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ORAL Et" d3 USH l! IiilS .~
State Department of Public Instruction
426 Arizona State Building
Phoenix, Arizona
ORAL ENGLISH AFTER THE fIRST GRADE
Superintendent of Public Instruction
WES. A. TOWNSEi'. D
Director of Indian Education
Ex'" Officio ;\/\ embers
Hen. Paul J. Fannin, Governor
H( m~ W. W. Dick, Superintendent of Public Instruction
Dr. Richard A. Harvill, President, University of Arizona, Tucson
Dr, L. J. Walkup, President, Arizona State Co'k; go, flagstaff
Dr. Harold D. Richardson, Acting President, Arizona State University, Tempe
Mem~ ers Apeointed b~ the Governor
Hon. Raymond E. Booth, SuperintendentI Winslow Public Schoo's
Hon. Bessie Kidd Best, Superintendent, Coconino County Public SchOOlS
Hon. Bruce K. NIOOr\ J;, Superintendent, Phoenix Union High SchOOl System
Prepared by:
Classroom Specialist
Indian Education
State Department of Public mstruction
DIVISION Of INDiAN EDUCATION
State House
Phoenix, Arizona
BE ABLE TO COMMUNICATE SUCCESSFUllY
IS ONE Of THE IMPORTANT ASSETS IN UFE.
All too often teachers, suddenly given the l'ask of teaching English as a
second- kmguage j have no way of finding out how others have approached the problems
involved in this task.. One of the main obiectives of the Division of Indian Education
has been establishing Hnes of communication between teachers of the state so as to
snare experiences derived from teaching Indian chi'efren" They have been pleased to
act as a clearing house for teaching aids and methods i'Elsted and found to be of value.
The problems arising with Indian students learning English, as a second language,
wm probably never be handled wholly by trained speech correctionists in the
state of Arizona.. There are too many children iovoled.. Several thousand Indian
children are now enrolled in our public schools and the cost to provide speech specialists
would be prohibiHve ..
Therefore, this bulletin win consider a speech improvement program,
carried out primarily by the classroom teach~ n · . The conten'i" s of ' i" he bulletin is
suggestive, not prescriptive. The sequence is planneild but not mandatory.. The
teacher may select and adapt the suggestions to meel' theil need's of the individual
or group he or SM is trying to helpe
N\ ore and more teachers, at aU levels of the educaHonal ladder, are realizing
that language growth is a continuous process. It must always be remembered
that English, as a second language, is not taught in a vacuum, but in a social
environment" The Indian child should learn the new mode of communication by
living the language through activity. Effective language learning involves stimulation
from as many sources as possible...... visual, auditory, kinaesthetic.
Motivation is the most important factor involved' in a person's learning a second'
language. A keen desire to learn is fundamental to any fGal measure of success.
What can be more important to the Indian children in our public schools,
than ~" o handla in English, their own work- a- day language with facility. As the
language barrier is demoHshad, i" o the same extei1t will the amalgamation of the
Indian chHdh~ n of the state in~" o the dominant non- Indian society be hastened.
l\'\ AlvHE SIZEMORE
L'_~!' ossroom :,> p~ e. c! c! I. J's! 1.
Division of Indian Education
BASIC ELEJviENTS OF A PROGRAM FOR TEACHING i: NGUSt- 1 AS A SECOND
FIRST and foremost is the requirement to create the need for speaking English- then
capitalize upon this noed.
SECOND is the need to develop systematically a vocabulary for expressing oneself.
THIRD is the need to formulate and develop automatic control and fluency in the
use of natural and accurate English- language patterns.
FOUR is the need to teach each child to speak freely with respect to others and' to
learn to appreciate the art of listening as wen as speakina.
- - -.. -
FifTH is to provide opportunii'ies for conversing with others in group situations.
SIXTH is to encourage participation in group planning and social situations found
in the dominant culture.
SEVENTH is the stressing of contributions that are worthwhile for the group.
EIGHTH is to develop the ability to express oneself in creative and dramatic play.
NINTH is to encourage orderly, complete, clear development of ideas.
TENTH is to develop the abWty to recognize, interpret and speak so there is
IIsentence sense. II
ELEVENTH is to stimulate the acquisition of vowels and con$ Onants in proper
TWELFTH is to stress the accuracy of pronunciation, and importance of proper
sentence structure.
THIRTEENTH is to encourage natural, audible, pleasing, unstrained speaking voices
capable of reflecting mood and meaning.,
FOURTEENTH is to stress the importance of trying to eliminate inappropriate, or
distracting visiblo mannerisms while speaking_
The need for instructional help in oral English for Indian students does not
end with the first grade. They continue to need positive and constructive help for
severa' years. By the end of the second year in schaal they have become truly bi...
lingual, and then their needs overlap with those of English speaking children in the
classroom. This being true they arG seldom taught separately in instructional groups.
mentary school. Children of this age shOUld be led to become interested in language
as CI social skill, and to desire to develop their own powers in the use of language in
the situations of life.
A language is a method' by which one Hving thing by an effort, deliberate
or not, brings or exchanges a message to another Iiving thing_ For any person Ian'"
guage is lecnned in a very vital situation. If this is true of a chilcPs native lan-guage
it holds true in the learning of a second language, The skills involved are
not being learned alone, they are integrated in a cluster of leamings which include
attitudes, study habits, social skills, and values; Special interests of Indian students
shoUld be mat as they become familiar with the English- speaking culture in aU its
aspects, Integration with the total groups is highly desirable.
Older Indian boys and girls need guidance in their learning of English. The
successful teacher will be sensitive to their needs and plan her program accordingly.
In the classroom, lifelike situations and activities will give opportunity to create
interest and develop skW in oral and written expression. Thesa general suggestions
from experienced teachers may be found helpful:
1. The elementary school pupil is largely influenced by immediate
needs and immediate problems.. learning is facilitated if the
material is interestin~ to the pupil.
2. If the child feels secure in his classroom environment he will mingle
with English- speaking companions.. Teachers should appreciate the
importance of good human relations.. Contact with the whole group
gives the Indicn child practice in the whole constellation of English
learnings. Too often it is found that the Indian adolescent feels he is
being iSOlated because of his linguistic handicap and win revert back
to spending his time with companions who speak only his native
Experience has taught that many teachers have fai led to regard
seriously a number of important psychological problems in teaching
English as a second language. They have been so concerned about
the factors which they could see and measure that they have failed
to take into consideration some of the more subtle and less obvious
conditions, In other words they hclVt;; 1 become so absorbed in the
developmen~' of techniques that they have forgotten the student.
3. TeachiSfs must, from the very first day of school, use extreme care
to make the Indian children feel that they are interested in them and
reeognize ~' heir difficulties and successes, tven the tone of a
teacheris voice and her attitude will feU the chnd a great deal,
no matter what words she uses. indian children oro very keen judges
of whether or not a person is friendly, patien1', or interested. They
may misunderstand if the teacher talks too loudly or too rapidly, and
they mO'l take these to indicate irritation, whether or not she is in
such a mood. The wholG school situation should be conducive to an.
atmosphere of ease and happiness to insure ready response in English
and an acceptable social adJustment.
4. A special endeavor should be made to help children realize the
importance of speaking English well. Details or a language program
have meaning only as they are seen in relaHon to the larger idea or
principle: if the student sees the plan or general nature of the program,
the details then seem natural and become an integrated part of the whole;
that is the more easHy and readily \" l1e child secs meaningt the easier
the learning.
5. Indian adolescents are very sensitive.. They have fear that almost
amounts to a phobia, that someone wi II make fun of them.. In their
own cultural background shame, or ridicule, is used as a means of
discipline.. Be sure that the Indian child understands your questions.
Do not just take it for granted that he understands what you are asking_
See that his answers are considered respectfullyI and appreciated. Safe'"
guard them against experience that will make Indian children withdraw
from oral discussions. This is important for all agos, but crHical for
boys and girls in the upper grades. It seems reasonable to conclude
that in many instances failure in language learning may be traced
to unconscious fears of mistakes, end hence rejection of the new
6.. Children who are learning a second' language, and' are uncertain of
their use of it, will talk more freely in a small group. This type of
activity fits very weH ini" o an activity program where small mixed
groups may work together for reading, comminGle, work, and dis...
7, Thore is an opportunity to encourage good speech every time there
is an opportunity for oral expressicm. This statement is not meant to
imply that the teacher should correct poor speech every time it
occurs in a child~ s expression. it is embarrassing to have a
correction made while a student is talking before a class. Make
notes and save corrections, for older children, until you can work
with them alone. This is particularly important at the beginning of
the school year, when the children are strange to the teacher, it is
advisable to refrain from immediate correction of speech errors.. It is
more important to help the child feel that the expression of his thought
is a welcome contribution to the group i- han it is to make him feel that
every sentence must be absolutGlly correct before he dares to express
it.. Grammar can become a roadblock to exprossion; when using the
new language itself is the real hurdle.
The English language is made up of sounds, vocabularYl and grammar;
Each deserves special attention. Undue emphasis upon grammar may
aHenate from the total language program intelligent children who
initially showed a keen interest in learning English.
Essential Language Skills
Research in recent years tends to prove that a second language is more
naturaHy acquired in its spoken form. Also that students learning a second language
