text:
Follow the Malawians in the
Lakeland College M.Ed. Program
The Malawi graduate students have come to the end of their second term at Lakeland. The last few weeks have been a time of continued study, exams, papers, and planning ahead. What the students are most focused on now is how to leverage their knowledge to implement systemic changes in the way reading is taught to young learners in Malawi. They have identified who their different audiences will be when they return home, including everyone from officials in the Ministry of Education, Science, and Technology, to staff at the Teacher Training Colleges; from current teachers and parents to the learners themselves. In each instance, the students will need to craft persuasive arguments for change that are tailored to each audience. This is not an easy task, but the Lakeland students seem as passionate as ever and ready for the challenges ahead. Recently, I had a chance to speak with Bertha Singini and Phillip Nachonie about how the group's thinking is evolving. Today's post summarizes some of their latest strategizing.
The strategizing began in Professor Karl Elder's fall course, "Means for Mastery of Reading Pedagogy." Based on critical thinking methods presented by Tim Hurson in his book Think Better, the group created a list of 28 problems that need solving:
- How might we help learners who are not efficient in reading?
- Some things that cause inefficiency?
- How much time allocated to reading?
- How might we influence [government] to employ competent teachers?
- How to get rid of inefficient reading practices?
- Disadvantages of inefficient readers?
- How to get enough reading materials?
- How to make learners communicate in English effectively?
- How to use skills gained at LC?
- How to teach reading effectively in the TTCs and reach out to those in the field?
- How to know ineffective methods?
- How to develop better reading methods?
- Handling large classes for reading?
- How to change curriculum?
- How to motivate learners?
- How to motivate teachers to teach effectively?
- How to use effectively the resources?
- How to invest more to improve reading?
- How to use time effectively?
- How to help teachers accept change?
- How to come up with adequate classrooms?
- How to influence political will and stakeholders?
- How to use reading assessment methods?
- How to involve learners in reading activities?
- How to involve other teachers to help improve reading?
- How to increase reading time without going beyond the school hours?
- How to help learners have print-rich homes?
- How to reduce teacher-learner ratio (1:40)
Bertha and Phillip explained that the group took the 28 problems and organized them into five categories: Learners, Time, Stakeholder Involvement, Effective Methods, and Resources. The students then examined which things can be implemented through their direct sharing of information and skills with TTC teachers and teacher candidates individually and which things are larger in scope and will require the assistance of administrators and policy-makers in order to be implemented throughout the education sector.
Informed by Hurson's methodology for using innovation and problem solving as presented in his book, the students continue to identify "assisters" and "resisters" within the current system, in order to create the new outcomes they seek. By anticipating what the road to innovation and subsequent improvement in literacy levels in Malawi will look like for these agents of change, the students believe they will be able to assist in improving early grade reading instruction in Malawi for many years to come.
Theirs is a great undertaking. But, as Bertha remarked, "I can't wait to go home and get started!"
This post is written by Lisa Vihos, the Director of Sponsored Programs and Research at Lakeland College. The program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this blog are the responsibility of Lakeland College and do not necessarily reflect the views of USAID or the United States Government.
The weather is turning much colder here, and it appears we'll be having an early winter in this part of the world. So far, we've escaped the snow that has hit other parts of the region, but we know it is coming soon. When I run into the Malawians on campus these days, most are wearing their winter coats and wool hats, and when I ask the students how they're faring, they tell me they are doing well. "Reading and writing," they say, "more reading, more writing." The students of Cohort 1 are just about halfway through their time at Lakeland.
Recently, one of our Malawian graduate students, Bertha Singini, shared with me some photographs showing one of her former students teaching a class.
Miriam Nyasulu was a student at Lilongwe Teacher Training College and is now a teacher at Tsabango Primary School in Lilongwe. In Miriam's Standard One class (the equivalent of the first grade in the U.S.) she has 137 students. There are twelve other teachers in Standard One at Tsabango Primary School, and each teacher has over 100 children to teach. Bertha reports that in the entire school (grades 1-8) there are 11,000 children and 160 teachers.
The school's population is enormous and space is limited, so 48 of the classes at Tsabango have to meet outside, as in Miriam's case. For many classes, students learn while sitting under a tree or beside the wall of one of the classroom buildings. When it rains (which happens frequently from December to March), those students taking their classes outdoors have no choice but to go home.
Bertha tells me that most learners in Malawi are in the earlier grades, and the number of students per grade decreases as the children get older.
Going to school must be a rather frustrating experience for most learners, so I wonder if children end up "dropping out" at an early age because it is so difficult to make progress in such a trying learning environment. Already, there are few books per class and virtually no supplementary educational materials, so overcrowding in their classes only makes the students less able to learn and therefore less interested in learning.
The photos Miriam shared with us tell a great deal about the current state of affairs for teachers and students in Malawi. They also remind us of the enormous challenges that the Lakeland graduate students will face and are preparing to address when they return home.
This post is written by Lisa Vihos, the Director of Sponsored Programs and Research at Lakeland College. The program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this blog are the responsibility of Lakeland College and do not necessarily reflect the views of USAID or the United States Government.
Recently, Karon Harden, a consultant from RTI International (a major global consulting firm with headquarters in North Carolina and Washington DC), came to Lakeland to meet with the graduate students for a two-day exploration into the Early Grade Reading Assessment and the Early Grade Reading Activity (EGRA). The assessment program has been instituted in other African countries to measure literacy levels, and the collected data show that improvements are taking place due to follow-up interventions through the subsequent Early Grade Reading Activity. All of the M.Ed. students came away impressed with Karon's knowledge about reading programs and her experience in Africa. One thing Karon shared with the students was a rubric called The Five Ts, which is described below. I'm also happy to pass along some of what the graduate students came away with from the workshop, expressed in their own words.
The following summary was submitted by Ndamyo Mwanyongo: "One of the significant things that I learned at the RTI workshop is "The 5 Ts". These are Time, Teaching, Text, Tongue, and Testing.
- Learners are supposed to be given more time to read so that they have a good foundation.
- Teachers should use good teaching techniques that will help learners learn to read. Activities done by teachers and learners should be well distributed so that learners practice more. Teachers succeed in this by considering some clues like: "I do," "we do," and "you do." Thus, the teacher demonstrates, then does it together with the learners, then finally lets learners practice on their own.
- Learners should be given more chance to use the text for reading. They should be encouraged to read even outside the classroom.
- Learners should be allowed to express themselves, and to be assisted in their mother tongue. This helps them to understand the concept easily.
- Learners' progress should be monitored by testing them regularly."
Building on Ndamyo's explanation, Michael Simawo pointed out that:
"We looked at each of [The Five Ts] in detail and related them to the situation in Malawi. We discussed how we can make sure that these five factors are considered in our literacy curriculum. It was felt Malawi needs to do more on the factors, and that we should lead the efforts to implement the factors in our respective Teacher Training Colleges, and in Malawi, in general."
Michael and others reported that much of the discussion focused on essential early literacy components, such as phonemic awareness, alphabetic principles, vocabulary, fluency, and comprehension. The M.Ed. students were also shown video clips of teachers implementing these techniques. Bertha Singini told me that she learned a lot from watching and discussing the video clips. Their task was to identify and talk about each "real" lesson and to think about what was working for the teacher and why. What was the teacher in the clip doing that led to success?
From Elias Lyson: "On the second day, we worked in groups listing challenges affecting education in Malawi. What interested me and is really a good lesson to me is how we can work with the Malawian government…to change some of its education policies that are impeding education per se. I really feel that this is indeed our responsibility to lobby with [our government officials] to have at least good political will towards improvement of our education [system]…[Karon] inspired us to keep on learning."
