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Tag Archives: Cheick Kongo
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Tag: exogear
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Teaching the use of a long cane step by step: suggestions for progressive, methodical instruction.
Abstract: A fundamental part of the orientation and mobility curriculum is the acquisition and retention of skills in using a long cane automatically and proficiently to detect and negotiate obstacles and drop-offs. Using practitioners' experiences and the principles of learning theory, instructors can monitor students' advancement and adapt teaching strategies to optimize the results.**********
One of the important skills of orientation and mobility (O&M) instruction is the use of the long cane for anticipating what is ahead of the user and negotiating obstacles and changes in surface elevation (such as steps and curbs). However, use of the cane will not ensure the safety of students unless they reach a sufficient level of proficiency in the skills of moving the cane correctly without having to concentrate, being able to notice unexpected obstacles and steps even when distracted, and knowing how to negotiate obstacles and steps safely.
For example, a man who learned how to use a cane fell off a curb because he was not able to move the cane correctly when distracted. A woman who could move the cane well even when distracted fell off a transit platform because she did not notice when the cane went over the edge. An intern at a nursing home who was proficient with the cane had not learned how to negotiate obstacles, so she knocked over a patient because she sidestepped to get around a medicine cart she had contacted with her cane. These people all needed further instruction and practice before their ability to use the cane to notice and negotiate hazards was proficient enough to provide for their safety. This article presents ideas and information that may help facilitate instruction in and practice with using a cane, drawn from extended observations in professional practice and the results of research from physical therapy, neuroscience, and psychology.
Appropriate practice and instruction
According to Ackerman (2007, p. 238), "Although practice is the primary determinant of individual differences in skilled performance of tasks with significant motor requirements, the sheer amount of practice provides only a moderate amount of explanatory power." Practice can be made more efficient with careful consideration of the principles of learning.
Students go through a series of stages as they learn any skill, and instruction should vary according to the stage of learning. For example, the beginning stages of learning require the student to concentrate on the task, whereas advanced students can perform the task with little or no effort (psychologists call this "autonomous performance"; Ackerman, 2007, p. 236). According to Adi-Japha, Karni, Parnes, Loewenschuss, and Vakil (2008, p. 1544), improvements in performance "are related to transitions between two types of processing modes: an initial, controlled, more effortful mode and eventually a more automatic mode."
In 1911, mathematician Whitehead noted:
It is a profoundly erroneous truism, repeated by all copy-books and by eminent people when they are making speeches, that we should cultivate the habit of thinking of what we are doing. The precise opposite is the case. Civilization advances by extending the number of important operations which we can perform without thinking about them. (p. 61)
Likewise, it is an advantage to students with visual impairments to reach a level of proficiency where they do not have to "think" about their canes or the details of the techniques they are using but, rather, perform in a manner that is independent of cognitive control. Some aspects of successful travel, such as learning to use landmarks in the environment for traveling routes, require conscious cognitive effort (Martinsen, Tellevik, Elmerskog, & Storlilokken, 2007); we suggest that effective use of a cane need not be one of these components that require such cognitive effort.
Retention of skills is the goal of practice, as described by Maas et al. (2008, p. 278): "The distinction between performance during acquisition (practice) and retention or transfer implies that learning, a permanent change in the capability of skilled movement, must be measured by retention and/or transfer tests. Retention refers to performance levels after the completion of practice." For cane skills, which are motor related, the student will follow through the acquisition and retention stages; note, however, that learning how to negotiate obstacles can be done at any time, even when the student is in the beginning stages of learning to use a cane.
The retention of skills depends on temporal factors, including the human sleep cycle. Studies have shown that after practicing a task and undergoing another practice session "between 10 minutes and 6 hours later, without intervening sleep, the memory undergoes the first, stabilization phase of consolidation, making it resistant to interference from a competing memory" (Walker, Brakefield, Hobson, & Stickgold, 2003, p. 618). However, even though spacing practice sessions apart can help consolidate the skill memory, it does not necessarily improve speed or accuracy for performance. In experiments published in 2003, Walker et al. reported that "following practice of a specific motor sequence, delayed performance improvements only occur across a night of sleep [emphasis added], while waking periods of 4, 8 or even 12 hours offer no such performance enhancements" (p. 617). An awareness of timing and scheduling for practice can be used in each stage of cane mastery.
The practice of cane techniques can also be maximized with appropriate feedback from the instructor. Studies have consistently shown that too much feedback can impede learning. Sullivan, Kantak, and Burtner (2008) found that when participants received feedback on their performance only 62% of the time, beginning with frequent input and fading to less input, they performed motor skills more consistently and accurately when tested later, as opposed to those who always received feedback. The authors hypothesized that "educed feedback practice conditions ... increase information-processing demands during practice that are advantageous to the relatively permanent effects associated with motor learning observed in a delayed retention test" (p. 721). Jacobson and Bradley (1997) also suggested that after providing continuous reinforcement in the beginning of instruction, providing less frequent praise later will encourage a student to continue to engage in high levels of effort. Instructors should monitor and consider the amount and timing of the correction and input they provide as students pass through the stages of acquiring cane skills.
Stages of learning
It may be helpful to understand what expectations and teaching strategies could be appropriate as students move through the various phases of acquiring cane skills. We propose, on the basis of the results of empirical studies (Walker et al., 2003; Sullivan et al., 2008), the following model of how students pass through stages of learning to use a cane:
Stage 1: Beginner--acquiring manual performance skills. The student is learning how to move the cane and requires feedback and correction.
Box 1 Obstacles that a cane may not detect Students should be aware that the cane cannot always protect them from 1. overhanging obstacles, such as tree branches and protruding signs; 2. objects and holes that are small or low enough that the cane can go around them; and 3. poles and corners that the cane tip can go around. The shaft of the cane will, however, contact these objects if they are close enough to where the hand holding the cane is approaching, which means that the head is protected if the hand is centered in front of the body.
Stage 2: Concentration--maintaining independent movement. The student can maintain the correct cane technique without correction but only with concentration.
Stage 3: Consolidation--performance without concentration. The student can maintain the correct cane technique without conscious concentration; movement of the cane has become natural for the student and is done correctly even when the student is distracted. However, the student may not notice when the cane drops over an edge that was not expected.
Stage 4: Proficiency--noticing and using information provided by the cane. The student moves the cane correctly without having to concentrate and notices when the cane contacts any unexpected edges or obstacles even when the ground seems flat. At this stage, the cane provides the student with a reliable warning of hazards in all situations (see Box 1).
In the first stage of learning to use a cane, the student learns the mechanics of moving it correctly. Moving the cane correctly involves several skills (maintaining the correct hand position and movement and the correct arc of the cane tip, moving the cane in rhythm with the feet, and staying in step). Feedback from the instructor can be frequent at the beginning and fade out as the student improves.
Because the first and second stages of learning require students' full concentration, students in these stages need a sufficient amount of time to practice without having to perform other tasks simultaneously, such as noticing sensory information or finding destinations. The goal is for the student to establish muscle memory until using a long cane "becomes increasingly resistant to interference from competing or disrupting factors with the continued passage of time" (Walker et al., 2003, p. 616). As Jacobson (1993) explains, "Motor skills need to become ingrained before students can be expected to concentrate on higher-level orientation skills" (p. 12).
To prevent tedium and improve the quality and quantity of skills that are acquired, practice can be interrupted with activities to work on skills and concepts that are dissimilar, such as how to negotiate obstacles or locate dropped objects, or to develop students' kinesthetic sense or echolocation skills. The instructor should also be aware that pacing practice of similar skills is critical for long-term retention. The term massed practice refers to rehearsal without intermittent pauses, as opposed to distributed practice, which is rehearsal with breaks. Schilling, Marangoni, Vidal, and Rajan (2000, p. 3) claimed, "Abundant research indicates that distributed practice improves learning rates over massed practice, presumably because it gives the learner time to do the kind of deep, elaborative processing that enables development of the knowledge structures." By using a distributed schedule for learning, O&M specialists can effectively relieve boredom that is associated with repetitive tasks and provide students with time to recoup and reflect on the instruction.
