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2019 Honda FourTrax Recon
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ID:12711 Section: Entity
Updated:Tuesday 14th October 2014
|semi Private
|Tehran, Iran
|Dr. Ebrahim Mahmoudzadeh (Chairman of the Board of Directors)
|Prepaid and postpaid mobile phones
Irancell is the smallest mobile phone network operator of Iran. It is 49% owned by the South Africa-based MTN Group.Shareholders
MTN Irancell has two shareholders: (IEDC), and MTN International
IEDC currently has two key shareholders:
Finlands are providing the infrastructure for IranCell, in partnership with local companies in seven defined regions.
Tags:Africa, Iran, Iran Electronics Industries, Irancell, MTN, MTN Irancell, South Africa, Tehran, Website, Wikipedia

subset: commoncrawl


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"I'm just really happy."
In the middle of a chilly April downpour in Central Ohio, that's how Crew goalkeeper Steve Clark says he's adjusting to life in Columbus after spending the last four years playing abroad in Norway. Born and raised in Michigan, Clark is happy to back in the warmth of Midwest hospitality.
"I'm really happy, that's all I can really say," he said with a smile. "I keep saying that because it's the truth. I'm just super happy. It's simple, but it's the truth."
For Clark and his fiancee, Carella, it's the simple things like baseball and American television they enjoy about living life back Stateside.
"We're just kind of still happy to be in the States. It's kind of hard to understand, but when you leave you're just kind of happy here. When you leave the country for four years, you don't take for granted just being here. That may seem strange, but everything is good."
He continued: "Watching the news, or just watching American programs -- I haven't had March Madness in years. I haven't had [Major League Baseball] in four years. Those things are very exciting."
Undefeated and averaging less than one goal against in three matches so far this season, the soccer transition has been positive as well -- but not just for Clark.
Carella played collegiately at Appalachian State University and at Clark's alma mater, Oakland University. Now, she's helping out with coaching on the girls' side of the Crew's youth development system.
"She's coaching, she's trying to talk lineups with me, trying to talk strategy," Clark laughs. "We're a soccer house through and through."
Less than four months after moving to Ohio, it seems the future Clark family has found a home in Columbus.


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The day after the attacks of 9/11, Cardinals safety Pat Tillman put the situation in perspective, remembering those who had fought and died for the country and pointing out, "I really haven't done a damn thing, as far as laying myself on the line like that."
So he did something, leaving football to enlist in the military in 2002. On the eve of the 2004 draft came the stunning news: Tillman had died in the line of duty.
The notion of a heroic death while fighting the enemy quickly yielded to a concession that Tillman was killed by friendly fire after his convoy had been split into two groups while going through Taliban territory in Afghanistan. Those who twisted the truth to of the Tillman narrative then tried to cover it up, making the situation worse.
But none of it changes the fact that Tillman served, and Tillman died. Soldiers can die in a wide range of ways. Whether it's from enemy fire, friendly fire, a plane crash, a helicopter crash, or some other accident away from the battlefield, joining the military means submitting to broad, vague, and ever-present risk of injury and death.
Tillman knew that when he signed up. The details of how he died and how it was concealed, while relevant to improving procedures for owning up to mistakes and not attempting to spin stories for recruiting or P.R. purposes, don't change the fact that Tillman served, and Tillman died.
His death is no less important than any that have occurred to men and women serving in the armed forces. Regardless of how the ultimate sacrifice is made, it remains the ultimate sacrifice. All are remembered today; Tillman's decision to serve at a time when he still could have continued to play football at a far lower physical risk and for far more money makes his sacrifice even more remarkable.


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Largely forgotten in the decades following its 1974 release, Martin Ritt's Conrack is one of the better "inspiring teacher" movies in a sub-genre full of entries. It certainly wasn't the first of its kind: earlier productions like Goodbye Mr. Chips (1939), Blackboard Jungle (1955), Up the Down Staircase and To Sir, With Love (both 1967), among many others, centered around teachers who met plenty of resistance from their students and, in some cases, their administrators. In most cases, we're introduced to a young teacher whose style goes deep against the grain of the school and its policies, for better or for worse...and in the decades since then, this "fish out of water" trope has been beaten to death.
Much like several other exceptions, Conrack plays most of its cards right, none more so than the confident central performance of Jon Voight as Pat Conroy, whose idealistic personality ends up complementing the poor, uneducated students of fictional "Yamacraw Island" in South Carolina. Voight's character doesn't so much have a problem with authority as he generally ignores it, much to the approval of the children he takes under his wing. During their eight months together, "Conrack" (a mispronunciation of Conrad's name) exposes the kids to classical music, movies, math, swimming, geography, trick-or-treating and most everything else they've been sheltered from at home. Adapted from teacher and author Pat Conroy's 1972 novel The Water is Wide, this semi-biographical account of Conroy's educational exploits gives Voight an opportunity to carry Conrack after his Oscar nominations for Midnight Cowboy and Deliverance.
Supporting performances are also excellent. The late Madge Sinclair shines as Mrs. Scott, the principal whose stern, distanced approach stands in stark contrast to Conroy's wide-eyed, spontaneous personality. The late Paul Winfield does a fine job with the mostly thankless role of "Mad Billy", a local widower who trades homemade whiskey for reading lessons; unfortunately, this second-tier relationship is undercooked and eventually abandoned. Hume Cronyn (who, strangely enough, almost outlived them both) portrays Mr. Skeffington, the superintendent and Conrack's most blatant antagonist. Of course, the students also deserve a mention: plucked from the nearby C.B. Greer Elementary School, they're perfectly believable and, with few exceptions, provide a seamless window into Conrack's particular world.
Having never been released on DVD, Twilight Time's new Blu-ray edition of Conrack should thrill fans still clutching on to faded, worn-out VHS tapes. The solid A/V presentation is paired with an engaging audio commentary by two Twilight regulars and includes other studio-specific supplements. Though author Pat Conroy was unfortunately not involved with this release in any obvious manner, it's still a strong package that appropriately celebrates the film's 40th anniversary.
Presented in its original 2.35:1 aspect ratio, this 1080p transfer is a fairly solid effort that presents Conrack in the best possible light. Having never been afforded a DVD release, the Blu-ray allows for a modest amount of image detail, good color saturation, light film grain and other pleasing textures along the way. Black levels fluctuate and there's a small amount of flicker on certain occasions, while trace amounts of edge enhancement and contrast boosting could also be spotted at times. But this is a largely pleasing effort and perfectly watchable from start to finish; as mentioned before, Conrack was not a slick, glossy production and fits in perfectly well with other low-budget releases from that era.
Presented in DTS-HD Master Audio Mono (which my receiver identified as 2.0, but it's definitely a one-channel source), this is a thin presentation with issues tied to the source material. The dialogue can be problematic at times, as this low-budget production probably didn't have the time or resources for extensive ADR; as a result, some of the conversations are a little tough to make out. If you're fluent in multiple Southern dialects you might have an easier time, but this Yankee had to replay a few scenes along the way. John Williams' score also lacks punch and dynamic range, although an included Isolated Score and Effects Track boosts it to a more robust stereo presentation. Unfortunately, no optional subtitles and/or captions are offered during the film, unlike most of Twilight Time's output. An unfortunate oversight!
The remaining extras are less substantial but still worth a mention. These include the aforementioned feature-length Isolated Score and Effects Track (smartly presented in DTS-HD Master Audio 2.0), as well as the Theatrical Trailer and an on-screen listing of the Twilight Time Catalog. Like the film, no optional subtitles are included during these extras.
Anchored by a strong source novel and Jon Voight's confident lead performance, Martin Ritt's Conrack helped to refine a blueprint for the "inspiring teacher" trope that influenced countless films in its wake. Featuring a handful of excellent supporting performances, an atypical John Williams score and a memorable, sun-drenched backdrop, this character-driven film has aged perfectly well during the last 40 years. Twilight Time's Blu-ray offers a solid amount of support, including a decent A/V presentation and an excellent audio commentary that should enhance your appreciation of this overlooked gem. Don't let the ticket price scare you off: this limited edition disc is worth the cash. Recommended.
Randy Miller III is an affable office monkey by day and film reviewer by night. He also does freelance design work, teaches art classes and runs a website or two. In his limited free time, Randy also enjoys slacking off, juggling HD DVDs and writing in third person.


