text: Today I attended a drift day for the first time in about a year and had a stupid amount of fun with my good friends from LOOSE and Southern Style. I finally got a chance to test my new camera in the wild so I'll be posting some photos from that over the next few days. Until then, have this iPhone capture of the Southern Style SR32 and the remains of it's BN Sports aero. 16th Feb 2013


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subset: commoncrawl


text:
Reasons for Listening.....................................................................................4
The Listening Process....................................................................................4
· Pre-Listening....................................................................................5
· During Listening..............................................................................8
· After Listening................................................................................15
Assessment of Listening.................................................................................16
· Informal Assessment.......................................................................16
Sample Self-assessment List For Listening...................................17
Sample Listening Behavior Check List.........................................19
· Formal Assessment..........................................................................19
Experiences From Our Training Schools.....................................................21
Listening is more than merely hearing words. Listening is an active process by which students receive, construct meaning from, and respond to spoken and or nonverbal messages (Emmert, 1994). As such, it forms an integral part of the communication process and should not be separated from the other language arts. Listening comprehension complements reading comprehension. Verbally clarifying the spoken message before, during, and after a presentation enhances listening comprehension. Writing, in turn, clarifies and documents the spoken message.
Teachers can help students become effective listeners by making them aware of the different kinds of listening, the different purposes for listening, and the qualities of good listeners. Wolvin and Coakley (1992) identify four different kinds of listening.
· Comprehensive (Informational) Listening---Students listen for the content of the message.
Critical (Evaluative) Listening ---Students judge the message
· Appreciative (Aesthetic) Listening---Students listen for enjoyment.
· Therapeutic (Empathetic) Listening---Students listen to support others but not judge them (p. 7).
Traditionally, secondary schools have concentrated on the comprehensive and critical kinds of listening. Teachers need to provide experiences in all four kinds. For example, listening to literature read, listening to radio plays, and watching films develop appreciative in addition to comprehensive and critical listening. When students provide supportive communication in collaborative groups, they are promoting therapeutic listening. For example, the listening behaviour can show understanding, acceptance, and trust, all of which facilitate communication. Students benefit from exposure to all four types of listening.
Listening is a general purpose in most learning situations. To be effective listeners, however, students need a more specific focus than just attending to what is said. See the following chart that contrasts effective and ineffective listening habits.
Effective Listeners
Ineffective Listeners
· Build their background knowledge on subject before listening
· Have a specific purpose for listening and attempt to ascertain speaker's purpose
· Tune in and attend
· Minimize distractions
· Start listening without thinking about subject
· Have no specific purpose for listening and have not considered speaker's purpose
· Do not focus attention
· Create or are influenced by distractions
During Listening
· Give complete attention to listening task and demonstrate interest
· Search for meaning
· Constantly check their understanding of message by making connections, making and confirming predictions, making inferences, evaluating, and reflecting
· Know whether close or cursory listening is required; adjust their listening behaviour accordingly
· Are flexible note makers--outlining, mapping, categorizing--who sift and sort, often adding information of their own
· Take fewer, more meaningful notes
· Distinguish message from speaker
· Consider the context and "colour" of words
· Do not give necessary attention to listening task
· Tune out that which they find uninteresting
· Do not monitor understanding or use comprehension strategies
· Do not distinguish whether close or cursory listening is required
· Are rigid note takers with few note making strategies
· Try to get every word down or do not take notes at all
· Judge the message by the speaker's appearance or delivery
· Accept words at face value
After Listening
· Withhold judgement until comprehension of message is complete
· Will follow up on presentation by reviewing notes, categorizing ideas, clarifying, reflecting, and acting upon the message
· Jump to conclusions without reflection
· Are content just to receive message without reflection or action
Listening requires conscious mental effort and specific purpose. The purposes for listening relate to "types" of listening:
· Are you listening to receive information?
· Are you listening to follow instructions?
· Are you listening to evaluate information?
· Are you listening for pleasure?
· Are you listening to empathise?
Students should be able to determine what their purpose should be in any given listening situation
Students do not have an innate understanding of what effective listeners do; therefore, it is the responsibility of teachers to share that knowledge with them. Perhaps the most valuable way to teach listening skills is for teachers to model them themselves, creating an environment, which encourages listening. Teachers can create such an environment by positive interaction, actively listening to all students and responding in an open and appropriate manner. Teachers should avoid responding either condescendingly or sarcastically. As much as possible, they should minimize distractions and interruptions.
It is important for the teacher to provide numerous opportunities for students to practice listening skills and to become actively engaged in the listening process. The three phases of the listening process are: pre- listening, during listening, and after listening.
Pre- listening
During the pre- listening phase, teachers need to recognize that all students bring different backgrounds to the listening experience. Beliefs, attitudes, and biases of the listeners will affect the understanding of the message. In addition to being aware of these factors, teachers should show students how their backgrounds affect the messages they receive.
Before listening, students need assistance to activate what they already know about the ideas they are going to hear. Simply being told the topic is not enough. Pre- listening activities are required to establish what is already known about the topic, to build necessary background, and to set purpose(s) for listening. Students need to understand that the
... Act of listening requires not just hearing but also
thinking, as well as a good deal of interest and information that both speaker
and listener must have in common. Speaking and listening entail ... three
components: the speaker, the listener, and the meaning to be shared; speaker,
listener, and meaning form a unique triangle.
(King, 1984, p. 177)
There are several strategies that students and their teachers can use to prepare for a listening experience. They can:
1. Activate Existing Knowledge: Students should be encouraged to ask the question: What do I already know about this topic? From this teachers and students can determine what information they need in order to get the most from the message. Students can brainstorm, discuss, read, view films or photos, and write and share journal entries.
2. Build Prior Knowledge: Teachers can provide the appropriate background information including information about the speaker, topic of the presentation, purpose of the presentation, and the concepts and vocabulary that are likely to be embedded in the presentation. Teachers may rely upon the oral interpretation to convey the meanings of unfamiliar words, leaving the discussion of these words until after the presentation. At this stage, teachers need to point out the role that oral punctuation, body language, and tone play in an oral presentation.
3. Review Standards for listening: Teachers should stress the importance of the audience's role in a listening situation. There is an interactive relationship between audience and speaker, each affecting the other. Teachers can outline the following considerations to students:
o Students have to be physically prepared for listening. They need to see and hear the speaker. If notes are to be taken, they should have paper and pencil at hand.
o Students need to be attentive. In many cultures, though not all, it is expected that the listener look directly at the speaker and indicate attention and interest by body language. The listener should never talk when a speaker is talking. Listeners should put distractions and problems aside.
