Waching daily Sep 26 2017

in this video I'm gonna share with you 10 food items that are toxic for your

dog hello dog lover my name is Saro I'm a dog trainer and I coached dog

owners if this is your first time here and you want to become an educated dog

lover make sure to subscribe to my channel and hit the bell icon as well so

you will get notified as soon as I post my next video did you know that not

everything that are safe for us humans are safe for dogs many dog owners

they're not aware of some of the foods that are dangerous or toxic to their

dogs in this video I'm going to share with you 10 food items that are toxic to

your dog here we go

if you liked this video please give it a thumbs up share and also comment what

are the foods that you've been giving to your dog from this list were you aware

of these foods being toxic to your dogs please leave those comments in the

comments area and I'll see you next time have fun with your dog

For more infomation >> 10 toxic and dangerous foods for dogs - Duration: 3:50.

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How to add Stylish Recent Post Widgets Design for Blogger| add fancy popular post widget in blog - Duration: 3:36.

i am show you in this video

How to add Stylish Recent

Post Widgets Design for Blogger

For more infomation >> How to add Stylish Recent Post Widgets Design for Blogger| add fancy popular post widget in blog - Duration: 3:36.

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How To Start Your Downswing For Explosive Power - Duration: 5:06.

Have you ever wondered how to start your downswing?

Well, this video's for you.

I'm Matt Walter, PGA Teaching Professional here at Vanderbilt Legends Club in Franklin,

Tennessee.

I'm going to show you how to start your downswing so that you can effectively put the most amount

of effort into your golf ball.

So, let's get right into it and not waste any more time.

One of the biggest things I see a lot of people do when it comes to creating a good delivery

from the top of their backswing is that we don't utilize all the forces that we can to

hit a golf shot.

So, there's three main forces that we can use off the ground: a lateral force, which

is a push from side to side; a rotational force, which, as everybody knows, which is

your turning; and a little bit of a vertical force, where you feel like you're jumping

up off the turf.

So, we have to be able to use all three, and when we do this, we can use this to create

the most effective power in our golf shot.

So, I have a drill.

It's called the 'bump, tuck, and turn'.

So, what we're trying to do is, we'll pretend there's an imaginary wall, and that's all

for our left hip.

We'll put an alignment stick down just outside of our shoe, and this is for our hip to kind

of crash into as we start our downswing.

And so, while we do this, we want to make sure that when we do our downswing, we're

bumping into that wall as we get to our finish.

Now, let's walk through this drill slowly.

So, we get set up, and we take it to the top.

The first move in the downswing, you'll feel yourself bump, and while you bump, I want

you to tuck your arms down into your ribcage.

So, your left arm brings your club down.

You can feel like you're pulling with your left, or you're pulling with your right, and

the hands should get down to your right thigh by the time your hips get to the pink stick.

You then turn, and if you feel like you've got to go up a little bit to get a little

more turn, we feel like we go up.

So, it goes, bump, tuck, turn, and then from there, we can use a little bit of vertical

off our toes or our feet, or the ball of our left foot, to kind of get up a little bit.

So, in essence, we go up to the top, we bump and tuck.

From here, we can hit a shot, through to our finish.

So, in order to make this look like a full swing, the same principles must apply.

We have to start with a little push forward to our target, tuck our arms in at the same

time, turn to the finish.

And you'll feel yourself extend to your target more as you get to the finish line.

If you are coming up short of the stick, you are lacking a lateral force, so you're not

using all the potential power inside your body to hit a great golf shot.

So, we've really got to feel like, from the top, we're bumping into it, and this pulling

with our arms, applying that downward force with our arms, lets us lock in our body, getting

that connection again to our body from our arms, which is a huge component of getting

some power, and distance, and accuracy.

So, we bump and tuck, and we turn to the finish, and we have this nice extension of our hips

to our target as we stand up, (there's our vertical), as we stand up to our finish and

hit a nice, crisp iron shot.

So, we want to make sure we're getting a good bump.

A great drill at home is, you can pretend the alignment stick's a wall, and what you

can do is, you can put a club across your shoulders, turn to the top, and just feel

how far your hips have to bump forward to create a good press into the golf ball, the

change from your right foot to your left foot.

You can then marry that up to another drill, where you get your hands down to the end of

the grip, swing to the top, (carefully because you've got drywall behind you, you don't need

a new hole in your wall), then you bump, and try and push the butt of the club into the

wall, the butt of the club, and have the shaft hit the wall where it's parallel to the ground

and parallel to where your target would be, which is your toe line, hopefully.

So, you get in there, and we have ourselves some good pull.

So, that's the tuck.

So, you go up, bump your hip, tuck your arms, and now you're starting to get some good delivery

impact locations in your downswing.

So, bump, tuck, and turn.

The turn's just the last part, where your body, about once you get to here, we start

to deliver with a little bit of a finish with our torso and get that ball flying at our

target, nice, long, and straight.

And that is how you start your downswing.

For more infomation >> How To Start Your Downswing For Explosive Power - Duration: 5:06.

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Watch RECONNECTION For Free Now, Thanks To Successful Crowdfunding - Duration: 41:03.

People can change you,

places can change you.

Some places you search out to find,

others - have a way of finding you.

I HIT A DEAD END!!

- Hallo?

(Will) - Sean, I didn't get reply from you.

- Did you get the mail I've sent you?

Yeah.

Great job, mate.

I don't know about you

but I'm pretty damn excited about this.

- Don't jump for joy then.

- What the hell is up with you KELLY SANDERS: "Im leaving you.."

- Just some personal issues. KELLY SANDERS "Im leaving you.."

Nothing to worry about.

- Ok. What about the design?

Busy working on it.

I'll let you know when I'm finished.

All right, then.

Cheers.

KELLY SANDERS: "Calling mobile…"

- Hi its Kelly. I'm not in.

- Please leave a message aft..

SEND MESSAGE

"We really need to talk"

"What if I lose control?"

IN A RELATIONSHIP

IT'S COMPLICATED

Why doesn't life has a "Pause" button?

Like it was in Nepal,

where time stops.

A destination completely off the map.

A place where nobody could give a damn who the hell I am.

The Himalayas is where I met Govinda

two years ago for the first time.

(Govinda) It's a nice place,

it's right on the side of the mountain.

Look how blue it is!

When you come up into the mountains,

everybody is looking for yetis..

Well, over here we have…

NEW DELHI, INDIA

- All he could talk about was a town of Vrindavan. NEW DELHI, INDIA

- All he could talk about was a town of Vrindavan. VRINDAVAN, UTTAR PRADESH

VRINDAVAN, UTTAR PRADESH

(Govinda) - I heard that Vrindavan was very (...)

ancient place

thousands and thousands of years old.

But when I came to Vrindavan

in 1976

it was a very silent place.

My spiritual master used to tell us

that Vrindavan was a village

that had five thousand temples.

"Delhi, India. Half way to Kathmandu. 3 hours to Vrindavan…"

Some times all you need is just one crazy move.

"... 3 hours to Vrindavan… Why not?"

This is Radharani and God Krishna.

