text:
Lesson Plan: The Body Talks
In this lesson, students explore Mannerist and Baroque works by El Greco, Alessandro Vittoria, and Peter Paul Rubens to come to a better understanding of gesture and its ability to bring drama and meaning to art. Older students are introduced to different kinds of gesture (descriptive, symbolic, and rhetorical). All students act out charades incorporating the gestures in the objects, and then make gesture drawings of fellow performers in their class. In a project for evaluation, students create a narrative drawing that incorporates well-defined, easy-to-read gestures.
Suggested Grade Level: 4–12
Estimated Time: Two to three class periods
Mannerist painting and sculpture of the 16th century and Baroque art of the 17th century are populated by figures whose gestures are active, even vigorous, and often convey intense emotions. The lively gestures in Mannerist and Baroque art contrast with those of figures in Renaissance art of the previous 15th and early 16th centuries, whose bodies are posed to lend compositions greater order and harmony.
Lesson Objectives
- Gain an appreciation of how gestures express moods and emotions and help define artistic narratives
- Create a charade inspired by human gesture
- Make gesture drawings
Key Terms
- Mannerist
- Baroque
- Renaissance
- gesture (descriptive, symbolic, rhetorical)
- mood
- emotion
- narrative
- pantomime
Instructional Materials
- sketching pencils
- charcoal
- paper
- Prepare for the activity by reading the Art Access descriptions of the objects above. Project two or all of the images before the students. High-school teachers should also read Rudolph Wittkower's definitions of gesture in art.
- Introduce the concept of gesture (a movement usually of the body or limbs that expresses or emphasizes an idea, sentiment, or attitude) and how it can convey mood, emotion, and meaning in art. High-school teachers can define the term further by introducing students to what is meant by symbolic, descriptive, and rhetorical gesture.
- Ask each student to identify and describe carefully at least one gesture in the projected works and then select a word to describe this gesture (e.g., in Alessandro Vittoria's The Annunciation, Mary grasps her robe at her chest with wide fingers indicating surprise or shock; a rhetorical gesture).
- Ask students to notice if the gesture they chose connects with another gesture. If so, how? (e.g., in Vittoria's The Annunciation, archangel Gabriel lifts his right arm and points to heaven; the cupid above his head does the same. They are both indicating that Gabriel's message for Mary has arrived from heaven; descriptive gestures)
- Ask students to identify the gestures that most help the viewer understand the characters' relationship and what is happening in the work. (Mary's hand on her chest and her quickly turned body express her surprise at the angel's message from heaven.) Ask them to imagine what a speech bubble from each figure's mouth might say.
- Review how the gestures (and facial expressions) allowed the students as viewers to understand emotion and mood, as well as the narrative, in the objects. Discuss how the gestures create tension in the objects.
- Divide the class into groups of two to five. Have students in each group select a work and then a character in that work (the snake can be included in the Rubens image).
- Instruct each group to develop a two-minute skit using the gestures portrayed in the work and others needed to act out the skit.
- Allow the students about 15 minutes to prepare. Have each group pantomime their skit.
- As skits are performed, ask the rest of the class to suggest dialogue for the gestures. At the end of each performance, compare the viewers' interpretation with the actors' intended meaning for various gestures.
Gesture Drawing
- As a warm-up exercise, ask students to quickly and loosely draw lines that look like tight spirals or metal springs.
- Have each group pose in a moment of their skit (one that includes well-defined gestures). Ask the other students to quickly sketch the group's poses using spirals to define the body movements (see illustration above left). Allow students a minute for each figure in the group to complete their gesture drawings.
- Have students use their gesture drawings as the basis for new narratives (incorporating at least two figures) that they will execute in another drawing. Students can identify another moment in one of the charades or create another scene altogether.
- Encourage students to incorporate gestures in their drawings that create an interesting tension and make the narrative in the work relatively clear.
- Base students' evaluations on their incorporation of well-defined gestures in their final projects and on their earlier class participation.
Rudolph Wittkower's definitions of gesture in art
"We may perhaps differentiate between three…'pictorial types of gestures, namely between descriptive, symbolic, rhetorical…
"Descriptive gestures, like pointing, elucidate a story or narrative and are therefore needed when painting or sculpture have to deal with a literary theme.
"Rhetorical…gestures reflect and illuminate emotional conditions.
"Symbolic gestures belong mainly to pre-Renaissance art; from the 15th century on they are, as a rule, confined to such attitudes as blessing. I call this symbolic gesture because, in contrast to the rhetorical ones, we are faced with a code which must be known in order to be understood."
–Rudolf Wittkower, Allegory and the Migration of Symbols (New York: Thames and Hudson, 1977): 148.
Baroque (adj)
style of art and architecture prevalent in Europe in the 17th and early 18th centuries, characterized by extravagant theatrical forms and including dramatic manipulations of space, vivid illusions, opulent color, movement, and strong contrasts of light and dark
composition (n)
the arrangement of elements such as shape, space, and color in a work of art
Mannerism (n)
designation for paintings and sculptures produced between about 1520 and 1580 (the later Renaissance) characterized by an interest in the distortion of formal conventions, exaggeration of expression, elongated proportions, enigmatic gestures, unusual colors, and an irrational treatment of space and light. Derived from the Italian word maniera, suggesting grace, playfulness, and formal beauty.
Renaissance (n)
the French word renaissance, meaning "rebirth." In 15th- and 16th-century Europe, the revival of learning, literature, art, and architecture emphasized and often imitated Classical examples from ancient Greece and Rome. Although the Renaissance was initially centered in Italy, aspects of Renaissance culture also appeared in Northern Europe (particularly Flanders, the Netherlands, and Germany), especially during the 16th century.
Illinois Learning Standards
Fine Arts: 25–26
Art Access


