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2004 Record: 7-5, 5-3 Big 12
Coming off of an ugly 4-8 maiden season at Texas A&M in 2003, Dennis Franchione and his staff had modest goals for the 2004 season: a winning record, become competitive in conference play again and make it to a post-season bowl game. Known for his second year revivals, Coach Fran did not disappoint, putting together a winning season capped off by a New Year's Day bowl appearance in the Cotton Bowl against Tennessee.
With wins over three teams who were ranked in the top 25 when they played them, A&M showed they were competitive on a national level again. An upset loss to Baylor, and losses to Oklahoma and Texas in November showed A&M still has some work to do before it can reclaim a spot atop the Big 12 South, and compete for the Big 12 Conference Championship. With 16 starters returning on offense and defense, A&M looks like they may have the returning depth and experience to do just that.
Fall Offensive Preview: Everything on offense started with Reggie McNeal in 2004, and that was both a blessing and a curse. It was blessing in that Reggie was phenomenal, setting school records for rushing yards by a QB in a season, passing yards by a QB in a season and total offense for a QB in a season. The whole offense ran through Reggie, and few played the position better than he did last season.
It was a curse in that the defensive gameplan to stop A&M became stop to Reggie at all costs. This meant that teams that had the personnel to crush A&M's offensive line and flood the backfield with blitzers (like Texas and Tennessee) were able to shut down A&M's offense, and the results were two ugly losses. If A&M is to take the next step and win the Big 12 South and compete for a conference title, they need to show a balanced offense, so teams do not focus their whole defense on stuffing McNeal.
Helping make the Aggie attack more balanced will be Courtney Lewis, who battled through an injury-plagued season to finish with 742 yds rushing after posting a 1,000 yard rushing season in 2003. With a fully healthy Lewis, and some improved line play, Lewis will break the 1,000-yard mark again this season. We will see redshirt freshman Jay Lucas split some time with Lewis at TB. Lucas was highly sought after coming out of high school, and looked very good during Spring practice.
Starting at fullback should be Chris Alexander, a redshirt sophomore. While only used sparingly to run the ball last season (14 carries for 45 yds), Alexander is a very good blocker. During the Spring Game, Alexander came out of the backfield, and exposed the middle of the defense in the short passing game. Unfortunately, he dropped several passes, so it remains to be seen if he'll be a pass-catching FB in '05.
At the X WR position, starter DeQawn Mobley returns. The 6'2, 200 pound senior looks to improve on his numbers from last season (16 receptions, 294 yds, 3 TDs). DeQawn showed himself to be a nice deep threat last season, and looks to have stepped up his game in the Spring.
At the H WR position, A&M returns Earvin "Magic" Taylor, a true junior. Somewhat overshadowed by his brother in his first two seasons at A&M, Earvin has shown reliable hands and a penchant for big plays. He was a favorite target of Reggie's in 2004 (his 22 receptions was third on the team, second among returning starters). Look for him to be the short-to-mid range passing target of Reggie's in 2005.
At the Y WR position, the Ags return both Jason Carter and L' Tydrick Riley. Carter's return is contingent on him graduating by August, so he will be granted a 5th year of eligibility, restoring the year he lost due to his partial qualifier status. Utilized mainly in 5-WR sets and coming out of the backfield, Carter is a dangerous threat on slants and in the short passing game.
Although he didn't start a game last season, the backup for Terrence Murphy, true sophomore Kerry Franks quickly became a fan favorite. Leading all returning WRs with an average of 23.2 yds per catch (12 receptions for 278 yds, 2 TDs), Franks quickly made a name for himself with his blazing speed and sure hands. As the starter at the Z WR position this season, look for Franks to pick up where Murphy left off, and continue the A&M tradition of stellar WRs.
At the Y TE position, senior Boone Stutz returns. Serenaded by fans chanting "Booooooooooooooooooone!!!!", Stutz was a beast in the running game, opening up holes for the backs. He was also a dangerous pass receiver, with 11 receptions for 142 yds and 1 TD. He was adept at exposing the soft underbelly of opposing zone defenses, a fact the offensive staff seemed to forget when A&M played Texas and Tennessee at the end of the season (one pass to him, one reception, to the outside, not to the middle of the field, for 4 yds, in the Cotton Bowl). Hopefully, the coaches will remember that Stutz is out on the field this year.
Now, we come to the area of the offense that generated the most consternation during last season, and was the biggest concern during this offseason -- the offensive line.
At QT, A&M returns 5th year senior Jami Hightower, who tipped the scales at 355 lbs on his 6'4 frame last season. Hightower is the most talented returning lineman, making honorable mention All-Big 12 for both the coaches and AP teams. He has dedicated himself to losing weight this offseason, with a goal of getting down to 325 lbs. If he makes his goal, he is a potential first round draft pick in the 2006 draft, he has that much talent. While his is a great story, having come back from an ugly staph infection contracted before the 2003 season, I think I'm not alone in wanting to see him dominate this season, and become the lineman we all know he can be. Returning at QG is redshirt sophomore Kirk Elder. While he struggled at times in '04, I'm hoping another year in the weight room and more experience will help him in 2005.
At C, the Aggies return redshirt sophomore Chris Yoder. Fran liked Yoder so much, he moved all-conference and potential All-American Geoff Hangartner to ST before last season. However, during Spring Practice, Fran moved redshirt freshman Cody Wallace to the top of the depth chart at C, and moved Yoder to second string. As the forefront of the OL in 2005, if the Ags want to get the strong running game going, the center needs to step it up. The blocking by the guards and center is everything on short yardage, an area A&M struggled in last season.
Returning at SG is Aldo De La Garza. While I love his enthusiasm and his work ethic (strongest player on the team, he's a monster in the weight room), Aldo's play on the field often leaves something to be desired. I'm hopeful he can pull it all together for his senior year, but if not, Cody Wallace, a redshirt sophomore, may replace him. If he cut down on his penalties alone in 2005, that would be a big improvement.
At QT, A&M suffered its only loss on the OL from '04 with Geoff Hangartner moving on to the NFL after using up his eligibility. Look for Corey Clark, Hang's backup in 2004, to take the job, although don't be surprised to see some shuffling of assignments, and have someone else end up here.
The Aggies will be successful on offense if: the offensive line gels, giving the skill position players in A&M's backfield time to produce. A strong offensive line could lead to an unstoppable offense for A&M.
Defensive Preview: This is Year Three in Carl Torbush's system, and the team made great strides from Year One to Year Two. This is the year to expect to see a return to the old defensive dominance Aggie fans are accustomed to.
Changes in Scheme: While A&M runs a multi-faceted defense, Torbush favors an over-under 4-3 scheme. Fans will see more of this scheme this season, with the improved depth on defensive line. We should only see a base 3-4 defense when A&M plays spread-style offenses, like Texas Tech or Clemson.
At weakside DE, we return 6'5, 269 pound Chris Harrington, who finished 2004 with 15 tackles, 3 tackles for loss, and 2 sacks backing up Mike Montgomery. After one season as a backup, look for big things form Harrington in 2005.
Harrington will be backed up by Michael Bennett, a second-year freshman who dominated during the annual Maroon & White Spring Game. Bennett is an outstanding talent who will give us needed depth at DE. At 6'4, 250 pounds, he has the size and speed to be a force on the outside, especially with his speed rush. At DT, we return John Jolly, 6'4 and 307 pounds, who had 45 tackles last season, including 3.5 tackles for loss. Jolly excels at stuffing the inside run game.
Starting at NT is a returning Freshman All-American, 6'4, 316 pound redshirt sophomore Red Bryant. With 34 tackles, 3.5 tackles for loss, and 1.5 sacks, Bryant was a dominant force inside. A force on the field, and a team leader off the field, Bryant is a favorite of the coaching staff, and the leader of the defense.
Bryant is backed up by redshirt freshman Will Morrissey and second-year freshman Kellen Heard. Heard excelled in the Spring Game, clogging up the middle and stopping the inside run game. He will see significant playing time in 2005.
Our strongside DE is 6'4, 276 lb Jason Jack, who had 48 tackles, 5 tackles for loss, and 2 sacks in 2004. Jack made some Freshman All-American lists along with Bryant. The skills are there for Jack to dominate, so a big year is expected from him in 2005. Backing up Jack are Marques Thornton and redshirt freshman Chris Smith.
The returning starter at SLB is Archie McDaniel, who finished 2004 with 57 tackles and 1 interception. Playing inside in a 3-4 defense in high school, McDaniel has made the transition to playing outside in the 4-3 at A&M.
Junior Justin Warren returns as the starter at MLB. After moving from OLB to MLB in the Wyoming game, Warren excelled in 2004, finishing with 58 tackles, 2 tackles for loss, 1.5 sacks, 1 interception returned for a TD, and 1 forced fumble. At 6'3, 234 lbs, Warren is a wrecking ball in the middle, with the strength to shut down the inside running game and speed to pursue sideline-to-sideline.
At the WLB position, seniors Lee Foliaki and Renuel Greene will split time as it stands right now. Both played extensively in 2004, and excelled. Foliaki had 63 tackles, 4.5 tackles for loss, and 3 sacks last season. A JUCO transfer, Foliaki came in and immediately made an impact. Greene had 24 tackles, 2.5 tackles for loss, 1 sacks, and 1 fumble recovery last season. He was slowed by injury during the spring, but should be ready to go during two-a-days. Greene and Foliaki are backed up by Nathan Haile.
At RCB, A&M returns redshirt sophomore Broderick Newton, who had 24 tackles, 2.5 tackles for loss, 4 passes broken up, and 1 forced fumble in 2004. Ronald "Ray-Ray" Jones and Trey Brooks provide depth.
At LCB, Erik Mayes started in 2004, racking up 69 tackles, 3 tackles for loss, and 1 interception. Mayes was passed in the spring by redshirt freshman Danny Gorrer, a 6'0, 175 lb cover corner. Gorrer is a shutdown corner who locked down his side of the field during the Spring Game. Mayes will back up Gorrer in 2005.
At FS, Jaxson Appel returns after an all-conference season in 2004. At 6'0, 196 lbs, Appel is a run-stuffer that hits like a jackhammer. After leading the team in tackles in 2003 (never a good sign for a safety), he finished 2004 with 85 tackles, 3 pass break ups, and 1 forced fumble. Jordan Chambless, a converted QB, and John Ray provide depth. At SS, 5'11, 196 lb sophomore Japhus Brown returns. Brown had 62 tackles, 2 tackles for loss, 1 sack, and 3 interceptions last season. He is a ballhawk who excels in pass coverage. Melvin Bullitt provides depth.
A&M will be successful on defense if: defensive line depth is the difference this season, a consistent pass rush will make the cornerbacks jobs easier. A&M now has the corners to go man-to-man with Big 12 wide receivers; whether or not they do that this season is up to Torbush.
Schedule outlook: Road schedule it tough but not unbeatable, with trips to Colorado, Kansas State, Oklahoma, and Texas Tech. Probable road loss is at Oklahoma. Home schedule is set up for an undefeated run; biggest game is Texas in November.
Key Games: Oklahoma and Texas. If A&M wins both games, they will be playing for all the marbles in January.
Season Prediction: 10-1, 11-1 after the postseason bowl game.
A&M Spirit Onlilne