♪ I wish I could go really inside ♪

♪ I wish I could go so deep I could hide ♪

♪ Tell me how many roads to cross to find ♪

♪ This insanity ♪

UPDATE STATUS·WHAT'S ON YOUR MIND?

ARMAND GACHET · Like · Comment FRANCOISE GACHET · Like this

GOVINDA SWAMI KURMA RUPA RUPA RAGHUNATH · View all 3 comments

In a film by MAXIM VARFOLOMEYEV

RECONNECTION

(Will) - Earth calling Sean,

Earth calling Sean!

Where the hell are you, mate?

Don't tell me you've escaped to Kathmandu again.

Every time a girl dumps you, you've gone.

Dude, you really need to get back to me on this.

I'm on to something big this time.

Look, I know you guys are having issues.

A little advice from a friend,

VOICEMAIL - WILL

- Get yourself together and come back to London. VOICEMAIL - WILL

I really need you over here, man! - Hello, Sir, this bag..

Radhe Radhe!

- I wanted to ask you something.

Do you wanna have kids one day?

I don't know what I want,

I just don't want any complications.

UPLOADING PHOTO

♪ Don't know where you've been ♪

♪ Don't know what you've seen ♪

♪ Will you let me know? ♪

♪ Will you let me know? ♪

(Will) - Sean,

I gonna start crying if you don't get back to me.

Ok. Here is the deal.

I've met with Jeff a few days ago,

and he is organizing a meeting with the Big boss next Tuesday.

VOICEMAIL - WILL - They loved the presentation.

This is it, mate!

A big break that will change our lives!

I cant do this one alone.

You better get back to me

and don't mess this one up.

Banana. And water.

- Anyways, I saw Kelly the other day,

what the hell did you do to her?

"We are having a meeting with the Big boss next Tuesday. Don't mess this one up!" I'LL TRY TO BE THERE!

FLIGHTS: NEW DELHI - LONDON

Is.. Is the man here?

- Sorry,

come after some time.

You please come to later,

one hour, half hour.

- Thank you.

Hey sir, can I change my ticket please?

- Prabhu, no electricity now!

So yea, you come back some later.

Yes, Sir.

Delhi to London.

- I will check…

Now no seats available any date.

If you are staying some days,

then I will arrange you the ticket.

Tomorrow, after tomorrow certainly no seats available.

Radhe Radhe!

You again?

No.

No!

No!!

I HIT A DEAD END!!

POST

5 PEOPLE LIKE THIS

(Govinda) - Sean, my advice to you

is that you just leave the busy small town of Vrindavan VOICEMAIL - GOVINDA

and you will go to the villages of Vrindavan

and experience the atmosphere there.

Sometimes we have our high points

and sometimes we have (...)

points where we don't know if we can live for another day.

I know, I've certainly had days like that in my life.

But when I come to Vrindavan,

even though thing may seem very dark,

mercy of Vrindavan

begins to cure my heart.

Go to the rural areas,

visit Javat.

It's a very special village

where Krishna's girlfriend Radharani lived.

"Take a solitary trip to Javat. Be open to anything..."

"…be open to anything. And for God's sake, take off those earphones.."

Krishna's got a girlfriend, heh?

I wonder if he's got issues.

Now what?

Radhe Radhe!

(Govinda) - When we entered Vrindavan,

I had this overwhelming sensation

that I'd come home.

And it's like a place that I just been absent from…

for some years.

- Radhe Radhe!

Radhe Radhe.

Radhe Radhe!

(Govinda) According to the local people

Krishna is God

and Radharani is his girlfriend.

So in Vrindavan you may question,

why is it that people always greet you

Radhe Radhe,

instead of saying Krishna, Krishna.

And that's because in this place

people understand

that the power of the love

of God's girlfriend

is so stronger that it can control even God.

- Yes, Radhe Radhe!

Please come my home!

Now, yes

- Please, please!

No, thank you!

- Please!!

- Yes yes yes!

- Ok!

Oh my God, there goes my wallet.

You seating there, eating dahivad, chapati.

Radhe Radhe!

I'm getting used to Vrindavan..

Take prasad.

Wow!

All together. This one, this one, together, then dahl.

Very good!

Indian food, Brijabasi food.

This is open restaurant.

(Hindi) First eat sabji and roti

(Hindi) Well, you tell him in English!

- Good?

- Very good.

More is down, chapati and...

Yea?

- Yes!

I think I've missed out on something.

Either we live the moment

or we lose it forever.

Very nice

Thank you!

Thank you!

You my home side eating, very good.

I pay you?

- No, no, no money!

Indian man.

No like me!

Ok? Money is your pocket side.

Thank you, sir!

Radhe Radhe!

They didn't want anything from me.

They were happy with whatever they had.

It seems like

I needed something from them.

(Govinda) - Once Radharani becomes very mad at Krishna.

She runs away.

She doesn't want to see him.

She doesn't want to hear from him.

And although he is God

there is really nothing

that he can do about it.

All he wants now

is to get her back.

(Govinda) - Hey Sean,

I forgot to tell you,

today is the Holi festival in Vrindavan.

Whatever you do,

don't go out to the street

wearing your best cloth.

(Govinda) Many times I bring people to Vrindavan

and I'm worried what their impressions of Vrindavan will be.

Will they see this small,

sprawling urban mess

with garbage here and garbage there?

And I'm always surprised

to find out that people -

they see beyond that.

"Life is what happens while you are

busy making other plans."

(Govinda) - A lot of conceptions of life

that I had,

I think, from being born

in such materially,

technologically advanced

country as United States,

a lot of those conceptions of life

began to

fade away.

By the grace of Vrindavan,

I feel that I was able to

look a bit beyond the

curtain of materialism

and I was able to

understand life a little more

in a natural way

and to understand

people

in a more natural way,

to understand

spirituality in a more natural way as well.

(Govinda) - I have many foreign friends

that've lived in Vrindavan

for thirty and forty years.

One of my friends,

he's established a cowshed.

He finds abandon cows

or sick cows,

he takes them in.

He nurtures them,

he brings them back to health

and he keeps them there

living healthy until their natural death.

You find the cows or..?

- Cows, see, like this, that is injured, right?

You see it's foot?

- Yea

- Broken foot,

somebody hit 'em with a car.

- Really?

- We go and pick 'em up.

Oh, you also want the affection?

Or you wanna beat me up?

The closes I ever got to a cow was

driving past them on a freeway.

Oh, you like!

I've been brought up with cats and dogs

as men's best friend and a companion.

But these guys are like oversized pets.

Who would ever think of harming them?

Yet we do.

(Govinda) - And another one of my friends,

he came to Vrindavan,

he started distributing food

to the poor,

and now he's opened

schools

for absolutely the most poor children.

Radhe!

(Hindi) A little more.

Ok, finish!

Finish!

Look look look!

WILL: "Didn't know you have kids!"

The internet is a pretty handy tool,

you can get anything you want.

But it can't make you feel

what it's like to be pounced on by kids.

Nor the sensation of a cow's tongue on your skin.

Some things you just can't google.

