text:
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Giáo Dục - Đào Tạo
Mầm non - Tiểu học
Sáng kiến kinh nghiệm SKKN hiệu quả của việc sử dụng các truyện ngắn nhằm giúp phát triển kỹ năng đọc hiểu của học sinh THPT
Part 1: Introduction
1. Reason for choosing the topic.
It is assumed that the more students read, the better readers they become. Therefore,
establishing students' habits of reading is very necessary, especially in second language
Being aware of the importance of learning reading skill, authors of new English 10
have chosen interesting topics for reading lessons with the aim to promote students in
reading and improve their reading comprehension. However some of them are not
familiar with students' genre and reading in the text book only is not enough to enhance
students' interest in reading and reading comprehension. Thonis, (1970) suggested:
Comprehension skills depend upon two major factors: the background of
experiences, from which concepts have been acquired, and the speed, accuracy, and
richness of meanings which students bring to word recognition. The advancement of
skill in understanding what is read receives major emphasis during the intermediate
and high school years. As students become more efficient readers, the written
language which they meet in books becomes a source for larger vocabularies, for
increased knowledge, and for deeper comprehension of themselves and the world
around them.
Thus beside the reading texts in the text book students need to read more outside
class room to enrich their vocabulary as well as their background knowledge. That means
students must read extensively.
So many studies and researches have been conducted to find out ways to improve
reading effectiveness. Recently, there have been a lot of researches about the effect of
extensive reading in improving students' reading comprehension. Colin Davis (1995:335)
suggested that any classroom will be the poorer for the lack of an extensive reading
program and will be "unable to promote its students' language development in all aspects
as effectively as if such a program were present". He also claimed that such a program
will make students more positive about reading, improve their overall comprehension
skills, and give them a wider passive and active vocabulary. Myuskens (1983) affirmed
that "with students at the beginning and intermediate levels, instructors can use literacy
text for language practice, reading comprehension and possible aesthetic appreciation".
Strong (1996) also stated that "extensive reading of literature can encourage students to
develop positive attitudes toward reading".
However, At My Hao high school, the teaching and learning reading are mostly
based on text book. Therefore, the students seem not to be interested in reading lessons.
Most of them feel reading is difficult and boring even they are afraid of reading. Thus,
after reading a text they often don't understand much about its content or they
misunderstand author's ideas. When studying in a reading lesson, students often
experience the lack of background knowledge as well as vocabulary about the topics they
are reading. Other important reasons are their lack of motivation and time. In the word of
foreign language, the most popular expression might be "practice makes perfect". That is
the reason why the teachers have to find ways to enhance students read more and to
improve their reading comprehension.
From the point of view: students only read what they are interested in, the researcher
come to the study of using short story in teaching reading. Because among literature
materials, short story seems to be the most suitable with high school students of all.
Students at this age are curious and they like reading short stories. Collie and Slater
(1991: 196) list the advantages of using short stories for language teachers: short stories
are practical as their length is long enough to cover entirely in one or two class sessions;
they are not complicated for students to work with on their own; they have a variety of
choice for different interests and tastes; and they can be used with all levels (beginner to
advanced), all ages (young learners to adults) and all classes (summer courses to evening
classes). Moreover short stories don't take much time. Students can read them at the
break, before going to bed, on the bus or when they are waiting for someone.
With the above reasons I decided to do an action reaseach on using short stories as a
sort of extra reading materials with the aim to motivate students in reading and improving
their reading ability.
1.2 Aims of the study
The study is to find down if the using short stories in teaching reading helps
motivate students at My Hao high school in reading and improving their reading ability.
The overall purpose of the study is to investigate the effectiveness of the using short
story reading activities (as extra reading activities) at My Hao high school. Thus survey
questionnaires and class observations are used to investigate the teachers and the
students' attitude towards the using short stories in teaching and learning reading as well
as to examine the students' preferences for students' reading activities applied by the
The results of the study show that both teachers and students are fully aware of the
sheer importance of short story reading activities to the students' comprehension. Among
them, summarizing the story in spoken or written form appears to be the most interesting
activities. After this activity, the students not only comprehend deeply the short story but
they also practice speaking and writing skills. Secondly, the students find it easier to
comprehend the story by filling in relating problems or themes in the story to their real
2. Aim of the study
The study is to find down if the using short stories in teaching reading helps
motivate students at My Hao high school in reading and improving their reading abilities.
3. Research questions
This action research aims at answering the following research questions:
1. What are the students' problems and causes of the problems in reading lessons?
2. What are students' attitude and preferences for the using short stories in teaching
a. How do they find the short story reading activities that teacher applied?
b. What benefits do they think the short story reading activities bring them?
c. What short story reading activities do they like most to comprehend the story
more effectively?
3. Does the using short stories in teaching reading help students improve their reading
4. Scope of the study
The research aims at applying the using short stories in teaching reading to grade 10
students at My Hao high school. The subjects of the study are 50 students of class 10A3
(school year: 2011-2012) at My Hao high school including 22 males and 28 females. The
age of those 50 students ranges from 16 to 17. Hopefully, the findings of the study may
be applied in teaching reading to students at My Hao high school and other high schools
in Vietnam.
5. Methods of the study
I designed this action research since it is the problem in my own class and I would
like to improve my students' reading skill. It is a practical action because its purpose is to
research a specific school situation with a view toward improving practice reading, to
focus on a small-scale research project, to focus narrowly on a specific problem and to be
undertaken by an individual teacher within a high school.
Data collection instruments:
To answer the research questions of the study, the data are collected through
questionnaires, interviews, observations, and tests.
6. Significance of the study
As mentioned above, learning reading is very important to students. Therefore, to
raise students' interest in reading and help them comprehend the text better, the applying
extra reading activities in teaching reading are very necessary.
The aim of this study is to find out whether the using short stories in teaching
reading motivates students in reading and improves their reading comprehension.
PART 2: development
Chapter 1: Literature review
1.The importance of learning reading comprehension skills
Reading comprehension is what allows the readers to interact with the text in a
meaningful way. It's the bridge from passive reading to active reading, from letters and
words to characters and contexts. Reading comprehension is the crucial link to effective
reading - a strong factor in our educational and professional lives. For many reasons,
reading comprehension also unlocks the door to a lifetime of reading recreation and
enjoyment. Reading comprehension skills increase the pleasure and effectiveness of
reading. In short, building reading comprehension skills require a long term strategy in
which all the reading skill areas (phonics, fluency, and vocabulary) will contribute to
success. Thus, teachers should find out what skill areas that their students are bad at and
help them improve those ones.
2. Motivation
If students are going to develop good reading skills, they'll want to read. People are
more motivated to read if they are interested in the topic. Research confirms that students'
motivation is a key factor in successful reading. Harmer, J (2003;44) defined "motivation
is some kind of internal drive that encourages somebody to pursue a course of action."
Students' interest in reading is vital to the motivation and reading assignment
(Collins, Decker, 1996.53). If a student is intrinsically motivated, the students desire to
read the materials because they are interested in it. Another strategy that is used to
promote intrinsic motivation is to find topics that students are interested in learning more
about and have the students research it (Guthrie, Solomon, 1997;43). The students want
to read the material because they are so determined to learn more about the subject; they
will also want to work hard at it because they picked it out (Hunt, Lyman, 1997;21).
Beside intrinsic motivation, extrinsic motivation is not less important. In this study,
extrinsic motivation is considered as teacher's role in enhancing students to read as well
as sustaining students' interest in reading. Harmer (2003) said that "clearly a major factor
in the continuance of a student's motivation is the teacher." The teachers are the people
who know best about their students, they will know how to enhance their students'
interest in reading and when to provide help to them. The teachers are also students'
friends who share their difficulties in learning and from those difficulties they will find
the most suitable method of teaching to increase and direct their students' motivation.
Thus, to make our students want to read, besides giving them interesting lessons
with pleasant learning environment and various activities we need to provide them
materials that they are interested in or let them choose their own materials to read.
3. Motivation in leaning reading short stories.
3.1. Short stories and their benefits to high school students
When students are let to read materials that they are interested in they will want to
read more. Wells. C (1980;78) stated that "If reading has been pleasurable because the
students have been able to identify successfully (emotionally and intellectually) with the
text, and to organize the material, then the students will want to read more. This desire
will set off a chain reaction which will lead to more reading, and the more the student
reads, the better he will read."
To high school students, short stories seem to be the most suitable materials for extra
reading activities. Erkaya (2005;75) said "short stories usually have a beginning, middle
and an end, they encourage students at all levels of language proficiency to continue
reading them until the end to find out how the conflicts is resolved". He also stated that "
short stories, for example, help students to learn the four skills listening, speaking,
reading, writing more effectively because of the motivational benefit embedded in the
stories and with short stories, instructors can teach literacy, culture, and higher-order
thinking benefit." Accordingly, what Hirvela and Boyle (1988;66) report is not
surprising: they examine students' attitudes towards four genres of literary texts (short
stories, novels, poetries and dramas) and state that their Hong Kong Chinese students
indicated short stories as the genre that is less feared and the second most enjoyed (43%;
the novel is the most enjoyed with 44%), since short stories are easy to finish and definite
to understand.
In addition, short stories are the best path to improve your overall reading
comprehension. Short stories are easy, not time consuming, and the plots are relatively
simple, with limited locations and characters. In about an hour or so, you should be able
to read a short story, and then sit down and analyze the story from beginning to end. You
should be able to identify the characters, what the story's plot is about, and analyze the
plot from different angles. This will teach you to see a system from different angles.
"Thus short stories - they are simply, easy and fun. But they can really improve your
reading comprehension"(Keith Johnson, 2008;77).
In conclusion, the answer to the question of why short stories are the most suitable
literary form to use in English classes lines in Edgar Allan Poe's definition of short
stories. He defined it "as a narrative that can be read at one sitting of from one-half hour
to two hours, and that is limited to 'a certain unique or single effect', to which every detail
is subordinate" (Abrams, 1970;88). Since it is short, and aims at giving a single effect,
there is usually one plot, a few characters; there is no detailed description of setting. So, it
is easy for the students to follow the story line of the work.
3.2. Choosing the suitable short stories for high school students.
