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Items where Author is "Ziegler, Philippe Eric"

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Ziegler, Philippe Eric 2002 , 'Catchability of the southern rock lobster, Jasus edwardsii', PhD thesis, University of Tasmania.

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University of Worcester Worcester Research and Publications

Items where Subject is "L Education > LC Special aspects of education"

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Number of items at this level: 79.

Arnold, C. (2007) Young Children's Representations of Emotions and Attachment in their Spontaneous Patterns of Behaviour: An Exploration of a Researcher's Understanding. PhD thesis, Coventry University; Collaborating Establishment: Pen Green Centre for Under-Fives and Their Families, Corby, Northants.

Bell, Robin ORCID: and Liu, P. (2019) Educator Challenges in the Development and Delivery of Constructivist Active and Experiential Entrepreneurship Classrooms in Chinese Vocational Higher Education. Journal of Small Business and Enterprise Development, 26 (2). pp. 209-227. ISSN 1462-6004

Bigger, Stephen (1998) CLEAR D: Evaluation of a Primary School (KS2) Drugs Education Programme. Project Report. Westminster College, Oxford.

Bigger, Stephen (2012) Exploring Well-being in Schools: a Guide to Making Children’s Lives More fulfilling by John White, 2011, Abingdon and New York: Routledge (Book Review). Journal of Beliefs and Values, 33 (1). pp. 133-134. ISSN 1361-7672

Bigger, Stephen (2010) Gender, HIV/AIDS and The Status of Teachers, Report of the Third Commonwealth Teachers’ Research Symposium, Mozambique, 2008. (Book Review). Escalate website.

Bigger, Stephen (2008) Review of Therapeutic Education: Working Alongside Troubled and Troublesome Children (Book Review). ESCalate.

Bigger, Stephen and Bigger, J. (2002) Motivating and Empowering Adults Returning to Study. In: Further Education Research Association, 24 January 2002, London. (Unpublished)

Boddey, J. and Hodgkins, Angela (2018) Playwork Practice as a Person-Centred Approach. Journal of Playwork Practice, 4 (2). pp. 187-192. ISSN Print: 2053-1621 Online: 2053-163X

Bold, Justine (2015) Postgraduate Perspectives on E-feedback. Worcester Journal of Learning and Teaching (10). ISSN 2024-8032

Bracken, Seán ORCID: (2019) Developing a Systematic Whole School Approach to Inclusive Practice through Universal Design for Learning. Educational Developments, 20 (1). pp. 24-27. ISSN 1469-3267

Bracken, Seán ORCID:, Daly, N., Duke, R., O'Rourke, D. and Pérez Piñán, A. (2009) Volunteering Charter: For Volunteer Pre-service and Practicing Teachers Who Wish to Work in an Educational Context in Countries of the Global South. Dublin: DICE Project. Development and Intercultural Education, Dublin.

Bracken, Seán ORCID: and Novak, K. (2019) Transforming Higher Education Through Universal Design for Learning: An International Perspective. Routledge, Abingdon, Oxon. ISBN Paperback: 9780815354734 Hardback: 9780815354727 eBook: 9781351132077

Bracken, Seán ORCID: and Novak, K. (2019) Universal Design for Learning a Global Framework for Realising Inclusive Practice in Higher Education. In: Transforming Higher Education Through Universal Design for Learning: An International Perspective. Routledge, Abingdon, Oxon, pp. 346-357. ISBN Paperback: 9780815354734 Hardback: 9780815354727 eBook: 9781351132077 9781351132053

Brooks, Tamara (2010) Developing a Learning Environment Which Supports Children With Profound Autistic Spectrum Disorder to Engage as Effective Learners. PhD thesis, Coventry University in collaboration with the University of Worcester.

Campbell, R.J., Eyre, D., Hewston, Ruth, Muijs, R.D., Neelands, J.G.A. and Robinson, W. (2009) The Social Origins of Students Identified as Gifted and Talented in England: A Geo-Demographic Analysis’. In: Gifted and Talented Education. Major Themes in Education . Routledge, London. ISBN 9780415465984

Campbell, R.J., Muijs, R.D., Neelands, J.G.A., Robinson, W., Eyre, E. and Hewston, Ruth (2007) The Social Origins of Students Identified as Gifted and Talented in England: A Geo-Demographic Analysis. Oxford Review of Education, 33 (1). pp. 103-120. ISSN Print: 0305-4985 Online:1465-3915

Campbell, R.J., Robinson, W., Neelands, J., Hewston, Ruth and Mazzoli, L. (2007) Personalised Learning: Ambiguities in Theory and Practice. British Journal of Educational Studies, 55 (2). pp. 135-154. ISSN Print: 0007-1005 Online: 1467-8527

Cliffe, J. and Solvason, Carla ORCID: (2019) Should we Consider Rhizomatic Thinking When Educating Young Minds? NZ International Research in Early Childhood Education Journal, 22 (1). pp. 86-100. ISSN 2537-7191

Cliffe, J. and Solvason, Carla ORCID: (2020) The role of emotions in building new knowledge and developing young children’s understanding. Power and Education, 12 (2). pp. 189-203. ISSN 1757-7438

Cullen, J. and Dart, Gareth (2014) Open Pathways to Literate Worlds –The TESSA (Teacher Education Sub Saharan Africa) Experience. In: World Literacy Summit 2014, Oxford, 14th - 16th April 2014. (Unpublished)

Dart, Gareth (2005) Feedback From Student Teachers at Molepolole College of Education on Issues Related to HIV / AIDS Education at CJJS’s and Molepolole College of Education, Including the Use of the Talkback Programme. Technical Report. UNESCO.

Dart, Gareth, Didimalang, C. and Pilime, S. (2002) An Evaluation of Special Units for Children with Mental Retardation at Botswana Primary Schools. Technical Report. Botswana Educational Research Association, Gaborone Botswana. (Unpublished)

Dart, Gareth, Khudu-Peteren, K. and Mukhopadhyay, S. (2017) Inclusive Education in Botswana. In: Challenges to the Implementation of Inclusive Education in Southern Africa (Second edition). Van Schaik Publishers, Pretoria. ISBN 9780627035265

Dart, Gareth and Lund, P. (2014) Teachers' Toolkit for Supporting Students with Albinism in African Classrooms. Manual. Albinism in Malawi and Zambia (AIMZ).

Dart, Gareth, Matemba, Y. and Gunnell, J. (2019) Inclusive Education For Learners With Albinism: Malawi, Zambia and Botswana. In: Education and Disability in the Global South: New Perspectives from Africa and Asia. Bloomsbury Academic, London, pp. 245-265. ISBN 1474291201, 9781474291200

de Haan, Donna, Faull, Andrea and Kohe, Geoff (2013) Celebrating the Social in Soccer: Spectators’ Experiences of the Forgotten (Blind) Football World Cup. Soccer & Society, 15 (4). pp. 578-595. ISSN On-line: 1743-9590 Print: 1466-0970

Elkin, Judith (2003) Special Needs/Special Places. In: Reading and Reader Development: The Pleasure of Reading. Facet Publishing, London, pp. 143-170. ISBN 185604467X

Foster, Rebecca, Lasota, Polly and Pepperell, Richard (2018) Undergraduate PE Students' Journeys; Developing Knowledge, Perceptions and Attitudes Towards Special Educational Needs and Disability in PE. In: Disability Sport Conference 2018, 3rd - 5th September 2018, Coventry University. (Unpublished)

Gallagher, Stuart and Sutton-Tsang, Samantha ORCID: (2017) Safeguarding: Understanding Your Responsibilities. In: Studying for Your Early Years Degree Skills and Knowledge for Becoming an Effective Early Years Practitioner. Critical Publishing, St Albans, pp. 159-171. ISBN 9781911106425

Harvell, Janet and McMahon, S. (2016) Observation. In: The Early Years Handbook for Students and Practitioners: an essential guide for the foundation degree and levels 4 and 5. Routledge, London, pp. 402-415. ISBN 9781138776395 eBook: 9781315773209

Hatley, Jennifer ORCID: (2018) The Values of Global Citizenship Education and Implications for Social Justice. PhD thesis, Lancaster University.

