeless, ''that they actually offered their services at the so-called 'slave markets'-street corners where Negro women congregated to await White housewives who came daily to take their pick and bid wages down'' (Boyd, 2000 citing Drake and Cayton, 1945/1962:246). Moreover, the home domestic service was very difficult, if not impossible, to coordinate with family responsibilities, as the domestic servant was usually on call ''around the clock'' and was subject to the ''arbitrary power of individual employers.''


Inn Keepers and Hairdressers

Two occupations were sought out by Black women, in order to address both the need for income (or barter items) and their domestic responsibilities in northern cities during the Great Depression: (1) boarding house and lodging house keeping; and (2) hairdressing and beauty culture.

During the "Great Migration" of 1915-1930, thousands of Blacks from the South, mostly young, single men, streamed into Northern cities, looking for places to stay temporarily while they searched for housing and jobs. Housing these migrants created opportunities for Black working-class women,-now unemployed-to pay their rent.

According to one estimate, ''at least one-third'' of Black families in the urban North had lodgers or boarders during the Great Migration (Thomas, 1992:93, citing Henri, 1976). The need was so great, multiple boarders were housed, leading one survey of northern Black families to report that ''seventy-five percent of the Negro homes have so many lodgers that they are really hotels.''

Women were usually at the center of these webs of family and community networks within the Black community:

"They ''undertook the greatest part of the burden'' of helping the newcomers find interim housing. Women played ''connective and leadership roles'' in northern Black communities, not only because it was considered traditional "woman's work," but also because taking in boarders and lodgers helped Black women combine housework with an informal, income-producing activity (Grossman, 1989:133). In addition, boarding and lodging house keeping was often combined with other types of self-employment. Some of the Black women who kept boarders and lodgers also earned money by making artificial flowers and lamp shades at home." (Boyd, 2000)

In addition from 1890 to 1940, ''barbers and hairdressers'' were the largest segments of the Black business population, together comprising about one third of this population in 1940 (Boyd, 2000 citing Oak, 1949:48).

"Blacks tended to gravitate into these occupations because "White barbers, hairdressers, and beauticians were unwilling or unable to style the hair of Blacks or to provide the hair preparations and cosmetics used by them. Thus, Black barbers, hairdressers, and beauticians had a ''protected consumer market'' based on Whites' desires for social distance from Blacks and on the special demands of Black consumers. Accordingly, these Black entrepreneurs were sheltered from outside competitors and could monopolize the trades of beauty culture and hairdressing within their own communities.

Black women who were seeking jobs believed that one's appearance was a crucial factor in finding employment. Black self-help organizations in northern cities, such as the Urban League and the National Council of Negro Women, stressed the importance of good grooming to the newly arrived Black women from the South, advising them to have neat hair and clean nails when searching for work. Above all, the women were told avoid wearing ''head rags'' and ''dust caps'' in public (Boyd, 2000 citing Drake and Cayton, 1945/1962:247, 301; Grossman, 1989:150-151).

These warnings were particularly relevant to those who were looking for secretarial or white-collar jobs, for Black women needed straight hair and light skin to have any chance of obtaining such positions. Despite the hard times, beauty parlors and barber shops were the most numerous and viable Black-owned enterprises in Black communities (e.g., Boyd, 2000 citing Drake and Cayton, 1945/1962:450-451).

Black women entrepreneurs in the urban North also opened stores and restaurants, with modest savings ''as a means of securing a living'' (Boyd, 2000 citing Frazier, 1949:405). Called ''depression businesses,'' these marginal enterprises were often classified as proprietorships, even though they tended to operate out of ''houses, basements, and old buildings'' (Boyd, 2000 citing Drake and Cayton, 1945/1962:454).

"Food stores and eating and drinking places were the most common of these businesses, because, if they failed, their owners could still live off their stocks."

