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All the questions about " Adolescent Literacy in the Content Areas " that have been answered are listed below. To search for specific questions, enter one or more search terms. There are 52 questions currently posted in the database that match this query. Displaying question 1 through 52 Question: I am looking for professional educators who can recommend perhaps 10-15 books relevant to Science content. These need to be appropriate for Middle School students. Thank you in advance. Asked by: Expert's keyword(s) : science, middle school, science books Answer : Hello,I am not sure if you want fiction, non-fiction trade books, textbooks? I asked my colleague, Susan Ziemba, for some suggestons and she sent me the following: Here are a few possibilities for the middle school science text response: Textbooks: 1. Prentice Hall Science Explorer series (PHSchool.com/catalog; 1-800-848-9500): Grades 6-8. Life, Earth and Physical Science with built-in reading and math instruction supports before, during, and after every section; differentiated instruction throughout to meet all students needs; Discovery Channel videos and DVDs for each chapter, and 100s of labs and activities on their Lab zoone Easy Planner CD-ROM. Supplemental Guided Reading and Study Workbooks 2. BSCS Science and Technology (www.kendallhunt.com; 1-800-542-6657): NSF-funded, standards-based, three year program that uses an integrated approach within each discipline - earth, life, and physical. Provides hands on guided inquiry approach to sscience. Promotes development of critical thinking and problem solving abilities. Literacy-Supported Nonfiction Sources: 1. National Georgraphic Nonfiction Literacy Catalog (1-800-368-2728): Grades 3-7. Series: Everyday Science, Life Science, The Human Body, Earth Science, Physical Science, Scientists in their times, Scientists in the Fields, Science Issues Today, Math Behind the Science, On Assignment. Also themed sets for differentiated instruction: Animals in Their Habitats, Extreme Weather, Cells at Work, Life Cycles, Shaping Earth's Surface, Using Simple Machines, Using Earth's Resources, Energy. 2. NSTA Recommends Catalog (www.nsta.org): Teaching Strategies, Interdisciplinary, Biology, Earth and Space Science, Physical Science She also suggested these websites as potential supplementary "texts". Websites: 1. National Academies Press, www.nap.edu/catalog/5774.html 2. ENC Digital Dozen, www.enc.org/weblinks/dd/ 3. University of Wisconsin The Why? Files: Science Behind the News, http://whyfiles.org/ 4. Environmental Literacy Council's Research and Teaching Resources for the Environment, enviroliteracy.org 5. AAAS and marcopolo, Science NetLinks, www.sciencenetlinks.com 6. American Association for the Advancement of Science, Project 2061 Science Literacy for a Changing Future, www.project2061.org Finally, there are some good lists on content area resources through the American Library Association website. Hope this is helpful. Regards, Julie Answered by : Question: What is the fastest and most accurate way to discover the age appropriate reading habits of a new High School Freshman? Asked by: Expert's keyword(s) : reading level, assessment, reading habits, DAR, DRP, reading inventory Answer : Hello,I apologize for the delay in getting back to you -- by now you have probably already made a decision regarding assessment options. I am not sure what you are asking -- whether you want to know what is age appropriate for ninth graders? Or what is the best/fastest (not necessarily the same thing) way to assess on what "level" a ninth grader is reading? Here are some things to think about. People read different types of materials at different reading "levels". And, "levels" are formulas that do not take into account interest or maturity of theme. Students who are motivated to read something because they have a reason to do so often perservere and can read harder text than that which they were assigned. And reading level is not the "same" across genres. For example, a student who likes non-fiction may read "how to" manuals fluently and read novels with difficulty. Most middle school programs focus more on fiction than nonfiction, so many ninth graders are "better" at reading fiction than non fiction. However, for purposes of matching educational programming and instruction to student needs, it is good to assess where a student is at with nonfiction, since that is the majority of text s/he will encounter in high school and beyond. Since you seem to be talking about an individual, I would suggest something like the DAR -- the Diagnostic Assessment of Reading (Riverside Publishing)-- along with some questions to the student about his/her attitudes toward reading, reading habits and recent books read (if any). You can get a DAR kit that has materials for 25 tests and you can score it yourself. The DAR will take 20-30 minutes, give a picture of how the student reads non-fiction and if there are any word attack, vocabulary, comprehension issues. It is similar to an individualized reading inventory. If you have an electronic assessment at your school -- like the Scholastic SRI or the NWEA testing system you would, of course, get immediate results. That would be "fast" but I am not sure it would answer your question. It would tell you how the student did on the test in the area of reading compared with grade level peers. If you were talking about a group of students, I would suggest giving something like the Degrees of Reading Power (DRP -- Riverside Publishing) and then testing those who score below the 25th percentile with the DAR to learn more. I like the DRP because it is all nonfiction and tests, using a cloze method, if students can wrestle with text. You can score it yourself or send it out for scoring. You might also consider a group test such as the Stanford 9 or the Terra Nova that gives you a bit of a breakdown on how students do with vocabulary and factual vs inferential questions. But motivation in a testing situation is not always high and these tests take a bit of time to get back. So they are not that "quick". You mention "age appropriate" -- I am not sure if you mean academic reading, reading for pleasure, etc. Most ninth grade students I know do a lot of electronic reading -- hypertext, websites, IMing, video games, etc. Others read a lot of magazines and students with special interests read about those interests. Popular forms of reading for ninth grade include science fiction/fantasy, true life stories, books that link to movies, and romance novels. Although many ninth grade students do not choose to read much for pleasure -- and/or are poor readers who avoid reading -- many others read a lot (but not necessarily what is assigned). So I am not sure there is a "typical" profile of a ninth grade reader. The fastest way to get to know a reader, I would guess, is to interview him/her and listen to them read. Depending upon what you want to know, all of these options, alone or in combination, are viable. There are other assessment possibilities as well -- see my other responses here on the Knowledge Loom. Hope this is helpful. Regards, Julie Answered by : Question: I need to know research about NILD therapy. I can't find anything to support that it is scientifically validated. Parents are asking for it in special ed. classrooms. Do you know much about it and any success rate for students in high school with learning disabilities? Asked by: Expert's keyword(s) : NILD therapy, special education, learning disabilities, research Answer : I am not familiar with National Institute for Learning Disabilities (NILD) therapy and do not have a special education background. I did a quick web search and noted that the NILD website has posted some research claims at http://www.nild.net but have no way of evaluating that research. It sounds like one comparison study was done by the director -- you can see it at http://www.nild.net/research.htm� if you have not already. Certainly the program appears "research-grounded" but that is not the same thing as having "proven effectiveness" through research.Their approach seems to include intensive explicit 1:1 instruction (two 80 minute sessions per week with an NILD educational therapist) in learning strategies -- although the research suggests that this is effective, it is not clear for whom it best works under what circumstances. The website indicates that most students work with the program 3-5 years to attain "independent academic functoning". Again, claims are not supported for specific types of learning disabilities. Further searching on the web indicates the program has been in existence since the 1960s and many Christian schools link to their site. Many sites have, as you probably know, testimonials by parents and students. Many linking sites have quotes such as the following:"The NILD program is distinctly Christian, recognizing God as the designer of the human brain and therefore as the source of all knowledge and wisdom. The NILD program seeks to honor Christ by keeping Him as the central focus for all levels of program development, instructing and service delivery." http://www.hamiltonag.org/HCA/meeting_the_need.htm On my quick romp through the web, I did not find any research specifically targeted to high school or, indeed, much reference to use in high schools. I am also not sure how NILD's approach�compares to the following brain-based approaches, all of which do have research supporting their claims of effectiveness: The Strategic Instruction Model from the Center for Research on Learning http://www.ku-crl.org/ Lindamood-Bell Learning�Processes http://www.lblp.com/ Read Right Systems http://www.readright.com/ I hope this is helpful. Regards, Julie Answered by : Question: Happy New Year! I am beginning to tutor a 9th grade boy who reads at a 4th grade level. I'll be tutoring him in reading. My experience is with elementary age students so I'm looking for suggestions on age-appropriate activities or strategies I can use with him at his reading level. Thank you! Janet B. Asked by: Expert's keyword(s) : reading strategies Answer : Hi Janet,I apologize for the delayed response -- by now you have probably gotten things off to a great start and the advice below is superfluous. However, for what it is worth,I think what you want to stress is interaction with text and development of fluency. I am not sure whether "fourth grade reading level" refers to his instructional or independent reading level and if it refers to his "level" with narrative and/or expository text. Almost regardless, however, it will be important to teach, model and work with pre/during/and post reading strategies. Giving a purpose for reading, connecting to background knowledge and interests before reading (using anticipation guides or opinionnaires), using think alouds, using coding to monitor comprehension, and using questioning strategies such as QAR will probably be very helpful. It is important to support your student to be a strategic active reader, to get lots of practice reading, and to develop sets of strategies for comprehension monitoring, questioning the text, predicting, visualizing and summarizing. Doug Buehl and Jeff Wilhelm have both written great books that describe strategies that will probably be very useful to you. Kaylene Beers and Cris Tovani's books may also be helpful to you. You will find many strategies in Key Component B of this website under Role of the Teacher and Reading and Writing. Click on "investigate" on the cover page, then click on the "gold button" next to Key Component B and then click on teh "what is it" next to these best practices. You'll find many links there that may be helpful. The Read-Write-Think website is also a good one to look at. Last, my bet is that if he is reading at a fourth grade level, he is not reading a lot. So one goasl is going to be to get him to read a LOT -- using magazines, books, related to his interests, or good stories. There are a lot of lists out now for reluctant high school readers -- see, for example, the YALSA website at http://www.ala.org/ala/yalsa/booklistsawards/quickpicks/quickpicksreluctant.htm Hope these suggestions are helpful -- Regards, Julie Answered by : Question: I am an afterschool teacher working with a very diverse population in inner city Brooklyn, and I would love your insights about how to deal with the challenges of providing quality tutoring in my classes. Studens in my program are assigned to a 2 hr. class one day a week. Right now we are in the introductory stages of the program (Class rules, student and teacher expectations, building a classroom community etc.) Eventually, the first hour will be set aside for assignment assistance tutoring. The second will be for a lesson of my choosing. I average about 10 students per class,and ages range from 14-18 years old! We are contracted to help students with their basic math and reading skills, and to chart improvement on a TABE test (Test of Adult Basic Education)by the end of the program year. Due to this need, I have