text:
- Research
- Open Access
Towards a practical proposal for multilingualism in education in Kenya
- Jane AN Oduor1Email author
© Oduor; licensee Springer. 2015
- Received: 30 March 2014
- Accepted: 15 July 2014
- Published: 20 March 2015
This article proposes multilingualism in education, where indigenous languages are used alongside English as the media of instruction in schools to eventually promote their use in Kenya. It begins by stating Kenya's language policy in education. It then states the responses given by some primary and secondary school teachers who were interviewed on the implementation of the language policy in schools and their attitude towards the possibility of using the mother tongues in teaching some subjects in primary schools and beyond. The differing situation from school to school shows inconsistency in the language policy implementation. Some teachers' views show that indigenous languages should not be forgotten. The article suggests that the indigenous languages should be used more in education and should have an economic value. Finally, plurality is viewed as an African reality and the need to develop a language policy that will strengthen the position of indigenous languages is recognized.
- Primary School
- Language Policy
- Mother Tongue
- Urban School
- Indigenous Language
This article first identifies the language policy in education as documented in reports of various commissions. It shows the role that should be played by both international and indigenous languages in education. This information is from the already existing literature on language policy in education in Kenya. As it will be seen, some of the reports used in this study, and which are still relevant, were written and presented before the 21st Century.
The article then explains the extent to which language policy is implemented in schools and the effects of the current language policy on the mother tongue and on education. A practical proposal for multilingualism in education for Kenya is then given. By way of conclusion, the article ends with implications of such a proposal.
Literature on the language policy in education in Kenya
Kenya's language policy in education is contained in reports of various commissions. After independence, the Ominde Commission (1964) recommended the use of English as the medium of instruction right from class 1 (grade 1). The mother tongue was not given any place. Next was the Gachathi Report (1976), which recommended the use of the mother tongue from class 1 to class 3 (grades 1–3). More support for the use of the mother tongue appeared in the Koech Report (1999).
That Kiswahili should be taught as a compulsory subject was a recommendation of the Ominde Commission (1964). The Commission also recommended the establishment of the Department of Kiswahili at the University of Nairobi and that Kiswahili teachers should be trained during school holidays. It is noted that Kiswahili was not an examinable subject. Time allocated or assigned for teaching Kiswahili was used for teaching other subjects because Kiswahili was not examinable (Mbaka, Nancy 2010: Language policy implementation and experiences in selected primary schools in Chuka Division - Meru South District, Unpublished). She also notes that the remaining two recommendations (the establishment of the Department of Kiswahili at the University of Nairobi and the training of Kiswahili teachers during school holidays) were not put into practice.
It was the Gachathi Report (1976) that recommended the introduction of Kiswahili as an examinable subject. Once again Kiswahili was to be taught as a compulsory subject from class three onwards. However, the implementation was actualised in the 8-4-4 system of education, which was recommended in the Mackay Report (1984). This is the system of education in Kenya where primary school education takes 8 years. This is the same as grades 1 to 8. Secondary school education then takes 4 years, which is equivalent to grades 9 to 12, and lastly, university education takes at least 4 years. There are degree courses, such as medicine and engineering, which take more than 4 years, but generally the majority of the degree courses require 4 years. The education system in Kenya is therefore named according to the number of years for recommended primary school, secondary school and university education. There are national examinations to be done by the candidates after the first 8 years and another set of exams after the next 4 years, after which candidates are awarded certificates known as Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE), respectively. In the universities, the semester system is used. Today Kiswahili is a compulsory and examinable subject in both primary and secondary schools in Kenya.
The Ominde Commission (1964) recommended the use of English right from class 1. Since then, English has remained the recommended medium of instruction in Kenya especially from standard 4 onwards. The Koech Report (1999) did not add anything new to the language policy (Mbaka, Nancy 2010: Language policy implementation and experiences in selected primary schools in Chuka Division - Meru South District, Unpublished), but we have already acknowledged that it gave more support for the use of the mother tongues that was already proposed in the Gachathi Report (1976).
It is worth noting that in secondary schools, English is still an examinable subject and the sole medium of instruction. Apart from English and Kiswahili, some schools offer French and/or German. The latter two foreign languages are not compulsory and are not in the reports on language policy in education in Kenya. English remains the sole medium of instruction in higher institutions of learning. In higher institutions of learning, those who wish to take Kiswahili as a subject or to train to be Kiswahili teachers are taught the subject matter in Kiswahili. When they are undertaking the professional courses recommended for teachers (e.g. Educational Administration and Planning, and Curriculum Development), English is the medium of instruction. The indigenous languages in Kenya do not feature as languages of instruction anywhere in secondary school education. Only Kiswahili features, but as a subject.
The foregoing reports show that in the education policy in Kenya, English enjoys a supreme position as the sole language of instruction from class 4 (grade 4) to the university in the whole country and as the only language of instruction in most urban schools; followed by Kiswahili as a compulsory subject in primary and secondary schools, and as a medium of instruction from classes 1 to 3 in some urban areas; and then the mother tongue as a medium of instruction from class 1 to 3 in rural schools. All the indigenous languages, except Kiswahili, seem to operate at the same level as far as language policy in education is concerned. In other words indigenous languages are not supposed to be used, either as a medium of instruction or as a subject, beyond class 3. Each indigenous language should enjoy the status of being the language of instruction in the first three years of primary school education, wherever it is regarded as the language of the catchment area. The language of the catchment area refers to the mother tongue of the community. It is the mother tongue used in a particular region that should be used in the primary schools (classes 1–3) of that region. In reality, in some rural areas mother tongue is not taught as a subject (in three lessons) and is not used as the medium of instruction throughout from classes 1–3. That is why it is asserted in this article that in some areas, the indigenous languages enjoy the status of languages of instruction on paper only.
A brief methodology
Eighteen teachers were interviewed on the implementation of the language policy in the schools where they teach or used to teach. The sample included both primary and secondary school teachers who were at the University of Nairobi undertaking a Master of Arts (MA) degree in linguistics. The interviews therefore took place at the University of Nairobi. The sample could therefore be termed as a convenient sample because it was composed of '… those persons available for the study' (Best and Kahn, 2006, p. 18) at the University of Nairobi. Only those who availed themselves for the study were interviewed because they were willing to participate. The sample was considered to be sufficient because it consisted of MA students who already had the experience of teaching in different regions of Kenya. All these teachers also went through the system of education in Kenya. I guaranteed the participants anonymity.
They were asked to respond to several questions, aimed at assessing the extent to which language policy described in Literature on the language policy in education in Kenya above is implemented in both primary and secondary schools and the attitude of the teachers towards the possibility of using the mother tongues in teaching some of the subjects in primary school and beyond. This would mean replacing English in some subjects with some of the mother tongues. They were generally asked to state the language used as a medium of instruction in both primary and secondary schools they have taught in or are teaching in, the language used as a means of communication outside the classroom, how mother tongue is used in rural schools and their attitude towards the use of the mother tongues as a medium of instruction and as a subject beyond class 3.
Some of the teachers had the experience of teaching in both primary and secondary schools. Most of them had taught in more than one school. The responses were subjected to a qualitative analysis as seen in the discussions below.
Language, age and gender of the participants
Participants (teachers)
Mother tongue
Other languages
Age (Years)
Kalenjin (Kips)
Kalenjin (Kips)
Language policy implementation in school
In this section, I look at both primary and secondary schools.
Primary schools
From the interviewed teachers (see A brief methodology), it emerges that the situation differs from school to school. In some primary schools in the rural areas occupied by the speakers of Ekegusii, the mother tongue is used as expected in class 1–3 by some teachers. Some use Kiswahili as well. Some teachers use both English and Kiswahili in an attempt to show the students that the two are important and that they therefore need them.
The issue of the mother tongue use is left at the teacher's discretion. Some teachers teach mathematics in their mother tongue and this continues to the upper classes. Some teachers feel that some concepts in certain subjects can be explained better in the mother tongue. From a methodological point of view, it is noted that such a pragmatic approach to teaching is not necessarily bad.
Some of the teachers do not use English effectively because of their own inadequacies in the language. They therefore are not deliberately using mother tongue as a matter of language policy, but for their own special reasons such as their inability to communicate effectively in English. Consequently, they fall back to their mother tongue. Language policy is therefore not given prominence.
In the urban areas, the prevailing situation is almost uniform. The mother tongue is not used as a medium of instruction in any of the schools in the urban areas. In urban schools, for example in an urban school in Nakuru, only English is used as the medium of instruction, while Kiswahili is taught as a subject. However, in some of these urban schools, the teacher may use both English and Kiswahili in lower primary classes (class 1–3). In some schools, especially private schools, children converse in English most of the time. Sometimes the schools set aside one day in a week for conversing or speaking in Kiswahili to improve the spoken form of their Kiswahili. In these schools, English is used as a medium of instruction, while Kiswahili is only taught as a subject. They therefore adhere to the expected language policy.
In one of the schools, teaching takes place in English as expected but Kiswahili is used to emphasize or clarify a point. This is because of the perception that the learners will understand a concept in Kiswahili better than in English.
During staff meetings in most schools, the issue of language policy does not come up. When a teacher was asked if he was aware of the language policy in education in Kenya, he responded by stating that anyone who has undergone training as a teacher is aware of the reports of various commissions. This could be the reason why it is not discussed in staff meetings.
In some schools in the rural areas, teachers use the mother tongue to address each other if they come from the same speech community. Those who do not come from the speech community of the location of the school use Kiswahili and English.
Secondary schools
In some schools in the rural areas, where it is possible that all the students come from one locality, both trained and untrained teachers use the mother tongue to explain concepts that they find difficult. The reason given for the use of the mother tongue relates to the students and the teachers themselves. For students, the reason is linked to their entry behaviour from primary schools: that their level of competence in English language is not up to the expected standard. Some teachers use the mother tongue because they lack a commendable command of English.
The situation is different in some of the big rural secondary schools, which admit students from different speech communities in Kenya. Kiswahili is used in teaching Kiswahili lessons only. English is used in teaching all the other subjects. The use of mother tongue is discouraged and only a small number of students use it in the absence of teachers. In most national schools, both students and teachers prefer using English at all times.
In others, the school administration was said to be aware of the language policy, since the head teacher and the deputy head teacher encouraged the use of English and Kiswahili only. Some days are set aside for speaking English and others for speaking Kiswahili. Language policy is observed or implemented since students are discouraged from using their mother tongue in school. Failure to use either English or Kiswahili is punishable by the use of negative reinforcement. The students are given either manual work to do as a form of punishment or a disk to carry around. The manual work is done when the other students are in class or after school when the other students are playing different games or are on their way home.
One teacher suggested that there should be clear-cut rules and policies pertaining to language use in institutions of learning. This seems to me to stem from the fact that neither the education inspectorate nor the administrators in some schools ensure that language policy is adhered to. The teachers are, to an extent, allowed to do what they want. This implies that the department of quality assurance needs to enforce the set guidelines to ensure full implementation of the policy.
Feelings towards the mother tongue as a medium of instruction
It emerged from the interviews with teachers that all the languages, indigenous ones included, should be given prominence. When asked to state whether some of the subjects should be taught in the mother tongue, the response was that if it would aid in promoting the indigenous or local languages then the idea was very acceptable.
Some teachers did not support the idea of teaching a subject like social studies in the mother tongue. The reason given was that it would be difficult to implement in urban schools due to the cosmopolitan nature of such schools. It emerged that mother tongue classes should be introduced instead. One teacher said that teaching in the mother tongue was only possible in the rural areas and stated that parents have the responsibility of teaching their mother tongue to their children.
