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With medical marijuana legal in nearly half of the U.S. and recreationally legal in two states, I think it's time we discuss your smoking habits, my pothead friends. While getting stoned used to be associated with teenagers who love Bob Marley and adult burnouts in tie-dye, the face of the average pothead has shifted. Many pot smokers nowadays are your average, clean cut, responsible adults. We hold down jobs, raise happy kids, and pay our bills on time! So why are we still smoking out of phallic rainbow colored glass and storing our pot in old jam jars? Lets upgrade into the world of smoking like the classy adult you are. In this post, I'm going to focus on the hardware. I will do a follow up post on storage and other accessories in the near future.
First thing's first: Try not smoking out of a pipe at all and get a vaporizer. This is by far the healthier alternative to smoking, as combustion of weed will eventually lead to a host of negative effects on the respiratory system, and inhaling damaging carcinogens will irritate your windpipe as well as your lungs. Vaporizors will not burn buds, instead they heat up the cannabinoids on the buds to a boiling point where it is then turned into a vapor mist that you inhale. This is why vaporizing is the preferred choice by doctors in places where marijuana is legal, and ranks highest in satisfaction in terms of minimizing side effects. So lets take a look at some nice options in the vaporizer world.
First off, the Pax by Ploom ($249). This pocket sized piece is so aesthetically pleasing, you could leave it out on your coffee table and it would fit right in with the rest of your electronic gadgets. The Pax has a motion sensor with automatic shut off to save your battery and three temperature presets so you can adjust it to your needs.
If you are comfortable with having a larger piece out at home, the Volcano ($539 with valve) will fit in right next to your kitchen blender. This has long been the top choice among those who vape, though I will warn you that inhaling out of an inflated bag does look a little silly so YMMV.
A third option based on appearance alone is the Iolite Whispr 2 ($169) which looks like a mini tape recorder or portable radio. Remember tapes and mini radios? The silicone mouthpiece is folded into the side, and the piece is butane powered (nothing to plug in or charge up) to ensure a quick and even heat. Fair warning, this piece doesn't have the best reviews because it lacks temperature control and there seems to be a higher margin of error in manufacturing, but overall those who have had success using it are over the moon about this little box.
Don't have the money to invest in a vaporizer or just prefer to smoke out of a glass pipe or bong? Not a problem! There are plenty of mature looking options on the market now that you should consider. My personal preference is to stay with simple design and solid material. The key here is to make it look like it belongs in your place and not stick out like a sore thumb, so when your mother comes over and sees it hidden in a cabinet while searching for your plates she may not even notice it.
This Fritted Disc Oil Rig Water Pipe ($89.99) is made of durable 4-5mm glass with a honeycomb diffuser. This model also comes with an oil dome should you prefer smoking oil concentrates rather than buds. The angular lines make it look like something out of a science lab more than a meth lab. Please note: I will never condone smoking meth. Just saying, don't do it. Ever.
Another beautiful alternative is this Volcano Bong ($39.99) in matte black. A grip ring towards the bottom of the bong allows for easier handling and comes with a clear glass slider. For the price, it's a reasonable elegant looking piece.
I have to say, it took me a while to find a bubbler pipe that did not look utterly ridiculous. They all look like glass blowing experiments gone awry and should be considered the tween of the smoke world. It's not a pipe, not yet a bong; it's the marriage of two things into one awkward pipe with dangly bits. I'm sorry, bubbler fans. If you would like the convenience of a pipe with the smoke cooling effects of a bong, might I suggest a Zobo Water Pipe ($7.99). These little water pipes come with everything you need and come in either gold or silver. They remind me of perfume atomizers in design and will probably make you feel like the caterpillar in Alice in Wonderland (Yes, I know he's smoking a hookah, but I digress). I purchased one for a friend's birthday, and it came in an elegant velvet lined box and a picture of a handsome man smoking on the back. The instructions are all written in Chinese, but common sense and pictures will show you how to operate it.
And now for the most common piece that smokers use: the pipe aka the spoon. These, almost even more than a bong, can get pretty out of hand when it comes to design. But there are plenty of small beautiful pieces to consider if you are looking for a nice upgrade. I didn't start smoking until well into adulthood, so when I made my first pipe purchase, it was a priority that a) it didn't look too phallic, and b) I didn't look incredibly stupid holding it up to my face. This Emerald Green Sandblasted Pipe ($18) passes both of my tests. With such a simple design in frosted or clear emerald, it looks and feels like a grown up pipe. The Etsy seller of this pipe also has other color options in the same design, and each one is gorgeous.
This Apple Glass Pipe (
$35 $45) is as silly as I'm willing to go, but it would fit in with any knickknacks on a shelf. And it's a sweet and clever callback to creating pipes out of actual apples, but without the sticky mess.
And there you have it, some really nice pieces that will make your smoking experience a little more sophisticated. Stay tuned for part two, where I will find you something much nicer to store your pot in, so you can put that jam jar in the recycling bin once and for all.
One last note: these posts are 100% not sponsored by anyone and I am getting paid a grand total of $0 to endorse anything. It tickles me greatly to think you think I'm making any money off of this. Top image via PuffPuffPass.net.


