text:
краевое государственное бюджетное профессиональное
образовательное учреждение
«Ачинский медицинский техникум»
Учебное пособие для студентов
по дисциплине «Иностранный язык»
Case History
для специальностей
31.02.01 Лечебное дело
34.03.01 Сестринское дело
Ачинск, 2014
Данное учебное пособие для студентов соответствует требованиям ФГОС СПО для специальностей 31.02.01 Лечебное дело, 34.03.01 Сестринское дело.
Использование информационных технологий в учебном процессе является существенным фактором практического занятия. Студенты самостоятельно находят нужную информацию, активно включаются в поисковую деятельность, применяя Интернет-ресурсы.
1. Развивать у студентов речевую, языковую, компенсаторную, учебно-познавательную компетенции.
2. Развивать у студентов готовность к сотрудничеству.
3. Повысить мотивацию к изучению английского языка.
Занятия в интерактивном формате дают возможность студентам приобретать знания от учителя к ученику, активно добывать их в учебном общении друг с другом.
Преимуществом данного занятия является использование интерактивной методики обучения английскому языку (сложная кооперация, использование аутентичных материалов), информационных технологий, а также технологии критического мышления.
Read and learn the following words and word combinations:
the medical history, case history
история болезни
to report
сообщать, составлять отчет
gain obtain
добывать, получать
давать возможность
вносить ясность
the impact
the comment
комментарий, отзыв
suicide attempts
попытки суицида
раздражать, обострять (боль)
единокровная сестра (брат)
the inquiry
расследование, запрос
Taking a Medical History
Admitting a patient to hospital includes two major steps: on the one hand the doctor has to take the patient`s medical history, where he is given the opportunity to report his complaints and to answer the doctor`s questions.
The medical history or (medical) case history of a patient is information gained by a physician by asking specific questions, either of the patient or of other people who know the person and can give suitable information with the aim of obtaining information useful in formulating a diagnosis and providing medical care to the patient. The medically relevant complaints reported by the patient or others familiar with the patient are referred to as symptoms, in contrast with clinical signs, which are ascertained by direct examination on the part of medical personnel. Medical histories vary in their depth and focus. For example, an ambulance paramedic would typically limit his history to important details, such as name, history of presenting complaint, allergies, etc. In contrast, a psychiatric history is frequently lengthy and in depth, as many details about the patient's life are relevant to formulating a management plan for a psychiatric illness.
The information obtained in this way, together with the physical examination, enables the physician and other health professionals to form a diagnosis and treatment plan. The treatment plan may then include further investigations to clarify the diagnosis.
Case history structure
1. Introduction
It should consist of a few clear and concise opening statements, which typically include information on:
Name (pseudonym)
Marital status
Central problem
2. History of Presenting Complaint
Comment on the impact of the illness on the patient's life
Consider work, social relations and self-care.
Note details of previous treatment
Include information on who administered management (when and where), what the treatment was (and preferably the dose and duration of treatment), and the patient's responses to treatment.
Integrate current problem and psychiatric issues
3. Past Psychiatric History
The following points are relevant in this section:
details of previous episodes of illness
previous psychiatric admissions/treatment
outpatient/community treatment
suicide attempts/drug and alcohol abuse
4. Past Medical History
In this section of the report, you need to show that you a) understand the relationship between medical conditions and psychiatric symptoms, and b) can appreciate the complexity of medical problems that might be exacerbated by psychiatric conditions.
Record medications. Demonstrate an understanding of the significance of drug therapy on psychological function and, if appropriate, focus on medications taken by the patient that may influence the patient's psychological function.
5. Family History
Include details of:
Parents and siblings, nature of the relationships between family members
Any family tensions and stresses and family models of coping
Family history of psychiatric illness (incl. drug/alcohol abuse, suicide attempts)
6. Personal History/Development
Use the list in Bloch and Singh (2001:93) as a guide for selecting and organising the information in this section:
Early development
Menstrual history
Sexual history
Marital history
Social network
7. Review of Systems (ROS)
In this portion of the history, all organ systems not already discussed during the interview are systematically reviewed. ROS is a final methodical inquiry, prior to physical examination. It provides a thorough search for further, as yet unestablished, disease processes in the patient.
Following are the topics to be reviewed for each organ system:
7.1. Constitutional
Any history of recent weight change
Any history of anorexia (loss of appetite), weakness, fatigue, fever, chills, insomnia, irritability or night sweats
7.2. Skin
Any history of skin rashes—acute or chronic, is it unilateral or bilateral
Any history of allergic skin rashes
Any itching of the skin
Any history of unhealed lesions (probably due to: diabetes; poor diet; steroids and other causes of decreased immunity, especially AIDS)
Any history of bruising, bleeding
7.3. Head
Any history of headaches
Loss of consciousness (may be due to cardiovascular, neurologic causes, anxiety, metabolic causes, etc.)
History of seizures. Are they general (with or without loss of consciousness) or focal? Are there any motor movements?
Is there any history of head injury?
7.4. Eyes
Check for vision, history of glaucoma ( could cause pain in the eyes), redness, irritation, halos (seeing a white ring around a light source), blurred vision
Any irritation of the eyes, excessive tearing, which can be associated with frequent allergic symptoms?
7.5. Ears
Any recent change in hearing
Any pain in the ears or ringing in the ears (tinnitus)? discharge?
Any history of vertigo (dizziness)?
7.6. Lymph Glands
Any history of lymph glandular enlargement in the neck or elsewhere? Are they tender/painless? How were they first noticed?
Are they freely mobile or are they adherent to the underlying tissues?
7.7. Respiratory System
History of frequent sinus infections
Postnasal drip
Cough (with/without expectoration)
Color of sputum, when present
History of sore throat
History of shortness of breath on exertion or at rest
Any history of wheezing (may be due to asthma, allergies, etc.)
Hemoptysis (blood in the sputum): may be due to dental causes; lung causes like bronchitis, tuberculosis; cardiac causes like mitral stenosis or CHF (congestive heart failure). Determine if it is a blood-tinged sputum or there is frank blood in the sputum.
Any history of bronchitis, asthma, pneumonia, emphysema, etc.
7.8. Cardiovascular System
History of chest pain or discomfort
History of palpitations: were the palpitations associated with syncope (loss of consciousness)?
History of either hypertension or hypotension
Does the patient experience any paroxysmal nocturnal dyspnea (shortness of breath during sleep, in the middle of the night)? Is there any SOB in relation to exercise or exertion?
Any history of orthopnea (shortness of breath when lying flat in bed)? Does the patient use more than one pillow to sleep? Has this always been the case, or has the patient recently started using more pillows?
History of edema (site of edema—legs, face, etc.)
Any history of leg pains, cramps? Are they relieved by rest (this is suggestive of intermittent claudication) or is it unremitting? (this is muscular)
Any history of murmur(s), rheumatic fever, varicose veins?
Any history of hypercholesterolemia, gout, excessive smoking, i.e., conditions which can lead to or worsen heart disease
7.9. Gastrointestinal System
History of bleeding gums, oral ulcers or sores
History of dysphagia (can the patient point out and describe where the difficulty swallowing exists?)
History of heartburn, indigestion, bloating, belching, flatulence
History of nausea: is it related to food? Is it one of the many symptoms due to GI (gastrointestinal) disease?
Vomiting: is there any associated weight loss, psychosocial factors, or are medications causing it?
Hematemesis (vomiting blood). Ask for associated ulcer history, food intolerance, abdominal pain or discomfort
Jaundice: is there a viral cause, gallstones, associated family history?
History of diarrhea/constipation
Any change in color of stools
7.10. Genitourinary
History of polyuria (excessive urination) due to diabetes, renal disease, unknown cause, etc. Check if this has been a recent change
History of nocturia (getting up at night to go to the bathroom). Is this a recent change?
History of dysuria (painful urination). If it is because of urinary tract infection (UTI), the patient will experience frequency and urgency in addition to dysuria. STD will also be associated with similar symptoms (was treatment for STD completed?)
History of renal stones, pain in the loins, frequent UTIs
7.11. Menstrual History
