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The Charleston Battery eased a month of frustration tonight with a 1-0 victory over Dayton at Blackbaud Stadium, boosting the squad's hopes for the USL Pro playoffs.
Nicki Patterson scored on a penalty kick an hour into the match, and the Battery made it stand up for its first victory since June 8, to the delight of 3,034 fans.
Charleston had lost two straight and gone 0-3-4 in its last seven matches, capped by a 4-2 drubbing at Tampa Bay last Saturday. The Battery averaged little more than a goal and dropped from third to a tie for sixth place in the standings during that stretch.
With tonight's three points, the Battery (8-5-6) climbed out of that three-way tie for sixth with 30 points The top eight teams make the playoffs. Dayton fell to 7-5-6 with 27 points.
Patterson's penalty kick was set up by Dane Kelly, who broke free down the middle and was taken down in the box. Patterson's curling shot found the top left corner in the 60th minute.
Play was chippy during a scoreless first half, with Battery keeper Odisnel Cooper foiling a Dutch Lions corner with a block and a diving save. Cody Ellison had the Battery's best chance in stoppage time, his attempt saved by Dayton keeper Matt Williams.
The Battery played without defender Mark Wiltse, who suffered a broken nose during training Thursday. Midfielder Ben Fisk, out for nearly two months with a knee injury, is due back this weekend.
Charleston plays the second of three straight home games July 24 against Phoenix.
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Pharmacist by day, 'OWI Hunter' by night
APPLETON - A recovering alcoholic is doing his part to cut down on drunk driving.
Brad (who asked we don't use his last name) waits outside bars on Saturday nights looking for people who aren't in condition to drive.
"I watch for drivers who may be swerving or people staggering getting into cars," Brad told WTMJ's Wisconsin's Afternoon News. "I follow them until police can pull them over."
AUDIO: Click to hear Brad on Wis. Afternoon News
Since Brad started hunting for drunk drivers a year ago, he has helped nab more than forty offenders.
"I've had more get away than I've caught," he said.
The self-proclaimed 'OWI Hunter' is a recovering alcoholic and wants to create a network of hunters. Law enforcement officials don't seem to mind.
"I've had nothing but a positive response from police," he explained.
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advection, in atmospheric science, change in a property of a moving mass of air because the mass is transported by the wind to a region where the property has a different value (e.g., the change in temperature when a warm air mass moves into a cool region). Advection can refer to either the horizontal or vertical components of the motion.
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One-off 2011 Koenigsegg Agera X costs 888,888 EUR
V8 5.0-liter bi-turbo with 940 HP
A one-off 2011 Koenigsegg Agera X wearing chassis #88 is available on jameslist.com for 888,888 EUR.
What we have here is yet another one-off version of the Koenigsegg Agera. The "X" was delivered late last year to the main shareholder at Gemballa, the well-known Porsche tuner. It was driven for only 3,250 km (2,019 miles) and was last serviced in March at the firm's HQ in Angelholm, Sweden.
Power comes from a V8 5.0-liter bi-turbo engine producing 940 HP (691 kW) and 1,100 Nm (811 lb-ft), enough for a 0-62 mph (0-100 km/h) run in 3.1 seconds. For an extra 180,000 EUR, the hypercar can be upgraded to Agera R specifications, increasing output to 1,115 HP (820 kW) and 1,200 Nm (885 lb-ft).
Source: jameslist.com
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940HP, 0-62mph in 3.1s... GT-R 550HP/LP-700 700HP, 0-62mph in under 3s. Something isn't right about its price and performance...
Dec 28th, 2012 3:48pm
You do realize that both of the car's you listed are AWD... Compared to this, which has way more power then either of those two cars and is only RWD. Not to mention that anywhere past 60mph this car will absolutely smoke either of those in any performance test there is. I would also bet that 3.1 seconds is a fairly conservative 0-60 time.
Dec 28th, 2012 4:07pm
Look what it does to 458 Italia(0-60 3s) Agera R vs Ferrari 458 Italia http://www.youtube.com/watch?v=_0wYrhWxmPg
Dec 28th, 2012 5:10pm


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Throw your plans out the window. We scoured the state in search of the top events and offerings, from the opera in Houston and Friday night lights in Odessa to surfing along the coast and hiking in the mountains. Here's our super select guide to the things you absolutely can't afford to miss.
[Feb 18–Feb 24]
AP Photo/Charles Sykes
Dove Tale
One hundred and thirty-five years ago, Robert Duvall was a former Texas Ranger turned loquacious slacker on a cattle drive from Texas to Montana. Of course Duvall was just role-playing, as Augustus "Gus" McCrae in Lonesome Dove, the Pulitzer Prize–winning novel by Larry McMurtry that was made into a television miniseries. "Wherever I go, people will come up to me and say, 'Augustus McCrae in Lonesome Dove,'" Duvall says in a promotional video for the Texas Ranger Hall of Fame and Museum. "And I will say, 'That is my favorite part ever. My Shakespeare is Lonesome Dove.'" Join Duvall and journalist (and Austin native) Bob Schieffer for "An Evening With Legend Robert Duvall," an Inside the Actors Studio—type discussion for Dove-heads looking to take their knowledge to a higher level. And for fans of Duvall who have yet to experience Lonesome Dove, well, you have five days to read 850 pages or watch a six-hour movie.
Hilton Americas-Houston, Feb 23, 6:15 p.m.
To the Limits
It's common practice for television shows with live audiences to ply said audience with free beer to ensure enthusiastic reactions. That's how Austin City Limits, the preeminent chronicler of Austin's ascendance to live music mecca, did it when tapings occurred on the University of Texas campus. But now, after 36 years, the show has moved on up to a state-of-the-art studio attached to the new W Hotel—and the beer is no longer complimentary. Good thing Steve Miller—the joker, smoker, and midnight toker who grew up in Dallas—is performing the first taping of the new season. The lyrics to his hit songs—"The Joker," yeah, plus "Take the Money and Run," "Jet Airliner," and "Abracadabra"—are permanently etched in our brains, and not even sobriety can keep them from being sung when heard. Besides, don't you want to see the new version of the iconic Austin skyline backdrop before it's broadcast to millions?
ACL Live at the Moody Theater, Feb 24, 8 p.m.
A grito is the Mexican version of a yee-haw. The beginning of the Charro Days Fiesta, a weeklong celebration of the Mexican cowboy, features a "group grito" projected from Brownsville, the southernmost city in the state, across the border and into Matamoros, the fiesta's sister city. Let's practice: Ayyyyyyyeeeee yay ya yay. Arriba! Now, doesn't that feel good? Lifting spirits is what Charro Days is all about—from its inception during the Great Depression to its opening rallying cry of independence. As the week progresses, the identity of the charro—a descendant of the vaquero, who whispers to horses and shows no fear in rodeos—unfolds through a flour tortilla taco-eating contest, dances, and a parade. But it's the tuxedo-like uniforms of the charro that are most captivating.
Various locations, Feb 20–24, various times.
Whoop Whoop
There are only about four hundred whooping cranes in the wild, and nearly three-quarters are in greater Port Aransas. They're out in droves these days, showing off their seven-foot wingspans, flirtatious necks, and beady yellow eyes, as part of the annual Whooping Crane Festival. The gathering includes boat tours, photography workshops, and a speaker series. But what makes a "whooper" so special that it's had its own festival for fifteen years? "It is the tallest bird in North America, it has a trumpeting call that can be heard two miles away, and it has a mating dance that stirs the hearts of many," said Tom Stehn, whooping crane coordinator for the U.S. Fish and Wildlife Service and speaker at the fest. "And it symbolizes conservation in North America since it was once right on the brink of extinction."
Port Aransas Civic Center, Feb 24, various times.
The Papers Chase
Thomas F. Staley, director of the Harry Ransom Center, has scored a lot of booty in 23 years—the papers of Norman Mailer, Arthur Miller, and Bob Woodward and Carl Bernstein, etc.—and for his presentation "The Thrill of the Chase," Staley will reveal how he got so lucky.
Harry Ransom Center, Feb 24, 7 p.m.
Hobo the Sound
Not much has changed about the Shiner Hobo Band in the 75 years since forming as the house act for Spoetzl Brewery—a toilet plunger is still waved like a baton to incite the audience—except now the group is up to about thirty members, which makes for quite a polka and waltz jam session.
Sengelmann Hall, Feb 20, 2 p.m.
• • • • •
Seven more gotta-see, gotta-do events that you can't afford to miss.