are more highly motivated in that language and to persevere in its use if the reward
of their effort is an early proficiency in using the learned language as an educational
tool" The wise teacher will plan activities that will involve her bilingual chiidriZin in
( A recent study showed that where non- English speaking pupils
were in minority in on English speaking community of high socioeconomic
level, they learned English much more quickly, since
English was the language spoken at the stores, in the movies, and
at all other community activities. In contrastI in this same study,
it was revealed that in the upper grades it becomes increasingly
difficult to motivate poorly acculturated pupils to an academic
type of study. rhe immediate needs of their lives do not seem to
require it and it is difficult for them to envision a long range need
which might or could occur later in life and in Q different socioeconomic
When a child is interested in what he is talking about he will often forget
Clnd overcome his lock of language skills by his enthusiasm. listen for the idea the
child is trying to express, rather than the mechanics of language. With practice the
languoge skills win improve. In this way they become helpers to good communication
in a secondary role, and are not the principal goal in themselves.
00 not be overly concerned about your Indian student's imperfect Eng' ish
SPeeCh, This does not mean that this aspect of language learning should be ignored.
It has been found that the longer an Indian child, learning English, uses incorrect
forms of speech, the more difficult it is for him to overcome his defects, and the
more he is slowed down in his learning to speak the language with the right intonation,
and' without accent. Give your older Inman students specific help, but
bear in mind that if teachers are successful in getting children to talk a great deal
in English, they will correct many of their own faults by conscious and unconscious
imitation of the English pattern. As teachers study individual children and come to
know their background and emotional developmentI they shQu. d strive to create an
environment that win provide an opportunity for speech improvement.
V\' hen children express their thoughts the teacher will need to listen criticoUy. J
Poor voice quality, lazy enunciation, inaccurate pronunciation, and limited vocabularies
will need to be noted. Thought must be given to ways and means of improv-ing
speech. isolated and mechanized drills do not CIS a genera' rule achieve the
desired ends in speech improvement for a group. Happier solutions for improvements
lie in using games, selecting speech lingles, motivation practice, subtly correcting
individual errors, and commending improvement, Do not overdo praise with Indian
children, many times this makes them feel conspicuous I which is contrary to their
Oral expressions should always be given the special emphasis that its
prominence and use in everyday life merits, The following essential language
skills should be developed step by step in well- planned sequence, consistent with
the mental and social growth of the child.
The following outline of skills and knowledges covers many of the difficulties
which the Indian children have in the use of oral English. It is the result of extensive
research by teachers who have worked for years with the Indian children of Arizona.
Use of I with name words:
John and Ii lv'iary and I; My brother and I ( not me)
John and I ( not I and John)
Pointing words: - these and - those ( not them)
Words that say uNou ( not, none, nothing, no one, nobody, nowhere)
Use of this and that ( not this here and that there)
Avoiding unnecessary words ( as my brother he )
iv1aking words mean more ( not more taHer, etc,)
Niaking words mean most ( not most loveliest, etc.)
Use of I, he, she, we, and they with one another, or with
names, as ( He and I; John and she; Mary and he; We and our
friends, etc.)
Use of me, him, her, us, and them with one another or with names, as:
( She asked him and me. They asked John and her. )
Use of me, him, her, us, and them after with, between, to, for
~------ - ....... --
Use of different forms of sit, 5i: lt .. rise, raise,.! 12 and .!!: y
Use of ought ( not had ought)
Use of shall I ( not will I) in asking questions
Use of he said ( not he says)
Avoid' unnecessary word's as: where to; off of; where is it at; from off
Use of1,. l!:, she, '!!. 2.! or they after as, ( I am older than she.)
Use of hard'ly and scarcely ( l1ot havenJt hardlyI etc.)
Correct use of:
come and came
saw and seen
did' and' done
w- ent and - gone
fan and run
teach and learn
sit and' sot
Jet and leave
12 and ~ ( especially you are)
was Clnd' were ( especially lOU were ana they we~ e)
we children and' us children
himself and' themselves ( not . h! sself and theirselves )
~, !!! and caten
- give,- gave and given
- good and - we- H
. b..!.!•!! § l any_ 1/ o, rougn• r•
took CInd ta, ken
- two,- too and'- to
wrote CInd written
grew Clnd grown
' b'e' 9' On and begun
knew and known
rode CInd ridden
threw and thrown
spoke and ; pokcn
broke and broken
froze and frozen
- chose and chosen
stole and stolen
drank and drunk
rang and rung
He . and lay
aandan .. TIke
andas rrse CInd raise
Understanding English
Anyone learning a second language usually understands more than he,
can speak or write. } I'!- dian chi ! dre~_ a~ er th-~ firsS' two orJ: hr~_~ years of school ing
canr:~~~~~"! h( 1ntheYucarl __<; lxpr~ s~ o~ al! y. l~_~( 1~ beeJ1 found by research that the
There is a distinction between an active ( functional or productive) and a
passive ( recognitional or receptive) vocabulary. That vocabulary is active which
is learned so intensively as to form, meaning, and use that it can be used by the
student in any list@ ning / speaking, reading or ~ l" ritin9 activity. Vocabulary is eon--
sidered passive when students understand its meaning in either oral or written con-text
without, however, being able to reproduce it themselves~ A person's receptive
vocabulary will always be larger then his active vocabulary.
In actual practice, with very few exceptions, the bilingual students who
have developed a reasonable facility in the use of oral English are successful
achievers in reading activities. So fundamental is the part played by language that
the entire instructional program should be organized so as to promote its effective use,
The teacher of em Indian chifd is faced with two major problems in guiding the ian-guage
development of her student: Teaching the child how to use the English language
and teaching the child when to use certain parts of the language.
Indian children many times master the mechanics of reading but compre'"
hension of what they read is very uncertain. When reading is started in bOQks, two
~ d made part of the student · s active language; pronunciation and intonation is
\ r
I istressed, and each concept is clarified. In extensive reading, the principal aim is
jcomprehenSion. Students are trained to get meaning primarily from the context
( although some common vocabu lory items may be developed for active use. AtJfutC
begjrtl1ing. f!! 1 reading lessons should be of the intensive type~ Lcd: erJlothJQn~ y \
- \
1:?~ L9JY~_ rlwi_~ I:!._ the material from th~_!~_ te~ tserYJJ} 91Q. LeU~ tL Children learn i
to " say wordsll but lack experience, many times, to do more than follow the general
thread of what they read~ Children who have little contact with the use of English
outside school should have special help with oral English to build understanding.
Following are a number of techniques for teaching English:
1. An Indian student, learning English as a second language, should be
considered a beginner until he learns to speak and understand enough
English to make a satisfactory adJustment to his grade level. Techniques; j
used with him should be those of teaching Engl ish as a foreign lan9Uage.~
Normally the techniques used in teaching in upper grades should be native
language techniques. The student must master the spoken language, this
means the literature of the language.
2. "~ anguage must be related to facts. To teU an indian child who has never"
seen a " monkeyU that it is a iungle animal does not give a basis for under'" )
standing the word IImonkeY" ll Use as many experiences with real things '
as possible to supplement verbal meaningslI A live monkey may not be \\
available to show the children, a picture or ", me other means of represen-\
tation, plus description, should be used to develop the chHdron1s concept (
of the word. The danger of being too obvious is nothing compared with
the immediate confusion, and future misconceptions which come from
premature assumptions of students · linguistic knowledge. Training in
sheer verbalization defeats the purpose of fang, Jage instruction.
3. There are many school experiences which are not dependent on fan9uag~ i
to express their mc.,'< mings. FHms, picturos, and other visual aids should
be used to supplement bool< s. By using objects, picfufc; s, and demonstra-tions
of various kinds the teacher can help the student build a knOWledge
of English in a process similar to that which a child learns his mother ton9ue~
4", In aU subiects use a great deal of discussion and explaining. Many
teachers worst and most common fault is talkins too much. They try to
make teachin~ a substitute for learning and in doing so prevent the child
from learning. It is essential to make the child feel Q need for oral
communication. The need to express himself or to make himself undef""
stood is not apparent to the child if the teacher expresses ideas for him or
continually repeats what he has said. Spontaneous free expressions of
interest should be encouraged to develop rapport between teacher and
pupils, also between Indian and non... lndian students. This will:
a. develop foci my of expression
b. call attention to new words and terms
c. extend class interests.
S. Work with small groups of children. Teachers of older Indian children
have found that bringing children around a large table for group dis...
cussion encourages them to speak up~ In such small groups you can
watch and check the comprehension of the individual child.
6. InClude the bilingual children in all activities whether they participate
acHvely or not, because as long as they are interested their learning
may be incidental.
Development of language Facility
Anthropologists report that language is the essence of culture, There are no
people anywhere known to be without a language and'the language always includes
expressions to describe those things that are considered important to rha people speak....
ing that languaga. In other words we could say language is the vehicle of culture.
Of au the tens of thousands of behavior patterns and belief systems we learn
from our culture, language is for and away the most important. In learning a new
language lithe enemy of the languCige to be learned is the language already in
possession .. II The basic assumption on which the program for teaching Engl ish as
