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Tuesday News - October 1, 2013
Click here for Tuesday News Archives
Click here to view our Google Calendar of Events.
All submissions for the Tuesday News should be sent by Friday, 3:00 pm. to email@example.com
Upcoming Events
Jack Petrash: Two outstanding events:
A public talk: Dynamic Schooling to Meet the Future
Friday, October 18, 7:00 p.m.
It is impossible for us to know what the world will be like when today's young children are ready to accept responsibility for our society and our planet. The only thing that we know for certain is that our children will inherit a world filled with complex problems and challenges. To meet the challenges of a rapidly changing world they will need to be strong, resilient, imaginative, determined, disciplined, kind, and clear thinking. Waldorf Schools are designed to develop a multiplicity of abilities in children, to engage their fully human intelligence and to provide students with a reservoir of strength and creativity and a healthy sense of self. How can we do this important work together?
Saturday Workshop: Raising Strong, Resilient Children.
Hold Them Close and Then Let Them Go
Saturday, October 19, 9:00 a.m. - 12:00 noon
$30 per family (Adults only. The family price is to encourage both parents to come)
To register for the workshop: firstname.lastname@example.com
Jack Petrash has been a class teacher at the Washington Waldorf School for over thirty years. He is currently taking his fourth class on the extended journey from grade one to grade eight. Jack is also the founder and director of the Nova Institute, an organization that works to build a bridge between mainstream education and Waldorf Education. He is the author of Understanding Waldorf Education: Teaching from the Inside Out and his recent TEDx talk, Preparing Children for the Journey, has been seen by many parents and teachers in Waldorf communities in North America.
In addition, Jack Petrash has worked with parent education, and particularly with fathers. His pieces have appeared in the Washington Post and on NPR. He is the author of Covering Home: Lessons on Fathering from the Game of Baseball and Navigating the Terrain of Childhood: A Guide to Meaningful Parenting and Heartfelt Discipline. Jack and his wife, Carol, have raised three children all of whom have gone through the Waldorf School from preschool to grade twelve.
Wednesday is Handcraft Day at Merriconeag:
We are hoping more people can join the Wednesday afternoon Craft Blitzes which are happening every Wednesday afternoon (3:00 – 4:30) up until the Fall Fair (Nov. 9). Our handwork teacher, Julie Pennington, is offering free after school handcraft craft blitzes in our Handcraft Building on the main campus and we want you to come!
Over 15 crafty mothers - as well as some daughters - came to the Handcraft Room on Wednesday after school to knit table puppets and farm animals for the Fall Fair. We are having a blast and encourage anyone (fathers and boys too!) to join us. Each week we start a new project, so you get the chance to learn a new handcraft skill, and you will likely also meet new friends!
Very reasonably priced childcare for young children can be arranged through the business office, if you call ahead to ensure there is space. Children in grades 4 and up are welcome to join in the craft blitz if they are able - it was wonderful to have some young people around the table! Julie Pennington
From the Admissions Office
Dear Current Merriconeag Families:
Best regards, Lyn Baird
From the Development Office
Grandparents and Special Friends Day:
Grandparents and Special Friends Day is Friday Oct. 25 (10:00 a.m. -12:30 p.m.). We always get wonderful feedback from grandparents about this day; it gives them a rare glimpse into Waldorf education, as demonstrated through the delightful performances by their grandchildren and special young friends. Some out of town grandparents schedule their visits to their families around this day – and we love seeing them at this event each year.
All grandparents listed on your families' school information forms will receive an invitation to the Oct. 25 Grandparents Day. In order for your grandparents to receive invitations, their contact information in RenWeb must be complete. If a grandparent has moved or passed away, or if you prefer we not send them an invitation, we need to know this. Please review your grandparent information in the RenWeb database today. Invitations will be mailed out later this week.
Also, if there is someone other than a grandparent who you would like to invite (aunt, uncle, surrogate grandparent, or even a neighbor who is a special friend of your child), please send us their complete name and address so we can mail them an invitation.
If they do not receive an invitation by the end of next week, or if you have any questions about the address used, please contact Lynne Espy.
Volunteers are needed for Grandparents and Special Friends Day; this involves helping with refreshment setup and cleanup, organizing nametags, and greeting guests. You would need to available to help from 8:15 a.m. – 12:30 p.m. (includes watching the performance). Contact Lynne about your availability.
Lynne Espy, firstname.lastname@example.com, 865-3900 Ext. 116
Fall Fair and Open House, November 9, 2013
Fall Fair planning is underway. Choose your passion. Get involved:
We have a wonderfully energetic and creative team of Fall Fair organizers this year, and hope that our enthusiasm will entice every family to help make this day a huge success. If you can get involved in the planning stages of the Fair, or be a valuable helper to one of the activities listed below, please contact the "Fall Fair Chairs" listed below. Any area can always use more help, but those where there are blanks indicate we really need you! All contact information is in the school directory.
Pocket Person: Tami Goodrich and Sarah Currie
What you can do now:
Lynne Espy, email@example.com, 865-3900 Ext. 116, in the farmhouse
The Fall Fair Committee needs your fabric scraps: We are looking for autumn-colored pieces, at least 9"x12" in size, any thickness or texture, solids or prints. There will be a collection box in Lisa's office.
Michaelmas 2013
Last Friday, the school community enjoyed a delightful new and imaginative way of experiencing Michaelmas. Armed with little more than newspaper, cardboard and tape, high school and elementary students divided into groups to prepare dramatic scenes of the story of Peronnique. The catch was that no group knew what any other group was doing, so only when the entire school came together to share their work did the story unfold in its entirety. It was a pageant like no other, as students brought to life enchanted forests, six-eyed giants, evil wizards, and courageous heroines.
Bravo to the resourceful teachers and students— especially to the seniors, who narrated the story with aplomb, to Lily Tupper, who improvised her way through the role of Peronnique with grace and charm—and to the creative Festival organizers! Many thanks to Eli Gundersen who served as the official photographer for the event.
Athletic News
High School Cross Country: GNG Meet (9.27.13)
One the girls' side, Sam Pierce went out strong, keeping pace in the first mile with the leaders and finishing with a season's best time in fourth overall. Carlin Tindall and Fiona Ahearne again worked together, settling in to fifth and sixth place, respectively, and never reliquishing those spots. Carlin still has her killer kick and Fiona A managed to set another PR. Lily Tupper and Sylvie Fenderson also ran together, with Lily again surging away in the last half mile of the race. As our fifth runner (and final scorer), Sylvie managed to beat the entire Poland team. Fiona Libby also had a great day, working largely on her own and still managing to set a personal best (and have a great finish) even on the hills. Making her first appearence in the top seven, Emma Dolan had a good effort on the hills. Phoebe Dolan was not too far behind with a minute and a half improvement over her time from last season. The girls finished second to Cape Elizabeth, handily defeating Poland and host Gray-New Gloucester.
It was a banner day for Pierces, with Tucker Pierce managing to surge past Zack
Neveu in the boys' race and finish with a new PR, even greeting spectators with a smile around the 2.5 mile mark. Fending off a cold, Zack still managed a fourth place finish, toughing out a hard descent off Libby Hill. Dylan Wu had a great day with a top ten finish and breaking 19 minutes for the first time. Lars Gundersen also shattered his former PR (by over 15 seconds!), making a return to the top ten list. John Burgess came very close to his all time best (and improved on his time from last meet), running a very aggressive second mile on the most challenging section of the course. Graham Roeber made his 2013 debut with a near personal best, running very consistent splits in spite of the hill. Lincoln Samuelson really attacked the first mile of the course, running a very gutsy race and finished with a time that vastly improved on last season's. The boys also finished second, to host Gray-New Gloucester, beating Cape and Poland. Coach Morgan Lake Adams
Thank you to Eli Gundersen for the photos from last race.
This Friday, October 4, Freeport hosts Fryeburg, Greely, Traip, Wells and Merriconeag. This race is on Pownal Road in Freeport where Freeport plays football. We love our fans! Please come out and join the fun!
Click here for the complete race schedule.
Full results can be found on the results page of the blog.
Middle School Cross Country
Cape Elizabeth: On Thursday, the 19th, the team traveled to Cape Elizabeth for our second race of the season. Our team had seen better days…a bad cold had run rampant through the 6th grade during the week (hitting the eighth grade by week end), and the 7th grade was away on their fall camping trip. However, we did manage to assemble our minimum of five boys and five girls to compete as a team in both races against the much larger teams from Cape Elizabeth, Greely, and Raymond, as well as a small group from Waynflete. The girls led the way way in the first race, where Olivia Skillings took first overall, followed by Sophia Skinner, Emma Tieman, Salome Skinner, and Sarah Kinzer. The boys were up next, where Nick Neveu also took first overall, tailed by Eli Gundersen and Kipling Samuelson. Noah Hight and Eric Bloch made their racing debut and both put in a great showing.