o "Listen to others as you would have them listen to you."
4. Establish Purpose: Teachers should encourage students to ask: "Why am I listening?" "What is my purpose?" Students should be encouraged to articulate their purpose.
o Am I listening to understand? Students should approach the speech with an open mind. If they have strong personal opinions, they should be encouraged to recognise their own biases.
o Am I listening to remember? Students should look for the main ideas and how the speech is organised. They can fill in the secondary details later.
o Am I listening to evaluate? Students should ask themselves if the speaker is qualified and if the message is legitimate. They should be alert to errors in the speaker's thinking processes, particularly bias, sweeping generalisations, propaganda devices, and charged words that may attempt to sway by prejudice or deceit rather than fact.
o Am I listening to be entertained? Students should listen for those elements that make for an enjoyable experience (e.g., emotive language, imagery, mood, humour, presentation skills).
o Am I listening to support? Students should listen closely to determine how other individuals are feeling and respond appropriately (e.g., clarify, paraphrase, sympathise, encourage).
Before a speaker's presentation, teachers also can have students formulate questions that they predict will be answered during the presentation. If the questions are not answered, students may pose the questions to the speaker. As well, students should be encouraged to jot down questions during listening.
An additional strategy is called TQLR. It consists of the following steps:
T -- Tune in
(The listener must tune in to the speaker and the subject, mentally calling up everything known about the subject and shutting out all distractions.)
Q -- Question
(The listener should mentally formulate questions. What will this speaker say about this topic? What is the speaker's background? I wonder if the speaker will talk about...?)
L -- Listen
(The listener should organize the information as it is received, anticipating what the speaker will say next and reacting mentally to everything heard.)
R -- Review
(The listener should go over what has been said, summarize, and evaluate constantly. Main ideas should be separated from subordinate ones.)
5. Use a listening Guide: A guide may provide an overview of the presentation, its main ideas, questions to be answered while listening, a summary of the presentation, or an outline. For example, students could use a guide such as the following during a presentation in class.
Speaker's name:
o What is the general subject of this talk?
o What is the main point or message of this talk?
o What is the speaker's organizational plan?
o What transitional expressions (e.g., firstly, secondly, in contrast, in conclusion) does the speaker use?
o Does the speaker digress from the main point?
o Write the speaker's main point in no more than three sentences.
What is your personal reaction to the talk?
(Based on Devine, 1982, p. 33)
During listening
Students need to understand the implications of rate in the listening process. Nichols (1948) found that people listen and think at four times the normal conversation rate. Students have to be encouraged to use the "rate gap" to actively process the message. In order to use that extra time wisely, there are several things students can be encouraged to do:
They can run a mental commentary on it; they can doubt it,
talk back to it, or extend it. They can rehearse it in order to remember it;
that is, they repeat interesting points back to themselves. They can formulate
questions to ask the speaker ... jot down key words or key phrases ... They can
wonder if what they are listening to is true, or what motives the speaker has in
saying it, or whether the speaker is revealing personal feelings rather than
objective assessments.
(Temple and Gillet, 1989, p. 55)
This kind of mental activity is what effective listeners do during listening.
Effective listeners:
· Connect: make connections with people, places, situations, and ideas they know
· Find meaning: determine what the speaker is saying about people, places, and ideas
· Question: pay attention to those words and ideas that are unclear
· Make and confirm predictions: try to determine what will be said next
· Make inferences: determine speaker's intent by " listening between the lines"; infer what the speaker does not actually say
· Reflect and evaluate: respond to what has been heard and pass judgement.
Several strategies such as the following have been developed to help teachers guide students through the listening process.
Teachers can use the Directed- listening Thinking Activity (Stauffer, 1980). A description of this activity follows.
Choose a story with clear episodes and action. Plan your stops just before important events. Two to four stops is plenty.
· At each stop, elicit summaries of what happened so far, and predictions of "what might happen next".
· Accept all predictions as equally probable.
· Ask the students to explain why they made particular predictions and to use previous story information for justification.
· Avoid "right" or "wrong"; use terms like "might happen", "possible", or "likely".
· After reading a section, review previous predictions and let the students change their ideas.
· . Focus on predictions, not on who offered them.
· Involve everyone by letting the students show hands or take sides with others on predictions.
· Keep up the pace! Do not let discussions drag; get back to the story quickly (Temple & Gillett, 1989, p. 101).
Teachers can create listening guides to focus students' attention on the content, organization, or devices used by a speaker. The following is an example:
Sample listening Guide
Name of student: ______________________________
Nature of spoken presentation: ___________________
Where heard: ________________________________
Name of speaker: _____________________________
Speaker's expressed purpose:
Qualifications of speaker:
Main Idea(s) presented:
Noteworthy features of presentation:
In what ways was the talk effective? Ineffective? Why?
"Comprehension is enormously improved when the speaker's schema or organizational pattern is perceived by the listener" (Devine, 1982, p. 22). Teach students the various structures (e.g., short story, essay, poetry, play), organizational patterns (e.g., logical, chronological, spatial), and transitional devices. Effective listeners can follow spoken discourse when they recognize key signal expressions such as the following:
· Example words: for example, for instance, thus, in other words, as an illustration
Usually found in: generalization plus example (but may be found in enumeration and argumentation)
· Time word: first, second, third, meanwhile, next, finally, at last, today, tomorrow, soon
Usually found in: narration, chronological patterns, directions (and whenever events or examples are presented in a time sequence)
· Addition words: in addition, also, furthermore, moreover, another example
Usually found in: Enumeration, description, and sometimes-in generalization plus example
· Result words: as a result, so, accordingly, therefore, thus
Usually found in: Cause and effect
· Contrast words: however, but, in contrast, on the other hand, nevertheless
Usually found in: comparison and contrast (and whenever speaker makes a comparison or contrast in another pattern)(Devine, 1982, p. 24).
Most students need practice in making inferences while listening. A simple way to help students become aware that there is meaning between the lines is to read a passage from literature which describes a character's actions, appearance, or surroundings. From this information, students make inferences about the character's personality. Teachers should keep in mind that the purpose of an exercise such as this is not to elicit the exact answer, but to provide opportunities for students to make various inferences. Students also need to be aware of the inferences they can make from non-verbal cues. A speaker's tone and body language can convey a message as well.
Teachers can also encourage guided imagery when students are listening to presentations that have many visual images, details, or descriptive words. Students can form mental pictures to help them remember while listening.
Although listeners need not capture on paper everything they hear, there are times that students need to focus on the message and need to record certain words and phrases. Such note making ("listening with pen in hand") forces students to attend to the message. Devine (1982) suggests strategies such as the following:
· Give questions in advance and remind listeners to listen for possible answers.
· Provide a rough outline, map, chart, or graph for students to complete as they follow the lecture.
· Have students jot down "new-to-me" items (simple lists of facts or insights that the listener has not heard before).
· Use a formal note taking system (p. 48).
Transcribing or writing down live or recorded speech can sharpen students' listening, spelling, and punctuation skills.
· Teacher selects an interesting piece of writing.
