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The Attwater Villa was built in 1910, before any of the larger hotels of Newport with a unique location which is central to all activities. A lovely stroll down to the waterfront will unveil a host of homes that date back to the 17th Century. Only one block away is the Tennis Hall of Fame and the beginning of the famous Mansions. Located directly behind the Villa and also within walking distance are scenic Cliff Walk and the beach. Check In is at 2pm to 8pm Monday thru Friday and 2pm-5pm ONLY on Saturday thru Sunday. Children are welcome in certain rooms accompanied by parents at an additional 25.00 USD per day.Cancellation Policy - Reservations may be canceled fourteen (14) days or more before the actual reservation date. There is a $25.00 fee forcancellations.If a room is canceled less than fourteen (14) days before the actual reservation date, a credit, minus the $25.00 fee, may be used for a future stay. A credit will be issued ONLY for the portion of the reservation which is reserved by a new party with no loss to the Inn.The advance deposit guarantees to both the guest and the management the entire period reserved.A 50 percent deposit is required for all reservations at time of Booking.* Two Night Minimum Stay on weekends (Friday/Saturday or Saturday/Sunday).* Three Night Minimum Stay on Special Event and Holiday Weekends.Information missing or incorrect? Tell us!
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HARRIS COUNTY, Texas Deputies opened fire on a pair of home burglary suspects Thursday morning, injuring one while the other barricaded himself in a room.
According to the Harris County Sheriff s Office, the men were caught in the act burglarizing a home just east of Katy. Deputies were called to the 21600 block of Oak Creek Court around 9 a.m. after an alarm was triggered at the home.
The sheriff s office said the suspects, who were still inside, wouldn t comply with deputies commands to put down their weapons and surrender.
Deputies shot one of the suspects while the other ran into a second-floor room, officials said. More than an hour later the second man gave himself up, and he was taken into custody without further incident.
Witnesses credited the deputies quick response time with catching the alleged crooks.
It s awesome, a neighbor told KHOU 11 News. I m glad they responded that fast. It makes you feel a whole lot more comfortable when the police can respond that quick.
Nearby roads were closed during the standoff but have since reopened.
No one was home at the time of the break-in.

