text:
- This is a great effort but…
- You did fine but…
- Do you think that you can make some changes next time?
- I think it might be better if you'd…
- As a friend, I think I should tell you…
A: What do you think of my presentation?
B: Everything looked great, but you might want to think through the presentation next time.
A: What's wrong with it?
B: I think it's too flashy for a serious topic. As a friend, I think I should tell you to try to modify it a bit.
A: Thanks. I appreciate your concern.
Expressing opinion
- I (personally) think/believe/feel…
- Personally, I believe/think/feel…
- I honestly feel…
- In my (personal) opinion/view…
- I imagine/suppose/reckon…
- Do know what I think? I think…
- As I see it…
- The way I look at it/see it…
- It appears/seems to me…
- To my mind…
- If you ask me…
- I'd say that…
- As far as I can tell…
- Let me tell you…
- To the best of my knowledge…
- I'm pretty/quite sure that…
- I'm fairly certain that…
- It's quite obvious that...
Expressing agreement with an opinion
- Yes/yeah.
- (Yes) it is, isn't it?/ He does, doesn't he?/ etc.
- Exactly/quite/absolutely/definitely.
- Right/ All right// Yes you're right.
- That's (quite) right/true.
- Quite so.
- Of course.
- Yes/well I suppose so.
- I agree (entirely)./ I think so, too.
- I couldn't agree more.
- That's just exactly what I think/thought/ was thinking.
- That's what I was going to say.
- You took the words out of my mouth!
- That's a good point.
- So/neither do I/ Me too.
- (Oh) by the way…
- That reminds me (of)…
- Speaking about/of…/Talking of…
- Before I forget…
- Oh, there's something else I wanted/meant to say…/ask you…
- This has got nothing to do with what we are talking about, but…
- I know this is changing the subject but…
- Changing the subject (for minute)…
Purpose: Develop strategies to ask for repetition in order to clarify meaning
- (I'm) sorry?/ (I) (beg your) pardon?
- (I'm) sorry, I didn't hear /catch/get/understand the last part/the part about.../the last/first word.
- Sorry, what did you say?/ what was that again?
- What was that word/the first word/ his name/ the last sentence again?
- Would/Could you repeat/ what you said/ that name/ the last word, please?
- Could you repeat that for me, please?
- Would you mind repeating that?
- Sorry, can/could you say that again please?
- Sorry, can/could you repeat it more slowly?
- Sorry, would you mind speaking a bit slower?
- Sorry, can/could you repeat it more loudly?
- I'm sorry, I couldn't/didn't hear (what you said).
- I'm sorry, when/who/where/what time did you say?
- Sorry, did you say…?
- What?/ You what?/ When?/ Where?/ Who?/ What kind of…?
- Hang on/ Just a minute, say that again.
- I didn't quite catch that.
Examples of Mismatches Between Teaching and Learning Styles
Liu Hong, a third-year English major in
Jenny, an American teacher from
Analyzing the Examples
The above statements are representative of serious mismatches between the learning styles of students and the teaching style of the instructor. In a class where such a mismatch occurs, the students tend to be bored and inattentive, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subjects of the course and give up (Oxford et al, 1991). Instructors, confronted by low test grades, may become overtly critical of their students or begin to question their own competence as teachers, as exemplified by the Jenny's case above.
To reduce teacher-student style conflicts, some researchers in the area of learning styles advocate teaching and learning styles be matched (e.g. Griggs & Dunn, 1984; Smith & Renzulli, 1984; Charkins et al, 1985), especially in foreign language instruction (e.g. Oxford et al, 1991; Wallace & Oxford, 1992). Kumaravadivelu (1991:98) states that: "... the narrower the gap between teacher intention and learner interpretation, the greater are the chances of achieving desired learning outcomes". There are many indications (e.g. Van Lier, 1996; Breen, 1998) that bridging the gap between teachers' and learners' perceptions plays an important role in enabling students to maximize their classroom experience.
Purpose of this Article
This article describes ways to make this matching feasible in real-life classroom teaching in East Asian and comparable contexts. The assumption underlying the approach taken here is that the way we teach should be adapted to the way learners from a particular community learn. But before exploring how the teaching styles and learning styles can be matched, let us first examine traditional East Asian students' learning style preferences in dealing with language learning tasks.
Traditional East Asian Learning Styles
Traditionally, the teaching of EFL in most East Asian countries is dominated by a teacher-centered, book-centered, grammar-translation method and an emphasis on rote memory (Liu & Littlewood, 1997). These traditional language teaching approaches have resulted in a number of typical learning styles in East Asian countries, with introverted learning being one of them. In
The teacher-centered classroom teaching in
Perhaps the most popular East Asian learning styles originated from the traditional book-centered and grammar-translation method are analytic and field-independent. In most of reading classes, for instance, the students read new words aloud, imitating the teacher. The teacher explains the entire text sentence by sentence, analyzing many of the more difficult grammar structures, rhetoric, and style for the students, who listen, take notes, and answer questions. Oxford & Burry-Stock (1995) states that the Chinese, along with the Japanese, are often detail-and precision-oriented, showing some features of the analytic and field-independent styles. They have no trouble picking out significant detail from a welter of background items and prefer language learning strategies that involve dissecting and logically analyzing the given material, searching for contrasts, and finding cause-effect relationship.
Another characteristically East Asian learning style is visual learning. In an investigation of sensory learning preferences, Reid (1987) found that Korean, Chinese and Japanese students are all visual learners, with Korean students ranking the strongest. They like to read and obtain a great deal of visual stimulation. For them, lectures, conversations, and oral directions without any visual backup are very confusing and can be anxiety-producing. It is obvious that such visual learning style stems from a traditional classroom teaching in East Asia, where most teachers emphasize learning through reading and tend to pour a great deal of information on the blackboard. Students, on the other hand, sit in rows facing the blackboard and the teacher. Any production of the target language by students is in choral reading or in closely controlled teacher-students interaction (Song, 1995). Thus, the perceptual channels are strongly visual (text and blackboard), with most auditory input closely tied to the written.
Closely related to visual, concrete-sequential, analytic and field-independent styles are the thinking-oriented and reflective styles. According to Nelson (1995), Asian students are in general more overtly thinking-oriented than feeling oriented. They typically base judgment on logic and analysis rather than on feelings of others, the emotional climate and interpersonal values. Compared with American students, Japanese students, like most Asians, show greater reflection (Condon, 1984), as shown by the concern for precision and for not taking quick risk in conversation (Oxford et al, 1992). Quite typical is "the Japanese student who wants time to arrive at the correct answer and is uncomfortable when making guess" (Nelson, 1995:16). The Chinese students have also been identified to posses the same type of thinking orientation by
The final East Asian preferred learning style is concrete-sequential. Students with such a learning style are likely to follow the teacher's guidelines to the letter, to be focused on the present, and demand full information. They prefer language learning materials and techniques that involve combinations of sound, movement, sight, and touch and that can be applied in a concrete, sequential, linear manner. Oxford & Burry-Stock (1995) discovered that Chinese and Japanese are concrete-sequential learners, who use a variety of strategies such as memorization, planning, analysis, sequenced repetition, detailed outlines and lists, structured review and a search for perfection. Many Korean students also like following rules (Harshbarger et al, 1986), and this might be a sign of a concrete-sequential style.
It is worth noting that the generalizations made above about learning styles in
Matching Teaching Styles with Learning Styles
From the descriptions and scientifically observed data reviewed above, it is legitimate to conclude that there exist identifiable learning styles for most East Asian students. We can assume, therefore, that any native English speaker engaged in teaching English to East Asian students is likely to confront a teaching-learning style conflict. This is illustrated by the two examples cited at the very beginning of this paper and further confirmed by Reid's (1987) and Melton's (1990) studies. Such style differences between students and teachers consistently and negatively affect student grades (Wallace and Oxford, 1992). It is when students' learning styles are matched with appropriate approaches in teaching that their motivation, performances, and achievements will increase and be enhanced (Brown, 1994).
In what follows, I give examples of how teacher's teaching style can be matched with students' learning style in East Asian settings. I obtained these ideas from several sources, including descriptions in books and published articles; responses to a recent questionnaire I sent to selected overseas students from
- Diagnosing learning styles and developing self-aware EFL learners
- Altering the teaching style to create teacher-student style matching
- Encouraging changes in students' behavior and fostering guided style-stretching
- Providing activities with different groupings
Diagnosing Learning Styles and Developing Self-aware EFL Learners
Effective matching between teaching style and learning style can only be achieved when teachers are, first of all, aware of their learners' needs, capacities, potentials and learning style preferences in meeting these needs. To this end, teachers may use assessment instruments such as the Myers-Briggs Type Indications Survey (Myers and McCaulley, 1985), the Keirsey Temperament Sorter (Keirsey & Bates, 1984) and the Classroom Work Style Survey (Kinsella, 1996). These instruments are sensitive to the kinds of style differences that are affected by culture. Although this kind of assessment is not comprehensive, it does indicate students' preferences and provide constructive feedback about advantages and disadvantages of various styles.
