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application updater.exe from spigot please help remove it
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Posted May 18, 2012 at 9:27PM
Hi my avg firewall rules keep asking me if i want to allow or block application updater.exe i read on the web it is a virus but nobody knows how to get rid of it.i keep blocking it but how did i get it anfd how can i get rid of it.i have malwarebytes and acg full .windows 7 64 bit toshiba satellite c660 intel core i3 4 gig ram any help please Patso
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Posted May 18, 2012 at 9:39PM
Maybe give HitmanPro a run to see if it finds any problems.Download it in safe mode with networking.
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Posted May 18, 2012 at 9:42PM
hi rdave 13 i tried that link i dont seem to have the toolbar installed.i do have youtube downloader is it linked to that prog?some on web say it is i will uninstall and see what happens.malwarebytes didm=nt find anything so why would avg firewall ask to block?it must be somewhere on my system.thanks buteman where will i get hitman pro?
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Posted May 18, 2012 at 9:42PM
Hi I know you don't like WOT.But the results for your click here says it is a poor program to open.
Although WOT does not like it it does not mean that it is bad but you can't be to careful out there.
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Posted May 18, 2012 at 9:44PM
If this does not find anything it may be a false positive from AVG.
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Posted May 18, 2012 at 9:51PM
thanks again i have downloaded hitman pro am going to log off and scan in safe mode and i will post back later,matbe i will uninstall yt dloader as well and see,is avg firewall better than the windows one as i have only started using it recently and had very little probs with the windows one,thanks again
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Posted May 18, 2012 at 9:58PM
Maybe switch the AVG Firewall of and use Windows Firewall Just to see if it finds any problems.I have tried the AVG Firewall before and found it to be a bit complicated for me.
But I would think that the AVG Firewall should be as good as the Windows 7 Firewall or possibly better.
Either one would do.
Likes # 0
Posted May 18, 2012 at 10:01PM
See if the toolbar is disabled in one of your browsers then enable it so you can uninstall from the toolbar. It's one of these programs that isn't malware but can be a nuisance. If still no luck do a search for Spigot then Dealio and delete the folders. Some info where the folder/s can be found, link.
Failing that see if Revo can get rid of it.
Likes # 0
Posted May 18, 2012 at 10:10PM
Ok thanks again for all the help I will do as suggested and will post back the results hoping its a false positive and glad to hear its just a rest programme. Hopefully ill get to the bottom me it. Thanks again
Likes # 0
Posted May 20, 2012 at 9:47PM
Hi again,i just found the folder its in windows C program files(x86)Application updater.can i just delete this without any problems to my system,i have added block it to firewall rules permanently as well. Thanks
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subset: commoncrawl


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This, however, did stay still for me ....
Saturday, 15 December 2012
Scotland - Day Six ....
This, however, did stay still for me ....
25 comments:
Yes I know, sometimes it seems they are saying, "I'm ready for my close-up, no wait, I'm ready for my close-up, no wait, I'm ready for my close-up, no wait, Oh forget it, I'm out of here". And then with a flit they have flown.
But form the looks of things in your post; you were just one flit ahead of these beautiful fellows. You look to have caught the pheasant at his most regal. And the robin seems to have given you a "strippers tease". All your posted captured shots are most wonderful and will be reminisced about long after this marvelous trip has ended. – gary
PS – the frozen spider webbing looks much like antique lace draping. You know, I have never noticed (or paid much attention) but the center of the web look much like how one would start a piece of crochet work, hmm, wonder what inspired the first person to ever crochet?Good morning dearest Di!
I thank you for coming to visit me and for leaving a comment. I think I am loosing readers!!!!!! Perhaps I am too maudlin? Too intense? Well, I appreciate your presence so much and the sadness in the world can only make me struggle to be MORE of a good person in the corners of my own world and try to make a difference.
I KNOW YOU ARE ENJOYING YOUR VACATION! Be well my sweet friend! Anita


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Gordon Van Gelder
Gordon Van Gelder | |
Gordon Van Gelder
Born | 1966 |
Occupation | Editor |
Nationality | American |
Website | |
www |
Gordon Van Gelder (born 1966) is a Hugo Award-winning American science fiction editor. As of 2008, Van Gelder is both editor and publisher of The Magazine of Fantasy & Science Fiction, for which he has twice won the Hugo Award for Best Editor Short Form. He was also a managing editor of The New York Review of Science Fiction from 1988 to 1993, for which he was nominated for the Hugo Award a number of times.
He was born in 1966. After graduating from Princeton University (where he edited a science fiction magazine called Infinity), Van Gelder started working as an editorial assistant at St. Martin's Press in 1988, later rising to full editor. In January 1997, he became the editor of The Magazine of Fantasy & Science Fiction upon the resignation of Kristine Kathryn Rusch. He continued working at St. Martin's until October 2000, when he bought the magazine from Edward L. Ferman to become its publisher.
During his tenure, F&SF became the second longest-running science fiction magazine, surpassing Amazing Stories in total number of issues published. It is exceeded only by Astounding/Analog. Van Gelder also began focusing on the publication of themed anthologies drawing from the magazine's back list rather than the best-of annuals published when Ferman was the magazine's publisher. He later edited a collection of notable stories from F&SF, The Very Best of Fantasy & Science Fiction, published by Tachyon Publications.
Van Gelder has made some behind-the-scenes changes to F&SF. While the Fermans published the magazine through Mercury Press, Van Gelder founded his own press, Spilogale Inc., named for a genus of spotted skunk. He has also moved the editorial offices from New York City to Jersey City, New Jersey. Van Gelder currently lives in Hoboken, New Jersey. He has been an administrator of the Philip K. Dick Award since 1995. In 2011, OR Books released an anthology edited by Van Gelder, Welcome to the Greenhouse: Science Fiction on Climate Change, with an introduction by journalist Elizabeth Kolbert.
Richard Van Gelder, his father, was Curator of Mammalogy at the American Museum of Natural History. Lawrence Van Gelder, an uncle of Van Gelder, was a senior editor at The New York Times until his retirement in 2008.
Van Gelder is also distantly related to noted Jazz recording engineer Rudy Van Gelder.[1]
External links[edit]
- Interview at Green Man Review (late 1997 or early 1998?)
- interview with Jayme Lynn Blaschke at SFSITE (1999)
- Interview at Science Fiction Weekly (2001)
- Interview by Richard Brignall at Strange Horizons (May 2003)
- Interview by Ken Rand at IROSF.COM (2004)
- partial text of LOCUS interview April 2004
- Interview by Celu Amberstone at SFCANADA (Winter 2006)
- Interview at SFRevu (June 2007)
- Interview by Lynne Jamneck (2007)
- Interview by Wolfgang Trubshaw (March 2008)
- Interview by Gareth D. Jones (Nov. 2008)
- Interview by Jason Heninger at Tor.com (May 2009)
- Interview by Jeremy L. C. Jones at Clarkesworld (June 2009)
- Podcast interview by Rick Kleffel at The Agony Column (Aug. 2009)
- Welcome to the Greenhouse: Science Fiction on Climate Change anthology edited by Gordon Van Gelder (March 2011)
- Gordon Van Gelder at the Internet Speculative Fiction Database


