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The University of Maine's 212th Commencement will be held May 10 in Harold Alfond Sports Arena on campus.
Held in two ceremonies at 10 a.m. and 2:30 p.m., the university's Commencement is one of Maine's largest graduation events. An estimated 1,660 students — undergraduates, master's and doctoral — are expected to participate in the event.
Both ceremonies are ticketed events. All students marching were offered up to five guest tickets. Live streaming of the ceremonies will be available online for friends and family worldwide. In addition, live streaming of both ceremonies can be viewed on a big screen in the Bear's Den in the Memorial Union on campus.
For the second consecutive year, in keeping with UMaine's leadership as a nationally recognized "Green campus," each graduating student attending one of the ceremonies will receive a digital Commencement program on a commemorative 2GB USB flash drive. The full program will contain the names of all degree-earning undergraduate and graduate students, as well as a welcome message from the University of Maine Alumni Association.
At the ceremonies, an abbreviated print version of the program will be available for audience members. The Commencement website that day will feature the full program with the names of all graduating students.
The 10 a.m., ceremony is for graduating students in two colleges: Liberal Arts and Sciences; and Education and Human Development. Joining them will be students graduating from the Maine Business School and the Division of Lifelong Learning.
The 2:30 p.m., ceremony is for graduates in the College of Engineering and the College of Natural Sciences, Forestry and Agriculture.
The honorary degree recipients and Commencement speakers will be two icons in literature and music in Maine — international best-selling author Tess Gerritsen of Camden and singer-songwriter David Mallett of Sebec. Mallett will address the 10 a.m. ceremony; Gerritsen will address the 2:30 p.m. ceremony.
This year's valedictorian and salutatorian are Sierra Ventura of Belfast, Maine, and Jennifer Chalmers of Foxborough, Mass., respectively. Ventura will receive a bachelor's degree in music education. Chalmers will receive two bachelor's degrees in English and in history. She has majored in English and history, with minors in education and Spanish, and received highest honors for her thesis.
Also being honored at Commencement and at a Faculty Appreciation and Recognition Luncheon that day are four faculty members in marine sciences, electrical and computer engineering, and computing and information science.
Mary Jane Perry, professor of oceanography and interim director of UMaine's Darling Marine Center, is the 2014 Distinguished Maine Professor, an award presented by the University of Maine Alumni Association in recognition of outstanding achievement in the university's mission of teaching, research and public service.
J. Malcolm Shick, professor of zoology and oceanography, is the recipient of the 2014 Presidential Outstanding Teaching Award; School of Computing and Information Science Professor M. Kate Beard-Tisdale is the 2014 Presidential Research and Creative Achievement Award; and the 2014 Presidential Public Service Achievement Award recipient it Bruce Segee, professor of electrical and computer engineering, and director of the University of Maine System Advanced Computing Group.
Contact: Margaret Nagle, 207.581.3745
WABI (Channel 5) reported on the 5th annual Undergraduate Research and Academic Showcase sponsored by UMaine's Center for Undergraduate Research (CUGR). Presentations from 149 students in the form of 77 posters, 21 oral presentations or performances, and nine exhibits were featured. Several presentations included multiple students. Ali Abedi, director of CUGR, told WABI the showcase gives students an opportunity to learn how to present themselves and their project, as well as write proposals. Awards were given to students in each presentation category. Ten winners of $3,000 Summer Research and Creative Academic Achievements Fellowships were also announced at the event.
Student research was displayed during the 5th annual Undergraduate Research and Academic Showcase on April 1.
The event, sponsored by UMaine's Center for Undergraduate Research (CUGR), was open to any undergraduate at the university and featured presentations from 149 students in the form of 77 posters, 21 oral presentations or performances, and nine exhibits. Several presentations included multiple students.
Following are the winning presentations:
Nicole Curtis-Bray (electrical and computer engineering), "Remote Excitation of the Resonant Transverse Shear Mode in AT-cut quartz;" adviser: John Vetelino
Oral Presentations
Paige Martin (molecular and biomedical sciences), "Exosome-Mediated Drug Delivery for Treatment of Brain Cancer;" adviser: Carol Kim (first place)
Christine Gilbert (Honors), "Sustainability Inconvenient Discourse;" adviser: Mark Haggerty (second place)
Samuel Hatch and Emily Blackwood (anthropology), "Native American Plant Use: Pollen Analysis of Shell Middens;" adviser: Brian Robinson (first place)
Chi Truong (chemical and biological engineering), "Separation of Sodium Acetate from Maine hardwood extract via Electrodialysis;" adviser: Joseph Geneco (second place)
Elizabeth Chenevert, Rebekah Flanders, Lindsay Thornton and Sylvia Paradis-Reynolds (nursing), "Radon Detect To Protect;" adviser: Elizabeth Bicknell (third place)
Also announced at the showcase were the 10 winners of a $3,000 Summer Research and Creative Academic Achievements Fellowship:
Danielle Walczak (communication and journalism), "Fresh Light: Maine's Young Small Diversified Farmers Growing Hope in Maine;" adviser: Margaret Nagle
Gwendolyn Beacham (molecular and biomedical sciences), "Towards Understanding Cluster E Phage Integration and Maintenance of Lysogeny;" adviser: Sally Molloy
Marissa Bovie (anthropology), "Landscape Evolution and Human Agency Along Croatia's Adriatic Coast;" adviser: Greg Zaro
Tyler Roy (psychology), "Activated Microglia in a Mouse Model of Chemo-Brain;" adviser: Thane Fremouw
Julia Sell (physics), "Platinum-Zirconium Diboride (Pt-ZrB2) Multilayer Thin Film Structures for Sensor Applications in Harsh High;" adviser: Robert Lad
Torey Bowser (marine sciences), "Arsenic Exposure of Zebrafish (Danio rerio) Embryos and the Potential to Affect Adult Fish Behavior;" adviser: Rebecca Van Beneden
Katrina Harris (molecular and biomedical sciences), "Identification of Genome and Integration Morphology of Mycobacteriophages ChipMunk and EvilGenius;" adviser: Keith Hutchison
Amy Fish (food and agriculture), "Evaluation of Persistence Factors in C.pseudotuberculosis;" adviser: Anne Lichtenwalner
Taylor Merk-Wynne (mechanical engineering), "Micromechanical Modeling of Fiber Reinforced Composites;" adviser: Senthil Vel
Juliana Tavora (marine sciences), "Satellite-Measured Bio-Optical Measurements of Lagoa dos Patos, Brazil;" adviser: Andrew Thomas
The Bangor Daily News spoke with Robert Milardo, a professor of family relations at the University of Maine, for the article "Glenburn family upset after 13-year-old girl, older sister turned away from father-daughter dance." Milardo said father-daughter and mother-son dances are "wonderful ideas in principle" because they recognize the important roles parents play in children's lives, but many children in the U.S. don't have those relationships. "The demographic reality of families today is that they are more diverse than they were in the past," he said, adding that the dances can be "hurtful" to children in nontraditional families. Milardo says organizations that host such events should provide alternate options, such as "surrogate dads," to ensure all students feel included.
University of Maine undergraduate research will be highlighted during the 5th annual Undergraduate Research and Academic Showcase, 8 a.m.–5 p.m., Tuesday, April 1 at Wells Conference Center.
The event is sponsored by UMaine's Center for Undergraduate Research and is open to any undergraduate at the university. Presentations from 149 students in the form of 77 posters, 21 oral presentations or performances, and nine exhibits will be featured. Several presentations include multiple students.
Students presenting projects that receive the highest scores from judges in each format will receive awards ranging from $100 to $200 in various categories, according to Ali Abedi, director of the Center for Undergraduate Research (CUGR).
Vice President for Research Carol Kim will deliver opening remarks at 8:30 a.m. Students are encouraged to pose questions for Kim via Twitter using #CUGR2014.
UMaine President Paul Ferguson is expected to give closing remarks during the awards presentation starting at 4:30 p.m., followed by the announcement of the Summer Research and Creative Academic Achievements Fellowship winners by Executive Vice President for Academic Affairs and Provost Jeff Hecker. Ten students will each be awarded a $3,000 fellowship for their research.
The UMaine community and general public are welcome to attend the free event. For more information or to request disability accommodations, call CUGR, 207.581.3583. More information on the showcase is available online.
Contact: Elyse Kahl, 207.581.3747
University of Maine graduate students will showcase their research and artistic works during the Graduate Student Government's 2014 Graduate Academic Exposition.
More than $8,000 in prizes will be awarded to participants of the GradExpo. The event will be held 8 a.m.–4 p.m. Thursday and Friday, April 3–4 in the Innovative Media Research and Commercialization (IMRC) Center on campus.
The GradExpo will feature four areas of competition — posters, oral presentations, intermedia and fine arts exhibits, and a PechaKucha, or rapid-fire slide show event. About 106 submissions are expected at this year's event.
The poster and oral presentations will highlight the physical sciences and technology, natural sciences, humanities and social sciences. The intermedia and fine arts exhibits will include art works, projects and performances. The PechaKucha competition, open to students in all academic disciplines, invites participants to share their work in a slide show lasting under seven minutes. Unlike the other presentations, the PechaKucha talks will be judged by the audience rather than faculty reviewers.