The Department of Redundancy Department reports that Olivia Skillings took first overall in the girls' race, followed by Louise Ahearne, Sophia Skinner, Wilson Haims, Salome Skinner, Veronica Tarr in her race debut, Tillie Munro, Charlotte Joseph, Ava Teegarden, Jenny Bakewell, Emma Tieman, Brenna Moore, Caroline Odlin-Brewer, and Chloe Olson in her first outing of the season. The girls' team finished
3rd overall amidst some tough competition. The boys faced some of their toughest competition yet, finishing 4th as a team, with great individual results from Nick Neveu, Eli Gundersen, Kipling Samuelson, Adriel Barham, Aiden Kusche, and Erich Bloch.
Many thanks to John Saccone for his help in prepping the course that took advantage of and showcased our beautiful natural surroundings on campus, the many parent and teacher volunteers that helped with everything from timing to course management, the high school team for their help and support on race day, and all of the spectators that came out to watch. It was great to see you all there rooting on the team! Asst. Coach John Olson
Our next race is at Gray on 10/10. Girls at 4:00, boys at 4:30. Hope to see you there!
School Community Updates
Willow Pond Farm Apples are Back:
Click here for more information and to order
Help Needed with postering: We need new helpers this year to spread the word about our events by distributing our posters in Freeport, Yarmouth and Brunswick. We have lists of key places but you may always add your favorite spots to them! Please contact email@example.com, ASAP if you can help with this important work.
(Click blue to link through)
Greater Community Link
Community Classifieds Link
Circus Smirkus at Merriconeag:
Monday, August 3 & Tuesday, August 4, 1:00 & 6:00 pm,
Grade School Campus, 57 Desert Rd, Freeport.
with our own high school student, Sarah Norden,
as part of the amazing cast!


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July 28, 2015
KEY WEST, Florida - Treasure divers searching for a
17th-century sunken Spanish galleon off the Florida Keys say they
have found an antique emerald ring worth an estimated $500,000.
The gold ring has a rectangular cut estimated at 10 karats. It's
believed to be from the Nuestra Senora de Atocha that sank off the
Florida Keys during a 1622 hurricane.
Divers from Mel Fisher's Treasures found the ring Thursday about
35 miles from Key West.
A spokesperson said the ring's estimated value is based on the
stone's 2.7- by 2.5-centimeter size and the value of other emeralds
from Atocha.
Also found were two silver spoons and other artifacts. A 40-inch
gold rosary was found in March and a gold bar in April.
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subset: commoncrawl


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Charleston, SC (SportsNetwork.com) - Lee Skinner produced a double-double with 18 points and 12 rebounds as the Wofford Terriers captured a 77-56 win over The Citadel in a Southern Conference battle at McAlister Field House.
Also scoring in double figures for the Terriers (13-10, 8-3 SoCon), as they stretched their win streak to six in a row, were Karl Cochran with 15 points, to go along with eight assists, while Eric Garcia and Jaylen Allen pitched in 14 and 10 points, respectively.
The Bulldogs (4-22, 0-12) were paced by Brian White with 14 points off the bench and Quinton Marshall who contributed 11 points, while Matt Van Scyoc came up a point shy of a double-double as he cleared 12 boards in the team's 14th consecutive setback.
The Citadel managed to take the lead for a few moments in the first minute of play, but from there the Terriers connected on 53.1 percent from the floor, including 5-of-11 behind the 3-point line, in order to post a 45-24 advantage at the break.
In the second half both programs shot slightly better than 48 percent from the field, but still the Bulldogs could not fight back enough to make the game more competitive.
Wofford forced 15 turnovers on the night and traded them in for 24 points.
The Citadel has just one win over another Division I program this season, an 82-68 victory versus Presbyterian back on Nov. 12.
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Cornell Cooperative Extension provides a solid foundation on which to build a comprehensive education program on energy-related issues.
From conservation and renewable energy to climate change and natural gas, university resources and information are available for educators delivering programs and to help NYS citizens make informed decisions.
CCE Energy and Climate Change: Helping New Yorkers Make Informed Energy Choices
Climate Change fact sheets from the Program Work Team
Sign In
| CCE Staff Site
| Site Feedback
©2015 Cornell University
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10:57 am
Sat August 31, 2013
Jailed Leader Of Egypt's Muslim Brotherhood Suffers Heart Attack
By Scott Neuman
Originally published on Sat August 31, 2013 11:32 am
Mohammed Badie, the top leader of Egypt's Muslim Brotherhood, has suffered a heart attack while in jail, Reuters reports, quoting the state-run al-Ahram newspaper on Saturday.
However, state-run news agency MENA has denied a report by the private al-Nahar website, citing security sources, that Badie had died.
Interior Minister Mohamed Ibrahim was quoted by Reuters as saying that Badie is "in good health" after the heart attack.
Many of the Brotherhood's leaders were imprisoned in recent weeks in the toughest crackdown the group has faced.
Badie, considered the movement's spiritual leader, was arrested on Aug. 20 at his apartment in the eastern Cairo district of Nasr City.
Copyright 2013 NPR. To see more, visit http://www.npr.org/.


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Hotels/Motels close to Port Richmond are provided below sorted by distance (closest first). Browse our hotels to find accommodations near Port Richmond in Pennsauken NJ for your upcoming individual or group travel.
We list the best lodging close to Port Richmond so you can review the Pennsauken NJ accommodation options below and securely book your ideal hotel. Need hotel rooms for a group? Lock in a Pennsauken NJ group hotel rate
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So you've installed Alfred and want to know where to start and just what you can accomplish with his help?
Here's a mini tutorial to help you get up and running as soon as possible so you can start to enjoy all that Alfred has to offer.
1. Set up your hotkey and location
Alfred sits in the background, waiting to be called when you need him. So the first task for you is to select a convenient keyboard hotkey that will call up the Alfred window.
Go into Alfred's preferences (by clicking on the bowler hat in your menu bar and selecting 'Preferences"), then navigate to the General tab.
Click inside the Alfred hotkey field and type the keyboard combination that you want to use to show the Alfred window. Don't forget to also select your location so Alfred can guess some of the websites you're most likely to visit (e.g. your local Google, Wikipedia, etc)
Any time you press this keyboard combination from now on, Alfred will pop up and will be ready to serve your needs.
2. Launch an application
Alfred is the easiest way to launch your apps. Simply call up the Alfred window with the hotkey that you've just set up, and start typing your app's name. When it pops up at the top of the list, hit Return.
3. Search for and open a file
The easiest way to search for files with Alfred is to use the keywords "open" and "find" (which will reveal your file in Finder) before your search. You can also call up Alfred and simply press the spacebar followed by your file's name to open it too, as seen below. Try it!
4. Look through keywords for web searches
Alfred is great for searching the web very quickly. It comes out of the box with a set of predefined web searches that you can find in Preferences > Features > Web Search.
Browse through these and familiarise yourself with the keywords. You can change any of these just by clicking on the keyword and typing a new one so make sure to customise them to your needs.
They will help you search the web quickly.
If you want to search in Google, for example, just call up Alfred and type "google 'your search term'" and hit Return.
5. Create your first custom search
We can't guess all of your favourite sites so we've built in a way for you to add your most-used websites as a custom search.
If you go into Preferences > Features > Web Search, click the "Add Custom Search" button in the bottom right corner, you'll be able to enter a new custom search.
Here you can specify the search URL. To do this, do a sample search on your website and then look at the URL of the result and replace the text of your search term with {query}. You can find out more hints for custom searches on the web search feature page.
Here is an example of a custom search for Pinterest:
Find out more about Alfred
Now that you've done the basic setup and tried some of the Alfred functionality, why not take a look at more features and tutorials to see just how much Alfred can do and keep learning. If you experienced any problems trying to get things working, hop over to the Knowledge Base where you can find answers to the frequently asked questions.


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© Bridgeman Art Collection
XAM601 The Kiss, 1907-08 (oil on canvas) by Klimt, Gustav (1862-1918); 180x180 cm; Osterreichische Galerie Belvedere, Vienna, Austria; Austrian, out of copyright
"Thank you very much for all your help! We got our picture this past Saturday, and it is wonderful. We love it, and we will be ordering more pictures soon!"
– Rachel V. from Pittsburgh
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Admission Process
College selection
Call our expert counsellor to get usable advice
Entrance exams, Courses and General Tips
335 Cadets Graduate from NDA
Common Management Admission Test CMAT 2012 Notification
Engineering Admission Insights
Medical colleges can follow COMED-K seat-matrix for PG Courses
NFAI Hikes Research Fellowship
Arts/ Science/ Commerce
Tablet PCs below Rs. 10,000 set to become a reality
Started in the year 1984 as "Institute of Ankush Polytechnic", with 3 Diploma Courses in Engg. And Tech., it progressed by leaps Andbounds to its present status of the best polytechnic of the Maharashtra State, imparting instructions Andtraining in 9 disciplines. The institute was renamed as "G.H.Raisoni Polytechnic, Nagpur" in the year 1999 Andsince then the institute has made rapid strides in all fields of technology. The institute is headed by Mrs.S.P.Hingway, M.Tech. (Electronics) with 30 years experience in industry, administration And teaching.
Location designed for academic excellence:
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• All the departments Andlaboratories are housed in the most modern building Andare fully equipped to cope up with the latest requirements of the engineering curriculum.
