text:
Prepared by: Troy M. Kimmel, Jr.
Lecturer, Studies in Weather and Climate
Manager, Weather and Climate Resource Center
Department of Geography, University of Texas at Austin
Certificate Holder, National Weather Service Certificate of Authority to
Take Weather Observations
A METAR is the Aviation Routine Weather Observation created at thousands of locations (primarily, airports) around the world every hour. It provides insight on a number of weather elements being observed at the airport or observing location. Each observing location is unique in what is reported... the largest airports report all types of automated and humanly augmented data... while smaller locations may be completely automated and don't include any humanly augmented information.
Here is an example of a METAR:
So what does this METAR tell us?
KAUS - Austin Bergstrom International Airport
092135Z - Date/Time Group. "09" is the day of month... "2135Z" is Greenwich time or 3:35 pm CT
26018G25KT - Wind Group. Direction is "260 degrees"
(west wind)... at 18 gusting to 25 knots (multiply by
1.15 to get speed in miles per hour)
8SM - Visibility (8 statute miles)
-TSRA BR - Current Weather type/Obscurations
to Visibility... In this case, thunderstorm and light rain... mist
Some other commonly used abbreviations:
FG (Fog) GR (Hail) SN (Snow)
FZRA (Freezing Rain) FZDZ (Freezing Drizzle) RA (Rain)
TS (T'Storm, no rain) PL (Ice Pellets) DZ (Drizzle)
VCTS (T'Storm in the Vicinity)
SCT045CB BKN060 OVC080 - Cloud bases/types ...
cloud coverage is based on Octas (8ths of sky)
There is a scattered layer of clouds, in fact, cumulonimbus clouds, that are covering 2/10-4/10ths of the sky
with bases at 4,500 feet AGL. Other cloud bases are at 6,000 and 8,000 feet AGL that, when cumultatively
added to underlying cloud layers, ccreate broken and then overcast layers.
30/21 - Air temperature/dewpoint temperature group
in whole degrees Celsius
In this case, air temperature is 30 degrees C... dewpoint temperature is 21 degrees C.
A2992 - Altimeter (pressure) reading in inches of mercury (29.92 in/hg)
RMK - Remarks section follows
Thunderstorm/precipitation comments... there is frequent lightning (in cloud, cloud-to-cloud, and
cloud-to-ground) overhead through the west... rain began at 25 minutes after the hour... the thunderstorm
began at 32 minutes after the hour... there are cumulonimbus clouds visible in all quadrants of the sky
SLP132 - Sea Level Pressure Reading in millibars
(to the tenths place)
You add a "9" or "10" before this number to get the number closest to 1000 mb
In this case.. the reading is equal to 1013.2 millibars
P0035 - Precipitation amount since the top of the
last hour in hundredths of an inch
In this case, 0.35" has fallen
T03020210 - Air Temperature/Dewpoint Temperature
Group (to tenths of a degree)
A degree of celsius is larger (by a factor of 1.8) than a degree of fahrenhiet. As a result, we need to
have the air temperature/dewpoint temperatures to a tenth of degree (the temperatures earlier in the
report are rounded). The temperature, depicted by the first four numbers in this sequence
following the "T", is 30.2 degrees C, the dewpoint (depicted by the second group of 4 numbers) is 21.0 C.
Adapted from paper originally prepared by Larry Riddle, Climate Research Division, Scripts Institute of Oceanography
Prepared by: Troy M. Kimmel, Jr.
Lecturer, Studies in Weather and Climate
Manager, Weather and Climate Resource Center
Department of Geography, University of Texas at Austin
Certificate Holder, National Weather Service Certificate of Authority to
Take Weather Observations
When we examine surface weather observations, better known as METARS (roughly translates from the French as Aviation Routine Weather Report), it is important that you understand that they represent the weather conditions that existed at one particular time at one specific location (usually an airport). Observed conditions may or may not be regional in scope. For example, a thunderstorm and rain shower reported at Austin Bergstrom International Airport does not necessarily mean that there is a thunderstorm and rain shower over other areas of Austin. Rainfall measurements during that same thunderstorm and rain shower at Austin Bergstrom International Airport simply means how much rain fell in a six inch diameter area (the rain gauge diameter) at Austin Bergstrom International Airport.
Routine weather observations are usually transmitted just before the top of the hour with special weather observations transmitted as certain established meteorological criteria are met.
METARS can be as simple as...
...or as complex as...
A METAR primarily consists of four parts, the last of which (a remarks section) isn't always in the observation. Using this last more complex observation, let's take a look at each of these elements.
PART 1: Identification
Observation taken at Mineral Wells, TX Airport
Observation taken on the 11th day of the month (first two digits) and at 1155 Universal Coordinated Time (time along the Greenwich Meridian); also called "Zulu" time.. thus the "Z."
How you do you tell local time?
In order to calculate local time for the observation, you must know how many time zones you are away from the Greenwich Meridian. Here in central Texas, we are in the Central Time zone, or six time zones away from the Greenwich Meridian. Accordingly, you should subtract 6 hours from the time on the METARS to get local time during standard time; you should subtract 5 hours from the posted time when we are observing daylight savings time. Assuming this observation was during December (during CST), we subtract 6 hours to get a local time in Mineral Wells of 5:55 a.m.
PART 2: Observation
Wind Speed and Direction
Add a zero to the first two numbers (13) to come up with 130. This tells us that the winds are blowing from 130 degrees from true north (130 degrees degrees clockwise from true north).
The last three numbers tells us wind speed in knots.. in this case 12 knots. If there had been wind gusts to 25 knots, the observation would have read "13012G25KT."
FYI.. In order to convert winds to mph, remember that 1 knot equals 1.15 mph.
Visibility in statute miles (SM). Any visibility less than seven (7) miles must have a weather type following it to denote what is reducing the visibility.
The visibility may be followed by something like R28L/2000ft. This is what we call a "runway visual range" (runway visibility) observation. The RVR reading above says "runway 28L visibility is 2000 feet. M2000 says "less than 2000" (M stands for minus) and P2000 says "greater than 2000 feet" (P stands for plus).
Current weather (if there is any)
This stands for a thunderstorm (TS) and light (the - that preceeds the weather type) rain.
Here is a list of weather descriptors that you will see used in this current weather section...
Intensity: -
Light Intensity
Moderate Intensity (no symbol)
+ Heavy Intensity
VC In the Vicinity
Descriptor: MI Shallow
PR Partial
BC Patches
DR Low Drifting
BL Blowing SH Showers TS Thunderstorm FZ Freezing
VCTS Thunderstorm in the Vicinity
Precipitation: RA Rain
DZ Drizzle
SN Snow
SG Snow Grains
IC Ice Crystals PL Ice Pellets (Sleet) GR Hail GS Small Hail/Snow Grains
UP Unknown Precipitation
Obscuration: FG Fog (less than 5/8 mi
BR Mist (fog with 5/8 to 7 mi visibility)
HZ Haze FU Smoke
DU Widespread Dust SA Sand
PY Spray (sea) VA Volcanic Ash
Others: SQ Squall
DS Duststorm
SS Sandstorm
PO Well Developed Dust/Sand Whirls FC Funnel Cloud +FC Tornado
Cloud coverage and type as well as height of base.
The clouds over Mineral Wells are in two observable layers at the time of this observation. The first layer is a "scattered" layer with its bases at 10,000 feet AGL (you add two zeros to the numbers shown.. 100 becomes 10,000 feet) with the second layer being an "overcast" layer at 25,000 feet (250 becomes 25,000).
The "CB" that follows the first cloud group.. the one with bases at 10,000 feet AGL.. denotes that this is a cumulonimbus (thunderstorm) cloud.
