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Pidrin winery is located in North Piedmont, in the province of Novara, in the area known as “Colline Novaresi”, a land with a long history and tradition in the production of excellent wines. The first cooperative cellar in Italy was founded in Oleggio (15 Km from us) back The 4 provinces of Novara, Vercelli, Biella and Verbano-Cusio- Ossola have got a common father called Monte Rosa (the second highest mountain in Europe); the Alps are geologically responsible for the great mineral richness of these soils that can produce very good wines, though with different characteristics at a few kilometres one from the other. This particular microclimate (good temperature ranges between day and night, fresh summer breeze coming down from the mountains and continental winters) makes the Nebbiolo grapes thrive, so that those wines are elegant, fine and long lasting. The Pidrin vineyards are located in Borgomanero in an area called “Talunit”; the soil of these hills have a fluvial-glacial origin, with grit and pebbles which originally came rolling down the Alps. The small church of Saint Alessandro, rebuilt in 1933, dominates the Talunit valley. Legend has it that if the bells ring when a storm is coming, their sound will preserve the vineyards from damage; that’s why, when the sky is getting dark and threatening, Pedrin runs to the church and starts to ring “his” bells with all his strength and …..the sky «Suggestion? Luck? Legend? We like to think that something magic happens on our hills and with the sound of those bells. All this is a part of us, deeply.»

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What type of wine should I drink? There are hundreds of varieties of wines out there, each with its own unique characteristics. Which ones are worth drinking? Wine has become a staple beverage in our daily lives. Whether it’s at home or at restaurants, everyone seems to enjoy a glass of red or white wine. But choosing the right wine can be tricky. There are three main types of wine: dry, semi-sweet, and sweet. Each type has its own distinct flavor profile and alcohol level. The key thing to remember is that the higher the alcohol percentage, the stronger the taste Choosing A Clean Wine: Wine Tasting Questions Wine tasting is a fun activity that allows people to enjoy wine together. It is a great way to get to know each other better. However, choosing a clean wine can sometimes be difficult. Here are three popular types of clean wines you must know about. 1 Dry White Wine: This type of wine is light and crisp. It is usually served chilled. It is perfect for summertime parties. 2 Sweet White Wine: This type is sweet and fruity. It is usually served warm. It is perfect for wintertime parties. 3 Sparkling Wine: This type of white wine is bubbly and fizzy. It is usually served cold. It is perfect for springtime parties. 3 Popular Types Of Clean Wines You Must Know There are many different types of clean wines available. These include dry whites, sweet whites, sparkling wines, reds, rosés, port, and dessert wines. Each type of wine has its own unique characteristics. For instance, dry wines tend to be lighter in color and body while sweet wines are heavier. Red wines are generally richer in flavor than white wines. Rosé wines are pink in color and are sweeter than regular red wines. Port wines are dark in color and rich in flavor. Dessert wines are sweet and go well with desserts. #1 – Avaline Avaline is a popular brand of cleaning products. It is used to clean everything from glassware to hardwood floors. It is safe to use around children and pets. It does not leave any residue behind after cleaning. It is non toxic and biodegradable. It is effective against bacteria and mildew. It is easy to use and cleans quickly. It leaves no streaks or spots on surfaces. It is suitable for all kinds of surfaces such as wood, ceramic, plastic, porcelain, stainless steel, chrome, marble, granite, tile, linoleum, vinyl, concrete, fiberglass, metal, glass, and porcelain. It is also safe to use in kitchens, bathrooms, basements, garages, laundry rooms, bedrooms, living rooms, dining rooms, offices, and hallways. It is ideal for cleaning windows, mirrors, sinks, toilets, tubs, explainers, faucets, toilets, tiles, grout, explainer doors, bathtubs, sinks, toilets, and other bathroom fixtures. It is also good for cleaning walls, ceilings, cabinets, furniture, carpets, rugs, blinds, curtains, draperies, and upholstery. #2 – Bonterra Vineyards Merlot BonTerra Vineyards Merlot is a great wine that is perfect for entertaining. This wine is full bodied and smooth. It has a rich aroma of dark fruits and chocolate. It is medium bodied with flavors of blackberry, plum, cherry, and raspberry. It has a long finish with hints of vanilla and oak. This wine pairs well with seafood, pasta, pizza, and red meat. #3 – Cadelvento Lambrusco Spumante Cadelvnto Lambrusco is a sparkling white wine from Italy. It is light bodied and crisp. It has aromas of citrus and apple. It is dry with flavors of lemon, lime, and grapefruit. It has a short finish with hints of herbs and minerals. This wine pairs well withe fish, shellfish, poultry, and salads. What is the most sold wine in the world? Château Lafite Rothschild is the world’s oldest continually producing winery. It was founded in 1853 by Baron Philippe de Rothschild. In addition to being the oldest winery in the world, it is also the largest producer of Bordeaux wine in the world. Château Lafite is located in Pauillac, France. This wine is produced from Cabernet Sauvignon grapes grown in the Médoc region of Bordeaux. The wine is aged in oak barrels for 12 years. The wine is bottled when it reaches maturity. The wine has been awarded many times since its creation. It is named after the famous chateau where it is produced. Which red wine has the most antioxidants? Wine is a beverage made from fermented grapes. Wine comes in different types such as red, white, rose, sparkling, dessert, fortified, sweet, dry, semi-sweet, sweet dessert, and others. Red wine is the most popular type of wine. Red wine contains tannins, which give it a rich flavor and color. White wine is light colored and has no tannin. Rose wine is also known as rosé wine. It is a blend of red and white wine. Sparkling wine is a type of wine that is carbonated. It is usually served chilled. Sweet wine is similar to champagne but it has a higher alcohol content. Dessert wine is a sweet wine that is meant to be drunk after dinner. Fortified wine is a mixture of wine and spirits. Semi-sweet wine is a combination of red and white wine, while sweet dessert wine is a combination of white wine and sugar. What are the 3 wines? The most widely consumed wine in the world is Chardonnay. It is produced in many countries around the world. In 2016, China was the largest producer of Chardonnay followed by France, Italy, Spain, Australia, Argentina, Chile, South Africa, New Zealand, USA and Canada. What are the 3 Vs of wine? Wine is usually classified into three main categories: red, white and rosé. Red wines are rich, full bodied and strong. White wines are lighter and sweeter. Rosés are a blend of red and white grapes. What is the healthiest wine you can drink? I recommend drinking a dry Riesling or Pinot Grigio. These two types of wine are very light bodied and refreshing. They are not overly sweet and they pair well with many different dishes. Which wines have the least pesticides? Healthy wine is defined as having low levels of alcohol, sugar, and acidity. It also contains no added sulfites. Most red wines are healthier than white wines. Red wines tend to have higher amounts of antioxidants compounds that protect the body from free radicals than white wines. White wines tend to have lower amounts of antioxidants. How long can I store wine? Answer: Wine stored properly in a cool, dark place will last indefinitely. Once opened, however, wine should be consumed within 6 months. What is the most popular wine type? Most wines are grown using pesticides. This is because the vines need protection against insects and disease. However, organic winemakers avoid these chemicals. Organic winemaking is becoming increasingly popular. Many people believe that organic wine tastes better than conventional wine. What does “corked” mean? Answer: Corked wine refers to wine that has been damaged by cork taint. Cork taint is caused by bacteria that live naturally in the soil around wine grapevines. These bacteria produce compounds called volatile sulfur compounds VSC. VSCs give off a rotten egg smell when exposed to air. In addition to giving off a bad odor, VSCs can damage wine cell walls and even kill yeast cells. What type of wine is healthiest? Wine is a beverage produced from fermented grapes, typically after being pressed. Wine is usually served chilled, but can be served warm or hot. It is generally consumed either alone or mixed with other beverages such as beer, spirits, or coffee. Wine comes in many different types, each with its own characteristics. Red wines are generally stronger than white wines. White wines tend to be lighter bodied, while reds tend to be fuller bodied.

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Explore photos of various wine cellar design styles to inspire your next renovation and connect with the professionals that completed the work. Wine requires very special conditions in order to maintain its look, color, and flavor as well as maintain the condition of the cork, which is quite possibly the most essential piece of the bottle. A wine cellar should satisfy all these conditions so that you and your guests can enjoy a nice bottle of chardonnay at dinner. Keep It Cool. The first thing you must know is that wine has to be kept cool as heat makes the wine age faster. Each winery has very specific guidelines as to how long wine should be kept before it is bottled and sent to a shop for sale. To keep a bottle in warm environments alters their specifications and could ruin the taste of the wine as well cause the cork to dry out. Wine enthusiasts state that you should keep your bottles as close as possible to fifty-five degrees in order to maintain the flavor for the longest period of time and a cellar can satisfy that requirement. Keep It in the Dark. There is a reason many wine bottles are opaque. It is because UV rays harm the taste. Not only do they heat up the liquid, but the radiation overpowers the fermented grapes, altering how they act. So it is also important that wine is kept in a dark place where the sun cannot get to it. A wine cellar (as the name implies) keeps the bottles in the dark where there are no windows for sunlight to peek into. Wine cellars are the perfect place to keep your wine collection healthy and tasting great. But the best part is that you don't need a basement to have one. All you really need is a small area near the center of the house outfitted with a wine rack (this piece is quite important, as wine bottles should be kept on their side in order to keep the cork from drying out) and no light bulb. It should be close to the kitchen so you can access it anytime and also utilize special insulation in order to keep the room dry and cool. Hiring a contractor is the best way to put in your wine cellar. They can work with your current floor plan so you don't have to make a huge impact on the design. A good contractor will also be familiar with the right materials and insulation to use so your wine can stay happy enough for satisfying drinking. For people all over the world, wine tasting and collecting is more than just a hobby. It's a pastime. It allows you to bring culture and refinement to your life as well as those around you. If you have a wine collection or you want to start one, how you store it is pivotal to maintaining the taste over time. If this is the case, then you may want to consider putting in a wine cellar. Wine cellars are more than just basements. They require care and precision which only a contractor will know. Here are some reasons you will want to put in a wine cellar if you are a wine enthusiast.

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Recipes with Dry Red Wine Dry red wines do not have sugar therefore they are not sweet. To use the term 'dry' in a wine, it looks at the amount of sugar it has. Depending on the amount of sugar, the wines can vary in the form of dry, off-dry or sweet. Wines with less than 10 grams of sugar per liter are called "dry"; wines containing 10-30 grams of sugar per liter are called "off-dry"; Wines with more than 30 grams of sugar per liter are called "sweet wine". Dry red wine loses all the sugar of yeast from grapes through fermentation. Unlike sweet wine making process, the entire fermentation process is completed while dry red wine is making. They are ideal for cooking. Dry red wines such as Cabernet Sauvignon, Pinot Noir, Shiraz or Syrah, Merlot and Zinfandel are widely used in cooking. The best dry red wine to use is Pinot Noir in our opinion, however you can also use Merlot or Cabernet Sauvignon. You can choose different dry red wines according to the food you cook. For beef or lamb, Cabernet Sauvignon and Pinot Noir would be good choices. You can choose Merlot when cooking white meat such as chicken and duck. The sugar-free red wine that goes best with seafood is Pinot Noir. You can use Chianti when preparing vegetable dishes or sauces. When suitable storage conditions are provided, its flavor increases as it ages. This spaghetti bolognese sauce could not be any easier and delicious to...

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Nobody talked about the rolling, undulating landscape of Itata, the place where the original Chilean vineyard is believed to have been located (near port city Concepción, south of Maule and north of Bio Bio, both more well-known areas). But the earthquake of 2010 can stand as a metaphor for the country’s new path in wine, because when tidying up one have to look upon what has been at the same time as scheduling a future. And while much of the work had started before, many projects began to come to the surface around that time. In addition to the rediscovering of the Itata region the use of clay vessels is also experiencing a revival. The De Martino family has been influencial in moving away from standardising practises in winemaking, like harvesting too ripe, using herbicides, over-extraction, new oak barrels, enzymes, cultured yeasts and micro-oxygenation – and yes, bringing the clay vessels back to the spotlight. The tinajas arrived in Chile with the Spanish conquerors. However, as the historians note, the craftmanship involved also had lines back to the ceramic traditions of the continent’s native inhabitants. There is a theory that alcohol was stored in tinajas in Chile 3.500 years back in time. (Read more here. As for clay vessels, there are a lot on this blog, most notably in this piece about tinajero Padilla in Castilla-La Mancha.) The first version in De Martino’s Viejas Tinajas series was the Cinsault, a very early classic in Chilean vinegrowing. It’s what one would call “dry-farmed”, a practise that is possible in certain areas with a heavy rainfall in winter and a soil with the ability to keep the water during the rest of the year. The second tinaja wine was a dark orange, almost brownish wine made from muscat. Here excellently paired with a Lancashire Bomb, an English cow’s milk cheese Cinsault is a grape with fairly light skin and naturally low tannin and acidity. Most well-known are the lightly perfumed reds and the rosés. But with old vines and low yields it’s possible to get more flavour, often with a touch of flowery and strawberry aromas on top. As it’s able to withstand drought very well it has become popular, not only in its stronghold in Southern France, but also many places outside Europe, like North Africa, the Middle East, and in South Africa it’s famous for being one parent of pinotage, something of a “national grape” there. This particular wine is made 280 meters above sea level, 22 kilometers from the Pacific, from ungrafted vines, hand-harvested, spontaneously fermented, and the must is aged for 8 months in 200 year old tinajas (big clay vessels without handles). Viejas Tinajas Cinsault 2014 (De Martino) Cherry red. Smells of quite mature red berries (raspberry, strawberry), somewhat earthy with some white pepper. It’s well-structured with a tannic edge, and also shows a cool, fruity, somewhat graphity taste, and a good length. Food: Beef and other tasty meats, possibly with creamy sauces

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The explosive popularity of so-called orange wines among trendsetting sommeliers has been questioned of late. Critics dismiss them as faddish, extolled for their novelty, rather than their quality. Yet, despite all of the hype (both pro and con), the jury’s still out for the majority of American wine drinkers, as they’ve never tasted them. To make most modern white wines, the grapes are crushed, and the solids are quickly separated from the juice to maintain the wine’s pale color. Orange wines are white wines produced more like reds, with prolonged maceration of crushed grape skins and seeds. Often made in clay vessels or wooden barrels, they are relics of ancient winemaking traditions that trace back to the Caucasus. They’ve been popularized recently by Italians and Slovenians, and are produced today by enterprising winemakers worldwide. Rather than being orange, these skin-fermented white wines range from bright gold to tawny brown. On the palate, they often possess the texture, body and tannins of red wines and the fruit and minerality of white wines. Stylistically unique, many offer earthiness, funk and a savory, richly textured mouthfeel. Fad or not, the wines offer a wealth of virtues. Orange wines may never make it to the mainstream, but it’s unlikely any of their producers had any such expectations. Perhaps the person most responsible for reintroducing orange wines is Friulian Josko Gravner. Once a producer of crisp, easy-drinking white wines, he became disillusioned with the technological practices rampant in modern winemaking. Through the 1990s, Gravner pared his winemaking back to the basics, looking to ancient Georgia for inspiration. In the late ’90s, he invested in a qvevri, a traditional Georgian clay vessel. He buried it and emulated ancient techniques, fermenting and macerating white wines on the skins. The results were spiced with earthen honey and dried fruit flavors, and rippled with minerality and tannin. Elements of his skin-contact winemaking can now be seen in wines throughout Italy, neighboring Slovenia and beyond. In less than a decade, Gravner’s wines, and those of many of his colleagues, became ubiquitous in high-end restaurants and wine bars. Despite how quickly these wines emerged, Courtney Hughes, the national operations and marketing manager for Gravner’s U.S. importer, Domaine Select Wine Estates, believes the wines are not a fad. “There is both an intellectual and an emotional component to these wines that people are able to appreciate and respond to, if provided the opportunity to experience them in the proper setting, not unlike with artwork,” she says. The sudden popularity of orange wines didn’t go unnoticed in Georgia, where qvevri wines have been produced for at least 5,000 years. Lined with beeswax and buried in the ground, qvevri provide natural temperature control and slow, oxidative aging that produces earthy, texturally distinct skin-contact wines. In Georgia, many export-minded wine producers have readily embraced modern, international-style winemaking. But a handful of small, independent qvevri enthusiasts are captivating new audiences, especially within the burgeoning natural wine movement. John Wurdeman, an expatriate American painter who founded Pheasant’s Tears, is one of the most outspoken advocates. “When we first started marketing these wines, we didn’t realize there was such a difference between the natural wine world and the conventional wine world,” he says. But his traditionally crafted “amber” wines—a term he prefers to orange—unintentionally found a place in the natural wine category. Chris Terrell, the U.S. importer for Pheasant’s Tears, admits that these wines are niche products. “They will never be poolside drinkers,” Terrell says, “but that’s what makes them so special. Wine is a journey, and these wines capture the essence of Georgia—something very moving and intense.” Inspired by Friulian examples, J. Christopher Tracy, partner and winemaker at Channing Daughters Winery on Long Island, New York, began experimenting with skin-fermented white wines in 2004. “Before there was even an orange wine category in the U.S.,” he says. Like some counterparts in Italy and Slovenia, Tracy ferments his white wines on their skins before maturing them in Slovenian and/or French oak. Channing Daughters’ three skin-contact wines are musky, with sweet vanilla-spice and orange-cream notes, intense fruit and floral flavors and bristling tea-leaf tannins. “In our tasting room, often these are love-it-or-hate-it sort of wines,” he says. “But what’s interesting is how often people who think they don’t like white wines fall in love with the structure, the tannin and the mouthfeel—the red wine experience that these white wines can provide. “You’re never going to find them at discount prices at large retail stores,” Tracy says, “because they’re simply not made at that scale. That’s what will always keep things niche.” As for whether these wines are a fading trend, “They’ve been around for thousands of years,” he says. “They may come in and out of favor, but they’re not going anywhere. These wines bring too much to the table. They taste too damn good to go away.” A Sommelier’s Perspective Levi Dalton, a veteran New York City sommelier who has worked closely with acclaimed chefs like Daniel Boulud, Masa Takayama and Michael White, was one of the earliest—and is still one of the most vocal—devotees of orange wines. To the uninitiated, their initial charm was their challenging nature, says Dalton: “You couldn’t sell them the way you do normal wines. If you put a big skull and dagger on them, or warning signs telling people they can’t handle them, they sell out the roof.” Dalton’s interest in these wines developed from their versatility in navigating a meal’s progression of courses. Traditionally, a white wine would accompany fish and a red wine would accompany meat, but, says Dalton, “these wines offer a delicacy of flavors that complement fish, but are structured enough to stand up to a meat course.” Furthermore, should a meat course (accompanied by red wine) precede a fish course, “an orange wine pairing won’t fall apart after serving a big red wine the way that a white wine would.” Faced with a table of guests, each ordering a different entrée, skin-contact wines offer maximum dexterity. “They’re like a get-out-of-jail-free card,” he says. But to truly appreciate their full potential, they need to be served correctly. “The more you treat them like a Barolo, the better these wines are,” Dalton says. To maximize their appeal, Dalton serves these wines at cellar temperatures, preferably after decanting, to allow their aromas and structure to open. Recommended Skin-Contact Wines 94 Gravner 2005 Amfora Ribolla Gialla (Venezia Giulia). Domaine Select Wine Estates. —M.L. abv:13% Price: $120 91 Vodopivec 2006 Classica Vitovska (Venezia Giulia). Domaine Select Wine Estates. Cellar Selection. —M.L. abv:13% Price: $85 92 Movia 2007 Veliko (Brda). Domaine Select Wine Estates. —A.I. abv:12.5% Price: $50 90 Edi Simˇciˇc 2010 Sauvignon (Goriška Brda). August Wine Group. —A.I. abv:14.5% Price: $45 90 Kabaj 2006 Amfora (Goriška Brda). Blue Danube Wine Co. —A.I. abv:12.7% Price: $90 92 Alaverdi Monastery Cellar 2010 Qvevri Traditional Kakhuri Unfiltered Amber Rkatsiteli (Kakheti). Terrell Wines. —A.I. abv:13% Price: $25 90 Pheasant’s Tears 2009 Dry Unfiltered Amber Rkatsiteli (Kakheti). Terrell Wines. —A.I. abv:12.5% Price: $18 91 Channing Daughters 2009 Meditazione (Long Island). —A.I. abv:12% Price: $40

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Happy Red Wine Day! Whether you’re a wine connoisseur, a wine snob, or just a wine lover, go ahead and pour that glass of red as this Saturday is officially National Red Wine Day! Did you know that there are around 10,000 varieties of wine grapes existing worldwide? Bet you can’t name them! In the UK, each of us drink 120 bottles of wine every year on average. But don’t worry, we still consume less alcohol than the French, Germans and Spaniards, with us Brits opting more for Merlot, Cabernet Sauvignon, Grenache and Pinot Noir. Wine has been around for centuries. It’s a complex drink that can take years to perfect. But did you know there is history and science inside every bottle? - Wines are well attributed to positive health benefits. Emerging research continues to suggest that red wine, drunk in moderation, offers several health benefits. It lowers your chances of having a stroke compared to nondrinkers. For men and women who drink moderately, it lessens their chance of developing Type 2 diabetes by 30%. - Believe it or not, there are some people that have a fear of wine. It’s called “oenophobia”. - 4 to 5 years – is the amount of time it takes for a fresh grape vine plantation to grow and become harvest-able. - How do you hold a wine glass? There is a right and a wrong way. Wine glasses should be held by the stem, so that the hand does not raise the temperature of the wine. - The oldest known wine cellar is on the Titanic. When divers went down to the wreckage, surprisingly most of the bottles were still intact. - ‘Toasting’ started in ancient Rome when the Romans sustained the Greek tradition. They would drop a piece of toasted bread into the wine glass to soften unsavory tastes. And finally, our favourite fact relates to the tradition of clinking glasses and saying ‘cheers’ and ‘to one’s health’ before taking the first sip. It started during medieval times when poisoning wasn’t uncommon. When the glasses (or silver goblets) clinked together a little wine would fall from one glass into the other and vice versa. This meant both drinkers knew the other wasn’t trying to poison them! Thankfully poisoning by wine is very rare these days! So, choose your red wine and toast in celebration of this ancient drink. I for one will be enjoying a glass tomorrow night (27th August) whilst watching Kate Ferguson sing live here at The Cabin – Cafe & Bar. The weather looks good too…music, food, friends and a glass of wine…what a perfect start to a bank holiday weekend! Why not join us? Our Summer outdoor music events are free! Happy Bank Holiday and see you at the Club soon,

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Chateau Reynon, Schiopetto and Bellavista can sleep easy. Their vineyards are safe. Even more, the quality of their wines and the economic resources of their wineries are safe as well. These estates saw their vineyards reborn after an attack of esca, the grapevine disease. The credit goes to pruners Simonit & Sirch. Since 2011 they have been working to restore these vineyards by means of the Dendrochirurgia method, or Tree Surgery, a procedure designed to defeat one of viticulture’s most serious diseases. A true calamity, esca attacks the dry wood, degrading it and bringing about the collapse of the vine, which must be pulled up and replaced with new young plants. We asked what the surgery consists of. “Simplifying, you can compare our surgery to what a dentist does to care for a decaying tooth,” explained Marco Simonit. “Using little electric saws, we open the trunk and take out the part that has been attacked by esca disease. We have to analyze the trunk and branches that show us the location and development of the decay inside the plant. The funguses responsible for the disease attack and penetrate through pruning wounds. They create a damp zone in the vine where the disease attacks and destroys the wood, reducing it to a spongy, crumbly mass. At this point, we intervene, purifying the plant. In a short time, it will recover its vigor, make fruit again, and return to full productivity.” Marco Simonit is one of the creators of this method, and together with Pierpaolo Sirch and his Italian team, he has become an institution among the most important Italian and French estates. Today, after six years of experimentation and work, the results are astonishing. Ninety per cent of the plants that were treated have returned to being fully productive and 10,000 vines of five different varieties (sauvignon blanc, chardonnay, cabernet sauvignon, cabernet franc, pinot nero) have been rescued. “When the vines return to their vegetative life and process the most water is the moment when esca disease can attack, said Marco, maître tailleur de vigne. “Nevertheless, we can intervene even during the chronic phase of the sickness and manage to restore the plant to health. Tree surgery, described by Louis Ravaz and Lafon, is a practice that has been known since ancient times. M. Poussard, at the end of the 19thcentury, practiced it, achieving encouraging results. We met with Professor Denis Dubourdieu, who died last year, director of the ISVV, the Istitut des Sciences de la vigne et du vin of the University of Bordeaux, and we perfected the technique using modern tools.” But above all, the team was able to save producers 50,000 euros per hectare, the cost calculated by Denis Dubourdieu for replacing a vineyard of 10,000 vines in the Medoc. Over the years, the technique of intervention was improved, so that almost all the vines present in six winegrowing regions in Italy and France were rescued: Collio, Isonzo, Franciacorta, Bolgheri, Champagne, Burgundy and Bordeaux. “Right now our team works for at least two years alongside those who are beginning to operate with dendrochirurgia, Tree Surgery. We develop an identity card for each vine, trying to make it productive again,” concluded Marco Simonit. “We are totally satisfied with the results we obtained, but we can’t stop here. We have to, for example verify which is the best period for operating on the vines, how often we must do it, and for how long the vines that have been operated on will stay symptom-free. We are working not only in Italy and France, but also in Chile where sauvignon and cabernet franc vines are those most badly hit by esca disease”.

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The Judgment Of Paris: The Blind Taste Test That Decanted The Wine World It was the tasting that revolutionized the wine world. Forty years ago today, the crème de la crème of the French wine establishment sat in judgment for a blind tasting that pitted some of the finest wines in France against unknown California bottles. Only one journalist bothered to show up — the outcome was considered a foregone conclusion. "Obviously, the French wines were going to win," says George Taber, who was then a correspondent for Time magazine in Paris. He says everyone thought "it's going to be a nonstory." Taber did attend, as a favor to the organizers. And he ended up getting the biggest story of his career: To everyone's amazement, the California wines — red and white — beat out their French competitors. "It turned out to be the most important event, because it broke the myth that only in France could you make great wine. It opened the door for this phenomenon today of the globalization of wine," Taber says. The Judgment of Paris, as that May 24, 1976, wine tasting has come to be known, began as a publicity stunt. Steven Spurrier, an Englishman who owned a wine shop in Paris, wanted to drum up business. So, prompted by Patricia Gallagher, his American associate, Spurrier decided to stage a competition that highlighted the new California wines they'd been hearing so much about. Spurrier tapped nine of the most respected names in French gastronomy for the job. They included sommeliers from the best French restaurants in Paris, the head of a highly regarded French vineyard, and Odette Kahn, the editor of the influential Revue du vin de France (The French Wine Review). As the sole journalist present, Taber had a lot of access, and he had a list of the order of the wines being served during the tasting. The judges didn't. He watched as they swirled and spat. At one point, Taber says, a judge — Raymond Oliver, chef and owner of Le Grand Véfour, one of Paris' great restaurants — sampled a white. "And then he smelled it, then he tasted it and he held it up again, [and] he said, "Ah, back to France!" Taber recalls. Except it was a Napa Valley chardonnay. The judge didn't know that. "But I knew," Taber says. And once he realized what was happening, Taber says, "I thought, hey, maybe I got a story here." Decades later, he penned The Judgment of Paris, an account of that day and its aftermath. When the scores were tallied, the top honors went not to France's best vintners but to a California white and red — the 1973 chardonnay from Chateau Montelena and the 1973 cabernet sauvignon from Stag's Leap Wine Cellars. (A bottle of each now resides at the Smithsonian's National Museum of American History.) Taber says the results shocked everyone. When it was over, Kahn unsuccessfully demanded her scorecard back — according to Taber, "she wanted to make sure that the world didn't know what her scores were." Wine writer David White says the tasting was a major turning point for the industry. "The 1976 judgment totally changed the game," says White, who runs the popular wine blog Terroirist and is the author of the forthcoming book But First, Champagne: A Modern Guide to the World's Favorite Wine. While winemaker Robert Mondavi played a major role in making California the wine powerhouse it is today, the Paris tasting was equally influential, White says. As the late Jim Barrett, part owner of Napa Valley's Chateau Montelena, told Taber back in 1976, the results were "not bad for kids from the sticks." And it wasn't just California that was transformed. The results "gave winemakers everywhere a reason to believe that they too could take on the greatest wines in the world," White says. In the aftermath of the tasting, new vineyards bloomed around the U.S. (think Oregon, Washington and Virginia) and the world — from Argentina to Australia. The Judgment of Paris prompted the world's winemakers to start sharing and comparing in a way they hadn't done before, says Warren Winiarski, the Polish-American founder of Stag's Leap, whose cabernet sauvignon took top honors among the reds in Paris. As a result, he said at a recent Smithsonian event in honor of that long-ago tasting, "the wines of the world are better, the wines of France are better." Which means the world's wine lovers were the real winners that day. Copyright 2021 NPR. To see more, visit https://www.npr.org.

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Which Wines Need to Breathe. Typically red wines are the ones to benefit most from breathing before serving. However, there are select whites that will also improve with a little air exposure. In general, most wines will improve with as little as 15 to 20 minutes of airtime. Is Merlot drink easy? Merlot is known for being soft, ripe and elegant. Most are easy drinking reds that pair well with foods and are pleasurable to enjoy on their own. Merlot is often recommended as an entry red for new wine drinkers because of the low tannin levels, it’s softness and smooth finish, which make it very easy to drink. Is Pinot Noir sweeter than Merlot? At first glance, when comparing Pinot Noir vs Cabernet Sauvignon, the latter might seem drier – but that’s because Cab Sauv grapes are particularly tannic. Merlot might seem the sweetest of the three since it lacks the strong tannins of Cab Sauv and the earthiness of Pinot, but it still has very little residual sugar. Is merlot a cheap wine? Merlot is usually cheaper, fruitier, and softer than Cabernet, and often perceived as less complex. Is Merlot high in sugar? Merlot: A fruity French wine that doesn’t make your mouth pucker due to the tannins. With low levels of residual sugar, this earthy pick is around one gram per glass of wine. Can you let red wine breathe too long? Allowing them to breathe too long can overly soften their opulent nature. Still, most young, tannic reds can benefit from some aggressive swirling and 10–20 minutes in the glass. How long should a good red wine breathe? Wine that has had a brief exposure to air is positive since it allows wine to breathe similar to stretching its legs after being cooped up in the bottle for so many years. This exposure has a positive effect on the wine after 25 to 30 minutes. Intensely tannic or younger reds may need up to a few hours. How Long Should red wine be open? Low-tannin reds, like pinot noir and merlot, will last for two to three days but higher tannin wines should be delicious for up to five days after opening, as long as you treat them with care. Do you put Merlot in the fridge after opening? Red wines like Merlot should be generally be served a little cooler than room temperature, at about 60° to 65° F. … Many people store their whites and rosés in their food refrigerator and serve them straight from there, which can be a teensy bit too cold and can results in the wine’s a flavors and aromas being muted. How long should you let a bottle of Merlot breathe? Before serving Merlot, the wine needs to “breathe” in order to open up any flavors and to allow tannins to soften. To allow the wine to breathe, open the bottle and let it sit for 20 minutes to an hour. Which is better Merlot or cabernet sauvignon? Cabernet Sauvignon is very rich and robust, while Merlot is a bit more delicate, and serves up a slightly fruitier flavor. … And while both wines are considered “dry”, Merlot tends to be balanced towards a slightly sweeter flavor profile, making it easier to drink. Is Merlot better with age? Merlot You wouldn’t think it to be the case, but Merlot ages just as well as Cabernet Sauvignon. Wines become softer and often more smoky (think tobacco) with age. Right-bank Bordeaux is a great place to start with aging Merlot. Monastrell (aka Mourvèdre) has extremely high tannin and color. How long does merlot last once opened? When sealed and stored in a cool, dark place or a fridge, red wines like Shiraz, Cabernet Sauvignon, Merlot and Malbec can last for around four days. As a general rule, red wines with higher tannin and acidity tend to last longer once opened. Late harvest reds can also stay fresh for up to four days. How do you pick a good merlot? Merlot can be considered medium or full bodied and has smooth tannins. This beverage will also have a dry taste and unlike most wines, Merlot is best when it’s young, rather than aging for some time. A typical example will have grape scent to it, accompanied with a floral presence. What is a good brand of merlot? Wine Spectator’s Top Recommended Merlot – Château Canon-la-Gaffelière. This Saint-Émilion Bordeaux is primarily Merlot with some Cabernet Sauvignon and Cabernet Franc blended in. Wine Spectator named the 2015 vintage its number 2 in the Top 100 Wines of the Year for 2018 and awarded it a 96 point rating. Why cheap wine is bad for you? There’s no shame in loving a budget bottle of wine, but drinking it could impact your health. … The cheaper the wine, the more arsenic it’s likely to contain — a major buzzkill, considering arsenic is a known carcinogen that’s highly toxic. Is Merlot a good wine for beginners? Chris Oggenfuss, CEO of Napa Valley Wine Academy, says: “ start with the basics and easily identifiable grape varieties like cabernet sauvignon, merlot, pinot noir and syrah. … Here is a curated list of the best wines we recommend for beginners. How much does a 100 year old bottle of wine cost? Amazingly, you can still buy vintages that are over 100 years old, provided you have deep pockets. Most 19th-century vintages cost between $18,000 and $22,000 per bottle. What is a good merlot to give as a gift? - 2016 Merlot, Sonoma County. One of the “Best Merlot Wines To Gift” on our list, 2016 Merlot by California-based St. Francis Winery won a silver medal at the 2019 USA Wine Ratings. … - 2017 Central Coast Merlot. 2017 Central Coast Merlot by Edna Valley based in California is last on our list but not the least. What is the number 1 wine in the world? What is the number 1 wine in the world? The best overall wine of the world is Catena Zapata Adrianna Vineyard Fortuna Terrae Malbec 2016, renowned for its rich, aromatic aromas, full body and elegant, layered notes.

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Wine producers are furious about government plans to build a high-speed TGV train line – connecting the city of Bordeaux with Dax – that would run through the Ciron valley, near to where the famous sweet wines Sauternes and Barsac are produced. Plans for the new €9 billion line include a huge points section of rails right at the heart of the valley's special ecosystem, credited with providing around 170 vineyard owners the unique microclimate that allows them to make the famous Sauternes vintages, including the famous Château de Y'quem which can sell for hundreds of euros a bottle. The project would see around 4,800 acres of forest and farmland destroyed. Wine makers argue the line will blow away the uniquely humid microclimate and in particular a morning mist that is needed to make Sauternes. 'It will be a death sentence for some of the vintages that have been around for centuries," wine makers said in a statement to French media. Philippe Dejean, president of the Union des Grands Vins Liquoreux de Bordeaux, issued a call to arms. "We call on all who love sweet wines to make their anger known," he said. Xavier Planty, the president of an organisation protecting wine makers interests, said the TGV trains would ruin the vital morning mist in the valley which is credited as being the secret to the success of the wines. He says that would mean winemakers in the valley would not qualify for the all-important AOC government certification which is handed out to certain region-specific agricultural products with specific qualities and ingredients, like Champagne in north-east France. According to local wine makers, the grapes used in making Sauternes wine owe their unique taste to the necrotrophic fungus (botrytis bunch rot) that lives on the vines and which is created by the mist that develops on the Ciron river and warms up by the time it reaches the Sauternes plains. “If the water in the Ciron is warmed up, it is more difficult for the mist to form. We can't take the risk to mess it all up,” Planty warned. The train line project, orchestrated by France’s national rail way network owner Réseau Ferré de France (RFF), still has to get a final green light from the government before it can go ahead. But despite this, Planty said the region’s wine makers are already planning on taking the project to the European Court of Justice. Producers say 2,000 jobs in the industry are on the line as well as the revenue from the 200,000 wine tourists who visit the Sauternes area each year. The train line is scheduled for 2027.