Before a survey is administered, the teacher should give a mini-lecture, trying to:
- establish interest: what learning styles are
- define general terms: for example, survey, questionnaire, perceptual, tally
- discuss how learning styles are determined and used by students and teachers
- explain how to tally results of surveys
- persuade students of the benefits of identifying their learning styles
Following the lecture, the teacher can ask students to work in pairs to share notes from the mini-lecture. By doing this, they can expect to further clarify the concept of survey taking and have a more specific idea of what learning styles are. While the pair-work is in process, the teacher should be prepared to answer any questions that may arise. Then, students are ready to complete the questionnaire. If they have questions or need assistance, the teacher can mini-conference with them individually. Finally, students can start summarizing their individual style results in the survey.
The next step is for the teacher to organize a whole-class discussion of the style assessment results. The teacher can write the major learning styles on the blackboard and ask the students to write their names under their major styles in a list. Then, in a full-class discussion, everybody is aware that the class is indeed a mixture of styles and full of similarities and differences in learning style preferences. This discussion helps eliminate some of the potential of a teacher-student "style war" if the teacher talks about his or her own style during this time. I have found students are intensely interested in talking about their own style and the styles of their peers and teachers. When such style discussions are constructive, students' initial interest in self-awareness is rewarded and deepened.
Furthermore, based on these style assessment results, the teacher can build classroom community by asking students to find several other students whose major learning style matches their own, and sit in a group with those students. They follow instructions (written on the blackboard or on a transparence) to share their summarized results and analyze those results. This discussion often starts slowly, but it becomes increasingly animated as students discover similarities and differences. In addition, teachers can use the survey results to identify style patterns among various groups of students in their classes, which they should consider when designing learning tasks.
There are, however, dangers if learning assessment, diagnosis, and prescription are misused. We can, at least, list three shortcomings of existing self-assessment instruments: 1). The instruments are exclusive (i.e. they focus on certain variables); 2). the students may not self-report accurately; and 3). the students have adapted for so long that they may report on adapted preferences. In order to ensure a reliability of such learning style instruments, Doyle and Rutherford (1984) call for taking into account the nature of the learning tasks, the relationship between teacher and student, and other situational variables. Further, Reid (1987:102) warns: "Both teachers and students involved in identifying and using information on learning styles should proceed with caution and be aware that no single diagnostic instrument can solve all learning problems"
For all of these reasons, I recommend using diaries as a supplemental tool. By reflecting the processes that go on inside the writers' minds, they open up fields that are normally not accessible to researchers, and are thus able to provide an important complement to other research tools. Before students start keeping diaries, they should be issued with a set of guidelines about how to keep their diaries and what to look out for. Each student is asked to keep a journal of their reactions to the course, their teachers, their fellow students and any other factors which they consider are having an effort on their learning. Students are told to describe only those events which they think are of interest. Also to be included in the diary are the problems students have found in their encounter with the foreign language, and what they plan to do about it. The language in which these records have to be kept is not necessarily specified, but it is better for them to use the target language.
The diaries are collected in at regular intervals, photocopied and then returned immediately to the diarists. The students are assured that the material in their diaries will be treated in full confidentiality. For the analysis of these diaries, Bailey (1990) recommends a five-stage procedure, in which the researcher first edits the diary and then looks for recurring patterns and significant events.
Altering the Teaching Style to Create Teacher-student Style Matching
In all academic classrooms, no matter what the subject matter, there will be students with multiple learning styles and students with a variety of major, minor and negative learning styles. An effective means of accommodating these learning styles is for teachers to change their own styles and strategies and provide a variety of activities to meet the needs of different learning styles. Then all students will have at least some activities that appeal to them based on their learning styles, and they are more likely to be successful in these activities. Hinkelman and Pysock (1992), for example, have demonstrated the effectiveness of a multimedia methodology for vocabulary building with Japanese students. This approach is effective in tapping a variety of learning modalities. By consciously accommodating a range of learning styles in the classroom in this way, it is possible to encourage most students to become successful language learners.
In addition, EFL teachers in
Visual learning style preference
- Read resources for new information.
- Use handouts with activities.
- Keep journals of class activities to reinforce vocabulary or new information.
- Watch an action skit. Write narrative of events.
- Take notes on a lecture. Outline the notes to reinforce ideas and compare with others.
(Melton, 1990:43)
Analytic learning style preference
- Judge whether a sentence is meaningful. If the sentence is not meaningful, the student changes it so that it makes sense.
- Give students a list of related vocabulary words (such as a list of foods, animals, gifts, etc.) and ask them to rank these words according to their personal preferences.
- Give students questions to which two or three alternative answers are provided. Students' task is to choose one of the alternatives in answering each question.
- Ask students to express their opinions as to agree or disagree with a given statement. If they disagree, they reword the statement so that it represents their own ideas.
The prospect of altering language instruction to somehow accommodate different learning styles might seem forbidding to teachers. This reaction is understandable. Teaching styles are made up of methods and approaches with which teachers feel most comfortable; if they try to change to completely different approaches, they would be forced to work entirely with unfamiliar, awkward, and uncomfortable methods. Fortunately, teachers who wish to address a wide variety of learning styles need not make drastic changes in their instructional approach. Regular use of some the instructional techniques given below should suffice to cover some specified learning style categories in most East Asian countries.
- Make liberal use of visuals. Use photographs, drawings, sketches, and cartoons to illustrate and reinforce the meanings of vocabulary words. Show films, videotapes, and live dramatizations to illustrate lessons in text.
- Assign some repetitive drill exercises to provide practice in basic vocabulary and grammar, but don't overdo it.
- Do not fill every minute of class time lecturing and writing on the blackboard. Provide intervals for students to think about what they have been told; assign brief writing exercises.
- Provide explicit instruction in syntax and semantics to facilitate formal language learning and develop skill in written communication and interpretation.
Encouraging Changes in Students' Behavior and Fostering Guided Style-stretching
Learning style is a consistent way of functioning that reflects cultural behavior patterns and, like other behaviors influenced by cultural experiences, may be revised as a result of training or changes in learning experiences. Learning styles are thus "moderately strong habits rather than intractable biological attributes" (Reid, 1987:100). With a moderate training, Sub/unconscious styles can become conscious learning strategies. However, all these should be best done in an intentional way with guidance from the teacher. For example, an important aspect of instructional style for many Korean students might involve weaning them from rote repetition, slowly guiding them into real communication in authentic language situation. An effective instructional style for dealing with many Chinese students might include paying attention to the individual, creating a structured but somewhat informal classroom atmosphere to ease students out of their formality, introducing topics slowly, avoiding embarrassment, and being consistent.
The following are examples of teaching activities that guide East Asian students to alter their learning behaviors stretch their learning styles and enable them to improve their language performance.
- Groups of four or five learners are given cards, each with a word on it. Each person describes his word in the foreign language to the others in the group without actually using it. When all students have described their word successfully, the students take the first letter of each and see what new word the letters spell out. (Puzzle parts might also depict objects in a room; in this case, when all the words have been guessed, the group decides which room of the house has been described.)
- Class members are placed in pairs or in larger groups. Each student has a blank piece of paper. He listens to his partner or the group leader who has a picture to describe (the teacher can provide the picture or students can choose their own). As his partner describes the picture, the student tries to draw a rough duplicate according to the description he hears.
Providing Activities with Different Groupings
In a class made up of students with various learning styles and strategies, it is always helpful for the teacher to divide the students into groups by learning styles and give them activities based on their learning styles. This should appeal to them because they will enjoy them and be successful. For example, the group made up of the extroverted may need the chance to express some ideas orally in the presence of one or many class members. On the other hand, the group made up of the introverted may need some encouragement to share ideas aloud and may want the safety of jotting down a few notes first and perhaps sharing with one other person before being invited or expected to participate in a group discussion.