Hewston, Ruth (2008) The Gifted and Talented Child: An Holistic View. In: Northamptonshire Annual Head Teachers Residential Conference, 6-7 March, Northampton. (Unpublished)

Hodgkins, Angela (2019) Advanced Empathy in the Early Years – a Risky Strength. NZ International Research in Early Childhood Education Journal, 22 (1). pp. 46-58. ISSN 2537-7191

Hollins, S., Egerton, J. and Carpenter, Barry (2016) Book Clubs for People with Intellectual Disabilities: The Evidence and Impact on Wellbeing and Community Participation of Reading Wordless Books. Advances in Mental Health and Intellectual Difficulties, 10 (5). pp. 275-283. ISSN 2044-1282

Kadi-Hanifi, Karima (2010) Teachers as Theorists. International Journal of Learning and Change, 4 (3). pp. 206-216. ISSN 1740-2875 (Print) 1740-2883 (Online)

Kadi-Hanifi, Karima (2009) Using Critical Pedagogies From Adult Education to Inspire and Challenge Higher Education Students. Learning and Teaching : The International Journal of Higher Education in the Social Sciences (LATISS), 2 (1). pp. 80-103. ISSN 1755-2273

Kadi-Hanifi, Karima and Keenan, J. (2016) Finding the ‘A-ha’ Moment: an Exploration into HE in FE Teacher Self-Concept. Research in Post-Compulsory Education, 21 (1-2). pp. 73-85. ISSN Print: 359-6748, Online: 1747-5112)

Kington, Alison ORCID:, Gates, P. and Sammons, P. (2013) Development of Social Relationships, Interactions and Behaviours in Early Education Settings. Journal of Early Childhood Research, 11 (3). pp. 293-312. ISSN 1476-718X

Krassa, Penelope (2003) An Analysis of the Feasibility of Transferring the English Early Excellence Centres (EEC) Programme to Early Childhood Settings in Greece. PhD thesis, Coventry University in collaboration with University College Worcester.

Kuzma, Joanne, Kenney, S. and Philippe, T. (2009) Creating An Information Technology Security Program for Educators. International Journal of Business Research, 10 (1). pp. 172-180. ISSN 1555-1296

Leal Filho, W., Emblen-Perry, Kay ORCID:, Molthan-Hill, P., Mifsud, M., Verhoef, L., Azeiteiro, U., Bacelar-Nicolau, P., de Souza, L., Castro, P., Beynaghi, A., Boddy, J., Lange Salvia, A., Frankenberger, F. and Price, E. (2019) Implementing Innovation on Environmental Sustainability at Universities Around the World. Sustainability, 11 (14). p. 3807. ISSN 2071-1050

Lehane, Teresa (2013) Educating Children and Young People with Fetal Alcohol Spectrum Disorders: Constructing Personalised Pathways to Learning by Blackburn,C., Carpenter,B., Egerton,J.- (Book review). European Journal of Special Needs Education, 28 (4). pp. 521-523. ISSN 0885-6257 ESSN: 1469-591X

Lehane, Teresa (2013) Experienced Teaching Assistants' Perceptions of Their Work in the Inclusion of Pupils With Special Educational Needs in English Mainstream Secondary Schools. Other thesis, University of Birmingham.

Lehane, Teresa (2016) "SEN's Completely Different Now": Critical Discourse Analysis of Three "Codes of Practice for Special Educational Needs". Educational Review, 69 (1). pp. 51-67. ISSN Print: 0013-1911 Online: 1465-3397

Musgrave, Jackie (2014) Reflections – Supporting Children With Chronic Medical Conditions in the Early Years Foundation Stage: a Case for Discrimination? In: TACTYC Annual Conference, 1st November 2014, International Conference Centre, Birmingham.

Newlands, F., Shrewsbury, Duncan and Robson, J. (2015) Foundation Doctors and Dyslexia: a Qualitative Study of Their Experiences and Coping Strategies. Postgraduate Medical Journal, 91 (1073). pp. 121-126. ISSN Print 0032-5473 Online 1469-0756

Olivera, J., Rodrigues, E. and Bracken, Seán ORCID: (2017) Supports for the Schooling of Students From the Target Audience of Special Education. Suportes para a escolarização de estudantes do público-alvo da Educação Especial. Revista De Estudios E Investigación En Psicología Y Educación, 11. 080-084. ISSN 2386-7418

Open University, , DFID Girls’ Education Challenge Programme in Sierra Leone, , Forum for African Women Educationalists (FAWE), and Dart, Gareth (2018) Girls' Access to Education (GATE) Sierra Leone. Open University UK.

Pittaway, Sarah ORCID: and Malomo, Michelle (2019) Audiobooks, Accessibility Tools and Universal Design for Learning: Breaking Down Barriers. In: UKSG 42nd Annual Conference and Exhibition, 8th - 10th April 2019, Telford. (Unpublished)

Pittaway, Sarah ORCID: and Malomo, Michelle (2019) Audiobooks, Accessibility Tools and Universal Design for Learning: Breaking Down Barriers (Poster). In: UKSG 42nd Annual Conference and Exhibition, 8th - 10th April 2019, Telford. (Unpublished)

Price, Colin ORCID: and Price-Mohr, R. ORCID: (2019) Emergent stories written by children while coding: How do these emerge and are they valid compositions? Journal of Writing Research, 11 (2). pp. 271-297. ISSN Print: 2030-1006 Online: 2294-3307

Proctor, S. and Solvason, Carla ORCID: (2019) Supporting Parents to use Schema Theory to Understand and Manage Challenging Behaviour in the Home. NZ International Research in Early Childhood Education Journal, 22 (1). pp. 72-85. ISSN 2537-7191

Prowle, Alison and Hodgkins, Angela (2016) Cosy Up! Nursery World, 2016 (25). pp. 15-16. ISSN 0029-6422

Pumfrey, Peter (2003) Towards an Inclusive Higher Education System in the UK? First Degree Results of Students With and Without Disabilities. In: BPS Education Section Annual Conference, 7th November 2003. (Unpublished)

Rawal, Swaroop (2006) The Role of Drama in Enhancing Life Skills in Children with Specific Learning Difficulties in a Mumbai School: My Reflective Account. PhD thesis, Coventry University in collaboration with University of Worcester.

Reeves, Alison ORCID: (2014) Introducing Worcester Weeks 2013-14: A Personal Reflection Based on My Experience in the Institute of Humanities and Creative Arts. Worcester Journal of Learning and Teaching (9). ISSN 2024-8032

Richards, Claire ORCID: (2019) “Is it Safe?”… Creating Safe Reflective Spaces for Child Protection Practice. In: Mentoring and Coaching in Early Childhood Education. Bloomsbury, London. ISBN 1350100722, 9781350100725 (In Press)

Richards, Hazel (2019) Special Educational Needs Co-ordinator Perceptions of Practice and Potential: Investigating Education and Health Care Plan Implementation in Early Years and Primary Education. PhD thesis, University of Worcester.