• Situated in a congenial natural setting, 5 Km away from the bustle of the city on Hingna-Wadi Link Road, Nagpur
• Ergonomically designed sprawling buildings generate a feeling of peace Andtranquility providing ideal environment for academic pursuits, in-depth studies Andresearch.
• Facilities like hostel, cafeteria, healthcare, recreation, banking, civil Andelectrical maintenance service, photocopying, hobby centre, security, etc
To provide healthy educational climate, utilize resources optimally and develop globally competent and confident students compatible with the needs of changing society by offering wide range of educational programmes and developmental activities in a single campus and keeping linkage and partnership with the user-system
To provide motivated, skilled, intellectual and technically competent manpower catering globally to the needs of the industry and service organizations
An Overview of way2k.com


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Generally, students are awarded one credit for each hour of class time.
Exceptions are made for studio, ensemble, and a small number of classes.
For complete information as to courses offered in the current year, students
should consult the schedule of course offerings available each semester in the
Registrar's Office. Courses numbered 100 through 499 are undergraduate
level; courses numbered 500 through 999 are graduate level. Course numbers
preceded by a "»" are typically offered each academic year. Course numbers
followed by a "T" are taught to mixed classes of undergraduates and graduates.
Undergraduate students may register for graduate-level courses with the
instructor's permission. Courses followed by a "*" are repeatable for credit.
Courses followed by a "**" are repeatable for credit if the topic has changed
(permission from Academic Advisor required).
CHM 120 – Chamber Music
See Chamber Music and Ensembles for a description. (1 credit*) Faculty
»CHM 435T – Sonata Repertoire
Study, preparation, and performance of sonata repertoire. Open by audition to string (except double bass), piano, and wind majors. (2 credits, 1 credit for collaborative pianists) Faculty
»CHM 436T – Sonata Repertoire
Continuation of CHM 435T. (2 credits, 1 credit for collaborative pianists) Faculty
CHM 520 – Chamber Music
See Chamber Music and Ensembles for a description. (1 credit*) Faculty
»CHM 535T – Sonata Repertoire
Graduate offering of CHM 435T. (2 credits) Faculty
»CHM 536T – Sonata Repertoire
Continuation of CHM 535T. (2 credits) Faculty
»CHM 553 – Interpretation Class
Issues of interpretation: phrase structure, rhythm, articulation, tempo, and character; chamber music, conducting, teaching, and performance techniques; poetry recitation. (2 credits) Faculty
»CHM 554 – Interpretation Class
Continuation of CHM 553. Prerequisite: CHM 553. (2 credits)


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This week's question is "Who do you think portrayed Shaggy the best?". Is Casey Kasem still the best? Or has Mathew Lillard been hitting it out of the ballpark these past couple years? Personally, I still like Casey Kasem, even though he really sounded like he was playing a old Shaggy near the end.
9 thoughts on "Question of the Week #6"
I think Nick Palatas gave Shaggy his youth back. Matthew Lillard does a great job at voicing him but was too old for the live action movies. That's my opinion. But Casey Kasem will always be Shaggy.Likes(0)Dislikes(0)
I really like Nick and Matthew but Casey is the best, even when he started sounding older.Likes(0)Dislikes(0)
That is a joke!? Nick Palatas and the entire new cast just SUCKS. They doesn't even like Scooby. Casey is the best, the second best - Matthew. And the WORST: Scott Innes. I've never met anyone so arrogant. He thinks he IS Shaggy and Scooby, and he think he's the best voice actor, the biggest fan, the best version of Shaggy and Scooby, he sucks. And the sad thing about it is: he is in the best movies (Zombie Island, Alien Invaders . . .).Likes(0)Dislikes(0)
Oh! And... What is it!?
Whoa, I'm feeling kind of down from Ilma's negativity, but I'll try...
I think the poll should exclude Casey Kasem, seeing as how he IS the voice of Shaggy. I'll probably always say he did the best.
I voted for Lillard though, since he did a good Shaggy voice (though too high pitched most times) and looked the part.
Palatas sounds decent, but he looks nothing like Shaggy. And while I don't think Innes was the worst Shaggy (that would go to the Get a Clue Shaggy) I don't think he's a good pick to voice over Shaggy. It sounds to me like he's throwing in a geeky sound when he voices Shaggy.Likes(0)Dislikes(0)
Casey Kasem was the best UP UNTIL the more recent WNSD-style DTVs - then, he sounded like Grampa Shaggy rather than Shaggy. Matthew Lillard I think is the best possible replacement they could have chosen to take over for Kasem, and he was the best live-action version of Shaggy I think anyone could find in Hollywood nowadays. Nick Palatas isn't all that bad; he's only a teenager, and he works well enough for the films he's in. Scott Innes, however, sounds like he's parodying how Casey Kasem sounded after coming off of the effects of helium. He's not terrible, but his voice grated on my nerves A LOT when I was little. When he was younger, Kasem was the best, but after he quit doing the voice after PNSD, Matt was the best replacement. At least, that's MY opinion.Likes(0)Dislikes(0)
Oh and Ilma, that SDMI dvd is the UK cover for volume one...Likes(0)Dislikes(0)
WHO is the liar!? Now go ahead, find my old post, catch the movie details and made a post about it. XOXO
1. I loved Casey Kasem's Shaggy, he's the classic.
2. Matthew Lillard was good in the live action movies, but giving his voice to Shaggy in the cartoons was better.
3. Nick Palatas. OK, he sounded like Shaggy, he acted like Shaggy, but he didn't really look like him.
4. Scott Innes sounds like Kasem, he gave his voice in a few movies, talking toys and books and in games. He's good.
5. Billy West, actually did Shaggy's voice only in "Scooby Doo on Zombie Island" and then gave his voice to Jimmy Praudwolf in the What's New episode "New Mexico, Old Monster". He did a better job there. However, his Shaggy wasn't that bad.
6. Scott Menville wasn't good. He did Shaggy in Get a Clue nad then other characters from the Scooby Universe. In Get a Clue, he didn't use the words "like" or "zoinks" too much. He was better at voicing Luke from "Scooby Doo! Camp Scare" and young Ricky Owens from SDMI.Likes(0)Dislikes(0)


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Add extra features and styles to make Thunderbird your own.Close
|User since
|January 26, 2010
|Number of add-ons developed
|0 add-ons
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|Not yet rated
My preferred Personas don't obstruct the text on the toolbars and make me smile when I use them and this one does that.
This is the best add-on ever. If I had to choose only one add-on this would be it. It is a helpful decision making tool, not god, and you can check to see why others have rated it unsafe.This review is for a previous version of the add-on (20120515.1-signed).
To create your own collections, you must have a Mozilla Add-ons account.


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Pitton and Farley
"PITTON, a chapelry and township in the parish and hundred of Alderbury, county Wilts, 3 miles N.E. of Salisbury, its post town. The township, which is of small extent, is wholly agricultural. The living is a curacy, annexed to the vicarage* of Alderbury, in the diocese of Sarum. The church, dedicated to St. Peter, is an ancient structure. The charities consist of Fox's hospital, founded in 1688 for 12 persons, and for teaching 20 children. There is a National school."
[Description(s) from The National Gazetteer of Great Britain and Ireland (1868) - Transcribed by Colin Hinson ©2003]
Pitton and Farley were chapelries in the parish of Alderbury, and are both 4 miles East of Salisbury. Pitton is a mile North of Farley. Pitton is at Grid Ref SU213315, Farley at SU225296. Population of Farley 254 in 1831, Pitton & Farley 452 in 1951
- St Peter and All Saints, Church Road, Church of England
Church Records
- All Saints, Farley, Church of England
- St Peter and All Saints, Church Road, Church of England
- Wesleyan Methodist Chapel, Farley, Other
- Wesleyan Methodist Chapel, Pitton, Other
You can also perform a more selective search for churches in the Pitton and Farley area that are recorded in the GENUKI church database. This will also help identify other churches in nearby townships and/or parishes. You also have the option to see the location of the churches marked on a map.
Common to all parishes is a Key to Abbreviations and a description of Church Records and Indexes for Wiltshire, including a complete Marriage Index for the county.
Indexes and registers of the chapels of Pitton, St Peter, and Farley, All Saints: chapelries of the parish of Alderbury until 1874:
- WSRO registers: Chr 1661-1867, Mar 1669-1989, Bur 1669-1990
- BTs (some in Alderbury BTs) before surviving registers for 1605-6
- WFHS transcript Chr & Bur 1605-06 and 1664-1837
- Wiltshire Index Service Burials 1800-1837
- A transcription of the section for Pitton and Farley from
the National Gazetteer (1868).
- The entry for Pitton and Farley from
A Vision of Britain through time.
- Ask for the gazetteer for a calculation of the distance from Pitton and Farley to another place.
- View maps of Pitton and Farley and places within its boundaries.