In addition to trying style-alike groups for greatest efficiency, the teacher can also use style-varied groups for generating greatest flexibility of styles and behaviors. Teachers should avoid grouping introverts with each other all the time. It is often helpful to include open students and closure-oriented students in the same group; the former will make learning livelier and more fun, while the latter will ensure that the task is done on time and in good order. But before students are divided into groups, they should be aware of the divisions and understand what they are doing and why they are doing it. Wu (1983) concludes that Chinese students usually respond well to activities when they realize what the purposes behind them are.
Finally, no matter how students are to be grouped, teachers should make a conscious effort to include various learning styles in daily lesson plan. One simple way to do this is to code the lesson plans so that a quick look at the completed plan shows if different learning styles have been included. Putting "A" or "V" beside activities that denote whether they are primarily appealing to the analytic learner or the visual learner will serve as a reminder that there is a need for mixture of both kinds of activities. Meanwhile, simply designating various parts of the lesson plan with letters (I for individual, P for pair, SG for small group, LG for large group) and other symbols reminds the teacher to pay attention to learning styles. The coding is not meant to be extra work for the teacher or to make classes seem artificial or unspontaneous. If the coding system is used on a regular basis, it becomes very natural to think in terms of being inclusive, or providing the setting and the activities by which all learners can find some portion of the class that particularly appeals to them.
In this article I have discussed the significance of matching teaching and learning styles in East Asian countries and provided some empirical evidence to indicate that East Asian students exhibit distinctive learning style characteristics. To understand and respect individual's diverse learning styles, I suggest that teachers employ instruments to identify students' learning styles and provide instructional alternatives to address their differences, and that teachers plan lessons to match students' learning styles while at the same time encouraging students to diversify their learning style preferences. By doing this we can assist our students in becoming more effective language learners.
[Rao Zhenhui ,
Scope: Clarifying
Asking for Clarification
- Could you clarify that?
- What do you mean (by that)?
- What are you trying to say?
- What was that again?
Clarifying your own ideas
- In other words, …
- What I mean is . . .
- What I'm trying to say is . . .
- What I wanted to say was . . .
- To clarify, …
Clarifying another's ideas
- You mean . . .
- What you mean is . . .
- What you're saying is . . .
- (I think) what she means is . . .
- What he's trying to say is . . .
- If I understand you, (you're saying that . . . )
- If I'm hearing you correctly, …
- So, you think (that) . . .
- So, your idea is …
Scope: Asking for and giving directions
Asking for Directions
- Where is (the) . . . ? (This is also used in asking about location.)
- How do you get to (the) . . . (from here)?
- How do I get to (the) . . . ?
- Can you tell me how to get to (the) . . . ?
- Can you give me directions to (the) . . . ?
- What's the best way to get to (the) . . . ?
Giving Directions
- (First,) go down this street (for ____ blocks).
- (Then,) turn left/right at the traffic light.
- (After that,) go straight on _____ Street until you get to the ______.
- (When you get to the _____,) turn left/right again.
- (Then,) stay on_______Avenue for about _______ yards/meters.
- It's on your left, next to the __________. You can't miss it!
Scope: Paraphrasing
Vocabulary definition: Paraphrasing involves restating someone else's ideas in your own words.
There are several phrases that can be used to introduce paraphrasing:
- So . . . (rephrase the other person's ideas)
- In other words . . . (paraphrase)
- I understand. (You're saying that . . .)
- Oh. I see. (You want to say that . . . )
- I get it. (You mean . . .)
- So, what you mean is . . .
- Let me see if I understand you correctly. . .
- What I think you're saying is . . .
- If I'm hearing you correctly . . .
Scope: Conceding to make a point
Vocabulary definition: Conceding means to acknowledge or admit, usually reluctantly, someone's idea, to be true or just. (dictionary.com)
- I may be wrong, but . . .
- You might be right, but . . .
- You have a good point, but . . .
- You could say that, but . . .
- Correct me if I'm wrong, but . . .
- I don't mean to be rude, but . . .
- I hate to bring this up, but . . .
- I don't mean to be negative, but . . .
- This may sound strange, but . . .
- To begin with,...
- We need to discuss / determine/ find out...
- Let's start by (V ing)...
- We'll start by (V ing)...
- The problem/issue/question here is . . .
- The important thing (here) is . . .
- The main thing we need to discuss is . . .
- Let's look at . . .
- It looks like . . .
- It appears that . . .
Asking for input
- What do you think?
- How about you?
- How do you feel about that?
- Any ideas on that?
This article discusses some practical techniques that ESL/EFL teachers can use in teaching effective academic presentation skills. It is suggested that macro organization, micro organization, thesis and support, strategies to involve the audience, response to audience input, non-verbal communication, use of visual materials, and pacing should be taught explicitly to the students.
Being able to present oneself precisely and concisely is a key to success in one's course of study. In what follows, I suggest some practical tips on academic presentation skills that are easy to use in teaching your ESL/EFL students.
Macro Organization
The first step is teaching macro organization. The organization of an academic presentation should consist of purpose, objectives, outline, introduction, and conclusion. The purpose is a statement that suggests the general goal of the presentation. The objectives are the specific goals that you want to achieve by the end of a presentation. The outline refers to the different parts, sections or components in your presentation. As regards the introduction, you may teach your students to start off with a word origin, an interesting question, a definition of a term, an analogy, or even a personal experience. Concerning the conclusion, no new information should be introduced to this part; the conclusion only summarizes the key points of your talk. You can begin the conclusion using the phrases such as in a nutshell, the bottom line is…, what it boils down to is … or other similar phrases.
Micro Organization
The second step is teaching micro organization which refers to textual coherence, transitions, and connections from one part to another. A student can try the following useful phrases to make a smooth transition, such as I am going to switch gears, let's move on to the next part, next let's look at…, or next, I am going to talk about… .
Thesis and Support
Next, you can go on to teach the idea of thesis and support in an academic presentation. Teach your students to present their ideas clearly with explanations and plenty of examples. Sometimes, analogies are useful means to help explain an idea.
Strategies to Involve the Audience
Teach your students to use a variety of strategies to engage the audience. Practical strategies to involve the audience are questions, comprehension checks, and tasks. Examples of questions are "Do you have any questions about this concept or this vocabulary that I just taught?" Always ask specific questions instead of general questions such as "Do you have any questions?" Comprehension checks are essential tools to involve your audience. Examples of comprehension checks are "Is everyone with me so far?", "Is everyone on the same page?", "Can you repeat the definition of X, in your own words?" Tasks are small exercise to check the audience's understanding. The presenter can throw a question to the audience and encourage them to discuss it with the person sitting next to him/her for approximately thirty seconds to one minute. The audience will be asked to report their thoughts to the rest of the group.
Response to the Audience Input
If the answer from the audience is incorrect, the presenter can say good try or good guess. Never say the word wrong or incorrect to embarrass those who try hard enough to produce a response. If the answer from the audience is right, respond to them positively by saying very good, excellent, terrific. Many times, if your student presenters do not know the answer to the questions from the audience, your student presenter can say "I do not have an immediate answer to your question. I will look it up and get back to you, if you remind me." It's normal that you do not know everything in this world.
Non-verbal Communication
Gaze, facial expression, movement, and gesture are typical means of non-verbal communication. Most of my students lack movement during their presentation and many are frozen. Approach the audience especially when the audience ask questions. Especially to the students who have soft voices, it is strongly encouraged that they come closer to the audience to talk from time to time.
Use of Visual Materials
Nowadays, using PowerPoint is not uncommon in presentations. Still, it will be a good idea to supplement the talk with a handout containing key points of the presentation, pictures, or illustrations. Real objects are good tools to help your students present an idea efficiently.
Pacing means balancing the amount of information with the speed of presentation and the time allotted. Always rehearse the presentations as many times as possible. Always time yourself in the rehearsals. In actual presentation, the number of the questions from the audience is often unpredictable. Sometimes, you just cannot present all the materials you have prepared. Always present the more important information first. When you run out of time, you can cut those least important parts that follow.
Teaching students the techniques to deliver a well-organized, interesting presentation is not that difficult. Macro organization, micro organization, thesis and support, strategies to involve the audience, response to audience input, non-verbal communication, use of visual materials, and pacing should be taught explicitly to the students. If you follow this advice closely, you will see a significant improvement in your students' macro- and micro- organization skills.