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Sub-acute Rehabilitation
Has your physician recommended physical, occupational, and/or speech therapy for you following a hospital stay or post-surgical procedure? Then make sure you receive the best treatment possible at Pine Knoll Nursing & Rehabilitation Center. Whether as a result of a trauma, disease, stroke, surgery or chronic condition, when mobility, function or cognitive abilities are impaired, rehabilitation is often the pathway to recovery, renewed independence and quality of life.
We believe you deserve the best treatment possible at Pine Knoll Nursing & Rehabilitation Center. We offer all the advanced post-hospital services and rehabilitation programs that you will need to make your transition back home successful.
Some of the services at which we excel:
- Fast-track rehabilitation
- IV therapy
- Post-orthopedic surgery
- Post-cerebrovascular accident
- Cardiopulmonary dysfunction
- Post gastro-intestinal Recovery
- Wound care
The programs are designed and tailored for each individual whose ultimate goal is to return back to family, friends, community and home successfully.
Orthopedic Program
- Orif
- Joint replacement
- Post amputation strengthening
- Complex fractures
Our in-house therapy staff has extensive knowledge and training in orthopedic programming to include CPM application.
Cardiac Recovery Program
- Status post CABG
- Pacemaker
Stroke Program
- Syncope
Gastro-intestinal Program
- Hernia repair
- Intestinal resection
- Status-post Gallbladder
- Gastrostomy
IV Therapy
- IV antibiotics
- IV Fluids
Wound Care
- Diabetic foot ulcers
- Surgical wounds
- Wounds caused by infection
- Wounds due to circulatory problems

subset: commoncrawl


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- Organizing
- vacuuming
- clean the kitchen
- sweep and mop
- budget planning
- laundry (does this one EVER end??)
- get dressed
- the list goes on and on and on....
"For you were once darkness, but now you are light in the Lord. Live as children of light." Ephesians 5:8
Sunday, March 4, 2012
Sitting here today with lots to do. Didn't go to church today, Nathan, my 14-year-old is home sick and miserable and I didn't want to let him stay home by himself. He's not sick often so he's camped out on the couch, buried in a mountain of blankets watching those dumb teen shows on Disney. Poor guy! I'm procrastinating though. Got lots of things to do, but just don't have the gumption to start it.
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Notice Under the Americans With Disabilities Act
In accordance with the requirements of Title II of the Americans with Disabilities Act of 1990, the City of Portland will not discriminate against qualified individuals with disabilities on the basis of disability in its services, programs, or activities.
Employment: The City of Portland does not discriminate on the basis of disability in its hiring or employment practices and complies with all regulations promulgated by the U.S. Equal Employment Opportunity Commission under Title I of the Americans with Disabilities Act (ADA).
Effective Communication: The City of Portland will generally, upon request, provide appropriate aids and services leading to effective communication for persons with disabilities so they can participate equally in its programs, services, and activities. This could include qualified sign language interpreters, documents in Braille, and other ways of making information and communications accessible to people who experience disabilities.
Modifications to Policies and Procedures: The City of Portland will make all reasonable modifications to policies and programs to ensure that people with disabilities have an equal opportunity to enjoy all its programs, services, and activities. For example, individuals with service animals are welcomed in our offices, even where pets are generally prohibited.
Anyone who requires an auxiliary aid or service for effective communication, or a modification of policies or procedures to participate in a City program, service, or activity, should directly contact the ADA Coordinator for the responsible Bureau soon as possible, preferably no later than 5 (five) business days before a scheduled event.
Complaints that a City program, service, or activity is not accessible to persons with disabilities should be directed to the ADA Coordinator for the responsible Bureau within 180 days of the alleged violation. Please use the Complaint Form to file your complaint or provide the necessary information to the ADA Coordinator.
Any individual not satisfied with the response to a request for reasonable accommodation or a complaint in regards to a City program, service or activities' accessibility may appeal for review with the ADA Title II Program Manager, Danielle Brooks, within 10 (ten) business days of receiving the initial response/decision.
For more information, please read "Filing an ADA Title II Complaint," at: http://www.portlandonline.com/index.cfm?c=48887&a=129844 or contact:
Danielle Brooks, the Civil Rights Title VI and ADA Title II Program Manager:
421 SW 6th Avenue, Suite 500
Portland, OR 97204
Email: email@example.com
Telephone: (503) 823-2559
City TTY: 503-823-6868, or use Oregon Relay Service: 711
Information and forms are available in alternative formats upon request.
The ADA does not require The City of Portland to take any action that would fundamentally alter the nature of its programs or services, or impose an undue financial or administrative burden.
The City of Portland will not place a surcharge on a particular individual with a disability or any group of individuals with disabilities to cover the cost of providing auxiliary aids/services or reasonable modifications of policy.


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Record-Setting 1966 Volvo P1800 Hits 3 Million Miles
Volvo clocks up three million miles.
A 1966 Volvo P1800 will reach three million miles in Alaska this week with original owner Irv Gordon behind the wheel, Volvo says. Gordon and the P1800 will reach the milestone while driving on Seward Highway. Gordon never planned on setting records in his new Volvo; he just enjoyed driving it from his first day in the car.
"I bought my Volvo P1800 on a Friday and immediately fell in love," said Gordon, in a release. "I couldn't stop driving the car. It was a holiday weekend, and I brought the car back to the dealership the following Monday for its 1500-mile service."