As it is mentioned above, of literacy genres, short stories seem to be the most
suitable one to use in crowded class due to its shortness. However, there is no strict rule
to determine the length of short stories; as well as very short stories, there are longer
ones. Therefore, it is the duty of the teacher to choose a story short enough to handle with
course hours. "The shortness of the text is important for the students because they will
see that they can read, understand and finish something in English, and it will give the
students a feeling of achievement and self - confidence" (Zerrin Eren, 2004.98) To high
school students with the pre-intermediate language level the teacher can choose short
stories which have from two hundreds words to three hundred words in length.
Beside the length of the work, there are some other important criteria that must be
considered while choosing the text. Hill (1994;45) points out the basic criteria to be kept
in mind while choosing a literary text as follows:
- The need and abilities of the students
- The linguistic and stylistic level of the text
- The amount of background information required for a true
- Appreciation of the materials.
In addition, the vocabulary and sentence structure of the short stories to be studied
must be suitable to the level of the students. The short stories with archaic, slang, foreign
words, and allusions, having sentences imitating the speech of a particular locality or
ignorant people or foreigners must be avoided. Similarly, very long sentences are difficult
for students to understand. As students will not understand these sentences and words,
they will get bored and not read the work. Therefore, before giving the short story, the
teacher should decide the readability of the text.
Moreover, High school students are at teenage age, thus, the short stories for
teenagers are important sources for teacher. Sandra Lee McKay (2001: 322) and Wilga
Rivers (1968: 230) point out that students read and enjoy a text if the subject matter of
the text is relevant to their life experience and interests. There are short stories written for
teenagers, although they are written for native speakers, "one way or another, they are
directly relevant to the life experience, thoughts, emotions, and dreams of young people"
(Rongqvist and Sell 1995: 44).
3.3. How to use short stories in teaching reading
Short stories studied must be assigned to the students previously.
Each student's reading and understanding speed is not the same, and the course hours
are limited in high schools. If the students read the chosen text beforehand, they will
understand the surface meaning or at least, have an ideal about the subject matter of the
story. For the best use of the allocated time, the students must read the text before the class
meeting. Before reading the text in class, the teacher should give very brief information
about the writer in order that the students can see the writer in the context of his/her time.
Using a graphic organizer or story map
Following the reading of the text, the teacher may use a graphic organizer so that the
students can comprehend the story better. A graphic organizer is "a visual aid that
displays the chunks of information to be studied" (Crandall, Jaramollo, Olsen and Peyton,
(2002: 2). Crandall et al. (2002: 2) explain the advantages of using graphic organizers as
Graphic organizers can help teachers clarify their instructional goals. Teachers can
ask themselves what they want their students to learn and how they can display this
information graphically to help their students connect their ideas...
A story map in particular will help students understand the components of the story.
Crandall et al. (2002;5) describe a story map as follows: "A story map is one example of
a graphic organizer. A story map breaks down the components of a story- characters,
setting, and dialogue in a series of events or conflicts leading to resolution-into chunks of
text that can help students organize and comprehend the events of the story". Using a
story map, we can encourage our students to infer meaning from the text, and is able to
develop students' reading and speaking skills.
Below is a model of a story map:
Event 1
Event 3
Event 2
Theme of the story
Adapted from the story map by Crandall et al. (2002, p. 2-3)
Beside the using story map, we can provide the students other activities to
comprehend the story. The following activities are suggested by Joanne Collie and
Stephen Slater (1993;9)
Asking and answering questions relating problems or themes in the story to
real life of the students. This activity can be applied for pair work, group work or
teacher and whole class.
Doing multiple choice or true/false exercises that focus on new vocabulary
and reading comprehension about the story.
Reordering the events of the story.
Summarizing the story in spoken or written form.
Compare, note point of similarity and differences of content of the two stories
with the same topic.
Provide title for the story.
Chapter 2: Research methodology
1. What is action research?
Action research is now becoming increasingly popular in language education. It is a
process in which some decisions about the teachers' future practice result from problem
identification and analysis on daily practice.
Action research is advantageous in many ways. Glanz (1991.7) points out that, in the
first place, it is feasible because the research is done by the practitioner (the researcher) in
his/her own practical context and situation. Although it is done in reasonable time, action
research brings immediate benefits to teaching practice. In addition, he states that action
research directly affects a teacher' practice and enable him /her to renew the classrooms
and promote instructional improvement. Finally, all the stages of action research are
implemented in a strict order which allows educators to systematically address to topics
and issues that affect teaching and learning in the classroom.
With the above important reasons, an action research was selected to fulfill the
2. The setting and the participants
2.1. The setting of the study
The study was carried out at My Hao high school where the researcher has been
teaching English for eight years.
2.2 The subjects of the study
The subjects of the study are 50 students of class 10A3 at My Hao high school
(school year: 2011-2012) including 22 males and 28 females. The age of those 50
students ranges from 15 to 16. They all have learnt English for at least four years at
secondary school therefore, on average, they have a pre-intermediate level of English
language proficiency. They have already studied reading skill for one term at My Hao
high school, and have finished eight units of the text book English 10 (Hoang. Van. Van.
et al, 2007.9). In the second term they continue with the reading texts in this text book.
2.3. Reading materials
Material is considered to be one of the kernel elements in the model of language
teaching and learning. O'Malley and Chammot (1990:210) state that:
The objectives of language materials are to develop academic English language
skills through content-base instruction, to develop understanding and skills in content
areas, and to teach students learning strategies that will help them become autonomous
learners of both language and content.
Because of this, appropriate reading materials must effectively assist students in
developing their reading skills. Teachers are advisable to design or at least know how to
select suitable reading materials accompanied with a relevant range of exercises for
students. In other words, the topic of reading materials must be of students' interest.
Baker de Gonzalez and Blau, (2000.10) suggested that
The high-interest topic and thematically linked reading affectively build students'
background knowledge and vocabulary for later reading. With their increased knowledge
of a topic, students will have more to talk, write and think about as they acquire English.
In conclusion, The influence that materials have on the teaching and learning process
can not be denied, so reading teachers must be aware of the role of materials have in their
classroom and the way they are used. From this the teachers can choose the most suitable
reading materials for their students.
3. Action research procedure
3.1. Identifying a problem
What was the students' problem?
After teaching class 10A3 for a semester, the researcher realized that the students
were not motivated in the reading lessons. As a result, most of them could not answer the
comprehension questions after reading so they did not comprehend the reading well after
reading lessons.
3.2. Collecting data
What were the causes for the students' problem?
In this step, the main causes for the students' low comprehension in reading lessons
were identified with questionnaire 1 for the students as presented in 3.3.1, the class
observations and interviews with other reading teachers as in 3.3.2 was conducted to
check the real ability of the information from the Questionnaires.
3.3. Pre-test and post-test.
The pre-test, which was taken from My Hao high school's test library, is to check
students' reading comprehension. It was done at the beginning of the second term. The
test consists of two reading texts with the topics that the students have learnt in the first
term and there were four exercises to check students' vocabulary knowledge and reading
comprehension ability after learning eight units in the first term. The test was taken
before the time of action plan implementation.
The post-test, which was taken from My Hao high school's test library, is to check
students' reading comprehension. It was done at the end of the second term. The test
consists of two reading texts with the topics that the students have learnt in the second
term and there were four exercises to check students' vocabulary knowledge and reading
comprehension ability after learning eight units in the second term. The test was taken
after the time of action plan implementation.
The format of the two tests and the kinds of exercises were designed the same. Only
the information asked and checked are different according to the different reading topics
in each term. So the researcher should be sure that the tests are relatively equal in the
level of difficulty.
Through the two tests, the researcher can find the differences in the students' reading
comprehension; compare the results before and after the time of doing action plan.
Chapter 3: DATA ANALYSIS
1. Implementing the action plan
How was the action steps implemented?
The action plan was implemented for 16 weeks from week one to week sixteen of
the second term at the fifth period on Friday (Normally, students learn 4 periods on
Friday, the researcher had asked for the permission of the school's leaders about this).
The subjects were the students of class 10A3 at My Hao high school. The teacher was the
researcher of the study. Besides, one more teacher was invited to observe the class in the
first period of each unit during the time of action plan implementation. During the sixteen
weeks of the action plan implementation the students were provided with different short
stories and comprehension tasks that correspond with the topic of the reading in the text
book, students' knowledge, interests and levels of proficiency. (Appendix 6)
2. Collecting data from survey
What was the students' reading comprehension like after action plan
After sixteen weeks of action plan implementation, some data about the students'
attitude and opinion about the using short stories in teaching reading were gathered
through questionnaire 2 and the class observation checklists in which the students'
comprehension was objectively assessed by another observer. She had the observation
sheet for her observation including the way the teacher taught the students, the reading
short story activities the teacher applied and the students' attitudes towards the teacher's
activities their involvement in the activities, their reading comprehension performance
and their interaction with each other while completing the reading tasks.
3. Analyzing data from teachers' survey
What were the results and recommendations for further study?
The action research was evaluated based on the results collected from the post data.
From the findings of the action research evaluation, some recommendations were made.
The research method and its different data collection instruments were presented.
The reasons for the method selection were also discussed.
The pre-data collection procedure, the implementation of the action plan, and the
post-data collection procedure were conducted in a strict order.
After the pre-data were analyzed, the causes of the students' low reading
comprehension were sought.
Then one action plan of using short story in teaching reading was developed and
implemented during the sixteen weeks of the study.
Based on the analyzed results from the action plan implementation and the post
data collected after sixteen weeks of action plan implementation, the action
research was evaluated.
In conclusion, action research was chosen to be the research method of this study
because action research can help to identify problems, solve the problems, and
evaluate the solutions, which are exactly what the researcher wanted to do.
4. Analyzing data from students' survey
4.1. Pre -test data
The pre test was done by students in class 10A3 ( 2011-2012) at My Hao high
school. The researcher had chosen some reading texts and built up a reading
comprehension test which suits with students' language level and covers the topics that
the students had learnt in the first term. The test was taken at the end of the first term
before the time of action plan complementation.
And the results of the pre- test were presented as follow:
marks 1 - 2 (10%)
marks 3 - 4 ( 28%)
marks 5- 6 ( 54%)
marks 9 -10 (0%)
marks 7 - 8 (8%)