One teacher did not support the use of the mother tongue because she claimed that there would be lack of uniformity. She noted that though teaching in the mother tongue would give children from the same community a better understanding of the subject, the teaching would not be uniform throughout. This meant that there were fears that the subject matter would not be passed to the students in the same way in the different mother tongues. She claimed that it would be better to emphasize points in the mother tongue than to use it as a medium of instruction. This also implied that first of all a language known to the students across the country should be used in teaching, then where necessary the mother tongue could be used for clarification and emphasis. This then was a more acceptable approach for this teacher.
Some teachers stated that the introduction of the mother tongue would be advantageous to the extent that it would give students, who did not use the mother tongue, the opportunity to use it in school, but that at the same time it would make those who were fond of using the mother tongue to ignore English. Such students, they said, would not bother to learn English well. These teachers then did not seem to support any one side entirely.
Emerging issues
From the foregoing discussions, a number of issues pertaining to language policy have emerged. Some of these include the value of the different languages or the national beliefs in the importance of Kiswahili and English, and the research evidence which shows that the use of the mother tongues as a medium of instruction in early childhood improves learning. All these are discussed in this section. They provide a springboard for the proposals made in A practical proposal of multilingualism in education below.
The main strength of the language policy in education in Kenya, as already stated, is seen in the introduction of Kiswahili as a compulsory and examinable subject both in primary and secondary schools. With the elevation of Kiswahili to the status of a compulsory subject, as already stated, students from all over the country have a chance to know the language they can identify with as Kenyans. It is my belief that Kiswahili is more widely spoken now than when it was not a compulsory subject in schools. It is also my belief that the population of people speaking Standard Kiswahili is growing because students and teachers in schools take Kiswahili seriously because it is examinable and, just as English; it is taken into consideration when students are being selected for various courses in the universities in Kenya. More and more people are able to speak it well even though some comedians, actors and actresses are using non-standard forms in their oral performance and people seem to enjoy this creative use of language.
As observed in Oduor (2010), the benefits of English as a language of international trade, diplomacy and internet communication are really significant gains for those who can speak English well, not to mention the education and training opportunities in the English speaking world. Most of the internet technology is in English. English is used as a second language in Kenya in the day-to-day government business activities.
in … additive or elite bilingualism, a majority group learns a second language without this being a threat to its first language (e.g. English speaking Canadians learning French) …' p. 51.
In terms of status planning, there will be functional expansion for Kiswahili and other local languages. The languages will be examined and their grades will contribute towards the pupil's admission requirements to the next grade. This will give the languages more status and they will be more attractive to people who will now yearn to learn them. (Kembo-Sure and Ogechi, 2006, p. 48).
… from Grade Four up to Grade Eight, Kiswahili takes over as the language of teaching and writing examination except for English language and local languages exams. English takes over as a medium of instruction in high school. (Kembo-Sure and Ogechi, 2006, p. 51).
In their second scenario, I assume that by the time the children join grade 1, they already speak Kiswahili in addition to their mother tongue.
In this article, I suggest multilingualism in education, where in addition to Kiswahili and English, the mother tongue is also taught as a subject and is used as a medium of instruction. This means that the three languages will be taught and used as a medium of instruction in various subjects. It is noted here that the term mother tongue represents a number of indigenous languages spoken in Kenya. The motivation for the inclusion of the mother tongues in the education system in Kenya is given in some of the paragraphs below.
… largely influenced by the recent political and social movements such as globalization, multi/interculturalism, pluralism, human rights and democratization (Kembo-Sure and Ogechi, 2006, p. 42).
Kembo-Sure and Ogechi (2006) note that some of these issues are not completely new. They need to be given attention in order to improve life for every Kenyan.
They also note that the '… ideology of pluralism gives room for the campaign to have all languages or varieties recognized and protected by the law of the land' (Kembo-Sure and Ogechi 2006, p.42). It is also noted that there are advantages of using the home language or the child's mother tongue at the beginning of their education and then introducing the other languages later on or at an appropriate age (Kembo-Sure and Ogechi, 2006). Yigezu (2006) quotes the Educational and Training Policy of Ethiopia which provides the strategy for vernacular education as follows: 'Cognizant of the pedagogical advantage of the child learning in mother tongue and the rights of nationalities to promote the use of their languages, primary education will be given in nationality languages' (p. 49). Ethiopia therefore recognizes the advantage or importance of using the mother tongue from the onset of primary education. Like these researchers, the author recognizes the importance of educating a child using the mother tongue and it is for this reason that she makes the proposals in A practical proposal of multilingualism in education.
- i.
Every person has the right to use the language, and to participate in the cultural life, of the person's choice.
- ii.A person belonging to a cultural or linguistic community has the right, with other members of that community-
- a)
to enjoy the person's culture and use the person's language: or
- b)
to form, join and maintain cultural and linguistic associations and other organs of civil society (the Constitution of Kenya, 2010, p. 52).
- a)
The Constitution of Kenya therefore embraces the importance and therefore dignity of each language in Kenya. This is in a way similar to the current (from 1991 to date) language policy in Ethiopia, which is spelt out in their constitution. Yigezu (2006) quotes the Federal Democratic Republic of Ethiopia Constitution, Article 5, which states that: 'All Ethiopian languages shall enjoy equal state recognition' (p. 48). It is noted in this article that Ethiopia had, long before Kenya, recognized the equality and importance of all languages.
Planning language for a country must recognize the link between children's linguistic repertoire and their response to their physical and cultural environment. Since the school is the most powerful socialization agent today, education must promote the home languages … so that folk knowledge and wisdom can be acquired effectively (Kembo-Sure and Ogechi, 2006, p. 43).
The authors further state that this policy will encourage the need to create a balance between exploitation and preservation of our natural resources. Kembo-Sure and Ogechi (2006) seem to support the view that certain subjects are best conveyed or taught to the learners in their mother tongues. This is yet another issue which this article supports and recommends for the system of education in Kenya.
… students with eight years MTE [Mother Tongue education] have higher scores across the curriculum, especially in mathematics and science, than students with six, four or zero years of MTE. Students who perform best in English are those with six years of MTE followed by English medium, but overall, students with eight years of MTE achieve best across the entire curriculum (p. 173).
She notes that her research findings confirm '… the findings and analysis of other African studies on language and education' (Heugh, 2009, p. 173). Some of these studies include: Bamgbose (2000), Heugh (1999), Ramirez et al. (1991) and Thomas and Collier (2002). In this article, it is hoped that continuing the use of the mother tongue for a year after class will ensure that learners not only get high scores across the curriculum, but also perform well in English. This means that increased exposure to English will begin after class 7 and not after class 8 as seen in some schools in Ethiopia. Heugh (2009) states that the probable logical explanation for the better performance in English by those who switch from six years of MTE to English than by those who continue with MTE for eight years is increased exposure to English.
According to Kamwangamalu (2009), for '… African languages to become appealing in the linguistic market place, even to their own speakers; they must be assigned an economic value' (p. 139). He states that this economic value can be attained by meeting three conditions as follows.
- i.
'… in order to promote functional mass literacy and thus empower the masses with the skills they need to access resources, African languages should be used gradually throughout the entire education system' (Kamwangamalu, 2009, p. 139).
- ii.
'… a certified (i.e. school-acquired) knowledge of the indigenous African languages should become one of the criteria for access to employment, much as is currently the case for ex-colonial languages in certain areas of the African continent' (Kamwangamalu, 2009, p. 139).
- iii.
It is with regard to (i), (ii) and (iii) that the article proposes the use of the mother tongues right up to secondary schools and in some degree courses in the university. It is felt that if these three conditions are applied to the situation in Kenya, the indigenous languages will have an economic value.
Kamwangamalu (2009, p.239) explains that for the three conditions to be met the use of the ex-colonial languages must be curtailed, while simultaneously encouraging the creation of conditions for the indigenous languages to '… play a meaningfully role, at least in the linguistic marketplace'. Unlike Kamwangamalu (2009), this article does not propose a complete curtailing of the ex-colonial language in Kenya because it is believed that Kenyans should go for internationally competitive jobs, some of which can only be obtained if one has good knowledge of the international languages such as English. Ignoring some of these international languages completely could to an extent imply reducing the spirit of multilingualism.
Some of the emerging issues are also viewed as challenges. One of the major challenges is the language policy in education itself. In Kenya the language policy in education does not seems to embrace the indigenous languages to a large extent. None of the indigenous languages apart from Kiswahili is learnt as a subject up to the university. This gives the feeling that most of our languages, if not all, are endangered. In fact, some languages are more endangered than others, for example El molo, Rendille and Olusuba. The Rendille are abandoning their language for Samburu (Ngure, Kenneth Kamuri 2012: From Rendille to Samburu: A Language Shift Involving Two Mutually Unintelligible Languages of Northern Kenya, Unpublished). The El Molo are also abandoning their language for Samburu. The Abasuba had abandoned their language for Dholuo. However, the Abasuba people are currently involved in the efforts to revitalize their language.
… most African states have constitutionally created space for African languages, but have hardly attempted to alter what was handed down through the colonial experience (p. 67).
The attitude of the parents, teachers and the students in Kenya is another challenge. Most people want their children to learn English. In Kenya, parents who have the chance of teaching their children mother tongue prefer to introduce English rather than the mother tongue to them. Some parents prefer to use both Kiswahili and English. They view their mother tongues as being inferior to English. This happens even in areas like Kisumu, where we expect Dholuo to be the language of the catchment area. This makes it difficult for teachers who are willing to struggle to use Dholuo in teaching such children from classes 1–3.
To an extent, teachers are also to blame as reflected by Mbaka, Nancy 2010: Language policy implementation and experiences in selected primary schools in Chuka Division - Meru South District, Unpublished. Her study shows that when teachers are given the opportunity to use mother tongue from class 1 to 3, they code switch and code mix. In rural areas, the languages involved in code mixing are English and the mother tongue or Kiswahili and the mother tongue. In most urban areas, the use of indigenous languages in education, apart from Kiswahili, is lacking totally.
Most of the young people living with their parents in urban areas do not know their mother tongue. They do not necessarily have a negative attitude towards their mother tongue but they have simply grown up using Kiswahili or English and when they go to school, they are taught both English and Kiswahili, not the mother tongue. This is an issue that is of great concern in many urban areas as it threatens the survival of the indigenous languages. In fact Kembo and Ogechi (2006: 48) recognize this when they state that in '… places like the Coast Province and urban centres, Kiswahili will be [the] mother tongue and thus medium of instruction'. So, they admit that Kiswahili is replacing the mother tongues in the urban areas.
We note that some schools use both trained and untrained teachers. The untrained teachers may not be aware of the language policy in education in Kenya.
Most of the teachers who are supposed to teach are not literate in the mother tongues. In Kenya at present, Bible Translation and Literacy (BTL) programmes have tried to encourage literacy in indigenous languages. The education policy as it is at present has not contributed towards ensuring that teachers are at least literate in the mother tongue of the areas they teach in. Teachers have not undergone any formal training to empower them in the use of the local languages in teaching. We therefore do not expect them to have the necessary skills to teach or use the mother tongue as a medium of instruction. Teachers do not have the competence to teach in the mother tongue because they are trained in English.
Kenya has a limited number of teaching and learning materials written in the mother tongue. This poses a great challenge because those willing to teach in mother tongue may not get the necessary materials they require.
