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Very nice people at reception, in restaurant and cleaning lady! Clean room an bath---very good. Special thanks to Drago, who´s responsible for the weather:-)
It was a great pleasure to stay in Grand Hotel Dramalj. Its location near the sea is pleasant, it has a good restaurant and the comfortable room was of outstanding quality. The questions we asked at the reception desk were adequately dealt with.
Clean and nice room, air conditioned, comfortable enough for two persons. Nice view to the sea, good restaurant on the ground floor. Good free wireless internet and free parking. Great location to the sea, the beach is really only some meters far.
Too small balcony and the breakfast could have been better.
Very nice location with a great view on the gulf of Nivice. Close to the sea side and to all the restaurants, shops etc...
The breakfast.
We had a great time there and we always return with pleasure. I recommend this hotel for vacations in Croatia
It was extremely relaxed, efficiently run and spotlessly clean hotel. Idyllic location and very helpful staff. I would recommend this hotel and I'm sure I'll revisit.
The only thing that I didn't like was the leisure staff; I thought they were terribly ineffective and a waste of space for a hotel of this calibre.
Friendly personnel and ready to assist.
In pictures swimming pool but not in reality. Rooms quite worn and outdated.
Very good location, near Sea, near town, in Punat no much tourist like intown Krk.
somethink in rooms need maintenance (broken or damaged small thinks...)
the rooms are tiny and the hotel is in need of refurbishment. we did not stay in the main building and nobody told us that beforehand. if the room we got was really the "comfort room" we had booked, then the regular rooms must be very basic indeed. we also had to pay for use of the gym although this was advertised as being inclusive.
Bathroom was correct in size and equipments as well.
Restaurant is very crowdy, no air condition, no minibar, the beach has no sand, no grass, but concret
Excellent Location, Hotel, and Service.We spent 9 days at this Hotel and had a wonderful time. The Owner and staff were multi-lingual and very helpful and pleasant. Free WiFi throughout the hotel, Free parking, The room was spacious enough for both of us and our Dog was accepted without any hassle whatsoever, Highly recommend to others and we will be going back next year.
Great sea view. The room was clean and nice.
The double bed actually contains two single beds. A car is a must because the hotel is isolated. The indoor pool is useless: you can't swim because is verry small, you can't relax in it, because the water is pretty cold.
Good location
Poorly designed layout with annoying sets of stairs everywhere. Restaurant is similar to a garish, neon-lit works canteen with no access to the outside. What's the point of coming to the Adriatic if you can't eat outside? Rooms are small with tiny windows to match.
Great location! The hotel has been recently renovated, so it was a really nice place to be. Very nice breakfast with a large variety of foods.
The double room, which we stayed in, was rather small. Staff could be a little bit more smiling.
super room, sat tv, air con, quiete, super view, helpful staff
on arrival an indication to the reception area by car would save many heart attacks in not having to climb six flights of stairs
Hotel is placed on east of Crikvenica 8rather far from downtown) but in middle of pine forest and above the sea. For price of a room we got a suite. View (seaside) is perfect.
Really difficult to find.
Big room, big shower, close to the promanade and to the airport, large selection of TV channels
Elevator, parking problem (when I asked the front desk where can I park the car they told me "you can park wherever it is allowed to park...), breakfast was crowded
Rooms are very big.
We stayed in a room on sea side, where we expected more peace and quite. But we were very disapointed when very early in the morning the hotel staff was transporting (probably laundry) in front of the hotel. It was very noisy as we expected we bought peaceful side (paying more for the room on the sea side).
the room, some surroundings, the restaurant (although it is a little expensive)
no direct access to town or beaches near by. a poor internet connection (not as advertised)
Nice service, excelent breakfast and tennis court!
pleasant place, good food and good price
Good location for town of Krk. Staff very friendly with good service.
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Partner: UNT Libraries
Department: Department of Teacher Education and Administration
Degree Discipline: Reading
Collection: UNT Theses and Dissertations
- Beliefs About Language Learning Strategy Use in an EFL Context: A Comparison Study of Monolingual Korean and Bilingual Korean-Chinese University Students.
- This study compared strategy use and beliefs about language learning, and the relationship between beliefs and use reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. This study also examined the influence of background variables (e.g., gender, self-rated English proficiency, and academic major) on learners' beliefs and strategy use. Data was collected using three questionnaires, the Strategy Inventory for Language Learning (SILL), the Beliefs about Language Learning Inventory (BALLI), and the Individual Background Questionnaire (IBQ). Data were analyzed using descriptive analyses, principal-component analyses, factor analyses, Pearson r correlation analyses, multivariate analysis of variance (MANOVA), and the Scheffé post-hoc test. Monolinguals reported using compensation strategies most, followed by cognitive, metacognitive, memory, social/practical practice, and affective strategies. Bilinguals preferred to use cognitive strategies most, followed by metacognitive and affective, compensation, memory, social, and independent practice strategies. Students from both groups reported low use of social and memory strategies. Despite a less favorable formal English education environment in the Korean-Chinese community and fewer English learning experiences, bilingual Korean-Chinese reported higher use of learning strategies, which indicates bilinguals' superior language learning abilities. Students from both groups had strong instrumental motivation for learning English. Bilinguals held stronger beliefs about the importance of formal learning and felt less fear of speaking English with native English speakers. Significant correlations between strategy and belief variables indicated differences in the impact of beliefs on strategy use for both groups. The result of the MANOVA revealed that bilingual humanities or engineering majors used more strategies and held stronger beliefs about formal learning. Proficiency level was positively correlated with strategy use for both groups. No gender effect on strategy use and beliefs was found. The assumption that differences in the learning experiences of the participants from two distinct geographical and socio-educational learning settings would influence the findings of this study was upheld. digital.library.unt.edu/ark:/67531/metadc5270/
- The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute
- This qualitative naturalistic descriptive case study provides an understanding of the characteristics of a community of practice within a National Writing Project Invitational Summer Institute. This study utilized naturalistic, descriptive case study methodology to answer the research question: What characteristics of a community of practice are revealed by the perceptions and experiences of the fellows of a National Writing Project Invitational Summer Institute? Data were gathered in the form of interviews, focus group, observations, field notes, and participant reflective pieces. Peer debriefing, triangulation, thick rich description, as well as member checking served to establish credibility and trustworthiness in the study. Bracketing, a phenomenological process of reflecting on one's own experiences of the phenomenon under investigation was utilized as well. The findings of this study point to five analytic themes. These themes, ownership and autonomy, asset-based environment, relationships, socially constructed knowledge and practices, and experiential learning, intertwine to illuminate the three essential components which must be present for a community of practice to exist: joint enterprise, mutual engagement, and shared repertoire. Participants' portraits provide a description of their unique experiences as they moved fluidly between the periphery and core of the community of practice. digital.library.unt.edu/ark:/67531/metadc28461/
- A Content Analysis of Reading Software Commercially Available for Pre-K to 3rd Grade Children.