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Sunday Mail Sports Awards: Watch part two of the best bits from a memorable night
Sunday Mail Sports Awards: London 2012 stars win standing ovation at inspirational ceremony
DOUBLE amputee Ronnie was honoured at the Sunday Mail Scottish Sports Awards in 2011 and was chosen to carry the Olympic torch in June.
SCOTS Olympians and Paralympians came together to collect the Team of the Year award at the star-studded night.
Scottish Daily Record

subset: commoncrawl


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David asked: "How can I remove dried blood from a mattress? The stain has been there for over four years."
As with any stain, the sooner it is treated, the easier it is to remove, but sometimes it is just impossible to get to a stain right away. Old blood stains can be especially difficult to remove and may require several applications before the stain is gone or at least less noticeable.
Removing the Blood Stain
With mattresses, it is impossible to toss them into the washer the way you would a garment. If there is a wet/dry vacuum available or steam cleaner with an upholstery attachment, it will help to remove the cleaning fluids from the fabric. Avoid letting them set on the fabric permanently as they may damage the fibers.
You Will Need:
- Cold Water
- Salt
- Cornstarch
- Hydrogen Peroxide
- Clean soft cloths
- Plastic spoon or spatula
- Vacuum
How to Remove the Stain:
- Since you don't want the fluids to run deep into the mattress fibers, we will start by making a paste. Hydrogen peroxide and salt are the active ingredients in this paste that will remove the proteins in the blood.
- Mix together ½ cup of cornstarch, 1 tablespoon of salt and ¼ cup of hydrogen peroxide. It should be the consistency of toothpaste. If no hydrogen peroxide is available, try using plain water and allow the salt to work at the stain.
- Use the spoon to apply a layer of the paste to the surface of the stain.
- Allow the paste to dry completely.
- Scrape away the dried paste and vacuum the area.
- Examine the stained area, repeat steps 3-5 until the stain is removed.
When the Stains Won't Budge
For stubborn stains, more direct treatment methods may be necessary. Use caution when applying these liquids directly to the mattress to avoid over soaking. With mattresses, it is impossible to toss them into the washer the way you would a garment. If there is a wet/dry vacuum available or steam cleaner with an upholstery attachment, it will help to remove the cleaning fluids from the fabric. Avoid leaving them set on the fabric permanently as they may damage the fibers.
You Will Need:
- Cold Water
- Salt
- Hydrogen Peroxide
- Ammonia
- Clean soft cloths
- Cotton balls
- Spoon
- Wet/dry vacuum (do not apply heat to the area until the stain is completely removed.)
How to Remove the Stain:
- Begin by moistening the stained area with a small amount of cold water.
- Cover the stain with salt and allow it to set for up to 2 hours or until it dries completely.
- Scrape away the salt layer with
- Treat the remaining stain by applying hydrogen peroxide to the area using a cotton ball. The hydrogen peroxide will begin to bubble, this is the reaction that you want.
- Wait for the bubbling to stop.
- Blot the area with a clean cloth, working from the outside in to remove the stain along with as much of the hydrogen peroxide as possible.
- Repeat steps 4-5 as necessary.
- If the stain still won't budge, mix 1 tablespoon of ammonia with 1 cup of water and apply using the same method as above.
- Gently blot from the outside in until the stain is removed.
- As soon as the stain is removed completely (or removed enough that it is not noticeable), clean the entire area with a wet/dry vacuum or a steam vac (if it possible to turn off the heater). It is essential to remove the hydrogen peroxide and ammonia from the mattress to avoid damage to the fibers. If possible, clean with a mild soap and cold water. Remember that using hot water will set any remains of the stain that may be there.
Additional Tips and Ideas
- Baking soda and white, unseasoned meat tenderizer can also be made into a paste to remove the old blood stain. Make a paste using the baking soda, meat tenderizer and cold water and apply to the stain. Let it set for 15-30 minutes. Scrape away and rinse with cold water.
- Avoid using warm water, it speeds up the setting process and makes the blood stain more difficult to remove.
- If nothing else works, try spitting on it. It may work, especially if it's your own blood.


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Final Cut Pro Editor- Freelancer
- Employer
- NBCUniversal, Inc.
- Location
- New York
- Posted
- Apr 17, 2013
- Closes
- May 17, 2013
- Contact
- Ms. Melissa Crawford
- Category
- Television
- Duration
- Freelance
NBC 4 New York, the NBC Owned station located in New York, is seeking a freelance Final Cut Pro editor (FCP7) to work in the Creative Services Department. Candidate must have deep knowledge of Final Cut Pro and the Adobe Creative Suite. Candidate will work with a Writer/Producer to craft compelling promotional spots for News 4 New York. Knowledge of After Effects is required. Must be detail-oriented, able to work under pressure and meet strict deadlines. Experience with news advertising or commercial work is preferred. Freelance job will take place at 30 Rockefeller Center, Monday - Friday, with equipment and systems located in the News 4 New York newsroom.Desired:- Possess strong editing and video production skills- Have a passion for News- Ability to work well independently as well as in a team environment; and be detail oriented- Ability to prioritize multiple tasks and adhere to strict deadlines under pressure - Ability to work in a fast-paced, deadline driven environment and work well with both external and internal clients- Possess excellent time management skillsEligibility Requirements:- Must have unrestricted work authorization to work in the United States - Must be at least 18 years of ageNO PHONE CALLS PLEASE


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By Jackie Friedman and Matthew Stanmyre/Star-Ledger Staff
School hasn't even started across most of New Jersey, but the battle between a South Jersey lawmaker and the state's governing body for high school athletics is in midseason form. The New Jersey State Interscholastic Athletic Association announced it will move its four South Jersey sectional football championship games to the College of New Jersey in Mercer County. In the past, these title games have been held at the home field of the higher seed.
Reaction has been divided among South Jersey coaches and administrators who likely will now face lengthier drives, but many invite the change.
Assemblyman John Burzichelli (D-Gloucester), meanwhile, said this is another ploy for the NJSIAA to charge more money for tickets, as it is allowed to increase prices for games played outside of local high school stadiums.
Burzichelli authored ticket-pricing legislation that became effective in January 2009, restricting what the NJSIAA can charge for postseason tickets.
The NJSIAA has reported that it made $814,000 less in tournament revenue in 2010 than in 2009.
"They get to ask for more money at neutral locations, which is their obvious reason for trying to move these games, to get a higher ticket price," Burzichelli said. "These games aren't played until (December), so there is plenty of time to get this reversed."
The NJSIAA football committee — a nine-member group of coaches and athletic directors from across the state — voted unanimously for this change in January, said Jack DuBois, the NJSIAA assistant director in charge of football.
DuBois didn't dispute financial motives behind the move, but also said it was only fair to give South Jersey teams the opportunity afforded teams in North and Central Jersey and the nonpublic schools, who have played their championships at the Meadowlands, Rutgers University and Kean University since the 1970s. DuBois said a tentative schedule would include one game on Friday, Dec. 2, and three on Saturday, Dec. 3.
"Given the fact of our economic situation here, it will give us an opportunity to charge a few more dollars for a ticket, and also will allow the neutral sites for all the games," DuBois said. "Lastly, it will allow people to see multiple games where in the past the maximum you could only see probably two of the four games."
DuBois said the NJSIAA plans to charge $6 for adults, and $2 for children and seniors, at TCNJ, as opposed to the $3 adult tickets charged at high school sites.
DuBois also said the NJSIAA is looking to move the games to Rowan University in Gloucester County as soon as 2013.
Additionally, in September, the NJSIAA's finance and executive committees will vote on a proposal to charge football teams participating in consolation games $40 to supplement the costs of referees and game-day operations. Last season, 188 teams across the state played in these nonmandatory games. DuBois said the consolation fee could add $7,500 in revenue for the NJSIAA.
Last season, the average travel was 35 miles, one way, for the four teams that traveled. If the same eight teams — Glassboro, Paulsboro, Haddonfield, West Deptford, Lacey Township, Delsea, Cherokee and Oakcrest — were to play in the sectional championships this season at the College of New Jersey, each team would travel an average of 56.5 miles one-way.
Coaches in the area said they'd gladly hop on a bus heading north.
"Ninety-nine percent of the kids aren't going to be able to play in college," said Clinton Tabb, the Pennsauken football coach and a former Pennsauken player. "But they will get the chance to say they played in a college stadium."
Haddonfield coach Frank DeLano, whose team played in the past two championships, said he's "in the middle," though he sees how special the experience could be.
"The feeling you get with the same exact crowd of the 5,000 or 6,000 we've had for the past couple years, if you get that in a bigger stadium you're not going to have that same atmosphere with the same amount of people," DeLano said.
"There's something to be said about intimacy and keeping things local."
Jackie Friedman: email@example.com; Matthew Stanmyre:


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CLEMSON - Only three teams among the 10 BCS bowl participants lost their last game, and all three have to feel bitter about it.
There's No. 3 Alabama, settling for the Sugar Bowl against late-peaking Oklahoma instead of competing for its third consecutive national championship.
Then there's No. 7 Ohio State, which coughed up its trip to Pasadena and the title matchup by losing to Michigan State. And, No. 12 Clemson, which lost to Florida State and South Carolina to spoil its own championship dreams.
Get the latest news, notes and nuggets on Clemson athletics from Post and Courier beat writer Aaron Brenner on Twitter at @Aaron_Brenner.
The Tide were No. 1, the Buckeyes were No. 2, and the Tigers were No. 3 at their highest ranking points this season.
"You have two teams that their season ended on a downer. Which coaching staff can do a better job of getting their team ready to go?" ESPN college football analyst Kirk Herbstreit asked Sunday night, regarding the Tigers and Buckeyes in the Orange Bowl.
"Because this is going to be a big stage, a big opportunity for both teams. Really, it's about recruiting, getting that extra practice time, and building for the future for both Dabo (Swinney) and Urban (Meyer). So to me, there's a lot at stake in that bowl game, even though maybe it's not the bowl game that either one of these two teams hoped to get at in the beginning of the year."
Especially for Ohio State, which led Michigan State 24-20 in the fourth quarter.
"In college football, so much more than pro football because we're dealing with 18- to 22-year-olds, momentum's an extremely valuable thing," Meyer said. "When you lose a game, and you try to come back, that's difficult."
Meyer admits he worries about how bowl preparation will unfold, "because I worry about everything."
"But I have great confidence. This team, a lot of these players have been through a lot of stuff," Meyer continued. "Last year, they went 12-0 and they were unable to go play in a bowl game. Now their first chance to go play in a bowl game, they're in a BCS game against a great team. This group of kids wants to win a bowl game, win their 13th game."
The Tigers, on the other hand, will likely spend the month telling others they don't pay attention to outside opinions. But the label slapped on Clemson is it parlayed an easy schedule into 10 victories, and perhaps only made the BCS by virtue of replacing the league champion Seminoles in the Orange Bowl.
The last time Clemson went to Miami on the big stage, West Virginia embarrassed the Tigers 70-33 two seasons ago.
"We know we've got something to prove. The last time we went to a BCS bowl game, it wasn't a good ending," junior safety Robert Smith said. "So we're going out to prove that we've won 31 games the last three years, so we deserve to be in a BCS bowl game as one of the elite teams in the nation."
At least Clemson has recent history to bank on. Charged with the same situation this time last December - a 10-2 season ending with a loss to South Carolina - the Tigers responded by defeating No. 9 LSU in the Chick-fil-A Bowl.
"We just went back to practice," senior left tackle Brandon Thomas said of last year. "We can't let a loss deter us from trying to win our next game. I think that's the same mindset this time."
The last five bowl games for the Tigers and Buckeyes when they've had to chew on defeat for the month of preparation
CLEMSON (3-4 all-time bowls following a loss*)
2012: No. 14 Clemson 25, No. 9 LSU 24, Chick-Fil-A Bowl
2010: South Florida 31, Clemson 26, Meineke Car Care Bowl
2009: Clemson 21, Kentucky 13, Music City Bowl
2006: Kentucky 28, Clemson 20, Music City Bowl
1996: No. 17 LSU 10, Clemson 7, Peach Bowl
*Beat Stanford 27-21 in 1986 Gator Bowl, following a 21-21 tie vs. South Carolina
OHIO STATE (7-7 all-time bowls following a loss*)
2011: Florida 24, Ohio State, Gator Bowl
2003: No. 7 Ohio State 35, No. 8 Kansas State 28, Fiesta Bowl
2000: South Carolina 24, No. 18 Ohio State 7, Outback Bowl
1997: No. 4 Florida State 31, No. 9 Ohio State 14, Sugar Bowl
1996: No. 2 Ohio State 20, No. 4 Arizona State 17, Rose Bowl
*2-1 in bowl games following a regular season-ending tie
-Aaron Brenner