Here is how we define the cloud coverage in METAR observations:
No clouds (manual weather station)
CLR No clouds below 12,000 feet (automated ASOS/AWOS stations)
FEW Few Clouds (1/8 to 2/8 of the sky is covered with clouds)
SCT Scattered Clouds (3/8 to 4/8 of the sky is covered with clouds)
BKN Broken Clouds (5/8 to 7/8 of the sky is covered with clouds)
OVC Overcast Clouds (8/8 or all of the sky is covered with clouds)
Here is simple table of cloud types (code numbers are sometimes used in remarks section):
Code Cloud Type Cloud Type Cloud Type
0 No Clouds Present No Clouds Present No Clouds Present
Cu (Fair Weather) As (Thin,Sun
Ci (Filaments,strands)
2 Cu (Towering/TCU) As (Thick,no Sun) Ci (Dense)
3 Cb (No Anvil vsbl) Ac (Thin;semitransparent) Ci (often left over from Cb)
Sc (from Cu)
Ac (Patchy)
Ci (Hooks/Filaments thickening)
5 Sc (not from Cu) Ac (Thickening) Ci/Cs (low on horizon;<45deg)
6 St (in sheet/layer) Ac (from Cu,Cb) Ci/Cs (high in sky>45deg)
CuFr/StFr (Bad Wx) Ac (Ac w/As,Ns)
Cs (covering entire sky)
8 Cu and Cs Ac (w/turrets) Cs (not covering entire sky)
9 Cb (w/Anvil) Ac (Chaotic) Cc alone and/or Ci and Cs
Abbreviations used:
Ac - Altocumulus
As - Altostratus
Cb - Cumulonimbus Cc - Cirrocumulus
Ci - Cirrus Cs - Cirrostratus
Cu - Cumulus StFr - Stratus Fractus
CuFr - Cumulus Fractus Ns - Nimbostratus
Sc - Stratocumulus St - Stratus
TCU - Towering Cumulus (Cumulus Congestus)
Wx - Weather
PART 3: Instrument Readings
This is the air temperature in celsius (whole/rounded degrees)
This is the dew point temperature in celsius (whole/rounded degrees)
The altimeter setting (a measure of barometric pressure) is 29.98 inches of mercury (corrected to sea level)
PART 4: Remarks and Coded Section
This remarks section (denoted by the code RMK) varies weather observing station to weather observing station. Some stations report remarks data in great details, other don't. We will only address what we're seeing in the Mineral Wells observation. For a complete detailed listing of all possible remarks, see pages 25-29.
Rain began at 32 minutes after the hour; in this case, at 1132Z
Occasional lightning in cloud in the vicinity of the weather observing station southwest through overhead
The thunderstorm (audible thunder) began at 34 minutes after the hour; in this case, at 1134Z... and is moving northeastward
Precipitation since last hourly observation; in this case, 0.12 inch
Air and Dew Point Temperature Celsius (in tenths of degrees)
First series of four numbers is air temperature... 7.8 degrees Celsius
Second series of four numbers is dew point temperature... 5.9 degrees Celsius
Note that these numbers, after rounding, are found in the instrument readings section above.
If either air or dew point temperature are below 0 degrees C, then the first number in the
four number series will become "1" instead of "0." For example, T10501105 indicates
an air temperature of -5.0 degrees Celsius and a dew point temperature of -10.5 degrees Celsius.
SLP150 Sea Level Pressure (another way to express atmospheric
In this case is 1015.0 millibars (The last numbers is to the right of the decimal point.. a indication of tenths). You always prefix the numbers shown following the "SLP" with a "9" or a "10".. using the number that brings the total number closest to 1000.
Example: SLP025 equals 1002.5 millibars, SLP997 equals 999.7 millibars
10105 Maximum temperature over the last 6 hours is 10.5 degrees Celsius
20052 Minimum temperature over the last 6 hours is 5.2 degrees Celsius
60012 Precipitation recorded in the previous 6 hour
period is 0.12 inch
Manual/Augmented Comments
Revised December 1999
Original April 1998
Prepared by: Troy M. Kimmel, Jr.
Lecturer, Studies in Weather and Climate
Manager, Weather and Climate Resource Center
Department of Geography, University of Texas at Austin
Certificate Holder, National Weather Service Certificate of Authority to
Take Weather Observations
Manual or augmented comments in METAR weather observations are found toward the end of the observation in the "RMK' section.
Within these observations, you will find a number of abbreviations
that have very specific meanings.
For example, location descriptions are specific:
AP - Airport - At Airport location
VC - Vicinity - Within 5 to 10 miles of the station (usual point of observation).. but not at the station
DSNT - Distant - More than 10 miles away from the station (usual point of observation)
ALQDS - All Quadrants
Let's now look at the proper order of the comments in the "RMK" section, per the National Weather Service and Federal Aviation Administration guidelines:
After the "RMK" abbreviation:
- A01/A02 (if present) indicate, at least, a partially
automated observation
A01 - Automated weather equipment without a precipitation type descriminator
A02 - Automated weather equipment with a precipitation type descriminator
- +FC (tornado), FC (funnel cloud) location, beginning
and ending time
TORNADO B34 VC STN NW MOV NE - Tornado began 34 minutes after the hour in the vicinity station northwest
moving northeast
FUNNEL CLOUD B34E39 - Funnel cloud began at 34 minutes after the hour.. ended at 39 after the hour..
- PKWND (peak wind) data
PK WND 33026/1429 - Peak wind from 330 degrees at 26 knots at 1429Z
- WSHFT (wind shift)/FROPA (frontal passage) time
WSHFT34 - Wind shift at 34 minutes after the hour
WSHFT FROPA34 - Wind shift with frontal passage at 34 minutes after the hour (manual stations only)
- TWR (tower)/SFC (surface) visibility
TWR VIS 1 - Tower Visibility is one mile
SFC VIS 2 ½ - Surface Visibility is one mile
- VIS (visibility) variability
VIS1V3 - Visibility variable between one and three miles
- SECTOR VIS (sector visibility)
VIS N 3 - Visibility north is three miles
- VISIBILITY AT SECOND SITE (Automated Stations Only)
VIS 2 RY36 - Visibility is two miles at runway 36
- Precipitation not at station
SHRA VC S-SW - Rain showers vicinity observing station south through southwest
- Lightning location and frequency
OCNL LTGIC DSNT N - Occasional lightning in cloud distant north
FRQ LTGCCCG VC W - Frequent lightning cloud to cloud and cloud to ground vicinity of the airport
observing station to the west
CONS LTGCWCA ALQDS - Continuous lightning cloud to water and cloud to air all quadrants
CONS LTGCG AT AP - Considerable lightning cloud to ground at airport
Note: Lightning frequency is
defined by the following terms:
OCNL - Occasional - Less than 1 flash per minute
FRQ - Frequent - About 1 to 6 flashes per minute
CONS - Continuous - More than 6 flashes per minute
Note: Lightning types are defined as follows:
CG - Cloud to Ground IC - In cloud CC - Cloud to cloud
CA - Cloud to Air CW - Cloud to Water
- Precipitation beginning and ending
RAB05E30 - Rain began at 5 minutes after the hour and ended at 30 minutes after the hour
SNB30 - Snow began at 30 minutes after the hour
RAE45 - Rain ended at 45 minutes after the hour
- Thunderstorm beginning and ending; location
TSB05E30B52 - Thunderstorm began at 05 minutes after the hour, ended at 30 minutes after the hour then
began again at 52 minutes after the hour
TSB12 - Thunderstorm ended at 12 minutes after the hour
TS OVD MOV N - Thunderstorm is overhead and moving northeastward
TS VC NE MOV NE - Thunderstorm is in the vicinity northeast of the observing station and is moving northeastward
- GR (hail) size - over 1/4" in diameter (if below,
coded as GS - Snow Grains, Small Hail)
GR 3/4 - Hail diameter 3/4 inch
- Virga presence/location
VIRGA SW - Virga observed southwest
- Variable ceiling height
CIG 005V010 - Ceiling variable between five hundred and one thousand feet
- Obscuration(s)
FG FEW000 - Fog obscuring 1/8 to 2/8ths of the sky
VA SCT000 - Volcanic ash obscuring 3/8 to 4/8ths of the sky
FU BKN020 - Broken layer (5/8 to 7/8ths of sky obscured) of smoke aloft based at 2,000 feet AGL
- Variable sky condition
SCT V BKN - Scattered variable broken sky cover
BKN025 V OVC - The broken layer at 2,500 ft AGL is variable broken to overcast
- CB (cumulonimbus), TCU (towering cumulus), other clouds
TCU DSNT SE - Towering Cumulus (Cumulus Congestus) distant southeast
CB DSNT N-NE - Cumulonimbus distant north through northeast
ACC W - Altocumulus castellanus west
CCSL OVR MTNS E - Standing lenticular cirrocumulus over mountains east of station
- CEILING AT SECOND SITE (Automated Stations Only)
CIG 020 RY36 - Ceiling of 2,000 feet AGL at runway 36
- PRESFR (pressure falling rapidly), PRESRR (pressure rising rapidly)
- SLP (sea level pressure) in millibars - prefix the numbers
shown with a "9" or "10" which ever
brings the total number (the last number is a tenths figure) closest to 1000.