By Annie Samuelson
Austin Marathon and Half-Marathon
On your mark, get set, go! The race is sold out, but come support brave runners as they trek across Austin.
Race starts at Congress Ave between 7th & 8th, Feb 20, 7 a.m.
Music of Billy Joel With Michael Cavanaugh
Make up your mi-i-ind to come listen to the Piano Man's hits brought to you by Michael Cavanaugh, star of the Broadway success Movin Out.
Meyerson Symphony Center, Feb 17 & 20, 8 p.m.
Boz Scaggs
From Steve Miller Band to solo success, Scaggs has


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We are looking for software reviewers to write for us.
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Advanced aviation logbook for Windows. Completely customizable, comprehensive reports, interactive charts, custom currencies, powerful data analysis, and free tech support. Try risk free with no time limits. User-defined data fields, track certificates, ratings, medicals, biennials, currency, and more. Pivot-table analysis, exports to RTF, PDF, HTML, Excel...Import any CSV or TAB delmited text data file. Inline web browser, software updater, compliant with Windows XP and all 32-bit Windows Operating Systems. High-speed and completely customizable, Palm, Pocket PC, iPhone, iPad, iPod touch apps as well.
Keywords: Logbook, Logbook Pro, Palm, Palm Pilot, Pocket PC, Windows CE, PDA, Fly, Flight, Aviation, Pilot, Log, Landing, Takeoff, Airplane, Helicopter, Glider, Inventory, PIM, Record, Database, Private Pilot, iPhone, iPad
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learning the Chinese mandarin
I received a few advises regarding learning Chinese and I followed them. Today I start the process of memorizing and the journey of confusion has started accompanied with scary ideas about me failing to learn the language. I wish I can find someone who is willing to give me some time every few days- upon agreement- to talk to me in Chinese
Do you konw Liyang who is a teacher advocate learning English to say it out loud.I think we should learn to speak Mandarin as him .
Why not have an English-Chinese language exchange between us.
Bryant: no i don't know him.
lion : yes i would love to do , we can arrange , i don't know how many hours between us - ohio and china ?
I am personally curious as to how are you are coping with it. I wonder how it is like for someone to learn Chinese. :P Do you have difficulty memorizing how to write the characters? Or how to say the characters in the right tone?
today was my first lesson and i didn't yet start to memorize the characters , i just start to memorize the the tones and some words . gosh i do think that it is a difficult language , it is very far from english and arabic languge :(
To learn Chinese is no easy task if you want to master and sophisticate the old language . Before your masting the language , You have to learn to recognize so abstruse characters and its grammar looks so loose that hard to organize . But yet, To learn Chinese can be an easy task and fasicinating experience in your lifetime , As its pronunication is not so aerial , so you can read and speak in the beginning of learning . The Chinese grammar is not complicated as opposed to German . Moreover, as most people know , there are numerous people who can speak Chinese and happy to share their language . It would be easier for you to seek out potential language partners to practice Chinese with you . You may as well make friends with Chinese and I guess those friends would be another incentive to your learning Chinese.
thanks allen , appreicate it :)
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Englin's Fine Footwear presents the 'Orb' from Finn Comfort. The Orb is a popular four seasons comfort clog with an adjustable strap. Featuring luxurious leather lining and Finn Comfort's anatomical removable footbed made of all-natural cork & latex and lined with rich organic suede, this clog is great for comfort. Exceptional orthopedic support and a lightweight and shock-absorbing polyurethane sole reduces stress on joints and bones.
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Is there a future in a Health and Physical Education career?
The salary you can expect to earn is different depending on the career opportunity you choose. According to the Bureau of Labor Statistics, occupations in the arena of Health and Physical Education are expected to increase much faster than the average for all occupations. These workers are expected to gain jobs because an increasing number of people are spending time and money on fitness and more businesses are recognizing the benefits of health and fitness programs for their employees.
Why choose a career in Health and Physical Education?
One of America's dynamic growth industries is helping people manage the physical side of their lives. People who choose careers in Health and Physical Education are instrumental in encouraging healthy lifestyles and wellness through educating individuals and communities about behaviors that can prevent diseases, injuries, and other health problems. Today you can combine your interest in physical fitness or sports with exciting career opportunities as a: teacher, coach, athletic trainer, fitness professional, sports manager, official, sports psychologists, and more!
What will I learn in the Health and Physical Education program at CCC?
- Human Anatomy and Physiology
- History and Concepts in Physical Education
- Personal Health
- First Aid and CPR
- Weight Training
- Social Dance
Why is the Health and Physical Education program at CCC so outstanding?
At Clovis Community College we understand that sports or fitness careers demand mental preparation as well as physical preparation. The mission of the Health and Physical Education faculty and staff is to improve the quality and quantity of life for community residents by providing opportunity for, and promoting participation in, safe and effective health and fitness programs. Our small class sizes, dedicated faculty and can-do attitude will be a positive partner for you on your road to success!
Here are the classes you need to take in order to earn your Associate of Science in Health and Physical Education. You can also view the CCC Course Catalog for more details, including course descriptions.
Gainful Employment
For more information about the Certificate of Completion program, including graduation rates and the median debt of students who completed the certificate, please read the following information:
Health and fitness is rapidly becoming a priority across the nation.
For more information please contact:
Mark Bussen


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Packaging Design : 15 Stunning Design Inspiration
Packaging Design is really important inside advertising in any products. Correct branding immediately associates to the customer with merchandise and business as well. The packaging design of your product or service needs exhibits the brand name. A customer may not recall all the information about an ad, but they can recall any dynamic graphic catchy logo. Best branding may draw the attention regarding latest consumers to continue, maintain and increase the respect concerning established clients.
Read more at downgraf.com


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Hotels/Motels close to Downtown Durango are shown below sorted by distance (closest at the top). Explore our hotels/motels to find accommodations near Downtown Durango (in Durango CO) for your personal or business trips.
We sell the best motels and hotels close to Downtown Durango so you can review the discounted Durango CO stay options below and book your perfect hotel. Planning a group hotel block? Reserve a Durango CO discounted group rate
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Whirlwind continues for Brunelli's Warriors
Nearly 800 N.C. High School Athletic Association boys and girls varsity basketball teams began the journey to Raleigh and Chapel Hill in October and J.F. Webb's boys are now one of 16 squads left standing.
Webb meets Statesville Saturday in the 3-A state title game at N.C. State's Reynolds Coliseum. The North Piedmont Conference Greyhounds enter the contest on a 14-game win streak, including a 74-71 victory over Hunter Huss of Gastonia in the Western Regional final.
Warrior coach Leo Brunelli and assistant coaches Everett Byrd and Cameron Davis were joined Monday in Durham by Webb Principal Calvin Timberlake and school Athletic Director Ricky Givens for the state championships press conference.
Brunelli said the last two weeks have been a whirlwind, but he's drawing strength from a supportive Oxford community.
"Coming home from church yesterday and seeing the 'Go Warriors' on the McDonald's sign," said Brunelli. "That's what it is to me about small towns and communities. That's pretty special because you know you are a part of that."
Webb advanced to the final by turning back defending state champion Rocky Mount, 68-64, Saturday in Fayetteville's Eastern Regional final.
Statesville, which finished perfect against league opponents, rolled to the regional final before finally getting a test from Hunter Huss. Two of the Greyhounds' three regular season losses came to 4-A opponents. The other came to Hickory, which fell to Rocky Mount in the 3-A title game a season ago.
Webb and Statesville are each seeking their school's first boys basketball state title. The Warriors are making their first final appearance and the Greyhounds are back for the first time since 1985.
"They're very focused," Statesville coach Sonny Schofield said of his team, short on size, but not on speed. "They're very together. They're a close-knit family. They love each other and they play hard for each other."
Schofield said Iredell County is buzzing about the Greyhounds, but he's confident the team will remain grounded and focused.
"When we get in the gym, we'll try to make it a business atmosphere," said Schofield. "And get ready for the biggest game they've ever played in their life."
Brunelli didn't think it would take much to convince Warrior fans to come out Saturday in Raleigh, but he gave his best pitch anyway.
"Just wear red," said Brunelli. "Our kids, when they walked out in the Crown Coliseum, and saw all that red in those blue seats, it was awesome. I want to give our kids a competitive advantage so if there's anyway you can make it Saturday night to Reynolds Coliseum — you just don't want to miss it."
3-A state championship
J.F. Webb (26-5) vs Statesville (25-3)
Saturday, 7:30 p.m. at N.C. State's Reynolds Coliseum (Doors open at 10:30 a.m.)