Date of LMP (last menstrual period). Always precede this question by informing the patient that she has to get x-rays done, so you need to know if she is pregnant; thus, the need to know her LMP
Any history of menorrhagia (heavy periods)
History of use of birth control pills
7.12. Musculoskeletal System
History of joint pains—determine location: is it acute or chronic? Unilateral or bilateral? More in the morning or evening? Are there associated systemic symptoms?
Any history of rheumatoid arthritis, osteoarthritis, gout, etc.
7.13. Endocrine System
History of symptoms due to diabetes, i.e., polyuria, polydypsia, polyphagia1, weight change
History of thyroid symptoms: heat/cold intolerance, increased/decreased heart rate, goiter, etc.
History of adrenal symptoms: weight change, easy bruising, hypertension, etc.
1 Polyuria — excessive urination; polydypsia — excessive thirst; polyphagia — excessive appetite
7.14. Nervous System
History of stroke, CVA, TIA
History of muscle weakness, involuntary movements: they may be tremors, seizures, or anxiety, etc.
History of sensory loss of any kind: anesthesia, paresthesias, or hyperesthesias2
Is there any change in memory, especially recent change.
2 Anesthesia → no sensation; paresthesia → altered sensation, commonly a pins and needles sensation; hyperesthesia → increased sensation
8. Concluding History
It is important at this point to collect the relevant data about the patient (all positive findings) and construct a logical framework of the case.
EXERCISE 1.Найдите в тексте эквиваленты следующих слов и словосочетаний:
Поступление в больницу; информация, полученная врачом; с целью получения информации; обеспечение медицинского ухода; сообщенные пациентом; формулировка плана лечения; поставит диагноз; самолечение; предыдущее лечение; злоупотребление алкоголем; оценка сложности медицинских проблем.
EXERCISE 2. Ответьте на вопросы по тексту:
What is the medical history?
How do medical histories vary?
What does the introduction include?
What integrate History of Presenting Complaint ?
What is a final methodical inquiry?
EXERCISE 3. Дополните следующие предложения:
The medical history of a patient is information … by a physician by asking specific questions.
The medically relevant complaints are referred to as symptoms, which are ascertained by direct … on the part of medical personnel.
… … … would typically limit his history to important details, such as name, history of presenting complaint, allergies, etc.
The treatment plan may then include further investigations to clarify … .
History of Presenting Complaint Include information on who administered … , what the treatment was, and the patient's responses to treatment.
Past Medical History demonstrates an understanding of … of drug therapy on psychological function and, if appropriate
Family History includes details of nature of the relationships between family … .
… provides a thorough search for further, as yet unestablished, disease processes in the patient.
EXERCISE 4.Прочитайте диалог. Запишите вопросы доктора.
EXERCISE 5.Найдите предложения, в которых сказуемое стоит в страдательном залоге и переведите их.
EXERCISE 6. Составьте ментальную карту «Структура истории болезни».
EXERCISE 7. Изучите истории болезни (см. Приложение 2). Ответьте на вопросы.
Учебное пособие для студентов предназначено для проведения вводного занятия по теме «Case History». Оно основано на материалах учебников и сайтов Великобритании и США и включает в себя интерактивные упражнения для работы с лексикой и текстами, презентацию , обучающую программу
Занятие рассчитано на студентов с разным уровнем знаний, умением работать в парах и малых группах в интерактивном формате и пользоваться Интернет-ресурсами. Задания составлены с учетом индивидуальных особенностей студентов, т.е. на основе дифференцированного, личностно-ориентированного подхода и соответствуют требованиям ФГОС СПО для специальностей 060101 Лечебное дело, 060501 Сестринское дело.
Библиографический список
A c k e r m a n, Terrence & Carson S t r o n g. A Casebook of medical ethics. New York, Oxford: Oxford University Press, 1989.
G l e n n d i n n i n g/ H o l m s t r ö m. English in Medicine, course book. Klett, 1998.
G r o s s, Peter. Medical English. Stuttgart: Thieme, 2000.
L o n g m o r e / W i l k i n s o n / T ö r ö k. Oxford Handbook of Clinical Medicine. Fifth
Edition. Oxford: Oxford University Press, 2001.
P a r k i n s o n, Joy. A Manual of English for the Overseas Doctor. Edinburgh: Churchill Livingstone, 1998.
S a n d l e r, P.L. Medically speaking. English for the medical profession. BBC English by Radio & Television, 1982.
T h i e m e L e x i m e d Pocket Dictionary of Medicine – English-German/ German-English. Stuttgart: Thieme Verlag, 2002.
D o r l a n d`s Illustrated Medical Dictionary English-English, pocket. W.B. Saunders Co., 2000.
S t e d m a n`s Medical Dictionary, Student Value Pack (Book with CD-ROM) – English-English. Williams & Wilkins, 2000.
Приложение 1
1) Introducing oneself/ Specific Greetings
- Good morning, Mr. Bradford, my name is Anne Golding. I am a medical student (you may say: "student doctor") doing a clerkship on this ward.1 I heard about the problems you have with your
heart. Would you mind if I examined your chest again?
- Hello, Mrs. Rutherford, my name is Robert Weiss. I am a Seniormedical student. The doctor will be here shortly, may I ask you a few questions meanwhile?
- Good morning Mr. Hewling, it's nice to see you. Please come in and have a seat. What has brought you along today? What seems to be your problem? Could you describe it for me, please?
- Good afternoon, Mrs. Johnson. I see from your chart that you came to us complaining of pain in the stomach. Is there anything else you want to tell me before we look at your stomach more
- Hello, Mr. McLeod. We met last week, didn`t we? Well, I have been going over some of the results of your tests with a colleague of mine and we are pleased with your progress.
- Good morning, you are Christopher, aren`t you? I heard a lot of nice things about you. But your Mum told me you have a tummy ache. Is that right? Now, Chris, I want you to tell me all about it.
- Hello, Mr. Smith. Could you please roll up your sleeve and let me take your blood pressure?
- Hello again, Mr. Wright, I have come to take a blood sample. Could you please roll up your sleeve? It might be a bit uncomfortable. It is like a sharp scratch.
I) Personal Data: Time of assessment (!)
Name (surname/ Christian name)
Age (DOB)
Sex Occupation Marital Status2
II) c/o (= complaining of = Chief Complaint)
Try to find a short phrase describing the patient`s problem. Do not give a diagnosis!
III) HPC (= History of the presenting complaint)
When did the problem begin?
How long has it been bothering you? DURATION
How did it start? (gradually/ suddenly)MODE OF ONSET
How often does it come on? FREQUENCY
Have you ever had anything like this before?
What brings it on?
Does anything make it better/ worse?
Does it occur in certain positions? RELIEVING/ AGGRAVATING FACTORS
Does anything go along with it? E.g. Are you feeling sick, are you sweating? ASSOCIATED SYMPTOMS
Where does it hurt?
Is it a constant pain/ does it come and go?
Does it interfere with your daily activities? PAIN
What is the pain like?
Is it ...biting?
IV) PMH (= Past medical history)
Apart from your present complaint how is your general health?
What previous illnesses have you had?
Do you remember any childhood diseases?
Have you ever been seriously ill?
Have you ever been hospitalised/ had an operation?
What about broken bones?
Do you suffer from any chronic disease?
V) Med (= Medications)
Are you taking any medicines/ tablets?
Are you on the pill?
Do you need sleeping tablets?
VI) All (= Allergies)
Have any medicines ever upset you?
Are you allergic to penicillin, contrast agents,
foods or anything else?
Have you been immunised against tetanus/ polio/ influenza/ hepatitis A, B/ pertussis /
VII) FH, SH (= Family history, social history)
Does anyone in your immediate family suffer from a chronic disease?
Are your parents (other members of the family) alive and well?
Ask for the circumstances of the patient's accommodation, education, job, leisure interests.
Ask whether he is married/ has children.
VIII) Alcohol, tobacco, recreational drugs
Do you smoke?
How often do you drink alcohol?
Do you take any kind of drugs?
Приложение 2
Case Histories
Case History I: A Patient with Abdominal Pain
The patient was a 33 year old salesman, who came to the emergency room because of
"bellyache". He had been in good health until the previous evening, when he went to a party.
There he had several bottles of beer. He sampled the chili and ate custard. About an hour after
the meal of chili he suddenly felt an excruciating abdominal pain, accompanied by nausea. The pain appeared to arise from the area under his belly button. He broke out in a sweat and had to lie
down. After about 5 min the pain was completely gone and he felt fine again. He even engaged in a match of volleyball later that evening. When playing in the front row close to the net he jumped and stretched for the ball. Immediately thereafter, the abdominal pain recurred. Since then he had been restless; his pain never let up completely. In the last 2h he had not had any desire for food; he had been nauseated 6 times and vomited 4 times. Each attack was accompanied by worsening of his sharp abdominal pains. The pain was now located in the left abdomen and under the umbilicus. It worsened after coughing or sneezing. The patient`s last bowel movement had been 2 days ago.