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21-07-2012, 17:53 | #3980 | |
Thanks from: |
21-07-2012, 18:00 | #3981 |
Registered User
I'm hoping to head maybe monday or tuesday night. I'm sure it'll be great either way but was maybe thinking of Savoy screen 1, Cineworld screen 17 or my usual haunt Dundrum.
Where to go? Your two cents please. |
21-07-2012, 18:04 | #3982 |
Registered User
Isense in odeon at the point village. Huge screen and great sound, but make sure and get a seat in back half of cinema, I was in fourth row and had to keep turning my head to keep up!
21-07-2012, 18:51 | #3983 |
Registered User
To be fair the comics have seen as many different interpretations as each set of films, even the Adam West TV show was faithful to the comics at some stage so I am sure Burton's matched the tone at some point.
21-07-2012, 21:05 | #3985 | |
You're right, I'm sure there are comics closer to Burton's films than those ones in terms of tone, but regards the portrayel of the characters, especially Joker and Batman, Nolan's stays truer to the comic book roots by far. Joker's never really been funny in his modern guises apart from Nicholson, even the animated series managed to make him come across as a twisted monster. And it also strikes me as strange that LH Pathe said Nolan made the films too dark, Nolan's films are nowhere near as dark as many of the comics. In fairness to LH Pathe, they have a point about it being a colder more sanitised version of Batman in many ways though. Anyways, its killing me that I haven't gotten to see the new one yet! |
22-07-2012, 02:24 | #3987 | |
Professey is the night!
I really liked Nicholsons Joker. Granted he leaned towards the campy side but its such a difficult character to get. Ledgers version fitted in perfectly with Nolans universe and gets the praise it deserves but still wasnt a fully accurate rendition. Joker is a homicidal maniac but everything is still a joke as he looks at it. Everything contains a funny side to him but he doesnt understand why people dont find the same things funny. Depending what book you read it goes much deeper. It gets to a stage of him needing Batmans opposition to exist. In 1 book he believed Batman had been killed and went back to normal. House, job, wife, everything since he needed his balance Last edited by Professey Chin; 22-07-2012 at 02:31. |
(4) thanks from: |
27-07-2012, 15:27 | #3988 | |
Registered User
Everyone to their own but I think Nolan's vision had far more real 'personality and soul' than the Burton one. Burton's films weren't really about Batman. Nolan's films were- about what drives a man to be a violent, law breaking vigilante and what the consequences of this thirst for revenge are. Both to himself and to the world. Burton's stuff was certainly more theatrical. And Nicholson was far funnier. But he wasn't scary (to me anyway). Ledger's joker was a black abyss. He was scary. He meant it. He was a murderer. Burton's films took the Batman myth (man dresses up in a rubber suit modeled on a feared animal and spends his life constantly, incessantly punishing those who commit crime with violence) as a given. Nolan attempted to address it head on and by given that world context, perhaps made it darker and more serious, but also more real. |
27-07-2012, 21:57 | #3989 | |
Registered User
The Bruce Wayne in these movies is just an act. He is just pretending to be a billionaire playboy. If anything the Bruce Wayne from Batman Forever and Batman & Robin is far more of a capitalist than the one in Nolan's films. If I remember correctly in Batman & Robin he didn't seem to bothered about helping the environmental cause. |


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I just read this article about how to ease the inseam, and it leaves me wondering why is the back inseam drafted to be shorter than the front inseam? Here is the article: Threads Article on Inseam Stitching
------Warm Regards, Cherie
the difference will cause the back leg to cup just a little bit.
And you want that? Without that little bit of ease, will the pants look like they are pulling at the leg? I am drafting a pants pattern for myself, so I want to know why. Thanks!
It's such a small amount and eased over a length that when it's done and pressed you don't even notice it. It's a very subtle difference but it does make the pants hang better. Debbie
I just read that article, and my first thought when seeing the pant shape at the back is that it might fix that "bubble" problem that appears under some of our rear ends. Next time I make pants I'm going to think about that and check my pattern. Very interesting!
I've always read that the longer piece goes against the feed dogs to help ease it to the shorter piece, such as when when easing a sleeve head into an armhole (the sleeve head goes against the feed dogs because it is longer). So, wouldn't that mean that the pant front inseam goes against the feed dogs, and the pant back inseam goes directly under the pressure foot? I wondered if there was an error in that Threads article. After posting this, I just went back to look at the article and noticed that someone in the discussion section below the article mentions this too. So, I've edited this PR post to paste the confusing description from the article..... It's instruction #5 -
well, now that you mention it, I think I recall that you are supposed to slightly stretch the back seam so it will fit the longer front seam.That should bring the back of the pant in just a little and take out a tad bit of fullness. If you gather the front to meet the back you're doing the opposite (and making the front a little shorter). Does that make sense? Hard to explain, working off intuition here.
------Viking Lily 545 Viking Ruby Bernina Activa 210 Brother 1034d
This has a good discussion: inseam lengths
I took Sandra Betzina's class on pants fitting and she talked about this. It is to give a nicer fit in the seat and the pants hang better -- as others have said
You want a little more fullness at the front for fabric ease over the front of the thigh, which is usually fuller than the back of the leg. The layer to be eased goes next to the feed dogs.
------"Improvise, adapt and overcome." - Clint Eastwood/Heartbreak Ridge "Isn�t it a shame in today�s world you can�t tell the truth? If you tell the truth you�re abrasive. If you lie you�re charming." - Bob Huggins/College Basket Ball Coach
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ODT Online
ODT /directory
People may still get the chance to quiz Waitaki District Council representatives about the 2012-22 long-term plan and projected rates rises.
The council is looking into having a "question and answer" session at the Oamaru Public Library using rostered councillors and staff throughout a day as one way of publicising the plan.
It used to conduct road shows around the district in each of its four wards - Oamaru, Corriedale, Ahuriri and Waihemo - but stopped last year because of poor attendances, staff and councillors outnumbering the public at some meetings.
At the public forum before a council meeting earlier this month, ratepayer and Grey Power president Louisa Burrell suggested the idea of a day at the Oamaru library to publicise and answer questions about the plan.
She accepted the road shows were no longer warranted, but councillors rostered over a day would give people the chance to ask questions about the plan.
Councillors felt that was a good idea, and have asked staff to investigate the possibility.
Councillors and staff will be available to speak to stakeholders and groups who request it. More than 90 parties have been notified of that opportunity.
It is printing about 12,000 copies of a newsletter - "Tomorrow's World, Choosing Your Future" - to be sent to all ratepayers which will highlight the major issues in the plan and encourage public submissions, which will include examples of the effects on rates.
In the past, it has sent individual ratepayers a sample of their new rates under the draft plan, but is unable to do that this year because of implementation of a new computer system.
Copies of the draft plan will be available for people to look at the council headquarters, libraries and service centres and on its website. Because of the size and cost, copies will not be printed unless requested.
A name, residential address, and (preferably residential) telephone number is required from readers who comment on ODT Online. These details will not be visible to site visitors.
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Philip C. Mack, Ph.D.
Philip C. Mack welcomes LGBT patients.
Clinical Interests
Dr. Mack conducts molecular biology and molecular pharmacology studies for the UC Davis Cancer Center, the California Cancer Consortium, and the Southwest Oncology Group. For the past twelve years, Dr. Mack has conducted basic and translational research, with an emphasis on lung cancer. His investigations include molecular and cellular effects of novel anticancer agents in lung cancer models. Dr. Mack is Director of the UC Davis Cancer Center Molecular Pharmacology shared resource, Director of Basic Sciences for the California Cancer Consortium and Associate Director of the Southwest Oncology Group Lung Translational Medicine Committee.
Associate Adjunct Professor
Director of Molecular Pharmacology
Director of Molecular Pharmacology
Cancer, Hematology and Oncology, Molecular Biology/Medicine
Internal Medicine
Hematology and Oncology
UC Davis Cancer Center
Ph.D., UC Davis, Davis, California, 1997
B.A., UC Santa Cruz, Santa Cruz, California, 1991
B.A., UC Santa Cruz, Santa Cruz, California, 1991
Professional Memberships:
American Association for Cancer Research
American Society of Clinical Oncology
International Association for the Study of Lung Cancer
Southwest Oncology Group
American Society of Clinical Oncology
International Association for the Study of Lung Cancer
Southwest Oncology Group
Select Honors and Awards:
Helen and Christine Landgraf Memorial Research Fund Award, 2002
Select Recent Publications:
For a comprehensive list of Dr. Mack's publications, please click here (opens new window).