subset: commoncrawl


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Posted December 5, 2005
Mr Narayan has painted such a real tale of small town India in this simple to read book. It is a story of love and relationships. He's far ahead of his time to have written about an independent Indian woman when most other authors are delving in the suffering of the Indian woman. Kudos to Mr Narayan.Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.
Posted December 19, 2009
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Theory, Research & Other Dirty Words In Language Policy & Planning [Prof Rob Dunbar]
Professor Rob Dunbar - who heads up the SOILLSE project - presents his inaugural lecture, the first in the UHI public lecture series presented fully in Gaelic. A common feature of minority language maintenance and revitalisation movements is the fundamental role that passionate activists have in them. Frequently, though, they have only a limited background in language planning theory or practice, and a lack of information to inform and to guide their development initiatives. In this lecture, the theoretical tools relevant to language policy and planning for minority languages such as Gaelic, the experience on which such tools are based, and the research needs and priorities which such tools help us to define will be considered. Can theory and research inform and support policy making and practice in ways that allow us to avoid the 'culture clash'?
THEORY, RESEARCH AND OTHER DIRTY WORDS IN LANGUAGE POLICY AND PLANNI NG Prof. Robert Dunbar Introduction I would like to begin by thanking the University of the Highlands and Islands for arranging this inaugural lecture. It is an honour for me that the position of Senior Research Professor at UHI was offered to me, and in that position to take a leading role in the Soillse research project. And it is also an honour to be asked to deliver this public lecture. I recently attended the inaugural lecture of my colleague and friend Prof. Kristin Henrard, of the Erasmus University in Rotterdam, where I learned that inaugural lectures date to the old days when professors were not paid by their universities but by the students, and that the inaugural lecture was essentially a marketing exercise to attract students to lectures. Clearly, there were no `research professors' in those days, or they were pretty poor! I consider myself very fortunate indeed to be in a position where I do not have to worry about making money in this way. You will consider yourselves fortunate that I will not be sending around a collection plate as I am speaking! It is also a great honour for me to be part of the UHI, and, indeed to be based at Sabhal M�r Ostaig. Most of my ancestors on my father's side left the Highlands--many from districts around Inverness--for Nova Scotia in the late eighteenth and early nineteenth centuries. They were part of the historical exodus from the region which has now, through institutions such as UHI, come to an end. `The wheel will turn'--a common motif in Gaelic folklore and poetry. I like to think that my ancestors would be pleased and honoured--and perhaps a little surprised--that I am standing here today, and I am too! For this opportunity to play a small role in the turning of the wheel, I am most grateful to UHI and SMO. I thought I would start by explaining my title. Clearly, it is meant to be ironic, and perhaps a little provocative. Remember, inaugural lecturers have to market their product! However, both the average person and even many practitioners of a discipline are often suspicious of anything called `theory'. Things which are `theoretical' often suffer in comparison with things that are `practical'. We have all heard this: `You are right in theory, but . . .'. The average person and many practitioners of a discipline generally understand the need for research, but they also are a little suspicious that people in academe, especially ones with the title `Research Professor', may have an unhealthy vested interest in research for its own sake. If you share these suspicions, I am not going to try to rid you of them; I myself understand why you would share them. I will try to show, though, that sometimes theories, even theories which are inadequate, can be very useful, particularly to practitioners of language planning and policy, and that some types of research are absolutely essential. In the context of minority language maintenance and revitalisation movements, like the Gaelic one, the suspicion attached to words like `theory' and `research' have added dimensions. Campaigns for such languagesare seldom started by linguists, sociolinguists, language policy specialists or other theoreticians and researchers, but by activists who simply care about their languagesand the communities which speak them. The appearance of language experts on the scene can create problems. The experts might not always actually speak the beloved language. Their qualifications, earned through post-graduate degrees and scholarly publications, things that, like the dominant language, have status in the wider world, often pose an implicit challenge to the authority of leaders of the language movement, whose credentials are often only based on the fact that they care about their language and have been willing to dedicate huge amounts of time to its preservation. Things become more difficult when the experts point out that the activists' initiatives may have little theoretical basis; that, as Samuel Johnson said about second marriages, the activists' projects and strategies represent the triumph of hope over experience. They become more difficult when the experts' research shows that the activists' initiatives are not, in fact, producing the results that are expected or needed. It is not just a question of bruised egos, either. Institutional support and funding for language movements is often limited and tenuous, particularly in the early stages, and becauseof prevailing ideologies--often, little more than prejudices--against the language and its speakers in the wider society, there is an understandable and often justified fear that the findings of the experts can be used against the language campaign. And often, the concerns of activists are justified. Once the research project is done, the experts often move on to the next caseto be studied. Often, the ambitions and pressures which are nurtured in academe result in a lack of sensitivity to needs and concerns of the real people being studied. Also, good theorising and sound research usually requires perspective and an element of detachment; without single-minded determination and passionate commitment to their languages,there would be no activists, and no language campaigns. Theorising and research take time; as activists watch a generation of native-speakers disappear, without enough young speakers to take their place, they know very well that time is fleeting. Specialists always want yet more information to improve their understanding; activists know that they need to act now, even with incomplete information and no theories. And, of course, there is another type of `culture clash' that is frequently typical in the minority language area: experts often come from a different social, cultural, intellectual and linguistic world. They might be fascinated by the language, and yet be perplexed, or even uncomfortable, with its speakers. Of course, these tensions should not be overstated. Many activists are themselves also experts, or become experts. And many experts are speakers of the minority language, and are from the minority language communities. This has certainly been true of the Gaelic movement in Scotland. And such tensions tend to decreaseas language movements become institutionalised, particularly when expert research or advice can assist in moving particular language initiatives forward. Gaelic again provides many good examples. Twenty years ago, Comunn na G�idhlig enlisted Dr Cento Veljanovski, a well-known economist, to strengthen the casefor government support for Gaelic television broadcasting. Since then, Gaelic broadcasting has continued to promote considerable research, particularly on monitoring viewership, in which L�irsinn, based at Sabhal M�r Ostaig, has played a key role. When in the 1990sCNAGbegan making the casefor language legislation, they drew on the expertise of specialists such as Sheriff Roddy John MacLeod, who is, as many of you know, Chair of Sabhal M�r Ostaig's board of Trustees, Professor Donald Meek, Dr Wilson McLeod, and me. Since its creation, B�rd na G�idhlig has strongly supported research of relevance to its work, including a number of important tenders, some of which I shall return to in this lecture. And, of course, it has provided important support to the Soillse research project, of which I am a Director and about which I shall also be speaking in this lecture. While organisations such as CNAG,MG ALBA and BBCALBA, and B�rd na G�idhlig cannot be described as language `campaigns', they are all, to a certain extent, the product of such campaigning, and many of those involved in these organisations have been important grass-roots activists. Some have also been experts in language matters. However, the potential for tension, not only between experts and activists, but between experts and organisations such as these, continues to exist. Although they certainly see the value in expertise and research, that does not necessarily mean that expert advice is always welcome, or that all research is viewed as useful, or greeted warmly. What is Language Planning and Policy for Minority Languages and to What Disciplines is it Related? It might be useful to begin by considering what we mean by language planning and policy, and how it arose as a distinct subject of academic enquiry. First, though, what precisely do we mean by the phrases`language planning' and `language policy'? Usually, `language planning' refers to attempts by some actor to modify the linguistic behaviour of some group of people for some purpose. In this sense, language planning takes place all the time, and is something that all of us do, and have experienced. How many of you have scolded your children for using bad words, or corrected their pronunciation or grammar? By trying to modify their use of language, you have been engaged in language planning. Governments have also always engaged in language planning, for example through their choice of a particular language, and a particular form of language, to use for official purposes. Once that standard is chosen, governments usually work very hard to ensure that it is acquired by citizens, and the education system has always played a central role in promoting linguistic uniformity. France is a well-known example. Today, wherever you travel in France, everybody speaks French, and tend to speak it in a fairly uniform way. This, however, is relatively new. In his book The Discovery of France, Graham Robb noted that a linguistic survey of France in the early 1790s showed that only about a tenth of the population of France spoke standard modern French; over twenty percent could barely hold a conversation in it and another twenty percent or more were completely ignorant of it. After the French revolution, successive French governments promoted linguistic uniformity based on the dialects of French spoken around capital, Paris. Even before the French revolution, one of the most famous of language planning bodies, the Academie Fran�aise was standardising those dialects. Of course, Britain has also engaged in language planning of this sort, though we have never had a body like the Academie Fran�aise. As we all know, there are many types of English still spoken in these islands. However, there is generally only one standard that is used in our daily news broadcasts, in our courts and by our government. It is the same English that is taught in our schools. This has not happened by accident; it is as a result of a large number of language planning decisions and a consistent language policy. Generally, language planning by governments has not been beneficial to languagesother than the official language. In France, 200 years of language planning have meant that many French dialects have disappeared, and most of its non-official languages,such as Breton, Basque, Occitane, Catalan, Corsican, Flemish and German, are very weak. The French education system played a crucial role in this transformation, and schools have always been a crucial institution for language planners. Many of you will be familiar with the Education (Scotland) Act of 1872. It was the law which introduced universal publicly-funded education in Scotland. It had no place for education through the medium of Gaelic or even the teaching of Gaelic. Most scholars are agreed with the conclusions of Professor Kenneth MacKinnon, one of the foremost scholars of the demographics and sociolinguistics of Gaelic, that this law played a very important part in the subsequent decline in numbers of speakers of Gaelic--from about a quarter of a million in 1891 to only about 58,000today. Thus far, I have been speaking about `language planning'. My title also refers to `language policy'. What is `language policy', and how does it differ from `language planning'? In the literature, the terms language `planning' and `policy' are often used together and sometimes as synonyms. In my own work, I have suggested that there is, or at least there should be, a difference between them. If language planning is the attempt by somebody to modify the linguistic behaviour of some group of people for some purpose, language policy should be understood to be the purpose which the modification is intended to achieve. The language policies of most governments have historically aimed at some form of standardisation. They have sought to ensure that all citizens could speak a single common language, usually the official language of the state. They have pursued such policies based on certain assumptions or beliefs. Some of these are about practical matters; for example, the belief, still very strong, that a single common language is more efficient. In the nineteenth century, the British philosopher John Stuart Mill thought that it was not possible to have a political community without a single common language; in spite of a lot of evidence that suggests this belief is not true--my native country of Canadais an example that a stable political community can exist without a single common language--it is also still widely held. And, of course, language policies aimed at promoting a single common language are also often based on nationalist ideologies, and the superiority of the official language and the culture and society of those who speak it. Even liberals like Mill were not free from such ideologies: he famously noted that the Basqueswould be better participating in the great French-speaking culture of France and that the Scottish Gaels and the Welsh would be better participating in the great English-speaking culture of Britain than to be `sulking on their own rocks, the halfsavagerelics of past times'. Thesesorts of beliefs about the inferiority and backwardnessof Gaelic are still with us, as many discussions of Gaelic in the Scottish and British press usually demonstrate. British language policy has been influenced by all of the foregoing beliefs and assumptions, and has been described by Professor Viv Edwards, a prominent British sociolinguist, in this way: Inasmuch as a language policy existed in Britain in the first half of the twentieth century, it focussed on the unacceptability of Celtic languagesand non-standard dialects of English in education, and the importance of teaching the standard. British schools were monolingual, monocultural institutions, one of whose functions was to enlighten those who departed from received linguistic and cultural norms. Such policies tend to result in assimilation of speakers of minority languages--that is, the minority language is generally completely replaced by the official one within a few generations. Some states have gone so far as to prohibit and even punish the use of the minority language in some settings, for example by banning its use in newspapers, and while it has never interfered with private communication in this way, even Britain has not been free of some coercive language planning measures: older Gaelic-speakers can still recall being punished for using Gaelic in the school room. Fortunately for Gaelic, official policy has changed quite significantly over the last generation. One place where policy is expressed is in the law. In 2001, the United Kingdom ratified the European Charter for Regional or