As can be seen from the information above, most of the students got low marks
(38%). The number students getting excellent marks is very low ( only 8%). In the
previous term, the students did not comprehend much in reading lessons and the cause of
the students' low comprehension in reading lessons was that they lack of vocabulary,
background knowledge and motivation for reading.
4.2. Post test data
The post test was done by students in class 10A3 (2011-2012) at My Hao high
school. The researcher had chosen some reading texts from My Hao high school test
library and built up a reading comprehension test which suits with students' language
level and covers the topics that the students had learnt after implementing the action plan
for 16 weeks. The test was taken at the end of the second term after the time of action
plan complementation.
And the results of the post test were presented as follow:
m arks 1 - 2 (0%)
m arks 3 - 4 ( 4%)
m arks 5- 6 ( 30%)
m arks 7 - 8 (52%)
m arks 9 -10 (14%)
As can be seen from the information above, most of the students got higher marks
than those of the pretest. During 16 weeks of the second term, students were given a lot
of stories by teachers. Therefore, their reading skill has improved much. As a result of
this, the number of students getting bad marks decreased remarkably (only 4%) and the
number of students getting excellent marks increased sharply (66%)
4.3. Pre-test and post-test comparison
9; 10
7; 8
5; 6
3; 4
1; 2
The results from the pre-test and post-test showed that the students gained
significantly high reading comprehension level of the reading text thanks to the short
story reading activities that the teacher applied in the action plan implementation. In the
pre-test there were no marks 9 or 10 but in the post test, 14% of the students got marks 9
or 10. The number of students who had marks 7 or 8 increased strikingly from 8% to
52%. None of the students got marks 1 or 2, only 2 students got mark 4(4%). In
conclusion, the scores from the two tests showed a big difference in the students'
progress in comprehending the reading texts as well as in developing their reading skill.
Chapter 4: Major findings and suggestions
1. Students' factors affecting reading comprehension
1.1. Limited background knowledge
It is easier to read and understand the text if we know something about the topic. For
example, in our own language, it is very difficult to read a science textbook if we have
never learnt any science. Except various background knowledge of difference nations,
human share a large amount of the same knowledge known as common knowledge that is
beyond the limitation posed by culture region or religion. For this reason, students are
encouraged to read as widely as possible. The key to incorporating the information into
the readers' knowledge is partly base on the amount of background knowledge of the
reader. Having background knowledge permits the information to be incorporated into
pre existing knowledge structures. Research on enriching background knowledge has
demonstrated that activating such knowledge increases comprehension. Graves and his
associates (1980; 1983) developed previews for short stories that had, as one component,
the building of prior knowledge important to understanding the selection. Hayes and
Tierney (1982) found that presenting background information related to the topic to be
learned helped readers learn from texts regardless of how that background information
was presented or how specific or general it was. Alvarez (1990) used case-based
instruction to develop students' abilities to assemble and incorporate different knowledge
sources in memory. He taught them how to employ thematic organizers and hierarchical
concept mapping in their reading.
Additionally, research clearly emphasizes that for learning to occur, new information
must be integrated with what the learner already knows (Rumelhart, 1980).
It appears that providing students with strategies to activate their prior knowledge
base or to build a base if one does not exist is supported by the current research and this
is one way teachers can have a positive influence on comprehension in their classrooms.
1.2. Lack of vocabulary
Most people feel that there is a common sense relationship between vocabulary and
comprehension--messages are composed of ideas, and ideas are expressed in words. The
crucial role of vocabulary knowledge in reading comprehension has been well recognized
in first language (L1) situations and this has appeared to be true of second language (L2)
settings as well because a strong vocabulary is the foundation for reading comprehension.
In fact, vocabulary is the foundation of all areas of literacy listening, speaking, reading,
and writing. (Trisha Callella. 2004. Teaching vocabulary to improve reading
comprehension. Creative teaching pressed).
By high school, students with a diversity of backgrounds and skills are immersed in
content area instruction. Yet all students, and particularly those who are struggling, are
confronted with vocabulary and concepts that are unfamiliar or misunderstood. Those
misunderstandings interfere with comprehension of content area curriculum.
That is the reason why the vocabulary enrichment for students becomes necessary.
Many researches have been carried out to study the possibility of learning vocabulary
through reading especially through extensive reading in a second language.
Day, R., & Bamford, J. (1998) also found that
Research convincingly shows that extensive reading increases vocabulary knowledge.
It is not surprising that extensive reading helps students become better readers. Research
in both L1 and L2 shows that we learn to read by reading. The more our students read the
better readers they become. An integral part of this is learning new vocabulary. One of
the primary way in which vocabulary is learned is through reading. Learners encounter
the same words over and over again in context, which results in vocabulary learning.
This fact leads to the using short stories (as an extensive reading activity) in
enriching students' vocabulary knowledge as well as improving their reading
1.3. Lack of reading comprehension skill.
Students were asked about what should be done to improve their reading
comprehension. More than a half (56%) of the students agrees with idea of providing
more activities to raise students' interest in reading. 60% of them approve for idea that
students should read more outside classroom to enrich their own vocabulary and
background knowledge. However, the highest percentage (64%) approve for idea of
teachers' role in helping students to find suitable extra reading materials. Seven other
students (14%) say that students should check all new vocabulary before learning reading
The above numbers show that the using reading text in English 10 only is not
enough to improve students reading comprehension. Besides reading text in English 10,
extra reading materials and extensive reading activities are also very important to
students' reading comprehension.
2. Teacher's factors affecting teaching reading.
The role of background knowledge in language comprehension has been formalized
as schema theory which has one of its fundamental tenets that text, any text, either
spoken or written, does not by itself carry meaning. Rather, according to schema theory, a
text only provides directions for listeners or readers about how they should retrieve or
construct meaning from their own, previously acquired knowledge. This previously
acquired knowledge is called the reader's background knowledge, and the obviously
acquired knowledge structures are called schemata.
Schema theory suggests that we need to utilize information not explicitly contained
in the text to comprehend more texts. The knowledge we carry around in our head is
organized into interrelated patterns. These are constructed from our previous experience
of the experimental world and guide us as we make sense of new experiences. They also
enable us to make predictions about what we might expect to experience in given context
and there is no doubt that extra reading activities are of great help in widening learners'
background knowledge. However, deciding the right reading materials for the right
students and at the suitable time is not easy to all teachers. Therefore, teaching
methodology plays a very important role in language teaching in general and in teaching
reading in particular.
3. Reading material factors
Material is considered to be one of the kernel elements in the model of language
teaching and learning. O'Malley and Chammot (1990:210) state that:
The objectives of language materials are to develop academic English language
skills through content-base instruction, to develop understanding and skills in content
areas, and to teach students learning strategies that will
autonomous learners of both language and content.
Because of this, appropriate reading materials must effectively assist students in
developing their reading skills. Teachers are advisable to design or at least know how to
select suitable reading materials accompanied with a relevant range of exercises for
students. In other words, the topic of reading materials must be of students' interest.
Baker de Gonzalez and Blau, (2000) suggested that
The high-interest topic and thematically linked reading affectively build students'
background knowledge and vocabulary for later reading. With their increased knowledge
of a topic, students will have more to talk, write and think about as they acquire English.
In conclusion, The influence that materials have on the teaching and learning process
can not be denied, so reading teachers must be aware of the role of materials have in their
classroom and the way they are used. From this the teachers can choose the most suitable
reading materials for their students.
4. Suggestions for motivating students to read.
As mentioned before, motivating students to get actively involved in reading lessons
depends on several factors. However, the author of the study intends to investigate into
the impact of teachers' teaching method through the using short story reading activities as
extra reading activities. Base on the data gathered from the survey questionnaires,
interview and observations, major findings have been pointed out to help the researcher
have an overview of the current situation of the using short story in teaching reading at
My Hao high school. The findings enable the researcher to give some recommendations
to better the situation for the sake of the students.
The findings from the research indicate that it will be beneficial for the students
when the using short story reading activities are applied in teaching reading and build a
good habit of reading for them. Through frequently short story reading activities students
will have more chance to contact with the target language in many different fields
therefore, the students' background knowledge and vocabulary surely will be increased
and their reading comprehension also will be improved.
By reading outside class room, students will establish themselves a habit of reading.
This habit is very necessary for them in practicing their reading skills because "the more
they read the better readers they become."
Thus, the situation investigated in the research calls for the applications of using
short story reading activities in teaching reading.
PART 3. Conclusion
It is apparent that students at My Hao high school often encounter several difficulties
when dealing with the reading skill. One of these is the lacking of background
knowledge, motivation, and vocabulary therefore students often find it hard to
comprehend the reading text so the reading comprehension of them is still rather low.
There are several factors affecting the students' reading comprehension in learning
reading in general and in reading a specific text in particular. From the data analysis, it is
important to spot that teacher' teaching method, especially in establishing the students the
habit of outside class reading, have great impact on the students' comprehension of the
reading text. Although the teachers as well as the students are fully aware of the
important role of extra reading activities, the chosen reading material and reading
comprehension activities are very necessary.
To improve the situation, the teachers should take into consideration such things as
teaching and learning condition, the reading material, reading activities, learning
strategies and students' preference… In more details, using short story reading activities
as extra reading activities appropriately and flexibly, encouraging students' internal
factors … are feasible and effective solutions to apply in teaching reading.
Finally, it is hope that the study will make an especially significant contribution to
the improvement and renovation of the current situation of teaching and learning English
at My Hao high school.
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text:
Dream Tower Trailer (1994)
01 January 1994 Factual 47 mins
Dream Tower chronicles Toronto's most notorious social experiment of the sixties. Inspired by cultural critic Paul Goodman, philosophies of alternative education, and the decade's political upheaval, a group of young idealists established Rochdale as a free university and student residence in 1968. Rochdale's founders envisioned an enlightened community of self-educators, and the first 100 or so students, earnestly studying subjects such as Heidegger and anarchism in eight-hour seminars, made the dream seem possible. But they didn't anticipate that some people wouldn't know what to do with freedom, that hippies kicked out of Yorkville would overrun the building, or that drug-dealing motorcycle gangs would camp out in the lobby.
Watch the official Dream Tower 1994 trailer in HD below or find more Dream Tower videos on Vidimovie.

