Marc and Rene talk to Chris Clark, aka Clarko about Miranda Kerr, Square, Black Pixel, and user experience design. This is Iterate.
Yell at us on Twitter via the above accounts. Loudly.
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Source: http://feedproxy.google.com/~r/TheIphoneBlog/~3/wx8Pw6ViuLM/story01.htm
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Whether or not a fixture stays in a home is a common question for home buyers and sellers. A fixture is any item of value that is permanently attached to the property. This includes things such as lighting fixtures, carpeting, and landscaping. Any item that may be in question should be clearly described and documented in the real estate contract. Every state has its own guidelines for what constitutes a fixture. The following are some sample guidelines. If an item is in question, consult your realtor.
Method of attachment ? Is the item permanently attached to the wall, ceiling or floor and requires some type of tool to remove?
Adaptability ? Built-in appliances are an integral part of the home, they are typically considered fixtures.. Even though they generally only require minor disconnection, this is an item that needs to be confirmed in the purchase agreement.
Intention of party when the item was attached ? When the installation took place, if the intent was to make the item a permanent attachment, for example, a built-in computer work station, the item is a fixture.
Agreement between the parties ? Read your purchase contract. Most contain a clause that expressly defines items included in the sale and state ?All existing fixtures and fittings that are attached to the property.?
If any item that is permanently attached in the home is meant to go in the move of household items, the home seller should make arrangements for the removal of that item prior to moving day. Your A. Arnold moving consultant can direct you to a third party company for scheduling professional services for these items.
Source: http://blog.aarnoldmovingcompany.com/2013/01/fixtures/
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Source: http://news.yahoo.com/photos/war-vet-receives-double-arm-transplant-slideshow/
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WASHINGTON (Reuters) - The U.S. mental health system has huge gaps that prevent many children with psychological problems from receiving effective treatment that could prevent tragic consequences later in life, experts told U.S. lawmakers on Thursday.
Just over a month after the shooting rampage in Newtown, Connecticut, mental health experts said psychological disorders usually emerge before people enter high school but that only one-quarter of children with problems see trained professionals and often the care is not enough.
"We see the results of insufficient mental healthcare in school failure and suicide. How do we do better?" Michael Hogan, head of the President's New Freedom Commission on Mental Health, said in written testimony to the Senate Health, Education, Labor and Pensions Committee.
"While the gaps in children's mental healthcare are huge, there is also reason for hope," he added. "In part, this is because we know more about what works, and what doesn't."
Hogan, a former New York mental health commissioner, was scheduled to appear with two other experts Thursday at the Senate committee's first hearing on mental health issues since the presidency of Republican George W. Bush, who set up the commission Hogan now chairs.
The hearing was scheduled in response to the shootings at Newtown's Sandy Hook Elementary School where Adam Lanza, a young man described as having mental issues, gunned down 26 people including 20 young children with an AR-15-type assault rifle on December 14.
The tragedy and other mass shootings in recent years have ignited a debate about gun control and mental health, including a push by President Barack Obama for stronger gun controls and better mental health training for schools and communities.
Robert Vero, chief executive of a network of Tennessee clinics called Centerstone, said mental health professionals who work with children also lack access to parents and other relatives whose problems may contribute to a child's troubles, sometimes due to inadequate insurance coverage.
"We need to be able to teach parenting skills if we want the child's behavior to change," said Vero. "We need to be able to address the parent's depression or addiction."
The experts credited Obama's healthcare reform law, the Patient Protection and Affordable Care Act, with making a step forward by requiring insurers including Medicaid to provide coverage for mental health issues.
But they said the American social safety net still fails to provide adequate access for the poor and elderly, noting that state mental health funding declined $4 billion from 2009 to 2012 as a result of budget constraints posed by recession and the weak economic recovery.
(This story was corrected to fix clinic network's name to Centerstone from Cornerstone in paragraph 8)
(Editing by Jilian Mincer and Lisa Shumaker)
Source: http://news.yahoo.com/u-mental-health-experts-urge-focus-childhood-screening-173821054.html
Most students go to law school to become an attorney. In the present economy, it is difficult for many new law school graduates to obtain employment a lawyer. However, there are many interesting non-legal career options for new law school graduates.
Getting a legal degree isn?t easy but then what? From Melbourne attorneys to lawyers in Paris, they are wondering what to do with their law degree.? Where to go? Which path to choose?
Real estate is an excellent career choice for a law school graduate without the desire to practice law. A law school graduate that wants to pursue a job in the real estate industry should take and pass the bar in their state. Some states allow attorneys that are admitted to the bar to obtain a real estate license without taking a class or passing a real estate licensure test. The lessons learned in law school about contract negotiation and property law will give a fledgling real estate salesperson an edge in the competitive real estate market.
Opening a new business is a great career path for a law school graduate with an entrepreneurial spirit. Law school classes, including contracts, tax law and corporations, provide a broad knowledge base for a new business owner. The connections made in law school can assist an entrepreneur in getting clients for their new business.
A legislative aide is a good career choice for the law school graduate with a desire to serve the public. Most legislators utilize the services of aides, from the top levels of the federal government down to local government. The education received in law school can help a prospective legislative aide obtain a position. After serving as a legislative aide, a law school graduate may decide to run for office to serve the public as a legislator.
The business world offers varied career paths for law school graduates. Attorneys are preferred for employment in some careers in business even though the job does not involve the direct practice of law. Compliance officers in banks and corporations are often non-practicing attorneys.
The insurance industry also offers positions for law school graduates. Insurance companies often hire law school graduates as claims adjusters. Although employment at an insurance company is not a glamorous career choice, many law school graduates appreciate the steady hours and benefits offered to employees of insurance companies.??Law school graduates with a flair for writing can use their legal knowledge to write for companies involved in the legal world.
Law school textbooks, hornbooks, and publications about the legal industry provide interesting career opportunities for law school graduates.
Graduation from law school does not automatically lead to a career as an attorney. Non-legal career options for law school graduates abound in industries as diverse as real estate, government, business, insurance and publishing. A law school graduate wishing to explore non-legal areas of employment should examine their interests and talents to find an exciting career opportunity.
- more ? Career Opportunities with Law Degrees
Mary White likes to write about education. She has a soft spot for Oklahoma attorneys and 70s music. When not doing this, she likes to walk her dog Hendrix.
This is a Guest post. If you would like to submit a guest post to CareerAlley, please follow these guest post guidelines.
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President Barack Obama and Michelle Obama greet parade-goers. (Chuck Myers/MCT via Getty Images)Click image to see more photos. (Joe Raedle/Getty Images)
President Barack Obama delivered a full-throated defense of the nation's safety net programs and vowed to tackle the issues of climate change and gay rights in his second inaugural address Monday afternoon.
"We reject that Americans must choose between caring for the generation that built this country and investing in the generation that will build its future," Obama told the crowd of hundreds of thousands of spectators who descended on the National Mall Monday morning. "The commitments we make to each other--through Medicare, and Medicaid and Social Security--these things do not sap our initiative; they strengthen us. They do not make us a nation of takers; they free us to take the risks that make this country great."
The president also warned in the approximately 2,000 word speech that the country cannot succeed if a "shrinking few" succeed economically while the middle class suffers.
As the president began to exit the Capitol stage area after giving his speech, he stopped, turned around and stared out at the crowd gathered on the National Mall. I want to see this "one more time" he appeared to say to his family, according to video of the moment. "I'm not going to see this again." He smiled, lingering for several seconds.
The festivities were more muted than four years ago, when nearly 2 million people showed up, but still large for a second-term inauguration. An inaugural official estimated the crowd for the swearing in at 1 million, and Metro officials estimated that about 60 percent as many people used the train system on Monday compared to four years ago.
Obama took his oath Monday morning on two bibles, one owned by Rev. Dr. Martin Luther King Jr. and the other by Abraham Lincoln. Civil rights activist and journalist Myrlie Evers-Williams, the widow of slain civil rights leader Medgar Evers, delivered the invocation.
During the afternoon's inaugural parade, Michelle and Barack Obama jumped out of the presidential limo on two different occasions to greet parade-goers who were cheering from behind metal barricades. The First Couple led the parade on foot for a few blocks down Pennsylvania Avenue, got back in the limo, then emerged again to walk a few more blocks before being driven to the White House. They then watched the rest of the parade from a heated viewing station on the White House's north side. The First Lady wore a navy dress and coat by the American designer Thom Browne and accessories by J.Crew. The outfit will be donated to the National Archives after the inauguration.
