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Almost 25 years ago my article Fluency: The Neglected Goal
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1 Chapter 5 Fluency: Still Waiting After All These Years Richard L. Allington Almost 25 years ago my article Fluency: The Neglected Goal (Allington, 1983a) was published. Fluency was a topic of interest for a while. A number of studies, most often measuring the effectiveness of some form of repeated reading on fluency, were published over the years, but fluency did not really become a focal point of educators concerns again until it was identified as one of the evidence-based pillars of scientific reading by the National Reading Panel (National Institute of Child Health and Human Development [NICHD], 2000). Still, there remain a number of issues concerning fluency that have not been adequately sorted out. Reading Efficiency Versus Fluency One question we educators should ask is whether current popular measures of fluency are more accurately measures of word-reading efficiency than of fluency (Mathson, Solic, & Allington, 2006). I think fluency is reading in phrases, with appropriate intonation and prosody fluency is reading with expression. Phrasing, intonation, and prosody have long been considered components of fluent reading (Clay & Imlach, 1971; Schreiber, 1980, 1991); however, today we find measures of word- and nonword-reading efficiency and of reading rate being offered as measures of fluency (see, for instance, Dynamic Indicators of Basic Early Literacy Skills [DIBELS]; Good & Kaminski, 2002). But automaticity of isolated word recognition is a measure of something quite different from a measure of reading fluency as historically conceived. Although one s reading rate is most certainly related to fluency, if only because word-by-word reading is always slower than phrase reading, one can also read quickly but with little appropriate phrasing, intonation, or prosody (Rasinski, 2000). What Research Has to Say About Fluency Instruction, edited by S. Jay Samuels and Alan E. Farstrup by the International Reading Association. 94
2 Dahl and Samuels (1977) demonstrated that training in rapid word identification did not improve reading fluency or comprehension of texts read. Buly and Valencia (2002) found that one of five students who failed a state fourth-grade reading proficiency test were automatic decoders who read accurately and quickly but with little comprehension. It is not that reading rate, or word-reading efficiency, is unimportant, but that it is something different from reading fluency (Schwanenflugel, Hamilton, Kuhn, Wisenbaker, & Stahl, 2004). More problematic is the sight of struggling readers practicing speeded reading of lists of nonwords and words in the hopes of improving their DIBELS word-reading efficiency performances. Problematic because, as Schwanenflugel and her colleagues (2004) caution, several studies have convincingly demonstrated that such training simply does not improve text-reading performances. Perhaps this distortion of the notion of what fluency is and how it is developed has resulted in the DIBELS not proving a very reliable predictor of early reading difficulties. Carlisle, Schilling, Scott, and Zeng (2004) found that about half of the second and third graders who were predicted to be reading on level in the spring, based on fall DIBELS performances, were actually performing below the 50th percentile on the Iowa Test of Basic Skills (ITBS) Total Reading in the spring. Such students who prove to be false negatives, particularly on this scale, are of concern because of the implications for their access to needed instruction. Similarly, while DIBELS seems to measure word-reading efficiency fairly reliably, Pressley, Hilden, and Shankland (2005) evaluated DIBELS and found that DIBELS mispredicts reading performance on other assessments much of the time, and at best is a measure of who reads quickly without regard to whether the reader comprehends what is read (p. 1). Fluency, reading in phrases with appropriate intonation and prosody, seems an important characteristic of effective reading. Word-reading efficiency also seems an important, but different, characteristic of effective reading. Although problems with decoding and word-reading automaticity can be linked to reading dysfluency (word-by-word reading) in some cases, several other explanations for children who can read accurately but not fluently will be discussed in the following section. Sources of Reading Dysfluency Dysfluent reading is the opposite of fluent reading. Dysfluent reading is most often rendered as a word-by-word reading of a text with little or no Fluency: Still Waiting After All These Years 95
3 phrasing, intonation, or inflection. Dysfluent reading may also be reading in clumps of words but not reading phrases or reading fast and accurately but with no intonational variation, with little or no phrasing. Dysfluent reading simply sounds awkward. The Role of Instruction I think that word-by-word reading may be a learned adaptive response to a specific type of instructional setting (Allington, 1980, 1983b). Children read word-by-word when they have been trained to rely on an external monitor (the teacher, aide, or other students) rather than to selfregulate when reading aloud. So how is this dependence learned? Several researchers have documented that teachers are more likely to have lower achieving readers read aloud than the better readers (Allington, 1983b; Chinn, Waggoner, Anderson, Schommer, & Wilkinson, 1993; Hiebert, 1983). Often this reading aloud occurs during a directed reading lesson when each child reads aloud a bit, in turn. In these lessons teachers are far more likely to interrupt the lower achieving readers than the higher achieving readers, to interrupt poor readers more quickly, and to have the interruption focus on sounding words out (Allington, 1980; Chinn et al., 1993; Hoffman et al., 1984). Teachers also allow other readers to interrupt struggling readers, while discouraging such interruptions when better readers read aloud (Eder & Felmlee, 1984). In other words, we have good evidence that teachers typically interact differently with students who differ in reading proficiency. They not only interact differently, but they also organize reading lessons differently. The evidence indicates that struggling readers are more likely than better readers to be reading material that is difficult for them, to be asked to read orally, to have their attention focused on accuracy rather than comprehension, to be interrupted when they misread a word, to be interrupted more quickly, to pause while reading and wait for a teacher to prompt, and to be told to sound out a word. And evidence also indicates that better readers are more likely than struggling readers 96 Allington