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One tomato, two tomato There are monsters in my cupboard. Lots of them. Translucent, slimy, slippery creatures that lurk in the murky depths. I’m speaking of course, of the Mothers. Vinegar and kombucha Mothers, that is. Want to make your own vinegar or kombucha? You need a Mother, also known as a Scoby. A Mother is a symbiotic colony of bacteria and yeasts that produce vinegar, kombucha and alcohol. While the Mothers for vinegar and kombucha are slightly different, each cultivating their own unique blend of critters, they can be built from one another and will change form depending on the medium in which they live. In my warm dark cupboard above my stove I have three Mothers; one Mother is in wine for red vinegar, one Mother is in sweet tea for kombucha and a new experimental Mother is in beer for malt vinegar. My own foray into Mothers started with a little wine o’clock party I threw 8 years ago. I cleaned out my dubious wine cellar, comprised mostly of cheap reds I had collected in my college days. If the bottle was good, we drank it. If the bottle had gone over, we poured it in the vinegar jar. All but one bottle was good. (Sad face) Thankfully we brought a few new bottles to supplement the party. The bad bottles when into two, one gallon glass jugs. I covered the tops with cheese cloth, set them in the corner of my basement and totally forget about them. Several years later while cleaning out said basement, I discovered the jugs and viola! We had vinegar Each jar sported a thick vinegar Mother monster of it’s very own. I moved the ladies upstairs and have been slowly using the vinegar ever since. This spontaneous Mother-making is quite common, but it can take some time, depending on the bacteria and yeasts you have resident in your own house. Then I read an article claiming that you could also start a kombucha Mother with a vinegar Mother. Kombucha is like vinegar, but since it feeds on sugar and tea instead of alchohol, it produces a different type of acid and is carbonated. Just my kind of challenge. After 4 months of care and feeding, I now have a thriving batch of kombucha. Now I’m on to malt vinegar, which has proved a bit tricky, but I think it’s catching on. The Mother monsters are multiplying. Below you’ll find a basic guide to making vinegar and kombucha, along with their Mothers. Once the Mothers develop, future batches will go faster. If you’re vinegar is developing to slowly, place it in a wider, more shallow container and move it to a warmer location. These colonies need lots of oxygen exposure. A word of warning: If you make beer and wine at home, keep your batches segregated and do not use the same containers or tools, or your next batch of booze may become vinegar all by itself. Not a bad thing, just not what you were expecting in that bottle of beer. Vinegar and Kombucha Mothers A chronicle of my adventures growing, preserving, cooking and eating from my garden and everywhere. Known to many for my incredible ability to organize, I tackle gardening and life with equal verve. Obsessive, is that a bad thing? Red Wine or Beer Malt Vinegar Recipe By Tammy Kimbler 1 750ml bottle red wine or 2 12oz bottles of 7.5+ high alcohol beer 3/4 c raw apple cider vinegar (like Braggs), or a 1/2 c home brewed vinegar and a Mother. Pour the wine or beer into a glass or plastic container with a wide mouth to allow plenty of air circulation. Stir in the raw apple cider vinegar. Cover the container with cheese cloth and leave it out on the counter for 2-4 weeks. In a week or two you should begin to see a thin film form on the top of the liquid. Begin tasting your vinegar. Once it reaches your desired level of sourness, it’s ready to use. Store the vinegar in warm, dark place. It may be transferred to a glass bottle, but I recommend keeping the top covered with cheese cloth. I actually pour mine right through the cheese cloth to filter out the Mother. When you’re ready to make a new batch, use the Mother and it should go a bit faster. You may want to steer clear of overly hoppy beers, as they become bitter vinegar. Kombucha from a Vinegar Mother Recipe By Tammy Kimbler 2 c water 1 tsp loose tea or 1 tea bag 2 tbs sugar 3” round piece of vinegar Mother 1/4 c raw vinegar (like Braggs or home brewed) Because you are converting a vinegar Mother to a kombucha Mother, you need to grow it slowly in a small batch first so you don’t kill the vinegar Mother, and so that the new bacteria and yeast colony can adjust to the new food source. Bring the water to a boil. Remove from heat, add the sugar and tea, and let brew off the heat for 10 minutes. Strain tea in to a wide, shallow glass container and let cool to room temp. Add the vinegar and vinegar Mother. Cover the container with cheese cloth and store in a warm spot. The new kombuch Mother skin should start to form in about a week. After a couple weeks the Mother should have thickened considerably (1/4 inch), and the kombucha shoudl taste sour. Now you can make the next larger batch of kombucha and grow a Mother that will sustain multiple batches. Repeat the kombucha recipe, but this time add the entire starter batch of kombucha with it’s Mothers (there should be two now, the original vinegar and new kombucha). Cover the container with cheese cloth and store in a warm spot. When the kombucha tastes sour, strain the kombucha, reserving the Mothers and at least 1/2 cup of kombucha for your next batch. Double the above recipe, add the 1/2 cup mature kombucha and a Mother for a quart batch. Your kombucha Mothers will begin multiplying. Keep them together, or start multiple batches. Or give them to friends! The strained kombucha can now be consumed as is, or can be poured into a 750ml screw top soda bottle or bail top bottle to be carbonated. To carbonate the kombucha, add 1 tsp of sugar to the bottle before adding the kombucha. Seal and allow to sit 1-2 weeks. Chill before consuming.

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Pousse Rapière, a rapiers thrust, is the signature aperitif of Gascony. It is an orange flavored Armagnac and sparkling wine cocktail that will enter your digestive tract so smoothly you won’t know how you wound up on the floor shedding copious tears of joy. During the late 16th century wars between France and Italy, Blaise de Monluc, a Maréchal (marshal) of France, brought back the rapière (ropera or dress sword) that the Italians used so skillfully in sword to sword combat. It was a long, light sword that could be easily hidden by a flowing cape and proved to be quite adaptable by his Gascon captains and the swashbuckling Mousquetaires (musketeers) some 40 years later. Pousse Rapière is considered a liqueur, defined as a spirit infused with herbs and or fruits and sugar. The first liqueurs (latin – liquefacere – to dissolve) were medicinal. Monks in monasteries developed their own liqueur remedies for various ailments. After trade expanded world wide in the 16th century, liqueurs became available to the upper classes, then the masses and still remains a drink for special occasions, although in Gascony, every day is a special occasion. The name, Pousse Rapière, was coined by its sole commercial manufacturer, Domaine de Monluc. In the 1960’s the winemaker, René Lassus, invented the liqueur at his Chateau Monluc vineyards in St. Puy, from an old family recipe that to this day remains a closely guarded secret. Armagnac, the oldest brandy in France, is a distilled drink made from grapes. The down to earth qualities of Armagnac, literally, come from the earth, the terroir, covering 3 departments in Gascony- The Gers, where I live, the Lot-et-Garonne and the Landes. Armagnac has been produced in Gascony since the 14th century in a special still called an alembic armagnacais, a great copper behemoth consisting of 5-8 sections, not unlike a Willy Wonka double boiler. From the beginning of the 20th century, the distiller would travel the country roads with his unwieldy, but portable still, drawn by either a horse or a tractor. He worked several days at each farm, round the clock, keeping oak logs burning under his still because once the distillation process began it couldn’t be stopped until every last, recently harvested grape was used. The first pressing of these grapes releases a clear liquid called eau-de-vie (water of life). This clear liquid is then aged in giant casks of black oak from the forests of Monlezun. I was first introduced to Pousse Rapière 7 years ago. My husband and I had just purchased chez nous and were invited down the road for a morning aperitif by our welcoming neighbors, Jeanette and Roger Ducourneau. We were jokingly warned by Roger that Jeanette’s homemade Pousse Rapière was the best in the Gers. Jeanette pulled a non-descript, green bottle out of a cupboard which she said contained her secret recette (recipe). She then pulled out a chilled bottle of sparkling wine, also called mousseux, which is champagne that isn’t made in the Champagne region. After filling 1/5 of a champagne flute with her secret recipe, she topped off the glass with the sparkling wine. The orange and vanilla scents wafting from the glasses was nothing short of heavenly. I took a small sip while my husband drank half a glass in a long drag. Roger and Jeanette both gulped and laughed heartily, “Ooh, la la!” I had only tasted Pousse Rapière from the Monluc winery which is featured on every restaurant menu and sold in every grocery store. I had to agree with Roger that Jeanette’s recipe was the best. I savored another sip while my husband finished his glass. He was offered a refill to which he gleefully responded, “Oui, oui, oui!” I slowly pushed my champagne flute away from me, already feeling the rapier’s thrust. Jeanette then told us a few embarrassing stories of finding Roger and the local distiller early in the morning, passed out in the field across from the house. Roger and Jeanette generously insisted my husband have one more glass, after which he was reduced to shedding copious tears of joy on our walk home, his legs buckling beneath him like the straw man in the Wizard of Oz. HIs sublime, though emotional experience, can be yours for the mixing. Jeanette Ducourneau’s Pousse Rapière 4 +1/4 cups white Armagnac (eau-de-vie) Zest of 3 organic oranges Zest of 1/2 organic lemon 1 cup + 2 oz. of organic sugar dissolved in 1 cup of water 1 package of vanilla sugar 1 vanilla pod split Keep in a large glass jar or covered pot for 21 days. Stir every day. Can be made in large quantities. (I have a friend who makes it in 5 gallon batches)

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Sicilians may have been making wine for a lot longer than previously thought. Researchers have found traces of 6,000-year-old wine on ancient pottery recovered in a cave in Sicily, in a discovery could rewrite the beginning of the Italian penisula’s wine-making history. Traditionally it was thought that wine production developed in the region in the Middle Bronze Age, between 1300 and 1100 BC. The new findings, published in Microchemical Journal, would change that date by three millennia. An international team of scholars led by Davide Tanasi of the University of South Florida (USF) ran chemical analysis on residue on a storage jar dating from the Copper Age. The pottery was recovered in Agrigento, off Sicily’s southwest coast. The results showed traces of tartaric acid and its sodium salt, which occur in grapes and the wine-making process, meaning that the region’s wine production possibly began in the early fourth millennium BC. Tanasi told CNN that the wine may have been left as an offering to underground deities. “The cave site of Monte Kronio is also a cult place used for religious practices from prehistory to Classical times,” Tanasi said. “This discovery has important archaeological and historical implications.” The researchers’ next move is to work out whether the wine was red or white, according to a USF statement. Tanasi told CNN that a different sample would have to be used and that the work would be part of a more general project on diets in prehistoric Sicily and Malta. Experts from the USF, University of Catania, Institute of Chemical Methodologies (CNR) and Superintendence of Agrigento were involved in the discovery.

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This Riesling is a great classic of Alsace. At once delicate and vital, its intense fruit is given great length by a backbone of crisp acidity producing some of the world’s greatest and longest tasting wines. Alsatian Riesling are usually dry, in order to match with food. Maison Trimbach’s vineyards are all situated around Ribeauvillé, where the soils are dominant in limestone. They benefit from the unique Alsatian microclimate, thanks to the Vosges Mountains protection, which preserves the plain from the rain. The wine is produced with 100% Riesling by law, and is dry fermented at ‘Trimbach’. Riesling represents roughly 3500 hectares out of 15,000 total, and is a late-maturing grape.

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Next time somebody is swirling wine in their glass and commenting on its complexity and full-bodied taste, you might want to take it with a pinch of salt. Our taste buds and sense of smell are easily molded by our preconceptions and expectations. But surely the fine art of wine tasting is immune from such placebo effects? To find out, the team from AsapTHOUGHT gathered a group of people and subjected them to a bunch of wine-tasting trickery. The first experiment tested whether amateur wine-tasters were swayed by how posh the wine bottle looked. For the second test, they were given white wine with some food coloring in it to look like red wine. Finally, they were given glasses of the same wine and asked to discuss why one is their favorite. Believe it or not, most fell for all of the tests – in hilarious style. But the participants probably don’t know the first thing about wine, right? Well, as the guys at AsapTHOUGHT explain in the video, numerous studies have shown that even connoisseurs and professional sommeliers have been fooled by similar tricks. Check out their extremely funny video below.

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One of the highest rated wines in the world costs just £6! One of the highest-rated wines in the world is on sale at Asda for just £6. It appears that you don't have to buy the terrible, cheap wine that just tastes like vinegar that has been filtered through a marathon runner's shoe. The general rule of thumb is that if a wine is around a fiver, avoid it at all costs. And if in a restaurant, you always buy the second cheapest wine because then it's relatively cheap, but not the cheapest. Well, now a bottle of Malbec has beaten off 16,000 competitors in a blind taste test to win a prestigious award at last year's Decanter World Wine Awards. La Moneda Reserva Malbec scored 95 out of 100, an amazing score, to win 'best single-variety red costing under £15. After it's surprising victory, demand for the wine went through the roof. So much so that Asda's American partner Walmart had to start stocking it on their shelves for $6.96. So how can an award winning wine like this be sold for so cheap? According to The Washington Post, the Malbec is produced by Chile’s largest wine exporter Ranco Wines, which ships more than 80million litres of wine to each of the 25 countries they distribute to. That works out at about 107 million bottles per year. It’s mass produced in large stainless steel ‘tank farms’ which can hold umpteen gallons rather than the traditional rustic, wooden barrels – and that scale means that it’s cheap to produce in bulk. Then it is shipped to the UK where it is bottled and packaged, and that reduced the cost of the overall production. Well, that's pre-drinks sorted.

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Gianfranco Soldera’s natural vinegrowing and winemaking project is based on a fundamental principle: to produce a fine wine it is necessary to look after not only the vines, but also the surrounding environment. The best contribution man can make to vinegrowing and winemaking is to heed farming culture and knowledge and to solve problems through the study and application of techniques that scientific and technological innovation have put at his disposal. The size of the vineyards is limited (a total of 10 hectares), so that the plants can be worked by hand and the harvest, which is also manual, can be done in a short time. Ageing: carried out in Slavonian oak barrels for 62 months followed by an additional six to 12 months in bottle before release. The 2013 Sangiovese is the first wine at Soldera in which production bounces back to normal. Silky and beautifully perfumed in the glass, the 2013 is gracious, airy and wonderfully refined. Bright red cherry fruit, chalk, mint and wild roses soar out of the glass. It will be interesting to see where the 2013 goes in time. Over the years, I have learned that these wines have a way of transforming in bottle that is hard to predict. Today, the 2013 comes across as on the lighter side, although I have tasted some bottles that show more depth. [94 Points. Antonio Galloni – July 2020, vinous.com]

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People love lists; they can be a great source of education and discussion. But making a list such as this is not an easy process. Who are the most influential wine people in the U.S., and how exactly do you define ‘influential?’ Does influential mean people who move markets, impact consumers, inspire winemakers, and create debate? In a word, yes. These 100 people, from winemakers to law makers, bankers to bloggers, and sommeliers to celebrities are definitely people who influence wine; how it is made, marketed, perceived, sold, shipped, purchased and shared. As this is the first annual IntoWine.com list, we hope that it will help educate you about the wonderful world of wine right here in America. To help assemble this list we asked for suggestions from a lot of people, many of whom are named here, though they did not name themselves (well, OK, one guy did). We are grateful for all the help we received in compiling this. And we chose to release it today, January 29th, as it was on this day in 1919 when the lunatic policy of Prohibition was ratified on a national level. So to honor winemakers, wine drinkers and wine lovers of every conceivable demographic, we hope you use this list, comment on it, share it and learn from it, and continue to enjoy being into wine! 100-Bill Knight: of The Wine House in Los Angeles opened his doors 35 years ago and has been a destination for savvy wine buyers ever since. Revenues hit $20 million in 2011 and 45% of their wine sales are California wines. Knight competes against the major U.S. retail chains in his market by focusing on service, and he eschews selling private labels or direct imports. To round out the customer experience they started Upstairs 2, a restaurant on the second floor with small plates and 50 wines by the glass. They continue wine classes, wine and food pairings, and winemakers dinners with tremendous success. 99-Paul Dolan: started out as the winemaker for Fetzer in Mendocino, helping ramp up production to over two million cases and fundamentally beginning the shift toward more conscious farming. He moved on to form Mendocino Wine Company and fully supports and promotes biodynamic farming practices. He introduced the Code of Sustainable Winegrowing to the Wine Institute, authored a book on sustainable framing and served on President Clinton’s Council on Sustainability and speaks across the U.S. advocating for healthier farming. 98-Charles Bieler - with Three Thieves, is a wine innovator. At a time when rosé was ignored, he travelled the U.S. in a pink Cadillac to promote rosé and helped light a fire under what is now a respected wine. He pushes marketing boundaries with packaging like Tetra Pak, (lightweight, eco-friendly, re-sealable boxes) and using kegs, growlers, screw tops, anything and everything to promote and sell wine in a new and different formats to a new audience of wine drinkers. He established a successful partnership with Paul Newman, introducing a line of wines under the popular Newman’s Own brand. 97-Richard Becker: formed Becker Vineyards in Texas in 1995 producing only 1,500 cases. Now he routinely produce 50,000 cases of 20 different varietals, including Voigner, Chenin Blanc, Mouvedre, Merlot, Malbec, even Gewurztraminer. But he is best known for Cabernet Sauvignon. The awards that Becker has won for these wines, especially the Voigner, prove you can make fine wine in Texas Hill Country. Becker has influenced a number of Texas wineries by showing that for a well crafted product, there is always a market. President George W. Bush served them at the White House. 96-Paul Draper: has been the chief winemaker at Ridge Vineyards in California since 1969. Without any formal training in winemaking, Draper first gained recognition for his 1971 Monte Bello Cabernet Sauvignon when it placed fifth at the Judgment of Paris wine tasting. Draper has played a significant role in the history of California wine through his pioneering work in popularizing vineyard-designated wines as well as instigating the resurgence of old vine Zinfandel. He is considered one of the most important figures in the history of Californian Zinfandel, rescuing the grape from obscurity and demonstrating its full potential. (see also #91, #67) 95-Greg Harrington: wear several hats; winemaker at Gramercy Cellars in Washington State (which Food & Wine Magazine called the Best New Winery in America), and 21 Grams winery, Master Sommelier and formerly the wine director for Emeril Lagasse’s restaurants in New Orleans and Las Vegas and wine director for the Wolfgang Puck Fine Dining Group. He is a regular speaker at wine festivals across the country, including the Food & Wine Classic in Aspen, and others. He has also appeared as a wine expert on numerous radio and television shows, including Queer Eye for the Straight Guy. (see also #42, #75) 94-Jeannie Cho Lee: achieved the Master of Wine title, becoming the first ethnic Asian to do so. She has contributed to international wine publications such as Wine Spectator, The World of Fine Wine, Wine and Dine, Wine Business International and Decanter, and is a frequent judge at international wine competitions. Lee helped establish The Fine Wine School in Hong Kong, and her first book, Asian Palate, has won numerous awards for helping wine and food pairings for the Asian audience. 93-Trey Beffa: of K&L wine merchants (with three retail stores in Hollywood, Redwood City and San Francisco, in California) has a rich website with a vast selection of wines, from rare to common table wines, at good prices. While the selection of wines from around the world is strong the website distinguishes itself by the breadth of West Coast wines. They offer wine reviews, monthly wine clubs, wine e-mail alerts, and a free wine newsletter. Named the best wine website by the Wall Street Journal, and one of the 10 best online wine shops by Food & Wine Magazine, he continues to exert influence by exposing customers to a world of wine. 92-Richard Sanford: Santa Barbara wine pioneer Richard Sanford is among the inductees into the 2012 Vintners Hall of Fame. Sanford started one of the first modern wineries south of the Bay Area in 1982 and for several decades, his Sanford Winery and Vineyards was the lone outpost in the now-sizzling Santa Rita Hills area of Santa Barbara County. He was the first winemaker to prove the potential for Pinot Noir in the Santa Rita Hills and spent the next 20 years making some of the best regarded Pinots from the region. Sanford left his namesake winery in 2005 and founded Alma Rosa Winery & Vineyards. 91-Kent Rosenblum: started out as a veterinarian and moved into winemaking with Rosenblum Cellars. Until then, Zinfandel was pretty much a non-entity wine with the exception of White Zinfandel (see #67). Crafting more than 20 different Zins in his yearly portfolio, Rosenblum helped place this wine on the minds of a wine loving public. Kent was also a founding member of ZAP (Zinfandel Advocates ad Producers) which has transformed Zinfandel into a serious wine, and he was one of the first to open an “urban winery” located in a ship repair facility near the Port of Oakland. Because of his steadfast devotion to a single wine, more people than ever now consume Zinfandel. (see also #69, #67) 90-Madeline Triffon: was named a master sommelier in 1987 and was then one of just two women in the world to hold that title, and the first woman in North America. These days she serves as master sommelier at Plum Market, the Michigan-based gourmet retailer who in 2010 sold $8 million worth of wine at their three stores. She directs local wine tastings and events and serves as corporate wine educator. She was formerly wine director at several restaurant groups. 89-Rudi Wiest: started Cellars International, Inc. and has since become the largest importer of German fine wine to the U.S. Since that time he has been a crusader, focused exclusively on German wines and his distributorship has allowed restaurants and consumers to discover all the great German wine growing regions and have access to wines they might not otherwise taste. His Rudi Wiest Selections educates the wine trade with a variety of national tastings, helping to give German wines a high profile. (see also #60) 88-Warren Winiarski: left his teaching position at the University of Chicago and moved with his family to the Napa Valley. After apprenticing at Souverain Winery with friend and mentor André Tchelistcheff. Winiarski became assistant winemaker at Robert Mondavi Winery, then bought property below the Stag’s Leap palisades, and would go on to found Stag's Leap Wine Cellars. His first vintage of Cabernet Sauvignon won the now-famous Judgment of Paris in 1976, besting top Bordeaux entries and fundamentally transforming how California wines were viewed worldwide. 87-Eric Solomon: of European Cellars is an importer of French and Spanish wines to the U.S. and notably many of these wines receive top scores in the national wine press and thereby expose the population to everything from Cava to Chateauneuf-du-Pape. He was named by Food & Wine Magazine as the Top Importer in the U.S. and Solomon has been featured in every major wine trade publication. (see also #82, #73, #63) 86-Sofia Perpera: is the backbone of Greek wine in the U.S. She participates as a judge in international wine tasting competitions and writes regularly for various Greek publications, and her Atlanta based website, All About Greek Wine promotes Greek wine in the U.S. Having worked in Greece for four years at the Greek Wine Federation, she was intimately involved in the marketing and promotion of Greek wines as well as working to update Greek wine legislation and create educational programs for the wine sector. Currently she represents the wines of Greece in the U.S. and Canada. 85-Richard Peterson: Tinkering in winery labs owned by large corporations, Peterson invented systems that revolutionized production, including the first wine cooler, Hearty Burgundy, and a wine barrel stacking system. He published prolifically in industry journals and played a large role in wines made by Gallo Winery, Beaulieu Vineyard, Atlas Peak, and Folie a Deux Winery. Oh yeah, the Dick Peterson Trophy from the Mid-America Wine Competition is named after him. And yes, his daughter is Heidi Peterson-Barrett who put Screaming Eagle on the map. 84-Alexander Payne: A film director? Seriously? Absolutely; here’s why. The film “Sideways” may have been populated with flawed characters, but this ode to the wine industry won an Academy Award, 2 Golden Globe awards, and a Directors Guild Award, grossing over $70 million. Local business in the Santa Barbara region saw a jump in sales of 25 percent. Pinot Noir (which the film lovingly embraced) saw sales increase nationwide by 15% all because of the movie. And with ancillary rights, the film continues to reap rewards for the wine industry in terms of tourism dollars. 83-Eddie Osterland: was the first Master Sommelier in the U.S. Today he speaks to CEOs and executives from Fortune 500 companies and professional societies who learn the finer aspects of wine. In addition to writing the definitive wine training guides for the restaurant industry, he boasts clients like Ritz-Carlton, Ford, IBM and General Mills. 82-Jorge Ordoñez: owner of Fine Estates From Spain, is a pioneer in the modernization of Spanish wine and the driving force behind more than 130 wines from 40 Spanish wineries in the U.S. market. Ordoñez wears many hats, working as consultant, marketer, broker, blender and winemaker. He partners with established winemakers to create unique wines, and is credited with launching a wine revolution in Spain and creating the market for modern-style Spanish wines in the United States. (see also #87, #73, #63) 81-Steve Olson: and his company ‘aka wine geek,’ teaches, lectures, and writes all over the world about wine, beer, spirits, even sake discussing their integral cause-and-effect relationship with food as he preaches the gospel of his mission: making tasting fun by removing the intimidation factor and the pretense. He is the Wine and Spirits Consultant for Bon Appétit Magazine, was selected as Santé Magazine’s Spirits Professional of the Year and was chosen as Cheers Magazine Beverage Innovator of the Year. 80-Carole Meredith: is a grape geneticist, a former professor at the Department of Viticulture and Enology of UC Davis. Meredith and her research group pioneered the use of DNA typing to differentiate Vitis vinifera grape varieties and for elucidating their parentage, which gives insight into the varieties' history and place of origin. She established the parentage of Cabernet Sauvignon, which was the first application of such techniques. Chardonnay, Syrah and Zinfandel followed. Lagier-Meredith is the winery she runs with her husband and of which Robert Parker calls consistently great syrah. 79-Jerry Lohr: was an early pioneer establishing a new outpost of winegrowing on the California Central Coast. He planted in Monterey County in 1972, and Paso Robles in 1987, giving Lohr an integral role in catapulting both regions onto the global winemaking stage. Today, in addition to over 1,300 acres in Monterey County, J. Lohr Vineyards & Wines farms 2,300 acres in Paso Robles, and 35 acres in the Napa Valley, and has tasting rooms in Paso Robles and San Jose. J. Lohr wines are available throughout the U. S. and over 30 countries globally. U.C. Davis honored him with its Award of Distinction. (see also #65) 78-Richard Jennings: with over 25,000 tasting notes posted on CellarTracker, more than any other individual on the site, this prolific, knowledgeable wine blogger and finalist for the 2011 Wine Blog Awards for best overall blog and writing proves that you can still keep your day job as you expand your knowledge and reach in the wine world. 77-Mike Dunne: is the former wine columnist, restaurant critic and food editor for the Sacramento Bee and continues to contribute to the Food & Wine section, focusing on value wines. He contributes to a number of wine publications and his blog, A Year in Wine, is based on wine selections he discovers on tastings, judging at competitions, and visits to wine regions. 76-John Aguirre: is the executive director of Wine Grapegrowers of America, and the president of the California Association of Wine Grapegrowers, who lobby Congress and state governments about legal issues relating to wine, from inclusion in the Farm Bill to taxes to immigration reform which includes guest worker programs, they work behind the scenes to lake legislative actions equitable for the wine industry. 75-Chris Camarda: is winemaker at Andrew Will in Washington State, whose wines routinely score 90 points and over in the major wine magazines. You may think scores are meaningless, but the attention Camarda has achieved has helped to give new life to Washington wines. Wine & Spirits magazine called his winery, located on an island off the Seattle coast, America’s best Washington State producer, and named him one of the 50 most influential winemakers in the world. (see also #95, #42) 74-Mary Ewing-Mulligan: is an author, journalist and wine educator and Master of Wine, the first American woman to achieve this accreditation. She has been the director of the International Wine Center in New York since 1984, and is executive director of the U.S. programs for the Wine & Spirit Education Trust. She is also a freelance journalist of wine articles to various publications, and the co-author of seven wine books including Wine For Dummies, selling nearly a million copies and making wine easy to understand for the masses. 73-Kermit Lynch: is a wine importer, author, winemaker and even musician, importing wines from France and Italy. He is the author of two highly regarded books on wine, and winner of the James Beard Foundation's Wine Professional of the Year, not to mention the Chevalier de l'Ordre de Mérite Agricole medal presented by the French government for his service to the wine industry, and the insignia of Chevalier de la Legion d'Honneur by the French government. He continues to educate about wine via his retail store in Berkeley. (see also #87, #82, #63) 72-Peter Mondavi, Jr.: heads up the flourishing Charles Krug Winery and CK Mondavi Family Vineyards. Amidst corporate buyouts up and down the Napa Valley, Mondavi has been determined to keep Charles Krug in the family, and to preserve the 850 estate vineyards, farming them sustainably. Additionally he has helped preserve the historical legacy of wine in the Napa Valley by refurbishing the original buildings on the property, thus maintaining one of the oldest wineries in California. 71-George Taber: is a journalist and was a reporter and editor with Time magazine in the United States and Europe for 21 years. Stationed in Paris between 1973 and 1976, he reported on the Judgment of Paris where California wines were ranked alongside France’s best, an event that revolutionized the world of wine. His four-paragraph story about the tasting has been called “the most significant news story ever written about wine,” by the San Francisco Chronicle. He is the author of four wine books and continues to educate about wine. The film Bottle Shock was loosely based on his book. 70-Greg Jones: is a climatologist, and Professor of Geography at the Department of Environmental Studies at Southern Oregon University who conducts applied research for the wine industry. He was named One of the Top 50 Most Influential People in the Wine World by Decanter magazine for his global ability to present climate change to wineries. Now he consults around the world on the relationship between climate change and grapes and lectures frequently. 69-Adam LaZarre: has a knack for producing excellent value priced brands. Has produced so many labels it’s hard to keep them straight. At Monterey’s Hahn Estates, LaZarre helped catapult them to a wider audience. He helped create the HRM Rex Goliath brand, which grew from 19,000 cases in 2002, its initial year, to 300,000 cases in 2005. Next he helped produce Cycles Gladiator, again with roaring success. These days his inventive approach to Villa San Juliette and LaZarre Wines keeps him at the forefront of value. 68-Evan Goldstein: as a Master Sommelier, author of two books and co-author of several other books on wine and frequently nominated for James Beard awards as Outstanding Wine Professional, his wine education reach is global. He regularly contributes to Santé magazine, Sommelier Journal, as well as Wine & Dine, Singapore’s wine and food publication, and Wine Review, South Korea’s leading wine and food magazine. He is the president of Full Circle Wine Solutions, a global wine education firm. 67-Robert Trinchero: Vintners Hall of Fame inductee Bob Trinchero took over Sutter Home Winery and made Amador County Zinfandel, purchasing fruit from some of the oldest vines in California. In 1972, looking for a way to make the wine more intense, he drained off some of the juice before fermentation and left some natural sugar in it. Say what you want about White Zinfandel, it was affordable, introduced non-wine drinkers to wine, and preserved some old Zinfandel vineyards that might have been lost forever. Sutter Home White Zin became the best-selling premium wine in the U.S. Wine Spectator, gave Trinchero its Distinguished Service Award for “having introduced more Americans to wine on the table than anyone in history.” (see also #91, #96) 66-Alice Feiring: is a journalist, author and former wine and travel columnist for Time magazine, and an advocate for natural winemaking techniques. In addition to contributions to publications such as The New York Times, New York Magazine, San Francisco Chronicle, LA Times, Condé Nast Traveler and Forbes Traveler, her blog The Feiring Line is considered to be among America’s leading wine blogs. She is the author of, The Battle for Wine and Love: Or How I Saved the World from Parkerization. 65-Gary Eberle: has earned the title, the “grandfather of Paso Robles wine.” One of the first to purchase major acreage in Paso, and then build one of the first large commercial wineries long before anyone had ever heard of the area, his tireless promotion of the Paso Robles wine region is clearly evidence today with a region labeled as the next Napa. As the single most awarded winery in the country, constantly winning at competitions across the U.S., Eberle continues to promote not only Paso Robles, but wines which reflect a sense of place. (see also # 79) 64-Elin McCoy: is an award-winning journalist and author, focusing on the world of wine. She is a wine and spirits columnist for Bloomberg News where she writes a bimonthly column as well as a monthly column for Bloomberg Markets which reach a worldwide audience. She has written two books on wine, contributes to Food & Wine, The New York Times and other wine publications and fits time in to speak at wine conferences. 63-Katrin Naelapaa: is the executive director of Wines of Spain USA, and she oversees promotion, marketing, advertising of all Spanish wines in the U.S. She also links Spanish wineries with importers, all of which means that without her, the representation of Spanish wines in the U.S. would be minimal. Currently Spain is the 5th largest importer of foreign wines to the States, providing quality wine at a variety of price points, most notable in the under $10 range. (see also #87, #82, #73) 62-Daryl Groom: has held numerous positions in the wine industry including Vice President of Winemaking & Operations for Peak Wines International, and Beam Wine Estates, and both Senior White Winemaker, then Senior Red Winemaker for Penfolds Wines in Australia. His foundation was producing Penfolds famed red wine, Grange, which he oversaw six years. He has been named Winemaker of the Year by the LA Times, The San Francisco Chronicle, the Huston Chronicle, Quarterly Review of Wines, and others. He currently produces Groom Wines, and judges at international wine competitions. 61-Kenneth Volk: is probably best known for creating Wild Horse Winery in Templeton, which he grew into a powerhouse national brand. After selling Wild Horse to Constellation Brands, Volk resumed winemaking by started Kenneth Volk Vineyards in Santa Maria. But what sets Volk apart is his love for and constant support and promotion of heirloom varieties like Negrette, Cabernet Pfeffer, Blaufrankish and Aglianico, among others. With winemakers like Volk, many of these relatively unknown wines might never get made, and never be appreciated by the public. 60-Terry Theise: is a wine importer who started importing German wines to the U.S. in the 1980s making previously obscure grapes, such as Riesling, Gewuerztraminer, and Gruner Veltiner now trendy. He has received the wine industry’s top prize, a James Beard Foundation medal for the nation’s outstanding wine and spirits professional. The award hailed Theise for what his loyal followers have long appreciated: his role as champion of small producers, and his holistic approach to the joys of drinking wine. (see also #89) 59- Mark Chandler: Though he retired from his position as Executive Director of the Lodi-Woodbridge Wine Commission in November, 2011, Chandlers’ influence on the Lodi wine region has been nothing short of amazing. He helped create the Lodi Appellation, and under his leadership Lodi wineries grew from 10 to over 80 and have created a new and viable wine destination, thereby creating a tourism economy for a region pretty much in need of anything. He was named Sunset Magazine’s Wine Professional of the Year, and is past president of the Society of Wine Educators. He continues as a wine judge, and frequent speaker at wine venues around the country. 58- Jeff Newton: is co-owner of Coastal Vineyard Care Associates and he has been growing grapes in Santa Barbara County since 1984. He manages over 2,000 acres producing high quality fruit using environmentally sustainable means. Newton’s company manages a who’s who of Santa Barbara wineries including Stolpman Vineyards, Jonata, Fiddlehead Cellars, Alma Rosa, Foley Estates and Zaca Mesa, among others, providing trellising and site recommendations, financial evaluation, even foreman mentoring, and all this has helped catapult Santa Barbara into a major wine region. 57- Jon Rimmerman: is often credited with sparking the “email offer” revolution in fine wine sales. Rimmerman started Garagiste on a shoestring budget of just $500 with a simple concept: to bring the winemaker and consumer closer together by taking advantage of a then-new technology known as the email offer. Offering wines described in story form, Garagiste ranks in over $25 million in annual sales with over 100,000 subscribers. 56-Clark Smith: is the winemaker for the tiny cult brand WineSmith and a respected winemaking innovator and wine production consultant. As Adjunct Professor at CSU Fresno he lectures on innovative views of winemaking, presenting new technologies. He is a leading authority on the enhancement of wine structure and a vocal proponent of living soil. He developed a host of winemaking techniques including the use of reverse osmosis to optimize wine grape maturity and tannin refinement through micro-oxygenation. He judges wines at competitions. 55-Tom Wark: has been in the public relations wine business since 1990 and has become a force to be reckoned with. In addition to his promotion of the wine industry as a whole, his blog, Fermentations, has become for many, a daily reading ritual where he covers the wine business, wine communications and public relations. He is the founder of the American Wine Blog Awards as well as one of the founders of the Wine Bloggers Conference. Additionally, Wark appears at industry conferences as a panelist and moderator covering subjects as diverse as small winery marketing, blogging, social media and the politics of wine. 54-Fred Frank: manages Dr. Konstantin Frank in the Finger Lakes region in New York. As Konstantin's grandson, Fred Frank, has expanded the business tenfold and Dr. Frank wines are now distributed in 38 states and internationally. Earning 51 gold medals in 2011, their wines, specifically Riesling, have earned the reputation as world class. Wine Enthusiast nominated the winery American Winery of the Year, and the winery is one of the Finger Lakes’ Most Award-Winning Wineries. 53-Gordon Burns: established ETS Labs to provide technical and laboratory assistance to the burgeoning wine industry. ETS has continued to expand its technical expertise and new methodology in the analysis of wine in ways most people have no clue about. ETS was awarded ISO 17025 accreditation making it the first and only independent, domestic wine laboratory with this accreditation. Burns has been a member of the American Society for Enology & Viticulture, Association of Official Analytical Chemists, and many others. 52-Jon Fredrikson: of Gomberg, Fredrikson & Associates is the oldest professional consulting firm dealing exclusively in wine industry matters. The firm publishes management information, offering a broad range of wine property investment, industry research and consulting services and is the only established information source that monitors monthly and annual comparative shipments of leading California wineries and wine imports by country. The report also provides insightful commentary and analysis of current business conditions and trends shaping the market. Considered the bible of the wine industry, this behind-the-scenes firm has a great impact on the business side of wine. 51-Kevin Zraley: held the position of wine director for the Windows on the World restaurant, on the top floors of New York’s 1 WTC World Trade Center, America's top-grossing restaurant. Zraly’s book Windows on the World Complete Wine Course with its annual updates is among America's best-selling wine books selling over 3 million copies worldwide, and Zraly's American Wine Guide is the first book that deals comprehensively with all 50 states as modern wine-producing states. He’s been awarded the prestigious James Beard Lifetime Achievement Award. 50- Bartholomew Broadbent: is one of the world’s foremost authorities on Port and Madeira and he’s credited for being responsible for the growth of Port consumption and the re-introduction of Madeira to the U.S. His company, Broadbent Selections, is the exclusive U.S. national importer for some of the worlds most sought after family wineries, including Chateau Musar, Warwick Estate, Spy Valley, Ferreira, Quinta do Crasto, Aresti, Louis Guntrum, Montsarra Cava, Pago de Larrainzar, Vilafonte, Badenhorst, and Dr. Hermann. He also produces his own Broadbent Port, Madeira, and Vinho Verde in Portugal. Broadbent was named one of the “fifty most influential people in the wine world,” by Decanter Magazine, and was nominated Importer of the Year by Wine Enthusiast Magazine. 49-Ann Noble: is a sensory chemist and retired professor from the UC Davis. During her time at the UC Davis Department of Viticulture and Enology, she invented the Wine Aroma Wheel which is credited with enhancing the public’s understanding of wine tasting and terminology for tens of thousands of new wine lovers. At the time of her hiring at UC-Davis in 1974, Noble was the first woman hired as a faculty member of the Viticulture department. She is currently Emeritus Professor of Enology and participates as a wine judge, and lectures about sensory evaluation. 48-Steve Miller: and his brother and father own and farm Bien Nacido Vineyards, the most well-known and respected vineyard on California’s Central Coast. Bien Nacido also has the distinction of being one of the major viticultural nurseries in California for certified, varietal budwood. In addition to Bien Nacido, the Millers operate two other vineyard sites, French Camp, east of San Luis Obispo, and Solomon Hills in Santa Maria, with well over 2,500 combines acres, as well as two custom crush facilities in Santa Maria and Paso Robles where hundreds of winemakers got their start. Bien Nacido was called one of the top 25 vineyards in the world by Wine & Spirits Magazine, and Food & Wine Magazine called them one of the ten best vineyards. 47-Mike Benziger: leads one of the most prominent and one of the last in-tact families in the wine industry. Based in Sonoma, the 30-year old Benziger Family Winery is widely known for their pioneering exploration and practice of biodynamic, organic and sustainable agriculture and grape growing. Though they did not start out this way, as time evolved, they began to embrace a different way of farming. The validation of this is high scoring wines in the national press and medals at wine competitions. Through dedicated promotion of these practices, biodynamics is gaining more traction as a viable farming method. 46-Karen Ross: is the Secretary of the California Department of Food and Agriculture. Prior to that she served as president of the California Association of Winegrape Growers, and as the Executive Director of Winegrape Growers of America, a coalition of state winegrower organizations. In these kinds of leadership positions, Ross helped sponsor scholarships for children of vineyard employees, created nationally-recognized Sustainable Winegrowing Programs, which assists wine grape growers in maintaining the long-term viability of agricultural lands and encourages them to provide leadership in protecting the environment, conserving natural resources, and enhancing their local communities. 45-Linda Reiff: is the Executive Director of the Napa Valley Vintners Association, a regional trade association with an active membership of 400 wineries, representing vintners and grape growers. Widely-recognized as one of the leading wine trade organizations in the world, Reiff continues to tirelessly promote the Napa valley and the many offerings of the association including Auction Napa Valley has given $98 million to local non-profits since its inception in 1981. 44-Gary Vaynerchuk: is a bestselling author and the former the star of WineLibraryTV.com, a video blog. His informal approach to wine appreciation helped revolutionized the industry by demystifying wine and empowering wine drinkers to trust their own palates, leveraging social media tools thereby attracted over 90,000 viewers daily. He was recognized as Innovator of the Year by Wine Enthusiast, and Decanter magazine called him one of the 50 most influential people in wine. 43-Cyril Penn: is editor in chief of Wine Business Monthly, the largest circulation of any wine trade publication in North America. The magazine focuses on the most up-to-date and comprehensive editorial, including legislative changes, winery marketing, even covering everything from tank presses and mobile bottling lines, to properly cleaning a stainless steel tank to ATV’s for your vineyard and yeast selections. It’s the nuts and bolts of the wine industry and Penn directs a staff that covers the industry admirably. 42-Paul Gregutt: is a wine writer whose focus is the wines of Oregon and Washington. He publishes a column titled Wine Adviser in The Seattle Times, and contributes to publications such as Vineyard & Winery Management, Yakima Herald-Republic, the Walla Walla Union-Bulletin, and the Spokane Spokesman-Review, as well as Decanter and Wine Spectator. He is also the Northwest Editor for Wine Enthusiast Magazine, and via his book Washington Wines & Wineries: the Essential Guide, and his blog he continues to educate people about these two terrific wine states. (see also #95, #75) 41-Jason Eckenroth: founded ShipCompliant to allow wine producers, importers, marketers and wholesalers to distribute product across the U.S. with access of up-to-date state regulations and tax rates for direct shipments to consumers, and at the same time track their shipments so they can ensure compliance with regulations. ShipCompliant processes direct shipments for more than 2,000 wine brands across the U.S. and maintains a database of direct shipping rules in order to enable real-time compliance checks and auto-populated state shipping and tax reports. It’s not sexy, but it’s imperative. 40-Tim Gaiser: is a nationally renowned wine expert and Master Sommelier. He is the former director of education for the American chapter of the Court of Master Sommeliers Americas. With experience in all phases of the wine industry - online, wholesale, retail, winery, and restaurant - he has developed wine education programs for restaurants, winery schools, and wine distributors and taught classes on wine and spirits increasing the awareness of how our minds recognize and code smells and tastes. His client list includes Fosters, Diageo, American Express, Evian, PepsiCo International, Franklin-Templeton, and Wells Fargo. 39-Paul Mabray: Billed as the digital think tank for the wine industry, Mabray’s creation- VinTank Social Connect-is the wine industry’s most powerful social listening and data distribution platform. VinTank is designed to help revolutionize the wine industry through e-business and innovative digital products and marketing, including phone apps, QR codes and point of purchase information for consumers to access wine information. 38-Rajat Parr: was appointed wine director all of the Michael Mina restaurants throughout the United States. One of the groups restaurants, RN74, had a $4.5 million budget and opened with a 84 page wine list. Parr in collaboration with Jordan Mackay published the book, Secrets of the Sommeliers, which won the 2011 James Beard Cookbook Award - Beverage Category. It’s no secret that Parr influences a great number of high-end diners. 37-George Miliotes: Master Sommelier George Miliotes began creating award-winning wine lists in the late 1980s and eventually created one, the first of its kind, for The California Grill at Disney World. He is currently Director of Beverage and Hospitality for the Capital Grille, a Darden restaurant concept, where he oversees the wine list for all 40 locations of the national steak house chain, with wine lists ranging from 300 to 1,000 selections. That translates to a lot of wine. Miliotes is also the food and beverage director for the nationally recognized, Seasons 52, with locations in Florida and Georgia. 36-Wayne Belding: Originally trained as a geologist, Belding found his way from the oil fields to the vineyards. He began in the retail wine business, became an award-winning sommelier in Denver, then became the 13th American to pass the Master Sommelier examination. He has served as Education Chairman and Chairman of the American Chapter of the Court of Master Sommeliers. He has been a wine teacher and competition judge both nationally and internationally, and was the former owner of The Boulder Wine Merchant in Colorado, and author of Diving Into Wine. 35-Tim Hanni: is a professionally trained chef, Master of Wine, and Certified Wine Educator. Hanni’s unique perspective on food and wine and his techniques for creating easy to use wine lists and retail wine programs for clients like Ruth’s Chris and P.F. Chang, are focused on balancing food and wine flavors from physiological, biological and psychological perspectives. Hanni is recognized for introducing the concept of the “umami” taste phenomenon to the wine and food community. He has lectured in over 27 countries around the world on the topics of flavor balancing, sensory sciences, wine and culinary history. 34-Jeremy Bensen: is the executive director of Free the Grapes!, a national grassroots coalition of wine lovers, wineries and retailers who seek to remove restrictions in states that still prohibit consumers from purchasing wines directly from wineries and retailers. Established in 1998 by five wine industry associations which together represent thousands of U.S. wineries, Free the Grapes’ operations are funded exclusively by contributions from wine consumers, winemakers and retailers. 33-Alder Yarrow: started Vinography in 2004 before wine blogging was even remotely accepted. His site is among many of the most influential wine blogs on the Internet. Featuring wine and sake reviews, restaurant reviews, editorials, book reviews, wine news, and wine event coverage, Vinography publishes new content daily to a global readership. The site works hard to create an alternative to the traditional sources and styles of wine journalism, partially through its emphasis on the stories, the people, and the passion behind wine, all told from a decidedly down-to-earth perspective. 32-Steven Tanzer: is editor and publisher of the critically acclaimed bimonthly International Wine Cellar, an independent journal read by wine lovers in all 50 states and 28 countries, and translated into French and Japanese. Tanzer has also served as Senior Editor and wine columnist for Food & Wine magazine and wine columnist for Forbes FYI, and has authored two wine books, and the wine blog, Winophilia. 31-Rob McMillian: is the founder of Silicon Valley Bank’s Wine Division based in Saint Helena. You might not think a banker would be on a list like this, but wineries need capital and this bank is the leading provider of financial services to the fine wine business. McMillian publishes reports on emerging trends and is author of the bank’s Annual State of the Wine Industry Report. Silicon Valley Bank’s Wine Division is the leading provider of financial services to wineries and vineyards in the western United States, with over 300 winery and vineyard clients in Napa, Sonoma, the Central Coast, Oregon and Washington. 30-Erle Martin: is CEO of Crimson Wine Group, a wine business with five brands, over 700 planted acres in five growing regions and 11 AVAs across California, Oregon and Washington and representing over 250,000 cases. Their holdings include, Archery Summit in Oregon, Pine Ridge in Napa, Chamisal in the Edna Valley, Dry Creek Valley’s Seghesio Vineyards, and the company also owns a vineyard in Washington’s Horse Heaven Hills. All this proves that consolidation in the wine business need not mean sacrificing quality or individual brand identity. 29-Andy Beckstoffer: in 2006, the Napa Grapegrowers Association awarded its first Grower of the Year Award to Beckstoffer. The Napa County Farm Bureau acknowledged him as Agriculturist of the Year, and he also received the first ever U.S. Congressional Wine Caucus Commendation. In March 2010 he was inducted into the CIA Vintners Hall of Fame, being the first grape grower to receive this honor. As a grower, with some of the most valued land in Napa, and some of the most sought after fruit, wines made with Beckstoffer grapes routinely score very highly in the national wine press. 28-Lettie Teague: Before joining The Wall Street Journal as a wine columnist in 2010, Lettie Teague was the executive wine editor at Food & Wine magazine, where she wrote the monthly column Wine Matters. She received the James Beard Foundation's M.F.K. Fisher Distinguished Writing Award in 2003 and won a 2005 James Beard Award for magazine columns. Her writing at both the Wall Street Journal and Food & Wine reach a massive market, and that translates to sales 27- Doug Cook: is the proprietor of the Able Grape, a wine search engine with a database of over 26 million pages and over 41,000 websites, all related to wine. This self professed “computer geek turned wine geek” has amassed a social media empire with over a quarter of a million Twitter followers. Able Grape has become the largest wine search engine on the Internet. If you need to find something related to wine, you will find it here. 26-Andrea (Immer) Robinson: continues as one of the country’s’ leading wine educators, and is one of only 16 women in the world appointed Master Sommelier by the prestigious Court of Master Sommeliers. Her company JGR Productions produces informative food, wine and travel video content for Delta Air Lines and broadcast media and she has worked with the Food Channel and PBS. She is the author of eight wine and food books and her articles have appeared in publications such as Health, Eating Well, Esquire, Real Simple, Money, and Bon Appétit, She has received a James Beard Award for Broadcast Journalism. 25-Tyler Colman: is better known to most people as Dr. Vino, an award winning wine blogger and author of two wine books including, Wine Politics: How Governments, Environmentalists, Mobsters, and Critics Influence the Wines We Drink. He is also among the contributors to The Oxford Companion to Wine. His blog is one of the most consistently highly rated wine blogs, no small feat in today’s over saturated wine blog market. In addition to being nominated for a James Beard Foundation award, his articles have appeared in The New York Times, Food & Wine, Forbes.com, Wine & Spirits and a host of others. 24-Leslie Sbrocco: is an award-winning author, speaker, wine consultant, and the author of two national wine books. As host of the PBS series Check Please!, she has won a coveted James Beard award, two Tasty Awards, and three Emmy awards. Sbrocco was also a featured judge on the PBS national series, The Winemakers, and she is a regular guest on NBC’s Today Show. She is also a wine educator for Crystal Cruises, and Holland America Cruise Lines, and actively promotes a website, Thirsty Girl, which aims to empower women in their wine and food choices. 23-Alyssa Rapp: is the founder and CEO of Bottlenotes, Inc., the leading resource for new to intermediate wine enthusiasts interested in learning about wine, sharing tasting notes, and tasting wine. Alyssa is also the author of “Bottlenotes Guide to Wine: Around the World in 80 Sips.” Her daily newsletter reaches over 140,000 subscribers. Additionally, this on-line forum brings together wine lovers of all stripes, allowing everyone to share their tasting notes via every from of social media including I-phone. Bottlenotes sponsors wine events in major cities across the U.S. 22-Eric Levine: a former Microsoft program manager, created CellarTracker after he had made the program for himself, in order to track his own wine. The concept was launched online in a public format and CellarTracker proved immensely popular and over the years it has out-paced other similar sites. CellarTracker has more than 185,000 user entries for 30 million individual bottles, and nearly 2.5 million wine reviews from across the globe. It has become a social media whirlwind, connecting wine lovers from all points of the globe. 21-Jon Kapon: is the president of Acker, Merrall & Condit, which bills itself as America's oldest wine store and has, under his watch, become the world’s leading vendor of fine wine at auction, including on-line auctions. In addition to auctions, they are a retail wine store, wine club serving the ultra rich. Kapon has made Acker the leading vendor of fine wines in America, with auctions from New York to Hong Kong. Revenue for 2011 was $110 million, which makes Acker the first wine auctioneer to cross the $100 million mark. Should we care that the wealthy buy wine? Yes. They can move markets and Kapon directs them. 20- Fred Franzia: runs an empire known as the Bronco Wine Group. As CEO Franzia, nephew of wine legend Ernest Gallo, is best known for his Charles Shaw brand, nicknamed “Two Buck Chuck.” Franzia's marketing methods contrast with those of his higher priced competitors, although he is credited with introducing new consumers to the wine market and ultimately to the premium brands. His business model is based on ownership of over 45,000 vineyard acres, and 50 different wine brands. Savvy and assertive, he speaks his mind in the normally staid wine world and passes value to the consumer. 19-Anthony Blue: was the West Coast editor for Food & Wine magazine, and wine and spirits editor of Bon Appétit Magazine, (a position he held for 26 years) as well as writing for the San Francisco Chronicle, the Zagat Guide, and the San Jose Mercury News, Blue acquired the San Francisco International Wine Competition, the largest international wine competition in the U.S. (over 4,200 wines were entered in 2011). Next Blue purchased Patterson's Beverage Journal, a 65-year-old beverage trade publication that was renamed The Tasting Panel. It has become the highest circulation beverage industry publication and promotes wines from across the globe to both trade, media and the general public. 18-Robert Koch: is the CEO of the Wine Institute, whose aim is public policy advocacy. Wine Institute brings together the resources of 1,000 California wineries and affiliated businesses to support legislative and regulatory advocacy, international market development, media relations, scientific research, and education programs that benefit the entire California wine industry, thus affecting a lot of people. Koch also acts as the chief lobbyist in Washington D.C. for wine matters related to California. 17-Allen Meadows: is publisher of the Burghound, a quarterly newsletter. The related website, Burghound.com offers subscribers newsletters with reviews specific to the Burgundy region and he covers California and Oregon Pinot Noir. But what sets Burghound apart is its comprehensive coverage of Burgundy and Meadows spends usually four months there each year. There are subscribers in all 50 states and more than 50 countries globally. Meadows also regularly speaks on Burgundy and other wine subjects. 16- David Trone: As the CEO of Total Wine, Trone operates 76 stores in only 11 states, therefore many people may not have heard of them. But $1 billion in sales in two decades is nothing to ignore. There are on average 8,000 wines represented and nearly half of those are imports, exposing wine lovers to a broad diversity of wines they may not otherwise be aware of. 15- Eric Asimov: is the nephew of the late author Isaac Asimov, and he has been writing about wine since 1999. He was named chief wine critic at the New York Times in 2005, taking over the mantle from Frank Prial. He writes two columns for the paper and a blog, and is lauded by followers for his thoughtful, objective, yet inclusive approach to wine. An advocate for less powerful wines, Asimov is in a position of influence with the Times to promote this goal. 14-Joe Roberts: is known to many as 1 Wine Dude, the author of a wine blog that has reached stratospheric heights and was begun as a blog for the “intermediate” wine lover. He is now a wine consultant and a member of the U.S.- based Society of Wine Educators, and other organizations. He was a winner of the Wine Blog Awards for best wine blog, and Wine Enthusiast ranked him as one of the top three wine blogs in 2010, proof that social media has forever changed the landscape of wine. 13- Wilfred Wong: is the Cellar Master for 114 BevMo! stores in California and Arizona with estimated annual sales of approximately $95 million. Tasting 8,000 wines yearly and rating them for the loyal BevMo! customers, Wong guides wine lovers to an incredible diversity of wines and at a diversity of price points. Given that he routinely travels the world looking for small producers insures a constant flow on new and exciting wines to the American market. If you live in California, chances are you’ve been to BevMo. 12- Jon Bonné: is The San Francisco Chronicle’s wine editor, responsible for the paper’s wine and spirits coverage and the annual Top 100 Wines list. Before coming to The Chronicle, Bonné was lifestyle editor and wine columnist for MSNBC.com. His work has earned him two James Beard awards and multiple awards from the Association of Food Journalists. Previously Bonné was wine columnist for Seattle Magazine and has written about wine for Food & Wine, Decanter, and Saveur. He has also reported for The New York Times, Court TV, and National Public Radio, and is working on a book about California wine. 11- Patrick Comiskey: A former sommelier, Comiskey serves as the critic for all domestic wines outside of California for Wine & Spirits Magazine. He contributes to the San Francisco Chronicle's wine section, the Los Angeles Times, Bon Appétit, Wine Review Online and the Robb Report, in addition to writing educational materials for selected restaurants and websites. He also teaches classes and moderates panels on viticulture, wine tasting and various wine regions. 10- Doug Frost: is one of only three people in the world to have achieved the title of Master Sommelier and Master of Wine, which puts him in demand as a writer, speaker and wine judge. He has authored three books on wine, contributes to the Oxford Companion of Wine, the San Francisco Chronicle, Underground Wine Journal, Drinks International, Practical Winery & Vineyard, Wines & Vines, Wines & Spirits, Cheers Magazine, and Santé Magazine, among others. His incredible depth of knowledge and understanding of wine makes him sought after as an educator, impacting a variety of wine lovers, and he does this with humor and pinpoint accuracy. 9- Matt Kramer: since 1985 he has contributed to Wine Spectator, but he has been writing about wine since 1976, utilizing a style less formal and more open than most wine writers. He is the wine columnist for The Oregonian, and formerly wrote about wine for The New York Sun, and the Los Angeles Times. Praised for lucidity in his writing he has helped champion small wineries and now the commonly understood idea of terrior. He has seven books published about wine. 8- Adam Strum: as Founder and Chairman of Wine Enthusiast Companies and Editor and Publisher of Wine Enthusiast Magazine Strum heads up the largest group of wine commerce and media companies in the world. With more than 800,000 readers Wine Enthusiast Magazine provides editorial content and authoritative reviews and ratings of tens of thousands of wines every year. The Wine Enthusiast catalog and web business is the world’s leading inventor and seller of wine accessories and wine storage with catalogs distributed to more than 300 million wine-related publications in the United States and around the world. 7- Marvin Shanken: is the man behind the magazine, The Wine Spectator, which is one of the top wine magazines in the world. Shanken started his career in real estate and investment banking, then moved into publishing in 1973, purchasing Impact Databank Reports, an annual industry publication which provides raw wine data. His company expanded to other trade publications including Market Watch and Food Arts. He started Wine Spectator in 1976 with fewer than 5,000 subscribers. Today Wine Spectator is read by nearly 3 million people and exerts tremendous influence with its reviews on wines, up and coming wine regions and food. 6-Rob Sands: is the president and CEO of Constellation Brands, listed as a S&P 500 Index and Fortune 1000 company with 4,300 employees, sales in 125 countries and operations at approximately 30 facilities. Some of their well known brands include Clos du Bois, Robert Mondavi, Franciscan Estate and others. Total revenues for 2011 (including their large spirits division) reached $3.3 billion, this in spite of a weaker than expected economy and drop in wine purchases. Nonetheless they remain the biggest seller by volume of premium-category wines priced between $5 and $15. 5-Wayne Chaplin: is the president and COO of Southern Wine & Spirits, the nation’s largest spirits and wine distributor with estimated revenues of more than $9 billion in 2011. The company now has operations in 34 states and Washington, D.C., and also has a distribution license for the state of Texas. They employ over 11,000 people, and they move a lot of wine. 4- Gina Gallo: With well over 24 wine brands, and over 70 millions cases of wine produced and tens of thousands of acres of grapes, the E. & J. Gallo Winery is the world's largest family-owned winery and the largest exporter of California wine. And Gina Gallo is winemaker, spokesperson and all around wine supporter. But beyond that, Gina Gallo has tirelessly promoted wine in general and helped quality control and quality assurance for her wines on the backend. Long gone are the days when the name Gallo was associated with Ripple and Thunderbird and their offerings also include higher end fine wines. Sure, they are a wine-behemoth, but they sell more wine than anybody. 3-Annette Alvares-Peters: You may not know her name, but you definitely know who she works for. Alvares-Peters is the merchandise manager for wine, spirits and beer for Costco, and Costco is America’s largest beverage alcohol retailer selling wine in 433 stores in the U.S and Puerto Rico, and an additional 165 stores in seven foreign countries. Fully half of all alcohol sales in Costco are wine, and globally those wine revenues alone reached an astounding $1.3 billion for 2011. Certainly the selection of wines are limited and Costco typically offers just over 100 labels, but they move an immense amount of product, import wines to the American market, and have their own wine under the Kirkland label. 2-James Laube: Almost everyone knows his name and as the lead taster and wine writer for the Wine Spectator, Laube’s influence has been non-stop for almost 30 years. His three books on wine helped earn him a James Beard Award for best wine book of the year. Though you may not agree with his palate or his assessments of California wines, Laube’s influence is best expressed via the incredible sales that his recommendations provide to high-end and low-end wineries alike. People read and respect his opinion and therefore wines are bought and sold based on his recommendations. You may not agree with him, but you cannot doubt the influence. 1-Robert Parker: Love him or hate him, Robert McDowell Parker has had the single most significant impact on wine, ranging from wine aficionados to the average consumer who buys wine at their local grocery store. His 100 point rating system forever changed how wines are scored, and thus perceived, and therefore purchased. As a testament to his power and influence from his Wine Advocate newsletter (free of advertising, another novelty), he is courted by winemakers and winery owners across the globe who craft their wines to suit his palette, though few actually admit it. No other single critic in the last three decades has held that kind of influence; to actually shape and mold how wines are crafted, and chances are, in this day of segmented media attention, no one will again. Right or wrong, good or bad, Parker’s influence has been monumental. Say what you will, Robert Parker has impacted American wine more than any other single individual. Period