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MSc Earthquake Engineering
Key information
Start date: October 2018
Campus: South Kensington
ECTS: 90 credits
1 year full-time
2 years part-time
3 years part-time
This course is now closed to applications for 2018 entry.
This comprehensive course provides training in the analysis, design and assessment of structures under seismic actions and other extreme loading conditions.
The syllabus covers a comprehensive set of topics related to structural engineering, earthquake engineering, engineering seismology, soil dynamics and advanced numerical techniques.
All of our MSc courses are career-orientated and cover both theoretical background and practical design considerations. Lectures are given mainly by full-time staff but important contributions are made by visiting professors and guest lecturers who are eminent industrialists.
Many of our students continue their studies to undertake research towards a PhD.
Part-time study
All of our MSc courses are also offered on a part-time basis. Methods of study may include:
- One day per week over three years
- One and a half days per week over two years
- Term release
The term release option normally involves attendance in the autumn term of one year and the spring term of a second year, but this may vary from one course to another, depending on your personal circumstances.
Study programme
All of our MSc courses last one calendar year, comprising two terms of taught material, assessed by examination and coursework, followed by a five-month period involving one or more design projects and/or a research dissertation.
All students undertake 12 modules: six in the autumn term, examined in January, and six in the spring term, examined after Easter. These modules include both core and elective material, enabling students to develop primary study themes.
Professional accreditation
This degree is professionally accredited by the following organisations:
- Institution of Civil Engineers
- Institution of Structural Engineers
- Institute of Highway Engineers
- The Chartered Institute of Highways and Transportation
Our accreditation agreements with Institution of Civil Engineers and Institution of Structural Engineers is renewed every 18 years, and the current agreements runs between 2002 and 2020.
Our accreditation agreements with Institute of Highway Engineers and The Chartered Institute of Highways and Transportation is renewed every 4 years, and the current agreements runs between 2016 and 2020.
Modules shown are for the current academic year, and are subject to change depending on your year of entry.
Autumn term
Core modules
You take all of the modules below.
- Finite Element Analysis
- Geotechnical Hazards
- Reinforced Concrete I
- Steel Components
- Structural Analysis
- Structural Dynamics
Spring term
Core modules
You take all of the core modules below.
- Nonlinear Structural Analysis
- Seismic Design of Concrete Structures
- Seismic Design of Steel Structures
Optional modules
You take three optional modules from below.
- Design of Bridges
- Structural Reliability Theory
- Geotechnical Earthquake Engineering
- Structural Fire Engineering
- Reinforced Concrete II
Summer term
Core module
- Design Project – Dissertaion (incorporates Conceptual Group project)
The design project dissertation is undertaken with regular guidance from a College supervisor, by private study or by arrangement at your place of employment. Please contact the relevant course director for details of the part-time arrangements for each course.
Part-time study
Two-years part-time
You study the course outlined in your first year, but typically take three modules in each term (Autumn and Spring), which requires 1.5 days attendance per week. There is no commitment in the Summer term.
In your second year, you complete the remaining modules in the Autumn and Spring terms, before moving on to your projects in the Summer term.
Three-years part-time
You study the course outlined in your first year, but typically take two modules in each of term (Autumn and Spring). There is no commitment in the Summer term.
In your second year, you take two modules in the Autumn and Spring terms. Each year requires two half-days attendance per week.
The third year comprises of completing the remaining modules in the Autumn and Spring terms, and the projects in the Summer term.
Teaching and assessment
Teaching methods
- Blackboard Learn
- Group and Individual Coursework Exercises
- Group coursework
- Group design-project work
- Individual research project
- Individual research project
- Lectures
- Mentimeter
- Online assignments and coursework
- Panopto
- Peer assessment
- Seminars and Workshops
- Tutorials
Assessment methods
- A research dissertation or detailed design project
- Group conceptual design project
- Group projects and presentations
- Individual and group coursework assignments
- Written examinations
Entry requirements
We welcome students from all over the world and consider all applicants on an individual basis.
Minimum academic requirement
Our minimum requirement is at least a 2.1 UK Honour's degree in civil engineering, natural sciences, earth sciences or a numerate discipline.
Additionally, an A-level in Mathematics at grade B is required.
Relevant industrial/professional experience may also be considered.
International qualifications
The academic requirement above is for applicants who hold or who are working towards a UK qualification.
We also accept a wide variety of international qualifications. For guidance see our Country Index though please note that the standards listed here are the minimum for entry to the College.
If you have any questions about admissions and the standard required for the qualification you hold or are currently studying then please contact the relevant admissions team.
English language requirement (all applicants)
All candidates must demonstrate a minimum level of English language proficiency for admission to the College.
For admission to this course, you must achieve the standard College requirement in the appropriate English language qualification. For details of the minimum grades required to achieve this requirement, please see the English language requirements for postgraduate applicants.
Tuition fees and funding
The level of tuition fees you pay is based on your fee status, which we assess based on UK government legislation.
For more information on the funding opportunities that are available, please visit our Fees and Funding website.
Tuition fees
Tuition fees (Home and EU students)
|2018 entry
|Part-time (two years)
|£6,250 per year*
|Part-time (three years)
|£4,167 per year*
* Please note that the tuition fee amount you will pay may increase each year.
Fees are charged by year of entry to the College and not year of study.
Except where otherwise indicated, the fees for students on courses lasting more than one year will increase annually by an amount linked to inflation, including for part-time students on modular programmes. The measure of inflation used will be the Retail Price Index (RPI) value in the April of the calendar year in which the academic session starts e.g. the RPI value in April 2019 will apply to fees for the academic year 2019–2020.
Tuition fees (Overseas and Islands students)
|2018 entry
|Part-time (two years)
|£15,000 per year*
|Part-time (three years)
|£10,000 per year*
* Please note that the tuition fee amount you will pay may increase each year.
Fees are charged by year of entry to the College and not year of study.
Except where otherwise indicated, the fees for students on courses lasting more than one year will increase annually by an amount linked to inflation, including for part-time students on modular programmes. The measure of inflation used will be the Retail Price Index (RPI) value in the April of the calendar year in which the academic session starts e.g. the RPI value in April 2019 will apply to fees for the academic year 2019–2020.
Postgraduate Master's loan
If you are a Home or EU student who meets certain criteria, you may be able to apply for a Postgraduate Master's Loan of up to £10,280 from the UK government. The loan is not means-tested, and you can choose whether to put it towards your tuition fees or living costs.
We offer a range of scholarships for postgraduate students to support you through your studies. Try our scholarships search tool to see what you might be eligible for.
There are a number of external organisations also offer awards for Imperial students, find out more about non-Imperial scholarships.
Accommodation and living costs
Living costs, including accommodation, are not included in your tuition fees.
You can compare costs across our different accommodation options on our Accommodation website.
A rough guide to what you might expect to spend to live in reasonable comfort in London is available on our Fees and Funding website.
How to apply
All applications for postgraduate taught degrees are made online via Apply.Imperial.
You can submit one application form per year of entry, and usually choose up to two courses.
How to apply
Making an application
All applicants must apply online.
You can usually apply for up to two courses, although your second choice will only be considered if your first-choice application is unsuccessful.
Most courses don't have a formal closing date, but popular courses close when they are full, so you should apply early to avoid disappointment. There may also be funding deadlines that apply to you.
You will need to upload documents with your applications, which may include transcripts and degree certificates.
Offer holders will need to pay a deposit to secure your place. This will be deducted from the balance of your tuition fees.
For full details on the online application process, or to start your application, please visit the How to Apply section of our website.
ATAS certificate
An ATAS certificate is not required for overseas students applying for this course.
Contact us
Join the conversation
Connect with us online via our social media channels on Facebook, Twitter, Instagram and Snapchat to join in the conversation about all things Imperial!
Order a prospectus
For more information about Imperial and the courses we offer, you can download a PDF of our prospectus or request a printed copy.
Further information
Living in London
London's fusion of culture and charm will give you a student experience unlike any other.
- Find out more about living in London
- Explore our range of student accommodation
Student finance
Our tuition fees website has everything you need to know about funding your studies.
- Find out about applying for a loan
- Use our scholarships search tool
International students
Imperial is proud to be the most international university in the UK, welcoming students from over 130 countries.
- Get advice on visas and immigration
- Read more about Imperial and the EU