4 to be reading material of an appropriate level of difficulty, to be asked to read silently, to be expected to self-monitor and self-correct, to have attention focused on understanding, to be interrupted only after a wait period or at end of sentence, and to be asked to reread or to cross-check when interrupted. Given such different reading lessons, is it surprising that struggling readers begin to read differently, hesitantly? I describe the word-by-word reading as a learned behavior, a checking the traffic response (Allington, 2006). Given a steady stream of rapid, external interruptions, struggling readers begin to read with an anticipation of interruptions reading word-by-word. In some classrooms, you can observe an audible Um-huh from the teacher after a struggling reader pronounces each word. In some severe cases, the struggling reader actually looks up from the text to check with the teacher after every word is read. I will suggest that this hesitation is a trained behavior and not an indication of any skills deficit in particular. Some have argued that wordby-word reading indicates inadequate development of sight vocabulary or limited decoding proficiency. But a number of studies have indicated that older struggling readers those dysfluent, word-by-word readers often know more sight words and have more phonics skills when compared to younger better readers. At the same time, the younger better readers read more fluently and with better self-monitoring (Allington, 1983b). Other studies have shown that training struggling readers to recognize words faster had little positive effect on reading fluency or overall reading achievement (Dahl & Samuels, 1977; Kuhn & Stahl, 2003). What does seem effective is providing struggling readers with lots of opportunity to develop self-monitoring skills and strategies (Kuhn, 2005a, 2005b; Samuels, 2002). Thus, teachers would offer lessons more like those offered better readers: Reading from appropriately difficult texts, more opportunities to read silently, and more opportunities to select texts they find interesting. When reading aloud teachers would reduce or delay interruptions when word recognition breaks down, focus student attention on self-monitoring and on understanding what was read. Although each of these shifts seems important, most are dependent on the first providing appropriate texts. Fluency: Still Waiting After All These Years 97
5 The Role of High-Success Reading Experiences I think some children fail to develop adequate fluency for another reason: They have had limited reading practice, particularly practice in high-success texts. High-success reading experiences are characterized by accurate, fluent reading with good understanding of the text that was read. It is this sort of reading that too often seems in short supply in the reading experiences of struggling readers. However, I know of no experimental research directly testing the hypothesis that a steady diet of too-hard texts fosters dysfluency. Designing such a study at least one following the federal criteria for scientific research would create some ethical concerns. That is, given the known power of placing children in appropriately difficult text, providing a steady diet of too-hard texts to some randomly selected children (control group) and a diet of appropriately difficult texts to other randomly selected children (experimental group) would seem to violate the basic ethical principle of Knowingly, do no harm. Nonetheless, the widespread evidence from natural experiments studies of the naturally occurring variation that exists from classroom to classroom that struggling readers typically read less and that they are often placed in texts that are too hard, as well as the commonness of fluency problems in these students, suggests that the checking-thetraffic and high-success reading practice hypotheses deserve consideration. I do know from my clinical experiences that providing children access with appropriately leveled texts and a noninterruptive reading environment typically produces profound changes in reading fluency and self-monitoring. The Role of Reading Volume Modifying the reading lessons so that there is a greater focus on selfregulating and on ensuring that struggling readers have texts they can read accurately, fluently, and with understanding is critical if we want to enhance fluency. But as I have suggested (Allington, 2006), another critical step in designing interventions for struggling readers begins with ensuring that these students engage in at least as much reading activity as their more successful peers. As Guthrie (2004) has noted, virtually every study of reading volume indicates that struggling readers engage in far less reading activity than do more successful readers. The work of Share and Stanovich (1995) and Stanovich and West (1989) suggests that it is extensive engagement in high-success reading activity that provides 98 Allington
6 the opportunity for readers to consolidate the various skills and components of proficient reading. With little high-success practice, readers simply fail to develop the proficiencies that are essential for skilled, autonomous reading. There exists support for an important role for reading volume in several studies of reading fluency, especially the studies of the repeatedreading technique. A bountiful supply of research on the positive effects of the repeated-reading procedure in fostering fluency exists (Kuhn & Stahl, 2003; NICHD, 2000). However, much of that research is fundamentally flawed because few studies had the control groups engaged in reading while the experimental students engaged in repeated readings of texts. As Kuhn and Stahl (2003) first noted, it may be the more extensive reading practice that fostered fluency rather than practice repeatedly reading the same texts. In the few studies that had the control groups engage in independent reading while the experimental students engaged in repeated reading, the two activities have produced comparable fluency and word-recognition gains (cf. Rashotte & Torgesen, 1985). Thus, simply increasing the volume of reading produced the same positive effects of reading fluency and word recognition as the repeated-reading technique. But little has been written about the role of reading volume in fostering fluency or broader reading proficiencies. In addition, Kuhn (2005a, 2005b) found that extensive independentreading activity produced comprehension gains that the repeatedreading technique did not. She notes that though fluency is important, fluent reading does not automatically ensure comprehension. Furthermore, a focus on simply reading fluently in repeated-reading interventions may bias students in a manner that undermines developing an intention to understand what is being read. Repeated-reading interventions would seem to benefit from a more viable comprehension component than has been typically provided. Extensive engagement in high-success reading activity seems an essential factor in fostering proficient reading (Share & Stanovich, 1995). More-than-sufficient evidence illustrates the impacts of reading volume to seriously consider whether the fundamental problem faced by dysfluent readers is simply one of limited high-success reading practice (Guthrie, 2004). If struggling readers are typically engaged in far less reading activity (as virtually every study on the topic demonstrates) and substantially less high-success reading practice, then one does not have to invoke pseudoscientific explanations such as attention deficits, Fluency: Still Waiting After All These Years 99
7 learning disabilities, or neurological damage or deficiencies to explain why few struggling readers ever become active, engaged, and proficient readers. Looking at Struggling Readers in Your School The importance of high-success reading activity has its own fairly extensive research base (Allington, 2006). But only the best readers in most schools actually engage in huge amounts of high-success reading. These are the children reading above grade level who have desks filled with grade-level texts, ones they can read accurately, fluently, and with strong comprehension. It is the average and struggling readers who more often consume a steady diet of less successful reading. Consider a third grader in your school who reads at the early secondgrade level. Does she have a third-grade level basal reader, a third-grade core trade book, a third-grade science book, and a third-grade social studies book in her desk and in her hands all day long? Do we really need a psychologist to explain why she is not making much progress in school? To explain why she reads dysfluently? With little comprehension? Why she seems unmotivated to read much voluntarily? Even if she participates in a