From Elymas Tembwe: "We also discussed the challenges that we face in Malawi with early grade reading which include large classes; lack of teaching, learning and assessment resources; lack of monitoring and evaluation systems; and insufficient time to train teachers. We [discussed] how we can put our Lakeland College expertise to use when we go back to Malawi. Some of these actions are: to stay abreast of best practices, to use critical thinking, [and to employ] research and data-based decision making, to mention just a few. [The two-days with Karon Harden were] REALLY WONDERFUL"
Benjamin David, when looking at the challenges ahead, created a list of things he would like to do when he returns home. He wrote:
1. Consider what to do in the curriculum, like giving reading more time in the early grades.
2. Emphasize the best practices of teaching reading in Teacher Training Colleges, such as full courses in phonemic awareness, phonics, vocabulary, fluency and comprehension.
3. Give the teachers efficient knowledge and enough practice on the way reading should be taught in early grades.
4. Guide the Ministry to initiate effective monitoring and evaluation systems that will reinforce trainers' efforts in improving teachers' work in the schools.
5. Find mechanisms and strategies of dealing with teaching and learning problems that arise due to large classes.
6. Find research-based methods that can help to improve teaching in elementary grades.
Through their Lakeland classes, their interactions with Wisconsin teachers, and workshops like this one with Karon Harden, the Malawian graduate students continue to build on the knowledge and skills they will use as reading specialists in Malawi.
This post is written by Lisa Vihos, the Director of Sponsored Programs and Research at Lakeland College. The program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this blog are the responsibility of Lakeland College and do not necessarily reflect the views of USAID or the United States Government.
Not long ago in September, the Malawian graduate students joined an online workshop sponsored by USAID. The title of the webinar was "Incentives and Accountability in Education." Participants were able to connect via the Internet from across the globe and listen to presentations taking place in Washington D.C.
The presenters shared information on using incentives to improve both student and teacher performance with early grade reading. One exercise during the workshop dealt with a hypothetical situation in Malawi, and the students found this to be a very useful learning activity. In fact, the exercise may be expanded as part of a visit to campus by an early grade reading consultant in spring 2015.
In the coming months, the Malawians hope to learn more about technology and the possibilities it affords as far as creating inter-connectivity with knowledgeable experts in early grade reading around the world.
Meanwhile, the students continue to work with Tim Hurson's book Think Better in Professor Elder's class, "Means for Mastery of Reading Pedagogy." I sat in on a recent discussion in which Elder asked the students to list what this text can help them accomplish in addressing literacy issues once they return to Malawi. Their lists boiled down to three main goals, stated in various ways:
- To have a stronger and clearer voice in the planning of new curricula;
- To develop innovative strategies for helping young students learn to read; and
- To introduce problem-solving skills that will help colleagues think better and work better
This week, on October 9 and 10, the college will host a visiting consultant from RTI International in Washington DC. Karon Harden brings considerable experience working with early grade reading initiatives in Africa. I know the graduate students are looking forward to her visit as they continue to seek solutions to the challenges of teaching reading to young learners in Malawi.
This post is written by Lisa Vihos, the Director of Sponsored Programs and Research at Lakeland College. The program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this blog are the responsibility of Lakeland College and do not necessarily reflect the views of USAID or the United States Government.
With today's post, we have finally met all of the graduate students from Malawi. It has been more than three months since the group arrived on campus. The students are keeping up with their reading and writing assignments, and also managing to fit in some occasional off-campus activities like attending a poetry event in Sheboygan this past weekend. Let's meet Elymas Tembwe and learn about his plans for forging a productive future back home.
Meet Elymas Tembwe
Elymas is from the capital city of Lilongwe, and he received his bachelor's degree from Domasi College of Education in 2010. Upon graduation, he went to work at the Teacher Training College (
For his master's thesis, Elymas is planning to explore the impact of graphic organizers as a strategy to enhance reading comprehension. He explained to me that a typical graphic organizer would be a Venn diagram, two overlapping circles. Using such a tool, learners can explore a text by organizing the relationships between things in a visual manner, which increases overall comprehension.
This past summer, when Elymas first arrived in Wisconsin, I asked him what had surprised him most about his new home. At the time, he said he was surprised to find that people are extremely helpful and friendly here. He felt very welcomed, and he greatly appreciated all the kindness shown to him and his fellow students.
When I recently asked him again what things have surprised him, he became energized and told me about a book he is reading in Karl Elder's class, Means for Mastery of Reading Pedagogy. The book is called Think Better, and in it author Tim Hurson outlines a step-by-step method that groups of people can use in order to work toward solutions to complex problems. The steps involve what Hurson calls "productive thinking," as opposed to "reproductive thinking," which is what we generally engage in when trying to move past challenges or difficulties.
I recently read this book myself and found it to be helpful and inspiring. "Reproductive thinking just follows old patterns, and old patterns cannot take us anywhere new," Elymas said. "Productive thinking does not ignore the past, but learns from the past in order to manage the present, in order to forge the future."
It would seem to me that productive thinking is going to be put to very good use by Elymas and the others when they return home. He added, "When thinking productively, one must always ask, 'What else? What more can we do?' We should have a lot of questions. Those questions will help us think better [about early grade reading instruction in Malawi, for example.]"
When the graduate students go home, they are going to have many new ideas, new teaching methods and new classroom strategies at their fingertips. There may be many challenges, but as Elymas said, "I need to be a really good role model [for other teachers]." Together, Elymas and the others will lead many discussions with their peers and with teachers-in-training, finding more and more ways to "think better" (and do better) in the furtherance of early grade reading instruction. One key, as Elymas emphasized to me, will be to always ask, "What else can we do?"
From left to right, Benjamin David, Ndamyo Mwanyongo, Elymas Tembwe, Bertha Singini and Margaret Mulaga
attended the global event "100 Thousand Poets for Change" at Glas Coffee House along Sheboygan's riverfront on Saturday, September 27.
Michael Simawo took the photograph. Ndamyo shared a poem written by the writer of this blog, translated into Chichewa.
This post is written by Lisa Vihos, the Director of Sponsored Programs and Research at Lakeland College. The program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this blog are the responsibility of Lakeland College and do not necessarily reflect the views of USAID or the United States Government.
I had the opportunity to drive three of the graduate students into Sheboygan last Friday evening to attend a concert of the African Children's Choir at St. Luke's United Methodist Church. The choir was from Uganda and was on a grand tour of the United States. The children, most of them orphans, were wonderful singers and dancers, full of talent, vitality, and smiles. The whole experience was very uplifting, and it was good to do something away from campus with Ndamyo Mwanyongo, Margaret Mulaga, and Bertha Singini, the subject of today's profile. I think the three graduate students had a good time listening to familiar music from Africa, as I occasionally heard quiet singing coming from Bertha, who was sitting next to me in the pew.
Meet Bertha Singini
Bertha was born in Mzuzu, in northern Malawi and lives now in Blantyre, in the south, where she has worked at the Teacher Training College (TTC) there for five years. Before that, she taught for eleven years at the TTC in Malawi's capital, Lilongwe. Prior to Lilongwe she was working on her bachelor's degree at the University of Malawi, Chancellor College.
Bertha is married and has two teenage daughters, ages 19 and 14. She misses them enormously and tries to speak to them every day. When she first told her family that she wanted to apply to Lakeland to pursue her master's degree in early grade reading instruction, her husband (who works for a tobacco company) said, "This is your chance, Bertha. Don't miss it!"