What diagnostic possibilities would you consider at this point and what would you do to work them up?
Case History II: A policeman with chest pain
A 47 year-old policeman was taken to the emergency room because of substernal chest
pains. The attack began 45 min before admission, while he was on the phone. The
pain radiated to his back and did not budge until admission. It was accompanied by
shortness of breath, dizziness, and nausea; he vomited once.
The patient`s wife reported that he had had a similar attack 2 hours before while lifting a
case of beer. Furthermore, on the morning of this day the patient had had a fainting spell, followed by palpitations and restlessness. The patient had a past medical
history of high blood pressure. Family history: his father died suddenly at 51 years of age.
What possible diagnoses do you think of and what would you doto confirm them at this point?
Case History III: A Dying Adolescent
Lucy was fifteen years old and one of four children. Her mother was a registered
nurse and her father a machine operator in a local factory. She was admitted to
the hospital with a two- day history of nausea, vomiting, and persistent
abdominal pain. A gastrointestinal X-ray series and a gastroscopy confirmed an obstruction in the initial portion of the small intestine. Exploratory surgery revealed a large tumor which appeared to arise in the pancreas and had penetrated the intestine. The tumor
had also spread to regional lymph nodes, the liver, and one kidney. Pathological examination of specimens removed at surgery confirmed the diagnosis of carcinoma of the pancreas.
Within two weeks after surgery, an intensive six-week course of chemotherapy with three drugs was undertaken. After this course, there was a marked regression of the tumor in the
pancreas. All other tumor had disappeared entirely. A second six week cycle of treatment was initiated, but by the end of this course, X-ray and physical examination revealed that the tumor
was again growing rapidly and metastases were appearing. Throughout the early period of treatment, the patient was very interested in how treatment was going. She was also very cooperative through a series of difficult procedures. She often expressed to the nurses a concern about the impact of her illness on her parents and siblings. However, she was also usually very
reserved in interchanges with hospital staff members, and she never initiated discussions of her condition. In addition, the patient's mother was very protective of the child and, as the
health professional in the family, assumed the decision-making role. At all times, the family, particularly the mother and the patient, appeared to be very close-knit and loving.
After failure of the first regimen of chemotherapy, a different anticancer drug therapy was attempted. However, two weeks later the patient was admitted to the hospital with acute
gastrointestinal bleeding. Endoscopic examination revealed bleeding in three sites in the initial portion of the small intestine, suggesting that the tumor was eroding blood vessels. Over the
next three days the gastric bleeding continued, and the patient occasionally vomited large clots of blood. The patient's blood volume was kept stable by daily administration of red cells.
Generalized abdominal pain was controlled with a moderate dose
of intravenous morphine. The physician visited the room each day to discuss the patient's
condition with the family. These discussions were held at the bedside and were focused on day-to-day changes in her condition.
The patient remained awake and alert during this period, but she was always very quiet. She did not ask whether she might soon die, and the issue was not raised with her. On a couple of occasions, the mother expressed a concern outside the room about conducting discussions of her daily condition in the patient's presence. But in private conversations with the nurse
practitioner, the child said that she was aware that she might not become well enough to return home, although she would like to do so. She expressed further concern about her parents. She also said she believed God would make her well again. One week after hospitalization the patient's prognosis was discussed privately with her mother. The mother inquired about
the availability of other chemotherapeutic agents. She was told that no other drugs with established dosages or effectiveness were available for the treatment of pancreatic cancer, although some experimental agents might be tried. It was emphasized that the
chance for regression of the tumor was slight, and at best life could be prolonged only briefly. At any rate, chemotherapy could not be administered until the bleeding abated and the physician
said that it would probably not be possible to stop the bleeding. He suggested that it might be appropriate not to send the patient to the intensive care unit should her condition worsen; doing so might subject her to needless discomfort. He also raised the possibility of discontinuing the blood transfusions. The mother was unprepared to accept either suggestion, asked that the
transfusions be continued at their present rate, and held out the hope that additional chemotherapy might be possible. Finally, the question raised about involving the patient in the decision-making process. But the mother also firmly resisted this possibility, indicating that she did not wish to intensify the anxiety and
suffering of her daughter.
Point out the physician's dilemma and try to evaluate the options he has.
Приложение 3
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Sunday, July 14, 2013
Fish get everywhere!
Its been a bit of a whirlwind lately with painting, an exhibition, planting, work, all coming together for the perfect storm and leaving me exhausted by the weekend. It seems when my body has any downtime after being really busy, I get sick. Not seriously sick but generally feeling blah and Saturday my body decided it was the day to regenerate and catch up with itself. So naps and snacks and snack and naps were the order of the day and today I feel better, so its back in the saddle again.
Thursday evening was the opening reception for the group exhibition at Peter Lewis Gallery. Four other artists, Michael Kilburn, Sarah Jane Conklin, Julie Duff, JJ Allwood and I took part and it was great to see new art and meet new friends. The exhibition is open until August 1st and if you have time, I'd strongly suggest you visit and see the Come Rain, Drizzle or Fog exhibition. You won't regret it.
I put in a couple of water/boat pieces as well as a couple of fish, one gyotaku and one oil painting of a koi, as seen above. That yellow boat is a magnet for everyone who sees it. I think bright colours do bring in viewers' eyes, but ultimately, beyond colour, a memory kicks in that gives an emotional response that becomes the trigger to want to see that painting every day on your own wall. Cross your fingers that these paintings provide the triggers!
I'm plugging away with the capelin painting and making progress. I'm building layers and adjusting colours as I go. I find the colours of the rocks and fish are very similar, a perfect camoflage for their environment no doubt. There is still a fair bit of work to do on it but its more detail work now that the main colours and values are in place.
I have another painting in the wings, a larger, palette knife piece, full of bright colours and great shapes. I can't show anything at the moment as its in its ugly stage. You know that point, where you wonder if you can ever turn it around into something worthwhile and the self doubts kick in? I'm fighting hard to overcome the doubts and keep moving ahead on the path I want. Wish me luck!
6 comments:
- JANE MINTER said...
hope you fee brighter today jeanette ...you have a beautiful collection of work hanging at the gallery ...wishing you every success with the joint exhibition .
- 14 July, 2013
- Gary L. Everest said...
Aloha Jeanette,
How nice to see you in a gallery! You, and your work look wonderful. What a comfortable place to view art.
Seeing your paintings like this really brings them to life, both in scale, color and power.
I don't know about you, but it's always frustrating for me to photograph a work and know it doesn't do justice to it. This post most definitely shows how best to exhibit art--especially for those of us so far away.
While you're resting, you might want to take a look at my latest post! You were the instigator and I hope you will enjoy seeing the result.
Great show, Jeanette.
- 14 July, 2013
- Jeanette said...
Thanks Jane, much better today. The exhibition has a lot of beautiful paintings from other artists. I'm in good company.
Hi Gary
I have a similar frustration with viewing work online and always want to see it from its most appropriate viewing point - at least 6 feet away. In a gallery setting, with good lighting, art always looks its best.
I shall have to pop over and see what adventures you're up to now. You have my curiosity piqued!
- 14 July, 2013
- The Art of Kim Kincaid said...
Your work looks so inviting hanging there in the gallery. Wish I could see them in person. You always manage to include such wonderful textures in your work.
- 15 July, 2013
- Jennifer Rose Phillip said...
looks like a great place for an exhibition :)
hmmm always wanted to go to Newfoundland....
- 15 July, 2013
- Jeanette said...
It is lovely at the gallery which is in an old heritage property in downtown St. John's. Come on over Jen, we even have heat. Well at least for today. :)
- 15 July, 2013

