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News & Features
News Stories Tagged Norwegian Cruise Line
How to Build Paradise in 31 Months
How one cruise line built a choose-your-own-adventure paradise, from scratch, in the middle of nowhere.
10 Best Winter Cruises on the East Coast
For those looking to escape this brutal winter, your ship has come into port.
5 Cruises That Sail to Private Islands
Exclusive luxury and beach activities await travelers to these private Caribbean destinations.
3 Great Cruise Lines for Teens
These three cruise lines offer teen-centric programming that will keep young adults entertained while at sea.
Top 6 Alaskan Cruises for 2014
With Alaska's cruise season poised to begin in May, now is the time to decide which ship and itinerary is right for you.
Top 5 Romantic Tropical Cruises for 2014
From French Polynesia to Bermuda, there's no shortage of tropical islands that draw cruise ships to their shores. Here are five to consider when planning your next romantic getaway.
How to Choose the Right Cruise for Your Family
Pick the best cruise ship for your family with Fodor's tips that focus on the ship's amenities, youth programs, entertainment options, and cabin layouts.
Roundup: New Cruise Ships Launching in 2014
The frenzy to build the best new cruise ship is in full swing. With a number of fantastic new ships premiering throughout 2014, here are a few of the standouts we can't wait to sail on soon.
6 Great Cruises from New York City in 2014
It's time for New Yorkers—and anyone from the tri-state area—to book their next trip at sea. Check out six top cruises that depart from the Big Apple.
Cruise Preview: New 'Norwegian Getaway' Makes US Debut
Norwegian Cruise Line has unveiled one of the year's most anticipated big-ship debuts. Fresh off the boat from a sneak-peek preview cruise, here's the full report with what to expect onboard.
How to Choose the Right Cruise: Couples Edition
Don't let your next romantic getaway go down in flames. Fodor's offers up six steps for selecting the perfect itinerary, cruise line, and cruise ship to ensure a happy vacation.
Why You Should Book a Cruise on a Cruise
When's the best time to book a cruise? When you're already on one! You'll save money and you'll still get to work with your own travel agent. It's a win-win situation.
Wave Season 2014 is Here
If you love bargain-hunting, check out this batch of 2014 "Wave Season" deals from cruise lines that want to entice you to book a voyage sooner than later.
How to Get the Best Deal on a Cruise
Be prepared for the next big cruise sale with Fodor's tips for getting the best deal on your next voyage.
Cruise Ship Drink Packages: Are They Worth It?
If you're not sailing on a luxury ship with an all-inclusive cruise fare, you can still mimic that experience on mainstream lines, courtesy of unlimited drink packages.
Mondavi Family Develops New Wine List for Norwegian Cruise Line
Wine connoisseurs take note: Norwegian Cruise Line has partnered with the Michael Mondavi Family Estate to develop an extensive new wine list across the NCL fleet.
Holiday Caribbean Cruises That You Can Still Book Today
It's not too late to book a festive Christmas cruise to the Caribbean! (And, not to worry: Santa and his trusty reindeer are sure to still find you wherever you may roam during the holidays.)
Super Bowl to Get Floating Bud Light-Themed Hotel
This winter will bring many "firsts" for the NFL and Super Bowl, including its new location in New Jersey, and a Bud Light-themed lodging option that will transform a Norwegian cruise ship into a floating hotel.
National Cruise Vacation Week Delivers Deals
Ready to snap up a bargain vacation? Get ready for National Cruise Vacation Week (October 20-27, 2013), dubbed "The World's Largest Cruise Sale" by the Cruise Line International Association.
Ultimate Cruise Planner
Setting your sights on a fabulous cruise getaway is a snap with the help of Fodor's Ultimate Cruise Planner. Read up on where and when to go, what cruise ship to pick, and much more.


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Barking Heads Good Hair Day Lamb and Rice 12kg
This product can be found in: Barking Heads Dog Food | Complete Dry Dog Food | Dog Food: All | Hypoallergenic Dog Food
Barking Heads Good Hair Day Lamb and Rice 12kg
Product Code: 60972
Earn 492 Reward Points
DescriptionThe Barking Heads Good Hair Day feed is hypo-allergenic and made with ingredients carefully selected for all dogs, especially those that have sensitive skin and coat.
Made in Britain, the feed includes lamb, rice and an optimum level of vitamins, minerals unique oil and fat blend to ensure overall positive bodily health function and longevity. Optimum omega 6 and omega 3 fatty acids for skin and coat health you can see.
Lamb is highly digestible, while the white rice is gentle on the stomach.
Suitable for dogs 12 months old and above.
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Customer Ratings & Reviews
Dogs love it posted on 22/06/2012 by sallymc
Too early to tell if any difference to coat but my dogs love this stuff have also used Salmon version before Both great quality and good value as dont need to feed large quantity even to my very active dog
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subset: commoncrawl


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is the g-grind cam a upgrade for a 96 2.0l x-flow
is the g-grind cam a upgrade for a 96 2.0l x-flow
no that cam is solid lifter only. get a 270 autotech.
how do i instal a starter on a n 8v manual
Quote, originally posted by Aurora_GL » no that cam is solid lifter only. get a 270 autotech.
altho i agree with the 270 cam, i have had a g-grind cam in my hydo head
what is the 8v top speed?
i got my jeta to 205 km/h with 3 people and lotsa junk in the trunk lol, only mod was coilovers
Ok i have a quesion about the 1987 BMW 535i afm, does the digi 2 computer actually understand what more than WOT on a stock afm is? cus if you have the bmw one in there it will give the potential for more airflow, and i cant see why the digi computer would understand it, its not really meant for it
a cam with a G stamped on it does not make it the G-grind solid lifter cam that people rave abt. most 8v cams have that G stamp.
I hope this is the correct forum to post in. I am new to the boards.
I have an 1986 Jetta GL (Gas) Manual 5 speed, that will start then after about 30 secs stalls.
Also if you start the engine then hit the gas peddle it will stall.
I have done the following:
- Replaced Spark Plugs
- Replaced Battery
- Checked Air Filter
- Checked Oil
- Checked distributor cap (needle looks new)
- Checked vacuum lines
- Checked battery cables
- Checked fuses
- Checked Clutch peddle to see if it is engaging
Now if I try to start the car a couple of times I can smell fuel, then its flooded. So doesn't that mean its getting gas? Also the car has been sitting for 2 years outdoors. What else do I need to check. The Coil? Could it be the starter even though it starts then stalls?
Any help would be appreciated
I had the exact same problem.. take off your Fuel dist (the thing on the air box with the steel lines) and make sure your needle isnt sticking there is a spring behind that needle and you might need some fuel...
Hey I am trying to find the stroke and bore of for the 1.6 and 1.7 engines. I am trying to figure out what compression a 1.7 bottom end with 1.6 head will produce. This is with a 272* cam
Buju Banton - Hills and Valleys
hey ya'll.... i have a couple questions....
one: i was told that putting type 3 subframes in my type 2, will increase my stance by @2". heard of this? and does that mean that i would have to get a type 3 dp to fit around the sub frame?
two: i got rid of my fox conv, how do i change my 'name' ?
thanks for all the info..... i should have gone to work already, but i cant stop reading..... its like car crack !!!!!
"this aint the first time i tasted pee joe rogan !!! "
first off by "type 2 or type 3" you mean mk1,mk2 (mark 2) and mk3, mk4, mk5? for jetta and golf its mk1,2,3,4,5. and yes ive heard by installing the mk3 front subframe on a mk2(or maybe just the longer control arms) and rear axle beam you can extend your stance. but i have not seen this in person yet and i know you need longer front axles to make the longer control arms work.
Modified by Aurora_GL at 1:12 PM 9-28-2007
yeah, im from vermont, we just say type 1,2,3,... i know its mk what ever. thanks for the help
how do i know the bmw engine is a 'k' series engine, to pull the maf off of ?
yeah, but the lines of the mk2 are hotter..... everyone has an mk 3 and up
Quote, originally posted by kamikazevw15 » can i put a 1.8 8v haed on a 1.6?
Can someone Chime in on this?
I would also like to know what is necessary to put a 1.8L Solid lifter head on a 1.6L - 1.7L block.
IIRC, it is necessary to plug up one or two oil drains in the 1.8L head. But I would like an expert to confirm...
Quote, originally posted by Jettaboy1884 » Can someone Chime in on this?
I would also like to know what is necessary to put a 1.8L Solid lifter head on a 1.6L - 1.7L block.
IIRC, it is necessary to plug up one or two oil drains in the 1.8L head. But I would like an expert to confirm...
Here you go, a 1.8L head prepped for a 1.6/1.7L block, click on the picture for more detail.
At idle what is the timing suppose tp be at?
it depends what engine you have. digi II has to be set at 2500 i belive.
my car idles at 800rpm and at idle it is 16 degrees before top dead center
rpm is good, but timming sounds too advanced. usully not more then 12* btdc i am not an expert on that. have a book on your car? is it the car in your sig?
I have the bentley but its really no help at this point. Yes its a 95 golf gl
you would be better off posting a a new help thread, this thread is for info not qeustions.
Quote, originally posted by slow69beetle » my car idles at 800rpm and at idle it is 16 degrees before top dead center
GOD i hope your talking about ignition timing
but still too much, i was told 12 degrees advance for ignition is prime for CIS-E cars.
Modified by h00ters CEO at 10:28 AM 1-27-2008


text: titfortat September 13, 2013 2:01 PM Lotus are great and Kimi isn't leaving due to him falling out with any one and so I'd hate for it to go bitter for the rest of the season. Kimi doesn't have many years left in F1 and he needs to go to a team that will most likely be fast with the new engines. The other thing Kimi struggles with is how slow the tyres takes to get up to temp on the Lotus, he needs a more well rounded card for his style. He made the right choice and he's given Lotus a massive boost these past two years, who knows where they would have been without. Just hope Hulk now gets that drive and proves himself to be every bit the driver Kimi is and carries that team. Reply Report abuse 16 agree 3 disagree