"Protestant Whites Only"
These businesses were a necessity for Black women, as the preference for hiring Whites climbed steeply during the Depression. In the Philadelphia Public Employment Office in 1932 & 1933, 68% of job orders for women specified "Whites Only." In New York City, Black women were forced to go to separate unemployment offices in Harlem to seek work. Black churches and church-related institutions, a traditional source of help to the Black community, were overwhelmed by the demand, during the 1930's. Municipal shelters, required to "accept everyone," still reported that Catholics and African American women were "particularly hard to place."

No one knows the numbers of Black women left homeless in the early thirty's, but it was no doubt substantial, and invisible to the mostly white investigators. Instead, the media chose to focus on, and publicize the plight of White, homeless, middle-class "white collar" workers, as, by 1931 and 1932, unemployment spread to this middle-class. White-collar and college-educated women, usually accustomed "to regular employment and stable domicile," became the "New Poor." We don't know the homeless rates for these women, beyond an educated guess, but of all the homeless in urban centers, 10% were suggested to be women. We do know, however, that the demand for "female beds" in shelters climbed from a bit over 3,000 in 1920 to 56,808 by 1932 in one city and in another, from 1929 -1930, demand rose 270%.

"Having an Address is a Luxury Now..."
Even these beds, however, were the last stop on the path towards homelessness and were designed for "habitually destitute" women, and avoided at all cost by those who were homeless for the first time. Some number ended up in shelters, but even more were not registered with any agency. Resources were few. Emergency home relief was restricted to families with dependent children until 1934. "Having an address is a luxury just now" an unemployed college woman told a social worker in 1932.

These newly destitute urban women were the shocked and dazed who drifted from one unemployment office to the next, resting in Grand Central or Pennsylvania station, and who rode the subway all night (the "five cent room"), or slept in the park, and who ate in penny kitchens. Slow to seek assistance, and fearful and ashamed to ask for charity, these women were often on the verge of starvation before they sought help. They were, according to one report, often the "saddest and most difficult to help." These women "starved slowly in furnished rooms. They sold their furniture, their clothes, and then their bodies."

The Emancipated Woman and Gender Myths
If cultural myths were that women "didn't work," then those that did were invisible. Their political voice was mute. Gender role demanded that women remain "someone's poor relation," who returned back to the rural homestead during times of trouble, to help out around the home, and were given shelter. These idyllic nurturing, pre-industrial mythical family homes were large enough to accommodate everyone. The new reality was much bleaker. Urban apartments, no bigger than two or three rooms, required "maiden aunts" or "single cousins" to "shift for themselves." What remained of the family was often a strained, overburdened, over-crowded household that often contained severe domestic troubles of its own.

In addition, few, other than African Americans, were with the rural roots to return to. And this assumed that a woman once emancipated and tasting past success would remain "malleable." The female role was an out-of-date myth, but was nonetheless a potent one. The "new woman" of the roaring twenties was now left without a social face during the Great Depression. Without a home--the quintessential element of womanhood--she was, paradoxically, ignored and invisible.

"...Neighborliness has been Stretched Beyond Human Endurance."
In reality, more than half of these employed women had never married, while others were divorced, deserted, separated or claimed to be widowed. We don't know how many were lesbian women. Some had dependent parents and siblings who relied on them for support. Fewer had children who were living with extended family. Women's wages were historically low for most female professions, and allowed little capacity for substantial "emergency" savings, but most of these women were financially independent. In Milwaukee, for example, 60% of those seeking help had been self-supporting in 1929. In New York, this figure was 85%. Their available work was often the most volatile and at risk. Some had been unemployed for months, while others for a year or more. With savings and insurance gone, they had tapped out their informal social networks. One social worker, in late 1931, testified to a Senate committee that "neighborliness has been stretched not only beyond its capacity but beyond human endurance."

Older women were often discriminated against because of their age, and their long history of living outside of traditional family systems. When work was available, it often specified, as did one job in Philadelphia, a demand for "white stenographers and clerks, under (age) 25."