subset: commoncrawl


text:
LETTER: Trash talk
I encourage residents of Meadowgreen to abide by the trash rules set out by the City of Houston. These rules can be found at http://www.houstontx.gov/solidwaste/treewaste.html . Violation of these rules can be reported on the 3-1-1 phone line or at the 3-1-1 internet page at http://hfdapp.houstontx.gov/311/index.php (Garbage, Trash and Recycling).
During the last heavy trash cycle, almost a month before the next pickup, the first pile of heavy trash appeared in Meadowgreen. Over the next few weeks, many other residents joined in by placing their piles of unsightly trash at the curb. Last week, only two days after heavy trash pickup, a Meadowgreen resident placed a pile of limbs on the curb for the next pickup (a month away).
Again, I encourage residents of Meadowgreen to abide by the trash rules. Complying with the trash rules costs nothing. Non-compliance can result in a first offense fine of $50 - $2000 and $250 - $2000 for subsequent violations. This is our neighborhood - please keep it clean. Abide by the trash rules and report those who do not to 3-1-1.
Thank you.
CJ Miller
Meadowgreen Subdivision Clear Lake


text:
MADPET is for the Abolition of Death Penalty, an end of torture and abuse of rights by the police, an end to death in custody, an end to police shoot to kill incidents, for greater safeguards to ensure a fair trial, for a right to one phone call and immediate access to a lawyer upon arrest, for the repeal of all laws that allow for detention without trial and an immediate release of all those who are under such draconian laws.
Friday, July 14, 2006
To kill or not to kill?
Umran Kadir
It came as quite a surprise to me that jury trials in Malaysia were abandoned in 1995 due to cost and difficulties in finding qualified jurors.
It was thus a pleasant turn of events to read about the Attorney-General's recent suggestion of reintroducing juries. As we all know, the Attorney-General's bright idea was promptly extinguished by Minister in the Prime Minister's Department Datuk Seri Nazri Abdul Aziz. In his justification Nazri bluntly accused Malaysians of being racist and amenable to bribery.
Given the furore raised when Reader's Digest recently labelled KL the third rudest city in the world, I immediately wondered what studies or data Nazri had in his possession to back an even more slanderous allegation. And how could the government place a price tag on democracy? Would the powers-that-be next claim that elections are costly and unnecessary as the outcome is already certain?
Arising from the above events I intended to write today about why jury trials are in many ways the epitome of the democratic process. Having a jury as opposed to a single judge decide on the facts of a case also provides more surety, as with a jury of seven a minimum five-two majority is required for a firm verdict. The accusation that Malaysian jurors are not legally trained is irrelevant as judges normally guide juries on points of law.
In researching the history of jury trials in Malaysia I came across a point which forced me to step back and examine the larger picture. Jury trials were introduced to Malaysia subsequent to independence and they have only ever been an option for capital cases - cases in which the accused face the death penalty.
In my view, the argument over whether we reintroduce jury trials for capital offences misses the point. Whether it is a judge or jury which sentences a person to death, blood remains on the collective hands of our society. Hence the title of this piece: "To kill or not to kill?", for that is the real question we should be asking ourselves.
On June 28, Deputy Minister in the Prime Minister's Department Datuk M. Kayveas clarified that the government stance that the death penalty is here to stay as it reflected the government's seriousness in dealing with crime. This is an inexcusable position to take when international studies overwhelmingly support the notion that the death penalty is not an effective deterrent to crime. Shortly after Kavyeas made his statement, reports surfaced of death row inmates who have been languishing in Malaysian jails for more than 20 years; apparently some of the Pardons Boards meet very infrequently.
Is this the sign of a criminal justice system which is fair, just and humane?
Moreover, the ugly truth is that in dispensing justice mistakes can and do happen. Between 1976 and 2003, 112 death row inmates in the United States were released after the unearthing of new evidence led to the overturning of their convictions.
Civilisation has moved far beyond the time of Hammurabi when "an eye for an eye" was the basis of all laws. The death penalty creates a senseless and vicious cycle of violence. I firmly believe that we are in no position to take away that which God has bequeathed upon each of us.
Fortunately, Malaysians can rely on several voices of sanity in this debate. Organisations such as the Bar Council and Madpet (Malaysians Against Death Penalty and Torture) have consistently called for an end to capital punishment.
Indeed, the global trend is for countries to drop the death penalty from the repertoire of punishments. The latest country to do so was the Philippines which repealed capital punishment last month. To date 125 countries have so far abolished the death penalty. Malaysia is among a shrinking group of 71 countries that continue to cling on to an unmerciful and irreversible punishment.
It is high time we let compassion guide us on this issue.
The writer notes with sadness that from 1970 to the present, 359 people have been condemned to death by Malaysian courts while 159 are still on death row. Send comments to feedback@ thesundaily.com
Updated: 10:33AM Fri, 14 Jul 2006
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Today I got a chance to do a lesson that gets 6th graders to think critically about the meaning of multiplication. I really think that if you just teach math as a rote mindless activity, it accomplishes nothing. Maybe the kids will remember it long enough to pass a test, but they really won't have 'learned' anything.
So I made an activity that enables students to explore the relationship between counting, adding, and multiplying. So you take a question like #4, with 5 houses having 6 windows each. They can count the windows to get 30, or they can do 6+6+6+6+6 to get 30, or they can do 6*5 (or 5*6 !) to get 30. This way if a kid ever forgets 6*5, he can just add 6+6+6+6+6 and re-derive it. That's thinking critically!
There were a few kids who raced through the thing, just using their memorized times tables, but I made them also turn each question into the related adding problem, just to force them to think of the relationship between those two math concepts.
After answering the questions, they had to make their own examples. Some kids got really creative with them, which was great.
Here's the worksheet:


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Limerick, A day on the golf course
Finger misbehaving
Say, " What "?
Tiger on the green swinging high
Crowd cheering as ball almost reaches the sky
The crowd whispers in disbelief
Ball in coral reef
Camera captures Tiger giving the third finger hi-five
Please let me interject, I love Tiger, and i hope he regains his God given skill. He is the best..
What an amazing shot. He is brilliant.
Love the limerick. So he flicked the bird lol
This is very creative! Ruby, I enjoyed your work!
Lol..hilarious ..if the poor man had any self respect he wouldn't have needed to screw anything that moved..just sayin'..
lol, Ruby, this is wonderful, and funny! Even though I am not a golf, or Tiger Wood's fan, I still enjoyed your limerick :)
Great job, voting up!
Great limerick! good old Tiger! lol! funny stuff Ruby, loved it!
I love your writing - but to me Tiger Woods has betrayed and will never be forgiven. I hate men who cheat!!
You are very welcome, Ruby.
Great limerick, always! I hope Tiger gets his mojo back, he really needs it. :)
Good job! :-) deserves a reward:
Was out playing golf just for fun
With Father O'Toole in the sun
When club from hand burst
Hit priest as he cursed
And he hit his first holy one
Up, funny, and awesome Ruby. LOL This was great. Poor Tiger has lost his stripes! I wish he would capture that past glory. He is and will always be the reason that I watch golf. I do wish him well. I want to see him win a major, but Karma is a "bitty." Great work as always dear Ruby. Take care AE
This is a very funny limerick Ruby. Poor Tiger maybe one day he'll be back on track again.
"The third finger high five"...sounds perfect!
Ruby, you are a funny lady... And a cool one! Love, Maria
Since I know nothing about golf or Tiger Woods, I shall say I enjoyed your limerick. Thanks for the fun read.
Sport limerick poetry. I think you have something here. Now if he could hit the ball down the line, it would be much easier to continue to rhyme
Very cute, and very true!
Your limerick, my dear Ruby, I kid you not,
Is just as good as Tiger's miraculous shot!
It's good to read funny poems in the morning , thank you.
Voted up funny and interesting, Joyce.
Well done. Witty and humorous Rubi! Hope Tiger's wife read this one, so they can get along better... who knows? Thanks for the fine piece!
HAH-HAH! That is so fantastic, Ruby. I voted up.
Funny and very true nowadays for Tiger! Great limerick. Have a great weekend my friend.


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There is the tried and true. And there is that which is off the beaten
path. Bill Stewart takes the latter approached with Space Squid
(Pirouet Records, 2016).
Drummer Bill Stewart is accompanied by Seamus Blake, tenor and soprano
saxophones; Bill Carrothers, piano; and Ben Street, bass.
"Paris Lope" was inspired by a mid-day walk from a hotel to a Parisian
club for an afternoon of practice before a gig. The mood of the music is
such of taking one's time to get from here to there. You have to go. No
sense crying about it. Besides, when you get there, it's all for the joy
of creating music. It's just that you don't really get into the journey.
Or do you? The pace is slow and unadventurous. However, Blake's tenor
and Carrothers' piano offer some interesting, if not exciting,
diversions along the way.
In contrast is "Happy Walk," a lively piece that again features Blake on
the tenor. But rather than a constant strut, it's a dart here, a hop
there, a flit and a skip. One can imagine an adult revisiting youth,
playing in the neighborhood park. Street and Stewart are firmly engaged,
whether backing Blake or backing Carrothers. Stewart gives the kit a
full, syncopated workout behind Blake's closing solo.
Stewart says he named the album Space Squid because he likes
the sound of the title and he's slightly fascinated with the squid and
the octopus. "They can also be delicious," he says.
Stewart's career has seen him work with such artists as Maceo Parker,
Lee Konitz, John Scofield, Joe Lovano and Dave Holland. He has also been
a sideman to Carrothers and to pianist Marc Copland. Stewart composed
all 10 originals for this set, which includes one cover.


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Press the square button and enter the number 32634.
Now continue to the 100 Gates level 5 Solution