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What do you see more of when you open a book, capital letters or lowercase letters? What is more important for reading, letter sounds or letter names?
Shouldn't we teach children the more germane information pertaining to the letter first, its sound, as Montessori schools do? Aa is for apple and it says /a/ is too much information for a child to take in, process and then apply to a complex language code. Why don't we start with lowercase letters and sounds, saving letter names for once a child can read a three-letter consonant-vowel-consonant word?
I asked this question in a TED Conversation. I would love to hear thoughts from other educators. http://www.ted.com/conversations/1817...
Should we begin teaching children letter sounds first with lowercase letters instead of letter names with uppercase letters?
This topic is no longer open for comments or replies.
Here is a TED_Ed Lesson for parents and educators of young children about this topic. http://ed.ted.com/on/QbRg3P3u
I support the approach of dealing with lower-case letters first and foremost, as these are by far more common. But teaching letter names is *essential* to be able to identify them properly. A letter's name is its only stable property; the pronunciation can change, and the shape / size / font can change, so naming is critical to the identity of the letter.
Letters in English are just the raw material -- and pretty much every letter in the alphabet is capable of doing more than one job, graphemically speaking. Many letters appear in digraphs or trigraphs (like th or tch), and many letters can have no pronunciation at all (as in thumb or sign). The child in the video above points to the letter o and says /ɑ/ -- but in the words "smoking" and "patio" (from the video), that's not what the o spells. So it's misleading to the child to teach that o always sounds like its short vowel sound. It doesn't.
Why not explore written language factually from the very beginning? Explain and show that letters are just ingredients, and they can have lots of jobs! They have jobs like making meaning or marking relationships, not just spelling sounds. Even very small children can understand that letters can change the way they look or the way they sound, but they always have the same name, and it's by their name that they can be identified and recognized.
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Please visit the blog and review the work we are doing. I do not see the first response I gave you...at any rate, this is a materials cost only with travel and training donated. Hope that helps. Google - sounstalk
Am curious as to the magnitude of Rotary's investment in Souns so far... I have read your blog thoroughly and see no reference there as to the number of Souns sets Rotary has already purchased. What is that number, roughly?
Gina, I appreciate your answer and this is just the sort of discource I was hoping to get from TED! Is this your lesson? http://ed.ted.com/lessons/making-sens... I just watched it. I agree with your onion analogy on many layers- no pun intended! When I taught fifth grade, I found Latin and Greek roots especially useful for teaching spelling and I also found Making Words by Cunningham wonderful for making connections building words in our language.
I have done an insane amount of reading about reading over the past few years trying to figure out our obsessive focus on letter names and one quote comes to mind in response to this bit you wrote... "Explain and show that letters are just ingredients, and they can have lots of jobs! They have jobs like making meaning or marking relationships, not just spelling sounds."
"After many centuries people discovered that they could even turn their pictures into symbols that represented the sounds of their language... These 'sound pictures' are called letters, written symbols standing for the sounds that make up all of our words." p. 6-7 Ox, House, Stick: The History of Our Alphabet by Don Robb
With Souns, children learn one symbol, one sound and then practice constructing words. I also agree that we should should begin with writing. However, when I talk about writing, I am referring to building words, constructing words, consonant-vowel-consonant words. Here is an example.
From here, a child's intellect begins to piece the language code together. Here is the first word my daughter read. (I pulled the car over and had her do it again.) https://www.youtube.com/watch?v=p-etli...
Once a child pieces together a three letter word, as my younger child is demonstrating here, then the child is ready for the letter names, Realistically, the child will probably already know the names since marketing in our society is set out to teach preschoolers this information.
When a child does this, teach letter names. https://www.youtube.com/watch?v=p-etli...
The Souns program changed the way I approach literacy and has had a profound impact on students young and old. I haven't even touched on what I have learned about intervention thanks to this new knowledge. I don't want to throw out too much information, though. I taught in public school for eight year and never even heard of this idea until a few years ago when I met the woman who developed the Souns program. I *WISH* I could go back to the classroom with the knowledge I have now but I cannot so I am trying to share what I have learned. Here's the TED_Ed lesson I made for teachers and parents of young learners. http://ed.ted.com/on/QbRg3P3u
Hi SensAble,
I understand that you have a particular program or approach that you advocate for; I do not. I traffic in the facts of the writing system, not in any particular program or methodology. I'm sure that your experiences have changed the way you approach literacy -- of course any study we do and any approach we might work with will change our practice. Practices change; approaches change. What doesn't change is the way the writing system works, and the structures within it. I deal professionally with the fallout of phonics and whole language alike; English is morphophonemic, and the belief that phonology is the primary motivator of the writing system is simply false.
I work with kids all the time who don't know their letter names, in spite of whatever marketing phenomenon might work for other kids. When reading and spelling, the only way we can identify how words are built is by their letter names.
I teach teachers and kids about English, and I work hard to teach them nothing that I know to be false. Teaching them that "o says /ɑ/" is only true some of the time! But every word either is a base element or has a base element -- that's true all the time. The name of the letter A is -- well, A, that's true all the time. It's a fact, regardless of what approach or program people use, and regardless of what people believe or agree with or don't.
Good luck with your work.
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The first line of souns.org is direct, informative and up front... "A hands-on early literacy program that teaches letter-sound associations... "
Early literacy means early stages of literacy. Learning the most frequent letter sound associations does not stop children from learning less frequent letter sound associations that come later, nor does it take away from the potential for learning letter names. Rather, by this information coming first, at an earlier age, it internalizes the meaning of script, and brings print to life for a child in a world where he/she is surrounded by it. Children understanding that what comes out of their mouths are sounds and those sounds can become words printed on a page read back to them. That is powerful learning to happen before kindergarten. What the program claims to do is exactly what the program does.
In my research and studies, I have encountered a number of older students with little to no association of letters with sounds and this leads to great comprehension issues. Here are some examples.
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What a good subject, Della. I love the discussion. I think I would need to know the ages of the children in each approach. For my experience as a Montessori teacher, incremental learning is more successful and builds a greater sense of empowerment and confidence in the child. I do not believe teaching /o/ is deceptive, as it is the most common sound for that symbol in our language. It is most relative to the early CVC encoding and decoding that a very young emerging reader experiences.
Keep in mind, I am speaking of children 2 to 4 years of age. Once a category for letter-sounds has been established and enough print symbols are known - through play and exploration - building simple phonetic words or writing words phonetically is common. Then new information is added, one step at a time - building on confidence.
I agree that a child should be given the truth. I think each of you is correct, the only difference is in timing and sequence. The alphabet was designed as a tool for encoding sounds spoken and decoding sounds recorded. The names are certainly important, but are quite useless and even confusing until after the very young child experiences and applies the tools of print for communication. Keeping it simple, teaching fundamental skills of writing and reading incrementally - one step assimilated at a time - really is, in my experience, the better way to build a confident reader.
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What if you're not face to face? What if you're driving at the time? What if you're on the phone? In another room? What if the person is blind? What if it's a spelling bee? Really, I'm not sure where this is going, because I'm not sure why anyone would suggest that I study how writing works without being able to name the letters. Written forms are identified by their names, the only stable property they have. We refer to the plural suffix as 's', not as /s/, because sometimes it says /z/. We refer to the preterite suffix as 'ed', not as /d/ or as /t/ or as /əd/, because it doesn't have a pronunciation until it surfaces in a word. The phonology of a grapheme or of a morpheme can't be known until it surfaces in a word. If I teach a child that 'b says /b/' then how do I explain 'dumb' or 'subtle'? But if I teach a child that 'one of the jobs of b is to spell /b/' then I haven't misled them.
Gina, I watched your video and am swimming in thoughts and ideas. I need to spend more time with it but I'll start with a fond memory. My grandfather used keep a homophone list. I hope someone saved it.
Also, I studied El Ed & Philosophy as an undergrad at Bradley, ISU's neighbor. I've been on ISU's campus a number of times.
I will post more thoughts about implications with your work & early learners. I don't think it contradicts what Brenda and I do, although my understanding is a beginners. I see more how it could complement my learning, and in turn children's comprehension.
And yes, spelling out loud is the useful aspect of the letter. Technology can circumvent a number of these scenarios.
I will type more when I'm back home on a pc since I'm away from one at the moment. Thanks for the inspiration.
Exactly... "The child in the video above points to the letter o and says /ɑ/ -- but in the words "smoking" and "patio" (from the video), that's not what the o spells. So it's misleading to the child to teach that o always sounds like its short vowel sound. It doesn't.?"
Teaching letter sounds is important to teaching reading, however, teaching "missrules" (such as a single sound for letters) ultimately confuses vulnerable learners in particular. Letter names are vocabulary concepts, which in and of themselves are not necessary for learning to read, though nonetheless are important. The most effective reading programs teach the multiple sounds for letters from the get go (in close proximity) and avoid reliance on CVC words which promotes "overstipulation" of single sounds.
Teaching one piece of information for one symbol is no different than teaching shoe for all those different things we put on our feet. It is simple, digestible, and is not miss-information. Again, I think it is very important to keep age in mind and what is being learned through research about how the brain learns best, at least as far as that information takes us now...there is always new information coming.
Please review: http://www.souns.org/images/texts/red...
I think you mean 'misinformation', not 'miss-information.'
EMPLOYEE1Jeremiah Dickey (Employee) May 30, 2013 17:22The Chaos (1922, by Gerard Nolst Trenité) - written more with the adult foreign-language speaker trying to learn english pronunciation in mind, although I think I was introduced to this poem in elementary school language arts class at the age of 10 or 11. Always fun to revisit, and really does a good job at laying out the task at hand for anyone trying to teach pronunciation at any level:
Great smiles! Thank you for the gift of something I have never seen before!
Trenité's poem only works if you operate from the totally flawed assumption that spelling's primary job is to represent pronunciation. It's not. An orthography represents sense and meaning to initiated users of a language; orthographies do not evolve to be easy for young children or foreigners to acquire. Literacy is work, right?
Here's a link to a poem I wrote in response to poems like Trenité's and others:
I love this, too. It is a beautiful example of why a very natural path to literacy begins with phonetic words, phrases and short readers. These are the baby steps to eventual mastery of a very complicated code.
The satisfaction on a young child's face who has read her first book is priceless and I have had the satisfaction of enabling this in a number of young readers. Anyone who says it is dismissing too many important elements of what is going on. Tracking is happening. Left to right print knowledge is present. A child is decoding, which is a feat and that child owns the book forever in her heart.
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It would also be necessary to see what children do longitudinally, because, as you point out, Shannon, learning 26 graphophonemic associations isn't the same thing as reading.
Exactly... Particularly when drawing conclusions about vulnerable learners as per the bold claims in this advert article: http://edition.pagesuite-professional... What longitudinal data supports the claims contained therein regarding the "effectiveness" of this approach (teaching wrong object labels to toddlers) relative to the goal teaching vulnerable learners to read well?
I don't know what happened, but several of my comments have been removed from this page, including comments that Della responded to, so I knew they posted. Anyone have any idea what happened?
I see everything. If you go in through the discussion thread from an email, it does not display the whole strand. Look for the small line that says, "View 10 (or some other number) More Comments" Click that to see if your comments return. I don't think any are missing.
Let me know if it works. If not, I should have your comment in an email.
I promise to take time with what you sent. I used to use Latin and Greek roots for spelling and found that so useful. I love the idea of taking a deeper look at the language and literacy with older learners.
Thank you! How embarrassing that I missed that. I looked all over the page for hidden comments and couldn't find anything. That'll teach me to TED when I should be in BED inSTEAD.
I appreciate your efforts to find commonalities, and your promise to spend time with what I sent. There's no doubt that there is, in what I sent, a whole world of word study that most people -- even teachers -- have never, ever considered.
Don't be embarrassed. Mistakes are our friends. TED Discussion Forums are not easily navigated.
Brenda raved about your thirty minute video and I look forward to watching it. I enjoyed your TED_Ed lessons very much and am going to take another look.
From what I see...
-We both honor the brain as an active pattern decoder and advocate for teaching to the patterns. (Your lens is writing and Brenda's is reading and it's fascinating by how differently letters are viewed from both of your eyes.)
-We both honor children as ready and able learners.
You have knowledge of neuroscience and its implications for literacy which is a HUGE interest of mind. When I read about neural plasticity, it sure sounded like Constructivist Theory to me... I want to bridge worlds for the purposes of learning for children and neuroscience is so important. Connections are everything.
Worlds have SO much to learn from one another.
I appreciate, again, Della, your efforts to make connections. I do, however, have to address perspectives you have ascribed to me, which I do not subscribe to myself:
You said, "We both honor the brain as an active pattern decoder and advocate for teaching to the patterns."
I don't honor the brain any more than I honor the heart or the lungs or the liver: it has jobs to do, one of which is to be discerning. I certainly never said anything about a 'decoding' -- I assiduously avoid the term 'decode' unless I'm talking about a magic ring in a box of cereal.
I do not advocate for teaching anything, and certainly not "teaching to the patterns." I'm not certain I even know what that means. If anything at all, I advocate for studying the language. Our ability to teach anything is only as profound as our willingness to study it rigorously.
You also say, "Your lens is writing and Brenda's is reading and it's fascinating by how differently letters are viewed from both of your eyes."
I don't have a lens. I study the writing system -- but it's the same system regardless of whether it's being used for reading or for writing, as though the two can even be separated. There's no such thing as a reading system, there's just the writing system. That is, the system in which English writes its words. No one can read anything until something is written. Writing comes long before reading, in both the human experience and in a child's development. That's not a lens; it's just a fact.
Finally, you also said, "We both honor children as ready and able learners." I suppose that's true, but I actually treat everyone as ready and able learners -- adults too. I hold my students, my teachers, and my fellow scholars alike in high regard, and I trust their intellect. I don't just think of children as little children; I think of them as future adults. I see in them the college students I now work with, who feel ripped off because they were always told to "sound it out," and because they never got to learn the compelling facts of their writing system. I see in them the parents who would like to be better-equipped to help their own kids who are struggling, but who are stuck in the same "sound it out" ruts as everyone else. For me, the beauty of the writing system is that it works the way it works regardless of whether someone is ready and able to learn it or not.
This topic has gone all over the place -- but my Polaris, in talking about literacy, is how the writing system works. Passion is all well and good, but we *all* know that people get passionate about falsehoods all the time. Passions and beliefs can mislead us as much as they can lead us, so I stay focused on evidence from the language itself. I understand the joys and rewards of teaching people to become literate -- not just children, but adults, non-native speakers, eulexic and dyslexic alike. I also understand the agony of working with children who have been taught to "sound it out," who get stuck barking one sound at a time when looking at printed words, who think every vowel is a short vowel, who can barely read in anything but contrived, controlled texts with nothing but a select set of words. I understand the despair of children who are bright and capable, but who have been lied to about the way their language works, often by people who are very passionate. I never really have to announce to people that I'm passionate about what I do. Being passionate about language and literacy isn't really anything I set out to give anyone. It's not like I have another way to be. But I do have a choice about how I inform my passions, and I inform mine by bringing rigor and accuracy to my understanding of language and literacy.
Here are some of my initial thoughts. I know I have a neophyte understanding of your study, but I see great worth and connection. I apologize for putting words in your mouth with my connections. That was not my point. And I realize my grave error in word choice now with decoding, as it wasn't the meaning I intended to convey.
Teachers are handed textbooks made by publishers who are also usually the ones publishing the high-stakes assessments judging the outcomes of the students and the teachers and the districts. Traditional publishers of printed educational materials depend on student failure for profit or they would put themselves out of a job. It's sad but it's true.