Minority Languages. Under this treaty, the government agreed to baseits policies, as well as its legislation and practice, on a number of important principles, including `the recognition of Gaelic as an expression of cultural wealth', `the need for resolute action to promote Gaelic in order to safeguard it', and `the facilitation and/or encouragement of the use of Gaelic, in speech and writing, in public and private life'. Under the Gaelic Language (Scotland) Act 2005, policy is directed, through the work of B�rd na G�idhlig, to promoting the use and understanding of Gaelic, and of Gaelic education, in order to secure its status as an official language of Scotland, commanding equal respect to English. Of course, one of the insights gained through research that has been done by scholars such as the Israeli sociolinguist Elana Shohamy is that there can be a difference between explicit language policies found in laws such as these and the implicit policies that are actually implemented. This would be something our ancestors understood well, because the Gaelic proverb captures the idea well: `The mouth talks, but the act proves'. As I have suggested, language planning and policy is a very old activity--very likely engaged in as soon as humans began talking to each other--but as an academic discipline, it is relatively new. Strictly speaking, it emerged as an aspect of sociolinguists, although now sociology, anthropology, political science, economics, education and law contribute important insights to the subject. A very basic definition of sociolinguistics is study of how society affects language, in terms both of the language itself, such as its pronunciation, grammar, vocabulary and so forth, and of its use. The study of sociolinguistics came into its own in the late 1950sand the 1960sthrough the work of scholars such as William Labov, Dell Hymes, John Gumperz, Einar Haugen, Charles Ferguson, and Joshua Fishman. Almost from the beginning, these and others dealt with issuesrelating to language planning and policy. Initially, scholars involved in language planning and policy were concerned with problems posed by linguistic complexity in newly-independent states of the developing world. They assisted in gathering information on the languagesof these states for the purposesof describing them, and then developing grammars, orthographies (that is, writing systems) and dictionaries. They were also engaged in determining which language or languagesshould be used for official purposes, as part of a conscious effort at nation building through linguistic integration . From the 1970sto the 1990s,scholars from a wider range of disciplines became involved in language policy and planning, critically analysing, for example, whether language policy and planning choices being made in the developing world (and in the developed world) contributed to social and economic inequality. In the last quarter of a century or so, increasing attention has been focused on the role of language policy and planning in maintaining linguistic diversity, and on the global spread of English. This is the part of the story which is most relevant to Gaelic, language policy and planning for minority languages,and as we shall see, one scholar in particular, Joshua Fishman, has been particularly important in this area. However, our work on language planning and policy for minority languagessuch as Gaelic would not be possible without the insights and concepts that have been developed over the last fifty or so years in sociolinguistics and language planning. From the beginning, bilingualism and multilingualism, both in their societal form--the presence of two or more languagesin a given social group--and their personal form--the ability of an individual to communicate in two or more languages--hasattracted the attention of scholars. A key tool in our understanding of processesof changing usesof language was the observation by Charles Ferguson that in bilingual situations, different languagestend to be used for different purposes, something that we call diglossia. Closely related to this is the concept of linguistic `domains'. Fishman was a pioneer here, too. He suggested that domains are the different social contexts in which language is used, and are defined by three main features: the location, the participants and the topic of any communication. Major domains are the home, the neighbourhood, the church, the school, the workplace and so forth. When different languagesare used in different domains, diglossia exists. The choice of language in these circumstancesdepends on a variety of factors, including the linguistic abilities of participants in any domain--where some are bilingual and some are not, the common language tends to be used--and, especially, the status of the languages--sociolinguists have observed that, regardless of linguistic competence, the higher status language tends to be used in more formal, higher status domains. In minority language situations, the patterns of diglossia tend to be unstable: over time, the majority language tends to be used by speakers of minority languagesin more and more domains. This processhas become known as language shift. Scholarship in sociolinguistics has also helped us to understand why language shift takes place, and has begun to suggest ways in which the health of a particular language can be measured. Scholars such as John Edwards, Lenore Grenoble and Lindsay Whaley have attempted to define typologies of language endangerment. A concept which has emerged in this regard is that of ethnolinguistic vitality, first discussed by Howard Giles, Richard Bourhis and Donald Taylor in the 1970s. Giles, in particular, has proposed three broad types of factors by which the vitality of a language can be assessed. The first are status factors, which include the economic status of its speakers, its social status, in terms of prestige, and is symbolic status as an important symbol in the identity of the ethnic group which speaks the language. The second set of factors are demographic factors, and include the geographic distribution of speakers, the actual numbers of speakers, and their `saturation' or concentration in particular areas, thereby supporting lively social networks of speakers, as well as factors such as family formation with non-speakers. The third set of factors are institutional support factors, and relate to the extent and nature of the language's use in a wide variety of institutions, such as massmedia, public administration, and education. In 2003, an expert UNESCOworking group produced a report on how the vitality of a threatened language could be measured. They suggested that nine factors were relevant: Intergenerational Transmission of the Language, which involves the degree to which parents pass the language on to children naturally, in the home, a factor which, as we shall see, is of particular importance The absolute number of speakers of the language The proportion of the speakers of the language in the total population Trends in existing language domains, which focusesattention on whether domains are being lost The responsivenessto, and presence of the language in, new domains and media The availability of materials for language education and literacy Governmental and institutional language attitudes and policies, including official status and use The attitude of the members of the language community toward their own language, and The amount and quality of documentation, by which is meant things like grammars, dictionaries, but also literature and other forms of written, sound and video recordings. The concept of vitality is an important one, becauseit reminds us that the health of a minority language is not determined simply by overall numbers of speakers, although this is certainly a relevant factor, but also by how the language is used, how it is perceived by its own speakers, and how it is supported from important institutions within society. The study of language planning has also equipped us with key analytical tools. Of particular importance has been the categorisation of different types of planning activity. There are now three sorts of planning activity that are generally accepted in the literature. The first is `corpus planning', which involves the sorts of activities that preoccupied the early work in the area, namely the development of an orthography or writing system for the language, the creation of spelling norms, the development of dictionaries and the creation of new terminology, the development of grammars and the modification of grammatical rules, and so forth. Corpus planning can even extend to the development of written texts of all sorts in the language. Corpus planning is particularly important for minority languages,becausesuch languageshave often been excluded from domains such as the education system, the media, and the public sphere more generally, the very domains where corpus development usually takes place. A second form of planning activity is `status planning', which relates to modifying the functions for which a language is used, or, to put it another way, to modify the domains in which the language is used, as well as the prestige of the language. This form of planning is also of great importance to minority languages,because, as we have seen, they have tended to be used in fewer and fewer domains over time, and generally have less prestige than the official language of a state. In recent years, reference has also been made to `usage planning' as distinct from `status planning'. Indeed, important recent language planning documents of both the Welsh Language Board and B�rd na G�idhlig have used this concept in reference to planning for the increased use of the minority language in particular domains which are of particular importance to the regular use of the language in daily life, such as the home, the neighbourhood, and in the workplace. When usageplanning is included, status planning focusesmore on use of the language in official settings and by powerful institutions. In truth, usage planning is clearly simply an aspect of status planning, but it is still probably useful from a language planning perspective to separate those activities which involve actual use of the language in speech and writing and those which enhance the prestige of the language in other ways, through, for example, its use by important social institutions and greater presence in the visual landscape. Finally, there is `acquisition planning', a concept first developed about twenty years ago by the sociolinguist Robert Cooper. This involves planning for the increase in the number of speakers of a language. Certainly, the school is very important in acquisition planning; in addition to developing the language skills of students who already speak the language, it allows for the creation of new speakers, something to which experts refer to as `production' of speakers. However, acquisition can also take place outside of the school, and this is particularly important for adult learners who, as we shall see, are very important in any strategy for strengthening a minority language. Thus, acquisition planning must also focus on adult education. Finally, acquisition of the language within the family, sometimes referred to as `intergenerational transmission in the home' or, simply, `reproduction' of the language, is, as we have already seen and as we shall see again, absolutely critical for any minority language. Experts have learned that acquisition planning must also focus on and reinforce what happens in the home. What Theoretical Tools Do We Have? All of these insights and concepts are very important to us in trying to understand the task of minority language maintenance and promotion, and to engage in language planning for that purpose. However, in the title to my talk, I make reference to `theory', and these insights and concepts do not really amount to a theory of language planning or, indeed, a theory of language planning for the promotion of minority languagessuch as Gaelic. Do we have such theories? Before answering this question, it may be useful for us to consider briefly what we mean by `theory'. `Theory' has different meanings, depending on whether we are referring to sciences, social sciences or humanities. Generally, though, a theory is a tool which helps us to understand, explain and, importantly, make predictions about a particular subject. While the very sizeable literature on language planning and policy has produced many important insights and concepts, the sociolinguist Thomas Ricento observed in an important 2006 collection on language planning that there had not yet emerged an overarching theory. In some ways, this is not surprising. The more research that is done, the more clear it has become that language planning is a particularly complex area becauseof the large number of factors and fields of knowledge that are involved. Also, it is a relatively young discipline, and grand theories take time to emerge. In 2009, the great Israeli sociolinguist Bernard Spolsky produced a book, entitled simply Language Management, with the goal of `outlining a theory' of language planning--Spolsky himself prefers the term `management' to `planning', but he is generally talking of the same activity. He himself raises the possibility that `the sociolinguistic ecosystem' may be too chaotic to allow for a theory that will allow for predictions as well as explanations, and concludes with the hope that his book constitutes `a useful step towards the development of a theory of language management'. Nonetheless, the book is a valuable collection of observations on language planning or `management' efforts in a variety of domains, including in the family, the workplace, the `public linguistic space', schools, legal and health institutions, and by local, regional and national governments. Ricento did note in his 2006 book that a theory or model has occasionally emerged in relation to specific aspect or type of language planning. One of these is in the area of revitalisation of minority languages, and can be found in Joshua Fishman's work on `Reversing LanguageShift', or RLSas it is sometimes called, with which many of you will already be familiar. Developed in a series of articles culminating in his 1991 book Reversing Language Shift , Fishman developed the `Graded Intergenerational Disruption Scale' (GIDS). On one level, it is a framework for analysing the degree to which a minority language is threatened, and in this senseit is similar to the measures of language vitality which I have already discussed. Where it differs is that it not only describes the condition of a minority language, but serves as the basis for language planning by suggesting both measures that need to be taken and by attempting to prioritise such measures. The GIDShas eight stages, with Stage Eight representing a minority language in the most threatened circumstances and Stage One representing a minority language in the most secure circumstances. Fishman emphasisesthat the most crucial Stage is Stage 6, the stage at which the minority language is passedfrom one generation to the next and is used in the local community. We have seen intergenerational transmission in the home, or `reproduction' of the language, already in this lecture. Without it, Fishman argues, it is impossible to stabilise the minority language. Other Stageswhich are perhaps of particular importance are Stage Four, where school education is available through the medium of the minority language, Stage Three, where the language is used in work environments in which speakers of the majority language are also present, Stage Two, where the language is used in locally-supplied governmental services and in local massmedia such as local radio and television, and Stage One, where some use is made of the minority language in higher education, central government and the national media. Fishman does not suggest that initiatives at higher stagesshould not begin until lower stageshave been reached. He does, however, emphasise that actions at higher stagesshould not be substitutes for action at the crucial Stage Six, and that initiatives at higher stagesshould be aimed at strengthening what is happening at the lower stages, and particular at Stage Six, the use of the language in the home and in local community interaction. This is particularly important for education. He warns that the acquisition of the minority language in the school cannot be a substitute for acquisition in the home, reinforced by use in the wider community environment. He suggests that few students who have acquired the minority language only through the school will use the