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Protection is claimed for the colours blue (RAL 5002) and silver (RAL 9006).The ratio of the colours is approximately 50% - 50%.
The two colours will be applied in equal proportion and juxtaposed to each other. Blue (Pantone 2747C), silver (Pantone 877C).
3 comments:
- Aaron Wood said...
Frankly I think it surprising that this is surprising. The case law as long ago as Sieckmann put a big fat nail in these cases. I remember as long ago as 2003 looking at the issue to deal with counterfeits and lookalikes and concluding that a description which passed Sieckmann and which covered what was required (ie was sufficiently vague that similar products would be caught as identical products) was impossible.
That the UK pins it on them not being "A" sign and the General Court on the lack of clarity and precision is of little import.
I'm afraid the answer is clear - register a depiction and argue similarity. It is no different from the issue in designs where the courts have wrestled with the over-reaching from some claimants in relation to unregistered designs.
The first one was never going to be valid post CADBURY PURPLE.
If you look at the second RED BULL depiction then it seems at first blush to be acceptable... until you realise that the description would cover a tin where there are 10 bands of colour, some blue some silver, and the combined coverage is equal and the colours are juxtaposed.
Of course, you might also question whether the evidence of acquired distinctiveness goes that far...
Sorry but to say that this is about not wanting to grant "this type of monopoly" is only correct in that they are not allowing UNCLEAR monopolies. As someone who actually has to clear marks I welcome this.
As for whether it is easier to register a single colour rather than 2.. it depends. If it is (for example) one colour as applied to the entire surface area of the packaging of a product.. maybe. But that is subject to a whole manner of issues on acquired distinctiveness. If the monopoly sought is clear but broad then it should pass the Sieckmann test, but the evidence should need to be compelling that the monopoly is warranted in light of the evidence.
- Tuesday, 5 December 2017 at 21:18:00 GMT
- Michael Chester said...
The marks as written would cover polka dots, and a blue silhouette of a Kat against a silver background (if they were the right size, of course). What they would not appear to cover includes the Red Bull cans (which, when considered as a whole, have much more silver than blue, and when considered from a front view have more blue than silver), or the containers used for four packs (which have more blue than silver).
- Wednesday, 6 December 2017 at 11:07:00 GMT
This appears to be a completely correct decision from the General Court. The registrations from Red Bull are obviously far too vague and imprecise to be registered. Simply by way of example, a blue drinks that is made blue by printing microscopic dots of blue on the silver surface of the can could fall within the literal scope of either application and could therefore be an identical sign. This means that said blue can would infringe even if the consumer was not at all confused.
Unfortunately, complaining that it is difficult to properly define the trade mark you are applying for ("you may need a physicist to draft your trade mark application, rather than a lawyer") is nowhere near a valid justification for granting unclear and overly broad monopolies. More guidance of how to draft applications, would be welcome but even as it stands it doesn't even seem overly burdensome to draft a reasonable trade mark application. All of the currently registered examples cited in this article are defined significantly more precisely than Red Bull's trade mark registrations.
- Thursday, 7 December 2017 at 11:15:00 GMT


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Series Description
Trading Spouses was a 60 minute reality series where either the moms or dads of two families switched households for a week. Different ideas about how to discipline children, husbands' roles versus wives' roles, the importance of home cleanliness and other lifestyle choices often created major conflict. In the end, someone was either enlightened by new ideas or disgusted by them.
Trading Spouses Trivia
ABC announced their upcoming series, "Wife Swap" several months before its premiere date in September of 2004. Then Trading Spouses premiered on FOX in July and RDF Media who produced both the British and American versions of Wife Swap accused FOX of stealing their idea for the show. FOX responded that production companies and networks borrow ideas from each other all the time and that CBS was just mad because FOX beat them to broadcast!
Episodes List With Original Air Dates
Trading Spouses - The First Season
Trading Spouses - The Second Season
Trading Spouses - The Third Season
Thank you for visiting our Trading Spouses page!Copyright © 1997-2018 CrazyAboutTV.com
All rights reserved

subset: commoncrawl


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spacetime coordinates: 1600>1992 // Elizabethan era // Constantinople
Orlando is a 1992 British film loosely based on Virginia Woolf's novel Orlando: A Biography, starring Tilda Swinton as Orlando.
the film was particularly acclaimed for its visual treatment of the settings of Woolf's 1928 novel. Potter chose to film much of the Constantinople portion of the book in the isolated city of Khiva in Uzbekistan, and made use of the forest of carved columns in the city's 18th century Djuma Mosque.
the title role in Orlando allowed Swinton to explore matters of gender presentation onscreen which reflected her lifelong interest in androgynous style. Swinton later reflected on the role in an interview accompanied by a striking photoshoot. "People talk about androgyny in all sorts of dull ways," said Swinton, noting that the recent rerelease of Orlando had her thinking again about its pliancy. She referred to 1920s French artist and playful gender-bender Claude Cahun: "Cahun looked at the limitlessness of an androgynous gesture, which I've always been interested in."


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Lack of sleep almost always comes down to some form of anxiety or stress. Having a good night sleep however can help with feelings of angst and stress during the day so lack of sleep just makes day to day activities harder and drags out your stresses much more than they need to be. Everyone has different forms of stress whether its work or school related or home life whatever it is shouldn't be compromising a good nights sleep. I'm a classic example of an over thinker and typically my overthinking happens at night, I turn situations that merely require a few nerves into an anxiety freak show by lying in bed at night thinking of 100 ways in which things could go wrong. I have a few suggestions to try to get sleeping patterns back on track they wont solve life's little stresses but it can be a small step to combating unnecessary anxiety of everyday situations.
1) Track your sleep:
Before trying to fix your sleeping problem I suggest tracking your sleep to get an understanding as to where your problems lie. Tracking your sleep can help discover if your even sleeping at all. We all have those nights where we wake up feeling like we never closed our eyes when in fact we managed to get a few hours in at least.2) Have a bedtime routine:
Establish a bedtime routine so your brain starts to understand that it's time to sleep. That bedtime routine can mean anything to setting a time you want to be in bed by and a time you want to turn out the lights. Maybe try creating a face care routine before bed or having a bath. 3) Turn off those phones:
We are all extremely guilty of scrolling through social media or watching YouTube before bed however the lights from your phone only wakes up your brain. Maybe try setting aside time to do this before getting into bed or an hour or so before you want to sleep. I admit we aren't all going to stop doing this anytime soon but watching random pointless cooking videos on Facebook at some ungodly hour of the night isn't helping anyone. 4) Writing:
Try writing before bed. Write down a few things you liked about your day to feel positive before you sleep maybe those angst feelings won't show up so easily. Try writing down how your feeling to track how often you have feelings of anxiety. Even writing down what your stressing about or all the things you have to do the next day can help your mind switch off when it's meant to. We are all prone to forgetting things and one of my many problems is lying in bed trying to remember all the things I have to do the next day if I write it down before I sleep then my brain can't keep thinking about it. 5) Drink tea:
Try drinking some kind of tea before bed to calm yourself down. Chamomile tea is best known to help you sleep or calm you down however if you don't like chamomile any tea could help sometimes its a mindset thing, telling yourself something will calm you down and make you sleepy will often have those effects.6) Try stretching:
Try doing some stretches before you sleep, this can mean doing it whilst sitting up in bed or before you get into bed. Stretches can relax your muscles. 7) Meditation/ calming music:
This one isn't for everyone but listening to soft tunes and trying to empty your mind could be a great solution if your problem is over thinking. 8) Wash your sheets:
Maybe your not an over thinker maybe you just simply can not sleep. Sometimes there isn't always a reason as to why things happen. Try washing your sheets and re making your bed, nothing can be better than getting into a bed with fresh sheets. Now i'm not an expert sometimes lack of sleep is a medical condition however for others it's simply how we are sleeping and what we are thinking that is the problem. If you can do something to avoid the doctors that's a win in my book. If your stressed over exams or life in general take small steps to relive stress before you start making rationale changes in your life. Sometimes you need to take those big steps with a clear head to be positive and successful.


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A Walk in The Woods: New Work by BJ Lantz
Opening Reception • March 5, 2016 • 4-7pm
Exhibit will be on view through April 16, 2016
Arts on Douglas in New Smyrna Beach, FL
Inspired by her love of nature, A Walk in the Woods showcases BJ's often dreamy landscapes and sometimes bold abstract mixed-media paintings, many of which feature hints of metallic, creating an intriguing glow or striking accents.
Will you be joining me? Love to see you there! Bring a friend!
Art • Cocktails • Good Conversations • Good People
Arts On Douglas • 123 Douglas Street, New Smyrna Beach, FL 32168 • 386-428-1133
Gallery Hours Tues-Fri 10-5 and Sat 11-3• http://artsondouglas.net/


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Well, due to technical difficulties with our wifi access we weren't able to keep our blog as updated as we had hoped. So, over the next few days I'm going to be compiling what had happened over the week of fieldwork.
Our Day 3 blog:
A slightly breezy day, matching the personalities on the site. So a day of steady progress, but what do we actually do?
A typical day for us at Swallowcliffe Down
We're usually on site by 9am, all bright and raring to go, powered by coffee and Sugar Puffs. Our first job is to set up the kit that we use. We are using some geophysical (or 'Geophys' for those who are fluent in Time Team speak!) equipment called a Fluxgate Gradiometer. We were asked if this is 'science fiction' equipment – it is science, but not fiction and allows us to see what is beneath the ground!
Each day we need to set the equipment up to make it suitable for the field that we are working in. Once the necessary set up procedures have been followed we can walk along a grid pattern, and as we walk the gradiometer takes readings, which it stores, allowing us to then download it to a PC and interpret.
Today was a really productive day, resulting in some clear data that we will investigate more thoroughly with data collected throughout the week to build a picture of what is on Swallowcliffe Down – at the moment we have a series of blobs, which have the potential to reveal something rather interesting. We were excited to move into the third field in our research (Field C) and will continue with that as well as Field B tomorrow.