Teachers leave college with some theoretical ideas, usually tainted by the instructor, of reading theories. To date, it is whole language and phonics primarily. And I too love your quote, "A plague on both of your houses."
I have the lens of a classroom teacher from a Title 1 school servicing primarily second language learners. I entered Bradley as a business major and went to education after reading Kozol's Savage Inequalities in a Sociology class.
So, why is that important? It's important because my work tends to focus on closing the savage inequalities in knowledge and skills as much as I am able to from the confines of a classroom.
I'm going to begin with your inspiration for my summer adventures...
I know I've been all over the place. That is because when I meet someone who has something new to offer that I have not considered before and someone who is knowledgeable and passionate, I want to learn from them. You are constructive with your ideas and I see great worth. I am not presently budging on C-V-C words to start because I see great importance. There is a road to comprehension and incremental steps make a ton of sense to me.
You mentioned in your video the difference between morphology and syntax. You mention phonology. I see phonology, morphology and syntax as being a possible sequential, incremental, (therefore tangible to most) progression.
I propose we can begin with phonemic awareness in combination with phonological awareness. I am a believer in letter sounds and nursery rhymes (or Dr. Seuss) being key. Here is a class that pieced itself together as a result of what I have learned in the past few years. Let me add that I learned more from Brenda, a Montessori practitioner and Maverick, about literacy than I did earning a bachelor's a master's, countless staff developments, eight years of practice and some doctoral work. That says a lot. And my learning has been so much more that C-V-C words. http://www.sensablelearning.org/?p=1159
The ability to construct, encode and then decode a CVC word can easily happen by age 3 or 4 for a neurotypical child using Souns, before the hand is ready to script the same words.
Then, as the hand is ready to script and the mind has a grasp of some of the language code, spelling could begin to be introduced, say in kindergarten, and I love the idea of homophones to start. I have two children, ages 5 and 6. One is leaving kindergarten ready to read what you put in front of her.
My daughter leaving VPK, just exceeded all expectations of her assessments and is entering kindergarten reading phonics readers.
So, this summer, I'm going to spend some time doing some homophone work with them. I see great worth to your thought of explicitly teaching homophones early. My kindergartner came home with five spelling words a week from Fry's instant word list. They were always completely unconnected and meaningless. I always felt it would have been better to have some combination of patterns, rhyming or other. Homophones are a brilliant pattern to start.
So, I'll let you know what I come up with, but I have my aunt looking for my grandfather's old spiral. (She's pretty sure she still has it.) I'm going to use it to start crafting lessons.
Thank you.
"I see phonology, morphology and syntax as being a possible sequential, incremental, (therefore tangible to most) progression."
I don't. You are assuming over and over -- like everyone behind phonics -- that phonology is the primary consideration of the writing system. It isn't. Morphology is the organizing, delimiting, and defining concept of the writing system. I know it's common to approach morphology as something to teach / explore after phonology has been mastered, but that's just not the way the language works. Linguists have long understood this; it's high time for educators to catch up.
"I see great worth to your thought of explicitly teaching homophones early."
Again, I never said anything about "explicitly teaching" anything. In fact, a joint exploration of homophones, how and why they work, is likely to be far more engaging for both teacher and student than explicit teaching of anything. I'm not looking for or offering a scope or sequence or program or approach, but an understanding of how things work. Your proposal that we "begin with phoneme awareness" is the same flawed assumption of phonological primacy as has been out there for 150 years in US education, in some form or another.
Why not begin at the beginning, with the fact that every written word has a base element? That is true 100% of the time, regardless of the phonemes. And graphophonemics cannot be properly understood independently of morphology.
Go here http://spelling.phanfare.com/5436095 to watch a 1-minute film about the Homophone Principle.
"Let me add that I learned more from Brenda, a Montessori practitioner and Maverick, about literacy than I did earning a bachelor's a master's, countless staff developments, eight years of practice and some doctoral work. That says a lot."
Agreed. But it says a lot more about the quality and content of teacher education than about anything else. I know, because I train teachers, and I hear it directly from them all the time: "How come no one ever taught me this before?"
I watched the video. Thank you.
You wrote...
"You are assuming over and over -- like everyone behind phonics -- that phonology is the primary consideration of the writing system. "
Do not put me in the phonics box. That does not define my understanding or preferred method. I suggest starting with letter sounds before names in preschool, regardless of the program used or methodology it comes from. It's s simple switch in the traditional order of instruction that is profound in its result.
You wrote...
"Why not begin at the beginning, with the fact that every written word has a base element? That is true 100% of the time, regardless of the phonemes. And graphophonemics cannot be properly understood independently of morphology.
I ask...
How do you begin with the base element exploration before children learn letter names?
"Why not begin at the beginning, with the fact that every written word has a base element? That is true 100% of the time, regardless of the phonemes. And graphophonemics cannot be properly understood independently of morphology."
You are truly a committed and talented teacher; however, in my experience, when working with 2-3 year olds, the simplest and most fundamental tools of print - grapheme/phoneme associations - presented incidentally and explored in the environment is working beautifully to build readers. This is not a new approach, it has built readers for over a century in Montessori environments.
As you say, there is more than one way. For me, letter-sound associations first is working, whether in private, public, head start, or in township schools in South Africa. We see profound results and those results are changing lives. Face to face with children, seeing the progress tells the story.
Interestingly, words used by teachers of teachers from two universities describing our work with letter-sounds first and incrementally moving into emergent reading are "seamless" and "effortless." I am sure your work receives positive comments as well. Obviously each approach is making a difference. I am glad you have shared your links and video with me. Thank you!
"How do you begin with the base element exploration before children learn letter names?"
I never said I did! If we look at words like, say, cat, cats, dog, and dogs, we can absolutely talk about the graphophonemics of c-a-t: that's an excellent to gauge what a child knows about letter names and about the phonology of individual graphemes. Some children already know that one of the ways to spell /k/ is with a 'c' and one of the ways to spell /t/ is with a 't' -- some don't. But they all know that more than one cat is cats.
I have copies of priceless treasures now. My aunt scanned and sent six pages of homophones my grandfather used to write down, written in her Microbiology notebook from 1973. It's titled, "Words That Sound Alike But Are Spelled Differently." This will be the inspiration for work beginning with my children this summer. I have such fond memories of my grandfather sharing his word collections with me.
You did not say you begin exploration before letter names but you said, "Why not begin at the beginning, with the fact that every written word has a base element?" The beginning comes before school age as Souns work begins, primarily, with children four and under. Work with children learning letter names typically happens during this time as well.
I could certainly see beginning exploration or base elements in kindergarten and I'm going to work on ways to explore the idea with my children this summer. One is leaving kindergarten and one is entering kindergarten.
Cool list! It's a great place to develop an understanding of how English works. For example, do you know why <son> is spelled with an <o> instead of a <u>? Or why <so> can be written with only 2 letters, but <sew> and <sow> require 3? Why does <know> need a <k> and a <w>, and why doesn't it say /knaʊw/?
The reason I associate your work with phonics is because phonics is the locus of the empty and false term "letter sound." It's also the locus of the assumption that children have to learn all the "letter sounds" before they can do anything else with the language, which is also specious. I know Montessori has been around for a long time, and I also know that the longitudinal literacy research for children who start with Montessori is not definitive. Several Montessori teachers have taken my courses and trainings, and, while they still love the approach and see the many benefits of Montessori, they've changed their practice to reflect the way English actually works instead of the way people misapprehend it.
I understand that you've both had very good experiences with your program, and when Brenda says, "For me, letter-sound associations first is working," I am inclined to respond, "Compared to what?" I also note that no one has addressed the longitudinal question: the education industry has linked phonemic awareness to later literacy achievement, but no one has established a causal connection. Are good readers good readers because they have good "phonemic awareness"? Or do good readers have good "phonemic awareness" because they are good readers?
Over the years, I've tested lots and lots of kids who struggle with reading, many of whom test as having very good "phonemic awareness," but they can't spell or write well at all. Others get stuck in sounding out words -- even though they know their "letter sounds," they have no strategies for anything beyond CVC words. They started with letter sounds, they began in CVC words, and there they stayed. A huge problem is that they are taught that short vowels are "the most common" but they're not.
Of course the beginning comes before school age, which is why even very young children can draw their attention to how words are built in the oral language, in ways that will elucidate the writing system. They can also learn the names of the ingredients of said writing system: the letters. The only way you could really establish that teaching 26 "letter sounds" is superior to teaching 26 letters names is if you ran a well-controlled experiment where you could compare both with the same population.
Teaching kids -- even very young ones -- to point to the <o> in <smoking> and say /ɑ/ reminds me of an old Steve Martin comedy routine about teaching kids the wrong names for things.
Have a fun with your homophones -- you might be interested in homographs and heteronyms too!
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Oh, and DeHaene's and Wolf's and Adams's evolutionary perspectives are specious; they're just an ex-utero version of recapitulation theory.
CHAMP1There are six pages to his list of homonyms. He also has homographs and idiom lists. I'll start here for the summer and maybe venture into homographs and heteronyms. (I need to look up heteronyms.) I suspect homonyms will keep us busy for the summer, though.
I do not have longitudinal data. I cannot find it either, and I have looked, searching published research. Maybe it's there, but I cannot find it. If you have longitudinal data from children learning letter sounds before letter names, send it my way because I would like to read it. The problem is, teaching letter sounds first is so outside the typical box of the order society expects children to learn, I cannot find it. I used the approach with my daughters because it was so logical. It worked beautifully and I could not figure out why in the world schools would do it any other way. When I ordered the McGuffey Reader and I saw such striking similarities, I thought that maybe kindergarten introduced the marketing of letter names into the public schema for early childhood. I don't know but I wonder.
Here is what I offer as data. 1) There are many children who have been schooled in the Montessori approach for well over a century. 2) There is the evidence I found in the McGuffey Reader using a similar approach so it's not just Montessori. 3) I found evidence to this approach reading Proust and the Squid and Reading and the Brain. 4) The most recent National Reading Panel Report point me to this conclusion as well. 5)And I have two young children (who I birthed and taught) blowing away the expectations of school.6) I find kids children all the time lacking letter sound knowledge who need to learn them to attack unfamiliar words. When I help children learn letter sound associations, their accuracy increases. It's so simple, too simple for most teachers of older children to even consider.
So, I set out to do some research. Perhaps I will be able to extend my current project longitudinally? Thank you for the inspiration.
One mother wrote after I worked with her child... "My daughter recently had the chance to work with Della at one of her literacy camps. My daughter has an audio processing disorder, and I wondered how 5 days could possibly help her – but, the program is different from anything else we have tried. Della mostly worked with the kids with letter sounds – yes, I know, I thought she learned this in K and 1st grade, right? Well, to my surprise, my daughter only had mastered 16 of the 26 letter sounds. Now, along with some other things, I understand why when sounding out her words when reading, she just made words up. Not because she was lazy, but because she did not know certain letter sounds. By the end of camp, she has learned how to slow down and focus on the sounds she struggles with. With this, hopefully she will retain more of what she reads." Her mother also wrote me back at the start of the year to let me know her teacher was pleased by her daughter's reading starting the school year.
Now, I realize you are doing notable work as well. I am a Vygotsky fan and believe in socially constructing knowledge, which is what I am doing here for the sake of learning. (It is so funny, too, because since this has come to my consciousness, I keep intermixing homophones while writing. I keep catching myself. The brain is so remarkable to me.)
In the video where you see a joke in my child making a mistake, I see her making a powerful connection between a sound coming out of her mouth and a symbol (a thing) in the world around her. I did not initiate this. She was naturally doing it while we were out. I grabbed my camera so it may have seemed I was "teaching her wrong" but really she is discovering there is a meaning to this print that surrounds her and that sound is a part of a complicated code that one day she will master. For now, she is exploring. Today, as she is five, I would read it to her and talk to her about it. But, at this point, she is demonstrating some remarkable connection in this discovery stage. She is not looking at the whole "NO SMOKING" She is demonstrating a profound understanding of literacy connecting reading, writing, listening and speaking. When my daughter made the association (or in your eyes mistake), it was not the time to correct her. I did not stop her just like I do not stop my older daughter (in kindergarten) from writing with spelling errors when she sets out to get her ideas out on a page, inventing her spelling. And she just received a spelling award from her teacher.
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I told you my mind is intermixing words right now. :)
And, yes, you are correct!
Sannon - New ideas always travel a hard road. Letter-sound associations introduced first is no different. You are painting a picture that has little to do with what we experience daily. Your assumptions are not what we see empirically. All the negative words put forth expressing doubt do not change the results. I understand from months of communication (as Jennifer) how you feel. The truth is in the children, and they are demonstrating success.
I echo Milne, "And that, said John, is that." Thank you, Gina, for so many good, thought provoking ideas. Thank you, Della, for a super question and your steadfast trust in children.
Teaching "sounds first" is by no means novel; it was done in the 19th century. So was teaching sets of syllable "sounds". When children learn to say or sing their alphabet, that's not the same as learning letters' names. I'm not sure how this is being packaged as a "new idea" -- especially when you articulate, Brenda, that you yourself have been doing it for 40 years.
Of course we're informed by the children we work with. I'm informed by the wee ones I work with too, and have worked with over my lifetime. (Of course, not over the last 4 decades, but I can't help it that I'm younger than people who are older than me.) But I'm also informed by my work with older children, adolescents, young adults, and older adults. I am informed by my work in adult literacy, in dyslexia, in teacher training, in college classrooms and sessions with homeschoolers, in classrooms around the world (I also work with an international population, with students and colleagues on 6 continents). I'm sure you both know 2-4 year-olds better than I do, but I know what they look like when they get to 3rd grade, and 7th grade, and 9th grade, and college. I know what people think about English, and a lot of their frustrations are built on a foundation of sand, on a lifelong belief that letters (should) have specific sounds. What I teach them how it actually works, the thing I always hear is, "How come no one ever taught me this sooner?"
No one's passions are uninformed. The question is only what informs them.
I completely agree and did not say Souns was new...I do not think it is "packaged" as a new idea. I do find that teaching letter-sound associations first is new to the population in this country at this time (not for Montessori environments). I am aware of the family support given children in the 1900s. We need that family support today. If I understand correctly, at that time the ability to read The Last of the Mohicans was considered functional literacy. I would like to know how that compares to the definition of functional literacy today.
As far as your experience and mine...I believe we each learn by what we do with children. I have stated nothing but appreciation for you and your knowledge. I find our differences to be that we do, indeed, focus on dramatically different aged children. I would absolutely be one of those that said, "How come no one ever taught me this sooner." But I am not a two or three year old. I think the approach would be more incremental in those years between 0-4. Then, with early reading in place, I would dream of them having what you offer.
Experience is the greatest source of information...and our passion is the fuel that takes us through it ... good or bad ....we learn. I have enjoyed learning what NOT to do with kids, when my excitement was wanting so badly to ... but it was for me, not for the kids. Experience before language, concrete to abstraction. It is true for all of us.
Lots already expressed in this thread. Our experience is YMMV (Your mileage may vary) or different strokes for different folks. Among dyslexic students - there are some who really struggle with naming - and if that's the case - having sound associations might get students reading more quickly than learning names and adding sound associations second. On the other hand, there are students for whom sound associations are very difficult. These are students who have frequent mispronunciations and substitutions in their speech because they confuse similar sounds. These students may get going reading more quickly if they they read more visually - and in some cases letter-by-letter learning of words is more reliable than sound-based learning alone. There are some students we know who are only able to write and spell because they have learned the letter-by-letter spelling of words - not based on sound at all.
If teachers or parents don't have a variety of tools in their toolbox, they may run into trouble if they can't flexibly shift into a system that particularly works for their child.