With the exception of the skill of maintaining rhythm, it may be helpful to isolate one skill at a time until the student can at least demonstrate it correctly and then add other skills later. As Walker et al. (2003, p. 617) demonstrated, instruction in more than one similar task can impede acquisition. The phenomenon is called interference. Walker stated that "when subjects ... were trained on a second motor sequence immediately after the first, interference was seen, so that overnight improvement in accuracy only occurred for the second sequence, and not the first" (p. 617). Instructors should be aware of the effect of interference; when they observe it, they can focus on a single skill or subset of a skill (such as hand position and movement of the cane) during that day's lesson and wait until another day to practice other skills (such as moving the cane in rhythm with the feet).
When students have difficulty learning the skill of maintaining the rhythm of the cane, the instructor can temporarily suspend work on skills they may have already mastered, such as arc and hand position, and work only on developing a sense of moving the cane in rhythm with the feet. Often students will acquire that sense of rhythm if the instructor moves the cane for them while they walk. If that strategy does not work, students may get the sense of moving something in rhythm with their feet by tapping their hand on their hip in time with their steps while the instructor guides them (with no cane) and then taps the cane in rhythm with their steps (ignoring the arc and hand position until they can gain a sense of what it feels like to move the cane in rhythm with their feet). Once they are able to coordinate the rhythm of the cane movement with that of their feet, they can work on moving the cane with the correct arc and hand position.
When students have mastered the correct cane technique and can maintain it without any prompting if they are concentrating, they are in the second stage of learning to use a cane. In this stage, students still need sufficient practice without interference because they still need to concentrate on the skill. Any distraction, such as a question or statement, may result in the student's cane technique deteriorating or cause the student to deviate from the correct technique. At one time, we thought it was simply coincidence that whenever we complemented students on their technique, they momentarily lost their ability to use the cane properly. Now we suspect that we were distracting the students during a period of their training in which they still needed to concentrate. The instructor's constant presence is not necessary in this stage, except perhaps to ask the students periodically to check themselves to see if they are in step.
By the end of the second stage, students do not walk out of step for long before they notice and automatically correct themselves because it just does not feel right to them. To determine whether students have passed through the second stage of learning and have achieved the third stage, the instructor may ask them a question while they are using the cane. If the students are still in the second stage, their cane technique will deteriorate while they ponder the question; for example, they will get out of step, the arc will shift to one side, or they may even stop walking.
The process of solidifying skills, known to neuroscientists as "consolidation" is achieved by the third stage of learning to use a cane. As Diekelmann and Born (2007, p. 1085) noted:
As with other types of memories, once skill memories (such as riding a bike) are acquired, they pass through a phase in which the newly encoded neuronal memory representation is labile, and thus vulnerable to disruption and interference. Building a memory that is remembered forever requires that memory traces be transformed into a robust, stable form that is resistant to disruption.
When students have achieved consolidation, their cane skills are stabilized to the point that they no longer have to concentrate to move the cane correctly and consistently. Students can be expected to maintain an effective cane technique while paying attention to sensory information and work on other tasks, such as orientation. Jacobson (1993) noted that when this stage is complete, motor skills become "second nature."
As students enter the third stage, execution of the cane technique may still occasionally falter if the cane tip jams, but this situation improves with practice. In this stage, students often need prompting or correcting soon after they first use the cane outside because the cane jams so often, but before long the technique remains consistent even in rough terrain.
Even though students in this stage move the cane correctly and consistently, many of them (especially those with functional vision) do not respond reliably to the information provided by the cane. They sometimes trip or fall on a stair or obstacle even when using the cane correctly because they continue to walk forward unaware that the cane has dropped over an edge or contacted an obstacle.
Therefore, when students have reached the third stage of learning to use a cane, the instructor needs to assess whether they can reliably and consistently notice and react to the information that the cane provides about drop-offs and obstacles, even when the students are distracted. Individuals who have functional vision must be assessed to be sure they can reliably notice hazards even when their vision misleads them to think that the ground is clear and flat.
The final stage of learning to use a cane is proficiency when distracted and noticing and using information provided by a cane even if it is not consistent with visual information or expectations about the area. There seem to be three issues that can affect a student's achievement of the final stage of learning. They are the level of attention required to notice information provided by a cane, the ability to use the proprioceptive information from the cane, and the ability to override misleading visual information with reliable cane or nonvisual information.
Level of attention required to notice information provided by a cane
Students should be able to move the cane correctly without concentrating on it, but they should also be attentive enough to be able to notice whenever the cane seems to deviate from being on ground level. The only intervention that we have found necessary for students to overcome insufficient attention is repeated practice in approaching and detecting unexpected drop-offs (with appropriate monitoring for safety). When opportunities are presented, instructors may point out how important it is to notice the cane information by pointing out any severe, unbarricaded drop-offs or holes that they pass.
Ability to use proprioceptive information from the cane
Students need to understand what the cane feels like when the tip is on the same level as they are and what it feels like when the tip is slightly dropped or raised. This understanding requires good proprioception.
A change in the level of a surface is translated into a slight change in the angle of the cane, which is much more noticeable in the wrist than in the elbow or shoulder. According to Rosen (personal communication, December 15, 2008), moving the wrist "sets off proprioceptive signals that are more readily noticed than when a joint moves within its range. Because there is so much more of a normal range of motion at the elbow, the tendons do not get stretched to their limit, and there is less proprioceptive input."
Thus, a change in the level of a surface will be more noticeable if a student is moving the cane only with wrist movement and not by moving his or her ann. To help students notice how a change in the level of the cane tip changes the angle of the wrist, have them stand with the side of their feet next to the edge of a curb and hold the cane out ahead in the normal position, such that the tip is at the top edge of the curb. Ask the students to move the cane slightly, so it goes over the edge, and have them notice the change. If they are holding the arm still and moving only the wrist when the tip goes over the edge, there is a stretch along the top of the wrist. If they do not notice that stretch, do it again at a deeper drop-off, such as a stair, so they notice the change and then do it again at a curb. Once students notice that stretch in their wrist, they can improve with repetition; have them continue to stand beside the curb and repeat moving the cane up and down to the top and bottom of the curb until they are satisfied that they can notice the wrist stretch readily. Once they have accomplished this task, have them approach curbs and notice the drop.
If students are still having difficulty noticing the change in the angle of the cane dropping over an edge, make sure that the cane is no longer than is necessary to provide adequate coverage. The difference in the angles of shorter canes dropping over an edge is larger than it is for longer canes, making it easier to feel shorter canes drop over an edge. Rodgers and Emerson (2005) found that the length of a cane is a significant factor in detecting drop-offs: "If the cane is too long, a clear indication of a drop-off may not be afforded" (p. 629). We also note that there are consequences of a cane that is too short because the cane may not give sufficient warning for the student to react to the drop-off (Rogers & Emerson, 2005). Instructors should be cognizant of both situations.
We have observed that the proprioception of some students, such as those with diabetic neuropathy, may be insufficient to notice the change in the angle of the cane no matter how much practice they get. For such students, the constant-contact cane technique may be more effective for noticing drop-offs because the change in the angle may be more abrupt or salient and accompanied by a change in the sound of the tip along the ground.
Do not assume, however, that whenever there is a loss of skin sensation, there is an equal loss of proprioception, because the receptors for proprioception are in the muscles and neurotendinous organs (Santos, Bertato, Montebelo, & Guirro, 2008, p. 185), not the skin. We have found that many clients who have a reduced sense of touch are nevertheless able to feel subtle changes in the angle of their wrist.
Ability to override misleading visual information
Students who have had a lifetime of using vision do not readily switch to relying on other sensory information while traveling. Although some individuals can make this switch without special intervention, many cannot. When they see what looks like flat ground and the cane drops over an edge, they often believe their eyes and do not even notice the cane information.
To override visual information with reliable cane or nonvisual information, we suggest a strategy--partial occlusion--that can help teach students who have functional vision to notice tactile (nonvisual) information provided by a cane. Partial occlusion blocks only the lower, bottom part of their vision; thus, students are still able to see ahead of them and look around but are unable to see anything on the ground directly in front of them, such that the only way they can know what is on the ground is by the information their cane provides them. This strategy gives them the experience of being distracted by their usable vision while having to rely on nonvisual information from the cane for their safety while traveling.