· The selection is read aloud to the class (and perhaps discussed).
· The teacher then dictates the passage slowly to the class. The students transcribe the form and conventions (i.e., spelling, punctuation, and capitalization) as accurately as possible.
· Students compare their transcription with distributed copies of the original.
This task is best used as a diagnostic or teaching aid.
Palmatier (1973) suggests students can benefit from the Verbatim Split-page Procedure [VSPP]. Students divide their notebook paper so that 40% of each page lies to the left and 60% to the right. Students take brief notes on the left-hand side only. The right-hand side is used listening after for reorganizing and expanding on the scribbles to the left.
Sample VSPP
Typical of Time/Culture
1. The superhuman heroic tradition is universal and enduring.
2. Each hero/heroine is typical of a time in history and the culture of that time.
Critical thinking plays a major role in effective listening. Listening in order to analyze and evaluate requires students to evaluate a speaker's arguments and the value of the ideas, appropriateness of the evidence, and the persuasive techniques employed. Effective listeners apply the principles of sound thinking and reasoning to the messages they hear at home, in school, in the workplace, or in the media.
Planning and structuring classroom activities to model and encourage students to listen critically is important. Students should learn to:
· Analyse the message:
Critical listeners are concerned first with understanding accurately and completely what they hear (Brownell, 1996). Students should identify the speaker's topic, purpose, intended audience, and context. The most frequent critical listening context is persuasion. They should keep an open-minded and objective attitude as they strive to identify the main idea(s)/thesis/claim and the supporting arguments/points/anecdotes. They should ask relevant questions and restate perceptions to make sure they have understood correctly. Taking notes will enhance their listening.
· Analyse the speaker:
Critical listeners must understand the reliability of the speaker. Is the speaker credible? Trustworthy? An expert? Dynamic?
· Analyse the speaker's evidence:
Critical listeners must understand the nature and appropriateness of the evidence and reasoning. What evidence is used? Expert testimony? Facts? Statistics? Examples? Reasons? Opinions? Inappropriate evidence might include untrustworthy testimony; inadequate, incorrect, inappropriate, or irrelevant facts, statistics, or examples; or quotations out of context or incomplete.
· Analyse the speaker's reasoning:
Critical listeners must understand the logic and reasoning of the speaker. Is this evidence developed in logical arguments such as deductive, inductive, causal, or analogous? Faulty reasoning might include hasty or over-inclusive generalization, either-or argument, causal fallacy (therefore, because of this), non sequtur (confusion of cause and effect), reasoning in a circle, begging or ignoring the question, false analogy, attacking the person instead of the idea, or guilt by association.
· Analyse the speaker's emotional appeals:
Critical listeners must understand that persuaders often rely on emotional appeal as well as evidence and reasoning. Critical listeners, therefore, must recognize effective persuasive appeals and propaganda devices. A skilled critical listener identifies and discounts deceptive persuasive appeals such as powerful connotative (loaded) words, doublespeak, appeals to fears, prejudice, discontent, flattery, stereotype, or tradition. The listener must also identify and discount propaganda techniques such as bandwagon appeals, glittering generalities, inappropriate testimonials, pseudo-scientific evidence, card stacking, and name-calling.
By understanding and practicing the principles of objective thinking, students can prepare themselves to listen effectively in most situations.
Listening affects our ability to make good decisions, our appreciation of the world around us, and our personal relationships. Effective communication begins with listening and with listeners carrying 80 percent of the responsibility in the interaction (Brownell, 1996, pp. 6-7).
Whether at home, in school, or in the workplace, effective is important for the development and maintenance of healthy relationships.
After listening
Students need to act upon what they have heard to clarify meaning and extend their thinking. Well-planned post- listening activities are just as important as those before and during. Some examples follow.
· To begin with, students can ask questions of themselves and the speaker to clarify their understanding and confirm their assumptions.
· Hook and Evans (1982) suggest that the post-mortem is a very useful device. Students should talk about what the speaker said, question statements of opinion, amplify certain remarks, and identify parallel incidents from life and literature.
· Students can summarize a speaker's presentation orally, in writing, or as an outline. In addition to the traditional outline format, students could use time lines, flow charts, ladders, circles, diagrams, webs, or maps.
· Students can review their notes and add information that they did not have an opportunity to record during the speech.
· Students can analyse and evaluate critically what they have heard.
· Students can be given opportunities to engage activities in that build on and develop concepts acquired during an oral presentation. These may include writing (e.g., response journal, learning log, or composition), reading (e.g., further research on a topic or a contradictory viewpoint), art or drama (e.g., designing a cover jacket after a book talk or developing a mock trial concerning the topic through drama in role).
Listening is one of the more difficult aspects of the language arts to assess. It cannot be easily observed and can be measured only through inference. However, there are both informal and formal strategies and instruments that teachers can use to help them in their assessments.
The most effective assessment of listening may be teachers' observations and students' self-assessments. Students initially may not be aware of how well they listen and, therefore, need teacher guidance.
Self-assessments should be followed with one-on-one discussions about student progress. Teachers can also videotape students while they are listening and follow up with discussion.
The following forms can be used or adapted for informal assessments:
Sample Self-assessment List for Listening
Circle the appropriate column:
Learning how to listen:
Yes No Sometimes * Do noises in the room interrupt my listening?
Yes No Sometimes * Am I willing to judge speaker's words without letting my own ideas get in the way?
Yes No Sometimes * Do I find speaker's personal habits distracting?
Listening for information:
Yes No Sometimes * Can I mentally organize what I hear so that I can remember it?
Yes No Sometimes * Can I think up questions to ask the speaker about ideas that I don't understand?
Yes No Sometimes * Do I get the meaning of unknown words from the rest of what speaker says?
Listening Critically:
Yes No Sometimes * Is the speaker expert enough to make his/her statements?
Yes No Sometimes * Can I separate fact from explanations or opinions?
Yes No Sometimes * Can I tell the difference between the important and unimportant details?
Yes No Sometimes * Can I pick up unsupported points that a speaker makes?
Yes No Sometimes * Am I able to accept points of view that differ from my own?
Listening Creatively:
Yes No Sometimes * Am I able to pick out specific words or phrases that impresses me as I listen?
Yes No Sometimes * Do I become involved in the poem, story, essay or play so that it seems as though the action is Y truly taking place?
Yes No Sometimes * Am I able to put what I hear into my own words so that I can share it with others?
Sample Listening Behavior Check List
Name of student:
Listening Behavior and habits Dates Observed
1. Does student get ready to listen?
2. Does student keep attentive during oral presentation?
3. Does student look at speaker?
4. Does student's behavior show interest?
5. Does student take notes?
6. Do comments indicate a grasp of talk?
7. Is student polite when others talk?
8. Does student ask questions?
(Devine, 1982, p.50.)
Formal Assessment
More formal listening assessments can be prepared by teachers based on objectives and perceived needs. Some examples follow.
1. Excerpts from different genres of literature (e.g., prose, poetry, play) can be used as follows:
· Prepare a set of ten questions on the excerpt.
Set a purpose for the listening activity
(e.g., "Listen to determine the setting of the following passage.").
· Have students listen to the excerpt (pre-taped or teacher-read).
· Have students respond in writing to the prepared questions.
· A score of 70% or better on basic recall and basic inferential questions indicates that the student has comprehended the passage.
Questions can also be designed to determine if students comprehend critically and creatively.