Pre-sale tickets ($9) are limited and can be purchased in the Webb gym Tuesday through Friday from 4 to 6 p.m. "Day of" tickets are $10. Webb students can purchase tickets during the school day.
Statesville at a glance
Coach: Sonny Schofield (11th season)
Nickname: Greyhounds; Colors: Royal blue and gray
Three consecutive North Piedmont Conference titles
No. 3 seed in Midwest; defeated No. 1 Hunter Huss of Gastonia, 74-71, in regional final
Scored 80 or more points 19 times this season
Leading scorer: Athletic 6-foot-1 wing player Jaquan Warren (16 points per game)
Championship schedule
Saturday, March 16
At Reynolds Coliseum
1-A girls — Noon
Graham River Mill Academy (28-3) vs Kernersville Bishop McGuinness (24-7)
1-A boys — 2:30 p.m.
Rocky Mount Prep (24-3) vs Winston Salem Prep (30-2)
3-A girls — 5 p.m.
Chapel Hill (29-1) vs Charlotte Harding University (23-4)
3-A boys — 7:30 p.m.
J.F. Webb (26-5) vs Statesville (25-3)
At Dean E. Smith Center
2-A girls — noon
Kinston (26-4) vs Canton Pisgah (26-6)
2-A boys — 2:30 p.m.
Kinston (27-2) vs Waxhaw Cuthbertson (29-3)
4-A girls — 5 p.m.
Millbrook (32-0) vs Greensboro Page (28-1)
4-A boys — 7:30 p.m.
Broughton (27-5) vs Charlotte Olympic (29-0)
Contact the writer at email@example.com.


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Embellish a store-bought wreath with fresh eucalyptus and plump faux berries.
1. Start with a three-dimensional cardboard wreath, like this snowflake design.
2. There's no need to mess with glue or wire: just tuck the eucalyptus and berries into the frame until it looks leafy and full.
Find more inspiration in our photo gallery of DIY Holiday Wreaths.
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Track the PolyTrolley online at: www.polytrolley.spsu.edu
The PolyTrolley is a great way to connect with the community surrounding Southern Poly. On Wednesdays and Thursdays from 6:00 PM to 10:45 PM, you can ride the PolyTrolley to the local Walmart and to Marietta Square, for FREE! The PolyTrolley stops on campus are located at the Community Center, Hornet Village, and University Columns.
Don't forget to bring your HornetCard along for the ride! Several businesses in the community offer discounts to SPSU students.
PolyTrolley Stops:
- Community Center
- Hornet Village
- University Columns
- Walmart (To Marietta Square)
- Marietta Square
- Walmart (To SPSU)


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Corpus Christi mayoral candidates address city issues Monday during televised forum
CORPUS CHRISTI - Crumbling city streets, bayfront redevelopment and a proposed energy plant were just a few of the topics broached during a televised mayoral debate Monday evening.
The city's four candidates answered questions during a forum hosted by TV station KZTV. They will meet again Wednesday for a similar debate hosted by KIII-TV.
The first two topics focused on streets and whether candidates support steering bond money and utility bill fees to fund what has been projected by officials as a nearly $1 billion fix to bring city roadways up to a manageable condition.
"If we don't pay now then we'll pay later," said City Councilwoman at-large Nelda Martinez, who hasn't ruled out a user fee. "We need to reign it in and find a balance to that amount."
District 4 City Councilwoman Chris Adler said she too recognizes a need for repairs. Adler drove the streets with city officials to study them while working to lower repair costs, she said.
"The facts are what's important," she said. "I always will have to have, and demand the facts to any situation."
To save city costs, Josey Wales proposes firing the city manager and four assistant city managers, which could save taxpayers $71,430 a month, he said, something the candidate reiterated throughout the evening.
"If you have a problem, let us know about it," he said. "When I have the city manager gone, planning and engineering will report directly to me."
On whether the city stifles small businesses with regulations, businessman Ray Madrigal said as mayor he would work to foster economic development.
"It's called common sense," he said. "We need some growth in Corpus Christi. I have a plan, and we're going to get this thing moving forward."
Moderators asked whether the city needs to work to redevelop the bayfront and who should fund the work.
Adler said she supports Destination Bayfront, a proposed $72.5 million bayfront redevelopment plan featuring parks, restaurants and play areas which was removed from the list of potential bond projects during the summer.
"I see it as being a great addition to our bayfront," she said adding that she supports finding private funds for the project.
It was a sentiment echoed by Martinez.
"I think Destination Bayfront will be an excellent project for this community, but as long as we do it right," she said.
On the proposed $3 billion petroleum coke-fired Las Brisas energy plant, both women emphatically said they do not support it, noting the potential for pollution and its effect on residents. Adler said she unjustly was labeled in favor of the project.
"Nothing could be further from the truth," she said.
Both women also agreed they support all of the eight bond propositions on the November ballot, which call for $89.7 million in street and infrastructure repairs. If all propositions are approved, it would represent a property tax increase of $19.27 per $100,000 value of property.
In closing comments, Wales said he would work to bring wrestling, boxing and women's volleyball events to Corpus Christi to spur business, while Madrigal pointed to his military and business backgrounds as qualifiers to hold the job.
Martinez said her knowledge of complex negotiations, and ability to keep budgets low would make her an ideal mayor.
"I want to continue to be able to work for you and build on this momentum," she said.
Adler also pointed to her years as a small-business owner and promised to make tough decisions as mayor.
"We have some problems that are on our horizon, but we can handle those problems together," she said.
See Corpus Christi's mayoral candidates debate again at 5 p.m. Wednesday on KIII-TV.
For more on the elections, visit www.caller.com/elections/2012.
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Need Help? Call us at 1-800-566-8098.
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Colon Health
A healthy colon is essential to good health and keeping the body in peak physical condition. Healthy lifestyle choices that include whole foods, regular exercise, drinking plenty of water all help to improve the health of the colon. In addition to this, using colon health supplements to treat specific colon concerns can help you achieve optimal colon health, leading to a healthier body. When the colon is not functioning as efficiently as it should, toxins can build up and be reabsorbed into the body causing fatigue, bloating, gas and even depression.+ Read more >
Cleansing and detoxifying the colon with detox and colon health supplements can help eliminate the built-up toxins and restore the proper function of the colon. Greens drinks are not only an excellent source of vitamins and minerals, they also help to cleanse and heal the colon. Aloe Vera juice also has healing properties that are beneficial for the colon. Chamomile herbal colon health supplements can be helpful for treating colic, gas, an irritated gastrointestinal tract and diverticular disease. Chamomile is popular as a tea, but can also be taken as capsules or a tincture. Vitamin C supplements support the mucous membranes in the colon and decreases inflammation. Omega-3 fatty acid or fish oil supplements also help to reduce inflammation in the colon. They are also thought to help reduce the risk of cancer, making them an important preventative colon health supplement. Peppermint is another herbal supplement that is beneficial for the health of the colon. Peppermint can help to reduce indigestion, abdominal bloating and spasms in the colon, making it particularly useful for people with irritable bowel syndrome. Flaxseed is a bulking laxative that works naturally to encourage regular bowel movements without the risk of the body becoming dependent on it for functioning. Granular flaxseed works best as a colon health supplement and can easily be sprinkled on to your cereal or added to a smoothie. Maintaining a healthy balance of bacteria in the gut is important to good overall health, however with today's farming practices and the regular use of antibiotics, this can be difficult to achieve. Taking a high quality probiotic vitamin supplement regular will help to restore and maintain the healthy bacteria in the gut. Whether you want to treat a specific colon health concern or simply optimize your colon health, Body Energy Club's online vitamin store has all colon health supplements you need at unbeatable prices. Before starting any new supplements it is important to check with your doctor to make sure that they are right for you, especially if you have a medical condition or are taking prescription medications.+ Read less >
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AOR Advanced Biotics Probiotic Supplements
Probiotics are live microorganisms that promote a balanced intestinal microflora and a healthy gastrointestinal tract. AOR's Advanced Biotics formula contains a blend of seven clinically tested probiotic strains that possess antimicrobial, immunomodulatory, anticarcinogenic, antidiarrheal and antiallergenic properties.$44.99
AOR Digestase Nutritional Digestive Supplements
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text:
Thursday, January 21, 2010
Wussup Wit' Dat?
