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Seeley Celebrates "Revival's" First Anniversary
In crime fiction, burying a dark secret often means killing and burying a body, but for the citizens of a small town in rural Wisconsin, that's no longer an option. Indeed, that's the backdrop for writer Tim Seeley and artist Mike Norton's Image Comics series "Revival."
In the opening issues of "Revival," Seeley and Norton introduced readers to their fictionalized version of the real life town of Wausau, Wisconsin, which had been recently quarantined by the Federal government because it was the site of a mysterious event. The event, called Revival Day, caused a number of their dead to return to life as if they never passed away. Readers also met some of the town's more prominent citizens like Police Officer Dana Cypress, who investigates Reviver based crime, and her sister Martha, revealed to be one of the Revived in the series' introductory issue. Several months and two major arcs later, "Revival" hit its first year anniversary with its 12th issue.
In honor of the occasion, CBR News spoke with series co-creator Tim Seeley, who looked back over the first year of "Revival," discussed recent plot points in the series' 12th issue and teased developments as the book moves into its second year.
CBR News: Tim, "Revival" #12 recently hit stores, marking its first full year of publication. How does it feel to reach that milestone?
Tim Seeley: Really, really good. I mean, it's getting — I don't want to say, "easier," but we definitely live in a time now where there's more support for independent comics. But, just knowing that we've survived the tough times, which are the first 12 issues, and are moving into year two takes a lot of the fears out of us!
Why do you think "Revival" has resonated with readers? What kind of feedback have you been getting from your fans?
I think we filled a niche that maybe didn't have a comic in it, y'know? We made a quiet, creepy, small town crime comic with some zombie trappings, and I think it's not a genre that's bursting with titles. That's amazing that not only can we make a comic of "Revival's" genre and approach, but we can have really great sales too!
Our readers have been great — a lot of them seem to relate to a lot of the characters and the setting, and they like to play along with the mystery. I think the feedback we get most though is "Ew. The teeth, man. The teeth."
[Laughs] How has it been writing the first year of "Revival?" You've told stories before with elements of weird mystery and crime, but I don't believe you've done weird crime stories of this type.
This is definitely my first venture into this kind of story. I've been kicking the idea around for a few years, so I had a lot of ideas, but planning out the beats, figuring out where to tease the mysteries — that was definitely a learning process.
Another thing that sets Revival apart from your other creator owned work like "Hack/Slash" is that it all takes place primarily in one town: the real-world location of Wausau, Wisconsin. The first year of the series really fleshed out your version of Wausau. How did your version of Wausau take shape? What inspired some of its people and places? How similar is your Wausau to its real-world counterpart?
I set "Revival" is Wausau because I grew up in the area, and I go back there a few times a year to see my family. So, I knew the feel of the place, the kind of people that lived there, and the geography pretty well. That really helped me figure out how the town would react in such a crazy situation.
I think my Wausau is pretty accurate, at least the way I see it. A lot of the characters are inspired by real people, as are a lot of the events. No one believes me, but the zorse [zebra-horse] scene in issue one was inspired by a real event. And all of the places are pretty accurate and based on real places with a few tweaks here and there. And, it's true, the "Loading Zone," mentioned in the first issue, does have awesome fish fries.
While you fleshed out the town and its inhabitants, you also seeded clues and deepened the mystery of Revival Day. One of the core elements about this mystery are the strange, wraith-like beings readers keep seeing in the woods. Because of their ghostly forms, I'm sure many might assume the mystery of "Revival" is supernatural in nature, but at this point of the story can readers rule out any sort of real explanation?
We purposely made "the creep" or "the passenger" look somewhere in between a ghost and an alien, which puts about half our readers on the side that this is a sci-fi story, and the other half thinking it's a supernatural story. And we love it. We know what kind of story this is, but hearing readers' theories is a lot of fun.
Whatever these beings are is still murky, but one thing that appears to be clear is that they can communicate with humans and have a rudimentary understanding of English. It seems as though the mystery of these beings is twofold — readers shouldn't just ask who and what they are, they should also question what these beings ultimately want.
Yes! There's a lot more revealed about the "passengers'" in the next three issues, and I think in some ways, we'll have given readers all the information they need to figure out what they are — or maybe not.
In "Revival" #12, Dana Cypress came across some information in her young son's crayon-drawn autobiographical comics that suggested her sister might be someone and something more than the average Reviver. How much does Dana know about what happened between Martha and the Check brothers in "Revival" #11? What's her mindset going moving forward? Is she angry with her sister, afraid of her, afraid for her — all three?
You nailed it — [it's] definitely a bit of all of those things, Dana is grateful to Em, certainly — but now she has a whole new world of problems to deal with. She's a cop, and now she's not only covering up that her sister is one of the Revivers, but also that she's responsible for murder, even if it was in self-defense. The next two issues really deal with what happens between Em and Dana, and how Em deals with it herself.
Martha meets Jordan Borchardt in issue #12 — like her, Jordan is also Revived, but she's a little girl. Is this the first time Martha has met a young girl that came back on Revival Day? How is she feeling in that moment?
Yeah, Jordan is an important character going forward, because she represents how youth deals with death, and in our story, being a Reviver.
Jordan is the youngest Reviver we've seen, as it certainly makes sense that most of them would be older people. Em sees some of herself in Jordan, and that's going to make for a really twisted little story in issue 14.
Will any of "Revival's" many other characters play significant roles moving forward? In "Revival" #12, it looked like there were some interesting developments set up with CDC member Ibrahim Ramin, Reporter May Tao and Wausau Mayor Ken Dillisch. Will these characters' stories be at the forefront of the next few issues, or will they simmer in the background?
All of those characters appear in "Revival" over the next issues, because as we've established, this is very much a story about a town, and how a lot of different people deal with the Revival Event. Em and Dana are the stars of the book, and it'll always mostly be about them, but as we tell their stories the other characters lives weave into theirs, which is a lot like life in a small town. We plan on not introducing too many more characters for the next 5 or 6 issues, as the story really focuses on the sisters, their father Sheriff Wayne and May Tao.
What else can you tease about the plot and themes coming down the line in "Revival?" Will you use the same structure of the past few stories, which have revolved around various cases and crimes.
Yes! We like to tell these crime stories against the backdrop of this overarching mystery, getting to know more about our cast with each tale.
"Revival" #13 revolves around Karaoke and you had to write your own song lyrics for the issue. This will be the second time you've had to write in verse for this series (you shared one of Martha's poems previously in the series). Do you enjoy writing in verse? Or is it something that only comes up because of the nature of the characters and the setting?
I tend to think of writing as writing, so if it has to be verse, or dialogue or prose, I'll adapt to what the story needs. I'm certainly no song writer, but I can fake a pop song, and I'm no poet but I know how they're supposed to read, so I can fake it. I'm a big faker, is what I'm saying.
We managed to get one of our favorite bands, DOOMTREE to cameo in issue 13, and they let us use some of their lyrics, which works great since they are far better rappers than I am.
How would you describe your collaboration with Mike Norton? Do you write for him in full script, or a looser Marvel style script? What can we expect from his work on the next several issues? Which of his strengths do these stories show off?
The first issue was done in plot/Marvel style, and all the ones that follow have been in my tight, very anal full script style. I wanted to let Mike have a lot of room to figure out the look and feel of the book with his first issue, and then I swooped in and took away all his freedom after that.
Actually, he contributes a lot of ideas to the story, so there's a fair amount of flexibility so we can use the best ideas. We sit ten feet apart, so it's a pretty collaborative process. I don't usually cater my scripts to what an artist's strengths are, but with Mike I can do that since his strengths are pretty much, y'know, everything. He draws great kids, so I think the next few issues involving Jordan and Cooper are going to look sweet and really creepy.
Finally, time is progressing in "Revival," but at a much slower rate than in the real world. Revival Day happened shortly after Christmas, and your story began several days after. Readers have only ever seen winter in Wausau. Moving forward, will the town rotate to other seasons, or is the winter setting a core part of the book?
Ha, eventually we'll run out of winter! But one of our stories does rely on the spring season, so it won't be snowy forever. Although, coming from Wisconsin, I can tell you it does feel like that.
I want to conclude by thanking everyone who reads our book, and who is out there looking for new comics and new stories! Mike and I love making this book, and the fact that this is the most successful project we've done is awesome. We've got tons of ideas and here's the cool thing — we actually know where this is going! So stick with us!
"Revival" #13 hits stores August 21.
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We have discovered that for many Namibian children and adults, the AfriCat Environmental Education Programme is their first camping and outdoor educational experience. Few have had the opportunity to visit wildlife reserves, observe antelope and wild large carnivores, and to experience the natural wonder of their own country.
|Environmental Education Weekend - Group Smiles
|EE Weekend - Teachers Breakfast
EE Weekend - Francois, Previous and teacher Kaunotje setting trail cam.
Neither have they been introduced to the vocational opportunities which tourism visitation, hand-in-glove with conservation, offers. AfriCat has advocated environmental education since 1998 and acutely recognises the urgent need to offer as many learners, of all ages, exposure to the enormous challenges facing Namibia's increasingly fragile natural heritage, and offering constructive solutions and an alternative path to the present one taken.
AfriCat provides Environmental Education programmes for the youth of Namibia so as to hopefully guide them towards a greater understanding of the crucial importance of the natural world and of wildlife conservation. Our main objective is to promote holistic environmental awareness among Namibian youth with emphasis on the role of Namibia's large carnivores. The programme has already reached over 25, 000 children and young adults at AfriCat's two Education Centres and through its Outreach Programmes. After many years of working with the farming community it became clear that youth education was vital to the long-term conservation of large carnivores. The AfriCat Environmental Education Programme aims to inform and empower Namibia's youth and young adults about large carnivores, conservation and the Namibian environment.
The objectives of the Environmental Education Programme, based on the 1997 UNESCO-UNEP Environmental Education objectives, are as follows:
AfriCat's Environmental Education Programme aims to achieve these objectives by:
By providing fun and interesting environmental education camps ranging from 2 – 5 days, based at the AfriCat HQ Environmental Education Centre or The AfriCat North Wilderness Camp.
Utilising the AfriCat HQ Information Centre and the non-releasable cats as carnivore 'ambassadors'.
Utilising the Okonjima Nature Reserve and/or Northwestern Namibia to enjoy and experience Nature; to see and learn about the fauna and flora of Namibia.
Our AfriCat North programme: Youth of all ages are encouraged to become involved in this programme, where active participation enables them to learn more about lions in general, their role within the natural ecosystem and the problems facing lions due to loss of ideal habitat, disease and drought. Issues such as Human-Wildlife Conflict and improved livestock protection methods are encountered and the students are then actively involved in trying to solve these crucial problems.
Main Activities:
The choice of activities employed by each environmental education camp varies considerably depending on the age, size of the group, ability, whether a school class or a club, specific requirements of the group and the chosen location. Possible activities include:
Nature walks and mountain hikes: Seeing, feeling, basic survival skills in nature e.g. learning to dig for water in the 'dry' river beds; learning to appreciate Namibia's beauty. Topics discussed while on trail: tracks and tracking, animal behaviour, cultural appreciation, bush encroachment, useful trees and shrubs, insect colonies (e.g. termites), birds, common bush-sounds, river systems, erosion, and general topics of ecological concern.
Sunrise walks and incorporation life skills: Experience the dawn and understand the importance of exercise and balance i.e. all things in moderation (mind, body and soul development). Throughout the course we try to incorporate life skills that can be learned from Nature eg. The large spider on the "Education Wall" at the AfriCat Information Centre symbolises how much a small individual can accomplish and that we must never give up. If disaster strikes (web breaking) we must pick ourselves up, re-use our skills or talents and start again (spider re-using web and rebuilding, time and time again if necessary.)
Game drives in the 20,000ha Okonjima Nature Reserve: On these drives students can experience for themselves one of Namibia's main tourist attractions i.e. game viewing. The experience is in itself a novelty, let alone being able to actually see the animals close up and for the first time in many cases. The topics discussed are similar to those on our nature walks as stated above. Depending on the length of the course, which determines the time we have, we get the students to observe the behaviour and particular habitat of each animal so that they can then make their own deductions regarding its particular niche in the ecosystem. Some of the activities on the game drives are as follows:
