text:
Back in the 80s, the state wanted to do everything for us. We were being led up the socialist garden path, you see, thats why. There were state owned everything starting from factories to retail shops to hotels to trading corporations and tyre companies. As a logical progression of this, there was a rash of state owned Television manufacturing companies. We had ECIL - the Electronics Corporation of India Limited as the central electronics corporation. There was also Keltron (wiki), Meltron, Uptron, Konark (aha, Kerala, Maharashtra, UP and Orissa). There were perhaps others, but these come to mind right away.
If it were not for the liberalization, we would have had a state owned car manufacturing unit at almost every state. Imagine that. Actually it is not too difficult to imagine. Maharashtra had a Maharashtra Scooters, Kerala had (has) Kerala Automobiles Limited, there is a company by the name Scooters India Limited (Vijai super) (hilarity here). (A history of the Indian lambretta is here.)
So, heres how Indias IT industry would look like today. (Honestly, it wouldnt exist, but just for fun and since I was running out of creative ideas, please bear with me).
We could have had a Jai Maharashtra Software Solutions company (all documentation in Marathi only with periodic retrenchment of North Indians), Kerala State Software development company (where code is banned in HTML), a Tamil Nadu Software development company (where periodically they would hate Hindi and English) and of course, we can create many more...this can become a separate post in itself.
There would be periodic fights between the mainframe department and the newly formed upstart Java department as they fight to take control of government projects. The government in turn, would give work to both these departments since jobs could not be lost. That evaluation would be random in nature leading to a lot of acrimony for the end users, but since they would not have choice they would be ignored.
Then thanks to an enterprising project manager projects would be shown as mainframe or java for billing purposes and they would be created on the right applications. An audit would have brought this up as an anomaly and this project manager would find himself transferred to the "Java training in Oriya" department located in Dandakaranya. A similar fate would befall all those who attempted to implement robust people management systems in place with scorecards on charges of discrimination.
Jobs would be available through the local employment exchange (or the payment of bribe which would be accepted at the pan shop across the road of the head office). Computers at these ventures would be built only by the respective state owned computer hardware assembly units to a one time specification that was received in 1979 and it would be the government mandate that all computers be of this and no other specification.
They would go on strike periodically demanding parity between coders and architects, coders and gardeners and peons and vice presidents. Overtime allocation would be rampant and on paper everybody would work for 16 hours a day leading to resentment in post offices and banks since these guys get paid for two days for every day they worked. This would lead to a series of strikes at banks and other services because the software companies were too pampered and demanding wage parity. (In any case banks and post offices would not work for the large part since they would be dependent on software made by these companies.)
Reservation rules would be applicable for every project and based on a quota, employees would need to be hired. This rule would be built into a resource allocation mechanism built to go upto to five levels of Religion, Caste, Sub caste, Sect, Tribe and Clan. No skill detail would be available here as a matter of egalitarianism.
Onsite opportunities would be given only to the seniormost employees while there would be a lot of dissatisfaction at the junior level, leading to periodic lock outs, crashes and keyboard down strikes.
What would the software look like?
Projects developed for the administration would have the option of "Never", "Waiting for file" and "lose file forever" option. Software would be uniformly slow and useless and every clerk would have the option of disabling the system each time they went for a chai break.
The all pervasiveness of Microsoft Office would prompt the government to launch Maharashtra Shabd, Kerala Varta for example.
Maharashtra Shabd would have Marathi only instructions with translation banned into any other language. Karnataka would offer subsidies for any development in Kannada provided it is done within Karnataka and bringing any other software through the states borders would be faced with 224% tax - leading to an immediate increase in netbased downloads and an immediate cap on downloads greater than 99 MB which in turn would generate more downloads of file splitters leading to a ban on file spliltters leading to a spurt in imported memory drives as the most smuggled item in Karnataka... Tamil Nadus equivalent would save every document a 100 times each time you pressed the save button. Every file opened would open with a rapid cartwheel motion. Kerala clipart would have moustaches for all men and the maximum number of clipart would be available for hammer, sickles and the like apart from a free printer with special banner creation option for any strike.
Indeed Kerala Strike would be launched as a stand alone software - a software that would compete with Powerpoint and in Kerala they would have a complete monopoly on all strike posters and banners.
The software company would have company owned and operated townships in some of the more remote locations of India and they would be given projects by their own state departments since they would not be able to take on external work (nor would anybody give them external work). Periodically some noise would be generated about takeovers of these companies by the upstart private companies and of course they would be rapidly shot down by the IT minister of that state. Pay parity between both these types of firms would be an issue and ultimately a legislation calling for a pay cap for private employees would be passed. Politically motivated projects would be the order of the day and each budget would allocate more and more money to these floundering giants. Telephone bandwidth would be limited and for every extra bandwidth you would have to get into the long end of a queue with waiting periods of upto to 3 months, which can be circumvented by a bribe of about 50 rupees.
I could go on and on, but you see the picture...
Monday, February 18, 2008
Government Software Systems Ltd.
Back in the 80s, the state wanted to do everything for us. We were being led up the socialist garden path, you see, thats why. There were state owned everything starting from factories to retail shops to hotels to trading corporations and tyre companies. As a logical progression of this, there was a rash of state owned Television manufacturing companies. We had ECIL - the Electronics Corporation of India Limited as the central electronics corporation. There was also Keltron (wiki), Meltron, Uptron, Konark (aha, Kerala, Maharashtra, UP and Orissa). There were perhaps others, but these come to mind right away.
9 comments:
- In NJ said...
- This comment has been removed by the author.
- 9:09 PM, February 19, 2008
- In NJ said...
Tamilnadu has something similar to this effect - see I've seen Casio imitation digital watches made by this outfit during the 80s.
The Governments in India do everything else at taxpayers' expense except governing and properly providing basic services. TN is likely to start a Cable Distribution system.
Good post by the way.
- 9:14 PM, February 19, 2008
- Sudipta Chatterjee said...
Awesome post! :)
- 12:43 AM, February 20, 2008
Amusing post but obviously not balanced. Maybe you'd like to write one where you actually research the positive impact Government agencies (like CMC, EdCIL, the erstwhile ETNT, CDAC, DOE) and policies (such as the CLASS project) have actually helped kick-start the IT revolution in India?
- 10:46 AM, February 20, 2008
Amazing post
- 10:57 AM, February 20, 2008
- Nikhil Narayanan said...
wow!! how true ..how true!!
if u had written this 20 years back, they would have called u a futurist!!
Lucky, we have IT like we have it today
- 4:58 PM, February 20, 2008
- bHu$hIr said...
ha ha~! :-)
u forogt that the government will then start subsidizing the electricity to these companies since they're not making enough profits or somethin like it..
- 9:15 AM, February 21, 2008
- vinesh said...
nice posting
Madurai Hotels
- 1:07 PM, October 13, 2009
- This comment has been removed by a blog administrator.
- 1:32 PM, December 24, 2009


text: The West Point-educated Henry Slocum was made a lieutenant colonel in the 27th New York Volunteer Regiment when the Civil War broke out in April 1861. Severely wounded in the First Battle of Bull Run (Manassas), he recovered in time to lead Union troops in 1862's Peninsula Campaign and earn a promotion to major general that July. During the decisive Battle of Gettysburg, Slocum led the 12th Corps of the Army of the Potomac, drawing criticism for his hesitation to lead his troops into action on the first day of fighting. Reassigned to the war's western theater, Slocum later served under General William T. Sherman in the latter's Atlanta campaign and his famous "March to the Sea," and went with Sherman to accept the surrender of General Joseph Johnston's Confederate army in April 1865.

subset: commoncrawl


text:
Ultra Street Fighter 4 Trailer: Get a Huge Hug from Hugo
The gigantic Hugo makes his appearance in this new trailer for Ultra Street Fighter 4.
He and Poison have teamed up once again to take on the World Warriors in this iteration of Street Fighter 4. If you need a refresher, Hugo is a huge wrestler who was defeated by Mayor Mike Haggar in the original Final Fight game. Since his defeat, he's been wandering around, trying to prove that he's the best wrestler in the world.
In the trailer above, we can see a variety of his wrestling moves and his decidedly unhinged idle animations. Most of his moves involve a grapple or two, with a few smacks and slams thrown in for good measure. His Ultra combos are devastating and feature a level of acrobatic strength that you wouldn't expect from a behemoth of his size.
We're excited to see how Hugo will fare against the rest of the roster, especially the Red Cyclone, Zangief, in Ultra Street Fighter 4 when it's released for PC, PlayStation 3 and Xbox 360 this June.


text:
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Sexy shop 2X, a clean responsive for Opencart. This template is dedicaded to lingerie, underwear, sextoys and adult e-shop.
Demonstration site
Tested with IE9+, Firefox, Chrome, Opera mobile
Template compatibility: Opencart 220.127.116.11, 184.108.40.206, 184.108.40.206
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text:
when the tooth fairy forgets
My daughter Bee lost her first tooth this past week, which is about the most exciting thing to happen to a kindergartener EVER. She was so excited to finally get to use her tooth fairy bunny and carefully placed her tooth in the tiny pocket and happily went to bed. And do you know what happened? The tooth fairy didn't come! The second night came and Bee remembered to put her tooth under her pillow again and can you believe.. the tooth fairy forgot TWO nights in a row! So we decided to take some drastic measures.
We thought maybe some big signs might help the tooth fairy find its way to Bee's tooth. We decided maybe Bee has a different tooth fairy than her brother C and maybe this little fairy doesn't know her way around our house or where to find Bee's tooth (not every kid has a tooth fairy bunny pillow).
Thankfully it worked! And the tooth fairy finally did come and Bee was very happy to find a $1 bill in her bunny's tiny pocket.
We can't be the only people this has happened to.. what happens at your house when the tooth fairy forgets?


text:
Started Feb 10, 2013 0 Replies 1 Like
I'd be interested in hearing what people have to say about this, I wrote a longer piece on my blog but the basic issue is that I've met atheists who had their head up their ass and Christians who…Continue
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text:
Make it your own
Review our popular options below for the full range of finishing touches.
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To give your car an even more personal and unique profile, Volvo has developed these Exterior Styling accessories that reinforce the dynamic elegance of your car.
Side decor
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These aluminium running boards match the front and rear skid-plates. They protect the doorsills and make it easier to get in and out of the car, and to load the roof.
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Premium diamond-cut rims add a sporty edge to your XC90. Available in a matte dark grey, or light grey.
Tech & Sound
Navigate with style and ease or use the parking assistance. And with our Tech & Sound accessories you can get the full experience of sound and vision, safety and fun.