It emerges that what is stated about the mother tongue in the language policy is not implemented as it should. Following the specification in the language policy, the Ministry of Education Syllabus (2002) indicates that in classes 1–3, English and Kiswahili should be given 5 lessons each, while the mother tongue is given 3 lessons per week. As already indicated in this section, a mixture of the mother tongue and English or Kiswahili is used as a medium of communication in lower primary school in rural schools (Mbaka, Nancy 2010: Language policy implementation and experiences in selected primary schools in Chuka Division - Meru South District, Unpublished. In urban schools a mixture of English and Kiswahili is used. It is therefore doubtful if the mother tongue is taught as a subject in lower primary.
… for indigenous African languages to survive, especially in the era of globalization, they must be given a share of the market value that ex-colonial languages have in the African linguistic market place. In other words, each African country must create a link between African languages and the economy if the languages are to become, at least for their speakers, an instrument for upward social mobility (p. 137).
A practical proposal of multilingualism in education
English or Kiswahili should be used as the medium of instruction in kindergarten or nursery and classes 1–7 in urban areas. The main reason for this proposal is that most, if not all of the urban areas in Kenya are cosmopolitan. The mother tongue should be used for the same purpose in kindergarten or nursery and classes 1–7 in rural areas. It might be argued that such a proposal could lead to balkanization of the country, but such an approach would be more practical and meaningful considering Kenya's sociolinguistic situation. As already stated earlier, the current language policy in education in Kenya states that the mother tongues should be used from classes 1–3. Therefore, this article recommends an additional four years.
English, Kiswahili and the mother tongue should be the languages of instruction from Class Eight up to Form Four as per Kenya's education system. English, Kiswahili and the mother tongue should also be taught as subjects from kindergarten to Form Four. English should remain the medium of instruction for higher education. Each subject should be examined in the language in which it is taught. All subjects should be examinable.
English: Mathematics, English, Science
Kiswahili: Kiswahili, Social Studies.
Mother tongue: Mother tongue, Christian Religious Education (C.R.E.) and Islamic Religious Education (I.R.E.)
Some children already consider Kiswahili to be their mother tongue in urban areas. Social Studies as a teaching subject has a number of topics that focus on the environment and if it were taught through an indigenous language, a balance between exploitation and preservation of our natural resources (as already stated above) would be achieved now and in the future.
The reason for the choice of the mother tongue as a medium of instruction for C.R.E. is that Bibles written in mother tongue already exist. A lot of effort has already been made by BTL and similar organizations and we need to take advantage of this. In addition to this, in most rural areas church service is conducted in the mother tongue.
English: Mathematics, English, Biology, Chemistry, Physics, Business Studies,
Kiswahili: Kiswahili, Geography, History, Agriculture, Music, Art and craft,
Mother tongue: Home Science, C.R.E. and I.R.E.
For Business Studies, though English has been proposed as the medium of instruction, schools could be given the leeway to decide on which language to use as a medium of instruction. The reason for this is that in the job market, we have business ranging from large scale business involving international trade to small scale business within the local community where a specific mother tongue is spoken.
In the university, all courses could be taught in English so that candidates are able to compete for jobs in any part of the world, but those preparing to teach the mother tongues must take courses, including methodology courses, in the specific mother tongues they want to teach. Therefore, like Watson and Pienaar (2007), cited in Nyika (2009), the article encourages training teachers admitted to the university to use mother tongue in their teaching career. To change '… the diminishing status of African languages as linguistic capital…', they '… call for the re-opening and re-invigorating of African languages departments at universities, and for these institutions to incentivise proactively the training of language professionals such as teachers, translators, writers and linguists, in order to create jobs across various sectors' (Nyika, 2009, p. 256).
We should ensure that teachers are prepared to implement the use of indigenous languages in education by training them to teach the mother tongue and in the mother tongue. This is the best step that any country can take towards policy implementation because teachers teach what the system has prepared them to teach. Teachers must also be encouraged to provide a lot of exercises to the students. According to Heugh (2009), "School exercise books examined during the Ethiopian study revealed regular writing tasks undertaken on a daily basis, and consistent evidence of daily homework including reading and writing" (p. 174).
Initially, some of these mother tongues should be taught up to the university. Later on all the Kenyan mother tongues should be included because it may not be possible to start such a project with all the mother tongues at once. Teaching the mother tongues up to the university is necessary because they are needed by the teachers who will eventually teach them to students in schools. If this is done, it will give the Kenyan mother tongues an economic value. In addition, if knowledge of the mother tongue of a specific area is a condition for getting a job in that area, then it would be necessary to teach the Kenyan mother tongues at the university as well. This may also help to encourage and ensure that there is adequate research going on in these languages. A lot of research has to be done on these languages. The mother tongues in Kenya, just as any other mother tongue, are a rich research area for linguists and those in related disciplines. In Kenya there are departments such as the Department of Linguistics and Languages at the University of Nairobi. Such departments should ensure that they teach some of the indigenous languages at the universities to ensure that they remain alive. Kenya needs to promote and strengthen research in Kenya's indigenous languages. In Addis Ababa University, there is a section that mainly deals with research on Ethiopian languages. At the moment they are also trying to train students to engage in language documentation thus encouraging language maintenance and avoiding extinction. We need to encourage more rigorous research on Kenyan languages and encourage mass literacy programmes.
Using English as a medium of instruction does not mean ignoring the indigenous languages, because efforts could be made to train translators to translate books written in English, into indigenous languages and vice –versa. The translation can be done with the help of the professionals in the respective areas. These professionals should then use their mother tongues to facilitate work and to transmit the knowledge they have gained to others at their places of work. Professional indigenous language tests should be administered before one is allowed to work in a particular region where that language is spoken. This will ensure that people do not ignore their mother tongues even when the medium of instruction is English.
One of the major proposals concerns teacher training. Early Childhood Education colleges should prepare teacher trainees to teach English, Kiswahili and the mother tongues. Here we recommend that since teachers are expected to teach any subject in primary school, they should be prepared to teach English, Kiswahili and their mother tongue. This will give them a chance to work in urban schools apart from schools where their mother tongue is based. The mother tongue, just as English, Kiswahili, German, French and any other language currently taught in the 8-4-4 system of education, should be offered to those training to be secondary school teachers (Bachelor of Education students) who may opt to teach the mother tongue as subjects in secondary schools. This may not be attractive initially when opportunities to advance as a teacher of mother tongue may not seem apparent.
Generally, this article has attempted to propose how multilingualism can be incorporated in education in Kenya. It has also spelt out the language policy in education in Kenya and shown that what is stated about the mother tongue in the language policy in Kenya is not implemented as it should. It proposes that if the mother tongues are taught as examinable subjects and used as media of instruction in some subjects, just as English and Kiswahili, they will be taken as useful academic subjects by all and this may ensure that they survive. Their position may further be strengthened if they are taken into consideration during the selection for various courses into the universities, just as English and Kiswahili.
There are also several issues that the findings of the study have demonstrated. First, teachers need to be posted to places where they can use their mother tongue easily in teaching, when called upon to do so by the school or under any other circumstances. Secondly, teachers also need to be trained to teach indigenous languages and in the indigenous languages. Thirdly, it is seen that the use of mother tongue as a medium of instruction is good. Fourthly, it is noted that using the mother tongue as a medium of instruction would be easier to implement in rural areas than in urban areas. Fifthly, the issue of how to use different languages in the classroom is raised. In other words, how should the languages interact in teaching? Lastly, there are two interrelated issues: the issue of the indigenous languages being accessible in school for those who failed to learn them at home and the concern that the standards of performance in English will go down further because some students will ignore the subject.
As I conclude this article, there are questions here of how to handle aspirations for the mother tongues in a manner that takes the challenges of the Kenyan context into account. Language policy in education is a complex issue and should be handled with caution from one country to another. More proposals, like the ones made above, need to be made and more research needs to be done in order to come up with a compromise on what language policy in education would be the best for Kenya. Though one would argue that Kiswahili in Kenya can play the role that is proposed for the other indigenous languages in this article, it is important to remember that if Kiswahili is allowed to dominate completely, it may threaten the survival of other indigenous languages. Kiswahili already has the role of a language of wider communication.
Like former colonial languages, African languages must become languages of access to higher education, resources and employment, political participation, economic opportunity and upward social mobility. Unless language policies in Africa are revised and geared towards these targets, efforts to promote the indigenous languages will be doomed to fail, despite what the constitutions of African countries say about the status of these languages (p. 141).
Language policies that are desirable should take these facts into consideration. There is need to develop a language policy that will strengthen the position of our indigenous languages in Kenya, but at the same time enable Kenyans to use international languages such as English effectively. The government must be willing to support the endeavor in all ways.
Authors' Affiliations
- Bamgbose, Ayo. 2000. Language and exclusion: The consequences of language policies in Africa. Munster, Hamburg and London: Lit Verlag.Google Scholar
- Best, John W, and James V Kahn. 2006. Research in education. New Jersey: Pearson Education Inc.Google Scholar
- Crystal, David. 2003. A Dictionary of Linguistics and Phonetics, 2nd ed. Oxford: Basil Blackwell Ltd.Google Scholar
- Heugh, Kathleen. 1999. Languages, development and reconstructing education in South Africa. International Journal of Educational Development 19: 301–313.View ArticleGoogle Scholar
- Heugh, Kathleen. 2009. Into the cauldron: an interplay of indigenous and globalised knowledge with strong and weak notions of literacy and language education in Ethiopia and South Africa. Language Matters: Studies in the Languages of Africa 40(2): 166–189.View ArticleGoogle Scholar
- Kamwangamalu, Nkoko M. 1997. Multilingualism and education policy in post-apartheid South Africa. Language Problems and Language Planning 21(3): 234–253.View ArticleGoogle Scholar
- Kamwangamalu, Nkoko M. 2009. Reflections on the language policy balance sheet in Africa. Language Matters: Studies in the Languages of Africa 40(2): 133–144.View ArticleGoogle Scholar
- Kembo-Sure, and Nathan Oyori Ogechi. 2006. Language planning and reform: An alternative language policy for Kenya. In Language planning for development in Africa, ed. E Kembo-Sure and NO Ogechi, 37–53. Eldoret: Moi University Press.Google Scholar
- Nyika, Nicholus. 2009. Language complaints as an instrument of language rights activism: the case of PanSALB as a guardian of the right to mother-tongue education. Language Matters: Studies in the Languages of Africa 40(2): 239–260.View ArticleGoogle Scholar
- Oduor, Jane Akinyi Ngala. 2010. A SWOT analysis of the language policies in education in Kenya and Ethiopia. The University of Nairobi Journal of Language and Linguistics 1: 86–102.Google Scholar
- Okombo, Duncan Okoth. 2001. Language policy: The forgotten parameter in African development and governance strategies. Nairobi: Inaugural lecture, University of Nairobi.Google Scholar
- Prah, Kwesi Kwa. 1995. African languages for the mass education of Africans. Bonn: Education, Science and Documentation Center.Google Scholar
- Ramirez, D, S Yuen, D Ramey, and D Pasta. 1991. Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual programs for language-minority children. San Mateo, CA: Aguirre International.Google Scholar
- Republic of Kenya, Ministry of Education. 2002. Primary education syllabus, vol. 2. Nairobi: Kenya Institute of Education.Google Scholar
- Republic of Kenya. 1964. Kenya education report part 1 (Ominde Commission). Nairobi: Government Printer.Google Scholar
- Republic of Kenya. 1976. Kenya education commission report (Gachathi report). Nairobi: Government Printer.Google Scholar
- Republic of Kenya. 1984. Second university in Kenya: Report of presidential working party (Mackay report). Nairobi: Government Printer.Google Scholar
- Republic of Kenya. 1999. Totally integrated quality education and training (Koech report). Nairobi: Government Printer.Google Scholar
- Romaine, Suzanne. 1989. Bilingualism. Oxford: Blackwell Publishers.Google Scholar
- The Official Law Reports of the Republic of Kenya. 2010. The Constitution of Kenya. Nairobi: National Council for Law Reporting.Google Scholar
- Thomas, Wayne P, and Virginia P Collier. 2002. A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity and Excellence. http://repositories.cdlib.org/crede/finalrpts/1_1_final/(accessed 26 June, 2009).Google Scholar
- Watson, Patrica, and Marné Pienaar. 2007. A case study of the language in education complaints received by the CRL commission: multilingualism a far cry from implementation. South African Linguistics and Applied Language Studies 25(4): 575–588.View ArticleGoogle Scholar
- Yigezu, Moges. 2006. Language ideologies and challenges of multilingual and multiscriptual vernacular education: The Ethiopian experience. Addis Ababa: Organisation for Social Science Research in Eastern and Southern Africa.Google Scholar
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited.