been forced to mix the reading and math needs students together, as well as mixing ages together. Talk about a heterogenous classroom! I am attempting to implement an effective group tutoring structure for this group. I've done some research, and I am interested in using Strategic Tutoring. However, I am alone in this endeavor at present, so my thought was to teach students, over the course of multiple sessions, strategies of Strategic Tutoring, and thus to be able to put "apprentice teachers" in each of my classes who could teach each other when I cannot be everywhere at once. Could you tell me some things I should consider as I do this, and perhaps give me some insights about what I should do in terms of building effective class structure and the amount of time I might need in order to make this iniative a success? Thank you so much! Rebecca Davidge Non profit Afterschool Instructor Asked by: Expert's keyword(s) : tutoring, heterogeneous instruction, reading comprehension Answer : Hi Rebecca,I apologize for the delay in answering -- I have been traveling most of the month and am just now getting caught up. By now, you probably have things up and running smoothly and don't need advice. Certainly you have a challenge here on many fronts -- very little time with students, high expectations of what will be accomplished, wide range of skills and interests and motivation and age range among students. I think that your instinct to set up a group tutoring approach is good because of the emphasis on teaching learning strategies and, certainly, peers can be helpful. However, I am not sure you can pull off "strategic tutoring" per se[University of Kansas Center for Research on Learning] given the resources (time, people) that you have. Three concerns -- training tutors up front in the strategic tutoring model is a 4-6 hour process minimum -- this will need to be done outside of your class time. Second, the students are there, presumably, because they don't have many of these skills. The training won't "give" them the skills -- only strategies to use to teach the skills. Lastly, you see students only 1x/week. It's a dilemma. Some thoughts-- I guess I would try to identify some routines that are strategic learning strategies and teach them to the whole group and have the students practice the routines with real materials (reading selections, math problems) afte you have modeled the routine. Again, once a week is not a lot of reinforcement BUT if you chunked weeks into blocks and dedicated part of the time each week to learning and practicing a routine and applying it to different situations over the course of several weeks, that may begin to pay off and students who grasp the routine quickly can serve as peer tutors in the small groups of 3-4. You could try this with a number of the literacy support strategies listed and described in the "roles of the teacher -- explicit teaching" part of this spotlight under Key Component B. Since I have not seen the results of the TABE for the group and do not know their strengths and weaknesses as readers and problem solvers, I can only suggest strategies that may work well to generally strengthen academic success by developing key strategic approaches to learning. Some that come to mind are Reciprocal Teaching (you would need to introduce and practice this over several weeks but it could then become part of what you do each week with different types of reading selections); SQ3R, Cornell two-column note taking; QAR; semantic mapping; problem solving graphic organizers; using writing graphic organizers; vocabulary building strategies. Once students learn these strategies, they can apply them to their assigned work. I would use the work, to the extent possible, as the "stuff" on which to apply the strategies -- then have them complete and work on the assignments with assistance AFTER the strategy is worked with. At the very least, you set up some use of critical thinking and you can get students to brainstorm what they can use of what you did -- processwise or conceptually -- to help with their assignment. If a lot of the assignments are writing assignments, I would set up a writing workshop for half of the time and reinforce strategies for doing each piece of the process -- prewriting, drafting, revising, editing, publishing/presenting in final format. Here peers can get increasingly skilled at providing one another with assistance as long as the strategies are continuously modeled and refined based on minilessons that address what you observe to be "off track". For example, you might see students giving each other feedback that is too general and would go back and model with the class the types of feedback that are helpful. Anyway, just some thoughts. If any of these comments are helpful and/or you want to "talk" further, please write back or email me at firstname.lastname@example.com. Good luck! Julie Answered by : Question: We are investigating the purchase of the "Read 180" high school program from Scholastic as an instructional reading support program to help address the needs of our students who are not at grade level in their reading. Do you have any feedback on this program? Asked by: Expert's keyword(s) : remedial reading programs, struggling readers Answer : First, let me say that I have no personal experience with Scholastic Read 180. Having said that, my comments may be helpful in considering whether or not to purchase this or any other remedial reading "program".(For those that may not be familiar with Scholastic Read 180, I recommend checking out the Scholastic website: http://teacher.scholastic.com/read180/about/index.htm#highs. You may also want to check out the SEDL website where you will find a decsription of the program and an analysis of what it is designed to do/does: http://www.sedl.org/cgi-bin/mysql/buildingreading.cgi?showrecord=1&l=description The issue is this -- when purchasing a "program", does the program try to accomplish what you need it to accomplish? Read 180 purports to be motivating and to increase fluency, reading comprehension and self-monitoring skills. It is designed for use in a reading class, utilizes computers and video and "high interest/lower reading level" literature selections. There are Spanish parts of the program to assist Spanish-speaking English language learners with developing reading comprehension in English. Reading 180 was developed with respected reading researchers and seems to have sensitively developed materials that address topics and issues of adolescent concern. Assuming that the program works the way Scholastic says it does -- and I would certainly want to talk with schools using the program and find out how it is working and what types of readers are benefitting most, how long they need to work with the program having started at different levels and what kinds of transfer they are seeing to reading and writing across the curriculum -- I would also make sure that this program fit the school's needs and capacities. Are all struggling readers assigned to a remedial reading class? Are teachers willing to be trained to facilitate the program? Could you get the program's benefits other ways? Again, I am not against a good program -- although I seriously doubt that one reading program will address and "fix up" a school's "reading problem and believe that it will, at best, be only a piece of a "solution" to the problem of how to provide ongoing support for adolescent literacy development. A "solution" must address all aspects of the adolescent literacy support framework and must include both strategic interventions for a variety of populations of struggling readers (such as Read 180 would be for those whose needs it addresses) and reading and writing across the curriculum. Good luck! If you decide to go with it, write back and let us know how it is going. Julie Answered by : Question: Julie, Is there,by any chance, a sample strategy implementation template on the Knowledge Loom? I am wondering what you mean by literacy habits? I just want to be sure that I am on the right track. Thanks, Helene Asked by: Expert's keyword(s) : strategy template Answer : Hi Helene,There are several templates on the Knowledge Loom for specific strategies -- either how to implement/teach them or actual templates for students to fill in. They are available in many places but particularly under Key Component B/roles of the teacher/explicit teaching and under the content focused links in Key Component C. But I don't think that is what you are asking about. Some of the links have more general strategy implementation templates -- I drew from these when I developed the template I gave the Narraguagus team. The template is basically based on an Understanding by Design approach or a "backwards planning" approach where you think about what goals you have for the instructional experience, your choice of strategies is matched to those goals and your assessment of learning lets you know whether or not students "got it" or "can do it" OR what you need to reteach/refocus upon so they WILL get it. The "literacy habits and skills" part of the template your team/school is working with is important because it focuses on what literacy habits and skills will be further developed/taught/practiced as part of this lesson/unit of study. "How will students become better at reading or writing or talking about _______ as a result of this experience?" The way I think about it is this: we want students to develop good reading and writing "habits" -- like questioning text, reading with intonation -- so that they get good at these "as a matter of course". We want them to develop literacy skills -- such as summarizing, paraphrasing, skimming, taking other perspectives-- skills which we need to teach, model, use in context, have students practice. When the skills get internalized, they also become "habits" -- things we do without having to consciously think about them step by step. So that is what that part of the template is about -- what literacy habits and skills are we trying to develop in the course of learning this particular content. The templates will allow the team to take a look at what literacy habits and skills teachers are working to develop where. That way the team can see if there are gaps (important habits and skills noone is addressing) or if they can see improvement and track that improvement back to the fact that students are having these habits and skills reinforced in multiple classes. The lesson plans will also be able to be used by others with the understanding of how the lesson plan contributes to the building of literacy habits and skills. Does this make sense? I hope this is helpful. Feel free to either write back here or to post on the electronic forum if you want to continue "talking"! Regards, Julie Answered by : Question: Dear Julie, Hope all's well with you. I love your responses to these questions! Thank you for this over the top interactive option. Have 2 Qs of my own now. Can you please direct me to: 1. AdLit resources for gifted students? 2. Resources on Evidence-based assessment? Thanks so much. Margaret Gram Asked by: Expert's keyword(s) : assessment, gifted Answer : Hi Margaret,I have been on the road a lot -- sorry for the delay in the reply. Adlit resources for gifted students -- I am not sure what you are looking for here -- instructional techniques, book titles, programs that are rich in liteacy opportunities...so I'll list a few thoughts in each category and you can write me back if you want more of a particular thing or something else all together! In terms of instructional strategies -- inquiry based project based learning is very helpful in working with students of all levels -- gifted students often go to town with these kinds of opportunities. Using Hyperstudio or Hyperstacks or Inspiration so that gifted kids can use technology to create highly conceptually linked presentations of their understanding and work. Problematic Situations, Semantic Mapping, RAFT and Socratic Dialogue are all strategies which, while multileveled, provide gifted kids with the leeway to go farther with assignments -- good descriptions of these can be found on the spotlight and in Doug Buehl's book Interactive Strategies. Symbolic Story Representation (Jeff Wilhelm) is another strategy that would support gifted kids. As with all students, but for different reasons, I would try to support kids in a gifted program to do reading and writing for authentic purposes -- an oral history project where they are interviewing community members; a public information campaign about an issue of importance to the school or larger community. There are a lot of outlets for teen writing out there -- check out, for example, http://Teenink.com. There are also several online programs that are heavily literacy based -- see, for example, http://www.jhu.edu/~gifted/index.html out of Johns Hopkins (a great resource for gifted education in general). There are many interactive online projects, summer writing programs and other opportunities -- don't neglect them. Then there is the