For more fun on long journeys, the remote-controlled RSE system will entertain for hours. The dual 8-inch screens are integrated in the front head restraints, and the system is fully integrated with the in-car multimedia technology.
Parking assistance, camera, rear
Reversing into a tight parking space can be a stressful experience – wouldn't it be good to have "eyes in the back of your head"? Your Volvo can provide that kind of supernatural ability with a camera mounted in the tailgate, which dramatically increases your field of vision behind the car.
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Practical or elegant, why compromise? With these pack and load accessories you get the best of both and make your everyday life a little bit easier. To obtain your Volvo's good looks some of them can even be colour-coordinated to fit your cars colour perfectly.
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This allows you to maintain the elegant appearance of the load compartment, even if you occasionally transport dirty loads. It's reversible waterproof, with colour-keyed textile on one side and plastic on the other.
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This steel grille helps protect you and your passengers from loads when braking sharply.
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Fitted directly onto the rails, these aerodynamically designed aluminium load carriers provide an easy-to-use rooftop carrying system. Add a skiholder or other Volvo load carrying accessories and away you go.
Nothing is more important than the safety of you and your passengers. And as you'd expect from us, our child seats are among the safest you'll find.
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Infants up to one year of age travel safely in this rear-facing seat. Side wings help protect in a side impact, and you can easily adjust the padded headrest and five-point harness. There's a canopy to block the sun, too. This infant seat is also easy to carry and can be used as a carrycot.
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This advanced, flexible rearward-facing child seat is suitable for children aged 9 months to six years. It's fitted using the car's safety belt and is easily adjusted to help optimise comfort and safety.
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Volvo's booster seat helps position a child at the correct height for the safety belt and is designed to optimise side impact protection. The headrest and width adjust easily to enhance comfort, and the backrest can be reclined when your child wants to rest.
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Everything we do is designed around people, so every innovation we make is designed to simplify and improve your life. We're especially proud of our advances in efficient power, connectivity and safety. We call our thinking in these areas: Drive-E, Sensus and IntelliSafe.


text:
Balanced pH, soothing pH, adjusted pH, and just about all manner of pH is advertised on our daily care products! Does the average shopper know what their skin pH should be and how their daily skin care products changes their pH? "So what", you say?
A while ago, I purchased a pH pencil ~ when you "write" with it on your skin, you can see what the pH, or acidity level is. When I used it, I found that my bar soap was pH ten. When my husband saw this, he took it and started using his soap, shampoo and lotions, testing each of them. Nine, ten, eleven and counting! Most in the nine to ten range. What do those numbers mean? What is acidic or alkaline and what does it matter what the pH is of our skin?
pH is a measurement of the acidity or alkalinity of a particular substance, in this case your skin. The pH scale goes from 1.0 to 14.0, with the lower numbers being acidic, and the higher numbers alkaline.
The normal, Correct pH of your skin should be right around 5.0 – 5.5. This is important because one of the functions of our skin is to create a protective barrier to germs! It has what scientists call "immune properties", meaning that when we come in contact with germs all day long, our skin protects us on the surface from getting infections from them.
The important point to know is that when your skin is out of its normal pH range, your skin's immune defense can't work as effectively, taking hours to return to its correct pH – just in time to take another shower!
"The epithelial surfaces form a physical barrier that is very impermeable to most infectious agents. Thus, the skin acts as our first line of defense against invading organisms. The desquamation of skin epithelium also helps remove bacteria and other infectious agents that have adhered to the epithelial surfaces.
Fatty acids in sweat inhibit the growth of bacteria. The low pH of sweat …prevents growth of bacteria.
The normal flora of the skin … can prevent the colonization of pathogenic bacteria by secreting toxic substances or by competing with pathogenic bacteria for nutrients or attachment to cell surfaces."
What all of this means is that our skin is like a protective shield against germs, and when we shed dead skin cells, germs go with them. Our own sweat deters the growth of bacteria, and at the correct pH, certain germs can live normally on our skin without causing infections, actually creating substances that kill other potentially very harmful germs when they come along!
The Key: All of this protection is optimum at the correct pH of your skin. When you shop for skin care products, do you purchase those that are advertised as having a balanced pH? That would mean in the seven to eight range, more alkaline than your skin should be to do a great job protecting you!!
Do you know the pH of the products you are using?
Are you taking care of your skin so it can take care of you?
I know I am, because I use Apriori Beauty products, which are pH CORRECT!!
Thanks for stopping by and "Making My Life Beautiful"!
XO Candy