Partial occlusion should be introduced only after the students have reached the third level of cane proficiency, not only because the instructor should avoid distracting first- and second-level students with other tasks while they concentrate on learning to use the cane, but because the purpose of using partial occlusion is to help students develop trust and awareness of the cane information. If a student has not yet achieved the proficiency required to provide reliable cane protection, partial occlusion may lead to a distrust of the cane that will be difficult to overcome. For the same reason, before students are trained with partial occlusion they should be made aware of the three things that the cane may not detect (see Box 1), so they are not disillusioned and do not become distrustful of the information provided by the cane.
Partial occlusion has a secondary benefit for students who tend to focus all their attention on scanning the ground visually to detect obstacles and edges. Students who often walk with an anterior head tilt, which compromises their balance and causes them to be oblivious to what is around them, benefit from partial occlusion because it may help them realize how dependent they are on looking down. If these students have developed a reliable cane technique, they may learn during partial occlusion that it is not necessary to look down to navigate obstacles and steps.
Vision can be partially occluded with eyeglasses, sunglasses, or goggles that have the bottom half of the lenses or lens openings covered with material like paper, cardboard, or plastic (see Figure 1). The placement of the occlusion material will depend on the individual. It should allow students to see straight ahead but not see the ground in front of their feet. After positioning the occlusion, ask the students to hold their heads upright and report what is visible and then reposition the material to occlude the desired amount. Commonly, the area that is occluded is the ground about 10-15 feet in front of the student, but an instructor may want to occlude more or less, depending on the situation and goal (see Figures 2 and 3).
Exercises that can be done while a student is wearing eyewear with partial occlusion include the following:
1. The student walks through various familiar and unfamiliar routes, including stairs or curbs, becoming accustomed to relying on the cane for surface information.
2. The student walks through an obstacle course or walks where there are curbs and steps.
3. The student practices noticing the nonvisual information while being distracted with another task, such as listening for a certain sound or looking for a certain door.
Negotiating obstacles
In addition to being proficient in the fourth stage of learning to use a cane, students need and deserve instruction that enables them to notice and negotiate hazards reliably. Anything less leaves them unprepared to travel safely but under the impression that using the cane will make them safe.
When students try to walk around an obstacle, common mistakes include sidestepping to get around the obstacle, anchoring the cane tip at the obstacle while they walk around it, or starting to walk around the obstacle but turning to resume their original path of travel too soon so that they trip or catch their foot on the obstacle. Sidestepping into a space that has not been checked by the cane or anchoring the cane on the obstacle while walking around it leaves students vulnerable to tripping or falling over obstacles or drop-offs that they had not been aware were there. Turning too soon when they think they have passed the edge or corner of the obstacle can cause students to trip or stumble on the obstacles. Students need to learn that when they encounter an obstacle, they should use their cane to look for a clearing or opening beside the obstacle and then turn to walk into that opening (rather than sidestep it), continue to move the cane in an arc ahead of them while passing the obstacle, and return to the line of travel only after they have passed the obstacle.
All these tasks are intuitive and easy to learn except the last. Many students do not realize that when the cane tip reaches the end of the obstacle, they themselves have not yet reached the end of the obstacle, and they turn to walk around the obstacle or resume their line of travel too soon, tripping or catching their foot on the obstacle that they were trying to pass. It takes practice to realize how much farther they have to walk after the cane passes the obstacle before they themselves pass it. The following are some exercises that can help:
1. The students walk along a wall toward an outside corner, sliding the cane tip along the edge or shorelining the wall. When the tip of the cane goes around the corner, they walk forward and notice how long it takes to get around the corner (students can feel the wall with their hand or use echolocation to notice when the end is reached).
2. Once the students understand how much distance there is between them and the cane's tip, they should do the same exercise, but instead of using a wall, they should trail or shoreline with the cane along a carpet or sidewalk approaching a corner of the carpet or sidewalk. When the cane reaches the corner, they should keep walking and moving the cane normally to check ahead for more hazards, but remember where the corner is. Ask the students to turn around the corner of the carpet or sidewalk when they think they are past it. They will know they have turned too soon if they step on carpet or grass instead of the floor or sidewalk.
3. Once the students have mastered the previous exercise, they should do the same thing along a low wall or border, such as a planter, turning the corner when they think they are past it. They will know they have not walked far enough before turning if their foot touches the planter.
Negotiating stairs with impaired vision
Much has been written about techniques for negotiating stairs (Hill & Ponder, 1976; Jacobson, 1993), but we address the issue of students who negotiate stairs while straining to use their vision, rather than using more reliable cane information. Students often lean forward to see better, which can jeopardize their balance.
Intermittent occlusion can be effective to help students rely on information provided by the cane. With intermittent occlusion, students perform tasks visually and then repeat them with visual occlusion (using a blindfold or with their eyes closed), so they can more easily notice the nonvisual information, and then repeat the task again without occlusion while using the nonvisual information that they had noticed previously.
For example, many students who have learned to approach and go down stairs with a blindfold will lean forward the first time they approach a curb or descending stairway without the blindfold and strain to see the edge. The instructor may let them find the edge and then ask them to approach the curb again with their eyes closed. Typically, students perform this task well and find the edge with confidence, as they did earlier with a blindfold. Then they approach the edge with their eyes open, using the cane as they did before. Most students need to repeat this experience; after enough of these experiences of intermittent occlusion, they start to notice and use their canes to detect curbs with confidence and without further prompting.
Discussion and conclusions
Instructors can enhance the effectiveness of learning to use a long cane. By using practices that ensure that students advance successfully through the stages of acquiring skills, including addressing the tasks of negotiating obstacles and stairs, O&M specialists ensure that the cane delivers the information needed for safe travel and that travelers can interpret and use the input from their canes. Being aware of current hypotheses related to memory and motor tasks, instructors can improve the long-term performance of cane travelers.
Strategies for providing instruction in the use of the cane are effective only for those who are motivated to learn to notice and use nonvisual information for everyday situations, including situations in which their vision is compromised because of lighting conditions. These strategies are not as likely to help those who are not motivated, such as those whose vision provides sufficient information in all conditions or who are in training only to prepare for future vision loss.
Ackerman, P. L. (2007). New developments in understanding skilled performance. Current Directions in Psychological Science, 16, 235-239.
Adi-Japha, E., Karni, A., Parnes, A., Loewenschuss, I., & Vakil, E. (2008). A shift in task routines during the learning of a motor skill: Group-averaged data may mask critical phases in the individuals' acquisition of skilled performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1544-1551.
Diekelmann, S., & Born, J. (2007). One memory, two ways to consolidate? Nature Neuroscience, 10, 1085-1086.
Hill, E., & Ponder, P. (1976). Orientation and mobility techniques: A guide for the practitioner. New York: American Foundation for the Blind.
Jacobson, W. H. (1993). The art and science of teaching orientation and mobility to persons with visual impairments. New York: American Foundation for the Blind.
Jacobson, W. H., & Bradley, R. H. (1997). Learning theory and teaching methodologies. In B. B. Blasch, W. R. Wiener, & R. L. Welsh (Eds.), Foundations of orientation and mobility (2nd ed., pp. 359-382). New York: AFB Press.
Maas, E., Robin, D. A., Austermann Hula, S. N., Freedman, S. E., Wulf, G., Ballard, K. J., & Schmidt, R. A. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17, 277-298.
Martinsen, H., Tellevik, J. M., Elmerskog, B., & Storlilokken, M. (2007). Mental effort in mobility route learning. Journal of Visual Impairment & Blindness, 101, 327-338.
Rodgers, M. D., & Emerson, R. W. (2005). Human factor analysis of long cane design: Weight and length. Journal of Visual Impairment & Blindness, 99, 622-632.
Santos, A. A., Bertato, F. T., Montebelo, M. I. L., & Guirro, E. C. O. (2008). Effect of proprioceptive training among diabetic women. Revista Brasileira de Fisioterapia, 12(3), 183-187.
Schilling, M. A., Marangoni, A., Vidal, P., & Rajan, M. (2000, August). Learning by doing something else: The impact of task variation on organizational learning curves. Paper presented at the annual meeting of the Academy of Management, Toronto, Ontario, Canada.
Sullivan, K. J., Kantak, S. S., & Burtner, P. A. (2008). Motor learning in children: Feedback effects on skill acquisition. Physical Therapy, 88, 720-732.
Walker, M. P., Brakefield, T., Hobson, J. A., & Stickgold, R. (2003). Dissociable stages of human memory consolidation and reconsolidation. Nature, 425(6958), 616-620.
Whitehead, A. N. (1911). An introduction to mathematics. New York: Henry Holt.