Roberts, Rosemary (2007) Companionable Learning: The Development Of Resilient Wellbeing From Birth To Three. PhD thesis, University of Worcester in association with Coventry University.

Rooney, Joy ORCID:, Unwin, Peter ORCID: and Osborne, Nina Dawn (2016) Gaining by Giving? Peer Research into Service User and Carer Perceptions of Inclusivity in Higher Education. Social Work Education, 35 (8). pp. 945-959. ISSN Print: 0261-5479 Online: 1470-1227

Soler Costa, R. and Bracken, Seán ORCID: (2019) Creating Synergies Between UDL and Core Principles of the European Higher Education Area in Planning for Pre-service Teacher Education. In: Transforming Higher Education Through Universal Design for Learning: An International Perspective. Routledge, Abingdon, Oxon, pp. 258-276. ISBN Paperback:9780815354734 Hardback: 9780815354727, ePub ebook: 9781351132053

Solvason, Carla ORCID: (2020) Building a positive community culture: the role leader collaborations across primary schools can play in developing community cohesion. In: Social and Learning Relationships in Primary Schools. Bloomsbury Academic, London. ISBN 9781350096066 (hardback) 9781350096073 (ebook)

Solvason, Carla ORCID: (2017) Just How Important Is Ethics Within Early Childhood Research and Professionalism. Journal of Early Childhood Education Research, 6 (2). pp. 166-176. ISSN 2323-7414 Online: 2323-7414

Solvason, Carla ORCID: (2015) The Responsibility of the Practice-based Researcher. In: A Critical Companion to Early Childhood. SAGE, Los Angeles, pp. 307-316. ISBN Hardback: 9781446259269 Paperback: 9781446259276

Solvason, Carla ORCID: and Cliffe, J. (2019) But What if They Don’t Ask the Right Questions? Problems of Power and Control in Researching with Children. TACTYC Reflections.

Solvason, Carla ORCID:, Cliffe, J. and Bailey, E. (2019) Breaking the Silence: Providing Authentic Opportunities for Parents to be Heard. Power and Education, 11 (2). pp. 191-203. ISSN 1757-7438

Solvason, Carla ORCID:, Kohlman, H., Snowden, M. and Morris, C. (2016) A Whole School Approach to Language Development in the Early Years: Professional Development in Action. New Zealand Research in Early Childhood Education, 19. pp. 25-36. ISSN 1174-6122

Solvason, Carla ORCID:, Sutton-Tsang, Samantha ORCID: and Webb, R. (2019) What role do maintained nursery schools play in Early Years sector improvements? Discussion Paper. Association for Professional Development in Early Years (TACTYC).

Solvason, Carla ORCID:, Webb, R. and Sutton-Tsang, Samantha ORCID: (2020) Evidencing the effects of maintained nursery schools' roles in Early Years sector improvements. Project Report. TACTYC.

Sutton-Tsang, Samantha ORCID: (2018) Early Years Initial Teacher Training: Investigating the Challenges Faced and Potential Impact of Early Years Initial Teacher Training (EYITT) Trainees on Leading Practice in the Early Years During Their Training Programme. In: Centre for Children and Families Partnership Research Conference, 19th June 2018, University of Worcester. (Unpublished)

Tenvir, Fozia (2015) The Educational Experiences and Life Choices of British Pakistani Muslim Women: An Ethnographic Case Study. PhD thesis, University of Worcester.

Tibby, M. and Owens, Jane (2016) An Analysis of Models for Work Placement Provision. Project Report. Higher Education Academy. (Unpublished)

Upton, Penney and Eiser, C. (2006) School Experiences after Treatment for a Brain Tumour. Child: Care, Health and Development, 32 (1). pp. 9-17. ISSN 0305-1862

Watson, Nicola (2017) Can Early Years’ Practitioners Facilitate Social Development During Conflicts Between Young Children? NZ International Research in Early Childhood Education Journal, 21 (1). pp. 17-34. ISSN 2537-7191

Watson, Nicola (2017) In the Moment. Nursery World, 2017 (19). pp. 26-27. ISSN 0029-6422

Watson, Nicola (2013) Looking For Trouble: Can Educators Facilitate Learners' Social Development During Conflicts Between Peers? Making Use of Teachable Moments in an Early Years Setting. Masters thesis, University of Sheffield.

Watson, Nicola (2014) Looking for Trouble. Every Child Journal, 4 (2). pp. 44-52. ISSN 2041-0840

Wheeler, Linda (2007) Attention Deficit Hyperactivity Disorder (ADHD): identification, assessment, contextual and curricular variability in boys at KS1 and KS2 in mainstream schools. PhD thesis, University of Worcester in association with Coventry University.

Wheeler, Linda (2012) Thinking skills special needs; ADHD and communication difficlties. Hopscotch, London. ISBN 9781907515637

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ERC Midwest Cleans Up Coconut Pie Filling Explosion

A Food Ingredient Plan Heats Up Too Early

Client – Global Food Importer
Issue – Failed Tote Bags Create a Sticky Emergency
Solution – ERC Midwest Executes a Carefully Baked Plan

A global food importer called with a sticky problem. They’d imported dozens of large food grade tote bags of coconut pie filling and stored them in a rented, non-climate-controlled warehouse. As the summer temperatures heated up, so did the warehouse, where the temperature climbed to over 100 degrees.

Soon, the seams on the specialized tote bags began to fail and thousands of gallons of coconut pie filling exploded into the warehouse creating a huge problem for our client. It looked like the aftermath of a huge pie eating contest.

Within 2 hours, ERC Midwest IS Crew was on the scene to assess the situation and execute a cleanup plan.

First, the team vacuumed up the mess and power washed the warehouse and shipping docks until they sparkled like new.

Step one complete.

Then it got more challenging.

Next, our client believed that the tote containers were defective and wanted ERC to preserve them as evidence for a potential insurance claim against the manufacturer. To ensure that the tote bags were preserved in their failed condition, the ERC team hand rolled each of them, squeezing out what remained of the pie filling product for disposal. Not an easy request, particularly under the circumstances. The team then packed up the now empty tote bags at the client’s request and sent them directly to the manufacturer.

After 16 hours, the project was complete. Since this initial response, ERC Midwest has responded to 2 additional incidents while also guiding the client to a climate-controlled space for their product, which appears to have rectified the problem.

We were proud to guide our client to a successful outcome.

Another complex waste problem solved. Happy Client!

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Tambor Beach, Costa Rica: Pet Pigs and Sea Monsters

What travel stories do you have?

Global travel blog that features travel stories on living, traveling and growing up in cities, villages and towns around the world!

costa rica

Tambor Beach, Costa Rica: Pet Pigs and Sea Monsters

When we landed in Costa Rica, I knew we were going to have an enjoyable time. The airport was an international airport, but it felt more like a small regional one. There was only one runaway and just a handful of terminals. It was pleasant getting off the airplane and not being totally confused as to how to get out of the airport.

Jodi and I were invited by a good friend to his destination wedding in Costa Rica. We weren’t really world travelers and he said that he was making the possibly difficult arrangements for all the guests: travel from the airport to the resort and negotiating with the resort for a discounted group rate. All we had to do was let him know if we were going and then book our flight down there. That and get our passports.

We were all in.