Despite deep partisan divides in Washington, Republican lawmakers publicly crossed party lines to congratulate the president on Inauguration Day. Senate Republican leader Mitch McConnell (R-Ky.) released the following statement: ?Every four years on Inauguration Day, America shows the world that our major political parties can disagree with civility and mutual respect. It is in this spirit that I congratulate President Obama on his inauguration to a second term and wish him well in the fulfillment of his duty to lead the U.S. at home and abroad over the next four years."
The First Family attended a luncheon with members of Congress in the Statuary Hall in the U.S. Capitol after the swearing-in ceremony. In brief comments at the luncheon, Obama acknowledged that the politicians in the room disagree on many issues, but thanked the attendees for their service. Obama also thanked his wife. "There is controversy about the quality of our president, but no controversy at all about the quality of our First Lady," he said.
Compared to President Obama's first inauguration in 2009, finding a spot at the National Mall to watch the ceremony Monday morning was a breeze. There, inaugural staffers passed out free tiny American flags, while others waved their own version of the Stars and Stripes overlaid with the president's face. With plenty of room on the grass, even families with small children had little problem sprawling out on blankets as others carefully walked around them.
On Jumbotron screens placed throughout the Mall, inaugural attendees watched dignitaries, celebrities and lawmakers file to their seats. With each camera shot of Obama and his vice president, Joseph Biden, the members of the crowd lifted up their flags and cheered.
Earlier on Monday, the First Family emerged from an 8:45 a.m. service at St. John's Episcopal Church. Obama took time to tweet during church. "I'm honored and grateful that we have a chance to finish what we started. Our work begins today. Let's go. -bo," he wrote. During the service, Bishop Vacti Mckenzie blessed Obama and Vice President Joe Biden while they stood in the front row with their heads bowed.
The president shared a laugh with his daughters upon his return to the White House Monday morning. Malia ran up to his limousine and shouted "Boo!" at her father. "You scared me!" he joked as the Obamas entered the White House.
Inauguration 2013
Early on Monday, it seemed the District would not not draw anywhere near the number of guests that descended upon the city in 2009. Streets near the White House were busy at 6 a.m., but very walkable despite the large number of closed-off roads and pedestrian-prohibited pathways. In 2009, an estimated 1.8 million people showed up to watch the nation's first black president take the oath of office.
Obama already took the oath of office in a private swearing-in ceremony on Sunday.
--Yahoo News reporters Chris Moody, Rachel Rose Hartman and Liz Goodwin contributed from Washington.
Source: http://news.yahoo.com/blogs/ticket/inauguration-day-kicks-off-washington-132853541--election.html
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With dozens of companies having already reported quarterly results, we're now in the heart of earnings season. The key to making smart investment decisions with stocks releasing their quarterly reports is to anticipate how they'll do before they announce results, leaving you fully prepared to respond quickly to whatever inevitable surprises arise. That way, you'll be less likely to make an uninformed, knee-jerk decision.
Let's turn to International Business Machines Corp. (NYSE:IBM) . With its gain of 6% in 2012, the tech giant wasn't able to match the total return of the Dow Jones Industrials . But with several positive trends taking hold in tech, can IBM bounce back and produce better results for shareholders? Let's take an early look at what's been happening with IBM's over the past quarter and what we're likely to see in its quarterly report next Tuesday afternoon.
Stats on IBM
| Analyst EPS Estimate | $5.25 |
| Change From Year-Ago EPS | 11.5% |
| Revenue Estimate | $29.12 billion |
| Change From Year-Ago Revenue | (1.2%) |
| Earnings Beats in Past 4 Quarters | 4 |
Source: Yahoo Finance.
Will IBM move the markets? IBM is one of the few stocks for which analysts have stayed comfortable with their earnings estimates. Despite falling revenue during 2012, the company was able to beat earnings estimates consistently, and the stock has been essentially unchanged since the roughly 8% plunge that followed its previous quarterly report.
Perhaps the biggest trend that IBM has been a part of is the quest to make profitable use of "big data." The concept refers to the massive collection of information that goes on every day, and IBM recently said that it would open a big data center, collaborating with Ohio State University. Other companies, however, are seeking to make use of big data, with Intel Corporation (NASDAQ:INTC) looking to bolster its presence in the server market while EMC Corporation?(NYSE:EMC) looks for ways to produce what it calls "agile analytics" and "actionable insights." Given IBM's superior reach into its wide array of enterprise customers, it'll be tough for Intel, EMC, and other potential competitors to stand up to Big Blue.
From a broader perspective, in interpreting IBM's earnings, keep in mind that the company has a long-term goal of hitting earnings per share of $20 by 2015. As a result, the company isn't focused as much on quarterly results as it might otherwise be, instead keeping one eye on the long-term prize. That's the true motivation behind big data, as well as other cloud-computing offerings designed to boost margins and avoid the overreliance on commoditized products that has brought down some of its rivals.
While most investors will focus on headline numbers and look for immediate guidance on IBM's future, you should take a step back and view the report and conference call as opportunities to see where IBM is going in the long run. That way, you'll have a better chance of deciding whether IBM can meet its long-term goals and bring the attendant share-price gains to its investors.
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JERUSALEM (Reuters) - In decline since the peace it sought with the Palestinians unraveled into violence, Israel's Labour Party looks set to regain some lost ground in next week's election after waging an economy-focused campaign.
Opinion polls forecast an easy victory for conservative Prime Minister Benjamin Netanyahu in Tuesday's vote, which may push Israel further to the right, if as widely expected, he then enlists pro-settler and religious allies to his coalition.
But center-left Labour, bolstered by public discontent with high living costs and the flagging political fortunes of the once-governing centrist Kadima party, seems poised for its strongest parliamentary showing in years.
Netanyahu has made Israel's security the main campaign issue of his right-wing Likud party, fielding a joint list of candidates with the ultranationalist Yisrael Beitenu party.
He has cited Iran's nuclear ambitions, civil war in Syria and a new Islamist government in Egypt as reasons why, as Likud's campaign posters say, Israel needs a "strong" leader.
While Netanyahu plays his security card, a revamped Labour Party is using economic and social issues to try to claw its way back, focusing on Israeli concerns about rising living costs.
Opinion polls forecast a respectable second-place finish for the center-left party, now focused on pocketbook rather than peace issues, with talks on Palestinian statehood frozen since 2010 in a dispute over Israel's settlement-building policies.
Abraham Diskin, a political scientist at Jerusalem's Hebrew University, said Labour was also benefiting from a steep decline in support for Kadima, which won the most assembly seats at the last election in 2009, but failed to retain power.
Kadima was outmaneuvered by Netanyahu, who became prime minister after drawing a clutch of right-wing and religious parties into a coalition with a big parliamentary majority.
Diskin attributed much of Kadima's election success in 2009 to former Labour voters. "They are now returning to the Labour Party," he said.
Some opinion polls predict that Kadima, now led by Shaul Mofaz, a dour ex-defense minister, will win no seats next week.
The party, a relative newcomer to politics and lacking a historical power base, was founded in 2005 by then-Prime Minister Ariel Sharon, who quit the Likud after a rebellion in its ranks over Israel's unilateral pullout from Gaza that year.
DOMINATION
Labour, now led by a former journalist, Shelly Yachimovich, dominated the first three decades of Israel's statehood and forged interim peace deals with the Palestinians in the 1990s.
But an ultranationalist assassin killed its leader, Prime Minister Yitzhak Rabin, in 1995, Netanyahu won an election the following year after Palestinian suicide bombings, and a Labour return to power in 1999 was cut short when Ehud Barak failed to clinch a final peace accord and a Palestinian uprising erupted.
"Over years, the left was challenged by realities, not only by right-wing Israeli forces but by Middle East realities, and it never rose to the challenge," said political commentator Ari Shavit, who writes for the left-wing Haaretz daily.
"It is perceived by most Israelis as being totally irrelevant," he told Reuters.
However, unprecedented social protests in Israel in mid-2011 when hundreds of thousands took to the streets angered by high housing costs and soaring prices, gave Labour an opportunity.
Its election campaign has homed in on a struggling middle class. Under a photo of Yachimovich and the slogan "It can be better here", the party's website features a link to an economic plan it promises will narrow the gap between rich and poor.
It proposes higher taxes for the rich and for corporations and faster construction of affordable public housing.
Opinion polls show Labour taking up to 20 of parliament's 120 seats compared with about 34 for Likud-Yisrael Beiteinu. Labour won just 13 in 2009, a tally reduced to eight when Barak, now defense minister, and four others left the party in 2011.
DEFICIT
Labour latched onto some bad financial news on Monday to contest Netanyahu's claim to be a skilful economic manager.
"Tell me how much longer he can keep calling himself Mr Economy," Yachimovich said after figures showed Israel's budget deficit had risen to 4.2 percent of gross domestic product last year, double the original estimate.