text:
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text:
From the SAAP Web Site:
The purposes of the Society for the Advancement of American Philosophy are:
This entry on Levinas is long and extensive with thorough bibliographies and cited references.
From Northwestern University Press
Addressing Levinas
In their radical singularity, these essays reveal the inalienable alterity at the heart of Levinas's ethics. At the same time, each essay remains open to the others, and to the perspectives and positions they advocate. Thus the volume, in its quality and diversity, enacts an authentic encounter with Levinas's thought, embodying an intellectual ethics by virtue of its style. Bringing together contributions from philosophy, theology, literary theory, gender studies, and political theory, this book offers a deeper and more thorough encounter with Levinas's ethics than any yet written.
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text:
Informed by the latest research on topics ranging from phonemic awareness and phonics to teaching comprehension strategies, motivation, and assessment, this text provides the knowledge base, skills, and research-based strategies that you need to guide K-8 students successfully toward literacy for the 21st century—using reading and writing for thinking, problem solving, and communicating. Principal themes include balancing phonemic skills with more holistic approaches; fostering the love of reading; and successfully teaching all students to become able and eager readers.
- Motivating Struggling Readers features provide real-life examples of research-based strategies in action that help make reading exciting for all learners.
- Motivating Children with Technology features provide access to technological resources related to chapter concepts and explain why a technology-based approach can sometimes be more motivating for students than a traditional approach.
- Differentiating Instruction for English Language Learners features provide guidance on how to successfully teach English language learners in a classroom of native speakers.
Table of Contents
Preface xxvii
Acknowledgments xxxiii
About the Authors xxxv
The Reading Process 2
The Cognitive-Constructivist View of Reading 2
In the Classroom 1.1 Using Background Knowledge 3
The Cognitive Orientation 3
Schema 4
Constructivism 5
Reader-Response Theory 6
Sociocultural Theory 7
Reflect and Apply 8
Concepts That Elaborate and Complement the Cognitive-Constructivist View 8
The Interactive Model of Reading 8
Automaticity 9
Fluency 10
Metacognition 11
The Reading Corner Books to Help Build Automaticity and Fluency in Young Readers 12
Reflect and Apply 13
The Reading Proficiency of U.S. Students 13
A Response to Current Criticisms 14
Literacy for Today's and Tomorrow's World 16
In the Classroom 1.2 Developing Present-Day Literacy in the Sixth Grade 17
Reflect and Apply 18
A Literacy Curriculum for Today's and Tomorrow's World 18
Phonemic Awareness and Other Aspects of Emergent Literacy 19
Phonics and Other Word-Recognition Skills 20
Fluency and Matching Students with Appropriate Texts 20
Vocabulary Learning and Instruction 20
Scaffolding Students' Comprehension of Text and Higher-Order Thinking 21
Teaching Comprehension Strategies 21
Encouraging Independent Reading and Reader Response 21
Fostering Higher-Order Thinking and Deep Understanding 22
Building Connections 23
Reflect and Apply 23
An Overview of This Book 23
Chapter-by-Chapter Overview 24
The Components and Organization of the Chapters 24
Strengths and Challenges of Diversity 25
Concluding Remarks 26
Extending Learning 26
Children's Literature 27
Instructional Principles 30
Traditional Instructional Principles 30
The Reading Corner Informational Books That Give Students Opportunities to Make Critical Responses 31
Focusing on Academically Relevant Tasks 32
Employing Active Teaching 32
Fostering Active Learning 33
In the Classroom 2.1 Actively Engaging Students in Reading and Responding to a Text 33
Distinguishing Between Instruction and Practice 33
Providing Sufficient and Timely Feedback 34
Teaching for Transfer 34
Reflect and Apply 35
Constructivist and Sociocultural Perspectives on Instruction 35
Scaffolding 36
The Zone of Proximal Development 36
The Gradual Release of Responsibility Model 37
Cognitive Modeling 39
In the Classroom 2.2 Cognitive Modeling 39
Direct Explanation 40
Contextualizing, Reviewing, and Practicing What Is Learned 40
Teaching for Understanding 41
Cooperative Learning 41
Reflect and Apply 42
A Brief History of Reading Instruction in the United States 42
The Colonial Period and the 19th Century 43
The Heyday of Basal Readers 44
The Challenge to Basal Readers: Whole-Language and Literature-Based Approaches 45
Massive Federal Intervention in Reading 47
Reading Instruction at Its Best 48
Reflect and Apply 49
Strengths and Challenges of Diversity 49
Concluding Remarks 51
Extending Learning 52
Children's Literature 53
Making Motivation a Top Priority 56
The Critical Importance of Success 56
Creating a Literate Environment 58
Modeling 58
Time 58
The Classroom 60
Materials 60
In the Classroom 3.1 Assessing Students' Reading Attitudes and Interests 62
Choice 63
The Reading Corner Books About Food and Families in Many Cultures 65
In the Classroom 3.2 Poetry Browsing to Create Interest 66
Classroom Climate 67
Reflect and Apply 67
The Importance of Positive Attributions 67
Attribution Theory 68
Learned Helplessness 68
The Importance of Appropriate Challenges 69
In the Classroom 3.3 Providing Both Challenges and Supports 69
Concrete Approaches to Motivating Students 71
Ensuring Student Success 71
In the Classroom 3.4 Creating a Book Review File 72
Promoting Academic Values and Goals 72
Fostering Higher-Order Thinking and Deep Understanding 73
Ensuring Active Participation, Using Cooperative Activities, and Including Variety 74
Making Connections to Students' Cultures and Lives Outside of School 75
Praising Students, Rewarding Them, and Helping Them Set Goals 76
Factors That Undermine Motivation 76
Reflect and Apply 77
Nancy Masters, a Superstar at Motivating Students 78
Grouping Students for Instruction 79
In the Classroom 3.5 Primary-Grade Cooperative Learning to Solve Story Problems 82
Reflect and Apply 83
Strengths and Challenges of Diversity 83
Concluding Remarks 84
Extending Learning 86
Children's Literature 87
By Kathleen M. Wilson and Robert C. Calfee with contributions by Kathleen Clark
Our Perspective on Assessment 428
An Emphasis on Inquiry 428
Three Themes of Assessment 429
Balanced Assessment 430
Teacher-Based Strategies 431
Features of Contemporary Assessment Methods 431
In the Classroom 4.1 The Roots Project 431
The Roots Project and Assessment 432
Some Answers to Our Opening Questions 434
What Does the Teacher Need to Know, Week by Week, and Why? 434
What About Students? 434
What About Parents? 435
What About Other Teachers? 435
What About the Principal? 436
A Final Word on the Roots Project 436
Reflect and Apply 436
Assessment as Inquiry 436
Framing the Problem: What Is the Question? 437
Designing a Plan of Action 440
In the Classroom 4.2 Vocabulary Assessment in the Third Grade 440
Collecting Evidence 443
Observing 443
Discussing and Questioning 446
Interviewing 447
In the Classroom 4.3 The Funnel Approach 447
Student Work Samples: Performances and Portfolios 448
Scoring Rubrics 449
Models for Teacher-Made Tests 452
Analyzing and Summarizing the Data: The Teacher Logbook 454
Interpreting: Making Sense of the Results 457
In the Classroom 4.4 Interpreting Evidence in the Sixth Grade 457
In the Classroom 4.5 Collecting More Evidence 458
Reporting and Decision Making 459
Reflect and Apply 460
Test-Based Strategies 461
Basal Reader Tests 461
Standardized Tests 463
Preparing Students for Standardized Tests 466
In the Classroom 4.6 Using "Simon Says" to Practice Test Taking 468
nReflect and Apply 471
Concluding Remarks 471
Extending Learning 472
Children's Literature 473
Learning Disabilities
Environmental Causes
The Matthew Effect
Differentiating Instruction in the General Education Classroom
Response to Intervention
In the Classroom 5.1 Differentiating Word Study Instruction
Differentiating Time, Tasks, and Texts
Planning Small-Group Instruction 434
In the Classroom 5.2 Differentiating Comprehension Instruction
In the Classroom 5.3 Planning for Differentiated Small-Group Instruction
In the Classroom 5.4 A Differentiated Historical Fiction Unit
What Does the Teacher Need to Know, Week by Week, and Why? 434
What About Students? 434
What About Parents? 435
What About Other Teachers? 435
What About the Principal? 436
Reflect and Apply 436
Assessment as Inquiry 436
Framing the Problem: What Is the Question? 437
Designing a Plan of Action 440
In the Classroom 4.2 Vocabulary Assessment in the Third Grade 440
Collecting Evidence 443
Observing 443
Discussing and Questioning 446
Interviewing 447
In the Classroom 4.3 The Funnel Approach 447
Student Work Samples: Performances and Portfolios 448
Scoring Rubrics 449
Models for Teacher-Made Tests 452
Analyzing and Summarizing the Data: The Teacher Logbook 454
Interpreting: Making Sense of the Results 457
In the Classroom 4.4 Interpreting Evidence in the Sixth Grade 457
In the Classroom 4.5 Collecting More Evidence 458
Reporting and Decision Making 459
Reflect and Apply 460
Test-Based Strategies 461
Basal Reader Tests 461
Standardized Tests 463
Preparing Students for Standardized Tests 466
In the Classroom 4.6 Using "Simon Says" to Practice Test Taking 468
nReflect and Apply 471
Concluding Remarks 471
Extending Learning 472
Children's Literature 473
Emerging Knowledge About Text Structures 90
In the Classroom 6.1 Using Wordless Picture Books in a Kindergarten Classroom 91
Emerging Knowledge About Word Structures 92
In the Classroom 6.2 Kindergartners and the P Words 93
Phonemic Awareness and Alphabet Recognition 94
What Is Phonemic Awareness? 95
In the Classroom 6.3 Phonemic Awareness (Segmenting and Blending Sounds) 96
Why Do Phonemic Awareness and Alphabet Recognition So Strongly Predict Success in Reading? 96
Reflect and Apply 97
Learning to Identify Words 97
Some Early Understandings About Print 98
In the Classroom 6.4 Using Letter Puppets to Help Children Understand the Connection Between Phonemes and Letters 99
Connecting Letters and Phonemes 100
Linking Letters and Phonemes: The Alphabetic Principle 100
Reflect and Apply 102
Instruction That Facilitates Children's Growing Literacy 102
Creating a Literate Environment 102
Reading Opportunities 103
The Morning Meeting 103
Free "Reading" 104
Selecting Books for Specific Purposes 104
In the Classroom 6.5 Developing Phonemic Awareness 105
Writing Opportunities 106
The Reading Corner Big Books 107
Journals 107
Language-Experience Activities 108
Shared Reading and Writing Experience 108
In the Classroom 6.6 Reading and Writing Rhymes 109
Making Books 109
Mailboxes 110
Play Centers 110
Listening and Speaking Opportunities 110
Reading Aloud 111
Choral Reading 111
Tape Recordings 111
Sing-Alongs 111
A Kindergarten Scenario - 112
By Jonnie Wolskee
Reflect and Apply 117
Strengths and Challenges of Diversity 117
Concluding Remarks 118
Extending Learning 119
Children's Literature 121
CHAPTER 7 WORD RECOGNITION with contributions by Kathleen Clark
The Importance of Recognizing Printed Words 124
Why Listening Is Easier Than Reading 125
Shared Background Knowledge 125
Immediate Feedback 125
Visual Cues from the Speaker 125
More Common Words 125
Contextualized Meaning 125
No Translation Needed 126
Skilled Readers Automatically Recognize Words 126
The Structure of Spoken and Printed Words 127
The Makeup of Spoken and Written English 127
Phonemes: Vowels and Consonants 128
Syllables, Onsets, and Rimes 129
Word Families and Phonograms 130
Morphemes 130
Affixes: Prefixes and Suffixes 130
The Alphabetic Principle 132
The Structure of Printed Words: The Good News 133
Reflect and Apply 134
Our Position on Phonics Instruction and Related Matters 134
Word-Study Instruction 135
Five General Principles of Word-Study Instruction 135
Teaching Children to Recognize Words 137
Getting Started: Sight Words and Word Banks 138
Language Experience 140
Read, Read, Read 140
Teaching Children About Letter-Sound Correspondences 141
Phase 1: Learning the Alphabet, Beginning Word Study, and Initial Blending Instruction 142
The Reading Corner Alphabet Books 142
In the Classroom 7.1 Alphabet Activities 143
In the Classroom 7.2 Work with Onsets (Initial Consonants) 145
In the Classroom 7.3 Working with the Rime at and Some Individual Phonemes 147
In the Classroom 7.4 Steps in Blending 148
Phase 2: Short Vowels, Final Consonants, Consonant Blends, Consonant Digraphs, and Formal Blending Instruction 149
In the Classroom 7.5 Making New Words 150
In the Classroom 7.6 Word-Study Instruction on Consonant Blends 151
In the Classroom 5.7 What First-Graders Should Know 152
Phase 3: Short Vowels, Long-Vowel Patterns, Multisyllabic Words, and Prefixes and Suffixes 153
In the Classroom 7.8 Short-Vowel Work in the First Grade 154
In the Classroom 7.9 Contrasting Short- and Long-Vowel Patterns 155
In the Classroom 7.10 Multisyllabic Words 157
In the Classroom 7.11 Teaching Prefixes and Suffixes 158
Reflect and Apply 158
About Reading a Lot 159
Strengths and Challenges of Diversity 161
Concluding Remarks 162
Extending Learning 162
Children's Literature 163
Fluency and Its Importance 172
Reflect and Apply 174
Approaches to Building Fluency 174
Some Generalizations About Fluency Instruction 174
The Original Method of Repeated Reading 175
In the Classroom 8.1 The Original Method of Repeated Reading 176
Simultaneous Repeated Reading 178
Echo Reading 179
Tape-Assisted Repeated Reading 179
In the Classroom 8.2 Tape-Assisted Repeated Reading 180
Partner Reading 180
In the Classroom 8.3 Partner Reading 181
Choral Reading 181
Readers Theater 182
In the Classroom 8.4 Schedule for a Week of Readers Theater 182
Radio Reading 182
In the Classroom 8.5 Plan for a Radio-Reading Session 183
Fluency-Oriented Oral Reading 184
In the Classroom 8.6 Fluency-Oriented Oral Reading 184
Commercial Fluency Programs 185
Read Naturally Masters Edition 185
Renaissance Learning's Fluent Reader 186
Wide Reading in Appropriate Texts 186
Reflect and Apply 187
Assessing Readers' Fluency 187
In the Classroom 8.7 Procedures for Measuring Rate and Accuracy 188
The Reading Corner Books to Build Fluency in Developing Readers 191
Choosing Among the Approaches to Fluency 192
Matching Students and Texts 192
Assessing Students' Reading Proficiency and Motivation 193
In the Classroom 8.8 Constructing an Informal Reading Inventory 193
Assessing Text Difficulty and Accessibility 195
In the Classroom 8.9 Using the Fry Readability Formula 196
Your Personal and Professional Knowledge 198
Reflect and Apply 199
Strengths and Challenges of Diversity 200
Concluding Remarks 201
Extending Learning 202
Children's Literature 203
The Vocabulary-Learning Task 206
Frequent, Extensive, and Varied Language Experiences 207
In the Classroom 9.1 Interactive Oral Reading as Described by Biemiller 209
Reflect and Apply 210
Teaching Individual Words 210