a second language rests, like a first I native, language is most naturally acquired
in its spoken form Clnd that a solid and lasting ability to read a language best results
from previous acquisition of that speech which its written form symbolizes. Thus the
ear and tongue are to be trained first, and the eye only later. To facilitate the use
of the new language:
1. Involve the use of needs, to give purpose to a given activity.
Cl. The expansion of vocabUlary, until it is adequate for communication
about worthwhile things, shOUld go parallel with the student- s
b. Development of reasonable control over sentence structure.
c. The development of ability to preceive relationships between
language and facts.
d. The improvement of speech production.
learning grarmnar from rules is like learning the interpretation
of a melody second- hand from the explanations
of someone who has heard it sung. learning it from direct
speech is like learning the interpretation of a melody
directly from hearing it sung_ it is the only way to get it
fully Cll" ld exactly. After all, the human ear is responsible
for what human speech is; and what the ear has done, the
ear can understand better than the mind. The ear may find'
simple, what the mind calis comeHeated_ . ,
2. Include many work periods of a laboratory type in which children can
talk freely together as they work. In these social dtuations the bilingual chUd will
develop need for varied types of language expression:
a. Using the telephone
b. Introducing people
c. TeUing stories and listen ing
d. Dramatizing stories
~. Makine oral and written reports
f. Making announcements
g. Giving directions
h. Actual experiences needing a command of English:
Writing friendly letters
Writing Clnd answering invitaNons
Writing lei" ters of thanks
Taking not~ s
Writing a busin~ ss letter.
i « Writing group stories together makes an excellent opportunity
for special attention to words.
j. Make NEW WORD charts for all activities of th~ room .. go
over them often wfih the bilingual children.
k. Encourage chiBdren to show things they have made and done,
this tends to focus their ai'tcmtion away from themselves and
on the object or experience.
I. Play various kinds of word games for vocabulary development.
Games using preposHions; verbs.. and nouns are good for this
age group.
m. Find new words to be used in place of familiar words. Select
poetic words and colorful expressions giving awareness to words
that express mood, color, and character.
n. Focus special interest and attention on words in everything the
closs does; discussing new words; synonyms; homonyms, slight
and subtle differences in meanings, and the varied meaning
carried by a single word.
ldiosyncra~ ics of the English language
The idiosyncrasies of the English language are pointed out in the fonowing
poem from NEA Journal, September, 1956:
When the English \" ongue we speak,
Why is Ilbreakll not rimed with lIfreaU:"?
II Beardll sounds not the some as " heordlllJ
IICordli is different from IIwordll
; .........
Think of Ilhose ll and lIdoes" and II lose II;
And think of ilgoosell and yet of IIcooose".
Think of " comb" and IItombII and " bomb"- I
II 0011 11 and IiroHII and " home II Clnd Ilsome",
And since IIpayli is rimed with IIsayII I
Vv'hy not " paidll with IIsaid" I pray? ...........
Wherefore " cloncH but " 90nell and lI'one"?
Is there any reason known '(
And, in shortI it seems to me
Sound and letters disagn;} e.
This is another example of idiosyncrasies:
A farmer who started to piough
1- 10& nothing to work but his cough;
Before he got through,
Had his wife workinS I tough,
Which s~' artecl a family rou9h.
( Source unknown)
children with oral vocabulary_ The following comes from J~ Donald Adams on i" he
vagari- es 0).'. our Ianguage:
" Toke lfix', for example, a word whose
many faced character caused N\ ark Twain
to wonder how anybody not born to its use
could master English. You can fix the
ref- rigerator; you can keep your eyes or
your attention on something; you can fix
the price of something else; you can prepare
a meal or a drink; you con influence the result
of a game, etc. 1I
A number of parHcufar English constructions offer persistent difficulties to
Indian children. The difficulties vary from tribe to tribe. All languages spoken by
members of the Arizona tribes differ radically from English, furthermore, they vary
significantly from each other. Teachers must analyze the difficulties that her special
group of children have with their oral speech and construction of sentences. Teachers
should listen for sounds that are difficult for their children to hear and produce in
correct form. lists should be made that fit individual groups.. As stated above, the
basic ~ · hing to remember is that Arizona Indian children from different tribes have
language habits that vary significantly from tribe to tribe. This m:~ ns that their
? peech difficulties will not fall into a definite Indian pattern.
The language period, when aU children are working on correct usage and
expression, is the best time regularly available to w::> rk with the Indian children in
the classroom. ivlost of the special needs of bi lingual children can be met in this
class period by emphasizin9 practice on those forms which you know are most
difficult for the Indian children in your group. Observe your students. speech not
only in the classroom but also on the playground to see what their difficulties are,
then pian to give them spedal attention to help them overcome their errors.
The Navalo tribe, with their cousins the Apaches, are the largest Indian
linguistic group in Arizona. For this reason they will be used as an example in this
discussion of learning English as a second language. The principlos that apply to
this group can be used in teaching children of other tribes.
As a Navaio child learns to speak English he must reshape his pattern of
thinkins. Since his native language is so entirely different from the new one it does
not permit an easy readjustment of thought and expression habits.. !- Ie must acquire
a different mold in which to cast his thoughts. He cannot build the unknow. n upon
the known.. In fact, he often has to try to learn the unknow, n in terms of the unknown.
It would' tc:! f< e volumes to set down au the differences between Navajo and
English; os the two cultures differ, so do the languages. Teachars are not expected' to
learn to speak the language of her Indian students, but they should have a basic f< now'"
ledge of the Novaio language. Everyone who has learned a foreign language knows
that Q very limited knOWledge of the language of a people gives on insight into their
character and mentality quite out of proportion to the effori' involved in acquiring the
knowledge. To acquire even a rudimentary knowledge of Navaio or any Indian lan-guags
requires a great deal of time and effort" But the more the teachers know of the
native language structure the better equipped they wi II be to help their students learn
English. This knOWledge will also help to diagnose and correct speech defects charac...
teristic of Indian children learning English,
Teachers, while they have been conscious of ~' he difficulty which the
Indian child encounters in pronouncing English sound's, do not always sot good exam'"
pi; es. rand they are unconscious of the fact that their own pronunciations often are
faUlty. English speaking people with whom they converse understand the intentions
of their incomplete speech............ puLlndian children, with riO other modeW'o- ge-- b- y.....-_
AU teachers of bilingual children should hove a knowledge of the phonetics
of their own language. The definition of phonetics in a broad sense is the study of
rzr t .....
speech sounds, phonetics should not be confused with the use of phonics in the teach-ing
of reading, ehonetics CIS a stud>: includes the way in which speech sounds afe produced
by the speech mechanism of the human body.
There are somethings about the Navajo language that teachers should know.
Only by knowing what to look for will Clny but the most sensitive teacher detect the
points where the pupils are failing to conform in the new language. 8y knowing thel
reason, failures can be readily and initially corrected. The longer a child speaks
incorrectly the harder it is for him to correct his errors~
Things to Remember When You Are Teaching Navalo Children to
Speak English' .
1. Sounds:
There ore some sounds in the English language which do not appear in
the Navajo language" This is true of other indian languoges" These are very difficult
for Novaio children to saY......... difficu It, but not impossible. There is nothing peculiar
about Navajo Hps, tongues, teeth or throats which make i- hese sounds difficult, it is
simply that they are unaccustomed to making these sounds; J\ liony teachers are core'"
less in listening, and let matters slide if the sounds the children make are approxi...
mot ions. Care should be taken that the sounds are uttered as distinctly as possible.
0. The sound!!!, whether as in whe.! her or in ! hink, will be strange
to Navajo children. ( The 11th" sound is almost exclusively
English. It does not appear in any other language except
Greek and Danish). EvenchHdren who have been four or five
years in school will be heard to say, " Dis is my mudda", or,
IlDis is my fhaddall
• If the correct position of the tongue and
teeth is made clear to the children when the sound is introduced,
they will find they can make the sound.
b. This is true also of. i, or . e!!, !! and E. The tendency is the sub-stitution
of _ wh. f. or.. f, so that - F-- o- r- t Defiance becomes " Whut ~
Dewhance". The sound of.! may be dropped entirei y in the
Navajo language. The Spanish coin - reyed becomes simply
cents. Or many times the sound of.! is replaced by the sound
of- I, ar- oz becomes- alos, Americano becomes DUagaano. A
little Sil'l by the name of Rose might pronounce her name so
tha~' it sounds like - lois. The sound of- p is usually sounded by a
Navajo child as!?-, although the Navaj0.2 is more explosive than
the English 1:;:_ Of course the essenHal difference between E. and!?-
is the voicing_ IIPurple li is usually pronounced ububblell
, by a
e. Vowels in Navajo are - a-, - e,-', 0-, and rarely - u, all with the
continental qualities as found in:
These may be lengthened to the sounds in:
Consequently Navajo lacks the sounds in such common English
Navajo language has numerous diphthongs so that the pronoun
- I presents no difficulty in English; beinc" l a comb'inatio- n of a
and1. It The language lacks the common diphthong represented
in English by the long S?, which really is. 2 plus:!! or ~~
IT IS ONLY BY liSTENING CAREFULLY TO A
SING lE PUPil THAT A TEACHER WILL DETECT THESE
SUBT lE DEFECTS-...... THEY ARE lOST IN GROUP
READING IF THE CLASS IS PREDOMH-.. JANTlY NON-INDIAN.
2. Pronouns:
The Navajo language makes no distinction of gender in personal pro'"
nouns or possessives. ~, she, J. 1!. s_ and her remained mysteries for years to students,
and many have been graduated from schools and still say, liMy sister ~ is lose ~