Bertha has traveled some in her life already and besides the three students who attended Lakeland as undergraduates, she is the only other person in the cohort who previously visited the United States. In 2011, she was an attendee at a "Women Aglow" Christian conference held in Houston,Texas. Before that, she traveled to Freiburg, Germany (along with fellow graduate student Ndamyo Mwanyongo and many other teachers representing all the public Teacher Training Colleges in Malawi) to attend a conference on "Learner Centered Education" sponsored by GIZ, or Gesellschaft für Internationale Zusammenarbeit (Society for International Cooperation.)
Bertha, along with several of her fellow M.Ed. students, would like to see discussions opened up with the Ministry of Education back home to create an office strictly dedicated to issues related to teaching reading. She also has a vision that more books could be made available for children to take home with them to read during their free time. Her graduate thesis will examine how literacy skills can be used in other content areas in the primary school curriculum, for example, in social studies.
Bertha still thinks about her visit to Bookworm Gardens that took place during the first two weeks that the Malawians were here, and it remains one of her favorite experiences in Wisconsin to date. Although she knows that resources would be an issue in building a similar activity center in Malawi, and that a Bookworm Gardens there would be very different from the one here in Sheboygan, she can imagine something like it back home. "We just need to identify a place," she said.
One of the most striking things to me about Bertha is that she is full of laughter. While she can be quite serious when talking about the important things that matter to her, her words are often prefaced by laughter, which seems to burst out at times in a cascade of joy. Being able to laugh easily no doubt serves her well, when days become stressful and there is so much important work to be done.
This post is written by Lisa Vihos, the Director of Sponsored Programs and Research at Lakeland College. The program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this blog are the responsibility of Lakeland College and do not necessarily reflect the views of USAID or the United States Government.
I continue to think about what it means to be an effective teacher. Last week, I wrote about the need for passion. As I continue getting to know the graduate students, I think that every effective teacher is also a determined, life-long learner. A teacher must continue to expand his or her own knowledge in order to be effective at expanding the minds of others. There is constantly new information and skills to learn and new ways to learn those things. Even when teaching the basic skills--such as reading and writing--a teacher must be prepared to try new methods and bring in new examples in order to reach his or her students. Overton Simbeye is determined to use these sorts of strategies in order to engage young learners in Malawi, and he emphasized this fact when we spoke recently.
Meet Overton C.D.R. Simbeye
Overton Simbeye works at the Teaching Training College in Karonga. His wife is a primary school teacher, and they are raising seven children, three from a first marriage. Overton tried to come to Lakeland in 2003. This was during the eleven-year period when the college was admitting Malawians in cohorts of five students each year to obtain bachelor's degrees in education. He was not selected that first time, but he was determined to get a college education. So instead of Lakeland, he pursued his bachelor's degree at Domasi College of Education in Malawi. When the opportunity arose to participate in an M.Ed. degree program in early grade reading instruction at Lakeland, he was extra determined to be accepted into the program. This time he was accepted, and he says he is very glad to be here.
Overton told me that his thesis project for the degree will examine the effects of scaffolding techniques on young learners. I was not familiar with the concept of "scaffolding," so he explained it: "Scaffolding activities make teachers and learners focus on reading by placing it into a context." For example, before students read a new text in class, the teacher might first set the stage by walking the students through some guided imagery to help them visualize what they already know and think about the subject described in the text. By preparing them to read in this way, the teacher shows the students how the reading itself becomes more meaningful. Consequently, there is better comprehension and more retention of the text. Overton further explained that another good strategy is to read in "chunks," and to stop periodically and talk about or reflect on what has been read along the way. He is looking forward to trying out various techniques like these in Malawi and observing what works best for young learners there.
One thing that has impressed Overton since he came to study at Lakeland is how generous people are in Wisconsin. "We have had a lot of invitations from churches and the Rotary Club to visit them," he said. Like Phillip Nachonie, Overton remembered fondly a recent afternoon at the home of Pastor Brian De Jong, when all the graduate students got to ride the horse. Overton has been touched by the openness and generosity he has seen here. He has also noticed that people here are good with time management, and he is eager to impart that concept to his student teachers back home.
Overton also shared with me the meaning of his full name, Overton Chitukula Daniel Reuben Simbeye. "Overton" was a name that his father heard a British man in Zambia use, and he was told the name meant "chief." "Chitukula" is a clan name. The next two names are Biblical, "Daniel" (God is my judge) and "Reuben" (Behold my son). Overton's grandfather's name was Daniel, and his father's, Reuben. Finally, the surname Simbeye is a tribal name. Overton said, "When I see all my names, I feel I must try and try and try."
Overton looks forward to returning to Malawi and getting to work on making adjustments to the TTC curriculum and improving teacher training. He is determined to see this happen. When I asked him if he thinks the system will change, he said, "I have no doubt. The content we are learning here will help us make a change. We are starting to learn good early grade reading strategies. There are ten of us. We will have the weight [to make improvements in the system]. The people back home are eager for change."
Riding the horse at the home of Pastor Brian De Jong, Sheboygan Falls
This post is written by Lisa Vihos, the Director of Sponsored Programs and Research at Lakeland College. The program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this blog are the responsibility of Lakeland College and do not necessarily reflect the views of USAID or the United States Government.
Like all skills, teaching is one we can learn. But, it helps if we have a lot of energy, because teaching also requires considerable patience and a large dose of ingenuity. Sometimes, students are not focused on learning. Sometimes, the conditions in which the learning is supposed to happen are not ideal. Either way, a teacher needs a lot of resourcefulness to do the job at all. But to do a great job, there must be energy combined with imagination. This is passion. Without passion, teachers will not be role models for their students. I'm sure this is what most of us remember about our favorite teachers over the years; they were passionate about their subject and passionate about imparting it to us. I hear this idea about passion come up often when I talk to the graduate students from Malawi.
Meet Michael Simawo
Michael was born in Blantyre in the southern part of Malawi. He has taught in Blantyre, in Lunzu, and now teaches at the Teacher Training College in Machinga, alongside two other Lakeland graduate students, Phillip Nachonie (who we met last week) and Elymas Tembwe, whose profile on this blog is yet to come. Michael is married; his wife does part-time data collection work for various non-governmental organizations (NGOs) and also helps care for Michael's nieces and nephews. They are not the parents of any children of their own.
When we talked recently, one of the first things Michael told me is that he felt that there is still much to be done to better train teachers in Malawi. He hopes that a passion for teaching becomes one of the reasons young people choose teaching for their profession, not simply because there are many job openings for teachers in Malawi. He hopes that the training of teachers becomes more rigorous and of higher quality and that teachers are regularly monitored and assessed. He hopes that teachers will be dedicated to their students and work fervently to see these learners succeed.
The graduate classes are underway again, and Michael feels refreshed after a few days off and ready to dig into some new ideas with his cohort. The courses this term are Contemporary Philosophies of Education, Organization and Operation of American Education, a tutorial in reading called, Means for Mastery of Reading Pedagogy, and Educational Research and Evaluation.
As the term begins, Michael is looking forward to start reviewing the literature for his thesis project. He plans to research the effects of incorporating various teaching resources into the curriculum, for example, name cards, flash cards, and other print resources. He wants to determine what kinds of resources are most effective and then work to get more of them in use in classrooms in Malawi. He said, "Keep in mind, this topic is grounded in the fact that in Malawi, teaching resources are very scarce."