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more reading,more speaking will be enough ,I think.
English Teacher
I had a conversation class yesterday with a Spanish guy whose English was pretty good, and conversation flowed very freely. The main mistake that he kept making (very common in Spain) was to mix up "he" and "she", and "his" and "her", so that it was sometimes difficult to know who he was talking about.
The problem is that he knew about the gender difference (and wouldn't have made the mistake had he been writing) -- but because he was talking at a normal pace, not stopping to think, he often chose the wrong word.
Is there any trick a language student can use to lessen the frequency of such mistakes while maintaining a good conversational speed?
more reading,more speaking will be enough ,I think.
Get him to use names a bit more instead of just using pronouns?
There is no 'trick' to using gendered pronouns correctly. The speaker should be stopped and corrected, as it seems 'speed' is not currently an issue. While this might slow the conversational pace, it will assist in integrating gendered pronouns into the conversation. The pace or rate of speech will eventually increase again, but with the corrected pronoun genders.
This is interesting. My grandmother is from the Caribbean and grew up using English, but she mostly spoke a French-based creole language. When she speaks to me in English she ALWAYS mixes up the pronouns. Sometimes she catches the mistake and corrects herself, sometimes she doesn't. It's in interesting phenomenon though.
I agree with simply stopping to to correct the person or have them clarify what they mean....I think eventually it will become easier for the person and he won't make as many mistakes with this in conversation.
One of the problems with grasping this point is that his/her relates to the owner, while many languages mark the possessive for the gender of the thing owned. I attach a slide I produced for a Portuguese class. (Most Windows users will be able to open the WMF file; users of Visio are welcome to play with the source - VSD).
If you don't want to interrupt the flow while this person is speaking, you may want to write the words "his" and "her" very big on a piece of paper. Every time they make a mistake, you can simply point to the appropriate word, rather then interrupt.
Nice faces.


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North, West & Central Africa
Beyond the Bounds of Normal Adventure
Central Africa
The Congo Basin of Central Africa is massive. It is the second largest rainforest in the world and home to thousands of lowland mountain gorillas, forest elephant, and rare bonobo chimpanzees. Read More
West Africa
While Eastern and Southern Africa are known for their wildlife and savannah cultures, West Africa is known for its rich, vibrant, and historic Bantu culture… Read More
North Africa
We all know Egypt well and its famous historic sites. But there is a lot more to North Africa and the Saharan countries. There is Morocco… Read More


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Nate Silver made it official today– he's taking his act to ESPN.
The political blogger and the sports network announced today that Silver is moving his fivethirtyeight blog away from the New York Times, confirming published reports. The site, which will revert to its original name of fivethirtyeight.com, will include both sports and elections coverage. It will be edited independently, like ESPN's Grantland sports and pop culture site.
Nate Silver–AP Photo
Silver won acclaim by using statistical models to predict both the worst-to-first rise of the Tampa Bay Rays in 2008 and the outcome of the 2008 presidential election in 49 of 50 states, missing only Indiana. He took his site to the Times in 2010. He confirmed his election success in 2012 with a perfect 50-state record.
The New Republic has a good article about the tensions between Silver and the Times, and whether the newspaper could have done anything to avoid the defection of a blogger who reportedly drove 20 percent of the Times' web traffic during the campaign season last year. Given ESPN's larger resources and footprint–Silver will appear on television on both ESPN and ABC as well as blogging–the answer is probably not. It's one more sign of how media power is shifting.


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There is a sweet, sweet sound ringing from Liberty Mountain, reverberating through the campus of Liberty University, and echoing across Central Virginia to the world. The source is the new Liberty University School of Music, which officially launched on Sept. 1, 2012.
Already more than 1,000 students strong, it is the nation's seventh largest school of music.
"This new School of Music is a demonstration of Liberty's commitment to Training Champions for Christ in all professional endeavors – business, law, communication, and the arts," said Dr. Ron Godwin, provost and senior vice president for academic affairs. "Liberty is dedicated to being a teaching university, and the faculty and staff within the School of Music are committed to providing an exceptional educational experience to every student and equipping them for their career, whether in ministry or the secular work-force."
Before the school was announced, Godwin cast his own vision to see it rise to become the largest and most respected music school in the world.
As Liberty's campus undergoes a major transformation — including the state-of-the-art Jerry Falwell Library, a high-rise residence hall, and a new baseball stadium — plans to construct a new academic building for the School of Music are now under way. The building will be located directly across the courtyard from the Arthur S. DeMoss Learning Center. Chancellor Jerry Falwell, Jr., the Provost's Office, and faculty from the School of Music are collaborating on this project, which will include a spectacular fine arts auditorium to serve both university and community needs.
The auditorium will have seating for up to 1,200 with the ability to reconfigure the layout to accommodate smaller audiences in a more intimate setting.
The School of Music has two distinct centers. The Center for Music and the Performing Arts (formerly Music and Humanities) focuses on training highly skilled musicians to serve as performers and educators in a variety of commercial and academic markets, both secular and ministerial. The Center for Music and Worship equips highly skilled musicians to serve as worship practitioners and Christian music industry specialists within the evangelical community.
"We are excited about what is happening here. The doors of opportunity are huge, and we are going to try to walk through every one," said Dr. Vernon Whaley, dean of the School of Music. "I hope to lead this stunning team of faculty and student musicians to exciting levels of achievement and influence."
Whaley joined Liberty in 2005 as director of the Center for Worship and chair of the Department of Worship Studies, which grew under his leadership from 89 students to more than 550 undergraduate students and almost 400 graduate students.
He holds a Master of Church Music and Doctor of Ministry from Luther Rice Seminary, an M.A. in Music Education from Middle Tennessee State University, and Doctor of Philosophy from Oklahoma University. Whaley has more than 40 years of experience as a music educator, worship leader in large churches, and as a professional orchestrator, arranger, and Christian music publisher.
Joining Whaley is a team of 32 full-time and 24 adjunct faculty members who represent a solid foundation of educational experience, including doctoral and post-graduate degrees from some of the world's most prestigious university music programs. Dr. John Kinchen III serves as associate dean of the Center for Music and the Performing Arts, and Dr. Lavon Gray is the associate dean of the Center for Music and Worship.
Under Whaley's direction, the School of Music will adopt a three-step plan for success and growth.
"First, we are committed to equipping students for 'real-world' jobs," Whaley said. "All courses of study will be based on market need."
The School of Music continues to expand its already robust degree program offerings to meet the demand, he said. Recently, a Master of Arts in Music and Worship was launched, and a new worship concentration in cinematic arts is planned.
The second step is to continue to bring in professional practitioners as guest lecturers. These include full-time pop and Christian artists; opera, jazz, country, and bluegrass professionals; producers of film and audio recordings; and songwriters, arrangers, worship pastors, orchestrators, music educators, and composers.
"This helps keep the educational experience fresh for the student and forces accountability on the School of Music," Whaley said.
Finally, the new school will expand its vision to go global. Music teams, concert and gospel choirs, guitar and wind ensembles, artists, jazz groups, and praise bands from the School of Music will continue to travel all around the world to minister and perform.
In the past, Liberty has sent teams to Kazakhstan, Germany, France, Trinidad and Tobago, and India as skilled musicians and ambassadors of Jesus Christ.
"God has given us an opportunity to take the arts to the nations and use music as a means of proclaiming the Gospel," Whaley said. "I want to see students from Liberty saturate the greater music community as skilled, professional, Holy Spirit-filled musicians. I want to see our musicians reclaim the arts for the kingdom of God."