♪ The talk of the price of life, ♪

♪ Two for the price of one, ♪

♪ No, thank you ♪

♪ Give it back to those ♪

♪ who still ♪

♪ buying online ♪

♪ With their rent on a time ♪

♪ On eBay or YouTube ♪

- Yamuna maharani Ki Jay

Ganga maharani Ki Jay

Jay Jay Sri Radhe Shyam

(Govinda) - So Radha runs away from Krishna,

and although he is God,

he cannot change the situation.

He wants her back.

And then he realizes

that the only way he can get her back

is that if first he

kneels down

and he asks her forgiveness.

How're you doing Will?

Seems like for once

I'm actually living my own life

and not trying to live somebody else's.

You not gonna like this,

I'm sorry, but

there is something I've got to do.

Listen, I'll explain to you when I get back.

SRI RADHA KRISHNA

It's interesting how little you need

to start feeling at home

in a place that's

far away from your own.

Home is where your heart is.

Ok. Thank you very much.

See you tomorrow!

Bye!

Radhe Radhe?

Radhe Radhe!!

You!

You cut your hair.

How are you?

You're well?

What is your name?

- Rishabh

Rishabh?

Me – Sean.

Want to drink?

(Govinda) - When the parents are raising their children,

they, you know, teach their children

that Radha and Krishna are

living in just the next village over.

The people of Vrindavan

have a very special relationship

of love with Krishna.

It's not that they are

revering or worshiping Krishna

because he is God,

because they don't see Krishna as being God.

The basis of the relationship

here in Vrindavan

is that relationship of just pure

and unmotivated love.

- Yes

I'll see you. Ok?

- Radhe Radhe!

Radhe Radhe?

Radhe Radhe!

Berries? Radhe Radhe!

Oh! Radhe Radhe.

Radhe Radhe.

Radhe Radhe!

(Govinda) - We're looking for pure love,

we're looking for unmotivated love,

love which is based

on love alone,

and that is what can be found

here in Vrindavan.

(Govinda) - Many times we

consider values in life,

having material wealth,

is that the most important thing?

Or is

having a very shiny

new fast car

or is having

a faster computer

or a better mobile phone?

But I really think

that we all understand,

that the most important thing in life

is having relationships.

KELLY SANDERS: "calling iPhone"

- Hello?

Hi Kelly.

It's me, Sean.

Ok.

You ready?

KELLY SANDERS: "Thinking of us after your call… Can we give it another chance?"

(Govinda) Of course, Radha and Krishna

eventually have the reunion.

This love binds even God.

And that it does

shows the true greatness of love.

- Today is good day!

Yea, my friend called me from my country.

- You married?

- Not married, but..

I'll show you a picture.

- Very nice!

Good!

- What's that?

The government was widening the road

and destroying everything along the path.

These people just lost their homes.

Could we have continued our daily lives

the way they did?

Who are these people?

What are these people?

I wish somebody could ask these questions for me.

"You can close your eyes to the things you don't want to see,"

"but you can't close your heart to things you don't want to feel…"

"Hi Sean, I just arrived in Vrindavan. You want to meet up?"

- Hare Krishna prabhu,

one minute!

Your are making a ticket Delhi – London?

Please, please come.

(Govinda) - At the end of my first

two year period of

being in this sacred place,

when I was in the taxi

and starting the slow journey

up to Delhi,

I just cried and cried and cried.

Vrindavan had overwhelmed my heart so much

that I felt

intense

separation when I was leaving.

Hi

- Welcome!

Why don't you have a seat.

- Thanx.

So you are living tomorrow?

- Tomorrow morning, yea.

- Well, while you're here why don't we take a walk?

- It's a quiet side of Vrindavan.

- Vrindavan is not the same as it used to be.

A lot of the

original buildings have come down,

a lot of new box construction has grown up,

but Vrindavan is something that never goes away

because Vrindavan is eternal.

- Why?

- I think Vrindavan is

a state of consciousness

which is

a spirit of selfless service

and a spirit of love.

- I'm still trying to learn about the place.

Still got lot of qualities to

work on.

- But it's started.

And that's the amazing thing.

That's why I like to bring people

to Vrindavan.

And over the years I brought

thousands of people to Vrindavan.

The potency of the place

affects the consciousness

whether we can perceive it with our eyes or not.

And it starts working on you and it never goes away.

And it always works in a very positive way.

And then when you come to Vrindavan,

if you're fortunate,

you will have the opportunity to hear from

people who live in Vrindavan,

and be in such an atmosphere,

then the heart begins to open so much.

RAISE MONEY FOR THE NEW HOME

"Start your Campaign!"

And when it opens,

that's when it all starts…

ONE YEAR LATER

People can change you,

places can change you.

Some places you search out to find,

others have a way of finding you.

Govinda told me that

the only reason to leave Vrindavan

is to tell others about it.

Vrindavan was a very

ancient place thousands of years old.

Vrindavan has certainly became

the hub of spiritual India.

The energy of this place

is like a favorable wind.

Vrindavan is unique,

it's almost like a secret place.

Power that I can't really explain.

Emotionally intense, spiritually intentse.

Very special.

Timeless.

Inner experience.

Different atmosphere of spirituality here.

"Rishabh's house has been finally rebuilt"

"Sean Fletcher is currently working on the construction of a new temple as a designer"

"He and his wife Kelly have a daughter"

RECONNECTION. Based on a true story.

For more infomation >> Watch RECONNECTION For Free Now, Thanks To Successful Crowdfunding - Duration: 41:03.

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How to Draw a Nose for Beginners - Duration: 16:26.

hey this is Darlene and you're watching a RapidFireArt tutorial on how to draw

a nose. Here are some general steps to draw an average-looking nose. Start with

a circle. This is the tip of the nose. On both sides draw two lines for the bridge.

Curve your lines outward at the top as the bridge turns into the brow bone. Through

the middle of the circle draw a horizontal line. Extend it to the right

and left - slanting your strokes down just a bit. At the ends, draw two short

vertical lines. Connect them together at the bottom by drawing a line stretching

from one side to the other. At the top, draw two strokes that point towards the

bridge. I'm gonna do a few more examples of this later so don't worry if you

don't get it right away! Now that we have a set of general guidelines we can start

to draw the actual nose! Define the tip of the nose by working your way around

the circle. Draw the nostrils and sides by following the rest of the guidelines.

I'm gonna show you some unique examples so you can create a variety of no shapes.

Watch how a few small changes will give me a completely different looking nose!

This one's more angular... draw a really big circle for a big bulbous nose... here's

one with narrow nostrils... this one has higher nostrils. The biggest difference

here is that the horizontal line is NOT going through the center of the circle.

It's going through the top. Continue to stretch your imagination to get some

pretty cartoonish noses. Once you get comfortable,

slowly eliminate some of the guidelines. Here, I'm down to using just the circle.

Okay this is good at all but what happens when you want to add eyes? Let me

quickly draw a pair of eyes for this example. Draw a line down the center of

the face so when you draw the nose it's nice and straight. Draw a vertical line

coming down from the inner corner of each eye as well. These will mark the

boundaries for the nose. Okay, now we know how wide to draw... but what about length?

Here are two methods to do this. Method one: you can measure the full iris and

add about three irises to the bottom of the eye to find the nose length.