2. Students can paraphrase, summarize, analyse, make notes, complete a listening guide, or write a response to a spoken or multimedia presentation. The assessment tasks can be as simple as listing significant ideas and arguments, answering a series of questions, or identifying connotative meanings of key words. They can be as challenging as formulating their own questions; identifying irrelevant details; identifying fallacies, bias, or prejudice; using the information presented and applying it to a new situation; or judging the effects of various devices the speaker may use to influence the listener or viewer.
3. Devine (1982) gives examples of other types of listening assessments.
· After placing ten details on the chalkboard, the teacher reads a ten-minute story aloud. After listening to the story, students are asked to jot down the four or five details that are most important to the outcome. The responses provide insights into students' listening ability.
· Students listen to a story and, afterwards, write down three key qualities of the character and their reasons for selecting these. While listening to the story a second time, the students listen for and record details that prove their assertions about the character.
Even though listening is a difficult language strand to evaluate, assessment must take place to validate its place in a curriculum and to provide feedback to students. The feedback should be specific, concise, and as meaningful as possible. As with all evaluation, it needs to be continuous
Experiences from our training schools
In the listening lesson of my trainee class every activity was profitable as much as it could be.
The text was chosen accordingly to the class' level: intermediate.
The content of this text was interesting and attractive for the young learners at the age of 15 or 16. As a result it was so easy to warm them up with some relevant questions to the topic as a pre listening activity. Thus teacher activated what students already know. With this aroused interest teacher required close listening so they listen very carefully.
The teacher stopped the tape recorder two times before vital points and made students predict what might happen next. She did not comment on the answers, instead after some predictions she let them listen and learn the truth. With the help of this during listening activity teacher could avoid distractions and kept students' interest high.
After listening the text for the second time without any interruption, teacher asked questions in order to clarify their understanding. Students discussed the text while answering so that they could analyse and evaluate what they heard.
At the end of the lesson every point was clear for everyone and also nobody was bored. In other words it was a really good and productive lesson. ( Didem Baytan – Semiha Şakir İstek Vakfı Okulları)
At my training school, students watch a movie rather than listening to a tape. They make use of cassette players but the teachers think that watching movies attract students' attention more than listening to a cassette. They are also good sources for teachers to show the real usage of language (the communicational aspect) with the movies. They think, they not only hear people talking but also see their manner and culture visually.
The students have 2 hours in a week to spend in the activity room to watch a movie which is very interesting for students. They also read the scripts (if available) and role play them before they watch. So this is kind of a game for students. After the movies is finished, they are tested from the vocabulary and the plot. Most of them remember every detail as they acted like one of the characters before they watch the movie. (Aslı Pekin – MEF International Schools)
Dear Mom and Dad
Upper intermediate
Narration (story)
One man
I. Pre-Listening Exercises
1. In this story, a young man describes his mishaps (accidents), which occurred while he was at summer camp. Make a list of possible problems that might have happened to him before you start the listening.
II. Listening Exercises
After listening
1. What does
Brad have to do before he eats breakfast?
A. Clean his sleeping quarters
B. go down to the stream to get some water
C. feed the rooster and the other animals
2. What happened to Brad when he
went fishing?
A. A tree branch fell on him.
B. He lost his fishing pole.
C. He slipped and lost one of his shoes.
3. What did he eat for dinner?
A. Steak
B. hotdogs
C. beans
4. What was Brad doing when he
got lost in the forest?
A. He was running away from a bear.
B. He was searching for wood.
C. He was wondering around looking for the cabin.
5.How did Brad like summer camp?
A. He had a great time.
B. It was okay.
C. He didn't have fun.
2. Listen to the conversation again as you read the Quiz Script
III. Post-Listening Exercises
1. Now retell the story from several points of view in their own words (e.g., the young man, the parents, one of the counsellors at camp, etc.).
2. The script can be given to the students with some words missing so that they have to complete the sentences with the newly learned vocabulary
Dear Mom and Dad,
This is my fifth day at summer camp. Life in the great outdoors isn't exactly what I expected, but I'm not starving . . . yet . . . so don't worry about me.
I guess I should tell you about what I do everyday. First, everyone has to get up at 5:30 A.M. They have this silly old rooster named Harry who loves to wake us up. Next, we have to make our beds and tidy up the cabin before our camp counsellor, Jeff, comes to inspect the place.
Then, we have breakfast around 6:30 A.M. After that, we have some free time, so I've been going down to the nearby stream to fish for a couple of hours. But yesterday, the only thing I caught was an old shoe and a tree branch. Great catch, huh? Then when I was trying to swat a mosquito buzzing around my head, I slipped and fell in the stream and lost my fishing pole. That ended my fishing career.
Well, in the afternoon, there are different activities we can choose from like archery, horseback riding, and hiking. I thought archery would be the sport for me until I shot an arrow through Jeff's pant leg. As you can imagine, I haven't been invited back since.
In the evening, everyone is assigned a different chore to get dinner ready. Yesterday, I was in charge of cooking the hotdogs, but I accidentally dropped them in the fire, so we had to settle for beans instead. The other kids are always razzing me about it.
At night, we sit around a campfire in front of the cabin, sing songs, and tell ghost stories. That's usually fun, but one night while trying to find more sticks for the fire, I got all turned around and got lost. After about an hour of wandering aimlessly in the forest, I finally found my way back, but no one seemed to have realized what had happened, thinking that I just had gone to bed. A bear or wolf could have eaten me and no one would have known it. I was so beat I just crashed . . . out like a light.
Well, today is another day and tomorrow I go home . . . and not a bit too soon. I've learned that camping is just not for me.
Archery (noun): the sport of shooting arrows with a bow
Beat (noun): very tired
Chore (noun): a small job
Crash (verb): to go sleep
Inspect (verb): to check
Out like a light (idiom): fall asleep very quickly, like turning off a light
Settle (verb): accept something less than you wanted
Swat (verb): to hit an insect with the purpose of killing it
Tidy up (verb): clean up or organize
Every day, Harold _______ until 6 a.m. He ______when his alarm rings at 6.
He _______ after he gets up. Then he____________.
He ___________ at 7 o'clock. After breakfast, Harold ____ the newspaper.
Everyday, Harold _______ work by 8 o'clock. He _______ a bus to work at 8:15
He ________ the bus past University Avenue. When he ________ the bus, he
usually waves to the bus driver.
Harold usually ________work by 8:30. He ________all day at his desk.
Harold ________ work everyday at 5 o'clock After work, he ________ the park.
At the park, Harold ________ basketball He finally_________ at 6:30.
with his friends.
At home, Harold ________ at 7 o'clock everyday. Harold always ____ by 10 o'clock.
Possible Answers
takes a shower
leaves for
goes to
goes to bed
gets home
gets dressed
eats dinner
gets off
gets to
eats breakfast
gets up
Brownell, J. 1996. Listening: Attitudes, principles, and skills. Boston, MA: Allyn and Bacon.
Devine, T. G. 1982. Listening skills schoolwide: Activities and programs. Urbana, IL: National Council of Teachers of English.
Emmert, P. 1994. A definition of listening, The Listening Post, 51 (6).
Hook, J. N. & Evans, W. H. 1982. The teaching of high school English, Fifth ed. New York, NY: John Wiley and Sons, Inc.
King, M. 1984. Language and school success: Access to meaning, Theory into Practice, 23 (3), Summer.
Nichols, R. G. 1948. Factors in listening comprehension, Speech Monographs, 15.
Palmatier, R. A. A. 1973. A notetaking system for learning, Journal of Reading, 17.
Stauffer, R. G. 1980. The language-experience approach to the teaching of reading, Revised ed. New York, NY: Harper and Row.
Temple, C. & Gillet, J. W. 1989. Language arts: Learning processes and teaching practices. Glenview, IL: Scott, Foresman and Company.
Temple, C. & Gillet, J. W. 1983. Language arts: Learning processes and teaching practices. Boston, MA: Little, Brown and Co.
Wolvin, A. D. & Coakley, C. G. 1992. Listening. Dubuque, IA: William C. Brown.