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Looks like you are using an old version of Internet Explorer - Please update your browser
With Kingdom Chronicles, your brave knights and fair maidens will be equipped to put on the full armor of God so they can stand strong in the battle for truth. Plus they'll see the contrast between God's kingdom and Satan's kingdom of darkness, and they'll realize that they are not automatically born into the "good" kingdom but need to be saved from the "bad" kingdom through faith in Jesus Christ. Prepare for a royally fun time!
© 2019 Answers in Genesis


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Hello Everyone,
This is called as Visa Bible as it contains every Information that you require pertaining to your Visa for your Higher Studies. This Visa Bible has also been published with the help of Stanford University. So Check out the Table Of Contents of the Visa Bible. If you have anything else to add in this please suggest.


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This topic contains 1 reply, has 2 voices, and was last updated by clarksn 2 years, 5 months ago.
Good Afternoon All,
Just refurbishing my living room and hallway at the moment and lighting control is the next step.
I'm trying to (eventually) "smarten" things up.
Question one, are we reasonably confident lightwave isnt going to a/ cease trading, ive seen a lot of dicontinued stock in Maplin online etc.
b/any new product releases planned in coming months? I got stung with my NEST, and the 3rd gen coming out about 1 month after id installed mine!
But some advice on products etc wold be really good.
The house will be at some point completely LED, at the moment i still have a few CFLs as ive held off buying until lightwave is purchased etc
Any recommendations on LED bulbs that will work with the 400 series switches?
Are there more than one version of the Wifi link, and if so which is best for future compatibility going forward
Any experience linking Amazon's alexa with Lighwave via IFTTT, or issues with IFTTT in general?
Sorry for so many questions, and some of these may well have been asked already, but my search function is being a bit weird at the moment!
Thank you!
Re confidence in lightwave, they are a bit of a strange company as they don't talk a lot themselves (strange for a tech company as really they ought to be running a forum like this not the community and have engineers on giving hard and fast answers to questions. their share price has been in the doldrums for ever and a day now. They also were a leader and are now a plodder. The lighting products have always looked good and worked pretty well (We have truckloads in our house and guest house). The heating products were too little to late and are rubbish by comparison with stuff like Honeywell evohome.
There was a fair bit of discountinued 200 series floating around a while back but if there is 400series it may be simply Maplin is stopping doing it – to be honest now most of Maplin shops is aimed at less techie people than in the old days it may be it is not selling simply because you don't buy it and use it which 2/3 of their shops seem dedicated to now.
I use Phillips dimmable LEDS (MR16 and GU10s which are/were expensive but have been very good – had to change a handful of old halogen transformers but have over 100 bulbs in total – also all our external lighting circuits are now on 3000W relays rather than old electromechanical timers.
Not sure of the current status of the Wifi link but I think there is a newer one than the one I have – I guess neweer is likely to be better but read the specs and compare.
Dabbled with IFTTT but actually not really needed any of the functionality so far.
Hopefully other readers can add to bits I have glossed over.
You must be logged in to reply to this topic.


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Wednesday, September 14, 2016
Hi Friends! I have a layout I did using pics from a vacation 3 years back. I love Tennessee and all the waterfalls there! The sketch challenge I used was Stick it Down. I used my own interpretation of the sketch using the cutest svg file (Rustic Bears) ...on sale now for $1 from Little Scraps of Heaven.
Have a Blessed Day!
8 comments:
Hehe, so cute!ReplyDelete
Thanks for joining us at Stick It Down!
This is just so cute, love the bear. Thanks for joining us at Stick it Down.ReplyDelete
Colleen-Design Team
Loveeeeeeeee this! LOVING that bear!!!!!!!!!!!!!!!!!!ReplyDelete
So very cute! Love your bear and his sprig of pine. You're right...it's the cutest cut file ever. Thanks so much for joining us at Stick It Down.ReplyDelete
This is adorable! That bear is so cute and I love your title. Thanks so much for playing along with our sketch at Stick It Down this month.ReplyDelete
Lovely bear.ReplyDelete
Thanks for joining us at Stick it Down.
That bear is so cute! Thanks for creating with us at SID!ReplyDelete
Loving bear! That a perfect background paper for this page. Thank you for joining us at Stick It Down.ReplyDelete
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Beyond FINA: La Bloga: A Celebration of Chicano Literature and Culture
And yes, I had to look up exactly what Chicano means. Like many kids who grew up way up north in suburbia, I had very little exposure to families of Latino descent. So here's a run-down for readers like me, courtesy of the nifty site WiseGeek.com:
The most straightforward of the three cultural identifiers may be the word Chicano. "Chicano" refers specifically to Mexican-Americans, or anyone else of Mexican heritage. When Mexican workers and their families first moved into America, they were often referred to as "Mexicanos," which became shortened over time to "Xicanos" or "Chicanos." At first, "Chicano" was considered to be derogatory. Eventually, however, many in the Mexican-American community embraced the term, at least informally. There are still older Mexican-Americans who view "Chicano" as something less than respectful. It should only be used to describe those of Mexican descent.
The word "Hispanic" is a bit more universal than "Chicano." Historically, areas conquered by the Spaniards were considered part of a region originally called Hispania. Modern countries which can trace their history to Spain are now considered to be Hispanic, and include Mexico, Central America, and most of South America where Spanish is the primary language. The only exception to this Hispanic designation is Brazil, which was settled by Portugal, not Spain. Any citizen of those countries originally colonized by Spain can be considered Hispanic. People from Mexico, El Salvador, Guatemala, Panama and other areas south of the American border would all be considered Hispanic.
"Latino" is very close in meaning to Hispanic, but it also includes other countries such as Brazil. Although the Spaniards are often credited with colonizing Central and South America, the Romans (also known as the Latins) also had a significant influence over the region for hundreds of years. The regional description "Latin America" is derived from this period of history. To be described as a Latino is not considered derogatory, although it can be construed as a generic for all Hispanic cultures, much like referring to a Korean or Japanese-American as "Asian." While "Latino" may be politically and socially correct, it may more culturally sensitive to learn a person's specific heritage and refer to him or her as "Nicaraguan" or "Guatemalan" rather than the broader "Latino."
Love it. Thanks to WiseGeek.com for the concise explanation, and thanks to Daniel Olivas and the folks at La Bloga for spreading the word about the wealth of Chicano culture and literature that exists just around the corner, if and when we're willing to take a few steps outside our comfort zones. Simply check out the links to writers to the left of La Bloga's main page to see what I'm talking about. Then read Daniel's recent review of author Aaron Abeyta's Rise, Do Not Be Afraid, and you'll get a taste of what I mean. Then, as Daniel says: "¡Lea un libro!" You'll be glad you did, especially if it's a book Daniel recommends.


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AWARE Blog
No Fixed Standards for MA Gun Licenses
Those of us who have been around firearms licensing in MA for a few years now have encountered the patchwork of very different standards and requirements in different towns. And then there's the matter of restrictions that some police chiefs put on the back of Class A licenses - those restrictions might be the topic of a later AWARE blog.
But now the Boston Globe's reporter, Brian MacQuarrie, has investigated the licensing situation and has done a darn good job of presenting the issues, together with some very interesting statistics on licenses.
Did you know that it can take 6 years to get a Class A (concealed carry) license in Newton? Did you know that, statewide, over 80% of licenses are Class A?
Check out the Globes whole story, and reader's comments here: Want a gun license in Massachusetts? Much depends on where you live.
Other people are learning what we have known all along, there are no fixed standards for issuing gun permits in Mass. Each individual chief in each town has complete control over who is considered a suitable person and thus gets a license there, and who doesn't.
How can you find out how the police chief in your town issues licenses? Ask others at your gun club, gun stores, or GOAL before you apply. It could make the difference between getting that license or not.
AWARE is a big proponent of training. We applaud the chiefs who require a basic safety class for any license applicant. We also believe that, if you are going to receive a Class A license, you should have fired a real gun, at a real range, as part of that class. Alas, the Massachusetts State Police has certified some courses, and some instructors, to qualify people for Class A licenses without any shooting.
What do you think about the patchwork of requirements, and about people who have concealed carry licenses, but have never fired a shot?