There were over a dozen of us headed there. We were on different flights arriving in San Jose on the same day, so those that arrived earlier had to wait a little while for those that came in later. We all squeezed onto two buses and started the un-air conditioned trip to the resort. The ride was an adventure unto itself. I’m not sure on which leg of the drive it occurred the most, but what sticks in my mind is the driver of the bus making blind passes around slow moving, loaded down trucks on almost single lane mountain roads. I remember Jodi and I looking at each other and mouthing, “How does he know it’s clear ahead?” He was clearly a professional.

In the morning, we awoke to the motto of Costa Rica: “Pura Vida.” There were parrots flying and squawking overhead. Iguanas roamed the property everywhere. Squirrels darted every which way. Numerous species of birds did aerobatic maneuvers through the trees.

We rode on for several hours. We stopped at this little open air cafe for something to eat. It had a grass and gravel parking lot. The proprietors were super friendly and we enjoyed good food and beer.

We didn’t know it at the time, but this lunch was going to impact our travel itinerary in a huge way. We all, with full bellies, squeezed back on the buses and hit the road. The objective was to get to Puntarenas to catch a ferry across The Gulf of Nicoya. So, we trundled along until we got to the ferry crossing. Aaahhh . . . the ferry was STILL there. We made it. The drivers exited the buses and proceeded to go make arrangements for the ferry crossing. And then it happened: the ferry started pulling away. Confusion ensued. “Is there another one? How long before that one comes back? Hours?” Oh, if only we hadn’t stayed for an extra beer at the little cafe!

costa rica

Tambor Beach at Sunset

As luck would have it, if we hadn’t missed the ferry, Jodi and I wouldn’t have had the absolutely most memorable meal we have ever had. We had nothing better to do, so we all went up to this very small restaurant to get a bite to eat. A big lunch meant that most of us really weren’t all that hungry, but with a long wait and longer ferry ride ahead, we figured it was now or never for our next meal.

Jodi and I sat down at a small wooden table. We looked over the equally small menu and, well, we did what any American would do in Costa Rica: we decided to order a hamburger with cheese and split it. Now, I would normally just say “cheeseburger,” but this is how we had to order it and the distinction will be clear in a moment. Our meal arrived. French fries: OK. Two Cokes: OK. Hamburger with cheese: HUH? What the heck is that? It was a burger with ham and cheese. No joke. We laughed. It was literally a HAM burger with cheese. It had a piece of pressed and cooked ham right on it. When in Rome, or Costa Rica as the case was . . . so, we took a bite. And because we loved our visit to Costa Rica so much, I can only say this out of love, it was absolutely the worst burger ever. It was so bad, it was almost good. It was one of those things where you take a bite, your taste buds send the signal to your brain that it’s awful. But, your brain says, “Nah, it can’t be that bad. Try it again.” Seeing as we shared the burger, we only wound up leaving behind about 1/4 each, so it looked like we ate most of it. We were really concerned about offending someone, but we just couldn’t bring ourselves to finish it off.

The ferry returned, we boarded, made our way across The Gulf of Nicoya, and continued driving into the night to get to the resort, Barcelo Tambor. Exhausted, we all unloaded from the buses. To my surprise, the whole reception area was open air. It was absolutely amazing, just a big wide open pavilion. We checked in, got to our room, and crashed.

In the morning, we awoke to the motto of Costa Rica: “Pura Vida.” There were parrots flying and squawking overhead. Iguanas roamed the property everywhere. Squirrels darted every which way. Numerous species of birds did aerobatic maneuvers through the trees. The main food buffet was open air, but netting hung from the roof all around the perimeter. The entrance actually had two nets through which everyone had to walk. The idea of the two nets was to keep the wildlife out. Nature has a peculiar way of circumventing man’s best laid plans. Birds routinely flew through the “two-netted entrance,” swooped by the buffet to grab a piece of fruit, and then deftly exited through the very netting that was supposed to keep them out.

costa rica

Tambor Beach Wildlife

On one occasion, we witnessed a squirrel taunting one of the workers. It was obviously a game for the squirrel and one which he played often. The squirrel would run get a piece of food, wait for the worker to give chase, then run under, around, over and sometimes stop and wait on surprised patron’s tables. In time, the squirrel tired of playing chase and ran out the exit with goods in mouth, leaving the employee winded and somewhat relieved that the game had finally ended, even though he had been soundly beaten by an arguably lesser species.

Apart from a beautiful wedding on the beach (and the ham burger) my best memory was this trip that we made to Isla Tortuga. Several of us from the wedding party loaded up in a small motor boat and were taken out into the ocean to visit the island, do some snorkeling and have lunch, which was provided by the guys taking us. I think the boat ride took about 30 minutes. The landing area/beach on the island was quaint. There were certain areas that were “reserved” for certain “businessmen,” like the gentlemen providing our trip, and we were politely informed which area we were allowed to relax in and in which areas we were not really permitted to linger. The beach chairs and umbrellas were for the more expensive tour boat operated by a different group.

We were told that we would be taken snorkeling while one of the guys stayed back and cooked our lunch. This snorkeling trip was the first time that I swam in open ocean. I spent just about the whole time in the water with my face down looking into the depths watching the fish. There was a very large rock near where we anchored. I suppose the rock was maybe 50 yards in diameter and we were about that far away if not a bit more. I decided to snorkel around it. There is nothing like getting on the opposite side of a huge rock where you are in 100 feet of water (at least it felt like it) and you cannot see another living person nor can anyone hear you scream if something swam up from the depths and grabbed a foot with tentacle or jaw. I tread water there for a minute, which might as well have been an eternity, just to see if I could quell the rationally irrational fear that was rising up in me. I could and once I knew that I could, I swam to the other side of that rock like my life depended on it, you know, just to see if I could swim fast enough to get away from anything that might be chasing me. Once in eyesight of the boat and the rest of the party, I nonchalantly swam over to see how Jodi was doing.

Once the snorkeling was done, we headed back to the beach for lunch. We were met by a pet pig and parrot. This pig was just like a dog. It liked to be scratched and would nestle down in some freshly dug cool dirt in the shade of the tables.

costa rica

Tambor Beach

Now, this is going to sound unbelievable, but the lunch that was provided was by far the best piece of fish that I have ever eaten. I realize that in small Costa Rica I had the best worst hamburger ever and the best piece of fish ever. Seems impossible, if not at least improbable. I have no idea what kind of fish we were served. All I know is that it was in foil with some lemons, potatoes and onions, and it was beyond delicious. Now, maybe it was the fact that I had just survived an imaginary leviathan attack on the dark side of that rock or the tropical ambiance imbued some magical quality to it or I was just really hungry from all the snorkeling, but I’ve had quite a bit of fish since we returned from Costa Rica, and some of it really good, and none of it has met the standard set by those guys that took us snorkeling in a small boat.

And remember that more expensive tour boat? Their guests weren’t even provided lunch and the pig didn’t hang out over there.

For more, check out Living on a Sailboat.

Clint Williams

Clint Williams

Clint is just an average person that throughout his life has yearned for peace and simplicity. He is a freelance writer, photographer, and thinker. He currently lives aboard a sailboat with his high school sweetheart and wife where he is close to the ocean. He plans to travel the seas in search of uncommon and wonderful places and experiences.

  • Erika

    Great article as always!

    June 10, 2017 at 7:03 pm
  • Don Gutierrez

    You have a way with words my old friend. Miss seeing you. It’s been way too long.