Two new awards have been added this year, and will be presented during the awards gala, slated for 6 p.m. Friday, April 4 at the IMRC Center.
The Provost's Innovative/Creative Teaching Award worth $500, $300 and $150 will be given to graduate students who are lead instructors of a UMaine course and use innovative and creative teaching methods. Eligible candidates will present at the expo. Jeffrey Hecker, UMaine's executive vice president of academic affairs and provost, will designate judges to select the winners.
The UMaine Alumni Association Alum Award worth $250 will be given to a graduate student who earned their undergraduate degree at the University of Maine. Selected candidates will present their research to Alumni Association staff members who will select the winner.
Other awards will include:
Graduate Student Government Awards — Presented to three students in each of the four presentation divisions. Faculty judges choose winners based on academic worthiness, excellence of presentation and skill in making the work understandable to a wide audience. Prizes are worth $600, $300 and $150.
Graduate Student Photo Contest Awards — Presented to graduate students who submitted photos in the categories of graduate student life, graduate student research, and graduate student teaching. The awards are worth $100, $50 and $25.
The Graduate Dean's Undergraduate Mentoring Award — Presented for effective undergraduate mentoring in research, with awards worth $500, $250 and $100.
The President's Research Impact Award — A $2,000 award given to the graduate student and their adviser who best exemplify the UMaine mission of teaching, research and outreach.
Innovation Award — $100.
Details of the expo are online. For more information or to request a disability accommodation, contact Robin Arnold, Graduate Student Government vice president, at email@example.com or 207.581.2398.
Contact: Elyse Kahl, 207.581.3747
Administrative Specialists Deborah Grant from the Department of Political Science and Janice Bacon from the Department of Educational Leadership, Higher Education and Human Development are the recipients of the 2014 Outstanding Classified Employee Award of the University of Maine Classified Employee Advisory Council (CEAC).
The annual CEAC award recognizes exceptional service by UMaine classified employees who inspire others through dedication, commitment and work ethic, maintain the highest level of professional service and help create a better UMaine community.
Grant has been a member of the UMaine community since 1986. She started working in the Department of Sociology, followed by the Department of History, and the Department of Communication and Journalism. In 1996, she was hired as an administrative assistant in the Department of Political Science. Grant says she has made many dear friends with UMaine faculty and staff, adding that the favorite part of working on campus is her daily interaction with the students and colleagues. She also enjoys the ever-changing schedules and deadlines in an academic setting.
Bacon has worked in support staff positions for the University of Maine since 1977. For the last two decades, she has been with the Human Development and Family Studies program, renamed in the past year the Department of Educational Leadership, Higher Education, and Human Development. Bacon has an associate degree in business from the University of Maine at Machias and a bachelor's degree in university of studies from UMaine. She is a member of the Alpha Sigma Lambda honor society. Bacon says she enjoys her interactions with students and faculty, and finds her work to be challenging, varied and satisfying.
The Weekly published a feature article on University of Maine students and siblings Emily and Jared Duggan who are volunteers in UMaine's Black Bear Mentor Program offered through the Bodwell Center for Service and Volunteerism. The Duggans are two of more than 80 UMaine students who are currently participating in the program. The Black Bear Mentors meet with local third- to eighth-grade students once a week and work with students on activities such as sports, arts and crafts, homework, board games, and community service projects.
Faculty and graduate students in the University of Maine's History Department will offer an informal History Lab to provide one-on-one support for students, teachers and parents who are working on a National History Day (NHD) research project.
The drop-in History Lab will be held from 2:30 to 4:30 p.m. Wednesday, March 5 in the computer classroom on the first floor of UMaine's Fogler Library. Faculty and graduate students also will be available to talk about historical research, local resources and current developments in historical scholarship. Anyone interested in history — whether local, regional, national or global — is welcome to attend.
National History Day (NHD) is an academic program and competition for students in grades 6–12 that promotes critical thinking, research and presentation skills through project-based learning for students of all abilities. More than 500,000 students, working with thousand of teachers, annually participate in the national contest.
Students choose historical topics related to a theme — this year it's "Rights and Responsibilities in History" — and conduct extensive research before creating projects in the form of exhibits, documentaries, dramatic performances, papers and websites, to present at the statewide competition. The projects are evaluated by professional historians and educators.
A new partnership between UMaine and the Margaret Chase Smith Library will bring the Maine National History Day competition to the university campus Saturday, April 12, for the first time since the national program began in 1980. Winners from the state competitions are then able to compete in the national contest in Washington, D.C. during June 2014.
For more information about the History Lab, including how to obtain a campus parking permit and request a disability accommodation, email Liam Riordan, associate professor of history at UMaine, at email@example.com.
March 28 is the registration deadline for schools and/or students to compete at Maine National History Day. Registration is available online. More information about Maine National History Day is available on the UMaine website and on Facebook.
Click here to view more student profiles
Every Monday afternoon Jared Duggan, an accounting major at the University of Maine, heads to Leonard Middle School in Old Town to meet one of his close friends — a sixth-grader named Matt.
When Jared arrives, the two head outside to play basketball, even though it's winter. It's the pair's normal routine, regardless of the weather.
Meanwhile at the Old Town Recreation Department, Jared's sister Emily Duggan, an elementary education major at UMaine, sits with Keely, a fifth-grader. They're making friendship bracelets while they talk about friends and school.
This is the second year the Duggans of Buxton, Maine, have participated in UMaine's Black Bear Mentor Program. The program is offered through the Bodwell Center for Service and Volunteerism and is run by an AmeriCorps VISTA. More than 80 UMaine students are currently participating, making the program's 11th year the largest.
The Black Bear Mentors meet with third- to eighth-grade students once a week after school at Dr. Lewis S. Libby School in Milford, Old Town Elementary School, Leonard Middle School in Old Town and the Old Town Recreation Department. The mentors work with students on activities such as sports, arts and crafts, homework, board games and community service projects.
"I think the end goal is to try to get the students interested in pursuing education," Jared, who is in his junior year at UMaine, says of the program. "We know what we've done to get to college so we can pass that on to kids to try to get them to have the same habits so they can hopefully go to college, too."
The siblings, who live together, joined the program at the same time last year.
"Jared and I have always gotten along really well because we are the only two children in our family and because we're so close in age. We don't argue very often but when we do, we usually get over it pretty quickly," Emily says, adding she and her brother also like attending UMaine hockey and basketball games together.
Emily, a UMaine sophomore, says she decided to become a mentor because she has always enjoyed working with children and wants to be a teacher. The Duggans also both worked as recreation counselors during the summer in their hometown. Jared, who was working as an RA at the time he joined the program, also decided being able to work with kids during the school year would be rewarding.
"It's the first thing I look forward to in the week because you just go and hang out with a kid and spread your wisdom," Jared says.
Black Bear Mentors, who come from a variety of majors, are interviewed and undergo background checks before training begins. They are paired with a student based on similar interests and mentor them in weekly 90-minute sessions for the entire academic year.
Returning mentors, such as the Duggans, have the option to mentor the same child for multiple years — if the child also wants the same mentor. Both Emily and Jared are now on the second year of mentoring the students they were originally paired with.
"When I first met Keely she was pretty shy — I'm shy, too — so we were pretty similar. But now she talks all the time and asks me for advice, which is cool," Emily says.
She says offering advice to Keely has helped both of them open up and has helped her learn how to solve problems and give the best advice without being involved. The pair also likes to spend time doing homework, playing board games or making arts and crafts. Jared and Matt, on the other hand, spend most of their time outdoors throwing a football or playing basketball.
"Matt really likes to play sports, so everyday we go outside — even in the winter," Jared says. "While we're outside, we'll play with the other kids to work on teamwork. I also push him to do homework so he can play sports for school teams."
Jared says Matt was outgoing from the moment they met and the two bonded quickly, becoming fast friends. Since Jared has known Matt, he has become more comfortable sharing personal stories.
The Duggans, who would recommend the program to UMaine students, agree the best part of being involved in the program has been reuniting with their student for the first time after summer break and seeing the excitement on their face.
"It was like we didn't even have the summer break. He was really excited to see me, and we picked up right where we left off. We went right back outside again. It was pretty cool to see that nothing had really changed," Jared says.
He adds the experience was the same for all the returning mentors.
"The kids just run right to their mentors. You can tell how much they mean to the kids," he says.
Emily says she knows Keely enjoys taking part in the program by the reactions she gets from other students when she visits.
"I imagine she tells her friends about it because when I go to Old Town Rec, they always say, 'Oh, you're Keely's mentor.' They all want a mentor," she says.
In November, the Black Bear Mentors hosted the elementary- and middle-school students for the group's annual scavenger hunt on the UMaine campus.
"It wasn't a typical scavenger hunt," Emily says. "The goal was to show them places on campus and see what they're interested in."
The group plans to have the students visit again to do activities such as rock climbing or touring the football field.
"I'm excited for them to come back," Jared says. "It's always fun when they're on the campus."


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Does your school, teaching or learning situation enforce a strict "English only" rule? Is that the best way to get English learning results? These are both interesting questions to consider when thinking about your approach to teaching English in an ESL or EFL environment. After a long discussion with a student today, I've decided to post some my own thoughts on the thorny issue of English only in the classroom. I'd certainly like to hear your opinion as well. Feel free to contribute to the conversation by replying to this blog post.