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STATE – Record-high pump prices are forcing motorists to adjust household budgets and alter driving habits while they wait for – and expect – even higher prices in the near future, according to results from a AAA Mid-Atlantic member survey.
In fact, seven in 10 AAA Mid-Atlantic members who completed the e-mail survey in early July said they have had to cut spending from other parts of their household budget to make up for the continued spike in gas prices.
Those who are reallocating household funds to pay for increased gas costs are spending fewer dollars on entertainment (87%) and personal shopping (81%) – such as for new home technology or work clothes. Leisure travel (62%) and home improvements (43%) took the next biggest hits as households move money around to pay for gas. Those surveyed were allowed to choose all that applied among six common household budget areas. More than four in 10 (41%) said they had cut back on food shopping.
"What's clear is that many of us have no choice but to shift budgeted money to the gasoline account," AAA Mid-Atlantic spokesman David Weinstein said. "What's interesting is that many of us expect those prices to climb even higher."
For instance, nearly half of those who completed the survey (48%) believe it is very likely they will pay $5 per gallon for regular serve this year, while almost four in 10 (39%) believe it is likely.
"Nearly 90 percent believe it's likely we'll have $5 gas this year," Weinstein said. "Here's hoping they're wrong."
Other survey results show that current pump prices already are having a major impact, not only on household budgets and future outlook, but also on daily driving habits.
Almost a quarter of those who completed the survey (23%) said they would drastically cut back on driving at $4 per gallon.
Many New Jersey locales have been averaging $4+ gas for months, while the state average – after briefly hitting $4 last week – has hovered just below that threshold, at a steady $3.99 for weeks. However, three in 10 (30%) indicated that $5 per gallon gas is the threshold at which their driving habits will drastically change.
"We've already seen a marked decrease in vehicle miles traveled at current prices," Weinstein said. "It will be interesting to see, if pump prices continue to rise, what additional reactions motorists have."
Other survey findings include:
• Nearly eight in 10 (78%) answered that they have altered their driving habits. Of those –
• 81% said they were consolidating trips to cut costs
• 74% answering that they are driving fewer miles
• 32% indicated they were driving less aggressively to cut gas costs.
(Motorists were asked to choose all choices that apply)
The survey was completed by 379 AAA Mid-Atlantic members throughout the auto club's footprint.


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Search the Community
Showing results for tags 'horror'.
Found 1 result
So I wiped out Valoriums Civilization =-D (War Thread)
Irate Canadian posted a topic in Avernum Trilogy (2000-2002 original versions)So to make a long story short I listened deep within my heart and heard the voice of my Party - they were enthralled to see the Monster Plagues in Avernum III - The four of them are Nephil/Slithzerikai Heritage and remember well the various Genocides committed against their kind by the Empire - particularly fresh is the Invasion of Avernum and the Great Massacres - including the Mass Grave full of Slith Children - So I say again my Party rejoiced at the Plagues and began to train - to become Elite Warriors capable of slaying vast numbers of the enemy without assistance. Your Mission was to Explore and Assist the Surface Worlders - Instead we have Declared War - I have gone town to town using Divine Strength Buff - Every single city on the Surface World - including Gail at Day 1200 - were breached and their populations destroyed. It is Masterful with regards to Jeff that the town decay is so much more significantly complete if the Guards have been wiped out.


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On the 17th instant, the gallant forces of the National Democratic Movement (NDM) laid a deliberate ambush on an enemy convoy moving to attack their positions. The ambush occurred on the Torit-Hillieu road, Eastern Equatoria.
One enemy car was completely destroyed.
In a related development, the overall commander of the NDM forces in the area, CDR Okongo God Comman, received into the ranks of the NDM seven soldiers who defected from the enemy, two of them from the CID.
The names of the seven (7) are:
1. Moses Okulo (CID)
2. Gatluak Kuong (CID)
3. Sgt. James Oting
4. Lcpl. James Odong
5. Pvt. Ukelo Justin
6. Pvt. James Oboya
7. Pvt. Santino Allajabo
The Chairman of the NDM congratulated the new members for their patriotic decision to choose the broad front as a mean for waging a revolutionary struggle in order to free the people of South Sudan from the dictatorial and ethnocentric regime of Kiir and his Jieng Council of Elders.
The Chairman assured the new members that the struggle to uproot corruption, injustice and tribalism is not easy but with our determination and adoption of the correct means and methods of the struggle, the people of South Sudan shall surely triumph.
19th July, 2017
Press Release
Long live the struggle of our people
Long live South Sudan
A luta continua
Ambassador; Emmanuel Aban
For/ the Spokesman
National Democratic Movement (NDM)


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The Dr. Pat Show: Talk Radio to Thrive By!: Taking the Miracle Mineral Message to the World
10/31/2008 11:00 am PST
Common water purification mineral cures many diseases and detoxs the body of many harmful elements and pathogens.
Dr. Pat Baccili
Dr. Pat Baccili helps individuals and organizations break through their limiting Crust so they can reach their unlimited potential. Her specialty is assisting people face t...Find out more »
Jim Humble
Jim Humble is the author of The Miracle Mineral Supplement of the 21st Century from which he donates all above profits to the charity of overcoming malaria in Africa, and he...Find out more »
Dennis Richard
Dennis Richard is the classic American Entrepreneur. Moving to Las Vegas in the early 1950s, this desert town of 25,000 was just a way station in the desert left over from t...Find out more »


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Anonymous on 08/17/2012
Room 915 found a lone bed bug on the sheets my second night at the hotel.
Staff was very helpful and switched my room late at night. They washed all my clothes, comp'd the room and had an inspector come out the next day to check on my old room 915 and the new room they put me in.
The inspector reported no bugs in either room? The problem is there was a bed bug in my room 915!!! hmmmm ...
I travel a lot and take all precautions to keep them away! I always check the matress before stay
ing at a room, suitcase up on stand, plastic bags, etc; matress even looked clean when I found the bug? Did he happen to make it in my room from housekeeping changing the sheets? That is what I'm guessing? I don't know ...
21 bedbug reports near this address:
|Hilton Omaha
|0.448 km
|Hyatt Place Omaha Downtown Old Market
|0.619 km
|0.931 km
|Doubletree Omaha Downtown
|0.936 km
|Magnolia Hotel-Omaha
|1.040 km
|Magnolia Hotel Omaha
|1.045 km
|Homewood Suites By Hilton
|1.070 km
|Fairfield Inn And Suites
|1.356 km
|Econo Lodge Downtown Omaha
|1.736 km
|Econo Lodge Downtown
|1.741 km
|4051 Avenue C
|1.774 km
|Days Inn-Council Bluffs
|2.750 km
|1201 Avenue H
|2.858 km
|Holiday Inn Express Hotel & Suites Carter Lake (Omaha Airport)
|3.084 km
|Holiday Inn Hotel & Suites Council Bluffs I 29
|3.266 km
|Ameristar Casino Council Blf
|3.266 km
|Super 8 Carter Lake
|3.493 km
|127 N 33rd St, Apt 1
|3.591 km
|Microtel Inn
|4.005 km
|Best Western Seville Plaza Hotel
|4.232 km
|3216 Plaza View Drive
|4.663 km


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Win4Lin: Running Windows Applications Under Linux - page 2
Computing in the real world
Win4Lin installation is not difficult but novice Linux users may want to get some assistance or take their time doing the installation. Once installed, running Windows is as easy as double-clicking an icon.
Win4Lin�s documentation is probably its most limited aspect. There is a small printed Installation and Getting Started Manual with the remainder of the documentation online. The printed manual is good, and it addresses most of the problems that will be encountered during an installation.
Win4Lin installation is relatively easy. We had to first make sure our Linux installation, Red Hat in our case, met the minimum version requirements. Next we installed the Win4Lin kernel modification. This nicely added another boot option to LILO so we can boot with or without Win4Lin. Installation of the remaining Win4Lin support was done after restarting with the new kernel.
The last step is to install Windows 9x from a standard Windows installation CD-ROM. The installation goes a little quicker than a base installation since the device drivers and other device support are already provided through Win4Lin and Linux. Multiple instances of Windows can be installed. This is handy for a PC shared by a number of users.
The only minor gripe is that the installation procedure does not add any menu items or icons for the Linux desktop. This must be done by the user.
- Skip Ahead
- 1. Computing in the real world
- 2. Computing in the real world
- 3. Computing in the real world
- 4. Computing in the real world


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General Jackson stoops to gain the favor of the majority; but when he feels that his popularity is secure, he overthrows all obstacles in the pursuit of the objects which the community approves or of those which it does not regard with jealousy. Supported by a power that his predecessors never had, he tramples on his personal enemies, whenever they cross his path, with a facility without example; he takes upon himself the responsibility of measures that no one before him would have ventured to attempt. He even treats the national representatives with a disdain approaching to insult; he puts his veto on the laws of Congress and frequently neglects even to reply to that powerful body. He is a favorite who sometimes treats his master roughly."
Wednesday, January 4, 2017
Young Hickory
Posted by racketmensch at 10:07 PM No comments:
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Scotty (James Doohan) Beamed-up at 85
Montgomery "Scotty" Scott from the original Star Trek series died today – our cat Janna (aka "Bubba") died today as well. Scotty was 85 and Bubba was 17. See you later guys – we'll miss you both.
Scotty Bio – durfee.net
Google Images – Montgomery Scotty
SciFi.com Bio
Related posts:


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It is seriously one of my FAVORITE things!! When I saw this recipe for a copycat version, I knew I had to try it!! This recipe is simple and seriously SO good!! I don't have a Great Harvest Bread Co. close by, so I will be satisfying my craving with this recipe from now on :) I was able to get cinnamon chips from my local grocery store, but I haven't seen them there before...might be a seasonal thing. I know that my sister has bought them from Target before, not during the Christmas season.
Great Harvest Cinnaburst Copycat Bread
1 cup warm water
1 cup warm milk
1 cup warm milk
1/3 cup sugar
2 1/4 teaspoon yeast (1 packet)
2 1/4 teaspoon yeast (1 packet)
1/3 cup oil (I used canola oil)
1/2 T salt
1 egg
4 1/2 to 5 1/2 cups all purpose flour
1/2 T salt
1 egg
4 1/2 to 5 1/2 cups all purpose flour
1 cup cinnamon chips
Directions: In mixer combine yeast, sugar, and warm water and milk; let bubble for about 5 minutes. Add in oil and egg. Slowly add 2 cups flour, mix and then add salt. Add 1/2 cup flour at a time until it comes away from the side of the bowl. Add the cinnamon chips when it gets close to the right consistency. The dough will be very sticky, but the softer the dough the lighter the bread. So use the least amount of flour you can handle. Let rise in mixing bowl for about 30 minutes. Divide dough in half and form into loaves. Put loaves into greased bread pans. Let rise an additional 30 minutes. I spray one side plastic wrap with cooking spray and set that over the dough while it rises. Because it is sprayed it won't stick when you pull it off to bake it. Bake at 350 for 30 minutes.
Makes 2 loaves.
If you can find cinnamon chips at your local grocery store, you can go here to buy Gourmet Cinnamon Chips - 11oz
If you can find cinnamon chips at your local grocery store, you can go here to buy Gourmet Cinnamon Chips - 11oz


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text: In the old harbor in Eyrarbakki is a little "take-away" coffee hut named Bakkabrim. There you can serve refreshments from organically grown raw materials at a reasonable price; new grind coffee, Homemade soup, sandwiches and baked pastries. View from the harbor is fantastic and strange phenomena of nature all around.


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With every passing week, we seemingly get a new Republican presidential hopeful.
On Wednesday, Louisiana Gov. Bobby Jindal became the 14th declared GOP candidate, including long-shot candidates like former IRS Commissioner Mark Everson and Donald Trump. The party itself counts 19 potential candidates in its online straw poll.
Read MoreJindal announces presidential bid
Of course, most such lists weed out the majority of the 98 Americans who have actually registered as Republican candidates with the Federal Election Commission and maybe even put together a campaign website but have absolutely no hope of actually winning. Those are people like an optimistic grandfather in Indiana, or a California Fish and Game employee and "conservative constitutionalist," who doesn't believe the president was born in this country.
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One possible method—inspired by a metric developed by ESPN's FiveThirtyEight—would include only candidates who have the official backing of at least one U.S. representative, senator or governor. Here's how many of those candidates we had by this time each year.


text:
Baptism by fire: Goodbye Subbarao, hello Rajan!
As Subbarao demits office on Wednesday after a 5-year stint at the helm of the RBI, and chief financial adviser Raghuram Rajan steps in, the macro-economic situation welcoming them is somewhat similar.india Updated: Sep 02, 2013 07:26 IST
As Duvvuri Subbarao demits office on Wednesday after a 5-year stint at the helm of the Reserve Bank of India (RBI), and high-profile IMF economist and chief financial adviser Raghuram Rajan steps in, the macro-economic situation welcoming them is somewhat similar.
Within days of moving to Mint Street in Mumbai in September 2008 from the North Block where he was finance secretary, Subbarao faced a crisis situation with the emerging financial meltdown, the worst since the Great Depression of 1930s.
Rajan also inherits an economy with a record current account deficit, a currency that has lost 20% against the dollar this year and annual growth at its weakest in a decade at 5%.
While Subbarao is known for the tough monetary stand that he took during the last one-and-a-half years when inflation was rising on one hand and economic growth stumbling on the other (under his leadership, the RBI raised policy rates 13 times between March 2010 and October 2011), Rajan has, not hinted at any policy stance. In fact, he has cautioned against expecting too much from his appointment, saying there are no "quick fixes".
"No one can doubt the country's promise. There is no magic wand to make the problems disappear instantaneously, Rajan had said in August.
He (Rajan) is in an unenviable situation," said DK Joshi, chief economist, Crisil.
For the time being, Rajan will be forced to focus on stabilising the rupee by keeping interest rates high at the expense of spurring growth, analysts said.
However, since "today's challenges relate to understanding global economic dynamics, Rajan has a big advantage in that department," said Siddhartha Sanyal, chief India economist, Barclays Capital.
Rajan is known as a "creative, out-of-the-box thinker" which should stand him in good stead," said Deepak Lalwani, head of India-focused financial consultancy Lalcap.
(With inputs from PTI/AFP)
First Published: Sep 01, 2013 22:55 IST


