A story with tens of thousands of articles.

A story with tens of thousands of articles.
life and death, blessing and cursing, from the main character in the hands of readers.

Monday, June 27, 2016

Why Did San Francisco Schools Stop Teaching Algebra in Middle School?

If you are looking for a professional writer, both fiction, and nonfiction, please contact richard.nata@yahoo.co.id

BERANDA    ABOUT US    ADS : 1 USD FOREVER     ASMARA    BIOGRAFI     BUKU     BUKU PINTAR 

CHRISTIAN FAITH     DISCLAIMER     DUNIA KERJA     ENTREPRENEURS     GO PUBLIC (IPO)     

KESEHATAN     LIST OF ALL ARTICLES     MARKETING     MY STARTUP     OTHERS     

TIP SUKSES DAN KAYA     TIPS BLOGGER     TIP SEO     CONTACT ME    PROFESSIONAL WRITER


Why Did San Francisco Schools Stop Teaching Algebra in Middle School?

By Ben Christopher · 42,064 views

Photo by albastrica mititica
San Francisco in the twenty-first century is the town that STEM built. A city increasingly synonymous with startup culture and tech-centric innovation, its rapidly growing economy speaks to the value of studying science and mathematics. 
Which is why it came as a surprise when the San Francisco Unified School District (SFUSD)—the central office of which occupies the same rarified square mile as the corporate HQs of Twitter, Uber, and Square—announced in 2014 that it would no longer offer Algebra I to eighth graders. Instead, under the district's new mathematical course sequence, students would not be introduced to the joys of polynomials until high school.
Scale back math education in San Francisco? Why not cut Bible study at the Vatican while we're at it?
Such was the tenor of the response from irate parents who took to local radio and social media to voice their disapproval. Under the city's previous standards, precociously numerate middle schoolers had been allowed to skip ahead to Algebra or Geometry. 
While SFUSD insists that its new approach does not compromise the rigor of its education, but ensures that all students enter high school with the same mathematical foundation, many parents see the district’s new standards as a dumbing down of the curriculum. As one angry commenter asked on an online petition website: “All the talk about American kids being behind in math and science, and now SFUSD makes a move to keep the most advanced math students from making progress?”
The battle over eighth grade algebra playing out in San Francisco is neither isolated nor new. Education experts have long considered Algebra a "gatekeeper" course that divides the more advanced mathematics of the college-bound set from the no-frills, computational arithmetic of general math. 
The question of whether students should be ushered through that gate in the eighth or the ninth grade may seem like a small one, but it touches on a fundamental question in education policy: should schools push over-achievers ahead if that means leaving some students behind?
Algebra: "The New Civil Right"
It is telling that one of the first people to push for universal enrollment in algebra was a longtime civil rights activist. 
Robert P. Moses founded the Algebra Project in 1982 as an extension of his long-standing commitment to racial equality. Two decades earlier, Moses had spearheaded voter registration efforts in Jim Crow Mississippi for the Student Nonviolent Coordinating Committee in the lead up to and during the Freedom Summer of 1964. As Moses wrote decades later, unequal access to high quality education is a comparable injustice to unequal access to the ballot box and is "the clearest manifestation of the nation's caste system." 
This, he wrote, was particularly true of math. A more tech-intensive economy and society demanded that high-level numeracy join literacy as a basic expectation of our educational system. Algebra, the point at which abstract math forks off from the purely utilitarian math skills that all adults need to pay bills and balance a checkbook, seemed particularly ripe for democratization.
"If you go back 15 or 20 years, a good many students weren't even allowed to take algebra," explains Jim Ryan, STEM executive director at the San Francisco Unified School District. "They got to high school, and they took courses like basic math, general math, and consumer math, and that was enough to graduate." 
This was the consequence of an early age tracking system that placed students on separate course sequences based on their exhibited mathematical abilities in elementary and middle school. Not surprisingly, these good many students routed onto the lower track were disproportionately African American, Latino, and members of other disadvantaged groups. 
Photo by King of Hearts
But by the 1990s, globalization and the economic ascendency of Asia made "falling behind" in education an increasingly potent political concern. "Around the world, middle [school] students are learning algebra and geometry," bemoaned Bill Clinton in speech in 1998. "Here at home, just a quarter of all students take algebra before high school." 
Over the course of the '90s and into the next century, the push for higher algebra enrollment took hold in high schools and middle schools across the country. In 1990, fewer than one-in-five eighth graders took an algebra course. Twenty years later, enrollment was up to nearly one-half. 