Dona Sauerburger, M.A., COMS, orientation and mobility specialist, 1606 Huntcliff Way, Gambrills, MD 21054; e-mail: <sauerburger@ mindspring.com>. Eugene Bourquin, DHA, CLVT, COMS, senior instructor, Helen Keller National Center for Deaf-Blind Youths and Adults; mailing address: 315 8th Avenue, 10E, New York, NY 10001; e-mail: <email@example.com>.
Reader Opinion
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Author: | Sauerburger, Dona; Bourquin, Eugene |
Publication: | Journal of Visual Impairment & Blindness |
Article Type: | Report |
Geographic Code: | 1USA |
Date: | Apr 1, 2010 |
Words: | 5506 |
Previous Article: | Talking turkey: teaching about North America's greatest conservation story with children with visual impairments. |
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Marine Corps Times Early Bird Brief
Released on 2012-10-18 17:00 GMT
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U.S. Talks On Afghanistan Exit
(The Australian)
By Mark Dodd, Cameron Stewart
and Brendan Nicholson
The Gillard government will
work with a top-level U.S.
delegation at today's AUSMIN
talks to begin charting a
clear road map for an eventual
withdrawal of Australian
troops from Afghanistan.
U.S. Says Sanctions Against
Iran 'Having Impact'
By Phil Stewart and Arshad
The United States rejected on
Monday Israeli concerns that
it had become necessary to
pursue a credible military
threat against Iran, saying
sanctions could deter Tehran
from building a nuclear
U.S.: Military Threat Not Sole
Way To Stop Iran
(Associated Press)
By Anne Gearan
U.S. Defense Secretary Robert
Gates says although military
action against Iran remains an
option, the threat of force is
not the only way to stop Iran
from building a nuclear bomb.
U.S. Rejects Israel Call For
Military Threat Against Iran
(Agence France-Presse)
U.S. Defense Secretary Robert
Gates on Monday rejected
comments by Israel's prime
minister calling for a
"credible" military threat
against Iran to ensure it does
not obtain nuclear weapons.
China Wary Of PM's Welcome Mat
For U.S. Military
(Sydney Morning Herald)
By Daniel Flitton and Dan
Australia risks a backlash
from China over a plan to
expand the United States
military presence here under a
new deal to be unveiled today.
up Back to top
Pentagon Openings Give Obama
New Options
(New York Times)
By Thom Shanker
With critical decisions ahead
on the war in Afghanistan,
President Obama is about to
receive an unusual opportunity
to reshape the Pentagon's
leadership, naming a new
defense secretary as well as
several top generals and
admirals in the next several
up Back to top
In Visit, Obama Reassures
(Washington Post)
By Scott Wilson
President Obama was challenged
Sunday by an Indian university
student to explain his
administration's unwavering
support for Pakistan, exposing
in a single question the
central challenge to his goal
of strengthening the U.S.
relationship with India.
Disputes, Disappointment
Strain U.S.-China Relations
(Washington Post)
By Keith B. Richburg
When President Obama came to
China a year ago, on his first
official Asian trip, he spoke
of the "deep and even dramatic
ties" between the two powers
that would work as partners on
shared global burdens such as
climate change,
nonproliferation and the world
up Back to top
Some Skeptics Questioning Rosy
Reports On War Zone
(New York Times)
By Elisabeth Bumiller
The recent reports circulating
in Washington's national
security establishment about
the Afghan battleground of
Marjah show glimmerings of
progress: bazaars are open,
some 1,000 children are in
school, and a new (and only)
restaurant even serves goat
curry and kebabs.
Taliban Seek To Sway U.S.
Congress With 'Open Letter'
(Wall Street Journal)
By Matthew Rosenberg
Add another group to the list
of people with a message for
the newly elected U.S.
Congress: the Taliban.
Afghan Forces Hurt By
Attrition, Leadership Gaps,
NATO Finds
(Wall Street Journal)
By Julian E. Barnes
Significant progress has been
made in building up the Afghan
security forces, but
continuing attrition among
police officers and a dearth
of midlevel military leaders
pose major challenges,
according to a report on the
international training effort
to be released Monday.
NATO Presses Canada On Forces
In Afghanistan
(Washington Post)
By Karen DeYoung
The United States and other
NATO allies are trying to
persuade Canada, whose troops
are due to withdraw from
Afghanistan next year, to
leave a hundreds-strong
residual force as trainers for
Afghan security forces.
Candidates For Parliament
Protest Afghan Elections
(New York Times)
By Rod Nordland
In an election so fraudulent
that there were no clear
overall winners, who exactly
stole it? That question, and
related ones equally
unanswerable, were taken to
Kabul's streets on Sunday as
hundreds of disappointed
candidates marched to protest
the results of Afghanistan's
Sept. 18 parliamentary
Missing Votes Found In
(Washington Post)
By David Nakamura
The Afghan Independent
Election Commission has
discovered tens of thousands
of previously unaccounted
ballots cast in the September
parliamentary elections, a
commission official said
More Bodies Of Missing Afghan
Police Are Recovered
(Washington Post)
By Greg Jaffe and Joshua
Afghan authorities have
recovered the bodies of five
of the 16 policemen who went
missing a week ago after an
apparent Taliban attack on
their remote base in eastern
Afghanistan, Afghan officials
said Sunday.
up Back to top
Drive To Repeal 'Don't Ask'
Policy All But Lost For Now
(Wall Street Journal)
By Laura Meckler
The drive in Congress to
repeal the military's "don't
ask, don't tell" policy
appears all but lost for the
foreseeable future, with
action unlikely this year and
even less likely once
Republicans take charge of the
House in January.
up Back to top
Threat Stirs On Afghan Border
(Los Angeles Times)
By Alex Rodriguez
A militant network that is a
major Western adversary in
Afghanistan is expanding its
reach into tribal badlands
outside its longtime sanctuary
in Pakistan, a move that could
complicate U.S. efforts to
eradicate the group.
U.S. Drone Strikes Kill 14 In
(Associated Press)
A pair of U.S. drone strikes
killed 14 suspected militants
in northwestern Pakistan
yesterday in the latest
attacks against al-Qaida and
Taliban militants seeking
sanctuary in the region, local
intelligence officials said.
up Back to top
U.S. Works To Find Footing In
Yemen Terror Fight
(USA Today)
By Jim Michaels
The threat from al-Qaida
terrorists in Yemen is
growing, but the U.S. military
has few quick options to
respond to the increasing
danger, analysts say.
White House To Yemen: Share
More Now
(Associated Press)
By Kimberly Dozier
The White House is seeking
greater and swifter
cooperation on intelligence
sharing with the Yemeni
government and more
opportunities to train Yemeni
counterterrorism teams in the
aftermath of the airline
package bombs, a senior
administration official said
up Back to top
Maneuver Over Copters Is
(New York Times)
By Christopher Drew
The Air Force has taken a
beating over its contract
process in recent years. But
if officials thought a new
approach would avoid
controversy, they have been
disappointed. As the Air Force
tries to speed its purchases,
it is considering using an
obscure 1932 law to buy at
least $1 billion worth of
helicopters without
competitive bids, government
officials say.
Flyover Plan Draws Flak
(Wall Street Journal)
By Stephanie Simon
The U.S. Air Force thinks the
rough-hewn peaks of southwest
Colorado and northern New
Mexico make excellent
surrogates for the treacherous
mountain ranges in global
hotspots such as Afghanistan.
Some local residents beg to
up Back to top
Mental Health Visits Seen
Rising As Parent Deploys
(New York Times)
By Benedict Carey
Young children in military
families are about 10 percent
more likely to see a doctor
for a mental difficulty when a
parent is deployed than when
the parent is home,
researchers are reporting
Monday in the most
comprehensive study to date of
such families' use of health
insurance during wartime.
up Back to top
4 Competitors Protest Award Of
$2.6 Billion It Contract To
Northrop Grumman
(Washington Post)
By Marjorie Censer
Northrop Grumman won a major
victory when the General
Services Administration
announced in September that
the contractor had been picked
to provide the information
technology infrastructure for
the new Department of Homeland
Security headquarters, a
contract worth up to $2.63
billion over 10 years.
up Back to top
Australia And U.S. Face Past,
Present And Future Together
(Sydney Morning Herald)
By Hillary Rodham Clinton and
Robert Gates
Today we will convene in
Melbourne for the 25th
anniversary of the
Australia-United States
Ministerial Consultations. It
is an occasion to reflect on
the strength and resiliency of
our alliance - a bond between
two democracies of shared
culture, interests, and values
- while moving ahead together
to advance those interests and
values in the years to come.