Word-Learning Tasks 210
Learning a Basic Vocabulary 210
Learning to Read Known Words 210
Learning New Words That Represent Known Concepts 211
Learning New Words That Represent New Concepts 211
Clarifying and Enriching the Meanings of Known Words 212
Identifying Vocabulary to Teach 212
Methods of Teaching Individual Words 213
Learning a Basic Vocabulary 213
Learning to Read Known Words 215
Learning New Words That Represent Known Concepts 215
In the Classroom 9.2 Two Ways to Introduce New Words Representing Known Concepts 216
Learning New Words That Represent New Concepts 217
In the Classroom 9.3 Introducing New Words That Represent New Concepts 217
Clarifying and Enriching the Meanings of Known Words 217
In the Classroom 9.4 Semantic Mapping and Semantic Feature Analysis 218
Reflect and Apply 220
Teaching Word-Learning Strategies 220
Using Context Clues 220
In the Classroom 9.5 Balanced Strategies Instruction 221
In the Classroom 9.6 Teaching Context Clues 222
Using Word Parts 222
In the Classroom 9.7 Teaching Prefixes 224
Using the Dictionary 224
Reflect and Apply 226
Fostering Word Consciousness 226
The Reading Corner Books About Words and Word Games 227
Modeling and Encouraging Adept Diction 227
Providing Intensive and Expressive Instruction 229
Reflect and Apply 230
Strengths and Challenges of Diversity 230
Concluding Remarks 232
Extending Learning 232
Children's Literature 233
Instructional Frameworks and Procedures 236
The Roles of Purpose, Selection, and Reader in Planning a Successful Reading Experience 236
Purpose 237
The Function of Purposes 237
Matching Reading Purposes with the Text and the Reader 237
Selection 238
Types of Selections 238
Reader 240
Reflect and Apply 240
Five Frameworks for Scaffolding Students' Reading 241
Directed Reading Activity 241
Directed Reading-Thinking Activity 242
In the Classroom 10.1 Phase I of the DR-TA 243
Scaffolded Reading Experience 243
Prereading Activities 244
In the Classroom 10.2 Prereading Activity Relating the Reading to Students' Lives 246
Reflect and Apply 247
During-Reading Activities 247
Reflect and Apply 249
Postreading Activities 249
In the Classroom 10.3 Sample Postreading Questions for Various Types of Thinking 250
In the Classroom 10.4 Students' Postreading Dramatizations 252
The Reading Corner Books That Invite Musical Connections 253
Reflect and Apply 255
Comprehensive SREs 256
Guided Reading 256
Four Blocks 257
Individual Procedures for Fostering Comprehension of Text 258
Procedures for Narratives 259
Story Grammars 259
Story Maps 260
Procedures for Expository Texts 261
In the Classroom 10.5 Using K-W-L 262
Reading Guides 263
Procedures Appropriate for All Types of Text 264
Discussion Web 264
Semantic Webbing and Weaving 264
Reflect and Apply 266
Strengths and Challenges of Diversity 266
Concluding Remarks 268
Extending Learning 268
Children's Literature 269
What Are Comprehension Strategies? 272
Characteristics of Comprehension Strategies 273
Strategies Are Conscious Efforts 273
Strategies Are Flexible 273
Strategies Should Be Applied Only When Appropriate 273
Strategies Are Widely Applicable 273
Strategies Can Be Overt or Covert 274
Reflect and Apply 274
Key Comprehension Strategies 274
Establishing a Purpose for Reading 275
Using Prior Knowledge 275
Asking and Answering Questions 275
Making Inferences 276
Determining What Is Important 276
Summarizing 277
Dealing with Graphic Information 278
Imaging and Creating Graphic Representations 278
In the Classroom 11.1 Practicing Imaging with First-Graders 278
Being Metacognitive 279
In the Classroom 11.2 Fostering Metacognition 280
Reflect and Apply 281
The Reading Corner Books That Illustrate Strategic Behavior 282
A Powerful Approach to Teaching Strategies 282
The First Day's Instruction on Determining What Is Important 284
Motivation and Interest Building 284
Teacher Explanation 284
Teacher Modeling 285
Large-Group Student Participation and Teacher Mediation 285
The Second Day's Instruction on Determining What Is Important 287
More Large-Group Student Participation and Teacher Mediation 287
Cooperative Group Work 287
Sharing Group Work and Teacher Response and Mediation 287
Overview of a Unit 288
The Constructive Nature of Good Strategy Instruction 288
Transfer, Review, and Integration Activities 288
Reflect and Apply 290
Strengths and Challenges of Diversity 291
Concluding Remarks 291
Extending Learning 292
Children's Literature 293
Independent Reading 296
Providing Time to Read 296
Providing a Rich Array of Reading Material, the Incentive to Read, and a Place to Read 297
In the Classroom 12.1 Guidelines for Choosing Books for Your Classroom Library 297
Assisting Students in Selecting Material 298
In the Classroom 12.2 Guidelines for Helping Students Select Reading Material 298
Establishing and Maintaining an Independent Reading Program 298
Encouraging Out-of-School Reading 299
Responding to Literature 300
Reader Response 300
In the Classroom 12.3 Students' Artistic Responses After Reading About Animals 301
Literature Circles 302
In the Classroom 12.4 Establishing Literature Circles in a Fourth-Grade Classroom 302
Three Frameworks That Promote Literature and Reader Response 303
Book Club and Book Club Plus 304
Reading Workshop 306
In the Classroom 12.5 A Glimpse into a Reading Workshop in Action 308
Reflect and Apply 309
Strengths and Challenges of Diversity 309
In the Classroom 12.6 Encouraging Reluctant Readers 310
Concluding Remarks 311
Extending Learning 311
Children's Literature 312
The Reading-Writing Connection 358
A Positive Reading-Writing Environment 358
The Intellectual Climate 359
The Physical Environment 360
In the Classroom 13.1 Guidelines for Creating a Positive Writing Environment 360
The Process Approach to Writing 361
Informal Writing 364
nReflect and Apply 365
Some Writing Forms and Purposes 365
Writing to Learn and to Understand 366
Note Taking 366
In the Classroom 13.2 Sample Lesson on Note Taking 367
Brainstorming and Quickwriting 367
Semantic Mapping, the Venn Diagram, and K-W-L 368
Journals 370
In the Classroom 13.3 Introducing the Response Journal to Primary-Grade Students 372
In the Classroom 13.4 Guidelines for Journal Writing 375
Reflect and Apply 375
Writing to Communicate 375
Letters 376
In the Classroom 13.5 Writing Letters to or from People Students Read About 376
Biographies and Autobiographies 377
Reports 378
The Reading Corner Books by Exemplary Nonfiction Children's Book Authors 379
Imaginative Writing 380
In the Classroom 13.6 Writing Imaginative Mathematics Scenarios and Questions 380
Fiction 382
Poetry 382
In the Classroom 13.7 Writing Poems Around a Theme 383
Reflect and Apply 383
The Writing Workshop 383
Responding to Students' Writing 385
Publishing and Celebrating Writing 387
Reflect and Apply 388
Strengths and Challenges of Diversity 388
In the Classroom 12.8 Activities to Challenge Skillful Writers 389
Concluding Remarks 390
Extending Learning 390
Children's Literature 391
Learning to Read English as a Second Language in the UnIted States 396
Fostering Reading Achievement in English-Language Learners 396
In the Classroom 14.1 Traditional Instructional Principles 396
In the Classroom 14.2 Instructional Principles Motivated by Constructivist and Sociocultural Theories 397
The U.S. Landscape 397
Some Challenges of Learning to Read in a Second Language 399
Challenges Faced by English-Language Learners 399
Challenges Faced by Teachers 401
What Light Does Research Shed on These Challenges? 402
The Importance of Language Knowledge 403
The Importance of Literacy in the First Language 404
Cross-Language Influences 405
Cross-Cultural Influences 405
Reflect and Apply 406
Instructional Principles 406
Delpit's Principles for Working with Poor Urban Children 406
Demand Critical Thinking 407
Ensure Access to the Basic Skills, Conventions, and Strategies Essential to Success in U.S. Education 407
Empower Students to Challenge Racist Views of Their Competence and Worthiness 408
In the Classroom 14.3 Using the Shared Reading Experience in a Sixth-Grade ESL Class 408
Recognize and Build on Strengths 409
Use Familiar Metaphors and Experiences from the Children's World 409
Create a Sense of Family and Caring 409
Monitor and Assess Needs, and Then Address Them with a Wealth of Diverse Strategies 410
Honor and Respect Children's Home Cultures 410
Reflect and Apply 411
Kamil and Bernhardt's Techniques for Working with English-Language Learners in Typical Classrooms 411
Take Advantage of the 20 Percent Rule 411
Give English-Language Learners and Yourself Plenty of Time 412
In the Classroom 14.4 Summarizing Part of a Selection 413
Use the Rosetta Stone Technique 414
Involve Parents, Siblings, and Other Speakers of the Children's Languages 415
Use All the Available People Resources 416
In Assessing Students, Give Them the Freedom to Choose the Language in Which to Respond 417
The Reading Corner Books Available in Bilingual Formats 418
Use Informational Texts as a Significant Part of Instruction 419
Use Alternative Assessment Strategies 420
Additional Suggestions for Working with English-Language Learners 420
In the Classroom 14.5 Gersten and Baker's Suggestions for Working with English-Language Learners 420
In the Classroom 14.6 Jiménez's Recommendations for Working with Latino and Latina Students 421
In the Classroom 14.7 Short and Echevarria's SIOP Model 422
In the Classroom 14.8 AERA's Recommendations 422
Reflect and Apply 423
Concluding Remarks 423
Extending Learning 424
Children's Literature 425
References 485
Photo Credits 503
Name Index 505Subject Index 515
Teaching Reading in the 21st Century: Motivating All Learners, 5th EditionAdd to Cart
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- Description
Introducing the Pioneer HDJ-1500, a professional DJ headphone delivering excellent sound reproduction in a stylish cosmetic design intended for pro DJs. Providing unmatched audio performance, the HDJ-1500 utilizes high quality components, large drivers, high quality construction and a new sound isolation technology to achieve exceptional performance in demanding environments.
The high-quality components incorporated into the HDJ-1500 headphones deliver perfectly balanced sound across the entire frequency spectrum. The combination of large 50 mm drivers, copper-clad aluminum wire (CCAW) voice coils, rare-earth magnets and 38 μm-thick diaphragms, significantly improve control of the drivers and produce better bass response. Users will hear pronounced vocals, hard hitting kick drums and snappy snare drums that make matching tempos between tracks effortless.
The newly developed design also greatly reduces background noise. Pioneer has created an innovative sound-isolation chamber as part of its bass reflex port that isolates low and mid frequencies in the 300 Hz to 1,300 Hz by as much as 4 decibels from the previous Pioneer model, resulting in cleaner, better defined mid bass/mid range sounds.
The HDJ-1500 exemplifies the look and feel of pro-style headphones designed with large over-the-ears cups that not only look sleek but also contribute to their excellent performance. The model incorporates ultra-comfortable narrow low-resilience urethane memory foam ear pads to create a tight seal around the ears and significantly reduce external sounds. The urethane memory pads are also finished in durable leather for great feel and extended comfort. For additional convenience and DJ preference, the included ear pads can also be replaced with Pioneer's optional HDJ-EP01s open-cup protein leather ear pads which sit around the ears.
The HDJ-1500 features a moving headband and hinges composed of rugged yet lightweight magnesium alloy to withstand the rigors of extended professional use. Each earpiece swivels up to 90 degrees and can be flipped around 180 degrees for one ear listening. Furthermore, the included single-sided cable is detachable and can easily be replaced if damaged.
The headphones also include a compact carrying pouch for protection and convenience. For DJs who want extra headphone protection, Pioneer offers the optional HDJ-HC01 lightweight carrying case.
- Increased bass response and frequencies
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- Specs
Additional Information
Condition New Package Contents Includes compact carrying case driver_sizes 50 mm dome Impedance 32 Ohms Headphone Style Closed
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(c) Pocumtuck Valley Memorial Association, Deerfield MA. All rights reserved.
Contact us for information about using this image.
This letter would have been sent to the Town Clerk of Deerfield. It askOn December 9, 1786, Regulator leaders met and appointed a committee of seventeen men to oversee the organization of military companies and regiments "in the present movement of the people." Each member of the committee was assigned a regiment and ordered to write a letter to towns requesting them to meet and organize their men into companies. Obadiah Foot of Greenfield accordingly wrote this letter to the Town Clerk of Deerfield requesting the town "to assemble your companies to chuse a Captain and other officers necessary, and make return of the person so chosen to me as soon as may be." Deerfield did not comply with Foot's request as very few residents actively supported the Regulation. Foot's letter may have been sent to the Hampshire Gazette to promote anti-Regulator sentiments among those alarmed by these preparations for a violent contest with the Massachusetts government. William Butler, the publisher of the Gazette, disapproved of the methods of the Regulators and their cause. He lost no opportunity to publish news and commentary that might discredit them in the eyes of the public. Deerfield was not in favor of the Regulators, and it is probable that this letter was sent to the Hampshire Gazette to promote anti-Regulator sentiment. William Butler began publication of the Hampshire Gazette on September 6, 1786, in Northampton, Massachusetts. The mission of the newspaper was to inform the public about the issues pertaining to the ongoing conflicts.
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"To the good people of the Town of Deerfield" address published in the Hampshire Gazette
Letter from Daniel Shays printed in the Hampshire Gazette
Hampshire Gazette newspaper article on Shays' Rebellion
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Truth be told, I don't follow much bike racing, but there are a few I watch out for every year. Paris-Roubaix The Hell of the North is on the list. I hold the racers up along side the sailors in the Vendee Globe solo ocean sailboat racing in terms of sheer lunacy, bravery, and effort. Check out this classic finish from 1985 to see what i mean – Greg Lemond looks like he's lost a mud wrestling match at around 6:30 minutes. Tom Boonen won this year, showing some powerful sprinting in the velodrome, some pictures here.
American and NYC product George Hincapie unfortunately did not, having a mechanical with only 56km to go. Bikesnob NYC replays the entire drama for you, with ducks. Seriously. Go check it out, I nearly fell out of my chair.