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My parent's house in the sticks, dead end road, up a hill 400ft through the woods to their house.....has been broken into oh, I lost count, 1) when my grandparents lived there someone broke in a downstairs window and ransacked the place while they were gone to church, but they didn't loose much stuff coz they came home (upstairs) and accidentally interrupted/scared the bad guys away. They installed an alarm after that.
2) my dad came home from work to the door kicked in once, but I guess the alarm scared them away nothing inside was disturbed. We have a super-sturdy door, but of course the frame gave-way. The other doors have a metal frame and I think dad upgraded that door too.
3) someon attempted to break in when dad was out of town, but again, the alarm seemed to scared them off.
4) Someone broke in through a window at 10am while my 16yo sister was home alone sleeping in - appeared to be unintentional on the home invasion because he fled when he realized she was there. Alarm was off because she was home. I bought her a driveway alarm for early detection - the wireless alarm is in her room for when she's sleeping late.
5) Little sis watches an unknown truck pull up, and stick around, calls 911 - and watches him from the house window while he cuts the lock off the barn/garage and starts loading up his truck. Since the driveway is one way in/out, when the cops arrived, the BG fled on foot. We got our stuff back from his truck and the police inpounded it. Score one for us, zero for the bad guys.
Maybe word got out on the street, nobody has tried again since then (knock on wood) but my other sister and her husband also moved in to the downstairs part of the house so someone is home more often, and they got a dog too.
The benefit of living in the sticks, people don't accidentally end up at your house. If you don't know them it's a safe bet that they're up to NO good.


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Bad smell stops flight
A bad smell caused a Sydney-bound Qantas flight to be cancelled, leaving stranded passengers to spend the night in Perth's domestic airport.
A Qantas spokeswoman said flight QF566 to Sydney was cancelled last night because of a "recurring issue of odour detected in the cabin".
"Engineers worked to rectify the problem, but once it was apparent that this would not be possible in the short term, we had no alternative but to cancel the flight," the spokeswoman said.
Accommodation could not be found for all the passengers, the spokeswoman said.
"Passengers were provided with refreshments and everything was done to keep them informed of the situation," the spokeswoman said.
"Accommodation was found for some of our passengers but, unfortunately, we could not secure accommodation for all of our passengers.
"The vast majority of passengers have been re-booked on other services today, and we are working hard to ensure all passengers are re-accommodated today."
Qantas regretted any inconvenience to its passengers, the spokeswoman said.
Angry passengers accused Qantas of leaving them in the dark.
"I felt like refugees, there were no announcements, anything we wanted to know, we had to line up at least an hour for," passenger Rebecca Watson told Ten News.
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Rick and Leslie Kingston live in Bethlehem, Pennsylvania but love the island of Barbados. After visiting it over a dozen times they knew this Caribbean paradise was the right fit for them. The couple loves to swim, play golf and do any outdoor activity but at the same time values just pure relaxation provided there is sunshine involved. This adventurous duo travel as much as much as their schedule allows, discovering different areas of the world. Leslie is an avid photographer and Rick is a fitness buff, they both enjoy using their skills at home and abroad.


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Need help with my ST70, decrease in one channel
I am having a problem with my ST-70 build which consists of the following: DIYtube driver board, tube rectified power supply board and transformers from Triode Electronics, 12ax7, 12au7, and e34l's.
The problem is that the volume is greatly diminished in the left channel. It started about two weeks ago when everything would play fine for about an hour then the channel would cut out. Since then it has gotten worse and worse until now when the left channel is immediatly quieter than the right.
What I have checked:
changed all driver tubes,
Biased and Moved power tubes around,
tightened tube sockets,
checked all wiring,
shorted terminals on volume pot,
Compared DC resistance of left OPT to right OPT
Compared resistance of resistors on driver board between channels.
I am sortof new to this stuff so I am out of ideas. What else would be a good idea to check. Is there any way to check capacitors without a capacitor meter?
The next logical step is to make comparative voltage measurements between channels. (Amp powered on, speakers connected and no input)
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In addition, Hi-WAY 1 has an onsite Financial Specialist so you know Hi-WAY 1 has you covered for your entire vehicle, parts, servicing & financial requirements.
Hi-WAY 1 is committed to ensuring you get the best return from your equipment.
Click on any of the following links to search Hi-WAY 1's comprehensive range of light, medium and heavy duty trucks.


text: The Revolution Costume Collection includes hundreds of new styles for 2017! Fresh new designs, same great quality service you know and love. With the introduction of our new Premier ballet line, we can now outfit every ballerina, from your recreational dancer to your most advanced ballerinas. We can't wait to see all of your dancers on stage in Revolution Costumes this season!


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The Monkees to Tour for 24 Dates This Summer
Mon, 06 May 2013 12:42:32
The Monkees Photos
The Monkees are returning to the road in July and August for a 24-date tour they are calling "A Midsummer's Night With the Monkees."
It will feature surviving members Michael Nesmith, Micky Dolenz and Peter Tork. Member Davy Jones dies in February 2012. The band toured late last year and paid tribute to him, which they won't do as much this time out.
"This time we probably won't lean so heavily on the David situation," Dolenaz said to Rolling Stone. "I think we have to move on. Everybody has to move on. He'll always be remembered and acknowledged, but possibly not as much as on that particular tour. We will, of course, still perform 'Daydream Believer' and all the other hits."
"The David Situation?" That sounds a bit cold, no?
2013 The Monkees Tour
7/15 Capitol Theatre, Port Chester, NY
7/16 Citi Performing Arts Center, Boston, MA
7/17 Count Basie Theatre, Red Bank, NJ
7/19 NYCB Theatre at Westbury, Westbury, NY
7/20 Mann Music Theatre, Philadelphia, PA
7/21 Warner Theatre, Washington, D.C.
7/23 Memorial Auditorium, Raleigh, NC
7/24 Ryman Auditorium, Nashville, TN
7/26 St. Augustine Amphitheatre, St. Augustine, FL
7/27 Mizner Park Amphitheatre, Boca Raton, FL
7/28 Ruth Eckerd Hall, Clearwater, FL
7/31 Long Center, Austin, TX
8/01 Arena Theatre, Houston, TX
8/02 Verizon Theatre, Grand Prairie, TX
8/03 Brady Theater, Tulsa, OK
8/05 Paramount Theatre, Denver, CO
8/09 Mesa Arts Center, Mesa, AZ
8/10 Green Valley Events Center, Henderson, NV
8/11 Humphreys, San Diego, CA
8/12 Terrace Theatre, Long Beach, CA
8/14 Mountain Winery, Saratoga, CA
8/15 Uptown Theatre, Napa, CA
8/17 Benaroya Hall, Seattle, WA
8/18 Arlene Schnitzer Concert Hall, Portland, OR
Read more: http://www.rollingstone.com/music/news/the-monkees-reveal-u-s-summer-tour-dates-20130429#ixzz2SYEm1voc Follow us: @rollingstone on Twitter | RollingStone on Facebook For tickets, visit themonkees.artistarena.com
What do you think of a Monkees tour sans Davy Jones? Blasphemy? Sacrilege?
—Maggie Pannacione