Examples: SLP105 - 1010.5 millibars
SLP997 - 999.7 millibars
SLPNO - Sea level pressure not available or not reported at this location
- ACFT MSHP (aircraft mishap) - Not transmitted externally
- NOSPECI (no specials issued) - Only hourly observations issued from this station
- SNINCR (snow increase in depth)
SNOINCR 1/4 - Indicates 1 inch snow in last hour with 4 inches total snow on ground
- FIRST/LAST observation - when stations do not report 24 hours a day
- P0000 - Precipitation since last hourly observation
P0000 - A trace of rain (less than 0.01 inch)
P0034 - 0.34 inch of rain
P0565 - 5.65 inches of rain
- 60000 - 3 or 6 hourly precipitation (00Z,06Z,12Z,18Z
obs have 6 hourly obs/03Z,09Z,15Z,21Z obs have 3 hourly rainfall)
60000 - A trace of rain (less than 0.01 inch)
60059 - 0.59 inch of rain
- 70000 (12Z obs only) - 24 hour precipitation
70000 - A trace of rain (less than 0.01 inch)
70001 - 0.01 inch of rain
71245 - 12.45 inches of rain
- 4/--- Snow depth on ground
4/001 - One inch of snow on the ground
4/025 - Twenty five inches of snow on the ground
- 933--- Water equivalent of snow
933036 - Water equilavent of snow is 3.6 inches
- 8/LMH Cloud types (low, middle, high clouds)
(See supplemental text page 22 for code numbers used for high/middle/low clouds)
8/6// - Lower level clouds are stratus in sheets/layers; the / in the mid and high level cloud positions tells us that the low
clouds are overcast preventing the observer from identifying any mid and high level cloud types.
8/004 - No clouds in low and middle levels; Cirrus hooks and filaments noted as high cloud type.
8/100 - Fair weather cumulus clouds in low clouds, no clouds above
-9/LMH Cloud cumulative coverage (low, middle,
high clouds) - Military stations ONLY
9/700 - Low clouds cover 7/8ths of the sky, no mid and high level clouds
9/8// - Low clouds cover 8/8ths of the sky; an overcast (not able to determine mid/high clouds
9/138 - Low clouds cover 1/8ths of the sky, when added to the middle clouds then 3/8ths of the sky is covered
and, finally, when added to the high clouds then 8/8ths of the sky is covered (an overcast).
- Txxxxxxxx Air temperature/dew point temperature
(in tenths degrees C)
T02040015 - first four numbers following the "T" (0204) depicts air temperature in Celsius
in tenths of degrees (20.4 degrees C); the second four numbers (0015) depicts dew point temperature in
Celsius in tenths of degrees (1.5 degrees C). When the air or dew point temperature is a negative number,
the first digit of each series will be "1" instead of "0"; Example: T10241040 = air temperature is -2.4C,
dew point temp is -4.0C.
- 10000 6 hour maximum air temperature
10326 is 32.6 degrees Celsius
11005 is -0.5 degrees Celsius
- 20000 6 hour minimum air temperature
20015 is 1.5 degrees Celsius
21040 is -4.0 degrees Celsius
- 4xxxxxxxx (06Z ob only) Previous calendar
day 24 hour maximum/minimum air temperature
401550035 - first four numbers following the "4" tell you the calendar day maximum air temperature in tenths of degrees
(15.5 degrees C) while the second group of four numbers give you the calendar day minimum temperature
in tenths of degrees (3.5 degrees C).
When the maximum/minimum temperature is a negative number, the first digit of each series will be "1"
instead of "0"; Example: 410241040 = maximum temperature is -2.4C, mimimum temperature is -4.0C.
- 50000 3 hourly pressure change
(in millibars)
After the "5", the first number is a tendency code where 0-3 depicts that the pressure is higher than it was 3 hours ago,
0 and 4-5 depicts pressure is the same as it was 3 hours ago and 5-8 depicts pressure lower than it was three hours ago.
The last three numbers tells us the amount of pressure change, in millibars, over the last 3 hours.
Examples: 56012 - Pressure is lower than it was three hours ago; pressure change was 1.2 millibars.
51032 - Pressure is higher than three hours ago; pressure change is 3.2 millibars.
- RVRNO Runway visual range data not available
- PWINO Present weather data not available
- PNO Precipitation rain gauge data not available
- FZRANO Freezing rain sensor data not available
- TSNO Thunderstorm
data not available
04Jul00 tmk


text:
Nothing puts you in the holiday spirit quite like a festive light display. Evenings spent driving through neighborhoods to look at festively-lit houses are a special part of the holiday season. Unfortunately, hanging lights on your own house is not quite as much fun. This Christmas, use these tips to easily and safely set up your outdoor holiday light display.
Don't start without a game plan. Make a supply list. Map out where you want to hang lights and then measure the distance between the areas where lights will be and your outdoor outlets to determine which outlets you will be able to use.
White or multi-colored lights is always the big holiday debate. But, getting the right lights actually goes much farther, since not all lights are safe for outdoor use.
Be sure that all the lights you purchase for your display are labeled as appropriate for outdoor use. Also, check the packaging for the UL or ETL logos. These logos indicate that lights have been laboratory tested and deemed safe.
Also, avoid using seven-volt lights outdoors. These larger, brighter bulbs may seem extra festive, but they also burn hotter and could potentially start a fire.
Lastly, make sure that you check that your lights have built-in fuses in the plugs.
Whether you are using new or previously used lights, be sure to test them before hanging. In addition to plugging them in to ensure they work, look for missing bulbs and damaged wiring.
Before starting your project, make sure that you have everything you need on hand. Purchasing or gathering your supplies first will prevent last-minute trips to the hardware store. Here's a list of some helpful things you'll want to make sure you have close by before getting started:
- Extension cords: Only use cords that are rated for outdoor use. Never plug more than three strands of light into one cord. Cords should only be plugged into GFCI-protected outlets.
- Insulated hooks: Stapling or nailing lights up can lead to sparks or electrical fires. Instead, use insulated hooks that safely grab onto shingles or gutters.
Hanging lights usually means climbing up and down a ladder multiple times. Set up your ladder so that the feet are flat on the ground. Extension ladders should extend beyond the eaves and lean at a comfortable angle.
Planning ahead and paying attention to details can make hanging Christmas light much easier and safer. Before long, you will be on to the exciting moment when you flip the switch and watch your hard work come to life. For more information about electrical safety or advice on setting up your holiday light display, contact the experts at Hammond Services.

subset: commoncrawl


text:
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January 15: PhD vs. Work: What's next after graduation for MA in SLS students?
Organized by SLSSA Academic VPs
PhD Student Panelists: Ms. Aya Takeda, Ms. Bonnie Sylwester, & Mr. Sangki Kim
Faculty Panelists: Dr. Gabriele Kasper & Dr. Christina Higgins
Department of Second Language Studies, UHM
Which is a better option for MA in SLS students after graduation: apply for a PhD program or look for a steady job? This first session of the Spring 2015 SLS Brown Bag is a discussion about this issue from the varying perspectives of both current PhD in SLS students and SLS faculty. The graduate student presenters will share some information about their own backgrounds in this area and what factors contributed to their decisions, as well as taking questions from the audience. The faculty presenters will also share some of their own insights on the subject, along with what qualities they feel make for an exceptional PhD student.
January 22: Revisiting Studies on Causal Attributions in ESL/EFL Contexts: Towards an Alternative Model for the East Asian Context
Presenters: Dr. Peter Gobel, Kyoto Sangyo University, Japan; & Dr. Setsuko Mori, Kinki University, Japan
When things go right (or wrong) how do people explain the outcome to themselves and others? Researchers in mainstream psychology have attempted to understand achievement behavior by analyzing perceived causes of success or failure. These perceived causes, known as causal attributions, are thought to affect expectations for future success or failure. Bernard Weiner's attribution theory, concerned with degrees of achievement and perceptions of how that achievement was or was not attained, proposes that a person is more likely to attribute success to self and failure to external forces. This is in line with the independent view of self, dominant in many Western cultures. However, there is growing evidence in Asian contexts to suggest that patterns for causal attribution may differ based on cultural and group affiliations, and that similar differences exist regarding self-enhancement tendency. These differences may be a result of the interdependent view of self, dominant in Asian cultures, where self, social norms, and modes of thought are viewed as being interconnected.
In this session we'll briefly revisit studies on attribution theory in general and studies in ESL/EFL to unravel the causal attributional patterns in the Asian context. Drawing upon recent empirical studies, we'll examine basic differences in attributional patterns between East and West, and similarities and differences in patterns among the Asian cultures in the ESL/EFL context. We'll then suggest an alternative model to attributions that is more relevant to the Asian context and discuss the pedagogical implications of the alternative model.
January 29: A Chinese EFL Teacher's Practical Knowledge about Reading Instruction
Presenter: Ms. Qinghua Zhang, China University of Geosciences (Beijing)
Practical knowledge is believed to be one of the key elements of the knowledge base of teachers' professional development, but it has not been sufficiently documented in the field of EFL reading. This study investigates a Chinese EFL teacher's practical knowledge about teaching reading to a group of university students. By closely examining the teacher's classroom talk and data from an interview, this study suggests that there are different categories of practical knowledge about teaching EFL reading. Pedagogical implications of this study will also be discussed.