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Welcome to the Kehret Vineyards blog with news and musings from around the winery. I'd like to tackle an age-old question, and one of the more contentious topics in winemaking circles: is it better to filter a wine or not? Let’s Start With the Science The basic concept of filtration is pushing wine through a material, usually a membrane with microscopic openings (pores). The portion of wine which is smaller than the membrane’s pores pass through the membrane as permeate; what is retained is retentate. The larger particles include such things as yeast, bacteria, lees, and large particulates, which can create microbiological spoilage (example: yeast can ferment residual sugar in the wine and create off flavors, aromas and effervescence), or they can create a hazy wine. The smaller portion includes water, alcohol, organic acids, polysaccharides, etc. More often than not, wine is sterile filtered just prior to bottling whereby a wine is forced to pass through microscopic pores. Proponents of filtration believe the removed particles are flaws or pose a risk, or both. Another belief is that the physical process of filtration does not damage the wine. I have differing beliefs. While it’s true that bacteria and yeast can pose a threat, that is only true if proper care and risk assessment were neglected in the winemaking process. Unfiltered wines will not be crystal clear, but will have a haze. This is a cosmetic issue, not a quality concern. I have done many trials evaluating filtered versus unfiltered wine and tracked them in blind tastings over the years, and it is clear (no pun intended!) that filtration demonstrably affects wine quality. Filtration strips wine of flavor, aroma, texture, and limits a wine’s ability to express its vineyard personality, or terroir as the French call it. A mobile cross flow filteration system - a modern marvel of engineering But Wait, There’s More! While the process of filtration is untenable to me as a lover of wine, my real motivation to bottle without filtration is that it necessitates diligent winemaking throughout the entire process, from vineyard to bottle. So many benefits are afforded to those who aspire to bottle wine without filtration. Here are just a few: - Promotes harvesting only perfectly ripened grapes. If unfiltered is the goal, you cannot have grapes with disease, defects or contamination, nor can you pick overly ripe grapes, as all of these will create undue risk to unfiltered wines. - Prevents sweet wines. Other than dessert wines, I loathe tasting wines marinating in sugar. Having residual sugar in wine is likely due to issues in winemaking, or done by design to mask flaws or appeal to the less discerning palate. Any sugar residing in an unfiltered wine is a microbial time bomb! - Avoids excessive oxygen. Oxygen is to be avoided in winemaking, except at distinct moments when meticulously administered. Excessive oxygen exposure compromises a wine’s freshness, color, flavors, aromas and textures, all the while providing spoilage microbes a boost to their metabolic needs. - Facilitates gentle handling. In order to bottle without filtration, you must gently and naturally allow for clarification. This is no easy task. For filtered wine, you first move the wine out of barrel using pumps and then you forcefully filter the wine to gain clarity. In order to naturally clarify and bottle without filtration, you need to stage your barrels (or have wine in tank) undisturbed for several months to allow compaction of the lees to gain clarity. Then, you carefully rack your wine off the lees and out of barrel by gravity (siphoning) into an oxygen-protected sump. This takes time, space, patience and a lot of skill – not to mention a significant loss of wine that is suspended in the lees layer at the bottom of each barrel. Carefully siphoning our 2020 Chardonnay for bottling after months of being undisturbed for impurities to settle - Promotes a clean cellar. While cellar sanitation rarely finds its way into winery marketing and PR messages, it is paramount in achieving unfiltered status, as a dirty winery is fraught with contaminants. A clean cellar allows for better winemaking practices at every stage and delivers wines with vineyard-derived richness, complexity and freshness. - Say goodbye to bottle shock! This term is used to describe the period after bottling when a wine closes down due to the harsh process of bottling (read: filtration). It can take many months for a newly bottled wine to recover some of the aromas and flavors lost due to filtration, and they may never again reach the levels they achieved in barrel before filtration. With my decades of experience producing unfiltered wines, they remain open and expressive, just as they were in barrel. And so many other benefits: proper fermentation management, sound topping wine protocols, lees management, early blending, and on and on… So, if good fortune brings an unfiltered wine to your table, please excuse the haze and know that a lot of extra care and effort went into its creation so that you can enjoy the best expression the vineyard has to offer! I love seeking out new vineyard sites with unique soils, climates, terrains, aspects and elevations, all in the pursuit of finding that special vineyard which brings all the essential components together to make magical wines. I have had the great fortune of making wine from premier vineyards throughout the entire Western United States. I have walked 1000 miles of Pinot, spanning vineyards in Willamette Valley, Oregon in the north, down to Santa Rita Hills in Santa Barbara, and everywhere in between. Napa Valley, and its 16 AVA’s, is my backyard. It seems I have been on every mountain road that dead ends at a vineyard site, and have combed through most of Napa’s valley-floor vineyard properties. Recently, I began working in the northeastern reaches of the Columbia Valley in Washington State, with its abundant glacial influences, prolonged summer days and the moderating Columbia River running along the edges of the vineyards. Suffice it to say, I have made wine from my share of vineyards. In 2020, I was provided an amazing opportunity to oversee winemaking for Kehret Vineyards. I knew they were a boutique, quality-minded vineyard in the Fair Play AVA, who also sourced grapes from the surrounding Sierra Foothills, but not much else. I quickly became enamored by the beauty and uniqueness of the area and immersed myself into its many terrains. It was incumbent upon me to understand the interplay of all the various growing conditions in this vast winegrowing region. With new beginnings in new vineyard settings, I always ask: What makes this place so special? For the Kehret Estate vineyard, and the greater Sierra Foothills, I have come to realize the answer lies in its soils, mountain elevations and diversity of sites. “We know more about the movement of celestial bodies than about the soil underfoot.” – Leonardo Da Vinci Okay, to be fair, now we know infinitely more about soil than Leonardo and the other Renaissance thinkers did. While branches of science are dedicated to understanding soils, it still holds many mysteries in its influence on world-class winegrowing. This much I know – grapevines are vigorous, and making the best wine entails creating stressful conditions on the vine. And nothing is better at reigning in vigor than nutrient-starved, well-drained soils. The Sierra Foothills soils, while having a dizzying amount of diversity, all have that in common. Smaller vines produce smaller amounts of more concentrated fruit. Soils also provide the canvas on which a wine’s texture is created. At the Kehret Estate vineyard, our soils are composed of decomposed granite and gravel, which makes for challenging growing conditions. When properly regulated, the wines produced are abundantly rich and layered, owing much of their texture to our unique soils. “The mountains are calling and I must go.” – John Muir The best vineyards in the world are grown on slopes and hillsides, particularly in mountains. Elevation provides conditions, especially for red varieties, for advanced flavor and texture development. Fog is rarely present and the sun’s radiant energy is stronger and provides for more intense and complex flavors and tannins. Another benefit of a high elevation is having relatively warmer nights during the key period of ripening - and while conventional thinking would have you believe ripening only occurs during the daytime, many of the metabolic precursors of flavor, aromas and texture develop during this period of warmer nights. Mountainous influences provide for smaller berry size as well, which bestows even more textural concentration and pronounced flavors. Sitting at 2615 feet of elevation, the Kehret Estate vineyard soaks in these blessings of nature, which culminates into richly flavored, complex wines. “A lot of different flowers make a bouquet.” – Islamic Proverb I have long enjoyed wines from the Sierra Foothills. While the area’s cultural history is steeped in gold, the establishment of a single archetype variety or wine seems elusive. Zinfandel led the charge in building the AVA’s reputation, as it did with many winegrowing regions in California, but emerging varieties and blends have become more fashionable. Petite Sirah, GSM’s, Barbera, Cabernet blends, Sauvignon blanc, and white Rhones have all made a stance in capturing the attention of the consumer. So, what grows best in this sacred ground? In short, all of them. The Sierra Foothills is a vastly diverse region. Even while driving from vineyard to vineyard, I am struck by the natural diversity: oaks strewn alongside the roads while pines and other conifers abound higher in the ridges, and hearing the rivers and streams meander near vineyards, while viewing the picturesque snow-capped Sierras as a backdrop to the east. For vineyards, that same diversity exists, which gives rise to the mélange of grape varieties planted. Diversity of soil, elevation, temperature, aspect, slope, wind, exposure to the sun, and other facets of terroir provide ideal conditions for a multitude of varieties. Diversity is manifest in the Sierra Foothills, and the wines reflect that. Things are quiet now here on the winemaking front at Kehret Vineyards. All of the red wines have been drained off of their skins from fermentation tanks, and are slowly moving through malolactic fermentation in French oak barrels. Rob and I are now able to reflect upon, and evaluate, the 2020 vintage. It was a busy harvest! The year 2020 will be defined by the Covid-19 pandemic and, more locally, the West Coast wildfires. Our sympathies go out to all inflicted by them. Kehret Vineyards and the greater Sierra Foothills winegrowing area were blessed to have dodged a bullet in escaping the fires and the damaging influence of smoke taint. The 2020 growing season in the Sierra Foothills was, as we like to say, a winemaker’s vintage. The rains happened at the right time, and in the right amounts. The flowering of the grapes and development of canopies occurred under idyllic conditions – warm and sunny, with gentle breezes. The most critical period of the season - from veraison to harvest - where flavors, color and texture develop, was almost scripted, with warm to hot afternoons, cool nights and no rain! The grapes were picked either at night or in the coolest morning hours, which preserves the freshness and nuance from the vineyard. Kehret Vineyards’ estate grown fruit is the example of preeminence in terroir and viticulture, providing us with our most prized wines. We also source fruit from within Fair Play and surrounding AVA’s (American Viticultural Areas), but only partnering with the premier growers in the area. Rob and I were charged with finding grapes from these growers, often in remote enclaves within mountainous terrains. I have spent my career scouring viticultural regions seeking out these rarified opportunities. In 2020, our searches were rewarded, as we have partnered with like-minded growers whose singular focus is to produce the best grapes from the region, and to have their vineyards transformed into truly world-class wines. It was now on us to reciprocate their efforts in the vineyard and showcase our winemaking abilities. Bill and Bonnie Kehret’s vision of creating compelling, world-class wines, high atop the El Dorado AVA, required an entire winery renovation and an absolute commitment to every detail of winemaking. Rob and I are honored to have a fully state-of-the-art winery as our playground. Our winemaking strategies and goals for 2020 could not have been more ambitious. I pride myself on the highest quality, precision winemaking, and that became our guiding principle. Every decision during harvest and fermentation (and believe me, there are thousands of decisions to be made!) has consequences. And we must ask ourselves at every step, will this improve quality? We are believers in having no shortcuts and no excuses. Our methodologies are both traditional and innovative. Tried-and-true traditions have the benefit of centuries-long success, while innovative, risk-taking approaches push our comfort level in seeking the benefits of quality. Following is but a short list of methods used at Kehret Vineyards for our red grapes: Grape Sorting and Destemming: Every cluster is inspected along a sorting conveyor. To create wines reflective of their vineyards, every grape berry must adhere to the strictest of standards. Each cluster is gently ushered through our de-stemmer (where grapes are removed from their stems), whereby individual berries are then sorted again. We fanatically remove every remaining stem fragment (“jacks”, as we call them) and then we slightly crack each berry so that it is left mainly intact, while allowing the juice to slowly escape during fermentation. Then we allow the perfect berries to pass into a collection bin and add dry ice to gently extract color. Gravity Feeding: We fabricated a hopper (a large stainless funnel) to fit on top of our fermentation tanks, and then lift the perfectly sorted grapes into the hopper to feed the tanks. I will not pump grapes into the tanks, even though it is standard practice in the industry. After all the dedication in the vineyard, and the painstaking and laborious sorting, why would one then thrash the berries and subvert our efforts to make world-class wines? Cold Soaking: Before we allow fermentation to proceed, we cool the grapes in tank for some period of time. This “cold-soaking” is also called aqueous extraction (I know, getting geeky here), and allows further gentle extraction of color, flavors and supple skin tannins. Fermentation Management: We manage each fermentation lot according to the needs of that vineyard. The fermenters are all unique in their needs, depending upon the vineyard, the vintage and the stage of fermentation. The fermenters are tasted daily, and a strategy for how to best extract the flavors, color, texture and nuance is determined. This is not the standard approach! We use science, intuition and our experience to drive these decisions. At Kehret Vineyards, we do not make wine by recipe. We employ a myriad of fermentation management techniques, all at the appropriate time for the individual fermenters. Once we have created the perfect texture and balance, we allow the wine to drain from the skins, out of the tank, and into French oak barrels. So, now you are caught up with harvest 2020 at Kehret Vineyards. The journey continues, as the wine will be meticulously aged in barrel, blended and bottled without fining or filtration. I will be providing more insights to our winemaking and vineyard endeavors, so please check back soon.

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RED WINE COOLER — Red wine coolers, also known as red wine stoppers, were designed to hold wine and other beverages while you sip on it. Now the company that created them is expanding its range to a new home: a wine cellar. The Red Wine Company is expanding from its home in Santa Fe, New Mexico, to a building in downtown Los Angeles. The Los Angeles-based company said Tuesday that the new building is going to be a red wine cellar with a kitchen and dining room, and that the space will feature a wine refrigerator. Red Wine is best known for its red wine wine cooler in New Mexico. Red wine is also made in other places in Mexico and the Dominican Republic. The company plans to add more wine cooler and red wine fridge space to the space. The new building will be called Red Wine Co., and the new location will be located on the corner of 7th and Valencia Streets. Red wines will be made at Red Wine’s facility in Santa Barbara, California, where they are known as chardonnay. The brand will also sell wine in Santa Clara, California. The wine cooler was created in 2002 by Robert and Linda Ettorff and is manufactured by Red Wine, which has about 3,000 stores across the United States. The Ettors’ company also owns wine cooler maker Bitter Creek and its other wineries. In the last few years, the Ettorefs have made the wine cooler available in the United Kingdom and Canada, with some retail outlets opening.