When made explicitly, the case for early algebra enrollment comes in two basic flavors. First, there is the cold, hard reality of course sequencing. Pedagogically justified or not, high school students typically progress through advanced math in a fairly predictable series of steps. If a student can't take Algebra I in the eighth grade, it's often argued, they won't be able to take the Algebra II, geometry, and trigonometry courses required to take calculus in their senior year. And without calculus under their belts, high school graduates will be disadvantaged going into college, irreversibly stunted in their STEM careers, and destined to live a life of financial and scholarly impoverishment. These are the thoughts that keep parents up at night.
But beyond the practicalities of course sequencing, algebra demands a way of thinking that is fundamentally distinct from what is required of the reading, writing, and 'rithmetic of elementary and middle school. 
"Algebra is the first time that a lot of kids are asked to do pure abstract thinking," says Thurston Domina, an associate professor at University of North Carolina's school of education. "There was this idea [that] if we want to be training good thinkers, we should be exposing [students] to algebra early." 
In challenging each and every student by exposing them to algebra early, the logic goes, districts promote both equal access to education and academic excellence—as otherwise low performing students rise to the occasion. "This literature can kind of be summarized with a line like 'Nobody jumps high over a low bar,'" says Domina. “But that’s not at all what the data suggests.”
Tripping Over the Bar
In fact, the evidence on early algebra is decidedly mixed. 
A bird's-eye-view of the available data isn't encouraging for early algebra advocates. A 2013 study carried out by the Brookings Institution looked at the relationship between eighth grade enrollment and National Assessment of Educational Progress math exam scores at the state level. In short, they didn't find one. 
In a more recent study, UNC's Thurston Domina and three researchers examined California's experiment with algebra-for-all. In 2008, the state made a hard push for such a policy by requiring that assessment exams for eighth graders include an algebra section. But because the mandate never went into full effect, the implementation was inconsistent and varied in intensity across the state, allowing Domina and his colleagues to compare and contrast students across more and less algebra-boosting districts. 
Surprisingly, they found that early exposure was actually associated with a net decrease in average student math score exams within a given district. The magnitude of the decrease wasn't negligible either: "By way of comparison," the authors wrote, "this estimated negative effect is approximately the same size as the average positive achievement effects associated with the federal No Child Left Behind Act." What the Bush-era educational plan did for middle school math scores, early algebra seemed to have reversed. 
This doesn't mean that algebra somehow poisons young minds. In fact, says Domina, individual students generally benefit from early exposure. 
"If you're asking me, 'Do I want to push my kid into eighth grade algebra?’, the answer is almost certainly 'Yes.' At the kid-level, any given kid is better off in a more challenging class," he says. What complicates matters is how a particular school will change its curriculum, restructure classes, and rearrange staffing patterns in order to meet an algebra-for-all mandate. 
"Algebra seems to help [students], but it's not clear it's the curriculum. It's the peer environment. It's the teacher. It's just the pat on the back for being in an advanced class. All kinds of stuff is going on there, and we don't know which it is," says Domina. "Now, when you change that and put a lot of kids in algebra, you change the peer environment, you have teachers who have never taught algebra teaching algebra, and you've got this problem in the classroom where you've got to figure out whether you're going to teach algebra at all, because a bunch of the students don't know fractions." 
Results vary, of course. There is no single education policy called "increase algebra enrollment." Getting eighth graders to learn how to manipulate variables is a goal that each district approaches with its own particular curricula, its own set of teachers, and its own ancillary supports for struggling students (or not). All of these factors affect educational quality independent of whether and when a student is enrolled in something called "Algebra I." 
Still, on the whole, Domina calls his results "discouraging" from a policy perspective.
In some ways, the Common Core State Standards in California are a response to this realization. A set of academic standards for K-12 education adopted by 46 states with the endorsement of the Obama administration, the Common Core was officially introduced in the Golden State in 2010. Backing away from the early algebra-for-all orthodoxy that has dominated state educational policy up until 2012, the new standards recommend that districts focus on pre-algebra throughout middle school. 
Though many districts across the state are moving towards the Common Core recommendations, Domina calls San Francisco "unusual relative to other California districts" in its decision to phase out eighth grade Algebra I entirely.  While districts in surrounding suburbs have adopted CCSS-compliant standards, in response to outcry from parents, most now allow advanced middle schoolers to take accelerated math courses.
This is exactly the concession that Supervisor Katy Tang hoped to extract when she co-authored an open letter last spring with Supervisor Scott Weiner to SFUSD Superintendent Richard Carranza criticizing the district’s “one-size-fits-all math policy.” 