*TUESDAY, Moore Hall 423* February 10: The Role of Literature in Teaching and Learning an L2
Presenters: Ms. Hyunjung An, Ms. Carmen Ramos Gomez, Ms. Kin Nur Al Ashikin, Mr. Darlin Vui Sue Sia, Mr. Linus Sun, Mr. Jay Tanaka, and Ms. Masami Taniguchi, UHM
This panel discussion explores the use of literature in the second and foreign language classroom. The primary purpose is to help the audience gain a systematic and principled approach to using literature in their teaching. In addition to a focus on the major theoretical and research issues, we provide information how we use a literature component in our own teaching. We will provide a definition of literature, and discuss a variety of genre of literature, poetry, graded readers with M-Reader, film, video games, picture story books, short stories, and folktales.
This is a dress rehearsal for our panel discussion at the 2015 Hawaii TESOL Conference.
February 12: 'So your father passed away in 2011': Discourse marker 'so' in English-medium talk shows in China
Presenter: Dr. Yangfang (Yolanda) Cheng, Zhejiang University of Media and Communications, Hangzhou, China
Luyu, the famous Chinese TV talk show host, is described as the 'Oprah of China' owing to the popularity of her show called "A date with Luyu." Her English-medium shows have more in common with those of Oprah's in their many uses of the discourse marker 'so.' What does 'so' do in Luyu's talk show? The study focuses on functions of the discourse marker 'so' in Luyu's 2013 interview with former U.S. ambassador of China Gary Locke and his wife, analyzing it with the 'Stance' theory, and has interesting findings on cases of 'so' functioning either as expressing the interviewer's epistemic stance or inviting alignment from the interviewees. The study interprets the use of the discourse marker from the perspective that the host, through frequent use of 'so,' indicates that she is not familiar with the ongoing talk show content and has to make frequent inferences. By continuously playing the role of a 'curious audience,' the host, with technique, keeps the interviewees involved in the talk and tell her more about their story. The study attempts to make contribution to the study of English as lingua franca in the context of Chinese media.
February 19: Analyzing language attitudes in order to understand language maintenance and shift: Preliminary findings from the Hawai'i Linguistic Family Trees Project
Presenters: Christina Higgins, Gavin Lamb, and Mónica Vidal, UHM
In this presentation, we share preliminary findings from the Hawai'i Linguistic Family Trees Project (2013–present), which seeks to better understand the role of language attitudes in intergenerational family language transmission among Hawai'i's multilingual population. The project uses interviews with individuals representing the main languages spoken during Hawai'i's plantation era (Hawaiian, Cantonese, Portuguese, Japanese, English) as a means of exploring how language attitudes expressed in families shed light on patterns in language maintenance and language shift (LMLS). In this presentation, we focus on an analysis of interviews with 10 Hawaiian-identified and 10 Japanese-identified individuals. Taking a qualitative and discourse analytic approach to the study of language attitudes, we use appraisal theory (Martin & White, 2005) to identify how stances expressed by the speaker about family members in the interviews reveal meaningful patterns in each family's linguistic history. Our analysis treats language attitudes as stance-taking (Hiss, 2013; Liebscher & Dailey-O'Cain, 2009), and our analysis makes use of appraisal theory's sub-system of attitude in which expressions of positive and negative affect, judgment, and appreciation index the value of family languages. We will show how expressions of attitude patterned differently for Japanese-identified and Hawaiian-identified speakers both at the lexico-grammatical and discourse levels. Thus far, our findings indicate that the stances individuals express in response to their family members' language attitudes in interviews match up with their own LMLS. We argue that stance-taking is both a site for the reproduction of and transformation of language attitudes which can result in language maintenance or shift. We end with a discussion of implications for research methods on language attitudes and LMLS.
February 26: [Practice Colloquium] TBLT Through Different Lenses, Part 1
L2 Teacher Noticing
Presenters: Daniel Jackson & Min Young Cho, UHM
The purpose of this talk is to present and discuss second language teacher noticing (L2TN) as a construct relevant to task-based language teaching (TBLT) and other needs-based, communicative language teaching pedagogies. Drawing on Schmidt's noticing hypothesis (1990, 2001, 2012) and recent work in mathematics education (e.g., Sherin, Jacobs, & Philipp, 2011), L2TN refers to teachers' awareness of features of second language classroom interaction that may influence student learning. We briefly situate this construct in relation to current research themes, including: (1) language teacher education in areas of pedagogic innovation (e.g., TBLT, learner autonomy); (2) teacher and learner factors bearing on classroom management (e.g., interactional competence, individual differences); and (3) perspectives on cognition in teaching and learning (e.g., teacher cognition, sociocognitive approaches).
Next, we report results from ongoing research carried out in the context of an undergraduate program in second language studies for pre-service teachers. Stimulated recall methodology was employed to elicit retrospective verbal reports of L2TN, based on participants' team-teaching demonstrations. The methodology incorporated split screen videos affording both 'student' and 'teacher' perspectives on classroom interaction.
The following research objectives guided the pilot study. The first goal was to develop an analytical framework in order to classify instances of noticing recorded while teacher trainees watched their video-recorded demo lessons. The second aim was to examine the real-time interactional contexts which prompted instances of L2TN. Initial results from eight individuals showed that the quantity and quality of recalled instances varied by participant.
Plans for future research will be discussed, as will challenges to the interpretation of L2TN data, including the discursive construction of teachers' professional identities as 'noticers'. In closing, we will revisit the relevance of L2TN in promoting innovations which rely on teachers' ability to attend to student needs as they unfold during the task-in-process (Breen, 1987).
March 5: [Practice Colloquium] TBLT Through Different Lenses, Parts 2 & 3
Planning and Completion of Collaborative Tasks in an ESL class: An EM/CA perspective on Task Based Language Teaching
Presenters: Rue Burch & Josephine Lee, UHM
Planning has long been a major theoretical concern within TBLT research (Ellis, 2005; Foster & Skehan, 1999), with a great deal of focus paid to the distinction between strategic and on-line planning and the effects that these have upon the fluency, complexity, and accuracy of learners' task performance (Ellis, 2009). One gap in the research, perhaps necessitated by the theoretical view of planning as an individual's cognitive activity, regards what learners are actually doing when they plan together in groups. Instead of concentrating on the quantification of learner outcomes, the current project takes interest in a process-oriented perspective to explore how students approach collaborative planning tasks in real-time interaction.
The videorecorded data was collected from short-term intensive advanced ESL courses where the students were tracked across various steps of task planning and completion activities: 1) deciding on the topic; 2) determining roles; 3) devising and implementing questionnaires or interviews, and finally 4) presenting their findings in class. Drawing on conversation analysis and multimodal analysis, the data illustrates how the students orient to the task and actively do strategizing in ways that are driven by local contingencies and concerns. Fine-grained analyses of the interaction also reveal that group planning is essentially a social and pragmatic activity wherein the students use language to manage participant roles, resolve disputes and misunderstandings, and collectively work toward effective task completion. By uncovering the interactional particularities of collaborative planning interaction, this study seeks to provide empirical insights into the students' language learning behaviors that precede and shape task performance (Markee & Kunitz, 2013), and ultimately, to inform and advance TBLT methodology and research.
Practicing TBLT as postmethod: Transformative task and syllabus design in the EAP classroom
Presenter: Angela Haeusler, UHM
Conceptualizing Task-Based Language Teaching (TBLT) as a post-method pedagogy, this paper argues for a redirection of inquiry in task and syllabus design towards individually and socially transformative experiences of language use. Looked at comprehensively, the transformative properties of real-world tasks have been a linchpin in the development of TBLT, recognized early on in Candlin's (1987; 1989) call for tasks to be critically oriented and problematizing. Yet, studies that construe task-based pedagogies from a socially engaged, change-oriented perspective (e.g. Flowerdew, 2005; 2010) remain at the fringes of TBLT research. As the emergence of polyvalent norms in the use of global languages like English poses new challenges on institutional goal-orientations, task design and evaluation of task performance, the need for a context-sensitive, socio-politically conscious TBLT is further substantiated.
Drawing on findings from a classroom-based study in an English for Academic Purposes (EAP) setting where the postmethod principles of particularity, practicality, and possibility (Kumaravadivelu, 2001; 2006) were actualized, the paper discusses the impact of transformative tasks in pursuing the diversification of academic writing norms. The results reveal that learners' introduction to writing as an interest-based, sociopolitical enterprise facilitated a context-sensitive focus on form. Furthermore, transformative tasks offered opportunities for students to function as agents of change, and thereby communicators (Long, 1996; DeKeyser, 1998), whose task-performance was directly linked to the reassessment of institutional target goals for academic writing in the global contact zone. The paper concludes that a postmethod TBLT advances learners' abilities to negotiate language diversity in transnational education and workplace environments.