text: Keep the Show on the Road! 23 Report post Posted August 4, 2007 The old Oregon Trail is known to just about every American as a pioneer route from Missouri to the Oregon country.; Fewer realize that one of the old auto trails took the name in the 1920's;.and was known as the Old Oregon Trail Highway. It didn't get the attention of great old auto trails such as the Lincoln, the Midland, the Pikes Peak Ocean to Ocean, National Old Trails, or the Yellowstone Trail. None the less, it was a well traveled route, and is one of the few examples where a modern freeway retains the auto trail name. I followed the route in Oregon last week (July 24-26, 2007) from the Snake River on the Idaho border to the Columbia River along the Washington border, over the Blue Mountains. As my guides I used the 1926 Old Oregon Trail Highway Guide, a 1919 Automobile Blue Book, a 1935 Gousha Guide, and the 1939 WPA Oregon Trail Guide.. The 1925 PulVers Highway Map of the Old Oregon Trail below shows the route from Ontario to Umatilla, as I drove it. PulVers 1925 Map of the Old Oregon Trail Highway I spent Tuesday night in Ontario at the end of my Central Oregon Highway US20 trip across the High Desert of Eastern Oregon (See posts under US20 here). On Wednesday morning I wanted to see what might be left of downtown Ontario in comparison to the 1926 photo in the Guide. It is obvious they are the same streets, but alas the Moore Hotel is gone. The only stand out "then and now" is the two story building on the left.; I left the Rainbow Restaurant description in the image because I would later encounter the same "All White Help" prejudice again. Ontario, Oregon Then and Now Leaving Ontario the road touches the Snake River along the pioneer trail, then heads north in the direction of Huntington. At 18.5 miles north of Ontario the 1926 guide states "This Point is Known as The Slides." Was this an early water park for kids?" I should have known! It was an area of rock slides. In fact as I stopped to take a picture, high on the cliff I saw the dust of a small slide in progress. I guess this part of the old road is aptly named! The Slides, 18.5 Miles North of Ontario, on the Snake River I pulled into the Farewell Bend State Park where the State of Oregon wanted $3.00 for Day Use. I wondered if I had to pay $3.00 to take a picture of where our pioneer families had left the Snake River, and concluded that 5 minutes wasn't a day. Farewell Bend where the wagons left the Snake River for the Last Time. In my lifetime we have gone from free public parks to charges for stopping to take a picture. I would like someone to tell me why we are now so impoverished as a country that we have to close our public parks to all but the well to do. Frankly, I don't blame the park people, nor the legislators. I blame us. The old highway leads into Huntington, long bypassed by the I84 freeway. Huntington's history as a railroad center is quite evident with a large rail switching yard and the town laid out facing the tracks. There were a couple of interesting buildings among those facing the railroad. I like Huntington. It has a big park with huge shade trees, and the people say "Hello" and smile when you pass them on the sidewalk. I went into Howell's Cafe about 11 AM and decided that this would be a good place for my combination breakfast/ lunch burger....and it was. The pretty waitress, Susan, wouldn't let me take her photo, but I did get a shot of my burger! Essential Road Food. When You Can No Longer Die Young, Enjoy It!. This was the old General Mercantile. The painted sign is still barely visible on the top of the building in the photo below. The building was built in 1890, and became the Oregon Commercial Company general mercantile in 1894. It retained the name through the 1920's and thus was visited by many a traveler on the Old Oregon Trail Highway and US30/ The Oregon Commercial Company (OC) Store, built 1890. Visited by many on the Old Oregon Trail Highway. Speaking of painted signs, the prejudices of the 1920's show in the preserved Clark's Restaurant sign. It repeats what was stated in the ad for the Rainbow Restaurant in Ontario in 1926 (see above). I suppose some might be offended by the preservation of such a sign, but I believe it serves as a reminder of what was so common an attitude not so long ago that it was advertised. Old Sign Showing Prejudices of the 1920's Howell's Restaurant was in the quiet stage between breakfast and launch when I went in. The current owner restored the building and the restaurant. Note the pressed tin ceiling from the 1800's and the great counter stools and the red booths from the 1930's or 40's. Reminds me of my soda fountain days. Restaurant Interior The cheeseburger, with the mustard and ketchup running down my thumb, was as good as it looks in the picture above. As I look at it now, I get hungry. Leaving the restaurant I caught a shot of a big Union Pacific diesel locomotive working the yard. Those big boys always catch my attention. Union Pacific Locomotives in the Switching Yard. Several little settlements clung to life along the old alignment. At Pleasant Valley the main Cafe and Motel was boarded up and a few folks lived in the run down motel rooms. When you look at the building today, it speaks volumes about the effects of the freeway. It is hard to see it, but once this was a small oasis, with green trees, lush lawn, and inviting restaurant. It was clean, modern, and busy. It was probably built in the 1930's because the motel units have the characteristic covered garages between them. If there is anything I dislike in road travel, it is another night in a cookie cutter two story box. I wish the Pleasant Valley Cafe and Motel were thriving today. Pleasant Valley, a Sad Reminder of Good Times in Other Days. The next stop will be Baker City, with its Natatorium and Paul's 1923 Radiator Shop. In the meantime, Keep the Show on the Road! Share this post Link to post Share on other sites