text:
The PPS is a little heavier but thinner. I really tried to like the PPS but I don't care for the balance or the feel. I know a lot of people will disagree. I am sure it's a great gun...just not for me. I do believe that the PPS will conceal easier.
This is a discussion on Walther PPS vs Glock 26 within the Defensive Carry Guns forums, part of the Defensive Carry Discussions category; Friends, Can anybody contrast / compare the new Walther PPS with the Glock 26?...
Can anybody contrast / compare the new Walther PPS with the Glock 26?
The PPS is a little heavier but thinner. I really tried to like the PPS but I don't care for the balance or the feel. I know a lot of people will disagree. I am sure it's a great gun...just not for me. I do believe that the PPS will conceal easier.
I carry a gun because a cop is too heavy to carry...
i cant compare but since i like the walther family, ill keep my eyes peeled
on this thread since i own the g-26s big brother.(g-27)
(SHERIFF BUFORD T. JUSTICE) "what the hell is
the world coming too"
Maybe I'm stating the obvious here, but the big differences to me are the G26's greater thickness and capacity (10+1) compared to the Walther PPS (6+1 capacity with smallest magazine). The Walther is a little over 0.90 inches thick in slide and grip, while the G26 is about 1.00 inches thick in the slide and 1.18 inches thick in the grip.
Both guns have a similar barrel length (3.5 inches) and grip height (two fingers on grip, pinky dangling). The DAO trigger design is similar in both. The Glock will weigh a little more when loaded, of course.
So the Walther is designed to be flatter and conceal better in belt carry, especially inside the waist band. The Glock gives you much greater ammo capacity. In choosing between them you have to decide which feature is most important to you.
I am puzzled why Glock doesn't produce a single stack 9mm like the PPS, as there is certainly a market for this. Glock did this in .45 caliber (G36 vs. G30).
Firearms are second only to the Constitution in importance; they are the Peoples' Liberty's Teeth." - George Washington
Unless the Glock 26 is totally and completely repugnant to you in terms of function, feel, accuracy & controllability, go with the Glock 26 until the PPS proves itself through use.
It could be a great gun. It could end up needing a lot of modifications by the factory after we find out what does and does not perform well under various conditions.
I'm not going to even consider the PPS viable till it gets some time in the field and we hear reports from the people who carry it in significant numbers.
The G26 is tried and true, with excellent customer and after market support. The PPS just doesnt and probably never will have that.
"Just blame Sixto"
I'd go with the Glock just because of availabilty of parts, accessories, leather, etc.
...He suggested that "every American citizen" should own a rifle and train with it on firing ranges "at every courthouse." -Chesty Puller
They are both fine guns. The Glock 26 has been out longer and has more third-party support. The PPS is newer and holsters are just now appearing on the market. Me, I carry the PPS!
- - - - -
Outside of a dog, a book is man's best friend. Inside a dog, it's too dark to read. -Groucho Marx
I sold a Glock to buy my PPS, but that dont mean anything. I just didnt care for the Glock. After now owning 2 Walthers, I have become a loyal Walther Follower
Nothing Wrong With Shooting as Long as the Right People Get Shot.
Clint Eastwood, Magnum Force, 1973
I have owned each (still own and carry the G26) and dumped the PPKs due to unsolvable feeding problems.
Consolation prize: I prefer the looks of the PPKs.
Just re-read and realized you were asking about the PPS not PPKS
I would still endorse Glock over Walther based on my experience only.
Believe it or not, they did....sort of. When I worked at a gun shop our BATFE handler stopped by for a routine visit and told me about the new Glocks he got to handle and shoot for an agency demo. A single stack 9mm and 40S&W, to be labeled the 37 and 38 models. I was so psyched, but more and more time went without seeing or hearing about their release, and then the 37 came out as a 45GAP pistol. Bummer! I have added the PPS to my wish list after handling one recently, as it is about as close as you can get to a single stack Glock.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Where self preservation is concerned, if you're not cheating, your not trying...
That is an interesting story. I guess Glock management changed the design and caliber on the G37 and G38, which may have been a mistake.
In addition to the Walther PPS, another close gun to a single stack Glock would be the polymer Kahr pistols, which are also DAO, striker fired and small for concealment.
I believe the Kahr P9 is quite comparable to the Walther PPS in size and capacity, and has more time on the market. The Kahr is also better looking than the PPS, in my opinion.
Firearms are second only to the Constitution in importance; they are the Peoples' Liberty's Teeth." - George Washington


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text: Luminato event audio broadcastJune 26, 2013 JONI: A PORTRAIT IN SONG – A BIRTHDAY HAPPENING LIVE AT MASSEY HALL will be airing on CBC's "Canada Live" program on both the Radio 2 and Radio 1 networks, starting on Monday (Canada Day): RADIO 2 Part 1 of the concert: July 1st, 7:00pm Part 2 of the concert: July 8th, 7;00pm RADIO 1 Part 1 of the concert: July 5th, 2:00pm Part 2 of the concert: July 12th, 2:00pm The recording will also be able to be streamed online, on demand, for the next year (once the concert has aired). The concert will be rebroadcast again in November (on the 7th) to celebrate Joni's birthday. |