March 12: L2 Learning to Write Through Writing Conferences: Preliminary/Emerging Findings of a Mixed-Methods Inquiry ['Oihana Maika'i Fund Awardee]
Presenter: Junko Imai, UHM
A writing-conference (WC) is a one-on-one counseling on writing between a novice-expert dyad. The literature commonly addresses (a) novices learn to write through WCs, (b) WC is a coordinated, collaborative action and (c) L2 WCs is more complicated than L1 WCs (e.g., Aljaafreh & Lantolf, 1994; Cumming & So, 1996; Goldstein, 2006; Koshik, 2002; Park, 2007; Patthey-Chavez & Ferris, 1997; Thonus, 2004; Young & Miller, 2004). While studies share conceptualizing WCs, researchers take contrasting analytical approaches to WCs. L2 writing researchers try identifying conditions leading to successful text revisions, while discursive analysts illustrate interactional processes of WC talk. Neither approach has yet studied how the continuous engagement may enhance writers to perform meaningfully in WCs shedding lights on the talk–text connection in a particular context and how contrasting analytical approaches contribute to understand L2 learning to write through WCs in depth.
Filling this gap, this study explores whether, and if so how, L2 learners of English (and graduate student tutors) change their participation, attitudes, revision practices, and text quality over time. As a mixed-methods research (MMR) study, it also explores how qualitative findings compare to quantitative findings. In spring and fall 2014 semesters, I introduced WCs to students in a college-level EAP program in Hawai'i. Employing a concurrent embedded MMR design (Creswell, 2009), I administered a survey and an essay as pre/post observations. Over eight weeks, student-tutor dyads met for WCs and I conducted a briefing with each dyad and play-back sessions after WCs and a wrap-up interview with individual participants.
Data analysis for this study has only just begun. This presentation will share preliminary findings and be an idea-sharing opportunity for learner/professional development Audience contributions will be important.
This presentation is a "dry-run" of an upcoming conference presentation, and this will be reflected in the length of the presentation.
March 19: [Practice Talks]
Ideologies of Language and Identity in Hawai'i: Narratives by Micronesian Women
Presenter: Priscila Leal, UHM
This presentation will examine the personal narratives-in-interview by a woman from the island of Chuuk, Federated States of Micronesia, residing Hawai'i, and how she positions herself in relation to ideologies of language and identity that value her spaces. I will discuss the linguistic, rhetorical, and interactional properties of her narratives and juxtapose them against sociolinguistic and socio-historic contexts in which they were produced, in order to reveal certain discursive constructions. I argue that by looking at the interdependence between context, content, and form, it is possible to see how the narrator positions herself with regard to societal discourses on language and identity both in the micro and macro contexts of the interview space and of Hawai'i, and its implications to the local migrant community—especially the Chuukese.
"Nganong magbinisaya man?": Language Ideologies and the Mother Tongue in Philippine Classrooms
Presenter: Jayson Parba, UHM
Language ideology has received an increased attention in recent studies on language policy and multilingualism (May, 2014; Tollefson, 2012). Building on language ideological framework, this paper attempts to analyze language ideologies that shape both the Mother Tongued-Based Multilingual Education (MTB-MLE) policy and the classroom practices in Philippine elementary schools. This ethnographic study shows teachers' ambivalence with regard to the MTB-MLE policy and strong preference for the use of English as medium of instruction in the beginning of the policy implementation. Classroom observations and in-depth teacher interviews, however, reveal that the MTB-MLE allows students to easily understand new lessons and actively engage in classroom discussions. Most importantly, the policy has allowed translanguaging practices that allow the students to make sense of the world around them through the fluid use of their bilingual linguistic resources, specifically Cebuano and English. Findings also reveal that lack of adequate teaching materials, students' textbooks, and classroom facilities are some of the most pressing issues that limit the implementational space for the policy. Thus, I argue for situating language policies at the ground level to open up greater spaces for more informed discussions about the current policies are enacted in the classroom. This approach can also inform policymakers to engage communities, schools, teachers, and the students in language planning and policymaking process.
April 2: Effects of L1 Syntax on the Comprehension of L2 Wh-Structures: Evidence from German-English Bilinguals
Presenter: Professor Tom Rankin, Wirtschafts Universität Wien [Vienna University of Economics and Business]
'Competing grammars' models of language acquisition suggest that grammatical properties are not reset from one discrete value to another during the course of development. Rather, distinct, mutually exclusive grammatical properties may continue to co-exist, resulting in variable performance by individual learners. In this paper, I draw on this idea to analyse instances of cross-linguistic influence in the comprehension of wh-structures by L1 German-speaking learners of L2 English. The results from a series of picture interpretation experiments shows that learners at advanced levels of proficiency continue to optionally allow interpretations of these structures which are licensed by German grammar but are not possible in English. In line with Yang's (2002) Variational Learning model, I suggest that the 'success' of the L1 grammar in assigning parses to input results in continued access to L1 grammatical properties to parse the L2 at more advanced proficiency levels.
April 9: Hem i Broken English nomo: Interrupting the same old story about pidgins and creoles in school
Charlene J. Sato Distinguished Lecture
Presenter: Professor Fiona Willans, University of the South Pacific
Pidgins and creoles have a long tradition of stigmatisation within formal education. Very little has changed in this regard, despite several decades of sociolinguistic research demonstrating that there is no linguistic justification for keeping these languages out of the classroom. This presentation uses recent data about Bislama (an English-based expanded pidgin), collected at two schools in Vanuatu, to demonstrate that attitudes towards this language remain incredibly negative in the domain of formal education, despite its high status outside school, and despite its prominent place in teachers' and students' linguistic repertoires. It will be suggested that these negative arguments can be countered in a number of ways, but that it is difficult to open up sufficient space to disrupt the status quo without rethinking some of our fundamental assumptions about the nature of language and languages. The presentation will consider whether it is possible to shift our thinking from deficit to difference to repertoire, as a way of validating Bislama as part of a complex teaching and learning repertoire.
April 16: Second Language Studies Graduate Work Session Organized by the SLSSA Academic VPs
*Location: Moore Hall, Room 575*
Bring your own laptop/tablet resource-building session
April 23: English for North Korean Defectors Attending University in South Korea
Presenter: Professor Eun Sung Park, Department of English Literature & Linguistics, Sogang University
The number of North Korean defectors entering secondary and tertiary institutions in South Korea has rapidly increased in the past decade. Such an influx of North Korean students has prompted a series of research examining how well they have adjusted to the South Korean educational system. Findings from these studies have consistently shown that they face tremendous difficulties with mandatory English classes offered in South Korean universities. Such findings notwithstanding, not much attention has been paid to examine the type of difficulties these students face and the kinds of support that might best serve their needs.
This talk will outline a work in progress at Sogang University in Seoul, Korea, which aims to provide support that would best cater to the North Korean defectors' unique English language-learning needs. The presentation will provide a general demographic sketch of the North Korean defectors enrolled at Sogang University, examine the types of instruction that they received back in North and (after they moved to) South Korea, and report on the difficulties that they typically face in English classes including their initial feedback to the 'foundation' classes especially designed for them.
April 30: Building Student Motivation to Read
Presenter: Professor Neil Anderson, Brigham Young University Hawai'i
This workshop will focus on ways that teachers can build student motivation to be more fluent readers. As we build students' comprehension skills and reading rate, they will want to be better readers. Participants will have the opportunity to consider how the elements of the presentation can be integrated into their philosophy for teaching L2 reading.


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Ah, The Future. Such a glorious concept, full to brimming of possibilities. As we get older, those possibilities seem to shrink (for some), but for others they grow.
As you get older, the idea of changing career, especially if it's to a career that requires 5-10 years training (like a doctor or an architect) can seem even more daunting. We're not as reckless with time as we were in our late teens and early twenties, but it is such a burden to put on our young, immature selves… to choose the path that will possibly define our whole life.
I was (and still am, I guess) a bit anti-career (in the conventional sense). Life is short. Why spend it slaving behind a desk/forklift/counter that you hate? Many of us spend more of our time at work than leisure. Why is that? Some of my friends and acquaintances have jobs and careers that they genuinely enjoy and find fulfilling. My brother has always been fascinated by the weather, and it was his dream job to work as a meteorologist. He's doing that. Another friend who was trained in another vocation, started volunteering at a local brewery. After doing that for a couple of years they offered him a full-time job, and his long term plan is to open his own craft brewery. He's very happy.
Most of my friends don't, though. The harsh reality is, that for our society to function in the manner that we are accustomed, we need people to work jobs that perhaps most of us would prefer not to do. Garbage collection needs to happen. Retail services. Sewerage disposal. Hospitality. Clothes manufacturing. The mail (wo)man.
I don't know many kids (and I've met a lot of kids over the past few years) who, when they're still young enough to have dreams, say "I want to be a garbo," or "I want to deliver the packages you buy online," or "I want to serve you your daily coffee. For the rest of my life," or "I want to write user manuals that no one actually bothers to read." <– that was me.