supplemental intervention program that provides 30 minutes of daily lessons and practice in appropriately difficult texts, she returns to a classroom and her desk filled with books she cannot read successfully. And she still has 300 minutes of instruction every day in texts that are inappropriately difficult. Too often, even participating in a supplemental intervention program does little to optimize matching struggling readers with appropriate texts. O Connor and colleagues (2002) indicate that in many school systems the supplementary intervention lessons use the grade-level texts that are found in the struggling reader s desk. Their randomized field experiment demonstrated that providing daily intervention lessons using those grade-level texts was not nearly as successful as providing daily lessons using texts matched to the reading level of the struggling readers. Given that selecting texts that are of appropriate complexity for the learners is the first step in the design of effective instruction, O Connor and colleagues wonder why anyone would think that matching intervention texts to readers would not also be the first step in planning effective intervention. I wonder also and likewise routinely observe support personnel attempting to drag some struggling reader through a text he or she should never have been given in the first place. 100 Allington
8 I have never encountered a theory that suggests that matching texts to kids is only important for achieving students but that struggling students will do well with too-hard texts. No empirical evidence supports such lesson design either. All readers need texts of appropriate complexity for their lessons and practice. But for some reason many schools seem to be enamored with providing too-hard texts for students, especially struggling readers; for example, consider the current antiscientific emphasis on placing all students in a grade-level reading program and providing whole-class lessons as a way to enhance reading achievement. Do struggling readers in your school have high-success texts in their hands all day long? For every subject area? Or do those struggling readers have mostly too-difficult texts in their desks and in their hands? Adults prefer easy, high-success, reading. No adult has ever decided not to read the new John Grisham novel because the last one was too easy with too few hard words or with too few passages that required several rereadings to comprehend. If adults preferred hard reading, you would not be able to sell People magazine, Entertainment Weekly,or The National Enquirer. Instead, adults would be purchasing Scientific American, The Economist, and the Financial Times. Learning to read requires huge amounts of highly successful and engaging practice (Guthrie, 2004; Share & Stanovich, 1995). We might begin to redesign our reading lessons (and our science and social studies lessons) in ways that ensure that all students have easy, frequent access to texts that provide high-success practice, engaging content (Guthrie & Humenick, 2004), and opportunities for literate conversation about those texts (Johnston, 2004). Conclusions I do believe reading with fluency is important. But I also believe that many, if not most, students who exhibit dysfluent reading are but products of poorly designed instructional environments. Too often these are children who sit all day in classrooms and rarely have texts in their hands they can read accurately, fluently, and with understanding. These are too often children whose dysfluency is but a signal that they have been routinely given the wrong texts, texts that are too difficult. They often then avoid even trying to read these texts, but when they do read them they struggle. And then they are subjected to almost continuous external interruptions and corrections until the instructional environment has disabled them. Fluency: Still Waiting After All These Years 101
9 The intervention that I would propose is straightforward. Provide these children with high-success reading experiences all day long. Fill their desks with books that they can read accurately, fluently, and with understanding. Once a day we might give them slightly harder texts in a guidedreading setting. Guided reading that uses shared-book experiences (Reutzel, Hollingsworth, & Eldredge, 1994), for instance, can help ease students into high-success reading of those texts. Provide a few minutes of explicit and powerful demonstrations of useful decoding, self-regulating, and comprehension strategies. Make sure the classroom has a huge supply of interesting texts at levels of complexity that will allow these students to engage in extended independent reading (Guthrie, 2004). I might make some short-term use of strategies such as repeated reading. But only in the short term (say two to three weeks). My goal with repeated readings would be to help dysfluent readers begin to understand what fluent reading feels like. But these repeated-reading lessons should also focus on understanding what is being read (Kuhn, 2005a; Stayter & Allington, 1991). After years of reading word by word, some students may need repeated-reading training to begin to break a long-standing habit brought on by poorly designed instruction and poorly thought-out reading curriculum (whole-class lessons in a gradelevel reading series, for instance). After a few weeks, I would drop repeated reading and concentrate on ensuring that struggling readers read more each day than my normally developing readers (a necessity if they are ever to close the gap). Furthermore, even while I was having the two weeks of minutes of repeated reading each day, I would work to enhance the volume of reading across the school day for the struggling readers. How much time should be spent reading during the school day? That is a question yet to be answered experimentally. But the research available from natural experiments suggests minutes of daily high-success reading activity in school is a minimal target (Allington, 2006; Guthrie, 2004). So we should work to ensure that the design of reading lessons for struggling readers, both classroom and intervention lessons, ensures this minimal volume of successful practice. Reading fluency is once again a topic of interest. But much remains to learn about the role of reading fluency in reading acquisition, how to best foster reading fluency, and how to ensure that fostering reading fluency also enhances reading comprehension, motivation, and proficiency. We also need to better understand how our instructional inter- 102 Allington
10 actions might undermine self-regulation and agency and create readers who read dysfluently, with little understanding and little motivation to read voluntarily. We know a little about fluency, but a little knowledge can be a dangerous thing. Questions for Discussion 1. If you selected 10 struggling readers in your school, how many would have a desk full of texts they could read accurately, fluently, and with understanding? 2. If you observed 10 reading lessons offered to struggling readers, how many lessons would provide support for developing selfregulation while reading? How many lessons would be characterized by immediate and frequent interruptions of struggling readers performances? 3. How many second-grade level books does the typical fourth-grade classroom have for struggling fourth-grade readers to read? Is it less than 100 books? 4. How many struggling readers actually read more than the better readers every day in school? How many read less? Much less? REFERENCES Allington, R.L. (1980). Teacher interruption behaviors during primary grade oral reading. Journal of Educational Psychology, 72, Allington, R.L. (1983a). Fluency: The neglected goal. The Reading Teacher, 36, Allington, R.L. (1983b). The reading instruction provided readers of differing abilities. The Elementary School Journal, 83, Allington, R.L. (2006). What really matters for struggling readers: Designing research-based programs (2nd ed.). Boston: Allyn & Bacon. Buly, M.R., & Valencia, S.W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation & Policy Analysis, 24, Carlisle, J.F., Schilling, S.G., Scott, S.E., & Zeng, J. (2004). Do fluency measures predict reading achievement? Results from the school year in Michigan s Reading First schools. Ann Arbor: University of Michigan. Chinn, C.A., Waggoner, M., Anderson, R.C., Schommer, M., & Wilkinson, I. (1993). Situated actions during reading lessons: A microanalysis of oral reading error episodes. American Educational Research Journal, 30, Clay, M.M., & Imlach, R.H. (1971). Juncture, pitch, and stress as reading behavior variables. Journal of Verbal Learning and Verbal Behavior, 10, Dahl, P.R., & Samuels, S.J. (1977). An experimental program for teaching high-speed word recognition and comprehension skills. In J. Button, T. Lovitt, & T. Rowland Fluency: Still Waiting After All These Years 103