    June 13, 2017 at 1:10 pm

Leave a Reply to Don Gutierrez Cancel reply


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The Classics Reclamation Project

As of late 2011, the Classics Reclamation Project is inactive. Please browse the archives if you’re interested, though! And who knows…maybe I’ll start it up again someday.

The Classics Reclamation Project

At the end of 2010, I launched an ongoing classics project for myself. After years of reading classics for school, I came to believe they were difficult and anything but enjoyable. The Classics Reclamation Project (C.R.P.) is about breaking those assumptions and reclaiming the classics for myself.I struggled to define “classic” as it pertains to the C.R.P. I shared my thoughts in detail in my CRP intro post. (Note: As of May 2011, I’m no longer posting on a weekly basis. Instead, I’m continuing to read classics and share my thoughts on them whenever I’m finished, as I do for other books. So, the project continues…just in slightly modified form!)

For the purposes of the Classics Reclamation Project, a classic is defined by the following characteristics:

  • Age: the majority of the books I read for the C.R.P. must be 50+ years old, so published before 1961. 1 in 8 books I read for the project may be slightly younger, published between 1961 and 1969.
  • Personal sense: not all old books are classics, so I’m relying on my own sense of what makes a classic as well as age. Books that are well known, widely read, has survived at least a generation, or has a sort of cultural resonance is fair game.
  • Literary gaps: books I’ve always meant to read, cultural touchstones, books from the Western canon, etc. that fit the age criteria are eligible for the C.R.P.

I always have several books going at once. From now until whenever I decide to end the official Classics Reclamation Project, one of those books will be a classic that fits the criteria above. It can be in print or audio form; I can choose any book I want as long as it fits. I can read each book as quickly or as slowly as I want. But at all times, I plan to be actively reading a classic.

I am keeping track of my potential C.R.P. reads in a Google spreadsheet. I’m open to suggestions if you’d like to make a recommendation. Thoughts, in addition to being listed on my Books page by author, will be listed below in the order in which I read them. You can also browse my weekly C.R.P. posts.

  1. The Chronicles of Narnia by C.S. Lewis (Part 1 | Part 2)
  2. Alice’s Adventures in Wonderland by Lewis Carroll (audiobook)
  3. A Christmas Carol by Charles Dickens (audiobook)

  1. Through the Looking-Glass by Lewis Carroll (audiobook)
  2. The Epic of Gilgamesh (audiobook)
  3. Northanger Abbey by Jane Austen
  4. The Notebooks of Malte Laurids Brigge by Rainer Maria Rilke (Part 1 | Part 2)
  5. The Spy Who Came In from the Cold by John le Carré
  6. Jane Eyre by Charlotte Bronte
  7. Beowulf translated by Seamus Heaney (audiobook)
  8. Three Men in a Boat by Jerome K. Jerome (audiobook)
  9. A Doll’s House by Henrik Ibsen
  10. I Capture the Castle by Dodie Smith (Part 1 | Part 2)
  11. A Passage to India by E.M. Forster (Part 1 | Part 2)
  12. The Hill of Devi by E.M. Forster (Part 1 | Part 2)
  13. Animal Farm by George Orwell (Part 1 | Part 2)
  14. One Day in the Life of Ivan Denisovich by Aleksandr Solzhenitsyn (audiobook)
  15. The Awakening by Kate Chopin
  16. Little Women by Louisa May Alcott (audiobook) (Part 1 | Part 2)
  17. The Trembling of a Leaf by W. Somerset Maugham
  18. Dracula by Bram Stoker
  19. The Island of Doctor Moreau by H.G. Wells
  20. The Call of Cthulhu by H.P. Lovecraft
  21. 1984 by George Orwell
  22. The Woman in White by Wilkie Collins (Part 1 | Part 2)
  23. The Scarlet Letter by Nathaniel Hawthorne (Part 1 | Part 2)


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Black & Brown & Yellow & Red Lives Matter
Every. Life. We're all in this together. Let's all do what we can to
make the world a better place. Breathe. Appreciate the breath.
Like There Is No Parachute
by avedon
Citation:   avedon. "Like There Is No Parachute: An Experience with MDPV (exp85591)". Feb 24, 2017.

Krak-House Report

This dope is wicked as hell. Sometimes all thoughts are misleading, which perfectly describes effects of this stimulant. It's easily taken as too big doses immediately causing overdose, a bit like coke, with nervous behavior, sexual misbehavior on a bar desk, insomnia like no other, paranoia, uneasiness and ADHD-like problems of concentration and keeping it cool. Slowly these symptoms grow deeper, causing aggressive behavior, panic attack like no other drug and finally almost pure insanity. And I am used to doing a lot stimulants and can cope with the side effects. Like there is no parachute behind a drag-racing car, you know you should shut up and press brake, but the handle just isn't there.

Large doses as OD situation, are hell to watch from aside. People just run around in circles, unable to stop endless flow of crap and usually end only when totally exhausted and drop on the spot. People also get fever and sometimes bad lung symptoms as in asthma, causing shortage of breath, nasty slime and sore throat.

Most scary effect is the all overpowering dependency on those good vibes. It's like crack -addictive as hell, cheap, has unbelievable feeling of desperation when effect wears off and so much more.

Despite the fact, I've had my experiences with staying awake chemically for weeks, even months. Done a lot of em when decided to quit

[Reported Dose: 'Any from 0.05g and up']

Exp Year: 2010ExpID: 85591
Gender: Male
Age at time of experience: 30
Published: Feb 24, 2017Views: 1,267
[ View as PDF (for printing) ] [ View as LaTeX (for geeks) ] [ Switch Colors ]
MDPV (377) : Addiction & Habituation (10), Retrospective / Summary (11), Unknown Context (20)

COPYRIGHTS: All reports are copyright Erowid and you agree not to download or analyze the report data without contacting Erowid Center and receiving permission first.
Experience Reports are the writings and opinions of the individual authors who submit them.
Some of the activities described are dangerous and/or illegal and none are recommended by Erowid Center.

Experience Vaults Index Full List of Substances Search Submit Report User Settings About Main Psychoactive Vaults


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Browsing Tag

Slavko Kalezić

Slavko to appear in X-Factor UK?

Last year's Eurovision Montengrin entrant, Slavko Kalezić could soon be making his way back to UK television screens! The infamous ponytail-swinging star has reportedly auditioned for the 14th series of the highly successful ITV show,…

Support ESCBubble!

Like our Facebook page, and follow us on Twitter, to get all the Eurovision news as they happen!


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Mesoscale modeling of Central American smoke transport to the United States: 2....

Wang, J., and S. Christopher (2006), Mesoscale modeling of Central American smoke transport to the United States: 2. Smoke radiative impact on regional surface energy budget and boundary layer evolution, J. Geophys. Res., 111, D14S92, doi:10.1029/2005JD006720.