Sessions at the AfriCat Carnivore Information Centre: The AfriCat Information Centre has huge visual displays that cover a large number of topics e.g. skulls, skins, bone, full animal mounts. These topics are discussed, including the research done by visiting veterinarians at the AfriCat Foundation. Explanations are given of our "EE Wall" which is the side wall of the new clinic. The art on this wall acts as a summary, a teaching tool, or a reminder of the essence of our programme.
'Under Canvas' or "Under the Trees" class sessions at Base Camp: The main discussion focuses on the 6 large Namibian carnivores still found on farmland. We look at the carnivores that have already been eradicated on commercial farmland, as well as those that are still surviving and ways to maintain this. In particular we discuss differences between leopards and cheetahs, both physical and behavioural. We also discuss carnivores as indicators of ecological stability; "Where do we humans fit in? What must/can we do?" Other discussions/presentations, with as much student involvement as possible include: over-population, global warming, urbanization, consumerism, energy inefficiency, pollution, loss of biodiversity.
Time spent studying carnivores up close at the Care Centre: Learners have the opportunity to see leopard, lion and cheetahs in large, natural enclosures. This gives the students time to really notice their amazing adaptations and magnificence (absolutely no physical contact permitted between students and animals).
Night walks: Experiencing the wonder of the night sky; identification of nocturnal animals and insects; identification of nocturnal sounds; walking and experiencing using our other senses; experiencing real darkness (which is now so rare for most of our youth) and , for many, overcoming fear of the dark by being encouraged to push themselves out of their comfort zone; basic planet constellations and stargazing information provided.
Sustainable living activities: solar cooking, recycling, compost making, tree planting, utilising natural wild vegetables etc.
Educational games: 'Run like a Cheetah' and 'Stalk like a Leopard'. This involves wearing the radio collars, then hiding from fellow students who then have to find 'collared' colleague by using the telemetry equipment provided.
Hands on activities: e.g. kraal building, bush clearing, erosion control, fence clearing.
After class activities: Swimming, reading, relaxing in the wild with no modern technology – only Nature to entertain you.
AfriCat North: certain programmes with higher or adult education also include a 3-7 day trek on communal farmland, meeting farmers and traditional leaders as well as physical work assisting the Ministry of Environment & Tourism (MET) and farmers repair sections of the Etosha fence. This experience gives the students detailed insight into the complexities of Human-Wildlife Conflict and AfriCat North's mitigation programmes. Students may also camp in the 'wild' and gain first-hand experience of lion immobilisation and FIV-testing (Feline Immuno-deficiency Virus). Since 2010, youth groups from Namibia as well as overseas have participated in the on-going HWC Mitigation & Community Support programmes by repairing fences, building nocturnal kraals to improve livestock protection, uplifting community schools by erecting water tanks, laying pipelines and developing playgrounds and sports fields.
Rare Endangered Species Trust: Education camps at AfriCat HQ may also visit the neighbouring foundation, Rare Endangered Species Trust (REST) to see the amazing work they are doing for the conservation of vultures, other birds, and animals.
In the latter part of 2012 we received the wonderful news of funding from TUSK Trust for a full time Environmental Educator. At the end of 2012 Mr. AJ Rousseau was appointed to the position, but was only able to start in March 2013. (Schools in Namibia start the school year in mid January.) TUSK has generously continued to support the funding of this position for the second year running, i.e. into 2014. In addition we have benefited from a GIZ supported volunteer. Lara Kiesau of the Deutsche Gesellschaft fuer Internationale Zusammenarbeit (GIZ) started in 15 August 2012 and remained with us until 15 July 2013. On 13 August 2013 our new volunteer, Annika John arrived from Deutsch-Sudafrikanisches Jugendwerk (DSJW) and will remain with us until August 2014.
Our main aim for 2013 was to get the news "out there" that the programme was available and active in a full-time capacity as well as to update and lengthen it. This we feel we managed to achieve, but it is an ongoing exercise.
We started 2013 off by attending two environmental education courses being held at the two other main active Environmental Education Centres; Gobabeb, which is the Namib Desert base of the Desert Research and Training Foundation of Namibia and Namib Desert Environmental Education Trust (NaDEET) based in the Namib Rand Private Reserve. We did this so that we could see how these courses were run and what their emphasis was. AfriCat feels that to improve environmental education in Namibia, centres across Namibia need to work together, without too much repetition.
In 2013 the AfriCat Environmental Education Centre on Okonjima HQ was moved to a more rustic, larger and better-equipped location below the valley now called the PAWS Centre. (People And Wildlife Solutions), which will accommodate school children and adult education. 2013 also saw the development of the new AfriCat North base with the opening of the Environmental Education Wilderness Camp scheduled towards the end of 2014.
All school groups are encouraged to come for at least a 4 day programme as we feel anything shorter is insufficient (although many groups did still come for shorter periods, usually school clubs or after-hours assistance groups). Our students have come from all over the central, western, and northern parts of Namibia as well as from overseas. We have just hosted "The Traveling School" from the USA. We have had scholars as young as Grade 1 (though this is not the norm!) up to Teacher's Workshops (these so that we can indirectly reach more scholars.) The programme has been frequently adjusted to cater for the different requirements of each group.
Mr. Rousseau (AJ) and Mrs. Newmarch (Helen) attended the Namibia Environmental Education Network (NEEN) Conference held at the Waterberg Plateau Park in May 2013, which proved to be very effective advertising. Visits were made to a number of schools in Otjiwarongo, Omaruru and Windhoek to inform them about the programme. A great deal of interest was expressed.
We ended our year off with two special camps: our "Return Camp" where chosen students were invited back for the next step, followed by our AfriCat Christmas Camp for Mammadu Children's Home from Windhoek.
During 2013, twenty different schools/school clubs visited the Centre, (a total number of 692 students), some of which brought 3 different student groups. During 2012, whilst we had no Environmental Educator, only 220 students visited; this number includes the groups that went to AfriCat North to build kraals.
Constraints and Challenges:
In 2012, the AfriCat Environmental Education Programme was constrained by staff shortages, limited transport, and the relocation of the AfriCat North base. Despite these challenges, 4 groups participated at the AfriCat Headquarters (75 children) and 145 students at the AfriCat North Base.
Our main constraint has been a shortage of transport for the staff to use on a daily basis, as well as for the implementation of our Outreach Programme to distant rural schools. As our AfriCat Environmental Education Centre is now 6kms away from the main AfriCat office and staff accommodation area, we also require a quad bike for the junior staff to use for their daily work.
Another new challenge is the requests for larger groups. AfriCat will have to find sponsorship for a bigger Centre to cater for the much bigger (40 pax plus) classes that are the result of the 'free education initiative'.
Future Plans:
In 2014 we are aiming to try to get a good balance between all the age groups as well as between rural and urban Namibian schools. We would also like to host a larger number of foreign schools (overseas and regional) as they bring much needed funding. This will allow us to host schools and organizations that cannot fund their own participation. Once we have secured the necessary transport, we will accelerate implementation of our Outreach Programme.
We have also applied for a Peace Corp Volunteer teacher in place of the German volunteer students. This is a 2 year programme, instead of 1 year and the person is then a qualified teacher and so more mature and capable.
The new AfriCat North Environmental Education camp is still under construction and development, but it will hopefully be operational by April 2014.
We are hoping to extend the Adult Education Programme to include Environmental and Nature Conservation students from the Polytechnic of Namibia and Education students from the University of Namibia, community farmers, and community game guards.
We also plan to try to maintain the interest and support of participants in AfriCat's Environmental Education camps once they return back at school by encouraging them to continue to support AfriCat's activities through one or more of the following:
"In the end, we conserve only what we love.
We love only what we understand.
We will understand only what we are taught"
Baba Dioum (Senegalese environmentalist)
February March 2014 Update
Second biannual report for our first year with TUSK support: March 2013 to February 2014.
This report: August 2013 to February 2014.
Please refer to our first report: March 2013 to July 2013.
How time flies when one is busy! Fortunately we had a very busy second half of our year even though it flew past at an alarming rate!
All the schools &/ groups as per Table 1 below attended a camp (of varying duration) at our AfriCat Environmental Education Centre (AEEC). It appears to have been very well received, judging by the response to our camps from both the children and the staff. I think the comment from Mrs Hanlie Cronje, the teacher who accompanied the Grade 5 pupils from MYO (Mondesa Youth Opportunities) in Swakopmund sums it up for us:
"I do feel that the work you do is so important that I would like everyone to have the opportunity to experience it"
Wouldn't that be wonderful!?
Thank you Hanlie
|08-10 March 2013
|Karibib Primary School
|Grades 6 and 7
|15-17 March 2013
|Karibib Primary School
|Grades 6 and 7
|05-07 April 2013
|Grade 5
|24-27 May 2013
|Karundu Primary School
|Grades 5 and 6
|31 May - 2 June 2013
|Nature Haven Club
|Grades 5 to 7
|07-09 June 2013
|Namib High School
|Grades 11 and 12
|14-16 June 2013
|Rugata Primary School
|11-14 July 2013
|Ubasen Primary School
|Grades 1 to 4
|26-28 July 2013
|Your Safari
|1-4 August 2013
|Oshikoto Schools
|16-18 August 2013
|Swakop Primary School
|Grade 7
|18-21 August 2013
|Donkerbros Primary School
|Grades 4 to 7
|22-25 August 2013
|Etakaya Primary School
|Grades 4 to 7
|25-27 August 2013
|!Nara Pri Enviro Club
|Grades 6 and 7
|28-30 August 2013
|Etambo Combi School
|Grades 8 to 10
|5-8 September 2013
|Namib High School
|Grades 10 to 12
|12-15 September 2013
|Namib High School SS
|Grades 10 to 12
|19-22 September 2013
|Ubasen Primary School
|Grade 7
|26-29th September 2013
|Karibib Primary School
|Grade 6
|1-4 October 2013
|Swakopmund Pvt. School
|Grades 5 and 6
|10-13 October 2013
|Ubasen Primary School
|Grade 7
|17-20 October 2013
|Karibib Primary School
|Grades 6 and 7
|25-27 October 2013
|Otji Multi Purpose Centre
|Grades 5 to 9
|31 October - 2 Nov 2013
|Welwitchia Private
|Grade 7
|7-11 November 2013
|The Traveling School
|Grade 12
|15-18 November 2013
|Educate Academy
|Grade 7
|2-6 December 2013
|AfriCat Return Camp
|Grades 5 to 7
|8-12 December 2013
|Mamadu Trust
|Grades 1 to 7
|7-8 February 2014
|POCS Children
|Grades 3 to 5
|13-16 February 2014
|Grade 5
|27 Feb - 02 March 2014
|Namib High Conser Club
|Grades 8 to 11
|Total 657
Our last camp of 2013 was our "AfriCat Christmas Camp" which was, this year, for the children from Mammadu Trust from Windhoek. All the children made us "Thank You" drawings. Here is our favourite one! which we feel shows that the message did get across!
The balance of 35 children, to make up the 2013 total of 692 , were a class that Mr Rousseau addressed on his trip to Omaruru, Outjo and Kalkfeld to promote our camps.
It must be noted that we feel that the actual experience of a few days at the AfriCat Environmental Education Centre is far more beneficial than a short presentation. Basically quality versus quantity!
However, once our transport shortages have been resolved, we will be doing more presentations and this will of course greatly increase our numbers, though we feel it is significant to keep the 2 totals separate as explained above.
We took the children chosen to attend our "Return Camp" to the Waterberg Plateau Park for a day excursion. We felt that this was important for them as it broadened their horizons and was something new, exciting and fun. "Enjoyment" is one of our basic methods to get the children interested in preserving our awesome Namibia and beyond!
We closed for our much needed Christmas break on Dec 15th until January 15th 2014. During this period the children want to be with their families, many of whom travel long distances to their rural homes.
We started 2014 with a camp for our children from the Perivoli Okonjima Country School (POCS). This was thoroughly enjoyed by everyone with a promise of a longer camp at the end of the year! The pupils at POCS have 2 afternoon sessions per week of EE (Environmental Education) as well as cross curricular EE during normal classes.
We have lots of ideas and plans for this year but they are all dependent on having enough time, staff, transport and funds to implement them.
Consequently we have applied to Peace Core for a teaching couple to assist us as well as accepting our replacement volunteer from DSJW. Our Centre Supervisor will also be replaced with a couple so that the wife can assist us with all the domestic chores of the camps.
Our main goals for 2014 are as follows:
All, or even only some, of these goals, if achieved, will assist us in getting closer to our VISION which is:
"To Teach
To REACH
To Convince" all of our Namibian Youth that Conservation and Sustainable Living is absolutely ESSENTIAL!
Finally, I wish to thank all those groups, companies and individuals who continue to assist us in a myriad of ways, especially our major sponsors, OKONJIMA LODGE and TUSK, for their continued support, without which we would not be able to function.
Thank you for having faith in us and believing in our cause: Conservation Through Education
Mrs Helen Newmarch (Head of Education)
The AfriCat Foundation
EE weekend - AfriCat introduction.
EE weekend - AfriCat presentation.
EE weekend - breakfast.
EE weekend - entrance to Hobatere with MET escorts.
EE weekend - thorn bush for trail cam protection.
EE weekend - thorn bush for trail cam protection.