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When the kids fight at home, the outcome is often A. incoherent with rage, crying and yelling that M. hasn't told the truth or M. did such-and-such first or M. is pretending to be 'the good one' when both were to blame.
At school A. is not great at standing her ground or fighting back. M. is both naturally resilient and able to keep up with shenanigans, so is not picked on as often or if she is, I don't know about it. (It's not all easy street of course - she has plenty of friendship dramas and gets upset over different things).
A. has attracted more than her share of teasing and unpleasantness. She's a popular kid (as I see whenever I observe her at school), but there is something a bit 'young', naive and 'good girl' in her manner that seems to attract teasing.
Also unlike M., A. is not a skinny kid. She's what used to be called 'sturdy'. She is not fat - and lest you think I might be a delusional fat mum with a fat kid, the school nurse and her doctor both agree she is not fat. She's rounded instead of angular.
Her friend V. is the same. Both sometimes get called 'fat' by other kids, not always in a mean way, but it still hurts.
I've talked to A. a few times about this, and explained some kids are skinny and some kids are not, and the ones that are not are sometimes called fat by other kids, but you are not fat. And that kids sometimes say hurtful things without realising how much they are hurting you. And that some kids are just mean and you have to stay away from them. And if they're your friends or kids you have to deal with every day you tell them 'Stop it, I don't like it', 'You're being mean', and all the other wholly useless things the school tells the kids to say to each other.
When A. was in daycare she was confident and outgoing and sunny. Since she started school I have watched her confidence shrink and her light dim, to the point where she was seeing a counsellor for anxiety and depression and regularly saying things like 'I hate my life' and 'I want to kill myself', when she was six and seven. That broke my heart. It still does.
In the last year she has made great strides and is closer to her old self, and she has grown much more resilient. But she is still easily upset by teasing, and struggles to keep her self confidence.
Today when I picked her up from after-school care she told me that a boy had teased her at lunchtime. This kid is a serial pest, not just to A, and is often disruptive or mean to other kids. I will call him 'Alex' for that is his real name.
Today Alex said 'Hey A,' and when A. came over he said 'You're fat.' She tried to ignore him and he kept saying 'You're fat, you're fat.' Then 'What are you going to do, hit me with your fat head?' and 'Well, are you going to cry?'
Eventually A. cried.
When A. told me this she kept her composure and her voice only wobbled a little, but I was furious. I'd had enough. I abandoned everything I've told her before, and this is the advice I gave her:
'That kid is rotten. He's a horrible kid, and next time he says anything like that to you, you tell him: YOU'RE UGLY. And - I know this is hard, because it happened to me too, and I remember it, but: don't let him see you cry. You try your best not to cry in front of him, ever. Be strong.'
'You're not allowed to be mean back,' said A.
'I know,' I said, 'And usually that's right. But that kid is horrible, and sometimes you just have to fight back. You have to stand up for yourself, and with some kids when ignoring or doing all the other stuff doesn't work, fighting back and standing up for yourself is the only way to make them stop. So next time ANYONE calls you fat, you tell them: YOU'RE UGLY. And if they say anything else, tell them YOU'RE A ROTTEN KID. And if you get in trouble for saying any of that stuff, you tell me and I'll talk to the school.'
She liked everything I said, she was comforted by it, and she understood this was special, exceptional advice for difficult situations.
The anti-bullying stuff the schools teach is all good stuff. 'Stop it I don't like it', ignoring, telling a teacher, are all fine. But at some point, when those things don't work, your kid has to get tough and fight back. They either figure this out themselves and manage it, or you end up having to tell them.


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CMS Land Co. is providing an initial commitment of $250,000 to establish the Little Traverse Bay Watershed Protection and Restoration Fund.
Plans call for the new endowment's proceeds to be used in pursuing the goals identified in the Little Traverse Bay Watershed Protection Plan which was developed in recent years.
Some of the main priorities of the plan and fund are to improve both warm and cold water fishing by reducing inputs of contaminants; protect and restore wetlands and vegetation along rivers and streams to provide shade and wildlife cover; and to ensure safe recreation by protecting water quality.
The fund will be established at the Petoskey-Harbor Springs Area Community Foundation, with a local advisory committee providing oversight.
CMS Land president David Mengebier noted in a news release that the gift is an invitation for communities surrounding Little Traverse Bay to support the project and help protect the bay and its watershed for the long term. If other parties provide a match, CMS will make another grant of $250,000 next year. Formal fundraising is expected to begin in spring 2011.
CMS is pursuing the watershed protection initiative separately from its environmental remediation efforts along parts of the Bay Harbor and East Park shoreline.
"As we near the end of our environmental efforts at Bay Harbor and East Park, CMS Land desires to remain a part of the community and a steward for the care of Little Traverse Bay," CMS Land president and Petoskey native David Mengebier said in a news release. "The establishment of this fund is a way to build on our environmental efforts and create a lasting legacy that will protect and enhance the bay."
This plan was developed by an advisory committee made up of numerous local agencies and organizations, and can be accessed online at Tip of the Mitt Watershed Council.
The Little Traverse Bay Watershed covers approximately 174 square miles and includes Walloon and Bay Harbor lakes, the Bear River, and several tributaries, including Tannery and Five Mile creeks.
CMS Land, a subsidiary of Jackson-based CMS Energy, is a former partner in the Bay Harbor resort. It has been working for several years to address seepage of caustic cement kiln dust leachate along several stretches of shoreline in that area as part of the Little Traverse Bay Environmental Project. This seepage forms when water comes in contact with buried deposits of cement kiln dust, a waste product remaining from the years when a cement plant operated in the area.
Parent company CMS Energy also owns the Consumers Energy electric and gas utility, which is a separate entity from CMS Land. No utility funds are used to pay for the Little Traverse Bay Environmental Project.


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This afternoon I went to the Terrier swim. Last week at practice, coach Megan had told us that because the 4:30 practice was so crowded, we were welcome to come to the 3:30 race-specific practice instead. I'm not sure if this is the last week of the 3:30 practice since the New York triathlon is next weekend, but I figured I would take advantage of the smaller practice group.
When I got there, the new swim coach, Jamie Barone, was teaching a flip-turn clinic. I know how to do flip-turns, but I just cannot do them on a regular basis because they really hurt my ears. I know that sounds weird, but I have had a lot ear problems ever since I was a kid and something about going too deep in the water (even a couple of feet) really gives me a hard time. I know that if I did them on a regular basis, it would make my pool swimming faster, but I figure that in triathlons you don't really do flip-turns, so I'm probably okay on that.
Jamie told us that he's a fan of doing short, fast sets in practices. He feels like longer, slower sets teach you how to swim slowly and doing faster sets helps you learn how to swim more quickly. We also all lucked out because it ended up that there were only 4 of us who were at the 3:30 practice, so we all had pretty individual attention. This was the workout:
300 Warm-Up
350 Kick
10 x 100 Hard/Easy split
10 x 50 Hard/Easy split
50 Warm-Down
Total distance: 2200 meters (1.36 miles) in approximately 1:05:00
The kick was done in sets. It was 25 hard followed by 25 easy. Then 50 hard followed by 25 easy. And then 75 hard followed by 25 easy. Finally 100 hard with 25 easy. Jamie was walking up and down the side of the pool with us while we were kicking. I was in the far left lane, closest to the wall, so he was mostly walking up and down next to me while we were swimming. He asked me if I had done a lot of swimming as a kid. When I said yes, he said it showed a lot in my kick. He said that I kick a lot from the knee instead of from the hip, which will make my stroke a lot faster and so I worked on that for the rest of the kicking drills. He said he could instantly tell I was kicking faster his way and I did feel a little bit smoother in the water, but it still doesn't feel 100% natural.
After that we did 10 x 100. It was broken up into five 200s that the first one was done fast and the second was done easy. Jamie had a stop watch, so he timed all of us doing our fast 100s. My first 100 was in 1:28, if I'm remembering correctly. I did increase my time from there, I think my third one was 1:33. Then Jamie gave me a different swim cap to wear. I wear a lycra one because I think all of the other kinds hurt my hair, so he told me to put on a silicone one over my lycra one. He said that my original cap carries a lot of water and is giving me too much drag. The funny thing was that after he told me that I was wearing the fast cap, I went down to 1:29 on my fourth hard 100. So, I guess he did know what he was talking about. It probably is worth wearing a second cap, although I would still want to wear the lycra one underneath because those other ones just pull on my hair too much. Or I should just toughen up. But I think I'll choose the second swim cap.
While were doing the fast 100s, Jamie would walk up and down the side of the pool and whistle and yell at us to encourage us. It actually was really pretty awesome and nice. It was definitely the encouragement that I needed to keep going, mostly on the last 25! He told us at one point that if we heard him "whoopin' and hollerin'" that we should just keep swimming - and swimming fast! The recovery 100s were done amazingly slow. I have no idea what the timing was on those, but it was really nice to just take it slow and easy. I did the fast 500 in 7:37 total (about 1:31/100), which was pretty good for me, considering that my normal 100 pace is about 1:50. I'm sure I couldn't have maintained that 7:37 pace if the 500 had been continuous, but still an excellent time. After our last fast 100, Jamie had us take our heart rates. Mine was 180. According to the formula, my max heart rate could be 192. He also had us take our heart rate after the recovery 100 and mine dropped down to 126. He said that ideally it would be about 60 beats slower from one to the other.
We then did the exact same thing with the 10 x 50. We did 5 fast and 5 as recovery. Jamie told us that we wanted our five fast 50s to be less than half of the time that it took us to do the five fast 100s. I came in at 3:30 total, which was definitely less than half of the time, so I felt good about that. The average for each 50 was 0:42. Jamie still walked up and down the pool while we were doing the 50s. He kept reminding me that I should kick from the hips instead of the knees (and yes, he did that while I was swimming by using arm motions). I tried to do it as best I could, but I think it's extremely hard to change your stroke while also trying to swim as fast as we could. We took our heart rates again on the last fast 50 (168 beats/minute) and after the last slow 50 (108 beats/minute). I guess that extra hard 50 really made my heart increase.
So, I'm not sure how often Jamie will be running regular practices. There are additional practices that I know he'll be doing on Thursday nights, but those are for an additional fee, so I'm not sure that I'm quite ready to do that, especially since swimming is not my weakest sport. I do hope that he runs some of the regular Sunday practices as well. I like that there are so many coaches because it really helps shake up the variety of the workouts. Next Sunday there is no swim practice because so many people are doing the New York City triathlon. I'm going to go and cheer on my fellow teammates - I think that counts as a workout, right?
How to Make Your Home More Peaceful with Foo Dogs?
5 months ago