You can do this with your pencil and finger to get a rough measurement or

your ruler. Method two: draw a triangle where the top two corners touch the

outer corners of the eyes. This method requires a bit of trial and error. A good

triangle shape is where all the sides are similar in length. Once you pinpoint

the length, draw your circle and the rest will follow!

Let's do this again with a longer triangle. You can do quick sketches like

this to find the triangle shape that works for you but make sure you keep

your lines super light so they're easy to erase just in case you need to

reposition anything. Just for funsies I'm gonna quickly draw a cartoon in the

narrow space I have on the left. This way you can see me draw a more complete face.

The rest of this video is going to be focused on shading. But first I'm going

to quickly build the guidelines and nose. We've got the circle... bridge.. and to

check the nose for crookedness, place a transparent ruler down the middle

vertically and any crookedness should become apparent. Draw a horizontal line

through the middle of the circle. Extend the ends out and down. Measure them to

make sure they're the same size or else one nostril could be bigger than the

other. This is easy to fix now instead of later, so take your time with the

guidelines. Add lines going up towards the bridge and another one at the bottom

going around the circle. Check that your nostrils are level by using a ruler

aligned to the edge of your sketchbook. The nostril is a little higher on the right

so let me fix that before we move on. Alright, guidelines are done! Remember, you

don't have to follow your guidelines exactly to the tee! I'm gonna draw the

bottom of the nose a little further down than the circle. This will make the nose

a lot less round. Still using an HB here.

To add some definition and bring out the tip of the nose I'm adding a few curves

around the circle. Before shading, make sure the outlines are a super light.

They should be barely visible. This way they won't show through in the end. I'm

darkening some areas so you can see just how effective this is. Roll a soft

kneaded eraser until it's wider than your drawing and is completely smooth so

you can lift the graphite evenly. Roll it over your drawing swiftly to lift the

graphite away until it's a light gray.

Now it's ready for shading! With a blunt HB pencil, shade a light even layer along

the bridge and circle. I'm using the circulism technique, which is comprised

of many overlapping circular shapes.

Avoid harsh lines like this along the nose bridge and instead outline it by

shading. I'm just drawing a bunch of tightly

woven circles.

Shading around the sides of the nose as well... If your original outlines start

disappearing, darken them ever so slightly. I'm gonna give this nose

overhead lighting, so any areas facing away from direct light will be shaded

darker. I'm still using an HB. Just slowly building and layering these values. While

you can shade it really dark to begin with, layering slowly will save you from

making permanent mistakes... or ones that are just hard to erase. Shading around

the circle... I'm leaving the center of the circle

white because I want to highlight it later.

So, I wanted to use a 2B pencil to slowly build this up... but I couldn't find it

anywhere. So I'm using a 4B with very little pressure. Earlier I made a few

outlines to define the tip of the nose but they disappeared, so I'm going back

over these areas to give the nose a more unique form.

To make the bridge look more interesting to the eye I'm making it more narrow at

the bottom.

Alright, before the nostrils disappear completely, I'm gonna shade them using a

4B. The top part of the nostril has an abrupt change between light and dark

values so it's okay to use dark strokes. I want the edge to be really defined!

Just make sure the shading is softer and more gradual at the bottom of the

nostril. I'm doing the same thing with the bottom of the nose but the lines are

much lighter. I'm trying to avoid what looks like thick or obvious outlines. Now

I'm using an HB to shade a super light layer of graphite over everything. Just

so it's a different shade from my sketch paper. To cover more ground, use

an overhand grip on the pencil. This will give you thicker strokes and they're

also easier to blend.

Along the bridge, make the shading look more gradual by slowly layering small

amounts of graphite all the way down. Do the same thing across the whole drawing

making sure there aren't any harsh edges where the skin should be soft or smooth.

The form is really coming together now! If you feel comfortable with the way it

looks, continue adding more layers on top of

the dark areas you defined earlier. Working in layers allows you to change

your mind before truly committing to the final design. I'm using a 4B mechanical

pencil for higher precision. For a beginner, I recommend shading smooth

areas of skin using a regular 4B pencil - just in case you catch a sharp edge.

It'll also be easier to blend. I like the shape of the nose so far, so I'm going

over the darkest areas and amplifying them bit by bit. You can do this with a

2B pencil as well. Using a 4B just means that you'll need to be extra careful

with the amount of pressure applied, since softer pencils produce darker

values with little effort.

In case you're wondering, the thin highlight around the bottom of the nose

is coming from reflected light. As I mentioned earlier, the light source for

this drawing is coming from the top, but the light bounces and reflects off of

many surfaces such as other parts of the face, dust particles in the air, walls and

even flooring. These reflections can brighten areas facing away from the

direct light source. Hence the highlight around the bottom of

the nose and the sides of the nose.

I am going to shade this area a little darker because it's angled downward

which means there's less light reaching the surface. The example that I'm drawing

here is a profile view of the nose.

Alright, let's blend this. You can use many tools for blending. This is a

blending stump. I like to rough up the sides so I can

use the fuzzy part to blend instead of full-contact blending. It feels kind of

like shading and does a great job IF you have the time. To save time, I'm gonna use

a soft tissue. The tissue is wrapped around my finger to cover a large

surface area. After every swipe, remember to move your finger to a clean spot.

Prevent unwanted smudges by blending in sections and avoid blending from a dark

area into a lighter one.

Okay, I found my 2B pencil hidden under the desk.

I can shade a lot faster with a 2B because I can use it without thinking

too much about pressure.

I'm using an HB to shade along the bridge and tip of the nose. These are

areas I want to highlight later, so it helps to make them darker than the color

of the paper. I'm darkening the nostrils again and here's what I'm doing. I'm

outlining the top and gradually shading the bottom instead of outlining the

entire shape of the nostril and then shading it in.

Okay, let's blend this one more time. The skin looks a little bit grainy because

the sketch paper is textured. If you need to, use a sharp HB pencil to fill in

white dots or valleys on the paper's surface. I'm just filling in the really

obvious ones. Alright, there are a few blotches and black dots all around the

nose. To get rid of these, you can roll a kneaded eraser to a fine tip and lightly

dab them away. Repeat the process of filling white space or removing blotches

until your shading is as smooth as possible.

Okay, let's lift this drawing off the paper by adding some bright highlights!

Pinch or roll your kneaded eraser into your desired shape then dab rub or

swipe graphite from the lightest areas of your drawing. If you want to lift away

less graphite, use very light pressure. This is a great way to get soft edges.

I'm just lifting blotches and softening the edges around each highlight to make

the lighting look less harsh. If you make any mistakes,

use an HB pencil to fill in the spaces.

To give the drawing more depth, make your shadows even darker but remember to

darken some of the mid-tones as well.

So that's pretty much it guys! If you enjoyed this tutorial, don't forget to

hit that 'like' button and subscribe to my channel for more drawing tutorials. To be

notified when I post a new video, click the 'bell' icon beside the subscribe

button as well. And if you tried this tutorial, send me your drawing and I'll

feature it in the next video!

For more infomation >> How to Draw a Nose for Beginners - Duration: 16:26.

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Senator co sponsors legislation for undocumented kids - Duration: 6:31.

For more infomation >> Senator co sponsors legislation for undocumented kids - Duration: 6:31.

