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Reticence in Chinese EFL students at varied proficiency levels.
Although not extensively researched, reticence has been receiving increasing attention in recent decades due to the growing importance of oral proficiency in second- and foreign-language learning situations (Chen, 2003; Flowerdew, Miller, & Li, 2000; Jackson, 1999, 2001; MacIntyre, Baker, Clement, & Conrod, 2001; Tsui, 1996; Zou, 2004). By way of interviews, observations and/or journals, and surveys, research has revealed that second/foreign-language learners, especially Asian learners, often seem passive and reticent in language classrooms. Some rarely respond to their teachers or actively participate in discussions. What accounts for this phenomenon? What can be done to help students take a more active role?
Researchers have discovered various reasons for this reluctance to speak in foreign-language classroom situations: fear of losing face (e.g., making mistakes and being laughed at); low proficiency in the target language; previous negative experiences with speaking in class; cultural beliefs about appropriate behavior in classroom contexts (e.g., the importance of showing respect by listening to the teacher instead of speaking up); incomprehensible input, habits (e.g., becoming used to a passive role in the classroom); and lack of confidence (e.g., in ideas or in language) and personality (e.g., introversion). The specific causes for student reticence have also been found to vary according to the context. Focusing on Mainland Chinese university students with varied levels of proficiency in English, this study explored factors affecting reticence and participation in oral English-language lessons.
Literature Review
To set the stage for this study, it is important to review the methods and findings of earlier research that has explored the reticence phenomenon, especially in other Asian contexts. In Hong Kong, Tsui (1996), for example, reviewed the classroom action research project reports of 38 Hong Kong English-language teachers to better understand student reticence and anxiety. The teachers videotaped or audiorecorded their own lessons and analyzed the tapes to identify specific problems in their teaching. Most noticed that their students were quiet during their lessons, and over 70% commented that stimulating student oral responses was one of their greatest challenges.
Tsui (1996) found that most of the teachers attributed students' reticence to low English proficiency; as one teacher explained, "I think the students' failure to respond to teachers' question was a result less from lack of knowledge but more of the insufficient English proficiency" (p. 148). The second reason commonly mentioned was students' lack of confidence and fear of making mistakes and being laughed at. Consequently, the students were reluctant to answer in front of the whole class, and when called on by their teacher spoke in a barely audible voice. The teachers' intolerance of silence was also considered a factor. Many teachers reported that they themselves disliked or were afraid of silence; they felt uneasy or impatient when failing to gain a response from students. Thus when no response was forthcoming, teachers would repeat or modify the question, quickly ask another student, or provide the answer themselves. In addition, uneven allocation of turns and incomprehensible input appeared to promote reticence. In this climate the students who were singled out for questions seemed to feel under pressure.
In general, Tsui's (1996) findings have been supported by a number of other studies of foreign-language classroom situations (including content-based contexts) either in Hong Kong (Flowerdew et al., 2000; Jackson, 2001, 2003; Liu & Littlewood, 1997), Mainland China (Cortazzi & Jin, 1996; Zou, 2004), or Thailand (Thein, 1994). In Jackson's (1999) and Liu and Littlewood's studies, the students expressed willingness to participate in classroom discussions in the target language, but remained reticent and passive in class. Some students in Jackson's (2002) study even perceived themselves as active in class just by listening to others.
Clearly, as Jackson (2003) claims, reticence is a complicated phenomenon in target-language medium classrooms, as it is provoked by a complex set of cultural, linguistic, psychological, and social factors. Thus it is important to explore this issue in more depth so as to help students become more active learners in second- or foreign-language learning contexts, especially foreign-language (FL) situations. Given the scarcity of research in this area in Main land China, we undertook this study in Beijing to investigate students' reticence in oral English lessons at the tertiary level. To achieve this aim, the following research questions guided the research.
1. To what extent do Mainland Chinese students experience reticence in oral English classrooms?
2. What is the difference in reticence among students at different proficiency levels? What accounts for these differences?
3. In which classroom activity are students the most reticent?
4. Is there any change in student reticence in different activities over the term? If yes, why?
Research Methodology
In this article we report on one phase of a larger investigation of student reticence and anxiety in both oral English classroom-learning and testing situations in a key comprehensive university in Beijing (Liu, 2006a, 2006b, 2007; Liu & Jackson, 2007, 2008).
Five hundred, forty-seven (430 male and 117 female) first-year non-English majors enrolled in the English Listening and Speaking course at three band (1) levels were recruited to answer a battery of questionnaires. Among these respondents 166 were band 1 students, 224 band 2 students, and 157 band 3 students. With an age range of 14-21 and an average age of 18.4, these students had started to learn English at an age range of 3-16 and spoken English at an age range of 3-20.
In order to explore further the issue of reticence in classrooms, three classes that answered the survey were selected for closer scrutiny, with one class from each band level: 34 band 1 students, 32 band 2 students, and 34 band 3 students. This more focused phase of the study continued for a full 14-week term.
To investigate students' reticence in English-language classrooms at varied proficiency levels, a triangulation of methods was adopted. Data sources included surveys (reticence and background questionnaires), observations, reflective journals, and semistructured interviews as detailed below.
The Unwillingness-to-Communicate Scale
To measure reticence in speech communication, Burgoon (1976) developed the 24-item Unwillingness-to-Communicate Scale (UCS), which measures two dimensions of communication reticence: approach-avoidance (AA) and reward (R). Burgoon and Koper (1984) describe them as follows.
The AA dimension represents an individual's tendency to avoid or participate in interpersonal and small group interactions.[...] The R dimension, by contrast, reflects attitudes toward communication-whether one considers it a valuable, honest, and personally rewarding enterprise or feels socially isolated and regards communication as a deceptive, manipulative, or unprofitable activity. (pp. 608-609)
In the present study, the 20-item (10 items for AA and 10 items for R) short form of the UCS was used to measure students' general tendency to avoid speech communication. Using a 5-point Likert scale ranging from 1=Strongly Disagree to 5=Strongly Agree, all the items were translated into Chinese and pilot-tested to ensure comprehensibility.
Background Questionnaire
The background questionnaire was designed to gather demographic data about the participants such as their name, sex, age, and department, English-learning time, access to English, and self-rated proficiency in English.
Teacher Observation
The teachers of the three focal classes were asked to keep a weekly record of their students' behavior and anxiety level in various classroom activities during the whole term (e.g., noting the most/least active, silent, confident and/or anxious).
Reflective Journal
To gather additional data about personal and affective variables in language-learning, the students in three focal classes were asked to write reflective journals weekly for six successive weeks. In addition to bilingual (Chinese-English) prompts related to the focal topics (e.g., level of participation and anxiety in each lesson and reasons for being reticent and feeling anxious), the students were encouraged to write about their language-learning experiences in either Chinese or English.
Semistructured Interviews
To develop a more comprehensive insider view of reticence in English language classrooms, two high-reticent, three average-reticent, and two low-reticent students from each band class, as well as their three teachers, were invited to individual semistructured interviews. Questions for students covered such aspects as educational experience, participation in university English lessons, self-ratings of their oral English proficiency, reasons for being reticent, and coping strategies. To complement students' perceptions, questions for the teachers focused on their identification of the most reticent/active, confident/anxious students in various classroom activities, general reasons for student reticence and anxiety, and coping strategies. All interview protocols were translated into Chinese so that interviews could be conducted in that language in accordance with the wishes of the interviewees.
Classroom Observation
To compare the students' self-reports with teachers' perceptions, the three focal classes were observed and videotaped on three separate occasions during the term by the first author. These videotaped observations centered on the students' levels of participation, anxiety, and performance in various oral classroom activities: pair work, group discussion, presentations, and answering teachers' questions.
The study was conducted during the first 14-week term of 2003-2004. The students started journal writing in the second week and continued for six successive weeks with one entry per week. The teachers kept a weekly record of their students' reticence and anxiety in various classroom activities from the second to the 12th week. The students were asked to answer the survey in 20 minutes at the beginning of a normal teaching period in the second half of the term. The semistructured interviews took place toward the end of the term. Each student interview lasted about 50 minutes and each teacher interview 30 minutes; both were conducted in Mandarin Chinese and audiotaped.
During the last two months of the term, the first author observed and videotaped each focal class three times with a focus on oral activities; each session lasted 90 minutes. The videotaping aimed to obtain a general picture of what was happening in the class and to provide insight into individual students' performance in various activities. Videotaping was done three times throughout the term so that the students would behave as naturally as possible in the presence of the equipment; moreover, only the final two videotapings were used for data analysis.
Data Analysis
SPSS was used to compute descriptive statistics for the survey. The frequency and percentage for each item, and the mean, standard deviation, mode, median, and range for the scale were obtained to provide an indication of the students' reticence levels for the group as a whole as well as for those at various proficiency levels. An ANOVA analysis was conducted to explore differences in reticence at various proficiency levels. The interviews were transcribed and checked twice. Together with the journals and observations, they were then subjected to a thematic content analysis (Krippendorff, 1980). The first author coded all the qualitative data, and a second coder coded 25%. The intercoder reliability was .88.