subset: commoncrawl


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If you are new to babywearing and ask for a carrier recommendation, chances are you will hear about Tula! Tula has a large fan base and has become a babywearing household name over the last few years. While each individual has unique carrier preferences, Tula is a double-diamond sponsor of Babywearing International and we would love to tell you more about them today!
Tula was founded by Ula and Mike out of passion and necessity! Ula wore her daughter Amelia in a ring sling from birth, but as Amelia grew (and they added more children to their family!), they just weren't satisfied with the comfort and design of the SSC options available to them. So, they had Mike's grandmother sew a prototype based on Ula's design, and it was nearly perfect… the Tula Baby Carrier was born!
Tula is derived from the Polish word Tuli, which means "to hug." Ula chose this name because this is how she felt when babywearing.
When creating a new product, Tula keeps in mind it's really diverse fan base. They really try to create and introduce products that Tula fans will love and enjoy, and make sure they have products that speak to all of their fans. When Ula created Tula, she wanted to produce carriers that reflect the wearer's personality! So when new prints and designs come out, they like to make sure there is something for everyone.
When asked why Tula supports Babywearing International? "Tula came from the community. This is where we started and where we've grown. Like Babywearing International, we feel that the benefits of babywearing are incredible, important, and need to be promoted. BWI's mission is near and dear to our hearts, and we are happy to support this amazing organization."
Tula has just been to ABC Kids 2015 in Las Vegas and has debuted some new products. Today, they are releasing their brand new product: blankets! They are so excited about this new addition to the Tula family. The blankets are 100% bamboo and amazingly soft. Tula says having blankets that coordinate with their carriers can help babies feel comforted and snuggled even when not being worn!
They've also just recently released the Daydreamer collection. This whimsical design was created by artist Rachel Hirst. Daydreamer is the story of children playing, and then suddenly their imaginations take over and they are taken to the sky by balloons. What's incredible about this design is it is never-repeating, even on a size 6 woven wrap! There are several colorways available in the woven wraps, there are wrap conversion Tulas, and it will also be available as a canvas print with two unique colorways! And to round out the collection, there are matching Daydreamer bamboo blankets.
Tula will definitely be attending some events in 2016, although they are still finalizing their calendar for the upcoming year. Their main focus is centered on education and outreach. You will be seeing them at several conferences and shows.
Thank you to Tula for your continued sponsorship and support of Babywearing International. Tula has previously offered a carrier to all BWI chapters, so take a look on our webpage for your local chapter and head to a meeting to try a Tula or one of many other carrier options for yourself to find your favorite!