subset: commoncrawl


text:
Redskins Fans Rush To Snap Up Few Tickets
Wednesday, January 4, 2006
Hey! Who needs tickets?
This is, after all, the Redskins first playoff game since the 1999 season. And believe it or not, there are some choices. Just be willing to pay. Playoff-deprived Skins fans can go for the nosebleed seats at Raymond James Stadium in Tampa on Saturday or even some on the 50-yard line, but for those who really want to do it up big, why not go for an entire luxury suite?
There was one available "between the 25s" on the Redskins side of the field that will hold 20 people in style. The price for the suite began at just under $40,000 yesterday afternoon but was up to $45,500 by the time the sun went down. Bidding on the suite will end in two days, and who knows how high the price will be by then.
Yesterday was Day 2 of Redskins postseason, and while the team was preparing to face the Tampa Bay Buccaneers -- which beat Washington on a disputed touchdown this season -- fans were scrambling for game tickets, flights and hotel rooms.
"We've gotten hundreds of phone calls and are holding lots of reservations -- close to 100," said Art Ginolfi, vice president of sales for Omega World Travel, which runs RedskinsTravel.com, the official travel agent of the Redskins. "Most people don't have tickets, but they want to be in the area. They want to be down there, close to the stadium. They just want to be part of the action."
The vast majority of seats for Saturday's game went to Bucs season ticket holders -- the team sells out every game and has a waiting list of 115,000 people. A team spokesman said "a very limited number" of tickets went on sale to the public. The Redskins were allotted fewer than 1,000 tickets -- the same as the team gets for away games during the season -- and those typically go to players and coaches and their families. The NFL also got its small regular allotment.
That means that the typical Redskins fan has to find online auction sites such as eBay or ticket brokers.
Ginolfi said he hopes to have game tickets available this week, but the Redskins have told him not to hold his breath. "It is a little frustrating," he said, "but the fans have been great. They have been calling us since halftime of the Eagles game. Our Web site had 3,000 hits in the 24 hours since the end of the game."
Yesterday morning, Brad Malone, 27, of Dunedin, Fla., fired up his computer and scored six tickets from Ticketmaster. He began going to Bucs games with his grandfather, was a season ticket holder himself until this year and plans to keep two seats for himself and sell the other four. He's asking $250 for each of the seats, on the club level. As an incentive, Malone is throwing in a photo of Buccaneer cheerleaders.
Malone said in a telephone interview yesterday afternoon that he had not received any bids on the tickets but expected that the action would heat up as kickoff neared.
Ginolfi said he finds most Redskins fans to be "very well educated," and he may be right when it comes to scoring tickets.
J.T. Thompson, 27, of Springfield said he got his tickets Monday morning through a buddy in Tampa who had a password that allowed fans -- in theory, Bucs fans -- to get seats before they went on sale to the public through Ticketmaster.


text:
Gap year? Get organised
A clearing system has been launched to help you plan. Tom Chesshyre reports
IT IS less than two weeks until the A-level results come out, after which thousands of students face the prospect of going through the university "clearing house" to find a course that suits them. But this year, for the first time, there's another clearing system. And this one is a bit more fun. The gap year website Gapyear.com has developed a system that allows students to see exactly what overseas projects, jobs and activities are still available for the year ahead.
From learning to be a lifeguard in the United States to teaching English to youngsters in Kenya, from working on a flower farm in Australia to helping to conserve coral reefs in the Caribbean, there's an enormous choice. See Six of the Best year-out…


text:
Pally up
(informal) (intransitive, adverb) often foll by with. to become friends (with)
Tagged: p
Read Also:
- Palm
[pahm] /pɑm/ noun 1. the part of the inner surface of the hand that extends from the wrist to the bases of the fingers. 2. the corresponding part of the forefoot of an animal. 3. the part of a glove covering this part of the hand. 4. Also called sailmaker's palm. a stiff rawhide or […]
- Palma
[pahl-mah] /ˈpɑl mɑ/ noun 1. Also called Palma de Mallorca. a seaport in and the capital of the Balearic Islands, on W Majorca. 2. one of the Canary Islands, off the NW coast of Africa. 281 sq. mi. (728 sq. km). Capital: Santa Cruz de la Palma. [luh pahl-muh] /lə ˈpɑl mə/ noun 1. a […]
- Palmaceous
[pal-mey-shuh s, pahl-, pah-mey-] /pælˈmeɪ ʃəs, pɑl-, pɑˈmeɪ-/ adjective 1. belonging to the plant family Palmae. /pælˈmeɪʃəs/ adjective 1. of, relating to, or belonging to the palm family, Arecaceae (formerly Palmae or Palmaceae)
- Palma-de-mallorca
[Spanish pahl-mah th e mah-lyawr-kah] /Spanish ˈpɑl mɑ ðɛ mɑˈlyɔr kɑ/ noun 1. (def 1).