Now retired, Gordon once used his P1800 for his 125-mile round-trip commute, accumulating 500,000 miles in 10 years. He reached the one-million-mile mark in 1987 driving a loop around the Tavern on the Green in Central Park. The two-millionth mile came in 2002 as Gordon drove the P1800 down Times Square and continues to break his own record with every mile. At the 2013 Frankfurt Motor Show, Volvo noted the Coupe concept was inspired by the P1800 -- the new concept is shown in the gallery below.
"It's not about getting to the three million miles; it's about the trips that got me to the three million miles," Gordon said. "I never had a goal to get to one million, to two million. I just enjoyed driving and experiencing life through my Volvo."
About the same time the original 1961 Volvo P1800 celebrated its 50th anniversary, Gordon's 1966 example had reached 2.9 million miles. At that time, Gordon planned to reach the three-million mark within two years. With Alaska being one of just two states the Long Island native hadn't visited, Gordon chose the scenic landscape to drive his three-millionth mile.
"The best way to explore America is by car," Gordon added. "I challenge everyone to go out and see as much as possible. …No matter how many roads I've been on, there's always one I haven't taken. That's what makes it exciting."
Gordon says not much will change as he plans to continue driving his P1800 to car shows and cross country trips, "but whether I drive four million miles is more up to me than it is the car. The car may be able to take it, but I'm not so sure about me."


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Guide To:Buying a Franchise
Find out if you would make a good candidate to become a franchise business owner. Take the Franchise Quiz!
Understand the Basics
We walk you through the basics on how to buy a franchise:
What is a Franchise?
Definitions, and what it means to buy into one.
5 Fantastic Things About Franchising
You get a proven business model … and more.
Often Overlooked Benefits of Franchise Ownership
See some tax benefits of being a business owner.
Pros and Cons of Franchising (As a Buyer)
Why this option appeals to some, but not all.
Buying a Franchise
How to research an opportunity and conduct due diligence:
Questions To Ask as You Do Your Research
Due diligence questions that are essential.
What NOT to Do When Talking to Franchisors
How to make a great impression on a franchisor.
A Big Brand Doesn't Guarantee Success
A well-known name isn't everything – remember that.
The Franchise Discovery Day
What to expect when you get invited to Corporate.
Types and Costs
Discover the types of opportunities and money required:
How to Research Opportunities
A great resource you will want to bookmark.
Finding Money When Money Is Tight
Overview of funding sources to buy into an opportunity.
Multi-Unit Franchising – What You Need To Know
Some opportunities involve multiple locations.
Work-At-Home Opportunities: Real Or Scams?
Don't fall for biz opps scams!
Additional Resources
25 Franchise Business Folks You Should Follow On Twitter
25 industry people to follow on Twitter, check them out!
Downsized? Franchise vs Corporate Employment
Are you really prepared to be a business owner or do you prefer a job?
Why Aren't More Women Interested In Franchising Opps?
Are there really gender differences? Important things to know.
Is Buying A Franchise Really Buying A Job?
What would be so bad about buying yourself a job today? Absolutely nothing!
The World Of Mobile Franchise Opportunities
More truck-based opportunities are popping up. Let's take a look at them!
Machines: DVD Kiosks, ATMs, Photo Booths,Vending
The pros and cons of machines as opportunities.
How to Select a Franchise – EBook Version
Get the Guide in a convenient, downloadable PDF document that you can save, print out and refer to later. This 64-page document contains the same helpful information – just in a different format. Click to get the Guide as a PDF


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Music and Speech Center Now Known as Kent State University's Center for the Performing Arts
As of fall 2013, the Music and Speech Center has a name change. The building is now known as the Kent State University Center for the Performing Arts. The Office of the University Architect is responsible for coordinating and documenting any changes to building names or room numbers.
Michael Bruder, executive director for facility, planning and design with the Office of the University Architect, says the new name is more reflective of the activities and events that occur in the building.
"We are confident the change will make it easier for students as well as music and theatre patrons to find the event venues within the building," Bruder says.
Kent State's Center for the Performing Arts is home to the College of the Art's Performing Arts Box Office, where students, faculty, staff and the community can purchase tickets for all theatre, dance and musical events. All Kent State full-time, undergraduate students receive free tickets with their FLASHcards because of the "Fee for Free" program.
"Each academic year, more than 100 music, theatre and dance performances take place in the building, and we are excited to see a name change that reflects all of these events," says John Crawford, professor and dean of Kent State's College of the Arts.
For more information about Kent State's College of the Arts, visit www.kent.edu/artscollege.


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New BERNINA 7 Series
Description: The BERNINA 7 Series features the world's first, patent-pending B 9 Hook, which uniquely combines the advantages of the two best hook technologies, the rotary and CB hook. This hook system enables higher sewing and embroidery speeds, up to 9 mm stitch width and 80 percent more bobbin capacity than our standard bobbins. The 7 Series includes the B 780 E, B 710 and B 750 QE (Quilter's Edition).