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One in four preschoolers in urban, low-income families screen positive for emotional problems or not getting along with others, an observational study found.
But most parents (79%) said they were open to referrals to a counselor or psychologist to help these 3- and 4-year-olds, Courtney M. Brown, MD, of the Cincinnati Children's Hospital Medical Center, and colleagues found in urban primary care clinics.
That finding should be encouraging for clinicians as they follow recommendations for psychosocial and behavioral assessment during well-child visits, the group reported online in the Archives of Pediatrics & Adolescent Medicine.
Social-emotional development setbacks make it hard for kids to learn and are linked to long-term risks of mental illness, delinquency, and even poor physical health as adults, they noted.
Systematic approaches for clinicians to address these problems haven't been spelled in guidelines, but prior studies have shown that behavior improves with high-quality preschool, home visitations, parenting programs, and early childhood mental health services.
Referrals aren't always necessary, since a positive screen shouldn't be interpreted in isolation, but problems appear to be going unrecognized and untreated too often, according to Brown's group.
Among the preschoolers in their study who screened positive on the social-emotional portion of the Ages and Stages Questionnaire, 27% weren't receiving any child care aside from that of their parents.
Preschools and childcare centers that were used by this group often weren't optimal. Only 19% of the centers attended by study participants were rated high-quality by the state.
The cross-sectional study included 254 parents whose 3- or 4-year-old child was screened when presenting for well-child visits or for illness at two urban primary care clinics in Cincinnati, which served low-income urban populations.
Overall, 24% of the kids screened positive for social-emotional problems, without a difference by age.
That prevalence is higher than the 13% reported in prior studies of pediatric private practices but similar to the 24% in a study of foster children.
"Although we would expect that a sample of foster children would be at higher risk for social-emotional problems than our sample, the equal prevalence is not surprising because the study of foster children included younger children [6 months to 5 years] who were less likely to screen positive," Brown's group noted.
Parents of only 16% of the screen-positive children reported that their child had previously been referred to a developmental specialist, counselor, psychologist, or psychiatrist.
While six had been referred to a home visitation program previously, 74% said they would welcome or wouldn't mind such a referral and only 11% said they would be "very annoyed" by one.
None of the parents had been referred for parenting classes, and acceptance seemed to be somewhat lower for these. That possibility was welcomed or acceptable to 57% of the parents, whereas 20% said they would be "very annoyed."
However, parents were unanimously open to a recommendation that the child enroll in preschool.
The relatively high prevalence of social-emotional problems would create a heavy burden on practices in urban, low-income areas without partnerships in the community and efficient office systems to facilitate them, the researchers noted.
"Office systems must exist for collecting information from family members and childcare providers to aid in interpretation of the screen, for staying apprised of the capacity and referral criteria of community behavioral health services, and for making referrals in ways that lead to successful connection with services," they wrote.
The group acknowledged limitations of possible nonresponse bias and social desirability bias in reporting referral rates.
The study was supported by funds from the Bureau of Health Professions, the Health Resources and Services Administration, and the Department of Health and Human Services. Biostatistical and data management support was provided in part by an Institutional Clinical and Translational Science award.
The researchers reported no conflicts of interest.
- Reviewed by Robert Jasmer, MD Associate Clinical Professor of Medicine, University of California, San Francisco and Dorothy Caputo, MA, BSN, RN, Nurse Planner
Primary Source
Archives of Pediatrics & Adolescent MedicineSource Reference: Brown CM, et al "Social-emotional problems in preschool-aged children: opportunities for prevention and early intervention" Arch Pediatr Adolesc Med 2012; DOIX 10.1001/archpediatrics.2012.793.


text: The 2011 season really starts for us this incoming week, firstly on Saturday evening at the Town Hall in Newtownards and then on Tuesday for a Burns Night evening at Willowfield Parish in East Belfast. Sam Bargewell (from Bray in Co Wicklow) is one of our parents' favourite singers of all time, so it's a real privilege to be sharing the evening with him on Saturday, along with Vivienne McCoy from Heavenbound - the last time we sang with Heavenbound was an impromptu thing at the Gospel Music Convention in Fraserburgh in Scotland about 5 years ago! Hope to see you during 2011.


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Karagattam or Karagam
From the rich, cultural history of Tamil Nadu, have emerged many spectacular folk dances that are both vibrant and skillful. These dances are mainly religious and ritualistic performances enacted in rural regions of the state. At times they are popularly performed in urban locales as well. Folk dances are also performed to enliven family occasions and in marriages, family reunions etc. Some of the famous traditional folk dances belonging to the state of Tamil Nadu include Bharatnatyam, Chakkai Attam, Devaraattam, Kolattam, Kummi, Oyilattam Paampu Atam, Theru Koothu etc. Folk dance form ,Karagattam or Karagam though less popular but nevertheless a colorful and exotic dance form enacted to praise certain Hindu deities.
Karagattam which is also known as Karagam is an ancient dance form containing rich history behind its origin. According to history, the dance was practiced by the villagers to appease the rain goddess Mari Amman and river goddess Gangai Amman. Karagattam dance is mentioned in the Sangam Literature which is a compilation of poems composed between 300BCE and 300CE, as 'Kudakoothu'. The birthplace of this intricate dance is said to be Thanjavur though it is popular all over the state of Tamil Nadu and in southern India.
Music, Movement & Style
Karagattam dance is performed by both male and female dancers balancing vertically arranged pots on their head. This is the best feature of this dance —-just a position of balancing act and simultaneously executing intricate body and foot movement. The dance is a delicate balance of these subtle skills practiced by the dancers since an early age to master them. Karagattam is divided into two parts- 'Atta Karagam' and 'Sakthi Karagam'. Atta Karagam is mainly performed in temples sympolizing joyous merrymaking. This dance is of devotional nature and it is performed with balancing colorful and ornate pots on the head. The latter, known as Sakthi Karagam is performed as part of rural entertainment. The dancers in the villages perform this dance in special occasions for pleasure and amusement. During the ancient times the dancers used to carry out Karagam dances for mulaipari ceremony, a popular South Indian festival praying the rain goddess for a better harvest season. In the festival, the women carry earthen pots filled with plants of nine different types of sprouted grains on their heads. The pots of Karagam have originated from this mulaipuri ceremony and at present time they have evolved to a more sturdy bronze or stainless steel pot which is delicately balanced by the performers coupled with body and arm movements and subtle steps. Acrobatic feats are also part of the dance as it involves performing on a rotating block of wood, moving up and down a ladder and at times the dance also includes threading a needle with a backward bending pose. Usually conducted by two dancers or by a single individual, in its movement and feats, Karagattam is much similar to a circus.
Number of musical instruments accompany Karagam dance such as –'Thavil', 'Nadaswaram', 'Muni', 'Udukkai', 'Pambai' to name a few. The vessels are also decorated with flower cones and a paper made parrot on top of it. As the dancers swing and move their bodies along, the paper parrot rotates. Karagattam dance is a brilliant example of visual masterpiece blended with beautiful craftsmanship preserved through centuries. In the beats of Thavil and Nagaswaram, the dancers move rhythmically and pose with colorful costumes and ornate pots displaying a gorgeous folk performance mesmerizing its audience.
Many artists have practiced and contributed to this beautiful, ancient performing art of Tamil Nadu. The dance is also quite popular in the states of Andhra Pradesh and Karnataka where it is called Garagalu and Karaga respectively.


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What could be a better gift than a lovely bottle of bubbly to celebrate with? How about a lovely bottle of bubbly actually personalised for the one you're buying it for!? Treat them to this fabulous bottle of high quality champagne with a label that features an elegant swirl design that can be personalised with any name, year and special message of your own. There's surely nothing more sensational than popping the cork on a bottle of champers with a design made just for you!
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Mayhem League
A downloadable game
NOTE: THIS IS AN EARLY PLAYABLE PROTOTYPE. Expect lots of bugs, sub-par performance on weak machines, an unfinished roster of enemies, weapons, and levels, and lots of bugs. Seriously, there will be bugs.
The year is 2200 (or thereabouts), and the most popular extreme sport of the day is Mayhem, where players compete to massacre legions of disposable robots in the flashiest way possible. Outfitted with magnetic-powered enhancement armor and an array of twinarms (gunblade-style half-melee-half-projectile weapons), you step into the stadium to slaughter what you can before the clock winds down to zero.
Combining elements of stylish action games, fast-paced third person shooters, and parkour-driven platforming, Mayhem League will test your creativity and reflexes as you slash, shoot, dive, flip and slide through wave after wave of enemies.
- Deep and complex melee combat with branching combo trees, command-driven special attack and finishers, and a unique cancel-stocking system that lets you interrupt attack animations and resume them on demand to stitch together disparate combo attacks.
- Skill-driven gunplay with memorizable recoil patterns, timing-based quick reloads, bullet-time slow motion shots, and a balanced range-based damage output system that rewards successful shots from great distances and enables auto-aiming to be incorporated into melee combos (at a cost)
- Run along walls, grind down rails, or use your armor's rocket boots to fly along the ground at high speeds. Catch air off quarterpipes, power-slide around corners on your knees, and double-jump and hover over lava pits, around floating mines, and past laser traps as you navigate an ever-changing arena in search of the next fight.
- Grab enemies out of the air and swing them around like weapons. Perform tricks with your additional hangtime. Throw your half-empty magazine like a grenade. Performing well rewards you with additional abilities unlocked in real-time.
|3D, Beat 'em up, cuhrayzee, Hack and Slash, Parkour, Score Attack, stylish, Third-Person Shooter, ue4
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Appalachian Mountain Club Appalachian Mountain Club
Here's a sample of our volunteer opportunities:VIEW AS
Mission Statement
Founded in 1876, the Appalachian Mountain Club is America's oldest nonprofit conservation and recreation organization. We promote the protection, enjoyment, and wise use of the mountains, rivers and trails of the Appalachian region. We believe that the mountains and rivers have an intrinsic worth and also provide recreational opportunity, spiritual renewal, and ecological and economic health for the region. We encourage people to enjoy and appreciate the natural world because we believe that successful conservation depends on this experience.
Since 1876, the Appalachian Mountain Club has been promoting the protection, enjoyment, and wise use of the mountains, rivers, and trails of the Northeast outdoors.
We are the nation's oldest outdoor recreation and conservation organization.
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How about this for a good bit of kit. Its just like a road sweeper but it picks up all the rubbish from the canal. The conveyor on the front of this boat picks up all of the flotsam and jetsam ( mostly jetsam) and keeps the canals in London clean and tidy…. Just the ticket !!
Happy Days