Results and Discussion
Reticence Level
Analysis of the Unwillingness-to-Communicate Scale. With a reliability score of .84 in this research, the UCS measured the extent to which the students remained unwilling to communicate in oral English classrooms. Table 1 presents the students' responses to the UCS items, which reflect unwillingness to participate in speech communication. The first number presents the actual score and the second the percentage. All percentages refer to the number of students who strongly disagreed or strongly agreed with the statements (percentages were rounded to the nearest whole number).
As can been seen from Table 1, many respondents expressed positive attitudes toward speech communication (e.g., group discussions and interaction). They agreed with statements like I like to get involved in group discussions (item 4, 46.7%), and rejected statements like I avoid group discussions (item 8, 71.3%). The students seemed to be aware of the benefits of talking to others, and more than 70% rejected the statement Talking to other people is just a waste of time (item 20).
As Table 1 illustrates, more than half the students believed in the honesty and sincerity of their friends and sought their friends' and family members' opinions when making decisions. For example, 70.5% endorsed the statement I think my friends are truthful with me (item 13), and 72.4% agreed with the statement My friends and family listen to my ideas and suggestions (item 17), whereas 74.7% objected to the statement I don't ask for advice from family or friends when I have to make decisions (item 14). Similarly, more than 70% of respondents disagreed with the statement Other people are friendly only because they want something out of me (item 19).
Their responses to statements 1, 2, 5, 6, and 7 showed that more than half the respondents were not afraid of and did not feel nervous in conversations in English class. They endorsed statements like I have no fears about expressing myself in a group (item 6, 67.7%), while rejecting the statement I'm afraid to speak up in conversations (item 1, 67.9%). Nevertheless, only 29.8% of the students agreed with the following: I talk a lot because I am not shy (item 3). This might reflect the students' mixed feelings about conversations. On one hand, they were willing to participate in conversations and were aware of the benefits of communication; however, they did not do so in practice for a variety of reasons. This mismatch is further evident in their responses to items 9 and 10. Only 20% endorsed the statement During a conversation, I prefer to talk rather than listen (item 9), whereas 30.3% reported that they find it easy to make conversation with strangers (item 10).
General tendency of the UCS. To determine the general tendency of the students' unwillingness to communicate, the total scores, means, and standard deviations of the UCS and its two subscales were computed. For items that expressed willingness to participate and confidence in conversations, we adjusted the values assigned to alternatives from Strongly Disagree to Strongly Agree. For these items the response Strongly Disagree was given a value of 5 instead of 1, the response Strongly Agree was given a value of 1 instead of 5, and so forth. Thus the total score of the UCS revealed a respondent's general tendency not to communicate in conversations; the total score of AA represented a respondent's unwillingness to participate in interpersonal communication; and the total score of R reflected a respondent's negative attitudes toward speech communication. For all three constructs the higher the score, the less willing the student was to participate in conversations or to value speech communication highly. Because the UCS comprises 20 items with 10 items for each of its two subcomponents, a total score of more than 80 on the UCS implies that a respondent is strongly unwilling to participate in speech communication; a total score of 60-80 represents moderate unwillingness; and a score of less than 60 signifies moderate or even strong willingness to participate in speech communication. Similarly, a total score of more than 40 on RR or R suggests a strong unwillingness to participate in or a strongly negative attitude toward speech communication; a total score of 30-40 reflects moderate unwillingness or a moderately negative attitude; and a total score of less than 30 signifies strong or moderate willingness to participate in or a strongly or moderately positive attitude toward speech communication. The results are shown in Table 2.
Table 2 indicates that some students (those with a score of 90) wished very much to avoid speech communication. The mean score of 49.31 on the UCS, with a median of 49 and a mode of 46, were all far below the scale midpoint 60. This indicates that more than half the respondents were willing to participate in interpersonal interactions. This notion is further supported by the RR mean (27.05), median (27), and mode (25), which hardly exceeded the scale midpoint 30. Meanwhile, a mean of 22.26 on R, together with a median of 22 and a mode of 20--all well below the scale midpoint 30--suggests that most of the participants were positive about speech communication and considered it worthwhile and useful.
In addition, the students' (un)willingness-to-communicate scores were consistent with their comments in their reflective journals. In their entries more than 70% of the students in each band group expressed a (strong) desire to learn and speak English well for various reasons (e.g., "English is important and useful," "speaking English well makes me more self-confident," "speaking English is a necessary ability for a university graduate"). The more proficient the students were in English, the more their journal entries expressed willingness to participate in English classroom activities. Table 3 indicates the frequency of these comments in their self-reports.
Reticence Among Students at Various Proficiency Levels
To determine if proficiency in English affected willingness to communicate, the means, standard deviations, modes, medians, and ranges of the UCS and its two subscales were computed for students at various band levels. The higher the score, the less willing the respondent was to participate in or to value speech communication. The results and further analyses are presented Tables 4, 5, and 6.
As seen in Table 4, students in band 1 (the least proficient) not only had the highest minimum score of 26 on the UCS, but also the highest maximum score of 90. By contrast, their band 3 (the most proficient) counterparts had both the lowest minimum score of 24 and the lowest maximum score of 77 on the UCS, and the band 2 students had these two scores in between. Results were nearly the same with the mean (50.46, 49.26, and 48.15 for bands 1, 2, and 3 groups respectively), the median (50, 49, and 47 for bands 1, 2, and 3 students respectively), and the mode (44, 46, and 45 for bands 1, 2, and 3 students respectively). The analysis revealed similar results with AA and R: the band 1 group (27.66 on AA and 22.81 on R) scored the highest whereas their band 3 peers (26.57 on AA and 21.57 on R) reported the lowest scores on both scales. Clearly the band 1 students seemed to be the least willing, whereas their band 3 peers were the most willing to engage in conversations in English-language classrooms; and the band 1 group reported valuing interpersonal interactions the least, whereas their band 3 counterparts were the most positive about speech communication. That is, the more proficient in English the students were, the more willing they were to communicate with others in oral English class and the more they valued speech communication.
Nevertheless, the difference across the three groups in general was not significant, as indicated by the ANOVA results reported in Table 5. Because the results of the ANOVA were close to the conventional level of statistical significance in two of the three cases (p=.062 for the UCS; p=.079 for R), post-hoc tests were undertaken to determine where the significant difference lay: Dunnett's procedure (which facilitates between-group comparisons of post-hoc tests) revealed a significant difference between the band 1 and the band 3 groups on the UCS (mean difference=2.32, p=.034) and R (mean difference=1.23, p=.047). As presented in Table 6, no significant difference was observed on any scale between the band 1 and the band 2 groups or between the band 2 and the band 3 groups. Proficiency did play a significant role in distinguishing the advanced-level from the low-level students in terms of their perceptions of the value of interpersonal communication. Nevertheless, it should be noted that the differences were not large, not much more than a quarter of a standard deviation unit.
Student Reticence in Various Classroom Activities
In the various activities (e.g., pair work, group discussions, and presentations) in class, the students had to speak English to varied audiences (in terms of size and composition): their reticence varied accordingly. This is shown in their comments in their reflective journals about their participation in various classroom activities. More than 60% of the students in each group self-reported as being the most active during pair work but the least active when responding to their teachers. This finding is reaffirmed in Table 7, which presents details of the students' reported participation in classroom activities during the first six weeks.
As can be seen from Table 7, each week most of the students in each band group self-reported as being more active during pair work than when asked questions by their teachers or during group work, which was seldom formally adopted by the teachers. Similarly, few of the student interviewees confided that they actively volunteered to respond to the teacher in class, although they were often encouraged to ask and answer questions. Nor would they challenge teachers or peer students in class (e.g., offer another opinion), as they had done when in middle school. On the other hand, most felt relaxed during pair work and group work. During pair work, those in bands 2 and 3 in particular usually kept speaking English until they exhausted their capacity to express their ideas on the topic. Then they either switched to Chinese or fell silent. A similar trend was observed by their teachers and was also evident in the videotaped observations. The band 2 teacher provided insight into this phenomenon in her interview.
The case is often like this: about 3 to 5 students are very active in classroom activities and actively respond to the teacher. About 20 students can perform well if the teacher asks them to answer questions or state personal ideas. If not asked, they remain silent. A few students remain extremely silent and just say "sorry, I don't know" even if asked by the teacher to say something about a topic.
Furthermore, as the term progressed and the students gained more exposure to spoken English and became more used to interactive classroom activities, many changed from being quiet to being (more) active, a tendency not only reported by the students themselves, but also observed by their teachers. As shown in Table 7, only 4 band 2 and 11 band 3 students (and no band 1 students) reported that they actively responded to their teachers during the first lesson, although more (14, 12, and 18 students from bands 1, 2, and 3 respectively) were active during pair work. From the second week on, however, more students in each band group tended to be active in oral English lessons and fewer were quiet, especially during pair work, although only a few more became more active in responding to their teachers' questions. The band 3 teacher in particular commented that by the end of the term few students were reticent during pair work.