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A class, two chats, and an interview
Honestly, I hadn't really planned to write a follow up to my previous post. However, things just seem to happen in a certain way and you have to do your best to adapt and make use of them to your advantage. I'm a strong proponent of meaningful and interesting conversation used to promote professional development. If you keep yourself open to learning possibilities, you'll certainly see that people everywhere are dropping hints on how you can improve your game if you listen carefully. I had mentioned Jason's participation in my class on my previous post, and students told me they enjoyed it so much that I could actually get a second guest teacher in that class. this time, it was Cecília Coelho, and we had a marvellous talk about assessment. Time was, again, an issue. Unlike Jason, who is in Australia, Cecília and I share the same timezone. Yet, our teaching schedules make it somehow hard for us to connect. I thoroughly appreciate Cecília's effort dashing home to join the class – and I also thank the students for staying a bit longer than usual. It was definitely worth the while! 🙂
In addition to all of these wonderful co-teaching moments in my class, I'm also really happy with our #breltchat. In case you're an English teacher in Brazil and you still haven't heard of it, then you should pay a visit to our blog and join the conversation. #breltchat is the younger brother of #eltchat, a chat for English language teachers eager to discuss some issues we have to face on a daily basis in our profession. #eltchat takes place every Wednesday – twice! Currently, the first chat starts at 8:00 a.m. and the second one at 5:00 p.m. Brazilian time. This is a very successful chat on twitter, and 5 Brazilian English Language Teachers decided it would be a great chance for us to help Brazilian teachers develop and think about the particularities of our educational system. Bruno, Raquel, Valéria, Cecília and the one who writes you gave it a go and, fortunately, a wealth of Brazilian English teachers bought the idea and have made it a success. We hope it keeps growing from now on, and I'm sure the teachers who started participating in it won't drop the ball now! 🙂
Anyway, our last chat was about Dogme and we decided we were going to try and interview some of the Dogmeists out there so that they could explain the concept better to teachers who still don't know much about it. We also asked them about a couple of possibilities and suggestions that could possibly work in Brazil. Apart from Willy (interview coming up soon, hopefully) I don't think they actually knew much about our educational system in Brazil, but they still agreed to help us think about some matters. You'll soon be able to watch all 5 interviews: Fiona Mauchline, Luke Meddings, Scott Thornbury, Shelly Terrell, and Willy Cardoso.
Learning from a conversation? Well, I guess then these interviews are going to give you a lot to think about. On behalf of the #breltchat team of moderators, I hope you enjoy this interview with Scott Thornbury. Oh, and I hope you can get past my initial nervousness… trust me, it gets a lot better after the first answer! 🙂
I'd like to, once more, thank Scott for his participation (and apologise for my poor introduction). I'm sure this interview will be helpful to many teachers out there. 🙂
I hope you've enjoyed this one. All 5 interviews will soon be available at #breltchat. In the meantime…
- Watch Bruno's brilliant interview with Shelly here.
Unplugged or Dogme?
I've been reading lots of excellent posts about teaching unplugged, dogme, coursebooks and others in the blogosphere recently. There are also a couple of challenges around that I'm looking forward to having the time to participate in. One of the things that called my attention was the focus that people have given to the name dogme. All right, I'll have to admit that the very first time I heard the name it didn't really strike me as something I'd be dying to get to know. The immediate association I made was with the word "dogma", most specifically a religious kind of dogma. Needless to say, my initial reaction, prior to learning about the rationale behind it, the word dogme wasn't exactly appealing. It's also true that I hadn't heard of the Dogma movement by Scandinavian film-makers, and if that had been the case, I'd probably have looked at it from a different perspective.
However, I don't think we should judge a book by its cover – how about giving at least the very first chapter a chance to fend off any initial preconception? So, I did decide to give Dogme a chance to defend itself, and it was then that I decided to become an "active lurker" (is there such a thing?) in the Dogme Yahoo Groups. I must say that what I found enthralling about it was the discussions taking place regarding how to best cater for our learners need. This was what stuck me as the most interesting thing in dogme discussions – and not the current (heated) debate regarding coursebooks. I've already talked a bit about coursebooks in the previous post, and there are lots of great comments there in case you'd like to take a peek.
I have to confess that until a while ago I had only thought off doing away with coursebooks for private classes, or classes with very few students. You see, the thing is that I've always been taught by means of a coursebook. Looking back, many teachers did use the coursebook only as a resource, but it was always there as a reference for me, as the student, to feel a bit more comforted that if there was anything I couldn't really grasp in a class with 50 other teenagers, I always had the coursebook author to enlighten me with his wisdom. It was in language classes, with fewer people in class, that I felt things were slightly different.
First of all, there's the reason why we choose to study a foreign language. This has always been the same reason why the approaches and methods to language teaching have changed throughout the years. The minute it's easier for people to actually travel abroad and engage in real conversation with foreigners, the more apparent the need for an approach that goes beyond reading and understanding what you've read. And so it's been until we reached what's known as CLT, and this is what still guides us in many of our principles relating the field. Where are we at right now? Well, if I had to choose anyone to quote from right now, I guess I'd go with Brown and say we're headed towards an era of an ecclectic approach to teaching.
What's the most important thing here? Is it the name or the set of beliefs that teachers have about language teaching and learning? I see language as a way to communicate, and I liked it when Jeremy Harmer cited both Karenne and Petra in his workshop in São Paulo (Braz-TESOL) when talking about what makes us feel that we can speak in the target language. how do we know we're ready? When is it that we know that we've learned the language? I agree with the point mentioned regarding an urge to speak. This comes from within, when we're exposed to certain situations that instigate us and makes our brain cogs rotate. This is why it is so important that classroom activities have some intrinsic communicative value. If I ask a Brazilian to talk about skiing, he might just answer it automatically using chunks from the book that will soon be forgotten once the lesson is over. On the other hand, ask pretty much any Brazilian to give their opinion about the national football squad during the World Cup and you'll see a group of engaged people trying their best to get their message across and, why not, persuading the other people in their room of their opinions.
To be fair, I've said here that I like to think of myself as a dogmeist many times. This doesn't mean I'm in favour of labels, nor does it mean I'm against technology, coursebooks and any other thing like that. I definitely don't see Dogme as a solution to all that's bad around the globe in the ELT world. It's important for us to keep an open mind and a watchful eye for everything that's taking place around us. Stephen Bax once mentioned that we should abandon CLT in favour of CBT – Context-based teaching. This makes a lot of sense, and I choose to take in whatever is good from that article and incorporate into my teaching. Nonetheless, what this shows is that we'll always see people bashing current methodologies, pointing out flaws, and offering suggestions – and there's no other way to evolve if this is not the case. If proper teacher training is something we should work on, then teaching teachers how to reflect upon their practices and also how to think critically about what they read should be at the top of the agenda.
Dogme, teaching unplugged, teching with technology, an ecclectic approach, CLT, the Lexical Approach, Audiolingualism, you name it. The important thing is that teachers really, I mean, really learn about these methods and are capable to keep an open eye to what's going on in the classroom. There's something good that can be used in any classroom at any given moments. I learned to like the word dogme, and I identify with the socio-constructivist view behind it. I also agree that language is conversation driven, and there are many different forms of conversation out there. I believe that being materials light means a lot more than coursebooks or no coursebooks. What I've noticed more often than not is that less is usually more when it comes to learning.
What really matters to me is that I know why I've chosen to do a certain activity in the lesson. And, yes, I don't equate unplugged to unplanned. Much on the contrary. Planning means thinking about your learners needs and the lesson outcomes. The most important part of planning for me is thinking about objectives and reasons. WHAT do I expect them to learn, and WHY will I do / did I do this in class. Planning doesn't necessarily mean having lots of handouts ready, and all activities sorted out before you actually meet the students. But carefully thinking about your learners and your learning objectives definitely help me teach unplugged and focus on emergent language a lot more easily than if I just come to the classroom completely unprepared.
Finally, I kind of learned to like the word dogme, but it's not the label, it's the rationale behind it that I find appealing. Has it always existed before the word was 'coined'? To be honest, that doesn't really matter to me. Does it have sound arguments to support its points? That's what I care about. Is the the final answer to everything we may come across in a language classroom? I really doubt it. The real answer we should look for is for this question, "What is your personal view of language learning and teaching?" It is only upon answering this question that we can start unfolding other possibilities.
Minimum requirements for (language) teachers
How do you know if you've met the minimum requirements to walk into a language classroom and teach? Is there such a thing as minimum requirements, to begin with? Shouldn't teachers be 'lifelong learners' themselves if they expect their students to learn new things every day? Will I be able to really help my students learn? Have I got what it takes?
I'm pretty sure most teachers have already thought about these questions – even if it was only when they first started working. As I see it, if you decide you want to do something, you must make sure you have a shot at getting it. This means you should always think about what is it that you need in order to have the chance to actually do what you want to do. Just the other day, there was a nice discussion on Twitter about language level, certification, and other related matters concerning language teachers. What are the minimum requirements language teachers should meet in order to walk into a classroom.
I've already written a post or two on this blog – or many – on what I believe to be essential qualities and skills teachers should develop. I still believe 'people skills' is one of the most important skills that language teachers (or all teachers) must always strive to improve. However, when we're thinking of language teachers, we mustn't forget about one crucial point – command of the language. Now, bear with me for a moment, I'm not saying here that NESTs (Native English Speakers Teachers) are better than non-NESTs. This will have to be dealt with on a different blog post – in the meantime you could have a look at this post I wrote that touches this matter.
So, for the time being, let's stick to non-NESTs and the kind of command of the language that is necessary for one to walk into a language classroom. In 2009 I attended a lecture by professor Jack C. Richards where he addressed "what a good English teacher is". He mentioned nine core dimensions of teacher development:
- Acquiring appropriate proficiency level in English
- Acquiring content knowledge
- Acquiring Contextual knowledge
- Acquiring a repertoire of techniques and routines
- Developing learner-focussed strategies
- Developing pedagogical reasoning skills
- Theorizing from practice
- Joining a community of practice
- Becoming a language teaching professional
All of these are things English language teachers should worry about if they really care about their job and about their students. Professional development is paramount! Even though these are all core dimensions of professional development, I believe the very first one is what will allow for the development of the others. I do understand that context is key, and I very much agree with what Stephen Bax said in his text entitled "The end of CLT – a Context Approach to language teaching" (you'll need to register to read the article – it's free). Context is indeed very important, but, the way I see it, language level also has got to do with our own personal language teaching methodology. Our approach, and consequently our theories of language and language learning (Richards & Rodgers – chapter 2) will play a big role in defining what the minimum requirement is.
As I see it, language, especially nowadays, language is a means for communication – spoken and written. If that's the case, shouldn't language teachers be able to prepare students for both kinds of interaction with the target language they're working so hard to learn? And if, again, this is the case, I want to believe that there's a minimum requirement in terms of Language level of teachers – and if we think in CEF terms, I'd say C1 is the minimum, which would be equivalent to a CAE certificate issued by Cambridge ESOL. I'm pretty sure there are a lot of other more important skills that teachers need to develop and possess. However, language proficiency is the one thing teachers should try their best to acquire even before they start teaching. It's the one thing that will allow for the development of all of the other skills. Language proficiency is also the yardstick against which many learners measure their teachers' teaching skills, and this might even account for how high students hold NESTs despite their teaching skills.
The discussion on twitter was really interesting, and I had the chance to talk to one of my old school teachers right after it took place. He's also a language teacher, but he teaches Portuguese. I asked him the very same question I ask now "What is more important for language teachers – language proficiency or teaching skills?" We seem to see eye to eye on the matter. There's a lot more to teaching than language level. Nevertheless, it's much harder for teacher trainers to work on language proficiency than it is for them to work on other skills. Jeremy Harmer's "How to teach English" also deals with the topic of good teachers. One of the most important characteristics of good teachers is willingness. And this is particularly true if you think about willingness to become a better teacher. All of the nine core dimensions listed by professor Jack C. Richards are important and have got to be pursued by good (language) teachers.
Can we consider being knowledgeable as the most important factor in a teacher's life? Some may argue that there are lots of other skills that are way more important, that knowledge these days can be found in many different sources and that teachers should aim at being facilitators of learning. However, I still truly believe that being knowledgeable is the one thing that will make all of the others easy on the way of becoming a good teacher. What do you think?
Language and thought
Does language shape thought? Or does our way of thinking is one regardless of the language we speak? Can we think of an object, or a concept if we don't know the words to use for such? What happens then, when we know for sure we want to convey a thought but we don't know the exact words to do so? These are all very interesting questions, or at least some people think so. Not so long ago, I read a text about a Stanford cognitive scientist called Lera Boroditsky (click here to read it) in which she it was said that the way we speak actually influences the way we think.
In the same text, they talk about Chomsky and we can read that Noam Chomsky "argued that all languages share the same deep structure of thought and that thought has a universal quality separate from language." Stephen Pinker, in his The Language Instinct: How The Mind Creates Language, mentions Mentalese, and says that "knowing a language, then, is knowing how to translate mentalese into strings of words and vice versa. People without a language would still have mentalese." (Pinker, 2007:73)
Another article called my attention a couple of weeks ago. This time, it wasn't an article written about Lera Boroditsky, but an article written by her (and you can read it here). Lera again mentioned Chomsky and the idea of Universal Grammar and explained a bit about her research. And if she's right, would it make any sense to say that what we read in David Crystal's The Cambridge Encyclopedia of Language is very unlikely to be true from now on? Crystal (2010:15) says, "but in its [Sapir-Whorf hypothesis] strongest form, it is unlikely to have any adherents now."