Great Books program out of St. John's College and early college options such as Simon's Rock. Okay, now for a shot at part 2 of your question: Resources for evidence based assessment. I am going to assume that you mean for reading and writing and speaking -- in other words, literacy related. With that in mind, I am assuming that you are looking for resources to show/demonstrate/evidence progress (see response to assessment question for more on diagnostic tools). Below are several websites that may be useful in your quest: ERIC Clearinghouse on Assessment and Evaluation www.ericae.net ERIC Clearinghouse on Reading, English, and Communication http://www.indiana.edu/~eric_rec Reading Assessment, ERIC Bibliography: web and database resources http://www.indiana.edu/~eric_rec/ieo/bibs/readassess.html The Buros Institute, Mental Measurement Yearbook: Test Reviews Online http://buros.unl.edu/buros/jsp/search.jsp Consortium for Equity in Standards and Testing http://www.csteep.bc.edu/ctest Hope this is helpful. Again, if you were looking for more "homegrown" ideas -- portfolio assessment for example -- write back! Julie Answered by : Question: Hi Julie, The website for Scotopic Sensitivity Syndrome is http://www.irlen.com. I really would like to see some way to include a screening for students who are still struggling with reading even though they have learned strategies. Bonnie Asked by: Expert's keyword(s) : special education, reading disabilities, screening Answer : Hi Bonnie,I appreciate your attention to environmental or physical issues that may be inhibiting children's ability to read and go beyond the understanding of how to do so or physiological barriers (i.e. specific processing or attentional disabilities). While there is no silver bullet to "cure" reading problems, the greater awareness of what issues might need to be considered is an important one to keep at the forefront. Thank you for posting the website you have found useful -- the issues described here are important environmental and physical ones to consider when students seem to really be struggling with reading. And as you have alluded -- these are relatively simple to address. For those who want resources for brainbased approaches to working with adolescents with reading disabilities (processing and/or other physiological issues that make it very difficult for readers to decode/become fluent readers/comprehend), you may want to check out, in addition to the above website, Curtis and Longo's book "When Adolescents Can't Read", Shaywitz' book "Overcoming Dyslexia"; Linda-mood Bell Learning Processes, Read Right Systems, the FAME model, and work being done at the Center for Research on Learning at the University of Kansas. These are just a few of the research-based resources that are currently available to help those adolescent readers that are truly struggling. Regards, Julie Answered by : Question: For my doctoral dissertation, I need a succinct definition to the following question: What is adolescent literacy, especially with respect to writing? Asked by: Expert's keyword(s) : writing, adolescent literacy Answer : The spotlight "Adolescent Literacy in the Content Areas" focuses on academic literacy -- only one type of literacy, albeit the one which is focused on in schools and the one for which schools are being held accountable for developing -- and the one which is vital to academic success. Of course, it is not monolithic either -- adolescent literacy even within this limited context is multifaceted and complicated.I typically use the following as a definition: The ability to read, write, speak, listen and think well enough to learn what one wants/needs to know and successfully communicate that understanding to various audiences. This definition, although simple, embraces the interrelatedness of all five of these literacy processes and integrates the idea of multiple pathways, types of learning habits, and communication skills required for adolescents to succeed in today's academic and work worlds. It also acknowledges and honors different ethnic and linguistic diversity and cultural backgrounds, and supports the idea that those who are ELLs or speakers of socio-cultural dialects of English may actually develop far more sophisticated literacy habits and skills when they can successfully "code switch" and translate between various literacies, audiences, etc. as necessary. Lastly, this definition supports the role of inquiry/motivation and the reality that academic literacy involves understanding of varying text structures, vocabulary and discourses that are key to different content areas/disciplines. Although reading and writing and rhetoric and critical thinking and study skills have been treated as separate strands of study, the research in each area strongly suggests the interdependence of each on the others. Therefore, I would be wary of singling out writing as an independent issue, or at least would situate it within proximity/in realtionship to the others. If you have not already done so, I would look at the definitions of adolescent literacy offered by the International Reading Association (www.reading.org or click on the policy link under the best practices in the spotlight); Judith Langer's definition of "high literacy" and the definition of adolescent literacy found in the recent call for research in adolescent literacy from NICHD. Hope this is helpful -- sorry for the delay in responding -- good luck with your work. Regards, Julie Answered by : Question: I teach grades 5-8 science and I was wondering what methods I could use to pre-assess students before we start chapters to know current level. I have used K-W-L charts and I like the writing aspect of this, but are there more methods where students can put in some thought, as well as work on writing skills? Asked by: Expert's keyword(s) : assessment, science, pre-reading Answer : There are several relatively quick ways to pre-assess understanding that have the added benefits of using writing and increasing reading comprehension. I suggest looking into the following strategies: quick writes, opinionnaires and anticipation guides. All can be adapted for use with various grade levels and require different amounts of up-front work on your part. There are descriptions of these and others in the spotlight under "role of the teacher" in key component B.As you mention, KWL is a good tool for this. Quick writes -- where you ask students to "reply on the fly" to a prompt or question can be used before a chapter or during a unit of study to take a quick check of understanding. These are informal on-the-spot (not for homework/not graded) written responses that you can collect and review to get a "read" on what students know about a particular topic. Two other valuable strategies are an opinionnaire and an anticipation guide. These are similar but vary slightly in focus/intent. In an opinionnaire, students are asked if they agree or disagree with several statements that have to do with the topic about to be studied. Then, after studying, they go back and see if their opinions about these have changed. You can also ask students to write why they believe or do not believe each statement, which gives you insight to where the misconceptions and the understandings might be before you start the unit. Anticipation Guides ask students to rate a set of statements from an upcoming unit as "true or false". As or after students read the text, they need to go back and add evidence from the text confirming or changing their original answer. Again, this lets you see where students are "at" and lets them tie the text-based study/chapter to their own background knowledge. Both strategies have the additional benefits of setting a purpose for reading and increasing the motivation to read. Examples of opinionnaires and anticipation guides can be found on the website and there are many middle school examples on the web -- just search using those key words. Hope this is helpful. Regards, Julie Answered by : Question: I'm looking for resources on best practices for the teaching of writing in elementary schools. I have a collection from a variety of sources, but wonder if there is a synthesis of best practices for teaching writing, i.e. writer's workshop approach...Adolescent literacy was the closest theme on the web site so I'm posting here. Thanks! Susan Johnston firstname.lastname@example.com Asked by: Expert's keyword(s) : writing, best practices Answer :In reading instruction, the infamous debate about whole language vs. phonics seems to be resolving itself through "balanced literacy approaches" that combine deliberate integration of the most effective components of both. Writing instruction has incurred similar strife between advocates of grammar/structure exercises and those who promote extensive free choice writing only as the route to good writing. Again, the research suggests that this seems to be best resolved through a student centered teacher guided workshop approach which contains aspects of both of the above. That is, students have extensive opportunity to write a variety of types of writing connected to reading or exemplified by reading they are doing, and there is ample time to discuss the writing vis a vis a holistic or analytical rubric, time to revise after getting feedback, time to edit, time to reflect on the writing verbally or in writing. Writing motivation -- and, therefore, quality of writing, does seem to improve with practice, clear feedback, revision, and editing for a purpose -- to write a real letter, create a newsletter, advertise an event, publish a book.
Answered by : Question: Some of my weakest students don't even attempt to solve the word problems on their tests. I'm under the impression that they are having a harder time with the reading than with the mathematics. What should I do? (This question is also posted on the Middle School Math spotlight.) Asked by: Expert's keyword(s) : math, word problems Answer : You are not alone in recognizing the connection between struggling with the reading of word problems and the inability/reluctance to try to solve them.You might want to check out an online discussion among teachers about just this issue -- they offer several suggestions: http://mathforum.org/t2t/thread.taco?thread=4919 There are several ways to assist students to become better readers of math -- and, thereby, to become better at solving word problems. As with the reading of other kinds of texts, helping students by providing scaffolding strategies they can use to approach the text of a word problem is helpful. That is, strategies that help students get better at working with math as a language and help them organize their thinking as they read -- with lots of practice -- is often a successful route for students who feel overwhelmed by word problems. SQ3R is one strategy that does this -- see http://www.galesburg205.org/churchill/sqrqcqmath.htm for an example. The links below suggest some strategies that may also be helpful. http://www.iss.stthomas.edu/studyguides/MATHPROBLEMS.htm http://www.hawaii.edu/suremath/essential.html http://www.teachervision.com/lesson-plans/lesson-6735.html In addition, I recommend Teaching Reading in Mathematics, 2nd Edition (A Supplement to Teaching Reading in the Content Areas)by Barton and Heidema. It is available throuh ASCD and McREL and is a great resource. Hope this is helpful. Julie Answered by : Question: What are some relevant research findings on reading and learning? Asked by: Expert's keyword(s) : reading, learning Answer : Since reading is one of the basic ways through which one can get information, the better a reader one is, the more one can learn through interaction with text. In the nonfiction/reading for information realm, being a strategic reader is very important -- having a purpose for reading, being able to grasp main ideas, bringing one's background knowledge to the text, questioning the text, analyzing bias and perspective, summarizing and responding. There is quite a bit of research that supports the notion that the better one is at reading comprehension, the more one learns from written text.To respond to your question with specific research citations, I would need some more information. What age learners/readers are you interested in? Are you interested in whether or not good readers tend to be better students? Or whether reading in addition to other forms of information gathering (viewing, listening) allows students to learn more? Or whether people learn better through reading something than through other modes? Or whether teaching reading strategies leads to improvement in reading which leads to improved learning? Some of these have substantial research behind them -- others are highly contextual. If you are more specific, I would be happy to try to respond with citations if I can. Regards, Julie Answered by : Question:
Asked by: Expert's keyword(s) : motivation, middle school, reluctant readers Answer :
Answered by : Question: I am looking for research papers or research books on "reverse mainstreaming." Thank you.