The Invisible Woman
The Great Depression's effect on women, then, as it is now, was invisible to the eye. The tangible evidence of breadlines, Hoovervilles, and men selling apples on street corners, did not contain images of urban women. Unemployment, hunger and homelessness was considered a "man's problem" and the distress and despair was measured in that way. In photographic images, and news reports, destitute urban women were overlooked or not apparent. It was considered unseemly to be a homeless woman, and they were often hidden from public view, ushered in through back door entrances, and fed in private.

Partly, the problem lay in expectations. While homelessness in men had swelled periodically during periods of economic crisis, since the depression of the 1890's onward, large numbers of homeless women "on their own" were a new phenomenon. Public officials were unprepared: Without children, they were, early on, excluded from emergency shelters. One building with a capacity of 155 beds and six cribs, lodged over 56,000 "beds" during the third year of the depression. Still, these figures do not take account the number of women turned away, because they weren't White or Protestant.

As the Great Depression wore on, wanting only a way to make money, these women were excluded from "New Deal" work programs set up to help the unemployed. Men were seen as "breadwinners," holding greater claim to economic resources. While outreach and charitable agencies finally did emerge, they were often inadequate to meet the demand.

Whereas black women had particular hard times participating in the mainstream economy during the Great Depression, they did have some opportunity to find alternative employment within their own communities, because of unique migration patterns that had occurred during that period. White women, in contrast, had a keyhole opportunity, if they were young and of considerable skills, although their skin color alone offered them greater access to whatever traditional employment was still available.

The rejection of traditional female roles, and the desire for emancipation, however, put these women at profound risk once the economy collapsed. In any case, single women, with both black and white skin, fared worse and were invisible sufferers.

As we enter the Second Great Depression, who will be the new "invisible homeless" and will women, as a group, fare better this time?


References:

Abelson, E. (2003, Spring2003). Women Who Have No Men to Work for Them: Gender and Homelessness in the Great Depression, 1930-1934. Feminist Studies, 29(1), 104. Retrieved January 2, 2009, from Academic Search Premier database.

Boyd, R. (2000, December). Race, Labor Market Disadvantage, and Survivalist Entrepreneurship: Black Women in the Urban North During the Great Depression. Sociological Forum, 15(4), 647-670. Retrieved January 2, 2009, from Academic Search Premier database.

The Invisible Women of the Great Depression
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Kathy McMahon, Psy.D. collects stories from people all over the world, who are worried, anxious and depressed about Peak Oil, climate change, and the economic hard times ahead. She's been offering feedback to her readers at no charge, for more than two years at http://www.peakoilblues.com You can read stories of people who are in the process of making critical life change and transformation. Dr. McMahon welcomes stories and letters about coping with the world's current economy, energy, and environmental situation. Appropriate topics include stress management (fear, anxiety, worry, depression or insomnia,) how to simplify your life to live a frugal and debt free existence, personal finance, money management, bankruptcy and couples conflicts about contrasting values, goals and future visions.

Dr. McMahon is a clinical psychologist, a sex therapist, a specialist in marriage and family therapy, an academician, a writer and a chicken farmer. She's owned (and put to bed) a family-owned business that served home builders, generating over 1 million dollars in annual sale and advocates working from home. You can reach her at: PeakShrink AT PeakOilBlues DOT com.

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Monday, November 26, 2012

Which is the Easiest Language to Learn? Rating the 14 Most Popular Course Offerings

Which is the best language to learn? Which is the easiest?

Two different questions, often uttered in the same breath. But that's okay, because there will be only one answer. Whichever language you wholeheartedly choose to study will be both the best and the easiest. However, here's some help choosing.

The choices.