- February 7, 2013 at 9:36 am(1) kashphi says:
thanx for help
- February 7, 2013 at 2:14 pm(2) alexcuetodo says:
Indeed it's a thorny feature… but just as you are, i've spent some time teaching also and it's quite more efficient to explain grammar in L1. I've seen cases of students coming from lower levels where I have to spend lots of time explaining old concepts just becasue they were presented to them in L2. You can find advanced students who have never well understood simple present tense just because they didnt get it when first introduced in lower levels. English only teachers go over and over the same material and students nod as if they get ot, when they actually don't.
- February 9, 2013 at 10:35 am(3) Roberta says:
I think it's not necessary to be so strict about it… but it's important to speak English most of the time in class because some students don't have so many opportunities to do it on their daily routines…
- February 11, 2013 at 3:59 am(4) Sebastian says:
It is definitely important to speak english only. In my opinion the human brain needs to really emerge with the language for at least 45 minutes in order to learn the language. In our language school in germany we use the "progressive submersion" with great success. for german speakers :
Best Regards!
- February 12, 2013 at 8:12 am(5) Mark Brown says:
Dear Sir / Madam,
I have taught English for 15 years in Japan. SADLY, the focus is on GRAMMAR and Japanese teachers only know how to teach that in their first language. Japan spends a HUGE amount of money employing native English speaking ALT`s but the end result is no improvement in communication because they aren`t taught that language is a communicative tool and NOT just an academic field of study.
I have taught at companies for the past 13 years and encourage English only as mixing languages doesn`t improve any 2nd language acquisition and is a lazy form to cheat rather than try and learn. I adopt the approach of a swimmer learning to swim – "jump in, learn to survive and with lots of hard work you can improve". I have applied this same philosophy in learning Japanese after coming here with absolutely no exposure to the language.
Here the main challenge is a severe lack of self-confidence, no English use in daily life,a severe lack of motivated study and a culture where meeting new people doesn`t come easily and simply.
- February 12, 2013 at 8:22 am(6) Carl says:
I teach at a school where at the lower levels both languages are used in the classroom but advanced levels are English only. This combination seems to work well as long as students are not passed to upper levels prematurely. At upper levels I think English only makes a lot of sense for students to continue to ad to and retain vocabulary.
- February 12, 2013 at 8:25 am(7) savita madival says:
Tq for help
- February 12, 2013 at 9:04 am(8) Zeinellule says:
English only in the classroom is the best way to learn foreign language.
imagine you are in germany and you do not speak it,you will be forced to
learn it day by day…
- February 12, 2013 at 9:07 am(9) Chaya says:
I make an effort to use only English even with a Beginner's group; but what I usually do is ask my students what the word is in Hebrew (I live in Israel).
- February 12, 2013 at 9:49 am(10) Selma Bastos says:
I know that to use the target language only in the classroom is the best way to learn a foreign language, but "sometimes" I have to use the mother tongue and I can't see problem with it.
- February 12, 2013 at 9:56 am(11) Orlando Carranza says:
We teach English as a foreign language in Peru, and as you know the students "study" how to speak the language in the classroom. I´m sure you have heard about Stephen Krashen´s theory of acquisition and learning. Well, in my opinion, we should try to comply with both theories in the classroom; that is, the students learn the language but at the same time they are going to have the chance to use and acquire the language if the idea is to speak only English in the classroom
- February 12, 2013 at 10:20 am(12) carole says:
I teach English in France to adult business students and also provide private tuition for teenagers. I seem to spend a lot of time explaining grammar points, in French, to students who are falling behind in school because the grammar is explained in English and they just dont get it. And my adult students muddle along in English, making grammatical mistakes which they are so used to making that I cant find a way to change their habits. I fully agree with the immersion theory (thats how I learned French) but one hour a week is not immersion ..
- February 12, 2013 at 10:36 am(13) cindy says:
Knowing they have to speak only English keeps students focussed. Also, when discussing a particular problem among themselves, in English, they solve this by being on the same wave-length. I intervene and assist to encourage them to continue and not give up. Thanks Kenneth.
- February 12, 2013 at 10:46 am(14) Cindy Gerstl says:
I've taught French, Spanish, and English in public schools in the U.S. and am now teaching English to French and Spanish speaking adults. For the most part, I use the L2 (English in this case) with all of my students the overwhelming majority of time. However, I will explain something briefly in the native language when it appears that students are either not clear about a particular point or usage or ask specific points they want clarified. I understand the theory behind speaking English all the time, but I don't see any reason to frustrate students –and especially adult students– when a brief explanation in their language will help them understand something. Once the explanation is given in their native language, I continue in English, giving my students as much practice as possible. If necessary, I will work with an individual student to further clarify what was concerning that student.
- February 12, 2013 at 10:49 am(15) Henry says:
while I agree that English Only is best it is not always possible to communicate complex ideas so I speak some broken Chinese. I also use Chinese idioms to bring humor to the class and let them know I understand what they are talking about in class so they do not chat so much about non-class related things.
- February 12, 2013 at 11:02 am(16) Antonio says:
Compared linguistics is sometimes not only necessary but also vital, depending on the topic which is being taught. Using students' L1 can save us a lot of time and avoid misunderstandings.
- February 12, 2013 at 11:12 am(17) Laura says:
I think that using L2 only is partly a function (at least in our multi-lingual American classrooms) of the teacher not knowing everyone's L1. When you've got a class of 15 students who speak 18 languages, there's no way you can use everyone's L1, so it hardly seems fair to use it with only a few (e.g., if you happen to know Spanish and you can explain things for the 3 Spanish speakers, but not for those who speak Chinese, Somali, Haitian Kreole, Amharic, Arabic, Russian, etc.)
I did once do a great multi-lesson activity with intermediate Spanish speakers that involved translating a Spanish newspaper article into English. It was a great opportunity to work in pairs with a dictionary, but it only worked out because I knew enough Spanish and the learners were all Spanish-speaking.
- February 12, 2013 at 11:49 am(18) Taieby says:
I've taught English in Iran more than 15 years ,I think The main factor in teaching lge is the matter of communication so that we can transfer our intention to the addressee.It's so much beneficial to speak English in class but some times in class we must use learners' First lge because the cultural differences make us to elaborate the topic in Ss' First Lge(cross cultural differences) .
- February 12, 2013 at 12:05 pm(19) Subash Roy says:
I have been teaching English at college in Bangladesh for about six years. In class it is seen that students prefer speaking their mother tongue. It rarely happens that teachers here use English all the time except the tests or examinations. I think it could be more helpful if the use of English at class could be as maximized as possible.
- February 12, 2013 at 12:44 pm(20) Lois says:
I agree with Carl, Cindy, Henry, and Antonio! It just makes common sense to support with L-1 while sticking to as much spoken English as possible, especially in a beginners class. How can we attach meaning to words or sounds without the L-1 comparison? I teach an adult ESL class of 15 basic beginners with 7 different languages. I use every translation in the picture dictionaries I have and the students seem to be able to move ahead faster when they're allowed time for their own translations in basic vocabulary/short sentences/phrases learned. I can't find any Dinka or Burmese picture dictionaries,(any ideas?) so a high beginner English student of the same language is paired with the basic beginner to pull each further along in their L-2. This works great for me: not to be so strict about "English only", but to use L-1 as support when profitable for a student.
- February 12, 2013 at 1:30 pm(21) Anne Semple says:
Hi everyone,
As a volunteer tutor in a Church Group with various levels of students I find it very difficult to teach in English only. This is especially the case where the students may have no formal schooling in their own language nor any English other than 'Hello'. As the tutors do not speak Arabic, the most common language, we need to rely on the more advanced students coming to the beginners group in order for the lesson to progress at all. Another problem is that common ideas in teaching in UK are not known in other parts of the world so trying to get students to take part in a conversation with text in different colours can to lead to problems. Any idea gratefully received.
- February 12, 2013 at 1:45 pm(22) Waconda says:
I agree with Cindy..I too have taught for a long time
in Japan…and I think that immersion gives a certain
amount of fluency..and for the most part in Japan
I remember English only in the classroom..luckily or
unluckily did not have L1 proficiency there…so wondered
at non-stop Nihongo..
But with Spanish speakers, when a boss or co-worker actually qualified
and actually a tutor or teacher, would follow an English
only policy… with my tutees…I did a gradual segue to
English from Spanish…And found this was linguistically
successful…the problem with English only is that
it is misused….and polite stares may simply be that and
not comprehension….
When a fellow instructor insists on a lot of L1 as happened
with me the first volunteer class I did in Texas, it took longer
for students to realize it was to their advantage to speak
English only..but it was also a good idea for a mixed language
level…when a program has beginning, intermediate and
advanced levels, student may have more of a chance
to express themselves and to feel good about language
As an EFL/ESL professional, I am not totally against those
without credentials..ask students who have had very
good parents tutor them…but one is validated as a learning
person and has an understanding of the learning process
if well trained, educated and interested in how students
actually learn…
- February 12, 2013 at 2:04 pm(23) chiara says:
CLT communicative Language Technique is the best teacher I have used consistently, full immersion into the language and culture.