subset: commoncrawl


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With 70% of "this is spam" complaints being made up of marketing messages, it's no surprise that email marketers face a few challenges in the medium — the biggest of which is reaching the inbox. In fact, spam costs American firms and consumers nearly $20 billion each year. That's like buying water for the entire world, twice. Or Iceland. You could just buy Iceland.
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At Saint Stephen's, students in every division are offered a variety of opportunities to get involved in the life of the school. They will find activities that complement their interests in the arts, athletics, academic enrichment or community service. Whether a student enjoys taking music lessons, participating in intramural sports, facing an opponent across a chess board, helping build homes with Habitat for Humanity or dressing the part of an attorney for Mock Trial, there is something for him or her.
Saint Stephen's Episcopal School offers a tradition of excellence, providing a world-class education that nurtures each and every child. The Saint Stephen's World-Class After-school Program Series offers the same level of excellence you find during the school day. The series is tailored to provide enriching programs to stimulate the social, emotional, intellectual, and physical development of a child. Students can explore a new subject, discover a creative talent and strengthen a sports skill with varsity-level coaches while creating new friendships.
The Saint Stephen's World-Class After-school Program series runs throughout the year between 3:00pm-5:30pm. The length of time of each lesson depends on the program, and programs are divided into four individual seasons - Early Fall, Late Fall, Winter and Spring.
This Fall's exciting additions in music programs after school bring us private lessons in piano with Shirley Patterson, as well as a weekly combination of private and group violin lessons with Sarasota's premier Suzuki Violin teacher/trainer, Martha Shackford. Saint Stephen's is proud to bring the acclaimed Suzuki method of musical training to our students and parents. The off-campus program in Kung Fu at the Tang Martial Arts Center on Manatee Avenue, transportation from the school provided, further broaden the opportunities offered.
Our ever-popular After Care program for Pre-K and Lower School Students and the S.T.A.R.S. (Study Time After Regular School) program for Intermediate School students are also open between 3-5.30pm, though you cannot register for them online.
Sign up for After-school programs here.
You will need to create an account in order to register your child for an After-school program.
If you need assistance or have questions, please contact
Saint Stephen's Episcopal School is proud to offer three aftercare programs. The Lower School aftercare program affords After-School supervision for Fledgling to Third grade students. The Intermediate School program, also known as S.T.A.R.S., provides aftercare to students in Fourth through Sixth grade. The Middle School offers afterschool supervision to Seventh and Eighth grade students.


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The power and essence of yesterday's historic federal court ruling on gay marriage can be found on page 74 of the decision. Judge Vaughn Walker, in the midst of his meticulous declaration that California's gay marriage ban violated the U.S Constitution's equal-protection and due-process guarantees for all Americans, specifically said this:
"Individuals do not generally choose their sexual orientation. No credible evidence supports a finding that an individual may, through conscious decision, therapeutic intervention, or any other method, change his or her sexual orientation." The judge then backed up his conclusion by citing 12 factual examples drawn from the trial evidence - most notably, scientific and survey findings from a psychology expert, Gregory Herek; and, as the judge dryly noted in his ruling, the foes of gay marriage "did not present testimony to contradict Herek."
Given the fact that Walker's exhaustive ruling will probably wind its way to the U.S. Supreme Court, the passage on page 74 is critically important. The judge basically concluded, based on the scientific evidence presented at his trial, that gays deserve full equal-rights protection under the Constitution - just like any other underdog now recognized by the courts as an "identifiable class," such as minorities (who can't choose their skin color), and women (who can't choose their gender).
Courts have often denied gays the equal protection of laws guaranteed by the 14th Amendment because the gay "lifestyle" was deemed merely to be voluntary "conduct," an argument that was again floated in Walker's court earlier this year. He has now rejected that argument, on factual grounds. Federal appeals judges - and, ultimately, high-court swing voter Anthony Kennedy - may well be at pains to toss out the trial evidence and contend anew that gays deserve less status, and hence less constitutional protection, than others. (Indeed, Walker appeared to aim his ruling for Kennedy's ears, with frequent quotes from recent Kennedy-authored gay-friendly rulings.)
Moreover, what Walker concluded yesterday ("Moral disapproval alone is an improper basis on which to deny rights to gay men and lesbians") was no different than what Ted Olson - one of the pro-gay marriage lawyers in the case, and a veteran conservative Republican activist - stated in a magazine column back on Jan. 9: "Science has taught us, even if history has not, that gays and lesbians do not choose to be homosexual any more than the rest of us choose to be heterosexual. To a very large extent, these characteristics are immutable, like being left-handed."
The long-awaited federal ruling nixes Proposition 8, the '08 California ballot measure that banned gay marriage. Fifty-two percent of voting Californians had supported the ban, which is why, late yesterday, the enemies of gay marriage naturally contended that the ballot had been usurped by "the whim of one judge," that (in the words of the right-leaning Concerned Women for America), "Judge Vaughn Walker has chosen to side with political activism over the will of the people."
But that complaint is almost as boring and predictable as A-Rod's steroid-fueled trudge to 600 homers.
Federal judges are supposed to stick up for the Constitution, checking and balancing popular passions. That's why the Founders created that branch of government in the first place. If the 1954 Supreme Court had not stepped in to ban segregation in Brown vs. Board of Education, and had instead yielded at that time to "the will of the people" in Dixie, those Woolworth luncheonette counters, and other public accomodations, would have long remained whites-only.
Indeed, Judge Walker, on page 130 of his decision, shredded the conservative complaint about so-called judicial tyranny in a single pithy sentence:
"That the majority of California voters supported Proposition 8 is irrelevant, as 'fundamental rights may not be submitted to a vote; they depend on the outcome of no elections.'"
Fundamental rights may not be submitted to a vote...The judge took that quote from a 1943 decision by the U.S. Supreme Court. If yesterday's federal ruling is ultimately reviewed by the Roberts brethren, perhaps a slim majority will respect judicial precedent - as well as the factual evidentiary record amassed at Walker's trial. Of course nobody would be shocked if they don't, but gays seeking to marry will eventually get their Brown ruling. The weight of the evidence, and of history itself, is on their side.


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Nick's a Novice
Is there anything I need to do specifially to make my stencilfunc work in accordance with my shader? My terrain and shadow volumes was working fine until I switched on my shaders. Everything still seems to be working ok except with the shaders it is redrawing the entire terrain as if it was contained in the shadow volume.