text:
Is it just me or is summer construction getting worse! Travelling between Barrie, Caledon, Milton, Woodstock and construction is everywhere. The funny thing is that there are huge sections of road that really need repair. Not just new bridges and ramps. Even Port Dover's Main Street is under construction again. Just in time for the summer traffic. Lol!
Announcing the date for the May 2017 All Day Crop. It's Sunday May 28.
Here are the details but reserve now for yourself and your friends. Space is going fast!!
Remember that everyone who registers for the full day, and attends, will receive the new annual 2017 - 2018 Stampin' Up! Catalogue free!!
Thanks for visiting today!
Denise Donald
Craft D Cave

subset: commoncrawl


text:
Inquisit Language Reference
Indicates whether a button was released or pressed on a Cedrus Response Pad.
This property returns 1 if the button was pressed, or 0 if the button was released or the event was generated from a TTL signal rather than a button.
The following defines any button press as a valid response:
<trial example>
/ isvalidresponse = [xid.responsebox.lasteventaction == 1]


text:
The Varme Mat system is similar to the Varme Cable, except that the cable comes already taped to a 50cm wide fibreglass mesh.
The main advantage with this design being that makes it much faster to lay out in larger 'open plan' areas when compared to the cable system.
Installation is simple, the mat is simply rolled out onto the existing sub-floor or insulation boards & when the opposite wall is reached the mesh is cut & the mat rolled back in the opposite direction. Click more images to see a typical mat layout and other kit items >>>>>>>>
For irregular shaped areas such as victorian conservatories, the cable can be removed from the mesh matting and run as a loose cable, so that the entire floor area can be heated.
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Recommended for all internal rooms, will give approx 130watts per sqm at 85% room coverage. All mats are 500mm wide and the length depends on the area required i.e a 2sqm kit would be 500mm wide x 4 m long = 2sqm coverage.
All varme cables and cable mat are manufactured from the highest quality materials available for electric underfloor heating
Click here to download Varme cable mat 150 instruction manual


text:
16th ASEAN FOOD CONFERENCE 2019
"Outlook and Opportunities of Food Technology
and Culinary for Tourism Industry"
15th – 18th October 2019, Bali – Indonesia
Event Highlight
Special Announcement for Accepted Abstracts Presented as Oral/Poster presentations at ASEAN Food Conference (AFC) 2019
The authors who want to publish their full manuscripts presented at ASEAN Food Conference (AFC) 2019 may select one of the options below:
- Publishing in International Proceeding. AFC committee will organize full manuscripts publication in international proceeding, namely SciTePress Digital Library (https://www.scitepress.org/AboutUs.aspx). The SciTePress Digital Library (Science and Technology Publications, Lda) is an open access repository, who specializes in publishing conference proceedings. Access to the SciTePress Digital Library is free for members and allows visitors to browse through papers, conference proceedings and books. Proceedings submitted for indexation by: Thomson Reuters, dblp, Ei Compendex, SCOPUS and Semantic Scholar.
a) Please note that the template must be strictly followed. Failure upon following the template will be subjected to article rejection by the Scientific Committee of the AFC 2019.
b) Language: English
c) We suggest not to submit the full manuscript if it has been published somewhere. Plagiarism is not tolerated! It is highly recommended to check the manuscript using TURNITIN thoroughly with the similarity level < 30%. Failure to fulfil this requirement will lead to article rejection.
d) The processing fee is about 50$/article (no discount is provided).
e) The review process will be done by the Scientific committee of AFC 2019 themselves.
- Publishing in Special Issue of Jurnal Teknologi dan Industri Pangan (JTIP) – Journal IPB University (https://journal.ipb.ac.id/index.php/jtip).This is a national journal accredited by Ministry of Research, Technology and Higher Education.
a) Please note that the template must be strictly followed. Failure upon following the template will be subjected to article rejection by the Scientific Committee of the AFC 2019.
b) Language: English.
c) The processing fee is about IDR. 750/article (no discount is provided).
d) The review process will be done by the Scientific committee of AFC 2019 themselves through close coordination with JTIP Chief Editor (Dr. Sukarno).
If the authors would like to submit their articles in one of options above, please upload your full manuscript within 21 October-29 November 2019 through the website (Upload New Full Paper). Article that is submitted longer than this due date will not be accepted. For those who have submitted their full manuscripts prior to this announcement, for the sake of strict data file management, please resend again the full manuscript to AFC organizing committee according to the option(s) above.
The AFC 2019 organizing scientific committee also recommends to submit the full manuscripts to these journals below. Organizing committee will arrange the submission to the following journal, however, the review processes are not under Scientific Committee of AFC 2019 authorities. The authors may directly contact the journal editors.
- Current Research in Nutrition and Food Science (https://www.foodandnutritionjournal.org/)
- Journal of Functional Food and Nutraceutical (JFFN) (http://p3fni.org/call-for-paper-journal-of-functional-food-and-nutrceutical/)
- ASEAN Journal on Science and Technology for Development (http://ajstd.org/ and the guidelines is here http://ajstd.org/index.php/ajstd/about/submissions)
Invited Speaker
Prof. Dr Aman Wirakartakusumah
Prof. Dr Mary K. Schimdl
Prof. Dr, Kenji Sato
Dr. Hans Marvin
Prof. Rijkelt Beumer
Prof. Dr. Weibiao Zhou
Prof. Dr. Made S. Utama
Dr. Koh Yew Ming
Dr. Teresa Crespo
We are pleased to announce the 16th ASEAN Food Conference 2019, which be held in Bali, Indonesia. We invite scientists, technologists, professionals, students, stakeholders in the food industry and other related industries, food business owners and managers, and those who are interested in food science and technology to participate in this learning and discussing platform that will feature the latest research topics, results, innovations, and applications in the region.
Join us in Indonesia be a part of The Biggest Food Conference in South East Asia.
Date of Event: 15 – 18 October 2019 Venue: Grand Bali Beach Hotel, Sanur – Bali, Indonesia
The technical session is divided into 6 sub-themes/topics:
– Food Processing
– Food Microbiology and Fermentation
– Post-Harvest Technology
– Health and Nutrition
– Food Engineering and Packaging
– Food Safety, Culinary, and Halal Foods
– Food Management, Distribution, and Regulation.
- ASEAN Committee of Science & Technology (ASEAN COST-INDONESIA)
- Indonesia Association of Food Technologist (IAFT/PATPI)
- IAFT Bali Chapter has been appointed as the secretariat of AFC-2019
- Federation of the Institutes on Food Science & Technology in ASEAN (FIFSTA)
- Faculty of Agricultural Technology, Udayana University
- Indonesian Institute of Sciences (LIPI)
- SEAFAST Center IPB
- SELAMAT Global Food Safety Network
- International Union of Food Science & Technology (IUFoST)
Dr. Siti Junaidi
Dr. Kong Thong
Prof. Umar Santoso
Dr. Koh Yew Ming
Mrs. Win Win Kyi
Dr. Lotis Francisco
Mr. Richard Khaw
Dr. Anadi Nitithamyong
Dr. Ngo Tien Hien
Dr. Viengxay Vansilalom
Email Us


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NorthVision VisionShare Now Available At Liberty Sound!
Liberty Sound services the Dallas/Ft. Worth area with: Design, installation, and service of professional lighting, video, and sound systems.
We also offer production support for indoor and outdoor events and concerts.
The Liberty Sound System, superior sound from a compact portable system.
Commercial,Residential: complete home theater, a/v systems, intercom etc.
Educational, Non-Profit: comprehensive integrated solutions


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Khabarovsk, Russia
This SPOT-5 image, acquired 01 December 2012, shows the city of Khabarovsk, in Russia.
The city is the administrative centre of Khabarovsk Krai, which is located on the eastern coast of Russia, with an estimated population of 570 thousand.
Founded in 1858, the city was named after Yerofey Khaborov, a Russian explorer who visited the area 200 years before.
Highlighted in false-colour, the Amur and Ussuri Rivers can be seen passing along the edge of the city on the left side of the image.
View the full resolution image.
Credit: Spot Image, ScanEx RDC 2013