Price: $4,599.00 to $10,999.00 Visit the Website
Mikasa French Countryside 45 Piece Flatware Set With Caddy
Description: The Mikasa French Countryside 45 Piece Flatware Set is crafted from heavy gauge 18/10 stainless steel that will stand up to the rigors of everyday use. This 45 piece flatware set (service for eight people), includes (8) each: dinner forks, salad forks, dinner knives, dinner spoons & teaspoons, in addition to (1) each: tablespoon, pierced tablespoon, cold meat fork, sugar spoon & butter serving knife, plus a deluxe wood caddy (16" x 12" 6") to keep your flatware neat and organized. This dishwasher safe, beautifully styled flatware set works well with many different styles of dinnerware.
Price: $330.00 Visit the Website
Omega Vert Juicers
Description: Not sure what to buy for Moms, Dads, and Grads this gift giving season? An Omega Juicer makes the perfect gift to give anyone special. It show's that you truly care about their health and well being. The U.S. Department of Agriculture (USDA) recommends filling half your plate with fruit and vegetables at every meal. For women, the USDA recommends 1.5 to 2 cups of fruit daily and 2.5 to 3 cups of veggies. Men should aim for 2 to 2.5 cups of fruit daily and 3.5 to 4 cups of veggies. Most people do not even come close to this number! Juicing is a great way to up your daily intake of fruits and veggies, and therefore, help to maintain a healthy and nutritious lifestyle. About Omega Juicers Since 1985, Omega has developed the most efficient and reliable juicers available, proudly offering all styles of juicing equipment from its "One Stop Shop for All Your Juicing Needs." Founded by industry expert Robert Leo, who spent over twenty years developing his vision and experience by listening to consumer needs, Omega remains the only company to offer centrifuge, masticating, and pulp ejection style juicers, in addition to the more traditional citrus models. Omega products are stylish enough for the home and powerful enough for the workplace, and Omega's track record of durability, coupled with its product confidence, allows the brand to offer up to 15-year warranties on its range of products, which includes juicers, blenders, food prep machines, drink dispensers and more.
Price: $329.99 to $379.99 Visit the Website
Nautical Blue Striped Ottoman
Description: An ottoman adds comfort and colour to your demesne. Perfect for small spaces it's a comfortable extra seat, it works as a side table or just put your feet up for ultra-relaxation! Round Ottoman Dimensions: Length=18"=46cm Width=18"=46cm Height=17 1/4"= 44cm (includes 2" wooden feet) Your Ottoman weighs 23lb(round) and will come boxed 20"x18"x18" Pouffle (slipcover) Fabric is 100% Polyester and attaches using Hook and Loop (i.e. velcro) fasteners. Pouffle Care Instructions: Machine wash, Do not bleach, Tumble dry low, Cool iron, if needed. This product complies with California TB 117 fire retardant regulations
Price: $299.00 Visit the Website
XCANEX Portable Book & Document Scanner
Description: Ever wished that you could own a book scanning station? With XCANEX, you could transform any laptop into a scan station that's able to scan almost anything with professional quality, and yet being ultra-portable with its light and slim body. Weighing only 7 ounces, XCANEX professionally scans anything and everything including books, magazines, full page letter sized documents, glossy brochures, photographs, business cards and receipts. Just place any of them under its high resolution 8MP camera and it automatically initiate scans, crop, rotate and orientate to produce a perfectly scanned image. Book pages are automatically detected - just open up a page, flatten it with a finger, keep still for a couple of seconds and it's ready for the next page. Scanned pages won't have your fingers in them! Make no mistake - XCANEX doesn't just take photographs : Its unique scanning technologies, customized Xenon Illumination Module and Camera, advanced Document and Graphics Enhancements ensure that you get high quality scans comparable to conventional flatbed and sheet-fed type scanners. To find out more, check out XCANEX's product page: http://www.piqximaging.com/product1.html Witness its real-time performance and actual scan quality: http://www.piqximaging.com/demonstration.html Product brochure and specifications: http://www.piqximaging.com/dl/brochure1.pdf
Price: $299.00 Visit the Website
NESCAFÉ Dolce Gusto Circolo
Description: The easy to use, innovative NESCAFÉ Dolce Gusto Circolo ($149) is the only single-serve coffee machine with the power to whip up 16 different hot and cold beverages in mere seconds. Winner of the International Forum Design award and standing above the competition with espresso technology, the Circolo features 15 bars of pressure, outshining the professional java shops. This sophisticated mod machine heats up in seconds to create piping hot espressos in no time. The sleek design and crisp back-lit LED screen give the Circolo a hip edge, while a custom control lever allows you to adjust the strength of your brew. Whether impressing mom with custom Cappuccinos and Lattes, or the kids with delicious hot chocolate, the Circolo will definitely keep the family busy and well caffeinated. There is even a Peach Iced Tea option, which is perfect for summertime. The NESCAFÉ Dolce Gusto Circolo is available in sleek Piano Black and can be found at retailers nationwide, www.amazon.com and the Dolce Gusto Store: www.Dolcegustostore.com.
Price: $149.00 Visit the Website
Miallegro MiTutto Heritage Immersion Hand Blender
Description: Miallegro's MiTutto Heritage Immersion Hand Blender can help you fool your friends into thinking you've spent hours in the kitchen. The MiTutto Heritage Immersion Blender is a highly rated immersion blender that helps you take charge of your meal by doing it all in five speeds: mix, blend, crush, chop, grind, whip, and puree. The professional style is compact enough to easily store and is designed with an ergonomic handle and 5-foot cord so you're not trapped cooking in one corner. MiTutto help you confidently cook your meals without worrying about a messy kitchen or tripping over a cord.