Michael explained to me that all of the M.Ed. students are proposing thesis topics now and will read the existing literature. Then back home, they will undertake what is called "action research." This means that they will all be working at their regular jobs in the TTCs, teaching future primary school teachers, and simultaneously collecting and analyzing their thesis data. They have a lot of work ahead of them.
Michael envisions that someday he might be part of a team of literacy consultants for Malawi, people who could recommend solutions to schools and teachers who are having difficulties getting their kids to read. He wants children in Malawi, he says with great energy, "to learn to read so that later, on their own, they can read to learn."
Regarding this, Michael is quite passionate.
This post is written by Lisa Vihos, the Director of Sponsored Programs and Research at Lakeland College. The program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this blog are the responsibility of Lakeland College and do not necessarily reflect the views of USAID or the United States Government.
Part of the fun of being in Wisconsin is trying new things. During the recent break from classes, the graduate students had the opportunity to visit the home of Rev. Brian De Jong in Sheboygan Falls. Pastor De Jong serves at Grace Orthodox Presbyterian Church in Sheboygan. He hosted a backyard party for the students, and the festivities included a special twist. The Malawians got the opportunity to ride a horse. Phillip Nachonie, like most of the others, had never done this before. His reaction: "It was an experience, I tell you." I sat with Phillip outside the Campus Center on a beautiful summer day and heard about his first horseback ride, as well as his determination to work with his colleagues to help young learners back home in Malawi.
Meet Phillip Nachonie '06
Phillip Nachonie's first experience at Lakeland began over ten years ago, when he arrived as an undergraduate student. During his three years here, Phillip attended Grace Presbyterian and as Pastor De Jong describes him, "Phillip was a faithful attendee and got quite involved in activities of the church." When Phillip graduated with his bachelor's degree in general education in 2006, he returned home and went to work immediately at the Teacher Training College (TTC) in Lilongwe. Then in 2010, he was hired to work at a new TTC that opened in Machinga, about 160 miles southwest of the capital. He lives there with his wife and their four children: three girls, ages 17, 15 and 7, and one boy, age 11.
Recently, Phillip was invited to be a researcher for a project that was undertaken by USAID to collect data on the reading progress of young learners in Malawi. The assessment study found that learners in Grade 2 were failing to read, for the most part, at the most basic level. To Phillip and his colleagues, this finding was both distressing and alarming. When he saw that there was an opportunity to come back to Lakeland to obtain his master's degree with a focus on early grade reading instruction, he felt it imperative that he apply. He hopes to do everything in his power to help young Malawians become better educated. "I am fully aware," he said, "that reading forms the basis of all other learning."
For Phillip, like the other graduate students in the Malawi program, the short break between classes has combined a mixture of relaxation, shopping, and fun, with formulating a topic for his master's thesis. He told me how he had narrowed his thoughts down to two possible projects, and will now pursue the second of the two.
The first topic he was pondering had to do with how new teachers are monitored and assessed and what could be done to ensure that they are truly reaching their students. The challenge for Phillip in pursing this topic would be logistical: "This project would involve a lot of movement around the country to collect the data." He soon realized that it would be more than he could cover.
The second project has to do with time allocation and management. "There is not enough time allocated strictly to reading in the early grades," Phillip observed. He would like to study the impact of devoting more time on reading instruction in an early grade classroom. Phillip envisions that there would be great value in "shedding off" some topics from the curriculum in the early years, and giving more focus to reading. "I will be happy if we are successful in this. I think we will be."
Phillip has been very pleased with the coursework at Lakeland, and describes the experience here as "eye-opening." He said that the idea about the amount of time spent on reading came to him from the discussions that took place a couple weeks back in the course, Second Language Acquisition. "In this place, I am getting many new ideas. I'm sure that what I have learned and what I will learn this semester will help to shape my project."
He also spoke very highly of his nine colleagues. Echoing a theme we have heard before on this blog, Phillip said of them, "They are open to discussion. It is not a one-man show. We cannot succeed on an individual basis."
Phillip on horseback, with Grace De Jong assisting.
This post is written by Lisa Vihos, the Director of Sponsored Programs and Research at Lakeland College. The program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this blog are the responsibility of Lakeland College and do not necessarily reflect the views of USAID or the United States Government.
The graduate students are on a short break right now. Classes ended last week and will begin again right after Labor Day. When I informally polled the group about what they are doing during their time off, I learned that they have been relaxing, making trips into Sheboygan to look for winter clothes (yes, it will be winter again one day), watching soccer on television, listening to music, and also reading the education literature on literacy to look for "gaps in the knowledge" that might lead to fruitful thesis topics. Even when on break, these graduate students are never far from their studies, are they? In fact, in an eighteen-month graduate program, there really are few breaks. One of the teachers, a self-described "strong and determined woman," is a 2008 graduate of Lakeland. She spoke with me about out how happy she is to be back.
Meet Ndamyo Mwanyongo '08
Ndamyo Mwanyongo graduated with her bachelor's degree from Lakeland in 2008, but her connection to the school goes back earlier than that. Her husband, Andy Blessings Mwanyongo '02 was in the first cohort of five students who came to Lakeland from Malawi in 1999 to earn bachelor's degrees. She fondly remembers visiting the campus when he was a student here, to hear him sing in the choir. "Lakeland is like family to me," she said.
Several years later, Andy encouraged Ndamyo to apply to Lakeland herself. She still feels deep appreciation for the support her husband gave her. He took care of their home and family during her three-year absence. Their two sons were 16 and 11 when she first left. She said the youngest one, especially, missed his mom.
Now she is back for a second degree and couldn't be happier to be here. Ndamyo said her youngest son, now 19, assured her, "It's only one year this time. We'll manage."
Ndamyo told me she is pleased to know that her example of being selected to leave Malawi twice to study has inspired many of the younger teachers back home. "It's an opportunity that I don't take for granted. I feel like I can make a difference. I think the student teachers respect me and look up to me."
I have no doubt that Ndamyo is right about this.
Ndaymo teaches at the Teacher Training College in Kasunga, a town 60 miles north of the capital city of Lilongwe. She would like to see reading taught in a broad manner. "I do not want to see it narrowed," she said. "I teach very widely, using all the expressive arts." Ndamyo, like her husband Andy, is very interested in music. "We play music as a family a lot." She has used music, drama, and drawing as a tool in teaching not only young learners, but student-teachers, too.
"In Malawi, we must start with better training for teachers. We need to incorporate other subject areas. And, we need a means for engaging parents. In Malawi, parents are not so involved with children's education. We need to help them see their role."
Ndamyo knows first-hand the value of parents' involvement in a child's education. She was the fifth of nine children. Her dad was a secondary school teacher and her mom was a primary school teacher. There were books at home and she watched her parents read and her siblings study. She had models for reading at an early age and in-home tutors to help her when she needed help. In sixth grade, she went off to a boarding school that encouraged library use and then, in secondary school, her teacher was a Peace Corps volunteer who strengthened Ndamyo's developing English with phonetic reading skills.
On a different note, I asked Ndamyo about the interesting middle names that people have in Malawi. Remember, last week, we learned that Elias gave himself the middle name, Ambitious. The parents of her husband, Andy, gave him the middle name Blessings. Ndamyo has a middle name, Kettie, which is the name of her mother's sister. I asked her the meaning of Ndamyo. Her name means "troubles, challenges." She said her mom had some troubles when she was pregnant with Ndamyo, hence the given name.
The way I see it, Ndamyo may have been born in challenge, but being strong and determined, as well as open-minded, she has been the recipient of many blessings. She is here now to put all that to good use for the children of Malawi.