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Featuring Nic Macris, James Ruse, Kiall Barnes and Willard Lloyd. 4/5 of the Australian Flavor Team. We hit up spots around the Gold Coast and Brisbane in July 2012. We were really pushing for some new lines. Hope you like it. http://www.facebook.com/FlavorScooters Filmed and Edited: Jacob Martin Song: Thundementals - Paint the town red - support Australian music
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Yale-New Haven Teachers Institute | Home |
Katherine Massa
I am writing this unit because of the desperate need for more oral language instruction. Today more than ever students are coming into school with insufficient language knowledge. Our students' oral language skills are not developed enough to support the curriculum and objectives we teachers are pushing so hard. They require formal language instruction before they can be expected to become fluent readers, writers, and thinkers.
This unit is a focused, intensive unit on storytelling. Storytelling is the strategy I use to help obtain oral language proficiency among second language learners and students with deficient language skills. Storytelling gives the students the daily practice they need in order to advance their language skills. This unit will help the students understand how telling stories and story structure enable them to express themselves more clearly. The students will also learn through storytelling that their ability to listen to others will increase, expanding both their vocabulary, knowledge base and sentence structure.
I teach second grade at a dual language school focusing on international communication. Demographically, the majority of my students are of Hispanic and Black descent. Many of the students at John C. Daniels speak Spanish as their dominant language. It is through our dual language program that students learn English or Spanish as a second language. As a result, in the early grades, many students' oral language skills in their second language, more so than in their primary language, are far below grade level. When I formally tested my student's oral language level based on the MONDO oral language assessment, I found that some of my students scored at a Kindergarten level. Students at this level have difficulty following simple instructions and understanding texts read to them. The majority of my students scored at a beginning First Grade level, meaning they have difficulty comprehending texts above a DRA level of 6 read in class. Only a few of my students scored on a second grade level, in part because many of my students learned to read in Spanish. I found these results alarming.
How can I, as the teacher, force a curriculum onto these students who have not yet acquired the necessary fundamental skills to understand and tackle it successfully? My answer to this question is that I can't and we as teachers need to make an adjustment in our teaching to account for this. Much of the curriculum we are expected to follow is intended for students who are on grade level. Based on the assessment data I have for my classroom- which is that the majority of students fall below grade level in oral language, leading also to their deficiencies in both reading and writing- the second grade curriculum proves to be too advanced. Many of the books have vocabulary and structure that are too complex for their academic level. I see this a lot in my classroom where my students are able to read at a higher level than they can speak and function. One example of this is a student in my class who is able to read at a DRA level 12, yet his oral language level is so low that he can't structurally put a sentence together well enough to ask me if he can use the bathroom. Another example I see in students who have low language skills is that they "look" like fluent readers when you listen to them read, but when it comes down to comprehension questions and being able to retell what they have just read, they can not do it. They do not have the language skills or background to support a clear understanding of the story. Much of this discrepancy can be addressed if we as teachers take the time to focus on formal language instruction. We need to remember that you need to be able to speak and listen in order to read, write, and think.
Storytelling is perfect strategy to use with the students at my school because it also fits in with our international communication magnet theme and will honor the students' cultural roots and individuality. The students at my school have rich heritages and it is through this unit that they will be able to express themselves and learn about the diverse backgrounds of their fellow classmates. Because this unit is focused on second language learners, my partner teacher who teaches the Spanish component will be working with the students who are learning Spanish as their second language, while I am working with the students who are learning English as their second language.
Oral Language is what gives children the foundation for literacy development. English language learners (ELL's) need and require daily language practice. It is through listening to other people that they gain much of their vocabulary and sentence structure. By listening to other people they also learn the context in which words are used. These children require not only listening to others but also a safe and comfortable environment in which they can practice the skills that they have learned. Children must learn to speak and carry on conversations before they can become active readers.
Formal language instruction is needed to assist our students to achieve the proficiency necessary to become successful learners in the classroom. In order to do this we need to bridge the gap between the informal language spoken at home and the formal instructional language they hear at school. To do this, students need language instruction so they can learn to speak appropriately and to listen. Oral language instruction will help students to be fluent and understand structured academic language.
Storytelling is a perfect avenue to explore when looking for ways to develop the oral language skills of second language learners in a classroom. This unit will encompass many of the techniques and strategies used to increase language skills as stated by Crevola and Vineis (MONDO 2005). For example this unit will:
- · Develop personal relationships among all the children.
- · Provide daily opportunities for language development.
- · Create opportunities to interact regularly on a one to one basis.
- · Challenge students to talk, think, and explore their knowledge of the world.
- · Support students as they develop the language and learning strategies necessary to articulate and extend their interactions with the world.
Storytelling has long held an important role in history. People have passed down stories from generation to generation. It has served as a way to explain and understand the world. There are many different types of stories, which are told for many different purposes. Stories help explain different phenomena, cultural beliefs, attitudes, traditions, and much more. In this unit we will be focusing on folktales and traditional stories arising from the students' heritages.
Storytelling has many key values for both the individual telling the story and the people listening to the story being told. Among the values that storytelling instills in its participants as stated by Margaret Read Macdonald, in The Storytellers Start-Up Book, is that it "hones our literary and imaginative skills. We improve our ability to listen, speak, imagine, compose phrases and create stories" (Pg. 101). Macdonald continues on in her book to say that storytelling broadens our awareness of our own as well as other cultures, allows us to understand ourselves better, gives us a sense of belonging to a group and increases our vocabularies. Jack McGuire lists the benefits in his book, Creative Storytelling, by stating, "The specific educational and social benefits to storytelling from a child's point of view are numerous and well documented" (Pgs. 13-14). Some of the values McGuire touches upon are helping a child recognize patterns in language, stimulating a child's powers of creativity, providing a child with problem solving and decision making activities, strengthening a child's capacity to form objective, rational and practical applications, assisting a child to develop skills in dialogue and cooperative interpersonal behavior. It also familiarizes and introduces a child to symbols, and traditions of different cultural heritages shared among the people around them. There are tremendous gains to be made through storytelling as a strategy to increase the oral language of second language learners in particular.
During this unit students will be given the opportunity to have daily language practice in the safe and relaxed environment of their classroom. This daily language practice will allow the students to interact on a personal level with both the teacher and fellow classmates. The students are able to gain language knowledge from their participation both as speakers and listeners. These personal interactions are meaningful because the students are able to interact with one another, carry on conversations, and hear significant rules being modeled involving sentence structure. Each lesson within the unit will focus on a particular aspect or skill set of storytelling, each week building upon the last in complexity. The skills learned in this unit will help to develop the students' oral language, which is necessary to become successful academic learners in the classroom. This will further prepare the students to effectively take on the second grade curriculum.
In this unit students will meet the following objectives:
- · Students will develop vocabulary through listening, speaking, reading and writing.
- · Students will listen to and respect the opinions of others about written, oral and visual texts.
- · Students will listen to, read and respond to texts about and from many cultures and times.
- · Students will recognize values and beliefs included in a text.
- · Students will determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
- · Students will use oral language with clarity and voice to communicate a message.
- · Students will use strategies to generate and develop ideas for speaking, writing and visual activities.
- · Students will read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
This unit on storytelling begins with the teacher. In order to become successful teaching a unit on storytelling I had to be comfortable telling stories and had to become a storyteller myself. After all you wouldn't become a football coach if you didn't know how to play football. There is no need to be nervous about this; there are many resources (as listed under my teacher references) available to help you become an effective storyteller.
To introduce the unit on storytelling I begin by becoming a storyteller myself and I tell the students an intriguing, exciting story. I make sure to model all the important components of a great storyteller that I expect to see from the students during this unit. To do this, first I choose a folktale that I love. The story I tell my students is The Three Billy Goats Gruff. I choose this folktale because it is one that I remember hearing and loving myself as a child. It has strong characters and a clear storyline that is easy to follow. Before I tell the story I make sure that I practice it a few times. This story is fun to tell because you can change your voice to fit and portray each character. Then, I give it my best effort and tell the story to my students as if I were a professional storyteller. It is exciting watching the students listen to my story and seeing their ears and eyes perk up with excitement as they listen.
After telling the students my story I introduce formal storytelling to them. I begin a discussion with the students and ask them a series of questions. I start out by asking them what storytelling is. In my own research I came across Esme Raji Codell's website where she suggests a good way to tell your students about what storytelling is. She says, "I tell them that in Africa, there is a saying: Every man dies two deaths. The first, when his body dies. The second, when the last person remembers him dies. Stories, too, die when the last person who knows the story dies. So the trick is not only to know the story, but to make people remember the story, so it will live on and on." After telling the students this about storytelling we discuss what she means. I also ask the students what makes a good storyteller, how do you become a storyteller (I let them know that some people's job is to be a storyteller), and why stories are important? Once I have spent some time discussing storytelling, I tell the students that we are beginning a unit on storytelling. I tell my students that by the end of this unit they will all become storytellers.
As the students' first opportunity or trial with storytelling, I partner the students up into pairs. I put one student with high language skills and one student with low language skills together in a group. This allows for the higher skilled student to act as a model for the lower skilled student. This is meaningful for the lower leveled student because they are able to hear correct sentence structure in a safe environment made up of his or her peer. This will allow the student to feel confident in producing and attempting oral language.
I have learned from past experiences that for my students' first time speaking in front of an audience (the class), they always feel more comfortable with a buddy or friend at their side, taking a bit of the attention off themselves. In order to do this I use a series of books by Mary Anne Hoberman entitled You Read to Me, I'll Read to You. These books are filled with short stories in dialogue form. One student reads the left side of the page and the other student reads the right side of the page, taking turns. Anything in the middle they read together. Each part is color coded so the student knows what line is his or hers. These stories are great because they are very short, including fairy tales, scary stories, stories from the 21st century and more. They are perfect for the students' first storytelling experience because they are simple, and fun and they can be told with a partner.
After each pair of students chooses the short story they would like to perform out of this series of books, I tell the students the objective of the lesson. In this lesson the students will be focusing on the important mechanics of storytelling. These include speaking in a loud, confident voice that their audience can clearly hear, making eye contact with the audience, speaking fluently, and becoming involved with the story through props, emotions, and actions. At the end of the week, on Friday, each pair of students will have the opportunity to tell their story to the class. Before the pairs begin to practice I hand out a rubric to each group so that they can see how they will be assessed. I score the students by giving either a 0,1, or 2 for each category. An example of a rubric I use is as follows:
During the week I allow the students time each day to practice reading the skits together with their partner. I allow enough time for each group to read the skits at least three times through and discuss with one another how they can become great storytellers as they tell the story to the class. The students, as they practice, each have a copy of the rubric in order to focus their attention on the objectives of this lesson. As the students are practicing their stories, I circulate around the room, spending time with each group continually focusing each group on the mechanics of storytelling that we are focusing on this week. I go through each of these mechanics with the pair, checking for understanding and asking the students what they are doing to make sure they are addressing each category. At times I need to model these mechanics and get involved with each pair, to increase the students' understanding.
My students get very excited with their skits and it gives them a sense of ownership over their story if they have a copy of it to take home and practice. I make copies of the skits so that they can take them home and practice them for homework. I tell the students that hopefully by Friday they will not need their paper any more to tell the story. Some of the students are able to perform their skits without the script in their hand.
It is important to allow the students sufficient time each day to work on their stories. This gives the students with low language skills more confidence and the daily practice they need in order to learn to tell the story. This activity is great for increasing oral language because it allows the students to create a personal relationship with a fellow classmate. This gives the students with low language skills the opportunity to hear correct sentence structure, learn vocabulary, and practice using language in a safe and comfortable environment.
As each pair tells their story I fill out a rubric for each student. This allows the student to see where he or she needs to concentrate and what he or she can do to improve his or her storytelling. I also allow the audience to give the students constructive feedback. I call on two or three students and encourage them to tell the group something they learned, what the group did well or something they think the group can improve on.