- The purpose of this qualitative study was to investigate the content and characteristics of the currently available commercial reading software for Pre-K through third grade children. The design of the study was a content analysis. Based on the evaluation rubric established by the researcher, ten commercial reading software were selected to be analyzed. By reviewing and transcribing, the data were obtained, and then coded, categorized, and interpreted. The findings from the analysis revealed that all reading software programs offered exercised for practicing basic phonics skills; the alphabetic principle, letter-sound association, word knowledge, sentence building, and reading comprehension. Depending on the software developers, phonics-based practice was presented in two ways; separate skill-based practice emphasis and storybook-reading emphasis. All software programs utilized drill-and-practice, direct instruction and mastery learning methods and utilized gaming strategies to motivate and engage the learners. Multimedia technology was used to make the software more appealing. All reading software programs were developed on the perspectives that view learning to read as the continuum of a child's oral language development and background experience about words. It is recommended that parents and teachers review and select the software based on reliable information sources, use the software as supplementary practice based on the learning objectives identified and individual student needs. digital.library.unt.edu/ark:/67531/metadc3124/
- Critical Literacy Practices, Social Action Projects, and the Reader Who Struggles in School
- This study, conducted at an urban public school, explored the engagements of five, fourth grade, African American students who struggled with reading in school as they participated in critical literacy practices and social action projects with the assumption that critical analysis of written texts and concrete social actions were necessary for student empowerment. Using Discourse Analysis within a microethnographic framework, participants' responses were analyzed. Early in the study, participants were hesitant to join in critical conversations about race. Over time, as participants deepened their critical literacy engagements, they divulged lived racism both in their private and public worlds. Specifically, the participants described the tensions and transgressions they experienced as minorities from civil rights curriculum, teachers and other students. The findings revealed instead of text based analyses, critical literacy practices transformed into the participants' critical analysis of racism they experienced in their various worlds (home, school, and the larger, outside world) through language (not text). Similarly, the pre-conceived idea of social action projects changed from the creation of concrete products or actions into discussions in which mainstream discourse was interrupted. Tacit and overt understandings about race, identity and power suggested that the participants assumed multiple and contradictory identities (such as "victim of racism" and "racially prejudiced") that both empowered and oppressed others in the social action group. Implications for critical literacy practices include that empowering and liberating pedagogy through 'risky conversations' is difficult, transitory and radical within the context of school. digital.library.unt.edu/ark:/67531/metadc103287/
- Developing Culturally Responsive Literacy Teachers: Analysis of Academic, Demographic, and Experiential Factors Related to Teacher Self-efficacy
- This mixed-methods study examined teachers' culturally responsive teaching (CRT) self-efficacy beliefs and the relationships among selected academic, demographic, and experiential factors. Guided by theoretical and empirical research on CRT, teacher dispositions, and assessment in teacher education (TE) programs for culturally and linguistically diverse (CLD) students, this study utilized an extended version of Siwatu's 2007 Culturally Responsive Teaching Self-Efficacy (CRTSE) Scale to conduct correlational and comparative statistical analyses. Data sources included surveys from 265 participants enrolled in TE classes in the spring 2012 in Texas (one private and one public university). Content analyses were also conducted on participants' descriptions of CRT activities using a priori and inductive coding methods to triangulate and elaborate the explanation of quantitative results. In this population, those with higher CRTSE were typically young (undergraduates), specializing in ESL and bilingual certification coursework, who felt their TE program prepared them well for working with CLD student populations. Regression analyses showed that certain certification areas (ESL, bilingual, elementary, and advanced) and perceptions of better quality in TE program preparation for working with CLD students emerged as significant predictors of increased CRTSE. Those with second language skills were more efficacious in delivering linguistically-responsive instruction, and those professing more experiences with and interest in diverse individuals felt more confident in applying CRT skills. While the younger teacher candidates felt more efficacious, their descriptions of CRT were less sophisticated than those with more teaching experience. Despite much of the literature relating to CRT and minority teachers, ethnicity was not a significant factor in heightened CRTSE. This study informs TE programs for better measuring and supporting teacher candidate CRT development by revising and extending Siwatu's 2007 study in three ways. First, the CRTSE Scale instrument was extended to include items that address greater depth and breadth of the culturally responsive teaching continuum as developed by the researcher, relating particularly to language and literacy development of English language learners. Second, this study involved a more varied and appropriate population, including both pre-service and in-service teachers. Third, specific participant factors were analyzed to see which correlated with higher CRTSE Scale scores. digital.library.unt.edu/ark:/67531/metadc177251/
- Developing Oral Reading Fluency Among Hispanic High School English-language Learners: an Intervention Using Speech Recognition Software
- This study investigated oral reading fluency development among Hispanic high school English-language learners. Participants included 11 males and 9 females from first-year, second-year, and third-year English language arts classes. The pre-post experimental study, which was conducted during a four-week ESL summer program, included a treatment and a control group. The treatment group received a combination of components, including modified repeated reading with self-voice listening and oral dictation output from a speech recognition program. Each day, students performed a series of tasks, including dictation of part of the previous day's passage; listening to and silently reading a new passage; dictating and correcting individual sentences from the new passage in the speech recognition environment; dictating the new passage as a whole without making corrections; and finally, listening to their own voice from their recorded dictation. This sequence was repeated in the subsequent sessions. Thus, this intervention was a technology-enhanced variation of repeated reading with a pronunciation dictation segment. Research questions focused on improvements in oral reading accuracy and rate, facility with the application, student perceptions toward the technology for reading, and the reliability of the speech recognition program. The treatment group improved oral reading accuracy by 50%, retained and transferred pronunciation of 55% of new vocabulary, and increased oral reading rate 16 words-correct-per-minute. Students used the intervention independently after three sessions. This independence may have contributed to students' self-efficacy as they perceived improvements in their pronunciation, reading in general, and reported an increased liking of school. Students initially had a very positive perception toward using the technology for reading, but this perception decreased over the four weeks from 2.7 to 2.4 on a 3 point scale. The speech recognition program was reliable 94% of the time. The combination of the summer school program and intervention component stacking supported students' gains in oral reading fluency, suggesting that further study into applications of the intervention is warranted. Acceleration of oral reading skills and vocabulary acquisition for ELLs contributes to closing the reading gap between ELLs and native-English speakers. Fluent oral reading is strongly correlated with reading comprehension, and reading comprehension is essential for ELLs to be successful in school. Literacy support tools such as this intervention can play a role in ameliorating English acquisition faster than the rate attained through traditional practices. digital.library.unt.edu/ark:/67531/metadc149659/
- Effects of Teaching Reading Through Discussion of Text Structures.
- The purpose of this study was to investigate the effectiveness of teaching reading through discussion of text structures on students' reading comprehension. The design of the study was a Pretest-Posttest Control-Group Design. One hundred twenty-six sophomore and senior Thai college students majoring in English and attending afternoon English classes participated in the 10-week study and were randomly assigned to an experimental group and a control group. The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss the details of story by applying knowledge of text structures. The control group, on the other hand, read each story silently by themselves and answered comprehension questions. The posttest means of the two groups were compared, and a t test was used to test the significance difference of the means. The results did not reveal any differences between the means. The short time of the intervention may be a crucial factor that made the two strategies yield the same effects. However, the survey responses showed the participants liked reading through discussion of text structures more than reading by themselves. digital.library.unt.edu/ark:/67531/metadc3035/
- The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study
- The purpose of this study was to describe the behaviors of kindergarten students during Sustained Silent Reading sessions modified to be developmentally appropriate. digital.library.unt.edu/ark:/67531/metadc278320/
- Examining First-Graders' Construction of Knowledge of Graphophonemic and Orthographic Relationships: Reading and Writing Student-Selected Continuous Text
- The purpose of this study was to examine first-graders' construction of knowledge of graphophonemic and orthographic relationships. Three levels of treatment were assigned randomly to three groups of first-graders in their first semester of first grade. Treatment varied in student engagement with reading and writing texts based on student interests and in the amount of interaction students had with one another and the researcher as they read, wrote, and examined words, word patterns, and graphophonemic relationships. The study was based on a quasi-experimental nonequivalent control group design (Campbell & Stanley, 1963) with an added within-subjects factor of 12 weekly test occasions. These weekly tests involved students writing a researcher-dictated continuous text selected by students in the full-treatment group from the larger portion of text read each week. Additional elements of qualitative research were included in the design and analyses. Quantitative analyses revealed statistically significant results. Qualitative data analyses confirmed that students who interacted daily with each other and the researcher in reading and writing activities constructed more knowledge about graphophonemic and orthographic relationships than peers from the partial-treatment group and the control group. Results led to conclusions and implications involving a reexamination of current and traditional methods of spelling instruction and assessment for young children. digital.library.unt.edu/ark:/67531/metadc278985/
- Examining the Nature of Interactions which Facilitate Learning and Impact Reading Achievement During a Reading Apprenticeship: A Case Study of At-risk Adolescent Readers
- The purpose of this qualitative case study was to explore the interactions that take place during a reading apprenticeship which facilitate the learning of reading strategies by adolescent students who are at the middle school level and are still at-risk for reading failure and to investigate how a reading apprenticeship affects reading achievement in the areas of fluency, vocabulary development, comprehension, and the self-perception of the reader. The case study was descriptive and interpretive in nature, and examined two students, each of whom was part of a one-to-one reading apprenticeship. The researcher served as participant observer in both cases and was the teacher in each of the one-to-one reading apprenticeships. The primary data set was qualitative in nature, and elements of quantitative data were also considered. Sessions included pretesting and posttesting using the Classroom Assessment of Reading Processes (Swearingen & Allen, 1997), reading from narrative or expository books, working with words, writing, and dialoguing about the reading. Reading strategies were directly taught, modeled, and reinforced by the teacher/researcher with the goal of the students internalizing the strategies and improving their reading in the areas of fluency, vocabulary development, and comprehension, as well as improving their attitudes toward reading and their self-perception about their reading ability. This study described a reading apprenticeship which positively impacted reading achievement for two students in the areas of fluency, comprehension, and vocabulary development, as well as influencing their motivation for reading and their self-perceptions as readers. The environment of the reading apprenticeship, the dialogue that occurred throughout the reading apprenticeship, and strategy instruction, modeling, and reinforcement were found to be factors and interactions which facilitated learning during this intervention. digital.library.unt.edu/ark:/67531/metadc2233/
- Exploring Thai EFL University Students' Awareness of Their Knowledge, Use, and Control of Strategies in Reading and Writing
- The purpose of this research was to conduct case studies to explore and describe Thai university students' awareness and application of cognitive and metacognitive strategies when reading and writing in English-as-a-foreign-language (EFL). Four participants, including two high and two low English language proficiency learners, were selected from 14 students enrolled in a five-week course called English for Social Sciences offered at Kasetsart University in Bangkok, Thailand in 2005. The major sources of data for the analyses included the transcripts of the participants' pair discussions, think-aloud protocols, interviews, and daily journal entries. In addition, field work observations, reading and writing strategy checklists, participants' written work, and the comparison of the pretest and posttest results were also instrumental to the analyses. The interpretive approach of content analysis was employed for these four case studies. Findings were initially derived from the single-case analyses, and then from cross-case analyses. Major findings revealed that strategic knowledge enhanced these English-as-a-foreign- language (EFL) learners' proficiency in English reading and writing. However, applying elaborative strategies for higher-level reading was challenging for most of the participants. Two crucial factors that impeded their development were the learners' uncertain procedural and conditional knowledge of strategy uses and their limited English language proficiency due to limited exposure to the second language (L2). The teacher's explanations and modeling of strategies, the participants' opportunities to discuss strategy use with peers, and extensive practice positively enhanced their development. Additionally, the learners' schema and knowledge of text structures played significant roles in their development of the two skills. These English-as-a-foreign-language (EFL) learners also developed metacognitive awareness and strategy applications, but not to the level that always enhanced effective regulation and control of their reading and writing behaviors. Combining reading and writing in English-as-a-foreign-language (EFL) instruction promoted the learners' awareness of the relationships of certain strategies for the two skills, and developed their literacy skills holistically. digital.library.unt.edu/ark:/67531/metadc5429/
- From inside the Arab family: What literacy practices occur when raising bilingual and biliterate children?