11 (Eds.), Communications research in learning disabilities and mental retardation (pp ). Baltimore: University Park Press. Eder, D., & Felmlee, D. (1984). The development of attention norms in ability groups. In P.L. Peterson, L.C. Wilkinson, & M. Hallinan (Eds.), The social context of instruction: Group organization and group process (pp ). New York: Academic. Good, R.H., & Kaminski, R.A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Guthrie, J.T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36, Guthrie, J.T., & Humenick, N.M. (2004). Motivating students to read: Evidence for classroom practices that increase motivation and achievement. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp ). Baltimore: Paul H. Brookes. Hiebert, E.H. (1983). An examination of ability grouping for reading instruction. Reading Research Quarterly, 18, Hoffman, J.V., O Neal, S., Kastler, L., Clements, R., Segel, K., & Nash, M.F. (1984). Guided oral reading and miscue focused verbal feedback in second-grade classrooms. Reading Research Quarterly, 19, Johnston, P.H. (2004). Choice words: How our language affects children s learning. York, ME: Stenhouse. Kuhn, M.R. (2005a). A comparative study of small group fluency instruction. Reading Psychology, 26, Kuhn, M.R. (2005b). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58, Kuhn, M.R., & Stahl, S.A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, Mathson, D.V., Solic, K.L., & Allington, R.L. (2006). Hijacking fluency and instructionally informative assessment. In T. Rasinski, C. Blachowicz, & K. Lems (Eds.), Fluency instruction: Research-based best practices (pp ). New York: Guilford. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No ). Washington, DC: U.S. Government Printing Office. O Connor, R.E., Bell, K.M., Harty, K.R., Larkin, L.K., Sackor, S.M., & Zigmond, N. (2002). Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty. Journal of Educational Psychology, 94(3), Pressley, M., Hilden, K., & Shankland, R. (2005). An evaluation of end-of-grade 3 Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Speed reading without comprehension, predicting little. East Lansing: Michigan State University Literacy Achievement Research Center. Rashotte, C.A., & Torgesen, J.K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20, Rasinski, T.V. (2000). Speed does matter in reading. The Reading Teacher, 54, Reutzel, D.R., Hollingsworth, P.M., & Eldredge, J.L. (1994). Oral reading instruction: The impact on student reading development. Reading Research Quarterly, 29, Allington
12 Samuels, S.J. (2002). Reading fluency: Its development and assessment. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp ). Newark, DE: International Reading Association. Schreiber, P.A. (1980). On the acquisition of reading fluency. Journal of Reading Behavior, 12, Schreiber, P.A. (1991). Understanding prosody s role in reading acquisition. Theory Into Practice, 30, Schwanenflugel, P.J., Hamilton, A.M., Kuhn, M.R., Wisenbaker, J.M., & Stahl, S.A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96, Share, D.L., & Stanovich, K.E. (1995). Cognitive processes in early reading development: Accommodating individual differences in a model of acquisition. Issues in Education, 1, Stanovich, K.E., & West, R. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 26, Stayter, F., & Allington, R.L. (1991). Fluency and comprehension. Theory Into Practice, 33, Fluency: Still Waiting After All These Years 105
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So, my DH's family doesn't even know I'm pregnant yet (due to events that happened last time, they find out at 12 weeks with everyone else) and I'm already getting the "hopefully it's a boy next time" type comments. MIL has made comments before to SIL (sister-in-law) (who has a girl and a boy) about how now she has a "complete" family. Gag. They know we want either 2 or 3 children and haven't decided yet, and they all assume that we would only want a 3rd child if we "didn't get our boy" the 2nd time around.
I think this prehistoric mindset is really offensive. The assumption that we want a boy alone offends me, and when I say we have no gender preference, they dont believe me (because their own archaic ideas are so deep). Since when do you need a boy to be a complete family? Both my DH (dear husband) and I love our little girl and would be so happy and blessed to have a whole house full of em. I had the terrible experience of holding my best friend's stillborn baby, and after an experience like that, wishing for one gender or another just seems meaningless.
So... I need some awesome comebacks, and where else would I find them but good old DWIL?
BTW.. I have a long day ahead of me today so I won't be back to read up until later.

subset: commoncrawl


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A young woman's friendship with a drug-dealing drifter evolves into a lesbian romance.
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text: â¿¿SUMMER SUMMIT BREAKTHROUGHThe groundwork for Thursday's decisions was laid in late June, when leaders meeting in Brussels took new steps to steady banks and governments. As well as agreeing on the need for the single supervisor, the leaders got the ball rolling on creating closer economic and financial ties. This would involve giving the EU a say over national budgets as well as funding infrastructure projects in financially troubled nations to fight unemployment and boost growth.


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Twas the Night Before Thanksgiving Read Aloud
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Plug the flash drive into the computer in one of the USB ports on the side or on the back of your computer.
Open My Computer on a Windows machine to find the flash drive. It may be called drive D, E, or F depending on how many other drives are on your computer.
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Dr. David Evans highlights some of the ROM's latest field projects and newest dinosaur discoveries. The ROM dinosaur research program is currently expanding at an unprecedented rate, with many new and exciting lab and field projects taking place across the globe, from Mongolia, to South Africa, to the Canadian Arctic and Alberta and building on the ROM's rich history of dinosaur research that goes back almost a century.
49. Going To The Doctor (Intermediate)
Learn Intermediate level Italian with LearnItalianPod! In today's episode we will talk about doctor's visits, flu and grandmother's remedies. One of our subscribers, Emanuela from Montreal, is back from Italy. At some point during her trip she caught a bad flu and went to see a doctor. Doctor Ricci was great, and she was back [...]