Asked by: Expert's keyword(s) : reverse mainstreaming Answer :
Answered by : Question: Does current research support the use of sustained silent reading programs at the high school level? If so, what components are most likely to ensure their success?
Asked by: Expert's keyword(s) : sustained silent reading, increasing reading Answer :
Answered by : Question: Hello Dr. Meltzer, I am a Special Education Teacher in Providence. I serve a variety of students with various learning disabilities. My group consists of students who read at different grade levels, would you please tell me how I can accomodate these students?? Thank you! Asked by: Expert's keyword(s) : special education, assessment, strategies, varied reading levels Answer :I think the first thing you need to do are some good diagnostic reading assessments to determine where the reading issues are. Mary Beth Curtis of Lesley University, former director of the Boys Town Reading Center, recommends the DAR based on the work of Jeanne Chall. Using a tool like this can allow you to create subgroups of students who need similar "zeroing in" and support for particular skill/strategy development.
Answered by : Question: I direct a school of 17-21's who read between 0 and 8 (very few at the top end), a "literacy center. Most are not ELL's. What are some promising materials and approaches for this group? They are insecure. unmotivated, and in fact don't receive credit, although some succeed in getting back into high school (most are referred by high schools, although some self-refer). I know you have touched on this subject in some of your q and a -but what are your ideas specifically concerning these students? Thanks - Norm Zamcheck Asked by: Expert's keyword(s) : motivation and engagement, diagnostic assessment, explicit teaching of strategies Answer :Hi Norm,
Answered by : Question: A colleague recently recounted the development of her teaching philosophy or orientation in a way I found strikingly like my own. Both of us began as teacher-centered and then moved to a student-centered orientation before moving to a learning-centered approach. If we believe that one advantage of education is to shorten the learning curve, is it possible for teachers (through workshops, reading, contact with other teachers) to move directly from a teacher-centered to a learning-centered practice? Or, is immersion in a student-centered practice a necessary step along the way from teacher-centered to learning-centered? Asked by: Expert's keyword(s) : Answer :Hi Ken,
Answered by : Question: What does the current research base say that teachers can and should be expected to do specifically with regard to lesson planning and lesson plan documentation in an inquiry-based, learner-centered environment? Asked by: Expert's keyword(s) : Answer :Hi Ken, Basically the lesson planning responsibilities for teachers who facilitate more of a constructivist teaching environment center on the essential questions the class is exploring, the criteria you set as the teacher for a "quality investigation", and the sorts of experiences you use to frontload and scaffold the investigation. So it becomes more like unit planning -- you plan the big picture complete with essential questions, teaching and learning goals, and your plan for frontloading, scaffolding and assessing -- with the actual lesson plans created along the way based on feedback from the built in kinds of formative and diagnostic assessment you do throughout the unit of study.
Answered by : Question: I was curious about your feelings concerning computer games as motivational tools in education. While watching my son play The Sims and Sim City on the computer I was thinking "What a fun way to learn budgeting, earning money, paying the bills, etc." Any thoughts? Asked by: Expert's keyword(s) : Answer :Hi Linda,
Answered by : Question: I am looking for a novel to use with Grade 10 on the effect of cultural and historical factors on the literature of the times, focusing on the 1960's. Catch-22 and One Flew Over the Cuckoo's Nest, are the kinds of works I am looking for; however, I am looking for something a bit easier and shorter. Thanks Asked by: Expert's keyword(s) : Answer :Hi Ken,
Answered by : Question: Hi folks, Here is another tech. question about the tools on the Knowledge loom. As I am reading the questions posted by others is it possible to responed to the question directly?
Asked by: Expert's keyword(s) : Answer :Hi Allison,
Answered by : Question: One of the bugabears I encounter constantly as an English teacher is the problem of how to teach vocabulary. In the good old days, one tended to acquire vocabulary simply by reading a lot. Nowadays, since books aren't at the top of most students' recreational must-try lists, vocabulary has to be laid on by other means. For several years, I have been constructing all vocabulary materials myself--lists, reviews, quizzes, tests, all drawn from/related to works under study. This works pretty well, but is still a distant second best. Does anybody have any really neat ideas about how to get kids beyond the 500 desperate word stage?
Pat Foley Asked by: Expert's keyword(s) : Answer :Hi Pat,
Answered by : Question: First, Thank you Julie! for your response to my question about getting students to read their math books. The first solution is the one I'm trying now and it seems to be helping.
Roxanne Cirrincione
Asked by: Expert's keyword(s) : Answer :Hi Roxanne,
Answered by : Question: We would like to do an SSR program with our new teachers (and old). Could we get some information to do the training? Asked by: Expert's keyword(s) : Answer :Dear Paul,
Answered by : Question: This is a follow-up question to the one I posted 8-21-02. When I checked last night and saw there was no reply yet, I asked my son, a senior at W.A., "Why don't you ever read the math book?" His response was that math was an auditory learning process and that reading the book resulted in a confusion of words he had no idea what they meant. By the way, the kid does not have reading problems. Has any research been done that would shed light on this possibility?
Asked by: Expert's keyword(s) : Answer :Hi Roxanne,
Answered by : Question: Hello from Washington County!
Asked by: Expert's keyword(s) : Answer :Hi Allison,
Answered by : Question: I role modeled reciproal teaching with my students it went really well. However, when I put them into groups to do the same work it didn't go so well. Does anyone have suggestions about how to keep students on task during reciproal teaching activities?
Asked by: Expert's keyword(s) : Answer :I am not sure how you did the modeling for the whole class. But it is important to remember that these are often new skills for students and they must be practiced, and students need to receive feedback to be able to use them competently. Usually it is recommended that you have students practice each component one at a time in the small groups and then come back together and discuss how it went, sharing suggestions between group and how it could be improved between each attempt. Then try that component again. In this way you build the whole process step by step more slowly before asking the students to put it all together into one process. By the time you do that, the time put in "up front" means they can use Reciprocal Teaching effectively and efficiently for the rest of the year whenever you want them to do it.
Answered by : Question: Does anyone have any suggestion(s) about how to encourage other English teachers to relinquish their strangleholds on strategies that don't work and at least experiment with alternative approaches?
Asked by: Expert's keyword(s) : Answer :Hi Pat,
Answered by : Question: My research question deals with strategies related to monitoring student comprehension during the course of a unit as opposed to a final assessment. What strategies, resources, references, etc would you suggest to aid my quest?
Asked by: Expert's keyword(s) : Answer :Hi Steve,
Another excellent resource for science and assessment is the NSTA which publishes an online journal for high school science teachers. It is accessible only to members but you can check out what they have at: http://www.nsta.org/highschool Thanks for raising this important question. Hope this is helpful. Good luck! Regards, Julie Answered by : Question: Do you have any frontloading strategy suggestions for the Career Preparation Content area, specifically resume writing? Asked by: Expert's keyword(s) : Answer :Hi Pam
Answered by : Question: My pre-calc and trig books begin sections with examples directly related to the topic in class. I explain the concept and then work a problem or two. Then students do some together or on the board. I assign reading the pages, then doing some problems. Typically, students skip the reading and try to do the homework problems. If they get stuck they quit. Is there any way to get these 11th and 12th graders to read a math book? The other math teacher in our school has the same problem. Sincerely, Roxanne Cirrincione, Math&Sci 9-12 Lubec Asked by: Expert's keyword(s) : Answer :Dear Roxanne,
Answered by : Question: I'm still a little fuzzy about SQ3R. Can you clarify this particular reading strategy for me a bit? Thanks. Asked by: Expert's keyword(s) : Answer :Hi Leigh,
http://www.ucc.vt.edu/stdysk/sq3r.html http://www.huntingtonlearning.com/t-studying.php
Answered by : Question: Can you offer me any ideas about how I could add some excitement and innovation to teaching vocabulary to my high school English students? I welcome your suggestions. Thanks. Asked by: Expert's keyword(s) : Answer :Hi Leigh,
Answered by : Question: I want my students to have opportunities to self-reflect and I am wondering if portfolios would be an avenue? I have had bits and pieces of others people ideas of what a portfolio should be but I would appreciate any suggestions/ideas about what a portfolio is or should be vs. just keeping a notebook with a collection of "stuff". I want the students to reflect on, and be able to support through their own artifacts, evidence of their learning. Asked by: Expert's keyword(s) : Answer :Hi Tammy,
Answered by : Question: After completing the Adolescent Literacy Institute and thinking about teacher research, I would like to know the following: In general, what do people think about project-based assessment, and are there any materials you could recommend to me (lessons, projects, books, articles, research, etc.)?