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German chip maker Infineon Technologies has moved quickly to offer what the company claims is the world's first chipset that is fully compliant with the new high-speed DSL (digital subscriber line) standard approved on Friday.
The specification, called VDSL2 (Very High Bit Rate DSL 2), can deliver as much as 100M bps (bits per second) both upstream and downstream, according to the International Telecommunication Union (ITU), which was in charge of the standardization process.
VDSL2 could be a key enabling technology in combined triple-play services, which consist of VOIP (voice over Internet Protocol), high-speed Internet access and multichannel, interactive TV, Infineon said Friday. The technology offers enhanced long-range loop reach similar to ADSL (Asymmetric DSL) systems, ultra-high data rates over short loops and advanced quality of service features such as dual latency and dual interleaving, the company said.
The Infineon product, called Vinax, offers full backward compatibility to ADSL2+, designed to offer speeds up to 25M bps. Broadband service providers using systems with the Vinax chipset will be able to upgrade their DSL networks gradually by changing line cards in their central offices or street cabinets to VDSL, while users will still be able to use their ADSL2+ modems at home.
Infineon shipped more than 6 million [m] ports based on ADSL2+ in 2004 alone, it said.


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28, October 2015: Once again, the online soccer merchandise store updates its soccer cleat collection with the new additions from the premium brands like Adidas and Nike. The new Hypervenom collection from Nike and the ACE collection from Adidas are available at affordable prices and bring a cost-saving way for soccer fans to enjoy the comfort and features of these premium quality soccer boots.
According to the spokesperson of Sports Cleats US, the new soccer shoe collection from Adidas and Nike will allow soccer players and soccer enthusiasts to improve their performance on the football ground. And at the same time, they can enhance their style statement too. These football boots are highly attractive in their impressive designs and vibrant colors and can appeal to the sports loving folks of all age groups.
The new Nike Hypervenom shoe collection features a range of premium Nike cleats, including 2016 Nike Hypervenom Phantom II FG Volt Blue Black, Cheap Nike Hypervenom Phantom II AG Apple Green, Cheap Nike Hypervenom Phantom II AG Blue Lagoon, Cheap Nike Hypervenom Phantom II AG White Volt Pink and several other shoe models. These Hypervenom boots are designed for a soft touch with a synthetic tongueless upper and a unique stitching in the forefoot area. The use of Flywire strings in the key areas improves the stability, allowing soccer players to perform greatly on the ground.
The online store has also added Adidas ACE shoes to its collection. Some of the popular names of the soccer world are associated with these Adidas soccer cleats for the performance and stability they enjoy wearing these shoes. The ACE15 collection includes FG AG - Solar Yellow White Core Black, FG AG Black Silver Metallic Yellow, FG AG Core Black White Solar Yellow, FG AG Eskolaite Chrome Solar Green and several other exciting designs.
The spokesperson reveals that they offer premium quality soccer merchandise at cost-saving prices to the worldwide customers. They keep updating their collection from time to time and the new Nike and Adidas soccer shoe collection is creating a huge buzz among the soccer fans worldwide. To check the latest collection of soccer boots, one may visit the website http://www.sports-cleats-us.com/.
About Sports Cleats US:
The Sports Cleats US website showcases an unequaled selection of top-of-the-line soccer merchandise used by world-class players and teams. They offer products from top brands, such as Adidas, Nike, Puma and many others. Customers can find the largest selection of soccer gears at cheap prices. They also provide service and delivery that is unmatched in the soccer world.
For Media Contact:
Email: [email protected]
Website: http://www.sports-cleats-us.com


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Ophthalmic microsurgical knives with diamond blades are used for cutting and dissection of tissues during ophthalmic, microvascular, neurosurgical and plastic surgery. Usage conditions: hospital departments of surgery and ophthalmology at ambient air temperature from + 10° to + 35°С (+50° to +95° F) and relative air humidity at most 98%.
Blades are made from natural diamonds. Handles are manufactured from titanium alloy. Blade size: The width of the diamond blade cutting edge must be at most 0.2 µm. Blade points must be edged. Blade blunting radius must be at most 0.2 µm. No chips (visible at 100x power magnification) on the blade cutting edge are permitted. The average life span of knives is at least 3 years (or 200 cyclic processes).
Diamond knife consists of a handle and a diamond blade. The handle is fitted with the mechanism providing blade installation and its safe fixation in operative and non-operative position. The construction of a knife can be changed in order to improve its usability.
Each delivery complete set must contain: - diamond knife – 1 unit - a label – 1 unit - care and cleaning instruction – 1 unit
1.General requirements. Taking into consideration the fragility of the diamond blade, each knife is required to be handled, cleaned and storaged delicately. No blows or vibrations are permitted. Any contacts of the blade with other instruments or materials should be avoided.
2.Before using a knife make sure there are no chips on the cutting edge. A microscope with at least 100x power magnification should be used for the inspection.
3.When transporting diamond knives the blades must be fully hidden into the handles (non-operative position). We recommend the knives to be transported in sterilizing cases or special containers to avoid self-movement. Manufacturer provides a shipping clamp to avoid self-movement during transportation. When a knife is not used its blade must be hidden into the handle and protected from mechanical damage.
4.Please rotate the movable part of the handle clockwise and fix the blade to set the knife in operative position. The blade is to be set in the operative position during surgical operation just before the usage.
5.After the usage pull slightly the movable part of the handle downwards and rotate it counter clockwise to return the blade into the non-operative position. To avoid accidental movements of the spring please make sure the handle is fixed tightly. When a handle is fixed a slight click will be heard.
6. To install the knife with a micrometer pull the protective cap down and rotate the bottom part of the handle (with a scale) downwards – the blade will appear. Customize the depth of the blade by screwing the handle – the scale marks will indicate the chosen depth. The scale increment is 0.5 mm. Rotate the handle upwards then put on the protective cap to set the knife in the initial non-operative position. The service life of instruments depends on delicate handling. Do not drop the instruments. The blade must never be in contact with foreign objects. The blade and moving – out spring mechanism need an extremely gentle treatment. Never disassemble the parts of a knife.
Presterilization treatment includes a number of procedures. Please remember to clean the blade and the movable part of the handle, remove blood, tissue debris and viscoelastic directly after the operation (or within 2 hours after it). For Manual Cleaning:
- dip instruments into weak alkaline cleaning solution and keep for 60 minutes at a temperature of +22°С (+72°F );
- the handle of a knife (together with the movable part) can be cleaned with a soft brush;
- flush the instruments with flowing water for 0.5 minutes, then sluice with distilled water for other 0.5 minutes;
- we recommend to use a diamond knife cleaning pack (21-602-1) for gentle cleaning of the blade. The pack contains three solutions that eliminate residual debris off the blade and prepare it for sterilization
Diamond knives can be cleaned in an automatic washer designed for micro-surgical instruments. Please follow the instruction of the manufacturer.
Do not use ultrasonic baths to wash diamond knives – the blade can be damaged.
Sterilization is achieved by means of saturated steam in a steam autoclave. Dry instruments in a drying cabinet by hot air convection at a temperature of +85°С (+185°F ) until complete moisture removal. Sterilization is handled under the pressure up to 0.2 MPa at a temperature of +132°С (+270°F) for 20 minutes. The maximal temperature for sterilization is +141°С (+286°F). Make sure the blade is in the non-operative position before sterilization; self-movement must be avoided. We recommend to sterilize the knives in trays specially designed for diamond knives – silicone holders will fix them safely.
Please always follow the instruction provided by the manufacturer of your sterilizer.
Diamond knives must be kept at a temperature from +10°C to +35°С (+50°F to +95°F) and relative air humidity at most 98%. Indoor air must not contain corrosive additive agents. The blade must be fully hidden into the handle (non-operative position); self-movement must be avoided. No blows or vibrations are permitted.
Manufacturer guarantees knives to be in accordance with the documentation when service and storage instructions are followed by the consumer. We provide a 2 year guarantee for the moving-out spring mechanism and titanium parts. Diamond blade can be resharpened or exchanged according to the after-sale service program.
Incoming inspection is obligatory. It includes: - visual examination of the package obtained (no mechanical damages are permitted); - visual inspection of the knife (no mechanical damages such as cracks, chips, oxide scales etc. are permitted; all parts of the knife must be joined smoothly); - a blade must be set into the operating/non-operating position without jamming; it must be fixed easily The knives you purchase are not sterile and should be sterilized before the first surgery. Please examine the blade before each operation and never use a knife in case any defect is noticed – we can always provide you with the resharpening or blade replacement.
Sign our newsletter to be the first to learn about our special offers and to get secret promo codes for season and exhibition sales.