horseII. Much practice with changing gender of ~' he antecedent is the only cure for
3. Articles:
There is neither definite nor indefinite articles in the Navajo lan9uage~
Only usage can teach a Navajo when to use - a, or - an, or - the. If the teacher is not
careful the child will think the article is part of the word and even at times win add
another articie-..... as in, III saw an asnake lt
, ( It is significant that in aU European
languages the indefinite article is the number- one, and neither classical Greek nor
latin has an indefinite article.)
4. Glottal Stop:
The glottal stop is peculiar to many if not aU American Indian Ian'"
guages. It is the last trait to drop out of the speech of Navajos learning English.
English speaking people while they do not take it into consideration, do use it uncon-sciously---
for example if a person wants to say uyour earll and make it perfectly plain
that they are not saying " your rearu will unconscious. y insert this glottal stop between
the words. This stop is an integral part of Navaio and its presence or absence may
completely change the meaning of a word~ Our careless treatment in English of the
letter. 1 is an invitation to take over the glottal stop......... all are familiar with the Scot
who asked for It 0 Ii-' bo'l of ~ a. rll. Especially the final! in English is prone to be
swallowed ana at best given the glottal stop.
• 1 t
Classroom Activities to Promote . Use of Oral English
Following are a few classroom activities that have proved successful in class-rooms
where Indian students are enrolled:
1. Class members take turns greeting guests, introducing visitors, and
sarving as hosts and hostesses for class parties or programs.
2. Ask your local telephone company~ s Business Office to send a packet
of materials that contains games and' teaching aids. Your school may
arrange to borrow a Teletrainer from the Division of Indian Education,
or from your local phone office.
3. " Pretend" conversations to Indians or characters in a" play, so
each child can explain his home, pets, or family. You will be
surprised' that Arizona Indian children do not consider themselves
as Indians. Their conception of an Indian is the classical stereotype
of feathers and warpaint.
4. Pupils i'ake turns in teaching a game, preparing an exhibit or
buUetin boards; the class talks on related ideas or experiences;
5. Show a film inVOlving a street fight, keeping a playmate out of
a game, or some similar sodal problem......... ecnourage the group to
decide on the best or right solution to the problem.
6. Puppets and fUms encourage dramatization, so does a well- told
or a weU- read story f Begin dramatizing daily events and familiar
rouNnCls and work into the less familiar imaginative playlets;
7. Invite an interesting local paintClr, trainman, rancher l Of museum
curator to be interviewed by the class;
8. The class selects a poem to read together in ahofus~
9. Pupils may tel! a part of a story from a new book they are reading
and then read aloud the ending of the story to the class~
10. Each pupil reads a " question" he has phrased for a quiz show,;
The first student answering correct; y then reads his question.
n.. Each pupil is asked to bring in a clearly- stated IIru le for home
safetyII II a good manner rule" IIru le for fair phJyll, etc.
( The teacher may Hst these on the board or do a class tapo
12, The tape recorder may be used to record committee meetings
of the class, and then later the class can Hsten to the ideas
and' language,
13. Who am I? Play a game like the television program " W, harl s my
line"? Use characters in stories, television personalitios, or
historical chorocters........ eoch pupil tokes a turn at asking a
question of the child who is Jlit".
14. Pretend that no one in class knows anyone else.......... each child
asks a question of his partner such as: II How do you spend your
summers? 1I ... IIDo you live near the school? 1I ... IIWhere does your
father work? II
15" § £. in ' 0 Stor~.: Tha closs decides on 3 objects. Each child makes
up a story giving information about these : 3 objects, One child
starts his story; the t<.' CScher stops him; another child carries on.
16. USG of tope recordGr or inter"" com system for closs...-- reading
poems, s~' ories, or dialogues to students in another closs.
17. Pupils invite the elementary supervisor, librarian, principal or
discussed and divided among closs members; a party or program
for parents may be developed; a return visit to the school nurse,
librarian, or principal may be arranged.
18~ Each chHd teils of personal experiences; in watching a motion
picture or te~ evisjon program, in observing a mystery, accident,
or unusual local happening.
19~ When a new pupil enters school, a class member takes the new
pupil to the principal, special teachers, bus driver, nurse,
librarian, supervisors, cafeteria, stoff and custodian and intro"
duces the new pupil.
20~ Use a current news item as a basis for class discussion....- each
student may bring in a news item on the Atomic Profect the
Big Storm, or overcrowded schools and read it to the group. The
class decides on the best ideas and the best sources.
21. Pion a field trip and choose class members to interview the
manager and clerks in a store, a museum, or the weather bureau
22. Each child makes an lIannouncement" to the class: on library
hours, a scout meeting, dancing or music lessons, money
collections for community projects, directions during an air
raid, or garbage disposal facilities.
23. Choral reoding of widely varied rhythms and volumes; humor and'
mystery are much appreciated.
24. A radio show is planned with announcers, panel members and
studio audience. Plan Iltake- offsll on Washington's winter at
25. Science demonstration; pupils talk as they demonstrate.
25. Each student brings in a description or dialogue of a person most
unlike himself, and reads it to the class", Or, one most like himself.
Class may guess who the person is.
27. invite three or four resource persons to class, as a unit is under
study; have the class frame the main topics of inquiry before the
resource persons appear; the class selects discussion leaders and
hosts for the session.
28. Organize a " TaU- Talesll Club for a weekly session; use myths,
mysteries, science fiction, legends, and folk stories ror variety.
29,. Students, through Student Government, present aU annotmce""
ments for aU fund drives, student elections, and student activities
......... announcement's are given over the public address systGm,
and in home rooms~
30. Ask students to describe the smGllIs; of a CafetGlria, locker Room,
Ditto Room, Shop, etc,. Speeches on taste~ 1 colors, sounds and
textures could' be included.
31. Plan a series of interview questions for a " Mock ' nterviGlw"; the
topic might be IIQuestions I would like to Ask lincoin ll or other
weH known historical characters. Plan a similar series of questions
to ask class mates about these men; compare language"
32. Students view television announcers or masters of ceren10nies and
list the hackneyed, meaningless expressions used in introducing
performers or acts. Pupils are asked' to list situations in which
they mCl'j need' to make introductions: in church, school, or
community life. Slips of paper are drawn and impromptu
introductions are presented' by closs members.
Adams, D. A., ' IMaterials and Techniques in Teaching English as a Second language, II
Modern language Journal, 41 : 376 ... 83, Dec. 1957.
Describes ten years of experimentation with ; ntensive
English courses at the Institute of latin American Studies.
This study was made at the Mississippi Southern College.
Beyn, R., " English as a Foreign language in Egypt, II Modern langua § ! e Journal"
40: 69- 70, February, 1956. This answers the following
questions: How is the new language like ours? How is the
new language different? How can these known simularities
and differences help make the cross"' over to the new language?
Borg, W. R.., and Goodman, J. S., " Development of an Individual Test of
English for Foreign Students, II Modern language Journal,
40: 240 - 4, May, 1956. D0scription of the test giv0n to
students at lockland Air force Base.
BOfglum, George, Illest Science Explodes in Our Face, II Modern language
Journal, Volume 36, N: 7, November, 1952_ learning
to speak by audio- visual techniques.
Bostain, J .. Wallace., " Rounding Up Superstition for the Sake of Composition ",
Modern language Journal, 342, November, 1955. Although
many of us are inclined to scoff at superstitions, we somehow
find ourselves knocking on wood or avoid walking under ladders~
This is an interesting study pertaining to superstitions.
Camp, N. Harry, lIHow language Affects Behaviorll , Education, 471 ... 490,
April, 1950. This is a guidance number dealing with:
1. The Ordering and Forbidding Method
2. The Clinical- Scientific Method
3. The Dialetic- Socratic or Discussion Method
4;, The Psychiatric or Psychosomatic Method
5;, The Non- directive, Self- analysis Treatment
interview Method..
Cannon, G. H., lllinguistic Science and the Teaching of English as a Foreign
language/ II Col. Eng., 19- 73... 5 N. 1957.
Furness, Edna l", IIA Plea for a Broader Testing Program, II l\ ilodern language
Journal, 39: 255 ... 257, May, 1955. This deals with sTandardized '
prognosis, placement and achievement tests for grammar, vocabulary
and visual comprehension, but as yet there is no accepted or satisfactory
test for measurement of ear ski 115"
Getsinger, J .. Wilson, Dr., IITeaehing English as a Foreign languogell
£; aHfornia Journal of Secondory Education, 30. 461 ... 464, December,
Hocking, E., and del Barrio, IIA New Dimension to Teaching language, II
N. EeA. Journal, 44, February, 1955. Mrs. del Barrio teaches Spanish
in Cody High Schoo., Detroit. Dr. Hocking is head of the Department
of Niodern languages, Purdue University, lafayette, Indiana.
Kaar, Geleta Me, IIIaking in the In- Migrant", School Executive, 75, ( Oct., 5S),
50 ... 51. Newcomers from Europe, Mexico, Puerto Rico, and from other
countries CIS weH, are welcomed to become part of the community.
Paratose, A. I " English Program for Foreign Students at Indiana UniversityIII~ odem
language Journal, 40: 105 - 6, February, 1956.. The field of English CIS a
foreign language, or English to foreigners is comparatively new, so new in
fact that there is a scarcity of trained peisOfmel and teaching materialS in
this field..
Schwab, W., IIlanguage and Related Problems of Foreign Students, II Assn .. Am"
Col. Bul., 42: 310 ... 15, May, 1956.. Calls attention to students ·
difficulties with terminology in different subjects.;
Puerto Rican Study, Board of Education, City of New York; N.. Y.., Resource
Units for Classes With Puerto Rican Pupils, ( 5 bulletins with titles as
follows ): ..
1. Secondary School Orientation Stage
2. Secondary School Transition Stage
3. Secondary School Extended - Orientation Stage
4. Teaching English to Puerto Rican Pupils in the Secondary
5. An Experiment in Guidance of Puerto Rican S)" udy
Click tabs to swap between content that is broken into logical sections.