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Thursday, April 17, 2008
Alitalia in Trouble
Dozens of articles in the past few weeks have highlighted the trouble that Italy's airline, Alitalia, is facing. Because the EU has ruled that governments can no longer fund private airlines, Italy has been forced to pull its funding from Alitalia. This has left Alitalia with not nearly enough cash to run for more than a few more weeks. The newly reelected Prime Minister, Silvio Berlusconi, has vowed that he will make saving Alitalia a priority, but until another company comes along to bail them out, you should definitely avoid making any reservations on Alitalia. See Budget Travel for some tips on making the most of your reservation if you already have booked with Alitalia for this summer.
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Adele Tickets are on sale now, as Adele has continued her reign at number one in the Irish album chart this week. The singer secures her third week on top with 21, holding off continued competition from Rihanna who climbs back to number two with Loud. Adele's debut LP 19 jumps back into the top five at number four.Adele was the highlight of the Brits 2011. Adele stole the show at last night's televised ceremony, with a breathtaking rendition of her track 'Someone Like You'. You can see Adele live in concert in April and in September.
Adele has announced details of her biggest UK tour to-date. The singer, whose new album '21' spent two weeks at the top of the UK charts, will play a total of ten dates.The tour will kick off in Plymouth on September 4 and will conclude with two shows at Manchester's Apollo on September 16 and 17.
Adele will play at two arena shows at Bournemouth International Centre on September 5 and the Cardiff International Arena on September 7.
The singer, who released her sophomore album 21 last month, will play 14 dates across the UK throughout September.
The shows follow six concerts the 'Chasing Pavements' star is due to play in April.The September jaunt kicks off at Plymouth Pavilions on September 4, and wraps up in Glasgow on September 25. 21 currently leads the album chart for a third consecutive week, having sold over 500,000 copies to date.
Adele's UK tour dates are:
September 2011:
Sun 04 – Plymouth, Pavillions
Mon 05 – Bournemouth, BIC
Wed 07 – Cardiff, International Arena
Thu 08 – Blackpool, Empress Ballroom
Sat 10 – Wolverhampton, Civic Hall
Sun 11 – Wolverhampton, Civic Hall
Tue 13 – Leicester, De Montford Hall
Wed 14 – Newcastle, 02 Academy
Fri 16 – Manchester, Manchester Apollo
Sat 17 – Manchester, Manchester Apollo
Mon 19 – London, Hammersmith Apollo
Thu 22 – London, Royal Albert Hall
Sat 24 – Edinburgh, Usher Hall
Sun 25 – Glasgow, 02 Academy
Buy Adele Tickets


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Package Dates: Summer
Summer: July 5-11
This is an opportunity to get a good deal if you have a large family. We set a price for each cabin and then you can fill it with your children, and if your family is good sized you will get a good deal.
This is a great time of the summer—the water is warm enough for good swimming for the kids, the summer activities are in full swing—from the kayaks to the tubes to all the naturalist programs. Interested children between the ages of 5 and 12 are invited to have a ½ day guided fishing trip (no parents are allowed).
This package includes accommodations in a multi bedroom lakeside fireplace cabin with a full kitchen, canoes, kayaks, and all our nature program.
2 bedroom cabin:
- Usually 4 queen beds, up to 8 people
- $395/night, plus taxes
3 bedroom cabin:
- Usually 4 queen beds and 1 king bed, up to 10 people
- $465/night, plus taxes
4 bedroom cabin:
- Usually 6 queen beds and 1 king, up to 14 people
- $565/night, plus taxes
5 bedroom Pow Wow Lodge:
- 1 king bed, 1 queen beds, 4 twin beds, and 1 set of bunk beds, up to 10 people
- $665/night, plus taxes
Sales Tax and Service Charge are additional


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Fraternity House League Hockey Jersey - Teamwork 1529 - TWILL
Something Greek
Heavyweight birdseye polyester air mesh, contrast shoulder/yoke and neck, oversized hockey cut, reinforced construction. Price includes letters on front. Jersey comes with 4-inch sewn-on twill letters across the chest. Please write out the full organization name, only the Greek symbols will be used on the jersey.
Rush service is only available on orders of 6 or more pieces.
Style #: 1529


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Now Viewing:
This item is noncancelable and nonreturnable.
The Level 5 Qua/Tripod convertible dolly system is the perfect combination of the Knuckle's ease-of-use and light weight with the added multiple insert mounting capabilities found in the Constellation platform. The Level 5 features a two stage configuration (Platform or Duplex configuration), offers a wide range of mounting options that can meet every challenge, and allows for spur of the moment camera settings with a tremendous deal of freedom. The Level 5 can be used as a Hi-Hat camera platform, a doughnut platform, a slider dolly, a skater dolly, and a tripod/quatripod with our Turret insert system.
|Product Information
|Load Capacity
|80 lb
|Physical Characteristics
|Weight (Approximate)
|20.40 lb
MYT HI-Hat:


text: So, I saw on Twitter today that the TAThome UX preview had been released to those lucky enough to get to play with it. Sadly, I wasn't on that list. Just wondering if anyone here got lucky enough to get to try it out and what your initial opinions are!


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"Our rats are not only voluntarily initiating a walking gait, but they are soon sprinting, climbing up stairs and avoiding obstacles," said Courtine, whose results from the five-year study will be published in the journal Science on Friday.
Courtine is quick to point out that it remains unclear if a similar technique could help people with spinal cord damage but he adds the technique does hint at new ways of treating paralysis.
Other scientists agree.
"This is ground-breaking research and offers great hope for the future of restoring function to spinal injured patients," said Elizabeth Bradbury, a
But Bradbury notes that very few human spinal cord injuries are the result of a direct cut through the cord, which is what the rats had. Human injuries are most often the result of bruising or compression and it is unclear if the technique could be translated across to this type of injury.
It is also unclear if this kind of electro-chemical "kick-start" could help a spinal cord that has been damaged for a long time, with complications like scar tissue, holes and where a large number of nerve cells and fibres have died or degenerated.
Nevertheless, Courtine's work does demonstrate a way of encouraging and increasing the innate ability of the spinal cord to repair itself, a quality known as neuroplasticity.


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|Decor on the way into Oaken's
|Photo Opportunity set up
|Once inside the funland, there is another small queue setup to play in the snow. Each group is limited to about 7 minutes then asked to leave to let another group in.
|The Sweet Treat Bar serves hot chocolate, slushies and sweet treats.
|Here's some of the menu....
|We opted for an Olaf and 2 Anna cupcakes...
|Here is the ice skate return area.
|Some skaters waiting for their turn on the ice. Skaters must wear a helmet.
|Skaters enjoying the ice and break from the heat
|We move onto the merchandise side, where there is no shortage of Frozen merchandise.
|Lots of Anna & Elsa toddler dolls.
|Anna & Elsa dolls.
|Anna & Elsa dresses
|Olaf plush
|Frozen Summer Fun themed t-shirts.
|Olaf Frozen Summer Fun themed t-shirt
|Assortment of different Frozen themed iPhone cases.
|Frozen Lanyard with 4 pins booster set
|Some new Anna & Elsa open edition pins. $8.99 each
|The highlight of the Frozen Summer Fun is probably the For The First Time In Forever: sing-a-long in the Premier Theatre
|The hosts poking some fun toward Kristoff
|Elsa makes a grand entrance
|Kristoff and Anna in the sing-a-long
|Anna & Elsa in the sing-a-long
|Anna & Elsa, For the First Time In Forever
|Anna & Elsa, For The First Time In Forever
|Anna & Elsa, For The First Time In Forever sing-a-long
|The last special event to check out is the pre-show and fireworks, that happen nightly all summer.
|Anna & Kristoff come out, and interact with Olaf on the big screen.
|Elsa makes a grand entrance
|Elsa during the fireworks finale
|Kristoff, Anna and Elsa at Hollywood Studios