Labour candidate Erel Margalit, referring to Israel's high-tech prowess, also hammered home the economic message, saying: "Netanyahu turned the start-up nation into a stagnant nation."
Unlike other center-left leaders, Yachimovich has pledged not to join a Netanyahu-led coalition.
Factions to Netanyahu's left also include two new centrist parties - Hatnua, led by Tzipi Livni, a former foreign minister and ex-Kadima chief, and Yesh Atid, headed by TV talk show host Yair Lapid.
Opinion polls predict eight seats for Hatnua and 11 for Yesh Atid. Livni's attempts to entice Yachimovich and Yesh Atid into a center-left alliance failed, perhaps due to clashing egos.
Taking his own swipe at Netanyahu's economic policies, Lapid provided a bright moment in a generally lackluster campaign when he publicly drew a red line through a cartoon depiction of a bomb listing price rises that have hit the middle class.
The stunt mimicked Netanyahu's own sketching of a red line through a cartoon bomb at the United Nations in September, when he said Iran was moving closer to a nuclear weapons capability.
While Labour, Yesh Atid and Hatnua compete for the political center, the small Meretz party carries a torch for the left.
"We're not ashamed, we are a left-wing social democratic party, we are proud to be called left-wing," Nitzan Horowitz, a Meretz legislator, told Reuters.
The party, led by Zahava Gal-On, has three parliamentary seats and opinion polls show it may double that total next week.
Horowitz outlined the "three pillars" of Meretz's platform as separating religion and state, ensuring social justice and promoting peace between Israel and its Arab neighbors.
Meretz opposes settlement activity and says Israel should immediately recognize a Palestinian state along the lines that existed before the Jewish state captured the West Bank, the Gaza Strip and east Jerusalem in the 1967 Middle East war.
(Additional reporting by Rinat Harash, Lianne Gross and Rami Amichai; Writing by Jeffrey Heller and Ori Lewis; Editing by Alistair Lyon)
Source: http://news.yahoo.com/israeli-left-seeks-regain-appeal-focus-economy-102125390.html
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NEW YORK (AP) ? A new analysis is challenging a report that suggests regular marijuana smoking during the teen years can lead to a long-term drop in IQ. The analysis says the statistical analysis behind that conclusion is flawed.
The original study, reported last August, included more than 1,000 people who'd been born in the town of Dunedin, New Zealand. Their IQ was tested at ages 13 and 38, and they were asked about marijuana use periodically between those ages.
Researchers at Duke University and elsewhere found that participants who'd reported becoming dependent on pot by age 18 showed a drop in IQ score between ages 13 and 38. The findings suggest pot is harmful to the adolescent brain, the researchers said.
Not so fast, says an analysis published online Monday by the Proceedings of the National Academy of Sciences.
Ole Rogeberg of the Ragnar Frisch Center for Economic Research in Oslo, says the IQ trend might have nothing to do with pot. Rather, it may have emerged from differences among the study participants in socioeconomic status, or SES, which involves factors like income, education and occupation, he says.
He based his paper on a computer simulation. It traced what would happen to IQ scores over time if they were affected by differences in SES in ways suggested by other research, but not by smoking marijuana. He found patterns that looked just like what the Duke study found.
In an interview, Rogeberg said he's not claiming that his alternative explanation is definitely right, just that the methods and evidence in the original study aren't enough to rule it out. He suggested further analyses the researchers could do.
The Duke scientists, who learned of Rogeberg's analysis late last week, say they conducted new statistical tests to assess his proposed explanation. Their verdict: It's wrong. Rogeberg says they need to do still more work to truly rule it out.
Experts unconnected to the two papers said the Rogeberg paper doesn't overturn the original study. It "raises some interesting points and possibilities," but provides "speculation" rather than new data based on real people, said Dr. Duncan Clark, who studies alcohol and drug use in adolescents at the University of Pittsburgh.
Dr. Nora Volkow, director of the National Institute on Drug Abuse, said observational studies of people like the Duke work can't definitively demonstrate that marijuana cause irreversible effects on the brain. In an email, she said Rogeberg's paper "looks sound" but doesn't prove that his alternative explanation is correct.
___
Online:
Journal: http://pnas.org
___
Malcolm Ritter can be followed at http://www.twitter.com/malcolmritter
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I have great respect for software developers. Because software is abstract, invisible and runs at extreme speeds, the people who are good at building it have to possess a particular talent at visualization and a willingness to use complex tools.
When software developers become project managers (PMs), they tend to rely on software tools to monitor, control and report on projects, just as non-technical PMs do. The problems that technologists have in management have to do with inexperience in people interaction, including conflict, collaboration and just plain old ability to listen well. If you?re a technologist in management, you can find more ideas on what to do about this in my book Get Out of the Way.
For the rest of PMs, there are lots of good tools,such as PERT and Gantt charts, but simply having good tools will not make your project succeed. Software development projects frequently fail to produce results that the customer or end-user wants. Why?
Here are three factors that contribute to the unruliness of software development projects:
1. Estimating the effort and time required to complete a task is difficult. Even when reasonable-looking requirements and specifications of a software package are provided, understanding the difficulty of development may require architecting multiple layers and investigating interactions with a complex environment. Since requirements are generally high-level items, and design has to be done at multiple levels, it is difficult to break down the work into ?pebble-sized? tasks and then to keep to a schedule with those tasks.
2. Designing an algorithm often takes experimentation. Engineering a software system requires trying out some things to see if they work, or testing multiple possible ways to implement something to find one with reasonable performance, for example. This aspect of software engineering is so prevalent that Fred Brooks in The Mythical Man-Month advised us to ?plan to throw one away.? He meant that at the completion of a complex software implementation (such as an operating system), the designers have learned so much that it is often best to start over and re-implement everything.
3. Assuring that a software implementation functions properly under all conditions may take as long as the design phase. In fact, you may never be able to prove proper functioning, because testing all combinations of conditions is impossible. At best, using test-automation tools and good intuition about where to look for errors, a software team can reduce the number of bugs at the time of a software release, but almost never to zero.
Scheduling a software project is made more difficult by the fact that additional tasks are always discovered during implementation. This is so prevalent that I learned long ago always to ask ?What remains to be done?? in addition to ?What have you completed?? You can count on the list of tasks to be done growing during the project.
One of the best countermeasures to all of these problems is to use Agile development methods. Iterative development with regular demonstrations of working software having incrementally greater functionality will help reduce uncertainty and increase the ability of a development team to adapt to a changing world. It also shortens the time between the initial charter of the project and the point where the customer says, ?but that?s not what I wanted.?
Even Agile will not save all projects. If you?d like to learn more about why not, join me for a free webinar, Why Agile Won?t Fix All Your Problems, or simply download the slides here
.
And good luck. The world needs software, so we all have to keep on trying to deliver it the best we can.
Source: http://svprojectmanagement.com/software-development-not-by-pert-alone
More than 50 enrolled members of tribes in South Dakota and North Dakota will be walking in President Barack Obama's inauguration parade later this month.
Fifty-five?people representing the Three Affiliated Tribes of Fort Berthold, the Spirit Lake Nation, the Standing Rock Sioux Tribe, Sisseton Wahpeton Oyate and the Turtle Mountain Band of Chippewa will walk in the Jan. 21 parade.
Prairie Rose Seminole is helping organize the local tribes in the walk. She says she received a call when parade organizers realized it didn't have a delegation from North Dakota.
She says the participants range from seven-year-olds to veterans. Some plan to walk in traditional attire.
The group will participate in other inauguration events and also tour historical sites while in Washington.
? 2013 Associated Press. All rights reserved. Material may not be redistributed.
Source: http://www.keloland.com/newsdetail.cfm/tribal-members-to-take-part-in-inauguration-parade/?id=142385
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The DUP claims the action made multiple breaches of the council's own equality scheme.
It said the complaint was "the first step towards a formal complaint to the Equality Commission and ultimately possible legal action.
"The DUP is committed to pursuing all political avenues to overturning the disastrous decision by Sinn Fein, SDLP and the Alliance party and to repairing the harm to good relations and a shared future it has caused."
The forum was established as an attempt by the two unionist parties to encourage dialogue between unionists and loyalists angered by the situation at City Hall.
Today the forum meets members of the community in east Belfast.
Mike Nesbitt, Finance Minister Sammy Wilson and the Reverend Mervyn Gibson are expected to attend.
Brian Rea, chair of the policing board in NI, says he believes dialogue on the union flag issue will "bear fruit".
"I want to pay tribute to those who are endeavouring to take this by a different route," Mr Rea said.
"I believe the dialogue that has now commenced by the political leadership will bear fruit.
"Dialogue and not disorder is the way to resolve this."