Ndamyo (left) with students at the Viyere Primary School in Mzuzu, Malawi,
where she did her student teaching after graduating from Lakeland in 2008.
This post is written by Lisa Vihos, the Director of Sponsored Programs and Research at Lakeland College. The program is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents of this blog are the responsibility of Lakeland College and do not necessarily reflect the views of USAID or the United States Government.


text:
Joe Thornton is no longer the captain of the San Jose Sharks, but coach Todd McLellan isn't calling the decision a "stripping."
David Krejci will suit up for the Bruins on Wednesday against the Wild.
David Krejci (groin) isn't on injured reserve, according to Boston's official website.
John Gibson (groin) has been assigned to the minors.
Pittsburgh has summoned Jeff Zatkoff from the minors.
James Neal has been fined $2,000 for embellishment.
Calgary has announced a multi-year contract extension for head coach Bob Hartley.
Eddie Lack will be in goal for Vancouver against Dallas on Wednesday.
Chris Kunitz (foot) participated in Wednesday's practice.
Sidney Crosby (mumps) skated on his own before practice on Wednesday.
Scott Darling has been reassigned to the minors.
Ben Bishop (lower body) hopes to be back by the end of the week.

subset: commoncrawl


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Rory McIlroy reacts after missing a putt, Hong Kong Open, Fanling, Hong Kong, November 16, 2012
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110 search results for Steve Zahn
Series premiere talkback: 'Mind Games'
Type: Post | Date: Tuesday, Feb 25, 2014What did everybody think of the new ABC drama?
Review: ABC's 'Mind Games'
Type: Post | Date: Monday, Feb 24, 2014In which 'Lone Star' and 'Awake' creator Kyle Killen tries to do something more commercial
Knights of Badassdom - DVD
Type: Event | Date: Tuesday, Apr 1, 2014A make-believe wizard casts a spell from an ancient book and fantasy becomes reality as a powerful demon manifests itself
Joy Ride [Blu-ray]
Type: Event | Date: Tuesday, Sep 10, 2013Stalked by a vengeful trucker, three friends race for their lives
Modern Family
Type: Event | Date: Wednesday, Oct 29, 2014Steve Zahn and Andrea Anders return.
Series finale review: 'Treme' - '...To Miss New Orleans'
Type: Post | Date: Sunday, Dec 29, 2013Carnival comes again as we say goodbye to Antoine, LaDonna, Davis and friends
Review: 'Treme' - 'Sunset in Louisianne'
Type: Post | Date: Sunday, Dec 22, 2013Delmond plays Albert a tune, Antoine pulls an all-nighter and Davis faces a milestone birthday
Review: 'Treme' - 'Dippermouth Blues'
Type: Post | Date: Sunday, Dec 15, 2013Albert gets sicker, while Antoine gives fake trombone lessons to a movie star
'Knights of Badassdom' finally gets a release date and a trailer
Type: Article | Date: Friday, Dec 13, 2013Summer Glau and 'Game of Thrones'' Peter Dinklage star in supernatural comedy
Review: 'Treme' - 'This City'
Type: Post | Date: Sunday, Dec 8, 2013Janette, Antoine, Albert and others get a lot of bad news in a George Pelecanos special


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Sponsored Deals
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OK, yes, companies pay a little something to be Sponsored Deals. But we don't allow just any old crap in this section. Sponsored Deals are proposed to us by other retailers, manufacturers, and even other daily deal sites. If we find the deal compelling enough that our members will appreciate us bringing it to their attention, we'll feature it here. Believe it or not, we have a reputation to uphold. If your store would like to be considered for this space, please contact us for details. But if your deal is lame, or sketchy, no amount of money will let you buy your way in.
Community Deals
It's whatever you want it to be.
Pretty much, anyway. This is where you find the deals that wooters like you have ferreted out and brought to light. We're thinking it'll turn into a massive database of discounted products from around the Web, constantly expanding to absorb the newest deals from the very moment their prices are slashed, with each deal immediately rated by hordes of savvy voters to spotlight the very greatest deals in the world today. Hey, we can dream, right?
We use a fancy algorithm to determine which deals are catching the most buzz – they're under the Popular tab, which is the default view of this section. You can look for the most popular deals today, this week, or this month. The Fresh tab features the most recently submitted deals, so that's where to look for deals that everybody else doesn't know about yet. And the Search bar does what a Search bar does, only, uh, much wootier! Yeah! Right on!
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Our Philosophy
Our winemaking philosophy is one of patience and taking care to ensure that the fruit that God created is what is most evident in the wine.
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The Peer Review Page – Welcome
Welcome to the Storyfix Peer Review Intro Page
The concept is simple: writers post their work here… other writers provide feedback to that work in the form of "Comments" to the post. The goal is to add value to the author's project, and to create relevant dialogue.
You are encouraged to participate on both sides of this opportunity, as a submitting author and as a reader/Comment contributor.
Read all you want for FREE. Click HEREto go to the Menu of submitted work… pick what sounds good… read… then comment.
To submit your work, CLICK HERE.
The charge for my admin time to post and maintain this portion of the site is a one-time fee of $25.00 per submission, payable through PayPal via email@example.com (as the target recipient of your payment). Work will remain on the site indefinitely, or until you pull it, or I pull it (with cause).
While I reserve the right to chip in my own commentary on submissions — and plan to do so — there is no guarantee as to the quantity or quality of the feedback provided. It's like belonging to a critique group… we take our chances when we throw open the kimono and put our work out there.
It takes courage to write. It takes even more courage to show it to someone. It's part of what we signed up for as writers.
To read and provide feedback on the work posted on this Peer Review page, CLICK HERE.
It's totally FREE, and much appreciated by the writers who have posted work here.
Scroll through the menu of submissions, which include genre and a short synopsis, and then click through to the author's page, where the work itself will be available for your review and Comments.
The Rules
Authors may use their own name or a pseudonym, your call. Just be sure this is clear on your submission.
Submitted work can be anything you choose — a story outline, a book or screenplay proposal, sample chapter(s) or scenes, a short story, an article, a poem, a love letter, a cover letter for your resume…or anything else that fits within the parameters stated here. If you want people to read it and give you feedback, you're invited to post.
Length: maximum of 5000 words. No minimum. The one-time fee applies to any length.
No scripts for now… they don't paste into the WordPress editor without making a mess of things. Am working on this upgrade. However, film treatments written in narrative format are most welcome. Good to get feedback at that level, too.
No porn. No marketing. Storyfix maintains the right to refuse posting (with immediate full refund), or remove it (this includes commentary), if material is deemed unsuitable. That said, adult situations and langauge is acceptable (the introductory description will note this). The acid test is this: your submission represents work you would sell through traditional outlets, including commercial retail and online venues.
Authors retain all rights to their posted submissions, including copyright. Work shown here is covered by the author's copyright.
Storyfix shall be held harmless and without liability for any claims arising from the appearance of an author's work on this website. Postings will be removed within 48 hours upon request by the author.
Decorum is expected in the Comments section of each author's page. Be clear, be honest, but remember: the writer is just like all of us. We desire constructive feedback, not a gratuitious kick to the groin. This is your chance to help another writer reach their goals, please take it seriously.
Please, no marketing or linking in your Comments.
Questions? Feedback? Email me at firstname.lastname@example.com.
CLICK HERE to go to the submissions menu. This is where you'll find something to read and review.
CLICK HERE to submit your work.
Thanks for playing… my hope is that you'll find this experience valuable and worthwhile.