Now, if Lera Boroditsky is right, what would that mean to language teaching and learning? If Chomsky and his UG hypothesis aren't exactly what happens, and if L1 makes a big difference in terms of reasoning and verbal thought, does this mean it makes much more sense for anyone to learn a foreign language with a non-NEST who thinks like his or her students? What, then, of the many theories of language learning and teaching which have been generalised to different languages, are they still true? Or, does this even matter at all? Should I be writing about it and should you be reading it? Oh, and do the words I've chosen to write as a Brazilian really convey my message to speakers of other languages?
There are just too many questions, and perhaps someone will eventually find more evidence to support such and such point of view. However, all these questionings got me thinking about the idea of the 'inner voice', or the rush to speak. Jeremy Harmer talked about this in his workshop at the Braz-TESOL, and he made reference to members of his (or our, as these two are also part of mine) PLN: @kalinagoenglish and @TEFLPet and gave them due credit during the talk. Getting our learners to have internal conversations might be extremely beneficial for their language learning. Scott Thornbury in How to Teach Vocabulary (and this had to be one of the books I haven't got at the moment) also mentions some strategies that work to help students learn vocabulary items, and one of these is to give them time to silently pronounce the words in their mind before asking them to instantly repeat them.
There clearly is a link between language and thought, and, to quote Crystal (2010:14), "a simple answer is not possible". But there are some things that spring to mind:
- Teachers ought to allow time for individual work and mental processing in class.
- The role of teachers who share the same language and culture with learners should be highlighted.
- By learning a second language, we're also learning a new way of thinking and analysing situations we face.
- An integrative orientation towards learning a second language have much higher importance.
Lots and lots of questions and thoughts and questions about this topic. Before I hand it over to you, I'd just like to finish saying that learning a language is a lot more than learning the words and even the culture of where such language is spoken. Learning a language is a way of broadening your view of the world because it adds to your own mental structure and enables you to think differently.
- Crystal, D. (2010), The Cambridge Encyclopedia of Language (3rd edition), Cambridge: CUP
- Pinker, S. (2007), The Language Instinct: How the Mind Creates Language, New York: Harper Perennial Modern Classics
- Thornbury, S (2002), How to Teach Vocabulary, Longman
Is there such a thing as THE method to learn a second or foreign language?
I've been kindly invited to write a guest post for Mango Languages blog. If you still haven't visited their blog, I recommend doing so. There are some very nice articles and insightful posts. I've decided to republish the post here after a couple of things I've observed in a couple of websites and some talks with teachers. I hope you enjoy reading it here if you haven't read it there when it was published. Here goes…
How do you study languages? Many different methods and approaches have been used, and they all seem to come and go from time to time. Actually, they all seem to come and refuse to leave. If we think about the aged Grammar Translation way of teaching/learning a second or a foreign language and all that came after it, it might be shocking to see it's still there. In regular schools in Brazil (where I live), for instance, it's still the mainstream. Why is that? Well, for the very same reason that different approaches and methods have been created. Were we still living in a world in which there were very little chances to travel abroad, we'd probably be happy with such an approach.
But the world has changed (and has been changing). When people started feeling the need to actually speak foreign languages rather than simply being able to read a couple of disconnected sentences, it was clear that Grammar Translation wasn't going to be of too much help. Hence, other methods came, and new ones kept coming for the past 100 years or so. As our need for collaboration and communication grew, people started taking second language learning more seriously. Some people tried comparing it to learning your first language, some methods advocated for the use of music, yet others claimed that mistakes were to be avoided at all costs. As usual, the many different methods rose and fell in popularity over time. Yet, they've all contributed something to the way we see Second Language Acquisition (SLA), and in particular English as a Second Language (ESL) and English as a Foreign Language (EFL).
Nowadays, at least in the Western civilization, Communicative Language Teaching (CLT) is considered mainstream. If you meet an English teacher and ask him or her about his teaching practices, you're likely to hear something like, "I teach according to the principles of CLT." Unfortunately, many of these teachers haven't got a clue of what CLT means in terms of approach, design and procedures – they're just doing what they were trained to do: repeating something. But this isn't really the focus of this post…
In addition to CLT, the "modern" English teacher is likely to mention other methods as TBL (task-based learning), the Lexical Approach, and Dogme, which, by the way, has just turned 10 years old. If you add to these all of the other methods and the myriad language institutes which claim to follow methodology A, B, or C, you may wind up with a very big question mark floating over your head: What is the best methodology for one to learn a foreign language?
Methods (or methodologies) are created – hopefully – based on principles of SLA theories. There isn't much we know about the way the brain works, but based on current research, we can attempt to take some guesses to answer the question. We've got three main views of SLA theories: behaviourism, cognitivism, and constructivism. Each one of these views present different perspectives towards language learning and teaching, and none should be discarded. Is there a better way to learn a second or foreign language? The answer can only be, "No, there isn't." If our answer is any different, we're saying that we are sure all people learn the same way. We're actually stating that we aren't all unique and that one size does fit all. I'm one who does not share this view – an opinion formed both from personal observation and experience and from readings.
There's still no magic pill or microchip that will make you speak a language instantly. However, there are things we believe will help you learn a foreign language. For instance, Krashen mentioned the hypothesis of comprehensible input (what is known as i + 1), and Swain mentioned the comprehensible output hypothesis. In terms of learning, any kind of learning, we tend to do better on tasks we learn by doing than the ones we learn by passively observing others. In language learning, we value input, and we know exposure is a necessary condition, yet definitely not the only one. And then comes learning strategies. The more you know about how you learn, the easier it will be for you to learn a foreign language.
To answer the question asked on the title of the post (again), I don't believe there is such a thing as the method for language learning. There isn't only one way for us to learn languages. But there are things I believe will always help. Interaction, negotiation of meaning, exposure, and authenticity will never, in my humble opinion, get in the way of your learning. Next time you wonder what method can help you learn a second or foreign language, start thinking about how you learn. This might lead you to the right answer.
Pronunciation, Grammar and Vocabulary
There are three things involved in knowing a language, and these have been called "the 'what'" by Penny Ur in her "A course in Language Teaching". The three 'whats' would be pronunciation, vocabulary and grammar. Needless to say, there are lots of things involved in each one of these topics. For instance, when we're talking about grammar we can look at it from many different perspectives (Scott Thornbury has done a presentation on '7 ways of looking at grammar', which you can watch here), and I myself like the idea of the 3 dimensions of looking at grammar (form, meaning and use). If we turn our attention to vocabulary, a lot has been said about it as well, and there's even an approach that puts lexis on the spotlight. We know that there's a lot more to learn about a word than just its meaning. Lots and lots of people have discussed/been discussing the importance of lexis in language learning these days, and grammar seems to still be the guiding principle of most curricula. What about pronunciation? (Just to make things clear from the start, I'm not talking about accent reduction, elimination or any other thing related to accents on this post. Accents are OK, but certain pronunciation problems really do hinder communication)
It seems to me there's just so much teachers need to pay attention to that it's easy to end up overlooking this leg of the tripod of language learning/teaching. We've arguably had more importance given to pronunciation these days – it's more and more common for coursebooks to incorporate the IPA, for example. However, it seems to me that whenever teachers have to sacrifice something due to time constraints or any other situation that may arise in the classroom, pronunciation gets it. Add to this the fact that language teachers are the worst listeners there are (well, we all try really hard to understand what our learners are saying, don't we?) and there you go: the perfect scenario for lots of pronunciation problems. But why does this happen?
For one thing, we can look at teachers. Native speakers may sometimes feel it's enough to model the correct pronunciation and learners will eventually pick it up, or they may simply not have been given proper training to work with those "greek" letters from the IPA. Non-native speakers, on the other hand, may not feel secure enough so as to correct learners as they themselves aren't sure how that word should be pronounced. Oh, but if it were only the individual sounds. Teachers have to worry about supra-segmental features as well as segmental features when working with pronunciation. What if you're teaching speakers whose rhythm of their native language is syllable-timed how to speak a stress-timed language? What I've noticed is that teachers tend to settle for anything they can understand and that's it – no corrections are necessary. And right there we're likely to have students making mistakes (which will be fossilised by the time they become aware of it) for a very long time.
Another problem might be the curriculum itself. If teachers are always pressed for time to do things, they'll eventually have to choose to omit A or B, and guess what tends to be left out? Anyway, I guess the problem I've witnessed (and went through as a learner myself) is that teachers do not give pronunciation the importance it deserves in language teaching. It's almost as if we took it for granted that learners would magically learn how to speak correctly as they progress. To be honest, I believe consciousness raising may help a lot in this regard. I've had many students who complained that native speakers spoke too fast or they couldn't get any conversation in movies for the same reason, and I won't even mention songs. But is that really so?
Having gone through this myself, I decided that the best way out would be to study. And this study is what enables me to tell my students to pay attention to how they should position their tongue in the mouth if they are to produce a certain sound correctly, or tell them which words are stressed and which are unstressed, and teach them a thing or two about elision, assimilation and intrusive sounds in connected speech. What I found out is that students from all levels tend to pay closer attention to these lessons than to vocabulary or grammar lessons – regardless of their level. (If you're looking for a book on this, check Sound Foundations, by Adrian Underhill.)
So, if you agree that teaching a language is indeed teaching the tripod pronunciation/grammar/vocabulary, and if we've got a series of constraints that prevent us from doing all three as much as we feel we should at the same time, how does the following sound to you: we should work harder on pronunciation with beginners (A1/A2 students). This means we'd have to worry a lot more about correct stress and intonation. Grammar and vocabulary will also be taught, obviously, but these are rather simple at initial stages, especially these days when the English language is everywhere. Once we get students to pronounce things correctly and understand certain features of connected speech, they'll have no problems listening to / speaking sentences in the "third conditional" (If I had spoken to my teacher, I would have been able to give you an answer.) when the time comes. After a short while (B1/B2), grammar becomes increasingly more complicated for learners. They need to learn more complex grammar structures to convey complicated messages so we shift our focus to the teaching of grammar. A while later, learners will know pretty much all they need to know in terms of grammar to communicate and we can then focus heavily on vocabulary (B2+).
Well, how does this sound to you?
Take care of the little things first
I must say I was quite jealous when I read about this classroom here. It does seem to me to be the kind of classroom that surely enables learning. All learners are actively engaged in whatever it is they are doing, they're "saving the trees", learning life-skills, and all that with little interference from the teacher. I mean, isn't this just wonderful?
But then, reality check – I still can't have such a classroom in my teaching context for myriad reasons. So, instead of sulking, I'd better think about the things that I can manage to do in my own classroom. I've also thought about how other teachers I've observed manage their own classrooms in order to achieve what they want to by the end of the lesson. Here are a couple of things I've been thinking about:
- Seating arrangement does matter – if I want to foster communication in the classroom, I can't expect that to happen naturally if learners are sitting in orderly rows. Jeremy Harmer is one of the authors who write about that and questions what is the rationale behing the seating arrangement of a classroom. Every time I walk into the classroom, I ask students to sit closer to me and to each other. "I feel lonely," I usually tell them, and they do all the rest. However, I've seen many teachers simply letting learners sit wherever they want in the classroom. OK, learners are free to decide, but if I expect them to talk to a partner, or to share something in group, this will be more easily achieved if they're sitting close to each other, or won't it? By sitting far away from one another, with empty chairs between them, they'll naturally share less with each other. Add to that the fact that they're not allowed to talk in their regular schools classes, you'll end up with a group of passive learners who will rely on you for everything in the classroom.
- Make sure they're listening to you when you talk – Many times teachers have to repeat instructions simply because they didn't notice students weren't listening to them. If they don't listen, they obviously won't be able to do what you expect from them.
- Do not put students on the spot unnecessarily – I really don't believe that all learners always want to learn and will only be disruptive if they are not interested in the lesson. There are times in which we all, children, teens, or adults, are simply focussed on something else, or we've just remembered a joke we were told, a movie we watched or anything else that will take our minds off the lesson. And sometimes the cause of this is the lesson itself – a single word may trigger many different reactions from our brains. What if students simply want to be disruptive, or challenge you because they "don't like you" and never even tried to listen to you? Well, talking to them in front of the whole class is likely to give you trouble if you're talking to a disruptive learner. And if you're dealing with a student who's just been momentarily distracted, you risk embarrassing that learner in front of everybody. What can we do? What about getting close to that particular student and touching him or her on the shoulder? They'll certainly look at you and stop doing what they were doing.
- Walk away, not closer, when you can't hear them – If you couldn't listen to what a student has said, it's likely the other students couldn't either. If you get closer to the student, he or she will speak even lower. If you stay away and ask him or her to repeat, they're likely to be heard by the other students as well, which will probably allow for questions and comments from other students.
- Truly listen to your students and respond to what they give you – This has been discussed here before, so I won't say anything else but that.
If we look at the list, it's made up of little things which are usually discussed in any initial teacher training course (or so they should, right?). These little things, however, are sometimes overlooked even by experienced teachers. And sometimes novice teachers simply forget about them because they're too concerned about that activity they've planned. Nah… take care of the little things first. It'll make your job much easier. Maybe you're teaching in an environment which will not give you much freedom to change, but you may still make it effective. Hasn't it worked before?
What other "little things" do you take care of or pay attention to that do make a difference in your teaching?