subset: commoncrawl


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Modeling the Value Recovery of Rare Earth Permanent Magnets at End-of-Life
Permanent magnets containing rare earth elements (REEs) such as Dysprosium and Neodymium offer an advantage over non-REE containing magnets (e.g. ferrite or AlNiCo) in terms of power relative to size. However, REE availability has varied significantly in recent years leading to volatility in the cost of rare earth permanent magnets (REPMs). The supply of REEs can be increased by recycling consumer products and industrial machinery that contain REPMs at product end-of-life (EOL). This paper discusses the REE recovery process for EOL products. The optimal dismantling of products is examined with an emphasis placed on obtaining used REPMs. The challenge of collecting, managing, transporting, and processing used products is addressed through the development of a cost model for REPM recovery. This model is used to investigate several EOL strategies for recovering REPMs. Sensitivity analysis is conducted to identify the key factors that influence value recovery economics. A hard disk drive serves as a case study for model demonstration.
- Authors:
- Purdue Univ., West Lafayette, IN (United States)
- Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)
- Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States)
- Publication Date:
- Grant/Contract Number:
- Type:
- Accepted Manuscript
- Journal Name:
- Procedia CIRP
- Additional Journal Information:
- Journal Volume: 29; Journal Issue: C; Conference: 22. CIRP conference on life cycle engineering, Sydney (Australia), 7-9 Apr 2015; Journal ID: ISSN 2212-8271
- Publisher:
- Elsevier
- Research Org:
- Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States). Critical Materials Institute (CMI); Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)
- Sponsoring Org:
- Work for Others (WFO); USDOE
- Country of Publication:
- United States
- Language:
- English
- Subject:
- 42 ENGINEERING; 32 ENERGY CONSERVATION, CONSUMPTION, AND UTILIZATION; dismantling; disassembly; remanufacturing; recycling
- OSTI Identifier:
- 1185820
- Alternate Identifier(s):


text:
Let me introduce to you a fresh faced Canadian lad Patrick Holland aka Project Pablo. He is due to release his first tape on Canadian label 1080p on the 24th of February. Holland has quite a stance in the Canadian house scene only recently relocating to Montreal in 2014. I Want to Believe is the title of the release and from what i've heard so far is an absolute dream. Holland has a really casual yet ultra smooth interpretation of house music. Extremely pleasant to the ear that is bound to get those hips going. 1080p described this release as 'a blue tingled walk through Italy'. Think funky jazzy disco house with a whole lot of class.
Have a wee listen below, courtesy of Boiler Room debuts.


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text:
The number of violent crimes reported in the county rose slightly last year, but crime overall decreased for the first time in four years, according to statistics released by county police.
More people were assaulted and raped in 1992, but fewer were robbed. Fewer cars were stolen than in 1991, but the number of arsons increased. Police officers didn't write as many speeding tickets last year, but made more drunken driving arrests.
"The last year we had a decrease was 1988," said Sgt. Mark Howes, an aid to Police Chief Robert Russell. "The reduction isn't very significant, but it is good news for us."