And that's not to diss the people who do actually work in these industries and services. Someone needs to do it, right? Otherwise? What? We go back to hunter-gathers? (Yes, that would undoubtedly be better for the planet but that's a whole 'nother blog post.)
I'm just thinking out loud, that most people kind of just wind up in these jobs. Do them because they need to pay rent, support their family. I know, The Lovely Boyfriend is one of these people. He is miserable in his logistics warehousing job, but he does it so he can pay his rent, buy some food and buy some nice beers. And he earns more money than I do, as a fully trained teacher with a Masters degree. But again, I'm digressing.
When you say you don't want a normal job, you're looked at like some kind of weird freak, a potential dole-bludger (admittedly, I always thought these people had some kind of the right idea. I didn't want my parents to go to work every day. I wanted them to spend that time with me. I saw that my parents were always a lot more relaxed and happy during the school holidays. Why couldn't it always be school holidays? It was only when I got a bit older that I realised we couldn't all be dole-bludgers. Damn logistics.)
Something that I am EXTREMELY grateful for, is the potential I have right now. I have the potential to make a living through my writing, thanks to Amazon, Kobo, Apple et al. I wouldn't have had that even ten years ago. I'd have to go through the traditional model, and for someone who finds simple job applications and interviews extremely difficult and off-putting… trying to get an agent, and a trad publishing deal felt completely impossible and insurmountable.
I gave up being an author as just a dream, like my vague dream of being an architect (I'm not very good at drawing, but I like designing houses), of being a professional singer (a. I can't sing very well, b. I really can't sing very well at all in front of people), of being a professional drummer (I can't play the drums), and of being an athlete (this one slightly bugs me, because I did have the natural talent. It just wasn't nurtured much, either by me or the people around me. If I had been a boy, I think it would have been different with my father but yeah, that's a post for another day… I definitely had the ability to go much further than I did though, but I'm too old now.)
I don't want "too old" to be a reason or excuse ever again. Not for me, not for my partner. He's turning 28 in a couple of months and all he has is his high school diploma. He's been talking about going back and getting a tertiary qualification for as long as I've known him (coming up six years). But the logistics of life keep getting in the way.
Not anymore.


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UPDATE: LSU open, public schools close in Baton Rouge, other parishes due to Harvey
Using social media, area school districts are announcing closures due to pending rain and flood caused by Tropical Storm Harvey, beginning Tuesday, Aug. 29.
LSU, LSU Lab School and Childcare Center are all open on Wednesday, Aug. 30. Classes and university activities will continue as scheduled.
However public schools are announcing closures. They are:
East Baton Rouge Parish School System and West Baton Rouge Parish Schools are closed until Thursday, Aug. 31. See https://scontent-dft4-1.xx.fbcdn.net/v/t1.0-9/fr/cp0/e15/q65/21105741_1950746248513774_2431335983439999166_n.jpg?efg=eyJpIjoidCJ9&oh=2a49a939a084554a6a016cbf4fd7cbd6&oe=5A2AD8E9
Point Coupee schools and the Iberville Parish School District have confirmed that all of its schools will be closed Wednesday due to Tropical Storm Harvey.
Ascension Public Schools System is dismissing classes early Tuesday due to weather impacts from Tropical Storm Harvey.
High schools and middle schools will dismiss at 12:30 p.m., and primary schools will dismiss at 1:30 p.m.
Earlier this morning, Ascension Parish moved from a flood watch to a flood warning, and according to emergency officials, the potential for flood impacts to roads may worsen as the day progresses. The schools system says it is timing the early releases with an anticipated break in the weather.
All after-school activities are cancelled for today, and a decision regarding school for Wednesday, Aug. 30, will be made Tuesday evening.


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Poster, an app that enables you to post articles on WordPress from you iOS device, has been acquired by WordPress.com parent company Automattic, the app's creator announced today. Terms of the deal were not disclosed.
The app's sole developer, Tom Witkin, will also be joining Automattic and will presumably work on improving the company's mobile efforts. WordPress does already have its own mobile apps for iOS, so I'd expect many of Poster's features to pop up there in the future.
In a blog post, Witkin said the app will no longer be available for purchase in the iOS App Store, but those who have already purchased it can still redownload it at any time. He also said he'll continue supporting Poster for the time being.
Automattic's purchase of Poster was more of an "acquihire" — and not the first one the company has made in the last few months to boost its mobile-development team. The company also acquired data-synchronization startup Simperium, the maker of SimpleNote, back in January. And more recently, the company got a $50 million investment from Tiger Global — meaning additional acquisitions might happen farther down the road.
Photo credit amperegrino/Flickr


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Yes, it works on wood just as well. I did a video on this method 2 years ago, in which I secured a piece of 1/4" thick oak to my spoilboard, then ran a surfacing toolpath, then pocket toolpaths, inside and outside profile toolpaths, and drilling toolpaths, just to demonstrate that it will hold very well in all of those cases. (I was making some cigar box guitar pickup trim rings for a friend.) In over 2 years of using this mounting method, it's never failed me - not once. I use this method almost exclusively - I do still use screws on large panels, and fixtures for certain engraving operations.Phil wrote:sylvan356 wrote:Phil
Have a look at this youtube video:
I think all your questions will be answered!
Thank you, Sylvan356. I assume this works on wood just as well.
One thing I will say, however, is that I do not like Scotch brand "Greener Masking Tape." The paper this tape is made of is so thin, it likes to shred when you go to remove it. I prefer to use the blue painter's tape, which is still a lot cheaper than double-sided tape, and in my opinion, more reliable.
Here a link to my video for those who are interested:


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At the end of 2013, there was much buzz about new studies showing that curing insomnia in people with depression might double the chance of a complete recovery from depression. The studies, financed by the National Institute of Mental Health, were welcomed as the most significant advance in treating depression since the introduction of the "selective serotonin re-uptake inhibitor" (SSRI), Prozac, twenty-five years ago. In effect, the new research findings turn conventional wisdom on its head, since they suggest that insomnia can be a main cause of depression, rather than just a symptom or a side effect, as previously assumed. If you can successfully treat a depressed person's insomnia, according to the new view, you eliminate one of the main factors causing the depressed state.
New research findings turn conventional wisdom on its head
suggesting that insomnia can be a main cause of depression
rather than just a symptom or a side effect as previously assumed
As we followed reports on this breakthrough research on insomnia and depression, we were especially encouraged to read comments like the one from Washington DC psychiatrist James Gordon, who has advocated an integrative approach to treating depression. Here's his letter to The New York Times:
I welcome a new report's finding that cognitive behavioral therapy is improving the outcome for depressed people with significant insomnia ("Sleep Therapy Seen as an Aid for Depression," front page, Nov. 19).
It reminds us that changes in attitude and perspective, and a therapeutic relationship, can right biological imbalances — like disordered sleep — and significantly enhance the lives of troubled people. The study also puts the therapeutic role of antidepressant medication in perspective: the depressed participants who received behavioral therapy did equally well whether or not they were taking the drugs.
I hope that these results will encourage the National Institute of Mental Health, researchers, clinicians and all of us to expand our horizons.
There are a number of other nonpharmacological therapies, including meditation, physical exercise, dietary change and nutritional supplementation, acupuncture and group support, that show promise for improving clinical depression and enhancing brain function.
At NYBC we have long believed that non-prescription therapies, such as supplements, are valuable alternatives for treating mood disorders and sleep disorders When the Centers for Disease Control surveyed use of antidepressant drugs in 2008, it found that one in 10 Americans was taking an antidepressant, and many had taken these drugs for years. Over a period of ten years, antidepressant use in the U.S. had shot up by 400%! So the question arises: how much of this spectacular increase represented real gains in treatment, and how much was over-prescribing? As Dr. Gordon mentions in his letter above, in some cases behavioral therapy for depression has worked just as well whether people were taking antidepressants or not—hardly a strong argument for the value of the prescription drugs.
A well-publicized 2008 report in the New England Journal of Medicine
found that pharmaceutical companies had consistently reported
only the most favorable trial outcomes for their popular antidepressants
A well-publicized 2008 report in the New England Journal of Medicine found that pharmaceutical companies had consistently reported only the most favorable trial outcomes for their popular antidepressants, passing over evidence that suggested a more limited effectiveness. Furthermore, as with many drugs, especially those used over a long period, antidepressants have side effects. Higher bone fracture risk and multiple cardiovascular risks have been identified; sexual side effects are common with antidepressants in both men and women; and withdrawal symptoms for those tapering off antidepressants include a long list of problems, such as panic attacks, insomnia, poor concentration and impaired memory.
Turning to the alternatives, we describe below supplements that NYBC has highlighted over the years for sleep and mood disorders. Note cautions about their use, but also note that some of these products may actually carry added benefits, rather than unwanted side effects.