English only , even in multicultural classes is best.. The sts may whisper a translation to a fellow countryman or they may peek at their bilingual dictionary on their own from time to time. I dont encourage, but rather pretend I don't see it if it only occasional.
- February 12, 2013 at 5:05 pm(24) Dorota says:
According to me the 'English only' rule would be perfect at teaching this language. Of course there are situations when a teacher has to explain something in native language, for example grammar, but usually it causes a chain reaction, that is every student starts switching into native language. This situation makes me angry, because I'm not attending to private English lessons in order to speak in my mother tounge.
- February 12, 2013 at 9:09 pm(25) Jeremy says:
The interesting thing here is that most people dont really study this idea or think about it with any logic. Even on this thread, you can quickly see the thinkers/drivers.
Clearly, this depends upon the language level and on the aim of a class. The best way is t take an ideamto the extremes and see where it breaks. If i can only say "apple", then it is absurd to make me just communicate with this one word.
The age of the students is important, as is the skill of the teacher to mantain desired behaviours. An untrained , inexperienced teacher may need to follow simple rules, but trying to force experienced teachers into one method is crude and quite stupid. We should all do it the same way. We should all become equally bad teachers.
I have seen teachers waste hapf of a lesson and completely ruin the atmosphere and interest of the class following this stupid rule. They could have just had the t.a. Explain it and then used the rest of the hour for repetition of speaking and listening around this grammar and vocabulary.
There is a massive body of teachig theory that new and 6 week trained teachers completely lack.
- February 13, 2013 at 12:24 am(26) K Rajasekharan says:
'English only' is a good mechanism to force lazy learners to turn to speaking English which otherwise they would not do. Speaking so frequently is the essence of learning to speak English well. So whatever that motivates the students to engage in speaking English is a worthy strategy. But ensure that enforcing 'English only' so strictly is bad and will not do much good.Students will have the freedom to break the rule at times.
- February 13, 2013 at 12:53 am(27) Jeremy says:
To me, it is the same with any issue – if you just say, "guns are bad", and more -or-less assume this position as natural and irrefutable, to a thinking person, you just become a bit of an idiot. This applies to both ends of any spectrum. If you are not discussing towards and around the middle, then you are just a simple stick in the mud.
If someone doesnt know how to say something, then they cant just think their way to it. Generally speaking, these problems arise most with lower level students who really just dont have the confidence to venture some half-assed, faulty English that they know is completely wrong.
It follows that you need a balance – formal training with repetition of key- grammar points, and then some natural and purposeful use of language wherever possible, and conditional upon the competency of the students. If you have one and not the other, you either end up with unusable academic knowledge or a messy pile of half-language that can no longer be easily shaped and moulded into something more recognisable.
The balanceof these things also depends upon the motivation and needs of the student. Will they be taking a test? How much error is acceptable for their requirements.
- February 13, 2013 at 1:37 am(28) Arfeen Addahia says:
Dear Mr. Kenneth Beare / Dear All Memebers,
Really, this is most important topic. For us " Arab People" in particular is difficult to use the English Language instantly inside the classroom for obvious reasons: English is as FL where real English environment not found. Pupils and also teachers ability come with limitation. Therefore, teachers use some Arabic! but the most problem is that teachers not really encourage pupils and students to use English in class discussion. I think better for most students here in Yemen and other countries to find another environment to study English Language, for-example private lessons or go to some Institutes concern in English after school. Other reasons, also Arab students face! the traditional teaching/courses of English, which focusing on Grammar and structures only. This also keeps English use far away inside the classroom. As we all know that English Language is how well we and students can use it, not how much we know about. Unfortunately, many people here still away from this understanding …. thank you!
- February 13, 2013 at 7:16 am(29) Heather says:
I allow mother tongue use in my classroom to explain things. I do not speak Zulu so when we hit on a problem I let a learner translate. One of the advantages is that it shows you respect the mother tongue of the learners, another advantage is that it gives confidence to the learner who translates. I generally find that if the learners want to learn the language they will stick to English in discussions and so on. I think you produce a rod for your own back when you deny any presence of the mother tongue which is such a huge part of the learners' lives. I believe the important thing is that the teacher should maintain control over the use of mother tounge and the learners should be aware of that.
- February 13, 2013 at 7:49 am(30) Fernando says:
I'm so thankful for about.com.
In fact, a must use L1 to make sure students are understanding. I can spend a whole years listening to a Chinese speaker, but if I have no clue what does that mean in L1, I would never be able to understand the most important part of Language… Grammar. And… if don't know grammar, I just can speak. But if a do speak, I'm sure I'll end up saying anything else but the right word and don't even mention grammar structure. I will be a complete failure.
Thank you again Mr Beare. You are just rigth person en the rigth moment.
- February 13, 2013 at 12:24 pm(31) kou says:
I think esl teachers should ease up on english only policy.
Not everyone will understand the concepts of english.
If they speak in their native language(minus idle chat)they can relay the idea effectively.
ESL teachers can tell when someone is going off topic.
That is the appropiate time when teachers step in.
So, my point is, to be gentle on the english only policy.
- February 13, 2013 at 10:20 pm(32) Olivia Ndimufitu says:
Hello Sir?
I am very proud of this quistion, i think to speak english in the class room is good a idea because it improve our vocabulary as well as our gramma. I am at higher institute doing my BTech but still ,i am struggle with gramma at the academic level. I do not differentiate the tense for instance, i can say if i was you,instead of if i were………….therefore i believe practice make perfect.
- February 14, 2013 at 12:50 am(33) Tatiana says:
I am Russian, I've been teaching English for more than 20 years. I am 100% sure that the first touch of grammar should be in a native language. But only at the first stage. After that – no native language, if you can't say it in English – show with gestures. It works!
- February 14, 2013 at 2:46 am(34) Habib says:
I think , in lower levels we should use more gestures , mimes , and pictures . We should try our best to eliminate extra pressures on students and sometimes use native language as well. But in advanced levels , it is vital just speak English and when there is a question we can encourage them to check out their dictionary or other sources.
- February 14, 2013 at 7:43 pm(35) Deedub says:
Speaking in L1 in the company of others excludes those who do not understand that language. It is human nature to be suspicious about what the others might be talking about. This causes alienation within the group.
- February 15, 2013 at 5:21 am(36) Aman Obse says:
It is true if you want to learn any language to the best level, it is good not to mix with other languages.
- February 16, 2013 at 3:32 pm(37) samira says:
Hello. I remember my russian lessons after 20 years. do you know how ? the secret is when the paragraphs were explained word by word and pictures … , I repeted the short text by heart , It was a good experience . I was in a group where the students did not speak the same language ( they were from different countries) . I think that is available for english language .
- February 17, 2013 at 12:45 am(38) Dal says:
Hello, I think from past experience that using English only works well for the teacher who has no language skills in their students 1L. I have taught English language in Australia, PNG and China.
For me I believe that you should use any tools that are available ( the S's 1L) to help enforce understanding and develop deeper language skills that will be easily recalled at times of stress.
I encourage my S's to use as much English as possible, but enforcing an English only policy is not necessarily in the best interest of the S's. Which afterall is my main reason for being involved in teaching English.
- February 17, 2013 at 9:03 pm(39) Nigel Young says:
I teach English in Thailand and find that speaking only English in the class is a benefit as long as you are prepared to spend the extra time required making sure that the student understands.
Very occasionally I'll use a translator but that is a rare event.
- February 18, 2013 at 3:07 am(40) anasclass says:
1) It depends on the students: their age, if their L1 is the same or not, their drives to learn the language (is it just a school subject? do they badly need it for a job?…)
2) Brief explanation in L1 (usually grammar structures, or abstract vocabulary) if their faces show they do not understand. This allows for more time to practice that same structure/vocabulary knowing that they have understood it and can internally compare with what they know (sometimes they do not know the grammar in L1).
3) Speak English and encourage them to do the same. Say in English what they cannot express and make them repeat the expression/word/sentence.
- February 19, 2013 at 12:38 pm(41) shirin says:
From my point of view as an english teacher, being in the L2 invironment is the best way to learn english . they can learn how to use it not just learn it . Even if at first it will be so difficult for teacher .
- February 21, 2013 at 8:22 am(42) Ilona Terts says:
It was liberating to read your view on English only vs. L1. As a young, enthusiastic but less experienced teacher in the early 70s, I tried to enforce the English only rule, but later realised that a lot depends on the level, the aims, etc. It may be surprising, but I find explaining vocabulary relatively easy using synonyms/antonyms, pics and signs or sample sentences early on.
- February 23, 2013 at 10:27 am(43) milad nouri simani says:
that depends! you will need student's mother tongue if they're attending in STARTER LEVEL classes (as a share of 50%). the higher their levels are, the less non-English languages should be used.
- February 24, 2013 at 5:50 pm(44) Karen says:
Just curious, but how many languages other than English should be allowed in the classroom? SPANISH IS NOT THE ONLY OTHER LANGUAGE ON THIS PLANET. How many languages is the instructor expected to deal with? Two? Three? Five? Ten?! Come on. If the students want to learn English, I suggest that that is what they hear, read, speak.
- April 30, 2013 at 8:24 am(45) rey penera says:
i'd like to say that english speaking rule is the best way to improve english….