Now, over a year later, Tang, who represents one of the city's wealthier residential districts, says she still objects to the new standards and still hears from parents concerned about the quality of their children's education. 
“A lot of the correspondence I got was just sharing their own personal frustration,” she says. “How they were glad that their child was soon leaving the school district system, or how they were trying to find ways to get out.”
Algebra I by Any Other Name
Jim Ryan from SFUSD acknowledges that the district took a "bold" step in its course sequence redesign. "As evidenced by the fact that I'm talking to you, there are people who it makes uncomfortable," he says. 
Still, Ryan bristles at the suggestion that the eighth graders of San Francisco are no longer learning algebra. Under the Common Core State Standard, he explains, there is a much stronger emphasis on developing a more intuitive understanding of math from an early age. "There is [now] a ton of what you would consider algebra in grade school and all the way through middle school," he says. "So the question about Algebra I in middle school really just doesn't fit the current paradigm because the standards are so different than what has historically been taught." 
How each state stands on the Common Core State Standards
Graphic by MediaKill13
As Ryan points out, the CCSS Math 8 course that eighth graders are now expected to take includes 60% of the material from the old Algebra I course. This includes linear equations, roots, exponents, and an introduction to functions. The new course also offers students a taste of geometry and statistics—hardly your typical middle school fare. According to Ryan, this helps students to understand the "why" and "what for" of pre-algebraic math. 
Likewise, the course called "Algebra I" that students will now take in their first year of high school introduces a number of the concepts we all associate with introductory algebra (quadratic equations, say), but also delves deeper into modeling with functions and quantitative analysis. Call it what you want, in other words, but this is not your grandmother's Algebra I. 
This may be cold comfort for anxious parents concerned about packing in Calculus before graduation. But Ryan insists that acceleration is still possible under the new system. The key difference is that numerically-inclined students aren't tracked ahead of their peers until high school. Last week, the district announced that it would allow freshmen to choose from an array of math courses ranging from Algebra to Geometry.  
Still, advanced eighth graders, prevented from skipping ahead in the course sequence, will be encouraged instead to delve deeper into the material.
"If a student, for instance, has completed an assignment in a U.S. History course about the Revolutionary War and done the reading, the teacher doesn't say, 'Oh, you're done with that, we'll move you onto the War of 1812.' Instead, they give them additional reading and additional writing that will deepen their understanding of the Revolutionary War and that time period," says Ryan. "We can do the same thing in mathematics rather that simply moving them along at a faster clip." 
Yet Ryan’s suggestion that teachers offer different material to different students with different skill levels within the same classroom could put a significant burden on teachers. And if star students complete an assignment before their peers, how likely are they to raise their hand to ask for more homework?
Supervisor Tang says she sees the value of encouraging students to deep dive into complex material, but only up to a certain point. 
“We could spend forever on Algebra. We could spend forever on every single subject,” she says. “People want that movement—whether it’s the student or the parent—onto the next level once you’ve built your foundation.”
The argument that is playing out between proponents and opponents of SFUSD's relatively rigid form of the state Common Core reflects the warring priorities of academic excellence and equity that often rears its head in education policy debates. 
Proponents of San Francisco’s current policy insist that delaying acceleration will have no effect on acceleration-ready students. Meanwhile, opponents insist that allowing wiz kids to branch off from their peers in middle school will have no implications for the racial or socioeconomic achievement gap. 
The historical record suggests that both sides might be ignoring the downsides of either policy. In practice, it has proven difficult to create separate classes of gifted students without removing pedagogical resources from their non-accelerated peers and without creating classrooms that are disproportionately white and Asian and relatively affluent. 
But as UNC's Domina points out, most schools have also found it very difficult to institute what Katy Tang calls a "one-size-fits-all" mathematical curriculum without boring the math nerds to tears. 
"There's a trade-off. There's a tension there. I don’t want to say that it’s impossible to square that circle," says Domina. "But overall, on average, schools don’t know how to do that.”
Our next article examines how Michelin, a tire company, became the world's foremost authority on fine dining. To get notified when we post it  →  join our email list.
Note: If you’re a company that wants to work with Priceonomics to turn your data into great stories, learn more about the Priceonomics Data Studio. 