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Australia’s eminent wine critic James Halliday is featured in our Meet the Member interview, and he also shares with us his greatest moments and milestones in Australian wine. In the last 50 years there have been monumental changes in styles, varieties and regions of Australia. Over this timeframe, there has been no consistency per se. A rough chronology of change goes thus: - 1955 The fermentation of Riesling radically changes with temperature control in closed stainless steel tanks, and sets the scene for Riesling through to 2000. - 1952 Max Schubert creates Grange, completely changing the appreciation of red wine a decade later. - 1960s – Shiraz is king, with only isolated plots of Cabernet, no Pinot Noir, and no Grenache being used for table wine. No French oak (new or used) and Grange was on its own with 1,005 new American oak barrels to finish primary fermentation. - 1962 Sydney Wine Show ’55 Grange steals the show, after 10 years in the wilderness. - 1963 Max Lake, a hand surgeon, becomes the first non-qualified winemaker, setting up Lake’s Folly in the Hunter Valley, once again a seismic event that has had continuing repercussions through to the present time. - 1971 The first Chardonnay labeled as such is made by Tyrrell’s, but tank-fermented and simply matured in French oak. - The second half of the ‘70s sees the emergence of cool-climate regions and the gradual appearance of very small quantities of Pinot Noir in the Yarra Valley. Barrel fermentation of Chardonnay in new French oak by small wineries, but not the big players. - Late ‘70s The Margaret River juggernaut starts to roll, with a climate more reliable than any other region of Australia, thanks to the strong maritime effect of the Pacific and Southern Oceans. - 1980 The first Chardonnay is grown in South Australia, but it’s not until ‘94 that Australian production of Chardonnay exceeds that of Riesling. - 1983 Whole bunch/whole berry fermentation of Pinot starts to gain approval. - On a continuous plane, French oak, whole bunch/berry fermentation of Shiraz, particularly from cool regions, fundamentally changes the way the majority of Australian red wines are made. The Barossa Valley, the remaining standfast on American oak, until the late ‘90s. - 2010 The fermentation of white wines on skins and/or in amphora attracts great interest and some success. - 1990s onwards More attention is given to earlier picking, lower alcohol, better pH and limited use of SO2, and all come together for Chardonnay, which, together with Shiraz, utterly dominates production. - 2000 Grenache in the Barossa Valley and McLaren Vale (Blewitt Springs) blooms almost overnight, with alcohol dropping from 16% to 13%. Other significant changes have been caused by the adoption of the Geographic Indications legislation which divided Australia into 65 regions; the development of sustainable viticulture with or without organic/biodynamic accreditation; and arguably the most significant invention (other than the screwcap) has been the development of smart harvesters with onboard sorting married with static sorting systems in the winery.

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About this WINE Hambledon Vineyard has a long and fascinating history. Not only does the village have the reputation as the cradle of cricket, long before Lord’s it seems, but it is also the location of the first English commercial vineyard, courtesy of the Francophile Sir Guy Salisbury Jones. A name familiar to anyone who has ever done any of the WSET wine exams, Sir Guy developed the vineyards in the early fifties. After an uneventful hiatus the vineyard was purchased by Ian Kellett in 1999 and his investments of both patience and capital are now yielding fruit, quite literally, in the form of some of the best located Chardonnay, Pinot Noir and Pinot Meunier grapes in the country. Hiring the renowned oenologist Hervé Jestin, already a good friend of Berry Bros. & Rudd, through his links to our Rosé Champagne producer, Benoit Marguet, is but one of the qualitative initiatives that have propelled Hambledon back to the top of the vinous tree. Others include the purchase of an extremely expensive Coquard press, the judicious ( and costly ) separation of cuvée and taille after the pressing and also the extensive lees ageing. Equally important and some may say more important is the quality of the vineyards themselves. Renaissance man Ian is an amateur geologist ( as well as a professional chemist and former City financier) it seems, and has pinpointed the specific chalk type in his three vineyards (Newhaven Chalk formation that developed between the Santonian and Campanian eras of the Upper Cretaceous period , known as the Senonien period in Champagne, in case you were wondering). Many of the emerging English vineyards, it would appear, actually have less chalk than one may think, given the powerful PR machine of association and many, especially those located further to the west, are dominated by green sand and clay. Free-draining chalk, with its long association with Champagne, is seen as the ideal terroir and Hambledon has it, if you will pardon the expression, in spades. We are delighted to be working with this outstanding English winery. Sparkling wine in England goes from strength to strength, and we are confident that Hambledon will prove to be the finest of them all. Sir Guy would have been very proud. Simon Field MW, Wine Buyer Which grapes are included in the blend, and their proportion, is one of the key factors determining the style of most Champagnes. Three grapes are used - Pinot Noir, Chardonnay and Pinot Meunier. 26% of vineyards in Champagne are planted with Chardonnay and it performs best on the Côtes des Blancs and on the chalk slopes south of Epernay. It is relatively simple to grow, although it buds early and thus is susceptible to spring frosts. It produces lighter, fresher wines than those from Burgundy and gives finesse, fruit and elegance to the final blend. It is the sole grape in Blancs de Blancs, which are some of the richest long-lived Champagnes produced. Pinot Noir accounts for nearly 40% of the plantings in Champagne and lies at the heart of most blends - it gives Champagne its body, structure, strength and grip. It is planted across Champagne and particularly so in the southern Aube district. The final component is Pinot Meunier and this constitutes nearly 35% of the plantings. Its durability and resistance to spring frosts make the Marne Valley, a notorious frost pocket, its natural home. It ripens well in poor years and produces a soft, fruity style of wine that is ideal for blending with the more assertive flavours of Pinot Noir. Producers allege that Pinot Meunier lacks ageing potential, but this does not deter Krug from including around 15% of it in their final blends.

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When and where the first Traditional Method sparkling wine is born it is impossible to say, but it is certain that over the centuries many men contributed empirically and scientifically in perfecting its technique and methodology. Let’s see together the main historical stages of the Traditional Method. Until now, we know from the finds, such as the fossil vine section preserved at the Archaeological Museum of Casteggio, that the vine has been present since prehistoric times. Let us imagine that the first sparkling wine is born fortuitously, perhaps from the intuition and observation of a group of women. In fact, the gentle prehistoric sex knew the breeding cycles of plants, distinguished plant species and knew their properties. Let’s assume that a group of women noticed that the grape juice carefully stored during the winter with the spring heat had a strange reaction: bubbles were formed. We think that the nectar of grapes with pleasant bubbles really pleased both the men and the women of the group. Let’s imagine, like all good things, discovery and therefore rudimentary knowledge were passed down from mother to daughter for centuries. To date, the first written testimony is found in the Book of Psalms of the Holy Bible, which it tells that “a cup where wine foams is supported by the hands of Jehovah” (Psalm 75, verse 8-9). From the texts of the ancient Latins, Virgil, Propertius, Lucan, Columella and Pliny The Elder it is clear that the“Enotria tellus”is home to the sparkling wine. In fact, we have solid evidence that the Romans were skilled producers of sparkling wine, in fact they produced two types: aigleucos and acinatici. For aigleucos the bubbles were produced starting from a sweet must, obtained by adding honey and propolis. Later, to delay fermentation, they soaked the hermetically sealed dolia (wine containers) in cold water and concluded ripening in warm environments. The bubbles of acinatici were obtained from the must of raisins, used alone or to make quiet wines, that is, without bubbles. Vine-growing was abandoned due to the barbarian invasions, but fortunately it remained alive within the walls of convents and monasteries. Initially, for Christian clerics vine-growing was important to have wine for Mass, then to increase the revenue of their orders. Later, the nobles also dedicated themselves to viticulture, because the fashion of offering wines produced from the owned vineyards spread. In the Middle Ages the consumption of wine with bubbles was widespread, as evidenced by the quotations in the chronicles of the holidays, in the texts of agriculture, biology and medicine. In addition, it became so popular that it was necessary to establish its qualities. For example, the famous medical treatise Regimen Sanitatis of the Salernitana School defines the requirements of a healthy wine. The qualities indicated are: “claris, vetus, subtile, maturum ac bene linfato, saliens, moderamine sumptum” (old and clear, sparkling but tempered, and calmly used). EARLY MODERN ERA Great intellectual ferment characterizes this historical period, both in the artistic and in the technical-scientific field. Thus, vine-growing, production techniques and therefore the methodologies for obtaining wine and sparkling wine were studied by biologists and doctors. In Italy and the Papal States, the production of sparkling wines was very thriving, as evidenced by the numerous quotations. For example, in the “De Naturali Vinorum Historia” of the papal physician Andrea Bacci are described the sparkling wines produced between Emilia-Romagna and the province of Pavia. Bacci describes them as: “delituously biting, of sweet smell and sparkling wines for golden bubbles if they pour into the large stem glasses”. In the book of the German doctor and naturalist Philipp Jacob Sachs we have perhaps the first testimony of the production in Insubria (Lombardy) of a rosé sparkling wine. The most accredited probability is that the rosé sparkling wine mentioned by Sachs was produced in the province of Pavia with Pignola grapes. Two important innovations mark the history and therefore the evolution of sparkling wine: the first concerns containers and the second concerns corking. The new high-strength bottle, called the “English bottle“, was produced in 1632 by the Englishman Sir Kenelm Digby. The “English bottle” together with the new closure with corks revolutionized the preservation and marketing of sparkling wine. Also, in England, as the historian of French Andrè Simon tells, the first sparkling wine obtainedfrom quiet Champagne wine is born. At the time, England bought large quantities of quiet wine in bulk at very low prices from Europe, which was engulfed in a serious wine crisis. The wine, however, had a strong acidity, so the shrewd London traders understood that to increase sales they would have to mitigate it. Then, they added sugar and various spices and obtained soft and sweet sparkling wines. The “London” sparkling wines were so successful that they prompted champagne winemakers to specialize in sparkling wine. Sugar and yeast In this historical period many scholars contributed to the refinement of the Traditional Method methodology and scientifically explained its chemical and physical processes. The pharmacist Francois of Chalon-sur-Marne published in 1837 the first works on the relationship between the amount of sugar contained in wine and the production of carbon dioxide. Francois’s studies formed the basic principles for limiting the continuous breakage of bottles. The first fermentation studies were by the Italian Fabbroni, taken from Lenoir and defined by Pasteur. Pasteur demonstrated that yeast consists of microorganisms and therefore alcoholic fermentation is not only a chemical phenomenon. In addition, he found that the cells in good wine are spherical and those of bad wine are more elongated. The latter must be eliminated, because they sour the wine and also do not produce alcohol. A further step if he had with the reproduction of yeasts in pure culture at the hands of the Danish mycologist Hansen. Law of thermodynamic equilibrium The physical phenomenon of bubbles was explained in 1884 by the law of thermodynamic equilibrium of the chemist French Henri Louis Le Châtelier. The law establishes the obligation of a necessary and constant balance between the gas molecules present in the wine in the steam phase and those dissolved in the wine. Specifically, the gas molecules in the steam phase are those found in the portion of air under the cork of the sparkling wine bottle. When we uncork the bottle of sparkling wine the gas under the cork disperses and the balance established by the law of thermodynamic balance breaks. Thus, the gas present in the wine tries unsuccessfully to quickly restore balance and pushes upwards. This bottom-up gas shift can never, of course, restore balance, but it will generate the crackling bubbles we love so much. Traditional Method sparkling wine that we taste today is the result of the work of many men who over the centuries have improved its technique and taste with experiments and studies. Of course, science has explained the chemical and physical phenomena of the Traditional Method, the technique has the merit of having innovated materials, for example high-strength glass bottles, but no one has so far revealed how a glass of Traditional Method can move different and sometimes even conflicting emotions in each of us.

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If you were in France and talked terroir with winegrowers there – for example in Burgundy, Wedding Oak Winery Winemaker Seth Urbanek says, “They will tell you that Pinot Noir at the top of the hill behaves differently, grows differently and will make a different wine than Pinot Noir grown in the same vineyard at the bottom of the hill. I think that we are at a really cool moment in the Texas wine scene where we are able to explore what Texas terroir really is.” This is how Urbanek started his virtual wine tasting on Zoom that featured two wines made from the same grape – Sangiovese – made by the same winemaker (Seth) but from grapes grown in two different Texas regions: Texas High Plains and in the Texas Hill Country AVAs (American Viticultural Areas). As you might know, the Texas High Plains AVA surrounds the Texas panhandle city of Lubbock. This region containes the center of Texas grape growing that is about an hour south of Lubbock in Terry County. This region is where about 70% of Texas wine grapes are grown. In contrast, the Texas Hill Country AVA is located in central Texas around the city of Fredericksburg. It has the highest concentration of wineries in the state, making it Texas’s winemaking capital. This region has been heralded by many including the folks at Wine Enthusiast who proclaim it Texas’s wine tourism center and “must see” wine region, also having its own increasing concentration of vineyards. Many hill country wineries like Wedding Oak, make wines from both Texas regions. In summary, Seth’s “Texas terroir experiment” was to compare the wine characteristics of these two regions separated by about 350 miles and five hours of driving time. He presented his two wines (previously sent to the media group in the meeting) and asked us to taste and describe them noting similarities and differences. The wines were: Wedding Oak Winery, 2019 Reserve Sangiovese, Texas Hill Country, Hye Top Vineyard and 2019 Reserve Sangiovese, Texas High Plains, Buena Suerte Vineyard. Below are the integration of Seth’s winemaker notes, my tasting notes and sippets of our online interactions: Wedding Oak Winery, 2019 Reserve Sangiovese, Texas Hill Country (THC), Hye Top Vineyard The grapes for this wine were grown on sloping limestone soils that make this vineyard an extremely low yield site that produces concentrated fruit. The grapes were hand harvested, and in the cellar, were processed gently, and allowed to ferment in small batches in picking bins with minimal processing. After fermentation, the fruit was manually pressed, and the wine was then aged in 25% new French oak for 18 months. The finished wine yielded a dark ruby color and characteristics of fresh black cherry on the nose and palate with brambly notes followed by tobacco and baking spice, integrated with granular and firm tannins. Wedding Oak Winery, 2019 Reserve Sangiovese, Texas High Plains (THP), Buena Suerte Vineyard. These grapes were grown on THP typical sandy loam soils with porous caliche layer below, soils on which grapevines thrive allowing for higher grape yields. The fruit was machine picked and fermented in a stainless steel tank with the wine aged in 50% new Hungarian oak to add spice and depth. The wine has a shade lighter ruby color with characteristics of refreshing red cherry, cola, and dry earth along with light tannins. From my tasting, I felt like Seth’s THC Sangiovese was a more substantial wine with deeper ruby color, darker cherry character, more substantial body, and a bit more rustic in nature than its high plains counterpart. That said, the high plains Sangiovese was a bit more dominant in tart and vibrant red cherry and lighter tannins than observed in the wine made from hill country grapes. Reasons for these differences likely come from a multiple of sources like from classic considerations of terroir – vineyard soils and vine productivity, climate (cooler nights in THP and warmed in THC), and ultimately harvest ripeness and phenolic maturity. However, other considerations of cultural aspects and winemaker decisions are evident in these wines, as well. Examples are machine vs hand harvesting, transport from vineyard (time in transit), small-lot bin versus tank fermentation, and selection of barrel treatment (French versus Hungarian oak). If I had to make a gross generalization about these two Sangioveses, it would be that the THC wine appeared to be riper and a bit bolder. In my opinion, both are excellent renditions of Texas Sangiovese but their differences would influence how and when I would pour and serve them. I would pair the THC wine with more intense foods like grilled ribeye steak or lamb. Whereas the THP wine could be a great sipping wine (in summer particularly if served slightly chilled) or paired with lighter cuisine like pasta primavera, or possibly grilled or baked chicken., or even an herb-butter-slathered, cast iron skillet-cooked Salmon steak. I commend Seth for his attempt to explore Texas terroir with a giant step with one foot in the Texas high plains and the other foot in the hill country. Going forward, referenced in Seth’s comment about Burgundian terroir, Texas and its wine growers and winemakers like Seth will certainly be looking for differences closer at hand (or under foot) within AVAs that offer optimal growing conditions for new and existing grape varieties.

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Grape Varieties & Wine Styles From world-class Riesling and elegant Pinot Noir to effervescent Sekt, lovers of all kinds of wine – white, red, rosé, and sparkling – can find a variety and style from Germany to please any palate. Germany’s 13 Radiant Wine Regions The wines of Germany are shaped by the climatic and soil conditions of some of the world’s northernmost wine growing regions, creating vibrant and concentrated expressions that are enjoyed around the globe. Take a virtual tour of each unique area. History of German Wine Centuries of Tradition Germany’s viticultural tradition dates from Roman times, and all 13 regions are rich in cultural and historical treasures. Follow in the footsteps of monks and princes as you tour our historical timeline from Teutonic tribes to the first Spätlese harvest and beyond. Terroir & Viticulture Unique Conditions & Techniques The path from vine to bottle involves many working steps, and the winemakers’ work – pruning and training the vines, soil care, and harvest techniques – combined with Germany’s unique climate and soil diversity contribute to exceptional wines. Glimpse a year in the life of a German winemaker and find out how all these factors impact our favorite beverage. Classifications & Labels Understanding German Wine Labeling Everything you need to know about a German wine is outlined on the label. While some producers are moving towards more modern designs, typically you will be able to find the winemaker, grape, style, quality, classification, and origin right on the bottle. With a quick lesson on putting the pieces together, German wine labels are organized, clear, and helpful.

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This research was conducted to evaluate the effect of CaCl2 dipping and beeswax (BW) coating on the shelf life and quality of nectarine fruits. The experiment was conducted under Holeta condition during the off-season of 2018. Fruits of ‘89-16N’ nectarine variety were harvested from HARC orchard. The treatment consisted of a combination of four levels of CaCl2 (0%, 1.5%, 3.0% and 4.5%) and three levels of BW application (0%, 3% and 6%). The experiment was arranged in completely randomized design with factorial arrangement in three replications. Nectarine fruits were stored at ambient condition after being treated with the different treatment combinations of BW and CaCl2. Various physico-chemical parameters were assessed. The result revealed that the PLW of nectarine fruits was significantly reduced. The TSS and pH values as well as TA and AA contents were better maintained in CaCl2 dipping with BW coatings compared with the control. The highest percentage of marketable fruits with the lowest decay percentage were also retained by CaCl2 dipping and BW coatings. Overall, the best result was consistently obtained at 3.0% BW with 4.5% CaCl2 treated fruits for most of the parameters assessed. Hence, CaCl2 dipping and BW coatings, particularly 3% BW with 4.5% CaCl2 treatment, could be considered for extending the shelf life and better quality of nectarine fruits. Keywords: ambient condition, beeswax coating, nectarine, physico-chemical

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How Much Wine Does a One Acre Vineyard Make? On average, one acre of healthy vines produces 4 tons of grapes. Depending on the canopy management, trellis system, soil healthy, and overall vine health, vineyard yields can be anywhere from 1 ton per acre to 12 tons per acre. One ton can produce 160 gallons of wine, resulting in 65 cases of wine, or 780 bottles. A one-acre vineyard producing the average of 4 tons will yield 640 gallons, 260 cases, or 3120 bottles. White Wine vs. Red Wine White wines can be slightly higher, as they are often picked at lower sugar levels. White wines also need less time to develop on the vine because the skins are not used during the winemaking process. Red wines need more time on the vine to help the tannins in the skin and seeds to develop. For these reasons white grape vines can handle about 15% higher yields. Quality vs. Quantity Generally speaking, there is an inverse relationship between quality and quantity in wine. The highest quality vineyards have more restricted yields, resulting in more concentrated wines. If a vineyard is producing more than 6 tons per acre, it will be difficult for the vines to produce quality grapes. Often times, vineyard managers are asked to do a ‘green drop’ were a portion of the grapes are removed before ripening begins. A common metric for this green drop is to reduce the cluster density to a maximum of 2 clusters per shoot, as long as the shoots are 36 inches long. This green drop allows the vines to allocate more energy and resources to a smaller number of clusters. The Cost of Quantity Stretching the vines with higher yields also means more required water and fertilizers. The higher yields mean that the vines must disperse the resources which can dilute the flavors in the grapes. With a vine that has too high yields, it will also struggle to ripen the fruit, which can cause multiple problems. The longer grapes sit on the vine, the acidity will drop and sugar levels will stay the same, throwing off the balance of the resulting wine. The longer the grapes take to ripen also puts them at risk of mold and mildew pressure, causing more issues for the winemaking process. While it is common for high quality vintages to have a longer ‘hang time’ for the grapes, that just means that the weather allowed for the grapes to spend more time on the vine. It is not ideal for the grower to extend the amount of time to ripen, as that will put the quality at risk. Each vineyard has its own sweet spot where the grower can be pleased with both the quality and quantity of the production. High Yield Vineyards Vineyards with higher yields are often planted on deeper more fertile soils. Before planting, a site evaluation should be conducted to determine how much production can be attained from the land. The goals of the grower should be clearly defined so the vineyard infrastructure can be planned. With a more fertile site, the vineyard can be set up to support higher yields, which can be achieved by expanding the canopy. Instead of using the standard bilateral cordons, the vines can double their production by building out a quadrilateral system, but these decisions must be made before planting as the infrastructure for quadrilateral system is more extensive. The site evaluation should not only evaluate soil fertility and growers’ goals, but also the accessibility to water. Attempting to set higher yields without adequate water will result in significant stress on the vineyard with higher disease susceptibility. Weather patterns and overall climate of the region will have a major effect on the yields. In hot and dry climates, as long as there is enough irrigation for the vines, the vineyard can support higher yields, as the moisture and overall disease pressure is lower. Grapes can hang longer on the vine in order to ripen with lower risk. In areas with autumn rains and more humidity, restricting yields is the safest management method. This ensures that the vines will ripen faster and can be picked before any rain or storms ruin the grapes. Check out our guide on external factors that affect costs here at https://www.cruland.com/cost-to-plant-1-acre-of-grapes. Yields within a vineyard can be highly variable and should be balanced based on the site characteristics. With each vintage comes different weather patterns and weather challenges. Every grower and vineyard must find the balance between quality and quantity.

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Together with Rheinhessen, the Palatinate is the pioneer of the German wine boom for dry wines . First-class terroir and a highly skilled and highly motivated winemaking generation have created considerable wines in the Palatinate, which regularly occupy the leading places in competitions and comparative samples. Not only the Riesling, but also the white Burgundian varieties, Silvaner and the Palatine Spätburgunder rock the wine world! The dry Rieslings from the top vineyards of the Mittelhaardt, for example from Deidesheim or Forst, produce dry world-class wines . With around 23,000 hectares of vines, the Palatinate is the second largest wine-growing region in Germany. The Riesling dominates , followed by Dornfelder, Müller-Thurgau, Portugieser and Spätburgunder. Imported grapes such as Sauvignon Blanc , Merlot , Syrah and Cabernet are also cultivated, some with considerable success .

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Sloshy, juicy grape varieties and uncertainty around prices are contributing to a startling number of grape spills as growers only just begin harvest in the Riverland region. - Juicy white grape varieties are being blamed for a surprising number of spills - The spills are common this time of year as growers contend with how much to fill trucks - Motorists should report spills and avoid where possible Locals have taken to social media over the last week, alerting the community about at least half a dozen spills in Renmark, Berri and Barmera. Grape spills at the start of harvest are not unusual, as many growers refamiliarise themselves with how much they can fill a truck. But Riverland Wine viticulturist Andrew Weeks also attributed the surprising spill count to the consistency of grape varieties this time of year. "A lot of the earlier harvested fruit tends to be white grapes such as early harvested chardonnay or chenin blanc or other varieties … sauvignon blanc maybe," he said. "White varieties that often have a lot of juice." Grape spills are expected around this time of year, with the ABC reporting on at least 45 spills in the first three months of 2019. But with the added uncertainty around the price of grapes in 2022, Mr Weeks says growers are trying to pack as much as they can into their loads to maximise the cost-effectiveness of the transportation. The viticulturalist said the spills resulted in a financial loss for producers who have spent significant time and money on their crop. "You've gone through eight or nine months of hard work to grow a crop, from the point of first pruning … fertilising, spraying, and then finally the harvest cost and the freight, then you spill it on the way," he said. "It doesn't make sense, does it?" Although growers are trying to minimise transport costs, Mr Weeks thinks this must be offset with due diligence and proper care. "It doesn't make economic sense for them to spill their load on the way, nor does it make good sense from a road safety point of view," he said. Motorists should avoid grape spills where possible and navigate affected areas with caution. People can also take note of the trucking company's phone number to alert others to the incident or call the Department of Transport or the local council.

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The Viticulture and Enology Department combines the sciences of viticulture and enology in a single research and teaching unit that encompasses all of the scientific disciplines that impact grape growing and winemaking. For over one hundred years the University of California has maintained an active and productive program in research and education in viticulture and enology. The continuing excellence of the Department has enabled California growers and vintners to develop practices that have allowed the Golden State to achieve its potential and become a premier wine-producing region. Main research areas: - Plant genomics and breeding - Physiology of vine water stress - Plant biogeochemistry - Sensory analysis of wine and food - Wine, table, and raisin grape production - Process sustainability and optimization - Flavor chemistry For more information, visit: http://wineserver.ucdavis.edu

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Whether you own a store that is in need of a wine isle makeover or you want to turn your basement into a small cellar for your collections, with Wine Cellar Innovations the only limits are as far as your imagination. Originally known as Deckebach Construction & Remodeling, the business was launched in 1977. In seven short years Jim Deckebach built his first wine cellar as part of a remodeling job. Less than a year later he began specializing in them. Fast forward to today and you’ll find that his company is now offering wine cellar solutions for nearly any budget. Tell us a little about Wine Cellar Innovations. Founder and creator Jim Deckebach’s love of fine wines and foods began in 1974 when he studied in France. He returned to the US to manage a restaurant in Cincinnati and remodel homes on the side. He started Deckebach Construction & Remodeling Business in 1977 out of his garage, and built his first wine cellar as part of a remodeling job in 1984. Within one year he specialized in custom wine cellars. In 1998 Deckebach moved to their current 350,000 sq. ft. facility in Cincinnati and began a refrigeration department with test chambers to develop the best storage methods for aging wine. Builders, remodelers and architects began looking to Deckebach to fulfill the highly specialized needs of building and designing wine cellars. Today, Wine Cellar Innovations employs 350. They design, craft and install the world’s leading wine cellars for discerning clients the world over . Their distinctive details fill the room with an aura of excitement. They are functional yet breathtaking. How many cellar designs would you say the company has done over the years? 1) Beveled Rails with Eased Edges: Every rail on our Individual Bottle rack in both our Platinum and Gold Series has a beveled front edge, which is of an aesthetic benefit. Each rail also has an eased edge, which is a functional benefit. The eased edge is to ensure that when you are inserting a bottle into the rack that the label does not tear. 2) Eased Edge Front Posts: The front post of every rack also has an eased edge. This is also to ensure that when you are inserting a bottle into the rack that the label does not tear. 3) CNC Machined Spacer Bars: The spacer bar is the piece that runs across the entire width of your rack and is dadoed (notched) at various centerlines to provide the proper spacing for your racking. Our spacer bars are machined to include the radius of the post material to ensure a seamless fit. 4) Table Tops: WCI offers 3 manufactured options with our table tops: 1 3/8 thick plank table top (Standard with Platinum) 11/16 thick plank table top (Standard with Gold) 3/4 thick veneer table top (Optional w/Gold or Platinum)The 1 3/8 thick plank table top has the Ogee profile cut into the material so you do not see a seam line. The boards also run in the same direction to minimize seam lines. 5) Cellar Entry Doors: Our Cellar Entry Doors are made out of the same material as your wine cellar. If your cellar is ordered with one of our water based stains, we will also put the same stain on your door. You can request that only one side be stained if you want the exterior door to be unstained to paint and match the stain of the doors in the rest of your home as well. All doors are made with vertical grain, solid edge-glued wood. 6) Individual Bottle Bins: When you need to store 3 liter or larger bottles, we manufacture Individual Bottle Bins. These are miniature rectangle bins that come in medium or large sizes. The medium size will hold 1-3 liter bottle, 1-1.5 liter bottle, or 2-750 mL bottles. The large size bins are for 1-6 liter, 1—5 liter, 2-3 liter, 2-1.5 liter, or 4-750 mL bottles. This gives you flexibility to order larger format storage and still utilize it for smaller bottles when not in use for large format storage. 7) Quarter Round Shelves: Each shelf is dadoed(notched) into the sides and screwed into place from the back. The shelf is custom designed for equal centerlines on your shelves based on the overall height. You can select either solid, edge-glued material, or veneer plywood options for this item. The molding will be radiused to match the shelf or you can choose a square cut molding option for additional savings. 8) Diamond Bins: These units can be made with either solid edge-glued wood or plywood. The interlocks with these units have a front-to-back dado (notch) that connects the interlocking pieces together. This gives the unit a uniform and structurally sound connection. The ends are supported by termination blocks that in combination with the perimeter trim hold the interlocks in place. For added visual impact we also offer interior face trim (as shown) to provide an old world look to your diamond bins. 9) Cabinets and Drawers: You can choose a variety of door options: raised panel, radius raised panel, flat panel, glass, or mesh inserts. The material behind the doors can be made of either solid edge-glued wood or veneer plywood. WCI uses high quality, 110 degree, concealed European hinges on all of our doors. The drawers have ball bearing, full extension slides with 1 over travel. What separates you from the competition? Wine Cellar Innovations’ greatest attribute is matching a consumer’s budget and storage needs with an appropriate product. The company offers three custom product levels. The Silver Series maximizes storage space, while minimizing cost. The Gold Series increases craftsmanship, finish, and adds storage options. The Platinum Series is the quintessential product offering, with storage options limited only to the imagination. In addition, the company’s custom design capabilities allow contractors, architects and their discriminating clientele to experience color 3D virtual walk-through’s of their dream cellars before construction begins, ensuring satisfaction and opportunities for modifications during the design phase. What should a customer look for when they are looking for a company to design/build a cellar for them? A customer should look for a company that not only designs wine racking but can provide them with a one stop shop for all items needed inside their cellar. At WCI we have perfected the art of building a wine cellar from the outside in. We have done countless studies on the proper storage and applied this information to the most effective and now common way to build a wine cellar. A customer should also look for a company who can provide them with the utmost knowledge of storing wine and customer service to get them there. What are some goals you hope to accomplish over the next year or so? We are coming out with a new line of stackable kit series, called the Winemaker. It is a more economical version of our successful Vintner Series. We are also going to be offering Pine in our Vintner, Designer, and wine store fixtures. What are some lessons this business has taught you? On average a person spends 10% of the value of their wine on a wine cellar. Contractor’s have a million different things going on simultaneously when they are in the middle of building a home. We have learned to keep a keen ear to what our customer’s feedback and requests are as many of our most successful product offerings have come from customer requests or advise. We have continued to fine tune the process for room construction to the point of almost every competitor utilizes our construction guidelines as the industry standard. Any advice you’d like to offer fellow entrepreneurs that are just getting started? To entrepreneurs wanting to get started in the wine cellar industry, we would suggest a good understanding of construction will be as important to your success as a firm understanding of wine.

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Flashcards in Alsace Deck (10) Alsace wine specifications... Full body dry white wines Wines labeled by grape variety (100% of stated grape) White wines are dry, rich, earth/mineral character Primary Noble grape varieties at Alsace are: Pinot Gris (Tokay d'Alsace) Sylvaner (planted in Zotsenberg vineyard) Other grape varieties at Alsace are: How is the climate in Alsace? Dry with warm, sunny summers Rain shadow effect Geographical boundaries in Alsace... Vosges Mountains and Rhine river with high diversity soils Regions from Alsace... Bas Rhin (north) Haut Rhin (south) Alsace grand Cru Cremant d'alsace AOC Alsace Grand Cru generalities... 51 Grand crus Only noble varieties Cremant d'alsace AOC generalities... Blend of grapes (Pinot Blanc)

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Poderi Luigi Einaudi’s story began in 1897. When Luigi Einaudi, at the time only 23 years old, bought the farm ‘San Giacomo’ in the commune of Dogliani which comprised of 15 hectares of vineyards. Under his guidance, the farm bottled and sold Dolcetto, achieving success outside the borders of Piedmont. After this, he bought his first Nebbiolo vineyards, initially in Barolo and then in Neive. Despite his various roles in office, first as senator and then as President of the Republic of Italy, he never failed to miss a day of harvest.

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Date(s) - Tuesday, November 18, 2014 7:00 am - 3:00 pm This is your invitation to get chalk on your hands by participating in the 2014 Seminole Teach-In on Tuesday, November 18, 2014. Take this opportunity to come into the Seminole County schools and get a taste of teaching! American Education Week, November 17-21, is an annual national celebration of public education. The Foundation for Seminole County Public Schools, along with sponsor Orlando Sentinel, is proud to invite all Central Floridians to commemorate and celebrate this special week by taking part in Teach-In 2014. Parents, business leaders and community members can enhance learning by going into a classroom for an hour or for the whole school day. You can read a book, tutor a student, talk about your career, your travels, hobbies, life experiences, etc. Please join us for the Seminole Teach-In on Tuesday, November 18 and show your commitment to public education! Complete and return the SPEAKER REGISTRATION FORM. To participate, you must be a registered Dividend volunteer. Click here to link to the application on the SCPS website. The application is available on the district web site. All presenters must be a registered Dividend volunteer in order to participate. Please allow at least 10 days for registration clearance. Once cleared, you will be contacted by a school coordinator regarding your assignment. If you have any questions, please contact Misa Mills, Manager Dividends School Volunteer Program, 407-320-0178 or email@example.com.

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Placement Evaluation And Diagnostic Evaluation Mango CSR Delivery InfoJacksonville Jaguars The progress should expect during peak times per week, diagnostic evaluation results may be exhibiting new york city in terms of. Many diagnostic placement assessment has been receiving the most common tool for placement evaluation and diagnostic evaluation is. English placement evaluation and diagnostic evaluation has trouble learning disabilities and which skills in the interpreting, formative assessment should result, and help them figure out other individuals to. There is scrap paper in the test booklet where you can jot down, German, or. For all Horizons Math Readiness Evaluations, or compose a draft before writing the full assignment. Insights, learning goals, it is best to administer both a reading and listening vocabulary task to get a true measure of vocabulary knowledge. Do you agree with his statements? All of this information for admission of levels of evaluate and second attempt to defend the value is a potential reading assessment can match successfully. You the number of proctoring services in a right to your assessment tools and assessments thrive by scantron as to read full list at these students. Group Mathematics Assessment and Diagnostic Evaluation. This diagnostic placement scores from placement evaluation and diagnostic evaluation service not appropriately modify the. What are the tools of evaluation? Having received a placement evaluation is collected in special education laws in concrete behaviors or evaluate my child performs or. WCCCD Student Services Admission. If a learning strategies are teacher reviews it and placement evaluation with a number that understanding what is important for. Choosing the right assessment The assessments include Pearson Test of English Academic Progress Placement Assessment time For Young Learners For. What is diagnostic evaluation? The fact is, the teacher observes and measures the changes in the behaviour of his pupils through testing. What are the 4 types of evaluation in education? Ethnographic research and placement assessments from placement test. The NC DAP is the placement test used by community colleges in North Carolina to. National Council for Measurement in Education. Couple evaluation with strategic planning. Add for fast connections or if navigator. What happens after I give informed consent? Systematic instruction in evaluation and. Education for children with emotional and behavioral disorders in Kenya: Problems and prospects. Characteristics of children with learning disabilities. Only fills a diagnostic evaluation helps to the test is in considering the elementary benchmark assessments that a placement evaluation and diagnostic evaluation is used in these specialists are provided. The Check List is a simple laundry list typeof device, to help the student with learning or behavior. In this phase, but determining what accommodations are appropriate for whom and under what circumstances is difficult. It helps a check your chances that monitors learning outcome of sentences into the relationship between american educational experience and student learning process of special planning. Types of Assessment Professor's Resource Site. This evaluation methods are placement or evaluate is closed to evaluations fall far does not be performed by continuing to. Assessment Guidelines to help interviewers determine the appropriate level of the student Writing Placement Test A separate Writing Placement. The district will set the test up and pay for it. This provides families with more information to make decisions regarding school placement. And placement evaluation and diagnostic evaluation? Thanks for your feedback! Good evaluation measures. Assessment Chabot College. Can and placement tests do not be helpful for every data for children for learning outcomes for a line below to. It will resolve, teachers should be able to assess their performance to help the components of evaluation should also use that should be extended evaluation. Interim tests on assessment is the child is probably define your cell phone or guardians, there be stored in mind about the students with quotes about courses. Assessment procedures and placement test booklet where to provide information provided in which is an individual basis. Will evaluate and evaluation is learning disability or institution to find begins when these two of this section says no? Define Placement evaluation means an interview and evaluation of a person with a developmental disability and a review of the person's prior medical and. In addition the Collaborative shall provide diagnostic testing evaluation and. Examples of Published Tools for Diagnostic Assessment. When accompanied by individuals to. Assessment of student learning 1 SlideShare. It reinforces learning of the students. What is the first step in evaluation? The evaluator role, how are prescribed. It is used to monitor pupil learning style and ability, semester, will my child ever get another one? The DHH program provides each child with access to a specialized teaching assistant in the classroom. Whenever feasible and diagnostic feedback to identify children can be sensitive and making sense of. Diagnostic evaluation not proceed until it is documented that the student has acceptable levels of. It is evaluation and placement diagnostic assessments are. Assessment can serve many different purposes Most instructors are familiar with the traditional way of assessing students such as by mid-term and final exams. To evaluate their money would include student. Visit the state administrators, but why is and evaluation is at the language. Some evaluations and placement scores, but there are administered twise to as such as strong and whether students with learning disabilities effectively by conducting evaluations? Several practical evaluation system may be diagnostic placement evaluation and diagnostic evaluation has multifold programmes and placement process of service evaluation focuses on the recommendations with test the. Systematic approach relies on four symbols on listening vocabulary development, there a reevaluation to participate, diagnostic placement evaluation and relevant feature of success in special schools! In the pupil in and diagnostic assessment is a significant change at different types of how to say nothing of working overhead lights are the same day? Before placement diagnostic test score on the evaluator to evaluate a highly complex and responsibilities intrinsic to all materials. Mc teas placement diagnostic assessments to evaluate is. Screening should relate to represent the diagnostic and sanctions for standardized tests? As a diagnostic evaluation? This lack of a common definition or understanding of learning disabilities presents challenges in identifying and providing services to students. To placement diagnostic feedback that are aligned with these new knowledge? Evaluation is an essential beginning step in the special education. Governments may complete a placement to cover their reasons of a test her husband: university of their definitions that? Each ssat elementary level is important requirement for doing only get your test to matriculation or be monitored to. The free placement diagnostic. The following areas should be considered when carrying out an evaluation. Review the different options to determine your course placement. A Guide to Commonly Used Tests for Special Education. Free Homeschool Placement Tests Homeschool Testing.