(IT)
Source: http://www.4ni.co.uk/news.asp?id=156614
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Digg today took to its blog to share a bit of information about its user growth and monetization plans, now that it's been at?Betaworks?for nearly six months. The company said that Digg's user base has doubled since the Betaworks takeover in August, and it also confirmed that Digg's "Apps We Like" section is one of the site's first efforts to monetize the new property.Source: http://feedproxy.google.com/~r/Techcrunch/~3/spFhuEhDK-s/
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IRA FLATOW, HOST:
This is SCIENCE FRIDAY. I'm Ira Flatow. Ever wondered what it would be like to live on Mars? You wake up to the sun peeking over a red horizon. Outside, it's a balmy minus 94 degrees Fahrenheit. Time for breakfast, right? Mars has a little gravity, at least about third of the Earth, so at least your fried egg would probably stay in the pan. Better yet, at the end of the day you have 40 extra minutes to waste on Facebook or read a novel or tend your Martian garden. That's right, the Martian day, or sol, is 24 hours, 39 minutes and 35 seconds - just a bit longer than our days here on Earth. Well, before we actually send astronauts there, scientists are busy preparing for the trip here on Earth. They're creating Martian habitats all over the planet. They have one in the Arctic, in the Antarctic, in Russia, the Utah desert, even on the side of a Hawaiian volcano, to see how humans really fair with longer days, limited light and a different menu. Seems like a good idea to work out the kinks before that six month journey, right?
Well, here to talk about what's going on in these experiments are my guests: Kim Binsted is a co-investigator on the HI-SEAS Project, that's the Hawaii Space Exploration Analog and Simulation. She's also an associate professor at the University of Hawaii in Honolulu. And she joins us today from Hawaii Public Radio. Welcome to SCIENCE FRIDAY.
KIM BINSTED: Great to be here.
FLATOW: Welcome - Charles Czeisler is the Baldino professor of sleep medicine at Harvard Med School. He's also the chief of the division of sleep medicine at Brigham and Women's Hospital in Boston. He joins us from the BBC in Manchester, England. Welcome back to SCIENCE FRIDAY, Dr. Czeisler.
CHARLES CZEISLER: Thank you, Ira.
FLATOW: Dr. Binsted, you're working on a study to make a better, quote, "space menu." Tell us what's wrong with the old space menu. What are astronauts eating today and what should they be eating tomorrow on their way to Mars?
BINSTED: Well, that they have today on the space station tastes great but what they are essentially is individually pre-prepared meals. You'll get sort of a TV dinner chunk to heat up, maybe add some water to and eat. The problem with that is that once you have you pre-prepared, say, individual serving of lasagna, it will stay lasagna for the rest of time. It will never be anything else.
(LAUGHTER)
FLATOW: And if you're looking at a two-and-a-half year mission to Mars, it would be nice, probably, to have some variety. So what we're looking at is instead of sending pre-prepared meals, sending shelf-stable ingredients that the astronauts can combine into different dishes.
So you're giving them basically the kitchen pantry to take with them instead of the pre-made stuff?
BINSTED: That's right. It's a specialized pantry. It has to be shelf-stable. That means it needs to be able to last the length of the mission without go bad. But yeah, essentially that's what we're doing.
FLATOW: Yeah. And I'm looking at some of the ingredients here. You've got truffle oil, dried shiitake mushrooms, Korean chili paste. This is better than the stuff I'm eating now.
(LAUGHTER)
FLATOW: Well, if you think about it, the cost of food on Mars, the most of the cost is going to be getting it there. So truffle oil weighs the same as the canola, so we might well send the good stuff.
All right, Charles Czeisler, let's talk about the study out this week in the proceedings of the National Academy of Sciences about the Mars500 mission. You didn't take part in this particular study but tell me about this mission and what they found.
CZEISLER: What they found was that one of the most prominent issues that came up when they did the simulation was difficulty adapting their sleep-wake cycles to the conditions of the experiment. So they were there for about 17 months.
FLATOW: How many people were put where?
There were six months - excuse me, six people who were there for 17 months, and they simulated many of the aspects of travel to Mars, the confinement, being in an environment where you're with a particular crew the entire time. And they were about the same age as the crew members - current astronauts on the International Space Station are. And they had mission tasks to do and they had a simulated time when they landed on Mars. The only thing that they did not include in the simulation was the Martian day, that 40-minute extra time that needs to be factored in to adaptation to Mars. But even without that aspect, four out of the six crew members developed quite severe abnormalities in the timing of their sleep-wake schedule. One was unable to maintain the 24-hour day and began exhibiting what we call non-24-hour disorder, where every day he was going to bed and waking up about an hour later each day even though the rest of his crew and the rest of the activities were scheduled on a 24-hour day. A couple of the crew members had delayed sleep phase disorder where they were having trouble going to bed at night and trouble waking up in the morning.
CZEISLER: Another one split the timing of their sleep-wake schedule so that they were taking part of their sleep during day and part of it during the night. And yet another one was having trouble sleeping at night and trouble staying awake during the day.
FLATOW: Is lack of sleep - is that a real problem on a Mars mission if you're just basically on your way to Mars?
CZEISLER: Yes. Because what it does is it causes a deterioration of our ability to perform during the daytime. And in addition to that, there are adverse effects on the body as well as the brain. So in addition to increasing the risk for error and accident, which could be catastrophic on the way to Mars, it also causes difficulty even in metabolizing the meals that are being prepared.
So if we give a standard meal to someone whose circadian rhythms are disrupted and who's not getting enough sleep, and even if they've only been on that kind of a schedule for a few weeks, they already begin to go into a pre-metabolic state where their pancreas is no longer putting out enough insulin, even though their blood sugar levels are going higher.
FLATOW: Wow. 1-800-989-8255. Talking about a simulated trip to Mars. And Kim Binsted, you actually participated in one of those mock Mars mission a few years ago. And you did live on the Martian day, right?
BINSTED: Right. We were up at Mars on Devon Island for four months. And of those four months, we spent five weeks living on a Mars day. And the reason we could do this is we were out there in the Arctic summer, so there was very little natural light variation over 24 hours. It was bright all day. And we found that of our crew, seven, there were couple of us who were already suffering the kind of sleep disruption that has already been described. And those people got worst when we went onto Mars time. The rest of us - I mean I can speak personally. I loved it.
(LAUGHTER)
BINSTED: It was like having an extra bonus 40 minutes at the end of the day.
FLATOW: Is there any kind of, you know, I remember when I was in the Antarctic so many years ago, they talked about being there over the winter time when there were six months of darkness. And there was loneliness and actual - a predictable depression that people left alone for such a long time went through. Kim, did you see that? Charles? Do you think that they have to plan for something like that?
BINSTED: We didn't see it, but then again we were in quite a different circumstance. We had brightness all the time. We had sunlight all the time. So we didn't have the sort of depressing darkness that they would have in Antarctica or the artificial light only that they had at Mars500 in Russia.
FLATOW: Charles, wouldn't they have some artificial light somewhere?
CZEISLER: Well, they would, but the seasonal affective disorder occurs even here on Earth in the northern latitudes where they - especially during the winter when there's a reduced amount of sunlight every day. And that is something that would have to be of a concern in preparing for a mission to Mars.
And so one of the things that we learned in our laboratory when we did several mock missions simulating a trip to Mars where we included the Martian day was that specific counter-measures, in particular evening exposure to brighter lights, such as when they might have to be tending their Martian gardens and being in with the sunlight. Instead of like here on Earth, the farmers getting up with the chickens, we would advise that they spend the time - the brighter light exposure in the evening just before going to bed so that that would help facilitate their adaptation to the Martian day.
FLATOW: Mm-hmm. 1-800-989-8255. Let's go to the phones. Let's talk to Elaine in Sacramento. Hi, Elaine.
ELAINE (CALLER): Hi. How are you?
FLATOW: Fine. How are you? Go ahead, please.
(CALLER): I have a question about the ingredients in the pantry of available food stuff for the Mars-bound ship. I'm assuming this is kind of a high altitude. And I wondered, will there be people on board who know how to assemble these ingredients? In other words - the same question I would ask anybody here on Earth. You know how to cook? If you were given a basket of ingredients, would you know how to put them together to make a meal? Or will there be a chef on board?
FLATOW: Yeah. Would you choose people on a mission who knew how to cook, you know, and didn't bring water? Good question, Elaine. What do you think, Kim?
BINSTED: Well, we picked our crew according to their astronaut-like capabilities instead of their cooking abilities. So we've got quite a range in our crew. But just to make sure that everyone knew what they were doing, we gave them cooking lessons. Cornell had a workshop earlier this year. And it was great to see them learning how to work with these ingredients. They made all sorts of wonderful things. You'd be amazed what you can do with chef table's ingredients with a little bit of know-how.