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Djokovic beats Berdych in Dubai Championships final
- Novak Djokovic defeated Tomas Berdych 7-5%2C 6-3 in the Dubai final
- It was Djokovic%27s fourth title in Dubai
- Djokovic runs his 2013 record to 13-0
DUBAI, United Arab Emirates (AP) — Novak Djokovic came from a break down in the first set to win his fourth Dubai Championships title in five years on Saturday, downing third-seeded Tomas Berdych 7-5, 6-3.
The top-ranked Djokovic extended his unbeaten streak this year to 13 matches, which included his third consecutive Australian Open title, and has now defeated Berdych in 13 of their last 14 meetings. It was his 36th career title.
"It was never going to be an easy final for either one of us," Djokovic said. "Tomas is a fantastic player. He has been around the tour and was a Grand Slam finalist (at Wimbledon). ... I'm just fortunate to go through."
In an early display of power tennis, the sixth-ranked Czech put Djokovic on his back foot with some blistering groundstrokes and a serve that approached 132 mph. The Czech hit a cross-court winner to break Djokovic and go up 3-2 in the first set and extended it to 4-2 with another cross-court winner.
But errors began creeping into the Czech's game and Djokovic took advantage.
The Serb broke to draw level when Berdych missed an easy volley winner and then saved three break points to make it 5-4. Djokovic then broke Berdych a second time to win the set when the Czech made three unforced errors and finished with a double fault.
"Well, I just wanted to hang in there and just try to wait for my chance to come back to the match. When it was presented, I took it," Djokovic said. "He basically gave me that break on 4-3 when he missed an easy volley. But still, I fought it and I believed I can come back, and that's I think something that can eventually decide the winner in these kind of matches."
Djokovic broke to go up 5-3 in the second when Berdych hit a forehand long, and then saved a break point in the next game before clinching the victory with a forehand winner.
After beating 17-time Grand Slam champion Roger Federer in the semifinals, Berdych was looking to take down the world's top two players in the same tournament for the first time.
"I had a break, but playing with the best returning guy on tour, it's just (an) advantage but not something really huge," Berdych said. "It was a quite good game, but it was not enough today. ... These guys (Djokovic and Federer), you can just basically go there, try your best and if it doesn't happen, all right. They are the first and second player in the world and possibly the best two for many, many years. That's how it is."


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In Reply to: Hot sand and ginger posted by Victoria S Dennis on November 27, 2009 at 11:48:
: : What is the meaning of 'hot sand and ginger', as in the line 'E's all 'ot sand an' ginger when alive,' in Kipling's poem, Fuzzy-Wuzzy?
: As well as being a flavouring spice, ginger was traditionally used as a medicine as it was thought to put mettle and spirit into you: I regret to say, also, that it was an old horse-coper's trick to put ginger up the fundament of a worn-out or sluggish horse;, the irritation would make him lively and cause him to carry his tail high. Hence "ginger group", "ginger [someone] up", "take the ginger out of someone".
: Hot sand also makes people lively, if they have to walk on it barefoot! So overall this description is of someone manically lively and fast-moving.
- My other half, something of a historian of the British Army, remarks that the medal ribbon for the Sudan Campaign was sand-coloured with just a thin red and black edging, to symbolise all the hot desert sand that had been the British soldier's main experience of the Sudan. That probably feeds into the image too. (VSD)