- June 4, 2013 at 4:38 am(46) anwar says:
It is definitely important to speak english most of the time in the class because the students need that. As well as they need to take thier own turn in practicing speaking and sharing each other .

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Minor Creation
School conjuration (creation); Level sorcerer/wizard 4
Casting Time 1 minute
Components V, S, M (a tiny piece of matter of the same sort of item you plan to create with minor creation)
Range 0 ft.
Effect unattended, nonmagical object of nonliving plant matter, up to 1 cu. ft./level
Duration 1 hour/level (D)
Saving Throw none; Spell Resistance no
You create a nonmagical, unattended object of nonliving vegetable matter. The volume of the item created cannot exceed 1 cubic foot per caster level. You must succeed on an appropriate Craft skill check to make a complex item.
Attempting to use any created object as a material component causes the spell to fail.
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Campervan destroyed in Combe St Nicholas fire (From This is The West Country)
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Campervan destroyed in Combe St Nicholas fire
8:06pm Sunday 13th January 2013 in Somerset
A CAMPERVAN was destroyed in a fire in Combe St Nicholas today.
Two fire crews from Chard were called to Frog Lane, near the village football field, around 4pm, and extinguished the flames.
A fire service spokesman said: "On arrival crews confirmed this was a small camper van containing a gas cylinder which had already vented and got to work extinguishing using two breathing apparatus and one compressed air foam jet."
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When Demi Moore was hospitalized, her fans were shocked. Then when Demi entered rehab, her fans breathed a sign of relief. Now, they may be signing with relief again since her partying daughter, Rumer Willis may be entering rehab as well. Hollywood Life is running a story about how "hard" Rumer's been partying and how "unhealthy" her life has been.
The 23-year-old actress is the oldest of Demi and Bruce Willis' daughters. Since becoming an adult, she has also become Demi's "wing woman." The two were routinely spotted partying together. In fact, there's speculation Rumer was present when Demi was rushed to the hospital after supposedly doing drugs. Needless to say, several insiders are worried she may be following her mother's footsteps too closely.
Worse still seems to be Rumer's callous take on what happened to Demi. It seems partying is more important than her own mother's breakdown.
An insider said, "Rumer parties all the time. She's out all night long and doesn't seem upset over her mom's breakdown. Her entire family is worried sick about her and they think she might need to go to rehab like Demi. Everyone wants to help her but she won't listen. Rumer's family and friends don't want her to go down the same path as her mom. Rumer just doesn't think she has a problem and she doesn't want to be lectured. It's like she hasn't learned anything from what happened to Demi."
Hollywood has a history of ruining celebrities and their families. There's no reason to believe Demi Moore and Rumer Willis will be immune to the negative side effects of fame. Hopefully, their family and friends will be able to step in and positively guide them down the right path. Being a famous doesn't last for everyone. It's important to not squander that time by partying hard.
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Taco Bell's Doritos Locos tacos have been a blockbuster – there's no other way to describe it. With 100 million units sold in ten weeks (that's 100,000 Doritos Locos tacos sold every week!), their success with that simple concept is unparalleled to the point where other franchises are jealous and trying to get on board with Doritos-inspired creations of their own. Snappy morsels like this are clearly Taco Bell's calling. So of course they are following its success with a 180° about-face into upscale "fresh fare" in the vein of Chipotle or Qdoba.
According to Ad Age, Taco Bell has been testing out its new Cantina menu in Louisville, KY and Bakersfield, CA but is now preparing to take it nationwide on July 5. The menu, marketed with commercials featuring chef Lorena Garcia, aims for "upscale and fresh" with burritos and bowls filled with such items as black beans, "fire-roasted" corn salsa, cilantro rice, and marinated chicken.
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Wait a minute: a burrito or burrito bowl filled with cilantro-infused rice, black beans, and corn salsa, you say? We can't quite put our finger on it, but that sounds awfully familiar. Oh wait, we can put our finger on it – that's Chipotle's menu. Only, whereas a burrito or bowl at Chipotle goes for around $6-7, Taco Bell plans to sell its fresh Cantina items for under $5. Ad Age also reports that Taco Bell's Cantina menu features such snack items as chips and guacamole at dollar menu prices.
We're Taco Bell fans – but what we're not fans of is following the competition instead of doing your own thing and doing it well. It's a trap that Burger King sometimes falls into, and now Taco Bell seems to also be feeling this pressure, something that first became apparent when it switched up its slogan from "think outside the bun" to "live más." Taco Bell: you are not Chipotle, and there's nothing wrong with that – you both have plenty of fans and satisfy different demographics, and there's no need to compensate for that.
But, with all of that said, Taco Bell could still have a success on its hands if it finds a way to make these new menu items its own and not simply a knock-off of another chain's concept. It will be interesting to see if the public responds to the Cantina menu with equal fervor, or keeps waiting with bated breath for the Cool Ranch Doritos Locos.


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The methods used to produce short videos have changed in tandem with technological advances. As a result, it is common to see many high quality short films online. Short video production involves a number of processes, including:
• Creating the right setting
• Lighting
• Recording sound
• Photography
• Music
• Editing
All the processes require artistic knowledge and creativity. Video producers aim at stimulating viewers by the way they use media in general, including the quality of sound and images. The reason is that every aspect of the production is meant to manipulate feelings.
Important Areas
Short video production focuses on two main areas: story and environment.
Every short video aims to tell a story. Whether it's a corporate video, short music video or an advanced home video, the producer must demonstrate a sound knowledge of the story to effectively tell the story in a short video production. The main question to ask is: What does the presentation want to accomplish?
While this may seem obvious, many producers do not seem to know what they want to say. The producers must know the idea they want the viewers to have. What is it that the viewer should get from the message? Should they convey the message to colleagues, follow teachings or be inspired to improve?
A short film should not only have a message, but also focus on the significance of that message. The video producer must focus on inspiring the targeted audience and help them remember the message.
The setting or environment where the subject of the message is placed is another important area in producing a short film. The subject is just a part of everything seen in the video, and what appears in the foreground and background should enhance the video.
While it is not always possible to choose the environment to capture the subject, the shot must still be captivating. Do the shadows and lighting in the background enhance the scene or distract? Creating the setting that brings a video to life does not have to involve a lot.
There are so many questions involved when producing a short video for business. Seeking the right company to provide short video production services will help your business marketing focus on the right story to show your consumers.
The world is truly your oyster. Most people today would not have known as much as they do now about the world without the Internet. New technology has given people the ability to see and research information in a way that was never possible through books. Today, more than 58% of people use smartphones to surf the web in just one hour!
With all of the new ways to connect to the web, there are two things that keep colliding to produce a new way of marketing and commerce. These two things have become social commerce. It is not just about sending messages to another person anymore. Now, people can broadcast to a small to large audience. They have the power to review and inspire in real time on places like Facebook, Twitter, Linked In, and more.
The social commerce also provides the ability to curate ideas from a larger network of communities available, while making their online experience more personal.
Here's some trends that can help with your travel and adventure video production:
Be With the Customer:
Google's Traveler's Road to Decision poll shows over 80% of people begin a travel experience by first going online to view professional travel and adventure video production videos. They acquire videos from destinations that provide professionally made travel and adventure video production. Through Internet searches, they can view purchase options for accommodations, sightseeing opportunities and transportation.
The average consumer of vacation videos makes between 18-21 search engine searches over eight sessions before purchasing a venue. In the process, they explore the Internet using Google, social sites like Pinterest and Facebook, YouTube, review sites, and booking reservationists.
Your travel and adventure video production will never be found if you are not in an Internet location where they visit often. Being there means being where they are searching, sites they frequent, and sites they check on mobile. You must optimize all of them from mobile to search and busy targeted websites so you can be found.
The Era of the Review:
Reviews are performed during the social experiences. The challenge for you to overcome is that you cannot change what reviews are given. Therefore, your social media must be towards marketing and customer service to show positive reviews about your company. Talk to customers in stories, not marketing. Think of a story over a search result. Storytelling is both the how and why adventure travel will grow. The best way to accomplish storytelling in a visual medium is through professional videos for business.
Our business video services, including promotional video and animations, are uniquely creative while remaining focused on marketing. Explainer videos are brief but enjoyable clips containing explanations of brands, new products, business processes or concepts. For website owners, explainer videos are especially valuable in the form of commercials, marketing animations or start-up clips. Some of these videos, especially in animation video production, feature animated characters. However, other clips are based on pictures or text and guided by a narrator's voice.
You may wonder how explainer videos give the most value to website owners. Here's a look at some of the best situations for their use:
• For including an explainer video on the homepage of a website
• For preparing the launch of a new product to the open market
• For giving detailed directions on how to utilize equipment, products or machines
• For detailing the workings of an app
• For showing how a certain business procedure is performed in the workplace
• For detailing the workings of a product to a potential investor
Explainer videos can be valuable in a wide range of common business situations. Although a majority of these videos are less than five minutes in length, quite a bit of craftsmanship goes into the making of a clip. For example, the initial step in explainer video production is a thorough study of the marketing brief. It is vital to understand the message the client wants to convey through this video.