Price: $69.99 Visit the Website
Native Trails - Pure Talavera - Coasters/Trivets
Description: Handmade by artisans, Native Trails' Pure Talavera is the rare gift that gives back 100%. Ceramic tile products are hand made and use traditional methods. Attractive and colorful, a set of four 4" square coasters is available to give as a hostess or housewarming gift for everyday entertaining. Artisans create every coaster and trivet entirely by hand, using a centuries-old technique that originated in Talavera de la Reina, Spain. Made from a combination of their local clays, hand painted and fired twice at high temperatures, these durable tiles display unequalled intricacy of design. Available at http://www.nativetrailslifestyle.com/
Price: $39.00 to $49.00 Visit the Website
Fresh Air Odor & Fly Free Compost Collector
Description: Goodbye, garbagey smell. See ya later, fruit flies. Say hello to the award-winning Fresh Air compost collector. Unlike sealed compost containers, the Fresh Air allows oxygen to easily flow through your organic kitchen waste, allowing for aerobic breakdown. This means that food decomposes more slowly and stays drier during the composting process. The result? Less mess, less odor, and no flies. Even better, the Fresh is filter and worm free. It uses a biodegradable bag system that keeps your compost nice and tidy. When it's time to clean out the bin, simply throw the whole bag into your compost! The Fresh Air comes with 5 bags to start and refills are sold separately. Capacity 1.54 gallons, dishwasher safe.
Price: $29.99 Visit the Website
5x7 Class Of 2013 Graduation Tassel Frame
Description: Say congratulations to your hardworking 2013 Graduate! PAPYRUS has the best gifts for this year's 2013 Graduates to show them how proud you are of their accomplishments. Choose from a wide variety of gifts, from humorous books and leather journals to picture frames and coffee mugs. From the gift itself, to the cards and the wrapping, PAPYRUS offers a great selection for your special 2013 Graduate. Available at more than 180 PAPYRUS locations nationwide and in Canada, as well as Papyrusonline.com. Showcase a graduation photo of the memorable day with this elegant silver frame for the class of 2013. The large tassel frame holds one 5x7 inch photo of the graduate and includes a peg for proudly displaying their graduation tassel.
Price: $23.96 Visit the Website
Obol - The Original Crispy Bowl
Description: Is soggy cereal getting you down? Don't let the most important meal of the day pass you by. Try the Obol®, "The Original Crispy Bowl" that keeps every bite of cereal as crunchy as the first, no matter how long it takes to eat it. A unique gift for all ages, the Obol's one-of-a-kind spiral slide design keeps the cereal separate from the milk until you are ready to Swoop n Scoop® them together! Visit www.obol.co. From toddlers to moms and dads to grandparents, the Obol makes breakfast more fun for everyone without spilling a drop. The bowl's unique shape and textured, no-slip grip make it easy to hold while on the move, and keeps it steady when resting on a table. The bowl is perfect for little hands, those who have one hand full, or those who may have difficulty holding a firm grip due to arthritis or disabilities. The durable plastic material will not break, and is dishwasher safe and easy to clean. Choose from six fun, bright colors to match any kitchen, including white, lime, tangerine, cranberry, berry blue or pink. Use your Obol for limitless tasty combinations. Separate crispy crackers from hot soup, keep cookies from getting lost in a glass of milk, enjoy crunchy nachos with delicious cheese, beans and salsa, and Swoop n Scoop® your favorite veggies with hummus.
Price: $19.99 Visit the Website
Zeroll Custom Ice Cream Scoop
Description: Surprise the people you care about with something you know they'll use (perhaps more than they should!): a custom-engraved ice cream scoop by Zeroll. Creators of the first modern ice cream scoop, Zeroll can engrave initials (or anything else!) into one of their famous scoops or spades for less than $20. About ZEROLL Established in 1935, the Zeroll Co. created the first modern ice cream scoop. Recognizing a need to improve the existing product, Zeroll engineered a revolutionary design for a non-mechanical ice cream scoop made of cast aluminum with fluid inside the handle. This unique application allowed heat to transfer from the user's hand to the ice cream scoop, warming the liquid and defrosting the ice cream. In addition to having no breakable parts, this scoop enabled users to roll the ice cream into a ball, generating 10%-20% more servings per gallon – a main selling point, especially during the Great Depression. The Original Zeroll® Ice Cream Scoop has had no substantial design changes 1935 and is still manufactured in the USA. The beauty and utility of the Zeroll® Ice Cream Scoop is displayed in the Museum of Modern Art's Permanent Design Collection in New York City. From its humble start in a garage 77 years ago, The Zeroll Co. is proud of its heritage and its growth, and will continue to pioneer within the world of smallwares for years to come. www.Zeroll.com
Price: $19.99 Visit the Website
Class Of 2013 Colorful Oval Frame
Description: Say congratulations to your hardworking 2013 Graduate! PAPYRUS has the best gifts for this year's 2013 Graduates to show them how proud you are of their accomplishments. Choose from a wide variety of gifts, from humorous books and leather journals to picture frames and coffee mugs. From the gift itself, to the cards and the wrapping, PAPYRUS offers a great selection for your special 2013 Graduate. Available at more than 180 PAPYRUS locations nationwide and in Canada, as well as Papyrusonline.com. Display your favorite graduation photo in a fun and unforgettable way with our 2013 Colorful Oval Frame. Bold and colorful, the frame features an oval cut-out for showcasing that special photo of the grad. Holds a 3 1/2 in. x 5 in. photo.