- Living in the United States creates unique challenges in biliteracy and bilingualism for the Arab family. While extant literature provides insight into the literacy interactions and experiences of families from many other cultures now living in the U.S. , there is next to nothing regarding the Arab family literacy experience. Thus, knowledge about the literacy activities Arab families engage in as they gain access to and knowledge of a new culture and language is important. The purpose of this study was to investigate and describe the literacy practices of the Arab families raising bilingual and biliterate children in the U.S. This study , using methodology based on ethnographic approaches, investigated the literacy events, behaviors and interactions which occurred within one Arab family over a 16-week period. A second group of participants were 5 other Arab families living in the U.S. Data sources included video and audio recordings, field notes, observations, journals, informal interviews, and artifacts of children's literacy. The researcher and the participants engaged as co-participants in the research. Findings showed that driving factors behind home literacy practices were religious beliefs and the imminence of return to the home country. Arab mothers were found to yield a heavy influence on the pursuit of literacy, as well as the consistency of literacy learning events in the home. Findings should contribute to helping parents of children with different cultural backgrounds and languages provide the most effective types of support in the home instruction to develop fluency in both the new and the primary language. Information gathered would also help teachers bring together these children with their peers and the subject matter to create a positive synergy wherein all learners can be successful. digital.library.unt.edu/ark:/67531/metadc4722/
- Home-based family literacy practices of an Hispanic family: A case study of activities, functions, and the interface with school-based literacy expectations.
- This study examined the home-based family literacy practices of one Hispanic family, especially focusing on the parents' memories of home-based and school-based literacy activities, current home-based literacy activities and functions, and the interface of home-based family literacy practices and school-based literacy expectations. Ethnographic data offered insight into the understanding that literacy acquisition begins in the home and is dependent and reflective of literacy experiences that are sociocultural based. These home-based family literacy activities and functions are broad in scope and are valuable forms of literacy. However, these activities of marginalized families are often regarded as unimportant and/or unrelated to school-based literacy expectations, and therefore inferior. In response to this perceived mismatch between home-based family literacy activities and school-based literacy expectations, educators approached families from a deficit perspective. This deficit assumption created a sense of devalue on the part of the parents, who assisted their children by culturally and socially relevant means. To meet the school-based literacy expectations familial relationships were jeopardized as the pressure, frustration, and guilt from educators can result in emotional and physical abuse from mother to her children. digital.library.unt.edu/ark:/67531/metadc5353/
- Identity Issues in Asian-American Children's and Adolescent Literature (1999-2007)
- Published research suggests that literature should transmit ethnic and societal values as well as reassure one's own confidence and self-respect. This study provides a model for examining Asian-American children's and adolescent literature critically from the perspective of identity issues. It examines fifteen award-winning Asian-American children's and adolescent titles written by writers of that culture and published in the United States from 1999 to 2007, with a focus on Chinese (Taiwanese) American, Korean American, and Japanese American books. As published studies indicate, self, social, and ethnic identities are significantly intertwined. Hence, a content analysis was conducted based on these three major groups of categories. The findings of the study demonstrate that even though the selected books cover all three aspects of the identity issues to a certain degree, a considerably greater number of depictions of ethnic identities are made over those of internal identities and social identities. Moreover, less than half of the main characters assume an active role in improving the difficult situation. Two major voids regarding the presentation of social identities are successful social integration and positive social interactions. Recommendations for teaching, writing, illustrating, publishing, and future research are suggested, including publishing more Asian-American books which present an optimistic outlook on life, active conflict-resolving behaviors, and a balance of gender among individuals with whom the main character interacts. digital.library.unt.edu/ark:/67531/metadc12155/
- Identity of African American Characters in Newbery Medal and Newbery Honor Award Winning Books: a Critical Content Analysis of Books From 1991 to 2011
- The purpose of this study was to conduct a critical content analysis of the African American characters found in Newbery Medal award winning books recognized between the years of 1991 and 2011. The John Newbery Medal is a highly regarded award in the United States for children's literature and esteemed worldwide. Children's and adolescents' books receive this coveted award for the quality of their writing. Though these books are recognized for their quality writing, there is no guideline in the award criteria that evaluated the race and identity of the characters. Hence, there are two overarching research questions that guided this study. The first question asked: To what extent are the African American characters in each award winning book represented? Foci in answering this question were the frequency of African American characters and the development of their ethnic identities. The second question asked: How are the African American characters' intergroup attitudes and interactions represented? Foci in answering this question examined the frequency of intergroup interactions and the characters' attitudes within the context of each book. The theoretical framework that undergirded this study is critical literacy, which encourages adults and youth to examine issues of diversity and social justice through their reading. Eighteen books met the criteria for the study, which provided 98 African American characters for investigation through content analysis. The qualitative methodology used frequency counts, anecdotal notes and questionnaires to analyze the characters. Findings revealed two key themes: the characterization of ethnic identity as a reflection of society and African American characters as models of agency. Further themes became evident in this study as well: the evolution of cultural authenticity, strong African American female characters, importance of the African American family and the acknowledgement of African American involvement in history. These findings are significant because they provided evidence of the potential of these Newbery award winning books to be the catalyst for critical classroom conversations on identity and agency. Findings also provided increasingly strong examples of ethnic role models within these notable titles. digital.library.unt.edu/ark:/67531/metadc177233/
- Missed Opportunities: Examining The LiteracyExperiences Of African American Students Displaced By Hurricane Katrina.