language later in life, and in particular in raising their own children, without considerable support and incentives for its use outside the school. An important theme running through Fishman's work is that language maintenance is closely linked to identity and to the social networks into which speakers are embedded. Institutions operating at higher stageson the GIDSplay an important role in creating and reinforcing a senseof group belonging to which the language is a central element. Based on a long and outstanding career in sociolinguistics and close observation of many examples of language loss and minority language revival initiatives, Fishman's observations must be given very careful consideration by all who engagein language planning in support of minority languages. His approach to RLSis not, however, without its problems. First, as he himself acknowledges, the crucial Stage Six is perhaps the most difficult one for language planners to affect. It involves changing patterns of behaviour in the home and in the local community, and these are very difficult to do. Making such changesrequires changing people's abilities--in many minority language contexts, not all members of the community or even the household speak the language--but also their attitudes and beliefs. Thesedo not change by themselves, and are themselves likely to be affected by acquisition planning and status planning at higher stagesin the GIDS. Producing change at Stage Six is therefore likely to require other action at higher stages, perhaps in combination. However, Fishman does not offer any clear prescriptions on what combinations of actions at which combination of stagesis likely to have an impact on Stage Six. Some critics, including Spolsky, Padraig � Riag�in, and Nancy Hornberger and Kendall King have argued that the GIDSplaces insufficient emphasis on broader economic and social processesthat affect language maintenance, particularly the economic and social incentives which must be present to encourage both production and reproduction of the language. Partly in response to these observations, the important Catalan sociolinguist Miquel Strubell has created a model which he calls `The Catherine Wheel', to, as he says, `convey the objective of a self-perpetuating change', in which he seeks to incorporate these `instrumental' elements. There are several stagesin the circle. First, the greater supply of goods and services in a particular language leads to the greater consumption of goods and services in the language. Second, greater consumption leads to the greater perception of the usefulness of the language. Third, improved perception of usefulnessleads to greater motivation to learn and use the language. Fourth, this increasein motivation leads to more learning of the language. Fifth, acquisition of the language leads to more demand for goods and services in the language. Sixth, greater demand takes us back to yet greater supply of goods and services in the language, and so on, creating a dynamic `virtuous circle'. Strubell recognises that the chain of causesand effects described here can be subject to a blockage at any of the six steps, and this is where language planners need to concentrate their attention; they need to identify then develop strategies and specific measures for overcoming the causesof the blockage. The problem is that it is not clear that all potential blockagescan be overcome, particularly for minority languages that are not in as strong a position as Catalan. There are particular problems with the argument that greater supply of minority language services will lead to greater consumption of those services. There is now considerable evidence from Wales, for example, that Welsh-speakers often do not take advantage of the Welsh-language services now available to them. Monitoring of the implementation of the European Charter for Regional or Minority Languages repeatedly also reveals that greater supply often does not lead to greater demand. Speakers of minority languages are often more comfortable in continuing to receive services in the language they are now used to, the majority language. They are often concerned that the minority language services may not be of the same quality. They are often concerned that, if they ask for such services, they will be viewed as troublemakers. Perhaps even more problematic is the argument that greater provision of and demand for minority language services will increasein the long run the acquisition of the language. In places like Catalonia, being able to speak Catalan has now become almost essential for most public sector jobs, and a good number of private sector jobs--your chance of being Chairman of Barcelona FCis not good if you don't have Catalan. The incentive to learn Catalan is therefore very great. For relatively weak minority languagessuch as Gaelic, however, the situation is much different. Even if there are increasesin jobs requiring Gaelic language skills, this may not lead to a great increasein acquisition. This is becausethere will still be very many more jobs, including many more high prestige jobs, in which Gaelic is not a necessary job skill. Clear career paths and chancesfor progression will likely continue to be more limited in Gaelic jobs than in comparable English ones. Finally, Strubell's model has little to say about actual language use outside of the workplace and the place of language acquisition. Even if the model works to produce more speakers and to promote greater use in the acquisition of goods and services--useof the language for instrumental reasons--it is far from clear that speakers will use it in informal settings. In Canada, many English-speakers have learned French and use it in their jobs. They tend not to use it outside the workplace, though, and crucially tend not to use it at home and with family. While he has not propounded a theory, or even a model, the Swiss economist Fran�ois Grin has proposed three conditions which need to be met to achieve greater societal use of the minority language (which he views as the ultimate goal to which Fishman's model is directed), and his analysis has been employed, for example, in the recently released Twenty Year Strategy for the Irish Language. The three conditions for greater societal use of a language are, first, the capacity to use the language, second, opportunities to use the language, and, third, the desire or willingness to use the language. `Capacity' implies an adequate degree of linguistic competence, requiring at very least oral fluency in the language, and the development of capacity implies the use of measures to equip both speakers and non-speakers with the necessary levels of fluency. With regard to `opportunities' to use the language, Grin suggests that the state often has a crucial role to play, through, especially, the provision of minority-language services. With regard to `desire', Grin notes that usually speakers of minority languagesare fully bilingual, and therefore measures need to be put in place to encourage them to use their language where the opportunities to do so exist. To conclude this discussion, Fishman, Strubell and Grin, among others, have all made an important contribution to the way in which language planners understand how the processof RLSmay work. However, all are in some way inadequate or at least incomplete as explanations or prescriptions. Insights Provided by Theory and Research Where does all of this leave us? Existing theories, though limited, key concepts, and the large and growing amount of research on which such theories and concepts provide us with a range of tools and insights. First, research has given us information and insights that allow us to challenge certain widely-held beliefs which have been unfavourable to minority languagessuch as Gaelic. Take, for example, long held assumptions about how certain languagesare inferior and unsuitable for use in the modern world--usually languagesof minorities or of indigenous peoples--abelief sometimes referred to as linguistic Darwinism. There is a connection between such beliefs and the idea that minority languagesare tied to ways of life that are going out of existence, and that those languagesmust also disappear. Such ideas are held both by people who are generally supportive of the language and those that are less so. There is now general agreement amongst linguists and sociolinguists that all such assumptions are simply incorrect. Every language is capable of dealing with every situation. If a language or its speakers have greater difficulty in dealing with the modern world, this is due to social factors, including the continued exclusion of the language from certain domains, usually high ones. Second, those of you who were at the conference on Gaelic education held last month in Edinburgh will have heard an important presentation by Professor Antonella Sorace of Edinburgh University on the benefits of bilingualism. As she showed, there is now much evidence that bilingualism is often associated with stronger cognitive and linguistic competences. Several generations of minority language speakers were told the opposite, that bilingualism was disadvantageous. Similarly, building on research done by Professor Dick Johnstone, who, I am happy to say, is also a Director of the Soillse project, recent research conducted by an Edinburgh University team and commissioned by B�rd na G�idhlig has shown that Gaelic-medium education generally does not leave children worse off, and may offer certain cognitive benefits. This research is generally in line with that from many other countries. This information be used to challenge deeply-held beliefs, including beliefs amongst minority language-speaking parents, about the superiority of English-medium education. It might also be used to lessen resistance to the promotion of Gaelic-medium education. As we have seen, researchers now have a good idea of the factors which affect the vitality of minority languages, and there is general agreement that the concept of vitality, rather simply overall numbers of speakers, is what we should be focusing on in our language planning initiatives. There is not yet, however, a common understanding of which factors are most important in explaining loss of vitality. Also, when we look at languages such as Gaelic, we see that they lose vitality in different places at different rates. Even in the same communities, language shift has taken place in some families and not in others. We have more to learn about why these differences occur. We have seen that we still do not have a theory or detailed model to guide our language planning efforts for minority languagessuch as Gaelic, there is general agreement amongst experts on certain aspects. One example is how important intergenerational transmission in the home, reinforced by social use of the language in the neighbourhood, is for maintaining and revitalising a minority language--what is also called `reproduction' of language. Related to this is the recognition that a certain density of speakers in the immediate community is important if reinforcement is to occur. The importance of transmission in the home is supported by considerable evidence that students who have acquired a second language in the school, without support outside of the school, often tend not to continue to use the language after school education finishes. This has important implications for models, such as our own in Scotland, which place considerable emphasis on schools to produce speakers where reproduction in the home is weak. B�rd na G�idhlig is about to commission an important project to look more closely at this research, and its implications for Gaelic-medium education. Also, work of some of the researchers on the Soillse project will be focusing on these sorts of questions. Another example of general agreement is the importance which most experts attach to language beliefs, or what could be described as ideology, though again there is much still to be learned regarding how beliefs about language can be changed. This topic is one which my colleague at SMO,Tim Armstrong is particularly interested in and will be an important part of his work as part of the Soillse team. Yet another example is the recognition, based on research findings, that economic development strategies for areasin which minority languagesare spoken can actually have an adverse effect on the language unless language planning measures are built into these economic development strategies. What Don't We Know Yet Finally, in spite of the large and growing amount of research relevant to minority language policy and planning, there is still a great deal that we do not know. For example, most minority language maintenance and revitalisation strategies, and much language legislation, promote the greater use of the minority language, particularly by public sector bodies. Gaelic language plans of public bodies are at the heart of the Gaelic Language(Scotland) Act 2005 and of B�rd na G�idhlig's work. And yet we know relatively little about the real impact of such policies. The first question is the extent to which they are actually being put into practice, and B�rd na G�idhlig has recently released a tender for analysis of implementation to be done of the first five statutory plans. Important research on implementation in this narrow sensehas recently been done in Wales, Ireland and Finland, for example, by Professor Colin Williams, who is one of three outstanding international experts who will be advisors to the Soillse project. However, even if they are being implemented, how are such laws, plans and similar measures actually changing language behaviour, and the language beliefs that underlie such behaviour, of the organisations themselves, the general public, and speakers of the minority language? Are they having any wider impact on language practices and beliefs? As someone with a background in minority language legislation, I have a particular interest in these issues, and they will be an important part of my research. Part of most Gaelic language plans are provisions on signage and other use of Gaelic in the visible environment. As in B�rd na G�idhlig's statutory guidance on the preparation of Gaelic language plans, the justification for this is in part based on assumptions about the positive impact that this will have on the prestige of the language. Once again, though, we know very little about what the actual impact of such signage is on language beliefs and practices. Members of the Soillse network will be exploring this area, on which much work has been done recently by Durk Gorter of the University of the Basque Country, one of the international experts involved as advisors to the Soillse project. Very similar questions arise in respect of broadcasting, including television broadcasting. In spite of Joshua Fishman's scepticism about the emphasis placed on television, in particular, a significant presence in this media is a key goal of most minority language maintenance and revitalisation projects. However, the various behavioural effects of broadcasting are still not well understood. There is a growing interest in such important but complex issues, with important work being done by the likes of Professor Tom Moring at the University of Helsinki, a colleague with whom I have worked closely on minority language broadcasting issuesand whom I hope will be able to participate in Soillse in some capacity. In short, there is, in spite of the advancesin the fields of sociolinguistics and language policy and planning, much still to be done, and much to be learned. These subjects have already greatly increased our understanding of the processesby which languageslose vitality, and have provided important insights into how such loss of vitality can be addressed. They have given us a better understanding of the benefits and the weaknessesof some of the tools that language planning bodies, governments and communities are using. Such information may not always be pleasant to hear, but I hope I have shown that it is useful for language planning bodies, governments and communities to hear. I hope I have also been able to show that this is an exciting and dynamic field of study, and one in which we in Scotland, and we at UHI, can become international leaders. Even more importantly, we can play an important role in maintaining and promoting Gaelic, and I look forward to working closely with language planning bodies such as B�rd na G�idhlig, governments, out Gaelic language communities, and individual Gaelic speakers in this effort. I am grateful to UHI for giving me the opportunity to play at least a small part in this. Thank you very much.