Next, the audio script is written. For any video to be met with success, it has to have a well-written script that the audience will enjoy. In order to ensure that the video is completed as desired, it must be divided into three distinct parts. First, the problem at hand must be laid out. Next, the weak points of competitors must be illustrated. Finally, the solution offered by the featured brand is conveyed.
Social media sites like Facebook, Twitter, and Instagram are having a direct impact on homebuilder video production. Gone are the days when it was enough to have a beautiful collection of photographs of homes that your company built to show to customers.
Now, homebuyers are not happy unless they are able to go on a 3-D virtual tour, and see an interactive slideshows featuring photographs of homes that your company built. Homebuyers also expect to see professional videos for business.
Customers have been bombarded with a plethora of worthless marketing videos. For this reason, when they look at the promotional videos for your homebuilding company, they want to see videos that are of value. They want to receive education from the videos that your company creates. If you are able to create videos that are both entertaining and informative, your company's credibility will increase.
The following are five things that you can do for high quality video ideas:
1. Record Conversations with Your Company CEO and Staff
Customers get a glimpse of the individuals who work behind the scenes in your company in this type of video. Use these as an opportunity to allow your CEO and other key individuals to answer questions that are frequently asked by your customers.
These questions could include:
When should I buy a home?
How will home ownership affect my taxes?
When is the best time of the year to build?
What is the local area around the home like?
What would it be like living there day to day? You can show a fast paced video of life around the neighborhood.
Creating this type of online video for business will provide the customer with valuable information.
2. Teach Buyers about Financing a Home
One of the most stressful parts about purchasing a new home is trying to understand the guidelines associated with finance. These guidelines are constantly changing, and the Internet and other places are full of misleading information about them. So use your company's video presentation to educate buyers and help them remove any fears that they might have about the financing process.
3. Show potential homebuyers what they will get when they work with you.
For most people, the biggest financial decision they will ever make in their lives, is buying a home. So why not use your marketing and promotional videos to put their minds at ease and help them see exactly what they will get from you when they work with you and your company to build their dream home or buy a home already built. This will increase their confidence in you and will increase your sales.
4. Include Real-Life Testimonials from past Customers
Why not invite homeowners who have already purchased from you to sit down and discuss the home buying process on video. When potential customers see the testimonial of these happy homeowners, they will see themselves as happy as your customers and know they are in the right hands.
When past customers give testimonials about the home buying process, have them be specific about what they gained from working with you. The more specific they are, the more compelling their testimonials will be.
5. Visit trade shows and interview experts.
Visit a trade show and sit down with individuals who are experts in different fields connected to your industry. Interview them on video. Ask them specific questions connected to the home building market. It will be easier for you to interview these individuals at trade shows because they will all be in the same place. You may need to set up a time to talk with them in advance to make a connection before interviewing them and ensure you get the interview.
Once you start searching for a production company to produce an online video, you will find that there are hundreds of companies vying for your business. The process can be overwhelming. Instead of searching for the right company by watching hundreds of sample videos, and trying to pick a company based off of a video, ask yourself a few very important questions.
These points should help guide your decision and take some of the stress out of your search process. Remember, you want to find a video production company that is able to reflect your company creatively with a streamlined process to production and finalizing your online video.
1. Talk to a representative of the company.
The first rule of thumb is to talk to a representative at any video marketing company you are considering. When you have a consultation call with the representative, pay attention to the questions they ask you. They need to ask detailed questions about your company to ensure you have the right video created for your marketing project. If they do not ask detailed questions about your company, this should raise an immediate red flag.
Ask questions about the types of video services offered. Within the first few of minutes of conversation, you should get a good idea on how much they care about you and your business. You need to choose a professional video production company that will be dedicated to your project while offering professional video services that will ensure the project is successful.
2. Do they really fit with your company?
Determine if their business culture is a good fit with yours. One of the worst mistakes a company can make is choosing to work with another company that is the total opposite from their belief structure and values. While you can learn a lot about a company by reviewing their electronic media, such as blogs, portfolio reviews, and initial telephone interviews, it is also important to meet them in person. Meeting them in person is the best way to determine if this company is able to provide professional video services that will help your business. You need to make sure you are hiring the right video production company with a track record for making professional business videos.
3. Ask questions!
Don't be afraid to ask the company for new, creative, ideas. You want to find a professional video production company that has completed unique projects, not just cookie cutter video portfolios. With so many video marketing companies out there, there are bound to be a lot of repetition in video samples. Choose a company that will make a stand out, memorable video that shows your potential customers what your business product or service does through story.
Make sure to ask the company to pitch you a few ideas first. A true professional video production company will expect this and should be able to give you some new ideas.
4. Do they fit your budget?
After you talk to several video marketing companies, decide which company fits your budget. Carefully review the costs involved in marketing video creation services. Prices can vary considerably and can be accurate reflections of the finished product. Price is always going to be a consideration, but hopefully it doesn't have to be the most important one. There is no right or wrong answer. All that really matters is whether or not you like the finished video.
5. Learn the lingo.
There will come a time where you will start to wonder about the technical parts of the video production if you use videos for business in your marketing plan often. After talking with several professional video services, you will become familiar with some of the terms. Terms like "production" and "sound quality" may take on new meanings for you. You will learn enough to understand the importance of lighting and sound. If you are learning the lingo, you may want to work with a company that will explain the process of their professional video services so that you can develop a level of trust and expectation with the company. When you know what to expect, and see results from your business video, you will know that your marketing budget is well spent.
© 2014 Point7West Inc., All Rights Reserved.


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July 29, 2014
There will be no autopsy performed for a man who died while trying to get back into a boat Wednesday afternoon.
61-year-old Ronald Metzgar of Emerald Isle died in the waters near Cedar Point.
Originally the district attorney had requested an autopsy on Metzgar, but Friday the Carteret County Sheriff's Office said no autopsy would be performed because there was no foul play in the man's death.
The Coast Guard said Metzgar, his wife and a friend were boating. They told authorities Metzger was trying to get back into his boat after struggling in the water.
A North Carolina Wildlife officer charged the owner of the boat, Debra Root of Emerald Isle, with with operating while impaired.
There's new information about a suspected drowning in Carteret County Wednesday afternoon.
The district attorney has requested an autopsy be done on the body of Ronald Metzgar of Emerald Isle.
The man's body was pulled from the water near Sharks Tooth Island around 4:00 p.m.
Metzger's wife and a friend were with him at the time. They told authorities Metzger was trying to get back into his boat after struggling in the water.
The Coast Guard performed a test on the boat's owner and the N.C. Wildlife Commission ended up charging Debra Root of Emerald Isle with with operating while impaired.
Carteret County investigators say Metzger may have suffered from a heart attack or some other medical condition contributing to the drowning.


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Our New Cheese Department
There's Something New at the Co-op, and it's good!
Got Cheese? We do. In fact, we have some of the best tasting cheese in the area. TPSS Co-op has introduced over two dozen locally produced artisanal cheeses. Handcrafted in small batches on family farms, the cheeses are all natural with no additives or preservatives. The milk comes from goats, cows, and sheep that are pasture fed with no synthetic hormones, antibiotics, or chemical compounds. And because of the small-scale production methods, the cheese makers are able to coax as much flavor as possible from the milk. These are cheeses with a pedigree. Many have won an award or two, a few have even won several. We could go on for days but in the end, the only thing that matters is what your own taste buds say.
Chapel's Country Creamery
Chapel's Country Creamery
artisanal cheeses are carefully hand crafted from start to finish.
They start with fresh non-pasteurized raw milk produced on their
Easton, Maryland farm. They partner with an Amish artisanal cheese
maker in Lancaster, Pennsylvania to finish the process. The cow's
milk cheeses that Chapel's produces are;
Shepherd's Manor Creamery
Located in Carroll County, Maryland,
Shepherd's Manor Creamery is Maryland's very first
sheep milking dairy. Fun fact. Their sheep produce an average of
3 to 4 pounds of milk per day, equal to ½ gallon which will yield
twice as much cheese as the same amount of cow or goat milk. A relatively
young dairy, they've already started winning awards. Shepherd's
Manor makes the following;
Meadow Creek Dairy
Located in the mountains of southwest Virginia,
Meadow Creek Dairy a seasonal grazing
dairy, milking from March through December, timing peak nutritional
needs of the cattle with the peak of grass growth. As the milking
season progresses, the grass and therefore the main diet of the
cows changes, enabling them to make unique cheeses with seasonal
variations. The deep yellow color of the cheese reflects this grass
based diet and the high beta carotene content of the milk. They
Caromont Farms
At Caromont Farms their
specialty is goat cheese and they do it very well. The Esmont, Virginia
farm is populated with and assortment of Nubians, La Manchas, Saneens,
Alpines and one lone Toggenburg. Goats, of course. The cheeses we
are going to carry are;
Trickling Springs Creamery
Those of you who shop here are already familiar
with Trickling Springs Creamery products.
We're proud to now add several of their raw milk cheeses. Straight
from Chambersburg, Pennsylvania, please welcome the following:
Firefly Farms
Award winning goat cheese that is a must have
for any cheese lover.
Everona Dairy
This Rapidan, Virginia farmstead started producing
sheep cheese in 1996 and since then has grown to an award winning
dairy. Producing about 4 tons of cheese a year, Everona is constantly
adding new flavors for new taste experiences.