- The purpose of this study was to examine how five African American middle school students, who were displaced by Hurricane Katrina represent their literacy experiences before, during, and after their displacement. Specifically, the two research questions were: (a) What are the stories that these middle school students tell about their lives, before, during, and after their displacement, and (b) What do their stories reveal about their literacy experience before, during, and after their displacement? Narrative Inquiry was the chosen methodology for the study, which allowed the participants to tell their experiences from a first-person perspective. It also encouraged the participants to reflect upon these experiences, in order to give meaning to their thoughts and emotions. Employing a critical lens and perspective, I constructed a narrative profile for each participant, which was then analyzed using these methods. Each narrative profile detailed the literacy experiences of the participants before Hurricane Katrina, during the transition period, and current literacy experiences now that the participants are resettled and attending school in the host city. These data were supplemented by archival data such as report cards, individual education plans (IEPs), and Texas Assessment of Knowledge and Skills (TAKS) scores. Data analysis of the five participants' literacy experiences revealed common themes. These participants have pleasant memories of school literacy before the storm and mentioned "choice" as a component of those experiences. During the transition period, few or no literacy experiences took place. Hence, there were missed opportunities for the participants to use literacy experiences to make connections to their new world. Participants reported current classroom and school experiences were controlled environments that led to controlled literacy experiences. This compartmentalization of literacy experiences is not consistent with the critical literacy perspective adopted in this study. Their interviews suggested that they that they saw no connection between school literacy and their literacy experiences outside school. digital.library.unt.edu/ark:/67531/metadc103373/
- The Nature of the Impact of a Reading Tutoring Program on Participating Students in the Classroom: A Qualitative Study
- The purpose of this qualitative multi-case study was to explore the nature of the impact that a tutoring program, which featured preservice teachers as tutors, had on participating fifth grade at-risk students literacy behaviors in the classroom.The researcher served in the role of passive participant observer during the scheduled language arts period three days per week in the participating students classroom for a period of twenty-three weeks. Field notes were made in the classroom and coded, and audio tapes were recorded and transcribed of the tutoring sessions. Formal and informal interviews with the teacher, tutors, and participating students were conducted, transcribed, and coded. Lesson plans and reflections developed and written by the tutors were gathered and coded. Observations indicated that there were four types of reading required on a daily basis in the classroom. Assigned readings made by the teacher included narrative and expository texts. Pleasure readings were materials chosen by the students, but at certain times were teacher initiated and at other times, student initiated. The four types of reading found in the classroom were mirrored by the tutoring sessions. Students observed in the classroom could be divided into two types and four categories. Those with positive attitudes were called eager readers. Eager readers were made up of good readers and struggling readers, who lacked some of the reading skills possessed by good readers. Reluctant readers were the second type and had either ambiguous or explicitly negative attitudes toward reading. The type of reader, together with the type of reading required, determined the success of the tutoring sessions. The results of the data analysis show that student motivation toward reading was a key factor in determining the success of the tutoring program. Two of the three student participants in the study reported learning skills in the tutoring program that they used in other contexts. digital.library.unt.edu/ark:/67531/metadc2660/
- Perceptions of agency: Beliefs of four adolescent girls in high school as revealed through literature discussions.
- Published research suggests that cultural practices and institutional structures influence adolescent girls' engagement and achievement in school. This study was an attempt to further investigate that claim by describing the perceptions of agency held by four adolescent girls in high school. Members of the same English class, the girls volunteered to participate in three lunchtime meetings to discuss Evelyn Coleman's (2001) Born In Sin. Analysis of classroom observations, transcripts of audio recordings of the book discussions, and individual interviews yielded a more precise definition of agency than those used in previous research, including a view of agency as dialogic. In addition, four major themes describe these girls' agentic moves: (1) a temporal orientation, which connects the past, present, and future; (2) responsibility for positive and negative events; (3) strategic decision making; (4) negotiating with people in power. Implications of this study inform both teaching decisions and future research related to adolescent girls. digital.library.unt.edu/ark:/67531/metadc9111/
- A Philosophical Study of the Holistic Paradigm with Heuristic Implications for Written Language
- The problem of this study was to investigate the philosophical assumptions underlying the holistic paradigm. These underlying philosophical assumptions include beliefs about the nature of being (ontology), goals (axiology), and knowledge (epistemology). The interdependence of these assumptions, as well as how they translate into different research processes, is noted in this study. digital.library.unt.edu/ark:/67531/metadc278004/
- Reader-Reported Influences on a Fifth Grader's Transaction With Extended Text
- This study was designed to investigate the question of what goes on in a reader's mind as she transacts with extended text. It was a case study with one respondent, a ten year old girl. She reported, in writing, her thoughts during teacher read aloud, subsequent silent reading of the same text, and group discussions about the text. The findings support and flesh out Rosenblatt.s transactional theory, Vygotsky.s Zone of Proximal Development theory, and Lipman.s Philosophy for Children theory. Conclusions were that there are numerous sociocultural influences on a reader's transaction with text and that these influences must be taken into account in the classroom. digital.library.unt.edu/ark:/67531/metadc3049/
- Social Networking, Workplace, and Entertainment Literacies: the Out-of-school Literate Lives of Newcomer Latina/o Adolescents
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Studies indicate that Latina/o immigrant youth engage in a wide range of sophisticated literacy practices outside of school that are often transnational, crossing various linguistic, cultural, and social spaces. Technology has further afforded immigrant youth the opportunity to develop transnational capabilities which are rare in the mainstream population, yet needed in the 21st century of global connectedness. However, Latino immigrant youth drop out of school at disproportional rates, suggesting that their literacy practices are not recognized or valued by the educational system. Using a New Literacy Studies perspective that recognizes multiple literacies that are meaningful within their sociocultural traditions, this collective case study investigated the range, form, and purpose of the out-of-school literacies of four Latina/o adolescent English Learners who are new arrivals. The qualitative methodology employed constructivist interviews, digital and actual artifacts, and observations. Findings demonstrated that the most prevalent out-of-school literacies the participants practice take place on the social networking site of Facebook, in their workplaces, and through the entertainment media sources of music and television. A cross-case analysis suggests that the literacy practices in these spaces have unique and purposeful roles for the individuals that allow them to connect to their home countries and maintain their Latina/o identities. Additionally, the participants use their out-of-school literacy practices to acquire English, support themselves, and establish a place to succeed. The five aforementioned spaces that their Facebook, workplace, and entertainment literacy practices fill are virtually absent from their in-school literacies. This study suggests literacy pedagogy and research must not continue to impose a narrow monolingual, monocultural, monoliterate, and monomodal view of Latina/o immigrant students which essentially divests them of their greatest resources. Their literacy practices demonstrate that they are transnational, transcultural, emergent bilinguals who competently engage in multimodal means of communication across multiple linguistic, cultural, social, and geographic borders. Educators must reconceptualize school-based literacy to account for the ways immigrant youth make meaning outside of school to provide them a more equitable education that will nurture their transnational skills needed in modern society. digital.library.unt.edu/ark:/67531/metadc149668/
- Struggling Middle School Readers Learning To Make Intertextual Connections With Texts
- When people read, they often make connections to their lives, the world, and other texts. Often, these connections are not overt, but are a thinking process invisible to observers. The purpose of this study was to explore the intertextual connections struggling middle school students made as they read multiple topically-related texts to build knowledge, through observation of discussions, surveys, and interviews with students. The students received 30 lessons based on the constructivist model of comprehension. Data sources included observations during the delivery of these interactive lessons and surveys regarding their connections, their use of the connection strategies in content area classes, and their knowledge of the topic. The observations and surveys were analyzed using the constant comparative method. Information rich cases were developed from these data, as well as from interviews with selected students. Although the students were considered struggling readers, they did not respond to the instruction as stereotypical struggling readers. They were engaged, and they led discussions and shared connections with the class. The students demonstrated they learned to make connections and more text-to-text or intertextual connections overall. The students made connections when interested in the topic and had opportunities to discuss the texts. Finally, the students sometimes made connections in content area classes with opportunity in those classes. The study has implications for theory, future research, and practice of teachers and library media specialists. digital.library.unt.edu/ark:/67531/metadc103338/
- A Study of Vocabulary Instruction with Fourth Grade Students Participating in an Individualized Reading Program