text:
Next, you'll be asked to connect with Twitter. Rest assured, we will never send a tweet from your account
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We will send you an email with an invite soon.
Jelly Bean overtakes ICS as second most popular Android http://t.co/hhd15xMCPo #ICYMI
LG's Google TVs will get a Jelly Bean update in Q3
Seven LG Google TVs shipping now, Jelly Bean update coming later
See what's Trending Now for @cnet
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Ted and Julie go to bed with each other for the first time.
Julie: "I should warn you, Ted: I've got acute angina."
Ted: "Your breasts aren't bad either."
The web series from CC:Studios will return in television form.
Unlimited streams and downloads of the best stand-up specials for just $5.
Visit our CC Live page for live comedy events near you.


text:
El Centro Break In 10-26-2012 from simon tatum on Vimeo.
EL CENTRO, CA- Police need your help identifying a burglar.
The El Centro Police Department says the suspect was caught on tape breaking into an automobile parts store in the 1100 block of S. McCullon on October 26.
They say the surveillance video shows him breaking apart the counter to get to the cash register. Once the suspect removed the register from the store, he exited through the front door.
ECPD says the stolen cash register was found outside a medical office in the 2100 block of S. Ross three days later.
Police say surveillance video from the medical office shows a vehicle, believed to be a dark colored Nissan or Toyota with a faded hood enter the parking lot. They say the burglary suspect then exited the car and removed the cash register. He was then seen smashing the cash register against the ground, breaking it open, grabbing the money and then driving away.
"We are looking to the public to help us identify this burglar", said Commander Jeff Mason. "We have a significant amount of physical evidence, but we do not know who the suspect is", said Mason.
Anyone with information on the suspect or the vehicle is encouraged to call Detective Dorian Meneses at 760-337-4507. Those wishing to remain anonymous may do so.
Sign up here to receive breaking news stories from KSWT.com and morning updates to your email inbox.


text:
Primus – A Theme for vBulletin 4.2.2 Forum, Blog and vB CMS
Primus is a vBulletin 4.2.2 theme that fully supports forums, blogs and vB CMS. It has colorful and attractive modern view with some skeuomorphic elements. The theme can be easily customized for you purposes.
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text:
Young boomers employed in three-quarters of weeks from age 18-36
September 17, 2002
The average individual born from 1957 to 1964 was employed during nearly 76 percent of their weeks from age 18 to age 36.
Generally, men spent a larger percent of weeks employed than did women (83 percent versus 68 percent). Women spent much more time out of the labor force (27 percent of weeks) than did men (11 percent of weeks).
The amount of time spent employed differs substantially among racial and ethnic categories. Blacks spent 65 percent of weeks employed, while Hispanic workers spent 71 percent of weeks employed. Whites spent 78 percent of weeks employed.
The estimates in this release were obtained using data from the first 19 rounds of the National Longitudinal Survey of Youth 1979 (NLSY79). The NLSY79 is a nationally representative sample of 12,686 young men and women who were 14 to 22 years of age when first surveyed in 1979; they would be age 36 to 44 today. For more information see "Number of Jobs Held, Labor Market Activity, and Earnings Growth Among Younger Baby Boomers: Results from More Than Two Decades of a Longitudinal Survey," news release USDL 02-497
Bureau of Labor Statistics, U.S. Department of Labor, The Editor's Desk, Young boomers employed in three-quarters of weeks from age 18-36 on the Internet at http://www.bls.gov/opub/ted/2002/sept/wk3/art02.htm (visited September 19, 2014).
Spotlight on Statistics: Productivity
This edition of Spotlight on Statistics examines labor productivity trends from 2000 through 2010 for selected industries and sectors within the nonfarm business sector of the U.S. economy. Read more »