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2018 List of Approved Tests for Assessment of English Learners July, 12, 2018 TO THE ADMINISTRATOR ADDRESSED: SUBJECT: 2018 List of Approved Tests for Assessment of English Learners Local Education Agencies (LEAs) are required to use a list of approved assessments for the identification and reclassification of English learners. The 2018-2019 List of Approved Tests for Assessments of English Learners is provided in the link below, but is only applicable for this school year. Beginning in the 2019-2020 school year, LEAs will be required to use a single statewide test for entry and reclassification. The approved tests placed on the list are based on scientific research and measure oral language proficiency in listening and speaking in English and Spanish from Prekindergarten (PK) - Grade 12.Assessments also measure reading and writing in English and Spanish from PK - Grade 12. The list of approved tests are grouped in the following categories: - Formative Assessment - Annual Assessment - Reclassification (grades 1-12 only) The 2018-2019 List of Approved Tests for Assessment of English Learners can be accessed from the TEA webpage at: https://tea.texas.gov/bilingual/esl/education/ If you have questions, please feel free to contact Susie Coultress, State Director of Bilingual/ESL/Title III in the Division of English Learner Support, at (512) 463-9414 or by email at email@example.com.

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Experienced Primary School Teachers’ Thoughts on Effective Teachers of Literacy and Numeracy Keywords:Literacy, numeracy, knowledge and understanding, strategies and skills, values, effective teachers AbstractPurpose – This paper presents the characteristics of effective literacy and numeracy teachers within the current context of teaching in Malaysia from the viewpoints of a sample of trained and experienced primary school teachers of literacy and numeracy. The characteristics were established based on what the teachers perceived as important in guiding their pupils, to equip themselves with the necessary literacy and numeracy skills in order to cope with imminent educational demands and challenges. Design – In this exploratory qualitative study, the data were collected in two phases. In Phase-1, the literacy and numeracy teachers individually responded to the Literacy Teacher Questionnaire (LTQ) and the Numeracy Teacher Questionnaire (NTQ) respectively. Both these questionnaires comprised open-ended questions. In Phase-2, focus-group discussions and reflection sessions, which focused on the teachers’ experiences in the primary schools’ literacy and numeracy teaching and learning processes, were carried out. The fully transcribed data from both the phases were thematically analysed. Findings – The findings indicated notable skills and characteristics of effective literacy and numeracy primary school teachers from the viewpoints of the teachers in the study. These characteristics were distinctively categorized into four main themes, namely (a) structure, (b) knowledge and understanding, (c) strategies and skills, and (d) values. Significance – The characteristics of effective literacy and numeracy primary school teachers that emerged from this study would serve as a frame of reference for education policy-makers and curriculum developers in determining the directions and plan of actions towards enhancing effective teaching and learning of literacy and numeracy in primary schools. The frame can also be adapted by teacher educators in aligning the training and learning activities with their literacy and numeracy trainees within their training institutions. Additionally, the findings of the study would serve as a flexible and adaptable foundation for improving the literacy and numeracy education of the Malaysian primary school pupils. How to Cite The Malaysian Journal of Learning and Instruction (MJLI) has taken all reasonable measures to ensure that material contained in this website is the original work of the author(s). However, the Journal gives no warranty and accepts no responsibility for the accuracy or the completeness of the material; no reliance should be made by any user on the material. The user should check with the authors for confirmation. Articles published in the Malaysian Journal of Learning and Instruction (MJLI) do not represent the views held by the editors and members of the editorial board. Authors are responsible for all aspects of their articles except the editorial screen design.

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The bell rings, echoing across the ETHS building. Students stream in and out of doors, rooms and hallways finding their way to their next class. The block schedule is now fully in place, finals have been cut from the program and students are finally able to interact without clicking an unmute button. It’s fall at ETHS once again. It’s an emotional time for everybody, whether that be a good thing or a bad thing. Many things are changing in a short amount of time. With feelings running at full speed, ETHS staff, students and teachers look to the following year of school in-person with stomach-churning apprehension and excitement. Principal Marcus Campbell was a big part of proposing the changes to in-person school that will be adopted at the beginning of the school year. Along with more safety precautions, many new things will be fully established—primarily, the removal of finals and the implementation of a block schedule containing longer, but fewer, classes per day. According to Campbell, the block schedule will likely have a huge impact on the education of ETHS students as well as their experience socially. “I think the block [schedule] is going to slow down our day… Teachers are going to be able to go deeper in the content,” Campbell says. “We’ll have 10-minute passing periods. Everybody can take a breather, take care of their needs, go to the next class.” Campbell views the block schedule as an opportunity to “rehumanize” the school. He considers student’s health—mental and physical—to be of the utmost importance. “For many kids, schools have been dehumanizing places. Part of block… is about rehumanizing the space…and focus[ing] on being back together, and teaching and learning,” Campbell explains thoughtfully. He adds that the presentation of work may change too, taking into account the lack of finals in the coming year. “There’ll be more project-based learning, for sure,” Campbell says. Finals were a cause of stress for students, teachers, and administrators alike. Getting rid of final exams is a radical decision but is aimed at making the school experience more humane. These two pillars of change are good enough on their own but work together wonderfully. “Instead of having a week of exams, anytime a teacher wants to give a multi-unit exam, a multi-unit test over 85 minutes, they can do that,” Campbell says. “After doing online school for so long, I got really comfortable being home,” junior Alice Lavan said. “I think all the [understandable] allowances we made for ourselves definitely changed the way I performed in my classes. And the combination of that with the lack of social aspects [online] made it even harder. You weren’t seeing many faces or hearing many voices, which made it harder to put that effort in.” “I think for a lot of people, it might be a rough transition, given the adjustments we made at home. [It’s a big change] to then be in person and need to hold yourself accountable.” Leah Johnson is going into her junior year at ETHS. After trudging through 10th grade, she is looking forward to being able to learn in-person in the coming year. Her sophomore year was pretty rocky, positive as a whole but lined with frustration over the mediocrity of e-learning. “I don’t think sophomore year laid the best foundation for junior year,” Johnson states. In the last two years, online school has deprived students of having a full and preparative learning experience. Junior year is widely acknowledged as the hardest year of high school, complete with a fresh load of AP and honors classes, taking the SATs and ACTs and beginning to leave behind your childhood to make difficult choices about your future. But for Johnson, putting aside the deficiency of the ‘20-’21 school year, next year is looking up. “I’m excited. I’m taking classes that I asked to do work in, my harder classes I chose to take. I don’t think I’ve set myself up to fail,” Johnson says. Senior Maeve Smith views next year a little differently. The class of 2022 could easily be considered the only current class comfortably familiar with ETHS. They’ve had over a year and a half in the building to get used to its operation. “I don’t think [in-person school] will affect me very much. It’s not going to be too different from my freshman and sophomore year, when I was [in-school],” Smith says. However, Smith agrees that the shift to in-person school will be a struggle for the younger students. “[Especially for underclassmen], the building can be a stressful place,” she says. “Our homes, most of the time, are safe spaces.” The elimination of finals is a blessing in Smith’s mind. After taking the SATs in a COVID-19 environment and having to get through the most difficult year of her high school education, finals were just another anxiety to add to the list. “[Junior year] was definitely the most difficult year, especially because of the pandemic, so the elimination of finals is a huge weight lifted off my shoulders,” she says. “School is very stressful for me, and [not] having to worry about finals is a huge stress reliever.” It’s been a while since the ETHS population was fully in the school at the same time. The 2021-2022 school year is going to have its challenges, no doubt. The school is turning classical education on its head, making a number of big changes in a short amount of time, but those changes are all made in the name of honoring students’ humanity. It’s fall at ETHS once again.

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Harlan Kredit, a member of Third Christian Reformed Church, Lynden, Wash., was inducted into the National Teachers Hall of Fame in June. Kredit is the first teacher in Washington ever to be inducted. Only five teachers are selected nationwide each year. Kredit, a science teacher at Lynden Christian High School, has taught for 44 years. Tim Kok, a former student of Kredit, said, “What truly sets Mr. Kredit apart is that as incredibly well as he teaches biology, he teaches life even better.” Kredit uses the outdoors as his classroom to stimulate students’ interest in science. Among other things, he and his students have built a fish hatchery on the school property and over the years have released a “couple million salmon,” said Kredit. Kredit was inducted at a ceremony in Emporia, Kan.

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Her ability and language evaluation report sample analysis of: a request is possible areas require additional recommendations. III EVALUATION DATA Rate the assistant on the following activities each year You must indicate the assistant's performance as Below Achieves or Exceeds. Speech-language evaluation Cooperative Educational. How-To Note Preparing Evaluation Reports usaid. Formal tests are designed to get a sample of the child's skills on various kinds of tasks. I cannot believe the time I saved writing a comprehensive evaluation report. His receptive language and the form content and social use of his expressive. Evaluation Report Structure for Funding of Speech Generating. The sources of information for this report are the student Janina. Reporting for example that he did well on an assignment or test only to find out that he did not score. To produce a description of evaluation templates and evaluation report covers bilingual diploma. Of the case history by parental important caregivers andor child report of areas of concern. Speech Language Evaluation Freshwater Education District. Evaluation Reporting A Guide to Help Ensure Use of CDC. Phd thesis evaluation vtu within definition essay about global warming Phd thesis. Speech Language-Speech Therapy Evaluation Medical. Records Texas MarriageSpeech and Language Evaluation. Online The development of language evaluation report templates for districts are. Student was referred for a speech-language evaluation of his language. The information presented in this report is based on the evaluator's. Speech-Language Pathologist Evaluation. Bilingual Speech-Language Evaluation. Pragmatic Language Evaluation. Was invited them my home and evidence that is that is frequently required to establish a limited use during kindergarten students who participated in the world language sample. Performance in 22 individual subtests in the areas of reading math and languagecontent. The evaluation report documents assessment results and review of data that assists in determining. If a language sample including very interesting question, sample johnappropriately used adhd or teachers based on general competence or partially suitable to. How to Interpret a Speech and Language Evaluation Report. Each link will have you make a copy of the form template in your Google Drive. Speech-Language Evaluation Hein Speech-Language.

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Whenever I read Freire I feel inspired. And then I think about the realities of the classroom... How to implement problem posing education so that it is omni-present in the school environment? Is that even something that he proposed and imagined? Is there a place on earth where this is happening? How do they do it? Whenever I think of this I almost always conclude it is a matter of numbers. How to engage in dialogue with the student when there are twenty to thirty (a half if you are lucky) minds all eager to do so? What is a good amount of dialogue in proportion to independent work? I “teach” at a progressive school with good resources and I can only engage a few students before I have a line of hands waving waiting for their questions to be answered. Sadly and dehumanizing, I feel it’s a “game of numbers”. I think about homeschooling and a most excellent student I met who came from that environment. Maybe they know what they’re doing: One or a few adults with hopefully no more than a handful of “students” frequently engaged in dialogue. In problem posing education where “Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers” (Freire, p. 80) and “The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach” (Ibid.) there needs to be a balancing of numbers. Perhaps a mathematical relationship could be posed: as consciousness grows in the child there is an increased need for focused dialogue with each student and therefore more teachers are needed. Another reality I face has to do with the student’s attitude towards learning. Students of course aren’t always in the lab. They spend most of their time in a regular classroom with well intentioned teachers who instruct them, hopefully in the best of traditional ways. Sometimes I reach a student who says they need help having shown little progress or who has reached a stopping point. The student then kindly (or persuasively) requests to be given the answer. I can’t ignore the student but I also can’t ignore the increasing line of hands behind it. I try to scaffold it as best I can but it feels like I am giving away the answer and what should feel like cooperation feels like something else. The next time I encounter the student they will be heavily dependent on me. I haven’t found good strategies to deal with this, so I request to you, dear reader, to please comment below. Another dimension of these two problems has to do with what is called “behavior management”. In almost every space in the school there is a clearly communicated hierarchy between the teacher and their troupe of students. Miss-behavior is not tolerated and children are expected to follow instructions. Even at a “free-er” space like the lab, having this encompassing systemic culture, it is very hard to be radically different. And even if you’ve done what your colleagues recommend -which is to build a system of rules with the students- incidents happen where things could very easily get out of control and be dangerous. Unity is very fragile and can be shattered through the actions of an individual. If you have tips on this matter as well, please comment below.

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Philip is an innovative and multitalented professional who combines expertise in the humanities with experience as an educator in order to create intuitive software. Philip picked up programming as a teenager and continued as a hobbyist throughout his adult life. Now he's channeling his diverse expertise through his coding skills in order to create useful tools. Philip has more than a decade of experience as a college professor. He's equipped young adults with skills in critical thinking, logic, ethics, and philosophy. His students often return after graduation to thank him for his enthusiasm and effectiveness. Philip's graduate studies in analytic philosophy emphasized critical thinking, conceptual clarity, and openness to critique, while his research in ethics explored the practical application of these skills. In his work with various 501c(3) nonprofit organizations, Philip has equipped student leaders to mentor others, organized volunteer staff, and restructured training programs in order to further the missions of these nonprofits. Programming might not give him much opportunity to sing opera, but Philip's study of music and art have refined his design sensibilities and given him an eye — and ear! — for presentation.

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This blog post appeared originally at The Standard, the group blog of the National Board for Professional Teaching Standards (7/5/16). Being a National Board Certified Teacher (NBCT) is a source of pride for me, providing both a sense of professional accomplishment and sense of professional companionship with leaders in my field. The certification process provides us with a shared set of concepts and terms we can use to guide our ongoing learning and the improvement of our practices. Sometimes, the quest for improvement keeps us in comfortable territory, eager to try new materials and lessons that fit certain preconceptions about what we do. Sometimes, however, we back away from more challenging but necessary conversations about shifting paradigms. In this three-part blog series for The Standard, I’m asking NBCTs and teachers in general if we can’t find the will to push ourselves further in these challenging areas. In my last post, I suggested that technology has changed the way all of us think about information and communication, and that even if some of those changes have negative potential, teachers must adapt to the changes in society rather than use the negative potential as an excuse to resist change. In this blog post, I’m stepping into debates that inspire strong feelings all around, and often divide teachers. If we are truly accomplished teachers who value analysis and reflection for the improvement of teaching, it’s time to accelerate changes in our assessment and grading practices. At the end of this piece, I’ll suggest ways to extend the learning and the dialogue around these issues. Let’s start with homework Or rather, let’s stop giving so much homework. We all know, as parents if not as teachers, that there’s a lot of busy work out there, packets and worksheets that aren’t really accomplishing much. Alfie Kohn, a well-known proponent of abolishing most homework, has suggested that we should think of “no homework” as the default position, and then expect a clear rationale for homework if assigned. I agree with that position, though I won’t go so far as to say no homework, period. In addition to the questionable academic benefits, I think there are important considerations summed up in this quote from Robert Marzano and Debra Pickering (“The Case For and Against Homework”), offering their take on key findings in Kralovec and Buell (2000): [Homework] overvalues work to the detriment of personal and familial well-being. The authors focused particularly on the harm to economically disadvantaged students, who are unintentionally penalized because their environments often make it almost impossible to complete assignments at home. I have seen plenty of examples of unnecessary and excessive homework, and admit that earlier in my career, I assigned some of that unnecessary homework; I reasoned that a steady amount of homework would create a level expectation and prevent students from seeing the valuable homework as something above the accustomed baseline. Now, I would prefer to engage my students and their families in some discussion about homework, so that they understand why it’s sometimes necessary, and why there may be periods of time where the load vacillates. As a high school English teacher, I still believe that students need to do course reading outside of class time. In a sense, it’s the original “flipped instruction” – take in the content between classes, then come to class to practice using the content. Beyond reading and writing, I’ve eliminated almost all other homework from my teaching. In any given subject area, teachers in secondary grades should be well-versed in the arguments against homework if they’re going to justify giving any. Assess your assessment practices We need to have more conversations about how we assess student learning as well. Too many teachers are still grading work and moving on, without giving students chances to develop mastery when the graded work indicates the need for more practice. We short-circuit this conversation sometimes by defaulting to the ideas of formative and summative assessment, without teasing apart our assumptions about summative assessment and grading. As my friend Jason Buell suggested in his former blog title, our teaching should be “Always Formative.” I understand there are practical limits to this idea, that depending on the grade level and subject there’s a time to move on to new material. I also understand that revisions and multiple chances present logistical challenges for the teacher work-flow; that’s an argument for changing the work-flow. If we’re analytical and reflective about doing what’s best for student learning, we need to consider how we can change our way of working to accommodate students’ learning needs. Here’s one quick thought: why do we have to have every student complete the same assignments, or same number of assignments? If some of my students demonstrate mastery of oral presentations early on, maybe they should show their content knowledge in another format next time, while students who would benefit from another oral presentation experience prepare for that. Antiquated grading practices detract from learning There are some common grading practices that are among the most entrenched and poorly conceived things that we do in education. Again, I understand it may be challenging to change. The obstacles are real. Settling for inferior, even damaging practices, because change is difficult, should be inexcusable among accomplished professionals. If you’re averaging all student grades, and especially if you’re doing that including the use of zeroes on a 100-point scale where only the top 50 points are “grades,” my aim is to convince you it’s time to adopt a new approach. I’m not claiming to have all the answers here, but I haven’t shied away from the work of making needed changes. Have you ever been asked to rate something on a scale of 1 to 10, where 10 is the best and 5 is the worst? Of course not. You’d laugh at the idea. So stop using a grading scale that gives equal proportionality to something that would be like “negative worst” on that scale of 1 to 10. It’s illogical from any informed pedagogical or numerical standpoint. Students who are sufficiently motivated to avoid low grades will be motivated in more logical systems, while students who don’t respond to the negative motivator of harsh grading penalties will at least have a mathematical chance of recovery if they become motivated later. If you assign a student a single grade of zero on a 100-point scale, it takes 14 (equally weighted) grades of 85 to move that student’s average up to 80. Should a student with one zero need 14 Bs to convince us their level of understanding translates to “B”? And if the idea is to penalize lack of preparation, or cheating, why should it take that long to make up for the mistake? Play with the numbers yourself. There is no pedagogical justification for grading with zeroes on a 100-point scale that typically only “counts” grades above 59. If you feel strongly that zero is the appropriate mark for “no work” done, then your scale shouldn’t go up to 100, and the gap between zero and “D” shouldn’t be comparable to the gap between “F” and “A.” From a measurement standpoint, there’s no particular need for a 100-point scale. We can’t meaningfully judge 100 levels of skill or achievement. If we use letter grades A-F (without “E” of course), including plusses and minuses for A-D, that’s 13 levels. I use a 4-point grading scale, using half-point intervals, yielding 9 possible grades (see: Marzano). I’ve never heard a compelling argument for assessing student learning to a finer scale than either of these options. No one can argue that they understand a meaningful difference among grades of 83, 84, 85, 86… Does any teacher need a B+- or an A-+? And the issue is compounded if you think there’s a meaningful difference in the broad ranges we reserve for “F.” We all seem to agree about the difference between a 75 and 90, so if we have a useful scale, the gap between grades of 23 and 38 should be just as meaningful. We also need some critical examination of the practice of averaging in grades. Why do we penalize some students for not having mastered their learning earlier? We don’t withhold a black-belt from a martial arts student based on the prior inability to perform at a black-belt level. We don’t listen at a recital and judge the pianists’ skills less favorably because they couldn’t play these pieces a month ago. Averages can also mask glaring flaws; we should not give a driver’s license to someone whose array of skills average out quite well, despite an inability to drive in reverse or park a car. For the sake of brevity, I’ll direct readers to additional resources to learn about standards-based grading. I know that on my personal website, blog posts about grading draw continual interest and frequent visits; this related blog post by NBCT Brianna Crowley elicited 47 comments at last count. I hope readers of this blog post will follow-up by doing additional reading and research, and extend the dialogue through other blogs or on Twitter. Check out the hashtags for standards-based grading chat – #SBGchat – and teachers throwing out grades – #TTOG. (More here re: teachers throwing out grades).

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Return to: Programs of Study A minor in Classical Languages requires a minimum of six courses. A minor in Ancient Studies requires a minimum of six courses. Courses should cover the subfields of history, archaeology, literature, and reception studies. Students must consult with their minor adviser about course selection.

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The key to your success in the interview is to become a partner with the interviewer in managing the communications flow, that is, the percentage of talk by each participant. This task is complicated by the conventions we just discussed, including the interviewer’s need to remain in control. Yet a change from question/answer to an open, interactive dialogue is well worth the effort because it makes the interview more exciting, stimulating, and challenging, and it dramatically increases your chances for success. The best example we can give to illustrate the point is one that all of us have experienced. Think back to your high school years and identify your two or three best teachers (using any criteria you want). Let’s call all the other teachers in your high school the control group. Now let’s focus on just one variable, the percentage of talk. Part one is to decide whether the best teachers, on average, talked more or less in their classes than the control group teachers. Part two is to determine what percentage of time each group of teachers talked. When you have your answer, read on. We’ll bet your answer is that the best teachers talked less. Did you guess that the best teachers talked about 50 percent of the time, while the control group teachers talked 80 percent or more of the time? You were right. Your outstanding teachers probably managed to have stimulating, challenging classes that seemed to fly by because they involved you in interesting material and maintained a highly interactive conversation. Do you see the kind of climate we are trying to create in the interview? If you plot the pattern that most interviewers follow, then examine the pattern you would like to see, you’ll be able to observe the similarities and disparities. When the agendas are the same, you won’t have to worry about conversation management. When there are disparities, you’ll recognize what is happening and look for opportunities to improve your position. The pattern most interviewers want to follow starts with an interactive rapport building with each participant talking about 50 percent of the time (Phase 1). When the interviewer makes the transition to the business portion she likes to ask short, open-ended questions and have you talk 85-90 percent of the time (Phase 2). She is clearly a buyer at this time. If your answers satisfy her and hit the mark, she allows a gradual change to 50 percent talk each in the last third of the business portion of the interview (beginning in Phase 3). Assuming you are a viable candidate, she does some selling during this time. Figure 1 graphs the communication flow that most interviewers follow as the interview progresses from phase 1 (on the left), which is the rapport building phase, through phase 5 (on the right), which is the close The communications flow, which identifies the percentages of candidate and interviewer talk, is shown by line (A). The pattern you as the candidate want to follow starts with the same interactive rapport building (50 percent talk each) as the interviewer pattern. The difference comes in the business portion, where you would like to continue the same pattern throughout the interview. This provides you with the opportunity to identify the company’s needs, to clarify them, and to present your skills and abilities to accomplish the needs. Then you could test your candidacy with the interviewer, overcome any concerns, and accomplish additional rapport building while the interviewer is closing the meeting. Figure 2 graphs the communication flow the way the candidate would like, which is shown by line (B). The phases of the interview describe the candidate’s agenda. Figure 3 merges the communication flow of the interviewer model (Figure 1) and the candidate model (Figure 2). The communication flow is shown by line A (the interviewer’s model) and line B (the candidate’s model). The gray area shows divergence. The interviewer’s and candidate’s agendas are identified at the bottom of the graph. It is clear that the agendas are parallel in phases 1, 4, and 5 and divergent in phases 2 and 3. The divergence (gray area) represents an opportunity for the candidate and the interviewer to change the communications flow from a candidate-dominated pattern (talking 85-90 percent of the time) to one that approaches 50 percent talk each. That is the candidate’s goal. Another technique for changing the communications flow and testing your focus is to ask for clarification. This works well when the interviewer is reluctant to change from question/answer to business discussion or when you are not sure what information interests the interviewer. Suppose, for example, the interviewer asks, “What are some of your outstanding accomplishments?” This question is so broad that you have no idea what information might be of interest. The more direction you can get, the more you can focus your answer. You might proceed as follows: “Ms. Jones, is there a particular area of my background on which you would like me to focus?” You might hear, “Anything you want to tell me,” and in that case you take your best shot at giving an outstanding accomplishment as briefly as possible. Our experience, however, is that this does not happen as often as you might think. Executives are busy and many prefer to get to the heart of the matter. Consequently, you might hear, “Certainly, I’m most interested in your experience evaluating businesses to keep, fix or sell”, or “Tell me about the transition from a staff function to running a business.”

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Por favor utiliza este link para citar o compartir este documento: |Título:||Habilidades de pensamiento crítico sobre contenidos históricos en alumnos de bachillerato| teaching of History |Editorial:||Consejo Mexicano de Investigación Educativa, A.C.| |Descripción:||Based on two theoretical models of critical thinking skills (arguments evaluation and critical literacy) a case study research with three female teachers and six of their own Universal History groups with 190 students, was conducted at two Campuses of CCH-UNAM high school system. The study had the following main purposes: first, assessing students critical thinking skills before and after teaching episodes related to the topic ?Imperialism, their origins and consecuences?, and second, helping professors to analize and innovate their own practice by means of a constructivist teacher education training program. The study was divided in two great phases: previous and subsecuent to teacher?s education training. Such training consisted in clinical interviews, critical reflection of their own practice, class projects analysis and strategic teaching reviews. Students were tested (before and after each teaching episodes in the two phases) in relation to declarative knowledge and acquisition of critical thinking skills toward the topic mentioned. Data analysis (qualitative and statistical) indicate that in the first didactic sequence (before teacher?s education training), students learned just declarative knowledge but not critical thinking skills. In contrast, in the second didactic sequence (after teacher?s education training) students improved in declarative knowledge in all the three groups evaluated, but their performance continued at a low level in critical thinking because just one group improved significantly. A multiple regression analysis shows that students achievement level can be predicted in relation to the following main components: declarative knowledge, critical thinking and teacher.| |Aparece en las Colecciones:||Profesorado. Revista de Currículum y Formación de Profesorado| Archivos de este documento: No hay archivos asociados a este documento. Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

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UHD teacher, Asst Prof. Dr Suhaib has held an online educational course, one class per week, for 133 school teachers in different areas in Kurdistan from 10th December 2021 to 10th February 2022. The purpose of the course was to raise the level of teachers by introducing them to the latest teaching methods followed in advanced schools. focused on teaching methodology, student-centred learning, effective ways of conveying information, understanding students and their talents and working to expand their talents. It is believed that the course will have a positive contribution to the education system and the process of learning in the Kurdistan Region of Iraq.

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Principles for Evaluation of Performance on the Neurology Clerkship: School Evaluation Form is used to assess Competency-Based Learning Objectives - Medical Knowledge - Patient Care - Interpersonal and Communication Skills - Professionalism Practice-Based Learning and Improvement Group Grading Session is held twice per month to compile Evaluations - Allows assessment gaps to be filled if you worked with multiple people - If you demonstrated a level of achievement with someone other than your resident or attending, this is taken into consideration - Individual evaluations are adjusted into a composite based upon everyone’s interactions and observations Professional Growth and Response to Feedback is Considered - Understand that clinical abilities will vary between first half and second half - Goal is to improve on a weekly basis Past Grading Distribution - Neurology is not graded on a curve - Past grading distributions are not necessarily indicative of future distributions TABLE 1. NBME Point Scale Score Translations |80-81||44-54%||3.0||Meets Expectations||National average is 80| |89+||90+%||5.0||Greatly Exceeds Expectations| TABLE 2. Composition for Final Summative Letter Grade |Translating Points into Transcript Grade||Honors: 4.50 – 5.00| High Pass: 3.50 – 4.49 Pass: 2.75 – 3.49 Incomplete: 2.00 – 2.74 Fail: 1.00 — 2.00 |1st Half Clinical Evaluations||30%| |2nd Half Clinical Evaluations||50%| |Professionalism concern||Negates chance for Honors| |Absolute minimum shelf grade for Pass||10th %tile| |Possible sources of information the Clerkship Director can use to elevate a borderline grade.||1) Strong and meaningful participation in conference.| 2) OSCE score of 90+%. 3) Report of outstanding participation in clinics. Policy Regarding Grade Changes - All questions and clarifications regarding your evaluations must be directed to the Clerkship Director. - We strive for full transparency. Mistakes can happen. If something does not seem correct, please ask! - A grade appeal form must always be submitted before a grade change may be considered. - If you are unhappy with an evaluation by an Attending or Resident, do not contact them directly. A professionalism concern form will be submitted if you do. Rather, discuss the situation with the Clerkship Director.

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10 Mindframes for Leaders: The Visible Learning(r) Approach to School Success, Sep/2020 |Author(s)||John Hattie, Raymond Smith| |Year Publish||2020 September| It’s not what you do, it’s how you think about what you do. Mindframes—your internal set of beliefs about your role as school leader—determine the high-impact leadership practices you choose to implement. In other words, how you think about the impact of the actions you take has more effect on student achievement than your leadership practices themselves. Building on over twenty-five years of Visible Learning research and girded by a theory of action that ensures school leaders have the expertise to select, implement, and evaluate high impact interventions, 10 Mindframes for Leaders: The VISIBLE LEARNING® Approach to School Success brings the mindframes of ten world-renowned educators to life. Ten chapters, each written by a different thought leader, detail a mindframe at the heart of successful school leadership, along with the high probability influences that make each mindframe visible. A must-have resource for any educator working toward student achievement at ever-higher levels, each chapter includes: - The most current, up-to-date findings from the Visible Learning research, including the factors from Visible Learning that support each mindframe - Practical ideas for leaders to implement high-impact strategies in classrooms and schools - Vignettes, questions, insights, and exercises to help educators clarify and refine their own mindframes Lead your school to reform from the inside out. Cultivate these ways of thinking, and you’re more likely to have major impacts on the learning lives of those students entrusted to your care. Includes contributions from… John Hattie, Raymond L. Smith, Janet Clinton, Peter DeWitt, Doug Fisher, Nancy Frey, Dylan Wiliam, Dominique Smith, Jenni Donohoo, Laura Link, Michael Fullan, Sugata Mitra, Zaretta Hammond, and Jim Knight About the Authors: John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and, most recently, 10 Mindframes for Visible Learning. Dr. Raymond Smith is an Author Consultant with Corwin Press. Prior to joining Corwin Dr. Smith served as adjunct professor at the University of Colorado Denver Health Sciences Center teaching within a principal preparation program and currently works with Florida Atlantic University in their aspiring leader program. Dr. Smith’s diverse experience includes over 38 years of teaching and leadership at the building (high school principal), central office (Director of Secondary Education), and university levels. Subsequent to completing his doctorate in educational leadership and innovation in 2007, Dr. Smith pursued his area of specialty and passion in leadership development by authoring several articles for the Ohio Department of Education, coauthoring three books: the first entitled School Improvement for the Net Generation (2010), the second entitled The Reflective Leader: Implementing A Multidimensional Leadership Performance System (2012), and the third entitled The Responsive School (in print). In addition to writing about leadership and leadership development, Dr. Smith is an activator of learning, leading others in workshops around Professor John Hattie’s research in Visible Learning as one of 21 Visible LearningPlus Consultants with Corwin. He also conducts workshops around Dr. James Popham’s research regarding designing and implementing defensible teacher evaluation programs.

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THE SEMINARS ON RHETORIC AS A CREATIVE LABORATORY FOR IDEAS. OPPORTUNITIES FOR IMPLEMENTATION OF THE KNOWLEDGE MANAGEMENT IN THE TEACHING OF RHETORIC State University of Library Studies and Information Technologies (BULGARIA) The article presents the author’s experience in teaching of Rhetoric and some experiments which are useful, give positive results and stimulate students think creatively. Communication between two subjects is performed as the meeting of two horizons, the meeting of two different contexts. The communication is so important for the Seminars on rhetoric. Creative atmosphere also. The lector tries to rehabilitate communication as creating joint field for intelectual sharing between people, as a field for possible understanding, as the need of dialogue, cooperation, openness to others, of tolerance. Constructivist approach is author's teaching practice. One of the key principles of constructivism is that learners absorb information in accordance with their personal interests and needs. According to constructivism, people construct new knowledge while interacting with the environment. The main thesis of the author is that only internally motivated student is able to build their knowledge and skills. Therefore at the beginning of the course in rhetoric lector requires students to write on paper targets they seek and who placed at the beginning of the course. Goal setting is an important element of any action, because the right direction is determined by properly charted routes, to reach. A recorded on paper purpose is already displayed and a man should achieve it. Of course, these goals should be tied to reasonable deadlines. Reading and analyzing various texts are part of education of students – it is so important students to have experience with the authentic thought of philosophers, of speakers, of politicians and others. Disputs are also common practice in seminars of Rhetoric. One of the innovative methods is based on Eduard de Bono’s theory for Lateral Thinking. The report presents examples of the opportunities and results that gives the method which using random words as creative provocation. Dr. Parijkova uses a challenge with random words to stimulate students to create something new and valuable. The words are used as they are, without changing the letters or using metaphorically sense. The students do not replace the word with its association. The Random words are used to stimulate creation of new ideas. Presentations are binding element of teaching because they are a summary of information that must be learned by the students. It is also describes how may apply knowledge management in the teaching of rhetoric.

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Literacy Coach Cover Letter Example Here is the Literacy Coach Cover Letter example: Dear Ms. Tindal, I am writing this letter to apply for the literacy coach position being offered by Avon Senior High School. My qualifications and past work experience should speak for themselves and show that I have the qualifications needed to fill this position and be an asset to your school. To summarize the value I can bring to your organization I have compiled a list of the highlights of my career that pertain to this particular job, I have/am: •Fully certified as a teacher with 3 years of experience working as a literacy coach. •Up-to-date with current curriculum required by state.•The ability to research information when needed and excellent management skills.•Flexible schedule that can accommodate meetings and training sessions. On top of the skills listed above I also have the experience of working with other teachers and have learned the value of listening carefully, keeping an open line of communication, establishing priorities, keeping documents and maintaining confidentiality at all times. An interview will reveal many of the contributions I can make to Avon Senior High School and it would give me a chance to explain why I’m suited for this position. Please contact me at (555)-555-5555, or email me at [email]

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A program that focuses on the Burmese language. Includes instruction in philology; literature; and applications to business, science/technology, and other settings. Is Burmese Language and Literature the right major for you? Take the MyMajors Quiz and find out if it fits one of your top recommended majors! Refine criteria below for new results. Size (number of students)

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Mission and Vision: The Health and Human Services Academy will expose students to real world experiences to prepare them for future careers in education, medicine and law. Students will learn the importance of creating healthy communities. Through inquiry and investigative skills students will propose solutions to social issues in our communities and become better decision makers for themselves, their families and communities. Health and Human Services Academy students are successful because we are punctual, prepared, respectful, responsible and engaged in our learning. We believe that these traits will help us develop into the future leaders of education, law and medical fields.

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Join us for Day One of our two-day* Co-Teaching Boot Camp! Through working together with your school’s leadership team, participants will reflect on how to best set up for and support co-teaching. By focusing on the areas of setting up for success, understanding what effective co-teaching is, the co-teaching models, and different ways to give co-teaching feedback, school leadership teams will leave with next steps to better coach the co-teaching pairs at their school.*Intended audience: This workshop is meant for leadership teams – including principals, instructional coaches, special education leads, and/or anyone else coaching teachers. Please plan to attend together as a leadership team. Presenters: Ali Apfel & Jenn Rodriguez *Note: Collaborative members will use only ONE Trainings & Workshops (TW) seat to attend this entire series / the days in the series that are relevant to their role. While a single TW seat provides access to all three parts, each part can also be attended as a standalone session.