text:
Main Content
Nothing warms you up like a cozy beanie and Lakers pride. When the mercury drops on game day, wear this vintage Lakers Matterhorn knit hat from '47 Brand to warm up with team-spirited style! This beanie features an embroidered Los Angeles logo, woven lettering, and pom. You'll be getting attention from fellow Los Angeles Lakers fanatics and rival fans whenever you wear this knit cap!
- 100% Acrylic
- Imported
- Officially licensed NBA product
- One size fits most
- Pom on top
- Quality embroidery
- Woven graphics
Lakers Customers also liked:
Special event items are produced by manufacturers only after the outcome of a game or event. These are advanced sale items and will ship immediately after they are received in our warehouse.
Manufacturer direct items are shipped directly from the manufacturer. These items are not available for international or expedited shipping.
Customized items can be personalized with options such as your name, your favorite number, and/or designs. Some options may be limited by league rules.

subset: commoncrawl


text:
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HOME Miami Hurricanes Gear Miami Hurricanes Kids Miami Hurricanes Kids Sweatshirts & Fleece Sale Items (15 items) Product ID: 915902
Main Content
When the temperature begins to drop, your little fan's Miami tee just isn't going to cut it! Make sure he's kept warm in Hurricanes pride by dressing him in this Wizard full zip hoodie. It features a contrast color block on the chest, a twill applique school wordmark embroidered on the left chest, and the team name in embroidered twill lettering across the back. Your little fanatic will be showing off his 'Canes spirit and keeping warm all winter long when he's wearing this hoodie!
- 80% Cotton/20% Polyester
- Fleece lining
- Full length zipper
- Hood without drawstring
- Imported
- Midweight hoodie suitable for moderate temperatures
- Officially licensed collegiate product
- Rib-knit cuffs & waist
- Twill applique logo and lettering
- Two front pockets
Hurricanes Customers also liked:
Special event items are produced by manufacturers only after the outcome of a game or event. These are advanced sale items and will ship immediately after they are received in our warehouse.
Manufacturer direct items are shipped directly from the manufacturer. These items are not available for international or expedited shipping.
Customized items can be personalized with options such as your name, your favorite number, and/or designs. Some options may be limited by league rules.


text:
Last night, immediately following the projection that Barack Obama had won a second term as President of the United States, the number of Instagram photos uploaded each second surged to 2.1x the normal rate.
People from around the United States tagged more than 100,000 photos with #IVoted, and 150,000 photos with #election2012, allowing folks to share their own—and tune into others'—election night experience in real-time.
The intimacy and immediacy of the Instagram experience has fostered new and meaningful connections across the globe, whether it's looking through the lens of a family member across town, or a favorite candidate barnstorming across the nation. We love watching people share photos in new and interesting ways, and we're excited about the potential Instagram has to bring us all closer together.
You've asked for Instagram on the web and we've listened. Over the next few days, we'll be rolling out Instagram profiles on the web!
Your web profile features a selection of your recently shared photographs just above your profile photo and bio, giving others a snapshot of the photos you share on Instagram. In addition, you can follow users, comment & like photos and edit your profile easily and directly from the web. It's a beautiful new way to share your Instagram photos!
To see your profile, or to explore a friend's profile, simply navigate to instagram.com/[username]. For example, in order to view Nike's profile, @nike, you'd navigate to instagram.com/nike on the web. If you don't see your profile yet, be assured that you'll see it in the next few days. We're rolling out profiles to everyone on Instagram over the course of this week. You can find more information on Instagram profiles below the photos in this post, as well as in our help center.
Take a look at some of these beautiful profiles to get a sense of the new Instagram web experience:
What are Instagram web profiles?
Instagram web profiles are a beautiful new way to view and share Instagram on the web! Your web profile features your photos along with your profile photo and bio, giving others a look at the content you share on Instagram.
What can I do with Instagram web profiles?
You can share your own profile with anyone you want to see your Instagram photos. In addition, web profiles provide an easy way to follow other users, comment & like photos, and even edit your profile directly from the web.
Why is Instagram launching web profiles?
We're launching web profiles to give you a simple way to share your photos with more people and to make it easier to discover new users on the web.
How do I see my web profile?
To see your profile, or to explore a friend's profile, simply navigate to instagram.com/[username]. For example, in order to view Nike's profile, @nike, you'd navigate to instagram.com/nike on the web.
Why can't I see my web profile yet?
Web profiles will launch to all Instagram users in the next week or so. If you can't see your profile yet, rest assured that you'll see it in the next few days.
Who can see my web profile?
If your photos are set to public, anyone will be able to see your profile by visiting instagram.com/[your username] on the web. You do not have to be an Instagram user to view a public user's profile on the web.
If your photos are set to private, your photos will be visible only to logged-in Instagram users you've allowed to follow you.
What photos are included in my web profile?
All photos you've shared to Instagram are included in your web profile.
My photos are set to "Private" – do I still have a web profile?
Yes, but not everyone will be able to see your photos. Your photos will be visible only to logged-in Instagram users you've allowed to follow you.
Can I upload photos from the web?
Instagram is focused on the production of photos from mobile devices so users are not currently able to upload from the web. We're excited about how Web Profiles will make it easier to browse and share content on the web for all our users.
It can be cumbersome sharing a photo to Twitter and @mentioning someone whose Twitter username is different from their Instagram username. Today, we've rolled out a change that will make sharing to Twitter more seamless.
For photos shared to Twitter, Instagram now translates @mentions for users whose Twitter username and Instagram username differ.
If the @mentioned user has connected Instagram to Twitter:
If the @mentioned user has not connected Instagram to Twitter:
For @mentions that do not match any Instagram usernames, the @ sign will remain when shared to Twitter.


text:
Sierra Boggess makes her cabaret debut at 54 Below with the new show Awakening. Learn about what inspires the Broadway.com Audience Choice Award winner onstage and off.
It's Alysha Umphress' first video blog and she's pulling out all the stops. We're talking rehearsal shenanigans, glamorous dressing rooms and super secret hallways. Watch the vlog and then go see On the Town!October 14, 2014
In this week's episode we welcome a new video blogger, find Honeymoon happiness, unveil the new Culturalist top 10 and pit two Tony-winning View funny ladies against each other!October 15, 2014
Tony winner Alan Cumming talks about his new memoir, his dream projects and what it's like to return to Cabaret.October 17, 2014
Disney has done it again with their new stage adaptation of the animation hit Aladdin! Hear all about the new family favorite from the stars and creators in this video trailer.July 15, 2014
What makes Jez Butterworth's new drama The River so eerie? Find out from headliners Hugh Jackman, Laura Donnelly and Cush Jumbo, then see them in the new production beginning October 31 at Broadway's Circle in the Square Theatre.October 14, 2014
Annaleigh Ashford answers your questions about Halloween costumes, her short history with wrong guys and which of the crazy characters from You Can't Take It With You she'd invite to her own family dinner.October 10, 2014
A new star is stepping into Hedwig's heels on October 16! Broadway.com chats with Dexter and Six Feet Under fave Michael C. Hall about getting fit for his Broadway turn in Hedwig and the Angry Inch.October 9, 2014
Broadway.com talked to director Bill Condon, writers Henry Krieger and Bill Russell, stars Erin Davie and Emily Padgett and the design team at a recent press event.October 17, 2014
The Lion KingSeptember 25, 2008
Tony winner Laura Benanti returns to talk about her new gig on TV's Nashville, her fantasy reality TV show about Broadway and her amazing Twitter talentOctober 9, 2014
See clips from the Broadway sensation inspired by The Wizard of Oz.September 25, 2008
Nathan Lane, Stockard Channing, Matthew Broderick, Megan Mullally, F. Murray Abraham, Rupert Grint...and Micah Stock! Talking with the hilarious cast of Terrence McNally's It's Only a Play on opening night.October 10, 2014


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The International Cycling Union (UCI) granted the BMC Racing Team ProTeam status for 2011 on Monday, fulfilling another one of the team's long-term goals, said cycling visionary and team owner Andy Rihs.
Good For BMC
In 2010, the BMC Racing Team finished as one of the top 10 teams in the UCI World Rankings. "I'm very happy because we have had a vision to always be one of the top teams and this confirm it," Rihs said. "It also reflects well on what we have accomplished to date and it fits perfectly together with our program as a race team and with BMC bicycles as the title sponsor." BMC Racing Team President Jim Ochowicz said ProTeam status guarantees participation in all the world's greatest races. "What this means is that we can certainly prepare the team better and have more opportunities for success throughout the year," he said. "We are proud to be included as members in this prestigious group and thank the UCI for their confidence."
Long-Term Goals
Directeur Sportif John Lelangue said it is a big achievement to be among the 18 best teams in the world. The elevated status also provides the BMC Racing Team with middle and long-term vision plan opportunities. "We can bring in young riders, for example, and build with them for the future – already looking forward to Paris-Roubaix or the Classics – in two or three years," Lelangue said. "But we still have to race well to preserve this level and be sure at the end of the year we can stay ProTeam for the upcoming years."
Rider Reaction
The news was also welcomed by the BMC Racing Team riders. The first event on the ProTour calendar is the Santos Tour Down Under, Jan. 16-23. "This is a testament to all the hard work the riders, managers and staff have put into this team," three-time U.S. national road champion George Hincapie said. "I am very proud to be part of this organization and look forward to a successful 2011 season." Past world road champion Cadel Evans said: "Being accepted into the ProTeam ranks is another stamp of approval for the good work by everyone at BMC. From Team Wwner Andy Rihs, to everyone involved in the day-to-day efforts of the team, it has been a team effort to get to this level. Now with the status and security of a ProTeam license, we can all plan for longer term efforts."