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This forum is for recruiting for games in development. Please do not post threads about games being made here.
Recruiting for Tears Of Destiny
Jan 8 2009, 01:01 AM
Post #21
Practice everything, there is always room for improvement.
Alignment: Lawful Good
I am officially pissed off. My damn computer got infected with a virus and it deleted like half of my files. It deleted like half of my pictures, and all of my school files! My Tears of Destiny Maps were among them. Well the majority of them anyway. I'm going to start over with what I have left but since I am if you can email me anything new for the game (as far as settings and things like that go) I can work the map better for the game
Jan 8 2009, 02:50 AM
Post #22
Let us spread love like violence, let us spread hope like fire
Type: Writer
Alignment: Lawful Good
I can help out with names and stuff im not very good but you ask me and ill do my best to come up with something original and if you dont like it then im sorry =D jumt pm if you need some names
Jan 8 2009, 11:50 PM
Post #23
Tobi's a good boy!!!
i been wondering can i talk to you about the game you making?
Note:on MSN?
This post has been edited by gundam man: Jan 8 2009, 11:58 PM
Jan 9 2009, 06:25 AM
Post #24
Cookies :x
Type: Spriter
Alignment: Neutral Good
yea im available most of the time on the msn so you can talk to me about the game there
Jan 12 2009, 12:02 AM
Post #25
Type: Undisclosed
i would like to know if i can talk to u on msn about the game
Jan 12 2009, 04:39 AM
Post #26
Cookies :x
Type: Spriter
Alignment: Neutral Good
yes you can. you can also send me a pm or an e-mail, but communication through the msn is the fastest comunication between the 3.
Feb 25 2009, 01:59 PM
Post #27
Hello, i was wondering if i can help wiht your project.
And btw i am a pretty good mapper wiht alot of free time
Mar 2 2009, 10:48 AM
Post #28
Lover boy
Type: Writer
Alignment: Unaligned
Hello im an absolute beginner at coding
Im very creative with mapping
Email me the deatails of what u like
or just send me a PM
lol didnt notice that i can PM
until i was writing this
Dr. Otagonapus BLAAAAAAAAAAAAAAAAAAAAAARRGHHHH
My Scripts and Tutorials
Rainy Title
Spiritual Weapons and Armors
Soul Eater Weapons
Mar 4 2009, 04:41 PM
Post #29
Hello im an absolute beginner at coding
Im very creative with mapping
Email me the deatails of what u like
or just send me a PM
lol didnt notice that i can PM
until i was writing this
Hey, LoMastul has put the project on hold until he can situate his Real Life issues, Though I am sure he'll want you to contact him via PM or MSN non-the-less.
Mar 8 2009, 01:48 AM
Post #30
Type: Writer
Hey, I'm an actor, and I'd be interested in doing some voiceover work for your project. When you start looking around for voice actors, please do keep me in mind. I can send you a copy of my resume if you're interested. Thanks.
May 12 2009, 03:30 AM
Post #31
Type: Writer
I can help out with 'Other' and I dabble in voice acting. PM me if you're interested.
Jun 29 2009, 07:33 AM
Post #32
Type: Undisclosed
i've decided to make my own rpg game and i've got good skills almost at every skillset, but as time passed and i've seen how slow it is proggressing i decided to make a team to gather and make an awesome game with more quality and faster then i could have ever done alone.
the game will also use MOG menus and also SEL menus but i will configure them to look better and i will also make an unique graphics [different from the graphics that i made for the public].
more info: the battlers will be similar to summon-night games but i will change them and make them look better.
the mod that i did to the tankentai kaduki battle system is using 8 frames instead of the regular 3 which will make the battle look better.
more info and pictures will be added later.
i have finally thought of a good name and base storyline.
ok the name of the game will be: "Tears Of Destiny"
and here is the storyline:

» Click to show Spoiler - click again to hide... «

"after 50 years of war between 2 of the greatest kingdoms: Conchuga and Leenthis, the peace is about to come.
but a cult of wizards witches and sorcerers have risen, and rumors tell that they are planning something in order to restore the war. by using their witchcraft they gain control over the capitol of Conchuga - Thadeos.
Anikoes - The ruler of Leenthis is having a vision of what is expecting to his kingdom, and as a peace loving king he decides to send spies to the Thadeos in order to confirm his vision and try to prevent the assault on his kingdom.
Our story begins as our hero [Kain] hears that his uncle - Jack is about to sail to Conchuga and he asks him to take him along with him to visit his relatives there, at first jack refuses but then after Kain bugs him all day and all night long he agrees.
as they arrive to the shores of Conchuga the shipment encounters Bandits who try to steal their supplies and kill them, but fortunatly a group of mistirious warriors save them [well... most of them few will die muhahahahahahah] the knights introduce theirselves as villagers of Serite [Se-Ri-Te] the town of rebels who opose the intentions of the king to renew the war. after discussing with the knights they join them and go to their village, Kain's uncle Jack asks Kenchi - the leader of the knights who saved them, to keep Kain safe while he is going with the other spies to check the status in Theados.
5 years pass, years in which Kain meets the kids that live in Serite and makes some friends, among them Dakor, an orphant child that becomes his best friend, Kain also trains with a sword and master it's use, he becomes the apprentice of Kenchi and after a while of training with him he becomes a knight....
one day, Kenchi decides to put Kain's power to a test, he sends him on a quest to defead the wolf who lives at the forest nearby and attacks the village's cattle. [that's when you start playing after the scenes and stuff...]. after defeating the wolf Kain suddenly hears a sound of explosions come from the town, he hurries to get there and to see what is happaning, but by the time he arrives there, he discovers that the village was attacked and all of the villagers were arrested or murdered by Conchuga's army, with a small hope he travels to the nearest city - Chetuna, to see if maybe. just maybe there is still a chance that his teacher - Kenchi and his best friend - Dekor might still be alive, when he arrives to Chatune he hears some rumors regarding a new group of prisioners that arrived he decides to break into the jail and rescue them,he meets a little boy that tells him about a secret entrance to the jail, but it is guarded, not as much as the main entrance but still there are few guards which change shifts once in a while.
after beating off some gourds and some nasty creatures that live in the sewers he finally gets into the jail and there he meets Dakor that tell him what exactly happened, he also tells him that the soldiers killed Kenchi and cursed him, although he doesnt ecatly know in what kind of a curse, and so Kain helps Dakor and some few more prisioners that were in the jail to escape.
Kain and Dakor travel to the next town in search for a priest to lift the curse from Dakor, in search of who lead the group of soldiers that attacked the town and aswell to finally discover what happened to his uncle and relatives that live in Theados...............

Our team requires:
i am planning to make a whole new sprite-sets similar kinda to "Golden-Sun" tho still different and custom, anyone who is good at pixel-art is welcome to join and help.
also i have a new battlers sprite-sheet i made based on kaduki's battlers tho different size and alot more frames, so if anyone willing to lend a hand here and he is good with pixel art/spriting any help will be welcomed .
here's an example of what the battlers and sprites will look like, i'll update it everytime i'll make a new sprite/battler:

» Click to show Spoiler - click again to hide... «

here are some template samples that i did [i dont post the complete ones because i want this game to be a bit unique]:
-normal child template which i will edit i gues
- a child's diagonal movement template
- a male template which i will edit i gues [havnt done diagonal] sample of the ralph's sprite with this template:
a female template which i will edit i gues [havnt done diagonal]
finished the stance template for the battler, here is a sample of how it looks like:
and how can we forget ralph?
and here is also a skeleton sample of what i made and here's how he would look like when animated in game
and here is Oscar from the RTP characters
and an attempt of me trying to make this Orc/Troll/thingy: and yeah! he is thin! you got a problem with that? jk i'm not very good with making chubby characters
and voila! i did also the fire element at first the fire i did was making me problems but as you can see i fixed it to look good
here's the evil guy with the horns from the RTP
and also 2 more sprites that i did while i got bored: 1) ang from the Avatar
and the blue mage from final fantasy, though his robe doesnt look so good :/
and here s also the elf from the RTP
i finished the whole battler template and most of the modification to the kaduki battlers script, i have done a different tamplate to: attack with fists, swords, bow, axe, spear, spell casting, and more... i'll be doing more templates for 2 handed weapons and also i will try to make a template for wand's attack, here's another sample of the templates i've made: [it's when he get's hit]
here is another sample of ralph, this time it's when he has low hp
and one more sample of ralph: ralph ftw!!! [jk i got too bored, made each of the samples in less then 10 minutes ]
i also did a battler sprite for the green haired dude here's a sample:
p.s. i have full copyright on these templates [i think >.<].
i will release the modification of the battle system and the sprite's templates [ONLY THE TEMPLATES, not including my custom that i will make] to the public after i'll be done with making this game, untill then..... you'll have to wait

as most people who read the credits section in "MOG & SEL menu scenes" know that i did the graphics there, tho i am planning to do something much better looking for our game, if anyone is willing to help in making the game's logo [which will appear in each and every menu in the game]
is welcome to join the team, also artist who are good at making skill animations, title screen/s, and also face-sets [large ones with full body].
about the coders....
most of the scripts i needed i already done making or found in the script database section tho anyone who can make em even better is welcome to join .
we really need musicians and people who are good at assigning music to skills that i and the rest of the team-mates will make [i suck at that because of my lame speakers >.>].
Voice actors/actresses
currently this isnt neccesarry i will edit this when we will start reqcruiting voice actors.
most of the houses and trees and some other stuff will be done as events to save space for more important items in the tilesets sheets,
so we will need good mappers,
avarage mappers will also be welcomed and i will help them to learn the basics to make a good looking map.
looking for writers with good imaganation, and good grammar [mine isnt that good >.>].
creative people who will help to come up with names for the main actors, the cities that will be in the game, areas [like forest of something], and to the evil bosses and important characters in the storyline.
your's truly
Hey! I would like to join the musician team, is that ok?
I'm realy good at that.
Jun 29 2009, 07:35 AM
Post #33
Type: Undisclosed
Hey! I would like to join the musician team, is that ok?
I'm really good at it.
Feb 14 2011, 09:32 PM
Post #34
Type: Designer
Oooh !
This is very very very beauty !!
You are the best , Lo Mastul !
Do you have de Templates for the Child´s ??
Thanks for everithing ^^ !
Feb 17 2011, 06:37 PM
Post #35
Naruto fan!!!
Type: Artist
Alignment: Chaotic Good
What kinds of maps do u need?
Dark Days Are Coming-2012
Your Naruto BELIEVE IT!! Your short tempered and funny. People might think your a little odd but but that`s a good thing!!
The evil will ruleeeee!!!!!!!! But i like cloud more
Sep 26 2011, 08:01 PM
Post #36
Type: Designer
I can help with the writing and I can possibly help you out with some of the full body pics,
here is some of my work.
Sep 29 2011, 01:35 AM
Post #37
Type: Musician
Alignment: Unaligned
This is a paid request or not a paid one? i´m a musician by the way
Do you want original music for your game? Take a look here! You may like it.
Visit my Youtube Channel to listen the newest tracks and subscribe if you like my work :)
Also I have my soundcloud account:
Dec 11 2011, 05:02 AM
Post #38
Type: Designer
Is there any space for me to be Writers?
I hope yes.
I'm pretty good at it and i have an imagination that will suprise you (i guess)
But, whats up with grammar? lol.
I'll wait for your words.
This post has been edited by Ron Alexander: Dec 11 2011, 05:04 AM
Apr 8 2012, 10:39 AM
Post #39
Type: Coder
I'm an eventer and i would gladly help out i mix a creative and programming based approach to how i make my events
Here's some of what i can do
Email: firstname.lastname@example.com (made it when i was like 10)
Skype: tomovls14 (made it when i was young as well)
|Lo-Fi Version
|Time is now: 1st October 2014 - 03:08 AM


text:
Today's Front Pages Analysis
'Secrets' leave a lot to be desired; wrestler's exit sparks speculation
The New York Times and other major dailies splashed a story about newly uncovered "CIA skeletons" across their front pages today, and headlines led readers to conclude that the revelations — involving wiretaps, assassination plots and "mind control" — would, well, reveal some juicy information. But a closer read showed that reporters were frustrated that they could still drive a truck through the story's holes: "Large sections are censored, showing that the C.I.A. still cannot bring itself to expose all the skeletons in its closet," the Times said in the fourth graf. Several editors focused on the details of a plan, launched in 1960, to kill our communist neighbor to the south: "Records confirm plot to kill Castro," Omaha (Neb.) World-Herald. The Washington Post bumped the CIA story down the food chain in favor of its ongoing investigative series on Vice President Dick Cheney.
A sad tale of murder and suicide that dominated yesterday's cable news coverage got somewhat more restrained coverage on today's front pages. Professional wrestler Chris Benoit, known as the "Canadian Crippler," apparently killed his wife and son at their Fayette, Ga., home over the weekend, and then killed himself. The Atlanta Journal-Constitution ran a large package titled "Murder-suicide rocks wrestling fans, Fayette." But other headline writers went straight to the "why" part of the story, and came up with the same speculation: "Was it 'roid rage?", AM New York; "'Roid Rage Eyed in Slayings," Calgary Sun.
On to more pleasant topics. A business story got a front-page play as consumers must be about to blow a gasket over a new tech toy: the iPhone, on sale Friday. Silicon Valley editors weren't the only ones on the iPhone watch. Down in Lufkin, Texas, the Daily News exhorted its readers: "Want one of these? Get in line. Lufkin has only store in Deep East Texas that will be selling Apple's new iPhone on Friday."
Today's headline double-take award goes to the South Bend (Ind.) Tribune: "Inmate's quest for new sex in court." Turns out convicted murderer Robert J. Kosilek wants the state to pay for his sex-change operation. And he'd like to be called Michelle.
Finally, a happy tale with Page One play from The Middleton (Ohio) Journal: "A bewitching stroke of luck for one black cat." Columnist Rick McCrabb entertained readers with the odyssey of a skinny kitty named Salem, who wandered away from his owners and ended up in various shelters and adopted homes, alternately named Elvis and Ralph. Through a twist of fate – otherwise known as a lost-cat poster – Kathryn and Jon Snowden eventually were reunited with Salem, four months later. "We were all meant to be together," Kathryn told the Journal.
Christy Mumford Jerding is the editorial director of the Freedom Forum.


text:
Products Details
Top Knobs M161
M161 Celtic large knob 1 1/4" in Dark Antique BrassM161
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Our Mission
. . . training children and youth to glorify Jesus Christ through excellent choral singing.
Our Vision
- We will develop musical excellence and discipline in children and youth, equipping them for a lifetime of worship and service to the Christian community.
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Choirs include:
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Concert Choir, grades 6–8
Chamber Choir, grades 9–12
Also offered:
Prelude Music, kindergarten-grade 2