Which is the Easiest Language to Learn? Rating the 14 Most Popular Course Offerings

Here is the Modern Language Association's 2002 list of the most commonly studied languages at university level in the United States. I have not included ancient languages like Latin, Biblical Hebrew, or Sanskrit, special purposes languages like American Sign Language, or U.S. heritage languages, like Hawaiian or Navajo since the choice of those languages follows a different dynamic:

1. Spanish
2. French
3. German
4. Italian
5. Japanese
6. Chinese
7. Russian
8. Arabic
9. Modern Hebrew
10. Portuguese
11. Korean
12. Vietnamese
13. Hindi/Urdu
14. Swahili

Difficulty, according to Uncle Sam

First, consider some cold facts. The U.S. State Department groups languages for the diplomatic service according to learning difficulty:

Category 1. The "easiest" languages for speakers of English, requiring 600 hours of classwork for minimal proficiency: the Latin and Germanic languages. However, German itself requires a bit more time, 750 hours, because of its complex grammar.

Category 2. Medium, requiring 1100 hours of classwork: Slavic languages, Turkic languages, other Indo-Europeans such as Persian and Hindi, and some non-Indo-Europeans such as Georgian, Hebrew and many African languages. Swahili is ranked easier than the rest, at 900 hours.

Category 3. Difficult, requiring 2200 hours of study: Arabic, Japanese, Korean and the Chinese languages.

Will you get a chance to practice this language?

Now, consider another important factor: accessibility. To be a successful learner you need the chance to hear, read and speak the language in a natural environment. Language learning takes an enormous amount of concentration and repetition, which cannot be done entirely in the classroom. Will you have access to the language where you live, work and travel?

The 14 most popular courses according to a combination of linguistic ease and accessibility.

1. Spanish. Category One. The straightforward grammar is familiar and regular. It is also ubiquitous in the Americas, the only foreign language with a major presence in the insular linguistic environment of the U.S. Chances to speak and hear it abound. It is the overwhelming favorite, accounting for more than fifty percent of language study enrollment in the MLA study.

2. French. Category One. Grammatically complex but not difficult to learn because so many of it's words have entered English. For this vocabulary affinity, it is easy to attain an advanced level, especially in reading. It is a world language, and a motivated learner will find this language on the internet, in films and music.

3. German. Category One Plus. The syntax and grammar rules are complex with noun declensions a major problem. It is the easiest language to begin speaking, with a basic vocabulary akin to English. Abstract, advanced language differs markedly, though, where English opts for Latin terms. It values clear enunciation, so listening comprehension is not difficult.

4. Italian. Category One. It has the same simple grammar rules as Spanish, a familiar vocabulary and the clearest enunciation among Latin languages (along with Romanian). Italian skills are easily transferable to French or Spanish. You might need to go to Italy to practice it, but there are worse things that could happen to you. It is also encountered in the world of opera and classical music.

5. Russian. Category Two. This highly inflected language, with declensions, is fairly difficult to learn. The Cyrillic alphabet is not particularly difficult, however, and once you can read the language, the numerous borrowings from French and other western languages are a pleasant surprise. It is increasingly accessible.

6. Arabic. Category Three. Arabic is spoken in dozens of countries, but the many national dialects can be mutually incomprehensible. It has only three vowels, but includes some consonants that don't exist in English. The alphabet is a formidable obstacle, and good calligraphy is highly valued and difficult to perfect. Vowels are not normally written (except in children's books) and this can be an obstacle for reading. It is ubiquitous in the Muslim world and opportunities exist to practice it at every level of formality.

7. Portuguese. Category One. One of the most widely spoken languages in the world is often overlooked. It has a familiar Latin grammar and vocabulary, though the phonetics may take some getting used to.

8. Swahili. Category Two Minus. It includes many borrowings from Arabic, Persian, English and French. It is a Bantu language of Central Africa, but has lost the difficult Bantu "tones". The sound system is familiar, and it is written using the Latin alphabet. One major grammatical consideration is the division of nouns into sixteen classes, each with a different prefix. However, the classes are not arbitrary, and are predictable.