text:
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Hear all the sound you were meant to hear with this NXG 125-watt powered subwoofer.
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This event is held to promote the seafood industry and mark the arrival of the oyster season. This is an all-you-can-eat affair of oysters prepared many different ways, hush puppies, clam chowder, hot dogs, french fries, salad bar, soft drinks and much more. There will be live entertainment, souvenirs, raffles, and contests. Gates open at 10:00 a.m. Seafood is served at 12:00 noon and ends at 4:00 p.m. No pets are allowed inside the festival grounds. The Oyster Festival is held rain or shine and is sponsored by the Chincoteague Chamber of Commerce.
This facility meets ADA Accessibility Guidelines for wheelchair accessibility, including an accessible entrance,
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|Max. Power
|350 hp at 7400 rpm
|350 hp at 7400 rpm
|Acceleration 0 - 60 mph
|4.8 s
|4.6 s (4.4 s Sport Plus)
|Top Track Speed
|177 mph
|176 mph
|Fuel Consumption City (estimate)
|19 mpg
|20 mpg
|Highway (estimate)
|27 mpg
|28 mpg
You could ask whether the sports car is still relevant. It would be a good question, but you might as well ask the same of dreams.
The answer to both questions lies in the future or, to be more precise, in the future of the sports car. In the 911, the future is already here. The highly efficient,...Learn more
Pure, direct, precise. Short shift movements and an optimum transition from one gear to the next. That's exactly what you would expect of a Porsche manual gearbox.
What you might not have expected is a 7-speed manual gearbox that combines a high level of sporty performance with an equally high...Learn more
Another possible definition of efficiency is a system that works only when it is needed, and then does so in a particularly effective way.
This was the guiding principle for our engineers in the development of the electromechanical power steering. Statis- tics show...Learn more
Fitted as standard, the SPORT button enables you to select a suspension setup where the emphasis is on either comfort or sporty performance. At the push of a button, the electronic engine management system switches the engine mapping to offer an even sharper response and engine dynamics...Learn more
To our engineers, clever and innovative hood technology is particularly important. The result we see today is a flexible fabric hood comprising a fixed glass rear screen and three integral hood elements, which are manufactured from magnesium. This makes the hood highly robust and, yet, particularly...Learn more
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text: I recently acquired a Martin Jaguar T/D Recurve and to date the jury is still out. I am fairly new to traditional s but I already had the Hatfield and this was in deed a step back. All in all though the bow came complete, the finish was not great but not horrible enough to warrant a send back. Its kinda loud & the top of the grip will do a number on the top of your thumb knuckle. The biggest problem was that plastic elevated rest....trad bows, me, and elevated rests were not meant to be. So I ditched the rest after shooting the barn the 900th time and went back to what I knew. Sort of.....I currently have the shelf done up with an impromptu hair rest with a piece under it to radius it..... Now I just need to move the shaft over some to get the whole setup closer to my hand for instinctive shots. My groups at 20 are clicking shafts together but they are about 8 inches right.....my guess/gut is it is the launch happening with the arrow to the right of center shot on that huge shelf. I'm looking for additional Suggestions to correct this before I start trying stuff this weekend...so far I have numerous suggestions of other elevated rests which I am really not interested in ( I want to shoot off the shelf)and then the addition of pads or even wooded pieces to close up the shelf some (capped by leather striker pads). Anybody here on this forum shooting a metal riser bow off the shelf? If so what did you do? Any suggestions would be much appreciated!


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This horoscope reading is based on the Davison Relationship Chart, known as the Combine Horoscope in Europe. The interpretations are compact, clear and impressively accurate. You will be surprised. Even for a pair of twins the interpretation is sophisticaded and illuminating.
Mona Riegger is the author of the German "Handbuch der Combin- und Composit-Deutung". The Horoscope for Two is based on the chart technique described in this book. She is is one of the founders of the Astrology-Centre in Berlin and has been working as a consulting and teaching astrologer since 1980.
Topics dealt with in the different chapters:
There are a number of astrological methods which enable us to view a partnership more effectively. The oldest method is that of horoscope comparison, called synastry. Here, two birth horoscopes are investigated and interpreted on the basis of shared aspects. Composite and Combined Horoscopes, on the other hand, are relatively new.
Robert Hand is considered to be one of the pioneers of composite horoscope research. His comprehensive interpretative work, Planets in Composite, appeared in 1975. We owe the Combined Horoscope to the work of the Viennese astrologer Philip Schiffmann, and independently of him, the Englishman Ronald Davison - the "Horoscope for Two" is based on their research. In the English speaking world the Combined Horoscope is often called the 'Davison Relationship Chart'. Whereas the composite horoscope does not reflect an actual astronomical constellation, the Combined Horoscope unites the birth horoscopes of the partners in space and time, in a new and real constellation. That point in time is determined which lies exactly between the birth dates of the persons involved, while the geographical longitude and latitude are established in the same way.
"I must admit that the described relationship man-woman came very close to reality from my viewpoint in both cases, in one instance so close that one could think Ms Riegger has been personally observing us for years!"Read more Feedback


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This past Sunday, I decided to participate in Flags on the 48 for the first time. The weather was beautiful, and the flags were flying high. It was a great hike, and I will do it again next year.
If you would like to see the entire photo set, in can be found here


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With their sixth album, the University of Maryland Faux Paz reveal a fresh sound that is both more polished and sophisticated while still maintaining the explosive energy and emotion that has driven the group for the past 20 years. So get ready, get set, get REV'ed.
A Cappella's resident rockstars electrify the nightlife with "Midnight Hour". Screamin' vocals and powerful production pack the amp towers and vocal pyrotechnics into a downloadable explosion!
The Richmond Octaves are a powerhouse, as proven by their CARA nods and BOCA appearances. Now their talent and passion shine on "Ricochet".
With their first full album since the multiple-award-winning "A Fifth", University of Oregon's On The Rocks explodes back onto the recorded a cappella scene in a big way. Check out the newest sounds from one of the Sing-Off's favorite groups, and hear why many consider On The Rocks the finest all-male a cappella group on the West coast.
The second volume from prolific a cappella one-man-band Peter Hollens, Covers Vol. 2 features collaborations with hot YouTube artists including Pentatonix frontman Scott Hoying and Miranda Sings.
What many people do with tens of mouths, Peter Hollens does with one mouth tens (or hundreds) of times. In addition to recording and engineering his own tracks, Hollens creates creative YouTube videos for every single one of his tracks, and is a prolific collaborator with other YouTube stars.
Founded in 1999, University of Oregon's On The Rocks (their state's first official collegiate a cappella group) has risen to become one of the best-known names in a cappella, largely through their inventive arrangements and killer choreography. After finishing their contract with NBC's The Sing-Off, OTR is back and ready to rock!
CASA is the first name (well, acronym) in a cappella. Part of that is because it's much, much easier to spell. But for years, the collective has been the home of a cappella blogs, forums, and the SING series musical compilation, helping up-and-coming a cappella artists go beyond their schools and reach the world.
A Cappella Records is an independent San Francisco-based label. We provide copyright clearance, digital distribution, and royalty reporting for a cappella originals and cover songs. ACR is a one-stop destination for anyone who wants to sell their music legally and easily. When we're not helping people clear and sell music, we perform and write music, teach classes in various aspects of music performance and business, and improvise on vocal versions of video game themes.
A Cappella Records selects new artists via an individual application process. To apply, please fill out the contact form to the right. Be sure to include your artist name when you apply. A link to some of your music, videos, or other content is greatly appreciated.


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Street Style Hair: Curls Gone Wild
The Curls Gone Wild Natural Hair Expo and Hair Show was all about embracing kinks, coils and everything in between. Presented by Return of the Curls, the vibrant show redefined what it means to take hair to the next level. Check out the fabulous tress trends this curly crowd had to offer.
Photo Credit: Through My Lynnz Photography & Design


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While some kids are glued to the television watching cartoons or reading comic books, your kiddo is studying up on the latest Ohio State game. He's constantly bugging you to take him to the next game – making him quite the passionate Buckeyes fan! Let him wear that team pride proudly across his chest with this Fastball tee. It has the school and team name printed above the establishment year and an Ohio State wordmark, plus team-colored raglan sleeves for an extra touch of Buckeyes spirit that'll make all the other kids jealous!
- 100% Polyester fabric
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It is time to start thinking about snow. Well, we have plenty of time to think about summer still. But, one must be prepared for snow. Therefore, this is the kickoff post for the 2nd Annual Fall Pick the Day of First Snow on the Summit Contest.
The rules are:
Select the day when the daily F6 report shows 2.0" or more of snow for that date.
There can only be one entry for a day. Whoever gets their post in first has that date.
If your date has past and there has not been 2.0" or more of snow, you are out - in the cold.
You may only enter once.
If you work for a company that alters the weather, makes snow over 6,000 feet, or can move mountains to be under snow clouds - you are not allowed to enter.
The winner gets to make a huge snowman at the base of Tuckerman Headwall by themselves.
For reference, here are the results from the 1st Annual Contest:
Status update time:
9/23 Charlie
9/26 rockin rex
9/30 Snow Miser
10/1 TrishandAlex
10/2 whitemtnvisitor
10/9 donnellyvj
10/11 Brad
10/13 mtruman & Rich - Winners
10/15 dvienneau
10/18 KathyC
10/19 Patrad Fischroy
Let the best snowman or woman win.