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12th Annual TALGS Conference
East Carolina University
Saturday February 21, 2015
February 19, 2011
East Carolina University
Greenville, NC
Dr. Ofelia García
Professor of Urban Education, Graduate Center, The City University of New York
This workshop will engage participants in thinking about the many misconstructions of bilingualism and teaching language minority students that surround bilingual students in the United States. The case of U.S. Latino students will be used to contextualize these misconstructions. Pedagogical principles and practices for emergent bilingual and bilingual students will then be considered, in dialogue with participants.
For more information, check out Dr. Ofelia García's publications and NALDIC lecture.
Invited lunch-bag presentation:
Dr. Constance Kampf (Aarhus School of Business and Social Sciences, Aarhus University, Denmark)
Rhetoric, genre and authentic communication in written, oral and visual communication for ESL/EFL speakers
How do we balance the teaching of English language with communication skills? Non-native speakers of English need not only a strong linguistic background in understanding and using English, but they also need to be able to communicate effectively in authentic contexts. Introducing rhetoric into the teaching of Written, Oral and Visual communication enables students to take a structured approach to learning how to produce particular genres (i.e. proposals) and create appropriate texts for real clients. Taking a point of departure in genre and language for strategic action, I will discuss techniques for integrating meaning and context through the creation of authentic texts for real clients such as community programs, entrepreneurs, NGOs, and even the students themselves. Examples are drawn from a Written, Oral and Visual Communication course at the University of Aarhus Business School in Aarhus, Denmark, and workshops for Engineering Communication at an Engineering School in Barcelona, Spain.
Maria Volynsky (Temple University)
Where and how we go: Bidirectional transfer in motion talk of Russian-English bilinguals
Nowadays it is widely accepted that bilinguals' languages do not exist in their mind as completely separate entities. On the contrary, a considerable amount of positive and negative transfer between them happens all the time. The present study attempted to examine the cognitive processes in bilingual speakers, to establish the cross-linguistic influence of the two languages used by them and to understand how motion meanings and events are processed and represented in respective languages of consecutive and sequential Russian-English bilinguals. Specifically, I analyzed conceptualization of motion events, lexical diversity of motion vocabulary, encoding of manner, path and directionality of motion and cross-linguistic influence in narratives elicited with the same nonverbal stimuli from 31 native speakers of Russian in Russia, 38 native speakers of English in the U.S. and 30 Russian-English bilinguals in the U.S. in their L1 Russian and L2 English. The findings show that lexicalization of motion is a subject to L2 influence in these bilinguals; however, very little L1 effect on L2 was uncovered in how the bilingual participants encode motion. Qualitative analysis provides further insights into the nature of lexical preferences of encoding manner of motion as well as the nature of differences and similarities.
James Garner (University of Alabama)
Does data-driven learning lead to better academic writing?
Over the past several decades, the TESOL community in general has seen an increase in the interest in the use of data-driven learning approaches. Most of these have focused on the acquisition of vocabulary items, including a wide range of information necessary for their correct usage. One type of vocabulary investigated has been that used mostly in academic writing, such as "academic words" and linking adverbials/reporting verbs common in academic writing. In those studies, it has often been assumed that acquisition of this vocabulary will automatically lead to better academic writing. However, there have been no studies which have confirmed these assumptions. This presentation will report on the findings of an ongoing study that attempts to fill this gap in the literature. It investigates the acquisition of linking adverbials and reporting verbs, two sets of vocabulary that are difficult for ESL writers to master, with the use of data-driven learning techniques. In addition to looking at the acquisition of this vocabulary specifically, the study investigates whether these approaches also contribute to students' progress in their academic writing. The discussion of the results will also include specific pedagogical implications and indicate directions for future research.
Eunha Hwang (University of Florida)
"To Accept or Not To Accept?" Korean ESL learners' compliment responses in two languages
This study investigates compliment responses by Korean ESL learners, examining whether L1, English proficiency, and the topic of compliment influence their response to compliments. Seventeen female Koreans' compliment responses (10 advanced and 7 non-advanced in English proficiency) were collected via one-on-one conversation each with a female American and a female Korean. After data collection, individual participants had a follow-up conversation in which they reflected on their compliment responses. Quantitative analysis of 61 English and 56 Korean compliment tokens indicated that participants, both proficiency groups, accepted compliments more when they were complimented in English than in Korean. The most frequently accepted topic of compliment was "possession", while the most rejected one was "ability". Qualitative analysis of the follow-up conversations showed that whether they agreed with the compliments or not affected their response in English. If they were not satisfied or did not agree with the utterance, they rejected or deflected compliments. Participants also reported that their compliment responses were influenced by whether the interlocutor was American or Korean, because they were aware of the fact that different speech communities have different norms.
Joan Marie MacCoy (East Carolina University)
Teaching for globalization
We have entered a new era of bilingual education, yet outdated methods are still in wide use, divorcing language from culture and creating a bottom-up process that results in a disconnect between student and culture. It is widely accepted that language is a reflection of culture and that literature and popular media shape culture and individual identity. In keeping with current second language acquisition methodology, I have developed a series of lesson plans that are both reflective of the culture of the Spanish-speaking world and culture-forming. My community-based service learning lessons are designed for university and accelerated high school students. These lessons are based on the seven core standards for North Carolina and involve a pre-school/grade school partnership. The university or high school students will engage in language learning based on the task of teaching pre-K through 5th grade students. This will involve creating books, songs and games based on a model that uses authentic materials. It is time to start encouraging language-learning at a younger age. If our state does not have the resources to provide our youngest citizens with the cognitively and culturally invaluable tool of bilingualism, we should create opportunities for our gifted students to spread their knowledge.
Orapat Pookkawes (University of Florida)
English loanword variation in Thai: A stylistic/phonological analysis of language users and learners
This study examines the differences of variants of English loanwords in Thai, specifically the final (l) consonant used between Thai news broadcasters and Thai L2 learners of English under Eckman's Markedness Differential Hypothesis. The purposes are: 1) to investigate the variation of the final (l) of loanwords in Thai; and 2) to compare Thai speakers in Thailand and Thai L2 learners of English in the US. The data from all participants was separated into the formal and informal situations. While data from sports news reports and at a casual interview from television programs were from the subjects in Thailand, conversational interviews and loanwords word-list reading data were from the subjects in the US. The similar and different directions of variant [l] usage and rates of occurrence were included. The results reveal changes in progress of loanwords in Thai. The final (l) consonant in loanwords is marked since phoneme /l/ is not permitted in the final position in Thai inventory. The participants replaced and/or removed the final (l) to facilitate the pronunciation. Four variants [l], [n], [w] and [Ø] of the final consonants were found. The length of residency in the US affects the variant [l] production of Thai L2 learners.
Mary-Lynn Chambers (East Carolina University)
The Transition and impact of the use of African American Vernacular English in literature from 1800
Gates explains that "The quest for selfhood through the medium of language is a signal theme in African-American literature" (Holton, 1984, p.169). This paper addresses the use of African American Vernacular English (AAVE) in literature from 1800-1970. Specifically, drawing on a linguistic analysis of multiple literary texts written between 1800 and 1970, I investigate how the changing role of the dialect in African American literature has reflected the changing self-perception of African Americans (AA), and I consider the implications for our 21st century composition classroom. Each cycle (Brasch, 1981) sees a shift in linguistic elements (Holton, 1984) from eye-dialect, to phonetics, to grammar, to rhythm. Each shift also reflects the changing view of the AA "self" from African American, to different, to "New Negro", and to a confident Black. This historical quest for selfhood is identified in AA writings through the reflective development of the vernacular. I will argue that those linguistic elements that reflect the AA "self" in the 21st century must be identified and addressed in the college composition classroom as we teach our AA students to write.
Amber Bone (East Carolina University)
Hablando English: Challenges in a community-based ESL project
This paper concerns a community-based project which aims to equip a group of Spanish speaking immigrants in Lenoir County with basic English communication skills. The non-traditional nature of the class presents unique challenges including: attendance, which varies between two to six people; varying age range from 20-55; and varying ability levels, from only basic word usage to comprehensible sentences. The goal is to help students acquire practical language skills they can use to communicate. Clearly, the needs of these students differ from those of traditional students. Strategies like differentiation, TPR, adaptable activities to address ability levels, and constant encouragement, help overcome various challenges. The students also focus on pronunciation, which benefits everyone regardless of ability and attendance. The use of English and constant practice help acquisition. Reflections and observations prepared after each class would be invaluable resources for similar projects because teachers could foresee and plan for possible problems. The observations also provide a selection of strategies which may help overcome challenges of a similar class. Finally, the class gives a previously unheard voice to the needs of related populations.
William Corbitt (East Carolina University)
The Preferred learning styles and strategies of students in modified foreign language programs
The differences in perceived strategy use and preferred learning style among "at-risk" students in a Modified Foreign Language Program and non at-risk students in a non Modified Foreign language Program of Spanish as a foreign language were investigated. Students completed the Strategy Inventory for Language Learning (Oxford, 1989) and the Learning Style Survey: Assessing Your Learning Styles (Cohen, Oxford, & Chi, 2002, pp. 15-18). The data were subjected to statistical analyses (Statistical Package for Social Sciences 17.0) to determine mean differences between the two groups. All assumptions were met and several findings were statistically significant (p>.01). The results indicated that the two groups significantly diverged in terms of their perceived strategy use and preferred learning style. Additionally, the findings suggest that men, while behaving differently than women, are not more likely to register for a MFLP class than women, as one might hypothesize from previous research (Hallowell & Ratey, 1994; Heward, 2006; Shaywitz, 2003). Pedagogical implications and suggestions for future research will be discussed.