9. Hindi/Urdu. Category Two. The Hindustani language, an Indo-European language, includes both Hindi and Urdu. It has an enormous number of consonants and vowels, making distinctions between phonemes that an English speaker will have difficulty hearing. Words often have clipped endings, further complicating comprehension. Hindi uses many Sanskrit loans and Urdu uses many Persian/Arabic loans, meaning that a large vocabulary must be mastered. Hindi uses the phonetically precise Devanagari script, created specifically for the language. Predictably, Urdu's use of a borrowed Persian/Arabic script leads to some approximation in the writing system.

10. Modern Hebrew. Category Two. Revived as a living language during the nineteenth century, it has taken on characteristics of many languages of the Jewish diaspora. The resultant language has become regularized in grammar and syntax, and the vocabulary has absorbed many loan words, especially from Yiddish, English and Arabic. The alphabet has both print and script forms, with five vowels, not normally marked. Vowel marking, or pointing, is quite complex when it does occur. Sounds can be difficult to reproduce in their subtleties and a certain amount of liaison makes listening comprehension problematic. It is not very accessible outside of a religious or Israeli context.

11. Japanese. Category Three. Difficult to learn, as the vocabulary is unfamiliar, and the requirements of the sound system so strict that even the many words that have been borrowed from English, French and German will seem unrecognizable. With three different writing systems, it is forbiddingly difficult to read and write. Also, social constraints may impede useful interaction.

12. Chinese. Category Three. Whether your choice is Mandarin or Cantonese (the MLA survey does not make a distinction, oddly enough). It is the most difficult language on this list. It includes all of the most difficult aspects: unfamiliar phonemes, a large number of tones, an extremely complex writing system, and an equally unfamiliar vocabulary. Personal motivation is absolutely essential to keep the student on track. On the positive side, it is easy to find, since Chinese communities exist throughout the world, and Chinese language media, such as newspapers, films and TV, are present in all these communities.

13. Vietnamese. Category Three. This language belongs to an unfamiliar family of languages, but it does borrow much vocabulary from Chinese (helpful if you already speak Chinese!). It has six tones, and a grammar with an unfamiliar logic. It's not all bleak, however, Vietnamese uses a Latin derived alphabet. The chances of speaking this language are not high, though there are 3 million speakers in the USA.

14. Korean. Category Three. Korean uses an alphabet of 24 symbols, which accurately represent 14 consonants and 10 vowels. However, the language also includes 2000 commonly used Chinese characters for literary writing and formal documents. Speech levels and honorifics complicate the learning of vocabulary, and there is liaison between words, making them hard to distinguish. The grammar is not overly complicated and there are no tones. It borrows many Chinese words, but the language is unrelated to other languages of Asia.

The most important factor of all: personal motivation

The third, most important factor is up to you. The easiest language to learn is the one that you are most motivated to learn, the one you enjoy speaking, the one with the culture that inspires you and the history that touches you spiritually. It is useless to try to learn a language if you are not interested in the people who speak it, since learning a language involves participating in its behaviors and identifying with its people.

So, consider all three factors: motivation, accessibility and linguistic ease, in that order, and come up with the final list yourself. The bad news is that no language is really easy to learn, but the good news is that we humans are hard wired for a great amount of linguistic flexibility, as long as we know how to turn on the learning process. If the rewards and benefits of the language are clear to you, you will be able to get those rusty language synapses sparking in your head and start the words rolling. Bonne chance!

Which is the Easiest Language to Learn? Rating the 14 Most Popular Course Offerings
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Dominic Ambrose has taught languages for over twenty years, from Middle School to Community College, from adult ed to ESL to TOEFL training. He has also traveled as a teacher educator to many Eastern European countries as well as South America, including three years with the Romanian Ministry of Education. Presently, he lives in Paris writing full time, mostly about film and fiction, but he is still fascinated by languages. To see his blog, click on the link: http://dominicambrose.wordpress.com

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Thursday, November 22, 2012

What Makes A Good Friend?

Good friendship counts!

Being a good friend is not just about having a good time with others, it's also about how willing you are to put your friends first or point out when they're doing something you don't agree with. Have a read through the following checklist and see how good a friend you really are.

Are you a good listener?

What Makes A Good Friend?