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Lorraine Pascale turned her back on a successful modeling career to pursue her passion in the kitchen.
Get Lorraine's best recipes for easy entertaining.
It doesn't get better than dense, gooey, fudgy brownies decked out with bits of Oreos.
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After fighting the friday afternoon long weekend traffic west on Parramatta Road, the open road finally opened up around the Blue Mountains, and arrival into Dunedoo was about 11pm.
My sidekick for the weekend was Carly, but my brother and his wife's clan were all there, in total there was probably about 20 of us.
After a long and fulfilling day at the zoo, and a quick stop for "Australia's best pie" at a Dubbo bakery, it was back to Dunedoo, where there had been plenty of hard work going on during the day to restore the Royal back to it's former beauty.
It was definately Beer'O'Clock, and before we knew it, day had turned to night, and night was not too far away from becoming day again. The plan was to get up for Dawn Service, but when the alarm went off at 5.30am, and the rain was firmly coming down outside, that plan was abandoned by all. A few more hours kip, a hearty bacon and eggs breakfast cooked by Rose, and it was off to Dunedoo Golf Club for some respectful glass raising to our fallen Anzacs, and some 2 Up.
Big Trev is right in with the locals, and was getting plenty of practice tossing the coins. After discovering the cheapest 6 packs anywhere in Australia ($12.90, I'll take 2 of those thanks bar-keep), it was back to the Pub for some more ales and the Anzac NRL clash.
Another large evening of NRL, English Premier League, and Underbelly, and it was bedtime again.
Monday came, and it was a picture perfect beautiful day. Unfortunately, half of it was going to be spent in the car, as the 5 hr drive back to Sydney was to come. Carly and I got an earlyish start and around 10.30am we arrived in Mudgee, where we visited 3 wineries, sampling some amazing wines and ports, and had a hearty pub lunch. Back on the road and after our second stop in Leura in the Blue Mountains, the traffic came to a slow grind. Eventually we made it back to Dulwich Hill, and the long weekend had unfortunately come to an end.
Thanks to Trevor and Rose for their hospitality at the soon to be restored Royal Hotel, I can't wait to get back out there and do some more exploring.
P.s. a few more pics from the weekend are on my Facebook-


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And they've been proclaiming Canada's everlasting friendship and support for Israel. Not surprising considering Canada's enhanced position vis-a-vis the Jewish state since the Stephen Harper government came to power.
But Baird also just told Palestinian Authority President Mahmoud Abbas to let go of the idea of declaring a unilateral state without negotiating with Israel.
According to a report in the Israel media, Baird had the following to say to Abbas and his PA cohort on Monday:
On Monday, the duo met with PA chairman Mahmoud Abbas, Prime Minister Salam Fayyad and other senior officials in Ramallah. During the meeting Baird expressed Canada's position that the unilateral PA statehood bid at the UN was "profoundly wrong."
Baird also backed Israeli Prime Minister Benjamin Netanyahu's position, telling PA officials it was time to return to bilateral face-to-face negotiations with Israel, without any preconditions.In related news, Canada also just increased economic sanctions on Iran. Read the full story on The CJN website here.


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BOYNE CITY — Longtime local law enforcement officer Jeff Gaither will soon be sworn in as Boyne City's new police chief.
Boyne City Commissioners unanimously voted Tuesday night to confirm Gaither's appointment as police chief, a permanent successor after retired chief Randall Howard left in December. Gaither worked as a part-time officer for the city for the last five years, following his own retirement as a conservation officer with the Michigan Department of Natural Resources.
"I think putting him in charge of the department would be putting us in good hands," said Craig Remsberg, interim police chief, adding he envisions a bright future for the local police force.
Cindy Grice, city clerk, will swear in Gaither as chief at 10 a.m. Monday, July 16, at City Hall, 319 N. Lake St. in Boyne City. Remsberg will continue as the city's top cop until then.
Mike Cain, city manager, recommended Gaither and said he expects the new chief to build on the city police department's strong foundations.
"He has extensive law enforcement and leadership service with the Michigan Department of Natural Resources that should serve him well as Boyne City's chief of police," Cain said.
A special panel made up of police and municipal officials chose Gaither as the lead candidate from a pool of 32 applicants. The panel included Joe Duff, Gaylord city manager, Fred Geuder, retired Harbor Springs city manager, Michael Warren, Traverse City police chief, and David Harvey, executive director for the Michigan Commission on Law Enforcement Standards.
Gaither will earn a $55,000 annual salary and city employee benefits, along with two weeks of vacation time per year.
His law enforcement career began more than three decades ago. Gaither first worked as a state conservation officer in Gladwin from 1980 until 1995, when he transferred to Boyne City as a sergeant. He continued to be promoted and in 2002 became both a lieutenant and the local eight-county district supervisor, anchored at the DNR operations center in Gaylord.
He remained eager for this new leadership job in recent years, Gaither said.
"I have been waiting for this opportunity to surface," he said.
Gene Towne, city commissioner, said he is impressed with Gaither's work record and commissioner Laura Sansom said she believes he is a good choice for Boyne City.
Commissioner Derek Gaylord asked Gaither if he is aware of the difference between the city department's relatively small budget in comparison to a DNR regional budget, as well as for details about his immediate goals. Gaither said he believes he will have no problems staying within city budget constraints and that he hopes to soon garner feedback from the Boyne City community — residents, business operators and local leaders — about expectations from the department.
Follow @sherimcwhirter on Twitter.


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A Pulitzer Prize–winning historian reveals America's evolution into nationhood.
In a revisionist view of 19th-century America, Hahn (History/New York Univ.; The Political Worlds of Slavery and Freedom, 2009, etc.) examines eight decades of politics and culture punctuated by the 1860s conflict he calls the War of Rebellion. That war, he writes, was one among many other rebellions involving Indians, abolitionists, slaves, and disgruntled political groups that questioned federal authority. Hahn's expansive, authoritative history synthesizes published works that comprise his 50-page bibliography and draws as well upon archival material. He mounts a persuasive argument that nationhood was not a concept shared by the many disparate states and territories, nor by its politicians. Although the Colonies broke from British imperialism, empire, not nationhood, served as a compelling economic and political model, as the country stretched west to California and south to Mexico, with tentacles into the Pacific and Indian oceans. In the Caribbean basin, Cuba was coveted for annexation. Hahn identifies roiling political tensions between the two major parties. Whigs, who evolved into Republicans and maintained strongest support in the Northeast, Midwest, and urban South, focused on developing the domestic economy and favored the exercise of federal power. Democrats, supported by Southern slaveholders, "stood for supremacy of state and local authority" and favored "aggressive geographical expansionism." Indeed, Hahn says that the political identity of the South "developed alongside theories of empowerment that focused on states and households." The author details the "costliest, most divisive, and most politically vexing" war with Mexico that resulted in the acquisition of Texas and the dubious purchase of the Louisiana Territory, which Thomas Jefferson had no constitutional authority to buy. Abraham Lincoln dared to articulate the "language of nation" at a time when states had affinity, at most, to a region. Hahn's prose is sometimes burdened by overly long, clause-laden sentences, but his first-rate scholarship will appeal to knowledgeable readers.
A compelling examination of the long, divisive road to America's emergence, in 1919, as "the most formidable power in the world."


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A place to share the words of others (or your own!) which have been impactful in your life, whether they're serious, poignant, humorous, or just something worth noting.
Members: 23
Latest Activity: 48 minutes ago
I have been a quote collector and quote monger for at least as long as I've been an atheist and probably a good deal longer. My admiration for those who enjoy reputations as wordsmiths extends even further back, whether we're talking about John F. Kennedy's assertion: "We choose to go to the moon," George Santayana's warning: "Those who do not remember the past are condemned to repeat it," or James T. Kirk's deft observation when faced with the dauntingly huge First Federation ship: "Not chess, Mr. Spock ... poker!"
The realm of atheist activism has had its own share of verbal craftsmen and women, from Madalyn Murray O'Hair's: "An atheist believes that a hospital should be built instead of a church." to Aron Ra's succinct: "If you can't show it, you don't know it."
Regardless of the topic, these are words which are capable of fomenting inspiration, reflection, and sometimes even action. They can educate and illuminate the human condition and allow us to better know ourselves. That said, here is an open invitation to share those words which have been particularly meaningful or impactful or timely or just special to you for one reason or another.
Let's share those words and have fun!
One bit of clerical business: please hold your quotes in the comment area below to 20 lines or 200 words. One comment should not so dominate the Home page of this group that no other comment is visible. That way, the briefer comments and quotes of all participants are more likely to be seen, read, and appreciated. If you have a long quote or commentary, create a post, please.
Started by Joan Denoo. Last reply by Alan Perlman on Tuesday. 12 Replies 2 Likes
"APHORISM XXV. He who begins by loving Christianity better than Truth, will proceed by loving his own sect or Church better than Christianity, and end loving himself better than all."~…Continue
Tags: Truth
Started by Joan Denoo. Last reply by Joan Denoo Sep 14, 2018. 2 Replies 2 Likes
The word "Permaculture" is the combination of the two words "permanent" and "agriculture." It is a method of agricultural philosophy that allows gardeners to create and sustain growing food in a way…Continue
Tags: production, shelter, food, permaculture, Mollison
Started by Loren Miller. Last reply by Grinning Cat Sep 10, 2018. 5 Replies 5 Likes
On 31 May, 2018, Joan Denoo posted a most excellent quote from David Hume: That quote was well deserving of a response, which is the following:The most preposterous notion that H. sapiens has ever…Continue
Tags: flawed, vulnerable, emotion, god
Started by Loren Miller. Last reply by Joan Denoo Aug 25, 2018. 3 Replies 4 Likes
Aaron Sorkin has a habit of swinging for the fences when he writes political commentary as entertainment for television. This was first evinced in the network television series, The West Wing, and…Continue
Tags: The Newsroom, Will McAvoy, Aaron Sorkin
The priests of the different religious sects ... dread the advance of science as witches do the approach of daylight, and scowl on the fatal harbinger announcing the subdivision of the duperies on which they live.
-- Thomas Jefferson
For every one that doeth evil hateth the light, neither cometh to the light, lest his deeds should be reproved.
-- John 3:20, KJV
You'd think that at least SOME believers would actually READ their own holy book and maybe pick up on some of this stuff. Apparently not...
Bill Warren has an excellent review of FP in his extraordinary Keep Watching the Skies - thoughtful, articulate and very snarky reviews of every sci-fi flick from the 50s through the mid-60s.
Yeah, and one of the many tragedies of our age is that now hubris is a feature, not a bug.
I've had a DVD copy of Forbidden Planet for longer than I care to think, Bertold. In fact, I watched it maybe a month or two ago, and its lesson is still strongly with me. The shame is that Morbius was aware of his hubris at the end.
Dolt 45? Not so much.
Well there you hit the nail on the head, my friend. Our own nature is indeed what he was warning us about, and it's also what elected Dolt45.
If you don't believe me, viz. Forbidden Planet, best cheesy SF flick of the 50s.
It doesn't take a lot to understand why George Orwell matters. He was doing his damnedest to warn us about our own nature, whether it was Animal Farm or 1984. The good news is that some of us were listening. The bad news is that we weren't enough. That doesn't change the fact that I'm still determined to fight.
And that, Bertold, is why we fight. As for Orwell, he can bite me.
That is an exceptionally perceptive quote, Joan. What it tells me is that religion, above and beyond anything else, is interested primarily in maintaining the status quo. That means it is not interested in the new or the novel or anything that would threaten what it thinks it knows.
In short, it says that that religion wants to keep things as they are.
© 2019 Atheist Nexus. All rights reserved. Admin: The Nexus Group. Powered by