Great Lakes Environmental Film Festival: Films for the Environment
We are a group of Marquette University students who share a passion for our environment. Together, we present the Great Lakes Environmental Film Festival (GLEFF) on Marquette University's campus, May 1-3. http://igg.me/at/GELFF
Learn Japanese with the Japancast iPhone app – FREE version
Finally after weeks of back and forth with Apple, the free version of the Japancast iPhone/iPod Touch app is available! The app is identical to the paid version, except for the number of kanji available. CLICK HERE TO GET THE FREE APP You can learn to read and write all hiragana & all katakana with [...]
Orcas Grooming
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Beginner level audio stories starting mid-Nov 2008 Check back here after November 15 for new beginner level audio stories in Spanish.
Check back here after November 15 for new beginner level audio stories in Spanish.
Cody's Cuentos returns ¡Hola a todos! After a longer than expected hiatus, Cody's Cuentos is finally back online. Thanks to everyone for your patience to to those of you who have emailed asking where we were and when we would return. Also, "muchas…
¡Hola a todos! After a longer than expected hiatus, Cody's Cuentos is finally back online.
Thanks to everyone for your patience to to those of you who have emailed asking where we were and when we would return. Also, "muchas…
Financial Reform in China
In the 6th of an annual series of lectures, Howard Davies reviews the development of the Chinese financial system over the last year. He has been a member of the International Advisory Board of the Chinese banking regulator since 2003 and has observed the dramatic changes in Chinese banks at first hand. The Chinese system has been remarkably insulated from the crisis. What does that mean for the future? Will China turn its back on free-market financial reform? Howard Davies is director of LSE. P
Getting fiscal consolidation right: Lessons from Sweden
Faced with a record deficit and an accelerating debt, the UK will have to embark on a process of massive fiscal consolidation in order to bring public finances back to sustainability. How is this best done and what lessons can be learned from the Swedish experience of fiscal consolidation in the 1990s? Anders Borg is Minister for Finance in Sweden and has chaired the ECOFIN Council during the 2009 Swedish EU Presidency. He has previously worked as an advisor on monetary policy issues at the Swed
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How Does Your Memory Work? Pt.1
Humans remember facts, such as birthdays or shopping lists. The ability to travel back in time in your mind is, perhaps, your most remarkable ability. In a large part - your memory is you...


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I'll take Buckley's opinion over Law's any day and twice on Sunday.
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K.J. Franklin @RealKJ44 8 Jun
https://twitter.com/RealKJ44Can't wait to get to AZ with @Lorenzen55 & @Mr_MagicErvin and the rest of the guys! #RedsCountry
Kevin Franklin, Christian Athlete & Third Baseman for the Cincinnati Reds ⚾
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December 6th, 2012 — PostScript Brooklyn Blog
Kendal and Brian: Come Fly with Me {custom} with invite printed on square card stock and Florida map liner. Letterpress printed in espresso, copper and magenta inks for Florida destination wedding.
Kendal and Brian: envelope liner and invitation detail
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What is JotForm?
JotForm is a free online form builder which helps you create online forms without writing a single line of code. No sign-up required.
At JotForm, we want to make sure that you're getting the online form builder help that you need. Our friendly customer support team is available 24/7.
We believe that if one user has a question, there could be more users who may have the same question. This is why many of our support forum threads are public and available to be searched and viewed. If you'd like help immediately, feel free to search for a similar question, or submit your question or concern.
how to edit existing form?Asked by firstname.lastname@example.com on November 10, 2014 at 11:26 PM
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Thank you for your help. I should have been more specific. I can access the edit area but can't seem to edit the text. I just need to make a few minor changes and can't figure out how to access.
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The Winners of the Manchester United Foundation Matchday Lottery for the West Bromwich Albion game were:-
South Stand
Signed Framed Shirt - K Graham, Kintore
Signed Cased Football -Simon Blow Hale
North Stand
Signed Framed Shirt - G German - Oldham
Signed Cased Football - Adam Challis Birmingham


text:
General Grey presents his humble and most devoted duty to your Majesty.
He has shrunk from with a reluctance beyond words to express, from saying anything to alarm your Majesty - and if he spoke on the subject yesterday, it was only in obedience to Mr. Hardy's opinion that he ought to do so. But in what he said yesterday, he said perhaps less than he ought to have done; for he feels that, with a view to your Majesty's safety, it is absolutely necessary that your Majesty should be under no delusion as to the designs which are harboured against your Majesty, or as to the peculiar facility which Osborne affords, in spite of the utmost watchfulness, for carrying them into execution.
Crimes such as those contemplated cannot easily be penetrated in crowded throughfares, or where there is a large population; and the most unsafe places for your Majesty at this moment, are those where the population is most thin and scattered. General Grey says this with much pain and reluctance, for he knows how it will jar against your Majesty's comfort. But he would be utterly unworthy of the confidence your Majesty has reposed in him, if he hesitated now, even at the risk of incurring your Majesty's displeasure, in saying what he believes the case for your Majesty's precious safety requires.
He shrunk yesterday from telling your Majesty the full extent of the information received with respect to the designs against your Majesty. He now sends for your Majesty's perusal the note he received from Mr. Hardy after he had seen him on Tuesday, and in answer to one that General Grey wrote to ask if he thought it necessary that your Majesty should be informed of the designs against your Majesty's person. He also sends the letter he has this morning received from Mr. Hardy, as well as one from the Duke of Buckingham, corroborating the information received at the Home Office; also one from the Duke of Cambridge enclosing an anonymous letter, evidently written in a good spirit, warning him of the designs against your Majesty, which, it is added, "they are only waiting for rendering the services of the Military, in and about London, more immediately available in the event of incendiary fires," which appears the form of outbreak most to be apprehended.