As noted in Table 7, during each lesson more advanced-level students tended to be active during pair work than those who had a lower level of proficiency. The students reported the same trend when discussing their responses to teacher-initiated questions.
On the whole, not many students actively responded to their teachers, especially when the questions were challenging, as found in earlier studies (Cortazzi & Jin, 1996; Jackson, 1999, 2002, 2003; Miller & Aldred, 2000; Tsui, 1996). By contrast, most seemed to be active when speaking English with each other in pairs. The most reticent students hardly ever responded to their teachers' questions and made fewer contributions during pair work. When singled out to speak English, they often gave brief responses in a low voice, as observed by the teachers and ourselves. An interesting phenomenon was that some reticent students when interviewed informally in class described themselves as active because they attentively listened to their partners, like some of the students in Jackson's (1999, 2001) studies of Hong Kong university students in English-medium case discussions.
Conclusions and Implications
Based on the analyses and discussion presented above, the following conclusions can be reached. First, most of the students expressed a (strong) willingness to speak the target language in class and valued interpersonal interactions highly. The more proficient in English the students were, the more willing they were to participate in speech communication and the more positive they were about it. Despite this (strong) willingness and positive attitude, however, few students in each band group were observed to respond actively to the teacher in class, especially when the questions were difficult and/or challenging, as found in earlier studies (Cortazzi & Jin, 1996; Jackson, 2001, 2003; Miller & Aldred, 2000; Tsui, 1996). More students at a higher band level were observed and also self-reported being active in speaking English in class. The band 1 students (least proficient) were the least active, especially when responding to the teacher; the band 2 students actively participated in pair work and sometimes group discussions although few actively volunteered to answer questions; their band 3 (most proficient) counterparts were the most active and were supportive of each other in various classroom activities.
As for participation in classroom activities, pair work was the students' favorite, whereas presentations were the least preferred: in each band group most of the students were active during pair work, whereas only a few volunteered to respond to the teacher or give a presentation in front of the class. The most reticent students seldom contributed to discussion even during pair work. When required, their speeches tended to be short, like those in Evans' (1987) and Jackson's (1999, 2001) studies. However, with increasing exposure and access to spoken English, the students became more active in speaking the target language in classroom activities.
Clearly reticence is a serious and common phenomenon in English-language classes across all levels in this Mainland Chinese institution. In order to enhance students' participation and ultimately improve their fluency in the target language, both EFL teachers and students need to take some measures. As found in this study and many others (Park & Oxford, 1998; Zou, 2004), students may remain reticent in class during the first few weeks and then gradually become more active after they have become familiar with the environment and classroom activities. Therefore, EFL teachers should clearly spell out the aims of the new communicative language teaching (CLT) style and explain specific course objectives. With a clear idea of course objectives and an understanding of teachers' and students' roles in CLT classrooms, students will be better positioned to adjust their own expectations and goals. They will also have a better idea of what they need to do to be successful (Johnson, 1995).
It is also advisable for EFL teachers to create a relaxing, welcoming, and supportive classroom learning environment, as suggested in earlier studies of reticence in Asia (Tsui, 1996; Zou, 2004). To promote students' active participation in English-language lessons, it is also necessary for teachers to enhance students' interest in and motivation to speak the language. Scaffolding topics (e.g., giving a list of difficult vocabulary and sentence structures followed by role-playing) may help students feel more relaxed, less anxious, and more willing to participate (e.g., to state their opinions in a group, Pregent, 1994).
To understand reticence better in second- or foreign-language classrooms, more research employing both quantitative and qualitative methods needs to be carried out with varied groups of learners in a variety of environments. Future studies should explore the multiple causes of reticence and explore potential coping strategies to help students become more confident, active learners of the target language. In particular, studies of a longitudinal nature are needed to gain a better understanding of students' reticence and willingness over time to communicate in oral situations. This would provide a more complete picture of the learning situation as learners' proficiency level (and confidence) grows. Ultimately, the findings should improve the language-learning experiences of even the most reticent students.
(1) The students were placed into band groups ranging from 1-3 (band 1 was the lowest and band 3 the highest) on the basis of a placement test administered when they entered the University.
This project was funded by Research in Humanities and Social Sciences, the Chinese Ministry of Education (the Youth Fund--06JC740010) in 2006.
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The Authors
Meihua Liu is a lecturer of English in the Department of Foreign Languages, Tsinghua University, China. Her research interests include EFL teaching and learning in the Chinese context, classroom research, and second-language writing.
Jane Jackson, who completed her doctorate at OISE/University of Toronto, is a professor in the English Department of the Chinese University of Hong Kong. Her research interests include intercultural communication or pragmatics, reticence and anxiety in L2 learners, identity reconstruction, and student residence abroad. Recent books include Language, Identity, and Study Abroad: Sociocultural Perspectives (Equinox, 2008) and Becoming Intercultural: From Study to Residence Abroad (Palgrave MacMillan, 2009).
Table 1 UCS Items with Numbers and Percentages of Students Selecting Each Alternative (N = 547) SD D N A SA 1. I'm afraid to speak up in conversations. 69/12.6 290/53 79/14.4 102/18.7 7/1.3 2. I talk less because I'm shy. 63/11.5 229/41.9 99/18.1 149/27.2 7/1.3 3. I talk a lot because I am not shy. 14/2.6 213/38.9 157/28.7 137/25 26/4.8 4. I like to get involved in group discussions. 7/1.3 110/20.1 120/21.9 275/50.3 35/6.4 5. I feel nervous when I have to speak to others. 33/6 252/46.1 104/19 150/27.4 8/1.5 6. I have no fears about expressing myself in a group. 5/0.9 85/15.5 87/15.9 337/61.7 33/6 7. I am afraid to express myself in a group. 46/8.4 339/62 86/15.7 70/12.8 6/1.1 8. I avoid group discussions. 75/13.7 315/57.6 97/17.8 57/10.4 3/0.5 9. During a conversation, I prefer to talk rather than listen. 14/2.6 265/48.4 159/29 93/17.1 16/2.9 10. I find it easy to make conversation with strangers. 32/5.9 217/39.7 132/24.1 151/27.6 15/2.7 11. I don't think my friends are honest in their communication with me. 37/6.8 250/45.8 168/30.7 78/14.3 14/2.6 12. My friends and family don't listen to my ideas and suggestions. 106/19.4 342/62.5 66/12.1 29/5.3 4/0.7 13. I think my friends are truthful with me. 6/1.1 31/5.7 124/22.7 332/60.6 54/9.9 14. I don't ask for advice from family or friends when I have to make decisions. 79/14.4 330/60.3 65/11.9 57/10.4 16/3 15. I believe my friends and family understand my feelings. 9/1.6 48/8.8 116/21.2 320/58.5 54/9.9 16. My family doesn't enjoy discussing my interests and activities with me. 97/17.7 285/52.1 95/17.4 58/10.6 12/2.2 17. My friends and family listen to my ideas and suggestions. 9/1.6 36/6.6 106/19.4 339/62 57/10.4 18. My friends seek my opinions and advice. 6/1.1 39/7.1 117/21.4 350/64 35/6.4 19. Other people are friendly only because they want something out of me. 147/26.9 272/49.7 102/18.6 18/3.3 8/1.5 20. Talking to other people is just a waste of time. 175/32 317/58 35/6.4 16/2.9 4/0.7 Notes. SD: Strongly disagree; D: Disagree; N: Neither disagree nor agree. Table 2 Statistical Analysis of the UCS (N=547) Standard Mean Deviation Median Mode Range UCS 49.31 8.83 49 46 24-90 AA 27.05 5.77 27 25 10-46 R 22.26 4.97 22 20 10-48 Table 3 Students' Expressed (Un)willingness to Communicate Willingness Unwillingness Not No. of to speak to speak mentioned Level participants English N (%) English N (%) N (%) Band 1 30 17 (56.7%) 7 (23.3%) 6 (20%) Band 2 31 22 (71%) 4 (12.9%) 5 (16.1%) Band 3 32 23 (71.9%) 1 (3.1%) 8 (25%) Table 4 Statistical Analyses of the UCS and its Subscales Across Levels Standard Level/No. Mean Deviation Median Mode Range UCS 1(166) 50.46 8.75 50 44 26-90 2(224) 49.26 8.87 49 46 26-84 3(157) 48.15 8.76 47 45 24-77 AA 1(166) 27.66 5.59 27 23 14-46 2(224) 26.92 5.90 26 25 10-42 3(157) 26.57 5.75 26 25 10-41 R 1(166) 22.81 5.19 22 22 10-44 2(224) 22.34 4.88 22 20 12-48 3(157) 21.57 4.79 21 20 10-43 Table 5 ANOVA Results of the UCS and its Subscales Sum of Measures squares df Mean square F P UCS 434.03 2 217.01 2.80 .062 AA 100.31 2 50.16 1.51 .222 R 125.16 2 62.58 2.55 .079 Table 6 Results of Multiple Comparisons of the UCS and its Subscales Mean Standard difference error p UCS Bands 1 & 2 1.20 .90 .306 Bands 2 & 3 1.12 .92 .362 Bands 1 & 3 2.32 * .98 .034 AA Bands 1 & 2 .73 .59 .353 Bands 2 & 3 .35 .60 .777 Bands 1 & 3 1.08 .64 .161 R Bands 1 & 2 .47 .51 .55 Bands 2 & 3 0.77 .52 .233 Bands 1 & 3 1.23 * .55 .047 Note. * The mean difference is significant at the .05 level. Table 7 Students' Self-Reported Participation in Classroom Activities Active during pair work Band 1 Band 2 Band 3 N (%) N (%) N (%) Week 1 14 (46.7%) 12 (38.7%) 18 (56.3%) Week 2 17 (56.7%) 18 (58.1%) 20 (62.5%) Week 3 21 (70%) 20 (64.5%) 25 (78.1%) Week 4 20 (66.7%) 20 (64.5%) 26 (81.3%) Week 5 25 (83.3%) 28 (90.3%) 25 (78.1%) Week 6 23 (76.7%) 28 (90.3%) 30 (93.6%) Active to respond to the teacher Band 1 Band 2 Band 3 N (%) N (%) N (%) Week 1 0 4 (12.9%) 11 (34.4%) Week 2 3 (10%) 6 (19.4%) 7 (21.9%) Week 3 5 (16.7%) 4 (12.9%) 8 (25%) Week 4 3 (10%) 4 (12.9%) 9 (28.1%) Week 5 5 (16.7%) 5 (16.1%) 13 (40.6%) Week 6 4 (13.3%) 6 (19.4%) 10 (31.2%) Active during group work Band 1 Band 2 Band 3 N (%) N (%) N (%) Week 1 0 0 0 Week 2 0 0 0 Week 3 4 (13.3%) 2 (6.5%) 4 (12.5%) Week 4 0 0 1 (3.1%) Week 5 0 0 0 Week 6 0 0 0 Note. Bands 1, 2, and 3 classes had 30, 31, and 32 journal participants respectively.