text:
From ABC News: Asked by Tapper how Obama could be so sure that certain controversial domestic anti-terrorism policies instituted by the Bush administration were not instrumental to the protection of U.S. citizens, Obama said that he did not necessarily oppose all the efforts, but "it is my firm belief that we can track terrorists, we […]
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It's got to say something about the hypersensitivity of the contemporary American right that Iron Man—Iron Man fer chrissakes—can be cast as a piece of anti-American leftie propaganda. For those unfamiliar with the plot—which nobody should be, because the movie is awesome and ought to be viewed immediately—let me sum up without, I hope, spoiling […]
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Smearing Sam
March 7th, 2008 · 1 Comment
Hey, Matt? I'm looking back over what Noah Pollak has written about Samantha Power, and I'm just not seeing anything that can reasonably be interpreted as a claim that Power is an anti-Semite or "tainted by Jew hatred" or anything else like that. All I'm seeing is an argument that Power has some terrible ideas […]
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|"Kristian Waagan (JIRA)" <j...@apache.org>
|[jira] [Closed] (DERBY-5815) Add replicationTests.ReplicationSuite to junit-core ant target
|Mon, 20 Aug 2012 09:22:38 GMT
[ https://issues.apache.org/jira/browse/DERBY-5815?page=com.atlassian.jira.plugin.system.issuetabpanels:all-tabpanel ] Kristian Waagan closed DERBY-5815. ---------------------------------- Closing issue. > Add replicationTests.ReplicationSuite to junit-core ant target > -------------------------------------------------------------- > > Key: DERBY-5815 > URL: https://issues.apache.org/jira/browse/DERBY-5815 > Project: Derby > Issue Type: Improvement > Components: Test > Affects Versions: 10.10.0.0 > Reporter: Kristian Waagan > Assignee: Kristian Waagan > Priority: Trivial > Fix For: 10.10.0.0 > > Attachments: derby-5815-1a-add_replication_suite.diff > > > The replication tests aren't run as part of the junit-core ant target (nor in any of the other relevant targets). > I suggest adding the suite such that is is run as part of the top-level ant targets for testing Derby. > Note that it would have been simpler to simply run suites.All, but the special logic for JDBC 4 code may still be relevant for some platforms (JSR169). It is also nice to get some more feedback as the test cycle proceeds. The downside of not using suites.All is that we may forget adding new suites to the ant target(s), but we're adding so few new suites that it shouldn't be much of a problem. -- This message is automatically generated by JIRA. If you think it was sent incorrectly, please contact your JIRA administrators: https://issues.apache.org/jira/secure/ContactAdministrators!default.jspa For more information on JIRA, see: http://www.atlassian.com/software/jira
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Wolverine: Savage #1
- Story by
- Ryan Dunleavy
- Art by
- Richard Elson
- Colors by
- Veronica Gandini
- Letters by
- Dave Sharpe
- Cover by
- J. Scott Campbell
- Publisher
- Marvel Comics
When you open this book, you might find yourself wondering about what you're reading. It starts with Wolverine fighting The Lizard, who is an odd choice of villain for Wolverine. After all, although there is a thematic similarity in both characters' "man with a monster inside him" setup, this aspect isn't actually explored at all. The Lizard seems largely chosen so that Wolverine can actually use his claws on a villain. After all, as the story notes, his extremities will grow back.
However, the battle with The Lizard unexpectedly turns out to be little more than prologue. In the course of the battle, the characters have wrecked a Japanese restaurant, and with an order to fill, the owners are in big trouble, so Logan steps up. Right where a more conventional superhero book would typically have its big action scene, this one has… several pages of Wolverine making sushi. With his claws.
It's all entertainingly barmy stuff — not least the sound effects, which go "Slice!" "Dice!" "Julienne!" — and I suspect your reaction to that is indicative of just how much you'd enjoy this story. The scene leads into a search for a secret ingredient, fights with sea monsters, and an encounter with a crazy castaway cook living in the aforementioned monster's stomach. Nothing about this book says "restrained." For that matter, nothing about is says "Savage," either, so unless the title's supposed to be an ironic joke, one has to wonder if Marvel had any idea what the contents would be when it was solicited.
Artistically, Elson's Wolverine is something of a departure from the character's traditional depiction, emphasizing the stocky, ugly attributes. It's a valid take, and almost welcome in an era of Hugh Jackman-inspired pretty-boy Wolverines. Elson's style manages to sell a world that features both realistic sushi kitchens and five story sea monsters just fine. While there aren't any visuals that'll particularly blow you away, it is all perfectly enjoyable.
The issue, then, is a rather odd mish-mash of styles. It's violent enough to show Wolverine using his claws on living creatures, but it's also tongue-in-cheek enough to show him doing the washing up. If you're the sort of person who avoids Marvel Adventures books because they're not in continuity, then this probably isn't for you. But if you're the sort of reader who appreciates a good story on its own merits, regardless of how it chooses to entertain you — well, in having a sense of humor about its lead, it's instantly better than most of the other Wolverine one-shots we've seen recently.


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Bhattarika Temple Orissa
The Bhattarika Temple is another famous Hindu pilgrimage destination in Cuttack. Dedicated to the Goddess Maa Bhattarika, who is believed to be an incarnation of Shakti, the temple is located right on the banks of the River Mahanadi. An interesting myth adds a colorful hue to the background of the Temple. In a war between Sahsarasjuna and Parasuram (an avatar of Lord Nayrayan), it was Saharasjuna who emerged victories in the first round. Parasuram not to be out done appealed to the Mother Goddess by mediating on a stone where he imaged the Goddess. The Devi pleased with his painstaking appeal imparted her Shakti to him Parasuram rejuvenated with the divine power of the Goddess beaten Sahasrajuna and from then on the place where the Goddess appeared came to be known as Bhattarika.
The Temple is said to have been built between the 6th century B.C. to the 16th century B.C. The major festivals celebrated at Bhattarika are Pana Sankranti in the month of Chaitra (April) Akshaya Trutiya in the month of Baisakh (May) and Dussehra in the month of October.
Surrounded by wonderful mountains collectively known as the Ratnagiri Mountains, Bhattarika blends harmoniously with nature. The Mahanadi, which flows in front of the temple, glistens like a shining slithery silver of lighting. Birds cooing and the surreal sunset make this place a magical space touched with the Divine.
Bhattarika lies in the Athgarh sub-division Cuttak district between Cuttack and Narsingpur. On the main road from the Gopalpur chowks. After 6 kms from here southwards, you will reach Sasanga Gram near the Ratnagiri Mountains. Indeed, when one arrives at Bhattarika one forests the material world our soul surges forward in communion with nature and the Divine.
Legend has it that the temple stands at the very spot where Goddess Durga bestowed her power on Parasuram while he prayed to the Goddess, as he was faced with defeat in front of Saharasjuna. Thousands of Hindu devotees visit on pilgrimage to offer their prayers. It is believed that this Bhattarika Temple was established by Parasuram and the image of the Goddess was carved by the tip of his arrow. Here Parasuram prayed to Goddess Durga to gain mercy of Goddess Durga to kill the Kshetriyas. After that Goddess Durga offered him her desired boom. This temple is also associated with the Oriya Ramayan. It is written on Oriya Ramayan that God Ram, Laxman and Sita prayed Goddess Bhattarika on their way to Panchavati. The foot marks of Sri Ram, Laxman and Mata Sita are also there at Mankadagadia which is present at the other side of the Mahanadi River.
There is also an amazing story behind this temple and this area. Once the Gajapati of Orissa ordered two brothers to establish two villages Sankha and Mahuri. The name of the two brothers were Hattakishor and Mallakishor. Then the two brother became the King of that place. When they want to construct Fort the tribal chief of that area opposed them. So a terrible battle takes place. In that battle the Tribal Chief and his wife died. Before death the wife of the chief advised the King Hattakishor to worship the Goddess Bhattarika. Another name of Goddess Bhattarika is Bruhatamba. So the King Hattakishor named that place Bhuhadamba as it is also a name of the famous Goddess Bhattarika. And later that place is known a Badamba.
There are Eight small images of Goddess Bhattarika are present in the Bhattarika temple. Among these eight images five in padmasana and three in Lalitasana. The very interesting story of this temple is that the worshipers of goddess Bhattarika are non-Brahmin and cooked fish is offered to goddess Bhattarika. So this Bhattarika temple is the famous and holy temple for the Fisherman community. But this place is really one of the best place of Orissa and also it is one of the best Shakti pitha of Orissa.
Places of Interest
Other famous places nearer to this temple are Narayana, Vindhyavasini, Nilamadhava, Simhanath etc.
Festivals celebrated at Bhattarika Temple
Well known festivals at Bhattarika Temple are Pana Sankranti in the month of Chaitra (April) Akshaya Trutiya in the month of Baisakh (May) and Dussehra in the month of October.
| Char Dham | 12 Jyotirlinga | 52_shaktipeethas | 108_Divyadesams | Pancha_ Bhoota_ Temples | Religious Places in North India | Religious Places in East India | Religious Places in South India | Religious Places in West India | Religious Places in Central India | Tantra Temples in India | Modern Famous Temples in India |Religious Fairs in India | Famous Hindu Temples outside India |