Lord Derby had written thus far, and was about to bring under your Majesty's notice the painful and alarming reports which have been received of designs against your Majesty's person, when he received a letter from General Grey informing him that he had felt it to be his duty not to shrink from laying before your Majesty the intelligence itself, which, received in the first instance by telegram from Lord Monck, has since been confirmed in several respects from various quarters. As your Majesty will see the Duke of Buckingham to-morrow, Lord Derby abstains from detailing the measures which your Majesty's servants have taken for guarding against the particular danger thus indicated, in which moreover his Grace has taken a prominent part. It is indescribably painful to him to acknowledge even to himself that so fearful a crime should be contemplated; but disposed as he is to disregard mere rumors of such threatened atrocity against your Majesty, or your Majesty's servants (of which there have been abundance), he cannot shut his eyes to the conviction that such schemes are in serious contemplation; and that the determination of a few resolute and desperate men to effect them, at the hazard of their own lives, requires the utmost vigilance to defeat them - and even that MAY prove insufficient.
Lord Derby would hardly venture to write thus openly, if he were not aware that your Majesty is inaccesible, perhaps even, if he may be permitted to say so, too much so, to personal apprehension; but he trusts that he may be allowed, most respectfully, but most earnestly, to represent, that it is a duty which your Majesty owes to many millions of loyal subjects, not to expose to unnecessary risk a life so incalculably valuable to the country; and he cannot but concur in the opinion which he knows has been submitted to your Majesty by General Grey, that few places could afford such facilities as Osborne, to such a design as is, he fears with too much truth, entertained. Of course as long as it is your Majesty's pleasure to remain there, every precaution that can be taken, will be taken, both by land and sea, to provide for your Majesty's safety; but Lord Derby cannot withhold the expression of his own strong opinion that that primary object could be far better secured, even in London, but still more at Windsor; and he would feel himself not only deeply responsible to public opinion, but personally criminal in his own conscience, if he shrank from submitting this view to your Majesty, unpleasing as he knows it must be. In any case Lord Derby would urge upon your Majesty, with all possible earnestness, at least so far to co-operate with those whose duty and affection alike prompt to watch over your Majesty's safety, as to limit your hours of driving out, as far as possible, to daylight; and to be accompanied by a sufficient attendance to provide against a coup de main. The house at Osborne may, by extreme care, be protected; but your Majesty's unattended late drives afford an opportunity for desperate adventurers against which no vigilance can effectually provide...


text:
To Live
1994, MGM, unrated, $15
After his magnificent streak of Red Sorghum, Ju Dou, Raise the Red Lantern and The Story of Qiu Ju, Zhang successfully tackles the Chinese equivalent of an old Edna Ferber family epic, though the film's Mao-bashing got the filmmaker in trouble at home. Ge You and Gong Li play a couple who slog it out once father-to-be Ge blows the family stash in a gambling den. Through it all, chameleonic Gong adds another memorable portrait to her gallery, which includes all the aforementioned films — none of them yet on DVD.
Shanghai Triad
1995, Columbia TriStar, rated R, $30
With its opulent opening half set in 1930 Shanghai, the last of seven Zhang collaborations with Gong Li is an adolescent's view of big-city vice and duplicity. It's an Eastern Billy Bathgate whose subtext involves Chiang Kai-shek, Chinese communists and territorially hungry Japanese. A naive 14-year-old (Wang Xiaoxiao) gets a job with his uncle, who is godfather to the city's opium-prostitution dynasty. The boy's job: spy on uncle's mistress (Gong), a tempestuous showgirl/prostitute. Lu Yue's photography was nominated for an Oscar.
The Road Home
1999 (2001 in the USA), Columbia TriStar, rated G, $30
In this simple, small-scale love story, Zhang meets Zhang. The star is Crouching Tiger, Hidden Dragon's Zhang Ziyi, who, before she gave literal kick to her role there as a spunky aristocrat, proved in her screen debut she could still be a powerhouse playing a teen with a crush. The movie begins with a modern-day prologue and funeral. It then flashes back to 1958, when an 18-year-old sets her eye on a city-bred educator (Zheng Hao), whose smiles suggest that he, too, might feel some affection for her. Sweet story, wistful payoff.


text:
Los Sueños features an exclusive portfolio of luxury resort residences. Our sales team is proud to offer an impressive variety of elegant properties, from 1, 2 and 3 bedroom condominiums to single-family homes.
All Los Sueños residences feature phenomenal views of the resort, golf course and rainforest reserve. Many of our more exclusive properties also feature remarkable views of Los Sueños' handsomely designed 200-slip international marina and the awe-inspiring expanse of Costa Rica's Central Pacific Coast, famous for dramatic sunsets during the tropic's gold season.
You need not worry about any of the details when living in or visiting Los Sueños - with an on-site 24-hour private emergency medical clinic and pharmacy you can feel safe and secure during your travels and adventures.
And adventure awaits just around the corner...Looking for fun water activities? Look no further than the marina, where you have access to sailing lessons for children and adolescents, stand up paddle-boards are available for rent from Costa Rica Dreams, as are sunset tours. Visit either of the two tour desks located within the gates of Los Sueños to plan your excursions: Costa Rica Luxury Rentals in the Marina Village or the tour office at the Marriott Hotel. Whether you feel like tarzan'ing through the rainforest on a canopy tour, playing with monkeys during a mangrove tour, connecting with nature on an eco-hike, going out on the water whale watching, jet skiing, kayaking, or getting away to a gorgeous tropical island with a sandy white beach on the Tortuga Island Cruise, Los Sueños has it all.
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Los Sueños is an active, family-friendly community. Join us...


text:
The Sting.
Available copies
- 1 of 1 copy available at Evergreen Indiana.
Current holds
0 current holds with 1 total copy.
View other formats and editions
|Call Number / Copy Notes
|Shelving Location
|Due Date
|Eckhart PL - Main
|DVD Sting (Text)
|Movies - Main Floor
Record details
- Physical Description: 1 videocassette (129 min.) : sound, color ; 4 3/4 in.
- Publisher: Universal City, CA : MCA Home Video, 2012.