1. Melatonin is a hormone occurring naturally in the body, but some people who have trouble sleeping have low melatonin levels. Melatonin has been used for jet lag, for adjusting sleep-wake cycles for people doing shift work on varying schedules, and for insomnia, including insomnia due to high blood pressure medications called beta-blockers. It is also used as a sleep aid when discontinuing benzodiazepines (Klonopin, Xanax, etc.) and to reduce side effects when quitting smoking.
2. Fish Oil. Epidemiologists have noted that populations that eat fish regularly have low rates of depression. And research has found that omega-3 fatty acids in fish oil supplements can be of benefit in treating depression and bipolar disorder. Fish oil can also be taken with other anti-depressants as an adjunct therapy. Doses found effective in treating depression are quite high, 3 to 9 grams per day, so be aware of potential problems related to the supplement's blood-thinning properties. Added benefit: fish oil can help manage cholesterol, and supports cardiovascular health.
3. Deficiencies in the B Vitamins, especially B12 and folate, can result in neurologic symptoms — for example, numbness, tingling and loss of dexterity — and the deterioration of mental function, which causes symptoms such as memory loss, confusion, disorientation, depression, irrational anger and paranoia. A number of studies have shown that vitamin B12 is deficient in a large percentage of people with HIV, and the deficiency can begin early in the disease. Supplementing with a B complex protects against deficiency and supports cognitive health and mental function.
4. Vitamin D deficiency has also been linked to depressed states. Lack of the "sunshine vitamin" may be especially associated with Seasonal Affective Disorder (SAD), the "winter blues." Vitamin D also supports bone health, and may protect against colds and flus.
5. Theanine, an amino acid found in green tea, acts as a relaxing agent by increasing levels of certain neurotransmitters (=brain chemicals that shape your mood), including serotonin, dopamine, and GABA (gamma amino butyric acid). Human studies have been limited to date, but one small study showed that theanine decreases stress responses such as elevated heart rate. Another investigation compared theanine's calming effect to that of a standard anti-anxiety prescription drug, and found that theanine performed somewhat better. Note that NYBC stocks Theanine Serene (Source Naturals), a combination supplement that includes theanine and GABA.
6. Probiotics. Very recent research has looked into the communication between the digestive system and the brain, with a goal of understanding how gut health may influence chronic conditions, including mood disorders like depression and anxiety. For example, it has been shown that certain probiotics promote production of the calming, anti-stress neurotransmitter GABA in the body, pointing to a direct influence of probiotics on mood. Other potential links between the gastrointestinal system's microorganisms and brain function are currently being explored.
7. L-Tryptophan and 5-HTP (5-hydroxy L-tryptophan). These closely related supplements are converted in the body to serotonin and to melatonin. (Take L-tryptophan with carbohydrates to make it effective.) Their use as antidepressants has been studied, and they have also been found to aid sleep and suppress appetite. (To minimize appetite suppression, take the supplement an hour before bedtime.) Although L-Tryptophan and 5-HTP are close relatives, people may respond somewhat differently to them, so it may be worthwhile to try the other if the first doesn't produce an effect An added benefit: 5-HTP may also decrease symptoms of fibromyalgia and migraine headaches.
8. In research funded by the National Institute of Mental Health, DHEA (dehydroepiandrosterone) was found to be an effective therapy for mild-to-moderate or severe midlife depression, on par with some prescription drugs. Moreover, the research showed that taking DHEA promoted both a significant lifting of depressive symptoms and an improvement in sexual functioning. Note that dosing recommendations vary for men versus women, and DHEA is not recommended for those diagnosed with prostate conditions or cancer.
9. SAMe (S-adenosyl-l-methionine) is produced naturally in the body from the amino acid methionine. Supplementing with SAMe increases concentrations of the neurotransmitters serotonin and dopamine. Several studies show SAMe having an antidepressant effect comparable to that of some prescription drugs. SAMe should be avoided in people with bipolar disorder, and should be used cautiously with other antidepressants, because the combination may push serotonin levels too high. Taking a B-complex vitamin while using SAMe can counter build-up of homocysteine, which has been linked to heart disease SAMe may also support joint health and liver function. Caution: the National Center for Complementary and Alternative Medicine has posted a warning that SAMe may increase likelihood of pneumocystis infection in immune-compromised people. Note: see also Trimethylglycine (TMG), which includes the raw materials that the body uses to manufacture SAMe. TMG is much less expensive than SAMe.
10. St. John's Wort is a widely used herb with clinically demonstrated (multiple, well-controlled studies, mostly in Europe) anti-depressant effects for mild to moderate depression – generally without the side effects of prescription antidepressants. High doses of the herb may cause a sensitivity to light (phototoxicity), so avoid direct sunlight or sunbathing while using. Do not take St. John's Wort with 5-HTP, serotonin re-uptake inhibitors (like Prozac), or with protease inhibitors, as it may affect beneficial liver enzymes. St. John's Wort may also have activity against Epstein-Barr and herpes infections.
11. Finally, we'll mention another combination supplement that NYBC has stocked: GABA Soothe (Jarrow). The GABA in this supplement is the neurotransmitter that promotes calmness coupled with mental focus. Also included is theanine (see above for a description of its anti-anxiety effects) and an extract of ashwagandha, an herb which has long been used in the Ayurvedic tradition of India to reduce fatigue and tension associated with stress.
CDC statistics on antidepressant use in the US, 2005-2008: http://www.cdc.gov/nchs/data/databriefs/db76.htm
Turner, E et al. Selective Publication of Antidepressant Trials and Its Influence on Apparent Efficacy. New England Journal of Medicine, 2008; 358:252-260 January 17, 2008 doi: 10.1056/NEJMsa065779
Logan, A.. Omega-3 fatty acids and major depression: A primer for the mental health professional. Lipids Health Dis. 2004; 3: 25; doi: 10.1186/1476-511X-3-25
Sudden cardiac death secondary to antidepressant and antipsychotic drugs, Expert Opinion on Drug Safety, March 2008; 7(2):1081-194
Alramadhan E et al. Dietary and botanical anxiolytics Med Sci Monit. 2012 Apr;18(4):RA40-8.
Rogers PJ, Smith JE, Heatherley SV, Pleydell-Pearce CW. Time for tea: mood, blood pressure and cognitive performance effects of caffeine and theanine administered alone and together. Psychopharmacology (Berl) 2008;195(4):569–77.
Kimura, K et al. L-Theanine reduces psychological and physiological stress responses. Biol Psychol. 2007 Jan;74(1):39-45.
National Center for Complementary and Alternative Medicine at NIH. S-Adenosyl-L-Methionine (SAMe): An Introduction Accessed at http://nccam.nih.gov/health/supplements/SAMe
Carpenter, D J. St. John's wort and S-adenosyl methionine as "natural" alternatives to conventional antidepressants in the era of the suicidality boxed warning: what is the evidence for clinically relevant benefit? Altern Med Rev. 2011 Mar;16(1):17-39.
Foster, J A et al. Gut-brain axis: how the microbiome influences anxiety and depression Trends in Neuroscience. 2013 May;36(5):305-12. doi: 10.1016/j.tins.2013.01.005.
Rao, A V & Bested, A. A randomized, double-blind, placebo-controlled pilot study of a probiotic in emotional symptoms of chronic fatigue syndrome. Gut Pathog. 2009; 1: 6 doi: 10.1186/1757-4749-1-6


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Hey guys, just a quickie to say I'm now back up in Guelph, (and blessed be the space, for it is no where NEAR a parental unit…) and now in the posession of a very nice, shiney (early birthday present) of a Microwave! SQUEEEEE!!!
And no, that was not ment to be a squeek. It is meant as it is said, SQUEEEEE!
I'll be back to posting lots soon, with a new layout(ish)


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Updates Featuring Dick Casey
02:54 minutes of video
Added 05.04.2012
Andre Aston - Cumshot
12:39 minutes of video
Added 14.04.2012
Andre and Jan - DVD version
When Jan meets Andre, he is obviously impressed with Andre's muscular body and starts feeling him up right away
04:10 minutes of video
Added 09.05.2012
Caravan scenes with English subtitles
New Caravan Boys this week!
11:57 minutes of video
Added 26.09.2015
Workout - Muscle Flexing
Dick Casey aka Andre Aston came for a quick visit, to show his gains and show his massive muscles! He enjoys having bench outside where he can pump up so he can better flex his body for us. Awesome to see his pecs jump, following a quick shower outside and full nude. Muscle lovers enjoy!