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Trick or Treat & Halloween
Last week, we warned you of the horror's of All Hallows Eve, by telling you the tale of Ness and Paula as they encountered the pumpkin villain, the Trick or Trick Kid. But what happens when you're offered the chance for a treat? What happens when someone says those three fateful words to you: Trick or Treat? After last weeks' horrific tale, this week comes one even more frightful, as we dive deep into Rapture.


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Pope Francis strongly condemned anti-Semitism, recalling the living memory of the Holocaust in Europe, during a meeting with rabbis at the Vatican Monday.
As I have often repeated, a Christian cannot be an anti-Semite; we share the same roots, Pope Francis told a delegation from the World Congress of Mountain Jews Nov. 5.
Rather, we are called to commit ourselves to ensure anti-Semitism is banned from the human community, he continued.
The Vatican audience was the first time that representatives of the Mountain Jews of the Caucasus, descendents of the ancient Persian Jewish community, met with a Roman pontiff.
I have always sought to emphasize the importance of friendship between Jews and Catholics. It is based on a fraternity grounded in the history of salvation and it finds concrete expression in concern for one another, Pope Francis said.
The pope recounted his visit with a Jewish community in Lithuania on a day devoted to the commemoration of the Shoah, seventy-five years after the destruction of the Vilnius ghetto and the murder of thousands of Jews.
I prayed before the monument to the victims of the Holocaust and I asked the Most High to comfort his people, the pope said.
There must be a living memory of the Holocaust, Francis insisted.
Just a few days from now, Nov. 9 will mark the 80th anniversary of the Kristallnacht, when many Jewish places of worship were destroyed, not least with the intent of uprooting from the hearts of individuals and a people that which is absolutely inviolable: the presence of the Creator, he continued.
In the wake of the deadliest attack on the Jewish community in the United States last week, many bishops spoke out against anti-Semitism. Eleven people were killed when a gunman opened fire at the Tree of Life synagogue during its Sabbath service Oct. 27.
Anti-Jewish bigotry, and all religious and ethnic bigotry, is a terrible sin, Bishop David Zubik of Pittsburgh said the day of the attack. As we pray for peace in our communities and comfort for the grieving, we must put prayer into action by loving our neighbors and working to make Never again! a reality.
After the shooting, Archbishop Charles Chaput of Philadelphia said that Religious and ethnic hatred is vile in any form, but the ugly record of the last century is a lesson in the special evil of anti-Semitism It has no place in America, and especially in the hearts of Christians.
Pope Francis offered prayers for the victims of the Pittsburgh synagogue shooting during his Angelus address.
May the Lord help us to extinguish the outbreaks of hatred that develop in our societies, he prayed.


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I am sure with the military presence in Key West we could somehow get a hold of a tank and use it to crush cars parked in our bike lanes!!! wooo-haaaaa! How awesome would that be?
Or we could even fantasize and dream a bit….maybe pretend our mayor is a frequent bicycle rider and strongly supports true cyclist safety and rights. Lets imagine him smiling happily while riding in a tank crushing luxury cars that are illegally parked! And then helping sweep up the broken glass and debris!
Sounds crazy? Impossible? Well…if you lived in Vilnius, Lithuania, you would live in a town where the city government really truly respects cyclists and recently the mayor crushed a Mercedes with a monster 8wheeled tank! Then helped sweep up the mess. And finally, of course, gets back on his bicycle and rides away!
news story and VIDEO! found
here on the TIME website.
also on the city's website.


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Is Chadwick Boseman the new frontrunner to take on the role of Black Panther?
A few weeks back, actor Morris Chestnut sent out some cryptic Tweets that implied some type of involvement or potential involvement with Marvel's Black Panther, be it a solo film or as part of one of the phases of the Marvel Cinematic Universe. Now, Latino Review is reporting that another actor is in contention for the role: Chadwick Boseman, who is currently "knocking it out of the park" in 42 with Harrison Ford. The site reports that Boseman is the frontrunner, but that "Marvel is taking general meetings with actors for not only this role but other roles as well."
So, Boseman isn't officially in just yet, but on the short list. This may seem a bit redundant, but what I take this as is that Marvel is absolutely moving forward with bringing the Black Panther to the big screen in one form or another. If I was a betting man, my money would be on THE AVENGERS 2, which is prepping to start shooting early next year, with a number of different characters being rumored to join the already established team. Seeing as the slate is full for phase two in terms of solo films and phase 3 taking shape with DR. STRANGE and ANT-MAN, I think it's a safe bet that we'll see Black Panther in a group film before a solo one. Pure speculation, of course, but that's my thinking.
What do you guys think? Is Boseman a better choice than Chestnut? Is there someone better than both?
|Extra Tidbit:
|No points for saying idris Elba would be perfect. He's quickly becoming the black Nathan Fillion.
|Latino Review


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Pork and Mango Salad
Mango chutney supplies the flavor for this vinaigrette, which is a natural complement for the pork in this main-dish salad.
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Pork and Mango Salad
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- In a blender container or food processor bowl combine the chutney, vinegar, mustard, garlic, and pepper. Cover and blend or process until smooth. In a small bowl combine olive oil and water. With blender or food processor running, add oil mixture in a thin steady stream to chutney mixture. Cover and blend or process for 15 seconds more.
- Trim any fat from meat. Cut meat into 1/4-inch-thick slices. Coat an unheated large skillet with cooking spray. Preheat over medium-high heat. Cook the meat slices, half at a time, in the skillet for 3 to 4 minutes or until done, turning once. Remove all meat from skillet. Cover and keep warm.
- In a large bowl toss together the salad greens and water chestnuts. Pour about half of the vinaigrette over greens mixture. Toss to coat.
- To serve, divide greens mixture among 2 plates. Arrange some of the mango or nectarine slices and meat on the greens mixture. Drizzle each serving with about 1 tablespoon of the remaining vinaigrette. Sprinkle with the chives. Makes 2 servings.
Nutrition Facts (Pork and Mango Salad)
- Per serving:
- 206 kcal ,
- 5 g fat
- (1 g sat. fat ,
- 33 mg chol. ,
- 68 mg sodium ,
- 25 g carb. ,
- 3 g fiber ,
- 15 g pro.


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Rumer Willis Performs at Sayers Club After 'Pretty Little Liars' Episode
Rumer Willis leaves the Sayers Club with a smile on Tuesday evening (July 30) in Los Angeles.
The 24-year-old actress performed at the club that evening – in attendance was her younger sister Scout!
"If you free tonight come by @TheSayersClub at 9pm to watch me sing with the amazing Sayers band #jazznight #newmusic" Rumer tweeted that evening. "Hey guys don't forget to check me out on Pretty Little Liars @abcfplll tonight," Rumer tweeted earlier that day. She had her guest spot on PLL that evening as well!
15+ pictures inside of Rumer and Scout Willis leaving the Sayers Club…


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Weta Digital Recruiting Senior FX TD
Senior FX TD
Category: FX TD
Company: Weta Digital
Location: Wellington (New Zealand)
Start Date: immediately
Job Description
Weta Digital is hiring Senior FX TDs, candidates should display the following:
– 5 years or more experience as a senior FX artist on Feature Films.
– Significant experience with fluid dynamics or destruction software for visual effects.
– Can deliver solutions for demanding FX problems proactively and independently, and provide support where needed.
– Leadership experience.
– Strong communication and collaboration skills.
– A strong eye for dynamic and directed motion.
– A strong eye for composition, light, and colour.
– Poweruser in Maya, Houdini, and or other FX simulation software.
– Linux proficiency.
– Scripting proficiency.
Also valued:
– Strong lighting and rendering skills.
– Shader writing skills.
– Code writing experience.
If this sounds like you – we would love to hear from you! Please fill out our online questionnaire and send your resume + showreel link to: firstname.lastname@example.com
Weta Digital Recruiting Senior FX TD, Weta Digital, Weta Digital hiring, Weta Digital VFX, Weta Digital Jobs, Animation Jobs, vfx jobs, 3D jobs, CG Jobs, CGI, jobs, Recruiting, Recruitment, Weta Digital Recruiting, Weta Digital Recruiting Senior FX TD