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Deep Dive
Bantam Lake and its past
At 948 acres, Bantam Lake is Connecticut's largest natural lake. If its shoreline could talk, here is what it would tell you about its history. At the end of the 18th century, the land surrounding Bantam Lake was used for farming and agriculture. Most of the land was cleared for this purpose, save a single pine tree on a hill above the east shore, aptly named Lone Pine Hill (now known as Apple Hill). This was the site of a grand picnic party for upwards of 400 attendees in 1859, to celebrate the town of Morris "setting off" (incorporation).
The turn of the 19th century brought multi-passenger transportation (via the Shepaug Valley/Housatonic Railroad). The "pure air and healthful outdoor surroundings" became a highly sought-after respite for "overworked businessmen, tired mothers, and children pale for the want of exercise." Fortunately, Bantam Lake offered a smattering of inns and hotels waiting to provide first-class accommodations. The Bantam Lake House served as a lakeside retreat for guests of the Hotel Berkshire (currently the site of Center School). Guests could go swimming, fishing, boating, or lunch in the grill room, where the chef was of "acknowledged reputation."
The shores of Bantam Lake became home to many summer camps. The first camp on Bantam was Wonposet, established in 1906, providing an escape from NYC's blistering summers and unyielding Polio epidemic (in 1951 it was sold to the White Memorial Foundation). Other camps were Agaming, Birchmere, Chinqueka, Lenox Hill Camp (became Sheltering Arms; today it is Camp Hope), Quarta, Sepunkum, and Sagawatha Lodge (became Camp Awosting in 1933, still operating as a camp for boys ages six to 16).
To learn more about the fascinating history of Bantam Lake, I had the pleasure of speaking with 82-year-old Wes Jensen who has enjoyed all his summers on the Lake, since the age of two.
Wes' grandparents were avid campers visiting various Connecticut campgrounds every summer. This required set up and tear down of their tent and platform. Growing weary of the arduous process, they were eager to find a lake to set up for the entire summer. In 1937, they approached Alain White, co-founder of the White Memorial Foundation. The foundation, established in 1913 by May White and her brother Alain, oversees and protects close to 4,000 acres surrounding Bantam Lake, including 60 percent of its shoreline. White agreed to their proposition and took them to a great spot on Marsh Point (there was no road, requiring a great slog through the woods with their gear). To their delight, they established the family's summer retreat. Each winter they disassembled their tents and platforms, loaded them on sleds and glided everything over to Point Folly for winter storage. It bears mentioning, Wes Jensen's current cottage is built on the very plot where his grandparent's tent once stood. The good news is, there is a road now.
Wes explained the emotional toll and associated sacrifices of WWII lead to a lull in recreational activities on the lake. But when the war ended, spirits lifted, and a resurgence of campers returned to Marsh point, and they built seasonal cottages to replace their tents. As the property was and is still owned by White Memorial, one-year land leases for each parcel are required with a no obligation to renew caveat. Renters understand the rules and have a vested interest in maintaining them: if you respect the property and your neighbors, your lease will be renewed every year.
Another person with long-established ties to Bantam Lake and Marsh Point is local realtor Jessica Travelstead. Jessica grew up enjoying the lake and spent every after-school minute canoeing in the lake and Bantam River. Her mother had the foresight to buy a cabin on Marsh Point in the early 1990s, which is also encumbered by a land lease with White Memorial. To upfit the property with modern plumbing the original cabin had to be razed and relocated further away from the shoreline before a new cottage with a similar footprint was built. All of this was done under the careful observance of White Memorial, working vigilantly to protect Bantam Lake and the surrounding land it owns. Strict rules and regulations are in place for every lessee wishing to augment their structure in any way on land owned by White Memorial.
Most of the cottages on Marsh point remain seasonal with a few exceptions. Jessica's family enjoys the cottage regularly, so when a neighboring Marsh Point cabin became available, Jessica's mother bought it for extended family use. It comes complete with lake water plumbing and an outhouse—giving its visitors an authentic rustic experience.
Established in the 1920s, The Music Box was another popular spot on the south shore. This dance hall featured popular acts like Tommy and Jimmy Dorsey. As the big band era faded, the Music Box was repurposed as a roller-skating rink and teen hangout. The Music Box was purchased by Edward and Beverly Digimas in 1961. They painted it red and changed the name to Beverly's in the 1970s. It became a band and dancing venue again, this time drawing acts like Arlo Guthrie, NRBQ, Chubby Checker, and the Guess Who. In 1991, Beverly's ceased operation and the property sat vacant until it was razed in 2013 (now the Morris boat launch).
While it is named Bantam Lake, not a bit of lake water is technically in Bantam. Much of the lake sits in Litchfield. From Marsh Point and North is Morris. It was rumored there was a stone marker (date of origin unknown) engraved with the Litchfield Morris Line and the letters L and M, at the end of Marsh Point. Even after questioning Marsh Point residents, I was told there was no such stone. Three visits later, I found it. It is on White Memorial property and visitors are welcome. It is a rock in the woods. Enjoy your hunt! n


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Here is Northwest Missouri State College founded by the state legislature in 1905 as the Fifth District Normal School. Maryville and Nodaway Co. were awarded the school location for which they bid $58,672 and 86 acres including the building and grounds of Maryville (Methodist) Seminary, founded 1889. The college maintains an early farm implements display and an art collection.
In a grain and livestock farming county, famed for its hogs, Maryville developed as a marketing town and shipping point. The Kansas City, St. Joseph, and Council Bluffs R.R. (Burlington) reached here in 1869; the Wabash, St. Louis, and Pacific (Wabash), 1879.
Among towns settled in Nodaway County is Conception, to the southeast, founded as a Catholic colony by Irish railroad workers from Reading, Pa., under the leadership of Father James A. Power and others. Later a considerable number of Germans settled in this area. Benedictine Fathers established Conception Abbey, 1873, and New Engelberg College, now Conception Seminary, in 1883. The beautiful church of the Basilica of the Immaculate Conception was built in 1880's. At nearby Clyde, the Benedictine Convent of Perpetual Adoration was founded, 1875.
Maryville is the birthplace of author and lecturer Dale Carnegie and of the novelist Homer Croy. Albert P. Morehouse, governor, 1887-89, lived in Maryville, and Forrest C. Donnell, governor, 1940-44, was born in the town of Quitman. Writer and jurist Merrill E. Otis was born near Hopkins.
Erected by State Historical Society of Missouri and State Highway Commission, 1957


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The common or Kindlespit Dragon Frog is an engagingly preposterous little pal whose antics never fail to amuse. Hammerfell tales say the huge Dragons of ancient legend were all turned into these tiny flame-puffing hoppers.
Crown Store items are purchased in the in-game Crown Store. To buy any of the Crown Store's special items, you'll need crowns, a virtual in-game currency. Crowns can be purchased in packs of various sizes, and you'll receive a discount on larger packs!
You can get a monthly allotment of Crowns by signing up for an ESO Plus membership! Learn more about member benefits.


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The 5800 Exit Alarms is ideally suited for:
·Retail buildings
Features and Benefits:
·1 3-4′ thick standard 4′ minimum stile width
·Adapted plates available for narrow stile doors (3273)
·Solid state circuitry
·Battery powered - 9 volt alkaline
·110dB horn max. Operating @ 85dB @ 5 ft.
·Units can be armed or disarmed from outside. Rim, cylinder (ordered separately)
·Current draw 100mA
·Red flag indicated armed condition
·Key inside arms or disarms unit. Mortise cylinder 41 furnished standard
·UL Listed Miscellaneous Fire Door Accessory
·Delay Feature in unit allows authorized exit for 12 seconds after activation without sounding alarm. The horn, once activated, will sound for two minutes, then shut off and automatically re- arm itself after 15 seconds
·Red LED alarm light makes any violation visible. LED continues to flash beyond two-minute alarm cycle. LED light and alarm can be turned off by key operation. Turning key clockwise, then counterclockwise will clear memory and re- arm unit
·Low battery alert. Horn will 'chirp' on an intermittent basis.