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July 23rd, 2017
With new products.
I've been collecting lots of boxes full of new products to try out.
Today is a rainy Sunday, and so I spent the afternoon opening everything up and use it, so I could write about it on here.
I've had this package from Tarte for a few weeks but never came across opening it, mostly because I peeked inside and noticed that I already had almost everything.
Can we take a moment to appreciate how beautifully they put this together?
But as I said, I already have most of these things – of course, I love them all – so I am giving away the foundation, the palette and the blush at the end of this post. (I'm keeping some things for my mom). Because of it, I'm not gonna go through these products again on a blog post – just know that I really like them all!
I don't know if I ever mentioned it before, but 99% of my makeup brushes are from Tarte. So I'm keeping these two to myself cause they are too good. Hehe.
Other makeup and skincare stuff came from Milk, Soap&Glory, and Cover FX. I've never heard of the latest, so I was curious to give it a go.
They sent me this minimal-looking bottle of setting spray, which says 'illuminating' but I'm not sure how exactly that would work. I couldn't tell any difference from other setting sprays I use, but I go through them pretty fast so I was glad to get a new one, and I really enjoy the way the mist feels.
I've sprayed some over the plant (not actually on it) so you could see the blurriness and get an idea of how, when you spray it, it creates this 'soft cloud'. All of this to say that I like how the mist is sprayed across the entire face gently. Hopefully this makes sense.
If I had to point out one thing I didn't love, is the scent, but it doesn't truly matter.
Zoe also sent me her newest line the day it came out. I saw on Instagram that she had a little ice cream truck by the Pavilion to promote it, which was such a great idea!
The packagings are really good (and I like the names as well). The one thing that I didn't expect was the scent, because she picked elderflower and pomegranate for all the products, whilst the names were gelato (ice-cream) and jelly inspired – so I expected something on those lines. Either way, it smells totally fine.
I love the look of the bath fizzies, very cute. I used too little so I didn't really get to see much fizz, but I was planning on using many more stuff in the water anyway.
Whilst I was preparing the bath, I poured one of these packets containing 'bath milk powder' which basically makes your water cloudy.
I was excited about this, cause as you pour it, it creates a beautiful effect. I wasn't able to catch it on camera unfortunately!
Lush also sent me stuff, which as you know, always makes me happy. This time they included two bath bombs, two jelly face masks, and two hair treatments.
I was looking through the papers they attached for me, showing the new stuff available, and instantly wished I had the rocket bath bomb. I'm most likely gonna pop into the shop tomorrow and grab one!
The product I was most excited about was this face mask: first of all, I've never tried a jelly face mask before, so it was pretty fun – although quite tricky at first; and also the ingredients all sounds good to me (chamomile, honey, rose oil – all ingredients I look for in my skincare).
Oh! Not to mention the name 'Bunny Moon' which is also translated in Japanese 'Tsuki no Usagi'. This mask must have been made for me.
After using it, I could actually tell a drastic difference. I'm not saying it because I wanted it to be good (for the reasons listed above) but because I could truly tell it worked for me: I've been battling pretty bad breakouts in the past few days, so my skin is red and angry in some areas. After washing this off, the redness was much less obvious, and my skin was very soft.
Since I was preparing a bath I figured I would give a go to the hair mask as well. It wasn't really time to wash my hair yet, but hey.
I love how these come with the wooden stick and instructions, and this red one smells like cinnamon – which I love – but the ingredients didn't list cinnamon so maybe I'm going crazy.
You just let the product melt in hot water and then put it on your head for 20 minutes.
Quite simple, but it got quite messy. And very chunky.
Washing it off fully was also a bit tricky, but my hair smells amazing so, even tho I wouldn't do it regularly, maybe once every couple of months could work for me.
I then popped the darker bath bomb into the water, and I was not ready for it.
With Lush, most bath bombs are just very pretty to look at, so when I put this in I expected for the black to be a thin layer, and then the inside to be very colourful.
That wasn't the case.
My first thought was 'why'. Then 'oh, kind of creepy. Black water'. And finally 'I like this'.
It was just fun. The foam felt a bit different, it kind of 'attached' softly to the skin to further moisturise. I don't know, maybe it's not the prettiest, but I ended up really enjoying it!
Going back to Zoella's products, I've then used the scrub, which was not as grainy as my usual ones – definitely more on the gentle side.
But it was a nice surprise when I opened up the body cream as it had these pink dots everywhere. Nice touch!
I've almost forgot to mention that I've used the 'Soft' line by Maria Nila to wash my hair. I use the 'Heal' one on a regular basis, but I'm about to run out of it so when I saw this package I was incredibly happy, so I have a replacement.
I love this brand a lot. It's vegan, cruelty free, from Sweden, and the packagings are gorgeous. Plus, the shampoo and conditioners usually match the colours of their bottles.
They included a heat protectant, which seems quite strange as it's in cream format (resembling more of a leave in conditioner). I've tried it with wet hair, but I'm curious to know if it would work on dry hair before curling it, or if it creates a paste? Have you tried it?
On my face I used the Matcha cleanser stick by Milk, followed by the toner. I really like these, they are so convenient and feel so nice when you apply them onto your skin because it feels like a mini massage.
Finally, I wanted to quickly talk about this… serum? I'm not sure if it's a serum, a moisturiser, or something else, but I've been applying it in the morning because you can smell the Vitamin C, making me feel like it's waking up my skin.
Plus, it looks so pretty.
After pampering myself, and taking photos of all the products, I looked over at the couch and saw Maya looking adorable, so I had to photograph her as well! She has a cold, apparently (we went to the vet again yesterday). She keeps coughing and sneezing, but the vet said it should only last a couple of days.
How have you spent your Sunday?
The giveaway is now closed. Here is the winner:
New giveaway will come soon! Thanks to everybody for joining. (∗•ω•∗)