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The dConstruct conference takes place at the Brighton Dome on the first Friday of September every year. It is preceded by two days of hands-on workshops at the nearby Lighthouse venue.
My name is Jeremy. I work at Clearleft. We've been working to put together a terrific day of talks for this year's dConstruct.
dConstruct has a different theme every year. Last year it was "playing with the future." This year it's "communicating with machines." The line-up for this year features designers, developers, artists and researchers from the worlds of web, mobile, security, comedy and music, all united for one day of exploration and entertainment.
For one day, the workers of the web come together to think about the big picture. If you want practical, hands-on instruction, you should come to the workshops but the conference itself is all about inspiration, mind bending, and good ol'-fashioned fun.
"Yes, but what exactly can I expect?" you may ask. Well, you can listen to the audio in the dConstruct archive to get an idea of the kind of topics that will be covered: creativity, culture, and interaction design to name just three. But the truth is that it's hard to describe: you kind of have to be there.


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Moderators: donell67, NV Guide, pennsyltucky
rnloutdoors wrote:This has been brought up before i guess so sorry about it again. But i own a benelli sbe 2 and have been looking into aftermarket choke tube. There is just so many options out there and I don't want to waste my money on one and not like it. I mostly shoot over decoys so 20-50ish yards. Any help on what one to go with would be awesome thanks.
John Duck wrote:I only use the stock chokes and Benelli probably makes a better choke than many after markets, which is mostly hype marketing. The one guy is right, there are so many varibles , it is hardly worth all the effort
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text:
We all know that the Alps are a great place for winter holidays - but did you know that they're a magical place for a summer stay too?
Nowhere is more stunning in the sunshine than the Aosta Valley in northern Italy. It's a uniquely beautiful location, alive with gorgeous carpets of flowers, teeming with wildlife and rich in breathtaking mountain vistas, all contained in two national parks, nine nature reserves and four botanic gardens.
Part of the region's new VIVA initiative, the whole valley has been developed with the environment in mind, with strict rules for waste disposal, energy supply, water and other sustainable habits. In short, it's the perfect spot for the discerning eco-tourist.
You could win the chance to experience the Aosta Valley for yourself this summer. Two lucky winners will spend a week at the Relais and Chateaux Hotel Bellevue in the beautiful alpine village of Cogne in the heart of the Gran Paradiso National Park.
The prize includes:
- Seven nights bed and breakfast accommodation in a double room
- A dinner at Le Petit Restaurant (One Michelin star)
- A dinner at the typical restaurant Bar à Fromage, restaurant de montagne
- A dinner at La Brasserie du Bon Bec
- A spa treatment for two atLa Valheureusa - Spa de Montagne
- Afternoon tea offered in front of the fireplace every day
- Free shuttle service to the the villages around Cogne
- Use of mountain bikes
- Return scheduled flights from London and return transfers
- One MTB excursion in the Gran Paradiso national Park, from the village of Cogne to Valnontey, descending to the Lillaz waterfall. This is one of the most evocative routes in the Valle d'Aosta.
- Trekking in Cogne valley
- Visit to an alpine pasture (milk and cheese production)
To enter, simply answer the question below.
The competition closes at 10am 19 April 2012. The trip must be taken between 15 June and 15 September 2012 (excluding 10 August to 25 August).
To read The Independent's terms and conditions, click here. To read The Independent's privacy policy, which includes our policy on what information we share about you with third parties, click here.
- More about:
- Cycling
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Chihuahuas hold off late Las Vegas rally, 4-3
A contested call that led to two ninth inning ejections did not stop the El Paso Chihuahuas from beating the Las Vegas 51s 4-3 Friday night at Southwest University Park. El Paso was ahead 4-2 with two outs in the ninth inning when Las Vegas infielder Josh Satin hit a line drive into the right field corner that the Chihuahuas were convinced landed foul. An argument in shallow right field ensued, leading to the ejections of manager Pat Murphy and right fielder Jeff Francoeur. With Satin, the potential tying run, at third base, Blaine Boyer got Zach Lutz to ground out and end the game.
El Paso starting pitcher Jason Lane hurled six innings and allowed just two runs. He also went 1-for-2 at the plate with an RBI double, a walk and a run scored. Francoeur went 2-for-4 in the win, while Jake Goebbert and Alex Castellanos chipped in with the other two hits for El Paso. Jace Peterson went 0-for-4, ending a six-game hitting streak.
The Chihuahuas have won two games in a row and five of their last seven.


