So you have a digital camera and you are thinking of turning your photography hobby into a successful business. But where do you start? From a logo, to a website, blogsite, domain name, email account, business card, camera equipment, lighting equipment, accounting software — you are feeling a little overwhelmed. The question is, what should you do first?Identify the one action that will make the biggest impactWhen starting any new business, you will have many things to do. The hardest part is knowing what to do first. Although, several things may be important, think to yourself, “what is the one thing that will make the biggest impact in launching my business?” For example, hiring a great accountant is important, but without any clients or income, this step will have very little impact in launching your business.Biggest impact for photography businessesGet a website! Getting a website will have the single greatest impact on starting a photography business. Certainly, word-of-mouth and referrals will bring you business as well. But, for example, if someone refers a business to you, what is the first thing you do? You go online and check out their website! Times have changed, getting a professional looking website is not difficult or expensive. There are many beautiful template photography website companies out there. You simply upload your own photos and content. You can even change the look of the website without any graphic design skills. Best of all, many of these companies help you set up your domain name and email accounts. These companies charge anywhere from $6 – $50/month on average. (Once your business is more established you may wish to hire a professional to design your website/blogsite – see branding below).What content should be on the website?Make sure to include your business name and location. So often I see photographers have forgotten to give their location! Don’t have a studio or a physical address? That’s okay. It is just important that you include the city and state/province that you work in. This is important for Google. You want your website to show up when someone searches for photography services in your city! For example, a potential client may type “Windsor Wedding Photographer” into a Google search. You want to make sure that you have mentioned on your website that you are a Wedding Photographer in Windsor!Also, be sure to give your contact information – email and telephone number. It is ideal to have this on your “contact” page, and at the bottom of every page on your website. You want to make it as easy as possible for people to contact you!Finally, write a little bit about yourself and what type of photography you do. People can’t hire you if they don’t know what you do!What images should I put on my website?Many new photographers worry that they don’t have enough photos for a portfolio page. Don’t worry! Less is often more. If you are starting a wedding photography business, put up some wedding related photos. Don’t have very many wedding photos? Try this: go to your local florist and buy a beautiful bouquet. Then take some beautiful detail photos of it. Ask a friend if you can take some detail photos of her engagement ring and wedding band. Slowly, as you get more clients your portfolio will grow and you can add more photos. If you are starting a kids portrait photography business and you don’t have a lot of photos of children – ask a friend if you can photograph her toddler for the website.I am by no means suggesting that you lie to clients about your level of experience. These are just some ideas on how to get supporting images for your website. Also, getting out there and taking more photographs is a great exercise in photography!Unsure of your company’s identity? What about branding?You always hear about people who haven’t started their photography businesses yet because everything behind the scenes, (branding, logo, studio, etc), isn’t perfect yet. They are afraid to start until everything is perfect. Chances are they will never be perfect – and they will never start. Your style and your company’s identity will become clearer to you the more you photograph. For example, you may decide that would like to photograph newborns only to discover, from experience, that you don’t have the patience. And you later realize that you really excel in the fast pace world of wedding photography.Things to think aboutThere are many simple/plain website templates out there that you can choose from, if you are still discovering your style and brand. You can refine the your website’s style later. Look at established companies – they are always updating their website’s style! Don’t wait until everything is perfect behind the scenes to start your photography company. You might just be waiting forever! Get your website up, because it is the one action you can take that will have the biggest impact on propelling your photography business forward. Good luck!