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Q. "What does pressure balanced mean? What about thermostatic?"
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Finding the perfect gift
The festive season is just around the corner... that also means the hunt for gifts is on! So this post goes out to all stores and sponsors... we are looking for the perfect gifts, if you think you have it you should click on the image above and find out what our plans are for the coming Christmas season.
For our readers, we are happy to announce that we will be creating the ultimate guide to gifting! For what's left of 2014, we have made a special page - Bloesem Giving - dedicated to everything gift-related for this holiday season. We will be creating a themed gift guide for every week up till Christmas. There'll be one for your dad, for your sister, there'll even be one for the eclectic friend who you'll need to think extra hard for a great present idea. So look forward to our gift guides and we are sure you'll find something for everyone on your list. You know that look people get when they open a gift and they hate it? Well, this year, you won't be seeing that look so don't get used it.
For sponsors and store owners, find out more about our gift guides.


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Credits & Info
- Date
- 03/16/2009
- File Info
- Song
- 3 min 41 sec
- Score
- 4.50 / 5.00
Related Content
Heard in 9 Entries!
View all submissions featuring this audio file.
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Licensing Terms
You may not use this work for commercial purposes without making specific arrangements with the artist UNLESS your work is a web-based game or animation, in which case you may use this freely.
- Score:
- Rated 4.50 / 5 stars
- Plays & Downloads:
- 72,974 Plays | 46,301 Downloads
- Share Links:
- Genres:
- Electronic - Video Game
- None
Author Comments
Rated 5 / 5 stars
Damn man
This song sounds like a perfect song for a game this song would lift anyone who plays up its like a song for a korean game
fantasy game or whatnot :D
Yeah that would be sweet :D thank you! ^-^
Rated 5 / 5 stars
Just what I needed to lift my mood :D
sweet :D thanks!
Rated 5 / 5 stars
Great job as always, love just about each of your songs....you're a pro at this and your style is awesome!
Also...is this just me or can I faintly hear 8bit clouds in this lol.
Hahah thank you! :D Im glad you think so! ^-^
Rated 5 / 5 stars
Wow you can really crank 'em out.
Awesome-tastic. I agree it does sound a little like Jumper, but heck, im not complaining, that song is awesome. I really have to strain to find any fault with this song. Like many of your songs, it grows on me with each listen. Maybe im just crazy but this song really...SOUNDS orange. Maybe its just the orange layout of Newgrounds getting to me...
It really is perfect for video games, i hope to see your in more and more in the future, i hope Castle Crashers is only the beginning!
As a whole, great song, as always. I notice that very VERY few people ever have anything bad to say about your music. Some constructive critisism sometimes but ive never seen anyone who has disliked your music. I try to be unbiased, but its so hard when its so AWESOME.
Haha sweet :D thank you for the long and awesome review as always man. sorry i dont always reply, its hard to keep up! :D im really glad you like it! and hehe yeah pepole are generally really nice to me, it makes me wanna do more stuff, and be more active :D thats why i made the submittion list! :D pepole seemed to love jumper, so i figured one more go at my beloved bop bop bassline wouldnt hurt <3 thanks again for the sweet review! cya around i hope ;)
Rated 5 / 5 stars
How do you do it...
Man, every song I hear from you is an 8 or higher... mostly 10's! This is just another one of those 10's! Its very unique, uplifting, and inspiring. Where do you find the inspiration for your music? Keep it up! :D
btw, you use fruityloops right?
Great! i usually find inspiration in orchestral music, breakbeat and dnb. for instance, hans zimmer, david wise, or just general breakbeats. like the "soul of man" album. that kicks ass.. but mostly, my feelings... if im happy, i just..squeeze out stuff like this. if im sad i make stuff like "hope" or if im just feeling normal/stable i usually make breakbeats and stuff... :P and yes indeed, i use fruitloops 7! GO FL GO!
Thanks! :D


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Perhaps it's because I work on a college campus, but I find myself getting a little antsy in March.
Whitman's spring break will be underway by the publication of this article, and the vacationing spirit spills into the bookstore as well. Let's eat our lunches outside in the sunshine! Let's close early! Even my book selection seems to reflect this winter's-aend restlessness.
While last month's "Henry's Heart" was gently educational, this month's pick is impractical, silly, even outrageous. Many of the picture books we've looked at so far use thoughtful text and beautiful illustrations to try to impart subtle lessons about family, nature, culture or friendship. This month's pick, as far as I can tell, is told just "for the fun of it."
"Stuck," by Oliver Jeffers (Penguin, 2011), tells the tale of young Floyd, whose kite gets caught in a tree. In order to knock it loose, he throws something else into the tree ... which also gets stuck.
He keeps throwing larger and more impossible items up with the hope of shaking some of this stuff loose, but of course, everything ends up stuck. It's a bit of a "House that Jack Built" sequence, or maybe an "Old Woman who Swallowed a Fly" scenario, though much less grotesque. Each item is bigger and crazier than the one before.
I enjoy "Stuck" precisely for this random and outrageous plot line, for the items that don't make any logical sense and for the questions that go unasked and unanswered. Questions like, "How in the world can Floyd lift an entire house off its foundation?" You can watch the craziness happen as Oliver Jeffers reads "Stuck" aloud here at www.youtube.com/watch?v=hipx6HJs4XQ.
If I were to take issue with one element of "Stuck," it would be with Jeffers' rather informal artistic process. On the copyright page he writes that the art for this book was made "by composing various scribbles and blotches of paint, made on small pieces of paper, all together inside my computer. This is because I needed to move studios in the middle of making the art, and using this approach seemed like a good idea."
Jeffers' talent is evident and his original ideas can be seen in his other picture books: "The Great Paper Caper" and "The Incredible Book Eating Boy." Still, I couldn't quite shake the fact that Jeffers would admit to this rather haphazard approach to composition.
I thought of Charise Mericle Harper, who spent two years working with schoolchildren to perfect "Henry's Heart." Bill Thomson, the author of "Chalk," also came to mind. As a professor of illustration, he seems to have considered every page as a director considers camera angles, and his drawings are technically skillful and practiced.
In shocking contrast, Jeffers freely volunteers that "Stuck" was assembled using stray doodles and scraps. In that way, "Stuck" strikes me as the sort of project one turns in just before leaving for spring break. It's good, but it may not be one's best effort.
In spite of these misgivings, "Stuck" is wildly enjoyable. Many of these so-called "scribbles and blotches" are clever and endearing. Jeffers plays with perspective and expression in his comic-style drawings. As readers, we suspend our disbelief because the entire plot is so impossible. My skepticism gave way to laughter in the course of the story. Humor and silliness abounds in "Stuck," making it a very fun read.
I suspected that "Stuck" was going to be one-of-a-kind from the first page, when Jeffers' dedication warmed my heart: "For someone nice."
"Stuck" is pure whimsy, and Jeffers tells this tale with childlike imagination. For a few minutes of spring break, try reading "Stuck." And hang in there - spring is just around the corner.Zoey Smith works at the Whitman College Bookstore and is helping expand the children's book section. She can be reached at firstname.lastname@example.com.
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localnotail wrote:'Cock-up before conspiracy.'
I like this. I might quote it at the parents who are now claiming I am picking on their son because I didn't deal with a minor incident in a proper way at the end of a long day. /sigh
3DS: Mooky - 2019-9643-8311
NNid: Agent_Llama
Vita/PS3/360: Faloola
FFXIV ARR: Alekzander Lockhart, Odin