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text:
The Effect of Strategic Planning Focus and Time on Writing Fluency and Accuracy
Amir Marzban[1]
Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran
Majid Norouzi
English Language Department, University of Mazandaran, Babolsar, Iran
Following previous studies reporting a beneficial effect for pre-task planning on learners' task performance, the present research takes into account the possible effects of directing learners' attention to meaning and form of language on their written production while they have one- and five-minute strategic planning time. The study randomly categorized 48 intermediate learners of English into six groups and asked them to undertake a narrative task under form focused, meaning focused, and unguided planning conditions each with one or five minutes of strategic planning time. Their performances were analyzed by a set of fluency and accuracy measures whose results were put into one-way ANOVA. As for the comparison under one-minute planning condition, form focused planners outperformed the other two groups in both measures. Similar results were obtained under the five-minute planning condition. The results also showed that five-minute planning condition enhanced the learners' fluency of production more than their accuracy, unlike one-minute planning condition. It is proposed that the form focused planning condition better promotes writing processes than meaning focused and unguided planning conditions; besides, the longer the planning time is, the more fluency is fostered whereas the shorter the planning time is, the more accurate the learners' production would be.
Keywords: strategic planning, guided planning, unguided planning, form-focused planning, meaning-focused planning,
Planning or the allocation of some amount of preparation time to learners before completing a task, is a problem solving activity during which learners decide what linguistic devices to use for getting their meaning across (Ellis, 2005a; Mochizuki & Ortega, 2008). It provides an opportunity for learners to access both their implicit as well as their explicit knowledge of L2 for their production (Ellis, 2005a).
The outcomes of many studies (e.g., Crookes, 1989; Ellis, 1987; Foster & Skehan, 1996; Mehnert, 1998; Ortega, 1999) suggest that the amount and type of strategic planning have certain effects on learners' performance, in particular on fluency and complexity of their language, but to a lesser extent on the accuracy. Although no theory behind this effect of strategic planning has been equivocally put forward, it is generally believed that strategic planning helps learners mentally organize the content of upcoming task and/or formulate communication aspects which facilitate learners' later on-line performance (Ellis, 2005a). To allocate opportunity during strategic planning helps them decrease the processing load of the task in their actual performance and produce more complex sentences in terms of form and content with more fluency and accuracy (Bygate & Samuda, 2005, cited in Ellis, 2005b).
However, there are some vague points when strategic planning is considered. The first point is that whether or not this kind of planning helps learners over a long learning course, which remains ambiguous. The effect of strategic planning on learners' specific performance may be clear but the interrelation between the effects of learners' specific task performance and their longer period of learning time is left unstudied. Due to their limited working memory capacity, learners may be able to plan few sentences in the first two or three minutes of their speech, but they can not go much further and map out much in detail. In other words, the functioning of the construct or outcome of planning is not clear (Ellis, 2005a).
The past few years have witnessed a great deal of research on different facets of L2 learners' task performance (Ellis, 2003). Most of this research took account of features of task design, the procedures for their implementation, and their possible influences on different aspects of language use (Skehan, 1996). Task planning is currently regarded as an implementation variable which has indicated to yield a congruous effect on L2 performance. In effect, all kinds of language productions even those that seem automatic require planning. Some studies (e.g., Foster & Skehan, 1996) have reported that L2 learners' language performance will improve in terms of fluency and complexity when they are given the chance to plan a task before its performance than when they are deprived of that opportunity. The role that planning plays in applied linguistics is two folded including its theoretical and pedagogical contributions (Ellis, 2005a). In fact, planning can be of assistance to both second language acquisition researchers as well as to language teachers. As for the second language acquisition, it is believed that planning roots well at the heart of current theories of SLA, and has a robust association with the role of attention in language learning. Moreover, planning paves the way for more investigation into what learners attend to and the impact it might have on the way they use language. With regard to the effects that planning can have on the pedagogy, it can be argued that teachers can reckon on planning as an efficacious apparatus for indirectly influencing learners' interlanguage development by putting them on the right track. There is also another rationale behind using planning that learners, due to their limited processing capacity, cannot attend to both conceptual and formal aspect of their production; thus, planning can free up learners' limited cognitive resources so that there are some space remained for attending to the form of their production (Mochizuki & Ortega, 2008). In a nutshell, what planning does is just to compensate for learners' limited short-term memory. It is believed that strategic planning can decrease the load of learners' later on-line production by allowing them to conceptualize and formulate what they want to communicate; thus, this preparation leads learners to be more accurate, complex, and fluent (Ellis, 2005a).
Review of Related Literature
There have been contradictory results obtained from the studies investigating the effects of strategic planning on accuracy unlike roughly straightforward effects of strategic planning on fluency. On the one hand, there are studies reporting that strategic planning aids learners in having more accurate production. Taking learners' use of the regular past tense into account, Mehnert (1998) compared learners' performance under zero-, one-, five-, and ten-minute planning conditions. He found that accuracy level of planners surpassed that of no-planners, especially one minute planners significantly surpassed no-planners, while all the planners performed at roughly the same accuracy level. Mehnert also argued that learners tended to first attend to the accuracy of their production. On the other hand, there are studies finding no effects for strategic planning on accuracy (e.g., Crookes, 1989). Crookes (1989) sought to investigate the effects that ten-minute strategic planning might have on learners' performing two information-gap tasks. He found no difference between the accuracy level of planned and unplanned learners while he reported more complex and fluent performance for planners than non-planners. Yuan and Ellis (2003) using a general measure of accuracy, found that unlike what they found for the effect of unpressured on-line planning, strategic planning had no effect on the accuracy level of the learners' production. Some other studies reported that strategic planning did aid accuracy but only in some particular conditions, structures or some special tasks. Of these studies, Ortega's (1999) study stated that planning proved fruitful in the case of some structures. She found that strategic planning was efficient in assisting learners to be more accurate with Spanish noun-modifier agreements but not with articles. Foster and Skehan (1996) found changing tasks can yield different effects on accuracy for strategic planning. They tried to investigate learners' performance on three different tasks, namely personal, narrative, and decision-making. Using a decision-making task, they found that both undetailed and detailed planners surpassed the non-planners in accuracy level. In addition, on a personal task, only the undetailed planners were more accurate than the non-planners and on a narrative task, there was no clear effect for strategic planning on accuracy. They attributed this finding to the fact that accuracy might be well dependent on on-line processing during learners' task performance rather than on off line processing during pre-task planning. Foster and Skehan (1999) found that directing learners to the form of language rather than the content was no way effective in making them more accurate in their production. They further reported that, among different sources of planning they used in their research, teacher-led planning had the greatest effect on the learners' accuracy.
A great body of research has shown that strategic planning has a positive effect on fluency in L2 oral production of learners (e.g. Crookes, 1989; Foster & Skehan, 1996; Mehnert, 1998; Ortega, 1999; Wigglesworth, 1997). It is also believed that providing learners with an opportunity to have pre-task planning helps them reduce the amount of on-line planning needed. There have been several studies considering the fluency of language production, i.e., shorter or fewer pauses or both. Foster (1996) and Foster and Skehan (1996) giving three tasks to learners, found that learners who had opportunity for planning made less pauses and stumbles and spent shorter time in total silence than learners who did not have the opportunity to plan. However, they reported that this effect was more evident and much stronger on narrative and decision-making tasks than on personal tasks. They argued that this may be attributed to the fact that personal task was much easier than narrative and decision-making tasks. Skehan and Foster (1997) found similar result regarding total pauses using narrative and decision-making tasks. Ortega (1999) asserted that when learners had the opportunity to plan strategically their production turned out to be faster in terms of speech rate. Yuan and Ellis (2003) found that strategic planning had an obvious effect on fluency. Foster (2001) found that planning had differential effects for native speakers and for L2 learners. She reported that planning led L2 learners to produce more amount of speech than native speakers. However, she went on to say that there was no difference in L2 learners' production of lexicalized sequences in both unplanned and planned conditions; however, the percentage of lexicalized sequences changed in the case of native speakers. The result of her study suggests that due to a lack of a rich repertoire of lexicalized chunks, L2 learners, as opposed to native speakers, are forced to depend more on rule-based procedure in both planning conditions. To date, there is a significant body of research supporting the hypothesis that strategic planning positively affects learners' task performance, especially with regard to the fluency and complexity of their speech (Ellis & Yuan, 2005).
However, in the light of many studies supporting the positive effect of strategic planning, there seems to be some gap in strategic planning literature as to how this effect can be achieved. First, there has not been much research investigating the effects that directing learners' attention to different aspects of language may have during planning. Many studies (e.g., Ortega, 1999; Wigglesworth, 1997) even did not instruct learners in how to plan their speech with the result that learners attended to any aspect of language as they desired. Moreover, that body of research on the effects of strategic planning is not conclusive because, firstly, none of the studies examined whether or not the dyads in their study focused on that particular aspect of language in conjunction with the instructions given; secondly, most of those studies investigated the effects of foci of strategic planning using a general planning condition and a no-planning condition rather than comparing the effects of different kinds of focus of planning on learners speech with each other (Sangarun, 2005). Therefore, in addition to some studies examining the effects of directing learners' attention to the form or meaning of language (e.g., Ellis 1987; Foster & Skehan, 1999) or both (e.g., Crookes, 1989, Foster & Skehan, 1996; Mehnert, 1998), more studies are needed to take into account directing learners' attention to different aspects of language.
Thirdly and most importantly for this research, there have been few studies in the planning literature investigating the effects of different allocations of time in strategic planning condition on different aspects of learners' language production. In fact, the interaction between different allocations of time and strategic planning has been almost neglected. It should be noted that there has been few studies considering the role which time of planning can play in planning condition rather than in testing condition. Among the studies taking account of the time variable, Mehnert (1998) found that the length of planning time improved fluency but this effect was mainly evident between the planners and the non-planners. He found that the difference among the three planning groups was not significant. Wigglesworth's (1997) study showed that learners' performance enhanced when they were given just one-minute pre-task planning time in testing condition but this effect was not consistent across tasks and varied according to the proficiency level of learners. Grabe (2001) reported that learners allocated with 10 seconds planning time would write a predictable essay with less information (and most likely a lower quality essay) than a student who plans for 4 minutes. The mixed results of few studies on the effect of planning time on learners' production of different aspects of language warrant more research to be done on taking account of the effect of the length of planning time on different aspects of language. fourthly, whereas there has been a great body of research examining the effects of planning on learners' oral performance, there have been few studies investigating the effects of planning on learners' written production (Ellis & Yuan, 2004). Hence, as Kellog (1996) asserted that both oral and written production have commonalities, it seems beneficial to work on the written aspect of learners' production, examining in particular written task performance of learners during strategic planning.
A Comparison between Speaking Fluency Measures and Writing Fluency Measures
Given that both speaking and writing are productive skills, it is necessary to highlight speaking fluency measure in order to understand why some identical or similar measures have been used to assess writing fluency. Skehan (2003) identifies four measures of speaking fluency. (i) breakdown fluency or pausing, (ii) repair fluency: reformulations, replacements, false starts, and repetition, (iii) speech rate: the number of words per minute or syllables per second, and (iv) length of bursts occurring between pauses. It can be easily noted that written fluency measures are derived from oral fluency ones. Although the writing fluency measures in the first categories are identical to the speaking measures listed by Skehan (2003), the measures in the last category are similar to speaking fluency measurement in focusing on readers' rating of written text fluency as opposed to listeners' rating of oral output fluency. Writing fluency measures are of two types: Product-based measures depending on written texts regardless of how they were produced and Process-based measures drawing upon the online observation of writers' composing processes. All the measures given below are product-based indicators of writing fluency with the exception of three (pausing, length of rehearsal text, and length of translating episodes) which are process-based indicators:
The various definitions proposed for writing fluency may have resulted from the different indicators used for measuring it. Many L1/L2 writing process studies (e.g. Chenoweth & Hayes, 2001; Hastasa & Soeda, 2000) measured writing fluency in terms of the composing rate, i.e. the number of words written per minute obtained through dividing the text quantity by the time spent writing. Other reported measures of writing fluency include holistic scoring of the text (Ballator, Farnum, & Kaplan, 1999), number of words and t-units (Eloda, 2000), number of correctly spelled words written, number of sentences written, and number of letter sequences (Rosenthal, 2007). Of all these, the composing rate has been the most frequently used one for assessing writers' fluency.
Showing how the multiple measures of writing fluency were adapted from or influenced by measures of speaking fluency and highlighting the characteristics of real-time language processing in both speaking and writing tasks performance, the present researchers decided to use composing rate and number of reformulations as indicators of fluency in writing.
Research Questions
Two research questions which led to the present study are as follows:
1. Do the form focused planning (FFP), meaning focused planning (MFP) and the unguided planning (UGP) conditions have any effect on the L2 learners' accuracy and fluency of written production when they are allocated one-minute planning time?
2. Do FFP, MFP, and UGP conditions have any effect on the learners' accuracy and fluency of written production when they are provided with five-minute planning time?
The participants were 48 L2 learners of English studying at Iran Language Institute (ILI) in Qaemshahr and Sari who were randomly selected. They have been placed into the intermediate level based on an institutional placement test in the institute. To ensure the learners' actual proficiency level as well as the homogeneity of the groups, the study had 93 learners, who voluntarily agreed to participate in the study and take the TOEFL test (PBT). Out of that number of students, only 54 learners whose scores ranged from 430 to 480 were invited to the study. However, six students, due to personal problems, refrained from participating in the study. The participants were randomly assigned to six groups supposed to have different planning conditions. All the L2 learners were Persian native speakers, none of whom had ever lived in an English-speaking country. The participants in this study were female and male L2 learners aged between 16 and 31.
A narrative task based on a set of six picture strips adopted from Heaton (1975) was utilized in the study to elicit written performance from the learners (see Appendix A). Because this particular task had been used in many studies in pre-task planning and in some focus-on-form studies, it was conceived that using it would allow a comparison with those studies and the studies using similar tasks (e.g., Ellis, 1987; Skehan & Foster, 1999). Moreover, it was supposed that by using such a task, the conditions and context needed for genuine communication would be provided, paving the way for better meeting the requirements of meaning-based focus on form (Ellis, 2001).
In this study, two sets of ANOVA were employed where different foci of strategic planning were utilized as the independent variable with different levels including, form-focused planning, meaning-focused planning, and unguided planning conditions each having one minute, and five minutes of planning time. The learners' accuracy and fluency of production were the dependent variables in this study. Figure 1 presents the design of the study and categorization of planning conditions.
Figure 1. Design of the study