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Very Beautiful Glassbead Designer earrings||Home tutorials for glass bead pearl danglers - Duration: 5:35.

oval Glass beads 3mm

Hoop beads

Pearl loreals

Oval pearl

Head pin

Eye pin

Tools

Lets start

For more infomation >> Very Beautiful Glassbead Designer earrings||Home tutorials for glass bead pearl danglers - Duration: 5:35.

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#Alvaro Morata must prepare for hostile reception at Atletico Madrid says Thibaut Courtois - Duration: 3:27.

Alvaro Morata must prepare for hostile reception at Atletico Madrid says Thibaut Courtois

Alvaro Morata is unlikely to get a warm reception when Chelsea visit Atletico Madrid in the Champions League on Wednesday because of the strikers past association with Real Madrid, the Premier League clubs goalkeeper Thibaut Courtois has said.

Chelseas record signing Morata joined from Real in the close season and has made a flying start to life at Stamford Bridge.

The striker hit his first hat-trick for the club as Chelsea beat Stoke 4-0 in the Premier League on Saturday.

Courtois, who spent three seasons on loan at Reals rivals Atletico, said his team mate at the other end of the pitch would have to prepare for a big game at the Estadio Metropolitano.

He will get a different one from me.

Alvaro played a lot of games against Atletico.

I think he scored, I am not sure, so for him it will be a big game against his rivals, Courtois told the Chelsea website.

For me it will be more friendly but between the 90 minutes we are playing there will be rivalry for me as well because they want their team to win.

We know he is a top striker.

We know he has this ability and were very happy for him that he scored his hat-trick.

a striker lives on goals and he has already scored a few important ones this season..

Courtois was looking forward to meet striker Diego Costa, who recently left Chelsea to rejoin Atletico after falling out with coach Antonio Conte.

Costa will be eligible to play for Atletico from Jan.

2 when the Spanish transfer window opens and the clubs transfer ban ends.

FIFA had banned the Madrid side for illegal transfer of minors.

He is a very good friend and it will be nice to see him there.

I am happy that until the New Year we dont have to face him and I hope we continue in the Champions League, the Belgian, 25, added.

Chelsea beat Qarabag 6-0 in their Champions League Group C opener while Atletico were held 0-0 at Roma.

For more infomation >> #Alvaro Morata must prepare for hostile reception at Atletico Madrid says Thibaut Courtois - Duration: 3:27.

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Tom Wopat Facing New Charge for Indecent Touching of 16-Yr-Old Co-Star|K CHANNEL - Duration: 2:50.

Tom Wopat Facing New Charge for Indecent Touching of 16-Yr-Old Co-Star

Tom Wopat Facing New Charge for Indecent Touching of 16-Yr-Old Co-Star Dukes of Hazzard Star Tom Wopat Facing New Indecency Charge Involving 16-Year-Old Girl   Tom Wopat got handsy with a minor -- a 16-year-old actress -- on the set of his play.

according to authorities whove added new charges against him.

Police say they interviewed the girl 2 weeks after the ex Dukes of Hazzard star was arrested in Waltham, Mass.

for felony indecent assault -- he allegedly put his finger in a womans butt crack.

According to new docs, he also poked a minor in her stomach with his finger.

The alleged victim was one of his co-stars on the production of 42nd Street. According to the docs, he told his underage co-star, Im a creepy old man, youre really talented and really cute. She told cops she ignored him, but his words made her uncomfortable.

Shortly after that exchange, during rehearsal, she says he struck her butt with his script.

and said, Nice butt. As for poking her in the stomach -- she says she was especially creeped out because she was wearing a cropped top, and he touched her bare skin.

The alleged victim says an adult on-set told Wopat, Dont flirt with this girl, shes only 16. She claims Wopat responded, Dont worry because my wife is 17 years younger than me so Im good. Hes now facing a new indecent assault and battery charge for the alleged incident.

as well as 2 additional charges of accosting and annoying.

For more infomation >> Tom Wopat Facing New Charge for Indecent Touching of 16-Yr-Old Co-Star|K CHANNEL - Duration: 2:50.

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Senator Thom Tillis Co-Sponsors Legislation For Undocumented Kids | Morning Joe | MSNBC - Duration: 6:45.

For more infomation >> Senator Thom Tillis Co-Sponsors Legislation For Undocumented Kids | Morning Joe | MSNBC - Duration: 6:45.

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Morning Joe 9/26/17 Senator co-sponsors legislation for undocumented kids - Duration: 6:31.

For more infomation >> Morning Joe 9/26/17 Senator co-sponsors legislation for undocumented kids - Duration: 6:31.

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Pocahontas 1 Memorable Moments Top Cartoon For Kids & Children Part 1 - Duration: 13:51.

Please LIKE, SHARE, COMMENT And SUBSCRIBE Video! THANK YOU!

For more infomation >> Pocahontas 1 Memorable Moments Top Cartoon For Kids & Children Part 1 - Duration: 13:51.

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Revised Standards of Accreditation: The Case for Reform - Duration: 13:07.

Hello. I'm Charles Pyle director of communications with the Virginia

Department of Education and thank you for joining us for this discussion of

the significant changes that the state Board of Education is making to the

Standards of Accreditation. No better person to talk about those changes than

Mrs. Diane Atkinson, a member of the State Board and the chairman of the

board's Committee on School and Division Accountability. Mrs. Atkinson thank you

for joining us for this discussion. And before we get into those changes and the

board's thinking behind those changes, let's provide some background about what

most refer to as the Standards of Learning program, the goals of that

program when it was established in the late 1990s and what what was the context

for that program in terms of the academic performance of students at that

time? Thank you for the question, that's a great question. Back in the 90s, we ... if you

looked at our national our NAEP scores, the National Assessment of Educational

Progress, Virginia really was scoring fairly in the in the bottom and I think

I think overall folks felt that that was was very problematic so as we as they

looked at things they realized that across the commonwealth we did not have

standard instruction occurring it was you know some folks refer to it as

boutique instruction really depending upon where you were the instruction in

the classroom would be based on what the teacher wanted to to teach. So the first

thing that was done was to establish content standards in the four core

academic areas: English, history ... history- social studies, math, and science. Then the

question was well how do we ascertain whether folks are teaching to those

content standards so an assessment program was was put in place and those

are the SOL the dreaded SOL tests that everybody refers to. Following the SOL test,

then how do we look at schools to to determine whether they're performing in

those content standards so there was an accreditation system we ...