- he purpose of this study was to determine the effects of one approach to vocabulary instruction on the reading and writing vocabulary of fourth grade students in an individualized reading program. The vocabulary instructional approach used student-selected vocabulary words as well as instruction in vocabulary strategies such as context clues, structural analysis, and definition strategies. The twelve week study exposed one fourth grade classroom to vocabulary instruction in a Reading Workshop setting. Major components of the program were mini-lessons, which often involved vocabulary strategies, the silent reading of self-selected books, one-on-one researcher/student interactions, and the self-selection of vocabulary words. The research design is descriptive in nature and used both qualitative and quantitative research methods. Qualitative data included student interviews, teacher interviews, student writing samples, and field note observations. Quantitative data included vocabulary test scores from two groups of students, Group A and Group B. Group A participated in the self-selected vocabulary approach and received vocabulary instruction from the researcher acting as participant observer. Group B received some vocabulary instruction from their classroom teacher, but did not participate in the same program. The test was constructed weekly from a class (Group A) generated list of ten words. Results from vocabulary tests indicate that the vocabulary instruction was effective in helping Group A learn vocabulary. Multiple exposures to words as well as use of vocabulary words in context influenced student performance on tests. Results from qualitative data indicate that students attend to vocabulary words in their print environment. In addition, students used vocabulary words in expressive language, including writing and speaking. The results of this study support opportunities for wide reading, implementation of a variety of vocabulary strategies, repeated exposures to vocabulary words, and opportunities for student choice of vocabulary, as ways to enhance vocabulary learning. digital.library.unt.edu/ark:/67531/metadc2508/
- Teacher Decision-Making: Cultural Mediation in Two High School English Language Arts Classrooms
- Although studies have addressed high school English language arts (ELA) instruction, little is known about the decision-making process of ELA teachers. How do teachers decide between the resources and instructional strategies at their disposal? This study focused on two monolingual teachers who were in different schools and grades. They were teaching mainstream students or English Language Learners. Both employed an approach to writing instruction that emphasized cultural mediation. Two questions guided this study: How does the enactment of culturally mediated writing instruction (CMWI) in a mainstream classroom compare to the enactment in an ESL classroom? What is the nature of teacher decision-making in these high school classrooms during English language arts instruction? Data were collected and analyzed using qualitative methodologies. The findings suggest that one teacher, who was familiar with CMWI's principles and practices and saw students as partners, focused her decisions on engagement and participation. The other teacher deliberately embedded CMWI as an instructional stance. Her decisions focused on empathy, caring and meaningful connections. These teachers enacted CMWI in different ways to meet their students' needs. They embraced the students' cultural resources, used and built on their linguistic knowledge, expanded thinking strategies to make difficult information comprehensible, provided authentic learning opportunities, used formative assessments as instructional guides, and delivered just-in-time academic and non-academic support. digital.library.unt.edu/ark:/67531/metadc84162/
- Who is Helping Our Children? Development of a Model for the Training of Tutors for America Reads
- The purpose of this research study was to examine the effectiveness of training for college work study students who participated in an America Reads program, which was designed to help at-risk children struggling with reading. Two groups participated in this research study. One group of college tutors had minimal training in reading strategies at the beginning of the study and the other group of college tutors had continuous training and feedback throughout the study. The research study sought to answer the following questions: 1) Will training for college student tutors in the area of reading, more specifically in the strategies and skills, help improve their comprehension and vocabulary? And 2) Will training for college student tutors in the area of reading, more specifically in strategies and skills, significantly improve the comprehension and vocabulary scores of the children being tutored? This was a quasi-experimental research design, used to examine the effectiveness of training college students participating in the America Reads program. The tutors were pre-and post-tested, measuring both their vocabulary and comprehension knowledge at the beginning and the end of the study. The children being tutored were also pre- and post-tested, measuring both their vocabulary and comprehension knowledge at the beginning and the end of the study. The statistical analysis for this design was the analysis of covariance (ANCOVA). The ANCOVA was used to handle the main threat to the internal validity of this research design, due to the fact that the tutors for the control and experimental group were not selected randomly. The tutors and the children were randomly assigned to two groups. The control group of tutors received minimal training (11 hours) and the experimental group received the same minimal training with extra (21 hours) weekly training added. The study began in October 1999 and ended in December 1999. The tutoring sessions were 1 ½ hours long, three days a week. The training for the experimental group was for 1 ½ to 2 hours weekly. The results from this study found no significant difference between the control and experimental groups on comprehension, as measured by the assessment instruments. The results from this study did find, however, a significant difference between the control and the experimental groups on vocabulary, as measured by the assessment instruments. digital.library.unt.edu/ark:/67531/metadc2650/

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Chrysler introduced the 200 to the competitive midsize-sedan segment for the 2011 model year. It's offered as a five-seat sedan and a four-seat convertible and is available with four-cylinder or V-6 power. Competitors include the Chevrolet Malibu, Ford Fusion, Honda Accord and Toyota Camry.
New for 2013
For the 200 sedan, the former S model is now available as a package for the Touring and Limited trim levels. The S Appearance Package includes 18-inch aluminum wheels and black accents for the grille, fog lamp bezels, headlights and badges. The S Package builds upon it with the addition of leather-trimmed seats and a leather-wrapped steering wheel.
The 200 convertible, meanwhile, receives an overhauled suspension that includes a larger front stabilizer bar, revised shock damping and new spring rates for a more engaging driving experience, according to Chrysler.
The 200's predecessor, the Sebring, wasn't what you'd call a gracefully styled sedan, but Chrysler designers updated the 200's exterior to make it a little more like one. The design is sleeker, and it introduced a new Chrysler wing badge that's more abstract than before. The 200's headlights resemble those from the 200C concept car, and they incorporate LED light pipes that give the headlights a high-tech look at night.
There's still the stubby trunk lid at the rear, along with the familiar arcing C-pillars, but the 200's revised tail lost much of the older Sebring's chunkiness, thanks to new taillights and trim pieces. Exterior features include:
- Standard 17-inch steel wheels with covers; 17- or 18-inch aluminum wheels optional
- Standard power heated side mirrors
- Standard remote keyless entry
- Standard variable intermittent windshield wipers
- Optional power sunroof
- Power cloth soft-top or power-retractable hardtop (convertible)
The 200's interior has a dashboard that uses nice materials and exhibits Chrysler's greater attention to detail in things like the air vents and door trim inserts. The end result is cabin quality that's reasonably competitive. Interior features include:
- Standard cloth seats; leather upholstery optional
- Standard manual air conditioning; automatic air conditioning optional
- Standard CD stereo with MP3 jack
- Standard tilt/telescoping steering wheel with audio controls
- Standard 60/40-split folding backseat (sedan)
- Optional heated front seats
- Optional touch-screen stereo with 28 gigabytes of music storage
- Optional navigation system
Under the Hood
The 200's base engine is a 173-horsepower, 2.4-liter four-cylinder. Depending on the trim level, it teams with either a four- or six-speed automatic transmission. Chrysler's 283-hp, 3.6-liter V-6 is optional, and it works with a six-speed automatic. Mechanical features include:
- Front-wheel drive
- Both engines use regular gas
Standard safety features include:
- Antilock brakes
- Electronic stability system
- Side-impact airbags for the front seats
- Side curtain airbags (sedan)
- Active front head restraints
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Favourite Goal Horn/Song
Posted 02 June 2010 - 04:43 PM
Am I the only one who hates when they play "Get Ready for This" at hockey games? It's just...I dunno. Doesn't work for me.
Nobody lives forever.
Some things never die.
Like up in the land of ice and snow,
They tell me that a Red Wing always flies.
RIP Ruslan Salei - Brad McCrimmon - Stefan Liv - Lokomotiv Yaroslavl
(Orig. lyrics - Ray Wylie Hubbard, "Airplane Fell Down in Dixie")
Posted 02 June 2010 - 04:46 PM
#23 Guest_Lidstromboli (Guest)
Posted 02 June 2010 - 04:48 PM
Posted 04 June 2010 - 03:48 PM
I hate the siren-sounding ones more than anything. Also, I recently discovered that I hate the Blackhawks' goal song while watching Game 1 at a bar with a bunch of Hawks fans who were singing, "Duh, duh duh duh, duh duh duh," etc. after every goal. (They still didn't manage to be as annoying as the Flyers fans, though...what IS it with those people?)
Am I the only one who hates when they play "Get Ready for This" at hockey games? It's just...I dunno. Doesn't work for me.
Proves their bandwagonitis that has hit the city like fricken swine flu. Try hearing it in the actual arena...brutallll.
Wings horn by far. It is the most beautiful monotone sound there could ever be.
Posted 04 June 2010 - 04:23 PM
Hate to say this but I love Chicago's- probably because I lived there for 16 years and went to lots of games and watched games on TV.
Posted 05 June 2010 - 08:16 AM
i tend to automatically tune out the music at hockey games unless it's organ
God, I'd rather listen to a guy with a kazoo over that stinking organ. Whoever had the idea of getting some guy to play the organ at the Joe, you should have let that idea die quickly. Bleah.
Posted 05 June 2010 - 08:49 AM
I really like the Philly horn. I bet it pumps everyone up that is goes that long!
Posted 05 June 2010 - 11:12 AM
God, I'd rather listen to a guy with a kazoo over that stinking organ. Whoever had the idea of getting some guy to play the organ at the Joe, you should have let that idea die quickly. Bleah.
I was at this season's home opener against Chicago where they first introduced the new organ - I definetely was not a fan of it. I was glad to know they'd only be playing it at select games.