text:
Staff Correspondent
HUBLI: The Executive Editor of Samyukta Karnataka, Gururaj Giridhar Joshi, passed away here on Thursday. He was the president of the Dharwad district unit of the Karnataka Union of Working Journalists. He was 55 years old and is survived by his wife, a son and a daughter. Mr. Joshi was a native of Marol in Hungund taluk of Bagalkot district and began his career as a sub-editor in the Kannada daily 18 years ago.


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Tri-Stone AreaTri-Stone Area (2012) Season 3 Episode 308-A- Phineas and Ferb Cartoon Episode Guide by Dave Koch
This page has been viewed 6 times this month, and 335 times total.
- Phineas and Ferb Cartoon Episode GuideEpisode GuideTelevisionSeriesCartoon
- 2D CG Animation
- Walt Disney Television Animation
- Animation Studio: Wang Film Productions
- Distributed by: Disney Channel
- Cartoon Characters: Phinabunk, Can-tok, Gerb, Mog, Bunka, Gunga-Ingua, Monobrow, Gunka-Iunk, Da, Gnarl, Baljug, Boofgard, Isabelock, Jerabunk, Jeff "Swampy" Marsh, Dan Povenmire.
- Voice Actors: Vincent Martella, Ashley Tisdale, Thomas Sangster, Caroline Rhea, Dee Bradley Baker, Jeff "Swampy" Marsh, Dan Povenmire, Richard O'Brien; Full Voice Cast ...
- Directed By Robert F. Hughes.
- Produced By Dan Povenmire, Jeff Swampy Marsh, Natasha Kopp.
- Written By Scott Peterson.
- Editor: Gina Kowerko.
- First Aired on January 13, 2012. (more air dates ...)
- Originally Aired on The Disney Channel (USA), DisneyXD.
- Running Time: 11 minutes.
- Season: 3
- Color
Cartoon Summary:
Phineas and Ferb find themselves in the Stone Age as cavemen and try to invent the wheel.
Cartoon Production Information:
This episode consists of two cartoons. First aired in the US on Disney Channel; later aired on the Disney XD.
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Demonstrates how to build add Web 2.0 style and functionality to existing applications using the complete set of AJAX controls and workflow tools in ColdFusion 9.
Highlights the important new features of the latest release of ColdFusion, a dynamic web application builder.
Demonstrates advanced techniques in ColdFusion 8, such as creating multimedia presentations and working with XML files.
Covers everything from the new scripting image tags to the extended image and PDF capabilities in ColdFusion 8.
"My colleagues and I decided to start our own graphic design business, but had no knowledge of how to build a credible website. Having learned After Effects through lynda.com in prior years, I logged on to learn HTML, CSS, and Dreamweaver. Finally we have a site that looks as good as the company we're trying to be." —John T.
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Next, you'll be asked to connect with Twitter. Rest assured, we will never send a tweet from your account
without your permission.
We will send you an email with an invite soon.
"Go for it now. The future is promised to no one." ~ Wayne Dyer
For @Marriott, the future of #travel is a virtual-reality teleporter phone booth: #ttot
Future Proofing Your Brand Strategy
I like the dreams of the future better than the history of the past ~ thomas jefferson RT @ruhanirabin
A Renewable Energy Future
See what's Trending Now for @zaibatsu
Follow @zaibatsu on Twitter


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This section contains 92 words
(approx. 1 page at 300 words per page)
Critical Essay by Phoebe-lou Adams
[My Uncle Oswald] looks like a recipe for pornography, and to some extent the novel is exactly that, but mere pornography is repetitious. Mr. Dahl's scheme permits him to have disrespectful fun with Proust and Shaw and such great names. Repetition is minimal. An uneven book and hardly for the delicate, but it has its high points.
Phoebe-Lou Adams, "PLA: 'My Uncle Oswald'," in The Atlantic Monthly (copyright © 1980, by The Atlantic Monthly Company, Boston, Mass.; reprinted with permission), Vol. 245, No. 5, May, 1980, p. 104.
This section contains 92 words
(approx. 1 page at 300 words per page)


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Read what our customers are saying about us.
"We just returned from the Kimberley Wilderness Expedition. This was such an amazing tour. Justin is the best. He is knowledgeable, kind, experienced in the area. Justin did the driving, the commentary, luggage, beverages, fruit, all of it with no help. We felt like we were well taken care of with 'no worries'. We would love to return to Australia and will definitely choose Outback Spirit again. Thank you for the trip of a lifetime!"
"We have just returned from having completed the Outback Queensland to Cairns tour with Denise and John. This was our fourth trip with Outback Spirit. There is something special about being on an Outback Spirit bus. We left everything to Denise and John and not only did they look after us so well, they made it possible for us to see some extraordinary things like Cobbold Gorge and Undara. However,nothing can surpass sitting on a sand island eating mudcrab and drinking champagne watching a Gulf sunset. That was exquisite. Thank you John and Denise and thank you Outback Spirit."
"Just returned from Tassie. It has been approximately 20 years since we had been there. Thinks have changed. It was good to be able to do it with Outback Spirit this time. Dee & Robin were great. It took away all the hassles of booking everything ourselves. The trip went without a hassle and took us to some places we had not done before. Again, thanks Outback Spirit another great trip. Am looking forward to our next one."
"Thank you to John and Denise for a fabulous tour. You made our trip extra special."
"The trip was more amazing than we could have imagined. John and Jenny were awesome and our fellow travellers were incredibly friendly. We wanted to experience Australia, the outback and the people and this was the perfect way. We are planning another tour. Of course with Outback Spirit!"
"David and I have just returned from 22 days in the Kimberly and we had the best time. From the moment we were collected from the airport in Darwin everything just fell into place. Our tour guide and cook Les was just amazing and our driver Brendon was so professional. They both had so much knowledge about where we were and what we saw that we cannot speak highly enough of them. Everything else was just awesome. We can't wait to travel with you again in the near future."
Have you travelled with Outback Spirit before? We'd love to hear from you.