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The 2018 biennial Commission meeting of the IWC will be held at the Costao Do Santinho Resort, Florianopolis, Brazil.
The 2018 meeting of the IWC Scientific Committee will be held at the Hotel Golf, Bled, Slovenia.
The IWC Southern Ocean Research Partnership (IWC-SORP) is an integrated, collaborative consortium for cetacean research, which aims to maximise conservation-orientated outcomes for Southern Ocean cetaceans through an understanding of the post-exploitation status, health, dynamics and environmental linkages of their populations, and the threats they face. The partnership maintains an integrated and responsive relationship with the Scientific Committee of the International Whaling Commission (IWC) and its priorities. IWC-SORP was endorsed by the Scientific Committee of the IWC at its Annual Meeting in June 2009.
IWC-SORP currently focuses on the large whale species managed by the IWC: Antarctic blue whale, humpback whale, fin whale and Antarctic minke whale. Killer whales are also considered as an important component of the Southern Ocean ecosystem. The regional focus of SORP is the Southern Ocean but relevant research efforts also include migratory corridors and breeding grounds.
There are five on-going SORP research projects:
A 6th project, The Living Whales Symposium and Workshops, was completed in March 2012. Click here for more information.
Scientists participating in IWC-SORP are developing and applying novel, powerful, conservation-oriented research methods including acoustic techniques, tagging devices, photography and satellite tracking methods, tissue sampling and sophisticated genetic techniques, as well as important ecological theory and analyses.
The Partnership currently includes eleven countries: Argentina, Australia, Brazil, Chile, France, Germany, Italy, New Zealand, Norway, South Africa and the United States of America. SORP warmly welcomes new partners to formally commit to participation in this exciting initiative.
Detailed information is available from: http://www.marinemammals.gov.au/sorp
Thanks to voluntary contributions from the Netherlands and Australia, the IWC-SORP has been able to issue a new Call for Proposals, with a total of £150 000 available for award. Proposals must relate to the five current IWC-SORP projects (see above) and the Chief Investigator of each proposal must be from an IWC-SORP country (see above). The deadline for applications is midnight UCT, 8 January 2018.
Click here to read the Call for Proposals.
Click here for the proposal template.


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Mankato Area Public Schools
Central High School
English and Language Arts
Crystal Kay
Central High School
English and Language Arts
Crystal Kay
Teaching continues to be my passion because it allows me to learn and grow each day with my students. It challenges me to be the best person I can for them, even when it is difficult. It is in those challenges that I believe I am able to most successfully teach life's most valuable lessons: endurance, flexibility, grit, integrity, creative thought, and many others.
This is why I do what I do. :)
This is why I do what I do. :)
I am available to meet with parents, students, or community members before or after school, by appointment during my prep time.
Contact Information:
Teacher Name: Crystal Kay
E-Mail Address: email@example.com
Phone Number: 507.387.3047
Class Blog: Central High School English
|Contact: Crystal Kay


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Reefton - The Town of Light
Reefton Gold Bike Cycle
The best of Reefton - The Town of Light
Reefton - The Town of Light Events
Seddon Shield Photography Competition
Inangahua Reefton A&P Show
The Town of Light
The Bearded Miners are well known Reefton locals. Sit down and have a cup of billy tea with them and it might be a while before you leave!
They'll share stories of how Reefton was founded around gold and brag how it became the first town in the Southern Hemisphere to have electric streetlights.
Visitors can explore the town to learn about the gold and light history of the area, have a go at gold panning, explore the nearby Lewis Pass area or just soak in the scenic surrounds at the natural hot pools at Maruia Springs.
The Reefton Gold area includes Inangahua, Reefton, Blacks Point, Maruia, Springs Junction, Maruia Springs, Lewis Pass and Waiuta.
Getting to Reefton
Find out time and distance from Reefton to other locations:
- Use 100% Pure New Zealand's travel and distance calculator.
- Print the West Coast Distance and Driving Time Calculator (PDF 244KB).
Reefton, on the Lewis Pass road and near Victoria Conservation Park (NZ's largest), is well worth a stop and its claim to fame is an illuminating one – in 1888 it was the first town in the Southern Hemisphere to have electric streetlights!
Now a curious mix of old and new, it's still a preserve of historic charm.
Relax as you stroll down the main street wandering in and out of shops that have purposely kept their early 1900's feel, or put your feet up and stay a while in one of the Reefton accommodation options.
There are shops, antique stores, a supermarket and dining in Reefton too.
Reefton history
The Reefton Goldrush in the 1860s created much of the character, charm and history you see in the township and surrounding areas today.
The town itself became established about 1870 and with mining came technology and innovation.
In August 1888 Reefton became the first place in New Zealand and the Southern Hemisphere to have a public supply of electricity, even before the fashionable suburbs of London and New York. Do the Power House Walk to see the location of the power supply.
A great place to see Reefton's history in action is the Reefton i-SITE as they have a walk through replica gold mine and a fully restored Holman Winding Engine.
There are also many historic places of interest around Reefton, including the Historic Town Walk, the Railway Precinct, Alborns Coal Mine and the Big River area.
All of which are now part of the many rich heritage expeditions available through the recently created Goldfields of Quartzopolis.


text:
Microsoft Xbox One/One S/One X Controller – Wireless Pad – With Bluetooth & Play & Charge Kit &Textured Grip – 2018 Latest Edition – Black
- The Best Controller Just Got Even Better.
- Features Bluetooth technology for Gaming on windows 10 PC
- Official new model Xbox one Controller way better than the older model
- Release Date: September 20th, 2016
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- Exclusively for Xbox One, Xbox One S and Windows 10
The best controller just got even better.
Experience the enhanced comfort and feel of the new Xbox Wireless Controller, featuring a sleek, streamlined design and textured grip.
Enjoy custom button mapping and up to twice the wireless range*. Plus, plug in any compatible headset with the 3.5mm stereo headset jack.
With Bluetooth technology, play your favorite games on Windows 10 PCs and tablets.**
* Range compared to previous controllers, using the Xbox One S console. Button mapping available via Xbox Accessories app for Xbox One and Windows 10. For best performance, updates may be required.
**Bluetooth capabilities require Windows 10 devices running the Windows Anniversary Update. Go to xbox.com/xboxone/controller-OS for more information. The Bluetooth word mark and logos are registered trademarks owned by Bluetooth SIG, Inc.
There are no reviews yet.


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Sascha Vogt a écrit : > Nicolas Huillard schrieb: >> Sascha Vogt a écrit : >>> And the second question is about the preferred distribution to use VDR >>> with. Are there any distributions optimized for VDR and fast boot times? >> I started with a bare-minimum Debian/e-tobi install (with debootstrap on >> an NFS share, which gives a really light bootable system), then >> installed whatever needed, but nothing fancy (ie. X with a tiny WM, but >> no login manager, ACPI, no dbus, etc...). >> Boot time is not spectacular, but OK. [...] > > Can you provide any figures? 30 seconds, 50 seconds, 90 seconds? To get > at least a rough idea.
30s on an Athlon XP 1.8GHz roughly 45s on a C3 600MHz Simply recompiling the kernel, removing unneeded modules and initrd, could reduce by 5-10s... -- NH _______________________________________________ vdr mailing list email@example.com http://www.linuxtv.org/cgi-bin/mailman/listinfo/vdr