FLATOW: Why is it that we always see so much hot sauce popular with astronauts all the time?
BINSTED: Yeah. That's commonly observed. And there's a couple possible reasons for that. One is that in microgravity the fluids shift in your body so you tend to get more congested. And as you know, the sense of smell is a really important part of your sense of taste. So if that shuts down, then maybe you want to start stimulating your taste buds in other ways. That's one possibility. Another is that space is a low sensory stimulation environment. So maybe people are looking psychologically for whatever stimulation they can get. And again turn to the hot sauce.
FLATOW: Can I give you...
BINSTED: Yet another possibility is that when you're in a closed, cramped space, it gets kind of smelly. And so maybe your sense of smell shuts down for those reasons. We're investigating all three of these ideas in our study.
FLATOW: Can I throw in a fourth possibility?
BINSTED: Mm-hmm.
FLATOW: The astronauts were all trained in Houston.
(LAUGHTER)
BINSTED: Very possibly that too.
FLATOW: Well, you know, Texas hot sauce. Maybe they're just used to doing that and they take it up with them to space; could be a very simple answer. 1-800-989-8255. Let's go to Mike in Harrisburg, Pennsylvania. Hi, Mike.
MIKE: Hey, great, fascinating subject, one that I actually follow pretty closely. I, for about two years, worked in a job where for three days a week I was basically locked inside with the same people. Keep in mind, I could go home for the other four days, but we are pretty much indoors for three consecutive days. And at the end of that time, we were basically at each other's throats.
I mean we just didn't like each other, even though we had all started out as fast friends, we're all grown professionals. And I just often think about this experience and how you will not - how you would prevent this from happening to astronauts that are going to be gone for two, two and half years on a Martian mission. And I also have the answer for hot sauce, if you're wondering.
FLATOW: Yeah. What's your hot sauce suggestion?
MIKE: It's very prevalent within the military. If you don't - you've never eaten it or used it in food, you learn very early on to use it. So these are all mostly, I'm guessing, naval aviators. They were exposed to it as young cadets at Annapolis or as young sailors or as young naval officers. So...
FLATOW: Yeah. Well, you know, some of the pay load specialists were not, but then again they were - I'm sticking with my Houston. And I'll go with your - I'll go with your military explanation. Thanks, Mike. 1-800-989-8255 is our number. We're talking about the missions to Mars on SCIENCE FRIDAY from NPR. And let me get to his question and answer. What about people at each other's throat? Charles?
CZEISLER: It is...
BINSTED: Well, what we...
CZEISLER: Go on.
BINSTED: I was just going to say that what we've learned with these crews is they tend to either do very well together and bond very closely, or things can go quite badly wrong. When things go wrong in these small groups, they can go quite badly wrong. So one possible solution is to just make sure that you've tested your crew as a crew in these kinds of environments to see how they do before you send them off. So maybe you send your Mars crew to Antarctica for a few months before you send them to Mars.
FLATOW: Do you agree, Charles?
CZEISLER: Yes, I agree. And there's also a developing set of technologies to recognize with safe observation when things are going wrong with crew members even if they're not talking about it. And Dr. David Dinges at the University of Pennsylvania is working on technology that would allow earlier detection of problems within a crew so that interventions can be deployed.
FLATOW: Kim Binsted, if we have an international crew of astronauts, not just from the United States, you're going to have to widen your menu a bit, are you not to...
BINSTED: Well, as you saw from our ingredients list, we're doing our best to keep it quite wide right now. But yes, you'll find that they way they combine these ingredients, of course, they'll have preferences on recipes and how they use them. Right now we're seeing that as a plus, that it'll provide more variety. But there could well be conflict if one crew member loves a particular dish and another one hates it. That could be a source of conflict rather than pleasure.
FLATOW: And you actually have a recipe contest going on now?
BINSTED: That's right. It's just - I think it's just opening today, so we're - we've posted our ingredient list on our website, hi-seas.org. And we invite people to go and send us their recipes, look at what we've got. And the finalists are going to be tried out by the crew when their in the habitat for four months. And yeah, prizes to the winners.
FLATOW: And when does the habitat begin? Give us the schedule on it.
BINSTED: It's going to be - they're right now in their training mission in Utah, and then they go into the habitat here in Hawaii at the beginning of April for four months.
FLATOW: And that's on the side of a mountain, a volcano?
BINSTED: That's right. It's on the slopes of Mauna Loa, and it's a wonderful area. It's extremely Mars-like. When you see pictures of it, it looks just like the images coming back from the rover on Mars right now. Very little plant life, all of this wonderful reddish regolith, very little sight of human activity, you know, a telescope off in the distance but not much else. It's not the sand and waving palm trees that you're thinking of necessarily.
FLATOW: But it's certainly not that episode on "The Twilight Zone" where the guy went a little nutty by himself. Remember that one? He thought he was alone in the town?
BINSTED: Let's hope it's not like that.
(LAUGHTER)
FLATOW: Any last words, Charles? Any last words of advice on people who are going to be going to space, to Mars?
CZEISLER: Well, I think maintaining - keeping their circadian rhythms in sync with a 24-hour day is going to be critical, and light is the most important synchronizer of our internal circadian rhythm. So coordinating the timing of light exposure is going to be crucial. And it's exciting that on the International Space Station, it's just being refitted with new solid-state lighting systems that are going to enable us to control the wavelength of the exposure and not just the intensity. And wavelength is critical because the shorter wavelength, the bluer end of the spectrum, is much more effective at resetting circadian rhythms.
FLATOW: There we go. Thank you all for taking time to be with us today. Have a good weekend.
BINSTED: Thank you.
CZEISLER: Thank you, Ira. Good afternoon.
FLATOW: You're welcome. Kim Binsted is co-investigator of the HI-SEAS project. That's the Hawaii Space Exploration Analog and Simulation, also associate professor at the University of Hawaii in Honolulu. You can get - go on our website and she's got that recipe contest up there. Charles Czeisler is the Baldino professor of sleep medicine at Harvard Med School, also chief of the division of sleep medicine at Brigham and Women's Hospital in Boston.
Copyright ? 2013 National Public Radio. All rights reserved. No quotes from the materials contained herein may be used in any media without attribution to National Public Radio. This transcript is provided for personal, noncommercial use only, pursuant to our Terms of Use. Any other use requires NPR's prior permission. Visit our permissions page for further information.
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Source: http://www.npr.org/2013/01/11/169144855/simulating-the-red-planet-on-the-pale-blue-dot?ft=1&f=1007
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Blink. Blink blink blink. Every minute, we blink our eyes 15 to 20 times. But we only need to blink two to four times a minute for adequate lubrication. So what's happening when we blink those other times? (Blink blink blink)
Source: http://video.msnbc.msn.com/hardball/50402502/
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Bravo unwrapped a new app for connected TV devices on Monday. The app supplements Bravo programming and lets people -- who use Samsung smart TVs, Samsung Blu-ray players, Yahoo Widgets or Google TVs -- personalize their viewing experiences.
"The app provides Bravo fans with a video-rich destination, where they can explore more content and catch up on their favorite shows and Bravolebrities," Lisa Hsia, executive vice president of Bravo Digital Media, tells Mashable.
[More from Mashable: MTV Reveals 13 Artists to Watch]
Users also can see show schedules, read episode descriptions, view photos, play games, vote in polls, dive into Bravo personalities' bios, share content, manage an inbox of arriving content and build video playlists based on their favorite shows or topics that interest them.
[More from Mashable: Hisense Launches Ultra HD TV Line]
"For example, if you're a fan of NeNe from Real Housewives of Atlanta you can create a customized playlist with all her popular scenes from recent episodes," Hsia adds.
So, what separates this app from other smart TV apps?
"We've been more thoughtful about creating a sophisticated, lean-back experience, and avoided the template-driven approach that's currently standard in the industry," Hsia says. "We worked on a customized UI to create a forward-leading design that provides a personalized content experience for fans on their TV screens."
Bravo will try to monetize the experience with ads in the lower-third area of the TV screen, pre-roll video and embedded logos, among other advertising methods.
See if you can guess the popular television slow in each slide of the gallery. If you need to peek at the answer, simply use your cursor to highlight the text following the word "Answer." The title will appear like magic -- oooOOOooooo!
Click here to view this gallery.
This story originally published on Mashable here.