Part of being a good friend is about being willing to listen rather than just talk. This takes time and effort but if you can make time just to listen to others and respect what they have to say, then it's a sign of a good friend.

Are you approachable?

Do your friends often turn to you first to share a problem or seek help? Are you willing to make yourself available to friends at short notice and welcome them if they turn up at your door?

Are you trustworthy?

If a friend tells you something personal are you good at keeping it in confidence, or do you go and tell everyone at the first opportunity? People need to know that they can trust a friends with important information and you will only store up trouble for yourself if you are seen as unreliable. A good friend is both trustworthy and reliable.

Do you avoid gossiping about others?

This is one of the biggest signs of a good friend and really does stand out. Do you avoid speaking badly about others or spreading rumors in order to hurt them? Do you defend friends when you hear others gossiping about them? If you avoid gossiping others will notice how different you are and soon realize what a truly good friend you are.

Are you selfless rather than selfish?

Do you put your friends needs above your own? Do you try to find a compromise if you can't agree with a friend? Are you willing to do something your friend wants to do for a change rather than forcing them to do what you want? If you are willing to put your friends first in most things then this is a sign of a good friend.

Can you sensitively tell a friend what you really think?

Good friends don't just go with the flow, sometimes they have to be honest and tell someone what they really think. Sometimes your friends might want to do something that is morally wrong or illegal or just plain unfair on another person. Are you able to tell your friend honestly what you think about it, without just going along with it? The sign of a good friendship is when you can be totally honest with the other person, without them being offended because they know you have their best interests at heart.

What Makes A Good Friend?
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This was written by J Dawkins who created Friends and Money in March 2007. His site is dedicated to providing reviews of paid survey, social networking, and cash back shopping communities.

His aim is encourage visitors to Make Friends, Earn Money online.

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Monday, November 19, 2012

Christmas Pageant Nativity Plays to Tell the Christmas Story

A Christmas pageant or Christmas nativity play is a popular event among Christian groups in the lead up to Christmas. It tells the story of the birth of Christ in the town of Bethlehem, which is commemorated every Christmas. The main stage setting is almost always a humble stable where the family was compelled to stay because of crowding in the town during a census. This nativity scene telling about the origins of Christ is the dominant symbol of Christmas among Christians.

While a nativity play takes varying forms in different Christian communities around the world, it invariably features Mary and Joseph with their new baby in the straw of a manger, or feeding trough, in place of a crib. The scene usually features the animals of the stable, and shepherds. The story may feature the surrounding events of the Roman census and the inn keeper who found the family a place to sleep in the stable.

Angels usually appear, but the favorite moment for the audience is often the arrival of the richly dressed Three Wise Men bearing gifts, who find the stable by following the Star of Bethlehem.

Christmas Pageant Nativity Plays to Tell the Christmas Story

There is a great deal of symbolism in the story, as Christian messages are conveyed in the play. It serves as a reminder of the traditional religious meanings of Christmas to Christians.

However the singing of popular carols and audience participation are also looked forward to as seasonal Christmas entertainment, especially among children.

Many churches and religious schools include the production of a nativity play at Christmas time as an important feature of their annual calendar of events.

Christmas Pageant Nativity Plays to Tell the Christmas Story
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The community organizers of a Christmas nativity play are usually amateur producers, who rely on amateur actors, often children, and the musicians in their local group. This can be a daunting annual task. Having a nativity play script to work to makes the production of a Christmas pageant much easier. By choosing a script to be spoken by a narrator, the actors are able to act out their parts in a pantomime without the challenge of learning their lines for lengthy spoken parts. This approach makes it much easier to put on the play with children. It helps if the script also includes casting, set design and production guidelines, as well as the sheet music and lyrics. Still more, it helps if the script package also includes promotion posters and flyers to reach out to the audience for the play. Click on the following link for more details of one such packaged nativity play script for Christmas [http://www.christmas.ishoparcade.com/26/nativity-play-script-for-christmas/].

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