Asked by: Expert's keyword(s) : Answer :Hi Joanna,
Wiggins and McTighe (1998) Understanding by design. ASCD Erickson (1998) Concept-based curriculum and instruction: teaching beyond the facts. Corwin Press. Burz and Marshall (1997) Performance-based curriculum for language arts. Corwin Press.
Answered by : Question: We are putting personal learning plans into our high school. We are at ground zero. How do we institute a measurable literacy component for our students that will help them to identify their strengths and weaknesses in all aspects of literacy and provide them with an understandable tool to measure their progress throughout their 4 years? This would be shared with parents and reviewed periodically to promote continual growth. Asked by: Expert's keyword(s) : Answer :Dear Jeanne,
Answered by : Question: I am a principal of a small high school in Maine, Shead High school in Eastport. I have had one of my recently hired teachers ask to use a 1991 text instead of the more recently purchased Mc Dugald 2001 text. Her reason was that the 2001 text has all kinds of extraneous information on the sides of the pages. Without spending time reading the content of the sidebars, I found the format very distracting to me. Does research show that it is better to have a cleaner, less busy page or to have many stimuli shooting out at the student? Asked by: Expert's keyword(s) : Answer :Dear Jeanne,
Julie Meltzer, Ph.D. Senior Research Associate Center for Resource Management, Inc. 200 International Drive, Suite 201 Portsmouth, NH 03801 603-427-0206 email@example.com Answered by : Question: What are some suggestions for getting Title I students ready for college; that is, how can Title I teachers help boost the rate of students entering universities? Asked by: Expert's keyword(s) : Answer :Basically by putting all of the parts of the Adolescent Literacy Framework into place, Title I learners will be more prepared for college. "Title I" is a large and varied population. Look especially on the Spotlight under the "What is it?s" to find strategies and resources for putting the best practices into place. Of particular importance for students not coming from a strong literacy background is developing a critical literacy stance; that is, becoming an interpreter of text, not just a receiver of it. This often needs to be explicitly taught.
Answered by : Question: Where do I begin in planning for instruction for students with no formal schooling? Asked by: Expert's keyword(s) : Answer :I have given a lot of thought to your question. I am going to assume that you are speaking of high school students who are ELLs. If this is not the case, and my response does not answer your question, please write back and I'll try again.
You can also contact Carol Conklin, principal of a high school in New York where they have a great differentiated approach to instruction for ELLs: firstname.lastname@example.com
Answered by : Question: I teach technical reading in a community college in Hawaii to students who typically enter my class reading at the 6th to 8th grade levels, but who need to read technical textbooks written at the 14th to 16 th grade level. What sources could you steer me to that could help me with teaching strategies for teaching reading of such materials asa texts in air conditioning, aeronautics, and automotive? Asked by: Expert's keyword(s) : Answer :This situation is analogous to 9th and 10th graders who read at only a 4th-6th grade level and are confronted with the complex language and structures of science and social studies textbooks.
Answered by : Question: What's the best technology tool to use for children with fine motor skill deficiency, i.e., kids who can't read what they wrote? This is from the Amesbury, Mass. group live. Asked by: Expert's keyword(s) : Answer :Dear Amesbury teachers,
Answered by : Question: We are compiling a literacy resource binder for our school board that will, among other things, provide subject teachers with specific strategies/lessons to try in their subject classes ... my wish is to find a bank of dozens of these pre-made lessons out there somewhere, in each subject area...is there such a thing?? Asked by: Expert's keyword(s) : Answer :I do not know of something that exactly matches your query. However, the following resources would probably be helpful:
Answered by : Question: The school district is considering a mandatory summer reading program for middle and high school grades. But I have been unable to locate a knowledge base on summer reading programs, or any literature review that might help identify what type of programs impact student achievement or motivation. Some literature exists from the public library field, but none seems available from the school/district perspective. To be clear, I'm not asking where to locate book lists, but asking where is information available on how to design, implement and sustain district-based summer reading programs? Asked by: Expert's keyword(s) : Answer : Hi Peter,
Answered by : Question: How do you ensure comprehension of reading material? Asked by: Expert's keyword(s) : Answer :I am not sure whether you are asking about instruction or assessment. That is, are you asking how teachers can help students make sure they understand the materials being read? Or are you asking how teachers can "find out for sure" if students understood the material they read?
Answered by : Question: At a recent meeting of the New England Secondary School Network, this question about literacy was posed:
Asked by: Expert's keyword(s) : Answer :
Answered by : Question: I am the Academic Dean at Textron/Chamber of Commerce Academy in Providence, Rhode Island. Our stduents, faculty and administration have worked together to raise stduents' Writing and Language Arts scores on the "New Standards" exams, and have been quite successful. While we continue to do so, our focus is now on the weaker Mathematics scores. I have spent a considerable amount of time in classrooms observing teachers and students, as well as looking at classroom and school structures, in order to determine the best approach to achieve our goal of better and richer understanding in the area of mathematics. I believe that along with improved pedagogical methods, and an increase in promoting higher-order thinking skills, we, as a school community must increase literacy in mathematics classrooms. I am feeling a bit overwhelmed at the thought of this undertaking. One small change we are in the process of making is to address word/story problems using literacy strategies. Where do you suggest we begin? All my teachers have been on and have registered on the Knowledge Loom site. Any help or direction you might have will be much appreciated. Sincerely, Donna Sennett Asked by: Expert's keyword(s) : Answer :Dear Donna,
Answered by : Question: At a recent meeting of the New England Secondary School Network, this question about literacy was posed:
Asked by: Expert's keyword(s) : Answer :Here is one strategy that might be useful:
Answered by : Question: At a recent meeting of the New England Secondary School Network, this question about literacy was posed:
Asked by: Expert's keyword(s) : Answer :One of our online panelist, Carol Harless, offers this information about how her school provides for professional development time:
Answered by : Question: Q: How can you achieve "buy in" from Math and/or Science instructors who don't see the need to extend literacy across their disciplines? Asked by: Expert's keyword(s) : Answer :Carol Sue Harless, a Media Specialist at Stone Mountain HS in Georgia (and one of our online panelists) shares some concrete examples of what has worked at her school:
Answered by : |


text:
Matching 1 Tags
Scientists Tell Their Stories: George Murphy
During his seminary education, Dr. Murphy also gained a deeper understanding of Luther's theology of the cross, and he realized that it's really the best way to approach the science and theology dialogue.
Series: Shaping the Human Soul
In Washington DC, Church of the Advent teamed up with The Trinity Forum to offer a series of lectures exploring the synergy between modern science and Christian Faith. This presentation by psychiatrist Curt Thompson and philosopher James K.A. Smith addressed the process of Christian discipleship and spiritual formation through the lens of neuroscience.
Jesus the Artist
Speaking in parables is indeed similar to an artist's craft. They create impressions, whole new worlds of meaning intended to turn old worlds on their heads.
"Come and See": A Christ-centered Invitation for Science
Classical Christian orthodoxy as expressed in the Creeds begins at the beginning: nature owes its existence to and is sustained by Jesus Christ. One implication is that the best way of finding out about nature is to look at nature.
Body and Soul, Mind and Brain: Pressing Questions
"Bit by experimental bit," writes philosopher P. Churchland, "neuroscience is morphing our conception of what we are." For many, this includes dispensing with the "soul" in favor of biologically anchored processes.
Series: Creation, Evolution, and Christian Laypeople
The six-part series by Dr. Keller considers three main clusters of questions lay people raise with their pastors when introduced to the teaching that biological evolution and biblical orthodoxy can be compatible. As a pastor and evangelist, Keller takes these concerns seriously and offers suggestions for addressing them without requiring believers to adopt a particular view or accept a definitive answer.
Series: A Quest for God
In this five part series, two young men, Josh and Aron, engage each other through e-mail letters. Their conversation oscillates between the seemingly suspicious elements of God and the gospel (raised by Josh) as well as responses that offer meaningful insight into these questions (answered by Aron). Ideas such as prayer, judgment, and the concealed nature of God are among the many points in this truth-seeking exchange.
Series: He Who Has Ears
Scholar and musician Jeff Warren addresses the questions of how music is meaningful, and where that meaning resides, by looking at the popular ideas that musical meaning is entirely subjective to the listener and that the meaning of music can be universal. He also explores the recent trend of attempting to explain music via neuroscience. Finally, he looks into the reasons why music continues to play such a critical role in the worshiping life of the Church.
Series: The Collapsing Universe in the Bible
This series written by Brian Godawa delves into eschatological passages with "de-creation language." He argues that these passages do not foretell literal geophysical events to come, but, put into the context of the Old Testament thinking, actually describe the dethroning of worldly powers and the establishing of God's kingdom on Earth. This, according to Godawa, happened when Jesus Christ came in the flesh.
The Crutch
Providing the crutch for non-believers to lean on is a well-intentioned strategic error that has no benefit and likely does much harm. However, I am even more concerned about something else related to our construction of these crutches.
Beware Evolutionary 'Just-so' Stories About Religious Belief
As an evolutionary biologist I am fascinated by the emergence of cognitive abilities that make us so distinctive from other living species. There are, however, risks in making up evolutionary "just-so" stories to explain the origins of complex human beliefs.
Reconciliation of a World Gone Wrong
Our estrangement from God began when early humans disobeyed God's will and took a path leading away from God. Genes and culture contribute to a sinful world in which all people are born and nurtured, and our impact on our environment distorts the terrestrial creation.