Resource: http://priceonomics.com/why-did-san-francisco-schools-stop-teaching/


Able To Prove God, Jesus Christ, The Holy Bible To Be Fact!!!

How to Whiten Your Skin Naturally - 100% Guarantee!

natural anti-aging shortcuts

the fat burning kitchen

Top secret fat loss


Love this Post? Spread the Word.


Berapa sih nilai dari blog gue DALAM DOLLAR  ? http://richardnata.blogspot.com/2015/04/berapa-sih-nilai-dari-blog-gue-dalam.html


Need a professional writer? Fiction and non-fiction? contact richard.nata@yahoo.co.id
Let me introduce myself. My name is Richard Nata. I am an author, novelist, blogger and ghost writer. My articles, including short stories have been published in magazines and newspapers since 1994. I have written a lot of books, both fiction and non-fiction. So I was a professional in the field of writing, both fiction and non-fiction.

I was born in Jakarta, August 17, 1968.  

In 1988, at the age of 20 years, I started working as an accounting staff. Age 24 years has occupied the position of Finance Manager. Age 26 years as a General Manager.

In 1994, my articles published in magazines and tabloids.

In 1997, I wrote a book entitled "Buku Pintar Mencari Kerja". This book is reprinted as much as 8 times. Through the book, the authors successfully helped tens of thousands of people get jobs at once successful in their careers. They were also successful when moving to work in other places.

In 1998, I started investing in shares on Bursa Efek Indonesia (Indonesia stock exchange). As a result of investing in the stock market then I can provide consulting services for companies that want to go public in Indonesia stock exchange.

more information :
1. IPO KAN PERUSAHAAN ANDA DI BEI, TRIK TERCEPAT MENJADIKAN ANDA SEORANG KONGLOMERAT. brand, ideas, story, style, my life: IPO KAN PERUSAHAAN ANDA DI BEI, TRIK TERCEPAT MENJADIKAN ANDA SEORANG KONGLOMERAT.
2. JASA KONSULTAN GO PUBLIC ( IPO ) DI BURSA EFEK INDONESIA. 


BUKU PINTAR DAPAT KERJA GAJI TINGGI PINDAH KERJA GAJI SEMAKIN TINGGI made by retyping the book BEST SELLER of the author, entitled “Buku Pintar Mencari Kerja”. This ebook available on google play.