"All done? Five bucks." - Pavel Datsyuk after an interview
"Very few cities in the NHL have the history or the following of the Detroit Red Wings." - Steve Yzerman
Be sure and check out my writing on Detroit Sports Nation
#29 Guest_Shoreline (Guest)
Posted 05 June 2010 - 12:47 PM
Calgary's horn (same as Philly's previous)
Toronto's horn+song (early 2000s)
Montreal's horn+song (early 2000s)
Washington (previous theme)
Vancouver (previous theme)
Least favorites:
Colorado (newer one -- the other one I could somewhat tolerate, this one sucks)
Philly (newest one)
Toronto (newest one)
Vancouver (newest one)
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Recent editorials from Alabama newspapers:
Nov. 22
The Dothan Eagle on the Alabama Ethics Commission:
It's difficult to imagine a scenario in which a group of elected lawmakers could be paid by organizations with business before that lawmaking body, and advocate or oppose legislation on behalf of that organization, and have that arrangement pass muster with ethics watchdogs.
However, that was one interpretation of the Alabama Ethics Commission's ruling with regard to one lawmaker's employment with a gay rights group; the advice appeared to open the door for organizations to hire lawmakers to lobby for them in the statehouse while serving as a voting member of the Legislature.
And Alabama residents wonder how our state managed to find itself among the most corrupt in the nation in a Harvard University ranking.
Perhaps it's better now. The Ethics Commission revised its opinion, and Attorney General Luther Strange has called it "a significant improvement," adding that he is emphatic that lawmakers cannot be hired lobbyists.
That's good news. However, it's alarming that it's necessary for the Ethics Commission to go back to the drawing board to revise a ruling and to have the state's highest law enforcement official underscore the changes in this matter. There are certainly confusing, gray areas. This isn't one of them.
It's not insignificant that some of the questions come from the defense of House Speaker Mike Hubbard, who is under indictment on a raft of ethics charges. Hubbard's lawyers argue that the law is vague and too broad. Incidentally, Hubbard voted for the "vague and too-broad" law in 2010, and talked it up as a positive change.
We agree with AG Strange that the revised Ethics Commission ruling is an improvement, but it's far from ideal. Allowing lawmakers to be employed by organizations with business before the legislature invites unethical behavior, even in the most seemingly innocuous, not-officially-lobbying ways.
Requiring those lawmakers to recuse themselves from debate and voting on matters related to their employers would be another positive step for Alabama as we inch our way toward integrity.
Nov. 23
The Montgomery Advertiser on veteran health care:
The multiple failures of the Central Alabama Veterans Health Care System in Montgomery and Tuskegee to provide adequate care for veterans make the point for aggressive reforms to turn it and other troubled VA facilities around.
U.S. Rep Martha Roby's proposal to allow federal VA officials to take over dysfunctional medical centers around the country with rapid-response teams is the best strategy available.
The Montgomery Republican testified before the House Veterans' Affairs Subcommittee on Health last week, citing bureaucratic and cultural problems at CAVHCS that have made a quick transformation there difficult, if not impossible.
A vote wasn't immediately scheduled for the bill, and it was criticized by VA officials on several fronts, including potential unfairness to employees, cost and employee recruitment concerns, and possible duplication of already existing programs.
Those issues should be hashed out, and the legislation tweaked to address them, and Roby has wisely voiced some flexibility on parts of the VA feedback.
But the basic tenets of the bill are needed to restore accountability to the system - and dignity to veterans in its care.
They include creation of an Office of Failing Medical Centers Recovery to temporarily control daily operations at a minimum of two and a maximum of seven centers with the most severe problems, based on criteria such as in-hospital mortality rates, turnover among registered nurses and how long patients wait to get an appointment.
Roby is right that the tough grading method and threat of takeover are necessary to create a sense of urgency in improving patient care and outcomes, as opposed to the lax or incompetent culture too long the status quo.
Lest we forget, the deplorable list of blunders and fraudulent activity at the Alabama sites included attempts to cover up long wait times for patients, X-rays that went unread, and falsified information on medical records.
The former director's reaction to employee misconduct on his watch was shamefully inadequate.
The Roby proposal would also give national VA officials authority to hire and fire employees, sure to be opposed by civil service advocates worried about job security.
Again, the status quo of sluggish response to inept or criminal conduct cannot be allowed to stand. Veterans' health and lives are at stake.
We also agree with Roby's proposal that quality scores giving hospitals ratings of one to five stars be made public every year, a win for transparency that would keep failures in the spotlight until true turnarounds are achieved.
Roby's package of reforms is ambitious, applying to VA medical centers nationwide.
But such strong medicine appears to be the only way to force needed change in the system.
Nov. 24
The Gadsden Times on Alabama's chemical endangerment law:
Since 2006, it has been a felony in Alabama to, according to the State Code, "knowingly, recklessly or intentionally (cause or permit) a child to be exposed to, to ingest or inhale or to have contact with a controlled substance, chemical substance or drug paraphernalia."
That law has become controversial in some circles following media reports detailing the number of pregnant women or those who have given birth who have been arrested under it — nearly 500, including a big chunk in Etowah County.
The Alabama Health Care Improvement Task Force has joined the chorus, and will meet in December to finalize a recommendation that the Legislature revisit the law and bring it in line with what the task force considers its original intent.
Its members contend the law was designed to prevent children from being exposed to meth labs, not to put drug-abusing pregnant women in jail. Former Sen. Lowell Barron, D-Fyffe, author of the original bill, has said as much, but prosecutors quickly began using it the other way and have been backed up by Alabama Supreme Court rulings.
The task force's members echo opponents who say the law deters women from seeking prenatal care, putting their babies at risk in other ways, and want to see an emphasis on treating women rather than jailing them on felony charges.
Their recommendations are just that, completely non-binding, and we think they will have a difficult time with this one, since legislators seem pointed in a completely different direction.
A bill to require medical professionals to notify law enforcement within two hours if they suspect a child has been exposed to drugs was introduced by Rep. Mack Butler, R-Rainbow City, in this year's session, but failed. Butler plans to reintroduce it next year, changing the time frame to 24 hours, and has said he believes the law applies to pregnant women.
We're sure he's not alone at the State House or in the general populace. Alabamians aren't sympathetic to drug users or folks who put babies in danger, inside or outside the womb. It's hard not to feel outrage when contemplating an infant brought into this world unwittingly and unwillingly filled with poison.
That doesn't mean this law shouldn't be revisited and couldn't be improved, however.
We know that in Etowah County, women who have been arrested for chemical endangerment have been directed to treatment programs, but that's after the fact and after jail. Why not allow women one opportunity, without criminal penalty, to proactively seek help for their addictions during their pregnancies? That might help solve the issue of people being afraid to seek prenatal care.
And we strongly support one revision to the law proposed by the task force — protection for women taking medications prescribed by their doctors, which doesn't exist at present.
We understand the passion of those who view drugs as a scourge and want to protect babies. That passion shouldn't be a ticket to interfere in the doctor-patient relationship.


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"Luke, you do not yet realize your importance. You have only begun to discover your power. Join me, and I will complete your training. With our combined strength, we can end this destructive conflict and bring order to the galaxy." - Darth Vader
When the level starts, select Luke to shoot at the two Stormtroopers who are firing at your location. Select R2 and fly towards the area, where those Troopers were, and have him hit the switch with the R2 logo. This will extend a bridge for Luke to jump across. Select back to Luke and use the Force on the wing of his X-Wing, giving him a jumping platform to continue towards the right. In the next room, destroy the Stormtroopers hanging out, then select R2 and communicate with the door. This will bring out a crate for you to push onto the designated spot. Destroy the object against the wall to the left of the pushable surface, assemble the Lego pieces with your hands, and then use the force on it to assemble a turret for you to hop into. Using the turret, blast down the doorway blockage to continue down the hallway, and have R2 communicate with the doorway to enter the Carbon Freezing chamber, where you'll face Vader.
While fighting Vader, work in tandem with R2. After Vader takes a few hits, he'll jump around your character and onto one of the circular vent shafts. Select R2 and have him communicate with the terminal, emblazoned with his logo, to send steam up into a vent shafts, inflicting damage to Vader. Keep this up until Vader runs away and a few Stormtroopers show up on the adjacent platform. Deflect their blasters and then hop into the crane's cockpit. Pick up R2 with the crane, place him by the doorway with his logo on it, and he will communicate with the controls to extend a bridge for you to jump onto. (If he's just standing there doing nothing, turn "Self Destruct" off.) Run back over to where you entered into the Carbon Freeze chamber, and put on a Stormtrooper helmet to bypass the Stormtrooper doorway, which is located on the platform to the far right of the room. This is your only exit. Go!