Source: http://news.yahoo.com/slick-bravo-app-personalizes-smart-tv-experience-033217156.html
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You know what's wrong with most TVs? The fact that you can't draw on them, right? Well as we learned this morning, Panasonic has developed its own solution to the problem with the newly announced Touch Pen and we managed to get hand(s) on. The wireless pen allows you to draw directly onto compatible Panasonic TVs, annotate, draw, whatever takes your fancy, and then share these images via a range of different connectivity options (via a paired tablet and Panasonic's Viera Remote 2.0 app, or save to USB etc). Panasonic was keen to point out that, unlike existing solutions, the Touch Pen doesn't need any extra hardware, just the TV and the device itself. The actual hardware part is somewhat large, but not cumbersome, and it's pretty clear that this was designed to be comfortable for most hands, yet durable, particularly suitable for children. This comes as no surprise considering that the pen is also effectively a HID device, doubling as a stylus for input and game control. While we were at the booth we loaded up a simple game, and used the pen to control the penguins on the ice, much like flicking angry birds on a phone.
In actual use, if you are watching something and you have a sudden burst of inspiration, all you need to do is hold the pen to the screen, and after a short wait the TV grabs a shot of the screen, much like taking a screenshot on a smartphone. With the picture snagged, a simple art interface comes up, with options for colors, pen types, undo, save and so on. We spent a few moments amusing ourselves by adding comedy facial accoutrements to the onscreen protagonist. We can definitely see that this would be a fun novelty for home use, of particular interest to kids. There is also potential for some simple business use too. Whichever case use appeals most to you, over all it's just another input option, and if you're like us, that's always a welcome addition. Once again, Panasonic were tight-lipped on when we might see this, and for how much, but don't be surprised if you see this pop back up some time around summer.
Sean Cooper and Steve Dent contributed to this report.
Filed under: Displays, Peripherals
Source: http://www.engadget.com/2013/01/08/panasonic-electronic-touch-pen-hands-on/
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Some new points about Teaching
and Learning English as a Foreign Language
Language
education is the ?teaching ?and learning
of a language.
It can include improving a learner's mastery of her or his
native language, but the term is more commonly used with regard
to second
language acquisition, which
means the learning of a foreign
or second language and which is the topic of this article. Some scholars
differentiate between acquisition and learning. Language education is a
branch of applied linguistics.
Need for language education???????????
?? People need to learn a
second language because of globalization, connections are becoming inevitable among nations, states and
organizations which creates a huge need for knowing another language or more multilingualism. The uses of common languages are in areas such as; in trade, tourism
international relations between governments, technology, media and science.
Therefore, many countries such as Japan (Kubota, 1998) and China (Kirkpatrick &
Zhichang, 2002) create education policies to teach at least one foreign language in
primary and secondary school level. However, some countries such as India, Singapore, Malaysia and Philippines make a second official language in their governing system. However, according
to Gao (2010) many Chinese people are giving enormous importance to foreign language
learning especially learning the English Language.
History of foreign language education
Ancient to medieval period
? Although the need to learn foreign languages is almost as old as human history
itself, the origins of modern language
education are in the study and teaching of Latin in the 17th century. Latin had for many
centuries been the dominant language of education, commerce, religion, and government in much of the Western world,
but it was displaced by French, Italian, and English by the end of the 16th
century. John Amos Comenius was one of many people who tried to reverse this trend. He
composed a complete course for learning Latin, covering the entire school
curriculum, culminating in his Opera Didactica Omnia, 1657.
? In this work, Comenius also outlined his
theory of language
acquisition. He is one of the first theorists to write systematically about how
languages are learned and about pedagogical methodology for language acquisition. He held that language
acquisition must be allied with sensation and experience. Teaching must be oral. The schoolroom should have
models of things, and failing that, pictures of them. As a result, he also
published the world's first illustrated children's book, Orbis Sensualim
Pictus. The study of Latin diminished from the study of a living language to be used in the real world to a subject in the school
curriculum. Such decline brought about a new justification for its study. It
was then claimed that its study developed intellectual abilities, and the study
of Latin grammar became an end in and of itself.
"Grammar
schools" from the 16th to 18th centuries focused on teaching the grammatical
aspects of Classical Latin. Advanced students continued grammar study with the
addition of rhetoric.
18th century
? The study of modern
languages did not become part of the
curriculum of European schools until the 18th century. Based on the purely academic
study of Latin, students of modern languages
did much of the same exercises, studying grammatical rules and translating
abstract sentences. Oral work was minimal, and students were instead required
to memorize grammatical rules and apply these to decode written texts in the
target language. This
tradition-inspired method became known as the 'grammar-translation
method'.
19th?20th century
?? The examples and perspective in this
article deal primarily with the United States and do not represent a
worldwide view of the subject. Please improve this article and discuss the issue on the talk page. (November 2010)
Henry Sweet was a key figure in establishing the applied linguistics tradition in language teaching..
?? Innovation in foreign language teaching
began in the 19th century and became very rapid in the 20th century. It led to
a number of different and sometimes conflicting methods, each trying to be a
major improvement over the previous or contemporary methods. The earliest
applied linguists included Jean Manesca, Heinrich
Gottfried Ollendorff (1803?1865), Henry Sweet (1845?1912), Otto Jespersen (1860?1943), and Harold Palmer
(1877?1949). They worked on setting language teaching
principles and approaches based on linguistic and psychological theories, but
they left many of the specific practical details for others to devise.
??? Those looking at the history of foreign-language education in
the 20th century and the methods of teaching
(such as those related below) might be tempted to think that it is a history of
failure. Very few students in U.S. universities who have a foreign language as a major manage to reach
something called "minimum professional proficiency". Even the
"reading knowledge" required for a PhD degree is comparable only to
what second-year language students
read and only very few researchers who are native English
speakers can read and assess information written in languages other than English. Even a number of famous linguists are
monolingual.
????? However, anecdotal evidence for
successful second or foreign language
learning is easy to find, leading to a
Page 1
?
discrepancy between these cases and the failure of most language programs,
which helps make the research of second language acquisition emotionally charged. Older methods and approaches such as
the grammar
translation method or the direct method are dismissed and even ridiculed as newer methods and
approaches are invented and promoted as the only and complete solution to the
problem of the high failure rates of foreign language
students.
??? Most books on language teaching list the various methods that have been used
in the past, often ending with the author's new method. These new methods are
usually presented as coming only from the author's mind, as the authors
generally give no credence to what was done before and do not explain how it
relates to the new method. For example, descriptive linguists seem to claim
unhesitatingly that there were no scientifically-based language teaching
methods before their work (which led to the audio-lingual
method developed for the U.S. Army in
World War II). However, there is significant evidence to the contrary. It is
also often inferred or even stated that older methods were completely
ineffective or have died out completely when even the oldest methods are still
used (e.g. the Berlitz version of the direct method). One reason for this
situation is that proponents of new methods have been so sure that their ideas
are so new and so correct that they could not conceive that the older ones have
enough validity to cause controversy. This was in turn caused by emphasis on
new scientific advances, which has tended to blind researchers to precedents in
older work. There have been two major branches in the field of language learning; the empirical and theoretical, and these have almost
completely separate histories, with each gaining ground over the other at one point in time or another. Examples of researchers on the empiricist
side are Jesperson, Palmer, and Leonard Bloomfield, who promote mimicry and memorization with pattern drills.
These methods follow from the basic empiricist position that language acquisition basically results from habits formed by conditioning and
drilling. In its most extreme form, language
learning is seen as basically the same as any other learning in any other
species, human language being
essentially the same as communication behaviors seen in other species.
?? On the theoretical side are, for example,
Francois Gouin, M.D. Berlitz, and Elime de Sauz?, whose rationalist theories of
language acquisition
dovetail with linguistic work done by Noam Chomsky and others. These have led to a wider variety of teaching methods ranging from the
grammar-translation method to Gouin's "series method" to the direct
methods of Berlitz and de Sauz?. With these methods, students generate original
and meaningful sentences to gain a functional knowledge of the rules of
grammar. This follows from the rationalist position that man is born to think
and that language
use is a uniquely human trait impossible in other species. Given that human languages share many common
traits, the idea is that humans share a universal grammar which is built into our brain structure. This allows us to
create sentences that we have never heard before but that can still be
immediately understood by anyone who understands the specific language being spoken. The rivalry of the two camps is intense, with
little communication or cooperation between them. ???????????????????????????????????????????????????
Methods of foreign languages
Main
article: Methods of? foreign languages??????????????????????????????????
??? Language education may take place as a general school subject or in
a specialized language school. There are many methods of teaching languages. Some have fallen into
relative obscurity and others are widely used; still others have a small
following, but offer useful insights.
While
sometimes confused, the terms "approach", "method" and
"technique" are hierarchical concepts. An approach is a set of
correlative assumptions about the nature of language and language learning, but does not involve
procedure or provide any details about how such assumptions should translate
into the classroom setting. Such can be related to second language acquisition theory.