In 2015, I had the idea of a startup company where the readers can decide for themselves the next story. WASN'T THIS A GREAT IDEA? IF can be realized WILL BE WORTH billions USD. Because CAN PRODUCE FOR MILLIONS OF DOLLARS even tens of millions USD annually. 

In theory, in 10-20 years into the future, my startup income, amounting to hundreds of million USD annually can be obtained easily. AND IF FOLLOWED BY MANY COMPANIES IN THE WHOLE WORLD WILL THEN BE A NEW INDUSTRIAL worth trillions USD. 

To be honest. Currently I'm not having a lot of money. So I start marketing my startup with blogspot.

My STARTUP :


A story with millions of choices in it - looking investor like you.



Try to imagine this. When you're reading a story on the web or blog, you are given two choices. You can choose the next story based on your own choice. After selecting then you can continue reading the story. Shortly afterwards you will be presented back to the 2 other options. The next choice is up to you. Then you continue the story you are reading. After that you will be faced again with 2 choices. So onwards. The more stories you read so the more options you have taken.


If you feel curious then you can re-read the story by changing your selection. Then you will see a different story with the story that you have read previously. The question now is why is this so? Because the storyline will be varying according to your choice. 


I, as the author is planning to make tens of thousands of articles with millions of choices in it. With tens of thousands of articles then you like to see a show of your favorite series on TV for several years. The difference is while watching your favorite TV series, then you can not change the story. Meanwhile, if you read this story then you can alter the way the story according to your own choice.

You might say like this. Sounds like a book "choose your own adventure". Books I read when I was young.

Correctly. The idea is taken from there. But if you read through a book, the story is not so exciting. Due to the limited number of pages. When a child first you may already feel interesting. But if you re-read the book now then becomes no fun anymore because you don't get anything with the amount of 100-200 pages. 

Have you ever heard of game books?  When you were boy or girl, did you like reading game books? I think you've heard even happy to read it.

Gamebooks are sometimes informally called choose your own adventure books or CYOA which is also the name of the Choose Your Own Adventure series published byBantam Books. Gamebook - Wikipedia, the free encyclopedia
Gamebook - Wikipedia, the free encyclopedia

A gamebook is a work of fiction that allows the reader to participate in the story by making effective choices. The narrative branches along various paths through the use of numbered paragraphs or pages.
Lihat di en.wikipedia.org
Lihat preview menurut Yahoo

Bantam Books with the Choose Your Own Adventure 

series has produced more than 250 million US 

dollars. While I offer you more powerful than the Choose 

Your Own Adventure. Because of what? Because the 

story that I made much more interesting than the stories 

created by the authors of Bantam Books. You will not get anything just to 100-200 pages. While the story that I created is made up of tens of thousands of articles with millions of choices in it.

For comparison are the books published with the theme "choose your own adventure" produces more than 250 million copies worldwide. If the average price of a book for 5 USD, the industry has produced more than 1.5 billion USD. But unfortunately this industry has been abandoned because the reader begins to feel bored. The last book was published entitled "The Gorillas of Uganda (prev." Search for the Mountain Gorillas ")". And this book was published in 2013.

Based on the above, then you are faced with two choices. Are you interested in reading my story is? Or you are not interested at all. The choice is in your hands.
If you are interested then spread widely disseminated this article to your family, friends, neighbors, and relatives. You can also distribute it on facebook, twitter, goggle +, or other social media that this article be viral in the world. By doing so it is a new entertainment industry has been created.

Its creator named Richard Nata.

The full articles that talks about this: 
1. A Story That Surprised The World.  http://richardnata.blogspot.com/2015/03/a-story-that-surprised-world.html
  
WHY DO I NEED STARTUP FUNDS FROM INVESTORS? I NEED A LOT OF FUNDS FROM INVESTORS BECAUSE I HAVE TO LOOKING FOR EXPERT PROGRAMMERS(IT).BECAUSE THE DATA IS HANDLED IS VERY LARGE, IT MAY HAVE TO WEAR SOME PROGRAMMERS(IT).