Tags: dialects, pronunciation, Richard Firsten, standard vs. nonstandard English
Comments: 4
Tags: dialects, pronunciation, Richard Firsten, standard vs. nonstandard English
Comments: 4
I enjoyed reading Dorothy's article written in response to some questions posed to AzarGrammar.com by an Iranian English teacher who she's named "Ibrahim." You can't help but feel the nurturing and supportive tone that Dorothy has created in it. One of the things I've always liked about most of the teachers I've met in our field is this caring quality that has led to teachers in other disciplines sometimes labeling us in good fun as "mother hens." Well, that's fine; I don't mind that label at all, and I have a hunch that Dorothy doesn't mind it either!
What About Cultural Aspects and Register?
What About Cultural Aspects and Register?
Second, what about all the cultural aspects of a language and the matter of communicative competence? How can a person not living in an English-speaking environment possibly learn the intricacies of register to know which vocabulary or phraseology is appropriate in different situations with different people, and deal with various levels of formality and informality? On top of that, we have the problem of applying current cultural trends to certain lexical items, things that it would be nearly impossible to be exposed to and master when not living in the context in which such things are used:
So, Ibrahim, all I can say to you is that I hope one day you'll be able to live for a decent period of time in an English-speaking country. Perhaps you should consider Canada. I don't know how tough the Canadians would be on giving you a visa for an extended stay, but you might want to find out from the Canadian embassy. There's no doubt in my mind that you will become a much more fluent speaker of English (in all aspects that such a description includes) once you've had the opportunity to live in a country where you'll be surrounded night and day by English and be immersed in one of the cultures that influence the language so heavily.
Tags: mastery, non-native English teachers, pronunciation, Richard Firsten
Comments: 9
By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author
Okay, you've shown your students how to form the present perfect aspect. You've explained to them how since and for are used with this form. You've had them practice affirmative forms in statements, negative forms in statements, interrogative forms in questions. You've gone over long answers and short answers. You've had them use verbs in parentheses to change them into the present perfect and fill in the blanks of sentences.
You're bored. You're eyes are getting heavy. Your students are bored and feeling a bit numbed by it all. Congratulations! You've succeeded in treating that grammar point like it's a fish out of water. You've made that grammar point into something like a formula in a chemistry class. But this isn't chemistry. It's language! It's got vitality! It's a living thing, for Pete's sake! So let's treat it like that!
Any grammar element you want to deal with will only be meaningful if it's put into context, into something real and relevant and motivating to you and your students. It doesn't matter if you're teaching fourth graders or college students. What matters is that they get to see how a point of grammar works in context, not just in disconnected sentences. The students need to claim it as their own and run with it. And the best way to accomplish this is by figuring out which context will be optimum for dealing with that specific grammar point.
Since the example cited here is the present perfect, let's stick with that. Our objective today is to get the students to understand basic uses of this form, that it means something began in the past and continues up into the present or that something happened in the past and may happen again in the future. Now what kind of context will lend itself to using lots of verbs in the present perfect?
If you've got those fourth graders, how about introducing a discussion on how they have or haven't helped their mothers at home from some point in the past that you decide on till now? "Clarita, how many times have you made your bed since the beginning of the week? Have you made your bed every day? What about you, Pepito? Have you taken out the garbage for your mom? You haven't? Why not?"
If you've got college students, how about a discussion on movies? "Does anybody know how long movies have entertained the public? Do you know which Hollywood movie studio has made the most pictures? How many movies have you seen this month? Has your country produced lots of movies?"
Any and all of the questions above can get a good discussion going amongst your fourth graders or your college students. And backup material can be at the ready: teacher-made reading passages based on the topic at hand; written exercises full of context; hands-on activities for your students to do in class or out of class, such as conducting short interviews on the topic and reporting back to the class, or writing a short, personal narrative on the topic and reading it to classmates.
As long as your students keep using the present perfect appropriately in the discussions and in the activities you've devised for them to do, you're doing your job and doing it well. You're using the grammar point as a tool to accomplish clear communication with the focus on that overall use of language rather than just that element of grammar. And there's a bonus to this way of elegantly working a specific grammar point into context. Your students will be forced to use other grammar points they've learned as well and build on their previous knowledge of grammar. It doesn't get much better than that.
So make it real, make it meaningful, and make it live! Lift that grammar point out of isolation and put it into context. You'll see how dynamic your grammar classes will become!
Tags: grammar, grammar in context, Richard Firsten, teaching tips
Comments: 2
By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author
For quite awhile, I had an ongoing conversation via e-mail with a young EFL teacher from the Middle East who'd come across my blog and determined to start a dialogue with me. He's a very bright young man who teaches English at a technological university, and the following "conversation" is based on some of that ongoing correspondence we had. I've copied Amir's sections just as they were sent to me.
I'd love to hear your reactions to this conversation and receive any extra observations you can make on this subject.
Amir: Why don't the Americans follow exactly the English way of using grammar, words, pronunciation, etc? Since I think there are two versions of one language. At the word level, for example, tap is British English and faucet is American. At grammar level, for example, the British past participle of get is got, but in American English gotten. At pronunciation level, water in British English is pronounced very different from the American one. You see that I didn't say the opposite, that is, why don't the British follow exactly the American … since I think English is originally English not American and so it must be better. What do you think?
Me: I think that's a marvelous question, Amir. The easiest way for me to answer it is to turn the question around and ask you the same about Arabic. The homeland of Arabic is the Arabian peninsula, but the language spread throughout the Middle East and North Africa. Do you speak the same Arabic in your country that's spoken, say, in Morocco?
Amir: Of course not.
Me: The reason for that is that languages keep evolving. In any region, the causes can include geography, the natural environment, other languages that have an influence, the arrival of immigrants, and the history of the region.
Amir: Since your answer is wonderful, it deserves a good reply, and I will do my best. Firstly, I expected you turning the question around.
Secondly, let me explain what I was talking about is the "standard English" accepted in Britain and America.
Thirdly, I'm going to talk about the Classic Arabic or standard Arabic compared with standard English.
Fourthly, I agree with you that we speakers of Arabic do not speak the same in term of pronunciation since everyone has their regional accent, but we use exactly the same words. For example, the word window has many names according to the country one lives in, and that is so-called "dialects". But when it comes to speaking Classic Arabic, one should use the very word which is understood from the north to the south and from the east to the west.
Fifthly, at the level of grammar, it is completely the same.
Sixthly, there are dictionaries designed for British English and others for the American one. This drives me to presume that they are different. If not, why to have different dictionaries as long as the same? Likewise, in Arabic we have different dictionaries but they differ in the way words are presented but not in the content, that is, a dictionary may start with a word that another may not start with. Yet the meaning and the understanding of word is still the same.
Seventhly, and the most strong factor, is that Arabic is a sacred language. It is used in religious texts, especially the Qur'an and the prophetic traditions.
Me: Your original question had to do with why American English doesn't follow British English exactly. I answered that by explaining that American English has been influenced by American Indian vocabulary and by vocabulary from every immigrant group that joined us to create the country we now have. Immigrant languages also had some influence on certain grammatical patterns, although not a strong influence.
Pronunciation in American English was first influenced by various pronunciations in the UK. Then American pronunciation was influenced by the way immigrants pronounced certain words.
I hope you get a general picture now of why American English hasn't strictly followed British English.
As for "standard" English, this is a very tricky area. We don't have a sacred language like Classical Arabic, so we have nothing to turn to as a reference. Nor do we have a national academy like in France and Spain that makes decrees on what is "correct" and what is "incorrect." So what do we have?
Well, first, "standard" American pronunciation is based on how television and radio reporters, especially in the 1950s, pronounced English. One of the greatest influences on this aspect of American English was a TV news reporter named Walter Cronkite. His Midwestern pronunciation was so clear and easy to understand that it became the norm for broadcasters all around the country, and that led to its being adopted more or less by all educated speakers who made a conscious choice to speak with a "standard" pronunciation. In the UK, it was how broadcasters on the BBC sounded that became the accepted "standard" British pronunciation except for another version called RP, "received pronunciation."
As for vocabulary, that becomes a much more difficult area to discuss. My guess is that the majority of English words are what we can consider "standard" vocabulary, and the test for that is that they're understood by most educated American English speakers. So it doesn't matter really if you call it a faucet, a tap, a spigot, or a spicket ― most of us will still understand what you're talking about.
Of course we have words in one region that may not be understood by people in other regions. Those words are classified as "nonstandard." They may have a standard counterpart, but they're still considered nonstandard.
Here's one example: If I say frying pan to native English speakers, they'll understand what I'm talking about. But then there are regionalisms such as fry pan, skillet, spider.