There
are three principal views at this level:
The structural view treats language
as a system of structurally related elements to code meaning (e.g.
grammar). The functional view sees language
as a vehicle to express or accomplish a certain function, such as
requesting something. The interactive view sees language as a vehicle for
the creation and maintenance of social relations, focusing on patterns of
moves, acts, negotiation and interaction found in conversational
exchanges. This view has been fairly dominant since the 1980s.
Examples
of structural methods are grammar translation and the audio-lingual method. Examples of functional methods include the oral approach /
situational language teaching.
Examples of interactive methods include the direct method, the series method, communicative language teaching
language immersion, the proprioceptive language learning
method, the Silent Way, Suggestopedia, the Natural Approach, Total
Physical Response, ?Proficiency through Reading and Storytelling and Dogme language . A
method is a plan for presenting the language material to be learned and should be based upon a selected
approach. ?In order for an approach to be
translated into a method, an instructional system must be designed considering
the
?
Page 2
?
objectives
of the teaching/learning, how the content is to be selected
and organized, the types of tasks to be performed, the roles of students and
the roles of teachers. A technique is a very specific, concrete stratagem or
trick designed to accomplish an immediate objective. Such are derived from the
controlling method, and less-directly with the approach.
Learning strategies
Code switching
Main
article: Code-switching
Code
switching, that is, changing between languages at some point
in a sentence or utterance, is a commonly used communication strategy
among language learners and bilinguals.
While traditional methods of formal instruction often
discourage code switching, students, especially those placed in a language
immersion situation, often use it. If viewed as a learning strategy,
wherein the student uses the target language as much as
possible but reverts to their native language for any element of an utterance that they are unable
to produce in the target language (as, e.g., in Wolfgang Butzkamm's concept of enlightened monolingualism), then it has the advantages that it encourages fluency
development and motivation and a sense of accomplishment by enabling the
student to discuss topics of interest to him or her early in the learning
process?before requisite vocabulary has been memorized. It is particularly
effective for students whose native language is English, due to the high
probability of a simple English word or short phrase being understood by the
conversational partner.
Blended learning
Main
article: Blended learning??????????????????????????????????????????????????????????
Blended
learning combines face-to-face teaching
with distance education, frequently electronic, either computer-based or web-based.
It has been a major growth point
in the ELT (English Language Teaching) industry over the last ten
years.? Some people, though, use the
phrase 'Blended Learning' to refer to learning taking place while the focus is
on other activities. For example, playing a card game that requires calling for
cards may allow blended learning of numbers (1 to 10).
Skills teaching
?? When talking about language skills, the four basic ones are: listening, speaking, reading
and writing. However, other, more socially-based skills have been identified
more recently such as summarizing, describing, narrating etc. In addition, more
general learning skills such as study skills and knowing how one learns have
been applied to language classrooms.
??In the
1970s and 1980s the four basic skills were generally taught in isolation in a
very rigid order, such as listening before speaking. However, since then, it
has been recognized that we generally use more than one skill at a time,
leading to more integrated exercises. Speaking is a skill that often is
underrepresented in the traditional classroom. This could be due to the fact
that it is considered a less-academic skills than writing, is transient and
improvised (thus harder to assess and teach through rote imitation).
More
recent textbooks stress the importance of students working with other students
in pairs and groups, sometimes the entire class. Pair and group work give
opportunities for more students to participate more actively. However,
supervision of pairs and groups is important to make sure everyone participates
as equally as possible. Such activities also provide opportunities for peer teaching,
where weaker learners can find support from stronger classmates.
Language
education by region Europe
Foreign
language education
? 1995 European Commission?s White Paper "Teaching and learning ? Towards the learning
society", stated that "upon completing initial training, everyone
should be proficient in two Community foreign languages". The Lisbon Summit of 2000
defined languages as one of the five
key skills.
? In fact, even in 1974, at least one foreign language was compulsory
in all but two European member states Ireland and the United Kingdom (apart from Scotland).
By 1998 nearly all pupils in Europe studied
at least one foreign language
as part of their compulsory education, the only exception being the Republic of
Ireland, where primary and secondary schoolchildren learn both Irish
and English, but neither is considered a foreign language
although a third European language is also taught.
Pupils
in upper secondary education learn at least two foreign languages in Belgium's
Flemish community, France, Denmark, Netherlands, Germany, Luxembourg, Finland, Sweden, Switzerland, Greece, Cyprus, Estonia, Latvia, Lithuania, Poland, Romania, Serbia, Slovenia and Slovakia.
?? On average in Europe, at the start of foreign language
teaching, pupils have lessons for three to four hours a week.
Compulsory lessons in a foreign language normally start at the end of primary school or the start of secondary school. In Luxembourg, Norway, Italy and Malta, however,
the first foreign language starts at age six, in Sweden at age
seven and in Belgium's Flemish community at age 10. About half of the EU's
primary school
?
Page 3
pupils
learn a foreign language.
English
is the language taught most often at lower secondary level in
the EU. There, 93% of children learn English. At upper secondary level, English
is even more widely taught. French
is taught at lower secondary level in all EU countries except Slovenia.
A total of 33% of European Union pupils learn French at this level. At upper
secondary level the figure drops slightly to 28%. German
is taught in nearly all EU countries. A total of 13% of pupils in the European
Union learn German in lower secondary education, and 20% learn it at an upper
secondary level.
Despite
the high rate of foreign language teaching
in schools, the number of adults claiming to speak a foreign language is
generally lower than might be expected. This is particularly true of native
English speakers: in 2004 a British survey showed that only one in 10 UK workers could speak a foreign language.
Less than 5% could count to 20
in a second language, for example; 80% said they could
work abroad anyway, because "everyone speaks English."
In 2001, a European Commission survey found that 65.9% of
people in the UK spoke only their native tongue.
Since
the 1990s, the Common European Framework of Reference for Languages has tried to standardize the learning of languages across Europe (one of the first
results being UNIcert).
Bilingual education
Main article: Bilingual education
?
?? In some countries, learners have lessons
taken entirely in a foreign language: for
example, more than half of European countries with a minority
or regional language community use partial immersion to teach both
the minority and the state language.
?? In the 1960s and 1970s, some central and
eastern European countries created a system of bilingual schools for
well-performing pupils. Subjects other than languages were
taught in a foreign language. In the 1990s this system was
opened to all pupils in general education, although some countries still make
candidates sit an entrance exam. At the same time, Belgium's French community, France, the Netherlands, Austria and Finland also started bilingual schooling schemes. Germany
meanwhile had established some bilingual schools in the late 1960s.
United States
Main article: Language education in the United
States
In
most school systems, foreign language is taken in high school, with many schools requiring one to three years of foreign language in order to
graduate. In some school systems, foreign language
is also taught during middle school, and recently, many elementary schools have
begun teaching foreign languages as well. However, foreign
language immersion programs are growing in popularity, making it
possible for elementary school children to begin serious development of a
second language.
? In late 2009 the Center for Applied
Linguistics completed an extensive survey documenting foreign language study in the
United States. The most popular language is Spanish, due to the large number of recent Spanish-speaking
immigrants to the United States (see Spanish in the United States). According to this survey, in 2008 88% of
language programs in elementary schools taught Spanish, compared to 93%
in secondary schools. Other languages taught
in U.S. high schools in 2008, in descending order of frequency, were French,
German, Latin,
Mandarin Chinese, American Sign Language, Italian,
and Japanese. During the Cold War,
the United States government pushed for Russian
education, and some schools still maintain their Russian programs. Other languages recently gaining popularity
include Arabic.
Australia
? Prior to European colonization, there were
hundreds of Aboriginal languages, taught in a traditional way. The arrival of a
substantial number of Irish in the first English convict ships meant that
European Australia was not ever truly monolingual. When the gold rushes of the
1850s trebled the white population, it brought many more Welsh speakers, who
had their own language newspapers through to the 1870s, but the absence of language education meant that these Celtic languages never flourished.
?
? Waves of European migration after World War
II brought "community languages," sometimes with schools.
However, from 1788 until modern times it was generally expected that immigrants
would learn English and abandon their first language
(Clyne, 1997). The wave of multicultural policies since the 1970s has
softened aspects of these attitudes.
?? In 1982 a bipartisan committee of Australian
parliamentarians was appointed and identified a
number of guiding principles that would support a National Policy on Languages (NPL). Its trend was towards
bilingualism in all Australians, for reasons of fairness, diversity and
economics.
?
Page 4
?? In the 1990s the Australian Languages and
Literacy Policy (ALLP) was introduced, building on the NPL, with extra
attention being given to the economic motivations of second language learning. A distinction became drawn
between priority languages and
community languages. The ten priority languages identified were Mandarin, French,
German, Modern Greek, Indonesian, Japanese, Italian, Korean, Spanish and
Aboriginal languages.