Does the Slippery Slope Always Go to the Left?
In this video Conversation, N.T. Wright responds to a question from a BioLogos Forum reader who notes that in the world of evangelical Christianity there seems to be a great suspicion about becoming too politically liberal, but few worries about becoming too conservative.
The Creator is the Redeemer
Central to all of this is the resurrection of Jesus. Rising from the dead is the true beginning of this new mode of existence in which believers—right here and now—take part. Believing in Jesus means you are benefiting from Jesus' resurrection already now in the new life you experience by the power of the Spirit.
The Danger of Preaching on Genesis
In this video Conversation, Joel Hunter acknowledges the risk that pastors take when preaching on Genesis—and in particular, when they approach it with an attitude of humility, allowing the possibility that the text was not meant to be understood in literal terms.
The Benefit of Doubt
But like a church bell on a clear winter night, it is in the crisp darkness of doubt that God's voice carries farther and more clearly. St. John's great insight is that this dark night is a special sign of God's presence, where our false sense of comfort is being stripped away and we are left naked before God and asked simply to trust.
Series: Science and the Evangelical Mission in America
In this three part series, Pastor Ken Wilson of Vineyard Church in Ann Arbor, Michigan, exhorts his fellow evangelical believers to reexamine their uncomfortable feelings toward modern science. He calls churches to confront the brutal facts. By maintaining a defensive position toward science, he says, evangelicals are creating a stumbling block to some people who would otherwise embrace the Bible. He reflects on the numerous testimonies from people in his own congregation who have drawn near to Christ because of his open perspectives on science and faith. Ultimately, it is most important to reach the designated mission field.
Getting Back to Basics
In today's video Conversation, Dr. Greg Boyd discusses the basic truths that provide the framework for Christian belief and distinguishes them from the potentially divisive issues that do not compromise what he refers to as the "non-negotiable" truths.
Science and Faith in the Front Lines of the Culture War
In this brief video conversation, Os Guinness, author and founder of the Trinity Forum, suggests that the religious right might have largely created the current culture war that has science and faith as its core antagonists.
Are We Genetically Predisposed to Believe in God?
While the question of evolutionary predisposition toward religious belief may be challenging, Christians need not see it as threatening. In fact, this is actually a Pauline notion that is explored in Romans 1, where Paul claims that it is in mankind's nature to "know God".
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The SFO head says a deal to share staff is in the final stages. But a resource-strained Justice Department hasn't confirmed its commitment.
The case could be the first of many such efforts by defendants who will argue they are entitled to access whatever meta-data is collected by the agency as part of their defense, say legal experts.
Spending slows on bribery probe.
WilmerHale LLP was honored for Practice Group of the Year, with Kirkland & Ellis LLP taking top honors in the category FCPA Trailblazers. Kobre & Kim LLP was honored for Trial Firm of the Year.
Main Justice on May 6 will unveil complete profiles of the 31 firms honored this week at our invitation-only Best FCPA Lawyers & Client Service Awards luncheon, held Tuesday at The Hotel Monaco in Washington, D.C.
In addition, Main Justice will release its highly anticipated Global Anti-Corruption Practice Survey, an essential and comprehensive new guidebook that [...]
In a case closely watched by multinational companies, Nigerians lose bid to sue over alleged human rights violations.
Jeff Benjamin appeared to try to dampen interest in the nearly $300 million spent so far on the cosmetic company's internal foreign bribery probe, which has attracted attention for its high cost.
The SEC has subpoenaed PricewaterhouseCoopers for documents in connection with the Avon probe.
For the cosmetics retailer's foreign bribery probe, 2012 was just about as pricey as 2011 and 2010.
When there are tensions between media crisis managers and the lawyers, Sokenu says: "The goal is always the legal issues first."
Support for industry's lawsuit grows as ten new amici weigh in against an SEC rule on minerals derived from war in the Democratic Republic of Congo.
Dana-Megan Rossi comes to Main Justice from Arnold & Porter LLP.
Ms. Rossi joins Main Justice from Arnold & Porter LLP, where she led the firm-wide strategic business and client development of several practices including the government investigations and enforcement, data breach and cyber security, and life sciences groups.
Twenty-six Republicans voted against William Baer, though the unspecified issue with his background check wasn't enough to stop 14 others from crossing the aisle to support him.
The Arnold & Porter LLP partner's nomination had been pending since February.
Monday's civil charges come less than a year after the Justice Department declined to take action.
The cosmetics company will make disclosures to shareholders as it resolves apparent U.S. foreign bribery violations uncovered during a costly internal probe.
Mara Senn, partner at Arnold & Porter LLP; and Jonathan Drimmer, a vice president and assistant general counsel at Barrick Gold Corporation; discuss Canada's uptick in anti-corruption enforcement with Main Justice Editor-in-Chief Mary Jacoby.
Renata Hesse returned to the Justice Department this year and is next to lead the Antitrust Division pending the confirmation of Bill Baer of Arnold & Porter.
The vote reportedly has been stalled because confidential information in his FBI background file gave some Republicans pause.
Joseph Wayland will likely to his old law firm, Simpson Thacher & Bartlett LLP, sources tell the WSJ.
Up until recently, Britain's Serious Fraud Office had given companies a clear and explicit incentive to reveal potential foreign bribery violations to prosecutors — a promise that such voluntary disclosure would at least help avoid criminal penalties.
Nearly half of the U.S. Supreme Court's 2012 docket concerns business cases, a big change from the last term, experts said Friday at an business lobby event previewing the coming court term.
The Senate Judiciary Committee approved the nomination of William Baer Thursday.
Sen. Charles Grassley (R-Iowa) said he may request a closed session when the committee discusses William Baer's nomination on Thursday.
The committee is slated to consider William Baer again next week.
William Baer attempted to quell Sen. Herb Kohl's concerns over the shuttering of the four regional offices.
The business lobby essentially lost in 1988 on its priority issue – a lowering of the knowledge standard for corrupt payments to third parties used as intermediaries for bribes.
A Maryland bar commission will weigh accusations that a Criminal Division lawyer was out of bounds and off the reservation.
Even as prohibitions on Iran increase, the Justice Department says it struggles to get proper sentences for sanctions and export crimes that could impact national security.
ERNST & YOUNG LLP's BRIAN LOUGHMAN ON TRENDS IN GLOBAL FORENSIC ACCOUNTING: Loughman, the Americas leader of Fraud Investigation & Dispute Services, discusses how increased government enforcement, awareness of corruption risk and an emphasis on proactive compliance assessments by corporations is driving double-digit growth in the New York-based practice he leads.
"Former Congressman Renzi's streak of criminal activity was a betrayal of the public trust and abuse of the political process." -- Mythili Raman, acting Assistant Attorney General for the Criminal Division.


text:
464 results for "weatherford"
Steve Weatherford #5 P
Breakfast links: Cruz confusion
Dan GrazianoMorning. Going back over Monday's content, it seems as though I was a tad grouchy. I hope you at least found it entertaining. I can't really explain it. I was in a fine mood all day, met my wife for lunch, coached a Little League playoff victory at n...
Blog | June 04, 2013 -
Video results for "weatherford"
NFL32OT: Will 49ers Stick With Kaepernick?
November 26, 2012 -
Russillo vs. Weatherford - Extended Cut
November 20, 2012 -
NFL32OT: Giants Look To Regain Momentum
November 14, 2012 -
Ryen Russillo Vs. Steve Weatherford Paper Football
November 13, 2012
Audio results for "weatherford"
Inside The Huddle with John Clayton 5-17-13
May 17, 2013 -
Steve Weatherford: 4/4
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The Dave Rothenberg Show: 4/4
April 04, 2013 -
Steve Weatherford: 3/13
March 13, 2013
Barden, Weatherford join media boot camp
Ohm YoungmisukRamses Barden just re-signed with the New York Giants. But that won't stop the receiver from looking into what he may do once his football career is over. In a few weeks from now, Barden, punter Steve Weatherford and former Giants Jeff Feagles an...
Blog | June 03, 2013 -
Florida Legislature refuses to help aid Miami Dolphins
Florida's oldest professional sports franchise -- the Miami Dolphins -- has been dealt a crushing blow by the Florida Legislature, which ended its session without passing any funding plan that would assist the team's quest to refurbish its stadium.
Story | Conversation | May 03, 2013 -
Draft positional preview: Special teams
Ohm YoungmisukThis is the sixth installment in a position-by-position analysis of the Giants as they prepare for the draft: Position: Special teams. Depth chart: P Steve Weatherford, K Josh Brown, K David Buehler, P/K Jake Rogers, LS Zak DeOssie, KR David Wi...
Blog | April 20, 2013 -
Giants pass on franchise tag
Ohm YoungmisukThe New York Giants opted not to use their franchise tag by Monday's deadline, as expected. Co-owner John Mara said a few weeks ago that the team was likely not going to utilize the distinction on any of its players. Only eight teams used the des...
Blog | March 04, 2013 -
Positional analysis: Special teams
Ohm YoungmisukWe've been taking a look toward 2013 with a position-by-position breakdown of the Giants leading into the scouting combine and free agency. So far, we have analyzed quarterback, running back, wide receiver, tight end, offensive line, defensive li...
Blog | February 14, 2013 -
To tag or not to tag: Kenny Phillips
Dan GrazianoSo, I get this email this morning from Paul Kuharsky, who's got the Colts and Titans looking for help at safety and was working on this column about how the market could dry up quickly because the franchise-tag number for safeties is going to be so l...