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Twinsburg residents will get the chance to change their minds about a quarter-percent income tax hike they approved in 2009.
And some city officials say it will be OK if they do.
The city had asked for the financial boost after learning the Chrysler Stamping Plant, which employed more than 1,000, was closing. Voters agreed to raise the city income tax rate from 2 percent to 2.25 percent to help make up for the loss.
When City Council voted to put the measure on the ballot four years ago, it passed a second ordinance saying it would offer voters a repeal option in 2013.
As promised, council voted last week to put the repeal on this November's ballot.
Mayor Katherine Procop said she would love for the city to keep the extra money.
"Well, obviously I would love it if the voters left the tax in place as it is," she said.
But the city has financially returned to its pre-crisis standing, she said.
"If [the voters] decide to remove the quarter percent, we're at least in a fiscal position that we were in right before Chrysler left the city," she said. "We won't be ahead, but we'll be back to about 2007."
Law Director David Maistros called the city's situation an "upfront, feel good story. We went to residents when Chrysler was leaving and said if you help us, hopefully we'll get back on our feet. Now we're back on our feet."
Economic Development Director Larry Finch said several businesses have expanded or moved into town in the past four years.
"We are close to where we were about the time Chrysler closed" in 2010, Finch said.
The Cleveland Clinic established its Twinsburg Family Health and Surgery Center, with more than 300 jobs, in 2011. Verizon Wireless added about 100 new jobs. Windstream Corp. moved in, bringing 120 jobs. And AssuraMed (formerly Edgepark Surgical) has grown to more than 1,000 employees.
Finch said other companies, like GE Energy and Rockwell Automation, have added people, and a nursing home under construction will employ about 140 people.
Finch said he's in favor of the repeal.
"It's hard for me to go out on a limb and say that, but my responsibility is economic development, and we're at a disadvantage if our tax rate isn't comparable to other communities," he said.
Finch and Procop both pointed out that the city has recovered even before the former Chrysler has been redeveloped. Those 165 acres are poised to give the city even more growth.
The owner of the land — now called the Cornerstone Business Park — is still in the process of clearing the property. A $3 million Clean Ohio Revitalization Fund grant will help finish that effort this summer. About 400,000 square feet of building has yet to come down.
"We're excited it has gone as well as it has," Finch said of the property. "We're not stuck with big vacant buildings."
Once the property is clear, the city has a $2.2 million Jobs Ready Site Grant available to pay for installing roads and utilities on the 165 acres.
Procop said she is pleased the city's economic development base has become much more diversified.
"We don't ever want to get into a position where we're relying on one industry again," she said.
Finance Director Karen Howse estimated the city would lose about $2 million a year if the quarter-percent increase were repealed. The city collected $23 million in income tax last year.
Howse said she is not taking a stance on how residents should vote on the issue.
"Council kept their promise and put it on the ballot. Now it's back in the voters' hands," she said.
She did say that the city is in a "good place" because of the many budget reductions made in recent years, including wage freezes, some job loss through attrition and not renewing some service contracts.
"Because of those actions and others, it put us in a good place," she said.
Paula Schleis can be reached at 330-996-3741 or firstname.lastname@example.com. Follow her on Twitter at http://twitter.com/paulaschleis.


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|News » Archives
Crusaders Fall to Eastern Illinois
Saturday, January 21, 2006Valparaiso took to the pool for its final home meet of the season Saturday afternoon, but could not defeat Eastern Illinois, as the Panthers captured a 145-68 decision at the Athletics-Recreation Center pool.
For the second straight day, Amanda Gregory (Carmel, Ind./Carmel H.S.) took home top honors in the 200 freestyle. Gregory touched the wall in 2:01.25 today.
The Brown and Gold also claimed the top two finishers in the 50 freestyle. Tina Vande Vusse (Des Plaines, Ill./Maine West H.S.) won the event in 25.28 seconds, followed by Rachel Korellis (Champaign, Ill./Centennial H.S.), who came home in 25.71 seconds.
Katy Eelma (Bloomington, Ind./Bloomington North H.S.) was the only other Valpo swimmer to take home first in an individual event, winning the 100 freestyle in 56.18 seconds. The Crusader 200 free relay team also notched a victory in 1:42.87.
Seniors Leah Schneider (Sussex, Wis./Arrowhead H.S.) and Shannon McDonald (Crown Point, Ind./Marian Catholic H.S.) were honored during the meet as they took place in the final home meet of their career.
Valparaiso (1-11) concludes its 2005-2006 campaign at the Mid-Continent Conference Championships February 16-18, hosted by IUPUI in Indianapolis, Ind. Preliminaries each day will begin at 10 a.m. CST, followed by finals at 5:30 p.m.
News Categories


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War & Society Studies
- Added March 19, 2014
- Type: Monograph
- Defense Planning for National Security: Navigation Aids for the Mystery Tour. Authored by Dr. Colin S. Gray.
- View the Executive Summary
What do we believe we know about the future with sufficient reliability for it to serve as a basis for defense planning? Science and social science are both utterly disarmed by the complete absence of data about the future, from the future.
- Added March 12, 2014
- Type: Monograph
- Turkey-Kurdish Regional Government Relations After the U.S. Withdrawal From Iraq: Putting the Kurds on the Map? Authored by Bill Park.
- View the Executive Summary
The withdrawal of U.S. combat forces from Iraq at the end of 2011 left behind a set of unresolved problems in the relationship between the Kurdistan Regional Government (KRG), and the Federal Government in Baghdad, compounded by Erbil's subsequent pursuit of an energy relationship with Turkey. This has deepened both Turkish-Iraqi and regional sectarian tensions and, along with developments in Syria, has raised the specter of wider Kurdish self-determination, a prospect that Washington has been slow to recognize.


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Barack Obama Viewed by Ohioans as Least Garbagey Choice in 2012 Blog Home Stephen Colbert on the Anti-Herman Cain Conspiracy
LiveBlogging the GOP Foreign Policy Debate in South Carolina, Sat. 11/12 @8/7c
After the 14th or 15th GOP debate this season, someone must have pointed out that the candidates had yet to have a thorough discussion about U.S. foreign policy. Or more likely, that they had yet to have a thorough discussion about U.S. foreign policy and how great that Ryan Gosling movie Drive was. So they flipped a coin…
Foreign policy it is. Join us here and @TheInDecider Saturday, 11/12 at 8/7c for real-time coverage of the GOP debate at Wofford College in Spartanburg, South Carolina.
Seriously, though. They can't ignore Drive forever.
Tags: CBS, Debates, Herman Cain, International Affairs, Jon Huntsman, Liveblog, Michele Bachmann, Mitt Romney, Newt Gingrich, Primaries, Republicans, Rick Perry, Rick Santorum, Ron Paul, South Carolina
About Us
Comedy Central's Indecision is the network's digital hub for news, politics and other jokes: we're here, we're everywhere. We're not affiliated with any television show. We're affiliated with ourselves.


text:
This page contains The Sims 3 Codes for Macintosh called "Cheat Mode" and has been posted or updated on May 25, 2009 by cornell11. Let us know what you think of this Code by thumbs voting.
- Developer: EA Redwood Shores
- Publisher: Electronic Arts
- Genre: Miscellaneous Virtual Life
- Release Date: Jun 2, 2009
- ESRB: Teen
Cheat Mode
Press [Ctrl] + [Shift] + C to display the console window. Enter one of the following codes:
|+2,500 lifetime happiness points to active Sim
|1,000 Simoleons
|50,000 Simoleons
|constrainFloorElevation <true or false>
|Allow terrain adjustments
|force all events
|Click career building to display all events for the career consecutively
|force event
|Click career building you work at to force an event
|force opportunity
|Click career building you work at to force an opportunity
|Display console commands
|testingCheatsenabled <true or false>
|Enable testing cheats
|force service sim
|Force a specific service Sim to appear
|force visitor
|Forces a neighbor to show up
|fullscreen <on or off>
|Full screen
|set career
|Give selected Sim a career
|Ignore the cost when buying a lot
|enablellamas <on or off>
|Llamas enabled message
|make friends for me
|Make several random friends for selected Sim
|fadeObjects <on or off>
|Objects fade when camera gets close to them
|disableSnappingToSlotsOnAlt <on or off>
|Objects will not snap to slots while holding [Alt]
|Quit game
|Random joke in console
|resetSim <first name> <last name>
|Return Sims to safe and neutral state at home
|make me know everyone
|Selected Sim knows every other Sim
|set age
|Set age of the Sim
|make motives <static or dynamic>
|Set motives static or dynamic for entire household
|modify traits
|Set or clear traits
|make happy
|Sets all mood/moodlets for everyone in the house to perfect; removes negative moodlets
|hideHeadlineEffects <on or off>
|Show talk/thought balloons above Sim's head
|slowMotionViz <0-8>'''
|Slow motion visuals; 0 is normal, 8 is slowest
|edit in cas
|Take the Sim back to Create-a-Sim
|fps <on or off>
|Toggle framerate display at top right
|moveObjects <on or off>
|Toggle objects can be placed anywhere in Buy and Build modes
|unlockOutfits <on or off>
|View career outfits and service uniforms
|add to household
|add active Sim to current household
|testingCheatsenabled <true or false>
|enable testing cheats
More Codes
Back to all Cheats
Stuck on this game? Set a specific, clearly defined question and let others answer your question or view answers to previously asked questions. If you think you are an The Sims 3 expert then please try to help others with their questions.