Our Indian Problem In
(Washington Post)
By David Pollock
President Obama's trip to
India offers a crucial, and
counterintuitive, opportunity
missing in all the talk about
Afghanistan: how to
accommodate Pakistan's
interests in that country.
Unless we find a way to do
that, Pakistan will not stop
its tolerance of or support
for the Afghan Taliban or
other extremists on its border
with Afghanistan - nor will it
let us eradicate them.
The Pakistan Obstacle
(Los Angeles Times)
By Selig S. Harrison
This screaming headline in the
Times of India ahead of
President Obama's visit to New
Delhi explains why a quiet
crisis is developing in what
seems, on the surface, to be
an increasingly promising
relationship between the
world's two largest
U.S. Needs To Recalibrate And
Think Big About Iran
(USA Today)
By Barry Blechman and Daniel
The key challenge facing the
U.S. is to muster the
political will to think big,
which means nothing less than
a recalibration of our Iranian
Nuclear-Arms Treaty Will Test
Obama, GOP
(Philadelphia Inquirer)
By Joseph Cirincione
Last week's election threw
everything up in the air,
including President Obama's
national security strategy,
right? Well, no.
AUSMIN Summit A Timely
Regional Strategic Boost
(The Australian)
Today's Australia-U.S.
Ministerial summit in
Melbourne, AUSMIN, is an
important reaffirmation of the
U.S.-Australian alliance by
both nations.
up Back to top
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text:
Van Buyten pleased to break Dortmund hoodoo
Bayern Munich defender Daniel Van Buyten was pleased to see his side break their recent drought against rivals Borussia Dortmund.
(00:55) | February 28, 2013
More Bundesliga Videos More »
Play Video
Robben ready to resume campaign
Bundesliga: Bayern Munich winger Arjen Robben believes his team are ready to continue their quest for a third straight Bundesliga title.
(01:03) | Jan 24, 2015
Play Video
Hummels: Lack of confidence hampering Dortmund
Bundesliga: Borussia Dortmund defender Mats Hummels believes a lack of confidence is behind his club's Bundesliga downfall.
(02:13) | Jan 16, 2015
Play Video
Allofs: Malanda death hard to deal with
Bundesliga: Wolfsburg Sporting Director Klaus Allofs has added to the tributes to Junior Malanda, who was killed in a car accident on Saturday.
(02:01) | Jan 11, 2015
Latest Video & Audio More »
Play Video
Enrique: Wins don't come easy
La Liga: Barcelona head coach Luis Enrique insists it is not realistic to expect a repeat of Saturday's 6-0 win over Elche in La Liga every week.
(01:25) | Jan 25, 2015
Play Video
Blanc confident ahead of Saint-Etienne clash
Ligue 1: PSG head coach Laurent Blanc is anticipating a tough match when his side travel to fourth-placed Saint-Etienne in Ligue 1.
(01:28) | Jan 25, 2015
Play Video
Australia look to avoid Asian Cup upset
Football Video: ESPN FC's Jason Dasey and Gary Phillips preview Australia's AFC Asian Cup semi-final match against the United Arab Emirates, where the Aussies are hoping to avoid an upset against the UAE.
(02:44) | Jan 25, 2015
Play Video
Highlights: Cameroon 1-1 Guinea
Football Video: Cameroon and Guinea shared a 1-1 draw in the Africa Cup of Nations to send Group D down to the final round of matches.
(01:26) | Jan 25, 2015
Play Video
South Korea look to avenge 2007 defeat
Football Video: ESPN FC's Jason Dasey is joined by Gary Phillips to preview South Korea's clash against Iraq in the AFC Asian Cup semi-finals.
(02:17) | Jan 25, 2015
Play Video
Pearson hails win; Pochettino blames mistakes
FA Cup: Leicester City knocked out Tottenham Hotspur with a 2-1 win in the fourth round of the FA Cup.
(01:10) | Jan 25, 2015
More from the web
Transfer news
Delph commits future to Aston Villa
Aston Villa midfielder Fabian Delph has put pen to paper on a new four-and-half-year deal at Villa Park, the club announced before their FA Cup tie against Bournemouth on Sunday -
Transfer News
Eto'o passes Sampdoria medical
Samuel Eto'o has passed a medical at Italian club Sampdoria as he prepares to bring an end to his short spell at Everton -
Transfer News
Spurs plotting bid for Burnley star Ings
Tottenham are planning a bid for Burnley star Danny Ings as they look to bolster their attacking options in this month's transfer window, sources have told ESPN -
Chelsea 2-4 Bradford City
Classy Mourinho the 'icing on the cake' for Bradford
Bradford City goalkeeper Ben Williams praised Jose Mourinho for his "very classy, very respectful" reaction after the League 1 side's shock 4-2 comeback win over Chelsea in the FA Cup -
Transfer News
Mancini wants Yaya Toure at Inter
Inter Milan manager Roberto Mancini has hinted he may make a move for unsettled Manchester City midfielder Yaya Toure, a player he signed in 2010
Rochdale to shock Stoke at 16/1
Stoke may have recently been named in the top 30 richest clubs in the world but they will be hoping to avoid an FA Cup fourth round exit when they travel to Rochdale on Monday
Hitting the half-century
Who was the first English footballer to win 50 international caps?
Rooney's eyes on the record
Wayne Rooney is closing in on the England goalscoring record. But who's the leading international scorer worldwide?


text:
On Mon, 23 Feb 2009 21:47:34 -0500
Michal Seta wrote:
It'll certainly change the tone, it's all a matter of what you're trying
to bring out or de-emphasize in the performance.
> In those days I spent entire days practicing to minimize
What, and make it easy to record???
Joe Hartley - UNIX/network Consultant - email@example.com
Without deviation from the norm, "progress" is not possible. - FZappa
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text:
Search thousands of recipes reviewed by home cooks like you.
Ready In
Recipe by: Campbell's Kitchen
Original recipe yields 4 servings
Sort by
The recipe is a good place to start, but definitely needs help. I doctored it up a bit and my husband really liked it. Follow the directions, but use the following ingredients. I did not mix cheese in soup....top with cheese (if desired) before serving. 1 pound ground beef (cooked & crumbled) 14.5 oz.diced tomatoes 8 cups of broth (or 8 cups of water and 8 bullion cubes) 1 Tbsp. Italian Seasoning 3 tsp. crushed garlic 4 Tbsp. dried onions 1 tsp. ground black pepper 6oz. tomato paste 1 1/2 cups uncooked mafalda or corkscrew-shaped pasta 1/2 cup mozarella or parmesan cheese (optional)
I've been making this for years, ever since I got my free Campbell's cookbook in the mail when I first started cooking for my husband. Now that I know a little more about cooking, I use fresh garlic and sometimes I use a little ground sausage and spinach. This doubles and reheats well. TIP: I suggest that you make the soup and cook the noodles seperately, unless you like the noodles expanding in your soup the longer it sits.
Like others said, this is a great starting recipe. I added 1/2 small onion, fresh garlic and green pepper to ground beef as it was browning. I honestly felt like there was not enough liquid so I added 1 can tomato sauce, plus an extra 2-3 cups water. (depending on it you like it more soupy, or little thicker) But overall, this had great flavor, and my boyfriend and I really liked the mafaldi noodles. I'm sure this will make great leftovers!!


text:
New International Reader's Version (NIRV) | New International Version (NIV) |
4 The LORD my God says, "Take care of the sheep that are set apart to be sacrificed. | 4 This is what the LORD my God says: "Pasture the flock marked for slaughter. |
Holy Bible, New International Reader's Version® Copyright © 1995, 1996, 1998 by Biblica. All rights reserved worldwide. (New International Reader's Version Bible Online) | Scripture quoted by permission. Quotations designated (NIV) are from THE HOLY BIBLE: NEW INTERNATIONAL VERSION®. NIV®. Copyright © 1973, 1978, 1984 by Biblica. All rights reserved worldwide. (New International Version Bible Online) |


text:
Privacy and Cookies
Gulfstream today revealed platform and performance details for its new super mid-size family member, the $24 million G250.