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Business Calendar Boom Pro
1,000 - 5,000 downloadsAdd this app to your lists
+ By Glare Technosys
★ Features ★
- Get graphical calendar day, week, month & agenda views to display your events efficiently.
- Get colourful reminders/notifications for your events.
- Import all your data from all calendars like native calendar, Google calendar or any other which are configured in Android in Calendar Boom app.
- Take 5 different backups of your events to restore in pro version any-time.
- Restore your events from last 5 backups any-time if you lost data or change the phone.
- Transfer your data (events) from one phone to another phone. No need to worry about loosing data.
- Locate your event on map and get direction to reach at event location.
- Excellent search to find activities between any dates or with any keyword or type.
- Get notification of your activities on alarm time which can be configured.
- Add unlimited custom event types for better management of your important events on your terms.
- Snooze functionality to get reminder of event again after some interval.
- Quite hours functionality to ignore all notifications in particular time interval like night or meeting time. You will get all notifications on the end of quite hours interval. You will NOT loose your important event notifications.
- Avoid event notifications during running call which may disturb you. Activate this feature from settings screen.
- Single touch, long touch and double click on event to get different options in day/week views. Double click will show you quick notes, long touch will give you quick move on detail, edit or delete activity, single touch will move you on event detail screen.
- Long Touch functionality on calendar to add your activity directly.
- Enable/Disable all notifications from setting screen.
- Enable/Disable allowing custom message while sharing events facebook/twitter from setting screen.
- You can select custom ringtone for your reminder/notifications.
- Set interval for Alarm duration from settings screen. Select -1 to play until you unlock the phone.
- Put vibrate feature while playing alarm for event which can be configured from settings screen.
- Share events via sms or email.
- Share events on social networks like facebook & twitter.
- Add setting to set default appointment duration.
- Add setting to set starting day of week whether it should be Sunday or Monday.
- Add setting to set default appointment type.
- Add setting to set working hours for appointments which will be displayed in different color in day view.
- No advertisement. Manage your important activities without advertisements.
- Feedback feature to let us know about any bug/issue or your valuable suggestions to improve app.
- Supports portrait & landscape both modes.
- Supports all phones & all tablets also with any screen resolution.
- Supports English, German, Hebrew, Polish, French, Czech, Italian, Danish, Finnish, Hungarian, Swedish & Portuguese language packs so user can see all text in their particular languages.
- Added new language packs for Danish, Finnish, Hungarian & Swedish.
Tags: agenda pour reunion et, promemoria italiano con demo per, アプリ リマインダー アラーム, calendario de actividades html con notificaciones, applicazione per promemoria con snooze, カレンダー タッチ イベント, promemoria italiano con allarme di avviso per, codigos de calendario em html em portugues, ripristino eventi calendario, リマインダー アラーム.
- Fix alarm issue & other minor issues.
(46 stars)
App allows backup/restore of your events, import events from native calendar, create, edit & view daily, weekly, monthly events with amazing calendar interface, alarms, notifications, advance search, etc. It looks so superb. Specially recommended.
(46 stars)
Visually unappealing, no user help, completely useless AND I paid money for it (I'm still trying to figure out why I did that because I hardly ever pay for any apps). There are so many FAR superior free Calendar apps - I would steer clear of this one. This is the first and only app I have ever given a negative rating to.
(46 stars)
Buggy, uses 24 hr format for all time calculations, but forgot that 05:00 the following day is actually larger than 22:00 the current day. So if you want to block notifications for 10:00 pm (22:00) to 05:00 AM it keeps telling you the time must be greater and won't let you enter it. Support is in the cloud. Sent in a bug notice and got no reply. Literately can't see anything except colors on the
(46 stars)
I have tried 6 other calendar apps. This is the best so far. I actually bought the pay version, but I really can't tell the difference between the two yet. I sure wish the day calendar didn't show the detail all the way down to the 15 minute intervals. I also wish that it would show a 12-hour calendar and not the 24-hour calendar on the calendar, especially because I didn't pick the 24 hour c
(46 stars)
Great management app. Very useful & worth to price.
(46 stars)
Very very nice conceptual app. Snooze, quite hours, colorful notification everything is excellent. Love this app.
(46 stars)


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Tomorrow my sister and I fly off to Florida! Though I love my plaid top, soon I'll be trading it in for my bathing suit, my toes in the sand and a beer in my hand ;) Later gators!
Plaid Ain't A Fad
Tank – Dynamite, Plaid Shirt – Nasty Gal, Pants – H&M, Beanie – Amazon, Shoes – Forever 21


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If you have questions, please email Soozi Pline at email@example.com.
To register you may call 256-837-4344 or send check payable to HBG to:
HBG - Education
4747 Bob Wallace Avenue
Huntsville, AL 35805
No refunds or cancellations less than 48 hours prior to the class.
Barking up the Right Tree
Sunday February 8, 2015 2:00 pm - 3:30 pm
Meet on the Linda & Mark Smith Patio
Stroll through the Garden and learn about trees
with interesting bark patterns that you can plant in your garden. We
will also see a few plants in bloom. Dogs welcome!
Led by Carol Lambdin
Membership/Garden admission


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Make your architectural designs more realistic and visually compelling. Learn how to render interior and exterior scenes with Rhino and V-Ray.
Promote your design concepts better with beautiful product renderings built with Rhino and V-Ray.
Learn how to make beautiful renderings that showcase your designs with Rhino and V-Ray.
Learn how to build your own 3D design models and prototypes with the NURBS-based modeling tools in Rhino 5.0 for Windows.
Shows how the 3D NURBS-based modeling tools in Rhino are used to create 3D objects for industrial design and rapid prototyping.
"I learn most effectively through seeing and doing and lynda.com lets me do that. The movies are very well done." —Mike I.
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- Price: $175.00
- Exclusive Price: $1500.00
Online Shop CRE Loaded Template 12724
CRE Loaded Template that was composed by our webmaster artist Glenn.
This demo will open in a new window.
Please make sure you have disabled popup blockers!
Click Here to start the live demo
Description, Sources, Software & Requirements
Clothes store template with a busy layout which uses three columns of green, tan, and white with red. There are various fall styles on display such as hats, ties, suits, shirts, pants, and more. The header has a simple red and green Clothes Store logo you can alter to fit your theme. Online Shop CRE Loaded Template 12724 is available in the following sources: .PSD, and .PHP. Software required includes Winzip 9+ (Windows) or Stuffit Expander 10+ (Mac) for uncompressing .zip files, Adobe Photoshop CS+, Hosting with PHP4x and MySQL4x, Adobe Dreamweaver 8+ (or any php-editor), Apache Only (on Unix/Freebsd/Linux/Windows), and CRE Loaded 6.2[10+] Standard and. It has had a total of total of 2 downloads since it first appeared.


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Bill Hulbert, PGA
Main Address:
Pga Tour Superstore - Irvine
Irvine, CA 92618-2408
(949) 271-2950
Irvine, CA 92618-2408
(949) 271-2950
30 years teaching experience.
2000 Golf Digest Magazine "Top 40 Golf Instructor"
Former ESPN Golf School instructor
Member PGA of America Teaching Committee
Chairman SCPGA Teaching Committee
District 11 Director, PGA of America Board of Directors
Contact #- 714-310-7375
Services Offered:
- Instruction
- Club Fitting
- Play Golf of America Participant
Welcome to Golf Month
National Awards
- 2009 PGA President's Council on Growing the Game
- 2007 PGA President's Council on Growing the Game
- 2006 PGA President's Council on Growing the Game
Home » Golf Courses » California » Yorba Linda » Bill Hulbert, PGA
PGA of America Championships
Pete Dye Course
French Lick, Ind.
Westchester Country Club
Rye, N.Y.
Philadelphia Cricket Club
Philadelphia, Pa.
Whistling Straits
Kohler, Wis.
Hazeltine National Golf Club
Chaska, Minn.


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Athletics in Action Classic - Morgan State vs Holy Cross Wrap - Holy Cross Wins 74-73
Holy Cross got 20 points from Dave Dudzinski en route to a 74-73 victory over Morgan State on Sunday at Ted Constant Center.
Phil Beans had 17 points for Holy Cross and Justin Burrell chipped in with 16 points. Justin Burrell had 4 assists for them, while Malcolm Miller was the team's top rebounder, grabbing 8 boards.
Morgan State got a 17-point performance from Anthony Hubbard, who was supported by 15 points from Blake Bozeman. Dewayne Jackson had 5 assists in a losing cause for Morgan State, while Anthony Hubbard grabbed 8 rebounds.
Holy Cross led at halftime, 37-28.
The rebound battle favored Holy Cross as they grabbed 36 boards, while Morgan State only had 30.


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lower the barriers to excellent palliative care for people with cancer today and for those who will develop it in years to come. The recommendations describe a series of initiatives directed largely—though not exclusively—at the federal government, which should be playing a more powerful role than it has done.
The recommendations are not laid out in parallel to the barriers, as earlier in this chapter. They have been consolidated as "packages" for particular organizations and entities, and some address more than one barrier. Recommendation 1, in particular, which focuses on the role of NCI-designated cancer centers, contains elements that address all the barriers.
NCI-designated cancer centers should play a central role as agents of national policy in advancing palliative care research and clinical practice, with initiatives that address many of the barriers identified in this report.
Recommendation 1: NCI should designate certain cancer centers, as well as some community cancer centers, as centers of excellence in symptom control and palliative care for both adults and children. The centers will deliver the best available care, as well as carrying out research, training, and treatment aimed at developing portable model programs that can be adopted by other cancer centers and hospitals. Activities should include, but not be limited to, the following:
formal testing and evaluation of new and existing practice guide lines for palliative and end-of-life care;
pilot testing "quality indicators" for assessing end-of-life care at the level of the patient and the institution;
incorporating the best palliative care into NCI-sponsored clinical trials;
innovating in the delivery of palliative and end-of-life care, includ ing collaboration with local hospice organizations;
disseminating information about how to improve end-of-life care to other cancer centers and hospitals through a variety of media;
uncovering the determinants of disparities in access to care by mi nority populations that should be served by the center and developing specific programs and initiatives to increase access; these might include educational activities for health care providers and the community, setting up outreach programs, and so forth;
providing clinical and research training fellowships in medical and surgical oncology in end-of-life care for adult and pediatric patients;
creating faculty development programs in oncology, nursing, and social work; and