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Between 1999 and 2010, children's average energy intake dropped from 2,258 calories per day to 2,100 calories per day for boys; and from 1,831 calories per day to 1,755 calories per day for girls. The study included U.S. children ages 2 to 19. The most significant drops in energy intake were for boys ages 2 to 11, and for girls ages 12 to 19. The findings are surprising considering that childhood obesity levels in the country as a whole have not declined, said study researcher R. Bethene Ervin, of the CDC's National Center for Health Statistics.
Originally posted by Myomistress
I agree with posts above about the average income of Americans to date. Many don't have the money to buy fresh foods or healthy foods because that whatever pack of ramen (I wouldn't know, I don't like Ramen so don't eat it plus when I do, it makes my heart act up) are only a few cents and huzzah!
Originally posted by toochaos4u
My problem with BMI is that weighing 175lbs and 5'9" it was claimed by my physician that I as obese. This was unbelievable due to the fact that my pant size was 30 and had switched to the older child shirts (also some older child pants) because the size small adult shirts are more like nightgowns on me. He claimed I needed to lose about 40lbs. BMI (at least at the time) did not take into consideration that my bone structure is significantly larger than a lot of people. Heck I can see my wrist joint bones protruding out. My high school ring is size 13.
I also think that we have over-simplified diets because what works for one will not work for another. Certain food even what is considered light do not metabolize well for me. I learned a long time ago what worked well for me and what did not. Also I broke from the 3 meal dinner table. Nothing was worse than feeling hungry all day and sitting at a dinner table. It worked so much better for me just to lightly snack all day with maybe one light regular meal just to fulfill family obligations of spending some time together.
Unhealthy food besides cost as some used I would say it is TASTE. Healthy food is never going to compete in taste with greasy unhealthy food that many times is enhanced to be more flavorful. That is something that one has to learn to live with. I grew up in the south where everything is fried or boiled in oil and that was the best tasting stuff you can put in your mouth but, it really isn't very good for you. I suspect several deaths in the family could be attributed to this way of cooking.edit on 22/2/13 by toochaos4u because: (no reason given)