text:
Contact Info / Websites
All 7 art Reviews
A Peanuts Tribute
Rated 5 / 5 stars
Perfect it felt like Penuts, it was funny fit the style and made you feel heart warmed but at the smae time lagth at Charlie Brown's failure. Good job Shultz would be proud. :)
Rated 4.5 / 5 stars
It's really good, WW redeads in my opinion are the scariest, and WW is just a great game, this is nearly perfect!
Rated 4.5 / 5 stars
Return To Lost
Rated 4.5 / 5 stars
Brakkenimation responds:
: )
To The Light
Rated 4 / 5 stars
I love it! Make more! :D
Rated 4.5 / 5 stars
Love the monster, what's it called?
Brakkenimation responds:
Couldn't think of a name for it actually! I was thinking Terran... Terros... something like that.
Open to suggestions :)
Rated 5 / 5 stars
Looks like what he may look like in Wind Waker HD Yay! `U`


text:
No letters or numbers on it at all. I assume it is an over the counter medication.
Found round white pill with large arrow on both sides it?
- Asked
- 14 Sep 2015 by Wtf4
- Active
- 14 Sep 2015
- Topics
- medication, pill
Responses (1)
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text:
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If you are a Beaminster cantonese tutor wanting to offer your local cantonese tuition services in Beaminster or the UK, please register with First Tutors or find out more about what we do here. Home cantonese tuition is a fantastic way to re-affirm your own cantonese knowledge while helping someone else, all in your local Beaminster area!


text:
You've all seen riders who have trouble keeping the rear end of their bikes in line. Too much throttle has the rear ends of their bikes stepping out, and their on/off switch style throttle control has the back end busy enough that following them around the track is a whole lot more entertainment than you're looking for.
We grabbed Sean Hamblin and asked him for some of his throttle control tips for staying smooth and fast when exiting corners.
"When I enter a corner for braking and acceleration I try to keep a steady flow. So I do all my braking before I enter the corner, get everything done, and set up for the exit. Your elbows are always up, and I've always got a finger on the front brake.
After I finish my braking, I just slowly roll the throttle on into the apex of the corner. Not hard, I don't stab at it to where I break loose with uncontrolled wheelspin. When you do catch traction it'll shoot you off the track.
(Click the image above for a larger version).
"Most of the time you're using a quarter throttle to maybe half, especially in supercross with the dirt being so tacky. In a race you're almost never going to be all the way to the stop. Mainly what you want to do is add more throttle little by little until you feel comfortable. Go faster and faster each time with more throttle."


text:
Author's note: Erm…/shuffles feet sheepishly/…hi. I thought I ought to finish the story. Sorry about leaving it…/sneaks away in shame/.
Disclaimer: No, just because I was gone doesn't mean I was on to bigger and better things. I still don't own anything.
Author's note 2: Just a reminder that this story is set before the departure of Admiral Chegwidden. Just another painful reminder of how long I let this story go unattended. Again, apologies all around.
"Riddle me this," I said to Harm as we drove into work in his SUV, "Why don't we get a snow day? AJ got one!"
"That's something you'll have to take up with the school board," he answered. /And JAG, he added to himself.
"Yeah, well, this traffic is terrible. You'd think people would have learned how to drive in snow."
/You'd think./ He was irritated. Harm is not a morning person.
It was Monday, and Harriet and Bud were still stranded at the airport, which meant that we still had AJ with us.
"I hafta go potty," he called from the back seat.
Of course.
/Zip-a-dee Doo-dah…/ "Can you hold it?" Harm asked out loud.
"Not really," he answered earnestly.
Harm took a deep breath. /One…two…three…/
"Harm is gonna pull into the next place we see, okay? Why don't we play 'I Spy'?" I suggested, trying to take AJ's mind off his need to use the restroom while simultaneously giving Harm the time he needed to de-stress.
"Okay, me first!" he answered enthusiastically.
Twenty minutes later, we were at JAG.
/Finally/. "Okay, I've got court first thing this morning, which," he paused to look at his watch, "I will just barely make. Are you okay with AJ?"
"Sure. Go," I answered, pushing him to hurry.
/Love you/ "See ya later, Mac."
I smiled warmly. "See ya." Love you, too.
AJ was in my office playing quietly while I worked on my cases. After about an hour, I said to him, "AJ, I'm going to get some coffee. Do you want to come with, or will you be okay in here by yourself for a minute?"
"I'll be okay," he answered without looking up from his action figures.
"Okay." I walked out of the office and headed quickly for the break room. When I got back to my office less than two minutes later, AJ was gone.
"Dammit," I muttered to myself. I put my coffee mug on my desk and went in search of my godson. I walked into Harm's darkened office and called out softly, "AJ…are you in here? Aunt Mac can't play hide-and-seek right now."
I checked under the desk, but didn't find him anywhere. I turned to walk out, and instead ran smack into Harm, just returning from court.
"Whoa!" he said. /I don't think the office is the right place for this/
Har, har. "Harm, I need your help finding AJ. I was gone for a minute to get coffee, and when I got back to my office, he'd disappeared."
/Not good/ "Okay, lemme put my stuff down and we'll search."
He put his briefcase and folder on his desk and guided me out of his office, and we began the search. We checked underneath desks and asked a few people if they'd seen him. Finally, as we passed the Admiral's office, we heard his voice loud and clear.
"…ice cream at the park! And Unca Harm pushed us on the swings."
Without announcing ourselves, Harm pushed the door open and stepped inside, interrupting AJ's story. "Admiral, I can explain."
The admiral held up his hand, then looked back at AJ. "Continue."
"Anyways," he proceeded, "Aunt Mac and Unca Harm stayed the whooooole weekend together! And we went to the laundry, and Unca Harm looked at Aunt Mac's underwear, and they were sleeping together, and they were gonna take a shower, and they're getting married, and Aunt Mac lost her ring, and Unca Harm found it, and they kissed! And," AJ took a deep breath before finishing, "Aunt Mac is gonna have a baby."
Harm and I stood in the doorway mortified.
/My military career is officially over/
Ya think?
Admiral Chegwidden smiled indulgently at AJ, then looked up at the two of us. He seemed to choose his words carefully, and finally said, "Is, uh…is this true?"
"Uh…" Harm started.
"Well…" I tried.
We looked at each other pleadingly, and for the first time in days, I could tell Harm was doing some serious thinking, but I couldn't hear any of it.
Finally, I took a deep breath, exhaled, then said, "Well, sir…I'm not pregnant."
The Admiral pursed his lips and nodded his head. "Uh-huh…."
He finally noticed my ring and said, "We'll need to talk about this. Meanwhile, just keep it out of the office."
Harm and I stared at him in disbelief. He shuffled some papers on his desk, and we still stood there. After a moment, he looked up. "Was there anything else?"
"No, sir."
"Absolutely not."
"Very well," he said. "Dismissed."
We both executed a smart about face and walked quickly out of the room, I ushering AJ in front of me.
"And congratulations," Admiral Chegwidden called to our retreating forms.
Once in the outer office, we stopped and AJ looked at Harm and me appraisingly and said, no doubt quoting some movie, "I think that went well."
Harm and I chuckled, relieved.
To those two of you who still stuck with this story, please read and review. Or don't. I probably don't deserve it anyway.


text:
New billboards display religious message with a twist
TAMPA (FOX 13) - The website WhyIslam.org is aimed at educating people about the religion. It allows visitors ask questions, read quotes from the Quran, or set up a tour of a local mosque. Shibly said now, more than ever, education is needed.
"Over the last year, we documented a 500-percent increase in anti-Muslim hate crimes in Florida," Shibly said.
Using these billboards, Shibly said, the Muslim community hopes to curb hate crimes and calm fears with facts.
"ISIS is the biggest enemy of Islam," Shibly continued. "We have to stand united and not let them turn us against each other because that's what they want, ultimately."
Some agree with the message while others need more convincing.
You may have noticed some new billboards showing up around the Tampa area. They display a religious message with a political twist.
The message reads, "Making America Great with Love, Compassion & Mercy." It's channeling the Trump-Pence presidential slogan, "Make America Great Again." It's even designed to look similar to their campaign signs.
But, this is a different type of campaign. Underneath the message is is a hotline, 877-WhyIslam and link to the website, WhyIslam.org. The Islamic Circle of North America, through donations, is posting this message in cities throughout the country.
The sign posted at I-275 and Sligh Avenue is funded by the Islamic Community of Tampa. The idea behind the signs is to unite people of all different beliefs and dispel stereotypes through education.
"Let's start getting to know each other. Let's not let misinformation divide us," said Hassan Shibly, executive director of CAIR-Florida.
"It's a good billboard. I like it. I hope it stays longer than some of them," said Martha Hughes.
"I don't care for it. If it represents promoting the Islam stuff. I don't condone it," said Steven Hughes.
The goal, Shibly said, is to start a dialog and keep it going.
"Let's just get to know each other and see each other as human beings," Shibly said. "What makes America great is the fact that it brings people together from all over the world that share all different beliefs, political opinions and even religions. But through out diversity, that's where we find our strength as Americans and that's what makes America great."