Yinjuan Mi (Ohio University)
First language influence on Chinese learners' acquisition of English passives
The current study examines the acquisition of English passive constructions by Chinese-speaking learners of English as a second language (L2) from the perspective of first language (L1) influence. It seeks to explore the differences between Chinese-speaking learners and native English speakers in the use of English passives, how these differences change with L2 proficiency, and the degree to which the learners' patterns reflect Chinese passive constructions. Previous investigations have shown that it is not so much the form but rather the appropriate use of the English passive that creates challenges for Chinese-speaking learners (e.g., Chen & Oller, 2008; Han, 2000; Wang, 2009; Yip, 1995). The primary data for the current study include oral narrative descriptions of the wordless picture book, Frog, Where Are You? (Mayer, 1969), produced by Chinese- and Spanish-speaking learners who are at intermediate and advanced levels of English proficiency. Additional data analyzed in this study include participants' grammaticality judgments of passive constructions. The results of the study will be discussed in relation to the effects of L1 influence and other factors that appear to affect the participants' acquisition and use of English passives.
Katrina Hinson (East Carolina University)
Detecting gender in Internet relay chat
Social networking sites have become popular past times for not just individuals but organizations as well. The majority of online communication still occurs through some form of text based chat program. Internet relay chat (IRC) is one of the earliest forms of online chatting and currently still maintains much of its popularity for individual users and researchers alike. In IRC, individual presence is created through the characteristics of the text entered rather than pictures or voice. For that reason, the aim of this study is to determine if the text characteristics of an IRC post may be used to detect the gender of the individual user. Using an ethnomethodological approach for the observation of and analysis of data, a corpus of texts created from chat conversations from three separate IRC channels, taken over a period of nine months, will be reviewed, analyzed and coded for length of utterance expressed, type of utterance (sentence, clause, or phrase) and the use of adjectivals. This study will highlight the particular linguistic and paralinguistic cues related to gender in order to show that contrary to the expectations of complete anonymity, gender is not invisible in anonymous platforms like IRC.
Jason Litzenberg (Georgia State University)
How much professionalization does TESOL need?"
I speak English, so I can teach it." Most TESOL professionals will encounter this phrase throughout the course of their careers. The traditional English-speaking West has witnessed greater professionalization in the field of TESOL over the past quarter century, yet global standards vary immensely. The present study considers ethnographic interview data and Facebook postings of two novice African American TESOLers who are entering the field overseas but have no professional training. The study looks at the personal motivations of these TESOLers, the role of race, and the stereotyping of teachers by the public and from within the profession itself. It also addresses questions such as the need for professionalization, the limits of professionalization, possible stepping stones to professionalization, and local standards and expectations. While not dismissing the need for a professionalized field, the experiences of these participants point to possible benefits of on-the-job pre-professional training as often acquired through international teaching experience at educational institutions with less rigorous professional hiring practices. The data presented here are relevant for overall directions and goals of the continuing process of TESOL professionalization.
Christina Agostinelli (SUNY Buffalo)
The need for pronunciation instruction: An illustration from English-speaking students learning Spanish
This paper explores the current state of pronunciation instruction and argues against the communicative method which predicts that student pronunciation will approach that of a native-speaker through communicative activities. Phonological theory suggests that the way phonemes are psychologically classified within a native-speaker's mind varies depending on the language and that phonological processes affect languages differently. Therefore, native-speakers of any language cannot rely only on the transfer of phonological knowledge from their L1 to speak and understand their L2. Certain pronunciation problems will arise for students where phoneme classifications and phonological processes vary in L1 and L2. Two common pronunciation problems for native English-speakers learning Spanish, the rhotics and the process of denuclearization, will be utilized to illustrate that, in some cases, the development of native-like pronunciation cannot be achieved through communication alone. Students may not come to realize these phonological differences without specific pronunciation instruction. Therefore, while pronunciation instruction is not a priority in communicative classrooms, it is a necessity. The concepts discussed in support of pronunciation instruction are applicable not only to Spanish, but to all second/foreign language teaching situations.
Darya Kostina with Agnes Bolonyai (North Carolina State University)
Hungarian vowel harmony and its interaction with English in code switching: A case study
Hungarian vowel harmony is one of the instances of vowel harmony existing in languages like Turkic or Uralic. The present paper is a pilot study for a series of cross-sectional analyses of vowel harmony mutation in the speech of 2 generations of Hungarian immigrants in the Raleigh-Durham area. The argument around the definition of a code-switch and whether an intra-word switch constitutes a classic CS is open. Myers-Scotton (2006) classifies the intra-types of CS into intrasentential and intra-clause – since the classic definition of CS would be 'elements from 2 or more languages in the same clause', with only one language providing the 'morphosyntactic frame' (including all 'abstract grammatical requirements') (pp. 234-41). On the level of the word only, it is impossible to define 'grammatical requirements' applied to it, hence the problem in definitions. Following in the steps of McSwan (1999) and Schindler et al. (2009), I will examine what, in spite of the controversy, could be called micro- code-switching, i.e., the addition of Hungarian inflections onto English words in the speech of a 1st generation Hungarian immigrant living in the US. The study is a work in progress, aimed at analyzing the speech of 10 1st and 10 2nd generation immigrants.
Burcu Gökgöz-Kurt (University of South Carolina-Columbia)
The effects of different explicit teaching paradigms on ESL pragmatic development
Despite the wide array of previous research in the interventional pragmatics studies (Bardovi-Harlig, 2001; Lo Castro, 1997; Sullivan, 1979), the enigmatic question of whether instruction improves pragmatic development in interlanguage still needs to be investigated (Kasper & Rose, 2002). In this respect, while the primary role of instruction in L2 pragmatic development is unequivocally underscored (Bardovi-Harlig, 2001; Norris-Ortega, 2000), there are studies which found neither an effect of instruction nor the expected amount of improvement in the intended domain (Fukuya & Clark, 2001; Olshtain & Cohen, 1990). The present study seeks to identify and explain the efficacy of inductive and deductive instruction together with structured input activities on ESL learners' speech act behavior of complimenting and compliment responding. In an attempt to answer this, three intact classes consisting of 2 treatment groups and 1 control group were randomly assigned to (a) inductive instruction, (b) deductive instruction (90 min. each) and (c) control group. A Written Discourse Completion Task with a Self Assessment Test for complimenting and a Multiple Choice Metapragmatic Knowledge Test for compliment responding were administered as Pre, Post and Delayed-Post Test design. The preliminary findings reveal that the learners in the deductive instruction group benefited more from instruction.
Hyunsoon Min with Philip McCarthy (University of Memphis)
Identifying variation of English in the academic writings of American and Korean scientists: A corpus analysis using the gramulator
In this study, we identify systematic discourse characteristics in the academic writings of Korean and American scientists. Specifically, we use the Gramulator to extract "n-gram" features that frequently occur across texts. The results indicate that the two groups of scientists employ asynchronous linguistic features in their writings. For example, Korean scientists frequently employ the structure of was/were + [past participle of verbs of reporting], as in "was conducted to", "was carried out to", and "was aimed to". However, the Americans preferred the structure of we + [verbs of reporting], as in "we show", "we present", and "we identify". Other distinct features of the Korean scientists include the lesser use of personal pronouns and the greater use of past tense as compared to their American counterparts. We speculate that the differences may stem from many reasons including inter-language transfer, proficiency issues, and differences in register convention. We conclude that the Korean scientists' use of these variations may be a key factor in interpreting and evaluating their work as non-prototypical in terms of discourse style. Our findings bring to light language characteristics and a methodology that may be helpful to language learners as well as materials developers.
Lesley Newman (Pima Community College and the University of Arizona)
Successful techniques for creating critical thinking opportunities in diverse classrooms
Adequately preparing ESL students for future career and academic pursuits requires acculturating students to critical thinking in both speaking and writing. Students who enter intensive English programs, adult education programs, and community college programs require critical thinking production skills in order to prepare to be professionals in a US context. It is both a component of cultural adaptation and essential sophistication of their second language production. This workshop focuses on demonstration of effective, hands-on techniques to initiate critical topics in the classroom. The presenter will briefly discuss the motivating theories for the presentation and demonstrate activities to generate meaningful, productive classroom discussion, whatever the classroom context.
Ludovic Kovalik, Doina Kovalik, Jennifer Barney, Laura Neff, Manuelita Cardona, Kimara Parker, Josie Walker and Tiffany Waller
(Winston-Salem State University)
Language simulation: A learning environment for grade-level ESL classroom settings
There is widespread agreement in the literature that language simulation leads to learning by creating an environment that facilitates communication and cooperation. While the benefits of language simulation for college-level ESL students have long been acknowledged, little awareness of such benefits for ESL grade-level students seems to exist. Given the fact that the literature mentions no restrictions as to the age of simulation participants, there is no documented reason why K-12 ESL teachers should shy away from using language simulation in their classes on account of their students' potential linguistic immaturity. Our sequence of three ready-to-use simulations addresses immediate needs of primary-, middle-, and high-school students, respectively. The panel intends to promote the use of language simulation in the pre-college classroom by demonstrating that carefully-chosen and appropriately-run simulations lead to student learning regardless of the participants' age and/or level of linguistic maturity.