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Arsenal are one of a handful of European clubs tracking Partizan Belgrade midfielder Mohamed Kamara, according to the player's agent.
The 24-year-old Sierra Leone international, who started his professional career in Finland after seeking asylum in the country, moved to the Serbian SuperLiga champions in 2010, and has built on his reputation after becoming an integral part of the Crno-beli.
Clubs from Italy and Spain have also been alerted to the defensive midfielder's availability, meaning the Gunners won't have things all their own way should they make a move for the player.
"Europe's best are now watching him. From Spain there's Valencia and Atletico Madrid - plus Arsenal," agent Miguel de Medici told TMW.
"There is also Inter Milan from Italy. Inter like him a lot, but they're not alone."
Arsenal boss Arsene Wenger has been linked with a number of defensive midfielders in recent months, with Yann M'Vila the most high-profile after a late summer move for the French international.
The north London outfit have a great tradition of players in the 'enforcer' position, with Patrick Vieira and Gilberto Silva two of the bigger names to represent the club in the Wenger era. Whether Kamara will be the next for Arsenal remains to be seen.


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What a difference two days makes. The U.S. Senate went from rejecting an amendment to repeal the Volumetric Ethanol Excise Tax Credit (VEETC) and the import tariff on foreign ethanol to passing it. The Feinstein-Coburn amendment passed by a margin of 73 to 27 yesterday.
"The 73 votes sent a powerful message that the days of big subsidies for ethanol are coming to a close," said Senator Dianne Feinstein (D-CA) in a news release. "We must be serious about addressing the debt and deficit, and this is a good first step."
Feinstein added, "Ethanol is the only industry I know of that receives a triple crown of government support: its use is mandated by law, it enjoys protective tariffs and oil companies receive federal subsidies to use it. These flawed policies, which cost taxpayers nearly $6 billion a year, must be changed."
The National Corn Growers Association (NCGA) issued a release, noting that passage of the amendment "represents a tax increase on fuel that will kill jobs in rural America and hit all consumers in the pocketbook."
The Renewable Fuels Association (RFA) weighed in about this crazy week in Washington. The RFA suggested that the "undercurrent for the Feinstein amendment was the growing battle over the debt ceiling and budget cuts." It added, "For many Democrats, the vote on the Feinstein amendment was an opportunity to get Republicans on record as supporting the repeal of tax incentives [i.e., oil company subsidies] and raising taxes as a means of deficit reduction."
The RFA also pointed out that the Senate needs to have a more comprehensive discussion about energy policy. Amen to that.
In a Webinar this morning, Scott Richman, executive director, global biofuels and ag, Hart Energy, predicted that VEETC levels will likely be reduced by the end of 2011, but not allowed to expire completely.
VEETC could be reduced from the current $.45 per gallon to $.20 per gallon or $.15 per gallon, he said. Similarly, the secondary tariff for ethanol imports could be dropped from $.54 per gallon to $.20 per gallon or $.15 per gallon.
"The best the industry could hope for is this will continue for a couple more years, given the tight budget environment," Richman said.


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I thought that for this month I would share with you a very special butterfly called the "Christmas Butterfly." I have no idea why it is called this; it's not green or red and it doesn't sing carols or light up, but it's beauty does make you smile the way that Christmas does! I actually got a phone call a few years back about why this is called the Christmas butterfly. I had never heard of this festive name, so I searched and searched for an explanation but came up empty.
The scientific name of this butterfly is Papilio demodocus. (You can see a great picture of one here.) The other two common names of this species are the orange dog and citrus swallowtail. This butterfly is native to Africa and is a common pest of citrus trees. We used to receive a similar species of butterfly, Papilio demoleus, from the Philippines, but the USDA has completely taken it off any permit because it is such an awful citrus pest. If that butterfly was to get out of the Butterfly Center it would most likely die, but it could also completely demolish our citrus groves here, so better to be safe than sorry!
The Christmas butterfly is a member of the Swallowtail family, Papilionidae. Caterpillars in this family are super cool because they all have this weird organ behind their head that they use for defense called the osmeterium. This organ protrudes from the back of the caterpillars head when it is threatened to ward predators off. It is forked, sticky, smelly, and reddish-orange in color. The picture below is of a Thoas swallowtail caterpillar, Papilio thoas, taken here inside the Butterfly Center when some caterpillars unexpectedly showed up on one of our plants.
The Christmas butterfly caterpillar starts off brownish black and white in coloration and it very closely resembles bird droppings. As the caterpillar gets larger, it changes to a bright green color. The chrysalis has awesome camouflage. It looks just like a small branch on a tree that a stick was broken off of.
Well, that's about all I have this time. I hope everyone enjoys the holiday and has a Merry Christmas Butterfly!!!
Bug-crazy? Learn more:
Check out this video to Meet the HMNS Entomologists.
Have you noticed – where have all the bugs gone?
Learn how to pin a butterfly.


text:
Heather Vandeven Masturbates On The Stairs
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She is sooooooo hooottt
You sure know how to dress up a staircase. I really dig those long sexy legs. Your box is magnificent.
the perfect girl... every time i see you, my cock goes really really hard... amazing...
I could suck that sweet pussy all night long then stick cock into That wet pussy every days
Heather is one gorgeous lady with a fantastic body and a beautiful fully shaven pussy. It was a pity the orgasm was so fake, but they usual are on a "Twisty's" video. The first half of the video was spoiled by that crap electronic "music". Heather obviously could not hear it as she was swaying out of time to it
Hard to right with one hand
She is so fucking sexy hot and I want to date her
I'm a girl someone fuck me my pussy is so wet
I would not be able to fuck you until you came a few times in my mouth baby. I love eating pussy more than anything
oh shit i jissed damn u i was saving that for my girl lol
She is a very hot girl --> I think the hottest I ever seen !! =)
If there was something that I wanted to hit my cock to would be her mouth or pussy
i wanna fuck with her
Fuck, she beyond hot!!
Dear God, I would love to lick her asshole, pussy and fingers. I can't imagine looking up at her flawless face while she's kuming on mine. I'd be happy just to lick her fingers clean of every drop of her precious juices oozing out of any hole.
Spread a little wider, honey. Show me your insides. I want to gape you so bad right now and come inside you.
I would fuck her until shes coughing up cum
Wew i wanna lick that pussy i wanna stick my dick in to you would be a great please to have you just 1 night
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i got only 1 hand hand free right now.......
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i was like screaming to her - omg tell me where u are and i will fuck u. very nice body
She can masturbate on my stair anytime... If I only had one -_-'
Keep on masturbating. I'll contact a rug cleaning company to clean the carpet. But who do I contact to get all this sticky white sperm off my leg? Good job.
Heather, you really dress up that staircase. Before you showed up the room lacked any real class. The only way this video could be classier is if my red hot rod was stuck in your magnificent vagina.
mirror, mirror on the wall who has the fairest pussy of all? Well it is Heather of course. Nice clip but much better pussy.
I don't think there is any better eating on the planet! This lady is very hot and if I saw the the chance to have that on my rod I wouldn't do it for fear of messing up some good eating Damn she's hot
heather. you can masturbate anywhere for me, just keep masturbating.
i would let her masturbate all over my fat cock
She is fuckin perfect brunette i want to stick my dick in her and cum
Absolute goddess.
you know you watch a lot of porn when.... you realize that you recognise the set from a completely different girl (video), know which one it is, and can find it archived in your hidden computer file within sixty seconds..... he he he...
o yes can i get in side of you
She is PERFECT.. Oh, that my tounge were her fingers..
There's no Thumbs up on youporn dumbs. Go thumb up whore somewhere else. This site is for the real whores
She got fake boobs and fakes her orgasm!
hello! heather very hot thats true ! for both genders maybe even!!! tooo much hot! ok! heather stop doing this porn art-those guys dont deserve you! and merry me! haha ! ok bye thanks for your awesome movies heather!
Twistys FUCKIN RULES! allways the hottest babes in great clips!
Who the hell masturbates on stairs?
that video suck so does there web site
blonde or brunette who cares? some women are magnificent no matter what, and our lovely friend here is one of them. rock on sweet heart. i will never take the elevator again
lei e bonaaaaaaaa
That's what i call a stairway to heaven ;)
Probably the hottest woman on earth!
oh god i love her so much :)
drives me crazy
"yes brown or even black hair make her realy hot i want to have a nice and beautiful sex realejsejsep with you my dear will you mary me?" "Yes! Afcourse i mary with you! xD"
Oh my god she is so hot !!!
wow, THE hottest by far!
enjoying style is very nice
si, sexy e pulita!
I really like her videos. She knows how to move her body.
i wish i can fuck you heather everyday and make you scream like hell.. fuck you.. i wanna sex you up, you make me hot aaahhhhh
"gonna make me cum" in every one of her vids
Hey guys fuck me im in your bed...
id let her masturbate on my stairs anyday
What an amateur.. the cameraman ofc why are they filming down into the stairs at 7:54 :S
damn HOT!!!!!!!!!!!!!11
i am want to see heather vandeven and shawna erneey in my house :)
Yeah , definitely hotter with brown hair and tan skin.
id like to gape her sweet little asshole wide with my fat uncut cock
I agree, brown haired heather is sexier,
I want hump her like shit
She look with brown hairs better thumps up if u agree
Ella es muy caliente y con una gran seducción y a mí me atrae totalmen te. Su glamour y belleza son fasci nantes. Como suelo decir en otras ocasiones la amo sin límites y siempre.
Heather Vandeven me vuelve loco. Me fascina sin limites. La veo habitualmente en vídeos y fotos. Este vídeo es una maravilla. La amo.
she is the hottest woman i ever seen ;)
she's hot!
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James Brown among new Grammy Hall of Fame inductees
Records by James Brown, AC/DC, Billy Joel and Paul McCartney & Wings are among the latest to be inducted into the Grammy Hall of Fame collection.
It is a catalogue of nearly 1000 historically and culturally significant albums and singles celebrating outstanding recordings across all genres.
2013 marks the list's 40th anniversary.
Neil Portnow from The Recording Academy said the new entries "have inspired and influenced" generations of fans.
This latest round of inductees includes the late James Brown's 1965 single I Got You (I Feel Good), Piano Man by Billy Joel - released in 1973 and Bob Dylan's 1964 track The Times They Are A-Changin.
As for albums, 1973's Band On The Run by Paul McCartney & Wings has been recognised alongside Elton John's self-titled album from 1970, Back In Black by AC/DC from 1980 and Whitney Houston's eponymous debut released in 1985.
Other artists with records now on the list include Little Richard, Ray Charles, Frank Sinatra for his Theme from New York, New York and Willie Mae 'Big Mama' Thornton for the first recording of Hound Dog in 1953, a record Elvis Presley covered three years later.
The collection, which is on display at the Grammy Museum in Los Angeles, now features 933 records.
An annual review by a committee of professionals from the recording arts industry decide which records are put forward, with final approval given by a board of trustees at The Recording Academy.
Mr Portnow said of the new additions: "We are proud to add them to our growing catalogue of outstanding recordings that have become part of our musical, social, and cultural history."