text:
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To the extent that this Privacy Policy applies to online privacy issues, it is to be read as forming part of the Terms of Use for our website and mobile site. Generally, Ticketek will handle personal information collected online consistently with the way that it handles personal information collected offline. Other matters specific to Ticketek's handling of personal information online are set out below.
A. Cookies
For each visitor to our website and mobile site, our server automatically recognises and stores the visitor's domain name. In addition, our website and mobile site use cookies. To enhance your experience when using our website or mobile site, these cookies may automatically collect information from you such as your postcode, preferences, region and sign in username. If you use the 'Remember Me' feature during the My Ticketek 'login' process, the cookies will also store your sign in details. Most web browsers are set by default to accept cookies. However, if you do not wish to receive any cookies you may set your browser to either prompt or refuse cookies. Note that rejecting cookies will disable your browser from purchasing tickets from our website or mobile site. We also use cookies for tracking the statistics of our website. This allows us to better understand our users and improve the layout and functionality of our website. This tracking is conducted in such a way to ensure the anonymity of visitors.
B. Provision of online customer data to venue operators and promoters.
As set out above, unless you tell us otherwise by using the contact details at the end of this Privacy Policy, Ticketek may disclose your personal information to the venue operators and promoters of events for which you purchase tickets. Ticketek discloses your personal information to these organisations for operational purposes and also because from time to time they may choose to provide you with information about their future events by ordinary post. You will also be asked at the time of booking tickets on the website/mobile site if you would like to receive marketing and promotional material about future events from these organisations (venue operators and promoters) via email. You may change your preference to receive email marketing at any time directly with the organisations which have obtained your information. If you do not have their details, you can contact Ticketek's Privacy Officer directly (details below).
C. Ticketek special offers involving third parties.
If you consent to receiving Ticketek special offers, Ticketek may use your personal information to provide special offers from third parties. Where such special offers are sent to you, they will be sent by Ticketek and may be co-branded with the third party. You may opt out from receiving Ticketek special offers at any time by logging onto the Ticketek website and updating your preferences.
D. Companies, Organisations or Individuals outside of Ticketek
As set out above, Ticketek may also disclose your personal information to companies, organisations or individuals outside of Ticketek when it has your consent to do so. The relevant company, organisation or individual will deal with your personal information in accordance with its own privacy policy.
E. Social Media.
Our website and mobile site may contain links to online forums. Think carefully before you post or publish any personal information in these forums as it will be publicly available.
F. Third Party Advertisements Online
To try and bring you offers that are of interest to you, Ticketek has relationships with other companies that we allow to place advertisements on our web pages. If you visit our website or mobile site, ad serving companies may collect information such as your domain type, your IP address and clickstream information. For further information about this, we suggest you refer to the privacy policies of Omniture (www.omniture.com), Double Click (www.doubleclick.net) and Nielsen/NetRatings (www.netratings.com).
G. Secure Online Transactions
If you make a purchase through our website or mobile site, we process your credit card details securely over the Internet using a Westpac-accredited internet payment security system. With the combination of DigiCert SSL encryption on our website/mobile site and a secure browser at your end, we take all reasonable measures to ensure that your credit card and personal information are protected when you purchase online. We also recommend that you take appropriate security precautions when accessing the internet via public Wi-Fi networks or shared computers.
H. Links to other websites
If you make a purchase through our website or mobile site, we process your credit card details securely over the Internet using a Westpac-accredited internet payment security system. With the combination of DigiCert SSL encryption on our website/mobile site and a secure browser at your end, we take all reasonable measures to ensure that your credit card and personal information are protected when you purchase online. We also recommend that you take appropriate security precautions when accessing the internet via public Wi-Fi networks or shared computers.
Ticketek will make available this policy to anyone who requests it. For further information about privacy issues and the protection of privacy visit the Privacy Commissioner's website at www.privacy.org.nz. If you feel that Ticketek is not complying with this Privacy Policy, or if you have other privacy concerns, please contact our Privacy Officer (using the following contact details):
Privacy Policy last updated on 28 September 2015.
With over 35 years experience ticketing the biggest live events and venues in Australia, Ticketek is the leading ticketing partner to the sports and live entertainment industry and operates Australia's most advanced multi-channel ticket sales and distribution network.
A truly digital company, ticketek.com.au is Australia's number one Entertainment Events website, with a market leading mobile platform that gives customers the ability to browse, buy and deliver tickets on their phone, through both the mobile site and iPhone app. Ticketek also offers a dedicated team of call centre representatives, and operates 127 agency outlets, including 39 located at Westfield Concierge desks throughout Australia.
Ticketek sells over 19 million tickets to more than 20,000 events each year, including concerts, sports, theatre, musicals, festivals, exhibitions, experiences and family events.
Ticketek provides ticketing services to Australia's premier venues including ANZ Stadium, Allphones Arena, Qantas Credit Union Arena, Sydney Cricket Ground, Allianz Stadium, Melbourne Cricket Ground, Rod Laver Arena, Hisense Arena AAMI Park, Her Majesty's Theatre, Crown Entertainment Complex Melbourne, Blundstone Arena, Suncorp Stadium, Brisbane Entertainment Centre, Gold Coast Convention and Exhibition Centre, Newcastle Entertainment Centre, Canberra Stadium, National Gallery of Australia Canberra, Adelaide Entertainment Centre, Adelaide Oval, Crown Entertainment Complex Perth, Perth Theatre Trust, Regal Theatre and Perth Arena. Ticketek also sells tickets to some of Australia's most prominent events including the Australian Open Tennis Tournament, Royal Adelaide Show and Clipsal 500 Adelaide.
Ticketek Australia has offices in Sydney, Melbourne, Adelaide, Brisbane, Canberra, Gold Coast, Perth.


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Credit Score of 750 = Easy approval on Loans/Credit Card! Check now in less than 3 min!Check for FREE
Bandhan Bank is a private commercial bank that was established in the year 2014 by Bandhan Financial Holdings Limited. Headquartered in Kolkata, the bank has a base capital of over Rs. 3, 000 core in spite of being a new entrant to the banking sector.
The first bank to be set up in the post-Independence era in the east, the bank offers a wide range of products and services to its customers, with an emphasis on quality.
The bank already has over 500 branches scattered across the country and is expanding with every passing day. While it has a presence across the country, the bank's area of focus is the north and north eastern regions of the country, where they are contributing towards the development effort.
Bandhan Bank Recurring Deposits (RD)
The bank offers Recurring Deposits to its customers at very attractive rates and tenures, making it possible for everyone to save and earn from those savings.
Similar to a term deposit, a Recurring Deposit allows depositors to make small deposits over a period of time instead of one large lump sum. The interest accrued on these deposits is compounded over the tenure of the deposit, resulting in the depositor receiving a significant sum of money on the deposit's maturity.
The bank's Recurring Deposit scheme can be availed by all individuals above the age of 18 years either singly or jointly. The RD can be opened for a tenure ranging from 6 months to 10 years, with the minimum deposit amount being Rs. 100. Subsequent deposits made should be in multiples of Rs. 1, making it possible for everyone to keep up with the monthly payments.
Get your Credit Score FREE in less than 3 minutes! Get it NOW
Features of Bandhan Bank Recurring Deposit:
- Overdraft facility for tenures over 6 months available
- Flexible monthly instalment amount in multiples of Rs. 1
- Nomination facility for depositor/s available
- Quick and easy method of remitting deposit amount every month
Bandhan Bank Recurring Deposit Interest Rates
The Bandhan Bank provides its Recurring Deposit customers with very competitive rates that are the best in the market. The rate for the shortest tenure, i.e. of 6 months, is 8 %, while the rate for a 1 year tenure is 8.25 %.
Medium term deposits will attract interest of 8.25 % per annum for less than 3 years, while deposits with a tenure up to 5 years will receive 8 % per annum.
For long term deposits with tenures above 5 years and up to 10 years, the interest rate payable is 7.75 % per annum.
How to Open a Bandhan Bank Recurring Deposit
Opening a Recurring Deposit with Bandhan Bank can be done both offline as well as online.
Individuals who wish to open a RD offline can visit one of the bank's branches, where they can collect a copy of the form and submit the same along with the required documents. The bank would then process the documents and on successful verification, the Recurring Deposit would be opened.
Individuals applying online can fill in the form on the bank's website, after which the bank would verify the information and notify the individual as soon as the Recurring Deposit is opened.
Credit Score of 750 = Easy approval on Loans/Credit Card! Check now in less than 3 min!Check for FREE
News About Bandhan Bank Recurring Deposit
Bandhan Bank opened its 750th Branch in India
On 27th December, Bandhan Bank opened its 750th branch in India. It inaugurated 3 branches in Kolkata; the 1st branch at Howrah, the 2nd branch at Dakshineshwar, and the 3rd branch at Katwa. As of now, Bandhan Bank has 3,390 point of contacts across India including 750 bank branches, 2,371 DSCs, and 269 ATMs. The bank serves over 9.7 million customers. Bandhan Bank is headquartered in Kolkata with 2 divisions; general and micro banking. As per the data released by the bank, it has more than Rs.19,000 crores in deposit, and about Rs.18,000 crores outstanding loans.
28th December 2016