- Copyright: ©1984
Content descriptions
|General Note:
| Originally released as a motion picture in 1973.
|Participant or Performer Note:
| Paul Newman, Robert Redford, Robert Shaw.
|Summary, etc.:
| A 1930's ambitious small-time crook and a veteran con man seek revenge on a crime lord who murdered one of their friends. Winner of seven Academy Awards.
|Target Audience Note:
| MPAA rating: PG.
|System Details Note:
| DVD Hi-fi Dolby.
Search for related items by subject
|Feature films.
Action and adventure films.
Comedy films.


text:
Excellent Hospital in HCMC (Ho Chi Minh City)
wanted to share this in case anyone has an emergency in HCMC.
My 19 year old daughter is on vacation from Canada and became quite ill yesterday with a severe infection that required urgent diagnosis and treatment.....she was running a high fever of 39.5c with diarrhoea, nausea and all sorts of body pains plus her tonsils were inflamed and white.
Went to "Columbia Asia Gia Dinh International Hospital". There are 2 of them in HCMC, the second one named "Columbia Asia Saigon International Clinic". The hospital receptionist spoke fluent English, the triage nurse spoke good English and the female Doctor spoke very good English. The hospital is spotless clean with all mod cons and we were finished in 1 hour. The total cost was about USD 75 including triage, doctor examination, blood tests and medications which is incredible. As a parent I felt very comfortable here and would highly recommend it. She is sleeping it off now and feeling much better.


text:
Michael Matthews (American football)
Matthews during the 2009 NFL season
|No. 88, 86, 80
|Tight End
|Personal information
|Date of birth:
|October 9, 1983
|Place of birth:
|West Covina, California
|6 ft 4 in (1.93 m)
|270 lb (122 kg)
|Career information
|High school:
|Cincinnati (OH) Sycamore
|Georgia Tech
|Career history
|* Offseason and/or practice squad member only
|Career highlights and awards
|Career NFL statistics
Michael Lee Matthews (born October 9, 1983) is a former American football tight end for the New York Giants. He was signed as an undrafted free agent in 2007. He played college football at Georgia Tech.
Matthews earned a Super Bowl ring with the Giants in Super Bowl XLII. He was also a member of the New England Patriots, Detroit Lions, Buffalo Bills, Indianapolis Colts, and Virginia Destroyers.
Early years[edit]
Matthews attended Sycamore High School in Cincinnati, Ohio and was a student and a letterman in football, basketball, Track, and baseball. In football, he was named as a first team All-City selection, a second team All-District selection, and a first team All-Conference selection. Michael Matthews graduated from Sycamore High School in 2002.
College years[edit]
Matthews played collegiately for the Georgia Tech football team
Professional career[edit]
New York Giants[edit]
Matthews was signed by the Giants as an undrafted free agent in 2007. Matthews played in every game for the Giants in the 2007 season as a backup tight end behind Jeremy Shockey and Kevin Boss, in which he was an important contributor to the team's rushing attack with his strong blocking. Matthews went on to win Super Bowl XLII with the Giants; he started the game with Boss in a double tight end formation.
Matthews returned to the Giants to serve as the backup tight end behind Kevin Boss in 2008. Matthews is typically used as a blocking tight end, with Boss being the receiving tight end.
New England Patriots[edit]
Matthews was traded to the New England Patriots on September 5, 2009, in exchange for a conditional 2011 draft pick.[1] He was waived on October 20; the condition for the trade was not met, meaning the Patriots did not surrender a draft choice.[2]
Detroit Lions[edit]
Matthews was signed by the Detroit Lions on December 15, 2009.[3] He was waived on April 20, 2010.
Buffalo Bills[edit]
Matthews signed with the Buffalo Bills on April 21, 2010. He was injury waived on August 23.
Virginia Destroyers[edit]
Matthews was signed by the Virginia Destroyers of the United Football League on May 19, 2011.[4]
Indianapolis Colts[edit]
On August 9, 2011, Matthews signed with the Indianapolis Colts.
- ^ Reiss, Mike (2009-09-05). "Patriots making trades at tight end". The Boston Globe. Retrieved 2009-09-05.
- ^ Rapoport, Ian (2009-10-20). "Bill Belichick on Joey Galloway's release: "We moved on on that one… It just didn't work out."". Boston Herald. Retrieved 2009-10-20.
- ^ https://twitter.com/Adam_Schefter/status/6710049093
- ^ "UFL Transactions". OurSports Central. May 19, 2011. Retrieved June 14, 2011.
External links[edit]
- 1983 births
- Living people
- Sportspeople from Cincinnati
- Players of American football from Ohio
- American football tight ends
- Georgia Tech Yellow Jackets football players
- Undrafted National Football League players
- New York Giants players
- New England Patriots players
- Detroit Lions players
- Buffalo Bills players
- Virginia Destroyers players
- Indianapolis Colts players
- Super Bowl champions


text:
Election 2013: A Taxpayer's Perspective
By John R. Hendrickson
In November voters across the nation participated in local elections. Although this off-year election was relatively quiet — with the exception of the Governor's races in New Jersey and Virginia — it still has an important impact on policy, especially fiscal policy. Colorado had one of the more controversial ballot measures, Amendment 66, which:
would scrap the state's flat rate income tax of 4.63 percent in favor of two rates, 5 percent on income up to $75,000, and 5.9 percent on income above that level. The $1 billion a year raised would go to schools and Pre-K programs.[1]
Amendment 66 was funded by progressives and "was supported by $1 million each from New York Mayor Michael Bloomberg and the Gates Foundation."[2] The measure was also being supported by teachers unions, but the taxpayers of Colorado saw the danger of this measure and defeated it 66 percent opposing to 34 percent in favor.[3] The voters of Colorado also supported a tax on legalized marijuana. Proposition AA called for "a 15 percent excise tax and a ten percent sales tax on marijuana," and this measure passed soundly by 65 percent to 35 percent opposing the tax.[4]
New Jersey, which overwhelmingly reelected Governor Chris Christie as Governor also passed a measure to increase their minimum wage to $8.25 per hour and place this in the state's Constitution for inflation adjustments.[5] The Wall Street Journal also noted that "voters in SeaTac Washington, home of the Seattle airport, chose to raise their 'living wage' to $15."[6] The result for both New Jersey and SeaTac "will be to price low-wage service jobs out of the market." [7] This will hurt workers who are already struggling in an economy with high unemployment.