Price: $19.96 Visit the Website
Joy Mangano Closet Organization Box
Description: Now you can box clutter into submission with this handy organizer. Use it with the dividers to store and compartmentalize small items; remove the dividers for larger items. The Joy Mangano Closet Organization Box is an effortless way to keep track of gloves, mittens, scarves and more during off season and to store little-used clutch bags, boots and dressy shoes. It divides into 6 sections, has peak-through windows to easily see the contents, folds flat for easy storage, and minimal assembly is required! This is great for organizing your closet, dorm room, a new apartment or any other room in your home!
Price: $19.95 Visit the Website
How To Talk To Your Pets
Description: Animal communicator Gail Thackray believes that everyone can learn to talk to their pets. Gail leads you through specific exercises to develop this skill and guides you step-by-step to connect and communicate. You'll learn the most voiced "pet peeves," solutions to common behavioral issues, and how to know what your animal wants. Gail teaches you how to perform energy healings, do body scans for health, and how to connect to lost pets. With Gail's down-to-earth style and hilariously funny stories, you'll get a firsthand look at how animal communication works and just how cute these critters really are. A simple, step by step guide to connect you with your pet . Understand your animal partner. Figure out your pet's health issues. Give your pet natural energy healing. Cure that annoying habit or behavior. Connect to your pets in spirit. Understand their likes and dislikes. Discover your pet's past lives. Track and find lost animals. Work with your animal partner. Talk to wild animals and exotic pets. Gail gives wonderful examples of how this works and how it 'feels'. With Gail's down to earth style and hilariously funny stories, we get a first hand look at how animal communication really works and just how cute these critters are. As you awaken to this whole new world you'll see how our pets view us as their 'spiritual partners' and how they are working with us much more than we know.
Price: $14.95 Visit the Website
Class Of 2013 Photo Album (Color)
Description: Say congratulations to your hardworking 2013 Graduate! PAPYRUS has the best gifts for this year's 2013 Graduates to show them how proud you are of their accomplishments. Choose from a wide variety of gifts, from humorous books and leather journals to picture frames and coffee mugs. From the gift itself, to the cards and the wrapping, PAPYRUS offers a great selection for your special 2013 Graduate. Available at more than 180 PAPYRUS locations nationwide and in Canada, as well as Papyrusonline.com. Use this colorful, festive photo album to keep all of the graduate's photos from the special day. Holds 100 of their cherished memories.
Price: $13.56 Visit the Website
Give The Gift Of Eternal Memories
Description: YESVIDEO is an amazing futuristic gift for condensing, de-cluttering and organizing generations of precious memorabilia into updated, state-of-the-art, easily accessible form. Presents and sharing precious family memories are everyone's holiday favorites. Now you can combine the two into one unique and thoughtful gift and be the hit of the Holidays! Imagine everyone's delight when you present them with their irreplaceable old photos, films and videos, rescued from dusty shoeboxes, perfectly saved on DVD and easily available to share with friends and family! Sound difficult and complicated? It's not! YESVIDEO is the best pre-planned OR last-minute Holiday gift: If you're planning ahead this holiday season, YESVIDEO will send you a YesVideo EasyShip Kit - an adorable, "perfect-fit" box for all your photos, tapes and reels. Mail or drop off at your local retail outlet and within 3 weeks you'll receive your memories on DVD, decorated and with your favorite musical accompaniment, ready to wrap! You can also wrap and gift the YesVideo EasyShip Kit as a last minute present, so that your friends and family can use the service after the holiday season. YESVIDEO starts at an affordable price of $9.99. See all the exciting possibilities at www.yesvideo.com
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Joy Mangano Huggable Hangers
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An exciting three-year program gets underway this spring when a group of eight College of Education instructors and a director spend a year in Ecuador to establish the English Language Center at a new university.
The Center for Intercultural and Multilingual Advocacy, or CIMA, is spearheading this effort at Yachay University, which means city of knowledge. This partnership is the result of CIMA's role as the lead institution for the Go Teacher project. When Ecuadorian leaders decided to build a brand new university, they turned to the College of Education at K-State to create the English Language Center.
"The purpose of this program is to develop a research-based and innovative curriculum and program model to teach English to entering, first-year, Yachay University students," said Socorro Herrera, CIMA director. "The main goal is to prepare these students with the English literacy skills and content language proficiency to take courses in both languages.
Yachay is expected to attract top students and faculty from around the world, and this international visibility and impact will support many of the college's K-State 2025 goals and objectives.


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Hello, I'm J Monkeys. I'm a story binger. Phew. Boy, it feels good to get that out. They say you can't solve a problem until you recognize you have one. Well, I do. I binge on stories. Only good stories, by good storytellers…but still. I'm a story binger.
You may wonder what brought me to this point in my life. Lots of things, really. Specifically, Julia Quinn, Lynn Kurland, Jude Deveraux, Aaron Sorkin, Eric Northman, Temperance Brennen, Piper Halliwell, Jack Bauer, Benedict Cumberbatch, the fellas of Ripper Street, the ladies of Downton, Walter White and Francis Underwood.