Based on the $22 million G200 that is today built by partner company Israeli Aircraft Industries (IAI), the G250 is to deliver the largest cabin and the longest range at the fastest speed in its class, says the Savannah, Georgia-based manufacturer. Gulfstream says first flight of the G250 will take place in the second half of 2009, and certification and entry into service are slated for 2011.
The G250 is powered by two Honeywell HTF7250G turbofan engines, each producing 7,445lb thrust, and features a new transonic wing design optimized for high-speed cruise and take-off performance. It will be capable of taking off in less than 5,000ft, traveling 3,400nm at M0.80 and landing in 5,000ft or less with margins.
The engine is based on the HTF7000 engine that powers the Bombardier Challenger 300, also a super mid-size offering. Gulfstream says it will let the market determine whether the new twin-jet will replace the G200.
Specifications reveal a climb time to 41,000ft of less than 20 minutes, maximum cruising altitude is 45,000ft with an associated cabin altitude of 7,000ft (1,000ft lower than for the G200) and top cruise speed of M0.85. Cabin altitude at 41,000ft will be 6,000ft. Gulfstream says the aircraft will be capable of flying non-stop with four passengers from New York to Paris or London to Dubai at M0.82 against 85% annual winds with NBAA reserves.
IAI will assemble the G250 in Israel, as it does for the G150 and G200, and fly the green aircraft to Gulfstream's Dallas, Texas facility for completion with a choice of three floor plans seating eight, nine or 10 passengers.
IAI will also build the aircraft's fuselage, empennage and landing gear. Spirit Aerosystems will build the new Gulfstream-engineered wing, a key enabler for the aircraft's superior payload versus range performance compared to the G200 and other super mid-size competitors, including the Challenger 300, Hawker 4000 and Embraer Legacy 500.
Rockwell Collins is to provide the integrated avionics for the G250, part of the new PlaneView250 flight deck that feature three 15.3in displays that can show multiple formats for charts, navigation, synoptics and flight planning data. Pilots will access the displays using Gulfstream's trademark side-console mounted hand controllers.Options include Gulfstream's EVS II enhanced vision system as well as Rockwell Collins' LCD head-up display and synthetic vision systems. The G250 features a traditional control column with fly-by-wire limited to rudders and spoilers.
As with other new Gulfstream aircraft, the user community provided the seeds for the new design. "Our customers played a definitive role in designing this business jet by participating in our advanced technology customer advisory team," says Joe Lombardo, president of Gulfstream. "As a result, we are confident they'll appreciate the G250's state-of-art technology, superior performance and enhanced styling."
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text:
Ratio Coffee Machine
Maxwell's Daily Find 06.02.14
Ratio Coffee Machine
• $480
Folks in Portland are serious about their coffee, and I appreciate that. Favoring the "pour over" method, which brings out the most in fresh ground coffee beans, this new machine is a Mercedes for your morning cup. Only available for pre-order (limited batch of 500 machines), the Ratio delivers water consistently at an ideal temperature of ~200° and carefully saturates the grounds with a unique showerhead design so that the "bloom" cycle is optimized for a more amazing cup of coffee.
This is for those of you who are true coffee connoisseurs.


text:
Fatal Hit-And-Run
Police Continue To Investigate Fatal Hit-and-Run
Anne Arundel County police are still searching for the driver who fatally struck a 67-year-old woman and then fled the scene.
Family: Did Police Play A Role In Son's Death?
Searching for answers. Terrell Smith—the father of a young girl—was killed in a hit-and-run crash. Now, as his family mourns, they're questioning the role police may have played in the wreck.
Pedestrian Struck, Killed; Vehicle Flees Scene
Baltimore County Police are looking for the driver of a truck that struck and killed a homeless man in Dundalk.
Pedestrian Fatally Struck In Baltimore County
Police in Baltimore County are looking for the driver of a white truck they say struck and killed a man in a hit-and-run.
Suspect In Fatal Hit-And-Run Turns Himself Into Police
Antione Cauley, the suspect in a fatal hit-and-run, has turned himself in to police.
Police Search For Suspect In Fatal Hit-And-Run
Laurel police are searching for a suspect in a fatal hit-and-run.
Police Ask For Help In Finding Driver In Ocean City Crash
Maryland State Police are asking for the public's help in finding the driver who fled after striking and killing a pedestrian in West Ocean City.
Family Raises Reward Money, Pleads For Information In Fatal Hit-And-Run
The reward keeps growing in an Anne Arundel County hit-and-run case. A 15-year-old boy died in the accident three months ago.
Funeral Held For Teen Killed In Hit & Run; Police Still Seek Information In Case
A funeral and public tribute were held Saturday for an Anne Arundel County teen killed in a hit-and-run accident. Skylar Marion was laid to rest at his church on Mountain Road.
Business Offers Reward In Fatal Hit-And-Run
Calls for action after an Anne Arundel County teen was killed by a hit-and-run driver. A local business offers a reward to help catch that driver and a local lawmaker is pushing for new safety measures along the stretch of road where it happened.
Hit-And-Run Kills Pasadena Teen; Father Pleads For Help Identifying SUV
A 15-year-old pedestrian struck in a hit-and-run in Pasadena last Friday died from his injuries Monday afternoon. Now his father is pleading for the public's help in identifying the getaway vehicle.
Teen Dies Of Injuries Suffered In Hit-And-Run
Anne Arundel County police say a teenage pedestrian struck in Pasadena by a vehicle that left the scene has died.


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MCHS track team fares well in Aurora
Wednesday, March 17, 2010
Competing Saturday at the Ralston Valley Relay meet in Aurora, the Moffat County High School varsity track and field team had several strong performances, coach Todd Trapp said.
"It was a pretty good meet," he said. "There was a lot of good competition, and our kids did well."
The boys four-by-mile relay team and girls discus relay each claimed first-place finishes.
The boys four-by-mile team, which consists of Corey Wojtkiewicz, Alex McCoy, Miguel Molina and Alfredo Lebron, all clocked sub-five-minute miles.
Lebron led the pack with a mile time of four minutes and 52 seconds.
The girls discus relay team of Lindsey Yoast, Kelley Syvertson, Kimberly Shaffner and Jessica Asselin had a solid all-around performance, Trapp said.
The girls and boys long-distance medley relay teams each finished second.
Maddy Jourgensen, Adrie Camp, Eryn Leonard and Sassy Murray comprise the distance medley, while the team of Wojtkiewicz, McCoy, Molina and Lebron make up the boys squad.
The team's next meet will be March 27 at the Mickey Dunn Invitational in Grand Junction.
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Red Hat announced the availability of Red Hat Storage 2.0 Beta, the company's first integrated storage product. Red Hat Storage is software only, scale-out storage that provides flexible and affordable unstructured data storage for the enterprise. Red Hat Storage 2.0 provides new opportunities to unify data storage and infrastructures, increase performance and improve availability and manageability in order to meet a broader set of an organization's storage challenges and needs. Red Hat claims it to be the industry's first release of file storage designed to integrate seamlessly with object storage, offering organizations greater information accessibility, within a single, centralized storage pool. The appliance uses Red Hat Enterprise Linux's extended update support capabilities and the XFS file system (Red Hat's Scalable File System Add-On) to provide a core operating base platform which is reliable, scalable, secure and stable over an extended duration of time.
Red Hat Storage 2.0 Beta Available


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Durango Resources |
Durango Locals |
Durango Visitors |
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Durango offers diversity when it comes to real estate. Whether you are looking for a victorian home in historical downtown, a luxury home in the mountains, a rural cabin or comfortable townhome - we have everything you need to cover your residential needs. Nearby areas also include Bayfield, Ignacio, Cortez and slope-side living at Purgatory.
In this section we offer information on real estate, housing information, land available, building, and green building from some of the area's top real estate agents. Durango is a wonderful vacation destination so vacation homes, vacation rentals and investment properties are also plentiful.
In this episode of IDTV's Southwest Colorado Home Show we take you into some of the Southwest's most fabulous properties. We'll also hear some home tips from Durango Area Association of Realtors as well as follow Kogan Builders as they show us their latest design/build.
[1] http://www.durangodowntown.com/real/index.html


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Published on Nov 12, 2012 2:57 PM
Education Minister Heng Swee Keat has described the behaviour of sex blogger Alvin Tan as "reprehensible and unbecoming of a scholar".