Once outside, run after Vader and rotate the air-shaft propellers that allow you to jump up to the next platforms. This will be repeated a few more times throughout this side-scrolling section -- its standard stuff for you at this point. Once you make it into the room, use the Force on the grey and blue Lego pieces to your left, making a ramp. Now assemble the elevator platform to your right, and assemble a turnstile in the middle of the level. Each time Vader takes two hearts worth of damage, he will jump up to a high platform. When this happens send R2 up either the ramp (left) or the elevator platform (right), depending which side Vader is standing on the air-vents (left or right side respectively). Use this pattern until Vader runs away, allowing you to continue right through the level.
Run to your right until you're on a large platform attacked by Stormtroopers. Deflect their bolts back at them, switch to R2, and have him safely fly towards the Troopers platform, communicating with the appropriate panels, temporarily stopping the spawning of Troopers. Vader will use the Force to throw crates at Luke. Fly back towards Luke in order to switch to his character and once the crates fly at you, use the Force to fling them back at Vader. Do this four times and he will run away...again. Use the Force on the broken glass to form a bridge to walk across, and pursue Vader into the final section of this level.
While running to the left, you'll find a pile of Lego parts to use as a small ramp leading up to Vader. Chase after Vader and have R2 take control of the elevator platform, which will send you up towards Vader to attack him for the final showdown. A good attack here is your double-jump attack with the Lightsaber, coming down on Vader.
Minikit Locations:
1. At the beginning of the level, behind the two Stormtroopers firing at you, is a Minikit protected by a metal fence. Fly over there with R2, then switch to the Bounty Hunter, and plant a grenade on the metal fence.
2. When you enter the narrow hallway, after you blew open the doors in the previous section, head to your immediate left and enter the Bounty Hunter only entrance to grab the Minikit.
3. In the Carbon Freeze chamber, use a Dark Side Force Character such as the Emperor on the control panel near the crane. The Carbon Freeze chamber will then open up. Jump into the crane and pick up a storm trooper and drop them into the Carbon Freeze chamber. The Minikit comes out of the chamber and needs to be built.
4. Near the first propeller fan you construct. Shoot at the Wall on the upper level and a small platfom shall drop, double hump onto this and the double jump again to get the Minikit
5. Before you exit this area, go to the top platform and use R2D2 to get the Minikit:).
6. Jump straight up on the second constructed propeller fan (the same one you used in step #4) to get this Minikit.
7. In the room with the turnstile in the middle, use a small character (Jawa or Ewok) to walk into the small hole and pop out into the caged room with a Minikit.
8. In the area where Stormtroopers attack you and Vader throws crates at you, perform the double-jump attack with the Lightsaber onto the small rectangular area.
9. After you build the blue ramp and Vader attacks you on the small platform, jump away from this platform towards the screen to grab this Minikit.
10. At the end of the level, during your last confrontation with Vader, use a Stormtrooper to enter the room to the left of the hand-chopping incident.
Minikit Detector Power Brick Location :
The best Power Brick you can find. It shall tell you if a Minikit is near by. YOU MUST GET THIS POWER BRICK IT IS ESSENTIAL TO FINDING ALL THE MINIKITS IN THE GAME AND ALSO TO GET THE 100% COMPLETION OF THE GAME. This is behind the X-Wing at the very beginning of the level.(Not really essential since you have this guide)
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Learn the Art of Vibrant Aging
Vibrant Aging: Creating a Healthy Life After 50
with Dr. Carrie Demers
October 1, 2015 – October 4, 2015
Thursday evening – Sunday noon
$299 (accommodations separate)
Modern society has associated the latter years of life with loss, fear, and debility. In contrast, ancient wisdom sees the potential for growth, vibrancy, and expansion as we become freed from the daily duties of work and family. Research now supports this time-honored view: that our bodies and minds are quite capable of vibrant health well into our our late decades of life.
Join us for this engaging weekend seminar where you will. . .
- Learn simple techniques for decreasing stress
- Discover ways to get a good night's sleep
- Practice strategies proven to reduce aches and pains associated with aging
- Experience why movement matters
- Understand how to adopt an anti-inflammatory diet
- Create support for your microbiome and good digestion
- Learn methods to improve your brain function and increase mental clarity based on scientific research
- Study an easy meditation practice for beginners
Dr. Carrie Demers, a board-certified internist and integrative medicine physician for over 20 years, combines the best of Western scientific research and holistic alternative approaches into understandable and immediately useful actions for living well.
You will go home with a new understanding and appreciation for your healing capacity, and with tips and techniques to implement to keep you moving forward into your best life.
About the Presenter
Board-certified in internal medicine, Carrie Demers, MD, is a holistic physician who blends modern medicine with traditional approaches to health. After receiving her medical degree from the University of Cincinnati, Dr. Demers went on to study massage, homeopathy, nutrition, herbal medicine, yoga, and ayurveda. She has been the Director of the Himalayan Institute Total Health Center for the last 16 years. Widely recognized for her expertise, Dr. Demers has been interviewed by numerous magazines and newspapers and lectures nationally on holistic health and ayurveda. She is a frequent contributor to Yoga International.
Click here to Register and be on your way to a more Vibrant Life!


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A fundraising exhibition for the Anna Templeton Centre for Craft Art and Design and the Friends of the Salmonier Nature Park
|Without Fences, silk with natural dye, metal thread and birch bark. 8" x 18"
Kailey Bryan Photo
My latest embroidery, created for an exhibition of instructors from the Anna Templeton Centre.
I struggled with the concept of creating portraits of the animals in the Park.
I an intrigued by the tiny or mundane; flora or fauna often over looked in favour of the larger, often romanticized species. I choose to honour the 'Spirits' not usually considered; a portrait of a few creatures who enjoy the shelter of the Park without the boundary of fences.


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and a bonus
Monkey – 2010
and a bonus
A Texas Food and Family Blog
and a bonus
Monkey – 2010
and a bonus
wordless Speechless Wednesday & Angry Julie's WW
Ordinary Sarah says
How cute are they!!!!
Hmmm, where in the world do they get all that personality? 😉
Rachel says
LOL, Sarah!!! 😉 I have absolutely no idea. I mean I am such a shy, retiring, quiet little wallflower.
Thank you xo <3
Daisy says
Awwww SUCH cuties. Have a great year!
Rachel says
Thanks, Daisy <3
burghbaby says
Rachel says
I know {shakes head}
Tara R. says
One thing for sure, Monkey is excited about the first day of school. Princess looks so much like you. Simply beautiful.
Rachel says
He LOVES it and Tara <3 <3 <3 Thank you
mom taxi julie says
I'm in love with that Pre k 4 picture. ADORABLE!!
Rachel says
thank you, Julie! 🙂
bebe says
You could tag me on fb with all of these. Love!
Rachel says
They aren't on FB 😉 if I put them up there, I'll tag you
Anne says
I love seeing the changes through the years. That first Kinder picture is a keeper.
Rachel says
Thank you, Anne! I cannot get over the fact that she isn't my teeny kinder girl anymore!
Karly says
What a couple of cuties. 😉
Rachel says
MWAH! Thank you, Mrs. Karly!
Awww, adorable! I'm a sucker for yearly back-to-school pictures.
Katie E. says
Love looking at how they change each year! I did this on my blog last week in preparation for our first day of school this morning.
Liz says
Your cuties always manage to make me smile (you, too) thanks for that!
Rachel says
aww Liz <3 Thank you
cmbhbg says
The font on the kid's pics is adorable..where could I find it for my use?
Rachel says
Thanks! The one on his is Stencil and the one on hers is Sabrina Star. I'm fairly certain they're both downloaded from dafont.com
cmbhbg says
Thank you for the quick reply.
I sent off my first email in such a hurry that I forgot to say that your kid's are pretty adorable too !!!
Thank you again : )
TexasFrog Photography says
Make them stop!