Back in the days before Netflix, I binged mostly through books. In my high school and college years, I'm not exaggerating when I write that I read at least a thousand romance novels. It's a good thing I've had a job since I was 8 years old, to support my habit. And I discovered second hand book stores about the same time I learned to drive. very handy, that.
When the last couple of Harry Potter books came out, my boys weren't born yet, so I declared each of those days "Harry Potter Day" and nobody was allowed to interrupt me until I had finished the book. I recall wandering the house, cooking and eating all while sobbing my way through the end of Book 6.
In my 20's I would occasionally by a season of 24 on DVD, then watch the whole thing in 36 hours or so. And Mr. Monkeys bought me wonderful Valentine's Day gifts a couple of years in a row, the complete series of The West Wing and Charmed. Not together, that would be a strange combination, but two different sets. Charmed comes in it's very own book of shadows. 😉
I've had to limit myself to not watching episodes in order, because that leads to another one and another one until half a day has gone by with me watching shows that I can probably recite. Sigh.
And True Blood? I've bought the last few seasons and watched the whole thing in less than two days. Pretty much every moment that the children were unlikely to walk into my office, I was sitting at my laptop, with my headphones on watching the show. If you are unfamiliar, it's the kind of show that you never know what someone might say (HBO – f-bombs galore – and that's not the worst of it!) or what might pop up on the screen in the time it takes to hit pause on the remote.
But now, Netflix is enabling me in heretofore unheard of ways! I watched 7 seasons of Bones in a month. A MONTH! That's like 7 episodes a day. I watched all of Breaking Bad in a few weeks. I watched so much 24 in two weeks that I had to take a break from it. House of Cards, the whole season in a weekend! I'm chomping at the bit for the next seasons of Sherlock and Ripper Street.
Is it any wonder that I seem to have trouble finishing writing projects?! Okay, I've admitted my problem. Now it's time for a solution. Here's the one I've come up with: I vow to stay away from all stories (but my own) until I have written 500 words every day. No word-y, no story. That's my new philosophy.
Anybody else have this problem?


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Telecom Paris
Innovating in a digital world
Telecom Paris, the leading French engineering Grande École in the area of information technology, now trains its graduates in innovation and entrepreneurship in a now digital world. This is incorporated in all business areas.
A pioneer since its foundation in 1878, Telecom Paris invented the word telecommunications and is continuously innovating, designing a high-level à la carte education:
- early commitment in terms of social access, experiences and international partnerships
- implementation of project-based teaching in relation to research and entrepreneurship
- development of an effective incubator which became the ParisTech incubator
Its excellent teaching and research cover all the disciplines of information and communication science and technology: from component physics to the social sciences, and from networks to the processing of multi-media data.
Rated A+ by HCERES (Evaluation Agency for Research and Higher Education), Telecom Paris' research has a remarkable profile on the European scientific stage. It is developing expertise in 6 strategic areas - big data, very large networks and systems (the Internet of Things, Smart Grid, and Cloud), digital confidence (security, safety and risks), real-time-virtual Interactions, large-scale modelling, and an interdisciplinary approach to innovation - and addressing the major challenges of the digital world. Telecom Paris is also preparing a doctoral programme.
Grande École of Institut Mines-Telecom, a founder member of ParisTech and the University of Paris-Saclay, Telecom Paris is positioned as the future innovative institution through the digital technology of the University of Paris-Saclay, whose aim is to become one of the leading clusters of global innovation.


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Over the past few days a discussion has erupted about the recently-noticed RSS feed aggregator slash social networking site called Shyftr. The gist of the discussion — which can properly be characterized as a controversy — is about how Shyftr republished entire posts from others' RSS feeds without obtaining prior consent. Rather than try to link to all the great posts out there addressing the issue, just go to this del.icio.us page to see my collection of links on the subject.
A lot of the discussion addresses the concern of Web publishers (mainly bloggers) about where feedback should reside. Services like Shyftr and Friendfeed provide the mechanism for users to comment (and thereby engage in a conversation) within those services, without any way for the original publisher to be directly notified of that disscussion. Brian Solis, whose post about Shyftr was the first to make me aware of this issue, addresses the conundrum by observing that "the conversation has left the building."
The other particularly unsavory bit of this Shyftr kerfuffle is the intimation that publishing entire feeds in the manner Shyftr was doing it is content theft. Tony Hung may have expressed that concern best. As an intellectual property lawyer, I read intimations of content theft as intimations of copyright infringement.
For as long as RSS has been around, or at least for as long as I've cared about RSS, lawyers have been speculating about where the edge of the envelope is when it comes to the manner of republication of feed content. Denise Howell in particular has artfully, and I think correctly, couched the question as one involving the doctrine of "implied license."
One of the leading cases on implied copyright licenses is Effects Associates, Inc. v. Cohen, 908 F.2d 555 (9th Cir. 1990). The court held that the defendant horror movie producer was not an infringer when he used some footage he'd commissioned from the plaintiff special effects company, because the defendant had an implied license. But there was a real relationship between the parties — the allegedly infringed content was not merely appropriated from a source at large (like the Web). The special effects company "created a work at defendant's request and handed it over, intending that defendant copy and distribute it." It was that kind of situation that gave rise to an implied license. And the relation of the parties, along with their actions, was critical.