the ... revise of the Standards of Accreditation really to look at schools

based on the proficiency of students. Once that we were able to do that then

there were consequences for schools that were not performing well and that is

really the system that is in place today with some tweaks but you know we looking

at whether we're crediting schools fully, partially or there they're not

accredited. And then the final piece that was put in was really how do we provide

information to parents and the public and a report card was developed at the

time. A little different than what we have in place right now but an initial

report card really identified for each school how those students were

performing on those tests. And our schools have made a lot of progress

under this program since the late 1990s so why does the state board believe that

changes are needed in the way the commonwealth holds schools accountable

for student performance? Well you're right our schools have made a great deal

of a progress but in in many instances our system doesn't recognize that

progress. Certainly we have really improved our NAEP scores and there's no

doubt about that, but when we look at how we were looking at schools we really

were looking at a aggregate group of students and if they met the benchmark

if 70% in all subjects but reading met the benchmark then a school was

accredited. But we sort of left out students who started well below grade

level and made over a year's worth of progress but still did not pass the test

we were not giving schools credit for that and I think that is that is one of

the unintended consequences of our program we were not able to recognize

that progress and I think it doesn't give the public a true picture of what

is really occurring in schools. The other there were several unintended

consequences and one of the other ones I'd like to speak about is really ... I

don't think folks ever anticipated when the program was put in place the

emphasis that would be put on preparing for the tests and we hear quite

frequently that a lot of fun has gone out of education but it's

not just the fun it's the additional skills that teachers might focus on but

they're not because they're really focusing on content alone. And so the

absence of skills focus is is another area that that we have have concerns

about. The third thing is as we looked at when we're looking at a benchmark what

we forget when you reach the benchmark is you're not focused on the students

who didn't make the benchmark and so we don't have where our program does not

really look at the students who are not achieving and where those gaps are and

so this it needs to change so that we can really focus on every student in

every classroom in the commonwealth. Another issue that we want to talk about

is well our system made it very difficult for schools that were

identified as and I'm going to use a term that's used out of the public it's

not one that I would like to use but failing schools that are not meeting the

needs of all their students schools that would not be fully accredited it is hard

to get out of that designation and once that designation comes into place it's

it is teachers don't want to teach in a failing school so to speak and those

schools have a great difficulty getting new teachers many of them are in areas

where there are teacher shortages and so we've created a system that

disincentivizes folks to be in that school and as I said kids are making

progress in many of those schools and our system just doesn't acknowledge it.

Well let's talk about students now why does the Board of Education believe that

some significant changes are are in order for the requirements that students

must meet to earn a diploma in the state? Well that's a great question one of the

things that I wrote an article recently and one of the things that I highlighted

in that article is that high school has not changed significantly in probably

the last four or five decades maybe even longer the high school program that I

experienced is very similar to the high school program

that students nowadays are experiencing but the world of work has changed

immensely and we have heard from businesses as well as colleges that our

students while they may have content knowledge what they are missing are some

soft skills and what do I mean by soft skills? They're missing creative thinking,

they're missing critical thinking, communication skills, collaboration; these

are skills that truly businesses and colleges depend upon they tell us they

can teach the their new employees the content if they need to but the skills

are things that they need to come to the table with to begin with and you know

one of the negative or the unintended consequences of our old system was that

the testing really drove out the emphasis on those skills. And so we want

to create the flexibility and the opportunity within the schedule for

emphasis on those skills as well. And how is the board creating that that that

additional space? Sure, we're doing it by the main the main way we're doing it is

by eliminating the number of verified credits or the number of SOL tests the

students need to pass in order to graduate in the Standard Diploma we're

going from 6 to 5 and in the Advanced Studies Diploma we're going from 9 to 5.

When we started on this work we looked at what other states were doing in

graduation requirements it's always it's always good to understand what others

are doing and not to necessarily reinvent the wheel and and we were

probably one of the few states that have this many tests and so we started to

think about doing do we truly need this and what we were hearing from business

and colleges is that we don't and so to create that opportunity for focus on

skills we're going to give up some of the SOL tests. Mrs. Atkinson much of the

board's work over the last couple of years has centered on creating the

Profile of a Virginia Graduate if you could talk about this term and

and its origin and just how the Profile of a Virginia Graduate informed the

board's decisions about the new diploma standards for students. Absolutely that's

a great question. As I indicated earlier we really wanted to look at graduation

requirements and we realized that what we were asking students to do now really

didn't fit the world that they're going to enter and so we needed to really back

ourselves up and think about what it was that a student would need to look like

in terms of content and skills when they exit a Virginia high school and enter

life and it's not just college and not just career it could be the military but

we want to prepare them to be successful in life and so that's where the term the

Profile of a Virginia Graduate came from. At the time that we were working on that

though we had other entities in the state also focused on the profile of a

graduate the SOL Innovation Committee it was a legislatively established

committee and they really were also focused on it and they issued a report I

think in 2015 and that their work helped inform us as well I feel like we were

dovetailing down the road together on on this project. In addition the General

Assembly in 2016 added legislation that really asked us to redesign high school

and one of the things that they did was the profile of a graduate but with an

emphasis on content as well as workplace skills - the five C's. We actually have an

illustration a diagram of the Profile of a Virginia Graduate. Mrs. Atkinson if you

could if you could describe this diagram for us and and and talk about each of

these components that make up the Profile of a Virginia Graduate.

Absolutely I love this diagram because it's a Venn diagram so you see how the

four domains that I'm going to talk about overlap and intersect with each

other the first is content knowledge and that

really is our SOL - Standards of Learning - the content that we have

there and what are.what students are expected to learn in knowledge-wise. The

second component or domain is workplace skills and that is really the five C's

that we've we've already referred to and those five C's should be learned and

demonstrated and focused on when they're in through the content standards. The

next is community engagement and civic readiness really how do we prepare our

students to be active involved individuals when they become adults when

they leave high school and so we really want them to be very engaged members of

society. And then career planning you know - we've we've always had we've had

career planning for quite a few years now but it really has been not to the

depth that we think students really come out and have a better understanding of

what jobs are available in their area, what how their interests might match up

with those jobs, what courses they might should be taking in high school in order

to prepare them better for those jobs but it's not just jobs, we want we're

really talking about preparing students for life after high school so that life

could be right into the world of work or it could be higher education whether

it's a four-year institution or two-year institution and then finally it could be

the military and so we really want to prepare students better for success in

each of those areas once they leave high school. Well thank you very much Mrs.

Atkinson for discussing these revised regulations and in the next two videos

in this series we will go in much greater detail into the new graduation

requirements aligned with the Profile of a Virginia Graduate and the new

accreditation standards for schools.

For more infomation >> Revised Standards of Accreditation: The Case for Reform - Duration: 13:07.

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teach words/Railways for smart infants - fun learning and training baby reactions/kids game - Duration: 7:50.

For more infomation >> teach words/Railways for smart infants - fun learning and training baby reactions/kids game - Duration: 7:50.

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Enough is Enough: Brian Colón for Mayor - Duration: 0:31.

This is more than a campaign for Mayor.

It's about saving the city I love.

Where my wife has been a teacher for 17 years and our son went to public schools.

Where I mentored local students and helped victims of crime.

I'm Brian Colón and as Mayor, I'll work to find common ground and smarter solutions.

To put more police on our streets and create more good jobs.

Because enough is enough.

Brian Colón for Mayor.

For more infomation >> Enough is Enough: Brian Colón for Mayor - Duration: 0:31.

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Senior population surpasses that of youth population for first time - Duration: 2:02.

More senior citizens than children.

Those aged 65 and up now account for almost 14 percent of South Korea's entire population.

The surest sign yet the country's on its way to becoming what's called a "super-aged society."

Won Jung-hwan looks beyond the digits.

Korea's senior population, or people aged 65 or older, has surpassed that of young people

for the first time this year.

According to data by Statistics Korea released on Tuesday, the nation the number of people

over 65 reached over 7 million in 2017, accounting for a record 13.8 percent of the total population.