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South African Journal of Education
versión On-line ISSN 2076-3433
versión impresa ISSN 0256-0100
S. Afr. j. educ. vol.28 no.4 Pretoria nov. 2008
The development of an enabling self-administered questionnaire for enhancing reading teachers' professional pedagogical insights
Janet Condy
Senior Lecturer in the Education and Social Science Faculty at the Cape Peninsula University of Technology, Mowbray Campus. Her research and teaching interests are literacy pedagogy and inclusive education in teacher education. E-mail: email@example.com
I explore the development and refinement, validation and implementation of a questionnaire to define teachers' perceived professional competencies in teaching reading skills and strategies in Grades 1-7 classes in developing countries. Using the Concentrated Language Encounter (CLE) programme, implemented and expanded annually between 2001 and 2005 in 4 900 new classrooms in schools in South Africa, I gathered and analysed theoretically coherent feedback data from more than 1 000 qualified, active reading teachers to establish a set of competencies describing teachers' professional understandings of their pedagogical reading tasks. The study was grounded in the social constructivist, sociolinguistic and psycholinguistic theories originating from the works of Piaget, Vygotsky, Cambourne, and Goodman. Their foundational principles, together with the South African Revised National Curriculum Statement were defined and applied to the derivation of all items in the questionnaire. The questionnaire evolved through three phases of validation. Throughout phases two and three, several cautious varimax normalized factor analyses and scree plots were engaged to refine and develop the questionnaire, within the context of teaching reading in South African schools. The emerging teaching reading themes can be fed back to teachers to improve aspects of their teaching reading.
Keywords: cautious varimax normalized factor analyses; competencies; Concentrated Language Encounter; multilingual; pedagogical; scree plot; social constructivist; sociolinguistic and psycho-linguistic; validation
In this article I describe the development, validation and implementation of a profile of professional competencies, designated the "Core Indicators of an Effective Reading Teacher" (CIERTQ), from 1999-2003. During this period there have been numerous national and provincial studies of children's literacy levels but none has determined the teacher's own understandings of the core indicators of an effective reading teacher.
In December 2005 the South African national Grade 6 Intermediate Phase systemic evaluation report stated that 42.1% of all Grade 6 learners were working and achieving on grade literacy level. Ten years into democratic governance, the Grade 6 learner assessment confirmed that the legacy of apartheid has impacted deeply on the educational achievements of the children in our country. The Progress in International Reading Literacy Study (PIRLS 2007) report summarised the findings from South Africa's participation which took place in South Africa between 2004 and 2007. The research assessed the reading skills of Grade 4 learners, where a total of 40 countries and 45 education departments participated. South Africa achieved the lowest score of all the 45 education departments.
Van der Berg (2004) reports that inputs such as more money, more teachers, more teaching materials and learning aids and smaller class sizes are not crucial factors in school performance. The most powerful factors determining how well a school functions are the quality of the principal, the level of teacher commitment and the extent of community involvement. He mentions that, "The only solution must be an African one." Walker, Rattanavich & Oller (1992:2) argue that the reason why so many children fail to read has more to do with what goes on in school than with what the children bring to school.
It was precisely this expressed viewpoint that stimulated the origin of this work the acknowledgement or assumption that literacy achievement depends crucially on the nature and quality of instruction that learners receive in the classroom. In other words, why is it that some teachers achieve high literacy rates with their learners while others, working in the same school and same environment, do not?
While involved with a percussive study from 1998 to 2001, I was surprised to discover how many under-qualified teachers there were in the Foundation and Intermediate Phases of primary schools (Grades R to 7) who clearly had a limited understanding of current primary school reading instructions, approaches and practices. It was for this reason that in 1999, in a separate parallel study (Donald, Condy & Forrester, 2003:484) I decided to focus on using a well-researched literacy programme with a sound theoretical background, called the Concentrated Language Encounter (CLE), to improve the teaching of pedagogical skills in teachers working particularly in developing schools in South Africa.
In the present study I adopted and modified several methodological techniques from an existing empirical approach to research data gathering which was used by Gilder, Irwin-Carruthers & Kent (1985). Through the training of physiotherapists they developed professional skills by identifying a profile or matrix of their perceived core tasks and key competencies. They designed and re-evaluated a comprehensive list of competencies derived by consensus for professional physical therapy practice.
The Concentrated Language Encounter Programme (CLE)
CLE is a reading programme where children learn language mainly through encounters with others in which the children concentrate intensely on making themselves understood (Walker & Rattanavich, 1992:12). Walker & Rattanavich (1992:12) elaborate by stating that:
The CLE approach was developed to deal with the educational needs of Aboriginal children. Its general principles are applicable for all students, whether advantaged or disadvantaged, whether first or second language learners, or whether living in urban or rural situations.
Between the 1970s and 1980s, Walker (1992) and Gray (in Rattanavich & Christie, 1993) initiated a new literacy programme for Australian aboriginal children in Australia where they were experiencing gross literacy failure. The theoretical basis for the literacy programme, which became known as Concentrated Language Encounter (CLE), was grounded in the assumptions that language and learning were conceived in the wrong order.
Earlier approaches identified and taught literacy content and skills that children needed to learn in isolated and disconnected ways. Christie (2000) comments that, during the nineteenth century the subject English had been concerned with grammar, spelling, composition and literary studies. In such traditional approaches, the first focus was on teaching content and skills; context was used only later if either approach failed, or a check was needed for word identification.
In South Africa, traditional approaches to teaching literacy in both the mother tongue and as a second language had always viewed language in terms of many small discreet units which comprised syntax and parsing, phonics, spelling, grammar and punctuation. These skills were taught and often committed to memory. The theoretical basis of such an approach involved the idea that students would learn various discreet units of language in isolated ways, often by repetition and drill, and that language learning developed by progressing from smaller to larger units. Only later in their development would students understand how these discreet units could be put together to create a coherent language structure. The problem with these theories was that they tended to divorce language from considerations of purpose and meaning. The role of language in learning and language development had never been considered. Figure 1 portrays Gray's interpretation of a traditional approach to language teaching.
When working with the Aboriginal children, Gray and his colleagues reversed the accustomed order for curriculum planning and concentrated on the context for learning and upon the development of language abilities within that context. Gray (in Rattanavich & Christie, 1993) argues that proficient readers use syntactic and semantic cues to interrogate texts and, through these skills, language learning develops to ultimately produce effective, literate learners. Gray (in Rattanavich & Christie, 1993), Christie (1989) and Cambourne (2002) believe that language should be learnt by using text, through coherent sentences in which meaning is salient and negotiated in many ways. This process is described in Figure 2.
Working within this general model of a language curriculum, Gray and Walker planned for the development of teaching and learning contexts in which teachers and students negotiated the nature of the learning activity as well as the nature of the language needed for that activity. Teachers would scaffold appropriate models of language, while students would be fully engaged in developing and using the appropriate language. The students required "real life" opportunities to practice "real life" language in a supportive environment. They would be encouraged to take risks in order to become better learners.
Christie (2000) discusses a model of language development taken from Halliday (1989) which states that language development involves: learning language (where learning language is a basic resource in listening, speaking, reading and writing), and learning through language (which refers to the ability to use language to learn, build relationships and express information about one's world). In 1977, borrowing a term from Cazden (1996), Gray and Walker initiated the term "concentrated language encounter" in which a number of role plays and language games and activities would be generated, including talking, reading and writing about things together, in which both teachers and children would take an active part.
The CIERTQ instrument evolved progressively through three phases of validation with phases two and three forming the major part of this study.
Phase 1
First, the preliminary improvements in the questionnaire developed through seven formative versions as it passed through successive pilot trials with different small groups of self-selected reading teachers (teachers from Grades 2-7, principals, subject advisors, learning support teachers, final-year teacher training students and lecturers) from 1999 to early 2002 while they attended the CLE workshops. To improve the content validity of the instrument, versions 3, 4, 5, and 6 were given to professional teachers and they were asked to verify whether the wording and general layout of the CIERTQ was in accordance with the Benchmarks for Literacy for Grades R-4 (1999).
Phase 2
During this phase the questionnaire involved further development and refinement of the CIERTQ. In 2001 and 2002, I trained 60 Western Cape Education Department (WCED) officials selected from seven Education Management Development Centres (EMDC), and they in turn selected the schools to be trained in CLE and then trained those teachers.
Teachers in Phase 2 attended a one-day CLE workshop. Version 8 was administered to 533 reading teachers in early 2002. It was re-administered to 360 teachers six months later. One hundred and seventy-three of the pre- tested teachers were present at both the pre-and repeat workshops. After qualitative and quantitative analysis of the generated data, version 8 of the CIERTQ was improved and version 9 was reformulated in readiness for another large-scale trial.
Phase 3
Phase 3 was the final administration of the CIERTQ, version 9, to a new relevant self-selected study group of 144 reading teachers who were attending the 2003 National Professional Diploma in Education course in teaching Literacy in the primary schools, offered in the Education Faculty of the Cape Technikon, Western Cape.
Throughout Phases 2 and 3 several cautious varimax normalised factor analyses were engaged to refine and develop the questionnaire, within the context of teaching reading in economically developing schools in South Africa.
Version 10 was developed but not trialled.
The results of this study will be discussed according to the three phases that it progressed through, although more emphasis will be given to the last phase.
Phase 1
As a result of the workshops, four literacy issues recurred both qualitatively and quantitatively throughout the seven trials up to the end of 2001. Three educational issues in literacy emerged and these focused on clarifying the structural parameters in the CIERTQ itself as a research instrument for producing data. These surfacing trends were classified as technical, organizational, and scoring issues. A fourth issue emerged during interviews which raised a concern regarding the personal support needed for teachers of literacy.
Some of the technical issues referred to all items on the CIERTQ indicated typical reading skills generic to Grades 1-7. The wording of all items was appropriate, their expression was unambiguous, unbiased, simple and clear in meaning, with no redundancies, no spelling errors, and written in the correct tense.
The organizational suggestions implemented the following critical recommended requirements: that the instruction page of the CIERTQ had to be clearer, have simple language, and include an example of how to complete the form. Seven categories of descriptors were recommended, developed and classified by teacher agreement, and items were grouped accordingly by consensus within each category.
The scoring recommendations made by some respondents suggested that it should be clear, effective, unambiguous and simple. The scoring scale was developed from a two-point scale [yes/no] to a recommended five-point scale for the final draft with scores ranging from 0 [no idea] to 4 [essential] (Fraser, 1989).
During interviews it became evident that teachers were adamant that they needed support when implementing or attempting a new methodology for the teaching of reading.
By November 2001, values of Cronbach alpha reliability coefficients for the seven desired features of version 7 of the CIERTQ, comprising 42 items, had been derived. To obtain these coefficients, the scores of a convenient sub-participant group of 45 trained teachers were used (although only 15 supplied intact data). The seven Cronbach alpha coefficients obtained were: = 0.67 for reading for meaning (6 items), = 0.85 for reading to communicate (six items), = 0.86 for reading to learn (six items), = 0.79 for reading to develop critical thinkers (six items), = 0.70 for reading to be sociable (six items), = 0.75 for reading for pleasure (six items), and = 0.80 for reading to develop skills (six items).
Therefore, for this particular convenient participant group, version 7 of the comprehensive questionnaire had satisfactory reliabilities for the seven inclusive categories.
By the end of Phase 1 of the pilot study, the sectors of re-grouped items began to emerge with a better systemic framework for the questionnaire in a re-arranged form of the CIERTQ one which was more logical, defensible and clear. The qualitative and quantitative data complemented and supported each other in ways that gave thrust to the unfolding of the next phase of development of the CIERTQ.
Phase 2
Using version 8 of the CIERTQ (with seven sectors), 173 teachers completed both the pre-questionnaire (early 2002) and the repeat questionnaire (late 2002). A cautious factor analysis was then conducted on the repeat programme intervention responses. The varimax normalized rotation indicated that there were possibly eight factors in the responses of the 173 respondents, instead of the seven previously provisionally found with the 533 respondents' pre-questionnaire responses, prior to the CLE workshop. The 42 items were then regrouped more logically and consistently, guided by the provisional factor analysis. They were partially reclassified to formulate version 9, with improved wording of all items. To clarify the meaning and interpretation of the main headings generated for each sector, three colleagues who lecture with me were asked to give suggestions for a reformulated version of the questionnaire.
Phase 3
The reformulated version of the questionnaire (version 9) was then promulgated for further trial and refinement on two separate occasions during workshops, namely, in May 2003 with 105 respondents and on August 2003 with 39 qualified teachers (Grades 1-7). These teachers had chosen voluntarily to extend their professional development in Education by participating in further informal studies after normal class hours. All participant teachers had also attended at least 10-12 hours of additional voluntary workshop training in the CLE approach to reading and writing. The following seven research questions were asked throughout the study:
1. What were the sources of items?
The main source of the items in the CIERTQ came from the current government policy documents, interviews and workshops with expert teachers and recent reading theory.
2. How many sectors and items in each version of the CIERTQ?
The answer to this question is provided in Table 1 which shows the progressive development and refinement of sectors and items from version 8 (in Phase 2) to version 9 and 10 (in Phase 3).
Only one item was discarded as a consequence of the refinement of version 8. In the developments from version 8 to version 10, the total number of items remained almost stable at 41 or 42, despite the continuing trials and an internal reshuffling of items occurring after each pilot study.
3. How important were the items?
A means and standard deviation analysis of the respondents' responses was completed. Items which scored a mean of at least 2.0 ("relevant"), up to a maximum possible score of 4.0 ("essential") by the teachers of reading have been designated as "core" indicators, in agreement with the criteria embedded in current reading theories of reading pedagogy (Walker, 1992; Halliday, 1996; Cambourne, 2004; Goodman, 2005).
With regard to the responses to version 9 of the CIERTQ, the highest scoring items (the maximum possible score being 4.00) were those numbered 3, 32, and 41:
• The best teachers of reading are those that: "Allow time for their learners to retell the story in their own words" (item 32; mean = 3.74).
• The best teachers of reading are those that: "Use correct grammatical structures when speaking to their learners" (item 3; mean = 3.72).
• The best teachers of reading are those that: "Allow their learners time to respond to what has been said" (item 41; mean = 3.72).
The lowest scoring items were items 14 and 22:
• The best teachers of reading are those that: "Make time to talk about the author's styles of writing" (item 14; mean = 2.72).
• The best teachers of reading are those that: "Use graphic aids such as graphs and tables to interpret information in a text" (item 22; mean = 2.81).
4. Were the numbers of items revised?
Continuous qualitative feedback on the content and expression of items in version 8 was obtained from 126 professional colleagues who supplied written and verbal critiques of the original wording of each item in the questionnaire.
In version 9, four items did not change their wording at all, six items' wording remained very similar and 31 items were reworded. One item was eliminated. Quantitative feedback was obtained through cautious factor analyses of the responses of 144 teachers to version 9 of the presented scale items. A cautious factor analysis identified that eight items expressed with compounded wording were individually identified. Each of these over-elaborated items was therefore subsequently divided into simpler, shorter, revised items with more consistent wording.
For example: In version 9, item 24 read: "Encourage their learners to read with appropriate rate and expression".
However, for version 10, the wording of this item was altered to read: "Encourage their learners to read with expression" which became item 33. Any further reference to the word "rate" was omitted.
5. Do the emerging clusters or themes of items become more scattered or more cohesive as these subsequent versions are clarified and improved?
For a refined version 9 with 41 items a cautious factor analysis was performed on the response data. Using the more linguistically refined 41 items of version 9, the three prominent factors with factor loadings > 0.50 that appeared to be emerging were as follows:
• Factor 1 now includes "reading for understanding and application", "serendipitous items" and "reading for strategy development" as the most prominent dimensions; and the "serendipitous items" appear to be items of support. In short, all nine items (variables) strongly associated with factor 1 could be interpreted and described as pedagogically strategic items.
• Factor 2 (four items) appears more concerned with "reading for meaning and interpretation"; and
• Factor 3 (five items) appears to be concerned with "reading for socializing", but is still heterogeneous in its composition, and may be considered as representing "research and surveillance".
Also, whereas the unrefined versions 8 of the CIERTQ yielded only three or four items with factor loadings > 0.70, the more refined version 9 has now produced nine items with factor loadings > 0.70. This result implies that the construct validity of the CIERTQ is improving, as the wording of its items becomes progressively refined.
These 41 items' measured associations are depicted on a scree graph in Figure 3, illustrating the extent to which they have now tended to form small groups of identifiable and significant clusters along a straight line. What has emerged is a discernable sense of structure in the teachers' responses that has a natural coherence in harmony with current theory.
6. What were the qualitative reflections made by two reading expert education officials of versions 9 and 10 of the CIERTQ?
After the final factor analyses, I interviewed two literacy experts (education officials) together for their evaluation of the proposed composition and wording of version 10 of the CIERTQ. At that time, they both worked in developing and developed schools in the Western Cape and were both leaders of literacy in their regions. They agreed that the sectors in version 10 of the CIERTQ fairly reflected the learning outcomes advocated in the National Curriculum Statement (2002).
In addition they suggested that the designated subheading, Reading for research and surveillance, be reworded as Reading for scanning and research. They felt that a teacher's scanning and researching are similar and equally important tasks, but with one being a simpler task and the other being a more complex task.
As a result of the renaming, item 41, "Allow time for their learners to skim and scan the text to find relevant information", should be included in the sector called Reading for scanning and research.
The experts made favourable comments about the sector named Reading for reflection and analysis. One stated: "I like it; I like it because, at the end of a book, you have to reflect on what you've read and make your own analysis."
One interviewer wondered whether inserting an open-ended prompt question at the beginning of the survey would elicit an initial, helpful, instinctive response to the teaching of reading. This suggestion was taken up and is now offered on the cover page of the version 10 of the questionnaire in the appendix.
The suggested changes to the items and sectors were accepted as offered, and they were all incorporated into the wording and structure of final version 10 of the CIERTQ.
7. What was the structure and composition of the final version 10 of the CIERTQ?
After a series of factor analyses and interviews with literacy experts, revisions, and re-arrangements the CIERTQ has evolved and developed to become the final proposed version 10 (see Appendix). This version has emerged with seven modified or identified sectors with more appropriate items in each sector, but has not yet been trialled.
This study is a unique contribution to issues around the teaching of reading. It has shown that it is possible to identify, clarify and verify a profile of core indicators of an effective reading teacher that is comprehensive, and consistent with the current policy documents and in terms of current theoretical studies on the teaching of reading.
The CIERTQ has wide reliability and validity for primary schools that operate within multilingual reading cultures and diverse reading approaches, particularly in economically developing regions of South Africa and possibly beyond.
It is interesting, from a methodological point of view, that it has taken nine versions of the CIERTQ to produce a stable and coherent provisionally final set of professional competencies. However, the most interesting aspect of this methodology shows that the use of large repeat samples has led to a better defined and well-integrated description of the component sectors in the emerging profile. Therefore a strong methodological feature of this research has been the clear beneficial outcomes of an increasingly well-defined product.
When introducing a new literacy approach to a province there will always be teething problems, and the expert education officials were very aware of the issues that were impeding the implementation of CLE into schools. At the same time they are very positive about the programme and its benefits to both the teachers and the learners.
Cambourne B 2002. The conditions of learning: is learning natural? The Reading Teacher, 55:758-762. [ Links ]
Cambourne B 2004. Holistic, integrated approaches to reading and language arts instruction; the constructivist framework of an instructional theory. In: Farstrup AE & Samuels SJ (eds). What research has to say about reading instruction. USA: The International Reading Association. [ Links ]
Cazden CB 1996. A report on reports: Two dilemmas of genre teaching. In: Christie F & Foley J (eds). Some contemporary themes in literacy research. Münster: Waxman Publishing. [ Links ]
Christie F 1989. Language education. Oxford: Oxford University Press. [ Links ]
Christie F (ed.) 2000. Pedagogy and the shaping of consciousness: linguistic and social processes. London: Continuum. [ Links ]
Donald D, Condy J & Forrester J 2003. Literacy development: lessons learned from a pilot project in South Africa. The Reading Teacher, 56:484-492. [ Links ]
Fraser BJ 1989. Assessing and improving classroom environment. What Research says to the Science and Mathematics Teacher, 2:1-7. [ Links ]
Gilder N, Irwin-Carruthers S & Kent A 1985. Competency profile of the professional physiotherapist. Unpublished mimeograph, Cape Town: University of Cape Town. [ Links ]
Goodman K 2005. What is whole in whole language. Canada: RDR Books. [ Links ]
Halliday MAK & Hasan R 1989. Language, context, and text: aspects of language in a social-semiotic perspective. Hong Kong: Oxford University Press. [ Links ]
Halliday MAK 1996. Literacy and linguistics: a functional perspective. In: Hasan R & Williams G (eds). Literacy in society. New York: Addison Wesley Longman. [ Links ]
Howie S, Venter E, Van Staden S, Zimmerman L, Long C, Scherman V & Archer E 2007. PIRLS 2006 Summary report: South African children's reading achievement. Pretoria: University of Pretoria. [ Links ]
Piaget J 1969. Judgment and reasoning in the child. London: Routledge & Kegan Paul. [ Links ]
Rattanavich S & Christie F 1993. Investigating text-based approaches to the teaching of literacy in Thailand. In: Goyne G & Purves AC (eds). International Association of Research in Mother Tongue Education: Mother Tongue Education Research Series. New York: Waxman Verlag GmbH. [ Links ]
South Africa National Department of Education 1999. Benchmarks: Literacy for Grades R - 4. Internally circulated unpublished mimeograph. Pretoria: Government Printer. [ Links ]
South Africa National Department of Education 2002. Revised National Curriculum Statement Grades R to 9 (Schools) Policy Document: Home Language. Pretoria: Government Printer. [ Links ]
Van der Berg S 2004. Throwing money at education problem isn't enough. Available at http://www.sundaytimes.co.za/articles/TarkArticle.aspx?ID=946527. Accessed July 4 2004. [ Links ]
Vygotsky L 1930. Social Development Theory. Available at http://tip.psychology.org/vygotsky.html. Accessed November 24 2003. [ Links ]
Walker RF 1992. Developing a CLE primary school literacy programme. In: Walker R, Rattanavich S & Oller W (eds). Teaching all the children to read. Buckingham: Open University Press. [ Links ]
Walker RF 1992. General introduction. In: Walker R, Rattanavich S & Oller W (eds). Teaching all the children to read. Buckingham: Open University Press. [ Links ]
Walker RF 1992. Reflecting on the contexts of reading. In: Walker R, Rattanavich S & Oller W. Teaching all the children to read. Buckingham: Open University Press. [ Links ]
Walker RF & Rattanavich S 1992. Improving literacy teaching in developing countries. In: Walker R, Rattanavich S & Oller W. Teaching all the children to read. Buckingham: Open University Press. [ Links ]
Author's Note
I appreciate the guidance, critical insights and unequivocal support of Prof Rochford (UCT), who was the supervisor for my PhD, and who was tragically killed earlier this year.