I CAN NOT WEAR SOME FREELANCE PROGRAMMER BECAUSE THE DATA MUST BE MONITORED CONTINUOUSLY FROM VIRUSES, MALWARE, SPAM, AND OTHERS.

IN ADDITION FUNDS FROM INVESTORS IS ALSO USED TO BUY SERVERS WITH VERY LARGE CAPACITY. FUNDS ARE ALSO USED TO PAY EMPLOYEE SALARIES AND OPERATIONAL COSTS OF THE COMPANY.

FUNDS CAN ALSO BE USED FOR ADVERTISING AND OTHER MARKETING STRATEGIES.FUNDS CAN ALSO BE USED TO ADVERTISE MY STARTUP AND OTHER MARKETING STRATEGIES.

IF I GET A VERY LARGE FUND, THE PART OF THE FUNDS USED TO TRANSLATE THE STORY INTO VARIOUS LANGUAGES.With more and more languages, the more readers we get.
WITH MORE AND MORE READERS, THE MORE REVENUE WE GET. 

AS AN INVESTOR THEN YOU DO NOT HAVE TO FEEL ANXIOUS ABOUT YOUR FUNDS. BECAUSE YOUR FUNDS WILL NEVER BE LOST BECAUSE IN 3-5 YEARS YOU HAVE RETURNED THE FUNDS COUPLED WITH PROFIT.
THIS BUSINESS IS ONE AND THE ONLY ONE IN THE WORLD.

If we can make a good story, so that the readers will 

come again and again for further reading the story then 

our earnings will continue to grow and will never 

diminish. This is due to new readers who continued  to 

arrive, while long remained loyal readers become our 

customers.

So that the number of our readers will continue to 

multiply over time. With the increasing number of loyal 

readership then automatically the amount of income we 

will also grow larger every year. The same thing 

happened in yahoo, google, facebook, twitter, linkedin, 

and others when they still startup.

Deuteronomy {28:13} And the LORD shall make thee the 

head, and not the tail; and thou shalt be above only, and 

thou shalt not be beneath; if that thou hearken unto the commandments of the LORD thy God, which I command thee this day, to observe and to do [them: ]

Try to imagine this. If I give a very unique story. It was the first time in the world. But the world already know this story even liked it. Because the world love the game books. While the story that I made is the development of game books.
Do you Believe if I dare say if I will succeed because my story will be famous all over the world as Harry Potter?
I believe it. Not because I was the author of the story, but because of the story that I made is unique and the only one in the world. 
Income from my startup :
1. Ads. With millions of unique visitors, the price of the ads will be expensive.
2. Affiliate marketing. In addition to advertising, we are also able to put up some banner from affiliate marketing.
3. Contribution of the readers. If you have a million readers and every reader to pay one US dollar per year then you will get the income of one million US dollars per year. 
If you have a million readers and every reader to pay one US dollar per month then you will get as much revenue twelve million US dollars per year.
4. Books and Comics. After getting hundreds of thousands to the millions of readers of the story will be made in books and the form of a picture story (comics).
5. Movies. If we have a good story with millions of readers then quickly we will be offered to make a film based on the story.
6. Merchandise related to characters. After the movies there will be made an offer for the sale of goods related to the characters.
7. Sales. With millions of email that we have collected from our readers so we can sell anything to them.
    Each income (1-7) worth millions to tens of millions of US dollars. 
    Because each income (1-7) worth millions to tens of millions of US dollars. Then in 10-20 years into the future, AI will be earning hundreds of million USD annually.
So how long do you think my story that I made could gather a thousand readers? Ten thousand readers? One hundred thousand readers? A million readers? Five million readers? Ten million readers? More than ten million readers?
But to get all of it of course takes time, can not be instant. In addition, it takes hard work, big funds and placement of the right people in the right positions.
By advertising, viral marketing, strong marketing strategies and SEO then a million readers can be done in less than a year. Ten million readers can be done in two to three years.
This is the marketing strategy of my startup.
When hundreds of thousands or millions of readers already liked my story then they have to pay to enjoy the story that I made.
If you are a visionary then you will think like this.
With the help of my great name in the world of business, my expertise in marketing, advertising, marketing by mouth, viral marketing, then collecting a million readers to ten million readers will be easy to obtain. Is not that right?
The question now is what if people like my story as they like Harry Potter? You will get tens of millions or even hundreds of millions of email addresses from readers. With that much email, we can sell anything to the readers.
Since April 2013, Wikipedia has around 26 million articles in 285 languages are written by 39 million registered users and a variety of anonymous people who are not known from other parts of the world.  Web ranked by Alexa, Wikipedia is a famous website number 6 which has been visited by 12% of all Internet users with 80 million visitors every month and it is only from the calculation of America.