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5.0 out of 5 stars Painful, achingly beautiful picture of faith, and its fading,
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Ce commentaire est de: Shunning (Paperback)
Friesen stuns with potent, disturbing images, and awakens a yearning for the sacred. His book, which is actually one long poem, is a masterpiece. Friesen captures a longing long denied us--a thirst for a faith--and firmly pulls the reader into this story of a Mennonite farmer's destruction. The farmer is excommunicated (shunned) by his church for questioning an aspect of the Christian faith. The story is told through the eyes of the farmer's brother, usually, but occasionally we see through the eyes of the wife, the children, the townspeople, and, perhaps, a distanced, clinical god.
Before this work is dismissed as yet another "to hell with Grandpa's religion" book, it is important to note that the book pays no attention to the validity of the farmer's quandry, but instead focuses on the pain, the isolation, and the loss, of a solitary man in his microcosm
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DMV to Internet-less New Yorkers: Get in Line
By Jared Chausow
By Katie Toth
By Elizabeth Flock
City Hid Facts From Feds About Rikers
By Albert Samaha
Flood Wall Street Gets Pepper Sprayed and Arrested
By Anna Merlan
By Jon Campbell
Report Sheds Light on Anti-Muslim Bias
By Jon Campbell
Rikers Island Lawsuits Over Diabetic Care
By Albert Samaha
Defections by these disgruntled Greenies alone may be big enough to hand defeat to the guy who once single-handedly forced a U.S. Senate ethics investigation of Al D'Amato.
So, the least a newspaper that urged its readers to vote for Green in the primary can do is provide a guided tour through the arguments and explain why, at the end of the day, some of us are sticking with him anyway.
First things first. When Rudy Giuliani demanded an extra 90 days in office, Freddy Ferrer stood tall, and Mark Green pulled an el foldo. It's as simple as that, right?
Well, not quite. If you're going to slam Green for going along with Giuliani, then it's at least worthwhile to take a hard look at how Ferrer handled the matter. Unlike Green, who made an almost snap judgment, responding to Giuliani in less than four hours, Ferrer took his time. Although he later said he had decided the issue in his own mind as soon as he left the meeting with the mayor, he waited until late the next day before announcing his decision. In fact, he waited until after Green made his own announcement, thus clearing the way for his stand for, as he put it, "the majestic principles of democracy." Ferrer knew his decision was in sync with the black and Latino voters whose ballots had pushed him into first place on primary night. And having scored an anemic 7 percent of white voters in the primary, Ferrer also saw an opportunity to haul in a large catch of disaffected liberal Green supporters.
For most pro-Ferrer and pro-Green voters, the subtext of giving Giuliani additional time in office was that it would mean that much more in the way of repressive, anti-poor policies. But it's worth noting that Ferrer himself never said a word out loud about that. In a speech the next day, the Bronx borough president hailed Giuliani as "a shining example of what it means to be a leader in times of crisis." He added, "I did not say no to the mayor. I said yes to democracy."
That wasn't all Ferrer said. In lieu of the extension, Ferrer offered Giuliani the job of running the multibillion-dollar reconstruction agency, a post that packs enough potential clout to make Robert Moses drool. Giuliani declined, as Ferrer surely assumed he would. But if the central objection to giving Giuliani more time in office was that he would continue his anti-minority, anti-labor ways, why try to have it both ways by offering him even greater power in your administration, a post that would make Giuliani into a kind of shadow mayor, haunting whoever held City Hall?
Right, but none of that explains why Green caved in the first place.
The bottom-line reason why Green went along with the man he had spent the prior seven and a half years criticizing appears to be this: He wanted to. Ever since he entered the race, mainstream media pundits have labeled Green a wild-eyed radical posing as a moderate, an ultraliberal politician who shouldn't be trusted with the levers of power. Now, in the midst of the city's greatest crisis, he had what he perceived as an opportunity to prove himself responsible.
And despite all the talk that the city can do just fine without Giuliani and his crew come January 1, there are real reasons to make sure that there is what Green later dubbed "a seamless transition." For one thing, come the general election on November 6, the entire current administration is going to be outtahere, headed for whatever new jobs they can find. And as tempting as it may be to say, "good riddance," whoever wins that election is going to need a lot of support from the outgoing upper- and middle-level administrators, particularly given the immense rebuilding tasks ahead and the now far more complicated intertwining between city and federal assistance in the wake of the September 11 attack.
The most troubling aspect of Green's mistakeand that's what it wasis that he failed to consider the extent to which his decision would alienate the blacks (he took 35 percent of that group, polls showed) and Latinos who had voted for him. What does that say about him? It certainly mixes things up, but it shouldn't outweigh the extensive work he did as Public Advocate, critiquing Giuliani's budgets and exposing discriminatory police practices.
I'm not convinced. Green not only broke faith with those of us who voted for him on September 25, he willingly ceded additional power to Giuliani.
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They tear down the sign that says, "No Jews, Dogs or Coloreds Allowed" and throw it in the trash. Then they stride to the lakeside, where they reveal that one boy has painted a large letter "J" on his chest, the second, the letter "E," the third, a "W." As the startled sunbathers look on, the teens defiantly stand together to spell the word, "J-E-W."
It was the same kind of defiance that led the Oscar-winning director to reach back into his Baltimore youth to create "Liberty Heights" last year.
The movie was born after Levinson read a review of his sci-fi thriller, "Sphere" that he perceived to be anti-Semitic in tone. The critic wrote that Dustin Hoffman's character wasn't 'officially Jewish,' but was 'noodgey and menschlike.' "The implication is that if the character has all these traits, he must be Jewish," Levinson says. "And I felt really angry about the notion that there's one kind of Jew, or one kind of anyone."
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Y.K. Venkatesh, executive president of the Indian Badminton Sports Association of the Challenged talks about the trials and triumphs of the sport
The National para badminton championship for the physically challenged showcased sportspersons with disabilities exhibiting their court craft in full measure and proving that they are not inferior to their able bodied counterparts.
The convenor of the championship and executive president of the Indian Badminton Sports Association of the Challenged, Y.K. Venkatesh, andsecretary general, Ramesh Tikaram were pleased with the response and interest shown in the tournament. "This is the 12 year that the championship has been conducted. It is getting bigger and better with each edition," say the duo, who were also instrumental in conducting two international meets in Bangalore; the World Cup in 2002 and Asia Cup in 2006.
"About 120 players from across the country participated in the meet. The matches were very competitive," says Venkatesh. Though there are international class differently-abled players like Pramod Bhagatk, Nanoj Sarkar, Raj Kumar Satyam and Parul Parmar, the game lacks backing from the sponsor and the government. Para badminton comes under the wings of Paralympic Committee of India , but the PCI does nothing much to promote the game. "For the nationals, PCI has offered to sponsor only the medals, which cost about Rs.10,000 or Rs.15,000," says Venkatesh. The Union Sports Ministry funds go to PCI and are not disbursed to individual federations.