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30 Jul 2017 Queens, NY
Venue : Citi Field
Address : 123-01 Roosevelt Ave
Public on Sale: Friday, April 7 through LiveNation
The Classic – Journey, Eagles, Fleetwood Mac, Steely Dan, Earth, Wind & Fire and The Doobie Brothers live in concert. 1 ticket, 2 nights, 6 legendary bands. Tickets on sale Friday, April 7 at 10am. Learn more at TheClassic.com!
Steely Dan and The Doobie Brothers will perform with the Eagles on the first night of the festivals, while Journey and Earth, Wind & Fire will join Fleetwood Mac on night two.
Classic West will be taking place July 15-16 at Dodger Stadium, and Classic East will be taking place July 29-30.


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We all know that a car crash can wreak havoc with your insurance premium and driving record, even when it's not you're fault, but if you're a tourist visiting the state of Michigan, an accident could cost you money that your insurer won't pay. Why? Because several cities in Michigan are following Sacramento, California's lead, and implementing "crash taxes."
What is a crash tax?
It's a fee imposed by city governments on out-of-town drivers who cause car crashes, and it's meant to help recoup the money that individual cities and towns spend on police and fire services when such crashes occur.
Critics of these fees are the ones who coined the term "crash tax," and they're also saying such charges are "back-door" sources of revenue.
Examples of such fees include Fraser (a suburb of Detroit) which began collecting them this year. In Fraser, it costs $57.15 per hour of police time spent at the scene of an accident.
If there are enough accidents caused by non-local drivers, these fees could add up, but some cities and towns have decided the earnings aren't enough to offset the paperwork required, and are dropping them.


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Communication is the key
Chameleon Studios worked with the team at Galliard Healthcare to produce a new website to promote their company ethos, process and team credentials. The result is a modern looking system with focus on photography and some stunning infographics.Visit website
We'd love to hear about your project.
Please get in touch to see how we can help


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Wexford town pub plot sold for €100
A 19.1sq metre plot in Wexford town is being transferred to a publican for €100.
The transfer of the plot at Distillery Road was on the agenda of the meeting. The plot is being transferred to David Dempsey of the Gaelic bar on Distillery Road and Mr Dempsey is due to pay the nominal sum of €100. He is also to be liable for his own and Wexford County Council's legal costs and expenses. Director of Services for Economic Development & Planning Diarmuid Houston said the sale of the public house has been agreed. He said the council was informed that in the course of preparing contracts for sale, the vendor's solicitor discovered that a small piece of the site is registered to The Mayor, Aldermen and Burgesses of the Borough of Wexford. The vendors solicitor requested that the council transfer the piece of ground to the vendor to rectify the situation. As part of the pub is already constructed on the plot, the council agreed to the request under the conditions approved by Mr Dempsey. The councillors approved the transfer.
Wexford People


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Rose veil
Rose veil
from 927.00
A silky soutache ribbon flows into a gently scalloped Alençon lace to trim this elegant veil. A small scattering of shimmer Swarovski crystals and pearls is hand-set all along the lace for oh-so-subtle sparkle.
- 90" CLASSIC shape.
- Genuine French lace is about 1" wide and starts 30" from the comb.
- Soutache trim where there is no lace.
- Genuine Swarovski crystals and freshwater pearls.
- Veil is about 108" at widest point.
- Secures to your hair with a rhodium-plated metal comb.
- Comes packaged in my signature garment bag.
- Completely handmade in my Denver, Colorado studio.
- Can't decide which color or fabric you need? CLICK HERE to order a swatch card.
- Want to try this on in person or customize your length, color or design? CLICK HERE to find a boutique near you!
- Ships in 5-10 business days. Please CONTACT my team to inquire about expedited processing.
Add To Cart


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- Your Shopping Cart is empty.
Rain Bird 100-DVF 1" Inlet Residential Sprinkler Valve w/Flow Control
Get 10% Cashback in Westside Dollars
- Description
Economical irrigation valve for residential and light commercial applications where flow control is required.
- Features
- Incorporates all features of DV Series Valves
- 60 percent easier system tuning with power steering flow control
- Unique, easy to turn, patented pressure assisted mechanism
- Double-filtered pilot-flow design for maximum reliability
- Balanced-pressure diaphragm for long life
- External bleed to manually flush system of dirt and debris during installation and system start-up
- Internal bleed for spray-free manual operation
- Energy-efficient, low-power encapsulated solenoid with captured plunger and 90-mesh (200 micron) solenoid filter
- Buna-N diaphragm with self-cleaning 90 mesh (200 micron) pilot water filter and captive spring
- Operates in low-flow and Xerigation applications when the RBY filter is installed upstream
- 1.25" (3,2 cm) stainless steel phillips head screws
- Accepts latching solenoid for use with Rain Bird battery-operated controllers
- Specifications
- Model: 100-DVFOperating Range
- Pressure: 15 to 150 psi (1,03 to 10,34 bar)
- Flow: 0.2 to 40 gpm (0,05 to 9,08 m/h; 0,76 to 151,40 l/m)
- Water Temperature: Up to 110 degrees F (43 degrees C)
- Ambient Temperature: Up to 125 degrees F (52 degrees C)Electrical Specifications
- 24VAC 50/60 Hz (cycles/sec.) solenoid
- Inrush Current: 0.30 A (7.2 VA) at 60 Hz
- Holding Current: 0.19 A (4.6 VA) at 60 Hz
- Coil Resistance: 42-55 ohmsDimensions
- Height: 5 3/5" (14,2 cm)
- Height (Angle): 6 1/8" (15,5 cm)
- Length: 4 3/8" (11,1 cm)
- Length (Angle): 3 3/4" (9,5 cm)
- Length (MM): 5 3/8" (13,6 cm)
- Length (MB): 5 3/4" (14,6 cm)
- Width: 3 1/3" (8,4 cm)
- Warranty
5 year trade through the manufacturer
- Customer Reviews
Best Clean Water Value Available
If you use clean water for your irrigation, then look no further. I have installed thousands of these over the last decade, and they are the standard that I judge all other by. The flow-control can be used for fine tuning the zone, which makes water conservation and better performance easier to achieve. If you are running unfiltered dirty/ reclaimed water through the system, you want a 100-PEB or PESB. But if you have a good main-line filter, or are using normal culinary (house or city) water, you should get quite a few years out of it. The body almost never goes bad (unless it breaks because water was left in it over the winter and it froze, or debris got inside and wore-down the insides). With such a solid framework, the only things you will ever service are the guts (the rubber diaphragm inside) or the solenoid. Both of which are very easy to do.
on 02-03-2012 by Lyon
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Seagulls Restaurant
1-3 Station Road, West Bay, Bridport, Dorset, DT6 4EW
Tel: +44 (0)1308 425099
Charming Restaurant by the sea known for consistently good quality food and great friendly service for over 16 years. Using local produce, fresh fish & meat, fine wines, bottled beers, draught beers and spirits. Popular Roast menu on Sundays all year. Full menu available March to November. Reservations advisable.
Website: www.seagullsrestaurant.co.uk
Bridport Arms Hotel
West Bay, Bridport, Dorset, DT6 4EN
Tel: +44 (0)1308 422994
Fax: +44 (0)1308 426543
Set on the edge of East Beach, the Bridport Arms has been extensively refurbished in keeping with its thatched 18th Century origins. An excellent varied menu is available, served in a comfortable and relaxed atmosphere. Reservations are advisable. Luxury en-suite accommodation also available.
Website: www.bridportarms.co.uk
Eypesmouth Country Hotel
Lower Eype, Bridport, Dorset, DT6 6AL
Tel: +44 (0)1308 423300
Fax: +44 (0)1308 420033
Offering 3 course table d'hôte menu using locally grown fruit and vegetables, superb meats, locally caught fish and excellent wines. 2 Bars. The Admiral's Bar is perfect for pre dinner drinks, while the Smuggler's Bar is a fine old world cellar bar opening onto a terraced sun patio. En-suite accommodation also available.
Website: www.eypesmouthhotel.co.uk
Sladers Yard Restaurant
West Bay Road, West Bay, Bridport, Dorset, DT6 4EL
Tel: +44 (0)1308 459511
Housed in a Georgian warehouse, surrounded by one of the West Country's leading art galleries, we specialise in very fresh locally sourced seafood and vegetarian dishes, homemade cakes and desserts, fine wines, local beer and cider and organic juices, teas and coffees. Award-winning. Open every day. Reservations are recommended.
Website: www.sladersyard.co.uk