Before concluding on Friday, I always ask the students if anyone would like to share anything that they enjoyed or learned. I ask if there is anything, as a pair, that they need to improve on, what they found difficult and what they enjoyed. Lastly, I tell the students that next week we will continue our unit on storytelling and be able to choose a story we would like to share with the class.
The second week of storytelling takes more preparation time on the part of the teacher. I pre-select stories the students will use this week for storytelling. The students will be given the opportunity to choose a story from the pre-selected books that they will be using for this week's storytelling experience. I chose a wide variety of books for the students to look through. Each of the stories has simple language, strong characters, and a clear beginning, middle, and end. The students begin this week of storytelling by reading the different stories until they find a story that they love or have some connection with. There are many websites online that are great resources to use when choosing books for storytelling such as, http://www.planetesme.com/storytelling.html#storytellingbibliography and http://www.augusthouse.com/. I give the students time the first day to choose the story they want to tell and to get used to the story. The students should have enough time to read the story twice silently to themselves and once out loud. I allow the students to take the story home to read and practice the story for homework. I let the student know that this is the story they will be using this week as they continue the quest to become a storyteller.
Graphic organizers can be very helpful tools when learning to tell a story. In this lesson the students use a graphic organizer to clearly layout the story structure and to use as an aide when telling the story (see below for graphic organizer). Today, the students spend time filling out the graphic organizer. This graphic organizer will help the students see how the story is broken down and what the important elements are to include when telling a story. In each space provided on the graphic organizer, the student needs to draw in the story element. This graphic organizer also acts as a visual aide for the student when telling the story.
During centers this week the students continue to work on their stories. On Wednesday and Thursday I pair each student up with a different partner and have them practice retelling their story to their partner using the graphic organizer as an aide. The students who are listening to the story also have a job. They fill out a rubric as their partner tells his or her story. Once the student is finished telling his or her story their partner shows him or her the rubric. The group then has the opportunity to discuss the rubric and the listener can tell what he or she thinks was done well and what he or she thinks can be improved on. Before the students get into their groups I remind the students of the mechanics they focused on last week (voice, eye contact, volume, fluency, actions) so that the rubric or expectations are fresh in their minds.
The students continue to take their stories home and practice telling them to their families at home. I tell them that if no one is around to listen to their story they may want to tell their story in front of a mirror for extra practice.
Students will be working in groups of four or five students today. Each group is assigned a section of the classroom. Today students will be telling the story to their group that they have been working on this week. This will act as a practice session so that each student will see what he or she did well, what was improved on from last week, and what he or she can make further improve on. One at a time, each member of the group will stand up and tell his or her story. The rest of the group will act as the audience. I again remind the students how a good audience behaves prior to starting. After each student has a turn telling his or her story, I allow time for questions and comments pertaining to each story. Peers usually act as good teachers as long as they know the difference between negative criticism and constructive criticism. This should be taught prior to this lesson. I make it a rule that the students must begin by saying a positive comment. I also remember to allow time at the end for a whole group discussion. I ask the students if they learned anything new today in storytelling and allow time for positive comments. I then ask the students how the graphic organizer was able to help them become better storytellers. Continuing the discussion, I ask how they think they could become better storytellers and what types of qualities make a good storyteller?
* Now that the students have been working on storytelling for a few weeks it is a good time to invite a professional storyteller to come into the classroom. This is great for the students to see, so that they have a clear model of what a true storyteller is and the qualities that they possess.
This week the students will be working on and coming up with their own stories to tell. These stories will be true stories coming from their own lives, including family history, traditions, personal experience, a time when they got hurt, a vacation, a favorite relative, etc. To begin this lesson I model a story from my own personal experience as an example. The example I use is a story about my two brothers and me. In this story I make my brothers strong characters with distinctive personalities. There is a clear beginning, middle, and end to the story, giving it a simple structure. This makes the story easy to follow and understand, yet exciting to listen to. After I have told my story to the class, the students are usually very talkative, each student wanting to tell his or her own story relating to family. All of this talking is not bad. The students are actually practicing telling stories to each other. I give the students a few minutes to talk to their friends and tell each other their stories before moving on.
Next, I tell the students that this week the stories we will be telling are true stories about our own lives. With the students' help I make a list of the different types of stories they can choose to tell this week. After generating a list and giving the students many options, I give the students two minutes to silently think of and choose a story to tell. Once the students have come up with a story I ask them to think of the beginning, middle and end of their stories so that it is clear in their minds. Then, I have the students turn and talk to their neighbor, telling their stories. When both of the partners have had a chance to tell their story, I have a discussion with the class. I start by asking the class if they used any of the techniques they have learned about storytelling. Then I ask what techniques they used and how they were helpful. If time allows I have the students fill out the graphic organizer used previously as an aide for future use.
The students' homework tonight is to go home and talk to their families. The students need to come up with a story relating to their family. The story might be how their families came to New Haven, a special cultural tradition they may have, a vacation they have gone on, etc. I have the students take home a storytelling graphic organizer that they can color and fill out to help them tell the story the next day in school. On the back of the graphic organizer I write a letter to the parents explaining the unit on storytelling and telling the date of the storytelling festival coming up.
I divide the class into groups of three and the students take turns telling the story that they did for homework last night. When the students are finished telling their stories to one another I allow time for group members to ask each other questions, and to tell what they did well and what they could improve on. Next, we all move to the carpet. I tell the students that today's focus will be using the five senses when we are telling our stories. To begin, I start by asking the students to raise their hands if they can tell me one of the five senses. Once the class has named all five senses we take time to discuss each of these senses, one by one. We also talk about how using the five senses in our storytelling can help improve our stories and make them more exciting. After we have discussed the advantages of using the five senses to elaborate and make our stories more descriptive, each student returns to his or her seat and takes out his or her graphic organizer.
Using their graphic organizers, the students' job is to look at each box and add a sense to the box. The students first need to write the name of the sense that can be used to enhance their story at the top of the box; then at the bottom of each box they need to write how they used it, either through something they smelled, what they heard or saw, what an object felt like or what they said. When they retell their stories again they will add in these details, making their stories more interesting and descriptive. I allow the students five more minutes to retell their stories again but this time using their five senses.
Homework: I ask the students if they know what props are, then I tell them that props are used to help people imagine, understand, and get a better image of a story. Next as a group we come up with a list of items that are props. The students need to go home and find two or three props that they can use tomorrow to help to enhance their stories.
The students will continue working on their family stories, now adding the props that they brought from home to help tell their stories. Students can work with a partner, when they finish their centers, practicing telling their stories including both the five senses in their stories as well as the props that they brought from home.
This is the class storytelling day! The students will take turns telling their stories. I will use a rubric to score the students, adding in both the five senses and the use of props.
This is the last week of the storytelling unit. The students this week will be able to choose one of the three stories they told in the past three weeks to share at the family storytelling festival. The students' parents, guardians, and relatives will be invited to attend the festival during the school day on Friday. The festival will be held on the school stage. The students will be able to use a microphone and become a real storyteller.
This week will be spent practicing and getting ready for the big day. To do this there will be a storytelling center, giving students time to practice and get their stories ready. Once the students have chosen the story they want to tell, the students will need to work on making it better, adding the five senses and props to the story. We will have a "dress" rehearsal on Thursday on the stage to get the students comfortable and ready for the festival the next day.
*Because John C. Daniels is a dual language school and not all of the parents speak either English or Spanish a translator will be necessary in order for the students to tell the story in their second language and still allow all the parents to understand what is being said.
1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
- · Students will develop vocabulary through listening, speaking, reading and writing.
1.4 | Students communicate with others to create interpretations of written, oral and visual texts |
- · Students will listen to and respect the opinions of others about written, oral and visual texts.
- · Students will share opinions and judgments based on texts heard, viewed or read.
2.1 | Students recognize how literary devices and conventions engage the reader. |
- · Students will identify the elements of a genre and interact with the text.
- · Students will read or listen to a text and explain its appeal.
2.2 | Students explore multiple responses to literature. |
- · Students will develop and discuss multiple responses while reading, listening or viewing texts.
2.3 | Students recognize and appreciate that contemporary and classical literature has shaped human thought. |
- · Students will make connections between characters' lives and the real world.
- · Students will listen to, read and respond to texts about and from many cultures and times.
- · Students will compare and respond to text about multicultural experiences.
2.4 | Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts |
- · Students will recognize values and beliefs included in a text.
- · Students will describe how the experiences of a reader influence the interpretation of a text.
- · Students will discuss the influence of culture, history and ethnicity on themes and issues in literature.
3.1 | Students use descriptive, narrative, expository, persuasive and poetic modes. |
- · Students will use oral language with clarity and voice to communicate a message.
3.2 | Students prepare, publish and/or present work appropriate to audience, purpose and task. |
- · Students will determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
- · Students will use strategies to generate and develop ideas for speaking, writing and visual activities.
- · Students will begin to revise texts for organization, elaboration, fluency and clarity.
- · Students will publish and/or present final products in a myriad of ways, including the use of the arts and technology.
4.1 | Students use knowledge of their language and culture to improve competency in English. |
- · Students will read, listen to and tell stories from a variety of cultures, and identify the similarities and differences in the way language is used.
Bierhorst, John. Latin American Folktales. New York: Pantheon Books, 2002.
*A collection of Hispano-American folk narratives, good for storytelling.
Codell, Esme Raji. "Storytelling!." 1999-2006 18 May 2008 http://www.planetesme.com/storytelling.html#storytellingbibliography>.
*Gives the benefits of storytelling and also a sequence of lessons to use when teaching storytelling.
Crevola, Carmel, and Mark Vineis. Let's Talk About It . New York, NY: MONDO Publishing, 2005.
*Oral language research and background information.
Ellis, Brian, and Stephanie McAndrews. "Storytelling Magic Enhancing Children S Oral Language Reading And Writing." Fox Tales International. 2004. Reprinted From the Illinois Reading Council Journal. 6 Apr 2008 http://www.foxtalesint.com/Articles/StorytellingMagicEnhancingChildrenSOralLanguageReadingAndWriting>.
*Gives background and benefits of storytelling including its connection to education and oral language skills.
MacDonald, Margaret Read. The Storytellers Start-Up Book. Little Rock: August House, 1993.
*Includes techniques for learning and performing stories and ideas for incorporating storytelling into the classroom.
Maguire, Jack. Creative Storytelling. New York: McGraw Hill Book Company, 1985.
*Provides information on becoming a storyteller.
Maurano, Margaret. "Oral Language." Exemplary Practices that Support Early Literacy. 2003. Bridgewater State College. 6 Apr 2008 http://www.bridgew.edu/Library/CAGS_Projects/MMAURANO/OralLanguage.htm>.
*Outlines the importance of oral language acquisition in the early grades and factors that support it.
McWilliams, Barry. The Art of Storytelling. 1997. 6 Apr 2008 http://www.eldrbarry.net/roos/art.htm>.
*Lists techniques and provides links to additional resources to use and research how to tell stories.
Mellon, Nancy. The Art of Storytelling. Rockport, MA: Element Books, Inc., 1992.
*A guide outlining the essentials of a good story through the use of visualization and imagination.
Mellon, Nancy. Storytelling with Children. Gloucestershire, UK: Hawthorn Press, 2000.
*How to become a confident storyteller.
Phelps, Ethel Johnston. Tatterhood and Other Tales. New York, NY: The Feminist Press, 1978.
*Folktales and legends where the central characters are successful females.
The Education Alliance at Brown University , "Oral Language." Teaching Diverse Learners. 2206. Brown University. 6 Apr 2008 http://www.alliance.brown.edu/tdl/elemlit/orallanguage-prt.shtml>.
*How to improve oral language of ESL learners
Yolen, Jane. Favorite Folktales from aound the World. New York: Pantheon Books, 1986.
*A collection of folktales.
Bierhorst, John. Latin American Folktales. New York: Pantheon Books, 2002.
Hoberman, Mary Ann. You read to me, I'll read to you: very short fairy tales to read together. New York: Little, Brown, 2004.
Hoberman, Mary Ann. You read to me, I'll read to you: very short mother goose tales to read together. New York: Little, Brown, 2005.
Hoberman, Mary Ann. You read to me, I'll read to you: very short scary tales to read together. New York: Little, Brown, 2007.
Finch, Mary. The Three Billy Goats Gruff. Cambridge, MA: Barefoot Books, 2001.
McDermott, Gerald. Anansi the Spider. New York, NY: Landmark Production, Incorporated, 1972.
Musgrove, Margaret. The Spider Weaver. New York: Scholastic Inc., 2001
Phelps, Ethel Johnston. Tatterhood and Other Tales. New York, NY: The Feminist Press, 1978.
Yolen, Jane. Favorite Folktales from aound the World. New York: Pantheon Books, 1986.
Contents of 2008 Volume II | Directory of Volumes | Index | Yale-New Haven Teachers Institute