Here's something interesting about faucet and tap. I'm mentioning these again because I want to show you how words can become integrated so well into the standard language even though they may originally have been nonstandard. I'm from New York, and I grew up calling that device on the kitchen sink a faucet. People in some other regions call it a tap. But if I'm thirsty and I don't want bottled water, I'll say I'd like a glass of tap water even though for me it comes out of a faucet. So I get tap water from the faucet!
The main point is that one variety of English isn't necessarily better or worse than any other variety. Yes, there's something we gingerly call "standard American" or "standard British English," but nobody's 100% sure what that means except to say it's the common language used by most educated people in the country.
Okay, Amir, may
be I've given you more information than you wanted to know.
Amir: No, I understand, and I think I know much better why you have many differences and why you don't copy British English. Thank you, Richard.
So what's your take on this topic? Anything to add? If something comes to mind, let me know.
Tags: dialects, pronunciation, Richard Firsten, standard vs. nonstandard English, vocabulary
Comments: none
By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author
Over the many years I taught ESOL, one type of exercise that I decided should become a staple kind of classroom language learning activity was the cloze procedure or cloze activity. Nobody seems to really know where the name cloze comes from, but in spite of that, it can play a very important role in any language classroom. Actually, there are two main types of cloze, the pure cloze and the modified cloze*.
The Pure Cloze: The most important use of pure cloze exercises is to test your students' overall mastery of the language (whole language). As you'll see, a blank may replace any kind of word; generally, it's the competence and comprehension that your students have which will allow them to figure out what possible item can go in each blank. You'll get more bang for your buck by using a pure cloze activity with high-intermediate and advanced students, but you might want to try simplified ones with lower level students as well.
To create one, take any passage that's as close to 350 words in length as you can get. Leave the first and last sentences intact. Beginning with the second sentence, take out every fifth to ninth word and replace it with a blank. Make all your blanks equal in length. Only a single word is acceptable for each blank, and keep in mind that a contraction is a single word, too. If the blank falls where there's a date, number, proper noun, or otherwise unreconstructible word, then the next word should be replaced by the blank instead. The words that are omitted should be words that your students already know.
By the way, it's a more difficult exercise if every fifth word is omitted than if every ninth word is omitted. You'll probably prefer to eliminate every seventh or ninth word, at least at the beginning.
As far as correcting cloze exercises that students have completed, there are two lines of thought on the subject. Some people insist that only the exact word that was eliminated should be accepted as the correct answer. Others, however, argue that any word that completes the idea appropriately should be accepted.
Just in case you'd like to know, here's the thinking on the two methods of correction. Accepting any appropriate word while correcting a cloze seems only fair way to go with, at least on the surface. Why shouldn't teachers accept any answer that works? Why should students be penalized for not being able to read the mind of the person who wrote the text? Well, here's why:
1. Accepting any appropriate word makes it much harder to correct because the teacher needs to keep in mind the entire context while trying to focus on each answer. It's also harder to correct when there are very large groups doing the activity.
2. Correcting in this way takes a lot more time.
3. Using this method is only slightly more statistically reliable, so you be the judge.
The Modified Cloze: This form of the cloze can be used with students at any level and, instead of dealing with whole language competence, a modified cloze zeroes in on one particular discrete point of language that you've chosen to concentrate on.
To create one, write your own sentences or passages and make sure they contain the discrete point you've chosen to work on. The length of the sentences or the whole passage depends on your knowledge of what your students can handle. If you're dealing with prepositions or articles or the like, eliminate whatever words are being targeted and keep the blanks equal in length throughout. If you're dealing with verbs, draw in each blank and write the verb to be used in parentheses before or after the blank. The students will quickly learn that they're to use the verbs in parentheses to fill in the blanks.
And as for correcting this kind of cloze, you should apply the rule of thumb that any appropriate words or verb forms that work to complete the sentences are acceptable.
Grammar textbook series have incorporated cloze activities more and more over the years because they've proven to be so effective, but personalizing them yourself can prove much more meaningful to your students if you choose topics or even students in your classes that they can all relate to. And nothing makes a language activity more impressive or effective than one that's meaningful to your students!
Another wonderful thing about cloze activities is that they offer some very good reading comprehension practice. Students really need to understand what they're reading in order to fill in those blanks appropriately. So go ahead. Make up your own cloze procedures, and see what happens.
*Richard Firsten with Patricia Killian. The ELT Grammar Book: A Teacher-Friendly Reference Guide. Alta Book Center Publishers. 2002
Tags: cloze exercises, Richard Firsten, teaching tips
Comments: 4
By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author
All during the years I taught ESOL, I had an ongoing battle in my mind over the philosophies that dealt with whether I should be a prescriptivist or a descriptivist as far as the rules of English grammar go. A prescriptivist basically tells you how you should say something; in other words, what's right and what's wrong. A descriptivist simply tells you what people say and how they say it without making any value judgments. So how conservative should I be (aka prescriptive), or how liberal (aka descriptive)? When do I know it's okay just to say, "Hey, if it works, use it," or when do I know if it's safe to put my foot down and say, "No, that's just wrong"?
One reason I kept having this battle was caused by a feeling that I was being undermined from time to time by others in the field. For example, I'd been taught to say there is if the following noun is singular and there are if it's plural, and that's the way I always taught existential there, which was backed up by what I always found in ESOL textbooks. Then, as the years went by, I'd hear somebody say there's with a plural noun. I'd scoff and think to myself, "Hah! That person's grammar is terrible!" But then I'd hear more and more people say there's and even here's and Where's …? along with a plural noun. And then I noticed in a book by a well-known grammarian* that using the singular form followed by a plural noun is "acceptable" in conversational English. What?? You've got to be kidding! So it's okay for me to say Where's the files? and Here's the files and There's the files? Puh-leez! So does that mean I should have thrown the rule about existential there out the window years ago? Was I actually misleading my students all those years the way I taught this point of grammar?
And what about fewer vs. less? All the ESOL grammar texts I'd ever used with my students clearly stated that we should use fewer as the comparative form with countable nouns and less with uncountable nouns. So that's what I taught ― but that's not necessarily what I heard or even found in print. Again I'd have that negative gut reaction, thinking it scandalous that so-called educated people couldn't even use those two words properly even in TV commercials. "Less calories?" Ugh!
So I went running to a book by another well-known grammarian,** and lo and behold, what do I read on this subject? "Less is the comparative of little (used especially before uncountable nouns). Fewer is the comparative of few (used before plural nouns). Compare: I earn less money than a postman. / I've got fewer problems than I used to have." So far, so good, right? But then … "Less is quite common before plural nouns, as well as uncountables, especially in an informal style. Some people consider this incorrect. I've got less problems than I used to have." What was that? "SOME people consider this incorrect"? You mean lots of people consider it correct? You mean all those ESOL grammar books were misleading? Aaaarrrghh!
Well, now you get it. Now you see the quandary I was in. Or I guess I should say I'm still in. The battle hasn't changed inside me. I mean, where do we draw the line? There isn't an ESOL teacher alive who will claim it's acceptable to say he is, she is, they is, so why is it acceptable to say There is three people waiting to see you? Hmm … Or is it? Could it be that it's acceptable only when the contraction is used? Does There's three people waiting to see you sound better? I wonder. Maybe that does sound more acceptable. I wonder. I also wonder about how nuts that seems to me!
So what should we do as ESOL teachers? Do we teach with a prescriptive approach: "Say it this way. Don't say it that way." Or do we just teach our students any and all deviations from what the traditional grammar textbooks have said for decades just because a certain number of native speakers use this deviation or that?
If you'd like an extreme example of the descriptive approach, I can give you one. Many moons ago when I was in grad school taking a course in modern English grammar from a well respected teacher who was born and raised in the midwestern US, I remember vividly her discussion on the use of certain modal auxiliaries. She pointed out that in some areas of the Midwest it's not uncommon to hear people say things like I might could do it and She shouldn't have ought to done that (although she pronounced it as She shouldn't've oughta done that. Once again, maybe those contracted pronunciations sound more acceptable than when the words aren't contracted!)
Before you shriek in horror, let me just tell you that this teacher considered such sentences perfectly acceptable since that's how people spoke in those areas of the Midwest that she hailed from. She said such sentences didn't bother her at all. Can you imagine? And she was teaching modern English grammar! So does that mean she was telling us we could teach such sentences as variations on how to use modal auxiliaries? Your guess is as good as mine. I didn't ask her ― probably because I was in such a state of shock.