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Nas Breaks Down His Open Letter To The Teen Killers Of Chicago Honor Student!
Nas about the sad murder of Chicago Honor Student
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Deep valleys of Candor Chasma
Mars Express took snapshots of Candor Chasma, a valley in the northern part of Valles Marineris, as it was in orbit above the region on 6 July 2006.
The High Resolution Stereo Camera on the orbiter obtained the data in orbit number 3195, with a ground resolution of approximately 20 m/pixel. Candor Chasma lies at approximately 6° south and 290° east.
Valles Marineris is an approximately 3000-km-long canyon system on Mars. Candor Chasma, situated in its northern part, is part of a radial graben system. A graben is a feature bound by parallel normal faults, where the graben floor moves downward relative to the adjoining material. The grabens in the area were created radially, as the Tharsis bulge formed due to volcanic uplift.
The steep walls of the graben rise to a height of 8500 m above the floor. They are characterised by remnant rock (small veins of rock branching from the main material) and branching gullies.
The upper part shows rugged, irregular material and appears to be a remnant of the older, basaltic plateau. In contrast, the lower part is smoother and is made up of run-off rock debris and material from larger landslides that formed a slope.
The graben floor shows flat-topped, hilly deposits which rise up to 1200 m. The deposits show characteristic layering which is known as 'Interior Layered Deposits'.
There are different theories explaining how Candor Chasma came to its present form. One of these states that the volcanism in the Tharsis region uplifted the entire area. In the course of the uplift, a lot of stresses were exerted on the crust causing it to thin out and form large grabens. Such a natural process, where stresses exerted in opposite directions deform the rocky material, is called extensional tectonics.
The colour scenes have been derived from the three HRSC-colour channels and the nadir channel. The perspective views have been calculated from the digital terrain model derived from the stereo channels.
The anaglyph image was calculated from the nadir and one stereo channel, stereoscopic glasses are required to view it. The black and white high-resolution images were derived from the nadir channel which provides the highest detail of all channels.
For more information on Mars Express HRSC images, please read our updated FAQ (frequently asked questions).