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The Discovery of Oil in South
Arkansas, 1920-1924
By A. R. and R. B. BUCKALEW*
El Dorado, Arkansas
As 1920 GAVE WAY TO 1921 IN UNION COUNTY, ARKANSAS, NONE OF ITS RESIDENTS could have suspected what the new year held in store for them. Nowhere was this truer than in El Dorado, the seat of county government, a quiet little country town of around 4,000 people. There the towns' people went about their daily business as a trade center for the farmers and lumbermen of the county.
Indeed, for the few businessmen of the town who concerned themselves with keeping a finger on the pulse of the economy, the future looked anything but healthy. Much of the best timber in the county had been cut over and the lumber business was declining. A fair crop of 60,000 acres of cotton had been harvested the previous fall and shipped out, but the price which rose to a high of nearly forty-two cents at New Orleans in April 1920 slumped to thirteen and a half cents in December. Passenger and freight traffic on the town's two railroads, the Missouri Pacific and the Chicago, Rock Island, and Pacific (the Rock Island), which connected her with Camden and Little Rock had decreased. Then Sheriff Finn Craig's deputies earned $75 a month in 1920, but each of them had to furnish his own horse on rural patrol---in delivering court summons and in collecting delinquent taxes. The automobile had arrived in El Dorado, to be sure, as the five blocks of pavement in and about the town square bore mute testimony, but hitching posts and livery stables were also still much in evidence---bearing proof that the county seat had not departed from its horse-and-buggy days. One of the paved blocks at the center of town extended south from the town square on Washington Street to include Rufus N. Garret's three-story brick hotel, built in 1910 or 1911, which catered mainly to overnight drummers calling on the business houses in town, but which in the past several months had accommodated a number of oil men.
Oil men were not new to El Dorado and south Arkansas. A test well had been drilled at Urbana, ten miles east of El Dorado in Union county, as early as 1914 with no results. The well on a lease which the Penn-Wyoming Oil Company acquired. Then in 1916 Chance Adams, Charles Murphy, and Ed Jones drilled a well close to the Columbia County line that was a dry hole.
Local short line railroad, the El Dorado & Wesson Railway Company, was hurting too.
Six years later, on April 16, 1920, Colonel Samuel S. Hunter of the Hunter Oil Company of Shreveport, Louisiana, completed the first oil well in Arkansas two and a half miles east of Stephens in southwest Ouachita County and just north of the Union County line. Lyle Watkins, who would be connected with many of the wells in south Arkansas, was the driller. Known variously as the Hunter No. 1, after the owner of the well, and the Lester-Hamilton No. 1, after T. B. Lester and John Haltom, owners of the lease (in Section 13, Township 15 South, Range 19 West), the well was drilled to 2,121 feet but was never a commercial producer, although some oil was bailed from it. It was eventually capped and abandoned. Later Colonel Hunter sold the lease of 20,000 acres, including the discovery well, to Standard Oil Company of Louisiana for $2,225,000-$850,000 in cash, the remainder in oil.
On April 22, 1920, six days after the Hunter No. I was brought in; the first gas well in south Arkansas was completed two and a half miles southeast of El Dorado. This was the Constantin Oil & Refining Company's Hill No. 1 well in Section 1, Township 18 South, Range 16 West, drilled to a depth of 2,247 feet with an estimated daily flow of 40,000,000 to 60,000,000 cubic feet of gas a day and a "spray of oil produced from the Nacatoch sands." John H. Soileau and John Sharp were the drillers. Frank Hill owned the property on which the well was drilled.
The Constantin well and the men behind it changed the minds of those who up to this time had believed the discovery of oil in Union county was unlikely. One of these men was Bruce Hunt, a Tulsa, Oklahoma, oil speculator, "who became the recognized pioneer of the El Dorado oil field." Another man was J. J. Victor, a Tulsa consulting geologist. Victor had read the available material on the possibility of oil in the Gulf Coastal Plain of south Arkansas and felt a test well should be drilled.
About 1915 Hunt and Victor were on a job for the same company in El Dorado, Kansas, during the discovery days there. Victor told Hunt of the reports and his feeling that there was oil in south Arkansas and that an exploratory well should be drilled. He told him, "Some day when you having nothing to do, maybe you had better run down there [south Arkansas] and block up some leases and I'll help you get drilled." Hunt did nothing about it until early 1919 when he was at his home in Tulsa, recovering from a three-month bout with rheumatism. Because of his long illness, Hunt had no money to buy any leases, but he went to his friend, Sam Arrendale of Tulsa, another lease dealer, for help. Arrendale was able to get $250, and Hunt left immediately for El Dorado.
He tried at first to lease land east of El Dorado, but was unsuccessful. However, in seeing the farmers in that area he met Mamie Smith McCurry, wife of Dr. W. T. McCurry of Little Rock, who happened to be visiting her father, D. C. Smith, when Hunt arrived. She had been reared in the area, and, intrigued by Hunt's project, offered to go with him to try to help him win the cooperation of the farmers
Hunt readily accepted her offer, and, traveling in a light buggy, they set out to talk to her friends. They were unsuccessful in their efforts east of El Dorado, but when they turned to the area west and south of town, where Mrs. McCurry was well known, Hunt found her help invaluable.
He was able finally to lease 12,522 acres in a single tract, spending $229 of the $250 grub stake. He returned to Tulsa, gave Arrendale the $21 that was left, and called on Victor, who was now a consulting geologist. They induced the Constantin Oil & Refining Company of Tulsa to drill the test well, and a "division of the acreage was made on the basis of three acres to the company for one to Hunt-the company to pay all the expenses for drilling".
Hunt and Victor went to El Dorado and Hunt carried a rod while Victor surveyed the tract. It took thirty-five days for this original survey and nine days more at a later date. Victor found four different locations in their leases that looked good to him; because it was closer to the railroad, he decided to locate the first drilling site near the northeast corner of the acreage. Victor's report to Hunt wits a model of conciseness:
I have done 43 days' work on the district, comprising the block of acreage near El Dorado, Union county, Arkansas (see map attached.) I believe this point is most likely for accumulation of oil, but evidence is meager. There is an overburden of sand, and no two formations to pick from. I took elevations, depressions and pitch, and from the meager evidence on hand, this point (indicating the location for the Constantin well) is most favorable.
The Constantin Company shipped a California heavy rotary drilling rig to El Dorado. The railroad car with the rig got lost in transit and when it finally did arrive it was minus some "important parts," which caused more delay. Hunt's agreement with the Union County landowners called for him to begin drilling before December 31, 1919, or his leases would automatically terminate.
Victor came down with the flu and it was up to Hunt to try to live up to the lease agreements. He spent Christmas Day 1919 in the freight yard of El Dorado paying shipping bills, arranging to get the boiler and rig hauled to the drilling site, and assembling equipment on the site. With boiler and rig in place, the well was spudded in late on the afternoon of December 29th. Hunt had met the terms of his leases with a little more than twenty-four hours to spare.
Nothing went amiss with drilling operations. The crew worked days, shutting down the rig at night. Steady progress was made, however, and by the third week of April 1920 the drilling gauge showed the hole had reached a level of 2,200 feet. On April 22, 1920, drilling at a depth of 2,243 feet the bit unleashed a monstrous pocket of gas. The well blew out, spewing gas and salt water sky high.
The roar of the well could be heard plainly in El Dorado two and a half miles away. Capping the well itself did not control the huge gas pocket, which still rumbled deep in the earth. Soon hundreds of craters pockmarked the countryside over a ten-acre area about the well as the volatile, deadly gas forced its way to the surface. Crawfish died in their holes all around the site, asphyxiated by the poisonous fumes. Water wells and creeks in a four-mile radius began to boil and gurgle, and farmers, complaining bitterly, refused to drink the water.
The Constantin well, as it as called, made history again when on June 13, 1920, a heedless sightseer struck a match near one of the numerous craters. The resulting holocaust snuffed out five lives and ignited the well. It was weeks before the raging inferno, which lighted up the countryside at night for miles, was brought under control.
The Constantin well caused a mixed reaction among oil men in Union County. Some went away disappointed, while others, encouraged by the tremendous gasser with its trace of oil, began buying, selling and trading, leases with reckless abandonment.
One deal involved 350 acres leased from David E. Armstrong, whose land lay about two miles southwest of El Dorado in Section 31, Township 17 South, Range 15 West, off what was commonly called the Middle Magnolia Road, the middle of three routes to Magnolia, Arkansas, and which in itself was a westward extension of West Hillsboro Street. The buyers of the Armstrong lease were Paul R. Mattocks and Harley R. Hutton. They in turn assigned eighty acres of the lease to Dr. J. G. Mitchell and W. R. Bonham of Homer, Louisiana, on condition that their company should drill an exploratory well on this smaller tract.
The well was started in the summer of 1920. The first attempt was abandoned after drilling 1,000 feet when they ruined a hole. The derrick was "skidded" a short distance and a second attempt was made. At 900 feet some parts of the machinery fell into the hole and it was impossible to fish them out or to drill through or around them. This hole was abandoned. Again, the derrick was skidded and a third attempt was started. This time financial trouble caused the drilling to stop. The Mitchell-Bonham Company was a small one, and it had already spent $27,000.
David E Armstrong was born in 1847 in Union County, and was the brother-in-law of Henry G. Bunn, a former chief justice of Arkansas. He was a charter member of the El Dorado Masonic Lodge and served in the Confederate Army. After the war he entered the mercantile business in El Dorado, retiring in 1897. He owned over a thousand acres in Union County.
At this point the heroic figure of Dr. Samuel T. Busey stepped onto the scene of Arkansas oil history. A physician turned geologist, Busey, who claimed to be a direct descendant of Daniel Boone, was no stranger to the oil fraternity. He was a world traveler and adventurer, having practiced medicine in Mexico in 1910 before going on to Bolivia where in 1915 he brought in his first oil well. He must have made something of a fortune either there or elsewhere, for arriving in El Dorado the day after the Constantin well blew in and finding no place for Mrs. Busey and himself to live, he negotiated to buy the Arcade Hotel, a wooden frame building in El Dorado. Ten days later he purchased it for $2,500.
When the Mitchell-Bonham Company had to stop drilling, Dr. Busey was interested enough in the exploratory well to agree to complete it. The following terms were agreed to:
He [Busey received a 51 per cent interest in the entire holdings of the company---the 80-acre tract, the half-finished well, all tools, etc. He paid the company $1,000 in cash; agreed to pay $2,000 more when the six-inch casing was set---in other words when a depth of about 2,000 feet was reached---and finally to pay $3,000 more if oil was obtained in paying quantities. Dr. Busey was to bear all expense of completing this first well, but after that the further expenses were to be shared on the 51-49 basis. All operations, of course, were to be under his control.
This agreement was made on November 15, 1920, and the drilling was resumed. Busey's action in putting some of his own funds into the well not only allowed drilling, to continue, but also induced others to join him in the venture. He sold shares of his fifty-one per cent of the well, in small lots, to other investors in El Dorado.
Among those who gambled their savings with Busey at this time were Wong Hing, also called Charles Louis, a Chinese laundry man, and Ike Felsenthal, whose family had created a community in southeast Union County in earlier years, and some of Felsenthal's friends. Chal Daniels, who was overseeing drilling operations for Busey, contributed $1,000.
At the time Busey took charge of the Mitchell-Bonham well, which was to be known in history as the "Busey No. I" or the "Busey-Mitchell Armstrong No. I" or the "Busey-Daniels well," three "gassers" had been completed in the general vicinity and had produced some oil but not in commercial quantity. Yet Dr. Busey was convinced "there was oil down there somewhere."
His well (in Section 31, Township 17 South, Range 15 West) was located on a hill a little over a mile southwest of El Dorado and the derrick was plainly visible from the town. On Monday, January 10, 1921, when the well had been drilled to 2,233 feet and the Nacatoch sand had been reached, a small crowd of eager spectators gathered at the rig, beginning about noon. Drilling had ceased and baling operations had begun to try to bring in the well.
At about 4:30 p.m., as the bailer was being lifted from its sixth trip into the deep hole, a rumble from deep in the well was heard. The drilling crew moved back, and, a safe distance away, stopped and listened. The spectators, among them Dr. Busey, watched with "an air of expectancy." The rumbling grew in intensity, shaking the derrick and the very ground on which it stood as if an earthquake were passing. Suddenly, with a deafening roar, "a thick black column" of gas and oil and water shot out of the well.
It blew through the top of the derrick, and, rising high above it, "burst into a black mushroom" cloud against the January sky.
Oil and water rained to the earth, drenching the delirious crew and the spectators. Chal Daniels grabbed Dr. Busey in such a mighty bear hug that they both fell over into a pool of oil, injuring the doctor slightly but not so seriously that his own doctor could persuade him to stay away from Busey No. 1 in the mad days that followed. The wind caught the spray of oil and water and spread it all over the countryside. Sheep on Miles Murphy's farm a mile to the north turned black, while clothes on Monday's wash lines in El Dorado, also a mile away, dripped with oil.
In El Dorado, 'Pandemonium broke loose." "A Gusher!" at Busey No. 1. Everybody who could join the wild stampede out West Hillsboro Street that January afternoon to get a closer look. It was a scene never again to be equaled in El Dorado's history, nor would the town and its people ever be the same again. Union County's dream of oil had come true. Busey No. 1, the "Discovery Well" of the El Dorado Oil Field yielded 15,000,000 to 35,000,000 cubic feet of gas and from 3,000 to 10,000 barrels of oil and water a day. The memory of that day--- Monday, January 10, 1921---burnt itself into the minds of those who either joined the mad dash to the well site, or who, watching from the taller buildings in town, saw the black column of oil gushing through the derrick on the hill southwest of town.
On the morning of January 11, however, no one was prepared for the coming events which would change the lives of so many. Local people were still coming to see the gusher, but the start of the chaos took place at the Rock Island depot as smoke from the south indicated the approach of an unscheduled train. The coaches were marked "Vicksburg, Shreveport & Pacific" and the locomotive carried two white flags on the front.
This special had been made up at Shreveport in the middle of the night. When it arrived in El Dorado that morning, its passengers hurried off and disappeared into the town. The Arkansas Gazette announced on January 12 that five special trains would begin to run daily from Little Rock to El Dorado, three on the Rock Island lines and two on the Missouri Pacific. Another special arrived from Tulsa the same day. A few days afterwards a special made up in New York, and which had taken on additional coaches of passengers in Chicago and St. Louis, arrived at Arkansas's new "Oil Capital." "Twenty-two trains a day were soon running in and out of El Dorado." The state legislature, meeting in a regular session at Little Rock, announced plans for a special legislative railway excursion to the new oil well, stating that each member would pay his own share of the expenses of the trip.
On the roads leading into El Dorado came wagons, buggies, and horseback riders, plus various types of automobiles such as Starrs, Overlands, Model-T Fords, Dodges, Saxons, Mormons, and Pierce-Arrows, to name a few. The most striking arrival at El Dorado was a three-seated airplane, a Laird Swallow, carrying two men who had made the astounding trip of 310 air miles from Oklahoma City in three hours and twenty- eight minutes. Within six days following this unusual event, an air service was established between El Dorado and Shreveport.
Within a matter of weeks the population of El Dorado jumped from 4,000 to an "estimated 15,000 people with the number rising daily." Living accommodations became a grave problem as newcomers continued to arrive. Hotels became packed. The Garrett Hotel was hit first, and all through the boom it continued to serve as unofficial headquarters for men interested in selling, buying, and swapping oil leases. It was like old home week for many of these men who had known each other from previous boom areas.
Many of them hailed from such places as Spindletop, Burkburnett, Goose Creek, and Homer. One old-timer remembered those early days at the Garrett, said: "A person literally had to shoulder his way through the lobby from early in the morning until late at night. The people, for the most part, were trying to make a fast dollar. It was a seething mass of humanity. More wells were drilled in its lobby than in the field." The Garrett filled its halls with cots and even the chairs in the lobby were filled with sleepers. Similar scenes were taking place at the Star, the Central, and the Arcade hotels. Dr. Busey sold the Arcade Hotel on January 14th, and the new owner resold it the next day, each making a good profit. Paul Marks, who had been leasing the Garrett from Rufus Garrett, sold the lease to two Shreveport men on February 1 for $47,000. (25)
"People walked the streets, knocking on every door, at all hours, begging for a place to rest and sleep, offering ten dollars for a bed to rest one night." The Chamber of Commerce tried to bring some order to the situation by hiring, Mrs. Harvey Sample to work full time at finding lodging for people pouring into El Dorado. Homeowners were asked to rent out every available bed they had. Donald McQueen, superintendent of schools in El Dorado, was the originator of a plan whereby the Chamber of Commerce would list all homes with available space. Mrs. Sample would try to find for all those that came by the Chamber office a place in one of these homes, which rented for $2 a day or, if two men occupied a double bed they got it for $1 a night each. The Boy Scouts helped by taking the men to their rooms for the first time to show them the way. Still there weren't enough rooms. "Large tents were raised and filled with cots."
E. O. Tankersley of Benton, Arkansas, was one of the proprietors of such a "hotel." He procured a large circus-type tent, acquired property for it, and filled it with cots, and soon his so- called Cot House was occupied to capacity. Others quickly followed his idea. Tankersley also hastily built the Little Rock Hotel which was characterized by the knot-spaced ropes dangling around its sides for fire escapes. Rooming houses were hurriedly thrown up. Fifty men a night were housed in one of the rooms in the courthouse, maintained by the American Legion. Only ex-servicemen could avail themselves of this privilege. Barber chairs for sleeping were rented for $2 a night. In desperation some people took over the Presbyterian Cemetery as a place to Sleep.
Feeding the hordes of people was another gigantic task. People stood in line for hours at the town's few eating places at the start of the boom, often finding themselves a seat only to discover that the food had all been sold. Mayor Frank H. Smith and the city council decided to "rent out space on the city's sidewalks for construction of temporary buildings." "Hamburger Row" thus came into being. It began with a few shacks down near the Rock Island depot, and eventually covered South Washington Street to the square, a distance of about three blocks. Shanty lunch rooms and every other kind of business to get your money were located along this row. A Little Rock reporter has left us this picture of the colorful strip:
'Hamburger Row' is El Dorado's Broadway, its Rialto, and its Bowery. It is the most cosmopolitan section in the whole state, containing under its dingy roofs every specimen of humanity possible to conceive.
Beginning in the early days of the boom with a few shacks . . . it has extended itself by leaps and bounds, until it is now fully three blocks long, the shacks, tents, converted home[It] is the first place . . . the blasé El Doradoan takes his guest who is out to look out over the town.
You can walk down 'Hamburger Row' and purchase almost anything from a pair of shoes to an auto, an interest in a drilling tract or have your fortune told . . . the runners for the cot hotels with their familiar 'clean beds one dollar' cry intermingle with 'The Jungle Cafe,' a boarded place emitting the odor of fried onions, and with the postcard photographer who has pictures of bucking broncos from Texas, up-to-the minute pictures of flaring wells. . . . Then there is a dry goods establishment thrown up overnight, the army goods man, of which specie there is aplenty, and all of whom seem to do a good business since this style of attire is the favorite in the oil fields . . . .
A visit to El Dorado is not complete without a walk up and down the row. I say down, for it has already extended its byways across the street where a few waffle iron men and chicken sandwich peddlers have set up for business. They were the late comers, arriving too late for space in the popular narrow way.
On Washington Avenue, so that all visitors coming from the two railroad stations could see it, there
was a sign that said: "As Brigham Young Said of Utah Valley---'This Is the
Place'" And it was!
Beggars from all over the country descended on the city; they lined the town square, some selling pencils, or gum, one even selling cigars--- the "rest were just 'beggars.'"
Out at "Old Busey" as the well was beginning to be called, things were also hectic. A light rain had fallen for several days after the well came in and "rendered the clay hills about as easily accessible as the Alps." A transfer man, John Braswell, hired a man on a straight salary to pull his cars through the mire to the well with his team of mules. In between getting Braswell's cars through the man would tow other vehicles through for "50 cents a pull." He became the first in a long line of enterprising men who earned good money in this way.
Stead's and painted fronts occupying both sides of the narrow sidewalk which leads to the Garrett hotel, admittedly the center of all oil activity.