I seem to see a trend these days that has people poo-pooing anyone who sounds like a prescriptivist. Maybe with so many other things it's becoming politically incorrect to tell people how they should say something. I still cringe every time I hear people say me and him when they should say he and I. Isn't this taught anymore in public school English classes? Are language arts classes a dying art? And how does all of this affect what ESOL teachers do in their classrooms?
You know what? I'm getting very worked up right now. I think I'll have a couple of beers to calm down. That's right, a couple of BEERS. Countable? Uncountable? Hah! Who cares anymore?
*L. G. Alexander. Longman English Grammar. Longman. 1988
**Michael Swan. Practical English Usage, 3rd edition. Oxford University Press. 2005
Tags: language change, prescriptive grammar, Richard Firsten, standard vs. nonstandard English
Comments: 3
Over the many years that I taught ESOL, there were certain goals that I always wanted to achieve beyond the specific language objective for any given lesson. Those goals had to do with realism and cultural influences on the targeted language point. I especially had these goals in mind whenever I did EFL teacher training to groups in non-English speaking countries where both local teachers and students don't have the wonderful opportunity to be immersed in a country with native English speakers and their culture on a daily basis the way ESOL teachers and students do.
Vocabulary Items: trees, grass/lawn, bushes, flowers, sign, walkway, driveway, roof, shingles, windows, siding, offers, housing market, credit report, mortgage, property taxes, equity
idioms: It's a steal. / curb appeal / get the price down / down payment / Don't count your chickens before they've hatched.
Grammar Points:
(Present Progressive) They're selling their house. / People are making appointments to see the house. / The seller is asking $225,000. / The realtor isn't getting many offers on the house. / The buyer is thinking about not renewing his contract with the realtor.
(Simple Past) The buyer signed a contract with the realtor six months ago. / Only two people made appointments to see the house last week. / The realtor said that they buyer's price was too high.
(Simple Future) The buyer will have to lower the price. / The realtor won't renew his contract with the buyer. / Few people will want to pay so much money for that house.
Countable and Uncountable Nouns: realtor, real estate, grass, bushes, sign, money, price, offers
Active and Passive Voice: The house was built in 1982. / They built the house in three months. / The house is being sold by a well-known realty company. / The realtor is advertising the house in local newspapers.
Prepositions / Prepostional Phrases: on the lawn, on the driveway, in front of the house, at the front door, for a down payment, at home
Non-linguistic Topics for Discussion: housing crisis, "the American dream," foreclosures, financial responsibility, credit crisis
See how much you can do with one picture? Pictures with action scenes are great, but don't overlook simple pictures on plain backgrounds such as the one I've chosen to show you here. They can be very productive, too. And one more point that's important about a picture file is that it can be used for any level of language teaching from elementary to advanced.
Once you have a stack of pictures ready to go, number them. Then make a master list of teaching points you've found in the pictures. Next to each point, list the numbers of all the pictures that fit that teaching point. In other words, your master list will tell you what topics (grammar, vocabulary, pronunciation, etc.) your files contain and what pictures can be used to demonstrate and work on these points. This way, when you teach a particular lesson, you can go to your master list and quickly pull out the pictures you need. Any time you add to your file, you can easily update your master list.
Here's an additional tip about writing the teaching points that your pictures represent on the back of the pictures. When you hold up a picture and the teaching point appears on the back for you to see, you don't have to crane your neck to look at what it is you're holding up. The students see the picture and you see the teaching point.
And why should you create a picture file? A teacher-made picture file will suit you, your needs, your students, and the subjects you're teaching. Commercial sets of pictures could never give you this personalized touch at a price that most teachers can afford. Moreover, if a picture goes out of date, is lost, or is destroyed, replacing it doesn't require that you buy a new set; just find another magazine and there you have your replacement. If you don't already have something like a picture file, I highly recommend you start making one right away. I guarantee that you'll be glad you did.
By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author
And then there was Mustafa, my marvelous, sweet, gentle giant of a student. I nicknamed him "Mustafa Mountain." He was a heavy-set young man in his mid-twenties who towered over me so much that I actually had to look up whenever talking to him. Mustafa had a way of not easily connecting how English works with his own thought processes, but he did a lot to show me how English can sometimes be so illogical that I think it amazing anyone can learn it well.
This is what happened the first day I met Mustafa in my low intermediate-level class at the university:
"How do you do?" I said as I stretched out my hand to shake his.
"How do I do what?" Mustafa replied.
"No, no. This is a greeting: 'How do you do?'"
"How do I do what?"
"What's your name?"
"Mustafa Bakhtiari. You are my new teacher, Mr. Firsten?"
"Yes, that's right. How do you do, Mustafa?"
"Why you keep ask me how I do . . . How I do what??"
"It's like saying 'How are you?' Mustafa. We say it the first time we meet somebody in a formal situation."
"Oh, okay. I think I understand," Mustafa said with a big smile of relief spreading across his face.
"So, how do you do?" I confidently reiterated.
"Very well, thank you," came the unwanted response.
"No, you're not supposed to say that in the answer, Mustafa."
"No? Oh, so what I say?"
"How do you do?"
"Huh?" Mustafa said with the saddest look of confusion I'd ever seen on a student's face. I closed my eyes momentarily, realizing what a dumb thing I had just done, inadvertently setting the scene for total confusion ― and I knew it.
"You are asking me that question again," Mustafa said slowly with some consternation in his voice.
"Listen, Mustafa. When you meet somebody for the first time and the situation is formal, you say, 'How do you do?' Then the other person says, 'How do you do?' too."
"You ask question and he ask same question. Nobody answer question."
"Yes, that's right. Now you've got it!"
"I got what?"
"Never mind. Let's try it again, okay?"
"How do you do?"
"How do you do, too?"
"No! You don't say, 'How do you do, too?' You just repeat, 'How do you do?'!"
"Please. I am trying to learn English. Not easy!"
"I know that, Mustafa. I say, 'How do you do?' and you just repeat 'How do you do?' and nobody answers that question. You just shake hands and smile at each other, okay? And then you can continue the conversation by asking each other's names, career interests ― whatever. Do you understand now?"
"I think yes, but not sure," poor Mustafa replied, looking quite insecure at the moment.
"Okay, let's try it one more time," I said, feeling this was it. It was either now or never. Taking a deep breath, I said, "How do you do?"
"How do you do?" was Mustafa's response. I was ecstatic! We shook hands on cue and everything seemed right with the world.
"My name is Richard Firsten."
"I am Mustafa Bakhtiari."
"What do you do, Mr. Bakhtiari?"
"What do you do, Mr. Firsten?"
"You didn't answer my question, Mustafa. You're supposed to answer my question to be polite."
"You say I must repeat question. I repeat question! 'How do you do? How do you do? What do you do? What do you do?'"
"But that's only for 'How do you do?' Mustafa, not 'What do you do?' You can answer that question!" I could feel my blood pressure rising. The word stroke popped into my mind. "Let's try that last part again, Mustafa. All right?"
'Sure," he said looking down at the floor and grumbling a little. Another deep breath. "My name is Richard Firsten."
"I am Mustafa Bakhtiari."
"Nice to meet you," I adlibbed.
"Nice to meet you, too," Mustafa replied, feeling comfortable with a sentence he'd learned in his elementary ESOL classes.
"What do you do, Mr. Bakhtiari?" I went on.
"What do I do when?"
I just stared at him. I felt a little numb and kept staring. Mustafa had succeeded in sucking all the energy right out of me. I didn't have the strength to answer his question. I knew very well where it would lead us. But I was his teacher. I had an obligation to answer his question, didn't I?
"No, no, Mustafa. That's not what it means."
"That's not what it mean? Why you ask me that if it not mean that?" I could see the frustration building up in him. It reminded me of magma rising up a lava tube in a volcano, getting ready to blow its cork and erupt.
"What do you do? means 'What's your job or profession?' So that's what you should answer."
"I don't have job. I am student! You know I am student. All you do is ask questions they don't mean what you ask. And you ask things you know I am not. I go home now. Maybe I see you tomorrow ― maybe!"
And with that, Mustafa turned around on his heels and walked despondently out of my classroom. I felt awful, as if somehow I'd let him down, even though I knew I hadn't. But he did come back the next day, and he stayed in my class a whole semester, and learned a lot of English.
The last I heard, Mustafa lives in Los Angeles. We kept in touch for some years, but that didn't last, unfortunately. He once told me that now, when somebody asks him, "What do you do?" he says, "I'm a CPA." and always smiles as he thinks back to that crazy day in Mr. Firsten's ESOL class in Miami.