{ 5 comments… read them below or add one }
- August 17, 2011 at 6:51 am
What a fantastic opportunity. I've been wanting to tell you for ages how much your site and StoryFix has helped my writing. Your deconstruction of The Help was excellent. Now you're doing this Peer Review? Best news I've heard all week.
Recently my crit partner quit writing. She was a good writer and we learned a lot from each other. I'm so happy that I'll be continue learning from others here, giving feedback and seeing what you and others have to say about the same work.
I'm going to Donald Maass's week long Breakout Novel Intensive in September so after I go through my manuscript and make the suggested changes I'm coming over here to throw up some pages. I'm starting a new book too, so putting the outline up and getting feedback will be fantastic.
I'm resetting my goals at the end of the week. Send to Storyfix is going on my calendar and I'll make time to come over and read some work to get a lay of the land. Thank you for doing this. I'm so excited/nervous. Maass makes me excited/nervous too. I'm stepping far outside my comfort zone here in the next couple of months but I know it's necessary if I ever want to be a pro. Thanks for all you do!
- August 17, 2011 at 7:21 am
I'll be coming in soon. I'm plotting a new story now and when I have something written, I'll join in. I'm a staunch believer in reciprocation, so plan to read and comment on others as well. I've learned a lot from your postings on Storyfix, and from your books. I know participating in this new group can only be a benefit. Thanks for all you do to help us striving to improve our craft.
- August 17, 2011 at 7:31 am
This is great. Would it be possible to add a link to the author's site so we can follow them, or is that only provided if they want to submit it?
- August 17, 2011 at 12:29 pm
Hello Kate MacNicol – just read that you're attending Maass's workshop in September. Ah, I have turned green from toe to hair roots. This man doesn't know it yet, but he's my future AGENT. I, too, will be submitting some works to Larry's wonderful plan, so I'll watch for your entries. I would hope that I can keep in touch with you and hear about your meeting THE AGENT of my future.
- August 14, 2012 at 3:46 pm
I attended one of your workshops at Willamette Writers conference recently and love it. I also ordered your book story engineering. I have no doubt your book will make a huge difference in writing and finishing my novel. Thank you so much for putting it all together in one book. JW
Leave a Comment
{ 7 trackbacks }
- Announcing the Launch of the Storyfix Peer Review Page
- Update: New Fiction Posted on the Peer Review Page
- Want to Publish, or Self-Publish? Read This Interview
- The Most Powerful Learning Tool A Writer Could Ever Have « Courage 2 Create
- Storyfixing… Explained
- New Peer Review Fiction Ready for Your Feedback
- Prologue: Deconstructing "The Hunger Games"


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Affluent Lifestyle Guide
You might like Best Runway Models >
Having eaten at almost all of the restaurants listed above, I would have to say I wouldn't go back to the Pineapple Grill. Unless you happen to be staying at the attached resort or playing golf there, it is out of the way...why look at a golf course when you can find 20 other restaurants just as good that are on the beach?
Also, I am surprised Mama's Fish House didnt make this list. The food is excellent, although a bit pricey. It is truely one of the last (and authentic) "old Hawaiian" style restaurants remaining on the island.
Finally, I have to give a shout out to Cheeseburger in Paraside...great drinks, great food, great views. It may not be the classiest place on Maui, but it is fun and has a great location and the staff is friendly and the food/drinks are good...what more can you ask for? Great casual dining choice on Maui.


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Musselback Sculpin
Fishing Locations
This item can be fished in Wintergrasp (266), Borean Tundra (110), Dragonblight (28), Zul'Drak (3) and Grizzly Hills.
|Quick Facts
The Wowhead Client is a little application we use to keep our database up to date, and to provide you with some nifty extra functionality on the website!
It serves 2 main purposes:
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text:
Document Type Master's Dissertation Author Hugo, Jan Marais email@example.com URN etd-12092010-155618 Document Title Switch a BRT terminal as change generator at Pretoria Main Station Degree MArch(Prof) Department Architecture Supervisor
Advisor Name Title Mr A Barker Committee Chair Keywords
- embodied energy
- low carbon
- linking structure
- climate change
- Bus Rapid Transport System
- transport
Date 2011-04-18 Availability unrestricted Abstract
The study responds to the increasing effect that climate change has on earth and society. In a global context of rapid urbanization and population growth the project aims to establish the role that architecture can play in the mitigation of climate change. It addresses the embodied energy and carbon footprint of architecture in an urban context.
The architectural building type that will be investigated is a transport interchange, specifically the BRT terminal at Pretoria Main Station and associated prototypical BRT stations. An architectural response that promotes public transport use will be investigated.
The proposed transport interchange will act as a seam to linking Salvokop with the city, while linking the whole of Tshwane.
The architectural intervention will use strategies to respond to predicted climate changes for Tshwane, and adopt strategies to mitigate it. Architectural technologies will be investigated to ensure that the structure has a low carbon footprint and low embodied energy. Through energy conscious design strategies the energy use of the structure will be kept to a minimum.
The design will also address the social and historical context of the Pretoria Main Station, to ensure a coherent transport interchange that integrates all modes of transport.
The design will contribute to the historical character of the site with an ecosystemic layered approach, adding new functions and layers to the existing, to ensure its adaptability and sustainability.
This study forms the part of a departmental research study through the department of Architecture at Pretoria University - "Environmental potential" and the United Nations Development Programme [UNDP] and Global Environment Facility [GEF]. It aims to comply with the prerequisites for an M[Prof]Arch degree while achieving the goals and objectives set by the research study.
© 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
Please cite as follows:
Hugo, JM 2010, Switch a BRT terminal as change generator at Pretoria Main Station , MArch(Prof) dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-12092010-155618/ >C11/14/ag
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By Kathleen Brehony on May 16, 2013
My mother died recently and left me her house. It's in a very nice upper-middle-class neighborhood, and my family and I are very grateful to my mother for leaving her beautiful home to us. The problem is, we are having trouble keeping up with the "Joneses."
Our neighbors are settled in with prosperous jobs and their kids seem to have everything. Since this house is paid off, we don't have a mortgage payment, but there are plenty of other bills. My husband is a full-time graduate student and, even with a part-time job, earns only a small income.
I work part-time, but with three kids, I have my hands full. Our oldest, our 12-year-old daughter named Allison, is always upset because she cannot afford some of the things the other kids can, like an expensive summer camp, new clothes from the best shops and regular trips to a local amusement park. She says she doesn't want to hang out with these other kids because she can't do what they do.
I'm sorry that we can't afford all these things right now, but I'm very tired of her complaining about all the things she doesn't have. This was not a problem before we moved here and were living in a small apartment across town with lots of other families in our same financial boat. Suggestions?
– Deborah
Dear Deborah,
What a great opportunity to share some of your most important values with your pre-teen. It's time to sit down and chat with Allison and offer a reality check.
Before you have this little tet-a-tet, review your own values. What kinds of behaviors do you (and your husband) model for your kids? Do you teach them the importance of materialism or do you value deeper, more important things? What matters more, fancy clothes or a warm, loving family? When raising children, what you do will always hold greater power than what you say. As a parent, you probably already know that.
Once you're certain that more meaningful values are at the core of your family culture, remind Allison of these. Tell her that both you and her dad are working very hard to provide for your family. Remind her of her father's ambition to earn an advanced degree and that, until he graduates, your budget simply doesn't include some of the special things that the other neighborhood kids are able to afford. That does not mean that those families are better or, in any way, more important. You are just in different places on the economic scale. Big deal.