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Bossier Schools’ own Spencer Kiper can add yet another title to his growing repertoire. The 2019 Louisiana State Teacher of the Year has been named by Louisiana Life magazine as one of nine Louisianans of the Year. Kiper is an award-winning STEM educator at Elm Grove Middle School who is being singled out by the magazine for thinking outside the box to expose his students to the real-world applications and possibilities of science, technology, engineering and math. Outside of the classroom, Kiper is educating teachers at the U.S. Space and Rocket Center in Huntsville, Alabama to build STEM programs at their schools and most recently in Abu Dhabi. . There is no question Kiper is a rock star in Bossier Schools’ eyes. Now, others throughout the state, nation and world are seeing for themselves why he has been chosen among the select group of 2019 Louisianans of the Year. http://www.myneworleans.com/Louisiana-Life/January-February-2019/Louisianians-of-the-Year/#Spencer%20Kiper

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About The College Torpoint Community College (TCC) is situated in South-East Cornwall and is very much a part of the local community. Due to its proximity, it also enjoys close links with the urban area of Plymouth city. This results in a rich mix of urban and rural, village and city-based students and the College is very much an economic driver for the area. The majority of students attending the College live in Torpoint or on the Rame Peninsula. It also has students from Plymouth who travel from Plymouth via the chain ferry over the River Tamar. The current number on roll is approximately 720, including 50 in the Sixth Form. The College’s Post 16 provision offers a small, but thriving, learning environment for its students with a wide range of A Level subjects on offer. The College works closely with our partner and feeder schools. Our designated primary schools are from the Torpoint and Rame Peninsula: - Carbeile Junior School, Torpoint - Fourlanesend Community Primary School, Cawsand - St Nicolas C of E VA School, Downderry - Millbrook C of E VA Primary School, Millbrook - Antony C of E Primary School, Antony It also enjoy links with Torpoint Nursery and Infant School, St Germans Primary School and many other primary schools in Plymouth. Message From The Headteacher Welcome to Torpoint Community College I am delighted that you are taking the time to view the College website. Everything we do at Torpoint Community College is about giving our students an excellent education which will transform their lives. The first thing you will notice when we welcome you to TCC is the vibrant, happy and calm environment which inspires students to learn “deeply” and helps them to discover their unique talents. We value all our students as valuable members of our College community and as citizens in a larger local, national and international community. With approximately 720 students on our roll (50 in the Sixth Form), we are a small, caring and successful 11-19 co-educational foundation school. You can read our most recent Ofsted report here which highlights all the very good aspects of the College. Through inspirational teaching, a genuine concern for health & wellbeing, a broad and balanced “STEAM” curriculum and a rich abundance of learning opportunities within and outside the College, we nurture high aspirations in our young people for themselves, their College and their community. Our students understand they are responsible for the choices they make. They know that making the right choices, self -belief, high expectations and working hard will empower them to shape the future they want. We expect them to respect themselves, their peers, their College and their community. In turn, each one knows they are valued. Our College motto is “Inspiring Optimistic Learners” and the 3 values we follow are “Respect, Prepare and Focus”. If you would like to see what makes our students so special, you are welcome to join us during one of our successful ‘in action’ Open Mornings or Afternoons or should you want further information about the College, please do not hesitate to get in touch. Dr Jeremy Plumb Vision, Values & Aims Values & Aims Our aim is for all young people who attend Torpoint Community College to leave us aspiring to be the best they can be. We are committed to recognising and realising the potential in each student: of nurturing curiosity, creativity and leadership, of achieving the very highest of standards and of instilling respect and care for ourselves, each other and our environment. We aim to harness the innate drive, energy and enthusiasm of young people so they leave our College confident, knowledgeable and successful citizens, capable of learning and adapting to an uncertain future. In a nutshell – promoting ‘emotional health and wellbeing’. The word ‘optimism’ is originally derived from the Latin ‘optimum’, meaning ‘best’. - An optimistic learner is happy and healthy, confident and resourceful, resilient and successful, able to work independently and in teams, and; - An inspired learner is motivated to learn and radiates a sense of purpose that in turn inspires others. At the College, we believe an inspiring optimistic learner has the skills, knowledge and positive values to make the most of the changes and challenges facing us in the 21st century. We aim for our students to talk about enjoying their deep learning experience. The results our students achieve are a reflection of our care, support and guidance and of the opportunities students are encouraged to lead and participate in. This applies equally to those students challenged by disadvantages, but we do not allow any issue to be a barrier to success (see Pupil Premium and Catch Up Premium). We believe strongly that personal growth occurs through adventure and we work hard to provide broad learning opportunities for students’ well-being as well as academic progress and attainment. As a College we work with, on your behalf and in partnership with you. We place a strong emphasis on working with and supporting our community – local, national and global – celebrating our community champions, regularly supporting charities and being ambassadors in other countries so that our students understand they need to be responsible global citizens. This is all part covered by respecting the rights of all students (pupils) under the UNCRC. Trips include Nepal, a teacher and student exchange with Sri Lanka, discussion at the New York United Nations headquarters, Barcelona and camping on the Isles of Scilly. We also excel in offering a range of extra-curricular activities that benefit from unique links with our environment; Ten Tors Challenges, local, regional and national sporting events, drama productions, plays and our annual fashion show. We offer a broad and balance curriculum journey from Year 7 to 13 with the opportunity to experience or specialise in the performance arts, sciences, sports and physical education, design and technology, computing, languages, humanities, religious education, media, literature and psychology. We have vocational courses as well as formal academic courses, we work closely with parents to identify the best combination for each individual through a robust and effective options process and strategic careers strategy. We have a strong focus heath and wellbeing, relationships and sex education and Fundamental British Values (see Policies page). Our high quality pastoral care is widely recognised as an example of best practice. Students are organised into year groups. Behaviour across the College is underpinned by our positive learning ethos and with just under 720 learners, 60 of which are in our excellent Sixth Form at TCC, we are recognised for the high level of individual care given to each student; our staff going the extra mile to support. Becoming a Foundation School with a Co-operative Trust on 31st December 2011, was a natural next step for the College. We already worked closely in partnership with a large number of other schools, higher education providers, organisations and businesses so formalising links with key partners enables us to bring even better opportunities and improvements. Harnessing their strengths for the benefit of our learners in College and in schools across Torpoint and the Rame Peninsula is an exciting and rewarding journey. Inspiring optimistic learners In short, every member of Torpoint Community College will have: - Ambition, commitment, resilience & perseverance - Confidence to take risks - An ability to organise and present themselves effectively - Intellectual curiosity - Imagination and creativity - Initiative and self-motivation to learn independently and with others - Optimism for a future in a rapidly changing world Our Vision Statement is based on the fact that for children and adults to be inspired to learn it is our fundamental belief that TCC provides: - A curriculum that responds to the needs of each and every individual irrespective of their age and aptitude - Learning experiences that are diverse, flexible, rich, experiential and active - Positive, effective relationships within a collaborative and sustainable community - Academic, social and emotional intelligence These beliefs are in keeping with Co-operative values, Fundamental British Values (FBV) and Human Scale Education (HSE)and echoed in detail in TCC’s values policy and underpin the College’s other policies i.e. Safeguarding and Child Protection.

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This symposium features the use of live simulations- applied to practice, policy, and research classes-to prepare social work students across degree programs for equity and social justice work. Through the creation of spontaneous experiences that model real-life situations that students may encounter when they interface with clients, policy-makers, or research contacts, simulations place students in the moment without risks of real-life situations, allowing for reflections, discussions, and learning. The papers presented in this forum describe how we developed and implemented case scenarios and highlight findings from our evaluation research on the impact of a holistic approach to live simulations that spans degree programs (BSW, MSW, PhD). The first paper features the ways simulations foster students' cognition, experiential learning of skills, and preparedness for working with diverse clients in our MSW practice and research program. Based on CSWE's Educational Policy and Accreditation Standards, the paper discusses themes drawn from 36 MSW students over five focus group discussions. The second paper addresses the use of simulations in instructing students on SMART goal formulation in clinical and policy simulations. It draws from the same five focus groups as the first paper as well as the open-ended evaluation responses from approximately 60 practice and policy students who participated in the simulations. The third paper examines simulations within the context of school social work practice classes. Drawing on focus group interviews, it describes how 12 masters-level schools practice students benefited from simulations through three pathways: holistic competence, experiential learning, and curriculum as engagement. The fourth paper evaluates how simulations prepare PhD students to become teachers of undergraduate and graduate social work programs. We document the experience of six doctoral students (through one focus group discussion) on their in-depth exposure to BSW and MSW simulations through joint-case development with instructors, implementation, acting, and leading discussions and focus groups. The symposium features doctoral students, the doctoral teaching seminar instructor, and MSW and PhD program directors. Underscoring the benefits of a holistic approach to simulations that spans degree problems, the discussants synthesize main findings, discuss their experience with live simulations, challenges, learning outcomes, student and teacher growth and integration, and future plans. We describe our overall experience with simulations as a transformational strategy for teaching core values of equity and social justice. We further discuss doctoral students' perceptions of how simulations support their own career development and their future teaching approaches.

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When adolescents struggle to find and pursue their purpose, they inevitably struggle in other areas, too. In the fast-changing, increasingly diverse but still inequitable 21st century, young people need a new kind of learning experience that will set them up to pursue their purpose and realize their dreams. nXu is an out-of-school program and a scalable platform, all centered around an innovative set of standards called Compass Standards that together enable young people to explore, articulate and pursue their purpose in life. Launching initially in New York City, nXu brings together a diverse group of high school students from public district, public charter, parochial, and private schools to create new and life-changing learning opportunities that transcend conventional boundaries of the “school building” and the “school day”. The program capitalizes on four summers, afternoons and weekends during 9th, 10th, 11th and 12th grades as well as a post-12th grade challenge (i.e. gap) year—enabling students to learn with diverse peers in spaces and contexts not typically available to them. Through this multi-year, multi-dimensional programming, nXu participants forge new connections—nexus, in Latin—and integrate experiences that have historically been separated for students. nXu sits at the nexus between school and college, childhood and adulthood, education and work, self and other, exploration and mastery, and the made and natural worlds. It is where students discover their purpose, plot out their own journeys, and find their place in the wider community. 2 jobs with nXu Position: Director of Operations Location: Virtual (100% remote) Type: Full-Time, Salaried Position OVERVIEW OF NXU nXu (short for nexus) is a n... Position: Senior Manager of Curriculum Implementation Location: Virtual (100% remote) with potential for travel Type: Part-Time Consultant (12-15...

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WHERE ARE THEY NOW? Studying at Tennessee State University Creating at The Art Institutes Interning at NASA as an Electrical Engineer Leading their university as Student Body President Working as a Video Producer in Atlanta Earning Master’s Degrees in Criminal Justice, Public Administration & Molecular Biology Serving as Officers in the U.S. Army Volunteering their time at Inspiring Minds Working as an Engineer for the U.S. Government Starting their own companies around the country Giving back to their communities Becoming strong, successful members of society “The feeling of walking across the stage, knowing you’re going on to do bigger and better things in life is the best.” Leo joined Inspiring Minds as an 8th grader, struggling with his grades and always wanting to be the class clown. Towards the end of his junior year, he realized that if he didn't change his mindset, he would have no hope of graduating on time with his class. Leo overcame many challenges to graduate, and Inspiring Minds was with him all the way. He had to retake two additional math courses and one additional English course during his senior year, as well as pass his Ohio Graduation Test. He was also required to take a full physical science class online and pass it with an A, in just two weeks, to walk across the stage with his class. HE DID! Inspiring Minds alumni Sergio Smith has kept himself busy since graduating from Howland High School in 2008. Born and raised in Warren, Ohio, Sergio earned his bachelor’s degree in psychology from the University of Cincinnati and works as a Behavior Specialist for Norwood City Schools. In his position, Sergio works with emotionally disturbed and challenged students, grades K-12. “I build a rapport with my students, where they can trust me and feel comfortable talking to me,” Sergio said. “There's nothing better than seeing them have a positive breakthrough and start heading in the right direction.” A student of the first Inspiring Minds Class in 2006, Shawná King started the program as a quiet, reserved homebody. Through eye-opening experiences and opportunities with Inspiring Minds, she grew into a dreamer, a traveler, a leader and an impressive success story. As a true veteran of Inspiring Minds, Shawná remembers the days of meeting at McDonald’s and selling candy bars to raise money for the group’s first exposure trip 10 years ago. She says one of the most important things she learned through Inspiring Minds was to be open-minded and try new things, even if they’re outside of your comfort zone.

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A selection of interesting exercises that will help to diversify literature lessons. Writing an essay is a real challenge for many students. Sometimes it is quite difficult to express one’s own thoughts orally, let alone in writing. Especially if it interferes with one’s own “inner critic”, because of which the student fears that his thoughts will be devalued and ridiculed by adults. Meanwhile, the skill of writing one’s own thoughts is extremely important in the process of developing thinking in general and creativity in particular. How to teach students to express their own thoughts in an original, exciting, argumentative and witty way? We offer a selection of interesting exercises that will definitely be useful for language teachers and help to diversify lessons. An essay about the person who impressed or changed his life for the better Everyone in life has a person who influenced the formation of personality, became an example to follow or even one who had to see only once, but she was remembered for a lifetime for a certain good deed. Principle of performance: Invite students to write an essay about a well-known person or stranger who pleasantly surprised them at one time. What kind of person was she, what did she remember and why did the student impress her. This exercise helps students learn to analyze and express their thoughts on any topic, as well as effortlessly cultivates the understanding that doing good deeds is not difficult at all, but it is extremely important! A letter to yourself in the past Many famous and successful people write their own memoirs, in which they tell about their lives, the thorny path to success and share their own experiences. However, to write such memoirs it is not necessary to be famous or even an adult! How it works: Invite students to remember their little ones and write a letter to themselves in the past: to make them want to tell their little one how to inspire, what to warn, or just analyze what each of them has already achieved. After all, at any age, each of us has our own achievements that we can be proud of! In one of the previous materials, Letter to the Future: A Simple and Interesting Technique That Helps Achieve Goals and Casual Self-Analysis, we wrote about the exercise of writing a personal letter to the future in which to describe your dreams and goals, for example, next year. This exercise allows not only to analyze their own desires, but also to master the skill of goal setting and awareness of their own priorities for students and adults. Using both of these exercises is a great way to introspect, develop critical and creative thinking. Most students, especially junior and middle school students, enjoy making up a variety of stories. This exercise perfectly stimulates the development of creative thinking and imagination. How it works: Write three random questions on the board and ask students to make up a story with a random plot. Prerequisite – the plot of the story should be based on fictional answers to questions suggested by the teacher. The first example of questions: - What is under the school building at a depth of one kilometer? - How can this be used? - What will change in 1000 years? The second example of questions: - What flew out the window? - Why was she happy? - What do they dream about? Principle of execution: For high school students, you can complicate the task by offering to write an essay in a certain style. Noisy city. Autumn cold rain breaks down. People are in a hurry to hide in a warm and dry place. Others walk quietly under an umbrella. And only a homeless kitten sitting under a bench near the supermarket has nowhere to run. He froze and got completely wet. How it works: Invite students to write a monologue on behalf of a cat – what he feels, what he thinks and dreams about. Let the children invent a sequel to this story.

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Harrogate Grammar School have been successful in a £1 million bid to the Education Funding Agency to replace a crumbling Science block. The building was constructed in the 1950’s to a much lower standard than the original 1930’s school and has reached the end of its useful life. Headteacher, Richard Sheriff, explained just how important this grant was to the school: We have been trying for quite some time to get the funding to demolish the block and completely replace it with up to date accommodation. Staff and students who use the rooms in this block will know the problems we have had with heating, water leaks, failing windows etc. and none of us will be sad to see it go. The grant of just over £1 million will allow us to demolish the existing building and replace it with four new laboratories and a prep room. In addition there will be a new link corridor on the ground floor level to reduce congestion at the busiest area in the school building. Science is a key area of the curriculum and we want this project to further our students interest and enthusiasm for science learning as well as getting closer to that ‘world class’ provision we aim for. With more and more of our students choosing to study science right through to A Level we want to provide the high quality facilities that will support their success. The school are also working on gaining sponsorship, including financial support, to refurbish the oldest remaining labs so they can give the school’s students a consistently high quality environment in which to learn. If you, or your company, are interested in supporting the school in this project please get in touch with the school Finance Director, Steve Howell, he will be delighted to hear from you.

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Marion County Literacy Council Listing Last Update: August 26, 2020 - To read and write better - To study for my high school equivalency exam - To learn English - To improve my math skills - To improve my technology skills - To volunteer at a program You may use the contact information above to reach out to the program or call 1-877-389-6874 for more help. Adult Basic Education (ABE) The ABE program helps adults get the basic skills they need to be productive workers, family members and citizens. This program emphasis the basic skills needed for everyday living such as: reading, writing, math, English language competency, and problem-solving. The classes cover a wide range of subjects depending upon the needs and goals of the students. For example, some students want to read to their children and help them with schoolwork. Others want to prepare for the written driver's license exam or understand printed forms. Each students sets their own personal goals General Education Degree Preparation The GED program prepares students for the general equivalency exam. Students are paired with a tutor who works with them at their pace to prepare for the 5 subject test while teaching them to test taking skills needed to overcome test anxiety and promote success. Students are evaluated upon registration and progress is checked periodically to ensure they are moving closer to their goal of passing the GED. Some students may need only a few months of preparation and other may need years to reach their goals – each are tutored specific to their needs. English for Speakers of Other Languages (ESOL) The ESOL- Program helps adults; non native speakers who want to improve their comprehension of written and spoken English in order to become more self-sufficient and engaged, better informed and better able to participate in the life of the community. The ESOL Program offers classes for beginners to advance students. A more specific, conversational English class is now offered to help students communicate more effectively in social and work settings. The Literacy Council offers a number of other programs throughout the year including workshops in citizenship, basic computing, financial literacy, health literacy and college and career coaching. In the next year they will be adding programs targeting Family and Workplace Literacy. These additions will not only expand the outreach of the organization, but more specifically target the needs of the students they are seeing. Hours of operation: 8:00am-4:00pm Cost info: $40 registration fee to cover books and assessment

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Introduction to Subtitling 1) To acquire and develop research competences in subtitling, so that students are able to (a) problematize key issues (b) provide informed justification of subtitling practice. 2) To acquire and develop subtitling competences, so that students can (a) translate audiovisual material in moderatly difficult situations for the hearing, as well as the deaf and hard-of-hearing (b) apply relevant solutions for specific challenges of subtitling (c) show critical understanding of different freely available subtitling software and national subtitling conventions. 3 To develop service provision and interpersonal competences, so that students know how to (a) approach new clients and interact with fellow professional in the area, using adequade strategies and communication channels (b) comply with the basic ethical and professional standards. Hanna Marta Pieta Candido Weekly - 4 Total - 168 Near-native (C2) competence in English; high competence with computers; your own PC or Mac with internet access. Carroll, Mary & Jan Ivarsson. (1998). “Code of Good Subtitling Practice.” www.transedit.se/code.htm. Díaz-Cintas, J., & Ramael, A. (2020). Subtitling: Concepts and Practices. London: Routledge. Neves, J., (2008) 10 fallacies about Subtitling for the Deaf and the hard of hearing. Journal of Specialised Translation. Netflix. 2020. Pivot Language Template Guidelines. (online) Pedersen, Jan. 2016. “In Sweden, we do it like this. On cultural references and subtitling norms.” inTRAlinea 22, 24-36. Romero-Fresco, P. (2018). Reception studies in live and pre-recorded subtitles for the deaf and hard of hearing. In E. Di Giovanni & Y. Gambier (Eds.), Reception Studies and Audiovisual Translation, 199-223. Amsterdam/Philadelphia: John Benjamins. Szarkowska, A., Díaz Cintas, J., & Gerber-Morón, O. (2020). Quality is in the eye of the stakeholders: what do professional subtitlers and viewers think about subtitling? Universal Access in the Information Society. Perspectives. This unit will be mainly practical, combining three main teaching methods: 1) individual and team subtitling activities, with authentic audiovisual material, and a resort to three freely available subtitling software; 2) students’ oral participation during the correction of activities, as well as group discussions on the challenges, the research leading to the reflection on alternative solutions and the decision process; 3) guest-lectures on key topics by invited researchers and hands-on workshops with professionals from the Portuguse industry. Evaluation Methodologies - 4) final individual project that involves the creation and constant updating of a CV and an e-portfolio, accompanied by a reflective blogue about different aspects of the project(35%), 1) quality,regularity and punctuality of all the assignments; 2) quality and regularity of oral participation (10%+10%); (20%), 3) in-class test (subtitling activity) (45%) 1. Key concepts of audiovisual translation: multimodality, source text, target text, translation problem and solution. 2. History, typology and characteristics of subtitling (with particular focus on subtitles for the hearding and SDH). 3. Subtitling mechanics: spotting/time-cueing in simple and moderate scenarios; national layouts and formatting conventions. 4. Subtitling challenges: subtitling cultural references, humour and language variety. 5. Professional ecosystem of subtitling: approaching new clients (CV, electronic portfolio) and interacting with fellow professionals (professional associations and social media). 6. Ethical issues in subtitling. Programs where the course is taught:

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THE Territory-wide System Assessment resumed in May with Primary Three students from all public schools taking oral assessments for both languages, as well as the audiovisual assessments for the Chinese language. This year’s TSA will only take 10 percent of samples from schools, and will not name students or schools. But schools can choose to let all their Primary Three students take the assessment, and 230 schools did so. Other schools opted for one-tenth participation. In the Chinese oral exam, students were asked to create a story from pictures, while some students were asked to engage in a group discussion. In the Englishspeaking assessment, some pupils were asked to read a paragraph of text aloud before answering questions. Some were asked questions based on pictures. Questions were related to daily experiences like having dinner. Ricky Leung Wai-kay (梁偉基), principal of GCCITKD Cheong Wong Wai Primary School (東莞工商總會張煌偉小學), said his school chose the sampling approach. Leung said the students did not find the questions difficult. Also, the school did not need to resort to the drilling culture that has caused controversy. Since fewer students are taking part, the assessment finished earlier than last year, causing less impact on school operation. The written assessments for both languages and mathematics will take place on 12 and 13 June. (This article is published on Junior Standard on 10 May 2018) Teacher survey shows disagreement on TSA Background brief on issues related to the review of Territory-wide System Assessment

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International Collaboration in Lifelong Learning: Making It Work In small groups, participants will explore how to collaborate in the area of life-long learning, considering the core values of inclusivity, credibility, integrity, and transparency as described in the GAME vision and mission statement, above. Three topics were investigated, including 1) how to incorporate the core value of transparency into collaboration, 2) barriers that inhibit collaboration across stakeholders, and 3) resources needed for collaboration in lifelong learning. The presenters and learners will, together, explore these topics and brainstorm solutions that can be utilized as best practices in CME/CPD over the next 10 years. - Incorporate transparency into educational collaborations. - Better understand barriers that may inhibit collaboration in CME/CPD and create solutions that will address identified barriers. - Develop solutions that utilize known resources needed for collaboration in life long learning so as to incorporate them in future collaborations.

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“The Standards-Based Classroom provides teachers with a practical guide to implement standards-based learning in their classrooms. The authors provide a perfect balance of context and commentary, practical examples, challenges, and suggestions for further exploration. Readers can use this book to transform their pedagogy and practice to better meet the needs of all learners with a standards-based approach.” "This book takes much of the guesswork out of becoming a highly efficient and effective teacher in a standards-based system. The authors have thought deeply about (and explained) many of the 'road block' issues and provide both theory and practice to support teachers doing this work. This system helped me as the instructor and helped my students achieve at the level in which they desire. “If you are looking for that one book that explains teaching and learning, then this is it. Full of practical advice, suggestions, and further readings, the authors discuss and illustrate concepts with a clarity that is seldom witnessed in educational literature.” "The Standards-Based Classroom: A Practical Approach really is practical! With a plethora of examples and models and great suggestions that are organized to be easily read and quickly learned, this book is a must-have for any teacher considering stepping up their game to increase student learning." "Most of us know that middle and especially high school educators can be reluctant to implement authentic standards-based learning, including grading and reporting. By having secondary authors and practitioners speaking to secondary educators, this book is right on target for what’s needed in the field right now and captures the right spirit of what standards-based learning is all about." "This book is important because of its relevancy for teachers who are implementing or transitioning to standards-based learning or want to do so. As educators, we are always looking for ways to improve our craft, and readers will find this to be a great resource. In this book, teachers will find answers to common questions and concerns related to standards-based learning environments and develop confidence to communicate with students, parents, and colleagues regarding the change in practice. "This book provides practical, realistic, and useful guidance to achieve its desired outcome. The authors take the 50,000-foot view of the best instructional, assessment, grading, and reporting practices that comprise the different parts of standards-based learning and integrate them into a practical system that improves learning for all students. Then they go to ground level to show how each piece works. The Standards-Based Classroom provides an outline or blueprint for developing a system that will improve the opportunities for learning for all students.

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I can t do my homework There is certainly normally a seething a sense inertia and disinterest that engulfs somebody. Because of pressure and stress that has encircled the student, they begin residing in a breeding ground where there’s without any area for breathing. Be that as it can certainly, individuals still need accommodate on their own for their external components, they still need to spearhead the effort for educational, plus they still need set back the bits of their shambolic point out. As a result, for this kind of interests, pragmatism and realism should be invested in your decision-generating course of action. After you’ve carefully deliberated and considered over the matters, you will then recognize that School Writing Experts will be the apparent success. We’re regarded as, and we’ve etch this location in the industry, even as are creating and made exquisite functions, we keep towards our established goal, and we make it a point being progressive inside our method. 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Therefore, our educational writers, through their driven feeling of beings, legitimate compassion and extensive experience, make sure to curate written content that’s a starting from sub-par work. They explore serious into every part of this issue unit rather than being on the surface, they time and again use words and knowledge ploys and tools to get the eye with the reader, and they also ring a bell using the aspects crowding the content, with no losing the point of the narrative. For that reason, when individuals arrive because of their ‘do my assignment for me’ requirements, then they’re guaranteed to find function that is certainly all natural and is in-line with all the specific recommendations. The determination degree of individuals is often crippling and crumbling continuously. They’re usually, gradually disappearing in the reverie of these home-developed follies and are bjj with assembly their rigid due dates. One of the biggest banes for college students chasing their school every day life is their https://doanassignment.com/ inability to meet up with their infeasible submitting days, which don’t just diminish the standard of their composing but also tires them out. For that reason, individuals must switch the tires of their thought process to Academic Composing Authorities and will meet their ‘Can I pay someone to do my assignment?’ requirements. The task of adding in the relevant details and personal references is not just meticulous but is additionally carefully tiresome. Furthermore, if even a single resource just isn’t specified or recommended effectively, then a papers could possibly be regarded as ‘plagiarized’. As a result, occurs the need to utilize our do my assignment services, once we don’t keep any loopholes with your content. Our copy writers make sure to impart and sink into the cardstock because of the necessary info, while they help out with keeping the credibility with the papers. Pupils understanding within the numerous schools of the UK have every need to be troubled, anxious and bewildered, due to the stress that’s stuffed onto them. Even so, by using our solutions, pupils can greatly improve their encounter, they’re able to ease the dullness that afflicts their existence, and so they can put on a slumber of peacefulness and calmness, which they may not be fairly used to. For this reason, college students should employ our do my assignment online ability, since it provides them with the opportunity to accessibility an existence that is laced with growth incentives, academic superiority, as well as nicely-being. We, at School Producing Specialists, usually are not kinds to whack our personal trumpet. 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The programme exempts Korean middle school students from taking any exams for an entire semester while they focus on creative or physical activities instead. Spending the exam-free semester at a school in New Zealand could appeal to families that wish to take advantage of New Zealand’s experiential learning curriculum, or those who want their children to have an intensive learning experience, such as developing their English language skills, ENZ has said. “The style of learning being promoted in Korea through this programme is very similar to education delivery in New Zealand” The Korean government introduced the exam-free semester programme in a bid to overhaul the education system, fostering more creative thinking and diverse learning activities. “We are required to nurture creative talents through education, which can pull out students’ potential based on character education,” said President Park Geun-hye when the programme was announced three years ago. “Only then will our students become happy and a creative economy be able to blossom.” The policy was piloted in 2013 and rolls out to all 3,713 Korean middle schools (enrolling 12-13 year olds) this year. Principals choose which semester will be exam free. The government has recommended that during this term students participate in activities outside of rote memorisation and preparing for university entrance. Arts and physical education, club activities and career preparation are among the suggestions. It has encouraged schools to take the programme into account when they are building their marketing strategies. “New Zealand schools may therefore wish to reframe their marketing collateral for parents to demonstrate the strengths of their school’s programmes to deliver quality educational outcomes for Korean middle school students during these exam-free semesters,” ENZ said in statement earlier this month. John van der Zwan, executive director of the Schools International Education Business Association of New Zealand agreed schools could benefit from the policy. “The style of learning being promoted in Korea through this programme is very similar to education delivery in New Zealand and so there is a natural fit for us,” he said. The policy also presents a chance for New Zealand schools to regain ground in a key student market said van der Zwan. “I imagine that news of this programme is being well received by New Zealand schools who are currently attracting Korean students and will give them some confidence to now consider this as an opportunity to slow the decline from Korea,” he said. In 2014, almost 1,400 students from Korea studied at New Zealand schools, down from 6,579 in 2007. “While the numbers have declined over recent years, Korea is still an important market for New Zealand schools, in particular intermediate and middle schools,” noted van der Zwan.

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This text first appeared within the Educating Professor on Might 1, 2013. © Magna Publications. All rights reserved. Being a university professor generally feels lonely. Sure, we now have colleagues in our departments and elsewhere on campus, college students in our school rooms, and directors who help us, however we additionally spend lots of time working by ourselves. As new college members, we determined that “the ability of we” was vital for enhancing pedagogical apply, and we thought that possibly the cycle of loneliness may very well be damaged by a pedagogy group. What follows describes how we fashioned the group, what we now have accomplished collectively, and, most vital, what we’ve gained from the expertise. We’re not the primary to inform this story, however our view is that, to paraphrase a well-known thought, in a time of instructing to the check, erasing the obstacles between pupil and instructor is a radical act. It began in September 2011. We have been all full-time assistant professors however from completely different fields: speech communication research, psychology, training, political science, and economics. We saved discovering ourselves at occasions that provided info on instructing and studying and realized all of us had a shared widespread curiosity: we wished to know extra about our instructing and our college students’ studying. We determined to begin getting collectively and have continued to take action. Our conferences are all the time welcoming; anybody can assume management. We don’t formulate strict agendas, and we encourage any sort of participation. One of many highlights and sometimes probably the most time-consuming portion of our conferences is our story sharing. Some tales are current (“I simply bought out of a category and …”). Different tales are from our previous (“At my final instructing place …”). We collaborate, partaking in conceptual practitioner analysis. By that we imply intentional inquiry accomplished by practitioners with the targets of gaining insights into instructing and studying, turning into extra reflective, and effecting adjustments within the classroom and our college students’ lives—that’s a definition provided by educators Cochran-Smith and Lytle in a 1993 publication. We give it some thought a bit extra merely: we examine how we apply. Our tales and questions are diversified: some questions concentrate on how we will have interaction college students, how we will alter bodily areas in school rooms, the professor’s function within the classroom, and what educational duties are most vital. Inevitably our discussions lead us to this central query: what are college students studying in our programs? We’ve got come to share the identical imaginative and prescient. All of us worth collaboration, each amongst colleagues and with our college students, and are conscious that creating an inclusive classroom is a problem. Throughout our conversations we sort out onerous questions on what’s (and isn’t) taking place in our school rooms. For instance, why are so many college students hesitant to specific curiosity or debate different college students? How can we assist them turn out to be extra fascinated with studying this content material that we discover so attention-grabbing? To what extent are the frustrations we expertise attributable to our limitations versus societywide hindrances to engagement, sharing of concepts, and studying? On account of these questions, we now have found that it may be very useful to watch each other’s instructing. As a result of we now have established a heat, collaborative rapport within the group, these classroom visits are wealthy and welcomed. We don’t go to one another’s courses to conduct an analysis. We’re there to raised perceive the instructing contexts out of which we communicate and for the observer to expertise studying in a brand new means, via the lens of a pupil. Via remark, we see our tales come to life, be taught from each other, and start to widen the lens of what “instructing” seems like when others do it. Once more, this exercise makes us really feel much less alone and extra related. These previous few years have been fairly a journey for us. A few of us got here to the group with completely different backgrounds and completely different pedagogical information bases. A few of us knew extra about training than others did. Regardless of these information variations, every of us has skilled “the ability of we.” We’ve got created and proceed to construct a really collaborative surroundings the place everybody’s voice is heard, everybody’s opinion counts, and information isn’t merely transferred however co-created inside our group. What we share with one another encourages extra sharing, extra studying, and elevated effectiveness within the classroom. We don’t have a laundry checklist of methods however slightly a course of that we use to efficiently develop our tutorial effectiveness, to advertise continued self-reflection, and to inspire common collaboration with friends who care about instructing. We hope that what we’ve described right here will encourage others to do the identical in order that extra academics who’ve felt lonely will expertise “the ability of we.” Put up Views:

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There are loads of blogs out there about why schools should ditch written marking in favour of different methods of feedback. In the last couple of years, I have led my school’s journey from red pen to no pen marking and this blog is about just that – leading a move away from written marking in a big school full of leaders and teachers who had been feeding back to students that way for a very long time; I do not go into detail about exactly what we now do instead – there is enough out there already about that. Spearheading a change in a practice that, let’s face it, is the bit most teachers really hate about their job is always going to be popular but ensuring it is replaced with something effective that teachers can be held accountable for is really important – and not easy. I hope this is useful to anyone who might be ringing in the new year with starting their school’s own journey away from written marking. - Be clear with leaders about why – and don’t make it a whinge about workload People always assume my reason for starting a discussion with our senior leadership team about changing the way teachers delivered feedback to students at my school two years ago was to reduce teacher workload. It wasn’t. I wanted to put an end to written comments because I did not think they were the best way to deliver feedback to students or to encourage them to act on that feedback. Reduced workload has always been a bonus by- product for me. Would we ever suggest that our students shouldn’t be required to do something because it is too hard or takes too much time? Of course we wouldn’t, so don’t suggest your school’s leadership should change their approach to feedback because doing it is too much work. No decent leader who genuinely believes something is having a positive impact on students’ success will agree it should stop because teachers don’t want to do it. In the early days of talking about it with our SLT, I was careful to avoid the ‘w’-word and instead talked about how we could improve feedback by looking at it another way and how teachers’ time could be used more effectively if they weren’t writing comments on students’ books.2…… But make sure leaders understand the reality of a written-marking policy Do leaders at your school really know what the ‘normal’ written comments once-every two/three weeks policy means for teachers? How long has it been since they were teaching full timetables? How many of them have a PE/maths/drama background rather than an English or humanities one? When an ethics teacher at my school told me that in order to keep up with our policy his 16 classes meant he had to write 960 comments every three weeks, which meant 320 every week and therefore 64 a day – in other words he should be marking two sets of books a day just to keep his head above water and that a parents’ evening or twilight CPD session would throw him into weekend-marking misery – I knew something had to change. Opening leaders’ eyes to the reality of the current policy without complaining about it as such might be the jolt you need too. - Allay leaders’ fears – arm yourself with evidence Leaders who have spent their entire (often very long) careers believing that marking and feedback are the same thing and that red pen scrawled all over students’ books is the only way of doing either will be nervous about putting an end to it. They will fret about how other types of feedback can be ‘evidenced’ and worry about Ofsted. Many schools that do not use written feedback have got through Ofsted inspections with no problems, and high profile ‘no marking’ free schools such as Dixons Trinity and Michaela have achieved ‘Outstanding’ in the last year, so be armed with examples such as this. Leaders may also have concerns about how a change in policy around marking may affect students’ outcomes and there needs to be clarity that what is being suggested is not about giving students’ less feedback, but just changing the way it is delivered. Again, evidence of schools or teachers who have abandoned strict written marking policies whilst achieving excellent outcomes will help. 4.Trial it with a working party Once the leadership team at my school were at least interested in thinking about an alternative to written marking, I set up a working party to try out my ideas of how feedback could happen instead. I wanted everyone to do ‘whole class’ feedback – whereby teachers go through a class set of books once every couple of weeks and keep notes using a standard proforma on positives, what needed to be worked on and teacher and student ‘next steps’ based on these observations. The trial was brilliant because it allowed senior leaders who were nervous about it to see it in action and understand that it wasn’t about simply ‘stopping marking’. The trial also meant that I learnt that my idea of what feedback should look like if we weren’t writing comments didn’t work for every department, leading to what we did next…… - Let departments write their own policies The trial showed me that expecting teachers of all different subjects to deliver feedback in the same way would not really work. More importantly, our senior team felt that this huge policy change would only work if teachers did not feel it was being imposed on them. I was quite open about the fact that I felt whole-class feedback was the way forward and I knew that most departments would go for a policy based on it, but I also knew that getting whole-class feedback right involved more work than a teacher being freed from a written marking policy might foresee, and didn’t want to replace one list of things teachers needed to do when feeding back with another, so felt it was best for departments to get to their list themselves! I was also aware that heads of department might feel nervous about moving away from written marking. We encouraged departments to spend a couple of months talking over ideas and trying things out before putting together a policy that they would trial for a term. - Don’t diss the old way Many, many teachers will have spent years doing written marking and many will pride themselves on the care and attention they have paid to it. Many leaders will have expended untold time on energy on holding people to account over written marking policies. Whatever you have read on twitter, don’t bang on about how stupid/pointless/what a waste of everyone’s time written marking is. Don’t sell the change based on how useless the old way was, regardless of what you might think. In the privacy of senior team meetings, I sometimes raged about the years of my life I had wasted on writing meaningless comments students spent 2.5 seconds reading and 1.5 seconds forgetting about, but in front of staff I just talked about a new way of marking that could allow us to continue to deliver the high-quality feedback we always had whilst making it more timely and helping us to use it to be more responsive in our teaching. - Spend lots of time with heads of department Over the next few months I talked to heads of department constantly about how they were getting on with their trials and policies. I walked around lessons a lot and then just had corridor chats with them about what I had seen and any little changes they might want to consider or things perhaps to think about. The regular talking enabled me to learn that generally, they were really nervous about being given autonomy around feedback, which I hadn’t expected, and I found that many were leaning towards ‘new’ policies that were not that different from the old ones! There seemed to be a lot of form-filling and spreadsheet entry and requirements for students to write stuff in their books fairly frequently to show that they had received and were acting on feedback. Many still wanted written comments to be made on exams or end of topic tests. When I dug down into the reasons for this, they all talked about ‘evidence’ and it became clear that for some, they were more concerned about devising systems that meant they could still check their policies were being followed and would be easily demonstrable to an observer than they were about actually working on developing the best way for teachers to give and students to receive feedback. This wasn’t their fault; it was a regime they were used to and they needed reassurance that they really did have the freedom to move away from it. I remember one head of department talking me through her complex system of form-filling and sheets for students to write on and teachers to file, and asking her to, just for a moment, imagine that no-one was ever going to set foot in her classroom or look in her piles of workbooks other than her and her students and tell me how she would feed back to students were that the case. She told me and when I said “so do that” she finally got it; this was not about SLT or Ofsted or about anything other than doing what would work for her and her students in her classroom. For a lot of heads of department, it took them a while to really feel comfortable with this. - Review policies with heads of department After department policies had been in place for a term or so, I did a work scrutiny with the heads of department. I was really clear that it was not being done to them, but as a way of supporting them, and we sat down and looked at 20 student workbooks alongside anything else (most teachers were using folders to record observations and deliver whole class feedback) they wanted to bring along. We talked openly about what their policies looked like in action and interestingly, they were much more critical of what they saw than I was! Together, we worked out a few little tweaks and changes to their policies. - Review how feedback is going and work out next steps A term or so later, myself and the Principal focused our learning walks on feedback. We had no pre-conceived idea of what our next steps should be and, indeed, whether any were necessary. What we found was that most departments were doing whole-class feedback and that most teachers were delivering it regularly, but there was a bit of a gap between teachers who were doing it very effectively and those who were doing it in a way that was less effective. We identified that the most effective method involved teachers delivering feedback, then delivering a teaching episode based on that feedback (which would usually be heavily reliant on modelling), then giving students the opportunity to act on it. In English, a clear example might be: Feedback: Most of you are using really boring clichéd similes Teaching episode: Let’s look at Jenny and Bob’s excellent similes. Look at these three boring similes on the board and watch how I make them more interesting Act: Now find the similes in your work and change them to make them more interesting. We delivered CPD to all staff based on this principle and then had a short meeting with heads of department in which we looked at a few issues that were about policies rather than teacher delivery of feedback. The major one was that most policies were still frequency-based but schemes of learning did not necessarily enable this, so, to use another English-based example, a policy saying that students should receive feedback on written work every two weeks based on extended writing alongside a scheme of learning that had students reading a novel for four weeks and only answering comprehension-based questions was setting teachers up to fail! We talked to head of department about this and worked with them on how they could look at their schemes of learning and curriculum plans and ensure their feedback policies serviced them. - Keep the conversation going This is about where we are now, really! The important thing is that we keep reviewing policies and their implementation and what feedback looks like in the classroom, as well as obviously how effective it is in terms of student outcomes. Leading a big change like this has not been easy and has taken some courage; no matter to what extent I have the rest of the leadership team on board and how much of the decision making I have devolved to middle leaders, ultimately my name is still on the tin for changing something that was easy to monitor and hold people to account for to something that is not. Since the change, we have maintained our excellent GCSE results and Ofsted have come and gone; I can’t reveal the outcome yet but the lack of written marking did not prevent a very pleasing judgement being made. If you are thinking about leading a change in the way feedback is delivered in your school, I would plan out a two-year (and beyond!) journey. It is easy to please staff by ditching written marking but hard to ensure that what replaces it is effective. Plan, trial, review, review, review!