"We face massive problems in getting standard equipment and kits. When we conduct Nationals events, we have to provide them with boarding and lodging facilities, keeping in mind their special needs. Metlife sponsored us once. We have been depending on voluntary contributions. Sponsors are very apprehensive as they have not seen any of our players in action. We are trying to create better awareness, inviting them to watch our events," says Venkatesh. Despite facing these hurdles, they soldier on.
"We are recognized by the BWF, the world body for badminton. Our national event rankings are taken into consideration by them and an Indian team will be participating in the Asian championship in Korea later in October. Badminton will also find a place in the 2016 Rio Paralympics, which is bound to give big boost to the game," says Venkatesh. He also hailed the media support for their cause. "It is the media coverage that spread awareness of such events in the rural areas. There are many positive signs."
Keywords: Y.K. Venkatesh, Badminton champion, Indian Badminton Sports Association of the Challenged, trials of Badminton, National para badminton championship, Badminton in Paralympics


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Lab director denies hiding positive test
Updated: May 27, 2011, 5:44 PM ETAssociated Press
LAUSANNE, Switzerland -- The head of Switzerland's anti-doping laboratory on Friday denied claims that Lance Armstrong tested positive for performance-enhancing drugs at the 2001 Tour de Suisse and the results were covered up.
Martial Saugy said his Lausanne lab did find suspicious levels of banned blood-booster EPO in four urine samples from the race that Armstrong won, but he didn't know if any belonged to the seven-time Tour de France winner.
"The tests were not swept under the ...
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Lance Armstrong's former teammate Tyler Hamilton told "60 Minutes" that he saw Armstrong use performance-enhancing drugs:
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Book your room at Hotel Girija Resort
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Hotel in Panchgani with restaurant and outdoor pool
Situated in the mountains, this hotel is 4.3 mi (7 km) from Table Land and within 12 mi (20 km) of Mahabaleshwar Bazaar and Wilson Point. Polo Grounds and Bombay Point are also within 12 mi (20 km).
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This hotel features a restaurant, an outdoor pool, and a meeting room. Self parking is free. Other amenities include laundry facilities, limo/town car service, and tour/ticket assistance.
Room Amenities
Rooms offer room service, rainfall showerheads, and TVs with cable channels. Other amenities available to guests include ceiling fans, showers, and phones.Information missing or incorrect? Tell us!
Hotel Amenities
Hotel Amenities
The hotel offers a restaurant. This hotel offers access to limo/town car service and a meeting room. This Panchgani hotel also offers an outdoor pool, tour/ticket assistance, and a garden. Limited complimentary onsite parking is available on a first-come, first-served basis.
- Number of floors - 24
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- One meeting room
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- Year Built 2005
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Free self parking, Parking (limited spaces)
Room Amenities
- Ceiling fan
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- Rainfall showerhead
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Where to Eat
Hotel Girija Resort has a restaurant on site.
Room service (during limited hours) is available.
Nearby Things to Do
The recreational activities listed below are available either on site or nearby; fees may apply.
- Playground on site
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Extra-person charges may apply and vary depending on hotel policy.
Government-issued photo identification and a cash deposit are required at check-in for incidental charges.
Special requests are subject to availability upon check-in and may incur additional charges. Special requests cannot be guaranteed.
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This property offers transfers from the train station (surcharges may apply). Guests must contact the property with arrival details 24 hours prior to arrival, using the contact information on the booking confirmation. Only registered guests are allowed in the guestrooms. No pets and no service animals are allowed at this property.


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Amended version of gaming bill HB2074 has been advanced by the Committee on Federal and State Affairs-Kansas. read more
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Three different casino developer groups met minimum requirements of The Kansas Lottery Commission. read more
Hollywood casino at Kansas Speedway postpones hotel
13 April 2015
Hollywood Casino at Kansas Speedway will not proceed with building its new hotel this month. read more
Pittsburg commission recommends casino proposal
28 January 2015
A Pittsburg, Kansas casino proposal has been recommended by the City Commission as one of three possible license contenders. read more
Concern at volume of underage gamblers trying to gain entry to casino
18 October 2013
Hollywood Casino at the Kansas Speedway has prevented 460 underage gamblers from entering the premises in the first six months of 2013. read more
Prespectives Weekly: Bitar pleads his heart out
17 April 2013
This week, Full Tilt Founder Ray Bitar cut a deal with the U.S. Department of Justice for his freedom and his health. Also, industry news from New Mexico and Kansas. read more
Kansas Star Casino new gaming floor to open
10 December 2012
Kansas Star Casino to close for three days to upgrade and open new gaming floor. read more
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Kansas Star Casino helps county students with back-to-school expenses
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The state's newest casino is helping about 6,000 students pay for back-to-school supplies by giving each of them a $100 prepaid VISA rewards card. read more
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Jenny made this one educations and fun with large block letters and symbols in bright colors. 100 cotton face assures that your little one only touches natural materials.
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- Three 10x10 inch wall hangings with printed animals and hand ties for mounting.
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If Blankfein wants a bigger bonus, he should stock up on Ed Hardy.
About 10 years ago there was a debate in Canada about whether Canadian NHL teams should receive a subsidy to be able to compete with big-market American teams. As soon as somebody came up with the soundbite "no millions for millionaires", the plan promptly died. This makes the phrase a remarkable innovation that you should keep handy in… Read the rest
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WSJ to Women: Only Have Sex With Winners
An op-ed in the Wall Street Journal, Why Do We Let Them Dress Like That?", manages to reassert every outdated and dangerous notion of sex that died with the petticoat and the advent of coed colleges.
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Everyone needs a great backpack. They are the perfect accessory to always have on hand because they are versatile enough to be used in any situation – out riding, as a daypack, for school, and countless other times. At Rocky Mountain ATV/MC we carry a huge selection of backpacks in the latest designs with impressive features such as:
No matter the style or the occasion, we know you will be able to find a backpack that you'll love. Check out our selection for a wide variety of backpacks from all of the top brands in the powersports industry.
Doug in WA
As the first reviewer noted, this is not gear bag size, it is duffle bag size. High quality construction, nice features. One end, ventilated for shoes has more of a "bag" than a wall between the shoe compartment and main compartment, this means you can stack two pair of shoes (or whatever) in there and zip them shut but it takes away from the interior compartment, no big deal. I actually fit my Fly Carbon F2 in there just for grins, it took up about 1/2 the whole bag though. The other end is a more conventional end section, good sized though, and the outside zippered accessory compartment runs pretty much the whole side length with 4 shallow mesh pockets inside. On the other side exterior is a mesh pocket you can stick a smaller water bottle into, or anything else to have it handy on the outside. Nice carry straps for both hands and shoulder.Read All Reviews
jeffrey in MD
I Needed a small back pack to carry Gatorade/water, my cell phone Chain lube etc.. to my friends Private gravel pit about 2 miles of fields from my House, when I get there I just take it off & start Riding, good little back pack for the money.Read All Reviews
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Nice thick material. Very durable. You can fit more in this bag than most other "string" bags ive owned. 5 stars for sure!Read All Reviews
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It's a really nice size, but that's about all that was good. We looked for a long time, and never found a place for the bladder hose to exit, as was advertised. The waist strap also did not work, as one side did not have the right type of buckle, so it would never tighten. very disappointing TECH NOTE: BLADDER HOSE EXIT IS ON THE RIGHT SHOULDER STRAP.Read All Reviews
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It's a water bottle, not made of titanium or carbon fiber or anything, but does the job to keep you from being thirsty!Read All Reviews
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I have no problems with the bag. I think that the straps that are provided with the bag are a little lacking. They tend to loosen over rough ground. I ended up taping the D-rings to keep it from loosening. Otherwise the bag seems thick and durable. It's not made in the US like Wolfman and Giant loop.Read All Reviews


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Overclocking 6800 GT
Quick question: How can I overclock the 6800 GT under Linux? I snagged a copy of nvclock 0.7 but the 6800GT is too new and isn't supported. I saw someone with a screen shot of version 0.8 of nvclock with 6800 support, but I cannot for the life of me locate that file. Any suggestions?
Re: Overclocking 6800 GT
The cvs version of Nvclock contains some basic nv40 support (mainly clock detection). Overclocking support will take some extra time as I need some debug info from windows to test my overclocking code. Further even GeforceFX support isn't done yet because of different 2d/3d clocks (and voltages/fanspeeds) but a workaround is in the make for that.
Expect some code the coming weeks as I will be on vacation next week.
Re: Overclocking 6800 GT
I tried CVS nvclock with GF 6800, it shows the frequencies perfectly, but any attempt at changing them fails - they stay the same.
Re: Overclocking 6800 GT
I have the exact same problem!Anyone solved this?
Re: Overclocking 6800 GT
I hope to add 6800 overclocking soon but several things have changed inside the hardware and without direct hardware access it is difficult to figure out the meaning of the differences.