I'm a deep-fried Southern belle, married to a cowboy boot wearin', Harley ridin' Texan Prince Charming. I am the always proud and frequently exhausted mom to two 8th generation Texans My childhood was spent at my Granny's side learning to cook with cast iron, butter and that special southern ingredient -- love Today, I share my passion for food, family and photography with thousands of monthly readers on my blog, A Southern Fairytale. I love cute boots, my Canon camera, belly laughs with friends, the beach, my family and ellipses..." Read More…
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Net-Free Net
I'm waking up today to headlines heralding the end of an era. This era, of course, will be over somewhere between 4 and 10 weeks by the time you read this, but something as important as an era deserves a little time for mourning and reflection. The reason why this era is ending, according to the newsphere, is because Microsoft just announced a new tablet computer, which they are calling the Microsoft Surface tablet. The reason this new tablet ends an era is because Microsoft has never before embraced this role of selling PC-like hardware.
Those who have lived through the entire PC epoch remember well that Microsoft built its whole empire on being the company that did not market PC hardware. They got their start as IBM's special little friend, shipping millions of MSDOS instances with early, iconic IBM PCs. Then when IBM tried to swallow the whole sandwich, by pushing out Microsoft and bundling their own OS/ 2 system with consumer computers, Microsoft quickly made IBM irrelevant – and dealt a blow to the very concept of a PC brand – by making their own deals with OEM vendors, who thus had access to a gigantic market that soon exploded into the consumer PC industry we know today.
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Nextcloud Announces Raspberry Pi-Powered Home Cloud Box
Innovative system adds a hard drive and Ubuntu Core to the RPi for an IoT hub.
Linus Torvalds Confirms the Date of the First Linux Release
Linux is two weeks younger than we thought!
End of OpenOffice?
The Apache Software Foundation considers retiring OpenOffice
Adobe Gives New Life to NPAPI Plugin for Linux
Adobe won't kill the plugin in 2017
LinuxCon North America Convenes in Toronto, Canada
Linux Foundation's big event celebrates the 25th anniversary of Linux
Linux Turns 25
Linux has evolved from "won't be a professional" project to one of the most professional software projects in the history of computers.
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Competitors get in the game with RHEL without Red Hat
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Security researchers have already notified Microsoft; some fixes are available
Mirantis to Refactor OpenStack Fuel for Kubernetes
The company is collaborating with Google and Intel to use Kubernetes as an engine for Fuel
Canonical Joins Document Foundation Advisory Board
The upcoming release of LibreOffice will be available as a snap package


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3 Wanted In Absecon Armed Robbery
Police in Absecon are on the lookout for three men, wanted for robbing an Absecon business last night.
Police in Absecon are on the lookout for three men, wanted for robbing an Absecon business last night.
A suspect has been arrested in the September 25th robbery of the TD Bank Branch, on the White Horse Pike in Absecon.
By now you've probably seen the video of the male Jets fan punching a female Patriots fan in the face after the Jets-Patriots game at MetLife Stadium this past Sunday.
Police in Pleasantville are asking for the public's help in finding the person responsible for attacking an elderly woman in her home.
If you catch someone breaking in to your house, what are you going to do?
Teens trying to buy alcohol at the Jersey Shore this summer will have a harder time of doing so with the yearly launch of the Cops in Shops program.
A Millburn, New Jersey woman was the victim of a home invasion - and brutal attack.
'The hand that rocks the cradle rules the world,' or so the saying goes, and that's the kind of influence Ocean County law enforcement officers are hoping to have by teaching an International anti-gang program in area elementary and middle schools.
South Jersey is abuzz with the story of a Ventnor man who turned himself in to authorities, confessing to a murder that happened 23 years ago.
Over 30 members of an alleged Atlantic City street gang are under arrest Tuesday after federal, state, and local officials conducted a series of investigations targeting one of the city's largest heroin distribution networks.
Law enforcement officials will be cracking down on drunk drivers as part of the annual holiday season "Drive Sober, Or Get Pulled Over" statewide drunk driving enforcement campaign.
Meet 19 year old Hannah Sabata of Nebraska. Video star. Criminal.


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Shared publicly -
kaneala "BlUeStArfan808" tupacommented on a video on YouTube.
Seriously people I believe that he is homeless hes only asking for food and with a voice like that he would have a record deal by now so ya put 2 and 2 together. God bless him n I hope some major producers watched this hes gonna go far in the music industry. God is good Jah bless!!!


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Reviewed By Chris N (Bueche, LA) Reviewed for a 2007 Ford Edge —4/29/2011 4:15 PM
Received the lights, added batteries and put them in service. Working well for all uses in our Jeep.
Reviewed By Mark H (TILDEN, NE) Reviewed for a 1997 Chevy C/K 1500 —8/31/2016 11:35 PM
Tail lights were easy to install. They fit just like the OEM tail lights and look so much better. Hope they last longer than the GM circuit boards I use to replace. No drilling or cutting to install them was a big plus to me!
Reviewed By Andrew M (Los Angeles, CA) Reviewed for a 1974 Porsche 914 —7/19/2016 2:27 PM
I took a shot because the GE Nighthawk, Sylvania, KC, and others were substantially more expensive. I checked (headlight revolution) reviews on youtube who said these are the same as United Pacific 31400 (had a decent review) Installed easily-no clearance issues in the popups on my 914. Some experience flicker with LED conversions, these flicker a little now and then at idle but it is not too noticeable. Brighter than HIDs on my other car. Wide spread and reasonable cutoff. Very satisfied.


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How to Ace Your Social Media Background Check http://ow.ly/uLvhf
- engage5wOwner, 2010 - presentengage5w offers a full spectrum of integrated marketing services. The "5w" of engage5w refers to the traditional news writing style of addressing the Who, What, When, Where and Why to create content. The "engage" represents the most effective way to reach your audience in today's digital world. We specialize in creating custom marketing solutions and campaigns that work for your company. engage5w uses social business concepts to fully integrate both digital and traditional marketing tools into existing business plans.
10 rules of an incompetent professional
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OCY THE TECHIE: Convert 3ga to mp3
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18 years of experience
Accepting new patients
Video profile
25631 Little Mack Ave
Saint Clair Shores, MI 48081 Phone number & directions
Patient Reviews
Patient Reviews ? Write a Review
Overall Rating:
Total Ratings
Total Reviews
This Doctor operated on both shoulders. He is very skilled and diagnoses based on a 27 point checkup during surgery of the joint. I cannot say good enough things about him. Outstanding artisan in his field.
I found him to be very friendly along with his staff and very efficient on what my care required. The visit was not drawn out and I feel he made the best decisions to the care I need. Would recommend him to anyone.
My son had an ACL reconstruction done by this surgeon. Post surgery he kept complaining about recurring knee instability. We kept being told it was quad weakness and everything was ok. Even during our last visit, we were told everything was ok but he would order an MRI. When the MRI came back we were told everything was NOT ok and that the graft had ruptured. We had go to another surgeon to have a revision. This surgeon had to drill a new femoral tunnel to make the knee stable. Needless to say my son was devastated, he had already missed his junior season of football because of the initial injury, now he lost his senior season, along with a good chance for a college scholarship.
Dr. Zacharias is pleasant, kind, patient, thorough and informative. He has my respect and my recommendation.
Dr Zacharias has me out of knee pain for the first time in years. He is very thorough, professional and realistic. His staff is kind and prompt , and the office is very very clean.I would recommend anyone who has problems with their knees related to work, sports or genetics to see this great Doc.
I am an rn. I highly recommend dr. Zacharias. He does not do surgery unless he absolutely has to. He is very professional and prompt. You never wait long in his office. Mostly, he is skilled and a great physician. He's not bad at tapping a knee either.


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Police: Armed man nabbed at Parkland High School
Posted: 5:14 PM EDT Jun 06, 2013 Updated: 7:36 AM EDT Jun 07, 2013
An armed man who was nabbed inside Parkland High School in South Whitehall Twp., Lehigh Co., was planning to attack a student, police said Thursday.
Nicholas Ibarra was apprehended inside the school Wednesday morning, said police, who searched Ibarra and found two folding knives.
Police said they later determined that Ibarra went to the school to attack a student.
Ibarra was charged with terroristic threats, possession of a weapon on school property and criminal trespass.
Copyright 2013 WFMZ. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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Comments Thread For: Women's Boxing Viewed as a Big Hit at The Olympics
Some wondered if they would be a novelty, others questioned whether they should be in the ring at all but for four days at the London Games, women boxers were the talk of the Olympics for all the right reasons.
While boxing had its now traditional dose of controversy - notably when two officials were expelled and another referee suspended - all that will be remembered when the next punch is throw at the Rio de Janeiro Games is how women's boxing was such a stunning success. [Click Here To Read More]
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Katie Taylor is huge here now. They want her to fight in Croke Park next.
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