Other tax related ballot measures include:
- Arizona. Tucson Proposition 401 removes local spending cap: 62 percent in favor and 38 percent opposed.
- Florida. Hialeah voters are deciding whether to eliminate pensions for elected officials: 80 percent in favor and 20 percent opposed.
- Ohio. Plain City is voting on whether to create a 0.25 percent local income tax: 49 percent in favor and 51 percent opposed.
- Ohio. Rocky River Issue 58 would increase the local income tax from 1.5 percent to 2 percent: 49 percent in favor and 51 percent opposed.[8]
Several communities in California voted in favor of raising sales taxes. Voters in Ralls County, Missouri voted in favor of a sales tax increase while Taney County, Missouri rejected an effort to increase their sales tax.[9] Other interesting ballot measures included anti-fracking initiatives in some Colorado communities which would "ban fracking in this oil and gas shale rich state."[10] Probably the most interesting ballot measure was in a few Colorado counties who were considering seceding from their state and forming a 51st State. The reason behind the secessionist move is rural-urban divide in Colorado.[11]
In total eleven counties in Colorado voted on "whether their commissioners should proceed with plans to create a 51st state."[12] Six of the eleven counties rejected the plan, but the tension and frustration of rural voters who feel unrepresented is still strong.[13] Patrick J. Buchanan, a columnist and former adviser to Presidents Richard M. Nixon and Ronald Reagan, wrote that many "Red State Americans are moving away from Blue State America, seeking kindred souls to live among. Those who love where they live but not those who rule them are seeking to secede."[14]
Buchanan noted that the counties wanting to secede and form a new state overwhelmingly supported Governor Mitt Romney in the 2012 presidential election.[15] In addition these rural citizens of Colorado are upset with "a new gun law that triggered a voter recall of two Democrat state Senators, state restrictions on oil exploration, and the Colorado Legislature's party-line vote in support of gay marriage."[16]
Stephen Moore, an opinion contributor to The Wall Street Journal, wrote that voters in "Cincinnati, Ohio, Hialeah, Florida, and San Francisco, California will decide on reining in local government pensions."[17] "This could be a gauge as to whether voters are receptive to addressing the estimated $1 trillion-plus in municipal and state pension liabilities, noted Moore."[18]
In reviewing the ballot and initiative results from the November 2013 election The Wall Street Journal wrote that the "results for freedom were mixed, but it's clear that voters are in no mood to pay higher taxes if the money will be spent without accountability."[19] The election results also demonstrate a nation that is still deeply divided over both economic policy and political philosophy.
John R. Hendrickson is a Research Analyst at Public Interest Institute.
The views expressed herein are those of the author and not necessarily those of Public Interest Institute or Tax Education Foundation. They are brought to you in the interest of a better-informed citizenry.
[1] Stephen Moore, "Ten election day ballot measures," The Wall Street Journal, November 5, 2013, <http://online.wsj.com/news/articles/SB10001424052702304391204579179863023688006> accessed on November 6, 2013.
[2] Editorial, "Rocky mountain highlight," The Wall Street Journal, November 6, 2013, <http://online.wsj.com/news/articles/SB10001424052702303309504579182091428213278> accessed on November 7, 2013.
[3] Ibid.
[4] Lyman Stone, "State and Local Ballot Initiative Results, November 2013," Tax Foundation, November 6, 2013, <http://taxfoundation.org/blog/state-and-local-ballot-initiative-results-november-2013> accessed on November 8, 2013.
[5] Moore.
[6] "Rocky mountain highlight."
[7] Ibid.
[8] Stone.
[9] Ibid.
[10] Moore.
[11] Monte Whaley, "Colorado's 51st-staters turn to legislation to fix urban-rural divide," The Denver Post, November 6, 2013, <http://www.denverpost.com/breakingnews/ci_24470204/51st-staters-now-turn-legislation-bridge-urban-rural?source=pkg> accessed on November 8, 2013.
[12] Ibid.
[13] Ibid.
[14] Patrick J. Buchanan, "Is Red State America Seceding?" Creators Syndicate, October 11, 2013, <http://www.creators.com/conservative/pat-buchanan/is-red-state-america-seceding.html> accessed on November 8, 2013.
[15] Ibid.
[16] Ibid.
[17] Moore.
[18] Ibid.
[19] "Rocky mountain highlight."


text:
Each month, Rated People connects over 50,000 homeowners with quality tradesmen - simply enter your job details in the form above to get started.
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Added 17/12/2016
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to hang 8 internal doors and fit door furnishings Timing: ASAP
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|Message view
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|Joe Orton <jor...@redhat.com>
|Re: svn commit: r821524 - in /apr/apr/trunk: CHANGES include/apr_network_io.h libapr.dsp network_io/beos/socketcommon.c network_io/os2/socket_util.c network_io/unix/socket_util.c test/sockchild.c test/testsock.c
|Tue, 06 Oct 2009 08:52:45 GMT
On Sun, Oct 04, 2009 at 12:09:58PM -0000, firstname.lastname@example.com wrote: > Author: rpluem > Date: Sun Oct 4 12:09:57 2009 > New Revision: 821524 > > URL: http://svn.apache.org/viewvc?rev=821524&view=rev > Log: > * Add apr_socket_is_connected to detect whether the remote side of a socket > is still open. The origin of apr_socket_is_connected is r473278 from > http://svn.apache.org/viewvc/httpd/httpd/trunk/modules/proxy/proxy_util.c > in httpd. The naming is not good here. A TCP socket is "connected" after the connection is successfully established via connect(), up until it is destroyed. From the name, I would expect this function to do would be to say whether a non-blocking connect() has completed. This function will reliably tell you that the receive part of the socket has been shut down by the peer, in the case that the socket's read buffer is empty. Notably the socket may still be "connected" in that state, albeit in half-duplex mode. I'd suggest a name like: apr_socket_atreadeof apr_socket_at_read_eof or something similar? The API docs should reflect that the return value is 1-on-success/zero-on-failure (unusual for APR), and that the function does not block. Regards, Joe
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