Re: Overclocking 6800 GT
Can't wait to oc my card under linux!! Keep up the good work and don't let us waiting long!A big THANK YOU on behalf of all nvidia owner i guess !!
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text: Lake City MN Officer shot (breaking) [Archive] - Glock Talk Glock Talk > Serving America > Cop Talk > Lake City MN Officer shot (breaking) PDA View Full Version : Lake City MN Officer shot (breaking) TBO12-19-2011, 12:37http://www.startribune.com/local/135862543.html Hack12-19-2011, 13:10http://www.startribune.com/local/135862543.html Not good at all. Prayers for all concerned, and the finality of all this being quick. TKOFaith12-19-2011, 13:21http://www.startribune.com/local/135862543.html Prayers from Western Wisconsin. Keep us updated. G27Chief12-19-2011, 13:32Prayers to the officer, and family. Pull through Brother Ajon41212-19-2011, 14:03Prayers sent..... RussP12-19-2011, 15:36http://glocktalk.com/forums/attachment.php?attachmentid=221653&stc=1&d=1325361684 Prayers... Deployment Solu12-19-2011, 15:59Prayers sent. CJStudent12-19-2011, 16:06Prayers en route...... 4949shooter12-19-2011, 16:37Prayers sent.. m2hmghb12-19-2011, 18:45Prayers sent TBO12-19-2011, 19:28Update, shooter found dead. Officer able to squeeze wife's hand in hospital and give thumbs up. Shot behind ear. Suspect found with small caliber handgun. http://www.startribune.com/local/135862543.html IGotIt12-19-2011, 19:44Prayers for the officer and his family. CAcop12-19-2011, 19:52Prayers and keep pushing officer. Fiery Red XIII12-19-2011, 20:28thx TBO for the posting and updates. Red lloydchristmas12-19-2011, 20:38Hang in there Officer Schneider mntrpr12-19-2011, 20:58Prayers sent TBO12-20-2011, 02:19Officer has 3 children. Reported that he responded to a Domestic Dispute, may have assisted the female victim to the protection of his squad before being shot. MeefZah12-20-2011, 02:32Ung. Hope he pulls through. Glad the suspect is dead. Morris12-20-2011, 11:35This is a small town; you don't expect this kind of thing to happen. But it does and it's growing more and more in small cities and towns. Do we know if there will be an assistance fund set up for the officer and his family? TBO12-20-2011, 13:12But it does and it's growing more and more in small cities and towns. Do we know if there will be an assistance fund set up for the officer and his family? Lake City Police Department 209 South High Street, PO Box 448 Lake City, Minnesota 55041 Phone: (651) 345 - 3344 That's the Dept info. I'll try calling there later today and see if they have a fund set up. If not I may just drop a check in the mail to the PD in his name. TBO Krauty12-20-2011, 13:29Prayers sent :( Krauty12-20-2011, 16:08Shawn Schneider Family Support Fund: c/o: Kathy Moyer Alliance Bank 105 E. Lyon Ave. Lake City, MN 55041 (651)345-3311 Ship A'Hoy12-20-2011, 16:49Prayers for Officer Schneider cowboywannabe12-20-2011, 17:26any update? Morris12-20-2011, 17:57Thanks Krauty. I'll get a check off shortly. TBO12-20-2011, 18:42Thanks Krauty. TBO mikegun12-20-2011, 20:06prayers sent merlynusn12-21-2011, 09:23prayers sent BlackPaladin12-21-2011, 13:37Updates on his condition? Whole area here is keeping him on the prayer list. TBO12-21-2011, 14:04Shooter was an Iraq War Vet facing discharge: http://www.startribune.com/local/135975378.html TBO12-23-2011, 08:19http://kstp.com/news/stories/S2424865.shtml?cat=1 Comments on Cost of Lake City Shooting Response Prompt Controversy merlynusn12-23-2011, 10:01That county commissioner should be voted out at the earliest opportunity. I love how the meeting "miraculously" wasn't recorded because of a "technical issue." lloydchristmas12-29-2011, 01:00http://kstp.com/news/stories/S2424865.shtml?cat=1 Comments on Cost of Lake City Shooting Response Prompt Controversy I hadn't been keeping up with this. I have to say that's pretty disgusting. janice612-29-2011, 01:16Again, it's too often. Prayers. CJStudent12-29-2011, 08:06That county commissioner should be voted out at the earliest opportunity. I love how the meeting "miraculously" wasn't recorded because of a "technical issue." Agreed on both counts. Eff her. Morris12-29-2011, 08:14I love how the meeting "miraculously" wasn't recorded because of a "technical issue." Caught my eye too. Interesting, eh? And the council member not apologizing but claiming it was a political attack . . . . Dragoon4412-29-2011, 08:19Next time there is a shooting and a barricaded gunman all the cops can leave and let the commissioner handle it, so costs won't be an issue. TBO12-30-2011, 21:35Lake City officer shot during domestic call dies http://www.startribune.com/local/136459938.html http://img.photobucket.com/albums/v90/TheeBadOne/TBO/mourningband.jpg (http://img.photobucket.com/albums/v90/TheeBadOne/TBO/mourningband.jpg) http://img.photobucket.com/albums/v90/TheeBadOne/TBO/smiley_cry.gif (http://img.photobucket.com/albums/v90/TheeBadOne/TBO/smiley_cry.gif) Frater, ave atque vale 9L8212-30-2011, 21:52God bless his family, terrible year BlackPaladin12-30-2011, 21:57I sent an evily sinister email to the county commissioner a few days ago, this is truly sad. RIP officer, our thoughts are with you tonite, see you on the other side. :fallenofficer: Pinki12-30-2011, 22:14:sadangel: May he RIP 4949shooter12-31-2011, 05:12http://i259.photobucket.com/albums/hh289/4949shooter/st_michael.jpg Aux Bear12-31-2011, 05:16Prayers sent...... Patchman12-31-2011, 05:56The critically wounded officer, Shawn Schneider, 32, a nine-year veteran of the Lake City Police Department and the father of three children, was... shot once in the head while responding to a domestic dispute at 8:30 a.m. I'm guessing that the dispute came to a boil by the morning? I would rather have wished that Officer Schneider had gotten the GNG memo. You know, the memo that says cops have no duty to protect. Just take a report. RIP Officer Schneider. Condolences to your young family. lloydchristmas12-31-2011, 06:46Godspeed Officer Schneider. mntrpr12-31-2011, 08:32RIP Bro' scottydl12-31-2011, 08:49http://www.odmp.org/officer/21073-police-officer-shawn-schneider :fallenofficer: kayl12-31-2011, 13:24:fallenofficer: This one shocked me- when I saw that he was squeezing his wife's hand, etc, I hoped he was out of the woods.:crying: Fiery Red XIII12-31-2011, 16:51WABASHA DISPATCH 208. 208 GO AHEAD. 208 WILL BE 10-7. Rest in peace, Officer Schneider. ---------------- Red mikegun01-01-2012, 01:24:fallenofficer: Rest in peace, young hero... Newcop76101-01-2012, 01:34:fallenofficer: RIP brother. :sadangel: MeefZah01-01-2012, 12:08RIP, brother. TBO01-01-2012, 12:28A fund has been set up to help Officer Schneiders family. Donations can be sent to: Shawn Schneider Fund Alliance Bank 105 E. Lyon Avenue Lake City, MN 55041 http://minnesota.cbslocal.com/2011/12/31/lake-city-prepares-funeral-for-fallen-officer/ vBulletin® v3.8.7, Copyright ©2000-2015, vBulletin Solutions, Inc.


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Dragon Classes
this wiki
The dragons known by the Hairy Hooligan Tribe are grouped into one of seven classes based on their characteristics and abilities. The seven classes are Stoker, Boulder, Tracker, Sharp, Tidal, and Strike class. In the exclusive short, Book of Dragons and in episode 20 of Dragons: Riders of Berk, the idea to categorize dragons into individual classes was started by Gobber's great-great-great grandfather named Bork the Bold.
Stoker Class
Stoker Class dragons are hotheaded fire breathers, and most of them are capable of setting themselves on fire. However, it is possible to lose their fire, a sign that shows that the stoker dragon is about to die. This can be reignited by a Fireworm Queen's venom or by eating their Flame Gel combs. The dragon species included are:
The known dragons in the Stoker class are Hookfang, Torch, Fanghook, Gruff, the Monstrous Nightmare that Astrid trained, the Wild Fireworm Queen, the Red Death, Sharpshot, Iggy, Sneaky, Pain and Butt and Head.
Boulder Class
Boulder Class dragons are tough and associated with the earth. They can eat rocks, and despite that their wings are smaller compared to their entire body, they are able to fly as fast and as high as most other dragons can. The dragon species included are:
The known dragons in the Boulder class are Meatlug, Toothles' rival, Groundsplitter, the Screaming Death, Grump, and Lump.