Blog | February 14, 2013 -
Weatherford wants apology from Ross
Ian BegleyNew York Giants punter Steve Weatherford adamantly denies claims made by Mitch Ross that he supplied Weatherford with hologram stickers known as "performance chips." Ross is co-owner of a company called Sports With Alternatives To Steroids (S.W.A....
Blog | February 03, 2013 -
New York Giants final 2012 season grades
Ohm YoungmisukFinal report card: The 2012 Giants went from champs to playoff pretenders.
Story | Conversation | December 31, 2012 -
Giants: Take 'Em or Trash 'Em?
Ohm YoungmisukTell us which Giants you'd bring back and which ones you'd send packing.
Story | Conversation | December 30, 2012 -
All-NFC East Team: Week 15 update
Dan GrazianoFor a while, the quarterback position on the All-NFC East team has looked like a boat race, with Redskins rookie Robert Griffin III the clear winner of the spot. But Griffin hurt his knee Sunday, and if he has to miss a few games, he could be caught...
Blog | December 12, 2012 -
On this Giants-Sean Payton thing
Dan GrazianoA bit of controversy this Friday about a comment by New York Giants punter Steve Weatherford in this New York Times story about the difficulty of trying to ensure that suspended New Orleans Saints coach Sean Payton isn't communicating with his team. ...
Blog | December 07, 2012 -
Giants hint Payton talking to Saints
Pat YasinskasThere's a story by The New York Times that is causing a bit of a stir. The basic premise of the story is that, due to modern technology, it would be difficult for the NFL to enforce its ban on suspended New Orleans coach Sean Payton from having any c...
Blog | December 07, 2012 -
Report Card: Top of the class
Ohm Youngmisuk...
Blog | November 26, 2012 -
SVP & Russillo on ESPN Radio: Weatherford vs. Russillo extended c...
Last week Ryen Russillo and Giants punter Steve Weatherford took part in an epic game of paper football. Now, go beyond the final score of that matchup and enjoy the trash talk and strategy that took place between the two competitors as they went toe...
Blog | Conversation | November 21, 2012 -
All-NFC East Team: Week 11 update
Dan GrazianoBack to our regular format this week after last week's dalliance as part of a league-wide midseason report. Not a lot has changed, especially at quarterback, where no one seems to be challenging Redskins rookie Robert Griffin III for the lead spot. P...
Blog | November 14, 2012


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Weekend Top 5: Chili Cook-Off, Arts, Pumpkins and More
Check out these events in from Northwest Philadelphia to the Main Line and beyond this weekend.
Are you looking for something to do this weekend? Check out our top regional events for this weekend. 1. Delco SPCA's Bark in the Park 2. 10th Annual West Chester Rotary Chili Cook Off 3. Media's 32nd Annual Food Festival and Craft Fair 4. Fall for the Arts Festival 5. The Fall Harvest & Great Pumpkin Patch Event
In this Article:


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Amazon.es Associate Store PHP Script
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Make Money Advertising Amazon.es Products - Create an Associate Store
Associate Store Script gives you the power to create a professional online store, in minutes and without the need for programming skills. Amazon Associate Store Script is a complete, fully customizable, money-making PHP script that is 100% ready to make you money. All you have to do is promote your website! Make money on a pay-per-action basis by driving qualified customers to merchants.
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New Releases
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Flower SlippersCrochet a pair of cozy slippers with delicate details to pad around the house in comfort. This crochet slippers pattern from Lily Sugar n' Cream with flower embellishment also makes a great gift.
Main color (MC) (Cream): 2 (2-2) balls
Size: Ladies' shoe sizes S (5-6), M (7-8) and L (9-10). Gauge: 15 dc and 7 rows = 4 ins [10 cm]. Instructions: FLOWER (make 2) If you liked these slippers check out our 14 Cozy Crochet and Knit Slipper Patterns! Related ProjectsRelated Products to Buy from CutRateCrafts.com - save 15-30% |
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Amadou & Mariam //
Away From the Light of Day tells the story of Amadou's life, from his early blindness and his search as a musician to meeting Mariam and becoming a popular musical duo. Previously available in France as 'A part de la lumière de jour', this biography (written with the help of Idrissa Keïta) is now widely available in an English translation published by Route.
Amadou has had problems with his eyesight ever since he was a boy. He was only five when he fully lost his sight. In Away From the Light of Day he gives us a detailed account of his personal journey as a musician; how he came from an assortment of local bands to become one half of the world famous duo Amadou & Mariam.
Over the last ten years they trekked endlessly around the international circuit, where they came into contact with a huge array of fellow musicians who wanted to work with them. It's a fascinating journey that's wonderfully and vividly laid out in Away From the Light of Day. At the back of the book there's a nice interview with the pair called 'An Afternoon with Amadou and Mariam' that's a nice companion to the Booktunes interview with these two brilliant artists.
Download the Booktunes compilation to accompany this story and listen to the songs that illustrate their way.


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Item: 3MGREASEMONKEY
Alright folks, here it is. My favorite amp right now, is this baby. I have never heard an amp kick this much buttock before. This should be the only amp that everyone owns. It sounds so good, even the jaded, and grizzled Rainbow employees love this amp. From beautiful, lush cleans to a dirty that could peel any paint job, this amp is ready for any stage anywhere, anytime!
3MGREASEMONKEY - Grease Monkey Head Price $2,250.00
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Uploaded: | January 4, 2013 |
Artist: | Dawn |
Difficulty: | Novice |
Steps: | 7 |
Updated: | January 4, 2013 |
P.O.V: | Multiple |
Favorited: | 0 Times |
Yup, another lesson on frogs because frogs are so darn cute. Up next I will show you "how to draw frogs for kids", step by step. I have always liked making tutorials on frogs because they can be drawn in so many different styles and the great thing is, almost all the poses are easy to replicate. When drawing frogs you only have to made the shape of the body then the legs and eyes. I know you will find this submission helpful even if you are way beyond the novice side. Adios mi amigos and enjoy!


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In a nod to the corn-on-the-cob often served by street vendors in Mexico, sweet corn is brushed with a smoky chipotle spread before grilling, and then finished with crumbled cheese, cayenne and a squeeze of fresh lime juice.
This sophisticated grilled salad provides another delicious reason to make the most of cookout season. The creamy ginger and date dressing packs a spicy bite and is excellent when served with grilled meats and vegetables, too.
Cucumbers and tangy feta cheese make a refreshing accompaniment to garlicky grilled chicken. Chunks of firm fish such as swordfish or salmon can be substituted for the chicken if you like.
Pack this delicious alternative to mayonnaise-based potato salads with more veggies by doubling the amount of cabbage and carrots, if you like.
Use leftover compound butter tossed in pasta, spread on freshly baked biscuits or melted into a fresh vegetable sauté.
The secret to the "perfect" burger isn't in the seasoning; it's in the beef! At Whole Foods Market, our hamburger meat is ground fresh, butcher style in each store. We select only muscle meat and follow strict handling guidelines to ensure its quality. The best...
This delicious stuffing is rich and rustic if you use whole wheat bread, lighter using white.
Apples and cheese make a classic combination, here updated with Manchego cheese and the addition of Marcona almonds. A lemon-honey dressing pairs perfectly with the flavors of the nuts, fruit, cheese and greens. Delicious with a strong flavored honey, such as...
This date-worthy recipe proves that healthy budget meals aren't boring! As good as or better than a restaurant entree, it features salmon raised by our farmer partners committed to producing the most environmentally friendly farmed seafood.
Best used as a spread for toasted whole grain bread, this could also be a simple dip for crisp vegetables or crackers.
Here's a healthy soup based on a Mardi Gras favorite in which traditional red kidney beans and Cajun flavors meld with hearty red rice and dark, leafy greens. Don't forget hot sauce for the table!
This sweet potato and tangy arugula salad just might become a new tradition for your holiday table.
This colorful salad is as delicious as it is beautiful. It's an excellent side dish, or pair it with bread and cheese for a terrific light meal.
Your party guests will devour this irresistible dip with pita chips or crudités. To make quick work of chopping the mushrooms, pulse them in the food processor.
A beautiful and fragrant savory loaf in the style of tea bread that is best when served warm from the oven, yet also delicious lightly toasted with fig spread. If you make it the day before, cool completely before wrapping and storing at room temperature.
Set this meal to cook early in the day and you won't have much to do to prepare dinner in a hurry. Sage and stuffing satisfy that craving for holiday flavors any time during the season.
Cabernet infused with whole herbs, aromatics, mustard and broth imparts a rich flavor to this cut of beef. The steak turns out juicy and delicious when cooked in this rich liquid.
Sautéed apples and sauerkraut bring a sweet and sour flavor to the otherwise savory pan-fried sausages. Most commonly found in the German-speaking area of the Alps, this delicious entrée is often served with a dab of dark, spicy German mustard on the side for...
Everyone will enjoy this quick-and-easy family-friendly dinner. To save time, look for prepared coleslaw mix in the produce section or pick up the veggies from the salad bar.
Take advantage of summer's fresh herbs and make a homemade green curry with chiles, mint and cilantro bound together with coconut milk. Serve this curry over steamed basmati or brown rice instead of noodles, if desired.
Cooked farro has a nutty flavor and slightly chewy texture, both of which are particularly delicious in salads like this one. Use your favorite variety of apple to make this late summer and early fall salad. Sliced pears are a perfect match, too.
Amaranth, which is rich in calcium and protein, lends added texture to these honey-sweetened, raisin-studded corn muffins. Substitute dried cranberries or sultanas for the raisins, if you like, and enjoy them warm with a bit of butter.