He was responding to questions in Parliament on Monday from MPs concerned about how Asean scholarships are awarded. Mr Tan is an Asean scholarship holder studying at the National University of Singapore (NUS) Law School.
Last week, the school announced that it had decided on the punishment for Mr Tan but it could not reveal details as disciplinary proceedings were private.
That privacy drew much scrutiny in Parliament as four MPs stood to ask if the Education Ministry would be asking the school to make public the punishment that it has decided on.
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Orient sign Cureton from Exeter
Leyton Orient have signed Exeter City striker Jamie Cureton on a one-year deal, with the option of an extension."Jamie's an experienced player and his addition to the squad helps retain that kind of balance from last year," Russell Slade told the club website. "His goalscoring's phenomenal, and many of the goals he has scored have been in the Championship," said the O's boss. The 35-year-old scored 20 goals for Exeter in League One last season, helping the Grecians to finish eight. Cureton.... read more
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'Chico and Rita' not yet a box-office hit.
Last February's Academy Awards had a surprise nomination connected to Cuba: "Chico and Rita" competed for best animated feature film, losing to the Johnny Deppvoiced movie "Rango.""Chico and Rita"--which has received rave reviews worldwide--is an animated cartoon animated cartoon: see Nontheatrical Film under motion pictures. film about the romantic ups and downs ups and downs
Alternating periods of good and bad fortune or spirits.
ups and downs
Noun, pl
alternating periods of good and bad luck or high and low spirits of a talented Cuban jazz pianist and a sultr y singer during the late 1940s who both trek to New York New York, state, United States
New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of in search of fame and fortune.
The movie--made on a $13 million budget--is a collaboration between Spain's Fernando Trueba (whose film "Belle Epoque" won an Oscar for best foreign-language film in 1993); artist/designer Javier Mariscal, and the British animation company Magic Light Pictures.
It uses the romance between the two main characters to bring to life Cuba's vibrant musical scene during the pre-Castro days.
At that time, Cuban bands were often in demand at concert halls and VIP nightspots in New York, Las Vegas and elsewhere. Some Havana-bound flights from U.S. cities back in those days even included Cuban musicians who entertained their fellow passengers.
Financing came from U.K. sources and Spanish broadcasters TVE TVE Televisión Española (Spanish national broadcasting television)
TVE Television Trust for the Environment
TVE Technical Validation Experiment
TVE Time-Varying Encoder
TVE transvaginal echography
TVE Tid Verify and TV3, while Grammy-winning Cuban musician Bebo Valdes--an innovator of his countr y's mambo A popular open source content management system (CMS) that is used to create and manage Web sites. Written in PHP and using the MySQL database, Mambo was released in 2001 by Peter Lamont of Miro Construct Pty Ltd., Melbourne, Australia. sound--performed the film's soundtrack, which also incorporates the legendary Latin jazz music of Dizzy Gillespie, Thelonious Monk, Chucho Valdes, Charlie Parker, Tito Puente, Chano Pozo and Ben Webster."
Even so, actual Cuban input for the movie was strictly musical.
"We did not receive any help from the Cuban government. I neither asked for it nor had any agreement with them," Trueba said. "What we received was much help and collaboration with Cuban musicians--both inside and outside the island."
It's no surprise that Trueba and Mariscal worked together in this film. Back in 2000, they also collaborated on the Latin jazz documentary "Calle 54" - which brought together some of the same musicians highlighted in this film too.
The marketing of "Chico and Rita" revived the popularity of pre-Castro era Cuban culture to a European and American audience enthralled en·thrall
tr.v. en·thralled, en·thrall·ing, en·thralls
1. To hold spellbound; captivate: The magic show enthralled the audience.
2. To enslave. with bands like Buena Vista Social Club The Buena Vista Social Club was a members club in Havana, Cuba that held dances and musical activities, becoming a popular location for musicians to meet and play during the 1940s. and spin-off acts like Compay Segundo and Ibrahim Ferrer during the late 1990s.
They and the foreign tourists who visited Cuba in recent years helped fuel the film's success in the two countries, Spain and England, where it was originally released.
According to the Hollywood Reporter, the film's distribution in Spain by Walt Disney International resulted in more than $1 million of gross receipts at theaters in that country.
And even though it lost out to Johnny Depp on Academy Awards night, "Chico and Rita" still won a Goya award in Spain for best animated feature film.
Referring to the movie's Oscar nomination, Mariscal told Reuters he was "very surprised, because normally animation is an American market. It's very strange that Hollywood saw our film and liked it enough to nominate it."
Mariscal is right: "Chico and Rita" bumped off Holly- wood heavyweights Steven Spielberg and Pixar Animation Studios, whose "The Adventures of Tintin" and "Cars 2" were expected to be nominated in that Oscar category.
"Chico and Rita won prizes internationally, but is not a success from an economic point of view," says Trueba. "It's more of an 'art film'. Film animation for adults is something new, risky enough, unlike children's animation, which is a very safe market, since parents are always looking for films to take their kids to."
One benefit of the movie's Oscar nomination is its expanding audience in the U.S. market. Dave Jesteadt, director of the film's U.S. distributor, GKIDS/LumaFilms, told Cuba-News recently that "Chico and Rita" on the verge On the Verge (or The Geography of Yearning) is a play written by Eric Overmyer. It makes extensive use of esoteric language and pop culture references from the late nineteenth century to 1955. of going beyond the art-house crowd in New York and Los Angeles.
"We are at around $150,000 in U.S. box-office revenues, but that is only after two weeks of release and in a small number of theaters," he notes.
"It's continuing to open over the next few months, so this is just the beginning. The Oscar nomination definitely boosted interest in theaters and audiences, and sent the film from 10 or so theaters to over 100 [in the United States], and possibly many more."
Like Buena Vista Social Club more than a decade ago, "Chico and Rita" has proven once again that among Cuba's most enduring exports is its music and culture. _
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Author: | Echevarria, Vito |
Publication: | CubaNews |
Geographic Code: | 4EUSP |
Date: | Apr 1, 2012 |
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I'm not sure hydrangea petiolaris will cope with windy exposure as it's a woodland plant from Japan and Siberia, so, while it can cope with cold, I suspect strong winds in spring will damage new young shoots.
On the other hand, it will cope very well with the cool, shady side of a north east facing wall so if you can give it plenty of organic matter to retain moisture and stop it drying out it is probably worth a try.
Other than that, I would suggest a group 3 clematis which is pruned back hard in March and then flowers in summer on new season's growth. Have a look at http://www.clematis.hull.ac.uk/new-clemdetail.cfm?dbkey=30 which has small flowers less likely to be damaged by wind but with good colour.
Another to consider is http://www.clematis.hull.ac.uk/new-clemdetail.cfm?dbkey=365 or maybe http://www.clematis.hull.ac.uk/new-clemdetail.cfm?dbkey=398 or http://www.clematis.hull.ac.uk/new-clemdetail.cfm?dbkey=550 or another small flowerd one with a long flowering period - http://www.clematis.hull.ac.uk/new-clemdetail.cfm?dbkey=3206
All are suitable for semi shade but be aware that clematis can take a couple of years to settle in before they really perform well. They are also very hungry, thirsty plants so need a deep hole back-filled with plenty of organic matter to feed them and retain moisture for their thick, fleshy roots.
Clematis need to be planted 4 to 6" deeper than they were in their pot to encourage more shoots to from and protect against clematis wilt. Make the hole at least 2 feet away from the base of the wall so they don't sit in a rain shadow or dry spot and feed anually with a good mulch of garden compost in spring and a generous handful of clematis offd at pruning time. A liquid feed of rose or tomato food every couple of weeks from pruning to flowering time will help too and make sure you have wires or a trellis on battens attached to the wall for it to cling to.
I also find dead heading helps prolong flowering in the first couple of years and then they look after themselves apart from training the new stems out along the supports for maximum coverage.
I don't really like glads but planted sme in a pot this year after they were left unwanted at a charity plant sale along with one each of purple and white petunias. They all did well and flowered well and the glads turned out to be a rich, deep purple rather than the gaudy candy shades I dislike. I shall keep them for next year.
I also planted acidanthus in pots and had lots of flowers but not on every plant. I suspect they were overcrowded so, once the foliage dies down I shall lift them and separate them and plant them less densely next year.