Tracker Class
The Tracker Class is a new class found in the How To Train Your Dragon 2 website. The symbol of this class reuses the Fear Class symbol, despite the Hideous Zippleback not being in this Class. The dragons in this class have highly acute sense of smell to track and find things. The dragon species included are:
The known dragons in the Tracker Class are Stormfly, Flystorm, and Skullcrusher.
Sharp Class
Sharp Class dragons are vain and prideful, and they all possess sharp body parts. The dragons included are:
The known dragons in the Sharp class are Cloudjumper, Thump, Stokehead, the Lead Stinger and his pack.
Tidal Class
Tidal Class dragons live in and near the ocean, and unlike most dragons, they don't use fire breaths as their ranged attacks, although very few can, they rarely do use them. The dragons in this class are generally larger in size than most of the others. Hiccup also said that a Tidal class dragon can't stay out of the water for a long time, but this is false for some of these aquatic dragons. The dragons included are:
- Scauldron
- Thunderdrum
- Seashocker
- Bewilderbeast
- Shockjaw
- Sand Wraith
- Tide Glider
- Sliquifier
- Submaripper
- Desert Wraith
- Mudraker
The known dragons in the Tidal class are Thornado, Bing, Bam, Boom, Scauldy, Thornado's Friend, Valka's Bewilderbeast, and Drago's Bewilderbeast.
Mystery Class
Mystery Class dragons have little known about them due to how stealthy and sneaky they are. All dragons in this class are generally feared more so than the other dragon classes. The dragon species included are:
- Changewing
- Boneknapper
- Smothering Smokebreath
- Flightmare
- Sweet Death
- Hideous Zippleback
- Snaptrapper
- Sword Stealer
- Deathsong
The known dragons in the mystery class are Gobber's Nemesis, the Hofferson's Bane, and Barf and Belch.
Strike Class
Strike Class dragons have blazing speed, pin-point accuracy, vice-like jaw strength, powerful attacks, explosive firepower and extreme intelligence. The dragons in this class are the rarest of all, are near close to extinction, and also the most difficult to train, but the most loyal once training has been accomplished. The Strike Class' flag color is purple.The dragons included are:
The known dragons in the Strike class are Toothless and the Frozen Skrill.
Unknown Class
Some dragons have not yet been officially classified in any class. These dragons may possibly be sorted into different classes in the future. The reasons for this lack of information may vary, but usually it's associated with the dragon being created by a company other than dreamworks. The currently unclassified dragons are the Arena Spectacular's original dragons: and dragons in How to Train Your Dragon 2. Many of the new are currently unclassified due to the lack of their information.
Removed Classes
Fear Class
Fear Class dragons are stealthy, sneaky, and often have multiple heads. Instead of fire, they breathe gases with different effects. The former dragons of this class are the Hideous Zippleback and the Snaptrapper.
- Since the vikings didn't know what a Night Fury looked like until the taming of Toothless, the Strike Class should logically be symbolised by the Skrill. It is possible that the Strike class's symbol was changed by the Hooligans to have a new symbol after the discovery and taming of Toothless.
- It is possible that the Mystery Class is a sort of "temporary" class where dragons are put when little is known about them, and then when they are more thoroughly understood they are moved to another class. For instance, the Night Fury could have been a Mystery Class dragon before the events of the first movie, and then moved to the Strike Class once it was studied and trained by Hiccup.
- On the How To Train Your Dragon website, the Deadly Nadder is shown to be in the Sharp Class and the Tracker class, this is due to the Fear Class being changed to Tracker Class. The Deadly Nadder is also a member of the Sharp Class according to the short, the Book of Dragons.
- On the How To Train Your Dragon website, Barf And Belch are shown to be in the Mystery Class, this is due to them changing class, since Fear Class is irrelevant as of March 14 2014.
- With three known species in each Class, the Strike Class and the Tracker Class are currently the smallest Dragon Classes.
- With nine known species, the Tidal Class is currently the largest Dragon Class.
- It has been shown that the dragons are occasionaly reclassified. All Fear Class dragons were moved into the Mystery Class. The Flightmare was a Strike Class dragon, untill it was moved to the Mystery Class. The Red Death also used to be a Mystery Class dragon, untill it was moved to the Stoker Class.
- The Deadly Nadder,Hideous Zippleback and Grapple Grounder symbolize the Sharp Class,Tracker Class and The fanmade Unkonwn Class, despite no longer being in them.


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Seven North Oldham players scored touchdowns Friday as the Mustangs recorded a 53-0 win against Waggener in Goshen.
North (4-2, 1-1 Class 4-A, District 3) forced a first-half running clock and led by a score of 40-0 at halftime.
Mustang winback Arien Beasley ran five times for 54 yards with two touchdowns. Kevin Graham, Chris Webb, Jackson Wine, Harrison Stuart and Chris Burton also ran for North touchdowns against the Wildcats (1-5, 1-1).
BUCKNER – The Oldham County championships Wednesday went to prove just how even cross-country competition is in the county this season.
Host Oldham County won the girls championship after the Lady Colonels got the advantage over North Oldham and South Oldham thanks to a tiebreaker.
South Oldham won the boys title over North Oldham, placing four runners in the top five.
South swept the individual titles, with sophomore Hallie Searcy winning the girls 5K and junior Cole Dowdy winning the boys championship.
Mason Lenhart and Josh Maier will head south this week for the second year in a row, only this time they'll have a different objective on their minds.
Last fall the duo went to the Leachman Buick-GMC-Cadillac/KHSAA State Tournament as part of North Oldham's Region 6 runner-up team that was competing for a state title.
The Mustangs didn't qualify for this year's state tournament but Lenhart, a sophomore, and Maier, a senior, will go to Bowling Green Country Club anyway as individual competitors.
LOUISVILLE – North Oldham and Oldham County could play four matches this season and only one of them – a potential meeting in the Region 8 championship game – would truly matter.
But through two match-ups this season, North has had the advantage.
The Lady Mustangs beat OC 2-0 (25-15, 25-21) on Saturday at the Ohio Valley Volleyball Center in the championship match of the Jefferson County Invitational Volleyball Tournament.
Boys soccer, girls soccer and volleyball teams across the state learned their potential state tournament roadmaps last week.
North Oldham, Oldham County and South Oldham all compete in Region 8 in each of those three sports.
Boys Soccer
The Region 8 champ will host the Region 6 champ at 7 p.m. on Oct. 28. No. 18 Fern Creek (13-0) is the highest ranked team in that region according to the latest Maher Rankings.
GOSHEN – Mason Howard is a player who gets overshadowed on his South Oldham team.
Thirteen Dragons had scored going into South's game at North Oldham on Oct. 1. Howard wasn't one of them.
But the senior midfielder put his name in the stat sheet in a big way against the Mustangs, scoring one goal with 25 minutes left in the match and another five minutes later on a penalty kick. His two goals were the decisive moments in a 2-1 Dragon victory.
BUCKNER – North Oldham coach Brett Versen has had an eventful couple of weeks.
On Sept. 15 his wife gave birth to their first daughter, Chaney Elizabeth.
Ever since then Versen has had to balance life as a new father with his duties as first-year coach of the No. 15 Lady Mustangs.
"It's been a lot going on," he said. "But it's awesome."
PPROSPECT – The race to watch Tuesday at Nevel Meade Golf Course was the one for second place.
St. Xavier obliterated the field at the Region 6 Tournament, shooting a 276. But each region is allowed two entrants into the state tournament, and the second spot was up for grabs between Trinity and North Oldham.
One year ago at Midland Trail in Louisville it was the Mustangs who beat the Shamrocks, 305 to 306, for that runner-up spot and state tournament berth.
All three county girls golf teams saw their seasons come to an end Monday afternoon in the Region 5 Tournament at Midland Trail in Louisville.
Sacred Heart shot a 300 to win the tournament. Shelby County (329) took the region's second spot in the upcoming state tournament.
Oldham County (421) was the highest-finishing of the county teams, coming in 10th.
Jaclyn Hampton shot a team-best 97 for the Lady Colonels.
South Oldham (456) came in 13th. Molly Bebelaar led the way with an 89.
CRESTWOOD – Playing in a district with Oldham County and South Oldham, North Oldham's girls have been overshadowed in the past.
The Lady Mustangs have sat and watched as the Lady Colonels and Lady Dragons both represented their district in the Region 8 Tournament in 2011, 2012 and 2013.
North stopped that trend over the last week.
The Lady Mustangs won 1-0 at South on Monday night at Dragon Stadium, four nights after beating OC 2-1 in Goshen.
Copyright © 2015
The Oldham Era is your source for local news, sports, events, and information in Oldham County and LaGrange, Kentucky, and the surrounding area.


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Tuesday, December 11, 2012 - 12:00pm - 1:00pm
Clinical Trials Resource Center Director Sujatha Sridhar, MBBS, MCE, of the UTHealth Office of EVPARA Research Compliance will present "What the Clinical Trials Resource Center (CTRC) Can Do for You." Also, Jacqueline T. Hecht, PhD, associate dean for research at UTSD, will present "What the Research Office Can Do for You." Lunch will be provided for the first 25 attendees. Research assistants/coordinators are also invited. Sponsored by the Center for Clinical and Translational Sciences (CCTS) and the UTSD Research Office.