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Digital Foundry: "Last week's GDC reveal of Unreal Engine 4 running on PlayStation 4 hardware gave us a revised look at 2012's Elemental PC demo - at the time operating on Core i7 in combination with Nvidia's powerful GTX 680 - and after the dust settled we were curious to see how the two renditions compared directly. This should give us some idea of the ways in which Epic has reshaped its code to better suit the new console platform. Of course, it's early days and UE4 in itself is still in development, but the question remains - to what extent can PS4 match up to a top-end PC?"
Looks prety good for a stock engine.
Wasn't the PS4 version made in 3 +- weeks with 4Gig of GDDR5.?
good enough.. After devs get familiar with the console, it will get better
The PS4 version seems rushed and not a good representation. Why not compare the Agnis Philosophy demo? it's much better.
Isn't this duplicate news ?
I've already seen a article PlayStation 4 vs. PC Unreal 4 demo on N4G.
Wasnt to impressed by the unreal engine 3,4 90% of the games made with it looked like they had a coat of vaseline over them.
The power of the ps4 is gonna come from the engines build in house by the ICE team at Naughty dog not multiplatform engines like unreal 4.
I said 90%. Batman and Bioshock being the exceptions and are probably highly modified unreal 3 engine games even gears 2 has that vaseline coating it looked god awful.


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Masspike Miles Presents Rushya (Feat. Masspike Miles) - Dope Man
Jordan Tower reports "STRAIGHT OUT OF BOSTON. DIRECTED BY JORDAN TOWER to get a video directed by Jordan Tower Email firstname.lastname@example.com
Please click the "Report" button below if the video on this page is not working properly.
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Add a minor to your degree!
Check out what it takes to add a minor onto your degree. Florida Tech offers a list of minors that will fit well with many undergraduate programs.
Get ready for this fun fact!
Founded in 1958 by visionary physicist Jerome P. Keuper to educate area professionals working on the U.S. space program, Florida Institute of Technology got its start with an initial donation of 37 cents!
Discover more distinguishing facts with the Florida Tech Factcard!
Florida Tech is a World Renowned Aeronautics University
Design an Interdisciplinary Career in The Aviation Industry
Designed to give students a broad scientific knowledge and technology skills, an interdisciplinary science degree with the aeronautics option from Florida Tech provides students with the confidence and experience required to succeed in the aviation industry. At this world-renown aeronautics university, students develop a strong background in science, mathematics, technology and aeronautics.
Customize Your Degree
Florida Tech's interdisciplinary science program is dynamic and flexible. Students customize the program, choosing from a variety of physical/life science and technical electives. During the first year, students work closely with an advisor to map out a curriculum that matches their learning goals including emerging areas in science and aeronautics. Being part of a great aeronautics university could be a huge benefit to your curriculum and future.
Build Professional Relationships
Beyond the classroom, those seeking an interdisciplinary science degree in aeronautics build professional experience through exciting internships and research projects on and off campus. With so many diverse opportunities at this aeronautics university, it is important to build great relationships with professors in all classes, from aeronautics, the physical and biological sciences to engineering and mathematics.
Gain Practical Experience
Practical experience is a vital element of any educational program. As a senior at this aeronautics university, students conduct advanced studies in the field of their choice. They also complete a capstone seminar, which requires they research, write and present a substantial paper focused on a topic of their choosing. As a result, students get an enhanced job search portfolio from a respected aeronautics university.


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Our man C-Mac has his finger firmly on the pulse of the Vancouver Whitecaps in their second season of MLS soccer. This time out, C-Mac gives us his match preview of the Vancouver Whitecaps vs. Colorado Rapids. Battle of Scotland. Midfielder Jamie Smith recently scored the winner in their last outing for the Rapids, and at long last Scottish Coach Martin Rennie have their own Scottish midfielder Barry Robson.
MLS Matchup Report: Vancouver Whitecaps vs. Colorado Rapids
July 4, 2012 By C-Mac
Filed Under: Vancouver Whitecaps Blog Tagged With: Atiba Harris, Barry Robson, Battle Of Scotland, colorado rapids, Darren Mattocks, Eric Hassli, Jay Demerit, John Thorrington, Jun Marques Davidson, Martin Rennie, MLS, MLS Matchups, MLS Previews, Sebastien Le Toux, Soccer Matchup Preview, Vancouver vs. Colorado, Vancouver vs. Colorado Preview, Vancouver Whitecaps, Vancouver Whitecaps Blog, Vancouver Whitecaps vs. Colorado Rapids, Whitecaps Blog, Whitecaps blogs, Whitecaps FC vs. Rapids, Whitecaps MLS Blog, Whitecaps TV, whitecaps vs rapids, Whitecaps vs. Rapids Preview


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Click here to view the Executive Order (57K)
Mandatory restrictions remain in effect
Mayor Don Wesely today thanked Lincoln residents for cutting back on water usage this past week in response to the city's water emergency. Mandatory water restrictions went into effect Saturday, July 20 for the first time since 1974. Under the current restrictions, properties with street addresses ending in even numbers may water their lawns and wash cars and other vehicles only on even-numbered days. Those with addresses ending in odd numbers may water only on odd-numbered days.
"Our goal has been to use no more than 65 million gallons daily, and because of citizen cooperation, that goal was reached yesterday," said Mayor Wesely. "We are asking the public to continue to do all they can to conserve water to avoid additional mandatory restrictions."
The latest water usage amounts are posted daily on the City web site at Usage has been below 70 million gallons the past four days, and Thursday's total was 65.4 million gallons.
Recent rains in the Platte River basin have increased water flow at the City's Ashland well fields to about 1,000 cubic feet per second (CFS). The flow had dropped to about 650 CFS yesterday, and without more rain, the flow is expected to drop again.
Violations of the emergency water regulations are addressed by two separate City departments:
As of noon today, no customers have had their water shut off, but the Lincoln Water System (LWS) has sent out about 50 warning letters. The Lincoln Police Department has not yet issued any citations.
The City is asking citizens who see violations to contact the property owner to make sure they understand the regulations before calling LWS or the Lincoln Police Department. The LWS number for information and complaints is 441-7571.
Mayor Wesely initially asked for citizens to conserve water June 25. The Mayor instituted a voluntary odd-even outdoor watering schedule July 6. The City Parks and Recreation Department began taking water conservation measures July 2. The County-City Public Building Commission put all local government facilities on the odd-even watering system July 9.
The rules for mandatory water restrictions include the following measures:
In addition to following the odd-even system, the LWS recommends watering during the cool part of the day; not watering when it is windy; adjusting sprinklers to water only the lawn, and not the sidewalk or street; using a broom, not a hose and water, for outdoor cleaning; and washing cars with a pail of soapy water, using the hose only to rinse the car.
City residents are also reminded that water fees are structured to encourage conservation. Information on water rates can be found on the City web site.
Media Release


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Hi! Madshi,
I've been using MadCHook 3.1.13 and found something strange
My program and Symantec DLP hooks same process and same GDI Print API.
I've used HookAPI() with no 'dwFlags' and returns true.
But, its behavior seems to skip hooking API
My callback function does nothing, like it never been called.
I've tested these things
- Symantec DLP hooks API first(It means to turn on the DLP). and my program succeeds to hook the same API. DLP works but mine is not working
- My program hooks API first. and Symantec DLP hooks the same API. Both hook functions are working well
- Symantec DLP hooks API first. and my program succeeds to hook the same API with FOLLOW_JMP option. Both hook functions are working well
So, I wondering,
Q1. Are there any cases skipping hook API but returning success?
I saw HookAPI() returns false, but I've never seen like this
Q2. If yes, follow jump option makes do not skipping hook?