Both pots had full sun and regular watering and feeding.
I've just replaced my summer baskets at the front door with deep fuchsia pink hardy cyclamen and silvery white cineraria which picks up the marbling on the cyclamen foliage. The baskets by the garage doors will be replaced by the fuchisa baskets which have been hanging on teh north side of the house.
These will do well until the first frosts and then I'll plant out the cyclamen to increase my increasing stock in a shletered front bed and take the fuchsias indoors for the winter.
It's too cold here for winter baskets but I do things like skimmia, euonymous, bronze carex and variegated ivy for the two pots by the front door with some cheery faced violas for extra colour. I've learned not to try phormiums, pennisetum, heathers, heucheras and so on in pots. They just die of cold.
Inecting higher up would protect the wall above the injection point but not help much with the part below and if you have electrical wires and sockets in that part you'll end up with rusty back parts in your sockets. We did before getting our walls fixed and had to have some replaced. Another expense to take into account.
Good luck with the solicitor. It should help clarify your situation.
I agree that your neighbour's gardening activities are causing damage and he should be liable a) to remove the nuisance causing the damage and b) pay for repairs caused by his neglect or wilful damage.
A survey should have identified this problem so if you had one, you may have recourse against the surveyor.
As for damp injections, we've just had our entire house injected again after problems with the road outside led to water finding its way up our walls again. The garage wall has land raised to about 3' high on one side so they simply injected just above that height to protect the rest of the wall and the bedroom above so it is possible to inject from inside and higher than usual. However, it is a garage wall so no plastering or decoration needed.
Alys on her own programme. Toby never again.
I've just watched GW from Friday and it was seriously dull and uninspiring and rather a waste of 30 precious minutes which could have been devoted to informative, interesting and inspiring items on plants and gardens - what to grow, how to grow, where to grow. Ditto propagation.
Can't say I'm too disappointed though as I've been thinking this about GW for months.
It has been done very neatly and tidily with attention to detail so full marks for that. However, I really dislike the plasticky looking waterfall and the visible pipe at the side but these can be softened in impact by plants which will hide and soften the edges and one to flop over and hide the pipe.
It should bed in in time and look more natural and I hope your parents are pleased with your efforts.
I'm glad they've responded and are looking healthier. If they're still looking green I'd wait for spring to do the next sequestered iron treatment but I'd also give them a mulch now of soil improver for ericaceous plants and again next spring.
The common name for anemones is wind flower.
Mine are subject to strong prevailing westerly winds most if the year with occasional Siberian blasts from the east. My Japanese anemones do just fine in moist, fertile, alkaline loam on the north side of the house but only the pink ones will grow there. I have another clump of pink ones doing very well further up in a better drained site with more sun and shelter form the worst of the westerlies. I'm having one last go at growing the white form in a spot with drainage, sun and shellter from easterlies.
No. Household rates cover refuse collection. Water and sewerage are separate. Medical care - except dentistry - is free at point of delivery except for prescriptions and that depends on your status - or so I understand it after not living there for a while.
In Belgium we also pay every time we visit a doctor but it's refunded wholly or in part by the Mutuelle insurance depending on problem and patient status - which concentrates the mind about not bothering GPS for colds and other minor ailments that can bet treated with advice from the pharmacy or even common sense.
Some prescriptions, eg cancer drugs, are refunded 100%. Others such as contraceptives are not funded at all. Children's meds are funded differently too. Medicines can only be bought from a pharmacy, unlike in the UK where you can get some at the supermarket or off the shelf in a drugstore. I like the Belgian system. It's rapid, efficient, effective and hard to abuse.


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It is a natural matte pink color. really close to my skin but little brighter and pinker. as this kind of color of course it is not going to show much but I will say it is pigmented eyeshadow because it cover a lot. it used to be my favorite natural highlight that it is so natural but brighten by its pink tone. Although I already use it up and it is too subtle to be my highlight choice right now, I will repurchase if my fave go back to natural one
I was given an Estee Lauder Pure Colour Eyeshadow Palette with 7 different colours in it, including this one. (They are: 13- Pale Moon, 09- Amethyst, 63- Mocha Cup, 23- Berry Ice, 50- Sand Box, 66- Bronze Cube, 11- Rose Confetti).
I do like this colour and use it now and then in conjunction with either Berry Ice or Amethyst, but it's not a favourite of mine. It's a bit too lilac looking for my taste. I probably wouldn't purchase this colour if it hadn't come in a palette.
This is my all-time favourite, go-to neutral eyeshadow. It's very lovely and soft, perfect for everyday wear and great as a base and highlighter for my saturday night makeup. It's slightly pearly without being glittery like other neutral shadows (before this I was using urban decay's Grind which was quite similar, but a little too glittery for me). As with all the EL pure colour shadows it's easy to apply and long-wearing.
I received this as a GWP. It gives a nice wash of color (ie not the super pigmented type of E/S), and imparts a lovely sheen. It is good for very natural make up and creates a more even toned eyelid look. Although the color looks pink, fortunately it does not give me the reddish eye effect (which I hate). It is just a sheer wash of my eyelid but better color. There is some fall out, but due to the color it is easy to just brush off .
The color has been well-described by others. I'm pale and this is a great match for my eyelids. Others have said that it doesn't have much pigment which is true and that's why it works for me. It is great as a subtle, no-make-up look. If you're getting up there in age like I am, you know what I mean!
Rose Confetti is a pale flesh pink shade with a satin finish that has extremely subtle shimmer to it. No sparkles or glitter. The texture is very smooth and the shadow applies evenly & easily. The ice cube packaging opens up to the eye shadow in a pan with trim that matches each shade.
I'm a PPP and this makes for a really perfect highlight shade to use on my brow bone or inner corner. I've also used Rose Confetti as an all over wash from lid to brow bone when I do winged black eye liner - it really wakes my eyes up, making them look brighter. Rose Confetti is a subtle shade - it's not going to show up like LOOK AT ME! but it will highlight the areas it's applied to quite nicely.
I RIS and while I really like this eye shadow I'm not sure if I'd repurchase because for $17.50 I'm sure I could find a color from MAC or another brand in a similar shade that would have the same effect. I would recommend Rose Confetti to those ladies who love their light eye shadows and are discerning with regard to their unique properties, shade, and formula. Rose Confetti's formula is very luxurious and the color is very brightening without looking harsh - this could be a standout in a collection of pale eye shadow shades.
This is a sheer shell pink with a hint of shimmer. Makes a great color wash for when I want a more natural look. I am fair skinned with pink undertones so this really works well on me. It definitely needs a primer to make the color stand out. ( I use MAC paints in bare canvas or Vaseline). Looks lovely when paired with EL's plum pop or slate. I also use this as a highlighter in the inner corner of my eye, above my eyebrows, above cheeks and my upper lip.
1 out of 1 people found this review helpful. Did you? Yes No
More reviews by patriciaeleanor
not bad, but not worth the money. the color doesn´t stay on me and is only pigmented enough for the first hour. the consistence is really nice and silky, but it makes no difference once it is on. I prefer the mac shadows. the packaging is really cute but not very practical. if you drop it, the top comes of, it´s huge for what it is holding. won´t buy this again. eyeshadows seem to be the cosmetic product where the price doesn´t make a difference.
My feelings vary on this one (I'd give this a 3.5 if I could but I was in a good mood and rounded up). This is an icy pale pink that on good days has a lovely, angelic effect on me as a wash. But sometimes, it washes me out (I'm an MMM/GGG). I like how this shade of pink works with cool and warm palettes and the formula is wonderfully soft. Wears on ok. Little ice cube packaging is to-die-for cute. Overpriced, but there's something about this I like (on some days, anyway). Undecided on whether I'd purchase again.


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Credits | 3 |
Degree Level | Undergraduate |
Department | Health and Biomedical Sciences |
Prerequisites | DCHE 111 |
Survey of Organic and Biochemistry
This course is an introduction to the fundamental principles of organic and biochemistry. Topics covered will include hydrocarbons: carbohydrates, lipids, and proteins, and biochemical processes. A review of the application of these compounds in chemistry to everyday life will be emphasized. This course is designed for non-science majors, does not satisfy the requirement for a major or minor in chemistry, and cannot be used as a prerequisite for any other chemistry course.