text:
Lt. Gov. Scott Angelle called on BP officials Wednesday to give state tourism officials $75 million to bolster tourism marketing efforts and seafood promotion in the aftermath of the BP Gulf oil spill.
BP has already given the state $15 million to promote tourism and seafood but in a letter to BP, Angelle said 97 percent of that money has been allocated and tourism studies show a national perception that Louisiana seafood is unfit to eat.
It is the second request that Angelle has made for the $75 million. "They have a tourism consultant going through our (first) request," he said.
The original $15 million grant has been used for tourism promotion, perception studies and working to combat "misperceptions about Louisiana seafood," he said. Wednesday's request was based on the latest results of a national tourist perception study of Louisiana after the BP-Deepwater Horizon accident, Angelle said.
That study of potential visitors shows that 29 percent who had plans to visit the state canceled or postponed their trips because of the oil spill. That could mean a $2.4 billion decrease in direct tourism spending in the state, he said.
Angelle said the August study also showed that another 48 percent of the national audience believe that Louisiana restaurants that serve state-produced seafood are putting diners at a health risk.
"Historically, the state's No. 1 tourism asset has been our unique cuisine and that cuisine is tied to our seafood," Angelle said in the letter. "In damaging our seafood brand, the oil spill has simultaneously damaged our tourism brand, as the two are inextricably linked."
Angelle said the misperceptions are not fading. "Although we are beyond oil leaking (from the well), there is still a perception problem," he said. "It is not going away."
He said that "early and strategic investments in tourism and brand damage recovery are critical to mitigate this disaster. These investments will minimize damage to the industry and to the state's economy" as well as possible future claims.
Ed Anderson can be reached at firstname.lastname@example.com