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- Aug 28:
- Boulder DA to seek 1 year in prison for Sam Carter in Mapleton elk killing
- Jun 20:
- Sam Carter ordered to stay away from cops, DA, judge in Mapleton elk trial over unspecified 'concern'
- Jun 3:
- Sam Carter, ex-Boulder cop, convicted on all counts in Mapleton elk trial
- Sep 3:
- Mapleton elk case: Ex-Boulder cop Brent Curnow sentenced to probation, house arrest
- Jan 18:
- Boulder cop's text hours before shooting Mapleton elk: 'He's gonna die'
- Boulder officers arrested, accused of plotting 'trophy' kill of Mapleton elk
Late in the evening of Jan. 1, 2013, Boulder police Officer Sam Carter aimed a shotgun at a towering trophy elk on Mapleton Hill and pulled the trigger.
As a result of that fatal blast, Carter never again will work as a police officer or be allowed to hunt in Colorado.
But after 20 months of speculation about his future, Carter — now a convicted felon — was allowed to walk out of Boulder courtroom Friday a free man.
Carter, 37, was spared prison time when a judge sentenced the disgraced officer to four years of probation and 200 hours of community service, bringing to a close one of Boulder's most contentious and scrutinized cases in recent memory.
Carter also was sentenced to 30 days on a work crew, and must pay $10,200 in state wildlife fines.
While prosecutors had sought one year in prison, Boulder District Judge Patrick Butler said such a sentence would have been largely symbolic, since Carter likely would be out on parole in a few months.
"I am not interested in symbolic gestures," Butler said during Friday's sentencing hearing. "I want the sentence to benefit the community that was harmed."
Carter did not react as the sentence was read, and did not comment on the judge's decision after leaving the courtroom.
But during the hearing, Carter himself spoke about the case for the first time in public, reading a letter to Butler in which he said he accepted full responsibility for his actions that night.
"I want to apologize to the citizens of Boulder, and I'm asking the court to allow me the chance to repair the damage that I've caused," said Carter, who at times during the reading of the letter appeared to be fighting back tears.
"I am haunted by this incident every day."
After a week-long trial, Carter was convicted in early June of attempting to influence a public official, a Class 4 felony; one count of forgery, a Class 5 felony; and two counts of tampering with evidence, Class 6 felonies.
He also was convicted on counts of first-degree official misconduct, illegal possession of a trophy elk with a Samson Law surcharge, conspiracy to commit illegal possession of wildlife, unlawful taking of a big game animal out of season and unlawful use of an electronic communication device to unlawfully take wildlife.
Moving forward
Boulder County District Attorney Stan Garnett asked the judge to sentence Carter to one year in prison, citing, in a sentencing memo, that Carter was "arrogant" and "flippant" about the conviction.
"The brazenness of what the defendant did and his actions showed a complete lack of understanding of what the animal meant to the community that he was sworn to serve and protect," Garnett told the judge.
Carter did address the pre-sentence report by saying that he was not arrogant or flippant, but said he was "calloused" as a result of the things he has seen during his days in the military and on the police force.
"I don't show my emotions often; today I make an exception," said Carter, who also apologized to the Boulder Police Department, a group he called his family.
"I hurt that family," Carter said. "I lost a job that I love... I put my life on the line overseas and then for the Boulder community."
Carter said that, as a result of the case, he has had trouble finding a job, lost his house and had to move farther away from his two sons.
"I will live with this every day of my life," Carter said. "I can't go to a grocery store or eat at a restaurant without someone recognizing me."
While Judge Butler said the shooting was "reckless, thoughtless and dangerous to the community," he concluded that Carter's lack of prior criminal history, as well as military and police service, made probation a better fit.
"He has shown from past history that he is capable of being a productive member of society," Butler said.
Marc Colin, Carter's attorney, said the sentence was "well thought-out and well reasoned."
After the hearing, Garnett said he respected the judge's decision and said the sentence was "reasonable," adding that he thought Carter's apology in court was a good step.
"We wish Mr. Carter the best as he deals with this and moves forward," Garnett said.
'A slap in the face'
But for many Boulder residents, probation was not enough.
"This guy deserves to be in prison," said Kathleen Whitney. "He violated community trust as an officer."
Boulder resident James Gold said he was "disgusted" by the sentence.
"I think probation is kind of a slap in the face to the community," Gold said.
Prosecutors say Carter shot the trophy elk in the residential area while on duty on Jan. 1, 2013, then claimed, after the fact, that the animal had been injured and needed to be put down.
Carter did not report he'd fired his weapon that night, or that he needed to kill the elk. Boulder police initially denied knowledge of the shooting because they were not aware of Carter's actions.
Text messages between Carter and another former Boulder police officer, Brent Curnow, showed Carter had planned the kill.
Curnow was charged with the same counts as Carter, but he took a plea deal and received a deferred sentence, 60 days of home detention and probation.
Jeremy Frazao, who lives in the Mapleton Hill neighborhood across the street from where the elk was killed, said he was "disappointed" in Carter's sentence.
"What it comes down to for me, someone discharged a firearm in a neighborhood full of people and full of kids," Frazao said. "To think that he got off so easily is, to me, really disappointing.
"My gut feeling is that he should have done some time."
While some may have mocked Boulder over the outcry for the slain elk, Frazao said that, for residents like him, it hit all too close to home.
"This is a real neighborhood where real people live, and somebody shot a gun," Frazao said. "To me, this is more than a story about some wacky hippies and an elk that got killed."
Contact Camera Staff Writer Mitchell Byars at 303-473-1329, firstname.lastname@example.com or twitter.com/mitchellbyars.


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Two new videos!
Thief Silver (2nd Try): There are 4 of each booster because you are a thief. Not so excellent. You're walled in. You should switch with the level 2, and then switch with a level 9. You WEYTWUTed the boss... You have to make sure you explore around the enemy. NOT AGAIN! EVERY TIME! Well, at least you realized your mistake. You don't really ever need your LEMISI after the beginning. Wrong. You can regen fight him by topping off just a little bit. That was close. You almost lost this by not pre-WEYTWUTing. This dungeon doesn't really leave you with popcorn. You can't afford to use a THIRD potion for leveling. Now you can kill the level 3 chest. Good, you figured out my little WEYTWUT trick. Seriously, the single most important thing in here are the chests. Always check the chest. IMAWAL is more valuable than LEMISI. Yes. You are correct. You should WEYTWUT anything you know you won't kill as top priority. Yes, you do need WEYTWUT, because you need the slowing exp. Now get that level 5 chest. You could be killing level 6's with the ENDISWAL from that level 5 chest. Seriously, every time you level up you should check all chests to see if you can kill one. Wow, that shouldn't have happened in the first place, but it sure worked. Don't forget IMAWAL. YES! That is the single most important glyph on the map right now. It enables 2 level higher kills. You are ENDISWALing for one hidden exploration, when you could get 4. Ugh. Why would you choose easy over necessary. You could convert your LEMISI and IMAWAL (which you aren't even using). Uh, no. All you need is 6 to get around monsters BECAUSE YOU HAVE ENDISWAL! You are hurting yourself so much with these half hits. If it costs more than two hits to kill a 1 level higher monster, you need to convert something. You are basically taking twice as many resources per kill. BURNDAYRAZ isn't very important. If you have BURNDAYRAZ and have explored the whole map, convert ENDISWAL. Why do you keep using ENDISWAL on terrible spaces? ARE YOU SUICIDAL? IT IS A 2 LEVEL HIGHER KILL AND YOU ALREADY USED 2 MORE POTIONS! You should have attacked the level 1 chest then converted WEYTWUT. One reason you don't have exploration is you've wasted it on two level higher kills while ENDISWALing the worst spaces on the map. Why did you convert GETINDARE isntead of WEYTWUT? ENDISWAL+GETINDARE is decidedly more effective than WEYTWUT+ENDISWAL. You can't kill the level 7's. Seriously, it should be obvious that you have nowhere near enough hp as of now. MORE POTIONS?! Eh, your just scrapping now. You have no shot. I'm not even going to commend at this point. You are just trying to kill a bunch of stuff. Wrong. You could convert ENDISWAL. Okay, this doesn't really matter anymore. Don't forget potions heal both.
KEY POINTS: If you are a tiny bit short of killing a 1 level higher monster, CONVERT A GLYPH! It makes the fight cost half as many resources. Once you have ENDISWAL, replace WEYTWUT with GETINDARE. You should convert LEMISI or IMAWAL first. WEYTWUT requires you to clear the tiles around the monster. One thing this is great at teaching is how killing the highest level monster you can isn't always smart. It costs too much to kill 2 level higher guys in this challenge.
[strike]Crusader[/strike] Warlord Bronze: Ah, this is a fun one! Er... what? It says Crusader. Okay, you should rename it. Warlord bronze is a fun one too. Troll heart is almost a guaranteed buy at level 1. Even as a warlord. You need a level two. Yeah, everything gets a DP after the first kill. It really isn't clearly marked. Nicely done. Brief tip: if you only need to explore one tile for a level up kill, just explore one. Even if it means not seeing/getting a booster, shop, or glyph. Remember to precast CYDSTEPP! A level 9 at level... 4? You could kill a level 9 terror goat maybe, but that's it. The gorgons are terrible. If you have anything but max health it screws you. Yeah, these aren't normal goats. They're terror goats. Less health and more damage. Real easy for a warlord. I would have looked at the level 9 gorgon. Yeah, CYDSTEPP is GREAT for the warlord, but it is more meh for other people. Fighting to remove a monster death protection is rather ineffective. It costs an obscene amount of resources. You get a bunch of extra potions. You could have killed the boss a while ago. You are about to CRUSH Bleaty. Well done.
KEY POINTS: Always explore as few tiles as possible when regenerating. It adds up, trust me. Using all of your resources to only remove a DP off a monster is the single most inefficient form of fighting that will eventually win. Of course, sometimes it is necessary or worth it, but it should normally be avoided.