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Taking advice from advisors
this may not be a very popular thread, but it involves something that has been bothering me for a few weeks now. it is my hope that maybe it'll change the way some students may feel, and help them if they are (or ever will be) in this position.
as a faculty member, i am also an academic advisor. it seems that advisement is not as big of a role as it should be in our school, because many students do not seek advice. it is not been mandatory, and each faculty member has different beliefs about the process (forcing students to come in and talk to us). i do, however, do a lot of informal advisement (as a theory and clinical instructor, and often to those who are not my assigned advisees).
i can't say for sure why students do not come to advisement. maybe they feel they don't need it (if they are doing well in their classes), some do not want to face their advisor and admit they are not doing well, and might be of the belief that they will pull themselves out of the hole they are in. and this one i know to be true: some students are not comfortable with their assigned advisor (some have told me this, and have informally sought advice from others, like me).
but the thing that has been bothering me is when students are not doing well, and vow to stick with it, despite the things that are going on in their lives, and then fail. many are outright offended at the mere suggestion of withdrawing from the class, or even taking a leave of absence. it doesn't cross their mind that maybe, just maybe, we don't want you to fail, and are suggesting alternatives to it. it is often perceived as "she is telling me to give up". this semester, the themes i heard were "i can do it, i know i can", and "i was just going through a rough time that week (or month), or "i just didn't study for that last test because i had (fill in the blank) the night before. and from almost all of these students, there was something else going on: illness, family member (either parent or child), job stress, or just a general "taking on more than i can handle".
please do not misunderstand me: i am well aware of the issues that adult students face. i was one myself during my grad school, and i too had 'issues' i needed to overcome. so what did i do? i took less credits than i was planning on each semester, i went to my professor (it took a lot for me to do that), and took an incomplete on a course... twice. the first semester i tool the "i", my prof asked me if i had sought help. she put the ownness on me. she guided me in the right direction (the student assistance program), and i took advantage of the school's services. i eventually completed the course, and ended up graduating a semester later than i had hoped to.
being that my degree was in nursing ed, and knew i would face this issue (being on the other side of it), the experience taught me some valuable lessons:
- i was not invincible,
- i was not just going to pass,
- i had too much going on in my life that was standing in my way of succeeding
- i could not devote 100% of time and effort into my studies at the time
- that being in school another 6 months out of my life would not make a huge difference in the grand scheme of things.
i also realized that my professor was not just going to pass me because i did the right thing by going to her, and because she felt bad for me. i still had to work for my grade. and i feel like with some students, there is this sense of entitlement: "she is a single mom, she is pregnant, he works full time and has three kids and a wife to support, her mother just died". i apologize if this comes across as heartless, but the point i am triyng to make is that things happen for a reason. and if you happen to get through the semester withe a barely passing grade, is that enough for you?
also, one more thing. if an adivsor or an instructor says to you "you can do it", it doesn't mean you can go back and use that as the reason you chose not to withdraw. that expression is often used as a term of encouragement. it is not a promise, or a crystal ball reading. i have learned to be care very careful with my words
About ProfRN4, MSN Pro
Joined: Apr '03; Posts: 2,280; Likes: 1,398
Staff Educator; from US
Specialty: PediatricsJun 4, '09Also, in this day and age, it's all about being self sufficient. You can't be self sufficient if you are going to an advisor and asking for help. There is this mentality of I can and need to do this on my own...without help from anyone. It's not shameful to ask for help or seek advise.
I don't have any extenuating circumstances and we are only forced to talk to an advisor if we fail a test but I did seek an advisors help over a math problem that I just could not get for some reason...I have 2 nursing math books and they just did not have these problems (mcg/kg/day) in them. So I did ask for help, she helped, and I'm grateful for her.
Advisors are another wonderful nursing student tool!Jun 4, '09Great post, nurse educate. I have seen the same things myself, many times -- often here on allnurses. We experienced nurses will advise people to take a little time off or move forward as a slower pace and some react as if we had just insulted them terribly. The interpret it as meaning that we think they are worthless and NEVER going to be able to succeed.
I sometimes wonder if that reaction is due to having little experience in the world and rarely having to deal with any negative feedback before -- even kind and constructive negative feedback. Are they products of a culture that never said "No, not now" to them before? Have they never had to overcome adversity before? etc.
In fact, a lot of us have been through hard times in our lives and have learned through experience that it is often wise to reduce our stress and give ourselves a better chance to succeed by stepping back for a while or slowing our pace a little. That's not the same as "quitting" or "giving up." It's stepping back, reassessing, and doing the necessary preparations that will enable us to succeed next time.
I hope people read you post and take it to heart.Jun 4, '09The first time I was in school I was very young. I started taking courses at 15 at our local CC and graduated from there when I was 18 shortly after highschool. At one point I was taking 14 credit hours at the college, still taking two courses at my highschool, working a full time 3-11 job and living on my own all at the age of 18! I was stressed to the max and def had a sense of "I have to do it on my own" and at that time was resigned to just taking my C and calling it good.
Going back to school now almost 10 years later some of those C's (and one wretched F I took instead of w/d-ing) are coming back to bite me in the tush. I've leared in the last 10 years that asking for help DOESN'T make you a weak person and admitting you have too much going on to handle it all is okay! I'm doing so much better in school this time around (4.0 actually) and have no problem taking advince and asking for help this time around.
As parents, I think we need to make sure to tell our children that despite how they feel they are NOT invincible and it is OKAY to admit you need help!Jun 4, '09I meant to say that ITA on the "sense of entitlement" some (not all) people seem to have (and I include people my own age in that statement as well - I'm 26). The sheer # of people in my A&P class that thought they should be catered to because they have children or other responsibilities amazed me. I work FT and have a family and those are MY choices/responsibilities not those of the instructor, school, or other students.Last edit by peytonsmom on Jun 4, '09 : Reason: clarityJun 4, '09At my school all first year students have to see an advisor. Then the student makes the desicion to either self register ar keep seeing the advisor. I do self register but anytime I need help I e-mail my advisor. She is the best. She gives me wonderful advice! To all the advisors out there- Thank YOU!!!Jun 4, '09At my school, my advisor always calls to find out if I have issues. She is a sweet lady. I trust my advisor and would tell her about my life but I do not trust nursing instructors because sometimes they pretend to be sympathetic then turn around and try to weed the student out of the program. My advisor is super. She knows when I am happy or when I am sad. I genuinely love and respect my advisor. "Advisor, I know you visit allnurses sometimes, just remember that I love you and you are the only one in the school with whom I discuss my concerns. Love you lady!"Jun 4, '09Quote from goodnursingstudentI guess your advisors are not faculty members then. Or not even nurses? Interesting.
I trust my advisor and would tell her about my life but I do not trust nursing instructors because sometimes they pretend to be sympathetic then turn around and try to weed the student out of the program.
I also guess if you were my advisee you wouldn't trust me then? You know, sometimes they are not pretending to be sympathetic, and trying to weed the student out of the program. Hence, the whole point of this thread.Jun 4, '09Very interesting thread. I have to say, that I haven't really taken advantage of my adviser....just because I'm not really sure what I'd ask them for advice on.
In the past, I generally went to advisers to help plan my course selection, but in nursing school I don't have much choice about course selection (we don't have a part time option, each cohort goes through each class together) at the most it's a decision between what day I want to have clinical on. Most of my non-nursing classes are finished with the exception of my upper level electives and since I'm getting a minor as well, those classes are pretty much chosen as well. I'm doing well grade-wise in my nursing classes, so I haven't felt the need to have a conversation about my progress.....but I think I would start with the course instructor if I had a concern there.
I talk to my profs all the time about questions in class, or a clarification of an assignment....but not with my adviser.
CuriousMeJun 10, '09NurseEducate: Thank you for posting this. I think that when many students are told not do to something, they think they know themselves best and can "handle it all", when inactualilty, that's not always the case.
I think what you've posted is excellent advice and would only add to it:
For pre-nursing students, when you seek advice/counseling and recommendations are made regarding course sequencing, load, and admissions requirements - take those recommendations to heart. Many advisors / counselors see students who want to rush through then process, submit applications as soon as possible and graduate in an unrealistic timeline. I've known students to take on too much, only to earn "C" grades and make them less competitive in the admission process, or in some cases, ineligible for programs.Jun 11, '09Quote from CalGal98Excellent addition!! I can't believe I forgot that aspect. I serve on the admissions committee as well, and it breaks my heart to see people rushing through pre-reqs and getting C's, which make them much less competitive. The whoole "I need to get this done as soon as possible" attitude puts them at a disadvantage over people who ewant to do it the right way. Believe me, I get that no one wants to spend 5 years in school as an adult, but the reality is, many end up doing just that because they are not getting into teh nursing programs, then decide to retake those C classes in hopes to get accepted to a program.I think what you've posted is excellent advice and would only add to it:
For pre-nursing students, when you seek advice/counseling and recommendations are made regarding course sequencing, load, and admissions requirements - take those recommendations to heart. Many advisors / counselors see students who want to rush through then process, submit applications as soon as possible and graduate in an unrealistic timeline. I've known students to take on too much, only to earn "C" grades and make them less competitive in the admission process, or in some cases, ineligible for programs.Jun 11, '09I agree with the above. I will also mention that it is painful when you tell a student who has not passed any of the last semester's 12 hours worth of courses that you will not sign off on 18 hours of difficult classes, only to see them circumvent you, take 18 hours, and fail them also.
I promise you, we don't advise you intending to hurt your feelings, lower your self-esteem, or make you feel bad. We are trying to give you the best chance of success, and the information comes from years of watching students make the same decisions. Of course, there is the occasional exception to the rule, but we are giving you our best advice in hopes that you will succeed.
I wish more students would take advantage of the campus resources- both financial and emotional help is available for no/low cost at most campuses. Please don't wait until it's too late.
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Santiago Mediano Abogados works to become a trusted platform and recognized resource for people and businesses in their daily affairs, and strategic issues, always offering the security and confidence to find suggestions, ideas and opportunities for development and extent of any objective, based on motivation, commitment to good work, the constant search for excellence in service and the pride of belonging to Santiago Mediano Abogados team. Our philosophy is to be the best lawyer for our client's interests, loving what we do with ethic and good work as the principle of delivering the good of society. The mission that drives us is to provide our customers development their businesses through our work and knowledge, joining efforts to build a better society. Our Firm was created with the vision of a model of law in which the service and responsibility combined with the satisfaction of a job well done, so, our vision is to represent a new model of practicing law, being century XXI lawyers, setting an example in our profession on how to do and think, in pursuit of continuous improvement and service to society through our work.
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But first, what exactly is grammar?
Scott Thornbury suggests, in "How to Teach Grammar:"
"Grammar is partly the study of what forms (or structures) are possible in a language. Traditionally, grammar has been concerned almost exclusively with analysis at the level of the sentence. Thus a grammar is a description of the rules that govern how a language`s sentences are formed." p. 1
I think the value in printed lessons that you either make yourself, find on the internet, or come from a workbook, is that they reinforce previously taught material.
You can use these lessons to pre-teach. However I often use handouts of grammar to reinforce a grammar point we have previously covered in class.
I`ll venture that sometimes allowing the students to discover the grammar themselves is a good idea.
"If we taught children to speak, they`d never learn."
--William Hull
(from How Children Fail, by John Holt)
But how do you allow students to discover grammar as opposed to teaching it to them?
By giving them chances to read graded readers that are appropriate for their level is one idea. As they read, they will come to learn the grammatical patterns. Then as mentioned you can reinforce this with printable English grammar lessons.
The other value of graded readers of course, is that the students just may find that they love to read, even in English. I think for some students reading the original story in English (even in easy English), is a thrill.
Scott Thornbury asserts that the grammar-translation method has gotten bad press because it was taught mostly in the student`s mother tongue. In Japan of course, that has traditionally been in Japanese. As a result, Japanese students tend not to be able to understand spoken English, nor be able to speak it.
As well, the grammar and writing of Japanese has not been very good in spite of Japanese opinions to the contrary. I feel if you don`t use all four skills, the students suffer in language ability as a result.
Thornbury argues that by using English during the grammar lessons the grammar-translation method should prove to be better and deserves a rehabilitated reputation.
"It is not the case that...that the whole lesson need be conducted in the students` mother tongue. Speaking (including work on pronunciation) and listening practice can easily be incorporated into the basic lesson framework, and the translation exercises could just as well involve authentic texts."
--Scott Thornbury ("How to Teach Grammar," p. 30)
Printable English Grammar Lessons - Japanese Explanations
I think for Japanese, having a handbook of English grammar with Japanese explanations, is of benefit. I feel it is very difficult to explain the grammar to Japanese students in English.
So in this case at least, it is advantageous for Japanese teachersto teach the grammar, or English speakers who are fluent in Japanese to explain it in Japanese. Not all in Japanese, but at times the students need their L1.
I don`t do a lot of explaining in front of the class. I allow the textbook to do that, and reinforce it with grammar exercises. I hope too that I am allowing them to discover what they need to learn, as opposed to me spoon feeding them.
I go around the room and monitor their progress, point out mistakes and I am ready to answer questions. I feel the students are better able to ask me a question when I am next to them, in contrast to standing imperiously in front of the class.
Lastly I try to make them feel comfortable enough to make mistakes, and that mistakes are okay.
To ESL Teaching
To Easy English Grammar
To Teach in Japan
From Printable English Grammar Lessons to Grammar Worksheets
From Printable English Grammar Lessons to How to teach English in Japan