Tags: formal speech, polite speech, Richard Firsten
Comments: 8
By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author
I'm going to digress a bit from my usual range of topics this week and deal a little with a topic of language that some would rather avoid dealing with. This week's entry is really about teaching language and not about the language itself, and I hope you'll join the discussion.
So there I was, in the midst of a really interesting university-level conversation class about Hollywood movies. One of my students had just mentioned that she thought European film makers did a much better job than their American counterparts, and suddenly Homayoon, a student from Iran, shouted out "Bulltish!" Everybody turned to him, trying to figure out what he had blurted out. At first I didn't get it, but it suddenly hit me what he was trying to say, and I couldn't help but laugh out loud. Then I stood up, went to the board, and wrote the word bullshit.
"The word's not bulltish, Homayoon; it's bullshit." Of course, as fate would have it, at that very moment the director of the intensive English program I was working in just happened to walk by my classroom ― with the door wide open. She stopped dead in her tracks at the door, and I could see by the look on her face that she was none too thrilled with what I had just said and what she saw on the board. She said nothing and just continued on her way, but I knew very well I'd be called into her office for a meeting to discuss this incident later that day or the next. Such timing!
I just sighed and went on with that teachable moment. I explained to my students what the word meant and why it was so inappropriate for Homayoon to use it in class. (Of course the director of the program didn't hang around to hear that part ― oh, no.) Finally, I gave the class alternatives that would be appropriate, like That's nonsense. or That's silly. or That's ridiculous. I even went further, though, explaining a little about the art of tactfulness and how Homayoon could make his feelings known in a gentler, more polite way by saying things like I don't agree. or I don't think that's so. or Why do you say that?
But that incident got me thinking. After classes, when most of the teachers gathered in our lounge as they usually did to de-stress before going home, I related the incident that had happened in my class and started a discussion about whether or not we had a responsibility at some point to teach intermediate or advanced students of at least college age what we commonly refer to as "four-letter words." I wasn't at all surprised at the heated discussion that developed. This was 1976, so it goes without saying that attitudes were quite different then from attitudes now.
That discussion continued in our teachers' lounge for the rest of the week. Every day some new angle was brought up. One of my colleagues even mentioned how he was going to develop a whole syllabus on this subject, which he'd divide into categories like "four-letter words about parts of men's bodies," "four-letter words about parts of women's bodies," "vulgar and semi-vulgar synonyms for acceptable words," "basic cursing," and all the grammatical ways to use "the f word." Some of us were in shock at his suggestions; some of us giggled out of embarrassment; some of us cheered him on. Well, the long and short of it is that he never did develop that formal syllabus, and I never created lessons on the subject matter. But I've always wondered if I should have.
By the way, isn't if funny how it's considered acceptable to say something like "the f word," when everyone knows perfectly well what that means, but it's not so okay to say or write the whole word? I find it curious how we seem to be accepting of such initials or abbreviations for some four-letter words. Why should an abbreviation sound more okay than the whole word? Or why should writing sh-t or saying "Shoot!" be more acceptable than writing the scatological word they stand for? We really can be kind of weird in English, can't we!
Getting back to treating four-letter words and cursing in a formal way, one brave ESOL teacher/author took the bull by the horns ― not the bulltish by the horns ― and wrote a groundbreaking student resource book on this topic. Her name is Elizabeth Claire and her book was Dangerous English 2000*, followed a few years later by David Burke's Slangman Guide to Dirty English**.
English may be just about the most colorful language in the world when it comes to four-letter words and cursing. And at times it feels good to curse ― at least it feels good to me. Now don't get me wrong. I was raised in a very prim-and-proper home where such language was never used. In fact, I still remember when I came home one day and called my big brother a pimp. I didn't know what it meant (I must have heard it on the street) but I used it to show him I was a big boy and could use grown-up words. Well, when I think about it, I can still taste the bar of soap that my mother immediately shoved into my mouth after dragging me over to the bathroom sink. Yep, she literally washed my mouth out with soap! Needless to say, I learned my lesson ― sort of. And I didn't find out what pimp meant until years later.
But I do think there's a time and place for cursing, and I think such language has therapeutic benefits. Perhaps it's something you'd only want to use in private or with people you're very close to, but whoever you are or aren't with at that moment, cursing can really do wonders for you. My mother ― yes, the woman who washed my mouth out with soap ― learned to curse quite well after she got her driver's license and frequently took to the road. I was grown up by then, but I used to laugh out loud sitting in the passenger's seat next to her every time I'd hear a trail of those colorful words fly out of her mouth as she sat behind the wheel, steaming at what one reckless driver or another had just done.
So how do you feel about that marvelously colorful area of English that includes four-letter words and cursing? Do you think they play a vital role in the language, or do you think they should disappear? I'd like to know what you feel about all of this, and more importantly, I'd like to know what you think about whether this part of the language should be taught to students of an appropriate age. I'd also like to know if you've had a situation in class similar to the one I've mentioned. If you'd like to discuss how teaching should or should not get involved in this area, please join in.
(P.S. ― I did get called into the director's office the next day, and she did read me the riot act about teaching such things. Boy, was she p—ed off at me!)
*Elizabeth Claire. Dangerous English 2000: An Indispensable Guide for Language Learners and Others, 3rd edition. Delta Publishing Co. 1998
**David Burke. Slangman Guide to Dirty English: A Guide to American Obscenities and Insults. Slangman Publishing. 2003
Tags: cursing, Richard Firsten, vocabulary
Comments: 4
By Richard Firsten
Retired ESOL Teacher, Teacher-Trainer, Columnist, Author
In my last entry, I discussed standard language compared to nonstandard language, focusing mainly on variations in pronunciation and vocabulary, and besides mentioning a few differences in the past and current language of Michigan compared to standard American English, I reported what my British friend Mick O'Hare had to say on the subject.
Now I'd like to mention some more differences between standard and nonstandard language, and also get a little into what we term substandard language.
I come from New York City. To this day people don't stand in line when waiting to get into someplace; they stand on line. That's an example of nonstandard American English. But in one part of the city, it's common to hear people say things like You want I should do that now? instead of Do you want me to do that now? And even though it's fast dying out, there was a time when it was common in a certain part of the city to hear people switch the pronunciation of "oy" with "er," so you'd hear things like I need some erl for my car and That British aristocrat is called the Oyl of Devon. So should a teacher in New York City teach stand on line along with stand in line, and should that teacher tell students it's okay to say You want I should do that now? or She's a lousy cook. The goil doesn't even know how to berl water!?
My answer to the first question is yes, stand on line can be taught alongside stand in line since ESOL students in New York will undoubtedly hear native speakers say on line, but the teacher should emphasize which one is the standard phrase. My answer to the other question is no, teachers should not teach that it's okay to say You want I should do that now? or The goil doesn't even know how to berl water. That's because such grammar and such pronunciations are not standard or even nonstandard English; they're simply substandard English, and substandard English is unacceptable as a teachable variation. Such grammar and pronunciation basically fall into the same category as ain't and double negatives. They exist, but the consensus of opinion is that they're substandard forms. Sometimes it may take checking into to decide if something is a regional variation (nonstandard) or substandard.
At any rate, here are the questions I put to my Australian colleague, Penny Cameron, to get her take on things, and Penny's answers:
Penny, does Aussie English have regional variations that are so outstanding that you don't have a problem recognizing which part of the country somebody comes from?
There are regional lexical items, and some regional variation in, for instance, long or short /a/ in words like Newcastle. Please visit the Australian Word Map for a work in progress on this very topic.
Is there a standard Aussie English that kids are taught in school that differs from their everyday speech?
We try to teach a standard English, but the kids undermine us the way they always did.
Is there any prejudice against certain regional variations rather than others? Do some Aussies poke fun at the way other Aussies speak?
Not really. We make cruel jokes about other states, suggesting that Tasmanians are inbred and Sydneysiders brash and property obsessed, and we sometimes say that Queenslanders drawl.
Are there words or pronunciations in one regional variation that Aussies in other parts of the country wouldn't understand?
Very few, I believe. See SCOSE (the Standing Committee on Spoken English) and the Word Map.
We have a steadying influence in the Australian Broadcasting Corporation (ABC) based on the BBC. Apart from giving us informed non-partisan discussion (the politicians hate it), the ABC hosts SCOSE, the Standing Committee on Spoken English.
This is from their website: "The ABC's Standing Committee on Spoken English (SCOSE) this year celebrates its fiftieth year. It evolved from earlier groups which had existed since 1944.