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commandlinefu.com is the place to record those command-line gems that you return to again and again.
Delete that bloated snippets file you've been using and share your personal repository with the world. That way others can gain from your CLI wisdom and you from theirs too. All commands can be commented on, discussed and voted up or down.
If you have a new feature suggestion or find a bug, please get in touch via http://commandlinefu.uservoice.com/
You can sign-in using OpenID credentials, or register a traditional username and password.
First-time OpenID users will be automatically assigned a username which can be changed after signing in.
Every new command is wrapped in a tweet and posted to Twitter. Following the stream is a great way of staying abreast of the latest commands. For the more discerning, there are Twitter accounts for commands that get a minimum of 3 and 10 votes - that way only the great commands get tweeted.
» http://twitter.com/commandlinefu
» http://twitter.com/commandlinefu3
» http://twitter.com/commandlinefu10
Use your favourite RSS aggregator to stay in touch with the latest commands. There are feeds mirroring the 3 Twitter streams as well as for virtually every other subset (users, tags, functions,…):
Subscribe to the feed for:
Site by David Winterbottom (user root).
Also shows files as they are found. Only works from a tty.
For instance, to add mongodb 10gen package
echo "deb http://downloads-distro.mongodb.org/repo/ubuntu-upstart dist 10gen" | sudo tee -a /etc/apt/sources.list
Using sys
"That's it. Not much to see here. The first command writes any cache data that hasn't been written to the disk out to the disk. The second command tells the kernel to drop what's cached. Not much to it. This invalidates the write cache as well as the read cache, which is why we have the sync command first. Supposedly, it is possible to have some cached write data never make it to disk, so use it with caution, and NEVER do it on a production server. You could ... but why take the risk?
As long as you are running a post 2.6.16 kernel,..."
Source: http://ubuntuforums.org/showpost.php?p=3621283&postcount=1
Show external IP and geolocation information.
Primary feature is the use of tee to echo IP _and_ send to geoiplookup command...Use IP as input for as many commands as you want with more >( [command] )
Thanks to http://www.commandlinefu.com/commands/view/6334/
Requires MaxMind DB and geoiplookup tool.
Sample output has IP obfuscated on first line, lines 2-4 from having MaxMind Country && MaxMind City DBs installed
Calls sudo tee like all the other lines, but also automatically reloads the file.
Optionally you can add
command Wq :execute ':W' | :q
command WQ :Wq
to make quitting easier
Find which directories on your system contain a lot of files.
Edit: much shorter and betterer with -n switch.
If you need to fix a randomly failing test (race condition), you need to run it until you get that hard-to-reproduce failure.
This is a more concise answer to http://blog.commandlinekungfu.com/2011/09/episode-158-old-switcheroo.html in my opinion.
probably just like 1204, but uses tee as a filter (+ I actually understand how this one works)
You can find every file with png extension and redirect its output to file. Later you can find a string inside the file.
extracts path to each md5 checksum file, then, for each path, cd to it, check the md5sum, then cd - to toggle back to the starting directory. greps at the end to remove cd chattering on about the current directory.
Put this command on /etc/rc.local.
Sometimes you might need to have two copies of data that is in tar. You might unpack, and then copy, but if IO is slow, you might lower it by automatically writing it twice (or more times)
when using named pipes only one reader is given the output by default. Also, most commands piped to by grep use a buffer which save output until tail -f finishes, which is not convenient. Here, using a combination of tee, sub-processes and the --line-buffered switch in grep we can workaround the problem.
Backups $DIR_TO_BACKUP into tape, creating on the fly a MD5SUM file of the backup.
Then rewinds one record on tape and checks if it's well written.
This one is a little bit easier for those of us that aren't always root.
Watch any command (pipes ok, quotes be careful) and keep history in a file. Good for watching and recording any kind of status or error condition, file creations, etc. The choice of "who" as CMD was just to show an obvious usage.
Uses plenty of shell tricks that can be disassembled for simpler stuff. It's deliberately not perfect, but it is generic, and can be customized for your own uses. Had to shorten a little to meet 255 chars.
Better than "watch" how? It keeps a date log of what is going on, and tee'd output is plain-text.


text:
Connect with God
Yes!, send me a free trial issue of Men of Integrity.
If I like it, I'll pay just $19.95 and get five more bimonthly issues (a full year in all), plus complete web access. If not, I'll simply return my bill marked "cancel", owe nothing and keep my free trial issue.
Christians' misguided fight for football devotions isn't working.
Reformed theology is more irenic and diverse than you think, says theologian Oliver Crisp.
Why the pulpit—and not the screen—still belongs at the center of our churches.
A way forward for declining churches
What can preachers learn from professional storytellers?
Live out the message of Jesus.
In our modern day of mobility and instant gratification, what might lifelong dedication to a friend mean?
10 resources to help those who are suffering
8 tips to ensure that everyone who signs up for small groups gets connected
How one multi-ethnic church structures small groups to reach their community
How can your small group partner with community organizations?
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Archived News (25/05/2014) : SUPP Launches Blue Army Group To Protest Teras Entry Into BN
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Tunnel Walk Leader, 6, Dies of Brain Cancer
Isaiah Casillas (white 22) and Quincy Enunwa (18) lead the Tunnel Walk.
By Randy York
One of two pediatric brain cancer patients who helped lead Nebraska's Tunnel Walk entrance into Memorial Stadium before the Huskers' 30-27 come-from-behind win over Wisconsin on Sept. 29 died Sunday at Community Hospital in McCook, Neb. Funeral services for Isaiah Casillas, 6, will be Sunday, Dec. 9, at 2 p.m. at the McCook City Auditorium. Burial will be on Monday, Dec. 10.
"Isaiah had been in a hospice room for the past two weeks," Keith Zimmer said Monday. Nebraska's associate athletic director has remained in constant contact with Pat Casillas, Isaiah's dad, and Emily Casillas, Isaiah's step-mom. "Over the last couple weeks, Pat and I talked almost daily, and he was very proud of the courage little Isaiah showed. As everyone can imagine, wins and losses are put in total perspective when a 6-year-old is battling cancer and hanging on to some great memories he had with Rex Burkhead and his family as well as fellow cancer patient Jack Hoffman (7) and his family."
Enunwa Escorted Isaiah in Memorable Walk
Big Red football fans roared when Bo Pelini led the Huskers onto the field for that conference opener against the Badgers. Receiver Quincy Enunwa escorted Isaiah, and Burkhead escorted Jack through the Tunnel Walk. The scene will forever be etched in Zimmer's mind. "It showed Coach Pelini's compassion, his genuineness and his leadership by example," Zimmer said. "Just seeing that was one of the most touching moments of my life."
Robyn Burkhead, Rex's mom, recalled an experience a couple weeks earlier with Jack, Isaiah and Rex. "It left me speechless," she said, referring to the families congregating in the Dick and Peg Herman Student-Life Complex following the Huskers' 42-13 win over Arkansas State. The post-game get-together not only celebrated Rex winning a national award from Uplifting Athletes, but also a group of veterans honoring the two pediatric brain cancer patients for their faith and courage that inspired a football team, plus countless Big Red fans across the country and around the world.
"It was such an emotional afternoon that it's hard to describe your feelings," Robyn Burkhead said. "I was just so very proud of how my son was positively impacting the lives of others and sharing his blessings with those around him. At the same time, I was humbled and honored to be in the presence of two amazing children.
"Little Isaiah stole my heart!" Robyn said. "What a precious angel he was, giving and sharing himself with everyone around him. You could tell that he'd never met a stranger, and he loved unconditionally. He hugged everyone in the room, and what a special hug it was. It's one that I will treasure forever."
Isaiah Casillas was born on June 9, 2006, and died at 3:52 p.m. on Dec. 2, 2012.
"Isaiah was an amazing little boy. He had so much spirit," Zimmer said. "He uplifted the hearts of everyone who was trying to uplift his, and he leaves a lasting legacy for at least 47 of our football players. Because of Jack and kids like Isaiah, we formed our own chapter of Uplifting Athletes, and we're determined to do everything we can to help the cause of pediatric brain cancer – the No. 1 cancer cause of death in children."
Fans wishing to learn more about Nebraska football's Uplifting Athletes chapter can access www.upliftingathletes.org.
Send a comment to email@example.com (Please include current residence)
Follow Randy on Twitter at www.twitter.com/RandyYorkNsider
Randy's N-Sider Column Archive
Voices from Huskers around the World
Thank you for your very thoughtful story about Isaiah Casillas. Your commitment to helping us fight this disease is humbling and appreciated. There are no words to describe the heartache that our family feels for the Casillas family. Thank you for honoring Isaiah's life with such a touching story. This past weekend was very difficult for several Nebraska families. On Friday, Sydnee Owens, 14, from Aurora, and Leya Bartels, 6, from Brady, also died from pediatric cancer. Isaiah, Sydnee and Leya's deaths are all a grim reminder of the work that needs to be done for all pediatric cancers. Thank you for doing your part. Andy Hoffman, Atkinson, Nebraska
Forget about the wins and losses. What the players on this football team stand for off the field makes me proud to be a Nebraska fan! John Seevers, The American School in Japan, Tokyo
Thanks for sharing this heart-wrenching story. I think we all need to take a step back and realize how much time and effort the university's student-athletes put into school, athletics and community. Although little Isaiah has left our physical presence, it sounds like his spirit will live on through many of those that he crossed paths with. Branden Mathine, Los Angeles, California
I am from Lincoln and I missed the results of last weekend. I wanted to catch up and did my usual "Google" search. Your story was the one I chose, and I want to thank you for capturing moments I missed before in such a heartfelt and beautifully written story. I cried from the beginning and all through the story. Well done and thank you. Kay Marti, Lincoln, Nebraska
Hearing that Isaiah had passed hit me like a ton of bricks. Since the Wisconsin game, I could not find information on Isaiah's condition. I thought I had read (on Facebook) that he was showing encouraging signs following that game, but when you are first diagnosed with tumors over 70 percent of the brain the future was bleak. Children are amazing, and it is absolutely refreshing to see good stories written. The debacle on the field in Indianapolis seems much more palatable now. For the rest of us, the sun came up on Monday. I have shared the links to your writing with others. If you run into the football team, please tell them to keep putting their best foot forward, play with discipline, and give the Bulldogs Hell in Orlando!! (I feel like Mr. Casillas would want it that way). Leo Marshall, 29 Palms, California
Thanks for sharing this sad information. Wouldn't it be awesome if the football team would dedicate their bowl game to this courageous boy? Rod Bruce, Lincoln, Nebraska
Thank you for the great article on Isaiah Casillas. It brought me to tears. I've shared the article on both of my Facebook pages. Brandi Petersen, Omaha, Nebraska
Isaiah was probably the toughest little Husker ever to do the Tunnel Walk for sure. God bless him in Heaven and his family here! Dan Schwartzkopf, Torrington, Wyoming
What a great young man. He brought perspective into everyone's life. Thanks to his family for sharing Isaiha's short but inspiring life. Our thoughts and prayers are with you. Mike Capp, Tooele, Utah
Our thoughts and prayers go out to the Casillas family. This puts everything in perspective. Needless to say, I was more than disappointed in the results of the Big Ten Championship game, but after reflecting red and black shirts and their coaching mentors for the examples that they set and their dedication to causes and the people affected!! Thank you for setting the standard for all of us in Husker Nation. Steve Young, Corpus Christi, Texas
RIP little Husker. You were what we all should be – strong and courageous. Leann Haba-Weich, Norfolk, Nebraska
Life is precious, and Isaiah's life was significant to a lot of other little children as well as a lot of people. I pray God will comfort his parents and family, and I pray for Jack also. God never makes a mistake, and Jesus loved Isaiah so much, He wanted him home, so he wouldn't suffer any more. Kathy Holliday, Elm Creek, Nebraska
I'm so sad that Isaiah passed. Thank you Nebraska for doing all that you did for him. It was a very noble thing. Pauly Nokes, Pace, Florida
Prayers go out to little Isaiah's family. He was a true Husker fan 'til the end unlike many so called "Husker fans" that just sit around and ridicule the players and coaches after a big loss. There are way more important things in life than winning the Big Ten or any other championship game. Yes, it would have been nice, but Isaiah went straight to Heaven believing in his team and his heroes. Connie Rosno, Sioux City, Iowa
Spread those wings and fly high angel! I also have a 6-year-old named Isaiah and can't imagine losing him. We offer our thoughts and prayers for strength, comfort and courage to his parents and family during their time of loss. Chelsie Abell, Lincoln, Nebraska
Oddly enough, Isaiha's Tunnel Walk was the last game my husband watched before succumbing to brain cancer on Oct. 6. Prayers for his family! Barb Burrows Summers
My heart goes to Isaiah's family and friends and the players that got to meet him. Stan Carradine, Denver, Colorado
Makes all the fussing we've been doing about the game very insignificant. God bless Isaiah and all those who helped him.Renee Morrison, Lincoln, Nebraska
What a wonderful tribute to a brave little boy! Thank you Husker players for giving these boys wonderful memories! My prayers to Isaiah's family. Ellen Minderman Moynihan, Camdenton, Missouri
So sorry for this family's loss, but what an inspirational story. Praying that someone soon will find answers/cures for this horrible disease!! And praying for comfort for this family and the other young cancer patients .. tragic!! Amy Marks, Palm Harbor, Florida
Lovely article about a very special little boy. My heart goes out to his loved ones. Alyssa Gustafson, Lincoln, Nebraska
What a wonderful article. God bless Isaiah's family during this very difficult time. Cathy Cochnar, Grand Island, Nebraska