text:
Gordon donating $1.5 million for cancer treatment |
Written by Admin |
Thursday, 26 May 2011 08:01 |
CONCORD, N.C. (AP) - Jeff Gordon's charitable foundation has committed to donate $1.5 million over three years to help children fight cancer in Africa. The Jeff Gordon Children's Foundation announced this week it will team up with Partners in Health and the Dana Farber Cancer Institute to develop a comprehensive program in Rwanda. The funding will help with prevention, diagnosis, chemotherapy, radiation, surgery and follow-up care for kids in one of Africa's most densely populated country. The four-time Cup series champion formed his foundation in 1999 to support children fighting cancer. It also helps fund the Jeff Gordon Children's Hospital in Charlotte. |


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Today, the web is accessible from all sorts of devices ranging from a desktop computer, a notebook, a tablet or a phone. So most of the web applications and sites are making sure to serve all these different types of devices separately to provide the best User Experience on each of them. While there are many factors that lead to differences i [...]


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Vote Democratic to save the American worker
August 2, 2014 On Dec. more »»
Just taking advantage of the opportunities
August 2, 2014 If our public officials are not going to take advantage of the opportunity afforded to us, I will. Yesterday, I withdrew the funds in my retirement account. I have also engaged a local realtor. more »»
Vote yes on Youth and Recreation millage
August 2, 2014 This is how the Youth and Recreation millage has made a difference in my life: When I retired recently, one of the first things I did was to sign up at the Alpena Plaza Pool. more »»
McKenzie should have placed blame on GOP
August 2, 2014 The Democratic Party is the party of Social Security, Medicare, minimum wage laws, unemployment insurance, environmental protection, civil rights, public education, and equal pay for equal work for... more »»
Vote for VanWormer, his leadership is needed
August 2, 2014 I would like to express full support for Lyle VanWormer for County Commissioner. If the voters in District No. more »»
We need city to enforce cleaning up the junk
August 2, 2014 Mr Mayor and council people, Why is there not anything being done about all of the eye sores around town? I'm speaking of cars parked on sidewalks, old couches in plain sight, junk of all sorts in... more »»
Kennedy will represent NE Michigan well
August 1, 2014 If you are frustrated with political polarization and gridlock in Lansing I would hope you would consider voting for Robert Kennedy in the Aug. 5 primary. more »»
In support of person who wrote about dog
August 1, 2014 Response to June 18 letter to editor from Carol Jaynes about a chained dog who was obviously neglecte. more »»
Dems show us why they shouldn't be elected
August 1, 2014 Consider this dear reader: The Democrat administration of our government has given us the Benghazi failure to provide protection of our embassy personnel, which resulted in the deaths of four... more »»
Please support Veterans Millage on Aug. 5
July 26, 2014 In the upcoming August primary election, I urge you to vote yes on the Veterans Millage Proposal. Without this the Veterans Service Office will close Dec. 31, 2014. more »»
The sound you hear is the sound of freedom
July 26, 2014 The Alpena Combat Readiness Training Center and the Grayling Army National Guard Base are two military installations in Michigan that train military personnel from all branches of the Armed Forces. more »»
Get out, vote and support the library millage
July 26, 2014 I can think of many reasons why the five branches of the Presque Isle Community Library area a blessing to us. more »»
Potential FCC regulation is an overreach
July 26, 2014 Another overreaching government agency, the Federal Communications Commission, is trying to regulate something that requires no regulatio. more »»
Chained little dog needs to go to a loving home
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One-woman performance was outstanding
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Letter blasting Pettalia slanted to big gov't
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Obama's plan is to flood USA with illegals
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The beauty of Alpena showed itself brightly
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July 12, 2014 The United States fought hard to bring "Democracy" to the Middle East, and now it is getting it according to ethnic lines and almost 1,400 years of Middle-Eastern history. more »»
Chub White part of sanctuary's current success
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News, Blogs & Events Web |


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Overall Evaluation: | ||
Very good |
0 |
Good |
0 |
Average |
1 |
Low |
0 |
Visited by: | |
Youth travel | 30% |
Aged Tourists | 20% |
Couples | 30% |
Family | 20% |
What travelers say
Vilamoura can be described as a 'purposefully built resort which started in the year 1974. Moreover, it's still expanding on the outer side from marine center.
Vilamours is situated at the distance of around 14.3 miles on the western side from Faro coast; and at the distance of 266 Km with respect to Lisbon.
Area of Vilamours on the whole comes out to be 20 sq. Km. It's amongst the biggest ... More 'tourist' beach resorts of Europe.
Marina can be referred to as heart of 'Vilamoura'. It is capable of berthing around 1000 vessels. Marina has been surrounded by various luxury holiday homes and huge hotels; apart from a big casino and several vibrant bars and restaurants.
Parascending and jet skiing have also been arranged for.
Your contribution can be useful for other tourists
Neighbouring cities Vilamoura
Suggested things to do and to see
Tips on where to stay
Explore map
Related Contents
More Travel Guides in Portugal:
Villamoura (About 1.7 mi) - Albufeira (About 7.3 mi) - Faro (About 12.1 mi) - Olhão (About 16.6 mi) - Portimão (About 22.6 mi) - Tavira (About 26.3 mi)
More information Portugal:
Villamoura - 1.7 mi | |
Vilamoura can be described as a place located in municipality of 'Loule', Algarve, Portugal. Boundaries on its count lie within parish of 'Quarteira'.... |
Albufeira - 7.3 mi | |
Albufeira is a picturesque town and tourist resort in a bay of the southern Portuguese region of Algarve. Located about 40 km west of the airport at Faro, the town has satellite... |