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Make It Rain Minimum Wage at Rick's Cabaret
MANHATTAN (CN) – Strippers deserve the minimum wage, a federal judge ruled Tuesday, citing their boss's admission that, "without the girls, we're just selling overpriced beers at a sports bar with bad TVs."
Sabrina Hart and Reka Furedi had filed the class action in 2009 on behalf of more than 1,900 current and former "entertainers" at Rick's Cabaret, a strip club in Midtown Manhattan.
Three corporate entity owners – Rick's Cabaret International, RCI Entertainment (New York) and Peregrine Enterprises – were named as defendants.
The dancers claimed that the club wiggled out of its obligations under the Fair Labor Standards Act and New York Labor Law by treating them as independent contractors instead of employees.
Rick's insisted that it gave the women a fair shake by letting them keep so-called "performance fees," starting at $20 for lap dances, table dances and semi-private room encounters. While the women keep all money paid to them in cash, Rick's had a different way of handling its earnings from credit cards.
Customers who pay by credit card can purchase vouchers as "Dance Dollars." Though the voucher is worth $20, it comes at a $24 price tag. When Rick's cashes out a used voucher, it gives the dancer $18 and keeps the remaining $6.
The court heard that more than 87 percent of Rick's strippers come home from work earning less than federal minimum wage during at least one week of their employment. One unidentified plaintiff claimed that she made less than minimum wage for 39 of the weeks she danced there.
U.S. District Judge Paul Engelmayer found Tuesday that the "performance fees" were actually "tips," which were no substitute for wages.
Far from being independent, Rick's "entertainers" fell under "tight control, indeed, control fairly described as micromanagement" by the club, the 65-page opinion states.
The club's written guidelines dictated "the length of a dancer's dress, the height of her shoe, the meetings she was required to attend, the entrances she was allowed to enter, the amount of money she was required to tip-out at the end of each night, or her use of chewing gum or stiletto heels, and many more," according to the ruling.
These strippers were no day traders, Engelmayer continued.
"In this respect, the court agrees with the Fifth Circuit that exotic dancers are 'far more closely akin to wage earners toiling for a living, than to independent entrepreneurs seeking a return on their risky capital investments,'" he wrote.
Engelmayer also noted: "Courts have further consistently held that there is limited genuine skill required to be an exotic dancer."
Rick's pointed out that their dancers do not tend to stay at the club too long: Nearly 60 percent of their strippers dance 20 or fewer times, around 15 percent perform just once, and nearly 50 percent grace the stage 10 or fewer times.
The judge noted, however, that this does not make them different from waiters, ushers and bartenders, who are also employees under labor law.
Although his lawyers called the strippers one aspect of the club's business, Rick's president Eric Langan stated the obvious by calling the "entertainers" the "most important thing" for the cabaret. He spoke about his club's "overpriced beer" and "bad TVs" later in his testimony, according to the ruling.
Although Engelmayer found Peregrine liable for wage violations, he will have a jury untangle which of Rick's other corporate entities must pay, and whether they operated in bad faith.
The parties will meet on Sept. 23 to discuss whether to settle the remaining claims or take them to trial.
Meanwhile, Michelle Drake, a lawyer for the dancers, said that she was "thrilled" with the decision, a culmination of four years of litigation.
"This ruling is particularly important for women who work in the world of adult entertainment, where workers are often vulnerable and willing to work in illegal circumstances out of desperation," Drake said in a statement.
In a follow-up phone interview, Drake noted that this decision falls in a "long line" of state and federal court opinions upholding the salary rights of exotic dancers, which she traced to President Bill Clinton's former Secretary of Labor Robert Reich.
"It's my sincere hope that cases that address this issue will inform women in this industry of this issue," and cause the clubs to voluntarily reform their policies, Drake added.
Rick's lawyers did not respond to a request for comment by press time.


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Title IX Indian Education Toolkit. A Step-by-Step Guide to the Title IX Indian Education Formula Grant.
Title IX Indian Education Toolkit. A Step-by-Step Guide to the Title IX Indian Education Formula Grant. - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.
Title IX is a federal Indian Education Formula Grant Program approved in 1972 and reauthorized five times, most recently in 1994. Title IX formula grants assist groups in providing sound educational programs and opportunities for American Indian and Alaska Native students. A 1997-98 survey of Title IX grantees revealed their need for help in completing Title IX grant applications. This guide responds to that need. The guide is designed to follow along with sections of the "FY 2000 Application for Grants, Formula Grants to Local Educational Agencies, Indian Education Programs." A total of 58 tips outline preliminary steps, steps related to specific sections of the application, ways to collect and develop information needed for various sections of the application, explanations of terminology, cautions, and final steps. A form for Title IX Student Eligibility Certification is included. (SV)
Descriptors: American Indian Education, American Indian Students, Elementary Secondary Education, Federal Aid, Federal Legislation, Grants, Grantsmanship, Parent Participation, Technical Assistance
WestEd, 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833 (Toll Free).
Autor: Beller, Floyd
Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5927&id=ED451999