Then ask Allison for her help. A 12-year-old can contribute by helping with her younger siblings as well as well as being responsible for some simple chores. By the way, I'm a great believer in having every family member contribute to the greater good. Even young children can be responsible for picking up their toys, setting the table, watering the lawn, and so on.
It's important for kids to feel like they are part of the family team, and contributing to the household work that must be done is a great way of showing it.
Allison might also consider finding some ways to earn a little money of her own by babysitting or washing cars. She may very well be able to provide her own income for some — though not all — of the things she feels are lacking in her, life like an occasional purchase at that fancy store. Most amusement parks have season passes. With some hard work and focus, she's old enough to earn money for that, though the tony summer camp may be out of reach for some time to come on the projected income of a pre-teen.
Suggest some ways that Allison can hang out with these neighborhood children using creative ideas instead of big bucks. Encourage her to invite some of these children to your home. It's probably not out of financial reach for her to host a "movie" night with a popular DVD, popcorn and soda.
Sleepovers generally don't bust the family budget (though they do usually interfere with a good night's sleep). Reinforce your family values that real friends don't care whether or not you have a lot of money. Real friends value you for yourself. And those who don't were never really friends to begin with.
There's an important lesson to be learned here that will benefit Allison far into the future – long after the disappointment of missing summer camp.
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Mayor Ed Koch was laid to rest Monday at Trinity Church cemetery in the Washington Heights are of Manhattan. Koch chose his burial place while he was still alive and had his headstone inscribed as well. NY1's Grace Rauh filed the following report.
Mayor Ed Koch will never have to leave Manhattan again. The former mayor was buried Monday at Trinity Church Cemetery in Washington Heights, and is the fourth mayor in the city's history to be laid to rest there.
A small group of friends and relatives attended the private burial. It was an intimate goodbye to the man who not only led the city for 12 years, but was in many ways the quintessential New Yorker.
Koch was born in Crotona Park East in the Bronx, about five miles from where he is buried.
"Just think about it. A Polish Jew in an Episcopal graveyard in a largely Dominican neighborhood. What could be more New York, or even more, Ed Koch," Mayor Michael Bloomberg said at Koch's funeral service in Temple Emanu-El in the Upper East Side.
Onlookers crowded the sidewalk across from the cemetery, which is non-denominational.
A Star of David is at the top of Koch's tombstone, and on it he inscribed the last words of Daniel Pearl, the Wall Street Journal reporter who was murdered in 2002 by terrorists in Pakistan.
Pearl said, "My father is Jewish, my mother is Jewish, I am Jewish."
In a stunning coincidence, Koch died 11 years to the day after Pearl was killed.
Koch also wrote his own epitaph. He said of himself, "He was fiercely proud of his Jewish faith. He fiercely defended the city of New York, and he fiercely loved its people. Above all, he loved his country, the United States of America, in whose armed forces he served in World War II."
Eric Washington, who leads tours of the cemetery, said that when it came to choosing a final resting place, Koch did not have much of a choice if he wanted to stay in Manhattan.
"This is the only active cemetery on Manhattan, so it was here or elsewhere," Washington said.
Fernando Wood, A. Oakley Hall and Cadwallader Colden are the three other mayors buried at Trinity.
The cemetery is open to the public and just a short walk from the subway. Koch hoped that New Yorkers would come and visit.
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Love Story
By David Thorpe
Francisco may have been deeply closeted as a pro, but there is plenty of titillating gossip about male players who have had same-sex hotel room trysts or lovers traveling as masseurs. As any mildly obsessive gay male fan knows, tantalizing rumors surround a hunky American player once ranked inside the top 20. 'He was very attractive, muscular, the epitome of a gay pinup. Everyone kind of knew he was gay from the way he talked -- he wasn't hiding it. I remember him in line for lunch with his boyfriend,' one source says.
Another former number 1 American player was thought to play both sides of the net. Very rarely, the media takes up these kinds of rumors. Last year the French magazine Le Point asked French businessman Arnaud Lagard're to comment on a rumor that he was having an affair with a current top 10 player, the boyish Richard Gasquet. Lagard're vigorously denied it, as did Gasquet in a press conference after a match at a tournament in Monte Carlo. Nonetheless, rumors about Gasquet persist.
Even if gay tennis fans are forced to live on scraps of gossip, there is one place where gay males and tennis might be a comfortable reality: college. The United States has changed a great deal in the decade or so since Francisco endured homophobic taunts on university courts. At a handful of schools, tennis players and coaches have played through the closet door.
In 2005, Matthew Coin came out to his tennis teammates during his senior year at the University of California, Santa Barbara. 'Positive things came out of it and no negative ones,' says Coin. 'From the moment I came out, they gave me incredible support.' Kyle Wagner played tennis for California Polytechnic State University, San Luis Obispo, in 2002 and 2003 and came out to his teammates shortly after he graduated. 'They loved it -- they had no problems with it at all,' Wagner says. 'I was worked up over it being this big thing, and they said, 'We kind of figured.' '
In 2002, Sean Burns, a coach at Santa Clara University, came out to his players. Again, the experience was overwhelmingly supportive. 'We were running in the gym,' says Burns, 'and there was a junior who came in last. He was mad at himself, so he said 'fuckin' faggot' to himself. About four players said 'Shut your fuckin' mouth.' '
Says Courier, 'I'm speculating here, but times have changed. Today's youth seem to have shifted toward being more accepting.'
Which is one reason that eventually a professional male tennis player will likely come out. Courier says it's 'a question of when, not if.' Navratilova says it will happen 'before 2010.'
Collegiate openness is already affecting professional tennis. After he quit the pro tour, Francisco began coming out to friends. Through gay tennis networks, he met Coin. 'He was very supportive. We talked a lot,' Francisco says.
Today he is out and '100% happier.' He doesn't have a boyfriend but has no trouble attracting male admirers to practices and the occasional small pro tournament he plays. He may not be Billie Jean King yet, but in his own way he's helping destroy the wall between gay men and professional sports -- and sports in general. 'I want the association of 'gay' with 'sissy' gone,' he says. 'I would love to show that gay people can be great athletes.'
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tag:blogger.com,1999:blog-2416792064076825073.post4604049122814155853..comments2014-08-05T17:15:50.943+01:00Comments on Confessions of TwiCrack Addicts: "Robsten" spotting in UK!Linsane firstname.lastname@example.com:blogger.com,1999:blog-2416792064076825073.post-66899529459529986302010-01-04T07:43:57.435Z2010-01-04T07:43:57.435Zsneakers shoes Nike Tn he was interrupted, di...sneakers shoes
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p.s: Is Kristen's hair again brown ?firstname.lastname@example.com:blogger.com,1999:blog-2416792064076825073.post-86736392755501639772010-01-01T18:04:07.490Z2010-01-01T18:04:07.490ZHappy New Year everyone!!! Together, not together...Happy New Year everyone!!!
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Kristen looks sweet!illyriahttp://firstname.lastname@example.com:blogger.com,1999:blog-2416792064076825073.post-38152781974107229212010-01-01T17:09:03.075Z2010-01-01T17:09:03.075Zwhat could they be doing together in london ? mayb...what could they be doing together in london ? maybe eachother ;) ?email@example.com:blogger.com,1999:blog-2416792064076825073.post-2413155884238305772010-01-01T16:51:56.787Z2010-01-01T16:51:56.787Zjealous much!jealous email@example.com:blogger.com,1999:blog-2416792064076825073.post-34196548090920397772010-01-01T16:50:26.661Z2010-01-01T16:50:26.661Zokay, but... why are they, together, in UK? :>okay, but... why are they, together, in UK? :>email@example.com:blogger.com,1999:blog-2416792064076825073.post-33565480897038356062010-01-01T16:38:17.022Z2010-01-01T16:38:17.022ZI didn't know KStew was in the country too!? A...I didn't know KStew was in the country too!?