text:
The Ebola Story
How our minds build narratives out of disaster.
The Budget Disaster That Completely Sabotaged the WHO's Response to Ebola
PowerPoint Is the Worst, and Now It's the Latest Way to Hack Into Your Computer
The Shooting Tragedies That Forged Canada's Gun Politics
A Highly Unscientific Ranking of Crazy-Old German Beers
Welcome to 13th Grade!
Some high schools are offering a fifth year. That's a great idea.
The Actual World
"Mount Thoreau" and the naming of things in the wilderness.
Landslide Landrieu Can the Louisiana Democrat use the powers of incumbency to save herself one more time?
Continuously Operating
Crack Open an Old One A highly unscientific evaluation of Germany's oldest breweries.
Dear Prudence
Monster Kids from poorer neighborhoods keep coming to trick-or-treat in mine. Do I have to give them candy?
Future Tense
One More Reason Not to Use PowerPoint: It's The Gateway for a Serious Windows Vulnerability
Sports Nut
Keepaway, on Three. Ready—Break! On his record-breaking touchdown pass, Peyton Manning couldn't even leave the celebration to chance.


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Ladies, dial up your Bulls pride with a dash of old-school style when you sport this Vintage Triple Logo tee from Mitchell & Ness! This soft, premium tee features distressed retro team graphics across the chest with a sewn-on Mitchell & Ness tag at the bottom hem for game day wear that's classically cool.
- 100% Cotton fabric
- Distressed screen print graphics
- Imported
- Officially licensed NBA product
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- Rib-knit collar
- Sewn-on Mitchell & Ness tag
- Slim fit
- Soft, comfy ribbed ladies T-shirt
- Tagless collar
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Anthony Weiner is about as uncensored online as he is offline. But is he really bold enough to post a photo of himself sans pants over a Twitter account?
I'm less interested in the politics of the matter than the technical evidence that could show whether the congressman sent the photo himself or if it was sent by someone else. Over the weekend, I posted my analysis on the authenticity of the photo behind the scandal. Weiner's friend and former "freeloading" roommate, Jon Stewart, used my post from the other day on The Daily Show to illustrate some of the methods for how the congressman could have had his account hacked. Let's take a look at a few of them.
Every photo tells a story
Within just about every digital photo, there are clues left behind called "metadata" that identify the make and model of the camera used, the time the photo was taken and sometimes even the location the photo was taken at. I ran one of the earlier photos that Anthony Weiner had taken through several tools (here is one you can try yourself) that look at the "exif data" within the photo. Here was the result from this photo:
This tells us that the congressman usually shoots his Twitter images with a Blackberry 9650, with a pretty high resolution of 2,048 x 1,536. I then compared this data to the lewd image he was alleged to have sent to a young woman over Twitter.
Here's the data I found for that image:
Notice a lot of the data that appeared in the earlier photos is missing in the scandalous photo that has Weiner in hot water. There is no make or model listed, and the dimensions of the photo are much smaller. This could indicate a few things. The data could have been stripped at some point because it was uploaded to yfrog or through some other service; it could have been taken by a camera, uploaded to a computer and then uploaded to yfrog; or it simply could have been edited with any photo application. There are applications that will allow you to go in and modify the metadata for a photo.


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Eliza Gilkyson is a politically minded, poetically gifted singer-songwriter who has become one of the most respected musicians in folk and Americana music circles. The daughter of legendary songwriter Terry Gilkyson, Eliza entered the music world as a teenager, recording demos for her father. Since then she has released 20 recordings of her own, and her songs have been covered by ... Read more in Amazon's Eliza Gilkyson Store
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In the Kindgom of Ice by Hampton Sides
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Pale-white like the skin stretched over your bones.
Spring keeps you ever close; you are second-hand smoke.
You are so fragile and thin, standing trial for your sins.
Holding onto yourself the best you can.
You are the smell before rain. You are the blood in my veins.
Danielle Shada Eason. 23. Syracuse, NY.
Singer. Photographer. Earth Child.
Vintage & Antique Enthusiast.


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No one will be able to beat your awesome style with these In Flight boardshorts from Fox. They feature a 4-way stretch fabric along with a mesh lined side zipper pocket with bungee loop.
- 100% Polyester fabric
- 4-Way stretch
- Four grommet drawstring waist with hook & loop closure
- Imported
- Size 30 has a 11.5" inseam
- Tagless
- Water-repellent
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Special event items are produced by manufacturers only after the outcome of a game or event. These are advanced sale items and will ship immediately after they are received in our warehouse.
Manufacturer direct items are shipped directly from the manufacturer. These items are not available for international or expedited shipping.
Customized items can be personalized with options such as your name, your favorite number, and/or designs. Some options may be limited by league rules.


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- $4.99 3-Day Shipping. Any Size Order! -
HOME Jacksonville Jaguars Gear Jacksonville Jaguars Ladies Jacksonville Jaguars Ladies Ladies less than $10 (36 items) Product ID: 1076813
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Jump in the 18-wheeler and get haulin' over to the gridiron in the Reebok® women's player trucker hat. This officially licensed cap features hard mesh back panels and a structured, adjustable fit to ensure maximum comfort. It includes a team name and logo design on the front, as well as an NFL® Shield logo on the back.
- 50% Cotton, 50% Polyester
- Hard mesh back panels
- Made in Bangladesh
- NFL Shield on back
- NFL team name and logo on front
- Officially licensed
- Structured adjustable hat
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Special event items are produced by manufacturers only after the outcome of a game or event. These are advanced sale items and will ship immediately after they are received in our warehouse.
Manufacturer direct items are shipped directly from the manufacturer. These items are not available for international or expedited shipping.
Customized items can be personalized with options such as your name, your favorite number, and/or designs. Some options may be limited by league rules.