During 20 April to 21 May 2003, large amounts of smoke aerosols from Central American Biomass Burning (CABB) fires were transported to southeastern United States. Using a coupled aerosol, radiation, and meteorology model built upon the heritage of the Regional Atmospheric Modeling System (RAMS) with new capabilities called the Assimilation and Radiation Online Modeling of Aerosols (AROMA), this paper, the second of a two-part series, investigates smoke radiative impact on the regional surface energy budget, temperature and relevant boundary layer processes. Comparisons with limited ground-based observations and MODIS aerosol optical thickness (AOT) showed that model consistently simulated the smoke AOT and smoke radiative impacts on the 2 m air temperature (2mT) and downward shortwave irradiance (DSWI). Over 30 days the 24-hour mean smoke AOT was 0.18 (at 0.55 mm) near the smoke source region (Yucatan Peninsula and southern Mexico), and 0.09 in downwind region (e.g., southern Texas), both showing a diurnal variation of 24%. Maximum AOT occurred during late afternoon and minimum during early morning in smoke source region. The smoke radiative effects were dominant mostly during the daytime and resulted in the decrease of DSWI, sensible heat and latent heat by 22.5 Wm-2, 6.2 Wm-2, and 6.2 Wm-2, respectively, near the source region, in contrast to 15.8 Wm-2, 4.7 Wm-2, and 7.9 Wm-2, respectively, in downwind regions. Both maximum and minimum 2mT were decreased, and the overall diurnal temperature range (DTR) was reduced by 0.31°C and 0.26°C in the smoke source and downwind regions, respectively. The smoke absorption of solar radiation increased the lapse rate by 0.1–0.5 K/day in the planetary boundary layer (PBL), thus warming the air over the ocean surface. However, over the land surface where the coupling between the lower PBL and the cooler land surface is strong, such warming only occurred in the upper PBL and is amendable to the diurnal variation of smoke emission. The simulation numerically verifies the smoke self-trapping feedback mechanism proposed by Robock (1988), where the increase of the atmospheric stability in the PBL caused by the smoke radiative effects further traps more smoke aerosols in the lower PBL. Such feedbacks, when coupled with favorable synoptic systems, may have important implications for air quality modeling and hydrological processes.

PDF of Publication:
Download from publisher's website.
Research Program:
Atmospheric Composition Modeling and Analysis Program (ACMAP)
Radiation Science Program (RSP)


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Creative writing pictures for kids

By | May 2, 2021

101 picture prompts to spark super writing pr♣ ♠ ☎ essay writing services australia how to quote a person in an essay ♣ ♣ r p s ☎ r ♣♣♦s☎ ☎ r ☎ s rp s☎. you can harness that imagination into creative writing. in this post, momjunction shares 15 best writing mini-q essay outline guide games and creative writing pictures for kids activities for kids to learn while having some fun. back creative writing picture sparks poetry projects story questions write your own story. when california bar essays they’re having fun they’ll produce topics for narrative essay their best work. argumentative essay gendered classes this creative writing akwaeke emezi essay prompt will help students build language and writing skills by imagining that they are welcoming a group of aliens essay subjects ideas to earth. find out how to come up with story ideas, plan literature review help writing your story, write exciting characters, and edit your story to give it that final polish. pictures for creative writing creative writing pictures for kids displaying top 8 worksheets found for – pictures for creative writing. about us. students form an opinion on a given topic and write a persuasive essay to support a thousand splendid suns thesis their view kindergarten writing prompts about the zoo. magic tricks. the story starters here will capture your child’s imagination and transport them into a world of creativity. see more ideas about creative writing pictures for kids picture writing prompts, picture prompts, photo writing prompts sep 18, 2016 – there is so much detail in this delightful school playground story paper – kids can write about what they see or make up a story using the picture as inspiration, and then colour it in they ubc creative writing courses say, ‘a picture is worth a thousand words’. (refer to the creative writing prompts for kids worksheets to creative writing pictures for kids spur distance learning ma creative writing imagination.) list the what creative writing pictures for kids ideas in the middle column. fun explanation essay writing games for kids.

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Dental Tribune Europe
Dentists are considered essential healthcare workers and will be among the first to receive the SARS-CoV-2 vaccine once it becomes available. (Image: Numstocker/Shutterstock)

What we know about a SARS-CoV-2 vaccine so far

By Iveta Ramonaite, Dental Tribune International
October 27, 2020

LEIPZIG, Germany: As the race to develop a SARS-CoV-2 vaccine continues, certain questions may arise that need clarification. While some still doubt the importance of vaccination in general, others are concerned about the safety of candidate vaccines and the associated costs. It has already been announced that dentists and dental hygienists will be included in the first phase of SARS-CoV-2 vaccine roll-out, but what do we know about the vaccine so far, and how essential is it for dental professionals to be vaccinated against SARS-CoV-2?

According to the World Health Organization, immunisation saves the lives of two to three million people worldwide by protecting them from diseases such as diphtheria, tetanus, pertussis, influenza and measles. Over time, scientists have been able to develop vaccines that are responsible for preventing more than 20 deadly diseases, and researchers are putting a great deal of effort into making COVID-19 a preventable disease too.

The US National Academies of Sciences, Engineering, and Medicine have recently noted that there are currently approximately 190 SARS-CoV-2 vaccines in development, but that there are still many uncertainties relevant to SARS-CoV-2 vaccine allocation, including number and timing of available vaccine doses, number of available vaccine types, vaccine efficacy and safety, and vaccine uptake, distribution and administration. According to an article published in the New York Times, the first vaccine safety trials in humans started in March, and the National Academies stated that all SARS-CoV-2 vaccines are currently either in preclinical stages or undergoing clinical trials in the US, Europe and China.

Dentists among the first to receive SARS-CoV-2 vaccine

The National Academies has recognised dentists and their teams as essential healthcare workers, which means that they will be allocated an early supply of the vaccine once it becomes available in the US. Vaccination is aimed at protecting not only the health of dental professionals but also that of their patients.

“Frontline health and social care workers are at increased personal risk of exposure to infection with COVID-19 and of transmitting that infection to susceptible and vulnerable patients in health and social care settings,” a report published by the UK Joint Committee on Vaccination and Immunisation read. “It is also recognised that vaccination of frontline health and social care workers will help to maintain resilience in the NHS [National Health Service] and for health and social care providers. The committee therefore consider health and social care workers a high priority for vaccination.”

In an open letter to the National Academies’ Committee on Equitable Allocation of Vaccine for the Novel Coronavirus, American Dental Association (ADA) Executive Director Dr Kathleen T. O’Loughlin and immediate past ADA President Dr Chad P. Gehani said that a SARS-CoV-2 vaccine will offer comfort and reassurance to patients who are still reluctant to return to the dentist’s office owing to fear of infection.

“Counting dentists and their teams among the essential health care workers who should receive Tier-1 access will reduce the occurrence of serious life-changing oral diseases, and possibly even save lives”

“Knowing dentists and their teams have been vaccinated will help reassure those patients that it is safe to resume dental appointments and benefit from these essential health care services,” they noted. “Counting dentists and their teams among the essential health care workers who should receive Tier-1 access will reduce the occurrence of serious life-changing oral diseases, and possibly even save lives,” they added.

The risks associated with a vaccine are yet unknown. The ADA has commented that it is still unclear whether healthcare workers will be required to receive the vaccine. Dentists, dental hygienists and chairside assistants will have to decide for themselves whether they wish to be vaccinated, taking into account the concerns about the likelihood of infection and the well-being of the patients and other people they encounter.

When should we expect a vaccine?

According to a recent article published by BBC News, a vaccine might become available by the middle of 2021, although many scientists are hopeful that successful trials could allow a small number of people to be vaccinated against SARS-CoV-2 by the end of 2020.

According to the National Academies, even if a vaccine is authorised as safe and effective for use, it will only be available in low quantities at first. For the initial period when the vaccine will be in short supply, the Committee on Equitable Allocation of Vaccine for the Novel Coronavirus has published its Framework for Equitable Allocation of COVID-19 Vaccine, which is aimed at assisting experts in health policy-making.