With a record low birthrate and a prolonged life expectancy, this pace is likely to continue

in the future, and experts expect this figure to grow over 40 percent by 20-60.

The report shows that the nation's aged-child ration, or the percentage of people aged 65

or older to the number of children aged 14 or under, stood at one-hundred-four-point-eight

in 2017, surpassing the 100 mark for the first time.

The ratio was six-point-nine in 1960, 20 in 1990 and thirty-four-point-three in 2000,..

BUT rose sharply to fifty-point-four in 2006, and ninety-eight-point-six in 2016.

With Korea rapidly becoming an aged society, other social problems are rising as well,

such as an increase in the elderly dependency ratio, which is a measure indicating the number

of dependents to the working population aged between 15 to 64.

According to the data, the ratio of elderly population per 100 working-age population

stood at 18.8-percent,... BUT the figure is expected to surpass the 80-percent mark by

2060 if issues like low birth rate continue to push the country toward a super aged society.

Won Jung-hwan, Arirang News.

For more infomation >> Senior population surpasses that of youth population for first time - Duration: 2:02.

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Tony Pulis slams ref Bobby Madley for not awarding his side a penalty against Arsenal - Duration: 2:15.

Tony Pulis labels Alexis Sanchez a cheat and slams ref Bobby Madley for not awarding his side a penalty against Arsenal

Tony Pulis branded Arsenal forward Alexis Sanchez a cheat on Monday night following West Bromwich Albions defeat. The West Brom manager claimed that the Chilean dived during the early stages of the match and should have been booked.

Pulis also criticised referee Bobby Madley for not awarding his side a penalty in the seventh minute when Jay Rodriguez was clearly brought down by Shkodran Mustafi. Madley allowed the advantage but Rodriguez hit the post.

Sanchez dived for the first free-kick (when Craig Dawson appeared to bring him down) — and that is cheating, Pulis said. We dont get any reward for being honest. It could have been the player [Mustafi] sent off as well.

Everybody has seen whats happened.

I think if you want to make an example of something I think Sanchez, the first free-kick he gives on the edge of the box Sanchez actually dives and he should be booked for diving in my opinion.

I think the decisions that were made tonight its lovely the viewers can watch them. Sanchez should get booked in the first couple of minutes for diving on the edge of the box.

Theres no-one near him and the referee gives a free kick. Then obviously thats a penalty. If the lads the last minute then not only is it a penalty then it should be a sending off.

People say Rodriguez has been too honest and is honesty the thing to do? We havent had a penalty for over a year now, so the facts are the facts and Im just pleased everybodys seen it..

Arsenal manager Arsene Wenger was not so complimentary of the television companies, criticising them for their scheduling of his sides fixtures this week.

They travel to Belarus for a Europa League tie against Bate Borisov on Thursday and then have another televised league match against Brighton at lunchtime on Sunday.

The schedule is a bit cruel, Wenger said. We played tonight, we play in Borisov on Thursday night, we play Sunday at 12 oclock here.

When you look at the schedule of the weekend I think there was some room for us to be different. We have accept it and we want to go to Borisov with a team of senior players and a young bench.

There is no need to talk to the Premier League about that because its the television who decides. For example Brighton-Newcastle on television, they couldve played on Monday night and we couldve played on Sunday. For us the time is very short.

But television decides and I dont complain about that.

What I want to say for the selection it has an impact for me for the Thursday and Sunday game because we have another home game and its very important we have strong record at home..

For more infomation >> Tony Pulis slams ref Bobby Madley for not awarding his side a penalty against Arsenal - Duration: 2:15.

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Revised Standards of Accreditation: Continuous Improvement for All Schools - Duration: 18:58.

Hi. I'm Charles Pyle, director of communications with the Virginia

Department of Education, and thank you for joining us for this discussion of

Virginia's revised Standards of Accreditation and joining us for this

look at the commonwealth's new accountability system is Shelley Loving-

Ryder, our assistant superintendent for student assessment and school

improvement. What are the underlying goals and principles that inform this

this new way of looking at school quality and holding schools accountable

for performance? Well Charles as you know we've had an accountability system in

Virginia for almost 20 years now and we've certainly learned a great deal

about accountability during that time period so I think one of the goals of

the new accountability system is to look at what we learned from that previous

system and to try to make some improvements. One of the issues we heard

about the previous accountability system was that it focused on pass rates for

state assessments for graduation rates for high schools but the previous

accountability system really didn't look at other indicators of school quality so

the intent of the new accountability system is to look more comprehensively

at indicators that might suggest whether a school is is a good one for students.

Another aspect of the new accountability system a goal would be to really force a

focus on continuous improvement for all schools. As I noted earlier the previous

system looked at just the all-students pass rate but didn't look at particular

reporting groups so we could have a school where the English pass rate for

all students was very good but perhaps the the English learners were struggling.

So one of the aspects of the new accountability system is we'll be

looking more closely at those reporting groups. We also want to make sure that

our new system is is fair. One thing we learned what the previous system was

that there was concern that because we were looking just at pass rates whether

or not students were proficient on a test

we weren't capturing the progress students who perhaps didn't pass the

test but had made a great deal of growth during the year. The previous system

didn't account for that progress that students have had made and so in the new

system we will attempt to more accurately capture the growth that

students show. I think as we as we move forward we really want to ensure that we

have looked at what worked with the previous system and made changes where

we need to but also keep some of what worked before. We learned a great deal

for example about how to support schools that don't meet the benchmarks but I

think this new system will provide even more information that will support our

office of school improvement and also our other units within the department in

supporting those schools. So this is a more comprehensive way of looking at

school quality what are these new indicators that will be part of the

state's accountability system? Well let's look at elementary and middle schools

first. We are keeping some of the indicators we had previously we're still

going to be looking of course at student achievement in English, mathematics and

science. But because there was concern previously that we weren't giving

schools credit for the work they did with students who were perhaps not

passing the test but making a great deal of progress we are adding student growth

to both the English achievement calculation and also the mathematics

achievement calculation. In addition we are going to be looking at achievement

gaps in our old system we look just at overall student achievement now we'll

also be looking at gaps so we will be looking at are English learners meeting

the achievement benchmarks? are students with disabilities meeting achievement

benchmarks? and schools will be held accountable for

closing those gaps. In addition to get a more comprehensive look at school

quality we've also added an indicator looking at

the overall absentee rate for schools this is information we've collected for

some time but it's not been part of accountability so what we'll begin

looking at a school quality indicator of chronic absenteeism and here this will

give us a sense of whether schools are working with their students to ensure

that they are in school each day students can't learn if they're not in

schools so ensuring that they're there each and every day is very important. So

those are the indicators for elementary and middle schools what about high

schools? For high schools we are looking at some of the same indicators that we

looked at for elementary and middle schools we're still looking at

achievement in English mathematics and science

but we are also looking at the graduation and completion index this is

the indication of graduation rates that we have used for some time for state

accreditation and we'll also be looking at dropout rate this is a new indicator

and it will give us more complete information about students who are

actually dropping out of school before they earn a diploma. Another new

indicator is the college and career readiness index this will look at

whether students have some sort of indication that they will be ready to

move on either to higher education or to a career when they leave high school

this is an indicator that we will not be implementing right away

it will go into effect with the class of 2021-2022. The incoming freshmen that year?