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text:
The Jeff Francoeur Theme Song
I just posted this over on Amazin Avenue, and I apologize for making anyone madder than they already are, but I hope that this is taken in the right way: as an expression of sympathy from one who has had to deal with Frenchy to many who will. But listening to the radio today I heard She's a Killer by Queen. This song clearly was written about Jeff Francoeur, as it applies to him in so many ways. Lines that apply: "Well versed in etiquette, extraordinarily nice" "Dynamite with a laser beam." "Ooh, recommended at the price" "To avoid complications, She never kept the same address" "Perfume came naturally from Paris (naturally)" And then this verse, which applies in its entirety: "Drop of a hat she's as willing as Playful as a pussycat Then momentarily out of action Temporarily out of gas To absolutely drive you wild, wild.. She's all out to get you"


text:
Our cute and comfortable 3bedroom villa has a true Bali spirit! It comfortably fits up to 6 people and is centrally located on a quiet street, just two blocks from the main Sunset road in Seminyak. Enjoy a tropical living, cool swimming pool, open style kitchen and good infrastructure nearby!
VillaRu - your paradise in Bali!
We offer a holiday villa for rent in the tropical island of Bali, Indonesia. It has 3 spacious bedrooms, each having its own en-suite bathroom; open style kitchen, equipped with all necessary amenities for cooking. The villa is located in a trendy district of Seminyak close to eating and shopping streets of Kayu Ayu (Oberoi) and Petitenget. The nearest beach (KUDETA) is within only 20 minutes walking distance or 5-10 min by motorbike (2km). It has a convenient access to the Sunset road which means that the most attractive places of Bali South can be easily reached by car or by motorbike. We do not just rent out the villa but also assisting you with all the logistics across the island, motorbike and car rental (with a driver or not), sightseeing tours, private surf lessons and can explain you many aspects of living and traveling in Bali and Indonesia.
The price includes: free pickup from the airport, all utilities, unlimited WIFI, daily cleaning (except Sundays), drinking water, linen change once per week.
We only can write positive things about that beautiful Villa in Seminyak!
Andrew was always really friendly and helpful to every time. The process of booking was really comfortable and Andy gave us important advises for the life on Bali. Additionally he helped us booking scooters and SIM-cards for our mobilephones - what a service!
The villa is located in a quite street and you will love that away from all the traffic. Anyway the location is really good and it's not far to the central life of Kuta!
A big: RECOMMENDATION !!! You also will love your stay on the beautiful island Bali at really beautiful place.
Location abit too further in, not easy find it. The villa is very quiet, nice to stay alone with frens or family. Swimming pool is nice and clean for swim and small pool party with frens/family. The kitchen has all the basic equipment a which can be use for those who wish to prepare own meal during the stay.
Andy was very responsive in communicating. That make the whole reservation process very smooth.
Nice simple place with everything needed as a self contained house.
Nice pool which I enjoyed my daily night dip/swim after a day out playing.
The only setback is the actual location may not be known to a lot of taxi drivers but the main road is, so you can always alight on the main road and walk in (about 5-8mins depending on your pace). At night there isn't street lights but if you are in a group of 4-6 (since there are 3 bed rooms) you should feel brave and safe enough to walk back from the main road.
Good location!
My 7th trip to Bali Island. And first time stay at this villa. Comfort, clean and quite surrounding. To malaysian visitors, i recommend this villa for u and family. And Andy such a old friend even first time i meet. Will come again Andy..
Andrew was an excellent host and was responsive to all of our needs during our stay. The villa is close to all the shops and cafes on the main drag in Seminyak, but just far enough off the main road to be out of the traffic and road noise. We had a great time motoring around from our home base at the villa and enjoying the midday sun at poolside. A great place for friends to gather for a proper Bali holiday.
Very comfortable villa in a quiet area in Seminyak, but still walking distance to shops and cafes. We were a group of 4 (1 couple, 2 singles) and it suited us perfectly, as we all had our own bedroom and bathroom.
Andre was a helpful manager and we had no problems whilst staying here. Would recommend.
Staying at Andy's villa was the best decision we made on our recent trip to Bali. From the start, Andy was communicative, helpful (organised a scooter and took me to pick it up, for example) and looked after transfers to the villa. His housekeeper, Jero, was polite, friendly and looked after the villa well.
The villa itself is great - the pool is large and kept at a regular temperature, the bedrooms are spacious and air-conditioned, the bathrooms have been recently renovated. There is an enclosed living area where you can watch some TV or DVDs.
The villa is perfectly located, close to all the action of Seminyak, Kerobokan and Pettitenget, but not so close that you hear all the traffic.
I thoroughly recommend Andy as a host and his villa. We look forward to coming back next year. Thanks for a great stay!
This is the final rate, including any fees from the host and Airbnb.
This is the final rate, including VAT along with fees from the host and Airbnb.
This is the fee charged by Airbnb
This is the fee charged by Airbnb and includes VAT


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84 W Park Pl, Stamford, CT 06901
New Screen Concepts is a full-service production and editing company that specializes in content for television, videos…More and variety of other platforms. Its headquarters is located on West Park Place between Washington Boulevard and Summer Street with the entrance situated between 84 Park Ultra Lounge and Kujaku Japanese Restaurant. Services include ideas and editing for educational videos such as after-school specials, pre-school training and parenting guides. It also works on scenes and scripts for popular television shows and reality series. Call during business hours to obtain more information.
44 Commerce Rd, Stamford, CT 06902
Greenwich Education Group is an academic organization that provides various scholastic and specialized learning…More services. Programs include college admission counseling, one-on-one or small group tutoring and summer classes. Each student embarks on his or her academic career with an individualized plan. Tutors, teachers and counselors are available to guide each student along that path. This organization and its teachers aim to cultivate a young community of avid learners and confident students. A detailed program guide is available on its website.
The Stamford Center is home to The Beacon School, an alternative to traditional private or public education. Based on the founding principles of the Greenwich Education Group, this K-12 school provides children with comprehensive, customized curricula, in-depth art and music instruction. The school also accommodates schedules of its young athletes, performing artists and professionals. Tuition and enrollment information are available on its website.
This campus also houses The Spire School, an alternative school for struggling and underachieving junior and senior high school students. Under the auspices of this organization, the school works closely with each student according to his or her individual academic plans. Students have access to comprehensive, creative and immersive courses, preparing them to enter the college arena.


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Neither Houston's Gary Kubiak nor Arizona's Bruce Arians have been shy about putting the ball into the hands of their freshman playmakers during the first two weeks of the NFL season, including former Tigers DeAndre Hopkins and Andre Ellington.
Both coaches are looking for more, however.
"It was fun to see," said Kubiak, after Hopkins' back-to-back overtime catches lifted the Texans past the Tennessee Titans on Sunday. "To see a guy, especially in such a tough situation, make all the big plays he made at the end of the game. He was our offensive player of the game.
"But I think the most encouraging thing is you watch the film and, God, there is so much room for improvement. For us, as coaches and for him as a player, we've got to hang onto the good things he's doing and we've got to fix the mistakes and some of the things he's struggling with offensively.
"But I think those things will come and confidence can only help them come even faster."
Hopkins caught seven passes for 117 yards in his second NFL start, setting a team yardage record for a rookie. He became the first NFL rookie in seven years to make a game-winning touchdown catch in overtime.
Ellington figured prominently for the Arizona Cardinals both in the running and passing game. He had a 16-yard run, and caught a 36-yard touchdown pass from quarterback Carson Palmer.
Ellington, whose rookie teammate - former Tiger Jaron Brown - also caught a pass, said it feels good to have earned the trust of the Cardinals' coaching staff.
"It makes me feel great - it shows me that all the work we've put in is paying off, giving him (Arians) the trust he has in us," said Ellington.
Arians said he's looking for more intense attention to detail, from rookies and veterans alike.
"We're not thinking enough," Arians said. "Our attention to detail on offense is very lacking. We just had a long meeting about it. There are no 'little things.' You hear a lot of coaches say, 'It's the little things.' There are no little things. Everything is a big thing."
Crezdon Butler, Marcus Gilchrist Back Together: The San Diego Chargers have announced the signing of third-year cornerback Crezdon Butler, who will join former Clemson teammate Marcus Gilchrist in the team's secondary.
A former fifth-round draft pick of the Pittsburgh Steelers, Butler has also played for the Washington Redskins, Arizona Cardinals and Buffalo Bills. He played in six games last season for Buffalo, primarily on special teams. He had five tackles, five passes defensed and an interception for the Bills during the preseason, and was among the final players released by the club.
Butler played in a total of 13 games during his first three years in the NFL, but missed most of the 2011 season after dislocating his ankle.
As a three-year starter at Clemson, Butler played alongside Gilchrist on a unit that ranked among the top 15 in the country in pass defense each year. Butler's 243 interception return yards rank second in Clemson history. He made 40 straight starts for the Tigers.