Discussing vaccine allocation, the National Academies noted: “While vaccine distribution is an essential part of pandemic response, other efforts such as social distancing, testing, diagnostic testing, contact tracing, and wearing masks will continue to be vital, especially during the early phases of vaccination.”

Regarding the costs associated with a vaccine distributed in the US, the Centers for Disease Control and Prevention wrote: “The federal government is committed to providing free or low-cost COVID-19 vaccines. Vaccine doses purchased with U.S. taxpayer dollars will be given to the American people at no cost. However, vaccination providers will be able to charge an administration fee for giving the shot to someone. Most public and private insurance companies will cover that fee so there is no cost for the person getting vaccinated. In addition, people without health insurance can get COVID-19 vaccines at no cost.”

In the UK, a vaccine will mostly be distributed via the NHS, and countries such as Australia will be offering a vaccine to its population free of charge. Various vaccine manufacturers, such as Moderna and AstraZeneca, have set different prices for supplying a vaccine, and prices might range from as little as US$3 (€2,50) to over US$30 (€25).

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© 2021 - All rights reserved - Dental Tribune International


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Ride High Purist Bottle

Sale price Price €9,99 Regular price

Featuring an amorphous silicon dioxide coating that's infused into the inner-wall of the bottle, forming a glass-like finish that provides a totally natural, and completely inert, solution to the problem of that annoying residual aftertaste. This infusion also shields your fresh water from tasting like plastic on hot days, making it akin to drinking straight from a sparkling clean glass.

  • Purist infusion shields the bottle form odour, stains, and mould to keep your water pure and your bottle clean.
  • Large screw top design is leak-free and wide enough for ice cubes and scooping in powdered drink mix.
  • New MoFlo™ cap design features a wide water channel to deliver up to 50% greater flow than other leading bottles, plus it has improved functional grip.
  • Made from easy-to-squeeze LDPE material.
  • BPA-Free plastic is made from 100% FDA food-grade materials, and it's printed with non-solvent base (UV Cured), CPSC-approved ink and materials
  • 26oz (739 ml)

Product is in stock.

Shipping calculated at checkout.


text:
Orange 6mm Round Glass Beads

Was: $4.00
SALE: $1.25
Calculated at Checkout
Designer Discount Pricing:
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Pack of transparent orange round glass beads. Beads vary in size but are on average 5mm - 6mm round. Approximately 70 beads per 25 grams.

Note that as a budget bead, sizes, shapes and colours do vary from bead to bead - these are not uniform nor symmetrical beads.


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White Pearl Ceylon Long Magatama Beads

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Pack of opaque white pearl ceylon long magatama beads (Miyuki colour number LMA420), 4mm x 7mm (with a hole approximately 1.4mm wide). Sold in an approximately 8 gram pack, contains roughly 70 beads. These Japanese glass beads are manufactured by Miyuki and are very uniform in shape, appearing almost like a petal. They have a large hole drilled at an angle, giving them a unique look when used in kumihimo and seed bead projects.