Kathryn Bove (North Carolina State University)
Using questions to encourage discourse complexity in the foreign language content classroom
While language and content courses are unquestionably intertwined within a language department, a program that enhances language skills while still teaching content assist students in becoming well-informed foreign language students. Using data transcribed from thirteen recordings of three professors, I found a contrast between the amount and level of discourse between teachers and students. The question remains: What can we do about this? This workshop will report findings and inform teachers on ways to encourage their students' involvement in the literature course through teacher questioning. Using the current study as a primary reference, I will discuss ideas for turning the traditional, teacher-fronted literature class into a student-centered, interactive literature class that requires student participation. During this workshop, we will look at several questioning techniques and discuss ways to improve questioning skills during teacher-fronted activities. Topics will include the new Bloom's Taxonomy, Socratic questioning techniques, and a discussion of the current research. I will discuss an eight-step approach to forming effective teacher questions that allows students to analyze literature while advancing their discursive and cognitive abilities.
Leona Mason (Pitt County Schools)
Implementing an electronic Personal Education Plan for English language learners
For years, Pitt County's ESL Department has been challenged with creating a form for the Personal Education Plan (PEP) of English Language Learners. The form needed to 1) inform classroom teachers about the specific needs to their English Language Learner (ELL), in language that is meaningful to regular classroom teachers, and 2) allow teachers to select appropriate state-testing accommodations and classroom instructional modifications based on the student's language needs. However, mass-produced forms either did not provide enough information or were lengthy and tedious to read and complete. In response, one high school created an electronic form which, when given a particular student's English proficiency test scores, guides classroom teachers in selecting appropriate accommodations and modifications. It displays specific recommendations based on the student's scores and gives descriptions of that student's language ability. The electronic PEP (e-PEP) was debuted in January 2011. Teacher feedback on the new form was elicited. The results will be presented along with the e-PEP in the hope of generating discussion and ideas on how to implement the form elsewhere.
Cindy Lepore (University of Alabama)
Information gap activities for the 21st century language classroom
Information gap activities are popular in the foreign language classroom because they satisfy many of our learners' needs: learners are talking, participation is evenly distributed, and motivation is high because they have something to talk about. Information exchange tasks represent the core of communicative language teaching, which is the idea that students will participate in real-life life situations requiring communication (Lee & Van Patten, 2003). Traditional exercises are typically composed of handouts or worksheets that are partially completed with information, and then students interrogate their classmates to collect the missing information and subsequently share their own facts. Because our goal is to simulate current real-life situations, there is a need to update these traditional exercises. This workshop will explore emerging web-based technologies that facilitate the creation of information gap activities that are technologically appropriate for today's multi-media classrooms. If you would like to hear your students speaking more in class by comparing and contrasting a StoryBird, Animoto, or Pikistrip, please join this session.
Kathryn Bove (North Carolina State University)
Student floor control and its effect on classroom discourse: A look at discourse in the foreign language classroom
In the classroom, there is a positioned asymmetricality between students and teacher in which teachers possess power through exclusivity of knowledge that they must relay to students (Giddens, 1991). Because of this exclusivity, the teacher often controls discourse and access to the floor. In the foreign language classroom this can become problematic due to the emphasis placed on student production of language (ACTFL). This Conversation Analysis (CA) of a foreign language classroom looks at three common sequences: the use of traditional back-and-forth questioning in the IRE (initiate-respond-evaluate) sequences, teacher student co-creation of knowledge, and student-student co-creation of knowledge. Through the investigation of turn taking, student/teacher positioning, and the use of intertextuality, I consider varying levels of student discourse and identify commonalities and differences in student and teacher discourse, tracking access to the floor. The CA analysis has revealed that strong teacher control and very limited student access to the floor discouraged students from producing language. As the teacher shared the floor with students, student discourse increased, as did the co-creation of knowledge between students and teacher. Discussion of CA as well as pedagogical implications will be discussed.
Rai D'Honoré (East Carolina University Language Academy - ECULA)
Challenges associated with starting a language academy at a large public university
This presentation will examine known and hidden challenges that confront the implementation of a language academy. Drawing examples from personal experience, I will initially discuss start-ups in general and those at educational institutions in particular, focusing on public rather than private institutions; translating the feasibility of the concept to the reality of the proposal; and the train of process and procedure through academic institutional regulations and state regulations. Then we shall examine more in depth the development and implementation challenges, paying particular attention to such concerns as curriculum, scheduling, recruitment, testing, placement and engaging the community.
Whitney Larrimore (East Carolina University)
Students' attitudes toward first-year composition courses
Understanding first-year students' attitudes toward first-year composition (FYC) classes might inform teaching and curricular changes that would improve student learning. However, studies typically address instructors' opinions on teaching methods and curricula neglecting students' attitudes and perspectives on the subjects. For that reason, the research questions for this study are: 1) What are the different attitudes among male and female first-year college students of different majors toward English 101, Composition, at Methodist University? And 2) What kind of relationship exists between the students' majors and their attitudes toward FYC? To answer these questions, a questionnaire was administered to 60 students in English 101 classes at Methodist University. The survey contained Likert-type items related to students' high school preparation, self-efficacy, and expectations of FYC, as well as students' perceived usefulness of FYC. The expected results will help give some insights into how composition instruction delivery and content can change to better meet students' needs and improve students' perceived usefulness of FYC courses.
Joanne Naylor with Heather Ramsdell (East Carolina University)
Utterance length as it relates to communicative variables in infant vocal development
This project is an exploratory study of utterance length as it relates to communicative variables in infant vocal development. Archived recordings from a longitudinal study of nine infants at 4, 7, and 11 months of age were analyzed. Each utterance the infant produced during a recording session was analyzed for length (in milliseconds), vocal type (e.g., vowels, squeals, growls, etc.), gaze direction (directed, not directed, and can't see), facial affect (positive, negative, neutral, and can't see), and illocution (e.g., no force, vocal play, object or person directed). The goal is to observe the relationship between utterance length and vocal type, gaze direction, facial affect, and illocution. Results of these analyses may provide insight into typical patterns of infant vocal development.
Greg Raver-Lampman (Old Dominion University)
Struggling with sibilants: Are there acceptable alternative ways to pronounce /s/ and /z/?
Textbooks on phonology and on teaching English as a Second Language often present the place of articulation of the sibilant /s/ and its voiced counterpart /z/ as a settled matter. The /s/ and /z/ are described and listed on phonological charts as a "alveolar fricatives," meaning that the tip of the tongue approaches the alveolar ridge. ESL teachers and speech therapists are often instructed to correct mispronunciation of the /s/ and /z/ by teaching a subject to curve the tongue's tip toward alveolar ridge. Many of these efforts fail, both in speech therapy and in efforts to teach speakers of some Asian languages the correct pronunciation of /s/ and /z/. A handful of linguists and instructors, however, have suggested that an acceptable /s/ and /z/ sound can be produced in English by other means. None of these studies has produced data to determine the prevalence of posited alternative placements. This study seeks to determine the prevalence of the acceptable alternative placement for the /s/ and /z/ sounds in a sample of 50 English-speaking university students. Implications for speech pathology and ESL instruction are discussed.
Gabriella Ruiz (Ohio University)
Cross-Language perceptual assimilation of German and French front vowels
The present study explores whether second language (L2) learners categorize phones in an additional language (L3) as a realization of similarity between their second language L2, or native language (L1).An examination of cross-language categorization of French and German high and mid front vowels by native-speakers of American English are investigated. Several studies have provided evidence for the highly influential nature that language listeners' L1 perception has over the realization of speech sounds in an additional language (cf. Flege, 1987; Strange, 2007; Strange, Levy & Law II, 2009). A theoretical tenet surrounding the nature of language perception maintains that phonetic similarities between a language learner's L1 and L2 affect the awareness of non-native phones due to perceived segmental correlations. Language learner perceptions of non-native phones are a significant component of additional language learning with respects to the role that L1 categorization plays for non-native auditory and articulatory accuracy (Ingram & Park, 1997). As several studies have investigated cross-language categorization between an L1 and L2, the results of this study intend to add valuable insights into the influence that a speaker's L1 or L2 has over the phonology of his or her third language.
Guy Douglas Solomon (East Carolina University)
Discourse of blood donation among the 18-25 age cohort
Blood donation, as an example of altruism, is an ongoing critical need in our society. There is considerable literature on blood donors, their numbers and demographics, their behavior and attitudes, and the ways they are perceived by society, but no direct examination of the discourse and language associated with blood donation. This study was conducted to examine the discourse and language associated with blood donation among young donors (aged 18 to 25), to insure that language used by blood supply professionals is appropriate and motivating for this age cohort. Personal interviews with college students were conducted immediately after each had donated blood. Blood drive staff was also interviewed. Respondents were encouraged to speak freely so that their language could be collected. Analysis was conducted to see how/if language frames blood donation as an altruistic act, and to see how the language positions the act, the need, and the donor. The study contributes a new direction for understanding how blood donation is understood and what it means for those involved. This understanding may also be useful in developing more effective messages to recruit initial donors and to interest new donors in becoming regular donors.