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AUSTIN - Mount Pleasant Republican Thomas Ratliff narrowly beat veteran State Board of Education member Don McLeroy in the GOP primary for the board seat that represents Collin County and much of Northeast Texas.
The fiercely contested race pitted McLeroy, a dentist from College Station and member of the board's social conservative bloc, against Ratliff, a legislative consultant and son of former Lt. Gov. Bill Ratliff.
In an upset, long-time Republican board member Geraldine Miller of Dallas lost to Dallas high school educator George Clayton. Miller outspent Clayton in the race and had been favored to win another term.
With critical board decisions looming in the future about such volatile issues as coverage of evolution in new science textbooks and which political figures are included in new history books, Ratliff and McLeroy offered sharply different views about how they would make those decisions.
McLeroy, one of the most outspoken social conservatives on the panel, ran firmly on his record as he faced his toughest opponent since he was first elected to the board in 1998.
Ratliff who began running for the board in the middle of last year, garnered the support of mainstream public education groups who have been increasingly at odds with McLeroy and his allies on the board.
"I want to take politics out of our public schools," Ratliff said during his campaign. He told gatherings across the district that Texans are tired of political posturing on the board as the social conservative bloc - led by McLeroy - tries to impose its views in history, science and other areas of the curriculum.
"Our kids don't go to red schools. They don't go to blue schools. They go to local schools," he said, also criticizing attempts by some board members to inject their religious beliefs into what children are taught.
McLeroy was unapologetic about the actions of the social conservatives over the last three years when they held seven of the 15 seats on the board.
Frequently - but not always - they were able to gain a majority by picking up an eighth vote from one of the other three Republicans on the board or one of the five Democrats.
"While my opponent says these last few years have been distractions, I look at them as being incredible accomplishments that will help our children," he told voters.
No Democrat has filed in the race, so the winner of the GOP primary is expected to cruise to election in November over Libertarian Jeff McGee.


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Create and share dynamic conversations around documents, snapshots, diagrams and videos -- basically anything there is to talk about.
CURATION RESTART EDUCATION PROJECT http://bit.ly/credproject . Welcome in the new Age of #Curation http://bit.ly/CurationKing & http://bit.ly/curationglog by @ https://twitter.com/#!/web20education - wish you all Lucian http://xeeme.com/ecurator/ . I invite to subscribe for NEW #edtech20 #socialmedia #Curation newsletter http://bitly.com/edtech20newsteller register to join free http://bitly.com/docedtech20 #edtech20 #socialmedia #curation project http://web20education.bo.lt/g6538 and Install free our #mlearning app http://bitly.com/edtech20mLearningapp .Like and collaborate on facebook http://on.fb.me/likeedtech20facebookpage and Circle on Google Plus http://bitly.com/circleedtech20googlepluspage and Subscribe free to gr8 #edtech20 blogs : top 10 blog http://bitly.com/egr8blog :http://bitly.com/feededtech20blogs related to new web 2.0, social media startups http://bitly.com/web20eblog , curation http://bitly.com/curationblog ; mLearning apps http://bitly.com/mLearningblog , google plus http://bitly.com/googleplusblog , and my romanian blog http://bitly.com/eblogulmeu . Like and collaborate on facebook http://on.fb.me/likeedtech20facebookpage , linkedin http://linkd.in/edtech20linkedin , diigo http://bitly.com/edtech20diigo
You can talk, type, and draw right on the screen. VoiceThread takes your conversations to the next level, capturing your presence, not just your comments. Anyone can join the discussion from their iPhone, iPad, iPod touch, Mac or PC -- anytime, anywhere.
Stunningly simple and accessible, VoiceThread is already in use by architects, executives, kindergartners, professors, and engineers around the world. More than 25% of the top Universities in the U.S. use VoiceThread to connect and communicate around digital media.
* Add images and videos from your camera or photo library.
* Flip through pages and annotate them while you narrate.
* Sharing is as easy as sending an email.
* Use your VT account if you have one -- just sign in and all your threads will be there.
* Access the extensive catalog of content created on voicethread.com.
* You will need a network connection to use this app. WiFi is recommended.
* Contact us to set up single sign-on for your school, university or business.
Commenting is always free, and you can make five free VoiceThreads using this app. After that, you can purchase another five VoiceThreads or upgrade to a Pro subscription. A Pro subscription is $5.99 per month, and allows you to create an unlimited number of VoiceThreads. The subscription will be charged to your iTunes account when you confirm the purchase, and will automatically renew 24 hours prior to the end of each month of service. You can easily cancel your subscription at any time by turning off auto-renewal in your iTunes Account Settings within 24 hours of when the subscription is set to renew, and your service will continue until the end of the current billing cycle.
VoiceThread's privacy policy and terms of use can be found here:
Via LucianeCurator


text: Coastal Transportation, Inc., a Washington-based owner of cargo vessels, paid the State of Alaska $412,101 to resolve violations of Alaska oil pollution prevention laws. The payment was for the company¡¦s operation of vessels in Alaska waters without approved Oil Discharge Prevention and Contingency Plans and the required proof of financial responsibility. The State became aware of the illegal operation when a Coastal Transportation vessel spilled oil in Dutch Harbor in November 2003. Coastal Transportation, Inc. has since obtained contingency plan and financial responsibility coverage for its vessels. DEC Commissioner Kurt Fredriksson noted that ¡§Coastal Transportation, Inc. operated without the planning and contracts in place to respond to a spill which is a violation of State law and a significant risk to the environment.¡¨ The civil assessments were designed to nullify the economic savings Coastal Transportation was afforded by not complying with the oil pollution prevention requirements, and to reimburse the State for its effort investigating and resolving the long-standing violations.¡¨ According to Attorney General David MaƒWrquez, ¡§This case demonstrates that there is no economic advantage in noncompliance with Alaska¡¦s oil pollution prevention laws. The State intends to maintain an even playing field. We will not allow operators who do not comply to achieve an economic advantage over operators who do.¡¨


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Nail salon Denver – Nail salon 80222 – Snappy Nails
Nail care
Welcome to Snappy Nails!
Welcome to Snappy Nails in Denver, CO 80222. We are more than just a conventional nail salon. We are the place where you can come and escape from your everyday stress and busy lifestyle. Come and relax in our ultra modern environment and be pampered with genuine care. We pride ourselves in providing our customer with fabulously indulgent nail care while maintaining the highest level of cleanliness and sterilization.
Our manicurist are here to ensure that you always have a positive and high quality experience. We are always up to date with the latest trends and techniques. Please come visit us and see for yourself. You'll feel refreshed and rejuvenated after your personal treatment.


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Gender: F Origin of Burgundy: French place-name; also color name
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syoklah.com - Syoklah Visit site
Title: syoklah.com - This website is for sale! - syoklah Resources and Information.
Description: This website is for sale! syoklah.com is your first and best source for information about syoklah . Here you will also find topics relating to issues of general interest. We hope you find what you are looking for!
Created: 31 May 2015
Expires: 31 May 2017
Owner: New Ventures Services
Domain Name: syoklah.com Registry Domain ID: 1934261970_DOMAIN_COM-VRSN Registrar WHOIS Server: whois.web.com Registrar URL: http://www.networksolutions.com Updated Date: 2016-08-04T18:39:35Z Creation Date: 2015-05-31T18:27:41Z Registrar Registration Expiration Date: 2017-05-31T18:27:41Z Registrar: CloudBreakDomains, LLC Registrar IANA ID: 2230 Reseller: Domain Status: clientTransferProhibited http://icann.org/epp#clientTransferProhibitedmore


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Traffic Management Act 2004 additional guidance for new permit schemes
This publication was withdrawn on
This guidance has been withdrawn. For the latest guidance see the streetworks collection page.
Providing guidance to English local authorities to help in the development of new permit schemes for road works and street works.