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Here is your chance with the cheat sheet. Just say - get the supervisor. Full-time students are 16% more likely to remain enrolled than part-time students. I just took the assessment myself and passed so I know I am correct. he was den there is a 1 800 number that you can call and complain about that assessment test that you answered honestly and truthfully I'm certain situation that you yourself have encountered through your employment history and that it should be checked out go figure if it's done with you do f***** if you dont. Each Academy class is hands-on, so whether learning best practices for stocking, or how to empower their team, associates leave with valuable experience. Walmart Assessment Answers. Amazon work style assessment The Amazon work style assessment test is geared toward screening job-seekers in the recruitment process. Doctor dies of virus after complaining of racist treatment, Biden doubts Democratic idea to cancel student debt, Geraldo slams Trump for leaving amid COVID bill chaos, Undefeated NCAA darlings not happy with bowl picture, Poll: 50% of Americans see Trump as a 'failed' president, Bure denies attending Kirk Cameron caroling protests, Boy's bout with virus led to harrowing, rare syndrome, Teammates roast NFL player for awful haircut, Tony Robbins sued by employee who had COVID-19, Moderna has âconfidenceâ vaccine will tackle variants, Fauci reveals key vaccination threshold for herd immunity. Supporting COVID-19 Drive-Thru Testing Walmart is part of communities all across America, and we believe we can play a vital role 962 likes. retail workers demonstrate a need for growth in digital problem-solving skills in things like sending an email, or opening the proper application on a computer. Practice sample tests in order to ace your Walmart Assessment Test! Oct. 29, 2020 By John Crecelius, SVP of Associate Product and Next Generation Stores, Walmart U.S. Retail Pre-Employment Assessment Instructions. As retail continues to change, so too must its workforce. millennials say they’re open to new job opportunities. Interview Applied online, two weeks later got a call asking to schedule a phone interview. Situational judgment tests (SJTs) are a popular psychological tool used by assessment companies, employers, and organizations to evaluate applicants' behavioral and cognitive abilities when introduced with hypothetical, daily work-related situations. They afford upward mobility and multiple pathways that can advance people within the retail industry, or launch new career paths. 2020 Associate Benefits Book | Questions? Explore profiles of Walmart associates who have found success and advanced their careers through the Walmart Academy. It has been quite a few years since I took an assessment test with Walmart. This pre-employment assessment is geared toward entry-level positions. If there's a question that asks if you have ever stolen anything say 'YES' and when they ask what, make it something small (like a candy bar) when you were a kid. Here are some of the roadblocks that can stop would-be learners, which only get bigger for those holding down a job. One more thing, think like a store owner when they ask questions about EMPLOYEE theft (answer 'I would report it right away' - even if that's not your real answer) or customer theft. Walmart Announces More Than $700 Million in Additional Associate Bonuses, Tops $2.8 Billion in Total Cash Bonuses to Associates in 2020 Walmart Retail & FoodService December 14, 2020 BENTONVILLE, Ark.- Walmart announced more than $700 million in additional cash bonuses to its U.S. based associates. Click here to learn moreinformation about the claims made throughout this site. In fact - if you have stolen **** - LIE YOUR *** OFF. Because the LBU benefit is contingent on working at Walmart, stores and clubs around the country become access points to education. Retail jobs have the potential to offer lifelong opportunity. Walmart Sales Associate Salary The starting pay for a Walmart sales associate may vary slightly based on the state you live in. Keep in mind. Courses use absolutely no printed materials — which puts the focus on tech and has less environmental impact. 959 likes. of full-time undergraduate students work either full-time or part-time to support their education. Walmart’s associate education benefit, Live Better U, offers 1.5 million associates across the country a chance at online educational opportunities that meet them wherever they are in their journey. PERIOD. part-time employees are also stay-at-home parents, and 1 in 20 retail employees are over 65. In most cases, it ranges anywhere from $9 to $12 an hour, with an average pay of $26,000 per year. The assessment provided me with a better understanding of the retail associate role. I honestly never have, but if they want me to lie the next chance I am able to take this ridiculous test, then that is what I will do. Pass it in less than 5 minutes. Also, if there's a question with a multiple choice answer having anything to do with a supervisor - choose that answer. Your assessment results will determine your eligibility to be considered for a position with Wal-Mart Stores, Inc. for the next 60-days. Here you can gather all the information you need prior to your Walmart Assessment Test! Hover over your state to see how many people Walmart employs, use the dropdown menu to view the percentage of total retail jobs in the state held by Walmart associates, and turn the toggle on or off to see all Walmart locations. Also, don't lie about stealing ANYTHING EVER. If you still have doubts you can easily look up the answers online just copy and paste the first question and search the answers on google. Personally, my belief is that is has a LOT to do with whether or not you have received SNAP, Aid to Dependent Families, Welfare, etc.....they ask an AWFUL lot of questions geared toward that category, and I truthfully answered NO to every one of them (approximately 20 questions) I believe they receive tax credits for those people that they hire who may or may have been, on social services, and in many cases, those are the people hired. As college gets more expensive, and requisite skills continue to change, industries and educators alike are re-evaluating what lies beyond the degree. Do what is expected from every Walmart employee. Overall, Walmartâs workforce is 100,000 people bigger than the entire U.S. military force. Walmart wants you to let your nuts hang a bit and strongly agree or strongly disagree. Whether through the companyâs dollar a day college program, or the Walmart Academies thatâre upskilling associates across the country, they're preparing associates for a changing workforce. Start studying Walmart Assessment Test. As one of the roadblocks to college, physical location has an impact on prospective students all over the country. With employment numbers that high, you might assume that Walmart interviews are hard to come by. I interviewed at Walmart in November 2020. When we studied the best ways to build an education access program in particular, it became clear that many models are not designed with the realities of the working learner in mind. Responsibilities can’t always be put on hold to attend college. service sector workers lack “foundational skills,” including basic problem solving with technology. We have an amazing set of assets that â¦ Does this mean that I'm not eligible to be hired? I answered everything as honestly as I possibly could, including NO I never did steal. Just because pursuing education is valuable doesn't mean it's easy to do. Almost everyone has stolen something and to say you never have that will pretty much get your test thrown out (you will fail). Sparks in the Darkness How Walmart Associates Navigated 2020. From formal education to trade certificates and digital skills programs, LBU’s mission is a simple one: Make education of all sorts accessible and affordable to associates. direct and indirect jobs are supported by retail, from frontline employees to truck drivers to construction workers. Academies focus on reinforcing and further developing soft skills that help associates communicate and lead more effectively. So I put that. Virtual conference-style teaching via apps like Zoom has reinforced this notion and has given the Walmart Academies even greater reach. Questions of violence are the only questions where you can use the Always/Never answers, as in you NEVER have hit anyone out of anger. I wish you the best of luck in your career search buddy! Retail Industry Preparation Walmart Assessment Test Practice Walmart Leadership Online Tests Pass the Walmart Leadership Assessment Test in Less than a Week! Learning potential and earning potential tend to have an inverse relationship. When taking the test, and your choices are something like 'Always True', 'Sometimes True', 'Neither True nor False', 'Sometimes False', and 'Always False', NEVER use the Always True or Always False, use the middle answers. Walmart has transformed into essentially 4,800 educational hubs across the U.S., many where higher-learning institutions are either entirely absent or limited to a single community college. For LBU students, working while they go to school is also how they go to school. If your interview goes well and you are considered the best fit candidate, you â¦ The retail workforce is made up of an impressively diverse and representative sample of the U.S. population. Is studying for an IQ test basically cheating on it. I just took it and passed. There’s a swath of Americans who live in a desert without knowing it. Learn vocabulary, terms, and more with flashcards, games, and other study tools. That same flexibility appeals to Americans who are fulfilling other life duties as well, such as ‘mom,’ ‘coach’ or ‘grandma.’. GIVE ME A BREAK!! Yeah, it says if you fail or pass at the end.. and of course, i failed. I failed. Failing the assessment puts you in a lower queue/priority. In total, retail accounts for nearly a quarter of total national employment. If I were a hiring manager, I would like to actually see my candidates, not let some machine do the picking for me. Atlas let us take the assessment first, before going through the whole application process. Walmart job applications are accepted in both English and Spanish. I applied for a supervisor position, filled out the entire application online, then took the assessment test only to find out an hour later I failed the test. Whether it’s traditional college, a vocational program, or graduating high school, embracing lifelong learning is invaluable for the avenues it opens. This is a gap LBU aims to fill. Some of the assessments you may encounter are retail pre-employment assessment, logistics pre-employment assessment, or a supervisory leadership assessment test. Walmart plans to pay U.S. hourly workers a special cash bonus as part of a $550 million package in support of their extra efforts to serve customers during the â¦ I am so dumb and I'm pretty sure my iq is lower than average? of employees in the retail industry do not have college degrees. The questions/answers are not just common sense - the questions are also a mini personality analysis. I answered everything as honestly as I possibly could, including NO I never did steal. At least when I worked at Walmart, that was the case. It can be easy to think of macro-level changes, like those that have come to supply chains around the world, but it can be harder to think of micro-level changes, like the impacts on individual associates by technology.

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10-Mar-2020 14:59

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text:
evannichols (evannichols) wrote,

If I Was A Vampire In Sunnydale

This is primarily a Thought Experiment, expounding on a fairly complex premise: WHAT IF I became a vampire in the Buffyverse, retaining enough of my being so that I’d still be the sort to take precautionary actions and not develop the diminished intelligence and arrogant disregard for personal safety so commonly displayed by the undead hordes? Assuming that I still cared about my ongoing metabolically-challenged existence, here are some things I would do, things that never seem to occur to the vamps on the show:
  1. Adopt Anti-Staking Technology. The main way that vamps get dusted is via a stake to the heart. Yet none of them seem to take any precautions to prevent this. So the first item would be trauma plates, front and back, protecting the heart area (both where the heart is and where people think it is). This should prevent most humans from being able to stake me, and could cause a Slayer to shatter a stake, rather than drive it through me.

  2. Prevent Decapitation. Another terminating condition is being decapitated (which works for most beings, actually). Still, there’s no point it making it easy for anyone to do that to me, so I’d wear at least a cut-resistant collar. Or while I’m at it, a coif. The otherworldly set gets extra strength, and less concern for physical discomfort, so wearing a chainmail hood shouldn’t be a big deal. Hmmm, then why not upgrade to a hauberk? Reduces the chances of a limb being lopped off, and I’m fond of having all my limbs.

  3. Encourage Fire Safety. In a word: Nomex. Fire isn’t used as often for deanimation, but it appears that once a vampire starts burning, they’re rather hard to extinguish. So the hauberk would be covered by a fire-resistant jumpsuit. No, it’s not terribly stylish, but it’s a lot less embarrassing to wear that around than to be toasted by a teenager with a torch.

  4. Power Up My Firepower. You’d think creatures as criminally-minded as vampires would be bristling with firearms, but they’re not. Which is strange, because it’s not like they’d worry about accidentally shooting themselves, or getting in trouble for carrying a weapon, or feel guilty about stealing one, or regret shooting somebody. Randomly brandishing a gun tends to draw a lot of unwanted attention, but judicious use, like when one is attacked by a Slayer, could be an afterlife-saver.

  5. Leave. Think about it; why stay in a town with the ONE person in the WORLD who is most qualified and motivated to kill you? It’s a big planet, I’m sure many places could be found where a careful vampire could live and feed for centuries.
Come to think of it, this is probably what happens. The vampires that stay in Sunnydale are the ones who are too stupid or egotistical to go somewhere else. They’re all about being one of the cool undead kids who hangs out around the Hellmouth, not ensuring their own survival. So I guess it just goes to show that I wouldn’t be one of the vampires in Sunnydale, after all.

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Melinda Chavez

My Fundraising Page

Jan 30, 2019

Welcome To My Online Fundraising Page!

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