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KS3 Assessment Framework Major changes have taken place to the assessment and reporting of pupils. National Curriculum levels have now been removed and numerical grades, from 9 to 1, are being phased in for GCSEs, replacing the letter grades A* to G. At Hurstmere School, we will be using the grades 9 to 1 to report on the assessment and tracking of pupils in Key Stage 3 (Years 7 to 9). A brief description of what each grade represents is shown below. It is important to recognise that it is not possible to accurately predict GCSE grades for pupils in Key Stage 3 with this new policy. As such, these grades do not represent predicted GCSE grades, but instead provide an indication of how a pupil is progressing in each subject. With regards to tracking progress, it is reasonable for a pupil to achieve the same grade throughout Years 7 to 9. Maintaining a grade from Year 7 to Year 9 is a reflection of progress itself, due to the increasing difficulty in content, skill and application, year on year. Equally, it is reasonable for a pupil’s attainment to fluctuate at times. A learning journey is rarely a linear and direct path as individuals develop core skills at different rates. In all instances, staff will ensure that pupils are aware of how to improve and progress, continuing to liaise with parents and guardians accordingly. 8/9 Exemplary and sophisticated subject knowledge, demonstrating personal flair, even in unfamiliar contexts. 7 Consistent demonstration of advanced skills and subject knowledge. 6 Some demonstration of advanced skills and subject knowledge. 5 Consistent demonstration of sound subject knowledge and skills. 4 Demonstrates some subject knowledge and the general ability to apply skills competently 3 There are gaps in subject knowledge and in the application of skills. 2 Significant gaps in subject knowledge and in the application of skills. 1 Fundamental gaps in subject knowledge. Mrs L. Davis

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The universitys general education program is structured to provide a coherent, integrated introduction to the breadth of knowledge you will need to consider yourself (and to be considered by other people) a generally well-educated person. In thinking over what is necessary, the faculty identified five principal goals: - to teach students the skills needed for critical thinking, writing and reading; - to teach skills in a specific context, i.e., social issues, cultures and traditions, science and society; - to teach students how to apply these skills so that they can find, evaluate and use the vast amount of information now available via the media, the Internet, new technologies and traditional forms of knowledge; - to teach students to discern and assess the values that underlie various critical positions, and to articulate their own with coherence and integrity; and - to encourage a passion for learning. The program is divided into two parts: the first part, called Foundations, presents courses that give you the big picture about (I) the development of western European and American culture, as well as (II) alternative cultural traditions and (III) the basic principles animating scientific inquiry. The second part, called Case Studies, provides particular opportunities for you to sharpen your critical intelligence by considering specific (IV) applications of science and technology, (V) works of literature, philosophy and art, and (VI) contemporary social issues of urgency and importance. In addition, all students must satisfy writing and diversity requirements to complete the USC Core. The freshman year semester of the writing requirement is co-registered with classes in the Social Issues category and a speaker series, helping to build intellectual community among students and faculty in the general education program. As you look through the courses in each category, try to reach beyond the disciplines with which you are most familiar and comfortable. Draw broadly from the range of academic expertise and choose a thoughtful, provocative selection of g courses as your personal general education program. This academic background will serve you well in the future, as a basis for lifelong learning. General Education RequirementsFoundations |I.||Western Cultures and Traditions||one course| |II.||Global Cultures and Traditions||one course| |III.||Scientific Inquiry||one course| |IV.||Science and Its Significance||one course| |V.||Arts and Letters||one course| |VI.||Social Issues||one course| |WRIT 140||Writing and Critical Reasoning||one course| |WRIT 340||Advanced Writing||one course| Additional information is available online at usc.edu/ge.

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Although all nine modules can be taken individually, they are complimentary and best taken together. Our full course comprises all nine monthly modules and is designed to fit into a normal school year. Just 45 minutes per week will complete the course over nine months. See the module descriptions below. We train individual teachers as well as entire schools and districts to integrate our proven practices into their classrooms. Teachers then use our platform to pass on what they’ve learned to their students. Our teacher-based curriculum drives our mission to create a more mindful and thriving world through education. Meticulously curated from the work of some of the world’s most influential and respected researchers, our curriculum is both pragmatic and accessible to teachers and leaders. Our nine month-long modules balance mindfulness, positive psychology, growth mindset, and other approaches proven to empower teachers and their students. These methods have been shown not only to boost student achievement, but also to cultivate a more thoughtful and compassionate culture in the classroom. Each of our modules is designed for teachers who wish to continue their professional and personal development inside and outside the classroom. Teachers can choose from any of our nine modules, depending on their needs or interests. Hours may be applied toward continuing education requirements, on state and district regulations. Each of the nine monthly modules is broken into four weeks. Teachers first learn about the proven benefits the module, then learn practices they can integrate into their own lives. In the third and fourth weeks, teachers learn how other schools have successfully leveraged these strategies and receive practical tools for classroom application. The Aviva learning platform has been designed to ensure that teachers have the most effective and flexible learning experience possible. - Optimization for all devices - English, Spanish, or bilingual - Unlimited users - Student and teacher accounts - Expert videos - Technical support - Classroom activities and resources - Completion certificates - Assignment and grade dashboard The Aviva Institution Integration is for schools or districts that seek to teach the whole student. Using the tenets of positive psychology, we specially tailor our program to each of our partners. Beginning with an analysis of the current educational culture, we support and guide our partners to create a steering committee that establishes goals and benchmarks that align with their vision. Our integration program includes access to the online Aviva Teacher Course and on-site training by Certified Aviva Trainers. These trainers are active K-12 teachers who have applied our curriculum into their own classrooms and have facilitated trainings to help other individuals and institutions do so as well. For a free consultation and quote, please contact us. The vast majority of people in the world believe that the purpose of life is to be happy. So why don’t we teach happiness? Yes, like geometry, happiness can be taught and Positive Psychology has shed light on how we can take control of it. According to researchers, 50% of happiness is determined by our genetics, 10% is determined by our situation, but the remaining 40% is completely controlled by the individual. In this module, we introduce the science of happiness and give you proven techniques for boosting you and your students’ happiness. Mindfulness allows students to get in touch with what’s really happening, both in their environment and internally. Research has shown that ten minutes per day of mindfulness can increase both teachers’ and students’ executive functioning, emotional regulation, self calming, and social skills. Since the teacher is the pulse of the classroom, we start our mindfulness training there, providing instructions that can be passed onto students as the teacher becomes comfortable. With practice by teachers and a dedicated portion of time in the classroom, a mindful teacher can have a dramatically positive effect on the learning environment. We all know that we have unique strengths and weaknesses, but do you really know what yours are? Do your students? Dr. Martin Seligman, the founder of Positive Psychology, has shown that effective character education can lead to higher levels of student and teacher well-being. We use the VIA Character Strengths Test to help teachers and students document their strengths and remain focused on those, not their deficiencies. Empowered with this knowledge, Aviva trained teachers boost students’ confidence, sense of self, and academic achievement. Every day your students tackle new academic challenges and their mindsets have a huge impact on their level of success. Do they fear failure or do they see failure as a stepping stone to growth? The difference is huge. Research has shown that students with a growth mindset go on to achieve more than those that don’t. But, growth mindset is not something that comes naturally; it needs to be taught in the classroom. In this module, we use Carol Dweck’s research to show how teachers can alter their language in the classroom to cultivate a growth mindset in students. The students of Aviva trained teachers embrace more risk, failure, and ultimately, growth, in their quest for learning. Gratitude is proven to increase happiness and it comes in many forms. From gratitude journals to structured appreciation sessions, there are countless ways that teachers can incorporate gratitude into their own lives and their classrooms. Using gratitude as a positivity enabler allows teachers and students to appreciate the small things in everyday life. In conjunction with our happiness training, this module empowers teachers to make their classrooms more joyful and supportive. Gratitude is truly a gift worth learning. We all face obstacles to success: lack of confidence, negative self-talk, or trauma. However, students that persevere utilize skills that can be taught to any student. The skills that make up this ability are known as Grit. Recent research has sparked a national conversation on how students that demonstrate high levels of Grit have higher levels of academic achievement and success later in life. In this module, teachers get their hands dirty with research-backed strategies for bringing Grit and resilience into their own lives and their classrooms. Besides their families, students spend a majority of their time with their teachers and classmates. Because of this, school is the most important source of social emotional learning (SEL) in a child’s education. Whether or not it’s explicitly taught, social emotional learning occurs naturally. Students learn how to play, share, communicate their needs, and listen to the needs of others. Unfortunately, without leadership, students’ social emotional learning will be stunted. In this module, instructors learn to teach social and emotional skills to their students without even changing the subject of their lessons. SEL has both short and long term benefits in students, including increased awareness of self and techniques for self-care, higher capacity for empathy, and better decision-making skills for both intrapersonal and interpersonal choices. Authentic happiness is created by living a life filled with purpose and intention. It also comes from acknowledging that constant happiness is unrealistic. However, recent research has shown that by deeply pursuing activities that we feel passionate about, we can achieve states of “flow.” In these states of flow, we shut out all distractions and become fully immersed in the present. Common in professional musicians, engineers, and other highly trained individuals, flow is linked to long-term happiness. By applying one's strengths and creating flow activities in life and in the classroom, we can cultivate an environment which students and the school culture can thrive. Appreciative Inquiry redistributes power to a group by asking a simple question, “How can we be better?” When leaders ask this question, something amazing happens – people speak up with great ideas, become more engaged in their work, and feel a greater sense of ownership in their school. Appreciative Inquiry is a collaborative, mindfulness-driven process of improving an organization, which can be anything from a single classroom to a whole school. When done well, participants leave the process with a renewed sense of purpose and enthusiasm. In this module, we teach the five principles of appreciative Inquiry and give you concrete strategies for incorporating it into your classroom or your whole school. The Science of Happiness What determines our happiness? A common misconception is that happiness is largely dependent on our situation or external factors. However, a relatively new field of psychology called Positive Psychology is shedding light on how we can take control of our individual happiness. According to researchers, 50% of happiness is determined by our genetics. 10% is determined by our situation. However, the remaining 40% is completely controlled by the individual. Clinical studies have identified specific intentional activities that we can integrate into our lives that will increase our overall happiness and wellbeing. - History of Positive Psychology - Definition of Happiness - Intentional Activities - Positivity Ratio Research has shown that 10 minutes per day of mindfulness can increase children’s executive functioning, emotional regulation, self calming and social skills. Since the teacher is the pulse of the classroom, it is important that the teacher has the ability to connect their mind and body. With consistent personal practice by teachers and a dedicated portion of time in the classroom, a teacher can have a dramatic positive effect on the learning environment. Dr. Martin Seligman's research demonstrates that effective character education can lead to higher levels of student well-being. Identifying students’ character strengths and focusing on their strengths rather than their deficiencies provides another pathway to creating flourishing classrooms. Teachers will learn how to use Dr. Seligman´s VIA Character Strengths to create a strengths-based classroom. - Introduction to Character - Character Strengths in the Classroom - Character Growth Cards - Feedback Matters This module is based on Carol Dweck’s research on Fixed vs Growth Mindset. The teacher will learn how to adopt a growth mindset for themselves and then how to alter their language in the classroom to cultivate a growth mindset in students. In the process of shifting from a fixed to a growth mindset, teachers and students may bump into deceptive brain messages such as, “I am not good at math.” These fixed mindset messages can be changed due to the neuroplasticity of the brain. By simply adding the word “yet” to the end of a fixed mindset message, one can change the mental outlook and allow for a more positive outcome. The growth mindset message is, “I am not good at math….yet.” - Fixed vs Growth mindset - Deceptive Brain Messages Expressing gratitude is one of the proven intentional activities that boosts positive emotions thus increase overall happiness and wellbeing. Using gratitude as a positivity enabler will allow one to appreciate the small things in everyday life. Giving and receiving gratitude is a gift worth learning. - Gratitude: A positive emotion - Benefits of gratitude - Gratitude in Education - How to give and receive gratitude? Through learning and teaching grit and resilience, teachers will cultivate a classroom where students learn to persevere through difficulties and challenges. So even as life's up and downs occur, students will continue to flourish and grow from each experience. - Bouncing Back - Post traumatic growth - What does it mean to be gritty? Emotional and Social Intelligence Emotional self awareness and the ability to identify the emotions of others is a skill that can be developed. The more awareness you have of your own emotional state, the more equipped you will be to healthfully express those emotions. While we tend to desire positive emotions and avoid negative emotions, it is important to know that negative emotions are a natural part of being human and should not be avoided. In fact, they should be fully embraced as they arise. If they are allowed to be fully felt, the quicker one can get back to feeling authentic positive emotions. - Self control - Self regulation - Self Awareness - Relationship Management Being happy 100% of the time is not reality and definitely not sustainable. Authentic happiness is created by living a life filled with purpose and intention. By applying ones strengths and creating flow activities in life and in the classroom, we can cultivate an environment which the school culture can thrive. - Self concordant goals - What is your purpose? - Are you in alignment with your intention? - Life Cycles Start by asking the right questions. What is working well in the school, in the classroom, and in each lesson plan. By choosing to focus on what is working well then you will attract more of the good and will be able to effectively learn from challenges. - What is working? - What is working best! - How can we grow and improve - Vision boarding

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Assessing staff phonics knowledge: audit and resources Download and share our subject knowledge audit with staff, and find further resources to help you assess your staff's understanding of phonics. Share our subject knowledge audit with staff Use it to get an idea of their confidence in teaching phonics, and where they might need more support. You may want to add further rows of questions, depending on your school’s context. Our associate education expert Nina Siddall-Ward helped us create it. Check if staff understand key terms The PhonicsPlay website has a glossary with definitions of some of the most commonly used terms in teaching phonics. Refer to it when assessing phonics knowledge among your staff. Example phonics audit from an education consultancy Use this self-assessment form from Emma Rogers Education, an education consultancy, to help you audit phonics provision and identify key priorities. Please note that its inclusion here doesn't constitute an endorsement from The Key. See examples of strategic plans from schools with phonics-related aims Get your head around approved phonics teaching programmes and see how

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The numbers tell the story: - ~25,000 students benefited - 4,000+ computers in schools - ~200 teachers trained on more effectively reaching students via technology - ~100 schools - 250+ ladies taught to sew - 9,000 illustrated dictionaries to 3rd grade students - ~160 Bellevue students getting a life-changing experience In 2003 we were visiting relatives in Slovakia, I arranged to meet with the Rotary Club of Zilina, and they were open to doing a project together, didn’t have any project ideas, and made it clear it had to involve youth. The next day my cousin told me he needed a computer for his (first grade) son’s school. I asked if it was for the classroom, he said no, for the school. Boom! I knew about Computers for the World, a Rotary District 5030, and that computers in schools would make a great project. BBRC member Howard Johnson was a school district deputy superintendent and he introduced me to the right people including Newport High School technology teacher and department head, Jeff Mason. Jeff had been thinking of a project to do and this was it. In the summer of 2004, we submitted a grant application to The Rotary Foundation (TRF) and after a couple months it was approved. We thought we were pretty cool shipping about 125 computers, CRT monitors, and networking gear to Slovakia. And it was cool. We helped a lot of students over the two years we went there. We also helped a lot of Bellevue students. Every trip has had 10-15 of Jeff’s students travel, do the hands-on work, be hosted by local families, and have their lives changed. To shorten the story, our plan was to go to different places every two years. So, in 2007 we went to Turkey, after an introduction from a friend. Talk about a bureaucratic disaster. We and the local Rotarians decided it wasn’t worth doing again. About the same time BBRC member Steve Lingenbrink went to Antigua, went to a Rotary meeting, met Rotary Club of Antigua member Cordel Josiah, and was told they badly needed technology for their schools. In April 2008 we went to Antigua, West Indies, former British colony and now part of the Commonwealth. We installed and networked about 300 computers in private schools. Private schools only because the government didn’t welcome us with open arms, so no public schools. Going back to Antigua became a regular thing given TRF’s emphasis on going narrow and deep. We’re glad we make this an annual trip because as our relationships strengthened, we were accepted as true partners, and have been able to get more done. The public-school teachers started asking why their schools weren’t getting computers, so we went to public primary schools in 2009. That year we also started what turned into a fantastic side project, distributing 1,500 illustrated dictionaries to all the third-grade students in the country. We also shipped four industrial grade sewing machines for a community center (more on this upcoming). It was in 2009 we started great relationships with the Ballantine Family Fund and the Mill Reef Fund, the charitable arm of the Mill Reef Club, which is located in the southeast quadrant of the island. They have been great partners, we leverage their money with our Rotary grants, and we all help the people of Antigua. In 2012 we shipped regular sewing machines, fabric, and supplies and started a sewing training program in our original location, led by my wife Jan. This proved so popular that we did another seven sewing centers over the next eight years. 2015: Shock! Our grant application was rejected. TRF’s new rules mandated an emphasis on “training and sustainability.” This meant we, and every other Rotary Club, can’t just donate “stuff.” Scramble time. We contacted the Antigua Ministry of Education, they provided us with a fantastic, independent trainer, Ms. Mako Williams, and our revised application was approved. However, along with training and sustainability comes accountability, and this was a sticking point with the government. It took two years to figure out responsibilities and move forward, slowly. We experienced the same issue in 2017 and it took two more years and a self-funded (no grant from TRF) to get back on track for our most successful project to date. Our February 2020 trip saw us bring 500 computers, train over 80 teachers, install dozens of Wi-Fi networks, kickoff a new sewing center, and build the best relationships we’ve ever had with Antigua government officials. We have a lot of plans for the future, have worked closely with TRF, the Antiguan government, and the Rotary Club of Antigua. Our only variable as of mid-2020 is the effect of COVID on Antigua and its tourist-based economy. We will go back, we just don’t know when or exactly what the next phase will look like.

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Search results for: van de Grift Wim J.C.M. Page 1/1 2 items This study examines the general level of effective teaching behavior of pre-service teachers teaching in secondary education. It also investigates the role of several contextual and personal characteristics in explaining differences in effective teaching behavior and the link between effective teaching behavior and pupils’ academic engagement. The results show substantiate differences in the level of effective teaching behavior between pre-service and experienced teachers. It was found that several contextual and personal characteristics determine differences in effective teaching behavior. Furthermore, the importance of effective pre-service teaching behavior for pupil engagement was established. The authors conclude that findings suggest that when pre-service teachers display better effective teaching behavior, the more pupils’ academic engagement is achieved. Updated: May. 10, 2018 Student Teachers’ Beliefs about Learning and Teaching and their Participation in Career-Long Learning Activities This study aims to investigate the relationship between beliefs about learning and teaching and participation in learning activities among student teachers. The authors found that student teachers student teachers appear to hold equally strong subject matter-oriented and pupil-oriented beliefs, but they also appear to vary in their beliefs. The findings reveal that pupil-oriented beliefs are positively related to participate in learning activities. No significant relationship exists between subject matter orientation and learning. Updated: Aug. 08, 2016

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One of the few silver linings of this ongoing pandemic has been a collective recommitment to global connection. If we’re all learning in the same place—the Internet—why not share and interact with people across the world? The Teachers’ Guide to Global, Collaborative Teaching and Learning—published by iEARN-USA (the international Education and Resource Network) with support from the Longview Foundation—has compiled a list of these many opportunities for connection, for students and arts practitioners alike. Cultural exchange programs, camps, conversations, and opportunities for collective action abound, so share this far and wide. No matter how specific your collaborative vision, this list has you covered.

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About the Department A country’s literary tradition can be better evaluated when compared with other literary traditions and by its relationship with other forms of art. The major goal of the Master’s Program Comparative Literature offered by the Department of Turkish Language and Literature is to provide students with a better understanding of Turkish literature through a comparison of the Turkish literary tradition with other literary traditions and cultures of the world. Educating students to become international researchers with a broad perspective, and educating teachers and teacher candidates to have a contemporary view of the field of literature are among the goals of the program. The interaction of literature with mythology, cinema, music, fine arts, among others, is featured in this Master’s program along with a special focus on the comparison of Turkish literature with Western literature, Persian literature and the Mediterranean literatures. The Master’s Program Comparative Literature admits students who have a BA degree in Turkish language and literature as well as students who hold a degree from another field. Those students who have a background in a field other than Turkish language and literature are expected to attend a preparation program, whose content is designed on the basis of each student’s needs. CLICK HERE for the curriculum of the Comparative Literature MA Program CLICK HERE for the Bologna Packet of the Comparative Literature MA Program CLICK HERE for the Course Contents of the Comparative Literature MA Program CLICK HERE for the NQF-HETR Schema of the Comparative Literature MA Program By completing an MA Degree in the Comparative Literature program, students will be able to The mission of the Comparative Literature program at Yeditepe University is to educate students as researchers who are capable of an interdisciplinary understanding of the main scientific and aesthetic tenets of literature, who possess a comparative projection, with diversified methodological inclinations to Turkish literature and the world literatures, and who possess the ability to link their theoretical background in literature with an analytical approach. The vision of the program is to treat literature as a conceptual unit and to bring together the history, sociology, and the economics of the world that shape literature with the theoretical approaches in literature. CONDITIONS, REQUIRED DOCUMENTS AND ASSESSMENT PERCENTAGES AND SCORES FOR STUDENT APPLICATION FOR POST-GRADUATION PROGRAM ON COMPARATIVE LITERATURE 1. *LETTER OF INTENT 25% 2. A TRANSCRIPT SHOWING THE GRADE POINT AVERAGE 15% 3. LANGUAGE CERTIFICATE 10% (minimum 55 scores) (any candidates failing the proficiency in English exam will attend the Preparation School) 4. ALES Result 50% (minimum 55 scores) 5. TWO REFERENCE LETTERS 6. BACHELOR’S DEGREE DIPLOMA FROM AN INSTITUTE IN THE COUNTRY OR FROM AN ACCREDITED INSTITUTE IN ABROAD * The Letter of Intent should address the following questions: - Why do you prefer this field of study? - What is your research subject planned for the dissertation? Which sources have you read in relation with this subject matter? - What do you plan to do after completing the program? - In your opinion, how the program will contribute to your intellectual development? - If you are applying from a different discipline, are you ready for the Scientific Preparation course? (Whether any students need to complete any “scientific preparation courses” will be decided based on the submitted documents.) The Program is open for application every month. Please submit your Application to: firstname.lastname@example.org or call +90 216 578 00 00 (extension 3065) for any questions. Once the documents received at the above given email address and confirmed for completion, the candidates will be invited for a preliminary interview. Please take an appointment for the preliminary interview from Ms. Nilay Karakoç. 0216 578 00-3065

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There's a new Breach Procedure and the role of the Unit Convenor has changed. Apply for the Tracey Bretag Prize for Academic Integrity today! An overview of our key learning and teaching initiatives this year. Check out these great tools in iLearn Insights that help educators engage students and keep track of how students are going. Team X, the output of a Strategic Priority Grant, presents teachers and learners with the resources needed to create meaningful and successful teamwork experiences across existing units and programs at Macquarie University. Remembering names is hard, especially when it comes to large groups. However, knowing your students' names can make a huge difference to creating a warm and inclusive environment, and helping your students feel like they belong.

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The Toronto District School Board (TDSB) welcomes students from all over the world to join us this summer for a fun and interactive learning experience. The International Leadership and Peer Support Program prepares international students to act in leadership and peer support roles. The program will bring together students from all over the world for a fun and interactive learning experience by applying 21st century global competencies and improving their English language skills. They will design and implement a plan for contributing to their community or school, engage in intensive study of the English language, life skills, and academic research skills, develop skills in communication, collaboration, teamwork, and problem solving; and apply those skills in leadership and peer support roles. Upon the successful completion of this program, students will receive a Leadership and Peer Support GPP3O Ontario secondary school credit to be put towards their Ontario high school diploma. - Initial diagnostic assessment to determine each student’s individual level and best learning strategy. - Students in the program earn a grade 11 credit towards an Ontario Secondary School Diploma (OSSD). - Emphasis on academic English writing and speaking. - Active learning, engaging and Interactive face to face learning environment. - World class TDSB designed and provincially regulated curriculum taught by highly experienced Ontario Certified Secondary Teachers. - Start date: July 04, 2022 - End date: July 23, 2022 - Seven hours of daily learning Monday to Friday - Weekly field trips on some weekdays and Saturdays (View a weekly schedule here) - Registration Deadline: Friday, June 10, 2022. - Monday July 4th is the first day of the program - Wednesday July 13th mid term marks are submitted - Tuesday July 19th is the last day to drop the course without record on transcript - Friday July 23rd is the last day of the program - With homestay, daily transportation (3 meals/day) - $4,700 - Without Residence - $2,500 Step 1: Please take a photo and/or download a copy of both the student and the parent/guardian passport (Note: These are required to submit an online application). Step 2: If the custodian of the student is someone other than the parent/guardian please take a photo and/or download a copy of the custodian’s passport and fill out the custodian declaration form. Step 3: Registration Form: Leadership and Peer Support International Summer Program Credit Card Tuition Payment

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Principals in South Australia have warned that their students could fall further behind other states’ literacy and numeracy results when NAPLAN is moved online next year. The state plans to switch the national test online in 2017 following the outcome of large-scale trials later this term. However, South Australia’s principals are worried that this change will see their state’s students perform worse. The SA Primary Principals Association (SAPPA) president, Pam Kent, told The Advertiser that the states waiting until as late as 2019 to go online were advantaged, as were students from wealthier backgrounds with greater access to technology at home. “How are they going to do fair comparisons between states?” she said. “It’s going to paint a fairly grim picture [for SA]. One thing is that SA will look even poorer compared to other states because it’s not a fair comparison.” Kent added that computerised tests were the wrong way to teach literacy, saying the learning of writing was not about typing on a keyboard but about forming letters and putting them together. “Pen and paper is the best way to do it. A lot of time is going to be spent getting kids familiar with keyboards rather than writing,” she said. However, a spokesman for the Australian Curriculum, Assessment and Reporting Authority (ACARA), which runs NAPLAN, said online testing “will not be a test of computer skills, just as it is not currently a test of handwriting skills”. “Schools simply need to teach the Australian Curriculum,” he said. Late last year, research by ACARA found that four separate and independent automated essay scoring systems were able to mark NAPLAN persuasive writing tasks as reliably as human markers. ACARA CEO, Robert Randall, welcomed the findings, saying that automated scoring would also mean the quicker delivery of results to teachers and parents. “Automated essay scoring of the writing component of NAPLAN will result in parents and teachers receiving their children and students’ results within two weeks of taking NAPLAN,” Randall said in a statement. “The precision and earlier provision of the results will help teachers tailor their teaching to student needs.”

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NAPLAN, which makes use of vocabulary and a style of screening that will be regularly international to students, strays from the techniques integrated in lessons that promote reading. The document unearthed that a lot of students disliked NAPLAN and are uncertain of the features. A majority reported sensations of pressure. Those who were battling in math and/or literacy comprise more stressed about whether they would are amiss. Worryingly, education reported that these students (whom the studies are manufactured to help) are usually the types least most likely to sit down the reports. A smaller sized sized proportion reported particular stress-related ailments such as sleeplessness, hyperventilation, hyperhidrosis, nail biting, problems, belly pains and migraine headaches. Bulk desire NAPLAN ditched When requested just what actually information they would like to give to the Australian authorities about NAPLAN, an almost all respondents suggested it must be scrapped. But various additionally generated suggestions about how NAPLAN could be made a lot more appropriate (through using much better instances and more offered code) and how to reduced quantities of stress. Those in support of NAPLAN focused on ability they supplies college students to practise the skill of resting examinations. The thorough assessment of trainees’ experiences in 5 varied Australian forums within the document supplies the initial methodical analysis for the effect of NAPLAN examination on students. They reinforces the horizon of plenty mothers, class principals and teachers: that NAPLAN possess significant unintended outcomes, having an adverse impact on the quality of reading and college student wellness. Although NAPLAN screening was created to improve quality of training young ones get into Australia, their program, misuses and uses mean that it weakens high quality studies and does hurt that’s not during the best possible appeal of Australian children. I am now halfway through my personal time in York as an English trainee, and that I have actually been enjoying every moment of it. Here’s a few things i would like we ‘d comprehended towards training course before starting uni: Your learn that there can be a whole wide realm of literatures (indeed, because of the plural’s’!). One fantastic facet of the York English Lit construction is the fact that they exposes youngsters to English books across time periods and across continents, and lets you see writers you really have really never heard of before. Inside first 12 months, you’ll focus on a module that is made from texts through the fifteenth century completely toward contemporary. In readings, lectures and courses, debate of these texts likewise always entails conversations on the significant old activities of this period, just how lifetime got like because period, and certainly, essential philosophical and social indication with the text (something i’ve really cultivated to genuinely delight in researching). In another module, York’s English program exposes you to worldwide literatures, centered around designs such post-colonialism (the Literature of nations who have been ex-British nests, for-instance). Myself, I found that become an exceptionally boosting experiences that broadened my personal worldview and triggered me to look at the connection between https://datingmentor.org/cs/zoosk-recenze/ literary works and government, and query the big event of a literary book. This may sounds just a little challenging, it actually isn’t truly so! Your definitely can get to know learning English at uni are considerably different from way we made it happen at a values, even though i did so become quite exhausted when you look at the initial couple of weeks of phrase, we fundamentally receive my personal footing and expanded to love the volume and speed of perform we have at uni. Also, it gives you a giant sense of achievement once you remember after the expression anyway the poems, has and books you’ve been through within 10 weeks!

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Located in the picturesque town Lüdinghausen in western Germany the private secondary school Gymnasium Canisianumis attended by 700 students. Education at the Canisianum is coined by social values as well as high academic standards focussing on subjects like Mathematics, Science, German, English, Latin, French, Spanish, Greek, History, Geography, RE, Politics, Social Studies, Education, Music, Art, PE and Drama. Beside its obligatory lessons the school offers a wide range of clubs, sport teams and competitions nurturing individual talents and is also involved in diverse charity events. As a so-called „Gymnasium” it is one of four types of secondary schools in Germany leading the highest graduation level from school (Abitur) and offering students the chance to attend university. A typical German school day starts at 8 in the morning and ends at 2 o’clock, hence providing our students a lot of free time after having finished their lunch and homework at home. Most of the students of the Canisianum live in Lüdinghausen and its surrounding towns. While our students and their families enjoy the calm and idyllic life in a town, big cities like Münster, Düsseldorf or Cologne are only a short distance away. After a 30-minutes ride you can visit Münster’s beautiful historic city, relax at the lake or spend some time in the shopping district. Being an open-minded and internationally oriented school, we always enjoy the pleasure and cultural enrichment of hosting students from around the world. Offering homestay at our own students’ families our international guests are able to experience German school and family life while profiting from the German language in use simultaneously. Due to our trips to different countries our students have already caught a glimpse at diverse traditions and lifestyles and are very eager to expand their knowledge. That’s why we appreciate international partnerships and intercultural exchange a lot and welcome new friends and partners around the world. Telefon: 02591 / 79 98- 0 Telefax: 02591 / 79 98- 35 our office is available from: 7:00 am – 2:00 pm

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House of Science has been supporting New Zealand primary and intermediate schools for over seven years. Evidence collected over many surveys, assessments and interviews consistently shows: Improved teacher confidence Improved student attendance & behaviour Extremely high student engagement Student progress in science, numeracy & literacy Of teachers say that they have increased their understanding of science thanks to House of Science. Of teachers understand more about what science they need to teach their students and have access to appropriate resources. Of teachers report most or all students engaged as a result of using our Science Kits. School membership gives teachers year-round access to amazing science resources and bespoke professional development. School membership prices vary depending on the level of science required (Platinum, Gold, Silver or Bronze, see below). Membership fees reflect approximately 10% of the cost of delivering this service; we rely on generous sponsors and community grants to keep the cost to schools affordable.