In this study, six strategic planning conditions were operationalized. The first two conditions involved two groups of form focused planners who were first instructed in how to plan the form of their language, and then were given one and five minutes planning time prior to their actual production. The second two conditions comprised two groups of meaning focused planners who were first given instructions in how to plan the meaning of their written production and then were allocated one and five minute planning time to engage in strategic planning before their final performance. Under the third conditions, the unguided planners were allowed to have one and five minute time to have strategic planning before writing their actual written narrative story.
In order for the learners to be directed to the form of language, they were provided ten minutes of instructions. They were reminded not to plan all the details in their drafts and not to jot down everything they wanted to write in their actual performance. It was emphasized that they would not have access to their drafts when writing their actual written story. They were also notified that their performances would be judged by considering their correct usage of the language rather than delicacy and convolution of the content of what they wanted to communicate in order to better ensure that they would be more cautious with their grammar than the content of the story. With regard to the learners who were directed to the meaning of language, a ten-minute instruction was given to them in order for them to be directed to the meaning of the language. The instructions were about the important role that cohesion plays in making a writing more strongly linked. The learners were also notified that it is their content and fluency of production which counts and they should not neglect content at the expense of form of their language. They were told that their writings will be scored regardless of their grammatical errors, but according to their interconnectedness of sentences and paragraphs and that there should be a strong link between the sentences. In order for the researchers to better make sure that the learners were directed to the content of language, they were given a piece of paper including five questions about the story of the task (see Appendix B). The learners were reminded that their written production of the narrative task should include the answers to at least three of the posed questions. As for the unguided planning group, they were not provided with any instructions concerning the content or form of the language.
Data Analysis
Because the test of normality showed the data to be normally distributed, the study used a set of ANOVAs in order to analyze the performance of one-minute planners under three different planning conditions, i.e., FFP, MFP, and UGP conditions. Another set of ANOVAs were performed to analyze the performance of five-minute planners under the FFP, MFP, and UGP conditions. The alpha for achieving statistical significance was set at .05.
Table 1 shows the result of ANOVA for composing rate, i.e. the syllables per minute measure among one-minute planners. As the table indicates, the FFP obtained the highest fluency mean score (M = 17.25 syllables per minute) followed by the MFP group, and the UGP group had the lowest mean (M =15.25). The difference between the FFP group and the UGP group reached statistical significance (p = .003) and reflected in large effect sizes (d = 2.0). The FFP group also surpassed the MFP group. However, the ANOVA failed to show any differences between the scores of the two groups (p = .216). Therefore, it seems that the participants who were directed to the form of language wrote in a quicker rate than both the meaning focused and unguided planners. With regard to the comparison among the groups, like the paired comparison, the difference reached statistical significance (p = .009). Overall, these results show that the FFP and the MFP group repeated, reformulated and crossed out less than the UGP group; therefore, the FFP group wrote faster than the MFP and the UGP groups.
As for the number of reformulations, both the FFP and the MFP group produced a lower rate of reformulations than the UGP group. The mean score of reformulations for UGP group (M = 4.88) was significantly higher than the FFP and the MFP group. This shows that the participants in UGP group had more reformulations and repetitions in their production than did the FFP and the MFP group (M = 2.63 and 2.88, respectively). Moreover, the difference among groups reached statistical significance (p = .027).
Table 1
Descriptive Statistics and ANOVA Results on Fluency and Accuracy of Production among One-minute Planners
M(SD) of Planning Conditions
(effect size)
P value
F value
Composing rate
No of reformulations
Error-free Clauses
Correct verb forms
M = mean; SD = standard deviation
In the case of error free clauses, the FFP group had the highest mean (M = .95), followed by the MFP group and the UGP group had the lowest mean (M = .51). The difference between the FFP and the UGP group reached statistical significance (p= .00); however, the d index indicated a medium effect size (d = .43). The MFP group also manifested greater number of errors in their clauses in comparison with the FFP group, but the ANOVA failed to show that the difference reached statistical significance (p = .082); besides, the effect size was large (d = .9). With regard to the difference between the MFP and the UGP groups, the MFP group surpassed the UGP group and the difference in scores between them reached significance (p = .00). On the whole, the difference among the groups reached significance (p = .00). The results indicated that the FFP group remarkably surpassed the MFP and UGP groups in producing greater number of error free clauses and had a more accurate written production.
In terms of correct verb forms, the participants in the FFP group produced the most accurate production in terms of having fewer mistakes in the number of correct verb forms. The FFP group had the highest mean among the two groups (M = .97), followed by the MFP group, and the UGP group had the lowest mean (M = .53). In addition, the difference among the groups reached significance (p = .000). Overall, the results showed that the UGP had the lowest mean in this measure and that the participants in this group had the highest number of wrong verb forms, followed by the MFP group.
Figure 2.The performance of the FF, MF and UG groups having one-minute planning time by considering different measures of fluency and accuracy.
As for the accuracy of production, figure 2 shows that the FFP group performed much better than both groups in this measure which indicates that the participants who were directed to the form of language could produce more accurate written production than those who were directed to the meaning of the language or those who were not directed to any aspect of language production.
Table 2 presents the results for fluency among five-minute planners. As the table shows, the FFP group surpassed the other two groups in this measure. It had the highest mean among the MFP and UGP groups (M = 18.125). The FFP group and the MFP group surpassed the UGP group and the differences were statistically significant (p = .004 and .017, respectively). Moreover, the difference among the groups was also significant (p = .01). Thus, among five-minute planning groups, the FF group was the most fluent group in this particular measure and wrote faster than other groups and the MFP was, in turn, better than the UGP group, which had the slowest rate of writing and the highest number of repetitions, and reformulations.
In the case of the number of reformulations, the FFP group and the MFP group both had fewer numbers of reformulations than the UGP group. Moreover, the difference between the groups reached significance (p = .003). Overall, the results above show that the FFP group had the lowest rate of reformulations (M = 2.125) and had the least repetitions and reformulations in their written production. The UGP group had the highest number of reformulations, that is to say, they crossed out the most in their writing and were the least fluent group in this particular measure.
Table 2
Descriptive Statistics and Results from the ANOVA on Fluency and Accuracy of Production among Five-minute Planners
As far as the number of error free clauses is concerned, the FFP group had the highest mean than the other two groups (M = .88 number of error free clauses). Both the FFP group and MFP group surpassed the UGP group in producing greater number of error free clauses and the ANOVA showed that this difference reached significance (p = .000 and p = .002, respectively). In effect, the UGP was the least accurate group by producing the fewest number of error-free clauses (M = .45). Moreover, the overall difference among groups reached significance (p = .000). Overall, the results show that when directed to the form of the language, the participants were more accurate than when directed to the meaning of the language and when having no opportunity to be directed to any aspect of the language production.
In the case of correct verb forms, the FFP group obtained the highest mean (M = .76) and therefore had the fewest number of wrong verb forms. The FFP group had greater number of correct verb forms than the MFP group but the difference did not reach significance (p = .732). On the whole, the results show that the FFP group had the most accurate written production and directing the participants to the form of language seems to be more beneficial than directing them to the meaning of the language or not directing their attention to any aspect of the language.
As figure 3 presents, with regard to the fluency of production, the FFP group outperformed the MFP and the UGP group in the number of syllables per minute (M = 18.2). In the case of the number of error free clauses, the FFP group had the highest number of error free clauses (M = .88). The MF group was better than the UGP group which had the fewest number of error free clauses.
Figure 3. The performance of the FF, MF and UG groups having five minute planning time by considering different measures of fluency and accuracy
The first research question addressed the effects that different foci of planning, i.e., the form-focused, meaning-focused, and unguided planning, might have on the accuracy and fluency of the learners' narrative writing under one-minute planning condition. In terms of the accuracy of language production, results of the present study indicated that the FFP condition had the best effect on the performance of L2 learners. In effect, after they were directed to the form of language, the processing load on their formulator and conceptualizer decreased; therefore, they had enough attentional resources for monitoring their grammatical accuracy (Sangarun, 2005). Another conceivable argument can be that after being inclined towards the form of language, the FFP group concentrated more on the forms of language for encoding their ideas and content of their production. As a result of this, the FFP learners became faster in their written production because they had better access to the forms of language after the planning and did not have to hesitate as much for the search of the appropriate form as compared to the MFP group. As a matter of fact, because of the amount of attention paid to the content of the language, the MFP group had to take a longer amount of time as well as having more hesitations in order to find the appropriate wording for the encoding of the concepts with particular forms in their mind. In a nutshell, the FFP group's better performance than the MFP group's can be attributed to their faster access to the form of language as a result of being directed to the form of language during their strategic planning.
The second research question addressed the issue of the effects that directing the learners' attention to the form and the meaning of language might have on the accuracy and fluency of the learners under five-minute planning condition. Similar results were obtained for the five-minute planners.
The UGP group's being the least accurate and fluent group might be attributed to the fact that they did not have the merit of having treatment which means that they were deprived of the grammatical and conceptual points that could come in handy in their subsequent actual production; hence, being a bit confused how to start the writing and whether to think first and then write or the other way around, they just rehearsed what they wanted to produce and, as it is evident in the results, they did not write some parts of the story. The number of the syllables this group produced per minute compared to other two groups testifies that the UGP group avoided producing some parts of the story (Mochizuki & Ortega, 2008).
The results of the study support the hypothesis that directing learners' attention to form or meaning of language can aid them in better performing of a task than when their attention is not directed to any aspects of language. With regard to fluency and accuracy of written production, the finding of the study was in consort with previous research (Foster & Skehan, 1996, 1997; Mehnert, 1998; Ortega, 1995, 1999; Wigglesworth, 1997; Sangarun, 2005) deeming strategic planning as a helpful condition for making learners more fluent and accurate. Adding to the findings of previous studies, results of the present study support the hypothesis that form focused planning can even be more fruitful in making learners more fluent than the meaning focused planning does.
In terms of the fluency of UGP planners, present research supports the findings of previous studies (e.g., Crookes, 1989; Mochizuki & Ortega, 2008; Yuan & Ellis, 2003) as to the poor performance of this group when compared to the guided planners (form focused and meaning focused planners). It can be explained that just merely providing learners with planning time does not necessarily guarantee their fluency and accuracy. The reason may be that learners under this planning condition, after not getting any assistance regarding form and content of language, may have focused on rehearsing the story of the task to the detriment of their fluency and accuracy level.
The findings of the study support previous research (e.g., Mehnert, 1998; Wigglesworth, 1997) regarding the positive effects of longer amount of time on learners' performance especially on their fluency. With regard to the one minute planning time, results of this study were in parallel with those of the previous studies (e.g., Wigglesworth, 1997; Mehnert, 1998) in showing that the one-minute planners were more accurate than the five-minute planners. On the other hand, the five minute planners were more fluent than one-minute planners. It can be argued that, given some amount of time for having strategic planning, learners tend to first give priority to the accuracy of production then the fluency of production. It can be concluded that when learners are pressed for time, it is accuracy which takes precedence over fluency, and the longer the amount of planning time, the more fluent learners would be.
The Authors
Amir Marzban is an assistant professor of TESOL at Islamic Azad University, Qaemshahr branch, Iran. His research interests include conversation analysis, L2 reading & writing, CALL, and teacher education. He has published in both Iranian and International journals and also has presented in many international conferences.
Majid Noruzi is an MA graduate of TEFL from University of Mazandaran, Iran, and currently teaches at Mazandaran universities and his research interests is task-based language teaching.
Abdel Latif M.M. (2009). Towards a new processs-based indicator of measuring writing fluency: Evidence from L2 writers' think-aloud protocols. Canadian Modern Language Review, 65(4): 531-58.
Baba, K. (2009). Aspects of lexical proficiency in writing summaries in a foreign language. Journal of Second language Writing, 18 (3), 191-208.
Bygates, M., & Samuda, V. (2005). Integrative planning through the use of task-repetition. In R. Ellis (Ed.), Planning and task performance in second language learning (pp. 37- 76). Amesterdam: Benjamins.
Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11, 367-383.
Chenoweth, N.A., Hayes, J.R. (2001). Fluency in writing: generating texts in L1 and L2. Written Communication, 18 (1): 80-98.
Ellis, R. (1987). Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition, 9, 1-20.
Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford University Press.
Ellis, R. (2005a). Planning and task-based performance: Theory
And research .In R.Ellis (Ed.), Planning and task performance in a second language (pp. 3-34). Amsterdam: John Benjamins.
Ellis, R. (Ed.). (2005b). Planning and task performance in a
Second language. Amsterdam:John Benjamins.
Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and, accuracy in second language narrative writing. Studies in Second Language Acquisition, 26, 5-84.
Ellis, R., & Yuan, F. (2005). The effects of careful within task planning on oral and written task performance. In R. Ellis (Ed.), Planning and task performance in second language learning (pp. 167-192). Amsterdam: Benjamins.
Foster, P. (1996). Doing the task better: How planning time influences student's performance. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 126-135). London: Heinemann.
Foster, P. (2001). Rules and routines: A consideration of their role in the task-based language production of native and non-native speakers. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 75-97). London: Pearson.
Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323.
Foster, P., & Skehan, P. (1999). The influence of source of planning and focus of planning on task-based performance. Language Teaching Research, 3, 215-247.
Grabe, W. (2001). Notes on a theory of second language writing. In T. Silva & P. Matsuda (Eds.), On second language writing (pp. 39-57). Mahwa, NJ: Erlbaum.
Heaton, J. (1975). Beginning composition through pictures. Harlow: Longman.
Johnson, M.D., Mercado, L., Acevedo, A. (2012). The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity. Journal of Second Language Writing, 21(3): 264-82
Kellog, R. (1996). A model of working memory in writing. In C. Levy, & S. Ransdell (Eds.), The science of writing (pp. 57-71). Mahwa, NJ: Erlbaum.
Knoch, U. (2011). Fluency in writing: the reader's perspective. Joint Conference of the Australian Association of Applied Linguistics and Association of Applied Linguistics of New Zeland, Canberra, December 2011.
Mehnert, U. (1998). The effects of different length of time for planning on second language performance. Studies in Second Language Acquisition, 20, 83-108.
Mochizuki, N., & Ortega, L. (2008). Balancing communication and grammar in beginning level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research, 12, 11-37.
Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109-148.
Reynolds, D.W. (2005). Linguistic correlates of second language literacy development: Evidence from middle-grade learners' essay. Journal of Second Language Writing, 14(1): 19-45
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287-318). Cambridge: Cambridge University Press.
Sasaki, M. (2002). Towards an empirical model of EFL writing processes: An exploratory study. Journal Second Language Writing, 9 (3), 259-291.
Sangarun, J. (2005). The effects of focusing on meaning and form in strategic planning. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 111-141). Amsterdam: John Benjamins.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38--62.
Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1, 185-211.
Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49 (1), 93-120.
Spelman Miller, K. (2002). Academic writers on-line: investigating pausing in the production of text. Language teaching research, 4 (2), 123-148.
Storch, N. (2009). The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing. Journal of Second Language Writing, 18(2): 103-18
Wigglesworth, G. (1997). An investigation of planning time and proficiency level on oral test discourse. Language Testing, 14, 85-106.
Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity, and accuracy in L2 monologic oral production. Applied Linguistics, 24, 1-27.
Appendix B: Questions for Meaning-focused Planners
[1] Corresponding Author. Email: firstname.lastname@example.com
Copying and use of the articles in this publication is subject to the law of free access Creative Commons Attribution 4