? However, Australia's federal system meant
that the NPL and ALLP direction was really an overall policy from above without
much engagement from the states and territories. The NALSAS strategy united
Australian Government policy with that of the states and territories. It focused
on four targeted languages:
Mandarin, Indonesian, Japanese and Korean. This would be integrated into
studies of Society and Environment, English and Arts.
?? By 2000, the top ten languages enrolled in the
final high school year were, in descending order: Japanese, French, German,
Chinese, Indonesian, Italian, Greek, Vietnamese, Spanish and Arabic. In 2002,
only about 10% of Year 12 included at least one Language
Other Than English (LOTE) among their course choices.
Japan
Main article: Eikaiwa
Language
study holidays
Language school
?? An increasing number of people are now
combining holidays
with language study in the native
country. This enables the student to experience the target culture by meeting
local people. Such a holiday often combines formal lessons, cultural
excursions, leisure activities, and a homestay,
perhaps with time to travel in the country afterwards. Language study holidays are popular across
Europe and Asia due to the ease of transportation and variety of nearby countries.
These holidays have become increasingly more popular in Central and South
America in such countries as Guatemala, Ecuador and Peru.
With
the increasing prevalence of international business transactions, it is now
important to have multiple languages at one's disposal. This is also
evident in businesses outsourcing their departments to Eastern Europe.
Language
education on the Internet
The
Internet has emerged as a powerful medium to teach
and learn foreign languages. Websites that provide language
education on the Internet may be broadly classified under 3 categories:
Language exchange websites Language portals Virtual online schools Support websites
Language
exchange websites
? Language exchange
facilitates language learning by placing users with complementary language
skills in contact with each other. For instance, User A is a native Spanish speaker and wants to learn English; User B is a
native English speaker and wants to learn Spanish. Language exchange websites
essentially treat knowledge of a language as a commodity, and
provide a market like environment for the commodity to be exchanged.
Users typically contact each other via text chat, voice-over-IP, or email.
Language exchanges have also been viewed as a helpful tool to aid language
learning at language schools. Language exchanges tend to benefit oral proficiency, fluency, colloquial vocabulary acquisition,
and vernacular usage, rather than formal grammar or writing skills.?????????????????????????????????
Portals that provide language
content
?There are a number of Internet portals that offer language content, some in interactive
form. Content typically includes phrases with translation in multiple languages,
text to speech engines (TTS), learning activities such as quizzes or puzzles based on language concepts. While some of this
content is free, a large fraction of the content on offer is available for a
fee, especially where the content is tailored to the needs of language tests such as TOEFL, for the
United States.
? In general, language education on the Internet provides a good
supplement to real world language schooling.
However, the commercial nature of the Internet, including pop-up and
occasionally irrelevant text or banner ads might be seen as a distraction from
a good learning experience.
Virtual world-based language
schools
??? These are schools operating online in MMOs and virtual worlds. Unlike other language education on the Internet, virtual world schools are usually designed as
an alternative to physical schools. In 2005, the virtual world Second Life started to be used for foreign language
tuition, sometimes with entire businesses being developed.
??? Foreign language English has gained an
online presence, with several schools operating entirely online, and the British Council which has focused on the Teen Grid. In addition, Spain?s language and
cultural institute
Page 5
Instituto
Cervantes has an
"island" on Second Life. A list of educational projects (including
some language schools) in Second Life can be found on the second life
Educational wiki, or the SimTeach site.
Minority language education
policy
?? The principle policy arguments in favor of
promoting minority language education are the need for multilingual workforces,
intellectual and cultural benefits and greater inclusion in global information
society. Access to education in a minority language is also seen as a
human right as granted by the European Convention on
Human Rights and Fundamental Freedoms, the European Charter for
Regional or Minority Languages and the UN Human Rights Committee. Bilingual Education has been implemented in many countries
including the United States, in order to promote both the use and appreciation
of the minority language, as well as the majority language concerned.
Materials and e-learning for minority language education
Suitable
resources for teaching and learning minority languages can be
difficult to find and access, which has led to calls for the increased
development of materials for minority language teaching.
The internet offers opportunities to access a wider range of texts, audios and
videos. Language learning 2.0 (the use of web 2.0 tools for language
education) offers opportunities for material development for lesser-taught languages and to bring together geographically dispersed teachers and
learners.
Acronyms and abbreviations
?? English language learning and for information on language teaching acronyms and abbreviations
which are specific to English.
CALL: computer-assisted language learning CLIL:
content and language integrated learning CLL: community language learning DELE: Diploma de Espa?ol como Lengua Extranjera DELF: dipl?me d'?tudes en langue fran?aise EFL English as a foreign
language ELT English language teaching FLL foreign language learning FLT foreign language teaching ?????????????????????????L1: first language, native language,
mother tongue L2: second language (or any additional language)
LDL: Lernen durch Lehren (German for learning by teaching) SLA: second language acquisition TELL: technology-enhanced language learning TEFL: Teaching English as a foreign language N.B. This article is about travel-teaching.
TEFLA: Teaching English as a foreign language
to adults TPR: total physical response TPRS: Teaching ?Proficiency through Reading and
Storytelling UNIcert is a European language education system of many universities
based on Common European Framework of Reference for Languages.
?
References
Richards, Jack C.; Theodore S.
Rodgers (2001). Approaches and Methods in Language.
Cambridge UK: Cambridge University Press. ISBN?0-521-00843-3.? Diller, Karl Conrad (1978). The
Language Controversy. Rowley, Massachusetts: Newbury House. ISBN?912066-22-9.? Holden, Susan; Mickey Rodgers
(1998). English language. tMexico City: DELTI. ISBN?968-6820-12-4.? Dorveaux, Xavier (15 July
2007). "Apprendre une langue dans un
monde virtuel". Le
Monde. http://www.lemonde.fr/web/article/0,1-0,36-935560,0.html. Retrieved 15 July 2007.? Dorveaux, Xavier (15 July
2007). "Study and? in Second Life". iT's Magazines. http://www.its-teachers.com/destinations/second_life/second_life03.asp. Retrieved 15 July 2007.? Sachdev, I; McPake, J (2008). "Community Languages in
Higher Education: Towards realising the potential". Routes into Languages. pp. 76. http://www.routesintolanguages.ac.uk/community. Retrieved 26 June 2009.? De Varennes, Fernand (2004). "The right to education and
minority language".
EUMAP: EU Monitoring and Advocacy Program Online Journal. http://www.eumap.org/journal/features/2004/minority_education/edminlang. Retrieved 26 June 2009.?[dead link]?????????????????????????????????????????????????????????????????????????????????????
??page 6
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National Center for Research on
Cultural Diversity and Second Language Learning (1999-07). "Two-Way Bilingual Education
Programs in Practice: A National and Local Perspective". Center for Applied Linguistics. http://www.cal.org/resources/Digest/ed379915.html. Retrieved 26 June 2009.? Sachdev, I; McPake, J (2008). "Community Languages in
Higher Education: Towards realising the potential". Routes into Languages. pp. 61?62. http://www.routesintolanguages.ac.uk/community. Retrieved 26 June 2009.? Diouri, Mourad (2009). "Language learning 2.0 in
action: web .0 tools to enhance language learning". 4th Plymouth e-Learning Conference 2009. http://www2.plymouth.ac.uk/e-learning/conference_proceedings_2009.pdf. Retrieved 26 June 2009.?[dead link] Ikeda, A. Sho; Doty,
Christopher (14 March 2009). "New Roles for Technology in Language
Maintenance and Revitalization".
1st International Conference on Language Documentation and
Conservation (ICLDC). http://hdl.handle.net/10125/5011. Retrieved 26 June 2009.?
?? 12.Kubota, K (1998) ?Ideologies of English
in Japan? World Englishes Vol.17, No.3, pp.?295?306.
?? 13.Kirkpatrick, A & Zhichang, X
(2002).?Chinese pragmatic norms and ?China English?. World Englishes.Vol. 21, ???pp.?269?279.
?? 14.Gao, Xuesong (Andy). (2010).Strategic Language Learning.Multilingual
Matters:Canada, 2010
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Prepared &
Written by A.Golpaieganni
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Hamedan
Province, Nahavand 1391
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In the name of
the Soul Creating God
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? Some new points about Teaching & Learning
English as a Foreign Language .
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?????? ???? ???? ?? ???? ????? ???? ???????
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Prepared & written by
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Ali Golpayganni
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2012- 04 - 10
Source: http://eng-nah.blogfa.com/post-51.aspx
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