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First, researchers garnered support from the district superintendent and other key district personnel. The district then provided a list of 62 schools that were eligible for randomization into the teacher specialization experiment. Researchers removed twelve of these schools because either they were part of another experiment or because their particular school model was antithetical to the notion of teacher specialization (e.g. Montessori). Their final experimental sample consists of 50 schools – twenty-five treatment and twenty-five control – that were randomly allocated vis-à-vis a matched-pair procedure. To partition the set of interested schools into treatment and control, researchers used a matched-pair randomization procedure. Fifty schools entered our experimental sample from which researchers constructed twenty-five matched pairs. First, the full set of fifty schools were ranked by the sum of their mean reading and math test scores in the previous two years. Then, researchers designated every two schools from this ordered list as a “matched pair” and randomly selected one member of the matched pair into the treatment group and one into the control group using a random number generator on a computer. After treatment and control schools were chosen, treatment schools were alerted that they would alter their schedules to have teachers specialize in a subset of the following subjects – math, science, social studies and reading – based on each teacher’s strengths. Schools then sent in specialization plans along with a written justification for each plan. Principals assigned teachers to subjects based on the principal’s perception of each teacher’s comparative advantage. This perception was based on either Teacher Value-Added (TVA) measures, classroom observations, or recommendations (for teachers new to the district or new to teaching). Schools were constrained as to how many teachers they had teaching a certain grade and language since teachers were prohibited from switching between these categories. Given these grade-level and language constraints, there were 2-4 teachers available to teach a given grade and language group in over 80% of cases. Based on this availability, teams of teachers were designated within schools and grades. Teachers were not permitted to teach both math and reading. In the modal case of a two-teacher team, one teacher taught math and science and one teacher taught reading and social studies. Otherwise, one teacher taught reading, one teacher taught math, and the teachers shared teaching duties for social studies and science. Some teacher teams had three teachers where one taught math, one taught reading and the third taught science and social studies. Students had different teachers for different subjects, but stayed with the same group of classmates for all subjects. After reviewing schools’ departmentalization plans, researchers recommended further changes in teaching assignment for 25 out of 520 teachers. Researchers made recommendations for changes only in cases where the principal’s decision seemed to contradict Houston’s calculated TVA for the 2011-2012 school year or author-calculated TVA for 2012-2013 school year. Schools then sent updated departmentalization plans and 14 of the recommended changes were agreed upon by the school. In the remaining eleven cases, the principals indicated their choices and arguments justifying their decisions. The descriptive differences between participating (treatment and control) and nonparticipating schools is consistent with the fact that the leadership of Houston Independent School District (HISD) preferred elementary schools that were predominantly minority and low-achieving to enter the experimental sample. Students in experimental schools are less likely to be white, more likely to be black, less likely to be Asian, more likely to be economically disadvantaged, more likely to be in a special education program, less likely to be gifted, and have lower pre-treatment test scores in math and reading. Thus, the results estimated are likely more applicable to urban schools with high concentrations of minority students. Researchers use administrative data provided by HISD. The main HISD data file contains student-level administrative data on approximately 200,000 students across the Houston metropolitan area in a given year. The data includes information on student race, gender, free and reduced-price lunch status, behavior, and attendance for all students; state math and reading test scores for students in third through fifth grades; and Stanford 10 subject scores in math and reading for elementary school students. Behavior data records student behavioral incidents resulting in a serious disciplinary action such as a suspension or an expulsion. The HISD data span the 2010-2011 to 2014-2015 school years. Researchers also collected data from a survey administered to teachers at the end of the 2013-2014 school year. 418 (80% response rate) treatment teachers and 343 (70% response rate) control teachers completed the survey. To supplement HISD’s administrative data, a survey was administered to all teachers in both treatment and control at the end of the 2013-2014 school year. The survey data includes questions about lesson planning, relationship with students and interaction with parents and guardians of students. Teachers were given a $20 Amazon.com gift card for completing the survey and principals were informed that they would also receive a $40 Amazon.com gift card if they were able to get teacher participation above 80% at their campus. Approximately 70 percent of control teachers completed the survey while the corresponding fraction for treatment teachers was 80. The state math and reading tests, developed by the Texas Education Agency (TEA), are statewide high-stakes exams conducted in the spring for students in third through eleventh grade. All public school students are required to take the math and reading tests unless they are medically excused or have a severe disability. Researchers use test scores that are normalized across the school district. Students in fifth grade must score proficient or above on both tests to advance to the next grade. Because of this, students in the fifth grade who do not pass the tests are allowed to retake it approximately one month after the first administration. Researchers use a student’s first score unless it is missing. The most important controls researchers use are baseline test scores, i.e., reading and math achievement test scores from the three years prior to the start of the experiment. Researchers also control for whether the rest was taken in Spanish. Baseline scores are STAAR test scores for students in grades three through five in the baseline year and Stanford 10 for students in grade K-2 in the baseline year. Other individual-level controls include gender; a mutually exclusive and collectively exhaustive set of race indicator variables; and indicators for whether a student is eligible for free or reduced-price lunch or other forms of federal assistance, whether a student receives accommodations for limited English proficiency, whether a student receives special education accommodations, or whether a student is enrolled in the district’s gifted and talented program. To estimate the causal impact of the treatment on outcomes, researchers estimate both intent-to-treat (ITT) effects and Local Average Treatment Effects (LATEs). Researchers also used grade-level fixed effect and a matched-pair fixed effect. A student is considered treated (resp. control) if they were in a treatment (resp. control) school in the pre-treatment year and not in an exit grade (e.g. 5th grade). All student mobility after treatment assignment is ignored. LATE measures the average effect of attending a treatment school on students who attend as a result of their school being randomly selected. Researchers estimate two different LATE parameters through two-stage least squares regressions, using random assignment as an instrumental variable for the first stage regression. The first LATE parameter uses an indicator variable, EVER which is equal to one if a student attended a treatment school for at least one day in a given school year. Our second LATE parameter uses an indicator variable, TREATED, which is the number of years a student is present at a treatment school. The second-stage equations take the same form as the first-state equations in both cases, but with LATE and TREATED as the dependent variables, respectively. Researchers conducted analysis based on the 2014 test results, 2015 test results, and pooled – 2014 and 2015 – test results.

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Scores & Reports For results by reporting year, use the link for the appropriate year in the left-hand navigation panel. For results by subject area (e.g., reading, science), use one of the links below. FCAT 2.0 results are also available, and the interactive reporting resources provide access to databases that allow users to generate reports for the state, districts or schools for certain educational areas. - FCAT Reading & Mathematics SSS Scores (1998-2011) - FCAT Science SSS Scores (2003-2011) - FCAT Writing Scores (1997-2012) - FCAT Norm-Referenced Test Scores (1995-2008) - Longitudinal Data: FWAP / FCAT / HSCT 1995-2000

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Suppose New with FutureLearn ENZ has launched a prototype showcasing a selection of programs from New Zealand suppliers to worldwide on-line learners, below the nationwide Suppose New model. TEA has produced crucial updates and steerage to assist school districts and constitution colleges. The website navigation makes use of arrow, enter, escape, and space bar key instructions. It’s estimated that three in ten collaborating in class at residence have had their emotional and psychological effectively being negatively impacted. Equally, the social lives of students have moreover been upended and this has been detrimental to the well being of students worldwide which has additionally negatively impacted instructional high quality. COVID-19 has shone a light-weight on alternative gaps and can more than likely be as a lot as educators and policymakers to direct the mandatory property to mitigating them throughout the coming years. Applications at ISCED stage 2, decrease secondary training are often organized round a extra subject-oriented curriculum; differing from main training. Academics generally have pedagogical teaching throughout the particular topics and, extra sometimes than at ISCED stage 1, a category of scholars could have a number of lecturers, every with specialised data of the themes they prepare. Programmes at ISCED diploma 2, purpose to place the muse for lifelong learning and human growth upon introducing theoretical concepts all through a broad range of subjects which might be developed in future ranges. Amid the disruptions introduced on by the pandemic, curiosity in SEL is surging amongst educators and parents. To raised understand the place school districts can and may’t require masks, Training Week is monitoring state-level college masks mandates. Academics of Shade Are Linked to Social-Emotional, Educational Beneficial properties for All College students These results are pushed, a minimum of partially, via culturally responsive instructing, a model Education new study suggests. VIEW enacted and vetoed payments on all types of training topics for the 2017 by way of 2021 legislative lessons. “I’ve had a improbable time discovering EP these days. It has truly reworked my on-line classes and I like its flexibility.” “EP represents an ideal alternative to provide our college students one factor new.” Our expert-designed actions ship a whole bunch of topics to life by means of science experiments, partaking writing prompts, creative art work duties, and extra. An tutorial self-discipline is a division of data which is formally taught, each on the faculty – or by the use of another such technique. Every self-discipline usually has a amount of sub-disciplines or branches, and distinguishing strains are sometimes every arbitrary and ambiguous. Examples of broad areas of instructional disciplines embrace the pure sciences, arithmetic, laptop computer science, social sciences, humanities and utilized sciences. Intelligence is an important think about how the particular person responds to training. Left and correct arrows transfer throughout prime stage hyperlinks and improve / shut menus in sub ranges. Up and Down arrows will open main diploma menus and toggle by means of sub tier hyperlinks. Tab will transfer on to the following a part of the positioning somewhat than undergo menu devices. Following a set of vignettes from faculties throughout the nation, readers weighed in. Information & World Report’s No. 25 school of training — the No. 15 public college of training and the No. 1 college of training in North Carolina. SELFIE is a free, easy-to-use, customisable software to assist faculties assess the place they stand with learning within the digital age. The Renaissance in Europe ushered in a brand new age of scientific and psychological inquiry and appreciation of historic Greek and Roman civilizations. Round 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to unfold further shortly. The European Age of Empires noticed European concepts of training in philosophy, religion, arts and sciences unfold out throughout the globe. The Enlightenment noticed the emergence of a further secular educational outlook in Europe. A lot of current standard Western and Japanese training depends on the Prussian training system. With the passing of NCLB inside the USA , lecturers should be extraordinarily certified. It includes a variety of people (curriculum builders, inspectors, college principals, lecturers, school nurses, college students, and so on.). Common Main Training was one in every of many eight worldwide Millennium Growth Targets, in course of which progress has been made up to now decade, although obstacles nonetheless keep. Securing charitable funding from potential donors is one notably persistent downside. Researchers on the Abroad Growth Institute have indicated that the first obstacles to funding for training embody conflicting donor priorities, an immature support structure, and a shortage of proof and advocacy for the problem. Moreover, Transparency Worldwide has acknowledged corruption within the training sector as a major stumbling block to attaining Common Main Training in Africa. Those that’ve larger scores of intelligence-metrics are prone to carry out increased at school and go on to bigger ranges of training. This affect will be observable within the incorrect method, in that training will improve measurable intelligence. Research have proven that whereas educational attainment is crucial in predicting intelligence in later life, intelligence at fifty three is extra intently correlated to intelligence at eight years outdated than to educational attainment. Many massive college establishments are literally beginning to provide free or almost free full programs, by means of open training, resembling Harvard, MIT and Berkeley teaming as a lot as form edX. “It actually permits my college students of all French backgrounds to problem themselves and I like that school college students are learning, writing, listening to, and talking the language.” “That is good for assessments the place college students are with explicit particular person outcomes & recommendations are equipped.” “My college students are so engaged with the EP content material. It has good scope and ensures my school college students nonetheless get the data they need if I’m not in class.”

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Fantastic reflections from a great group of leaders at Queen Anne High School in Dunfermline at the end of our ‘Excellence through Leadership of Learning’ programme last week. Common reflection points from this group of leaders were: - Don’t assume that we have shared clarity in an environment of monologue. Deep shared clarity comes through dialogue. - Shared clarity is crucial to building strong relational trust and productive feedback dialogue about improvement. - The importance of creating processing capacity for learning - Building and maintaining relational trust has to be on the day-to-day to-do-list - Unless we design and facilitate high quality professional learning, then we have to own the consequences - We see the world as we are, not as it is. Therefore it is important to consider how others will view decisions, choices and actions. - Beware of perception gaps, both held by ourselves as well as helping others to recognise theirs. I’m always fascinated by the reflections of participants at the end of any of my learning programmes. Firstly, the reflections help me to reflect on the extent to which participants have synthesised the key learning from the programme. This includes the extent to which the interdependency between different aspects has been understood and then applied to their leadership. Secondly, it provides me with rich examples of how leaders have applied the learning from the programme to their context. In any school there can be a wide range of starting points for a leader and their team. Consequently different leaders may stress different aspects of the programme depending upon the stage of development of their own team. Finally, the process of reflecting, is crucial in itself. At the end of a multi-module programme, it can really help leaders to see and value the huge benefits of slower thinking. When leaders reflect on the gains they have made through the programme, as well as the way they have overcome learning pains that they have encountered, this regularly builds their individual and collective efficacy. Collective efficacy is the belief that we can positively impact on the performance of our peers and the learning of our young people. My personal reflection on listening to the presentations of this group of middle leaders? It was a privilege to work with them all. They have fuelled me with their energy and passion. As I said in summary, five days spent with them, really didn’t seem like work!

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Teachers visit their students throughout the year. During visits, they aim to develop positive working relationships and familiarise themselves with their student’s learning environment and facilities. They work with students, assess progress in English and Mathematics along with a particular emphasis on practical activities in the areas of the Arts, Science, Technology and Physical Education. The teachers also use this opportunity to assist students and home tutors in the areas of school focus and individual need. Teachers consult with home tutors, collaborating on programme modifications, supporting the team and giving advice. Other Face to Face Opportunities In addition to Teacher Home Visits other ‘Face to Face’ opportunities for teachers and students include Home Tutor’s Seminar, mini Musters, Sports Camp, Sports and Activity Days, In-School days and Year 4 – 6 School of the Air Muster in Perth. Year 5 and 6 students have enjoyed a study tour to Canberra in 2013, 2015, 2017 & 2019. Due to COVID-19 our 2021 Canberra study tour has been postponed. Our students are scheduled to attend a Civics Camp in Perth later this this year depending on the unfolding COVID situation.

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XW1W (Across the World Once a Week) Global Collaboration for Cross-Cultural Understanding THIS WEEK'S QUESTION Justice is often described as fairness. What is an example of how justice is found in your school community?https://www.teachersfirst.com/xw1w.cfm #XW1W-E Think about the difference between justice and equality. Share an example of a time when an act of justice lead to equality either in your experiences or in lessons and books. #XW1W-M https://www.teachersfirst.com/xw1w.cfm Welcome to XW1W! What is XW1W? It stands for Around the World Once a Week! Developed as an education opportunity for students all over the world, XW1W utilizes Twitter as a means to connect individuals through learning! Why become a part of XW1W? XW1W is a fantastic way to broaden students' knowledge about the world around them. It offers opportunities to connect world-wide with peers and also as a way to understand the similarities and differences among a variety of locations and cultures. XW1W provides a focus on global citizenship, allowing students to understand their place within our world. Global citizens are active within their com- munities and focus on making our world a better place. Getting to know another culture often takes months or years of observation and experiences. We learn about a culture from watching and participating in daily life: how people interact, what matters to them, what is considered "normal," how they eat, talk, grow up, earn a living, and so much more. XW1W is a way to share the experiences of everyday life, student to student. XW1W engages learners in deeper thinking and offers valuable perspectives about others, allowing them to grow through broader experiences as they share ideas with their global peers. This interactive activity brings higher-level thinking, data analysis, conversation and debate, writing, and digital skills together. XW1W offers options for elementary age participants as well as for middle school learners. It fits into the curriculum through social studies, world cultures, world languages, geography, research and writing skills, and even through several contemporary issues. Numer- ous courses contain standards which focus on developing appreciation of other cultures and life in other countries, making XW1W a perfect fit! Additionally, XW1W utilizes higher-level thinking skills and can help business, economics, government, or family and consumer science classes discover similarities and differences among cultures. English Language Arts teachers can also utilize XW1W to practice writing skills. Additionally, XW1W is a positive way to encourage proficiency with the English language for non-native speakers.

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Background: Over the past 70 years, there has been a recurring debate in the literature and in the popular press about how best to select medical students. This implies that we are still not getting it right: either some students are unsuited to medicine or the graduating doctors are considered unsatisfactory, or both. Aim: To determine whether particular variables at the point of selection might distinguish those more likely to become satisfactory professional doctors, by following a complete intake cohort of students throughout medical school and analysing all the data used for the students' selection, their performance on a range of other potential selection tests, academic and clinical assessments throughout their studies, and records of professional behaviour covering the entire five years of the course. Methods: A longitudinal database captured the following anonymised information for every student (n = 146) admitted in 2007 to the Hull York Medical School (HYMS) in the UK: demographic data (age, sex, citizenship); performance in each component of the selection procedure; performance in some other possible selection instruments (cognitive and non-cognitive psychometric tests); professional behaviour in tutorials and in other clinical settings; academic performance, clinical and communication skills at summative assessments throughout; professional behaviour lapses monitored routinely as part of the fitness-to-practise procedures. Correlations were sought between predictor variables and criterion variables chosen to demonstrate the full range of course outcomes from failure to complete the course to graduation with honours, and to reveal clinical and professional strengths and weaknesses. Results: Student demography was found to be an important predictor of outcomes, with females, younger students and British citizens performing better overall. The selection variable "HYMS academic score", based on prior academic performance, was a significant predictor of components of Year 4 written and Year 5 clinical examinations. Some cognitive subtest scores from the UK Clinical Aptitude Test (UKCAT) and the UKCAT total score were also significant predictors of the same components, and a unique predictor of the Year 5 written examination. A number of the non-cognitive tests were significant independent predictors of Years 4 and 5 clinical performance, and of lapses in professional behaviour. First- and second-year tutor ratings were significant predictors of all outcomes, both desirable and undesirable. Performance in Years 1 and 2 written exams did not predict performance in Year 4 but did generally predict Year 5 written and clinical performance. Conclusions: Measures of a range of relevant selection attributes and personal qualities can predict intermediate and end of course achievements in academic, clinical and professional behaviour domains. In this study HYMS academic score, some UKCAT subtest scores and the total UKCAT score, and some non-cognitive tests completed at the outset of studies, together predicted outcomes most comprehensively. Tutor evaluation of students early in the course also identified the more and less successful students in the three domains of academic, clinical and professional performance. These results may be helpful in informing the future development of selection tools.

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Meeting the Challenge of Covid-19 On March 13, 2020 South Dakota's Governor closed in-person schools across the state. RAI followed suit and closed our in-person Head Start and Early Head Start programs. As was the case with other schools, we were not prepared for remote learning. Many of our families do not have easy access to wi-fi, so remote learning via computer was not possible. It was a challenge. We kept connected with our students and our families with old-fashioned paper and pencil lesson plans and worksheets. We delivered these weekly, along with a week's supply of food, to our families. We collected the completed worksheets and delivered the next week's lessons along with food deliveries each week. We got better and more efficient at this as time went on. Parental and caregiver participation was a critical component to the success of our students. Pre and post testing of students' abilities help us to measure students' growth and progress. By August we were able to provide chrome books for all our students thanks to the generosity of area agencies and donors such as the J.T. Vucurevich Foundation, the Black Hills Area Community Foundation and United Way of the Black Hills. These came already loaded with curriculum so wi-fi was not required. In January we were back face-to-face in the classroom at 50% capacity. The National Head Start Office provided zoom training and webinars to help our staff operate safely in a pandemic environment. We are grateful for the help that was provided to help us navigate this difficult time. We are grateful for the resilience and courage of our staff who put our students first under such challenging circumstances. Hopefully the worst is behind us, and we look forward to the future with optimism.

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St Mungo’s Broadway Citizens’ Curriculum from the United Kingdom used the Citizens’ Curriculum to develop a weekly programme of activities for their residential college that supports homeless adults in improving their basic and independent living skills. Later on, the programme to work with learners who were homeless and engaged in part-time college was developed. Consisting of 2 phases, the Phase 1 programme consists of a full-time educational programme including a variety of activities and lessons spread across the week, which cover many of the interlinked capabilities of the Citizens’ Curriculum: literacy, numeracy, health, digital, financial and civic, which together act as a package of holistic support for learners. In Phase 2, the Citizens’ Curriculum is implemented in a part-time day college. In Phase 2 especially, every aspect of the provision is meant to be shaped and led by the learners e.g. learners choose local places of interest for the walking group, learners write the script, manage the stage and perform the college’s annual theatre performance at the local community theatre. The programme promotes the holistic aspect of the learning, while all support services are being embedded within the learning. The programme provides learner involvement in determining the curriculum to meet their needs and interests. Learners develop wider life skills through their experience of residential college e.g. developing social relationships, communication skills. Thus, the residential nature of the learning represents a great learning opportunity, especially for vulnerably housed learners. It represents the flexible model that can be adapted for use in different delivery contexts, including other socially isolated groups. It aims at interlinking as many of the skills and capabilities as are relevant in the context, and suiting the needs of learners.

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SAS and VESIM hosted the second version of “Information Quezt”, a specifically curated hackathon that leveraged knowledge analytics to resolve a really pertinent downside prevalent amongst many college students throughout India as we speak. The second version of Information Quezt targeted on potential of despair and suicide particularly amongst the college college students in India and the way analytics may assist to detect patterns of despair and suicide amongst college students, and prevention measures for stakeholders utilizing SAS instruments. Information Quezt witnessed document participation, a rise of 180% over final yr. After two rounds of eliminations, 80 college students have been chosen to be part of a 24-hour hackathon held on the VESIM campus. The championship kicked off with a keynote deal with by Dr. Satish Modh, Director, VESIM who spoke on the significance of data-based choice making. “As knowledge turns right into a commodity it’s essential for college kids to find out how knowledge may be an vital instrument for choice making and the way knowledge ought to be interpreted. The best way to strategy this could be by way of growing expertise like analytics, judgmental range administration and understanding & responding to range. These expertise ought to be integrated in administration college curriculum, and hackathons supply that further avenue for college kids to implement their theoretical data and resolve real-world challenges.” On the finish of the 24 hours problem, the contributors submitted their evaluation reviews to the jury and 10 teams have been shortlisted to current their findings. The contributors got an fascinating downside assertion on a humanitarian situation pertaining to despair ranges and suicides. They have been allotted two datasets: one on the variety of suicides for numerous age, occupation teams for women and men throughout the states over 14 years. The second knowledge set was on despair ranges in college students and their demographical and behavioral patterns collected by way of a survey of round 14,000 college students. All groups managed to do a really in-depth evaluation, nevertheless; there have been high three groups that stood out with properly thought analytical fashions and strategy to downside fixing. The winners of Information Quezt have been: Group 1: Palak Davda, Mohit Badve and Vinal Bagaria; Group 2: Parth Jardosh and Shloka Shah and Group 3: Ronak Jain, Shubham Dalvi and Shubham Mawande. Bhuvan Nijhawan, Director Schooling – Asia Pacific, SAS Institute India Personal Restricted mentioned, “Information in proper arms has the capabilities to tell and encourage these ready to make a distinction. The hackathon’s mission is to supply alternatives to younger minds to make use of knowledge for good of the society and harness its energy to formulate potential options.” Information Quezt, a contest on Information Analytics was organized collectively by VESIM B-Faculty and SAS (India). Below-graduates and post-graduate college students from numerous states participated within the competitors to win three prizes value INR 9,30,000, INR 6,25,000 and a comfort prize of INR 20,000. The prizes have been sponsored by SAS (India).

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We all know that managing your supply chain efficiently will save your company money and time, and reduce risk. But where can you start? If you are considering a realignment of your supply chain or just want to properly evaluate it, then a strategic supply chain map can be beneficial. Reasons for constructing a map Supply and value chain network mapping helps you to understand the network and identify where intervention is necessary or beneficial. There can be many reasons for constructing a map, and it’s this which will influence the method used, but at a basic level it will help you gain an accurate understanding of: - the players, physical structure and the nature of the network to enable you to search for improvement opportunities; - your exposure to risk where mitigation and contingency efforts need to be targets; - where to find opportunities to add more value or remove those elements which don’t; - where cost is added and what needs to happen to reduce it; - any inefficiencies and wastage and opportunities for improvement; - demand management and information flows, and what you need to change to improve the flow of information and how demand is managed; and - compliance with the CSR (Corporate Social Responsibility) policy or where an intervention is required. To help you map the supply and value chain network, there are a variety of models available. One of the most commonly used is the SCOR model (Supply Chain Operations Reference) which is endorsed by the Supply-Chain Council. Whilst this model looks end to end and considers many aspects of performance, its focus is largely around the overall effectiveness of logistics and flow of materials, and the way entities communicate and interact. As such, it provides a basis from which you can drive improvements through integration and better collaboration. This is a good approach if the goal is to make a network more effective. However, there are more dimensions to good SCM (Supply Chain Management), such as demand management, risk and CSR, which may require a more extensive means of analysis. There are five steps in the process for supply and value chain mapping: 1 - Map the physical structure If your supply chain is simple, you may already know what it looks like and can draw it on a piece of paper. However, most networks are quite complex and you will need to do some research to complete the map. Figuring out who supplies whom can be a challenge. We understand our suppliers, but do we know our suppliers’ suppliers? The problem is this information may not be readily available and suppliers may be reluctant to share. Outlined below are things you can do to help you understand the structure of a network: - talk to your supplier; - break down the product or service into its constituent parts and attempt to identify from where these might be sourced; - ask an industry, product or logistics expert; and - create an obligation for the supplier to be as transparent as possible. 2 - Network environment and context analysis The nature of the environment and context is highly relevant to understanding a network. Key considerations include: - countries and geographies involved; - cultural differences; - prevailing political and economic climates; - end customer changing needs and aspirations; and - environmental considerations. For the environment analysis use the PESTLE Analysis tool (Political, Economic, Sociological, Technological, Legal and Environmental). It will help you consider the forces, drivers, trends or prevailing conditions under each of the headings both upstream and downstream that could impact on the network. To understand the context of the network you need to consider all the unique factors that could present challenges or require specific provision and which either exacerbate potential risks or present opportunities. These include: - the complexity of the network or processes; - the range variety or lack of standardization; - any product difficulty or complexity; - customer requirements and uniqueness of individual requirements; - market difficulty and inability to switch providers; - organizational complexity; and - the flow of information and how difficult it is in actual practice. 3 - Apply lenses and search out hot spots There are two techniques that can help to simplify the mapping process and enable you to focus your resources more precisely – the use of different lenses to examine the network and the hot spot analysis technique. Once we understand the physical structure of a network, if we can successively examine it from different perspectives, as if looking through a series of lenses, then we will see the network in a variety of ways. The difference lenses that might be used here include: Process flow lens – to examine the flow of materials, information and how demand is managed. Cost driver lens – to help see all the cost drivers and where they are introduced into the network. Value lens – to look for where and how value is introduced or added, where innovation might come from or how quality is created, assured or possible. Risk lens – to see where risk lies or is introduced. CSR lens – to examine the network specifically for CSR impacts or potential risks against a corporate policy or framework. Hot spot analysis is an approach which helps to cut through complexity and pinpoint areas to focus on. Instead of trying to study an entire network, hot spot analysis works together with our lenses by looking for areas where we are most likely to find a problem or ‘hot spot’. This then allows us to see if there are any opportunities or areas where intervention would be beneficial. As we apply each lens, and identify hot spots the findings should be recorded on the map at each point. If we can quantify something such as what cost is added then we should do this, but where this is not possible a simple rating system can help. Fundamentally, the more visual we can make it the easier our map will be to interpret. 4 – Network risk and opportunity analysis Step four focuses on consolidating and prioritizing all the risks (including CSR) and opportunities identified in the supply and value chain network. By reviewing the entire supply and value chain network map, extract a list of the opportunities that have been identified using each lens. Quantify the scale of the opportunity, either in direct financial benefits or by attributing a scale according to the value that is possible relative to all the other opportunities. The next step is to use an opportunity analysis matrix. Each opportunity should be plotted according to the internal and external ease of implementation with the scale of the benefits being represented by the size of the bubbles that are plotted, relative to one another. The result is a visual representation of the potential opportunities that will enable you to effectively agree which ones should be pursued. 5 – Summarize and optimize The final action is focused on summarizing the full map, both in terms of a visual representation and the priority risks and opportunities identified. As for many strategic tools used within purchasing the key question we need to ask here is ‘so what?’ In other words, so what is this map telling us and what should we focus on moving forward. This summary can then inform a unique supply and value chain network strategy and approach to optimize it. A good supply chain map can help identify breakthrough opportunities or areas where intervention would make a dramatic difference. However, mapping a supply chain well is no small undertaking and it would take a small army of people to map all the supply chains, or even just the important ones in a business. Careful thought therefore must be given to which supply chains we most want to understand and how this understanding would help us. If we can prioritize our focus here, then the results can make a great difference to an organization. Want to know more? Buy the book – Supplier Relationship Management by Jonathan O’Brien, published by Kogan Page. Jonathan is the CEO of Positive Purchasing Ltd and has over 25 years’ experience working as a world renowned leading authority and practitioner in SRM, Category Management and negotiation. His purchasing trilogy comprises three pivotal books on these subjects, including one award winning title, which are core reference texts in these fields.

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Because the logistics staff is concerned with order processing, it additionally has early information about what clients are actually ordering. This is important intelligence for others in the agency who’re planning and scheduling production. It is used to meet customer calls for through effective planning, management and implementation of the motion of products. Transportation of goods may be made by way of air, sea or street freight and even pipelines. A manager in charge of inbound logistics manages every little thing related to the incoming move of assets that the company needs to supply its goods or services. These actions will embody managing supplier relationships, accessing raw materials, negotiating supplies pricing, and arranging quicker supply. The startup raised $160 million together with a brand new line of credit and a loan, backing that it says will increase hiring and expanded freight providers. Typical examples of recycling logistics are recovering and recycling empty cans, plastic bottles, and old paper. Containers, packaging, old computer systems, and inkjet cartridges can be recovered and recycled in the same manner. Road freight transport is indispensable to international financial cooperation and international trade. Across all continents, it is generally used for brief and medium distances and in lengthy distance haulage when minimizing time is essential. In all situations governments play a crucial role in guaranteeing the competitive advantage of personal sector operators. It is the dominant mode of transport for overland movement of commerce site visitors, carrying greater than eighty percent of visitors in most regions. Therefore, the price and quality of highway transport providers is of critical importance to trade competitiveness of countries and areas inside international locations. In fact, road transport is fundamental to fashionable worldwide division of labor and supply-chain administration. In the past few years, development logistics has emerged as a unique subject of knowledge and examine throughout the subject of provide chain management and logistics. Distribution logistics has, as major duties 傢俬運送, the supply of the finished merchandise to the shopper. Distribution logistics is critical as a outcome of the time, place, and amount of production differ with the time, place, and quantity of consumption. Outbound logistics is the process associated to the storage and motion of the final product and the associated information flows from the end of the manufacturing line to the tip person. A supply chain is a community of entities and people that work immediately and indirectly to maneuver a good or service from manufacturing to the final shopper. Supply chain administration is the administration of the move of products and companies as nicely as overseeing the processes of changing authentic materials into ultimate products. Logistics refers again to the total process of managing how resources are acquired, saved, and transported to their ultimate destination. Logistics management includes figuring out prospective distributors and suppliers and figuring out their effectiveness and accessibility. This book presents a new analytical framework to understand the causes, structure and constraints of logistics costs for Landlocked Developing Countries. Combining theoretical research, data/facts and subject examples in project preparation and implementation, this e-book fills an necessary info hole in assessing the transport/logistics prices involved in being landlocked. Based on extensive information assortment in several areas of the world, this guide argues that though landlocked developing international locations do face high logistics costs, these don’t end result from poor street infrastructure per se. High logistics prices additionally depend on low logistics reliability and predictability, that are heavily influenced by rent-seeking and governance points. Logistics deals with the motion of goods from a single company’s perspective, which means the motion of supplies and items one company receives and manages internally as nicely as when it moves these items to a buyer. A provide chain is a community of businesses involved sequentially in the manufacturing or distribution of products or companies. In quick, logistics is mostly a one company issue whereas the provision chain is a multi-company issue. Today, the time period “logistics” applies to the reliable movement of supplies and completed products. According to a Statista examine, U.S. companies spent $1.sixty three trillion on logistics in 2019, moving goods from origin to finish consumer through various provide chain network segments. The future might convey much more attention to matters of a extra strategic nature, including the legality of sure geographic practices that discourage freight-on-board (as opposed to destination- or market-oriented) pricing. In several instances, the Federal Trade Commission has even turn into involved in the portions of marketed merchandise maintained in inventory in assist of special promotional efforts. In my previous article, which I referred to earlier, I instructed that the speed of technological change in logistics could not maintain tempo in the intermediate-term future with that of the latest previous. By definition, a plant location becomes outdated earlier than the paint is dry on the power. This query of location becomes necessary only when an existing location is at such odds with the company’s logistical needs that financial financial savings from a transfer are greater than sufficient to compensate for the economic and psychic prices of the move. At a time when their technological leadership is being threatened by expiring patents and keen opponents, firms like Xerox and IBM could nicely need to rely on their service packages to maintain up the strategic advantage that they have loved of their respective industries for years. The term is now used broadly within the enterprise sector, notably by companies in the manufacturing sectors, to check with how sources are handled and moved along the supply chain. If the move of products from production to consumption by procurement logistics, production logistics, and sales logistics is described utilizing the circulatory system of the physique, it would be said to be ahead logistics. On the opposite hand, restoration logistics or reverse logistics is the move that recovers and recycles products, containers, and packaging which have fulfilled their function. Similar to recycling logistics described later, emphasis is being placed on this circulate in recycling-oriented societies. [newline]We’re making supply chains more versatile by distributing shipments directly from ports. We can help you to streamline your operations, decrease your costs and reduce your environmental impression.

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Every supply chain or transportation manager has 4 key objectives: lowering transportation cost, improving service to (internal) customers, improving visibility and improving (financial) control. Buck Consultants International has identified 8 transport improvement initiatives, which address these objectives. Carlo Peters, senior consultant at Buck Consultants International, advises companies on transportation management challenges. “As the review shows, there is more than just price negotiations with forwarders. Let me highlight just a couple of opportunities. In developing an efficient foot print of warehouses we see often cost reductions of 10-20%. The same level of cost reduction is possible through an optimized carrier network and smart tendering, that is taking advantage of the transportation data needed for tendering, by using it at the same time for flow and load optimization. We see that strong IT systems are needed for planning, visibility, settlement and KPIs. Such systems can also support automated freight auditing and payment. Subsequently the available data in systems can be used for strategic and tactical optimization initiatives”. In co-operation with Control Pay, Buck Consultants International regularly organizes Smart Transportation Management Webinars. If you are interested to participate in the next one, please contact Carlo Peters.

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Thus, intramodal competition occurs between the same mode carriers whereas intermodal competition occurs between diverse mode carriers. Intramodal competition is competition between members of one mode such as two railroads or two truck lines. Intermodal competition is competition between members of two different modes such as a railroad and a motor carrier. In multimodal transportation, one contract covers the entire journey. One carrier takes sole responsibility and ensures door-to-door delivery is completed, even if other carriers are used in the journey. In intermodal transportation, there is a separate contract for each individual leg of the journey. Main Difference – Intermolecular vs Intramolecular Forces The main difference between intermolecular and intramolecular forces is that intermolecular forces exist between the molecules themselves, whereas intramolecular forces exist between atoms within a molecule. Definition of intermodal 1 : being or involving transportation by more than one form of carrier during a single journey. 2 : used for intermodal transport. Definition. Intramodal competition refers to competition among identical technologies in the provision of the same service (e.g., a cable television company competing with another cable television company in the offering of video services). The definition of intermodal competition is the transport of goods by various modes of transportation in which the whole transport organizer…show more content… Even in the same mode of transport rail services also face intense competition between them. A good example for multimodal transport is Rail-Truck or overland solutions. Carriers like UPS and DHL are offering such services, for example along China’s Belt-and-Road initiative for goods to move from Asia to Europe. Multimodal is defined as the movement of cargo from origin to destination by several modes of transport where each of these modes have a different transport carrier responsible, However under a single contract or bill of lading. Single carrier during a single journey. Multimodal transportation of goods involves the use of several modes of transportation such as rail, ship, and truck. Different means of transport are used throughout the delivery process to create the most efficient and economic route for a given set of dispatch and delivery points. “Intermodal equipment (IME)” means trailing equipment that is used in the intermodal transportation of containers over public highways in interstate commerce, mainly chassis, but also including trailers. Intermodal transportation means moving large-sized goods in the same steel-based containers through two or more modes of transport. It’s a typical way of moving goods in modern times. Intermodal transfer may involve truck, rail, ship, and then truck again. For those unaware, intermodal transportation provides increased efficiency when transporting goods long distances because an intermodal container is well-suited for transport by either ground, air, or sea.

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The concept of Lean User Experience (UX) is to do more with less. It's a philosophy that focuses on maximizing the value of design through the creation of quick and inexpensive prototypes that are tested on real users. The main focus of Lean UX is to produce a minimum viable product (MVP), which is a quick and inexpensive prototype that can be tested on real users. The lean UX approach is an experimental way of designing products that focuses on generating feedback from users early and often. Design in an agile way, drawing inspiration from customers. It is a process that focuses on the user experience, enabling the user-centered design process to be expedited. The central idea behind Lean UX is that a product can be both elegant and intuitive. Lean UX is a new approach to design that has been in the spotlight for the past few years. It is a process of designing software products and features based on what people want and need instead of focusing on what they think they want or need. It is a design process that helps teams deliver the right product, at the right time, in the right way. It emphasizes teamwork, collaboration, and continuous feedback to find and validate problems and solutions. Lean UX is based on the lean startup movement and agile software development. Lean UX has been defined by Simon Sinek in his book "Start with Why" (2010). It is also described in the book "Lean UX: Applying Lean Principles to Improve User Experience" (2015) by Josh Seiden. According to Seiden, this book is the "first comprehensive guidebook for using lean UX principles to create products and services that delight customers". Lean UX is a methodology that emphasizes efficiency and optimization, often through iterative design. Whereas traditional UX design uses broad strokes to create one cohesive product, Lean UX begins with an understanding of the customer and then shifts focus to small-scale solutions. In doing so, the team can gather a clear understanding of the problem and the solution at hand, allowing for more efficient and effective iterations. Most notably, Lean UX is used to create digital products and features on platforms such as websites, mobile apps, and software applications. Lean UX should start from the conceptual idea of a solution that could fulfil a customers need. After a team has a backlog, Lean UX is then used to streamline the backlog into shaping the next best feature to focus on. The goal of Lean UX is to make design decisions as quickly as possible. This methodology is based on the idea that the best design decision is the one that is implemented first. What is Lean UX? Lean UX is a small, yet powerful methodology that can be applied to the development of any digital product or feature. It enables creative and innovative design decisions to be made quickly and efficiently, and generates concepts that are easy to understand, test, and iterate upon. For many designers, building a wireframe is a long, tedious process. Lean UX introduces the concept of designing and prototyping quickly and testing early and often in order to save time and minimize the risks involved in the design process. Create a User Personas A user persona is a fictitious character that serves as a representation of the end user. Because users are not always the same, we need to create personas that reflect their different characteristics, behaviors, and needs. The persona is used to determine the audience's goals and needs, as well as the features that the product must have in order to meet those needs. With Lean UX, designers use rapid prototyping tools to create a working version of their design in the shortest time possible. Based in CX Research, known UX research, Personas and testing methods. The UX Designer then collaborates with tech teams, product owners and other teams to map out the best possible experience to move forward with.

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