text:
SOURCE: Kona Grill, Inc.
June 25, 2014 13:35 ET
SCOTTSDALE, AZ--(Marketwired - Jun 25, 2014) - Kona Grill, Inc. (NASDAQ: KONA), an American grill and sushi bar, today announced the completion of an underwritten public offering of 2,645,000 shares of its common stock at a public offering price of $18.50 per share. An aggregate of 2,345,000 of these shares were sold by the Company, which included 345,000 shares sold pursuant to the exercise in full by the underwriters of their option to purchase additional shares, and 300,000 shares were sold by certain selling stockholders. The offering closed on June 25, 2014. The gross proceeds to the Company from this offering were $43.4 million, before deducting the underwriting discount and other estimated offering expenses.
The Company intends to use the net proceeds from its sale of shares in the offering for new unit expansion, remodel and maintenance capital expenditures and for working capital and other general corporate purposes.
KeyBanc Capital Markets and Raymond James served as joint book-running managers in the offering. Feltl & Company, Janney Montgomery Scott, Lake Street Capital Markets and Wunderlich Securities served as co-managers.
This offering was made pursuant to a registration statement previously filed with the Securities and Exchange Commission (the "SEC"), which was declared effective on June 19, 2014. A final prospectus related to the offering was filed with the SEC and is available on the SEC's website located at www.sec.gov. Copies of the final prospectus may also be obtained by contacting KeyBanc Capital Markets, Attention: Equity Syndicate, 127 Public Square, 4th Floor, Cleveland, Ohio 44114 or by telephone at (800) 859-1783; or Raymond James, Attention: Equity Syndicate, 880 Carillon Parkway, St. Petersburg, Florida 33716, by email to firstname.lastname@example.com or by telephone at (800) 248-8863.
This press release shall not constitute an offer to sell or the solicitation of an offer to purchase, nor shall there be any sale of these securities in any state or jurisdiction in which such an offer, solicitation or sale would be unlawful prior to registration or qualification under the securities laws of any such state or jurisdiction.
About Kona Grill
Kona Grill (NASDAQ: KONA) features American favorites with an international influence and award-winning sushi in a casually elegant atmosphere. Kona Grill owns and operates 27 restaurants, guided by a passion for quality food and personal service. Restaurants are currently located in 17 states: Arizona (Chandler, Gilbert, Phoenix, Scottsdale); Colorado (Denver); Connecticut (Stamford); Florida (Tampa); Idaho (Boise); Illinois (Lincolnshire, Oak Brook); Indiana (Carmel); Louisiana (Baton Rouge); Maryland (Baltimore); Michigan (Troy); Minnesota (Eden Prairie); Missouri (Kansas City); Nebraska (Omaha); New Jersey (Woodbridge); Nevada (Las Vegas); Texas (Austin, Dallas, El Paso, Fort Worth, Houston, San Antonio, The Woodlands); Virginia (Richmond). For more information, visit www.konagrill.com.
Investor Relations Contact:Liolios Group, Inc.
Cody Slach
Tel 1-949-574-3860Email Contact
Investor Relations Contact:Liolios Group, Inc.
Cody Slach
Tel 1-949-574-3860Email Contact
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text:
Hello there fellow painter Padawans! Today I want to show you how to paint weathering effects on your X-Wing models.
There are many different ways to achieve a nice weathered look on your plastic spaceships and I want to show you some of the easiest and fastest methods out there. One of the greatest things about trying to achieve a weathered look on your miniature is that it is much easier than to paint clean lines and perfect patterns. It's hard to mess up a ship that is supposed to look messed up 😉
I'm going to break this article down into a few different categories which doesn't mean that there aren't any other ways to achieve these results or that you can't combine any of these methods. I just try to make it easier to look up certain methods.
- Washing/Shading
- Drybrushing
- Painting rust
- Paint Chipping
- Fineliner/Pens/Pencils
- Salt Weathering (I will only briefly touch on this topic as it requires quite a bit of experience and time)
First off we will talk about the effect a simple wash can have on making your model look more weathered. While mostly used to create the illusion of depth by adding shadows to the model you can effectively use the shades on flat surfaces to create a "worn" look. By using a shade (which is essentially just a very thinned down darker paint) on a flat surface you can give it a used, old or even moldy look. Just let the watery paint flow onto the straight surface and let it dry while being in an upright position. Because the washes are very thin paint you can easily paint over it if you don't like the blotch you created and try a different approach next time. You can also clean up the blotches with a dry brush or soft sponge while the paint is still wet to create the desired effect.
Check out this tutorial for more information about the shading process
Check out my previous article on drybrushing if you don't know what it's all about. Drybrushing is one of the most frequent techniques used in miniature painting. I use it mostly to pick out details and further increase the depth of the model. You can also use it for a nice engine glow or in this case for some metallic weathering very effectively. In the example below I used a silver paint (Leadbelcher from the Citadel range) and slightly drybrushed over the right engine pod of the Scum Y-Wing. This is the only change applied to the model solely for demonstration purposes. You can see that the silver sticks to the highlights and the tip of the pod to give it a slightly worn metallic look. Metallic paints are very useful for drybrushing as they often stand out in a more discrete way than other bright colours, especially of course on mostly metallic vehicles 😉
Although frequently used for highlighting you can use darker colours like brown, black or grey on your drybrush to create nice weathering effects. Remember that in order to use the drybrushing technique you need to wipe most of the paint off the brush and use gentle swiping motions while applying it to the model. Also keep in mind that the paint will stick to the raised areas first.
Painting rust
Now this is were it get's exciting 😉 I always thought that Scum and Villainy was the perfect faction for some really dirty, rusty, battered old junky looking spaceships. You know the ones I'm talking about… they look like they haven't seen spacecombat in the last century and need a fistbump on the dashboard in order to start their engines. Oftentimes they are customized by countless previous owners and some spicesmugglers would never trade the old souls in for a brand new corvette unless their lives depended on it. In my opinion the best way to achieve that look is to add a nice amount of rusty spots…
The easiest way to achieve this is to take a rusty looking colour (normally you are looking for an orange tone) and apply it carefully in some random spots or spots were rust is likely to occur (e.g. parts that are exposed to water/fluids). A good way to go about this is to use the drybrushing technique as it allows for rougher outlines. I frequently use a special rust colour from the Citadel range called Ryza Rust and combine it with their Nihilakh Oxide to achieve a good corrosion effect. The Nihilakh Oxide adds an extra layer of depth to the rusty exterior and due to its fluidity flows right into the crevices just like a wash.
Another way to add rust to your model is by painting the entire model in your rust colour, seal it with a gloss varnish, then paint over it with your base colour and add all the other details. As your final step you would then scrape of the top layers to reveal the rusty paint underneath. It is quite a long process however and might not be worth the effort for smaller models. I have tried this technique once before on a spare Z-95 Headhunter and although I am pleased with the overal result I think I could have saved a lot of time and effort by applying the rust simply over top of the model. Maybe I will try it again on a large base ship where you can really see the paint chipping off. Just be careful when taking off the paint as you might accidentally also scrape of the rusty paint 😛
Paint Chipping
Talking about chipping paint 🙂 I found an easy technique online that uses a normal household sponge to apply little patches of paint that make it look just like paint is flaking off your car or metallic fence posts. All you need to do is find a sponge that you can cut into smaller pieces (just big enough that you can still hold it), dip it into your paint and apply it carefully to your model. Make sure you don't have to much paint on the sponge by trying it on a paper towel first and see what kind of pattern it makes. Otherwise you might ruin your model in a single "dip" 😛
Black is a the perfect paint to start with as it looks most believable. Experimenting with different sponge sizes and types is a good idea to find the pattern you like. You will already notice a big difference by using either the soft yellow part of the sponge or the hard green part. I prefer the yellow side and will show you the results of it on my YT-2400:
Apart from the fact that it looks really cool on your model this is just such a fun technique to try 🙂
The biggest difference when using these non-paint mediums is that they don't dry the same way as paint and sometimes come off easily by rubbing or simply being touched. In order to avoid that you have to be very careful while drawing them on and you should always seal your model afterwards. I will be doing an article on sealing with a varnish/finish in the future but for now just keep in mind that a Gloss varnish/finish will make your model look very shiny while a Matte varnish will make it look more natural.
The great things about using a fineliner or pencil is that you can draw straight lines a bit easier and afterwards you can smudge the lines in the desired direction with your fingers. Very useful to create an exhaust effect or speed lines from space debris or even blaster damage. I have used this technique very often myself but I have seen great examples of it being used and it might be especially useful for beginners or painters who are not so steady with their brushes yet.
You can use coloured pencils to achieve a rusty look or maybe an algae growth from the swamp in Dagobah if that just happens to be where you last parked your vehicle 😉
Salt Weathering
Ah the salt weathering technique. I haven't tried this technique myself so I don't feel confident enough to give advice about it but I felt like I should at least mention it. My simple explanation would be as follows: 1.Apply a rust colour to your entire model. 2.Brush a bit of water on patches you want to appear rusty. 3.Apply salt that will adhere to water. 4.Apply basecoat with Airbrush (also why I can't really do this technique). 5.Brush off the salt and leave rusty patches exposed. Voilá, a rusty looking mean machine 😀 If you have used this technique let me know about it in the comments below.
Ok, I think this covers most of it for now. Personally I have a lot of fun with weathering techniques and I feel like it's a perfect fit in the Star Wars universe where lots of vehicles, tools and weapons are being used and reused for a very long time. I have by no means covered all techniques on how to paint weathering effects out there and there is so much more that could be discussed but I hope this will give you guys something to start with.
Please let me know what you think about this article in the comments below, I will be happy to hear from you and respond to any questions you might have.
Until then…
May the paint be with you all


text:
Housing Management jobs in Market Harborough
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Showing 1 - 3 of 50
Strategic and Sparkly Sales Manager wanted for much publicised Product Design Studio
A fast growing Product Design practice is seeking a proactive Sales Manager to become a valuable part of the studio's continued development.
Head of Asset Management/ Compliance / Contract Management / Social Housing
Our client is a locally based housing association with over 3,000 homes in and around Tower Hamlets for people in housing need.
Operations Manager
The Operations Manager will lead, direct and manage integrated service and business operations across the organisation.
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Fast track your career with this RICS accredited Quantity Surveying and Commercial Management Masters. Liverpool John Moores University offer part time day release on this postg...
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Gain professional BIFM qualifications on LJMU's Facilities Management Masters. You can qualify for studying/certified membership of CBIFM. Study on a course accredited by ...


text:
The federal Carl D. Perkins Career and Technical Education Improvement Act of 2006
includes several references to High Skill, High Wage, or High Demand occupations.
Each state has been encouraged to develop their own definition of "high demand,
high wage or high skill occupations." Below are the criteria currently used by the
Texas Workforce Commission:
High Skill Criteria: Texas defines high skill occupations at the local level.
There is no statewide definition.
High Wage Criteria: Occupations that exceed the median annual or weekly wage
threshold for all earners. For Texas those figures are $34,550 annually or $16.61
hourly based on 2015 OES estimates.
High Demand Criteria: Occupations growing faster than average for all occupations
in the 2014-2024 projections. That figure is 20.9 percent.
The table below indicates which occupations meet the Texas High Wage and High Demand
For comments or question, please contact:
Doyle Fuchs
Director, Labor Market and Career Information
Texas Workforce Commission
512-936-3105 email@example.com


text:
All our staff are highly qualified and have the experience to guide you to choose the best wine for your wedding or party. We offer sale or return and free delivery. We can loan you glasses free of charge. All in all, we can make the wine planning for your event easy and cost effective.
Want to say a simple 'Thank You' or 'Well Done'? Give a nice gift to one of your clients for all their business during the year? Then a bottle of wine is a great way to do it! We have a wide range of wines and our staff have the right experience to help you pick out the one.
We import many of our own wines and as well as supplying our own shop and other fine wine shops, we also supply many of the finest restaurants in the country. If you would like a wholesale list, contact Gabriel on firstname.lastname@example.com or on 086 603 2558 and we will organise a list to be sent to you.


text:
Teach your children that it is never a good idea to swim alone.
Even swimming pool fencing, first aid kits, and other precautionary measures will not help anyone who is swimming alone and gets a sudden cramp or falls into some other form of distress. Swimming alone is dangerous for swimmers of all levels and ages.
Have at least one other person with you when you are swimming. Children should have an adult present at all times even if there are other children around.
Should you decide to swim alone, alert others in your home when you will be in the swimming pool. Ask them to check on you often and set a time to go back inside. Open windows that border the side of your home with the swimming pool so that those inside can hear your calls for help if you fall into distress.
These precautions can save your life if you find yourself in an emergency when swimming alone.
Now one of the top on-line publishers in the world, LifeTips offers tips to millions of monthly visitors. Our mission mission is to make your life smarter, better, faster and wiser. Expert writers earn dough for what they know. And exclusive sponsors in each niche topic help us make-it-all happen.
|Guru Spotlight
|Sheri Ann Richerson