text:
Naplesnews.com of Naples, Florida reports that too many of the faculty of the Florida Gulf Coast University have in the past been too sexually involved with their students. Reporter Brad Kane found that FCGU fired two of its coaches over "suspicions of having improper affairs with students". Interesting that suspicions, not findings of fact, are apparently enough for FGCU to fire faculty.
In the dankprofessor's opinion it is pretty damning that any university would fire any faculty or administrator or staff persons because they had come under suspicion. If such be the case, maybe the university should screen out all suspicious persons during the hiring person. And, of course, they should be upfront about it in their employments ads- Suspicious persons need not apply. But maybe the problem is the dankprofessor's. Maybe I am not suspicious enough, particularly not suspicious of the news media that all too often gets the story wrong, particularly when the story deals with sex. Maybe the naplesnews.com got it wrong when it is stated the suspicions relating to faculty having "improper affairs" with students. Of course, such implies that there also can be proper faculty student affairs. And, yes, it is the dankpofessor's position that there are per se no improper student professor affairs; something more needs to have occurred to make them improper.
But upon further perusal of this article, I learn more about what might be considered to be improper as "…when two professors in 2001 were let go for the same reasons. One was even caught in the back of a van with a student." Combining a student professor romance with auto erotica apparently goes beyond the moral sensibilities of many Floridians. Maybe it would have been a less serious offense if the affair was held in an indoor venue, such as an hotel or apartment or even in a condo.
However, I may be digressing from he main point of the article and that was to report that the FGCU administration is taking a dim view of student professor affairs. FGCU spokeswoman Susan Evans sets things straight when she stated-
"The issue is power and authority, whether it is professor/student or coach/student-athlete. All the students should be able to learn in an environment free of unwanted advances."
Now the dankprofessor considers Ms. Evans thinking on this matter to be distorted, stereotypical and anti-female. What "offends" me is the part about all students being free of unwanted advances with the assumption being that students never make advances regarding faculty. Such is patently untrue. In any case, if these affairs are now regarded as improper by the administration, shouldn't faculty also have the ability to teach in an environment free of unwanted advances?
In addition, the following is stated in the article-
FGCU employees are strictly forbidden from having amorous relationships with students directly under their authority whether it's students in their classes, players on their teams or interns under their employment.
For students not directly under their authority, the issue gets slightly cloudier as affairs are frowned upon but not expressly against the rules.
"It is a serious offense that can and does include termination of an employee," Evans said.
Even though the relationship may start between two consenting adults, it can descend into a sexual harassment situation, which undermines the learning process.
"Faculty should not have affairs with students even when the student is not in the faculty member's class, because when the relationship goes sour – even if that relationship is based on mutual consent – that could be something that turns into harassment," said Halcyon St. Hill, FGCU faculty senate president.
My God, both Ms. Evans and the faculty senate president share the same fears, a consensual relationship turning into a situation of sexual harassment. Maybe their fears might be lessened by their confronting the possibility that student professor relationships can end in friendship and love and marriage and even parenthood. Why trump student professor affairs because some have unhappy endings? Would they trump marriage since marriage often leads too divorce?
The reporter does allow a FGCU student to have the last word.
"It is pretty much the same stories you hear about in high schools all over, except, even now, we are all adult," said Kimberly Freeman, a sophomore biotechnology major. "I don't condone it, but everyone has their own moral standard.
"I'd never date a professor. That's kind of wrong."
Despite all FGCU's rules and regulations, stopping student-professor affairs altogether might be impossible.
"It goes on everywhere," Freeman said. "I'm sure there's not one college out there where it hasn't happened."
As is the practice on the dankprofessor blog, the dankprofessor gets the last word. Of course, the student is right when she states it goes on everywhere. But in almost all of the everywheres there are the moral zealots eager to enforce their sexual agenda on unsuspecting others, unsuspecting others who believe in the right to privacy, the right of adults to have the freedom to choose with whom they have intimate associations. If the FGCU administration is to protect students and faculty from power abuse, the protection they need is from moral zealots who occupy positions of authority.
If you wish, you can write to me directly at firstname.lastname@example.com
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Barry M. Dank aka the dankprofessorTM
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There was a slight smell of urine around the DiSopolis last week when MTV2 got back to us to say, "Yeah, of course fellas, you can celebrate the anniversary of your wonderful website by picking your favourite videos of the past six years for 120 Minutes." Somewhat understandably, we wet our boxers with excitement.
Following a smelly few hours in the pub exlaiming "Wow, we can dump that band's music on the ears and eyes of an unsuspecting audience!" and "OH EM GEEE... that video was amazing!", we began to wonder just what makes a certain video so much greater than so many others. We soon reached a point where there weren't enough suggestions on the table to fill two hours: obviously lots of our favourite songs weren't released as singles, and many of the singles we love don't have videos as such, as making one wasn't a commercially viable project, or something. Also, this is web 2.0 so we didn't wanna keep all the fun to ourselves, like some crazed dictators of taste.
So we're compiling a phat list of videos we would like shown, especially ones you'd almost never see. What we'd like is for you to suggest some of your favourite videos of the past six years (with links to youtube.com or Google Video, if you can find them) and say why you like it. Why? Because we'll be running quotes from you lovely people across the screen when our selections are broadcast.
Here's five videos we heart that are rather likely to make our two-hour show...
We've shown you some of our choices, so now DiScuss yours! Remember to post links wherever possible, too!