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- Stylist:
- Angela Hicks
Dec 19, 2012 - Angela first cut my hair in September, and it was the first time I've ever had a stylist actually pay attention to the curl pattern. My hair has looked very nice ever since, and I'm finally going back for a trim. Like most stylists, Angela is friendly and engaging - I spent a very enjoyable hour at the salon. Angela is very knowledgeable about curly hair, and a good haircut is worth every penny. I haven't been this happy with a haircut in years.


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Price: $118
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Product Description (# 012 134 201 )
Nology 012 134 201 HotWires
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Released: Winter 2003
Figure: First Mate Piggy
Articulation: Neck, ball joint shoulders, elbows, gloves, hips, knees, ankles
Accessories: Machine parts, eight different video screens
The Pigs in Space set was the fourth playset in Palisades Toys' line of Jim Henson's Muppets action figures. It featured interchangeable cardboard video screens, doors that could be opened and closed by shoving a button, a control panel with moving levers, and three chairs (including two for the Link Hogthrob Action Figure and the Julius Strangepork Action Figure). The playset had hinges so the doors could either be shoved towards the control panel or extended.
First Mate Piggy is included with this playset. Her skin has texture, her hair is blonde and her face is a lot more detailed than the previous Piggy figures. The loose figure was available at the Palisades Collectors Club for a limited time.
The playset came with computer screens and other machine parts which could be turned into various machines.


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This job listing was created using Job Manager for WordPress, by Gary Pendergast.
Job Application: Chief Estimator – San Diego, California
On February 25, 2013
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This job listing was created using Job Manager for WordPress, by Gary Pendergast.
February 9, 2017
The Raymond Group has appointed David Shedd as their new Chief Operating Officer. David will assume responsibility for overseeing all estimating, sales, and project management activities across the company's four regions. David arrives at Raymond with over 15 years of experience in the construction, building materials manufacturing, and industrial distribution industries, where he has held executive leadership positions. He has overseen four construction services Read More
January 19, 2017
The Raymond Group has accepted multiple WWCCA 2016 Project of the Year awards. The winning projects included the San Diego Marriott Marquis & Marina Grand Ballroom, Great Wolf Lodge, and the Chapman Musco Center for the Arts.
In this video, The Raymond Group's CEO, Travis Winsor, gives us his perspective on what it takes to reach industry excellence.


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Vintage japanese fishing rod wood box two poles casting and fly. Never used.
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Browse Recipes By Products:
Slow Cooker Hot Chocolate
In the winter this hot chocolate warms you from the inside out.
8 cups water
¾ cup sugar
8 cups milk
¾ cup chocolate syrup
¼ teaspoon salt
- Pour water into pan and cover. Heat on electric or gas range top heating unit over medium-high heat until water comes to a boil (about 5 minutes). Remove pot from range and place on base.
- Add sugar and salt and stir until completely dissolved. Add milk and chocolate syrup. Stir until evenly mixed. Cover and heat at Setting #5 for about 1 hour or until chocolate reaches 170 degrees F. Reduce heat to Setting # 2 ½ (midway between # 2 and # 3) to keep warm for serving. Serve in cups and top with whipped cream or marshmallows.
Makes 20 6-ounce servings.


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Most of the attention on the number of candidates for the May 5 local elections has centred on the relative numbers compared to 2007. The Lib Dems are contesting 59.2 per cent (down from 63.6 per cent), the Tories are fighting 93.7 per cent (up from 88.7 per cent) and Labour has candidates for 72.1 per cent (up from 60.5 per cent).
Clearly this narrative conveys a sense of momentum for Labour in particular, representing a rise of a fifth in its army of candidates. Read more


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Slightness becomes supplanted by comparative solidity, commonness by novelty, lowness and irregularity by symmetry and height.
If you do not realize the commonness of these tragedies, may God help you!
It is only when you tack hardness and commonness on them and think ugliness has a real virtue in it.
In the commonness of their work they became as one: he the body, she the soul.
Was there a streak of commonness in her that made possible such a scene as she had just gone through?
There is a touch of commonness about his voice, but he is not uneducated.
I am ashamed of the satisfaction I found myself taking in her commonness.
commonness vanished before Ewart, at his expository touch all things became memorable and rare.
The sight loses none of its sadness and pathos by its commonness; only the horror is gone, giving place to apathy and stupor.
This commonness of experience and of present effort had made him seem very near to her—very attainable.
c.1300, "belonging to all, general," from Old French comun "common, general, free, open, public" (9c., Modern French commun), from Latin communis "in common, public, shared by all or many; general, not specific; familiar, not pretentious," from PIE *ko-moin-i- "held in common," compound adjective formed from *ko- "together" + *moi-n-, suffixed form of root *mei- "change, exchange" (see mutable), hence literally "shared by all."
Second element of the compound also is the source of Latin munia "duties, public duties, functions," those related to munia "office." Perhaps reinforced in Old French by the Germanic form of PIE *ko-moin-i- (cf. Old English gemæne "common, public, general, universal;" see mean (adj.)), which came to French via Frankish.
Used disparagingly of women and criminals since c.1300. Common pleas is 13c., from Anglo-French communs plets, hearing civil actions by one subject against another as opposed to pleas of the crown. Common prayer is contrasted with private prayer. Common stock is attested from 1888.
late 15c., "land held in common," from common (adj.). Commons "the third estate of the English people as represented in Parliament," is from late 14c. Latin communis also served as a noun meaning "common property, state, commonwealth."
late 15c., "land held in common," from common (adj.). Commons "the third estate of the English people as represented in Parliament," is from late 14c. Latin communis also served as a noun meaning "common property, state, commonwealth."


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Creepy Creatures Weekend - Ugh! Bugs! - The New York Botanical Garden
Hours: 1pm; 3pm
Ages: TOD,YE,TW
Price: $20; $18 seniors/students with ID; $8 children ages 2-12; free children under 2
2900 Southern Blvd. - 718-817-8700
Bronx, NY 10458
Description: Get up close to creepy, crawly insects such as Madagascar hissing cockroaches, the emperor scorpion, the pink toe tarantula, crickets, and millipedes.


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a place for zinesters - writers and readers
A simplistic collage style with a theme of repetition in life, this zine focuses on holidays abroad. The endless deckchairs, pools, palm trees and so on.
Bound in a 3 hole pamphlet stitch with high quality turquoise embroidery thread.
© 2017 Created by Krissy Ponyboy Press.
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