text:
A/N: Insurgent spoilers ahead. I couldn't help but write this because these two are basically my favorites. Also, if you decide that you like this enough to favorite it, I would sincerely appreciate a review as well.
is this redemption
and if you think peace is a common goal
that goes to show how little you know
death of a disco dancer ––the smiths
Tris feels war in her veins, quietly building. She has stared directly at death and it doesn't seem to bother her in the least. All she hears is her heartbeat, a ceaseless reminder of evading the end she'd thought she wanted so desperately. She's grasping at threads, trying to let things go, when all she needs is an excuse to keep holding on to nothing. She is not the results of her aptitude tests from so long ago. She has been aware of this for an extended amount of time but never so often as when she looks Uriah in the eye as the days go by and never apologizes, not even once. A dwindling moral compass in the back of her mind tells her that it would be the right thing to do, but she's not sure what, exactly, other than the tragedies that have transpired in their entirety that she should say sorry for, which is why she chooses not to say it at all.
When she steals glances at him, though, she sees the welcoming boy from the night of capture the flag who went out of his way to say hello, and guilt hits her with its millions of faces. Guilt is her parents' last expressions in the dead of the night when she cannot sleep, the constantly overwhelming and terrifying what if's that cloud her judgment every passing second of every passing day. Guilt is the total of each of her betrayals, rendering her incapable of reaching a state of ease. Guilt is Will and Marlene and Lynn and the rest of the unnamed innocent caught in the midst of a war they didn't start, not to mention their loved ones who were left with holes in their lives where they used to be, and yet Tris can't feel anything except anticipation of the conflicts still to come.
Uriah makes a habit of staring at his reflection in the mirror when he can, breathing deeply to the point of doing it for the sake of simply doing something. He has narrowly escaped the urges of self-pity that his unconscious has thrown itself into lately, and plans on doing so until such emotions part from him completely. He longs to remember how to live properly, to be wild and free in spite of however much he forces himself into concluding that he only could have done that with Marlene. He attempts positivity, thinking of Zeke, his sibling who made it, but then accidentally drifts to Shauna and Hector, because theirs didn't.
He closes his eyes and summons up the strength he tells himself he should have. It is impossible when trying to muster up all the courage he has in him to not picture the girl who didn't believe in herself enough and then believed in herself too much. He really shouldn't, but he does anyways, because for him she's everything, all the time – a destructive, beautiful mess of vulnerability and emotions he envies since most are ones he would never be capable of conjuring up himself. The bathroom door behind him creaks as if on cue, so he opens his eyes and half-heartedly greets the first individual who acknowledged his divergence as if it wasn't a crime.
"You look like you've been crying," Tris blurts out immediately, despite her best instincts. She won't have a clue how how to comfort him if he doesn't respond appropriately.
"Yeah, well," he jokes, almost sounding genuine, "I look like that all the time."
She avoids his eyes. He pretends not to catch it.
"I just need to wash my hands," she adds flatly, like it'll make the situation more bearable for both of them.
He steps backwards so she has room to stand at the sink, and observes her intently. Droplets trickle slowly out of the faucet as she thrusts her hands under it. Uriah feels things for her that make him ache. Everything is too complicated. There is soap on her skin now, mixing with the dried up blood which is cracking and turning everything pink.
He has never shaken hands with this hollowness before, not like craving a walk outside in the sunlight apart from any hints of civilization but realizing it won't do him any good because he'll end up lying face down in the cement, screaming and screaming until his throat grows hoarse for reasons he can't put a name to, but he pretends he has. The soft noise of the water halts, but nonetheless echoes in his ears as she reaches the door without a single word.
"Wait," he says, raising an eyebrow expressively. "You should knock next time. There's no guessing what I could've been doing in here."
She turns on her heel, but not before he spots the beginnings of a smile on her face that disappear as quickly as they came. He regards it as a success. He didn't know he'd retained the ability to arch his eyebrow in that fashion.
She is on the other side of the wall before he can process anything straight, leaving him trapped inside with his own mind again, but as the night rages on, she gets the impression that his wounds are leaving unmistakable scars on her instead of him.
White light blinds her, and she panics.
She recognizes him in the distance, convincing herself that she does solely because it would be inconceivable not to. He steps closer, cocking his head to the side. She can't help but wonder if this is her final chance at redemption, but then notices the things flashing past in the darkness as the light that brought her to him dies down. They are friends. They are ranked number one and number two after the climax of Dauntless initiation. They are Divergent. They are reckless. They are brave. They are alive –
She recalls the hidden familiarities of the situation and is struck by the revelation that she will wake up soon and be dragged back into reality, back into problems she needs to solve and battles she needs to fight and people she needs to save, but those same people keep collapsing lifelessly in front of her and she wishes every moment didn't hold such abundant uncertainties.
"Yeah?" she answers finally. Her voice is not her own. It belongs to someone else, just like all her grief does. I'm sorry I couldn't save you are syllables already formed on her tongue, like they've always been there. She can't bring herself to utter them. If he were real and still with her in ways that no one else was, he would laugh. Maybe tell her that none of it is her fault and she needs to stop being so hard on herself, and he sort of does, in that smooth, reassuring tone she's grown to associate with his overconfidence.
"I believe in you." He smiles a little, reaches out to touch her, but his hand doesn't make it that far. "We all do."


text:
When I began in this business, the Communications Mix primarily referred to a combination of conventional media vehicles -- TV, radio, outdoor and print. Then sponsorship, point-of-sale and promotion became part of the formula. And eventually, public relations won a seat at the table. As each marketing discipline reaches a certain level of maturity, they are "blessed" by the significant brands that deploy them and they become an integral part of the marketing playbook.
Today, there is a dizzying array of choices. In addition to traditional media, sponsorship, point-of-sale, promotion and public relations efforts, there is experiential marketing, rewards & incentives, digital communications, website content, search marketing, Facebook (and Vkontakte in Russia), Twitter, YouTube, FourSquare, LinkedIn, and more. And the list keeps growing. Not to mention the blurring of marketing with sales, customer service and internal communications.
Now that consumers have become part of the marketing equation thanks to social media, it would seem that virtually everything is marketing...everything is potentially a part of the communications mix. It has become virtually impossible for any marketing head to be sufficiently well-versed in all the options necessary to make an informed decision when it comes to determining strategy for a brand.
It's enough to make a grown marketing director weep.
At the same time, the increasing control of procurement departments over the selection of marketing agencies and services has created a disconnect for companies between controlling costs and the proper planning and execution of marketing strategies -- especially where the marketing director does not have sufficient knowledge or the muscle to impact the purchase decision-making process.
The emergence of the Chief Marketing Officer at some companies should go some way to reestablishing the balance of quality and value. However, there is still this knowledge gap to close, which has led to a certain amount of paralysis when it comes to adopting new procedures and adding new strategies to the communications mix. In other words, it has become far easier for marketing departments to continue doing things the same old way than to buck the system and suggest the right way to achieve marketing goals and lead the company through these dynamic times.
Add to this the fact that number-crunchers are attempting to commoditize a service that can thrive only with a certain amount of creative freedom. A downward pressure on fees is forcing agencies away from the consulting process to focus on the execution of programs at precisely the time when the reverse is what is needed. This is taking the thinking out of a thinking game. Sometimes it appears that everyone is in the engine room and no one is steering the ship.
What is needed is the reemergence of agencies as true marketing partners to help lead companies rather than become subservient, low-cost bidders in an increasingly high stakes game. Successful companies understand this and are working more closely with their agencies. Others may learn this lesson far too late.