resource : http://www.tahupedia.com/content/show/136/Sejarah-dan-Asal-Mula-Wikipedia

If no Wikipedia then need hundreds of thousands to millions of books required to make 26 million articles in 285 languages into books.

With the Wikipedia then people started to leave to read a book or books to seek knowledge about a subject or many subjects.

The same thing will happen. Read a story in a book or books to be abandoned. Read a story with millions of choices on the web or blog is far more interesting than reading a book or books. 

So what happens next? In 10-20 years ahead then read a story in a book to be abandoned. Otherwise my startup will grow and continue to develop into a new entertainment industry.

New entertainment industry, where I was a forerunner startup will continue to evolve. 
Therefore, in 10-20 years into the future, my startup will be earning hundreds of million USD annually.

So do not delay. Invest your money immediately to my startup. Take A Look. There are so many advantages if you want to invest in my startup.
WHY YOU SHOULD INVEST YOUR MONEY RIGHT NOW? .
IF YOU INVEST YOUR FUNDS IN ONE, TWO OR THREE YEARS INTO THE FUTURE, YOU MAY BE TOO LATE.
BECAUSE IN 1-3 YEARS INTO THE FUTURE THEN I'VE GOT THE FUNDS. THE FUNDS CAN COME FROM SOME INVESTORS, LOANS FROM BANKS OR FROM ADVERTISEMENTS POSTED ON MY BLOG.

IF I'VE GOT A LARGE AMOUNT OF FUNDS THEN I'VE NO NEED OF YOUR FUNDS. SO INVEST NOW OR NOT AT ALL.

My BLOG started to be written January 11, 2015. TODAY, MAY 30, 2015, THE NUMBER OF CLICKS HAS REACHED 56,750. SO FAR SO GOOD.

If I get big funds from investors then with a quick story that I wrote will spread throughout the world.

So I got acceleration because I can put ads in a large variety of media such as Google AdWords, Facebook, and others. I also can perform a variety of other marketing strategies.
If I do not get funding from investors then my story would still spread throughout the world. But with a longer time, Slow but sure.

So either I get funding from investors or not, the story that I wrote will remain spread throughout the world. Ha ... 7x

So don't worry, be happy.

My advice to you is you should think whether the data that I have provided to you makes sense or not .
If my data reasonable then immediately invest your funds as soon as possible.

Then we discuss how we plan further cooperation.
Thank you.
Lord Jesus bless you.
Amen
P.S. The offer letter I gave also to the hedge funds and 

venture capital and other major companies 

in the entire 

world. So who is fast then he will get it.


P.P.S. In addition, there is one more thing I 

want to tell you. If a story can generate tens 

of millions of US dollars, then what if made 


many stories? Then why do not you make 2, 3 or many stories? You will get hundreds of million USD annually. 

Diposkan oleh di
Label:

No comments:

Post a Comment

Subscribe to: Post Comments (Atom)

Related Posts

Related Posts Plugin for WordPress, Blogger...