Yes, that's correct. The incoming freshmen. And chronic absenteeism

will also be part of the high school accreditation picture? Yes that is

correct. So we have a series of indicators for

elementary and middle schools, a series of indicators for high schools,

how will schools be rated against those indicators? We will have three levels for

each indicator level one will mean that the school met the state requirement or

the benchmark in that particular indicator level two will mean that the

school is not at the state requirement or the state benchmark but is either

very close or is making sufficient progress towards that requirement level

three will be our lowest level and these are schools that are fairly far from the

state benchmark or standard and are going to need intervention with that

particular indicator from assistance from the Department of Education. So this

is sort of a dashboard system where we'll be looking at a number of school

quality indicators and schools will be rated on each of those indicators but

will we still have a summative rating such as an accreditation rating like

we've had for the last twenty or so years? We will still have a summative

rated rating based on how schools perform in those various indicators so

schools will either be "accredited" or they will be "accredited with conditions."

So a school that is accredited either is level one or level two in all of the

indicators so they are either meeting the state requirement or they're very

close to it. Schools that have any indicator that is in level three the

lowest level will be accredited with conditions and that will mean that that

school will need to have support from the department in addressing the needs

for that indicator. Under the old system if the school consistently failed to

meet state standards the school was that risk of actually being denied state

accreditation how about under the new system? Under the new system a school would

only become denied accreditation if that school is not implementing the

corrective action plan required by the Department of Education so the

difference is under the old system it was the time-based of scenarios so that

if a school did not meet the benchmarks as you said for four

consecutive years that school became denied accreditation. Under the new

system a school would only become denied accreditation if in fact that school and

its school division are not implementing the corrective action plan that they

would have worked with the department to create. So under the new system we're not

only looking at the percentage of students who are able to pass the SOL

tests and reading in mathematics we're also looking at students who while they

they may not have met the benchmark for passing showed considerable improvement

growth tell us about this this combined rate how do we combine proficiency and

growth for this quality indicator and let's start with mathematics. All right

so for mathematics as you indicated we do have a way of measuring growth for

students in mathematics in grades three through Algebra I. So if we have a

student who did not reach proficiency on the state test but did show significant

progress that student would be counted in what we're calling a combined rate.

For example suppose we have ten students in a school who are being tested in

mathematics, let's pretend that six of those students passed the mathematics

so we're going to count them as six passes. We also have four students who

failed but two of those failing students showed significant progress on the test

so in this new combined rate we're also going to add those two into the

numerator. So now we have six passing plus two students who grew so our

numerator is now eight. Remember that we had ten students to begin with so our

denominator is ten so our combined rate is 80%. Now of course this is a

simplified illustration of the combined rate and how it captures both

proficiency and growth in mathematics but what about reading this also

includes the progress of English language learners toward proficiency in

English correct? That is correct Charles and the calculation is similar to what

we discussed with mathematics so again we'll take our our sample of 10 students

and suppose we have six who pass the English reading and writing tests and we

have four who fail we had one who didn't pass the reading test but did show

significant progress so we're going to count that student. In addition we had

one English learner who didn't pass, didn't show significant progress on the

reading test, but that English learner did make significant progress on the

English language proficiency assessment. So in other words showed significant

progress in learning English. So now we have six students who passed we have one

student who did not pass but showed growth and then we have one English

learner who showed significant progress in learning English and of course that's

very important and something we want to to value in terms of our English

learners. So now in this example we have six

pass plus one who showed growth and one English Learner who showed progress in

learning English so eight over ten is an eighty percent combined rate for this

school. Let's see how all the pieces of this new accountability system fit

together at the school level let's start with say a middle school. Certainly we

can start with looking at a sample middle school and we'll just call it

East Middle School and we're going to look at the the indicators and then how

those indicators roll up into a rating for that school. So for our sample

middle school, East Middle School, we're first going to look at the indicators

for achievement for all students and this is the overall achievement of all

the students in the school. In this school the combined rate for English

both reading and writing is at level two so here this school is approaching the

benchmark it's not yet meeting the state requirements but it's either making

progress or it's very close. If we look at this school's combined rate for

mathematics again for all students this school is meeting the state benchmark

it's at level one. And the last achievement indicator for all students would be

science and again this school is at level one. So if we summarize the

indicators for achievement for students overall the English indicator is at

level two so the school is is close to the benchmark and for both mathematics

and science the school is meeting the requirements it's at level one. Now we've

looked at the overall achievement now let's move to looking at the gaps

and remember this is something new with our new system that we're now looking at

the reporting groups and the gaps for those particular groups. So for this

school the achievement gaps for English reading and writing are at level two so

the school is not yet meeting the benchmarks but is close. Same indicator

for mathematics, this school is also at level two.

So now we've looked at both achievement indicators and our last area of school

quality would be the chronic absenteeism indicator this school is at level one

it's meeting the state requirement. So if we think about how all of these

indicators fit together in terms of whether the school is accredited or not

because this school all of the indicators are either at level one or

level two this school is accredited but it does have work to do as we noted as

we looked at the indicators there are some gaps where the the school will need

to focus on those particular reporting groups to ensure that they get the

support they need to to meet the state requirements. Well let's take a look at a

high school now there are similar indicators but also some different

indicators for high schools. That is correct.

so we'll look at a sample high school now we'll call this one West High School.

Now as we've noted before some of the indicators for high schools are similar

to those that as we have for elementary and middle schools. We are looking at

again the achievement for all students as we did for our sample middle school

and for this particular school the achievement for all students for English

mathematics and science all meet the state requirements so the indicators are

at level one. If we look at the achievement gaps for this school here

the gaps for English the school is at level two so the school isn't meeting

the benchmarks here although it's close. And for mathematics the school is

meeting the benchmarks so it's at level one. Now because this is a high school we

are now adding the indicator of looking at graduation and we have two indicators

for graduation the first is the graduation and completion index this

particular school is at level one it's meeting the the state requirements

for this indicator but the dropout rate is at level two so the school does have

some work to do in terms of reducing the number of students who drop out

before they earn a diploma. For high schools we also look at chronic

absenteeism in this particular school the school is that level two so it's not

yet meeting the state benchmarks and we'll have some work to do here. So if we

look at the overall rating for this sample high school this school is either

level one or level two in most indicators but it is struggling with the

college and career readiness index it is at level three there because it does

have that indicator in level three the school will be accredited with

conditions so the school school would need significant support from from the

state in in addressing the concerns about this indicator. So when will this

new accreditation system actually go into effect? It will go into effect in

the fall of eighteen, 2018 so in 2018-19 the accreditation for schools will be

based on the new calculations that we talked about today. 2018-19 will be a

transition year so that schools can either be accredited under the old

system or the new system that we discussed today whichever system

benefits the school. So the accreditation ratings for the 2019-2020 school year

the school year that begins in the fall of 2019 those ratings will be based

exclusively on this new system? Yes that is correct. Well thank you for taking the

time to explain the new accreditation system for us and thank you for watching.