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Release Update - September 19, 2017
- Improved login flow! We now display the username/password fields right away instead of hiding them.
- Better a little late than never! It is now possible to unlink ideas and feedback
- Adding multiple version of designs restored.
Release V. 3.21
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A resolution recognizing and congratulating Dr. Portia H. Shields, on her position as president of Tennessee State University, Nashville.
WHEREAS, on January 2, 2011, Dr. Portia H. Shields, was appointed President of Tennessee State University, the first female to assume the role of presidency in the history of the institution. Dr. Shields comes to Nashville from Concordia College in Selma, Alabama, where she served as the first female chief executive officer and chief academic officer; and
WHEREAS, president at Tennessee State University, within her first 90 days, Dr. Shields has immediately begun to incorporate improvements at the university, including launching a seven-day a week tutoring center to support students in overcoming academic deficiencies and to assist in improving retention and graduation rates; increasing visitor and handicapped parking spaces and introducing a new campus friendly parking system; establishing the Extreme Spring Break program, a week of intense academic instruction to assist students to catch-up on required course credit during their break; introducing the Student Acceleration initiative to increase graduation outcomes as mandated through the Complete College Act; appointing a Centennial Celebration Committee, made up of students, alumni, faculty, staff and community members to plan the university's 100th anniversary in 2012; and, compiling a SACS Advisory team to ensure the university's academic standing remains sound, among many other initiatives; and
WHEREAS, Dr. Portia H. Shields was named in 2004 as one of Georgia's "50 Most Influential Women" by the Georgia Informer, Shields is distinguished as one of the founding presidents of the American University of Ethiopia. She has a wide range of stellar experiences and accomplishments in the field of higher education with appointments and affiliations with the American Association of Colleges for Teacher Education, National Association for Equal Opportunity in Higher Education, Southern Association of Colleges and Schools, Inc., American Council on Education, American Association of State Colleges and Universities, Communities in Schools of Georgia and Georgia Appleseed. Additional memberships include Alpha Kappa Alpha Sorority Inc., The Links, Incorporated, National Council of Negro Women, and Phi Delta Kappa and Kappa Delta Pi Honor Societies; and
WHEREAS, a conscientious member of her profession, Dr. Portia H. Shields will steer the school on a steady course in a decisive, fair, and equitable manner; and
WHEREAS, Tennessee State University is fortunate to have the insight and guidance of Dr. Shields, who will lead by example with her professionalism, knowledge, experience and common sense; and,
WHEREAS, it is fitting and proper that the Metropolitan Council recognizes and congratulates Dr. Portia H. Shields on her new position as president of Tennessee State University and wish her well.
Section 1. The Metropolitan Council hereby goes on record as recognizing and congratulating Dr. Portia H. Shields, on her position as president of Tennessee State University, Nashville.
Section 2. The Metropolitan Council Office is directed to prepare a copy of this Resolution to be presented to Dr. Portia H. Shields, President of Tennessee State University
Section 3. This Resolution shall take effect from and after its adoption, the welfare of The Metropolitan Government of Nashville and Davidson County requiring it.
Sponsored by: Lonnell Matthews, Jerry Maynard, Walter Hunt, Edith Taylor Langster, Sandra Moore, Vivian Wilhoite, Frank Harrison, Sam Coleman, Erica Gilmore
|Referred to:
|Rules & Confirmations Committee
|May 3, 2011
|May 3, 2011
|May 4, 2011


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Modern Condo Interior Design Ideas - Several people think that a stunning house has to be big as well as with lots of area to fit a number of spaces as well as different home appliances, furniture, as well as components. Yet little do they know that a luxury as well as sophisticated house need not be a manor. If you desire to reside in a stunning as well as fashionable house, all you need is a little creativity as well as lots of interior design suggestions such as Best Modern Condo Interior Design Ideas below.
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ops-class.org Repositories
Below we describe various
ops-class.org source code repositories.
This serves primarily as a reference for course staff, but may also be useful
for students that want to contribute to
ops-class.org by submitting pull
The sources used to build this website are published on GitHub and maintained by Geoffrey Challen. Continuous integration is done using Travis CI. Pull requests that pass integration tests are welcome.
Private OS/161 Sources and Solution Sets
In addition to our
public OS/161 sources
we also maintain private OS/161 repositories.
We use these for testing changes to the base system before pushing to GitHub,
and for maintaining solution sets.
If you are course staff for a class using
ops-class.org, please contact your
instruction to gain access to these repositories.
Solution Maintenance Scripts
Changes to the base system and any solution set must be migrated to downstream sources. For example, all changes to the base system must be pushed to the ASST1, ASST2, and ASST3 solution set repositories; any changes to the ASST2 solution set should be migrated to ASST3; etc. We have a set of tools available for doing this correctly. If you are a course staff member, contact us to get a copy of these tools.
Vagrantfile we use to create a headless OS/161 development environment
is hosted on GitHub.
It uses base
ops-class boxes hosted by
Those are built using scripts that live in a separate
GitHub repository.
OS/161 Toolchain
The rest of the OS/161 toolchain—including
and the
cross compilers—
is described on the setup page.
Below we describe a few miscellaneous bits and pieces that we maintain in private repositories.
test161 Overlays
To perform trusted server-side testing,
test161 uses a set of overlays.
These contain assignment-specific files that are copied over the submitted
code to ensure that the build and testing environment is secure.
Because some overlays including partial solutions or extra tests that are not
released to students, we maintain these in a private repository.
test161 Packaging
We maintain a private repository for the purpose of packaging
test161 for
our PPA.
Our approach to crafting LaunchPad source packages that can build Go binaries
involves including sources for all of the required libraries.
So while this repository contains all publicly-available code, it
also contains a lot of code that we do not maintain.
As a result, we keep in private.


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Finding The Right Castle Home Services
You know how they say, one's home is one's castle. But what if you have a castle, a real one? How can you take care of it? Realtors know better than anyone, that there are not many customers who can afford to own a proper castle. In addition to that, no one seems to ask themselves – what happens after you buy that castle? Well, a series of home improvement projects, of course! If you already own your castle, or need to tweak it up a notch, read more about how and where you can find the right Castle Home Services that will not ruin your precious property.
Find Proper Castle Home Service
In order to be able to take good and proper care of your castle, you need to find proper castle home service. If it were an easy thing to do, you would not be reading this would you?
In fact, it is really difficult to find the right person for the job. That is why you should take your time and make certain that you only hire experts who will know how to take good care of your castle.
How Is Castle Home Service Different From Regular Home Service?
Regular home service can also give you a headache, not to mention castle home service. The experts and contractors that will take care of your castle must provide a reliable service and give exceptional results.
That is precisely why it puts an even bigger pressure on you and make it really important to think twice about whom you are going to hire for this important job. Also, make sure you do not think about money that you will inevitably have to spend, but only think of the end results and the quality that you are getting.
Learn More About The History Of Your Castle In Order To Find The Best Home Service
If you truly want to make your castle exceptional try to learn more about its history. This will allow you to make the right choices when it comes down to interior design and you will get a precise idea of what your castle needs. It may also give you some ideas on whom you could hire to restore your castle, as it will allow you to find experts in a certain field.
The research might also give you more ideas about what you want to make of your property and steer your ideas in the right direction.