"However, the brief for previous incarnations of SCOSE was to maintain standard English pronunciations. In 1952 it was recognised that the ABC should make some departure from BBC practice and recognise Australian English.
"The role of SCOSE is to provide a reference source for broadcasters and journalists through the Language Research Unit, which is maintained by News and Current Affairs.
"Broadcasters and journalists can check all aspects of spoken and written English ― pronunciation, grammar, spelling, usage and style. The Committee also monitors the use of language in a broad sense across all ABC platforms to ensure it is conforming to community standards and the ABC's editorial policies.The Committee meets once a month to discuss language policy and usage, queries from staff, and any observations or complaints from the public. Members include staff representatives from program producing areas across radio, television and online."
The SCOSE Academic Adviser Professor, Pam Peters, is Associate Professor of Linguistics at Macquarie University. Professor Peters sits on the Macquarie Dictionary Advisory Board and is the author of Cambridge University Australian English Style Guide, my constant desk companion.
However, we certainly sound different to other people. Please see the story at the beginning of the most recent Ozwords (Oct 2007) about the unfortunate Australian woman who got arrested.
I did, Penny, and I was amazed at what happened to her. Incredible! I hope all my readers will take a look at the story and see what misunderstandings can arise from one form of English to another. And thank you very much for sharing your thoughts with us, Penny, and for offering such good links to visit.
As I said last time, I'd love to hear from you folks, so please share any reactions or thoughts you have with us by leaving a comment.
Tags: dialects, pronunciation, Richard Firsten, standard vs. nonstandard English, vocabulary
Comments: none


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Arizona Cardinals
Kevin Kolb frustrated with slow process
It's been just over three weeks since Arizona Cardinals quarterback Kevin Kolb's sternum and ribs were crushed by the Bills' defense, and he's getting antsy sitting on the sidelines. Kolb is on the practice field each day but not participating like he wants to be.
"I continue to try and push it every day and it's frustrating because it's a patient game, it's a waiting game," Kolb said Tuesday. "Like anybody, you want to get out there as quick as possible, especially after sitting out this long. Not a whole lot I can do really, so it's frustrating as a player when it's out of your hands."
Kolb has talked before about the process he goes through each week with the doctors. They re-visit the MRI, work with a chiropractor and massage therapist and now he's finally able to do some football activities.
"I'm making some throws. I'm throwing it up to about 20 yards; I try to just keep my arm loose every day. Running has gotten a lot better but if I ever try to tork or turn, it's just not there," he said. "I'm starting to try and get back in the weight room a little bit so that there's not quite as steep a hill to climb when I get back."
Kolb feels that the progress and the process has been slow but considering where he came from, it seems like a major improvement. The first five to seven days after the injury Kolb couldn't sit up, lie down, talk or hardly breathe without pain.
He says the pain is more tolerable now but throwing the football isn't necessarily about that.
"I don't know if it's the threshold of pain, I think it's just that you create bad habits almost trying to compensate and I just can't do that, it's not worth it at this point. So that's the focus right now, is okay, what's enough to where you're getting work but you're also not creating bad habits and that's a fine line."
Kolb also reiterated that there is no specific timeline for his return right now and that adds to the frustration. When asked how they will physically test his sternum and ribs to see if he's ready to go, he had no problem making light of the situation.
"We talked about it, we'll do a dog pile and see what happens, see how it turns out. Really, it's a compression type of deal so it's not just taking a shot to the ribs with the pads," said Kolb. "I think it's one of those deals when they say, 'ok the MRI shows you're at this percentage, whatever we say is safe to go out there and play' and you wing it and go out and play. You just hope that one fall doesn't happen, I guess."
Kolb will have to think long and hard before returning from this injury. The Cardinals have allowed 41 sacks this season, ranking dead last in the league in that category. The next closest team is the Green Bay Packers with 29 sacks allowed.
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» Welcome
» Calendar of Events
» Our History
» 150th Trivia
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College Timeline | College Presidents | Historical Tour of the College
History of the College Seal | Framingham Footprints
This is a historic year for Framingham State College, the 150th anniversary of its move to the Town of Framingham. Framingham State College holds the distinction of being the oldest institution of public higher education in the United States of America to train teachers. This year, Arcadia Press has published a pictorial history of this venerable institution.
Located first in Lexington in 1839, relocated to West Newton in 1844, the College eventually outgrew its site in West Newton, and in 1853, the Town of Framingham made a generous offer of $2,500 and 5.75 acres of scenic hilltop property. The Boston and Albany Railroad pledged an additional $2,000, with other gifts from the Town and a Legislative Appropriation Board put together $10,000 to construct a new building in Framingham Centre. One hundred and fifty years ago, many distinguished guests gathered to inaugurate this new era in the history of the school. Our school stood at the forefront of upgrading public education, and there was much optimism about the future. Of course the Civil War lay only a short period away, but meanwhile, enrollment improved, and by the time of the outbreak of the War, there were 85 students attending. Today more than 5,000 students come through our doors each year, 3,000 during the day and 2,000 in our Graduate and Continuing Education evening programs. This year, we are midway into our innovative Wireless Laptop Program. Every freshman will come equipped with a laptop computer to take advantage of the many classes in which technology has been integrated as part of the curriculum.
Dr. Helen Heineman


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:: Forum >> Version 1 >>
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My grid has ten columns, to view 10th column contents, I has to move horizontal scroll bar to the most right side, when I sort the 10th column, the page will be refreshed, and the horizontal scroll bar will be automatically moved to the most left side, and this is NOT I want, what I want is to have the scroll bar in the previous position (in this case, the most right side).
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Mind over fatter -- the diabetes Alzheimer's link
What did President Ronald Reagan and boxer Sugar Ray Robinson have in common? Both had Alzheimer's disease. Sugar Ray also had type 2 diabetes, and President Reagan snacked on sugary jellybeans all day long. Now, research confirms elevated glucose levels, insulin resistance and type 2 diabetes lead to Alzheimer's.
That may explain how these two life-altering diseases came to be dance partners in the health-crisis tango that's striding across North America: 23 million people have type 2 diabetes, and 79 million people have pre-diabetes (it's not inevitable, but many of those folks will develop type 2). At the same time, the incidence of Alzheimer's is expected to double by 2050.
This one-two punch of diabetes and Alzheimer's is not something Sugar Ray -- or anyone -- wants to walk into. But our diabetes-proof, protect-your-brain, four-step plan will keep you healthier, happier and wiser.
1. Maintain a healthy fighting weight with healthy food choices (lots of veggies and fruits, 100 percent whole grains and no added sugars or sugar syrups).
2. Go for 30-plus minutes of exercise five days a week; we love walking 10,000 steps a day.
3. Get friendly with healthy fats. There's the odd-numbered omegas: omega-3 DHAs, omega-7 and omega-9; plus poly- and monounsaturated fats like canola oil. Lose trans and saturated fats in baked goods, meats and full-fat dairy.
4. Reduce stress with meditation, progressive muscle relaxation, fun, safe sex and helping others. Why does this work? Well, stress can kill brain cells and lead to weight gain, which can lead to inflammation, type 2 diabetes and Alzheimer's!
Mehmet Oz, M.D. is host of "The Dr. Oz Show," and Mike Roizen, M.D. is Chief Medical Officer at the Cleveland Clinic Wellness Institute. For more information go to www.RealAge.com.


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ICICI Tirupathi IFSC Code & Branch Details
This pages give information about ICICI Bank Tirupathi branch IFSC code, contact number, services and facilities offered at the branch etc... Tirupathi branch of ICICI Bank is located in Chittoor, Andhra Pradesh. Get the complete postal address of the branch and its working hours.
IFSC code of ICICI Bank Tirupathi Branch is given in the box below.
ICICI Tirupathi IFSC Code: ICIC0006309
Report Incorrect Data
Additional Information about ICICI Bank Tirupathi Branch
The table below gives information about the Tirupathi Branch of ICICI Bank. You may contact the branch or the Customer Care number of the bank given below for information relating to your ICICI Bank account.
|Branch Name
|ICICI Bank Tirupathi
Icici Bank LTD., 10-14-577, Thilak Road, Tirupathi 517501
City : Tirupati
District : Chittoor
State : Andhra Pradesh
ICICI Bank Customer Care Number : India - 1800-102-4242, UK - 0 8081 314151


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My spouse supports same-sex marriage and I don't
In this edition of LIFEadvice, Coach Kim gives six tips for handling sensitive disagreements with your spouse.
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