text:
The goal...a photo colleciton of beards and to journal the whole funky experience of hunting for them (bugging the shit out of them for a photo). Not the easiest task so there is a bit of humor attached. The book is now available on Amazon.com... http://tinyurl.com/7k88mg9
Sunday, August 15, 2010
You Missed a Spot
I'm not going to talk about the guy on the left because he's already been in one of my photos. He's basically an accessory this time. The guy on the right is representing those with neck beards. I'm not sure if he tried shaving in one of those fish eye garage mirrors and couldn't see properly or if he just can't grow hair on his face. I'd bet you a nickle (or two) it's the latter.
Beard #43 = 7.0 CCs because it's a bit of a hidden treasure.
p.s. This project is making me realize this city is like a giant jail with all of it's gated entrance ways.
Posted by The Beard Hunter at 2:01 PM
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Billy Beane is kind of a big deal. The subject of a bestselling book? Tick. An Oscar nominated film adaptation of said book? Tick. Angelina Jolie orgasm supplier playing him in said film? Tick. As most sports enter the age of Nate Silver where statistics and analytics play a bigger role in scouting and recruitment decisions, Beane stands at the forefront as the innovator of the much discussed Moneyball model to baseball analysis.
Billy Beane's closest football ally is Arsene Wenger. His methods tally with Wenger's innate sense of economic responsibility and he is on record as describing the Frenchman as " undoubtedly the sports executive whom I admire most". In a recent interview with Rory Smith of the Times, he says of Wenger's Arsenal " Every year they are in the top four. They are paying down their debts. They have a stadium. If you are looking for a model, that is the one you look at". Smith highlights the sense of kinship between the two by writing "Both men, after all are pioneers. Just as Wenger's arrival in North London heralded a sea -change in English football's attitudes to nutrition, preparation, tactics and scouting, so Beane's devotion to analytics turned baseball on its head. "
Just as Beane used statistical analysis to shape his recruitment strategy, Wenger, a trained economist stood at that forefront in football. Simon Kuper, the Dutch writer who has made a name writing sports profiles for the Financial Times amongst other publications and is also one of the great authorities on football economics tells that when seeking a midfielder who could grow to replace Patrick Vieira, Wenger scoured the databases at his access looking for midfielders who covered the most distance in games. One of the names that returned caught Wenger, a man credited as being one of the all knowing oracles of modern football by surprise: Mathieu Flamini, then yet to receive a professional contract at Olympic Marseille. After further scouting, Flamini would find himself on the way to Arsenal's London Colney training ground to continue the next chapter of his life. Whilst football caught up with Wenger, he and Arsenal have made a bold attempt to gain a lead on their rivals. One of the big revelations from the recent annual general meeting was the purchase of an American company specializing in data management linking to the impact of statistics in todays climate. A clever move in that by purchasing this piece of intellectual property, they gain exclusivity whilst gaining a lead on their rivals who at the best would be forced to outsource or try and create a rival which would surely be a time consuming excercise.
Kuper was present at the first meeting between Wenger and Beane "In the speakers' room of a conference in London in October 2010, I watched Wenger and Beane sit on a sofa (with, bizarrely, Alastair Campbell) talking for two or three hours. They had never met before. It was a case of mutual fascination, love at first sight" .
These days, Beane is pushing a new approach. It is a recruitment strategy built on ensuring that "We did not have any bad players". It sounds somewhat obvious in the sense that one is forced to wonder what manager wants to pick his team from a pool containing bad players. Then again, it's also strange to have someone on record as saying it's a paert of some conscious self developed philosophy. He explains further "We started managing from the bottom. Every update on player performance we got, we would just cut the guy from the bottom. We did it unconsciously at first, but then it became a conscious effort". I might be reaching but I can draw parallels to Arsenal's transfer strategy this summer. For the last four years, if you asked the average Arsenal fan to detail their ideal summer transfer business, high on it would be to "Get rid of the "deadwood" referring to those players retained on the wage bill but made little or no contributions of note.
This year, it was taken very serious. The likes of Andrey Arshavin and Sebastian Squillaci who had become expensive pensioners did not find their contracts renewed getting their heavy wages off the wage bill. The Ivorien forward, Gervinho blessed with great dribbling ability and cursed with a habit of missing sitters and worrisome end product found himself off to Rome. The Italian goalkeeper, Vito Mannone joined Paolo di Canio's Sunderland Italian revolution. They didn't stop there. Some mutually terminated their contracts meaning Arsenal effectively paid off the likes of Marouane Chamakh, Andre Santos and Denilson to leave. Those like the central defenders, Johan Djourou and Ignasi Miquel were sent on loan despite Arsenal having only three recognised centre backs in Laurent Koscielny, Per Mertesacker and Thomas Vermaelen(who has missed the start of the season with injury). The only one blot would be Nicklas Bendtner who apparently was going to earn himself a 3million pay off and the opportunity to join Chamakh at Crystal Palace but found himself unable to when Arsenal failed to recruit a new striker on deadline day.
The impact of this being that although the team is deficient in terms of numbers, those left are all of sufficient quality and no member of the squad could be patently termed a "weak point" in the way Andre Santos earned for himself in that match at Old Trafford. This has also ensured that the cream of the youngsters have found a clearer path to the first team. It is difficult to fathom Serge Gnabry starting three games in a 6 day period and scoring his first Premier League goal in the last of those games had the likes of Gervinho and Arshavin still been around.
The greatest genius lies in simplicity. Beane is proof of this. Wenger used to be proof of this. If his philosophy continues to resemble Beane's, he might just rediscover the touch that made him the greatest foreigner in British football whilst shutting up those naysayers who have turned him into a punch line.
Mean Lean's Response
Thank you, that was a good read. It was only a few weeks ago that I was listening to the Arsenal America podcast and the host Chris had Billy Beane on the show to talk about his methods in baseball and also about Arsene Wenger.
It was a very interesting read, and his way of thinking reminded me of Arsene Wenger. The manager also seems one step ahead of everyone else, even if that step ahead doesn't quite come off.
This recent piece by Sporting Intelligence covers pretty much every detail about the managers performance which puts it in black and white how good he has been for our club.
Long may it continue I say.


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Re: Lettie Adams (mid to late 1800's)
In reply to:
Re: Lettie Adams (mid to late 1800's)
deb sizemore 9/17/04
My G-Grandmother was Alice (Alma's sister) The only additional inormation I have is about "GG" Cornett b. 3 Dec 1874 d. 27 Jul 1949. son of William Cornett b. 3 Feb 1814 and Malinda Garrison b. 1832 in VA.


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Marie E. Watts, 78, steel plant worker, domestic
Marie E. Watts, who worked as a domestic and at Bethlehem Steel Corp.'s Sparrows Point plant during World War II, died Friday of complications of cancer at Maryland General Hospital. She was 78 and lived in Baltimore.
In 1941, the Baltimore native was one of many women hired at the steel plant while men were drafted into military service during World War II. She left Sparrows Point in 1944 and did domestic work.