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text:
Clock word problem
3. In this problem we will figure out all the times when the two hands of a
clock are pointing in exactly the same direction and all of the times when
the two hands are exactly 180
a) According to a certain clock it is currently 2:16. At 2:16, the hour hand
of the clock is not pointing exactly at the 2, rather it is pointing at part way
between the 2 and the 3. Write decimals between 0 and 12 to express in hour
units exactly where each of the hands of the clock is pointing.
b) Suppose the current time is h:m o'clock. That is, it is m minutes after the
hour of h. So h is a whole number between 1 and 12, and m is a real number
between 0 and 60. Write decimals between 0 and 12 to express in hour units
exactly where each of the hands of the clock is pointing.
c) For particular values of h and m, when the time is h:m o'clock, the two
hands of the clock are pointing in exactly same direction. Write an equation
expressing m as a function of h.
Please answer part C the other questions are provided as background
2 Answers | Add Yours
c) The two hands are exactly in the same direction for a 12 hour clock only 12-1=11 times, hence interval between each such time = 12/11 hours = 1h+(60/11)m
The minutes lapsed in terms of hour are therefore 60/11 times hour
if m is the function of h for the two hands of the clock pointing in the same direction, then minutes lapsed
m = 60h/11
In 12 hours, the two hands of the clock meets exactly 13 times pointing in the same direction. Of these 13 times, the first time and the last time are at 12. That means, the hands starts at 12 and reaches back at 12 in a period of 12 hours.
Other than these, there are 11 times when the two handles of the clock are pointing in the same direction. This happens at intervals of 1 hour and 5.45 minutes. ie., after 12, again the two handles meet pointing in the same direction when the time is 1:05:45 (1 hour, 5 min and 45 seconds). This happens again at 2 hours and 11 minutes.
So the relation between the coincidence and time is that the hands meet at increments of hour + (hour x 5.45).
The value 5.45 is obtained by dividing 60 with the 11 times.
When minute = m
hour = h,
The handles meet at times, when m = h x 5.45
So , m can be expressed as a function of h in the equation,
m = h x 5.45
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In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized (subject to certain rules and regulations).
Emory University
201 Dowman Drive
Atlanta, GA, 30322
United States
201 Dowman Drive
Atlanta, GA, 30322
United States
- Event type:
- University (What is this?)
Speakers may not be confirmed. Check event website for more information.
David WilhelmDavid Wilhelm is a business leader and former campaign manager for noteworthy politicians, such as former President Bill Clinton, Vice President Joe Biden, Senator Paul Simon, and former Chicago Mayor Richard M. Daley. An active member and former Chairman of the Democratic National Committee, Wilhelm was heavily involved in the success of Clinton's 1992 presidential election, serving alongside the famous 'War Room' communications team duo, James Carville and George Stephanopolous. Wilhelm has acted as an advisor to figures such as former Illinois Governor Rod Blagojevich, Ohio Governor Ted Strickland, Senator John Kerry, and Senator John Edwards. A strong supporter of President Barack Obama in 2008, the Athens, Ohio native was educated at the Ohio University, later earning his MPP from the Kennedy School of Government at Harvard University, where he was a Fellow at Harvard's Institute of Politics. Today, Wilhelm oversees several venture capital firms, including Woodland Venture Management, where he is Founder and President. He also ran Adena Ventures and worked as the Executive Director of Citizens for Tax Justice, where he advocated for the public interest of low and middle-income Americans.
Frans de WaalDr. Frans de Waal is the Charles Howard Candler professor of Primate Behavior in the psychology department at Emory University. His areas of concentration are the social behavior, learning patterns, conflict resolution, cooperation, food-sharing, and play of primates, which he studies at the Yerkes National Primate Research Center near Lawrenceville, Ga. His books, Chimpanzee Politics (1982) and Our Inner Ape (2005), explore the functions of human interaction through the reflections of primatology and zoology, comparing behaviors between people to those of bonobos, chimpanzees, and apes. De Waal has recently been knighted by the Order of the Netherlands' Lion, named a Member of the United States National Academy of Sciences, and the Royal Netherlands Academy of Sciences. In addition, he has received several medals and fellowships in the field of neuroscience both in America and his Dutch homeland, as well as the distinction of TIME's "100 Most Influential People Today" in 2007. At TEDxEmory, Dr. de Waal will give a talk entitled "Monkey Business 101: How Primates Cooperate." Many animals cooperate when they hunt together, support each other in fights, share foods, and console each other. Dr. de Waal will discuss when primates and elephants help each other, clash against each other, and how well they understand the possible rewards. Generally, they act like the rational profit maximizer; however, they sometimes also act altruistically. Dr. de Waal will discuss how humans and our close relatives can be more cooperative than the popular Homo economicus view, which states that man is rational and self-interested in promoting his own ends.
Gregory BernsDr. Gregory S. Berns is the Distinguished Professor of Neuroeconomics and Director of the Center for Neuropolicy at Emory University. After receiving an A.B. in physics from Princeton University in 1986, Berns went on to a Ph.D. in biomedical engineering from UC Davis in 1990 and a M.D. from UC San Diego in 1994. Berns has been a professor at Emory since 1998, serving in both the School of Medicine and in the Economics Department. In addition to being a professor, Berns has practiced medicine, and is also an accomplished author of two books: Satisfaction: The Science of Finding True Fulfillment and Iconoclast: A Neuroscientist Reveals How to Think Differently. Dr. Berns' current research focuses on risky decision making and the neural effects of social messages, the neurobiology of adolescent risk-taking, and neurobiological mechanisms of political conflict. Berns uses neural imaging to distinguish patterns in specific circuits of the brain after subtle manipulations of a behavioral task. In his talk at TEDxEmory, Dr. Berns will speak about the connection between cultural trends and the mind. Can we predict what the next popular culture phenomena will be?
Ken OnoKen Ono is the Asa Griggs Candler Professor of Mathematics at Emory University in Atlanta. Devoted to the study of complex modular forms, integer partitions, and ancient number theory, Ono has recently discovered a finite formula for computing partition numbers, a 500-year-old equation described as "the finite, algebraic formula that we have all been looking for." Receiving his B.A. at the University of Chicago in 1989 and his Ph.D. at UCLA in 1993, his activity in the mathematical sciences includes articles, expert commentary, and seminars related to the complexity of numbers and their properties. The Towson, Maryland native was named the National Science Foundation Director's Distinguished Teaching Scholar in 2005, recognized by the Guggenheim Fellowship, Sloan Fellowship, and Packard Fellowship, and recognized by President Bill Clinton with the Presidential Career Award in 2000. He is an avid bicycle enthusiast, an outdoorsman, and a mentor to young mathematicians of all ages.
Maura BelliveauMaura Belliveau is a strategist, researcher, commentator and business school professor with a specific focus on justice and social capital. She has spent much of her academic career studying pay equity, salary fairness, job market diversity, and gender inequality in the American workforce. Featured in industry publications such as The Economist, Fast Company, and Fortune, the University of California at Berkeley graduate also holds considerable experience as a strategist and consultant at firms such as Cambridge Technology Partners, where she served as senior manager. She has contributed to the public sector, most notably to the U.S. Department of Labor's Glass Ceiling Commission on women's career attainment, and has been named one of the most outstanding business school faculty members in America by BusinessWeek. Before teaching at Emory University's Goizueta Business School, Belliveau lectured at Duke University's Fuqua School of Business and Texas A&M University.
Sanjay ParekhSanjay Parekh is the founder of Startup Riot, named by CNN as "speed dating for entrepreneurs" and one of the first opportunities for angel investors outside of Silicon Valley. A technology enthusiast, Parekh has also been at the head of several upstart companies, including Shotput Ventures and Digital Envoy, where he was CEO and Chief Strategy Officer. He was a founding member of Arris Interactive, which saw billion-dollar success throughout North America, Asia, and Europe. Parekh holds a degree from the Georgia Institute of Technology in electrical engineering and an MBA from Emory University's Goizueta Business School. He has recently been named one of Atlanta's "Top 40 Under 40" by Georgia Trend Magazine and one of MIT's "Technology Review TR100" for his contributions as a young innovator. His extensive background in inventing, innovating, and connecting people with technology has earned him a nod as a Technology Pioneer at the World Economic Forum in 2002 and 2003 and the title of primary nameholder for over seven patents.
Organizing team
Ishaan JalanFounder & President
Salil JoshiVP of Programming
Tara FarwanaSecretary
Jaime LeimanDirector of Alumni Relations
Nikoloz KevkhishviliDirector of Media Relations
Malcolm DecuireOperations Associate
Leyla SokulluOperations Associate
Jonathan KatznerSophomore Representative
Nikhil RaghuveeraFreshman Representative
Dana SandFreshman Representative
Logan LocknerFreshman Representative
Matthew MuenzerTechnology Associate


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Below is the poem entitled note to my children which was written by poet
Insane Rose
insane. Please feel free to comment on this poem. However, please remember, PoetrySoup is a place of encouragement and growth.