Bhutanese red rice has been cultivated in the Himalayas for centuries. It contains nutrients similar to those found in other types of whole grain rice but is partially milled so it cooks in a fraction of the time. Serve this dish with sautéed spinach or kale for a...
Forbidden black rice originated in China. Although the rice may initially look black, it's really dark purple and will color its cooking liquid with a beautiful lilac tint. Enjoy this rice pudding hot, cold or at room temperature with equally delicious results.


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The part where she converts her body matter into energy?AuroraUnitComplex wrote:What part of the morphball technology were you saying was not possible again?
Shadow Complex borrows a lot of stuf from Metroid. One of the more noticable things is the Friction Dampener, AKA, the speed booster. According to Shadow Complex it works by reducing friction, though that alone wouldn't be enough to break the sound barrier. It was mentioned that Samus' legs would break if she ran at supersonic speed, this would probably be true if we assumed a 1:1 ratio of step size to distance travelled. However that doesn't neccesarily have to be the case. Anyone who's seen Shadow the Hedgehog "run" can attest that he looks like he's skating. If Sammy was moving fast enough and was just high enough off the ground that her feet created no resistance they would be used then soley to create thrust and a 1:1 step size to distance ratio is not needed.


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Tony Martin
Islamo-Fascists Call For The Overthrow Of The British Government.
We should be observing the events in the United Kingdom very closely. The web has been inundated with calls from around the Arab world for British Muslims to create more chaos and to work to overthrow the government.
Riots or no riots, there are whole areas of London that the police won't even go into without overwhelming force. Even my editor, Dee, who is a citizen of the UK (South Wales, to be more specific) sometimes refers to London as Londonistan. I can guarantee that slang term didn't come about because a colony of Mennonites moved in.
Britain… whose economy was destroyed by trade unionism and the rise of a social-welfare system where everyone was guaranteed an income whether they worked or not. You can't have a socialist society without the presence of a phenomenon which we have come to recognize as political correctness. In England it reached levels which, viewed from here, appeared to be pure insanity.
Englishmen, from whom sprang the seeds from which the greatest country in the history of the world was born, are not even permitted to protect their own homes and property from the country's politically protected criminal class. A farmer who did, meaning he took his fowling piece to the foul bird he caught burgling his home, was sentenced to five years imprisonment. Other examples of such political correctness carried out to insane lengths are common throughout old 'Blighty'. read more »


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The Lady Bears used a potent, balanced offensive attack to nearly triple Elkin 74-29 Friday night.
Mount Airy led 18-11 after one quarter, but the Lady Elks scored a couple of times to close to 20-15.
Then at 23-17, the Bears ran off 14 unanswered points for a 37-17 halftime lead.
Symone Simmons jump-started the run with two baskets and a free throw.
Then Kathryn Beasley finished the half with a flourish. She hit a free throw and then two baskets. She also made a couple of steals and assisted to Andi Moore on the final hoop of the half.
Beasley finished with 12 points, four steals and three assists.
"Kathryn was very active," noted Coach Howard Mayo.
Early in the third quarter, Alex Atkins eliminated any chance of a comeback by hitting a trio of three-pointers in a one-minute span. Those nine points were her only points of the game.
Alex is very capable of hitting that shot, Mayo said.
Rather than trying to replace last year's player of the year, Jordan Hiatt, with one person, the Bears have a collective with several players who can step up and make plays, he said.
The team showed that offensive balance Friday with eight players scoring six or more points. With several threats on the floor, the defense can't key on any one person, he said.
After Beasley's 12, the Bears got 11 from Jasmine Varney, nine from Atkins and Simmons, eight from Ayano Shelton and six each from Makayla Seivers, Davi Barbour and Dana Brown.
Skylar Flippen added four points and Moore three.
From that 23-17 lead in the first half, the Bears finished the game on a 51-12 push.
Makayla and Davi did a good job tonight running the team from the point, Mayo said. They forced the tempo and provided that little spark that wore down Elkin.
"The way you take advantage of that is by running every possession," he said.
Shelton, a freshman, led the Bears with six rebounds, while Simmons and Beasley had four steals each.
The Lady Bears host Forbush today at 5:30 p.m., while Elkin and East Surry play at 2 p.m.


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Who is the author of "Bajazet"? |
Jean Racine (French dramatist) is the author of "Bajazet" |
Dive Deeper
Jean Racine (French dramatist)
French dramatic poet and historiographer renowned for his mastery of French classical tragedy. His reputation rests on the plays he wrote between 1664 and 1677, notably Andromaque (1667), Britannicus (1669),...


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Your Supplier Network is a SaaS solution that helps you automate procure-to-pay process without building new IT infrastructure.
Increase your profitability by cutting costs, shorten procure to payment cycles, and improve visibility in procurement.
Save the Earth
In addition to the monetary savings that e-invoicing brings number of environmental benefits as well…


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/[ddp]/manuals/trunk/quick-reference/common.ent |
Parent Directory | Revision Log
Links to HEAD: | (view) (download) (annotate) |
Sticky Revision: |
unfuzzy: www.wikipedia.org etc. changes
updated pt translation
Updated debian-reference with new changelog
New pt translation with po4a
More clean ups
Add asciidoc source for easy build for everyone
Fix build error for adendum
more japanese space fix (36%)
fix utf-8 apostorophy etc.
bug fix Japanese -Ch11
Fix Japanese translation (partially), etc.
fix backports bugs and touch-up french bugs
updated for backports.debian.org
Add new testing name: wheezy
.htaccess for debian-reference
fix Equivalent: style
fix Bug#594490 apt/aptitude and add translator
Italian translation by beatrice
Fixed typo and broken table
Fixed broken english
im-config details
spoofing reference in domain section
Updated source for debian-reference and maint-guide
Updates per Bob Proulx
im-config transition
popcon send root mail ...
updated po4a etc.
Updated for squeeze NM and Wicd update ... IBus update ...
touch up french translation
fixed translation errors
fixed few french translation
update contents email configuration package list
updated for 3.0 (quilt)
updated data
Updated build to new format and touch-ups
updated source
insserv and startpar...
Update changelog for upload
record and repeat complex key sequences in editor
Add TCPMSS comment
xz utils
updated DR2 source
update build script
cleaned build scripts
merged with VCS tip updates
Updated contents for qemu/virtualbox.
updating for release
clean up and merge * Juan Pablo Romero Bernal Mon, 19 Oct 2009 Others.
fixed asciidoc regression for squeeze etc.
updated for qemu
fix bugs per Jean-Luc Coulon
fix po and touch ups
Fix typo... need to sync PO fuzzy still
synched PO files
minor typo fix
fix typo and better URL translation
fix '
new mta
more updates to translation
global tag exchange
update fr.po
fixed bug reported by french translator... French is not yey buildable
updated es po for wikipedia
new build
updated en -> es
new PO for spanish and updated README.source
updated minor point
dependency based booting
proper long vowels with rule script
Complianr to Japanese government ordder for spelling long vowel
update translation
updated Japanese URLs I also adjusted English URL for internationalization. Updated README.source and urls-check target
URL reviewed and HOWTO
more explanation on translating URL.
spell checked for new upload
new pop
Remove Bitstream from table but add TIP
spell checked
pathname glob and other untranslated
more content polish DR2
Fix asciidoc oddity
Fix asciidoc oddity
removed future tence
add /etc/fstab and mount contents
fix build script
100% translation for DE2 Japanese
99% (less than 60 strings to go) JPN Updating English as I reread...
bug fix and new data
more JPN with new popcon
98% still
New build script @@@ and @-@ separated
udev uuid
Make file reverted libxml2-utils: /usr/bin/xmllint is missing on ddp
squeeze compatible asciidoc source
svn /cvs updates, 97% JPN
fix errors in svn descriptions
updated Japanese to 95%+
Major update with decent translation. (It was 97% at one point until regression pushed back to 85 for english update) (+10% fuzzy) svn section updated completely. BTS link is ON I check in just in case it crash...
Japanese consistency
s/harddisk/hard disk/
japanese ..
more japanese
more japanese trans >75%
trans-ja: finsh chat9
more translation
updated translation and title to use noun clause
update contents and translation
update translation and package data
update translatio 71%
updated Japanese translation and improved consistency for "filesystem"
more Japanese translation
fixed fuzzy and translation
more jpn trans
more translation of deb-ref
fix translation
more translation
more translation and ready for package
updated translation and capitalization of X Window
update translation
update xwindows / fontconfig expecting rebuild for symlink
x updates
more ja translation
more ja translation for X
more ja translation for X
some style update again
some style update
style fix
update Japanese and finish netapp
more Japanese trans
update around chroot
translate more
new flatter document
more translation and fixes
update mail section
add data redundancy etc.
Fix more bugs in Makefile
fix Makefile sanity check and make column propotional
updated content for better format and updated popcon/size
update build script
update translation
bashism and provider
update build
more translation and bug fix
new build script with msgmerge
updated translation to fix link error
more translation
more translation and kee up with asciidoc changes
japanese trans. and bug fix
bug fix and translation
more translation
more translation
update translation and bug fix
fix bug and translate to ja
fix unworking chroot X by removal
update network and chroot
more Japanese translation
More japanese trans. for DR2
more japanese translation and bug fixes
more Japanese translation and fixes.
after upload of 2.32
2.32 source
update contents and assume no clean target run
new source to be build at Debian
new English update with Japanese translation
more japanese translation
Erase d-r.*.xml in publish target
update Makefile and skip d-r.en.xml build
ready for 2.31 upload
Bug fix for Makefile conditional
new v2 source
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