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Uganda: FDC Party Officially welcomes dialogue between the FDC and the NRM (31.03.2017)
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Entry for individuals above 18 years of age onlySeats available on a first come first serve basisA government issued, valid photo ID may be requested at entry.No refunds on purchased ticket are possible, even in case of any rescheduling.This is a single entry show. Once you exit the show area, you will not be permitted to enter again.Please keep your ticket with you at all times.Rights of admission reserved, even to valid ticket holders.Beware of counterfeit tickets.AUDIO OR VIDEO RECORDING OF THE SHOW IS NOT PERMITTED. You must not make, create, store, record or transmit any kind of sound recording, visual footage (recording), or store, record or transmit any information or other data with relation to the event. The organizers reserve the right to eject you from the venue for doing so.No professional, SLR or DSLR cameras or recording (sound or video) equipment will be permitted in the venue. Do not bring them to the venue as we will NOT be able to take responsibility and hold the same in safekeeping.Security procedures, including frisking remain the right of the management.No dangerous or potentially hazardous objects including but not limited to weapons, knives, guns, fireworks, helmets, laser devices, bottles, musical instruments will be allowed in the venue and may be ejected with or without the owner from the venue.The sponsors/performers/organizers are not responsible for any injury or damage occurring due to the event. Any claims regarding the same would be settled in courts in Mumbai.No drug use allowed - consumption of narcotics is illegal and those found in possession of or consuming narcotics at the event will be handed over to police authorities.Ticket holders in an inebriated state may not be allowed entry.Carrying of liquids, alcohol, cigarettes and banned substances including outside food will not be permitted in the venue.No liability claims of food, pollution and other consumption poisoning will be entertained.No tickets for the event shall be used by any person for advertising, promotional or commercial purposes, including but not limited to prizes, competition, contests or sweepstakes without obtaining written consent of the promoter.


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Life needs diversions
You know that reflective, somber mood that overtakes us after attending a funeral? I'm in that today.
I don't much prefer to attend funerals – who does? Yet I do like to write when my mind is swirling in such a pensive frame of mind. This afternoon's office plan was to return from the internment Mass of my former coworker – "Marvelous Melba" I called her – and write a Mrs. Singy column about baseball clothing.
But the topic of baseball in any shape or form on a gloomy cloudy funeral day seemed totally inconsequential. Who cares about a Yankees anything when we feel sad? Can't take that to heaven.
In many conversations with Ken, he explains that sports is a release … a diversion … pure entertainment. Maybe that's why we need activities like watching baseball – so we don't walk around like post-funeral zombies 24/7, contemplating the woes of the world.
Maybe without those championship lacrosse games to focus on, Sharon and Lexie Love – the family of the University of Virginia lacrosse player, Yeardley Love, who was murdered by a former boyfriend – wouldn't have been able to get out of bed any morning after May 3 when the horrific and incomprehensible news was delivered to them.
Maybe without the release of the cheering and the cohesiveness of UVA fans surrounding them in the stands, they would be instead lying on the floor at home kicking and screaming, totally inconsolable and heartbroken. Maybe without the thrill of watching Yeardley's teammates "win it all for Love" … those first few emotionally raw weeks would have been absolutely and completely unbearable -not that they weren't.
But Sharon and Lexie somehow got dressed and put one foot in front of the other to go watch a sport they heartily supported. In the stands at Klockner Stadium in Charlottesville, Va. at the start of the NCAA Tournament, they watched Yeardley's lacrosse team win that day. They stood up and clapped, cheered, hollered, smiled and yes – sobbed – their way through the game because the sport had held great significance for their athletic daughter and sister.
Maybe for some of you, Yankees baseball has helped to get you through … a divorce, a job loss, God forbid a family tragedy, even just a bad day. Maybe watching a game or talking baseball helps you to take your mind off of a dilemma.
Yes, life needs diversions like sports. We need petty day-to-day activities to balance the heavy. We need distractions so we are able to slip out of somber moods and once again think happy thoughts.
6 Comments
You have said everything there is to say perfectly. Thank you.
Well thank you very much, ktbirdman, those are kind words.
~ Mrs. Singy
And your husband is by far one of the best to steer us through these diversions. My friends and I refer to him as "Cozy Ken Singleton" for his easygoing delivery and sense of humor; By far the best former player turned on-air talent.
Your column reminded me of a teenage memory: playing a Yankee game on the radio for my uncle as he lay in a coma. He never woke from this, but my family hoped he could hear something that brought him joy for many years. It also gave us purpose in a situation that we couldn't control.
In that respect, I would submit that sports is much more than a diversion. It gives many of us a point of reference for which bonding can occur. I took my parents to the stadium three weeks ago and the three of us hollered with pride as A-Rod smacked a grand slam. On that night I was overcome by emotion because my dad was very close to dying just a few months prior. The man who took me as a child to The House That Ruth Built was still by my side. He's now in good health and lived to see that glorious game…he lived to cheer on his team and to enjoy a night of thrills with his youngest son and wife of 45 years.
That evening at the stadium wasn't a diversion. It gave us a common ground over which to bond. We talked about sports, life, etc. during those 9 innings and left with memories that will be mentioned with a smile for years to come. Heck, my dad is still talking about last year's playoff game against Minnesota when we watched Texeira smack a home run. 🙂
Wow jbcorona – you should be writing the stories here! That is a sweet one and thank you for sharing. I will relay your nice comments to my husband. One of Ken's best memories is the first time Pop (his dad) took him to a baseball game at 5 years old I think.
You can bet your uncle heard that Yankees game, too – and knew all of you surrounded him with love.
And the best part of your story is that your dad has recovered in good health. Salute!
Thanks for reading,
Mrs. Singy
Yankees baseball got me through cancer back in 2007. A surgery and 3 rounds of chemo, to be exact. When you're going through that, it is so hard to find something that is still "normal". For me, my "normal" was the Yankees. Seeing the pinstripes, watching the games play out at The Stadium, listening to your husband, among others, call the games…it was like being in a safe envrionment for a few hours. One that made you forget, even for the shortest of times, that I was sick or in pain, or whatnot.
When I lost my hair, I bought myself a brand new Yankees cap. Another safe haven for me. I sort of felt like even though I was down in the dumps, I was "protected" by (at the time) 26 World Championships and all the history that went along with them. Now, even since I've been in remission since December of '07, I still have that same Yankees cap, and will never get rid of it. It's worn heavily, but I can't discard a cap that did so much for me. I feel the same way about the entire Yankees franchise. So yes, Mrs. Singleton, the Yankees CAN and HAVE helped people through tough times. I am living proof.
Wow – wow – wow … in response to "cwj1284" … what a bittersweet story and thank you for the sentiment. First, congratulations for staying in remission and I'm sure all the people supporting you continue to pray for your continued good health. Happy news!
By all means, never get rid of that hat certainly! I will think of you and your past struggle when I don one of the many colored 'NY' hats on my shelf. They are bright colors – just like your very bright story.
Thank you.