The Alston family has been involved with furniture for over two centuries. As far back as 1776 there were Alstons repairing furniture in their Chelsea workshop.The present family’s direct ancestors started the business that became the Alstons Furniture business we know today in Sudbury, Suffolk. William Alston (1839-1919) and his brother Ambrose (1834 – 1902) were both master cabinet makers during the middle of the 19th century. William Alston later became a furniture dealer as well, selling from premises in 95 North Street, Sudbury. The Alstons Furniture business prospered and moved to 9 Old Market Place, Sudbury in 1875 Both of William Alston’s sons, Hammond and Percy worked in the business and together they then created one of the first all electric workshops.The premises at Old Market Place became a retail furniture shop as well, with additional workshops. One of which was to eventually form the beginnings of the Alstons Furniture Upholstery operation much later on. In 1921 Percy Alston’s son Leslie started an apprenticeship with his father and then completed this at Fisher Trade Woodworking in London’s East End.In 1937 Leslie started his own manufacturing business at a redundant coconut matting factory in Long Melford. The business was set up with a £6,000 bank loan. Leslie’s brother Roy joined him there to help run the new venture. The company later adopted the trade mark Albro as an abbreviation of Alston brothers, this continued into the 1980′s.During the Second World War, the factory in Long Melford switched its production to ‘utility’ bedroom and dining furniture. Extra work was also taken on to manufacture coffins for the war effort.Later in the war, the Long Melford factory was burnt out and new premises were sought in Ipswich. Initially production was resumed within Wrinch’s factory in Nacton Road, Ipswich. Land was also purchased adjacent to Wrinch’s and a factory was built by joining war surplus Nissen huts together to form a linear building and a continuous furniture production line was created within it. This temporary structure survived until 1971 when a new building was erected over the old huts ensuring that not an hour of production was lost.The Alstons Furniture cabinet business has remained at this site to this day. During this time a new head office had been built and a programme of continuous investment in machinery maintained. Alstons Furniture has manufactured almost exclusively bedroom furniture during this period. In the 1950′s and 60′s this was centered on suites of bedroom furniture of veneered teak, walnut and mahogany finish (a suite comprised a ladies wardrobe, a gents wardrobe and a dressing table). The 1970′s saw the introduction of modular bedroom furniture ranges in veneered and painted finishes.In more recent years the Alstons have become a market leader in the production of traditional and contemporary bedroom ranges of laminate and painted finish.Leslie Alston remained in charge of the business until his death in 1976 at which point his oldest son Rex (John) took over as Managing Director with Leslie’s brother Percy (Roy) as Chairman. In 1979 Alan, Leslie’s other son became Chairman and Managing Director of Alstons Furniture, assisted by his bother Rex and with their cousin Noel (Percy’s son) as Sales Director. John P Alston joined the family business, Alstons Furniture, in 1974 becoming a Director in 1987 and Managing Director in 1995. In 2008 David Alston became Chairman of Alstons Furniture, taking on this role directly from his father. Also in this year John’s daughter Jessica Alston joined Alstons Furniture as a design assistant.The Upholstery business flourished and within 10 years, further satellite factories were opened in Hadleigh, Suffolk and Clacton, Essex.The recession of the early 1980′s saw a contraction of Alstons Furniture and the satellite factories were closed down and production and investment consolidated at the Colchester site. Up until 1995 Alan Alston continued to be responsible for the running of Alstons Furniture. In 1995 David Alston, Alan’s youngest son became Managing Director of the company and the responsibility passed on.In 2008 John Alston took on the role of chairman of Alstons Furniture from his father.During the life of the company it has manufactured sofas, sofa beds, sideboards, chairs and recliner chairs.Alstons Furniture continues to make all its production from its factory in Colchester and is now one of the leading producers of upholstery in the UK.

If we teach today as we taught yesterday, we rob our children of tomorrow.
-John DeweyLesson plan is believed to be a scheme that sets limits to the extent of teaching in a particular time and place with varying formats depending on any educational institutions’ discretion. This presented lesson plan does not claim to switch any other formats of lesson plans but rather tries to basically introduce how a lesson can be integrated with simple forms of technologies while students engage with activities to efficiently refurbish their macro skills and language awareness for effective interaction. Modern language learning does not only entail macro skills and linguistic skills but achieving the essentials how technologies are used in the classroom among learners is a must in a continuously expanding digital learning environment. This semi-detailed procedural lesson plan that adheres to the fundamental and essential components of a learning blueprint seeks to encourage the creativeness of teachers to incorporate instructional technologies in any method it is possible.Lesson Plan for Level B1′s Reading SkillI. Behavioral ObjectivesAt the end of the reading lessons, the B1 students will be able to:1. scan and predict the content of the passage
2. obtain main ideas of the passage
3. gather details found in the passage
4. create inferences from the text
5. use Microsoft word processing fundamentals
6. immerse and utilize technology-related learning tools
7. Appreciate the use of technology in language learningII. Subject Matter
Reference:
Reading 1: Customs around the world
Unit 2: Customs and Tradition
From Pages 36 & 37
Unlock 3 Reading and Writing Textbook for B1 level
By Carolyn Westbrook
Cambridge Press, Fourth Printing 2016Target Student level: B1 from Common European Frame of Reference (CEFR)
Time Frame: 60 minutesIII. Materials:Soft copies of activities for screen display and downloads
Hard copies and soft copies of activity sheets
Projector for passage displays
Internet to surf pictures and to propel the Blackboard
Students’ Blackboard account to download files
Teacher’s Blackboard account to upload files
Desktop computer for class activitiesIV. Procedurea. PreparationSet all the materials as tools in the teaching and learning process. Create classroom as an atmosphere for conducive learning. It is suggested that the behavioral objectives or intended outcomes may be underscored for students’ prior awareness.b. Motivation• The teacher uses this portion as a springboard that links students’ attention to be engaged with the lesson.