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I was having some difficulty, encouraging a class of winemakers to reproduce the target language. They were quite happy to converse in English, but felt that 'target language' at 8.00 am on a Monday morning, were linguistic utterances too far.
For the next lesson I created the attached 4 way 'Hear-Say'. Monday arrived and so did three of the four. I took the part of the fourth person. The resource was used, we swapped cards, it was reused, we swapped again and against the clock it was reused. Reflecting on the lesson, I realised that I had expended a lot of effort on a resource that was used, albeit successfully, for about 15 minutes.
Later typing out the transcript for a listening from Real 2 – older students need larger fonts – I realised that I could produce a 'Hear-Say' with much less effort.
I created a table with two columns, typed out the transcript in the second column and copied the whole transcript underneath itself, then completed the first column with Hear or Say – see example. Next I cut the sheets into two-line strips.
In the lesson students listened to the (CD) conversation – twice, we discussed some of the vocabulary and I distributed the strips. Students had to read the conversation aloud. Strips were exchanged and we repeated the exercise; the target language was used, repeatedly.
I now use 'simple' Hear-Says with a number of listenings – including FCE and CAE classes. I aim for between 4 and 6 two-line strips per person and distribute them according to perceived ability or at random – if people get consecutive strips – it keeps them on their toes – when they have uttered they still need to listen – even to themselves!

watersdw30 blog by https://watersdw30.wordpress.com/wp-admin/post.php?post=1&action=edit is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.


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Safety Razors and Shaving Cream -- Returning to the Clean Shave
A friend of mine recently graduated from barber school, and while he was a student, any of his friends were able to go to the school for five dollar haircuts. I went when he first started cutting hair, and it took him about an hour to give me one of the worst haircuts I have had in a long time. I went again a month later, and there was a marked improvement in his ability and technique, but when he gave me a straight razor shave, I told him that I was able to get closer with my safety razor. I went to him two more times over the course of his enrollment, and the last haircut he gave me was perfect. It was a pleasure watching him grow in his chosen profession, and I learned a lot about hair cutting and shaving in the process.
Having grown used to the convenience of an electric razor, I turned my back on straight razors when I was a teenager. While I am able to shave acceptably close with that device, I have found that safety razors actually give a much closer shave. I'm older now, and don't feel the need to rush around as much as I used to. With that, I've discovered that taking the time to shave with a safety razor isn't that much more time consuming. Comparing shaving with a safety razor with my electric razor, I have found that the shave I get with the electric is about the same as two days growth after using the safety, so as far as time is concerned, I can wait longer between shaves with the safety razor, and so any extra time it takes to do the actual shaving is absorbed in the fact that I don't have to shave nearly as often as I do with an electric razor.
Shaving creams also make a difference. When I was a teenager and first shaving, I would use whatever my dad had. The problem with that is that while I resemble my dad in a lot of ways, his hair and beard are entirely different from mine. It wasn't long before I tried and electric razor, and before long I left the world of traditional shaving behind. I did have some leftover razors and cream that I used in emergency situations, like the time I left my electric razor over at my grandparent's house, but other than that, I didn't really bother with shaving cream again. What I discovered while helping my friend out at the barber school is that there are many different types of shaving cream, just like there are major differences in shampoos, and that it is just as important to find the right cream or combination of treatments that work for you and your beard.
Of course, when I got a shave at the barber school, it was with a traditional straight razor, but the treatment I received was eye opening. It was also follicle and pore opening as well, and that is what really made the difference for me. We started out with a combination of pre-shave oils and a hot towel treatment, followed by the shave and a cold towel treatment. Once that was finished, he applied an after-shave balm, which was a lot different from the after-shave lotions that I remembered trying out. In the end, my face felt wonderful, the shave was very close, and the aroma that I had for the rest of the day was wonderful. That alone made me interested in returning to traditional shaving, and it even had me considering enrolling to become a barber as well.
I haven't purchased a new safety razor yet, but every time I need to shave, I feel more compelled to find one. I don't want to buy any of those disposable products that are advertized on television; I want a proper straight edged or safety razor, something stylish and classy that I can keep and maintain rather than throw away. It is interesting how our culture shifted towards disposable everything for the convenience of it some forty years ago, and now that we find ourselves with an excess of garbage and pollution, we are clamoring to head back to the very things that we abandoned. I am part of that clamoring mass, and want to make sure that I leave as small a carbon footprint as possible, and that I make as many green choices as I can. A part of that is finding a good razor.
Along with that razor, I want to find the best shaving treatment I can. I don't care if it takes extra time, there was nothing better than feeling my skin respond to both the preparation and the after-care that came from those shaves I received at the barber school, and I know that with a little time and practice, I can get my shaves even closer than what my friend was able to achieve while practicing on me. I tend to suffer from ingrown hairs on my neck close to my shirt collar, and so I want to find something that will help take care of that as well. I also want to find a stylish case to keep all of that stuff together, preferably something a little retro, maybe mid-twentieth century.
A lot of this comes from having a great grandfather who was a barber. Going to the barber school make me thing of him and of all of the cool things that were left over after he retired. He still had his own barber shop when I was a little boy, and we have a lot of pictures of him there. We also have his antique barber pole and two of his chairs, and when I was younger, there were a lot of shaving sets and creams left behind as well. I doubt any of those smaller things still remain, but if they did, I would love to find them. In their absence, I will be satisfied with finding new ones of my own, and enjoy the art of shaving all over again.


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Singlemp3gain is likely one of the most wonderful phenomena that the music business has ever seen. in contrast to different actions -- for instance, the overture of thecassette tapeor theCD-- the MP3 movement began not via the industry itself however by an enormous audience of music lovers on theInternet . The MP3 format for digital music has had, and can proceed to chomp, a huge effect on how individuals gather, listen to and distribute music. Not everyone seems to be happy with the incline in reputation of the MP3 format. one audio lovers play a part that most MP3 information can't examine to a CD or vinyl version of the same music. others go so far as to claim that the way in which engineers combine music is altering because of MP3s, and not essentially in a great way.related Articles How MP3 gamers WorkHow iPods WorkMP3 QuizIf you've got ever puzzled how MP3 files work, or if you could have heard a propos MP3 files and puzzled easy methods to utility them your self, then this article is for you! in MP3 NORMALIZER , you'll study concerning the MP3 rank format and how one can start downloading, listening to and cut MP3 recordsdata onto CDs!
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How to Find the Right Apartment for You!
Needing a new place to live is stressful. You have to uproot where you are and go through the process of finding a new…Read More
Needing a new place to live is stressful. You have to uproot where you are and go through the process of finding a new…Read More
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Meanwhile, in one of many alternate futures...
It's dark when Latha wakes.
Although it's just past midnight where she is, work awaits. In a different time zone.
She dresses in her MotionSuit, putting a Lens in each eye before placing pressure-sensitive pads over her fingertips. The Lenses transform from her dark apartment into a dazzlingly bright operating theatre, thousands of miles away.
"Is the patient prepped?" she asks via voice link.
"Yes, Doctor."
Turning to the operating table, Latha raises her hands. Delicate robotic fingers appear in her sightline.
She feels a thrill of fulfilment. Even in the remotest places, she can help the blind to see.
Image credit: JD Hancock (cc:by)
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