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Clarice Perryman '16, Energy Programs Manager
Clarice is an Environmental Studies major interested in environmental policy. Aside from sustainability, Clarice loves dancing, cats, knitting, and chai tea lattes.
Adam Moskowitz '15, Energy Conservation Specialist
Adam is a Sociology/Anthropology major from the great state of Maryland. He enjoys hiking, farmers' markets, and Midwestern rainstorms.
Nhi Dinh '16, Energy Conservation Specialist
With a clear vision, a fervent heart, a creative mind, and a camera, Nhi believes she can change people's attitude towards sustainability. She is majoring in Psychology.
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Liyuan works hard and plays hard. She tries to live a meaningful life, like working in the Sustainability Corps. She is studying biology and sociology and involved in the equestrian program.
Jocelyn Sawyer '15, Marketing and Events Specialist
Jocelyn has been invovled with sustainability on campus since her first year through the Earlham Environmental Action Coalition, which she now convenes. She is passionate about environmental justice, vegan food, and Bananagrams.
Sam Embry '15, Athletics Susatainability Coordinator
Sam is a Sociology major studying American race relations. He is also a goalkeeper on the men's varsity soccer team.
Faye Christophoro '14, Waste Reduction Specialist
Faye is a Sociology/Anthropology major with a focus on environmental health and trash.
Shea Henke '16, Campus Garden Specialist
Shea loves plants, art, and business and wants to make the world a better place using these mediums. He believes everyone should have access to nature and plants.
Nicol Chinchilla Cordero '16, Peer Education Specialist
At Earlham, Nicol has helped organize Energy Wars and interned for the Sustainability Office this summer. She is also one of the student representatives at the Sustainability Advisory Committee. At home in Costa Rica, she helps her parents with their farm and sustainable projects.
Vesta Davis '15, Dining Hall Sustainability Coordinator
Vesta is an Environmental Studies major and a music minor. As the Sustainability Coordinator, she conducts self-designed projects to increase the environmental integrity and awareness within the student body and the dining hall. Her personal interest in environmentalism is environmental justice and social activism.
Lara Miller '16, Sustainable Food Specialist
Lara is a Peace and Global Studies major. She loves the Real Food Challenge and talking about food justice and institutional change.
Adaobi Onunkwo '14, Sustainable Food Specialist
Adaobi is a Neuroscience major. She enjoys coalition building around the intersection of food and social justice. She is very excited to go to New Zealand in the spring semester!
Quina Weber-Shirk '15, Compost Specialist
Quina is a Peace and Global Studies major. She believes that having power over the food that one grows, cooks, and eats is central to culture and identity - and that compost, however unglamorous, is part of that cycle.
Helen Mountjoy-Venning '14, Compost Specialist
Helen is an Environmental Studies major from Olympia, Washington. She loves composting and climbing trees and she once had a baby duck named Tula.
David Masterson '17, Recycling Specialist
David loves cookies, especially chocolate chip ones. He is also very passionate about acorns.


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Infrastructure as a Service (IaaS) Vendor Listin ListsInfrastructure as a service (IaaS) providers take care of the physical hardware, power, and connectivity of your rented servers. Here is a list of IaaS vendors to consider. Read More
Cisco Adds Equinix, Others to Expand Intercloud Ecosystemin NewsCisco partners with data center colocation company, Equinix, to give enterprises secure access to cloud service providers. Read More
Rackspace Rolls Out Managed Private Cloud Servicein NewsThe Rackspace Private Cloud offers DevOps automation services, added scalability and hybrid-like capabilities. Read More
Building a Business Case for Cloud Storagein FeaturesTo build a successful business case for cloud storage, there are several things to evaluate, including the benefits and risks of having your data in the cloud. Read More
Citrix Acquires Mobile Virtualization Startup, Virtualin NewsWiththe acquisition of Virtual, Citrix is one of a few companies that could be taking mobile virtualization to the next level. Read More
ElasticBox Extends DevOps Approach with New Productsin NewsElasticBox launched ElasticBox Virtual Appliance and ElasticBox MyServer Edition, giving customers new environments to develop, deploy, and manage applications. Read More
Heroku DX: New Dev Tools to Speed Up Cloud App Creationin NewsHeroku DX aims to make it easier for companies to create customer cloud applications with a new set of tools and services. Read More
Pertino Takes NFV to the Cloud with New Apps & Big Datain NewsPertino expands its cloud-based network services with new apps that leverage big data. Read More
VMware: Latest Software-Defined Data Center Solutions Go GAin NewsVMware follows up on announcements from VMworld 2014 with the general availability of several updated products and suites. Read More
AMD Serves Up Cloud in a Box with Canonical & OpenStackin NewsMade up of AMD's SeaMicro SM15000, Ubuntu 14.04 and OpenStack, the cloud in a box concept is designed to speed up and simplify cloud deployment and management. Read More
Seagate Combats Data Surge: New Cloud Group & Productsin NewsThe way Seagate seems to see it, as data grows, so does our reliance on solutions that help manage and secure it. Read More
Cloudian Packages SDS Cloud Storage Appliancesin NewsCloudian is now prepackaging commodity storage appliances with its optimized cloud storage software, HyperStore 5.0 Read More
IT Cartoon: BSOD and the Cloudin BlogsThe Blue Screen of Death isn't gone. It just expanded. Read More
Canonical BootStack: IaaS Starter Kit for Ubuntu OpenStackin NewsCanonical will be offering companies its Ubuntu OpenStack platform with the option to move the IaaS from a hosted environment to an on-premises location. Read More
Microsoft Still Refuses Court Order to Hand Over Customer Emailin NewsMicrosoft will find itself in contempt of court if the company doesn't comply to a court order to hand over customer emails from its Dublin, Ireland data center. Read More
HP ProLiant Gen 9 Servers Are Just Around the Cornerin NewsHP releases some specs for the next generation (Gen9) ProLiant server family for the software defined data center. Read More
The Triple-Threat Career Path to IT Successin BlogsEntry-level IT aspirant seeks the triple-threat IT career path in project management, systems administration, and cloud computing. Read More
VMworld 2014: Final Notes from the Conferencein News AnalysisVMworld 2014 has come and gone, but the news and events it generated will have important results for those in the virtualization community. Read More
IBM's Watson Now Offering Cloud-Based Big Data Analyticsin NewsFrom clinical to culinary, IBM's Watson is now available to serve up data analytics from the cloud. Read More
HP Announces VMware Collab for SDN and OpenStackin NewsHP is working with VMware in order to combine the forces of its SDN solutions and Helion OpenStack with NSX. Read More