Location: Birdwell Classroom (Room 4330), UT School of Dentistry, 7500 Cambridge St., Houston, TX
Contact: Auco Dang


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Penile cancer is a malignant growth found on the skin or in the tissues of the penis.
Penile cancer is a rare cancer in developed nations. The annual incidence is approximately 1 in 100,000 men in the United States,[1] 1 in 250,000 in Australia,[2] and 0.82 per 100,000 in Denmark.[3] In the United Kingdom fewer than 500 men are diagnosed with penile cancer every year.[4] The lifetime risk has been estimated as 1 in 1,437 in the United States and 1 in 1,694 in Denmark;[5] among uncircumcised males, 1 in 600.[6] Penile cancer accounts for up to 10% of cancers in men in some parts of Asia, Africa, and South America.[7]
Like many malignancies, penile cancer can spread to other parts of the body. It is usually a primary malignancy, the initial place from which a cancer spreads in the body. Much less often it is a secondary malignancy, one in which the cancer has spread to the penis from elsewhere. Doctors use the extent of metastasis to estimate what stage the disease is in, to aid in treatment decisions and prognosis. The stages are assessed as follows(Jackson's staging):
Prognosis can range considerably for patients, depending where on the scale they have been staged. Generally speaking, the earlier the cancer is diagnosed, the better the prognosis. The overall 5-year survival rate for all stages of penile cancer is about 50%.
There are several treatment options for penile cancer, depending on staging. They include surgery, radiation therapy, chemotherapy, and biological therapy. The most common treatment is one of five types of surgery:
Radiation therapy is usually used adjuvantly with surgery to reduce the risk of recurrence. With earlier stages of penile cancer, a combination of topical chemotherapy and less invasive surgery may be used. More advanced stages of penile cancer usually require a combination of surgery, radiation and chemotherapy. In addition to all the above, treatment of the underlying disease like Brucellosis, is important to limit disease recurrence.
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Lettris is a curious tetris-clone game where all the bricks have the same square shape but different content. Each square carries a letter. To make squares disappear and save space for other squares you have to assemble English words (left, right, up, down) from the falling squares.
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Sonny Melendrez
Sonny Melendrez is a broadcaster, motivational speaker , and author, based in San Antonio. His positive multimedia site, SonnyRadio.com serves to leave thousands of daily visitors 'feeling better about being alive.'
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The Night I Sat In The Oval Office
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Miracle At Midnight: A true story
Was this how she was supposed to die? Trying desperately to dial 911 on her cell phone, Laura thought about her family and how they would learn about her death. When she finally heard the voice of the emergency operator she was told not to open the car door in order to keep from being swept away.
"Why not? I'm going to die anyway!" she yelled into the phone. [Read More]
"Why not? I'm going to die anyway!" she yelled into the phone. [Read More]
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While promoters and others backstage began to panic, Bill's manager calmly reassured everyone. "He'll be here. Don't worry." [Read More]
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"The drawing hangs on my office wall as one of my treasured mementos and what I consider one of the highest of compliments I have ever received." [Read More]
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While most comedians work to connect with people in the seats, Robin's bigger-than-life persona made a bee-line for your funny bone. [Read More]
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He promised to make this a yearly event. For that, she promised to live. [Read More]
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Let us focus on you.
Take Care - A Therapeutic Massage Studio offers exceptional quality massages at a respectably fair price. We are committed to providing compassionate, intuitive and professional licensed therapeutic bodywork treatments. We take on a holistic approach, using trans-formative massage treatments to help your mind, body and spirit achieve relaxation and rejuvenation. At Take Care - A Therapeutic Massage Studio, let us focus on you.
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Combination massage is a relaxing, deeply therapeutic massage incorporating deep tissue, swedish, accupressure and stretching.
Delicate treatment designed for this special time, where pampering is more than deserved. Specific massage to back, neck and shoulders, lymphatic drainage on the legs to help reduce water retention and a scalp and face massage, leaving you feeling revived.
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Take Care – A Therapeutic Massage Studio is committed to providing compassionate, intuitive and professional licensed therapeutic bodywork treatments.
Located in Woodland Hills California, our studio offers personalized treatments in a warm and relaxing environment where your comfort is our primary goal. Our experienced staff have a passion for their craft and are very sincere about helping others through touch therapy. We are open everyday except Tuesdays and will do our very best to schedule an appointment when it is most convenient for you.
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'Occupy Congress' protesters converge on Capitol HillComment
ABC7 reporter Jay Korff is reporting live from the march and says at least one person was arrested at the Supreme Court since the march began Tuesday evening.
Occupy Baltimore evicted from McKeldin SquareComment
Protesters with the Occupy Baltimore movement were dispersed overnight on Tuesday after city officials rejected the group's request for an extension of their permit to protest in McKeldin Square.
Occupy the Ports protest blocks trucks, curbs business throughout West CoastComment
Thousands of demonstrators forced shipping terminals in Oakland, Calif., Portland, Ore., and Longview, Wash., to halt parts of their operations Monday and some intend to keep their blockade attempts ramped up overnight.
'Occupy the Ports' effort could affect commerce across West CoastComment
Occupy protesters are expected to march on ports in San Diego, Los Angeles, Long Beach, Seattle, Vancouver and several others in an attempt to shut them down.
Occupy L.A., Philadelphia camps cleared out by policeComment
In a massive show of force, 1,400 police officers, some in riot gear stormed the Occupy Los Angeles camp early Wednesday, driving protesters from the park and arresting more than 200 people.
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After nearly 11 years, I've finally decided to pull the plug on Usenet archive: Groupsrv.com.
The page you have requested no longer exists!
But don't panic just yet!
I've coded this page in a way, that it's monitoring each redirect & capturing data about the thread you've requested. Page you've requested is still available in Google's Usenet Archive. You should be able to access it using following URL:
Note: I can't guarantee that all Groupsrv.com pages can be found in Google Groups, but over 90% of the content should be there. If not, try the resources below!
Honda VFR750F! – that failures of the new, finned regulator/rectifier are rare, some VFR750F owners carry spare regulator/rectifiers or even install small cooling fans
Yamaha XS750! – making timing adjustment complex. Also featured was a separate regulator and rectifier. The seat has a short tail piece this year. This bike received
Andrew Yule and Company! – gear, low voltage control gear, flame proof switch gear, voltage regulators and rectifiers, plant communication, and fire alarm and detection systems. The
Kawasaki Z650! – system was changed from a three-phase system to a two phase and the regulator and rectifier were now combined in a single unit. A hazard switch was added to
Rectifier! – Physically, rectifiers take a number of forms, including vacuum tube diodes, mercury-arc valves, copper and selenium oxide rectifiers, semiconductor


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We have listed all of the Horicon food pantries that we have found. With help from users like you we have compiled a list of some. If you know of a food pantry that is not included here, please submit new food pantries to our database by going to the ADD A LISTING link on the header of our website.
We checked and did not find any Food Pantries in Horicon, we searched all nearby Food Pantries within 30 miles of Horicon. We list the distance of each food location from Horicon to assist you in your search for help.If you know of any programs in Horicon please contribute by Adding a New Listing Here.
View Website and Full Address
Waupun, WI - 53963
(920) 324-4000
Food Pantry Location: 14.07 miles from Horicon
View Website and Full Address
Hartford, WI - 53027
(262) 673-5747
Food Pantry Location: 15.00 miles from Horicon
View Website and Full Address
Slinger, WI - 53086
Food Pantry Location: 18.97 miles from Horicon
Slinger Food Pantry is open to all Washington County residents. You must be a resident of Washington County You must get a referral from Social Services in West Bend, WI. Slinger Food Pantry is open on Mondays from 10:00am-12:00 pm and on Wednesdays from 3:00-5:00pmGo To Details Page For More Information
View Website and Full Address
Kewaskum, WI - 53040
Food Pantry Location: 20.58 miles from Horicon
The Pantry is open on Tuesdays and Thursdays from 4:15 PM to 6:00 PM. Illegibility requirements are that you live within the Kewaskum School District or belong to one of the Kewaskum area churches that support the pantry.Go To Details Page For More Information
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Ixonia, WI - 53036
Food Pantry Location: 20.73 miles from Horicon
The Ixonia Food Pantry is a mission of the First Baptist Church of Ixonia. It is open every second and third TUESDAY of each month from 12:00PM to 7:00PM.Please, bring proper form of identification with a picture. Clients can use the pantry once each moth.Go To Details Page For More Information
View Website and Full Address
North Lake, WI - 53064
Food Pantry Location: 23.65 miles from Horicon
Food Pantry is open to all residents residing in the Arrowhead School District, Tuesdays and Saturdays 8:30-9:30 am in the basement of Blessed Teresa of Calcutta Church.Go To Details Page For More Information