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Rituximab and Combination Chemotherapy in Treating Patients With Previously Untreated High- or High-Intermediate-Risk Diffuse Large B-Cell Lymphoma
- Full Text View
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- No Study Results Posted
- Disclaimer
- How to Read a Study Record
This phase II trial studies how well giving rituximab together with combination chemotherapy works in treating patients with previously untreated high- or high-intermediate-risk diffuse large B-cell lymphoma (DLBCL). Monoclonal antibodies, such as rituximab, can block cancer growth in different ways. Some block the ability of cancer to grow and spread. Others find cancer cells and help kill them or carry cancer-killing substances to them. Drugs used in chemotherapy, such as cyclophosphamide, doxorubicin hydrochloride, vincristine sulfate, and prednisone (CHOP), work in different ways to stop the growth of cancer cells, either by killing the cells or by stopping them from dividing. Giving more than one drug, combination chemotherapy, may kill more cancer cells. Giving rituximab together with combination chemotherapy together may be an effective treatment for DLBCL
Condition | Intervention | Phase |
Contiguous Stage II Adult Diffuse Large Cell Lymphoma Noncontiguous Stage II Adult Diffuse Large Cell Lymphoma Stage I Adult Diffuse Large Cell Lymphoma Stage III Adult Diffuse Large Cell Lymphoma Stage IV Adult Diffuse Large Cell Lymphoma |
Biological: rituximab Drug: cyclophosphamide Drug: doxorubicin hydrochloride Drug: vincristine sulfate Drug: prednisone Other: laboratory biomarker analysis Other: pharmacological study |
Phase 2 |
Study Type: | Interventional |
Study Design: | Endpoint Classification: Efficacy Study Intervention Model: Single Group Assignment Masking: Open Label Primary Purpose: Treatment |
Official Title: | A Phase II Study of Rituximab Intense Dosing With CHOP-21 (RID-CHOP) in Patients With Previously Untreated High or High-Intermediate Risk IPI (3-5) Diffuse Large B-Cell Lymphoma (DLBCL) |
- PFS following treatment with rituximab intense dosing and CHOP-21 in previously untreated patients with high risk DLBCL [ Time Frame: 1 year ] [ Designated as safety issue: No ]Defined as the time from entry onto study until lymphoma progression or death from any cause.
- CR in previously untreated patients with high risk DLBCL treated with rituximab intense dosing and CHOP-21 [ Time Frame: Baseline, between days 15 and 21 of course 3, and within 20-35 days after completion of treatment ] [ Designated as safety issue: No ]
Estimated Enrollment: | 61 |
Study Start Date: | July 2014 |
Estimated Primary Completion Date: | January 2016 (Final data collection date for primary outcome measure) |
Arms | Assigned Interventions |
Experimental: Treatment (monoclonal antibody, combination chemotherapy)
Patients receive rituximab IV on days 0, 1, 4, 8, and 15 of course 1; days 1, 8, and 15 of course 2; and day 1 of all subsequent courses. Patients also receive CHOP chemotherapy comprising cyclophosphamide IV, doxorubicin hydrochloride IV, and vincristine sulfate IV on day 1, and prednisone PO on days 1-5. Treatment repeats every 21 days for 6 courses in the absence of disease progression or unacceptable toxicity.
Biological: rituximab
Given IV
Other Names:
Drug: cyclophosphamide
Given IV
Other Names:
Drug: doxorubicin hydrochloride
Given IV
Other Names:
Drug: vincristine sulfate
Given IV
Other Names:
Drug: prednisone
Given PO
Other Names:
Other: laboratory biomarker analysis
Correlative studies
Other: pharmacological study
Correlative studies
Other Name: pharmacological studies
Detailed Description:
I. To evaluate 1 year progression-free survival (PFS) following treatment with rituximab intense dosing and CHOP-21 (RID-CHOP) in previously untreated patients with high risk (International Prognostic Index [IPI] 3-5) DLBCL.
I. To evaluate, in previously untreated patients with high risk (IPI 3-5) DLBCL treated with rituximab intense dosing and CHOP-21: Complete response (CR) rate, (as defined by International Harmonization Project criteria using 18-fluorodeoxyglucose [FDG] -positron emission tomography [PET]/computed tomography [CT]).
II. Overall survival.
III. Toxicity profile.
IV. Rituximab pharmacokinetics for this dose and schedule.
V. Effect of immunophenotype of DLBCL on outcome.
VI. Effect of Fc-Gamma Receptor III (FcyRIII) polymorphism genotype on outcome. OUTLINE: Patients receive rituximab intravenously (IV) on days 0, 1, 4, 8, and 15 of course 1; days 1, 8, and 15 of course 2; and day 1 of all subsequent courses. Patients also receive CHOP chemotherapy comprising cyclophosphamide IV, doxorubicin hydrochloride IV, and vincristine sulfate IV on day 1, and prednisone orally (PO) on days 1-5. Treatment repeats every 21 days for 6 courses in the absence of disease progression or unacceptable toxicity. After completion of study treatment, patients are followed up every 2-3 months for 2 years, every 6 months for 3 years, annually for up to 10 years.
Ages Eligible for Study: | 18 Years and older |
Genders Eligible for Study: | Both |
Accepts Healthy Volunteers: | No |
Inclusion Criteria:
- Newly diagnosed cluster of differentiation (CD) 20+ DLBCL with IPI between 3-5
- No prior chemotherapy, radiation therapy or immunotherapy for DLBCL; a short course (< 2 weeks) of corticosteroids is allowed for symptom control Signed informed consent
- Eastern Cooperative Oncology Group (ECOG) Performance status assessed between 0 and 2; performance status of 3 will be accepted if impairment is caused by DLBCL complications and improvement is expected once therapy is initiated
- Measurable disease by Non-Hodgkin's Lymphoma Response Criteria on FDG-PET/CT; baseline measurements and evaluations must be obtained =< 21 days prior to registration
- Absolute neutrophil count (ANC) >= 1,500/μL unless due to marrow involvement by lymphoma
- Platelets >= 75,000/μL unless due to marrow involvement by lymphoma Hemoglobin > 7.0 g/dL unless due to marrow involvement by lymphoma
- Creatinine =< 2.0 mg/dL or calculated creatinine clearance >= 40
- Total bilirubin =< 1.5 mg/dL unless due to Gilbert's disease
- Aspartate aminotransferase (AST)/ alanine aminotransferase (ALT) =< 2.5 the upper limit of normal
- Alkaline phosphatase =< 5x upper limit of normal
- Patients with bilirubin between 1.5-3.0 mg/dL due to lymphoma may be entered and doses adjusted
- Left ventricular ejection fraction (LVEF) >= 50%
Exclusion Criteria:
- Women who are pregnant or breast feeding
- Known seropositivity for human immunodeficiency virus (HIV)
- Known presence of central nervous system (CNS) involvement by lymphoma
- New York Heart Association Classification III or IV heart
- Current or chronic hepatitis B or hepatitis C infection (as detected by positive testing for Hepatitis B surface Antigen [Hbs Ag] or antibody to Hepatitis C virus [anti HCV] respectively); patients must be tested for Hepatitis B surface antigen and anti-HCV =< 21 days prior to registration
- Male patients (with female sexual partners of childbearing potential) and female patients of childbearing potential who refuse to use effective methods of contraception
- Unstable or severe uncontrolled medical, psychological, or social condition
- Any evidence of serious active, uncontrolled infection (i.e., requiring an IV antibiotic or antiviral agent)
- Receipt of live vaccine within 4 weeks prior to study drug administration
- Concurrent active malignancy other than non-melanoma skin cancer or carcinoma in situ of the cervix; subjects with previous malignancies are eligible provided that they have been treated with curative intent and remain disease free for 3 years or more
- No prior chemotherapy for lymphoma
- Prior radiation therapy for lymphoma
- Any important medical illness or abnormal laboratory finding that would, in the investigator's judgment, significantly increase the subject's risk of participating in this study
Please refer to this study by its ClinicalTrials.gov identifier: NCT01539174
United States, Pennsylvania | |
Fox Chase Cancer Center | Not yet recruiting |
Philadelphia, Pennsylvania, United States, 19111-2497 | |
Contact: Michael Millenson, MD. FACP 215-728-6900 firstname.lastname@example.com | |
Principal Investigator: Michael Millenson, MD, FACP |
Principal Investigator: | Michael Millenson, MD, FACP | Fox Chase Cancer Center |
No publications provided
Responsible Party: | Fox Chase Cancer Center |
ClinicalTrials.gov Identifier: | NCT01539174 History of Changes |
Other Study ID Numbers: | OER-HM-039, NCI-2011-03309 |
Study First Received: | February 15, 2012 |
Last Updated: | March 17, 2014 |
Health Authority: | United States: Institutional Review Board |
Additional relevant MeSH terms:
Lymphoma Lymphoma, B-Cell Lymphoma, Large B-Cell, Diffuse Lymphoma, Non-Hodgkin Immune System Diseases Immunoproliferative Disorders Lymphatic Diseases Lymphoproliferative Disorders Neoplasms Neoplasms by Histologic Type Antibodies, Monoclonal Cyclophosphamide Doxorubicin Liposomal doxorubicin Rituximab |
Vincristine Alkylating Agents Antibiotics, Antineoplastic Antimitotic Agents Antineoplastic Agents Antineoplastic Agents, Alkylating Antineoplastic Agents, Phytogenic Antirheumatic Agents Enzyme Inhibitors Immunologic Factors Immunosuppressive Agents Mitosis Modulators Molecular Mechanisms of Pharmacological Action Myeloablative Agonists Pharmacologic Actions |
ClinicalTrials.gov processed this record on April 23, 2015