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|"Tony" redirects here. For other uses, see Anthony (disambiguation).
- "Pay the woman, you fat fuck!"
- ―Tony to Mike.
Tony is an animal featured in Grand Theft Auto: San Andreas.
Events of Grand Theft Auto: San Andreas
Tony is a talking parrot that serves as a companion to Ken Rosenberg after the latter was chosen as a neutral party in Caligula's Casino. The parrot serves as comic relief character in the three missions it appears in. It often utters, among others, Mafia slang terms and foul language.
He first appears when Rosenberg complains about his life and that his only friend being Tony. In its second appearance, Tony tells Ken to "forget about it" when Ken believes he will be murdered by the Mafia. In his third and final appearance, after Salvatore Leone enters Ken's place, the parrot calls the Salvatore's bodyguard a "fat fuck" and tells him to pay Maria Latore for a sandwich she served Salvatore.
Mission Appearances
Grand Theft Auto: San Andreas
- In Tony's first appearance, it utters a quote from Tony Montana, "I haven't fucked anybody over in my life who didn't have it coming to them", from the 1983 film Scarface. This proves that the parrot's name is a reference to Al Pacino's character from Scarface.
- Tony is one of the few named animals in the Grand Theft Auto series.
- In its second appearance, Tony tells Ken to "forget about it", which is reference to the 1997 film Donnie Brasco, where Al Pacino's character often used this phrase in various meanings.


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The New England Patriots brought a 2-3 record into their October 21, 2001 game at
The biggest story of their season thus far had been the injury to starting QB
Drew Bledsoe that propelled unknown backup Tom Brady into the starting lineup.
In the second year under Head Coach Bill Belichick the club was still viewed as
a work in progress.
The Colts had been to the postseason the previous two years under Head Coach Jim Mora but had been badly beaten by the Patriots two weeks earlier and then, after their bye week, had lost to
Oakland to fall to 2-2. Fourth-year QB Peyton
Manning was already considered to be one of the NFL's best, as was RB Edgerrin
James in his third year. But the defense was becoming a source of concern.
There was a crowd of 56,022 at the RCA Dome. The Colts had first possession and drove to the New England 28, with the big play being a pass from Manning to TE Ken Dilger that gained 25 yards, but Mike Vanderjagt's 46-yard field goal attempt was blocked and returned 35 yards by New England CB Leonard Myers to give the Patriots excellent starting field position at the Indianapolis 29. They made the most of it in short order as WR David Patten took the ball on an end-around play and raced around right end for the 29-yard touchdown.
The Colts again drove into
New England
territory on their next possession as Edgerrin James ran effectively and caught
a pass from Manning. Vanderjagt booted a 42-yard field goal to get the home
team on the board.
The Patriots punted to end their next series and
Indianapolis appeared set to score again when Manning
threw to WR Marvin Harrison for a 68-yard gain to the New
England two. However, the Colts weren't able to punch into the end
zone and, following a sack of Manning by LB Mike Vrabel for a six-yard loss on
third down, Vanderjagt again had a field goal attempt blocked, this time by
safety Tebucky Jones on a 25-yard try, and the score remained 7-3 after a
quarter of play.
The teams traded punts to start the second quarter, but after the Patriots took possession on their own nine yard line following a 34-yard kick by Hunter Smith, it was Patten again making a big play as he pulled in a pass from Brady at the 48 and went the distance for a 91-yard touchdown. With another successful extra point by Adam Vinatieri, it was 14-3 in favor of
New England.
Following a short series by the Colts, it was Patten striking again on the Patriots' next play from scrimmage, this time throwing an option pass to WR Troy Brown for a 60-yard touchdown. David Patten had accounted for a touchdown in three different ways – by rushing, receiving, and passing – and in each instance it was on the first play of a
England possession. He had almost singlehandedly staked the
Patriots to a 21-3 lead that would prove insurmountable for the Colts.
Things got worse for
when James fumbled on the next series and LB Tedy Bruschi recovered for the
Patriots at the Colts' 24. Six plays later Brady passed to TE Jermaine Wiggins
for a two-yard TD. While the Colts managed to score once more on a 42-yard
Vanderjagt field goal before the period was over, New
England went into halftime leading by a 28-6 margin, even though
the offense's time of possession was just eight minutes. The frustrated home
crowd booed the Colts heavily as they headed for the locker room.
The second half was anticlimactic. The Colts drove to a two-yard Manning-to-Harrison touchdown pass followed by a successful two-point conversion that made it 28-14. The Patriots responded with a 43-yard field goal by Vinatieri.
Indianapolis again reached scoring
territory but, after having a first down at the New
England 12, was unable to penetrate the end zone and settled for a
24-yard Vanderjagt field goal. Early in the fourth quarter, Brady tossed
another TD pass to Patten, this time from six yards out, and that was it.
Another drive by the Colts ended with Manning fumbling the ball away while
being sacked by DE Bobby Hamilton after reaching the New
England 16, and the Patriots were able to eat up almost all of the
remaining time with an 18-play possession. New England
came away with a big 38-17 win.
The Colts led in total yards (484 to 385) and first downs (28 to 19) but were beaten by big plays and blocked kicks (prior to the two blocked field goals in the first quarter, Mike Vanderjagt had had only two of his previous 100 attempts blocked). They had difficulty scoring when they got inside the red zone and turned the ball over twice while
England suffered no turnovers. The Patriots sacked Peyton Manning
four times while the Colts never got to Tom Brady.
David Patten was the biggest star for the Patriots as he became the first player since Walter Payton of the Bears in 1979 to account for a touchdown by rushing, receiving, and passing in the same NFL game. His overall statistics were four catches for 117 yards and two touchdowns, one rushing attempt for 29 yards and a TD, and one pass completion for a 60-yard score.
Tom Brady had a fine performance, completing 16 of 20 passes for 202 yards with three touchdowns and no interceptions. Troy Brown caught 8 passes for 120 yards and TD. RB Antowain Smith led the rushing attack with 71 yards on 21 carries.
Several noteworthy offensive performances for the Colts went to waste. Peyton Manning was successful on 22 of 34 throws for 335 yards and a TD with none intercepted. Edgerrin James gained 143 yards on 30 rushing attempts. Marvin Harrison had 8 catches for 157 yards and a touchdown.
"It started out bad with the blocked field goal and it didn't get a whole lot better," summed up Jim Mora for the Colts.
It did get better for the Colts with wins over the next two weeks, but they were followed with seven losses in the last nine games.
Indianapolis sank to 6-10
and a fourth place finish in their last AFC East season, which also was the end
for Jim Mora's coaching reign.
Rising quickly out of obscurity, Tom Brady had a Pro Bowl year, completing 63.9 percent of his passes for 2843 yards with 18 touchdowns against 12 interceptions.
David Patten caught 51 passes for 749 yards (14.7 avg.) and four touchdowns. He ran the ball five times for 67 yards with the TD against the Colts his only one of the year (and, for that matter, his career) and had one other passing attempt, which was intercepted. Formerly with the Giants and Browns, the undersized (5'10", 190) but fast fifth-year wide receiver went on to play a total of four seasons in New England where he was a member of three championship squads.


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Let Folio Weekly's I Saw U be the GPS Tracking System of your heart as we help broker that missed love connection for the one that got away. Fun, safe and confidential, "I Saw U" takes some of the detective work out of maybe catching the one that got away.


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Prior to its release, actor-producer John Abraham is ready to screen his forthcoming film Madras Cafe, which deals with the Sri Lankan conflict in the 1980s, to those who have objections. But he says he won't accept any protests against it.
"There have been a lot of enquiries from ruling parties and the opposition parties and the interest has increased and they want to see the film. We are ready to show it to them, but only when they watch it as viewers," the 40-year-old said.
"We may have a preview a day before the release like it normally happens. We don't have any issues showing the film to them. But if someone protests and puts a gun to our head and says we will decide on its release after seeing it, we won't accept that. I will not accept it, no one messes with us like that," he added.
Naam Thamizhar (We Tamils), a Tamil activist group, sought a ban on the movie for reportedly portraying Liberation Tigers of Tamil Eelam (LTTE) members as terrorists.
Director Shoojit Sircar seconds John. He says the Central Board of Film Certification (CBFC) has cleared the film and he hopes no one exploits it for their political gains.
"We have shown the film to the censor board, the biggest democratic body and they have cleared us. I think we should trust them and if someone wants to see the film, we will definitely show it to them," Sircar said.
"But I don't want anyone to exploit it for their political gains. Watch the film and then talk to us on a public platform, we are ready to talk," he added.
Madras Cafe also stars Nargis Fakhri in the role of a war journalist, while John plays an undercover army officer.
The film hits theatres on August 23.