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Thread: New Pill - legit?
- 12-19-2011 #151
Let me share an advertisement I've seen years ago first.
It is also a "magic pill" ad., and unlike the other ads which claim to add xx inches in xx weeks; this one is quite creative.
It first tells you a story of man being cheated by his wife because of his "inadequate size", in this story, the cheating wife's new lover has a spike with a huge girth ("Like a baby's arm" original quote). Anyway, the point of the story is to let you believe women only cares about the size of penis, and girth is 100 times more important than length.
After this little story, this pill ad. attacks all the other magic pill brands than claim to increase length. It tells that it's impossible to increase the length of your spike by taking a pill (hmm, this company actually seemed legit since it doesn't lie like a retard). It calls them scams!
Now comes the good part, "Although it's not possible to increase your length by taking a pill, it is totally possible to increase your girth with our pill! And girth is what really counts!" OMG! You don't know how excited I was when I saw this statement! I thought I've finally found a legit pill that can increase my girth magically! I started imagine things, good things... until they gives this analogy - "Why is it impossible to add length but possible to add girth? Think about your arm, can you make it longer no matter how much weight you lift? Of course not! But can you make it thicker and stronger? Of course you can!! The penis is like an arm! The length is determined by your DNA, but you can IMPROVE your girth!"
And what happened next? There was no next. I just quietly clicked the little check mark on the top right corner of my browser and went to sleep.
I don't know why, but this story jumps into my mind when I saw OP's posts. Weird huh?
p.s. I am also surprised that our mods have not already banned this guy. This looks like an obvious spam to me.
Last edited by ManWithPlan; 12-19-2011 at 10:23 AM.AP90 member.
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N.Y. Asks For More Discovery Time In DRAM Case
Cuomo asked the court to extend the cut-off date for fact discovery by three months, from July 16 to Oct. 16, 2007.
An affidavit filed by Assistant Attorney General Richard Schwartz explained that the State of New York had asked for an extension because the DRAM defendants had, over a period of six months, failed to...
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Outfit details: Cardigan - AT. Dress - Modcloth. Booties - Target.
Are my fellow bloggers also rewinding back to before Christmas in their posts? Can I get an amen? I don't want to feel like a slacker. In addition, I'm pretty embarrassed that I call myself a vintage-y thrifting freak but I'd never been to a flea market before this.
I'll stop the self-deprecating comments and give you the details of this day: Starbucks, Melrose Trading Post, Starbucks, Real Food Daily.
So, that wasn't detailed at all. But don't pictures speak louder than words? Or am I mixing up phrases here? You know what I mean.


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St Brigid's AGM
St Brigids GAA club AGM was held on Saturday 24 January in the club house. There was a great turnout of members. The committee for the next year were elected, full details in next weeks notes. The club would like to express sympathy to the Killian family on the death of former player Declan Killian, Clonmore. May he rest in peace.
The St Brigids GAA lotto results for the 25/1/2015 were 2, 3, 16, 24. There was no Jackpot winner. €40 winner was Gerry Dooner, €20 winners were: Jackie Evans, John Saunders and Robert Neary. The next draw is on on Sunday 8/2/2015 for a jackpot of €7,280 in The Chestnut Tree, Killashee.
Art Classes
Adult art sessions starting Wednesday morning,s Waterways Ireland Building, Clondra. Also ongoing Art classes for children, Saturday mornings, call Jeanne 087 6158772 evenings concerning both!


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Episode 30 – tucking in the ends (shownotes)
- I finished my Jeck socks, and they have been gifted to a friend as they were TOO SMALL for me.
- Bluebonnet socks – I turned the heel on these VERY long term WIP and I'm headed up the leg. They are in a Knotted Bag project bag.
- Monkey socks – I finished the first sock (HO!) and need to cast on for the second sock.
- Mirri cowl – new WIP that I'm KALing with Cherie/KirbyWirby.
- Nefertem shawl – finished the knitting and all that is left is the bind off.
I spun more on my Moonrover batts, but not enough to take it off of the wheel to show.
GIVEAWAY winner announced…
New Stash:
- Must Stash Yarns self-striping in Sven & Kristoff, Anna & Elsa, and Happy Snowman OCD Kit
- Manic Pixie Dream Yarn in the Dream and Delirium colorway
I showed off my swap that I received in return for the cowl I knit for my I Yarn, You Stitch swap. It is a cathedral window pillow, and she sent a New Orleans Starbucks mug along with it.
- I have been working on my Once Upon a Time sampler by the Frosted Pumpkin Stitchery. I also show of the back of my cross-stitching, and talk about the importance of tucking in your ends appropriately.


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China Law Blog founders Dan Harris and Steve Dickinson have spent years advising foreign firms battling China's legal system. Now the tide has turned and they have Chinese clients wondering why the practices that work in China are causing headaches in the U.S.
The Foreign Correspondents' Club speakers committee is pleased to welcome you to a talk that explores the ongoing hazards of investing in China, as well as the challenges for the new kids on the block – the Chinese firms that are struggling to make their investments work in the West.
DATE: Wednesday, January 12
TIME: 10-11:30am
Embassy of the Kingdom of the Netherlands, Liangmahe Nanlu 4
荷兰王国驻华大 使馆 – 北京, 亮马河 南路4号, Phone: 010 85320200
ENTRY: Free for members, 50 yuan at the door for non-members.
RSVP to firstname.lastname@example.com.
Dan Harris and Steve Dickinson founded the China Law Blog in 2006 to share knowledge and experience of small and medium sized enterprises doing business in China, a specialty of their firm, Harris Moure Pllc. Harris, an Michigan native and graduate of Indiana University School of Law, lives in Seattle. Dickinson, a Chinese language major and graduate of the University of Washington, lives in Qingdao. They promise to avoid legal jargon and namby-pamby language.


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Compaq Compaq Presario R3055Ca French Kb, Compaq 350787-121.
* We have limited quantity of 350787-121 in stock. Our inventory changes constantly and quantities listed are based on available stock. This item comes with our 100% Money-Back Guarantee.
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UPDATE! Because of heavy rain, lightning and thunder, and a forecast for these conditions to continue throughout the morning, we regret that we will be cancelling today's event. Since you'll have the morning free, please visit Kickstand Kafe for a cup of coffee, head on over to Biff's Bagels for breakfast and then drop into Mountain Sports and maybe pick up a new rain jacket. Thank them for their support while you are there. See you all on September 10th on Little Bear Trail. Thanks!
We are finally able to start putting this trail back on the map after damage from the Schultz Fire and consequent flooding! We are working with the Forest Service to adjust some alignment issues that this trail used to have as well, making it better than ever.
Directions: Travel north on US 89 North out of Flagstaff. Approximately 2 miles past Silver Saddle Road, turn left on Campbell Avenue at the Chevron gas station. Campbell Avenue becomes FS6064D and turns to dirt after about a mile. Follow signs to the staging area. **HIGH CLEARANCE RECOMMENDED!**
Google Map: https://goo.gl/maps/GDzMMSA7WM42
What to bring and other details:
All Trail events start at 8:30 am and conclude with lunch at 1:00 pm unless otherwise noted. Coffee will be served between 8:00 am and 8:30 am, and snacks, beverages, tasty lunch and FUN are all provided.
Sturdy closed-toe shoes, long pants, sunscreen, water, and head protection are required. Hardhats, gloves, tools, and trail work instructions will be provided. Children under 18 must be accompanied by a parent/guardian.
Sponsored by:
For more information on this trail day event, contact: email@example.com


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As crazy as it sounds, Chattanooga, TN city leaders recently suspended the city's drivers education program. The program allowed residents who wanted to earn their driver license to take a $400 course for only $50. The state of Tennessee doesn't require you take a drivers education course, but it is still recommended. Drivers ed helps you pass your state driving tests and act as a safe and responsible driver.
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