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Jose Feliciano sings the national anthem prior to a National League playoff game in Miami in 2003. Ernie Harwell arranged for Feliciano to sing at Tiger Stadium before a World Series game in 1968. / Chris O'Meara / AP
On the eve of performing the national anthem at Comerica Park, Jose Feliciano talked about his 42-year friendship with Ernie Harwell, ōwhom I loved so much.ö He spoke Sunday by phone with Free Press special writer Bill Dow while visiting friends in Philadelphia.
Q: What are your thoughts about performing the anthem again in Detroit?
A: I am honored that ErnieÆs agent, Gary Spicer, and the Tigers invited me. I am surprised a little bit because I didnÆt think something like this would happen. IÆm excited and a little nervous, but I am also a bit sad. I wish I could have done this while Ernie was alive. This does prove my friendship with Ernie Harwell, whom I loved so much.
Q: What were the circumstances when you were contacted to sing the Star-Spangled Banner before Game 5 of the 1968 World Series at Tiger Stadium?
A: I had two or three days' warning. I was playing at Caesars Palace in Las Vegas and received a call from RCA, and they told me about the invitation from Ernie Harwell. I was excited because I was always a Tiger fan. I had never sung the national anthem publicly before and I came up with my version that day, fresh out of the oven as they say.
Q: What inspired you to come up with your stylized version?
A: I certainly didnÆt want to sing the anthem the old, monotonous way. I was an immigrant who came to this country and I wanted to express my feelings for America. I wanted to do something different because I got tired of people going to the ballgame and when the anthem came along they were in a hurry for the anthem to get done.
Q: How did you feel when you heard some of the booing?
A: It did surprise me, but I didnÆt give it any thought until (NBC announcer) Tony Kubek asked me if I had known what I had just done. He said a lot of complaints had been coming in from war veterans and the like and people wanted to deport me. But how do you do that? I am a citizen of the United States! I certainly didnÆt mean any harm. ģ It was an innocent thing for me. I didnÆt do it for the desire of making noise. I was just interpreting the anthem for the ballgame. I always felt bad for Ernie because he almost lost his job over it. But he always defended his choice and backed me up.
Q: In retrospect, what has been the result of your version?
A: Ernie and I made history because as a result, people were then able to sing the anthem anyway they wanted. I actually put the anthem on the charts because I released it as a single. But it also hurt me because radio stations like CKLW stopped playing my music and at the time I was on my way with a second hit, ōHi-Heel Sneakers.ö But I have no regrets because the best thing to come out of all of this is that I became great friends with Ernie Harwell, who is the best person I have ever met. It sounds like a broken record, but there was nobody like Ernie Harwell.
Q: Will you be doing your famous rendition of the Star-Spangled Banner or will there be any surprises?
A: There will not be any surprises. I will do it the same way.
Q: I understand that you really like Detroit and are still a big baseball fan.
A: I agree with Ernie: The people of Detroit and Michigan are wonderful and I like their values. I always loved going to Greektown and enjoy the different heritages like the Polish neighborhoods I used to frequent. As a baseball fan, I feel the inner cities in Michigan should have more ball fields for African Americans because I feel baseball is being cheated in not getting young people interested in the game. It would nice if a decent baseball field could be built for the young kids to play in at what was Tiger Stadium. Those kids would be playing where history was made.


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Dental Clinic
The Good Samaritan Health Clinic provides a Dental Clinic on Wednesdays at 4:00pm. Unfortunately, at this time we cannot extract wisdom teeth. Eligible patients can request up to four (4) tooth extractions per year. Each extraction is at the discretion of the dentist. A $5.00 co-pay is requested upon seeing the doctor. However, no patient will be turned away if they do not have the co-payment. Dr. Scott Horowitz is the Volunteer Director of this Clinic. PATIENTS SEEN BY APPOINTMENT ONLY All patients MUST pre-qualify financially prior to receiving an appointment. |
PATIENT ELIGIBILITY Adult Pasco County residents up to age 65 who are uninsured and are ineligible for Medicaid can apply for services. The clinic does not treat patients who qualify for Medicare or are military veterans. Only routine (non-emergency) medical conditions are treated. Application and financial screening to meet eligibility requirements must be completed prior to receiving a medical or dental appointment. A $5 donation is requested from each patient for each visit. |


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Line of SuccesionBy: Eliza Cotton, Ryan Ellerton, and Alfonso AguilarThis is the Line of Succesion for the President of the United States of America. PLEASE FIND IN ORDER.
Some of the puzzles that people list for the public get indexed by the search engines (like Google). Some people find those puzzles and cannot figure out how to make a puzzle of their own. So this page now has the navigation sidebar. There are now buttons on the puzzle so that you can get a clean page, in either HTML or PDF, that you can use your browser's print button to print. The PDF format allows the web site to know how large a printer page is, and the fonts are scaled to fill the page. The PDF takes awhile to generate. Don't panic! |


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The most recent screenshot for this website was taken on Apr 8th, 2010.
We check this website for updates periodically. When we checked 81 days ago, we did not see any significant changes.
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The registrant on the WHOIS record for this domain is associated with about 1 domain.
View the complete WHOIS record for BBS.com.bt.
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Emotional Detachment For a Better Life, like all my other books, is a book with practical information, advice and instructions, and shows how to develop emotional detachment, which can help you in many of life's situations.
Emotional detachment is an important skill that can help you maintain a state of calmness, self-control and psychic integrity, when handling your daily affairs of life, in your interactions with people, and when facing emotional demands of another person or group of people, at home, at work, and at any other place.
One of the important characteristics of emotional detachment is the ability to avoid getting involved with unnecessary or unhealthy emotions and reactions, and not becoming upset by what people say or do, or by their emotions, reactions or behavior.
Emotional detachment also protects you from being upset by external conditions or situations. It does not necessarily change your circumstances, but it allows you to act and react calmly and with common sense, without emotional agitation, which often clouds the judgment and wastes unnecessary emotional and physical energy.
Emotional detachment, as taught in this book, has nothing to do with avoiding people or feelings. It is an inner attitude, which enables you to maintain a state of composure and equanimity, while interacting with other people, and while dealing with your day-to-day affairs.
With this ability, you can keep away from thoughts about distressing or unpleasant events from your past, and avoid reliving them in your mind over and again. This ability will also help you stay away from worries about current problems, and from worries about the future.
I will be posting more about this book soon.
The book is available as an ebook, at:
The ebook can be downloaded immediately after purchase, and can also be printed with a home printer.
When purchasing this book, you will also receive 2 bonus eBooks:
101 Inner peace Quotes
The Human Aura
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