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I'm extremely excited to announce our first ever CodeCanyon competition. For those unfamiliar, Envato recently launched its newest marketplace, focused specifically on selling high-quality scripts and components for PHP , JavaScript, ASP .NET, and Java. As we've only recently launched, we're hoping to build up our repository with a host of fantastic scripts and components, across all of the categories.
We're launching this new marketplace with a bang; we have over $6000 worth of prizes to giveaway to three talented developers.
How Do I Enter?
Quite simply! To enter, prepare an item (PHP, JS, ASP .NET, or Java) of your choice for CodeCanyon, and once it has been submitted and accepted on the site, leave a comment with a link to your item in this posting. That way, we can track it! That's all! Then, on March 1st, 2010 (CST), my review staff and I will filter through all of the submissions and choose the best three of the bunch!
Grand Prize Winner
- 1 Dedicated Virtual Box (Rage) from Media Temple ($1200 value)
- 1 32 gigabyte iPod Touch ($299 value) (Ultimate TechSmith Package)
- 1 copy of Camtasia Studio for Mac or PC ($299 value) (Ultimate TechSmith Package)
- 1 copy of Camtasia Studio 6: The Definitive Guide ($39.95 value) (Ultimate TechSmith Package)
- 1 Logitech QuickCam Communicate Deluxe PC Webcam ($99 value) (Ultimate TechSmith Package)
- 1 Audio Technica USB Studio Condenser Microphone ($149 value) (Ultimate TechSmith Package)
- $100 Envato credit (Can be used across all of the marketplaces)
- $200 cash
- 1 MediaTemple Gift Card – 1 year of hosting, 1 domain name, Up to 5 websites. ($95 value)
- $25 Amazon Gift Card
- 1 year Tuts Plus membership – ($78 value)
- 1 Wufoo Subscription – 1 year ($288 value)
- 1 Formspring Pro Subscription – 1 year ($348 value)
- 1 Surreal CMS Subscription – 1 year ($275 value)
- 1 Personal TypeKit subscription – 1 year ($300 value)
- 1 Myows Paid Account – FREE for life
- 1 Rockable Press Book of your Choice ($29 value)
- 1 copy of Snippet (mac app) ($13 value)
- 1 copy of jQuery UI 1 .7 from Packt Publishing ($40.49 value)
- 1 copy of Magento Beginner's Guide from Packt Publishing ($35.99 value)
- 1 copy of Object-Oriented JavaScript from Packt Publishing ($35.99 value)
- 1 copy of jQuery Cookbook from O'Reilly Publishing ($34.99 value)
- 1 Threadsy Invite
- You will be featured on the front page of CodeCanyon as both the featured author and the featured item of the week!
- Your item will be included in a collection of the three winning submissions, and will be promoted on the front page of CodeCanyon
- As an Envato marketplace author, you'll earn 40-70% of every sale!
2 Runners-Up
- 1 year Tuts Plus membership – ($78 value)
- $50 Envato credit
- 1 Personal TypeKit subscription – 1 year ($300 value)
- 1 Surreal CMS Subscription – 1 year ($275 value)
- 1 Wufoo Subscription – 1 year ($288 value)
- 1 Myows Paid Account – FREE for life
- 1 Rockable Press Book of your Choice ($29 value)
- 1 copy of Snippet (mac app) ($13 value)
- 1 Threadsy Invite
- Your item will be included in a collection of the three winning submissions, and will be promoted on the front page of CodeCanyon
- As an Envato marketplace author, you'll earn 40-70% of every sale!
What Kind of Item Should I Submit?
We'll that's entirely up to you! That's where you get to be creative. With that said, you'll want to think of an item that will appeal to a wide variety of buyers. Ask yourself, "what sort of script or component – that's not widely available around the web for free – have I often found myself in need of? Remember that, at this time, we're only accepting PHP , JavaScript, ASP .NET, and Java related items.
Refer here to view the best selling items on CodeCanyon.
When is the deadline to enter?
The competition will officially end on February 28th, 2010 at 11:59 PM, Central Standard Time. However, we do hope that you'll submit before that date.
Are all items accepted on CodeCanyon?
No. You'll first go through a review process, similar to all of our other marketplaces. It's possible that your item will be rejected, in which case, it won't be considered.
How Will you Judge?
We'll consider many factors when determining the winners: overall sales, innovation, how much it appeals to a wide variety of buyers, etc.
Who Will be Judging?
The CodeCanyon review staff will collaborate to determine the winners.
Terms and Conditions
- Envato staff and reviewers are not eligible to compete
- Only items uploaded between 12:01 AM 02 /01/2010 and 11:59PM 2/28/2010 CST and subsequently approved for sale on CodeCanyon are eligible to count.
- The same author cannot win more than once. In other words there will be three winners, no less.
- Our decision is final.
- Files that are taken down for any reason are not eligible to be counted.
- Files must stay up on CodeCanyon for at least 6 months.
- Items may not be substituted for their cash equivalent.
- Prizes will be awarded during the first week of March, to give time to ensure no copyright infringement has occurred.
So get coding! There are five-thousand reasons to do so! We can't wait to see what you come up with.
- Follow us on Twitter, or subscribe to the Nettuts+ RSS Feed for the best web development tutorials on the web.
The Grand Prize is simply ridiculous! At first, I thought the numbers were for each place, respectively, then I noticed all of those go to the winner.
Good luck coders.
Count me in!
Yeah – pretty cool prizes! I wanted to really reward the winner in this particular competition. I'm hoping to see all of you enter sometime this month.
You have 28 days to get something in.
WOWZA ! That's a lot of prizes Jeffrey! Here's my first link: http://codecanyon.net/item/php-selecttranslate/84739
The pressure is really on now.
This is an awesome prize list, now to get out of coders block !!
Maybe it's a dumb question, but… how does the winner get the prize ? by airmail ? does he have to travel to another country ?
Most of the prizes are digital. The books and such will be mailed.
Helpful Information
- Please read our community guidelines. Self promotion and discussion of piracy is not allowed.
- Open a support ticket if you would like specific help with your account, deposits or purchases.
- Item Support by authors is optional and may vary. Please see the Support tab on each item page.
Most of all, enjoy your time here. Thank you for being a valued Envato community member.


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Paul Roth is Senior Curator of Photography and Media Arts at the Corcoran Gallery of Art in Washington, DC. His most recent exhibition, Richard Avedon: Portraits of Power (September 13, 2008–January 25, 2009), is accompanied by a catalog of the same name, published by Steidl. His next project, Edward Burtynsky: Oil, appears at the Corcoran in Fall 2009.
A new exhibit explores the remarkably sophisticated wellspring of social, political and ethical deliberation of Susan Meiselas' photography.


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How to outlive disasters
I read with a heavy heart the news report titled "Water rose so suddenly" (Inquirer, 12/6/12).
It has become a "habit" of Filipinos, in the wake of every national disaster, to unite and pool their resources to help the victims. Private entities even volunteer to give donations, thinking that the government needs to be assisted in fulfilling its duty to look after the victims.
There is no denying, disasters nowadays are monstrously fatal. Typhoons nowadays are extremely devastating, wreaking havoc upon human lives and property. I think it is no longer enough just to warn our people of looming disasters. It is no longer safe just to keep them in evacuation centers and supply their needs until it is safe for them to return to their respective homes. These are palliative solutions and what are needed are long-term solutions—the kind that should be part of our way of life. After all, we cannot do away with disasters; we just have to outlive them. Here are my humble suggestions:
1. Local disaster councils should help schools, offices and other institutions prepare their respective disaster preparedness and rehabilitation plans, which must be in harmony with those of the local government units they belong to. Families should be ready with their own survival kits and their members should be kept abreast with the disaster preparedness and rehabilitation plans of their barangays.
2. A certain month of the year should be declared Disaster Awareness Month. During this month, emphasis should be given on educating (empowering) every family on how to cope with disasters.
3. Lawmakers should allocate a portion of their Priority Development Assistance Fund to bankroll the disaster preparedness programs and activities of their legislative districts, on top of the calamity fund of the local government units.
4. Trees are important as they provide homes for animals, prevent erosion and release oxygen. My son told me that in his school, students are required to keep and care for plants placed in pots in their homes, and show pictures of these plants to their teachers. Why don't we follow suit? There should be a law requiring, for instance, bus, jeepney and taxi drivers, would-be couples and others to plant seedlings before they are issued their driver's license or marriage license.
I am sure the government is trying its best to make its presence felt during disasters. I am confident that it will heed unsolicited suggestions such as this.
assistant city council secretary,
Marikina City
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