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- Home
- Jewelry Findings & Supplies
- 2 Large Gunmetal Plated Self Closing Hinged Bails ~ 16x20mm
Product Description
- Approximately 16x20mm main Clasp with (2) 14x10mm oval jumprings.
- You receive 2 sets (2 main clasps and 4 jumprings).
- 16x20mm bails.
- Inside approx 9x12.
- Bail approx 4mm thick.
- Hinge opens approx 3-3.5mm.
- Self-closing hinged clasps feature spring mechanisms made of steel for added strength.
- Clasps also work well as links in designs or when used to attach interchangeable pendants, drops or charms.
- *Please consider the actual sizes given in the listing as the pictures are generally enlarged to show detail.


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- Last Updated: 16 February 2016
New Clio GT Line Look Pack: for an even sportier look
Making Clio look even sportier is the GT Line Look Pack. Renault has put together a pack of sporty gear that you can specify for your new Clio, when you choose the Dynamique MediaNav or Dynamique S MediaNav, with the 90hp 0.9-litre TCe or 90hp 1.5 dCi engine, and with the Glacier White, Diamond Black, Flame Red or Mercury finishes. Make your new Renault Clio Dynamique look all GT!
Renault Clio GT Line Look Pack features include:
- 16"/17" GT anthracite alloy wheels
- GT front and rear bumpers
- LED daytime running lights
- Chromed exhaust tailpipe
- Anthracite door mirror casings and protective door inserts
- Renaultsport sill kick plates
- GT Line badging
The Renault Clio GT Line Look Pack is available now on new Clio Dynamique MediaNav and Dynamique S MediaNav models.
Clio GT Line Look Pack: look GT, feel GT.