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Teaching Methodologies Language education was once a matter of rote memorization and repetition -- a dull and uninspiring process for students. The 20th century, however, witnessed an explosion of new methodologies that focused on more creative, engaging approaches. By informing themselves of these techniques, teachers of English as a second language, or ESL, can select the most effective approach for their students. How to be a good teacher You need three things:
4.Vocation Enseñanza de Inglés para Adultos Mark Cruz Rodríguez
0323878 Lesson Planning A lesson plan is simply a step-by-step guide to what an EFL teacher plans to do in the classroom on a given day. The more detailed the steps are, the better.
A teacher could not go to work on a given day and another teacher could read his / her lesson plan and know exactly how to teach the class on that day.
A good lesson plan might even include specific gestures and cues used for various parts of the lesson. That's how detailed a plan should be. How to be a good language learner Motivation Teachers have a lot to do with their students' motivational level. A student may arrive in class with a certain degree of motivation but the teacher's behavior and teaching style, the structure of the course, the nature of the assignments and informal interactions with students all have a large effect on student motivation. The Direct Method Summary: It became popular since the Grammar- Translation Method was not very effective in preparing students to use the target language communicatively.
Methodology: Meaning is to be conveyed directly in the target language through the use of demonstration and visual aids, with no recourse to the students' native language.
Objective: The purpose of language is communication (therefore students need to learn how to ask questions as well as answer them).
Key features: Students speak in the target language a great deal and communicate as if they were in real situations.
Techniques: The teacher presents certain topic that s related to some everyday situation. He explains the topic and even dictates some information. Then he asks and answers students' questions and then students practice making and answering questions among them.
Comment: I think this method is very practical to become a communicative person. Students are asked to use the language, not to demonstrate their knowledge about the language. The Audiolingual Method Summary: A method developed in the 1050s in american universities also known as audiolingualism to attain conversational proficiency.
Methodology: The language was taught by systematic attention to pronunciation and by intensive oral drilling of its basic sentence patterns. Pattern practice was a basic classroom technique.
Objectives: The course is divided into short term objectives and long term objectives. Short term are first, control of the structures of sound, form and order in the new language; second, acquaintance with vocabulary items that bring content into these structures; and third, meaning, in terms of the significance these verbal symbols have for those who speak the language natively" Long-range objectives "must be language as the native speaker uses it"
Key features: A student textbook is often not used in the elementary phases of course where students are primarily listening, repeating, and responding. Tape recorders and audiovisual equipment often have central roles. A language laboratory may also be considered essential
Techniques: Dialogues and drills form the basis of audiolingual classroom practices. Dialogues provide the means of contextualizing key structures and illustrate situations in which structures might be used as well as some cultural aspects of the target language.
Comment: This method is useful for situational communication . Students are guided so that their pronunciation, intonation and inflection is the correct one. Then, they are required to write and read texts following a pattern. PPP: Present, Practice and Produce Summary: Based on the principles of Communicative Language teaching from the 1980s and other initiatives from the 1970s. Also based on the KISS approach :)
Methodology: The teacher presents a topic in a very simple way. Gives examples and then works with the students on some exercises together.
Objectives: Students are not presented to English in a hard way and so they can feel more encouraged to receive the information and this will lead to a better production.
Key Features: The teacher must think of the easiest way to present the topics to be seen in class. The Silent Way Summary: Learning is easier when the students create rather than just memorize. It is also easier if they use physical objects and solve problems.
Methodology: Students learn sounds, the building blocks of language using a color chart. Classes tipically involve one structure at a time. With minimal spoken cues, students are able to produce the structure
Objectives: Be able to express their feelings and perception of the world. Have a pronunciation a native would find intelligible
Key Features: The teacher starts with what the students know and builds from one structure to the next. Structures are continually recycled. The syllabus is developed according to learning needs.
Techniques: Modeling pronunciation for some new words, help students pronounce these words correctly and then help them make their own utterances according to the situation created by the teacher to make them communicate.
Comment: This method is apt for students whose affective filter is high, usually adults in their middle thirties and up. Student errors are seen as natural, indispensable part of the learning process. Errors are inevitable since ss are encouraged to explore the language. Suggestopedia Summary: Developed by Bulgarian psychiatrist-educator Georgi Lozanov. Derived from Suggestology, where nonrational and nonconscious influences are used to optimize learning. Decoration, music, classroom arrangement. Memorizing by this method is sometimes up to 25 times faster than by conventional learning. Music plays a major role in the learning process.
Methodology: ". It is believed that students will learn best if their attention is focused not on the language forms but on using the language.
There are six components through which desuggestion and suggestion operate:
1. authority. People learn better from authoritative sources.
2. infantilization. To establish a parent-child-like relationship, giving the learner the receptivity of the child
3. double-plannedness. The environment of the class.
4. intonation, rhythm and pseudo-passiveness. Varying the voice tone and dramatizing to give meaning to the linguistic material and using music to relax.
Objectives: To deliver advanced conversational proficiency quickly paying attention to the use of the language, rather than its forms.
Key Features: The student works in a pseudo-passive state in which the material rolls over and through them. SS are encouraged to embrace their own infantilization, but also are encouraged to gain confidence with the activities presented.
Techniques: Lists of vocabulary and grammatical commentary. A textbook with emotional force, quality and interesting characters. Also, indirect support materials such as music and classroom fixtures.
Comment: This methos is good for people who are not in a rush to learn and who want to enjoy the process; also in private classes. Students are graded during their in-class performance and not through formal tests. Communicative Language Teaching Summary: In the 70's, educators noted that being able to communicate required more than linguistic competence. It was then, when there was this shift from learning English to using it, to using English to learn it. Developed to contrast Chomsky's theory of language.
Methodology: Activities that carry out real communication promote learning. They need to know that many different forms can be used to perform a function and also that several forms can be used for the same function, depending on the context and the interlocutors.
Objectives: Enable students to communicate in the target language. Language teaching will reflect the particular needs of the target learners.
Key Features: Students are communicators. They must be able to communicate even if their knowledge of the target language is incomplete. Students are responsible for their own learning. Their cooperative approach helps learner see that a faulty communication is not only the speaker's nor the listener's responsibility, but both's.
Techniques: students use the language through communicative activities such as games, role-plays and problem-solving tasks.
Comments: The teacher evaluates not only the student's accuracy, but also their fluency. The student who has the most control over structures and vocabulary is not always the best communicator. The Natural Approach Summary: In contrast to the Direct Method, It places less emphasis on teacher's monologues, direct repetition and formal questions and answers. There is an emphasis on exposure or input rather than practice, optimizing emotional preparedness for learning
Methodology: Communication is the primary function of language. It seems there is no theory at all, but the primacy of meaning is emphasized. Vocabulary importance is stressed. Language is a vehicle for communicating messages. Acquisition only happens when people understand messages in the target language. Nevertheless, they see language learning as mastery of structures by stages. Grammatical structures should not need explicit analysis or attention by the teacher, learner or materials
Objectives: It is designed for beginners to become intermediates. They will be able to make themselves understood leaving aside linguistic accuracy and details of grammar.
Key Features: Approached from two points of view: Basic personal Communication skills: (oral and written) and Academic learning skills (oral and written). At the end of the course, ss are not expected to learn structures but able to deal with language in certain situations.
Techniques: Learners should not try to learn. The more involved in the activities in the classroom, the more fluency and learning they will get.
Comment: I like this method for students who find English threatening because of its grammar. Since the course is student-centered designed and every student will start producing when they feel ready, their progress cannot be evaluated. Student's Motivation Ideally, all learners exhibit an inborn curiosity to explore the world, so they are likely to find the learning experience per se intrinsically pleasant.
In reality, however, this "curiosity" is vitiated by factors as compulsory school attendance, curriculum content, and grades.
•Intrinsic. It is the desire to learn for self-fulfillment, enjoyment and to achieve a mastery of the subject.
•Extrinsic. It is the motivation to perform and succeed for the sake of accomplishing a specific result or outcome.
Students who are very grade-oriented tend to be extrinsic motivated students Teacher's Motivation Effective teachers will make sure that students know WHY they need to learn the language that is the target of the day's lesson. Enhancing Student's Motivation
Students' motivation can be enhanced under the following conditions:
• Appropriate teacher behavior and good teacher-student rapport
• a pleasant and supportive classroom atmosphere
• a cohesive learner group characterized by appropriate group norms Instrumental Motivation
This is generally characterized by the desire to obtain something practical or concrete from the study of a second language.
the purpose of language acquisition is more utilitarian, such as meeting the requirements for school or university graduation, applying for a job, requesting higher pay based on language ability, reading technical material, translation work or achieving higher social status.
Instrumental motivation is often characteristic of second language acquisition, where little or no social integration of the learner into a community using the target language takes place, or in some instances is even desired. Integrative Motivation
It is thought that students who are most successful when learning a target language are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used.
Also, integrative motivation typically underlies successful acquisition of a wide range of registers and a native-like pronunciation
Integrative motivation has been found to sustain long-term success when learning a second language. Some micro skills
Producing writing at an efficient rate of speed
Produce an acceptable core of words and use appropriate word order patterns
Use acceptable grammatical systems
Express a particular meaning in different grammatical forms
Use cohesive devices in written discourse
Teaching tip:
Explain and use the process of writing. Ask for students to do revising, editing and feedback each other. Writing Micro skills should not be taught in excess. Micro skills are just a means of improving macro-skills. Can be categorized into:
Micro skills: recognizing and interpreting the linguistic features of the text.
Word meaning
Discourse indicators
Linking words
Macro skills: Understanding the ideas in a text. Reading Language Skills and Sub-skills Activities to enhance it:
Dictation exercises
Guided dialogs
Role plays
Encourage class participation by asking students how the real-life activity you are teaching is conducted in their country. Where would they by their groceries? How would they visit a doctor? Speaking: Main contributors: Stephen Krashen, Gillian Brown and Georges Yule some speaking sub-skills:
Phonological clarity
Being able to produce chunks of language
Appropriacy (register)
Understanding elliptical forms
Use of cohesive devices Speaking Main contributors: John Flowerdew and Lindsay Miller Teaching tip:
When to focus either on Top-down or Bottom up sub-skills?
Focus on Bottom up when working with transactional discourse (when language is just a tool that serves in the expression of content)
Focus on Top Down when working with interactional discourse (when expressing social relations and personal attitudes) Listening
Some bottom up sub-skills:
Discriminating between emotions
Getting the gist
Recognizing the topic
Using discourse structure to enhance listening strategies
Identifying the speaker
Finding the main idea
Finding supporting details
Making inferences It can be divided into:
Bottom up sub-skills
Top down sub-skills
Bottom up is what the page brings to the learner and top down is what the learner brings to the page.
Some bottom up sub-skills:
Discriminating between phonemes
Hearing morphological endings
Selecting details
Recognizing fast speech forms
Finding stressed syllables
Recognizing reduced forms
Recognizing words as they link together in connected streams
Recognizing prominent details Listening When learning English, it is important to learn skills that help to do everyday life tasks.
The language skills of speaking, listening, writing and reading are often divided into sub-skills. What is that? Main contributors: Gillian Brown and Georges Yule Teaching tips:
Choose a variety of texts.
Model how to predict what students are about to read every time they approach a text
Show them judge what the text may be from the title of the article.
Use flash cards or an overhead projector to teach students high frequency words and word recognition
Make the text personal. Some macro skills are:
Skimming. To get the most important information. Newspapers, brochures
Scanning. To find a particular piece of information. Schedules, meeting plans
Extensive reading. to obtain a general understanding of a subject and includes reading longer texts for pleasure
Intensive reading. Used in short texts to extract specific information. Here, it is necessary to understand each word. A bookkeeping report, an insurance claim, a contract. Reading Language Systems
Basic understanding of English language systems is imperative to work in the ESL/EFL classroom with confidence.
We can break up the Language system into three subsystems:
The lexical subsystem containing thousands of words, whose function is to reflect the entire range of things and phenomena in the ambient world.
The grammatical subsystem, whose function is to arrange words into sentences reflecting thoughts exchanged in speech communication
The phonic subsystem whose function is to provide the items and products of the two other subsystems with sounds and shapes Reflective Learning When we are children and start going to school, we are taught how to read and write. Once we can manage to do this, we all think the next step is just keep on reading and writing to learn. We move from learning to read, to reading to learn. However, we are almost never told that knowing how to read is not enough. It is necessary to also learning how to read. When learners are not taught how to successfully learn, they tend to take the known-by-everybody road and memorize all the information taught.
The problem is that memorizing information does not make critical thinkers. Learners who memorize become cup-students, pot-students; who just transfer the knowledge from books to their heads, without even questioning whether it is true or even useful. When learners are given the conditions to stop memorizing and reflect over what they are being explained, a virtuous cycle starts.
Learners experience, rather than copy from boards; and these experiences are what makes them reflect on what it is that they are learning.
Once they have done so, they are able to form new concepts and either complement or substitute previous information, and this becomes a new step to scaffold information for the next experiences to learn from. Classroom Management and Experiential Learning Kolb classifies students into convergent and divergent.
Kolb's experiential learning is well focused in terms of how adults learn.
With children, the teacher is a role model who sets the example and who, in some cases is a person to look up to. With adults, however, the teacher is just a guide who will help them develop a specific skill they know they need.
I think one student can be convergent sometimes and divergent other times. These types of classifications change depending on the activities to do, the students' mood that day, the relevance of the topic to their lives, etc.
What does not change though, despite whatever main reason they have, is the fact that they want to learn English, and that's the main goal the teacher must consider every time they do any activity. That must be the compass to choose how to teach some topic or how to carry out some activity. Experiential Learning David A. Kolb, with co-creator Roger Fry, developed a cyclical model consisting of four learning modes to include concrete experience, reflective observation, abstract conceptualization and active experimentation.
It designates learners into one of four learning styles: accommodative, assimilative, divergent and convergent thinkers. This cycle pertains to those in higher education as instructors and facilitators both on campus and in distance-learning settings as well as others involved in adult education. Teaching Approaches
The aim of English Language Teaching methodology is simple: it wants to educate teacher-participants /teachers about ELT, not train them in it.
All informed thinking is against lock-step training of teachers.
A teacher / teacher-to-be is a thinking human being, and his/her full potential can be reached only if s/he is encouraged to think and develop as an individual and a professional. Teaching Vocabulary Vocabulary is the knowledge of words and word meanings. As Steven Stahl puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world."
Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence.
Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies. Some strategies to teach Vocabulary:
1. Context
2. Dictionary
3. Synonyms/Antonyms
4. Clines
6. Mime
7.Pictures or Drawing
8 Word Formation
10. Semantic mapping Thank you Lesson Planning Teaching Approaches
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Enseñanza del Inglés para Adultos
Mark Cruz LEI 3 0323878
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