• The teacher presents a globe’s picture from the internet in the absence of a globe. The teacher may further substitute it with a Google map.
• The teacher displays pictures of people around the world with varied customary gestures onscreen in a PowerPoint presentation
• The teacher elicits responses from the students on what do these gestures mean. The teacher indiscriminately collates all possible responses and be able encourage students to write accepted answers through a spider gram and relate their accepted responses to the main word in the graphic organizer.
• The spider gram should have a soft copy enlarged by a projector for the students to complete on the spot. All responses should be transparent for the students’ inquiries.
• Students are requested to fill-in the blanks using the classroom computer.
• The teacher may further ask some customary gestures which they are familiar with and may additionally relate the pictures to that of the globe presented in class.c. Presentation of the lesson• Overview some reading essentials through a PowerPoint presentation
• Provision of a background knowledge regarding passage comprehension
• Delivery of some techniques in answering comprehension questions. These ideas are displayed onscreen.d. Lesson ProperDiscussions are followed by activities displayed onscreen. Answers in every activity will be highlighted, circled, underscored, italicized and painted, respectively by the students. Errors of one students’ may be the errors of others so it is beneficial to display answers done by students individually. This involves teacher roles and students’ roles. The teacher strives to adhere on the principles of facilitation rather than lecturing depending on the students” performance exhibited in the process.• The teacher explains scanning and predicting.
Students will response to activity numbers 1 & 2
• The teacher introduces the meaning of main ideas
Students will perform reading activity number 1.
• The teacher discusses what details are with concrete examples.
The students are going to deal with activity number 4.
• The teacher elucidates inference as a part of reading
The teacher explicates by elaborating what ” reading between the lines” means by providing specific examples and guiding the students on the task related.
The students will perform activity number 5.V. EvaluationThe teacher frames or customizes an example of a passage if there is no available authentic passage as a springboard to test the students’ abilities on scanning and predicting the content, obtaining main ideas, assembling and creating inferences from the customized text.
Answers are deliberated by the teacher for common understandingVI. GeneralizationThe teacher accentuates on the importance of reading and how effective reading comprehension is achieved through learners’ abilities in scanning, predicting, determining main ideas, assembling and creating inferences.VII. HomeworkRead the passage, A British Wedding found on page 40. After reading, open your Blackboard account and download two (2) files related to this text.• The first file contains activity sheets that tasks you to fill-in the gaps regarding the passage.
• The second file entails you to complete the tree diagram for text comprehension.
• You are required to bring these sheets for further discussions about Reading Number 2, tomorrow.Incorporating instructional technology in language teaching doesn’t need to be complex or sophisticated. Through the basic technological materials, the lessons become worth-engaging and worth -exploring. Excerpted film clips, film soundtracks, film opening and closing credits, an excerpted dialogue, digital script, film posters, music video, songs, film biography, film trailers, book reviews from the cyberspace internet graphics, music or sounds, reading passages from the internet, popular speeches, pictures, tables, Blogs, Facebook posts and comments, YouTube clips, live or print varied advertisements, recorded recitals, newscast among others, are materials that trigger practical technology -related instructions. As noticed, these authentic materials are media forms and productions that necessitate the employment of multimedia and technological tools. These phenomena further stress that integration of technology in instructions is always interconnected with the interplay of print and audio-visual media and are absolutely operated by multimedia highlighting the fact that the multiple and prolific growth of multimedia are propelled by rising technology to produce media forms which are now advocated by innovative educators in an authentic learning environment in the design of curricula and instructions. Access to these materials yield the occurrence of students’ technological involvement guided by well-designed lesson plans characterized to be specific, measurable, aligned, realistic or relevant, and time-bound (SMART) just as how their behavioral objectives are keenly observed as students ‘performance indicators. Furthermore, the success of technology integration in lessons is measured through the manipulation of technical tools by both teachers and students to attain a two-way pedagogical process.Finally, the educational world of learners in the contemporary times is digital. It is crucial that students must be brought into authentic learning environment for the creation of a real- world to be explored by by productive learners. “Social tools leave a digital audit trail, documenting our learning journey-often an unfolding story-and leaving a path for others to follow,” as Marcia Conner articulates. Every educator embraces the fact that learners and educators in the contemporary times are called maneuvers of a digital age for a more globally digital world through the academe as the hub of a continuing instructive progression.