text: Gold Box Deal of the Day: 45% Off Rosetta Stone Level 1-5 Sets Flag this deal What's the matter? Choose a reason Dead deal Duplicate Bad link Spam Inaccurate No value Alive again Edit deal dealio23 May 25, 2013 I've been wanting to get a Rosetta Stone set for a while. Awesome deal on these! Reply Load More Comments


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In This Town, Trick-or-Treaters Have One More Creature to Fear
'Polar Bear Capital of the World' Prepares for Halloween; Fire Trucks, Seal Meat
CHURCHILL, Manitoba—Like many parents this Halloween, Echo Finlay will frighten her kids with tales of scary monsters and bloodthirsty creatures eager to gobble them up.
But for Ms. Finlay, in this Canadian arctic town, those tales are true.
Every Halloween, the "Polar Bear Capital of the World" launches a giant, once-a-year security operation aimed at keeping trick-or-treating children like Ms. Finlay's safe from the paws of the dozens of bears that migrate through here at this time of year.
Helicopters will hover overhead, while police cruisers and firetrucks will circle the town. Officials set large traps with seal meat, and the cells of the town's "polar bear jail"—a detention center for delinquent bears—will fill up. Children are prepped on the best ways to avoid becoming what locals call bear-bait.
"Other parents worry about kidnapping or strangers," said Ms. Finlay. "Here, we know our weirdos. We have a different set of problems."
Starting in August, polar bears begin migrating north from summer mating grounds to Hudson Bay, where the ice from which they hunt seals is beginning to form. For Churchill, situated on the bay's shore, that migration peaks around Halloween. The town and its surrounding area can see up to 20 bears a day.
Ms. Finlay's 4-year-old son Cameron was surprised to learn that the world's largest land predator isn't a part of every child's Halloween. "No bears?" he asked of trick-or-treating in Toronto.
Dressed as a mix of Ninja and medieval knight, Cameron said he isn't afraid of polar bears, which can be as long as 10 feet and weigh up to 1,400 pounds. Come Wednesday, he'll be prepared. "I'll just pop out my sword and start fighting," he said, unsheathing a plastic Samurai sword.
But Churchill's security isn't left in the hands of its children. It will be up to men like Brett Wlock, a state-employed Natural Resources Officer and part of the six-man team dedicated to keeping bears out of Churchill.
On a recent morning, Mr. Wlock was in his office when the "bear line" lighted up. That number is used by locals to call in sightings. "Bear alert," Mr. Wlock called, as he and fellow officer Bob Windsor ran to their pickup truck.
Racing toward a large grain silo at the town's port, Mr. Wlock explained that their job is to "haze" the bear, or frighten it away, without harming the animal. If two trucks honking horns don't do that then officers use a shotgun to fire "crackers" that explode above the bear like a small firework. Paint balls are also fired. "White," said Mr. Wlock.
As a last resort, a bear can be tranquilized or, if threatening lives, shot and killed.
Bear traps are placed around town. They look like giant tin cans and lock the bear in when the animal pulls at seal meat bait.
Captured bears, and those tranquilized after repeated attempts to enter town, are sent to the Polar Bear Holding Facility, a former military warehouse on the outskirts of Churchill. The facility has 28 air-conditioned holding cells, two of which are designed for a mother and her cubs.
"It will be held in the facility for up to 30 days and possibly more depending on the infraction the bear caused," said Mr. Wlock, as an inmate banged on its bars inside. "If it's a bear that caused public safety or property damage or a repeat offender it will be held longer."
That morning's bear alert turned out to be a false alarm. Though bear attacks are rare, every call has to be answered, quickly.
The Polar Bear Alert program began in the 1970s after a series of attacks in Churchill, and a fatality in 1968. Since then, Churchill hasn't had a fatal attack since 1983, and bears have yet to break the Halloween security cordon.
This Halloween, Mr. Wlock and his colleagues will be strategically placed around town. They will be joined by a fleet of vehicles from local law enforcement, an army reserve unit, the local water utility and by ambulances and firetrucks.
As a child, Brandi Spence, 20, remembers bear patrol officers visiting her school ahead of Halloween to lecture trick-or-treaters. "For costumes: don't wear white, don't dress as a bear, or you might get shot," she remembers being told. "Don't have raw meat on you."
On a night when temperatures can dip near to zero degrees Fahrenheit and blizzards are common, children's costumes must also be large enough to fit over winter gear.
But it isn't just children who have to beware of the bear on All Hallows' Eve. Last year, Jen Becker was driving from a Halloween party when she saw a bear behind a man dressed as a monkey. "I shouted, 'look monkey, bear,' " she said. Ms. Becker, 29, opened her car door in time for the monkey-suited man to jump in.
Polar bears pervade the town, whose residents have long lived side by side with an animal that brings both menace and tourist dollars. Shops, businesses and hotels all borrow the animal's name. Its image is everywhere, from statues to the bed spreads, signs and curtains in lodging houses like the Polar Bear B&B.
And the threat of these beasts isn't just during Halloween. For months, Ms. Becker, a keen runner, has been battling a bear concern: How does a runner train for the local Polar Bear Marathon without running into polar bears?
It is a small town. "Where are you supposed to run?" she said.
Most in this town of around 1,100 have tales of close calls and heroic escapes. At a recent school Halloween costume swap, girls traded clothes and bear stories. Khalee Palmer, 10 years old, said one got its nose stuck in a car window after her mother closed it on the bear.
Then there are the bears themselves. At around 8 p.m. on Halloween, Churchill's streets will clear, and the bear patrol heads home. But for those bears cooling their heels in the local tank, their stretch continues. They will be tranquilized and carried by helicopter north to where the ice has frozen. There, Messrs. Wlock and Windsor will release them and bid goodbye.
"You hope not to have to see them again," said Mr. Windsor. "You wish 'em well."
Write to Alistair MacDonald at firstname.lastname@example.com


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A staircase formed of wooden boxes and platforms, and supported by a black metal framework, rises up through this Sicilian residence that was recently renovated by Milanese architect Francesco Librizzi. More »
Tag: Francesco Librizzi
Sculptural staircase connects two mosaic floors
Metal Staircase by
Francesco Librizzi Studio
A wireframe staircase leads to a new top floor inside this renovated apartment in Milan by architect Francesco Librizzi. More »
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Card Club
this wiki
The Card Club (CC団, CC-dan?), also known as CC Group, is a school-based club of skilled Triple Triad players in Final Fantasy VIII.
Made up of Balamb Garden's students and staff members, the club members' identities are not publicly known, and the player must scour the Garden to find them. The members will only acknowledge their membership once the previous member down on the rank has been defeated. Though there is no reward in particular for beating the Card Club, their members hold many rare cards. In the Steam version defeating every Card Club member in Triple Triad earns the player the achievement Cards Club Master.
Members and MembershipEdit
While it is unclear how actual membership into the club is handled, a challenger must challenge each member by order of card value (i.e. Jack, Club, Diamond, Spade, Heart, King). Joker, as is fitting to his card value, can be challenged any time, and is considered separate from the Card Club's hierarchy.
The members of the Card Club are as follows:
|Jack is the first to mention the CC Group to Squall. He is also the first member to challenge Squall once he has considerable skill in Triple Triad. He is found in the Balamb Garden main lobby.
|Knight Club
|A SeeD only interested in playing Triple Triad who says nothing except "Draw..." to challenge the player. He is randomly found outside of the dormitories along the circular walkway.
|Princess Diamond
|A pair of female students found with Jack in the main lobby, walking up to and standing in front of the directory.
|Prince Spade
|This is the guy who gave Squall his first deck of Triple Triad cards. He is found on the second floor in the hall leading to the elevator. He possesses several high level cards.
|Queen Heart
|This member is Xu. She holds many high level cards, which includes the Carbuncle card. She can be challenged on the bridge.
|Master King
|Revealed to be Quistis. She holds many high level cards, including the Gilgamesh card. She only challenges Squall randomly in his dorm room when he rests after he speaks to Dr. Kadowaki (after defeating Queen Heart). Once Squall wins the game Quistis can be challenged on the bridge.
|Magician Joker
|Holds the Leviathan card. He updates the battle meter and acts as a shopkeeper in Balamb Garden's training center and the Ragnarok spaceship. He appears randomly on a platform overlooking the water in the training center.
Dr. Kadowaki also mentions she once served as Master King, but was defeated by an unspecified student (presumably Quistis) four years prior. She does not hold any rare cards.
While not publicly known as Card Club members, the group members interact with Squall at various times. The most notorious involvement of a Card Club member in the game would be Quistis (Master King) who is involved with Squall from the beginning, but never lets on that she is a member of the club.
The first time the Card Club is mentioned is by Jack in casual conversation, but only after Squall has gained some skill with 15-20 games. After going through the members, when in search of the Master King, Dr. Kadowaki reveals she was once a club member.
Card Club Members on Disc 4Edit
During disc 4's time compression the Card Club members survive by boarding Ragnarok, where the group members, including Quistis, will wander the airship's halls waiting to challenge Squall with rules from around the world. Joker will also sell items and provide weapon remodeling.
During this time, not only do they each provide dialogue for their own take on the current situation, the Card Club members will play with all the LV8-10 rare cards the player doesn't currently have in their inventory, regardless of whether they were missed or modified into items. At this stage, it is possible to modify the rare cards into items and then win them back from the group. If, however, the player started the Queen of Cards side quest, the cards available in said side quest cannot be won from the Card Club group, but the player must find Queen of Cards on the escape pod crash-site south of Tears' Point.
The left girl of the CC Diamond is known for playing with all the high level rare cards in the game the player doesn't currently have, and will use them in order. The other CC players will use rare cards at random.
|CC Member
|Card Lv
|CC Joker
|1, 2, 3, 6, 7
|Elevator room
|CC Jack
|3, 4, 6
|Lower level of Ragnarok, room up from hangar
|CC Club
|3, 5, 6
|Hangar upper level
|CC Diamond
|3, 4, 5, 7
|CC Spade
|1, 2, 3, 6, 7
|Storage room
|CC Heart
|Fishermans Horizon
|3, 5, 6, 7
|Boarding ramp
|CC King
|1, 2, 3, 4, 5, 6, 7
|Airlock*Quistis must be in the party
- In Japan, each school has a variety of clubs ranging from the practical (sports, class-room oriented) to the mundane (anime fangroups) and traditional (tea ceremonies, origami), all created and run by the student body. As Final Fantasy VIII was designed with a school theme, this is reflected in Balamb Garden with the Trepies, the Garden Festival Committee, the Library Committee, the Balamb Garden Disciplinary Committee and the Card Club.


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Eddie Kenneally continued to cast a long shadow that stretched all the way from Florida to New York last week. The Waterford man stayed hot, winning three races down south and one in Gotham.
As if he isn't well stocked with stakes runners and potential black-type sorts, he brought Joseph Sutton's Maan back to the races on Thursday at Gulfstream Park off a 7-month layoff to win the eighth race, a first-level allowance sprint on the main track. Maan was along in time under Julien Leparoux and is now 2-for-2 in his brief career. A Triple Crown nominee, Maan paid $12.60 to win in turning back Stat, one of the few Todd Pletcher runners not to fire at this meeting. Last year, Stat was a runner-up to Union Rags at Saratoga.
Saturday's seventh race at Gulfstream, a third-level allowance on the turf, was the occasion for a victory by the Henry Pabst Trust's Joinem. Kenneally just got this 5-year-old gelding from David Carroll and struck first time with him. He rallied under Jose Lezcano to score by one-half length and return $11.40 to win.
Kenneally's third Florida winner came in the ninth race on Sunday at Gulfstream Park when Lally Stable's Dame Marie responded to Javier Castellano's urging to get up by a neck in her racing debut. This was a maiden special weight race at one and one-sixteenths miles on the grass. Dame Marie paid $16.00 to win. Finally, Kenneally had one for film fans when Roy Fischer's Quiet Man ran off to a 3-length score under Ramon Dominguez in the fourth race at Aqueduct on Wednesday. This 3-year-old colt hadn't shown much running in maiden special weight company, but a drop to the claiming ranks brought out the John Wayne in him. Quiet Man paid $5.30 to win as the chalk.
Eoin Harty has horses stabled everywhere, it seems, and he, too, found a winning spot at Gulfstream for Susan Bunning's Lindyhop. This 3-year-old filly hadn't shown much in three previous starts over a variety of surfaces, but she took to the sloppy track like her namesake took to the cockpit. Rajiv Maragh got her to the wire two lengths in front. She paid $10.00 to win.
The last time that A Pint for Mary ran, the 6-year-old homebred gelding, owned by trainer Declan Jackson and the Schow Family Trust, ran out of ground
at Golden Gate Fields and finished a closely beaten fourth. Wheeled back in Sunday's fourth race there, he stayed closer to the early pace and gutted out a stretch duel to prevail by a neck in a claiming sprint for non-winners of three lifetime races. Catalino Martinez had the riding honors. A Pint for Mary paid $12.60 to win. Jackson is a native of Stepaside, Co. Dublin.
John Haran got his first win of the Oaklawn Park meet when his 4-year-old homebred gelding Bowmans Castle won Thursday's eighth race in Hot Springs, Ark. The gelding had middle moved and faded last time out, but jockey Roberto Morales timed his rally to perfection and got up to win by a neck in a first-level allowance race at one and one-sixteenths miles. Bowmans Castle paid $28.60 to win.
Derek Ryan added a couple wins to his ledger at Tampa Bay Downs last week. His Reign of Kings, which he claimed off leading trainer Jamie Ness, stepped up off the claim to take a first-level allowance sprint on the main track by three-quarters of a length. Angel Serpa was at the controls. Reign of Kings, a 5-year-old gelding, paid $4.80 as the chalk.
Friday's fifth race at Tampa saw another recent Ryan claim ushered into the winner's enclosure after Back Away reached the wire just in time to score in a 7-furlong sprint for maidens at the $12,500 claiming tier. Luis Gonzalez had the seat on Back Away, which paid $7.80 to win.