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Love that they went there. Amazing :email@example.com:blogger.com,1999:blog-2416792064076825073.post-54287169096970790542010-01-01T16:27:09.816Z2010-01-01T16:27:09.816ZOMG!! It's a happy day in Robsten Land! :D Tha...OMG!! It's a happy day in Robsten Land! :D Thank you and Happy New Year to firstname.lastname@example.com


text:
December 19, 2014
SALT LAKE CITY (AP) -- The FBI says a defendant has died after being shot by a U.S. marshal during an attack on a witness during a trial in federal court in Salt Lake City.
The FBI said 25-year-old Siale Angilau died Monday at a hospital. The agency says Angilau was shot in the chest as he rushed the witness with a pen in an aggressive, threatening manner.
Authorities said Angilau, who had not been restrained in the courtroom, was shot several times in front of a jury that had been selected on Friday.
Angilau was one of 17 people named in a 29-count racketeering indictment filed in 2010 accusing gang members of assault, conspiracy, robbery and weapons offenses.
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An Introduction to Austrian Economics
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Article posted Nov 12 2013, 7:02 AM
Peter Schiff
Janet Yellen's Mission Impossible
By Peter Schiff
Most market watchers expect that Janet Yellen will grapple with two major tasks once she takes the helm at the Federal Reserve in 2014: deciding on the appropriate timing and intensity of the Fed's quantitative easing taper strategy, and unwinding the Fed's enormous $4 trillion balance sheet (without creating huge losses in the value of its portfolio). In reality both assignments are far more difficult than just about anyone understands or admits.
Unlike just about every other economist, I knew that the Fed would not taper in September because the economy is still fundamentally addicted to stimulus. The signs of recovery that have caused investors and politicians to bubble with enthusiasm are just QE in disguise. Take away the QE and the economy would likely tilt back into an even more severe recession than the one we experienced before QE1 was launched
Given the Fed's failure to initiate a tapering campaign in recent months (when it was highly expected) it is surprising that most people still believe that it will pull the trigger in the first quarter of 2014. But if the Fed could not take action in September, with Ben Bernanke at the helm and the nation as yet untraumatized by the debt ceiling drama and Obamacare, why should we expect tougher treatment from Janet Yellen? This is particularly true when you consider Yellen's reputation as an extreme dove and the uninspiring economic data that has come in recent months.
Rather than explicitly describing the possibility of a reduction of asset purchases, recent Fed statements have merely said that policy would be "adjusted" according to incoming data. It has never said what direction that adjustment may take. Yet somehow the market has concluded that an imminent reduction is the only possibility. But the opposite conclusion is more likely. Recession avoidance is really the Fed's only concern and it will always come down on the side of accommodation. Therefore an expectation for a 2014 taper is just wishful thinking.
But that does not mean that QE will go on forever. It will come to an end, but not because the Fed wants it to, but because the currency markets give it no choice. A dollar crisis would ultimately force the Fed's hand, and the longer the Fed succeeds in postponing the inevitable, the more damage its policy mistakes will inflict on our economy.
Yellen's second task will be equally impossible. Since the QE campaign began in 2010 the Fed has more than quadrupled the amount of bonds that it holds on its balance sheet,to more than $4 trillion of Treasury and mortgage-backed bonds. To accumulate this massive cache, the Fed has become by far the largest buyer in both markets. Its purchases have pushed up the prices of those bonds and have kept long term interest rates low for both consumers and businesses.
When the QE was first launched, Ben Bernanke tamped down fears of the program by saying the Fed would one day sell the bonds that it was buying. But as the Fed's balance sheet ballooned, many in the market began fearing that the unwinding of these trades would crush the market for Treasuries and mortgage-backed securities. Bernanke soon allayed these fears by saying that the Fed would not actively sell, but would simply allow bonds to mature. But this is just a convenient fiction.
If stock or real estate prices were to enter into bubble territory (which I believe has already happened), or if inflation were ever to surge past the Fed's low target range (which I believe is certain to happen), then the Fed would have to sell bonds to get in front of these trends.
Through Operation Twist, the Fed has already swapped a very large portion of its short-term bonds for long-term bonds. The slow process of waiting for bonds to mature is unlikely to slow down asset bubbles or inflation. The argument also does not account for the fact that the Treasury will have to sell new bonds in order to retire the principle on the maturing bonds. Since the Fed is the primary buyer of Treasury bonds, the Fed would have to add to its balance sheet when it's trying to shrink it. Such a cycle is just a debt rollover that leaves the size of the Fed's balance sheet unchanged.
Unless other buyers of Treasuries or MBS can be found to replace the Fed's prodigious buying, the Fed will remain the only game in town. Given these realities, how can we possibly expect Janet Yellen to actually diminish the amount of assets the Fed holds? She won't be able to do it and any expectations to the contrary are pure fantasy.
So we should not be asking when Ms. Yellen will begin withdrawing stimulus and shrinking the Fed's balance sheet. Instead we should be asking how the markets will react when she runs out of excuses for delaying the taper, or ultimately decides to expand QE rather than contract it.
Peter Schiff is president of Euro Pacific Capital and Chairman of Euro Pacific Precious Metals. He is author of
The Little Book of Bull Moves in Bear Markets
Crash Proof: How to Profit from the Coming Economic Collapse
. His latest book is
The Real Crash: America's Coming Bankruptcy, How to Save Yourself and Your Country
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Dáil Éireann - Volume 506 - 03 June, 1999
Written Answers. - Social Welfare Benefits.
Mr. R. Bruton Mr. R. Bruton
81. Mr. R. Bruton asked the Minister for Social, Community and Family Affairs if his attention has been drawn to the fact that repeat waiting periods apply in the case of interrupted disability benefit claims by part-time workers which do not apply in the case of full-time workers; and if he will remove this anomaly. [14788/99]
Mr. D. Ahern Mr. D. Ahern
Minister for Social, Community and Family Affairs (Mr. D. Ahern): Disability benefit is not normally paid for the first three days of illness, known as "waiting days". However, where a person who has resumed working makes a repeat claim within a further three day period, disability benefit can be paid from the first day of the subsequent illness. These rules apply equally to part-time and full-time workers.
I am not aware of any differences in the treatment of part-time workers under the "waiting day" rules. However, if the Deputy has details of any particular case where the rules are operating in such a way, perhaps he could forward details to me and I will have the matter fully examined.
Dáil Éireann 506 Written Answers. Social Welfare Benefits.


text:
December 21, 2014
WASHINGTON (AP) - The Supreme Court says condemned inmate Troy
Davis should get another chance to prove his innocence before the state of Georgia executes him.
The high court on Monday ordered a federal judge in Georgia to determine whether there is evidence that proves Davis did not kill a police officer in 1991.
Davis of Savannah, Ga., was condemned to death for that murder, but supporters have argued for a new trial after several witnesses took back their testimony. Davis' supporters include former President Jimmy Carter and Pope Benedict XVI.
Justice John Paul Stevens said that the risk of putting an innocent man to death "provides adequate justification" for an evidentiary hearing.
Defense lawyers had appealed to the Supreme Court after a federal court denied a new trial request in April.
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Touring Coco Chanel's Old HauntsInspired by the legendary Coco Chanel, Lynn Yaeger heads to Paris in search of the designer's former haunts. Her finds are as captivating as the...