Read Poems by
Insane Rose
Insane Rose Insane
the day i had you I wont lie I smelt you
my troubles they all faded
the impact you left on me was stupenus
my arms were your rocking cradle
I knew at that moment my love could be fatal
the stare of your innocent eyes
will forever live in my mind
to love you with my eyes blind
never want to treat you unkind
know your grown, my rocking cradle has become unknown
only in my heart it thrives
my arms have become your home
they can only hold you and cradle you no more
makes me wonder when I became so bold
never imagined you'd get so cold
and all that innocence is no longer of gold
to hurt this way, how could I guess you'd run astray
with my eyes blind never thought you'd be unkind
these's tears they burn from deep inside
to hide them and live in my world upside down
to see your smile not the frown,
the real you, you melt it down
now you think you wear the crown.
with your lips you kiss me
with tounge you miss me
I learned true love when I had you
and you've found the hate, because you grew
who knew, let it go baby, because my love grew.


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Chris Harris picked up where he left off during the Bears' minicamp, roving the secondary.
Excuse him if he's being a little nostalgic, but he missed it. Three years in Carolina can do that to a player, apparently. The defensive calls have changed, but otherwise it's pretty much what he remembers.


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Austrian Wine 101
Five years ago if one were to proclaim, "I sure do love Austrian wine!" the response would have been blank stares or, "Indeed. I really like their Shiraz." Nowadays, when one expresses enthusiasm for Austrian wine, the likely response is, "I love Grüner Veltliner," or "I've had fantastic Austrian dessert wine."Learn more about Austrian wine


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LOS ANGELES (AP) Vin Scully is staying in the booth for the Los Angeles Dodgers.
The 86-year-old Hall of Fame announcer will return for his record 66th season with the team in 2015. The announcement was made by in Korean, Spanish and English by players Hyun-Jin Ryu, Yasiel Puig and Justin Turner on the Dodger Stadium video board in the second inning of Tuesday nights game against Atlanta.
The news was greeted with loud cheers and a prolonged standing ovation for Scully, who stood and waved to fans from his booth.
A decision about Scullys future has become an annual rite of passage in recent years as he evaluates his health and his familys wishes in considering whether he wants to continue.
God willing, I will be back next year, he said in a statement released by the team. Naturally there will come a time when I have to say goodbye, but Ive soul-searched and this is not the time.
Scullys consecutive years of service make him the longest-tenured broadcaster with one team in sports history. He calls all nine innings of the teams home games and road games in California and Arizona for the Dodgers new television home on SportsNet LA, while the first three innings of his games are simulcast on the radio.
Scully and the Dodgers have been invisible to 70 percent of Los Angeles television viewers so far this season. Only customers of Time Warner Cable Inc. and a couple of its partners have been able to watch the teams games. Subscribers of major providers such as DirecTV, Dish Network, Verizon and AT&T have been shut out.
Im obviously not alone in saying that Im overjoyed Vin will be coming back to the booth in 2015, team president and CEO Stan Kasten said. Our fans deserve the very best and Vins voice, knowledge, experience and passion for broadcasting Dodger baseball are second to none.
Scully began his professional broadcasting career in 1950 with the Brooklyn Dodgers. He has called three perfect games, 25 World Series and 12 All-Star games. He was behind the microphone for Kirk Gibsons Game 1 homer in the 1988 World Series, Don Larsens perfect game in the 1956 World Series, Hank Aarons record-setting 715th home run and Sandy Koufaxs four no-hitters, including a perfect game.
At 25, he became the youngest person to ever broadcast a World Series game. In 1955, he called the Dodgers first and only World Series championship in Brooklyn, and later called their five other World Series victories.
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Weird, one of the issues it appears I'm having is that when it's set to -bgscan and roaming device, the device will just get stuck on "no carrier" and not even attempt to reconnect to the AP it's assigned to. ral0: flags=8843<UP,BROADCAST,RUNNING,SIMPLEX,MULTICAST> metric 0 mtu 1500 ether 00:16:b6:XX:XX:XX inet 192.168.3.99 netmask 0xffffff00 broadcast 192.168.3.255 media: IEEE 802.11 Wireless Ethernet autoselect (OFDM/54Mbps) status: no carrier ssid router channel 1 (2412 Mhz 11g) authmode OPEN privacy OFF txpowmax 100 bmiss 7 scanvalid 60 protmode CTS roaming DEVICE bintval 100 ath0: flags=8843<UP,BROADCAST,RUNNING,SIMPLEX,MULTICAST> metric 0 mtu 1500 ether 00:13:46:XX:XX:XX media: IEEE 802.11 Wireless Ethernet autoselect (OFDM/36Mbps) status: no carrier ssid linksys channel 1 (2412 Mhz 11g) authmode OPEN privacy OFF txpowmax 36 bmiss 7 scanvalid 60 protmode CTS burst roaming DEVICE bintval 100 Now, if I ifconfig XXX0 down / up then, I'm associated with the APs instantly... Until another 2ish hour period then they're back to no carrier. Any ideas here? I'd point at the AP usually or the NIC... However, these are two different WLAN cards/chipset/brands and two different APs. On 6/30/07, Kevin Gerry <sfpoof_(_at_)_gmail_(_dot_)_com> wrote:
Well, I attempted ifconfig ral0 -bgscan and that didn't help as it just switched SSIDs on me... Attempting ifconfig ral0 roaming device now in hopes that will work! =) Thanks for the assistance. On 6/28/07, Sam Leffler <sam_(_at_)_errno_(_dot_)_com> wrote: > > Sam Leffler wrote: > > Kevin Gerry wrote: > >> I've noticed that in a recent patch that when you set a NIC with > ifconfig > >> ath0 ssid "This One" that it won't always honor that and jump on the > >> strongest one. > >> > >> Example: > >> > >> 3 WAPs: SSIDs WAP1, WAP2, WAP3 > >> > >> I have set ath0's ssid to "WAP2" and ral0's ssid to "WAP3". They both > will > >> honor the ssid setting for the first connection. However, after a few > >> hours/etc the drivers both associate with WAP1. > >> > >> The settings to require the specific SSID are in > >> /etc/start_if.ral0/start_if.ath0. There aren't any conflicting > >> directives to > >> force it to go blank and select a random AP. > > > > You're probably roaming. wlandebug roam will verify what's going on. > > You can disable roaming several ways: > > > > ifconfig ral0 roaming device > > > > should do the trick (if you set it to manual then you won't do what > you > > want if your beacon is turned off). Alternatively you can do > > > > ifconfig ral0 -bgscan > > > > as roaming won't take place w/o bg scanning. > > If you are roaming you can also just fiddle with the roaming thresholds; > e.g. roam:rssi11g and roam:rate11g. I haven't updated the man page > for ifconfig for these yet; they are threshold settings that when > crossed cause the system to consider roaming to a different ap. > > The handling of ssid changed when roaming went in; it's now a "desired > ssid". That is, if the scan doesn't see an ap with the desired ssid > then it'll associate to another ap if possible. Should the ap w/ the > desired ssid re-appear and roaming is enabled then you'll switch over to > > it. There is also hysteresis to this algorithm so you don't just bounce > around from one ap to another. > > Sam >
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Man Law
The first rule of MAN LAW is that grilling is the right cooking choice for rugged gourmets, and MAN LAW cooking tools and accessories let outdoor chefs of any gender prepare drool-worthy feasts of meat and vegetables. The MAN LAW manifesto says that grilling brings together science, craft, engineering and the work of a spatula. Comparing its line of tools to those of a surgeon, MAN LAW offers accessories that separate the committed grill enthusiast from the occasional burger flipper. Begin with essential grill tools such as spatulas, knives and tongs. MAN LAW delivers heavy, stainless steel and wood tools made for long-term use poolside, lakeside or deep in the cover of woods. Grill gadgets let outdoor cooks achieve specialty recipes or quick results. Feed the entire neighborhood when you employ hot dog grillers or hamburger baskets to cook meats right every time. Serve sides of favorite vegetables with the help of jalapeno roasters or corn baskets, and wow guests with pizza made on the grill with a pizza stone and rack. MAN LAW says that no meat is too big, and with a properly outfitted grill area, you can attack any cut with confidence. Brand Features:
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Volleyball Courts
Mission Creek Park has one sand volleyball court available for public use. It is located at the sports courts area at approximately 401 Berry Street. The court adheres to "first come/first serve" policy with a maximum of 45 minutes of use for any group when other players are waiting. The court may be reserved for a fee of $50 an hour for a maximum of 4 hours at a time. Court reservations require completing a formal permitting process. Please contact park management for more information at 415-543-9063. Permit application forms can be found in the Event Permit section of this website.
Volleyball Court Rules
Breaking of the rules may be cause for dismissal from the court.
Thank you for your cooperation.