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DETROIT — U.S. Immigration and Customs Enforcement (ICE) has named Marlon Miller as the new special agent in charge of the two-state Homeland Security Investigations (HSI) office based in Detroit.
As special agent in charge, Miller, a 22-year veteran of federal law enforcement, supervises a cadre of special agents located in six offices in Michigan and Ohio. HSI special agents protect national security and enforce immigration and customs laws by conducting criminal investigations in various mission areas, such as: drug smuggling, illegal exporting munitions and high-tech items, money laundering, financial crimes, transnational gangs, human smuggling and trafficking, intellectual property rights, and crimes against children including child sex tourism and possessing child pornography.
"I'm excited about the opportunity to lead a group of talented special agents and support staff in Michigan and Ohio," said Miller. "I look forward to being able to continue to leverage the tremendous resources and expertise of this agency to make a tangible impact on public safety and national security in Detroit and around the region."
HSI plays a key role in maintaining the safety and security of the United States relative to international trade and commerce, financial markets, contraband, industrial and strategic parity, and immigration and border integrity. HSI uses its unique customs and immigration law enforcement authorities to identify, disrupt and dismantle criminal organizations and other threats. HSI also works to deprive potential terrorists and transnational gangs from employing smuggling networks and methods to further their crimes against the United States.
"I'm eager to work with our law enforcement partners from the various local, state and federal agencies to help safeguard our country," said Miller.
Prior to accepting the position as HSI special agent in charge in Detroit, Miller was the deputy special agent in charge in HSI Dallas. In that position, he maintained operational and administrative oversight of investigative divisions in both North Texas and the state of Oklahoma.
Miller is a member of the Senior Executive Service (SES). He recently relocated to the metro Detroit area with his wife.


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If you are looking to enrich your life, an interesting hobby is ideal. When you have good knowledge about available hobbies, you can make a smart choice. This piece offers great information that is of real value, so keep on reading.
Talk with others who enjoy your hobby. After all, not everybody is going to have the same interests as you. When friends and family are tired of hearing about your hobby – meet new people who share your interest. Get involved with online forums to learn more and connect with others who love the same hobby.
If you are considering a hobby and also need to lose weight, consider finding a hobby that combines the two. Running, swimming or biking could fit the bill. Either way, exercise can be good for your health in general.
Surfing can be fun if you want to get in the water. You can buy a used board to start, and the lessons do not cost that much. Another benefit is that you'll get exercise.
Check out how much content there is about your personal hobby online. If there aren't a lot of sites, create one. Your hobby is something you love, but you may be able to profit from it as well.
Attending garage and estate sales is an addictive hobby. You can find a lot of cool things at estate sales. There are many valuables buried in the mess. From household items to jewelry to art, you never know what you might find!
Gardening is a nice hobby. Some people may see it as hard work, but you might love it. Plant some herbs, fruit and vegetables during the springtime, care for them and then check out the results. This is a great way to have plenty of food at a low cost while experiencing the joys of being outside.
Seashell collecting is a cool pastime, and it helps you remember your great beach vacations. Seashells can educate children about the ocean, and they're also pretty to look at.
It is also possible to engage in hobbies with your mother. This can be done by participating in a cooking class. Neither of you need to be great at cooking to learn a lot from a cooking course. Any relationship can get spiced up with a little healthy competition. Search the Internet for local cooking classes.
Don't choose a hobby that you can't afford. Golfing is enjoyed by a lot of people; however, it costs money to play a round of golf. Deep sea fishing and car collecting are two other expensive hobbies. These are expensive hobbies. So it is important to set a budget and choose wisely.
If you want lots of info on hobbies before making any choices, seek out more articles like this from around the web. Once you have decided what to do, move forward boldly! There really is nothing that should be holding you back at this point, so give a hobby a whirl and see how you like it.


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Femininity and Masculinity are taken as two qualities of the existence in Hinduism and in most Eastern traditions. Eastern mystics called it Yin and Yang. In Hinduism, this is posited as Purush and Prakriti – and the highest of all beings – Shiva – is said to be an Ardhanareshwar. Half man and half woman. But he is called so not because ONLY he was a combination of Feminine and Masculine; but because in him the two qualities were completely balanced and more importantly, he was the first to realize them in him.
As Sadhguru Jaggi says "That you are a man is a fact, but that you are both man and a woman is the truth". For, it took one half of a man and one half of woman to make a complete you.
Femininity has been described as the flowering aspect of the creation. The nurturing, the art, the music, the love, the blossoming. Masculinity is the survival aspect. The Fight, the Violence, the Economics, the Production and Manufacturing, the ability to stand your ground.
Whatever is the highest virtue in a society, that becomes the idea of the Divine. In the early Nature-oriented pagan societies, everything from Food to Earth to Rivers were called Divine. As long as Femininity is considered high enough to be divine, the nurturing and the blossoming will never go away from a society. When openly or intrinsically, the Masculine rules over and destroys the Femininity, only Survival becomes the sine qua non of the society. Since the advent of the Abrahamic religions, the concept of Femininity as Divine has been systematically and deliberately destroyed.
It is only in India today that Feminine as Divine is still alive as a concept and a practice. Unfortunately, religious aspect has been bastardized by people who look at God as a mere "Deal Maker". I will do "this" for you, O'God.. so you gotta do "that" for me. Devotion for the aspects of our live which were aligned with Divine has all but ceased. So, despite the fact that Goddess, the Feminine as Divine, is still alive in concept and practice in many places; Women are mistreated. For, its not that there is a special disregard for the Devi in India, but there is a complete disregard for the Divine as the life force itself!
It is in this context that Navratri – the Nine Nights of the Devi – assumes importance. This is the time of celebrating the Devi. The Goddess. The Divine Feminine! Today, October 5th, starts the 9 nights of the Navratri Celebrations!
Sadhguru discusses the importance and significance of Navratri in detail.
Sadhguru has also created a special deity of the Devi, the Linga Bhairavi. Those who are devoted to the Devi, the Bhairavi – can approach the Devi, in a way that will help them connect to the deepest dimensions of existence.
For those who wish to connect with Linga Bhairavi, a simple but powerful Navaratri sadhana is being offered for ladies, to experience Devi's Grace at home. The sadhana is to be practiced every day from 5th to 13th October, by doing the following:
- Light a lamp.
- Chant a minimum of three cycles of the "Jai Bhairavi Devi"stuthi in front of a photo of Devi, Linga Bhairavi Gudi, Linga Bhairavi Yantra or Avighna Yantra. It is advisable to chant eleven cycles. (One cycle is the recitation of all 33 names of the Devi, as listed below)
- Make an offering. There are no restrictions on what can be offered.
Above all, this is a time of celebration. Unbridled celebration of the creation and the creator. The Mother. The Shakti.
Personally, in my life as I look at the times I have spent during these Nine Days and Nights, I found Gujarat to be the most beautiful place to be in. Every night, celebrations start as Garba dhol (drum) starts off in almost every other locality and colony. It brings people out in their best dresses and make up. People dance away through the night to the wee hours of the morning! Here is one such Garba programs in Gujarat.
Here are some beautiful pictures from various Navratri celebrations.
Image Credit: Navratri Utsav/sheetal saini
Image Credit: Atham Havan & Yagna / Pramal


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No charges have been filed in the case of a a foster dog in a training program at the Warren Correctional Institution found dead from blunt force trauma in a cell at the prison.
This morning, Mark Herron , the lieutenant in charge of the Ohio State Highway Patrol's special investigations unit handling the case, said no charges had been filed, while investigation continued. He referred further questions to the public information office in Columbus.
RELATED: Rescue dog found dead at prison
"Following the investigation by the Ohio State Highway Patrol, we will conduct a thorough review of the program at the Warren Correctional Institution followed by a broader review of the animal programs across the state," JoEllen Smith, a spokeswoman for the Ohio Department of Rehabilitation & Correction, said in this morning in an email.
The Middletown-based rescue agency Joseph's Legacy called for public support to get "Justice for Evie" in a Sept. 2 Facebook post.
A 4-year-old female German Shepherd-Elkhound mixed breed, Evie died Aug. 25 from "blunt force trauma to her abdomen, causing her liver to hemorrhage, and her kidney was also damaged," according to Joseph's Legacy.
Joseph's Legcy said it has discontinued the progam at the prison in the aftermath and were awaiting the findings of the hhighway patrol investigation.
MORE: Guards assaulted by inmates at prison in Warren County
"They have told us they are taking it very seriously," Meg Melampy, president and founder of Joseph's Legacy, said this morning. "We are all trying to get through this one day at a time."
Melampy said theirs was the only such program at the prison on Ohio 63, near the Miami Valley Gaming racino.
"The animal training programs within our facilities have proven to be an effective and meaningful activity for over 20 years, and we have absolutely zero tolerance for any type of abuse of the animals who are part of these programs," Smith said in her statement.