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By | June 9, 2011
Come enjoy this spicy cocktail at our new happy hour at Red Rooster. With a little kick at the end of a cold and refreshing cocktail, it's just the thing to keep you cool on a hot summer day.
Happy hour is from 5-7pm on Mondays through Thursdays. Half off Red Rooster Signature Cocktails and free beer with a shot of bourbon. Not in NYC? Make your own at home!
Red Rooster's Spicy Lady Cocktail Recipe
- 2 oz gin
- 1 oz Jalapeño and Thyme-infused Simple Syrup, recipe follows
- 3/4 oz freshly squeezed lemon juice
- 2 dashes Peychaud's bitters
- Orange slice, for garnish
- 1 cup sugar
- 1 jalapeño, seeded and cut into long strips
- 5 sprigs thyme
To Make Jalapeño and Thyme-infused Simple Syrup:
In a medium saucepan, combine the sugar and 1 cup water. Heat over medium-high heat and stir until the sugar dissolves. When the mixture comes to a boil, remove from the heat. Add the jalapea±o and thyme and set aside to steep until cool. Strain the simple syrup into a container with a tightly-fitting lid. Syrup will keep in the refrigerator for up to 1 week.
To Make Cocktail:
Combine all the ingredients in a mixing glass filled with ice. Shake and strain into a chilled martini glass.
Garnish with an orange slice.


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A Jersey City felon has been charged with stabbing a 19-year-old woman in the hand with a large kitchen knife and smashing a beer bottle over her mother's head Monday night, officials said Tuesday.
John E. Dennis Jr., 38, of Belmont Avenue, was arrested in the victims' Montgomery Street home at around 11 p.m. and charged with three counts of aggravated assault, as well as child abuse and a weapons offense, reports said.
The mother told police that Dennis, an ex-boyfriend, was visiting her when a friend called and upon hearing him yelling, told her she was going to call police, reports said. The mother said Dennis overheard the call, "went crazy," and got a knife, reports said.
The mother said that when Dennis attacked her, the 19-year-old got between them and was stabbed in the hand, reports said. Still clutching the knife, Dennis punched the mother in the forehead, causing a large bump and cut, the mother said, according to reports.
The two females ran into a bedroom along with the mother's 15-year-old daughter and while they were calling police Dennis broke down the door and hit the mother in the head with a beer bottle, causing more cuts, reports said.
Dennis was still in the apartment when police arrived and he was arrested, reports said. The bloody knife was recovered and the victims were taken to the Jersey City Medical Center, reports said. Dennis complained that he had glass fragments in his hand and he too was taken to the hospital, reports said.
Dennis was in prison from Dec. 15, 2006, to Nov. 28, 2010, for sexual assault, aggravated assault, and burglary, state corrections officials said.


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Newt Gingrich Gets Bitten by a Penguin
The candidate for the Republican presidential nomination sustained a small injury during a visit to the St. Louis Zoo on Friday, where he was getting a two-hour private tour. A Magellanic penguin nipped Gingrich's finger, but the injury only required a Band-Aid, according to the zoo.
Gingrich, a self-professed animal lover, has frequently leveraged that aspect of himself, even launching a campaign website called Pets with Newt 2012.
But it seems even pets and their friends can't get Gingrich to the top of the presidential heap; the former Speaker has been facing calls to drop out of the race, and referred to himself as an underdog after the penguin incident.
Update: According to the zoo, the penguin is doing fine.


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Offer valid on select styles September 10, 2013 online only at abercrombiekids.com. Not valid outside the US. Not valid in stores. Applies pre-tax and excludes purchases of gift cards, e-gift cards, gift wrap and shipping & handling. Cannot be applied to previous purchases. Cannot be used in combination with other promotional offers or promo codes on the same items, or in combination with Associate Discount. Online price reflects discount. Purchase quantities may be limited. Not redeemable for cash or credit. Other restrictions may apply.
Offer valid September 10, 2013 on all approved orders placed online at our website, abercrombiekids.com. To qualify, orders must be shipped within the US and Canada via Standard service and contain one (1) Jean. Discount will be taken automatically at checkout. Not valid on previous orders. Not redeemable for cash or store credit. Other restrictions may apply. Offer expires at 11:59pm PDT.


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Robert Hooke
First to observe and name cells underneath the microscope. Observed a cork and saw plant cells.
Cell Theory 3 ideas
All living things composed of cells, cells basic unit of structure and function in living things, all cells are produced from other cells
Cell wall (4)
Only in plant cells, protection and support, made of cellulose, allows water and dissolved substances to pass through
Nucleus (3)
Controls most activity, controls all genetic info in form of DNA, controls nuclear membrane which protects it
Endoplasmic Reticulum (3)
Series of folded membrane that form sacs or tubes, carry proteins and other materials to cell parts, rough has ribosomes
Ribosomes (3)
Makes proteins which are transported to golgi bodies, in cytoplasm or rough ER, all cells must produce protein
Vacuoles (3)
Store food water or waste, plant cells have large ones that store water, some plants dont have them
Tendency of molecules to move from a higher concentration to a lower concentration until equilibrium is reached.


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VICTORIA, British Columbia — By automating its labor scheduling for front-end employees, Thrifty Foods, a 20-store chain here, has been able to reduce the overtime hours incurred by its payroll department, said Sheryl Bruell, Thrifty's director of front-end operations. "The payroll department did a lot of overtime to process 3,500 employees," she told SN. "But this summer we were short two [payroll] employees due to illness, and we still managed to get by with minimal overtime." In May, ...
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Joint ERCIM Actions
- Details
- Category: Joint ERCIM Actions
The 14th ERCIM Formal Methods for Industrial Critical Systems (FMICS) workshop was held in Eindhoven, The Netherlands, on 2-3 November 2009. It was part of FMweek, the first Formal Methods Week, which offered a choice of events in the area including TESTCOM/FATES (Conference on Testing of Communicating Systems and Workshop on Formal Approaches to Testing of Software); FACS (Formal Aspects of Component Software); PDMC (Parallel and Distributed Methods of verification); FM2009 (Symposium of Formal Methods Europe); CPA (Communicating Process Architectures); FAST (Formal Aspects of Security and Trust); FMCO (Formal Methods for Components and Objects); and the REFINE workshop.
- Details
- Category: Joint ERCIM Actions
ACGT (Advancing Clinico-Genomic clinical Trials on cancer: open grid services for improving medical knowledge discovery) is an Integrated Project funded by the 6th Framework Programme of the European Commission, under the action line 'Integrated biomedical information for better health'. The overall vision of the project is to become a pan-European voluntary network or grid connecting individuals and institutions, which will enable the sharing of data and tools. This will create a European Wide Web of cancer clinical research with the goal of speeding the delivery of innovative approaches for the prevention and treatment of cancer.


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On Thu, 03 Mar 2005 14:18:55 -0800, Dengyi thoughtfully wrote:
> Hello,
> I have an AT91RM9200DK board. uboot and Arm-linux is running on it. It
> randomly fails to bootup. It drives me crazy. Any hint is appreciated.
> The board sometimes fails to boot from uboot, not always. For example, I
> just simply power off and on the board. At the first 42 times, linux boot
> ok. AT the 43th time, the board cannot boot normally. My hypertermial
> shows the following 2 lines and then all kinds of garbage information.
> Enter: Load U-BOOT from dataflash[c0008000] to SDRAM[21f00000] Set PLLA to
> 180Mhz and Master clock to 60Mhz and start U-BOOT $1 ' $'$ m $ '
> These 2 lines are before uboot start. And it fails at the different
> location. I mean sometimes uboot starts ok but it fails before "Hit any
> key to stop autoboot".
> Since the code runs fine in most times, I guess it is caused by the
> hardware
> failure, or some configuration is wrong? Any suggestion?
> Thanks
> Dengyi
Because the error addresses SDRAM I'd memtest86 your memory and set bios
to access memory at the std. settings.


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EAST LANSING -- Forward Branden Dawson will return to Michigan State for his senior season, the school announced Tuesday.
Dawson said in a press release that he was "always pretty sure" that he wanted to return for his final season, but decided after the year to gather information about his NBA potential.
As coach Tom Izzo was in the process of gathering information, Dawson said he, his coach and his mother had a meeting about his future and decided Dawson would return.
"The three of us decided that as far as my basketball career, both present and future, and the chance to finish my degree, including possibly needing to take just one class during my final semester, that my initial decision was the correct one," Dawson said in a press release. "I'm vowing to improve my consistency and am looking forward to a great final season."
Dawson averaged 11.2 points and a team-leading 8.3 rebounds in 28 games last season, his third in East Lansing. He missed nine games in the middle of the season after breaking his hand during a film session, but returned to average 16 points and nearly nine rebounds in the NCAA tournament.
"I'm excited about his decision because he expressed to me his passion to be more consistent and perform at a high level each and every night," Izzo said in a release.
Following the season, ESPN ranked Dawson as the 50th-best player eligible for the 2014 NBA draft, and DraftExpress ranked him the 61st-best player.
The announcement comes a day after Spartans guard Gary Harris announced he will forgo his final two seasons of eligibility and declare for the NBA draft.
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