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Fairtime Education
Email: email@example.com
Phone: (909) 865-4267
Thank you to Wells Fargo
for supporting Fairplex Programs
Get Ready for College
Hands on Banking
As our program has grown we want to accommodate as many participants as possible while providing a quality experience. In order to give more people a chance to attend our field trip we will enforce a LIMIT OF ONE VISIT per student.
The LA County Fair (LACF) is The World's Largest Classroom — where there is a new discovery around every corner.
The FairKids Field Trip Program allows students and teachers to enjoy an interactive educational experience, or what we call A Day Full of Learning Cleverly Disguised as Fun!
Why FairKids?
FairKids Field Trips are Wednesdays through Fridays (Sept. 5 – Sept. 21) excluding the first Thursday (Sept. 6). Reservations are required for all field trips.
*All registrations for 2018 FairKids are full, please visit us early next year to make reservations for the 2019 FairKids Field Trips.
The Read to Ride Program is a special reward program for kids in grades K through 8 who read books over the summer. Kids will receive free carnival ride vouchers good at the 2018 LA County Fair Carnival. *Note Carnival rides will not be open during Field Trips. Rides do not open until 12:00pm.
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Behind-the-scenes, inner-circle perspective on year-round activities at Fairplex
read on
Fairplex is a nonprofit, 501(c)5 organization that leads a 487-acre campus proudly located in the City of Pomona. Fairplex exists in a public-private partnership with the County of Los Angeles and is home of the LA County Fair and more than 500 year-round events.


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After a somewhat confusing cliffhanger last season quite a few months ago, Ugly Betty is back, presently 8 episodes into its second season. So far I've only watched like two and a half, and I must say, for a start at least, the series is a fantastic kicker. The cliched twists needed to move the story's ass along were put along side subtle, totally unexpected twists, making the show much more powerful. I can't say much without throwing major spoilers into your unappreciative face, so I'll just highly recommend this series.
For now.


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Whether by choice or the result of circumstances, nearly 200 million adults in China are single, accounting for 14.6 percent of the population, according to data from the Ministry of Civil Affairs.
That's a big jump from just 6 percent of the country's total population in 1990, the Wall Street Journal said, citing local media reports.
Aside from the rising divorce rate, the trend has been traced to a growing number of Chinese who delay marriage or choose not to marry at all.
The situation could be traced to China's decades-old one-child policy, which has resulted in gender imbalances.
The policy is now being revised in view of the country's aging population and shrinking labor force, with the government allowing couples to have a second child.
Still, China's percentage of single adults is quite low compared with some other countries.
In the United States, for example, 50.2 percent of the population is single, according to data from the US Bureau of Labor Statistics. In England and Wales, those who were unwed reached 51 percent as of 2011.
One factor favoring marriage in China is that older generations, being traditional and family-oriented, needle their adult children and grandchildren to get married.
Unwed women over the age of 27 are referred to as "leftover women", adding to the social pressure for them to tie the knot.
But given China's huge size, 14.6 percent already represents about two-thirds of the entire US population.
– Contact us at [email protected]


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Revising OSHA's Hazard Communication standard will improve the quality and consistency of hazard information, making it safer for workers to do their jobs and easier for employers to stay competitive.
Portland, OR (PRWEB) November 30, 2012
OSHA's updated Hazard Communication Standard is now aligned with the Globally Harmonized System of Classification and Labeling of Chemicals (GHS). According to the US Department of Labor, the objective of the new standard is to "improve the quality and consistency of hazard information in the workplace, making it safer for workers by providing easily understandable information on appropriate handling and safe use of hazardous chemicals."
According to Secretary of Labor Hilda Solis, "revising OSHA's Hazard Communication standard will improve the quality and consistency of hazard information, making it safer for workers to do their jobs and easier for employers to stay competitive." In fact, OSHA estimates that the revised standard will prevent 43 fatalities and 585 injuries and illnesses annually. (http://tinyurl.com/facts-hcs-ghs).
Succeed's new online Hazard Communication Training includes current information about the Globally Harmonized System to help you keep pace as the revised OSHA Hazard Communication Standard takes effect. Incorporating the GHS requires revisions of old hazard classifications because it requires specific criteria for different health and physical hazards as well as mixture classifications. Your employees will need to become familiar with the new classifications.
Container labels and pictograms with harmonized signal words and hazard statements for each hazard class and category are topics that are included in the Hazard Communication Training. Your employees will also be introduced to the new Safety Data Sheets in the internationally-approved 16-section format.
The previous version of the Hazard Communication Standard gave workers the right to know about the hazardous chemicals in their workplace. The 2012 Standard, with the incorporation of the GHS, requires that workers also understand the hazards associated with those chemicals. Organizations are required to provide employee training on the new system and to ensure employees understand the chemicals they work with before the December 1, 2013 deadline. Ensure your organization is compliant by including the Hazard Communication Training in your regular curriculum.
The new course is now available in Succeed's web-based Risk Management Center, in the learning management system and risk management library. The Risk Management Center also contains other OSHA-required programs, training materials, and integrated software solutions.
About Succeed Management Solutions, LLC
Succeed is the recognized leader in providing web-based Enterprise Risk Management solutions. Thousands of organizations use the Succeed Risk Management Center as a holistic solution to improve their risk management programs, implement web-accessible employee safety training programs, increase efficiencies, and lower the frequency and severity of claims and associated costs.
The Succeed Risk Management Center contains a suite of software applications that helps manage claims and OSHA reporting (Incident Track™), behavior-based safety programs (Job Hazard Analysis Builder™), hazard communication (MSDS Track™), Return to Work Programs (Job Description Builder™), employee training (Training Track™), and third party insurance compliance (COI Track®). More information on Succeed is available via their website: http://www.succeedms.com.


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Are you focused?
In your artwork, I mean.
Do you feel scattered, leaping from one design/project/idea/theme/technique to another or do you focus on one thing and work and work at it until it is, if not mastered, at least not amateur?
I kind of joke about it saying I have ADD of Jewelry Making, but the truth is, I'm just trying to find myself. And now it's time to start focusing.
Next week, I put aside my one of a kind designs and anything else that is something I want to do "for fun". Play time ends, just temporarily, while I get down to work.
My website looks too scattered and I want to bring it back to cohesion.
My second goal is to have identifiable designs. My first goal is to have cohesion.
So I've made a list of pieces of jewelry of mine that have sold well in the past. I want to put them into production (my version of production is rather loose compared with others but it's more than what I'm used to).
The list includes:
- Minimalist enamel earrings and pendants (including sgraffito)
- Hammered silver message ring bands
- Fairy rings
- Hammered silver links bracelet
- Hammered silver stacker rings
- Spinner rings
Doing all this work, for hours on end will strengthen my technical skills. It's a win-win.
Virtually Playing with Cats
In case your "time wasted at the computer" hasn't met its quota yet, you may want to check out this awesome humane society in Utah. They have set up a system so people around the globe can take turns playing with actual cats in real time by remotely controlling some toys in their shelter.
Here's the info on it.
And here's the link to play with the cats.
What's Next at Bracken Designs?
New jewelry launches Monday, June 1st at 9am PDT!
Here's a sneak peek at some of the pieces...
See you there!
And don't forget to sign up for my newsletter for the 10% off coupon code.


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UK Manufacturer
This compact design, underdeck-mounted, bilge pump is ideal for confined spaces. It has an easily removable clamp ring for head rotation and quick maintenance and is suitable for hulls 5-19mm thick.
It is self priming and is quick and easy to fit. There is a completely enclosed protected diaphragm.
Supplied complete with deck plate and cover and removable easy grip handle.
Pump International developed the customised pumps for the world famous Red Arrows which enables the trail of red, white and blue smoke. This supports our status as a global leader in the manufacturer of industrial, chemical & marine pumps.
To buy any of the Pump International products online please access our ONLINE PUMP SHOP.
Pump International is a hand pump manufacturer established in 1964 with the Patay brand.
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