Photos: 44 and 02:23 minutes of video
Added 06.05.2012


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Recurrence of traits of an ancestor in a subsequent generation
Who were our ancestors? Some of us might know and some, like myself, inherit photos from your grandmother and 50 years later are still trying to find out who is who. Gran was the only surviving daughter with 11 brothers and was the youngest. They were all farm labourers in Sussex, a state in the South of England. No-one was rich, but they managed. She was born in Sissinghurst Castle, so that must be something, although not the actual castle, but the so-called priest's house. The priest had disappeared years before gran was born. I remember her as a small woman, very quiet and she baked wonderful little cakes, all from the country inheritance.
One day a gentleman from the East End of London, a cockney, was visiting relatives in the same village where my grandmother lived, and whether it was love at first sight I do not know. My dad told me that grandad was already engaged to another lady, broke off the engagement and married my grandmother. Grandmother moved from her quiet sheltered country life to the hustle and bustle and dirt of the streets of London. She never spoke cockney, but kept her nice country accent. I am not sure if traits have been repeated in my part of the family, but I used to bake cakes now and again.
This photo was taken at Sissinghurst at the hop harvest, the fruits used for brewing beer. It is probably my grandmother at the front with one of her brothers, but I am not sure. I have no idea who these people are, but bear with me when I do a reblog of something I wrote some years ago based on this photo.
"Mrs. Relf we are only have our photo done, not going to see the queen."
"What is that supposed to mean Jed Gurr. I have put my best hat on for this photo. Not everyday that Mr. Stickells calls to us in the fields to make one of those pictures. You can talk, trimming your beard would have been a good idea. I won't be having you standing next to me in the picture."
"Don't worry Mrs. Relf, I will be at the back in any case. I don't know why the likes of me have to be there. I've got work to do. This picture thing is not going to pick any hops for us is it?."
"Well, look at that here comes Mrs. Edwards with her best hat on as well." And Jed Gurr gave Mrs. Edwards a glance of amusement.
"Good morning Frieda" said Mrs. Relf "
"Morning Agnes" answered Frieda Edwards "Lovely day for a photo.". She turned to her son that was walking alongside of his mother. "Reuben stop running around in that mud, you are going to make your shoes dirty."
"Come on mum, Mr. Stickells won't be taking any of those pictures of my feet. It is going to be my face that he is interested in."
"Well that's true" said his mother "So did we wash our ears this morning and what's that grubby mark on your face. Been eating the squire's raspberries again.?"
"Oh, leave him Frieda" said Agnes Relf "nothing that a bit of spit and a wipe of the pinafore won't clean off."
So Frieda Edwards decided Agnes was right and went to work on Reuben's face. It was clean afterwards but Reuben was not very happy.
"Ow, mum that hurt, didn't have to rub like that."
"Well at least you are clean now. What about you Jed Gurr, you could have at least trimmed your beard."
"Oh, leave him Frieda. He reckons he will be at the back of the photo, because he wants to get away quickly to pick some hops. Look who's coming, more people here now than you see at the church on Sunday morning, Joan Baldock and her son Jason. Morning Joan, morning Jason. Are you joining in on the picture."
"It was mum's idea" said Jason "She told me to put on my best hat and jacket for the picture."
"I would think so too, Jason. It is not every day we have our picture taken. Just imagine me and my son on a picture together, never been done before. Jed Gurr, make sure you stand behind me. I don't want that scruffy beard of yours down at the front."
"Now what have you all got against my beard. I combed it special for the picture. I won't be at the front. All this new fangled stuff about pictures. Who wants to see me anyhow. I'm here to earn money by picking hops."
"We all know that Jed Gurr. You are the one that drinks most of the beer down in the inn in the evening, so you have to make sure enough hops are picked to be brewed. " and Agnes Relf gave Jed Gurr a disapproving glance.
"Now what's going on, having a go at you are they Jed". The sisters Emily and Isabel Pankhurst arrived on the scene. Both spinsters, but always there when something interesting was going on in the village.
"Nice day to have a picture taken" Emily said and Isabel nodded in agreement.
The Pankhurst sisters always agreed on everything
"Well I must say everyone is looking their best. I told Emily we ought to put on our best hats, you never know who might see the picture one day." And Emily nodded in approval. She nodded in approval at everything Isabel said. They were not twins, Isabel was the oldest, but only by a year, but that year meant respect when you lived in a small country village.
"Even Reuben has nice bright and shiny face."
"Well that's cos me mum spit on her pinafore and rubbed it up."
"I should think so to Reuben" his mum said "can't have you with a dirty face on a picture now can we."
"You are right Frieda Edwards, what would Mr. Stickells say when he arrives."
"Talking of Mr. Stickells and his picture machine, about time he was here. I have work to do."
"You and work, Jed Gurr, now that's new. Thinking more about the time the inn opens up."
"Oh leave him Agnes, as long as he stands at the back who cares." And Emily Pankhurst found her sister Isabel was right.
"Look mum" Reuben Edwards was getting excited "Mr. Stickells is coming down the road with his three legged stand and big photo machine. Mrs. Crabb is with him as well."
"Trust Philadelphia Crabb to want to join in on the picture." Said Reuben's mother. "She's not from this village, but on the other side of the river. Only moved in a couple of years back and already thinks she belongs. "
"Morning ladies and gentlemen" said Mr. Stickells. "So are we already for having our picture made. Now get yourselves nicely organised. As I can see it we are going to make a nice picture. I think we will put the gentleman with the beard at the back in the middle and the ladies forming a row in front. The lady with her son should stand together on the right. Take these flowers in you arm I brought with me as a prop, brightens up the photo a bit, especially with your son standing next to you. Now let's have the young man at the front on the right. But somethings missing. Can't have a young lad on his own. Whose the girl standing over there watching."
"That's Reuben's sister" said Frieda Edwards "she has just finished her work in the diary."
"Well, young lady you come over here, take up a branch of hops like your brother and stand right next to him. Now all we need is that basket in front and I think that will be perfect. The sunlight is just right and the hops are a nice frame to the picture. Ok, everyone don't breath, stand still, it won't take long."
Mr. Stickells put his head under the black cloth on the camera and pressed the button. And this photo is a moment in time in a village somewhere in East Sussex.


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Everyone wants to save money on new flooring and there's no shame in saving as much money as you can. And if you're willing to put forth a little effort, the savings on flooring you can receive is substantial and the effort you expend will be well worth it. Continue reading Saving Money On Flooring
Monthly Archives: October 2011
Refinish Hardwood Floors Or Buy New?
Many have been asking this question and not long ago, it might have made more sense to sand and refinish hardwood flooring before replacing it. It can potentially save money, but is it worth the hassle? Continue reading Refinish Hardwood Floors Or Buy New?
Strand Woven Bamboo Floors: Tough Stuff
Since entering the market, bamboo has made us think a little harder before making a decision on new flooring. This green flooring material is beautiful and harder than most hardwoods, and some types of bamboo floors are even up to three times harder. Continue reading Strand Woven Bamboo Floors: Tough Stuff
Do-It-Yourself Hardwood Floors Are Easier Than Ever
It seems the popularity of hardwood flooring is at its peak, and in the last ten years we've seen a lot of changes in hardwood floor manufacturing and the options that are now available to us. It wasn't entirely too long ago when having a wood floor installed was not that easy a process, and one that required a professional. Today, things have changed.
Continue reading Do-It-Yourself Hardwood Floors Are Easier Than Ever


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Secret Agent New Year's ResolutionsPosted: January 13, 2012 Filed under: business | Tags: Design and Architecture, new year's resolutions, New York Times, Secret Agent PR, small business Leave a comment
2011 was a whirlwind year with lots of accomplishments, ranging from getting a a #hashtag in the New York Times, to being interviewed by Frances Anderton on DnA. However, it's time to look forward to the rest of 2012. We're off to a bit of a late start, as evidenced by the fact that the month of January is half over, but we've set some goals for ourselves that we aim to hit them before 2013 rolls around.
1. Get Some Shoes
We are the proverbial cobbler with no shoes, guilty of devoting most of our time to promoting and cultivating our clients' brands and little or none on our own. It's not that we'll spend any less time doing that in 2012, but we're planning a Secret Agent revamp this spring. Mama's gettin' some shoes…finally!
2. Seek Knowledge
By virtue of what we do by day, we're always watching what's happening in the world of design. But this year, our goal is broaden our knowledge base even further. More research, more design events, more questions, more answers.
3. Move Out and Up
By high school years, we're essentially seniors entering our 4th year and we're ready to move out of the house…literally. This year, we aim to find a new HQ. Onward, and upward. That probably means a party. And yes, you're invited.
4. Collaborate
The LA design scene is popping. Every day a new design star is born and we even have our own design festival and three-day modern design fair. Things feel like they're on an upswing and we're looking forward the ride that 2012 will surely provide. This year, we aim to find more ways to collaborate with more people.
5. Sharing is Caring
One area where we've been sorely lacking is in giving back. This year, we'd like to forge a partnership with a local non-profit and find a creative way to give back.