For this situation, Eric Berlin hits the nail on implied license's coffin right on the head when he states that:
[A]n RSS feed still has elements of control. Publishers can advertise on their RSS feed for one, readers can click back to the original story to comment, and importantly publishers can track RSS feed subscribers and count those numbers against their overall "reach" in the blogosphere and on the Internet.
Those aspects underlie the intent that an average feed publisher will have when he or she puts content out there in a feed. It's this intent that drives and defines the conduct of the publisher. Use of a full feed by another that eliminates these aspects of control is contrary to the publisher's conduct, and in my book could hardly be defensible on an implied license basis.
But it's a tempest in a teapot. Shyftr has announced on its blog that it is backing off from republishing full feeds. Wise move. Not all of us agree there should be an invitation to steal our content. Copyright protection, regardless of how antiquated some may want to characterize it as, provides some great peace of mind and gives a valuable means of control.
Shyftr's change in course has probably been due in part to rumblings of DMCA takedown notices on the way. Interestingly, though, Shyftr doesn't look like it has cared to try to put itself in the DMCA safe harbor. As of the time of this post, it does not provide any information on its site about a designated agent for receiving DMCA takedown notices. (See its Terms of Use and About pages.) Cavalier or just precarious?


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A bear cub was shot by authorities in California after it got stuck up a pine tree while scavenging for food.Authorities were forced to shoot the animal, which weighed more than 100 pounds, with a tranquilliser dart after it became distressed up the tree.
Pictures of the incident showed the black cub falling about 15 feet from the tree and into a safety mat below.Witnesses reported that while it was dazed, it was not hurt during the incident, which occurred on Wednesday in the north-west Los Angeles suburb of Porter Ranch.
Experts said the black bear cub, estimated to be about two years old, had likely been separated from its mother and was scavenging for food.
After residents noticed the cub roaming the streets, about 40 Los Angeles firefighters, police, wildlife experts and officials from the Californian Department of Fish and Game arrived to find the bear stranded up the tree.


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Matthews.ie are introducing a new 6.30am early bird service from Dublin to Drogheda and Dundalk from Monday January 4. The early bird service will run from Monday to Friday and will utilise all current stops. "The service is being introduced to satisfy demand from people living in the capital who are now working and studying in the north east and need to make early starts," said Matthews.ie Managing Director Paddy Matthews. "Our services are becoming ever more popular with commuters in both directions, with many taking advantage of the fact that we have frozen the prices of our Taxsaver tickets for 2016. "We have also installed new superfast 4G wifi to make our passengers' journeys even quicker."
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I have been teaching adult ESL learners how to read English by using Graded Readers and focusing on phonics. My Readers begin with short, appropriate dialogues, leading to stories, poems and essays; and my phonetic approach is also "graded" in the sense that I prioritize the lessons in an order of importance. In class the students almost always read out loud.
Do you use phonics? While searching for research on phonics, I came across the following observation about teaching children phonics which I believe also applies to Beginning adult English learners:
"When a child is taught phonics, the child will be able to recognize sounds in words and will be able to spell them correctly.
Children have problems in reading because they are not able to recognize the sounds of the letters of the alphabet in the words they read. ... It also means reading text accurately."
Other articles:
English Is Soup! ...a phonics resource for ESL adults
Sophie Wang's Phonics Book for Adult ESL Students - Scribd
Phonics for Adult ESL Students LINC Themes. ... Literacy - High School to Adult Illustrated LINC/Life Skill Theme Units Finally a phonics book specifically for adult and young adult ESL students. This book includes an audio CD.
Phonics in the ESL Classroom – Is It Right for You? - BusyTeacher
Hi Paul,
I'm so glad you brought this up! My volunteer tutors always ask about teaching phonics to our adult refugee and immigrant learners, and typically we steer them away from a heavy emphasis on phonetic literacy learning because many of our students are illiterate in their native languages as well as in English, and they speak little to no English, thus rendering the entire concept of phonics very difficult to even explain, much less use. However, English is such a tricky language when it comes to literacy, and knowing sounds and blends is so important to reading success. We favor introducing phonics in meaningful context and after learners have acquired at least some basic speaking vocabulary. For example, we guide our volunteers to teach useful vocabulary chunks for words the students are already encountering in their everyday environments - stop, street, stairs, etc. As the student learns to speak and read those words, the teacher then shows how they all have the same beginning blend of 'st,' and adds more 'st' words to that list as they learn them in other language chunks - stand up, stretch, staff, strawberry, etc.
I've been wanting more materials on phonics for adults, so thank you for sharing these resources! I'll read through them and look forward to input from others so I can continue learning about this topic. As someone who could not learn to read phonetically as a child, this topic in particular is one in which I hope to better understand and utilize with my learners.
Hi Paul,
Our program does incorporate phonics instruction into our English classes. We run an intensive English program in which students are able to have 20 hours of instructional time per week. Our adult students who have little to no education in their native language are very excited about learning basic literacy skills, and are often able to progress from absolute zero literacy to sounding out basic sentences within a year, which they are extremely proud of and enables them to be quite a bit more self sufficient.
I have been working on creating some Literacy level Adult ESL materials for the past several years. There are several free resources and books available here:
Thanks for starting the discussion.
Hi Paul, Kelsey and all, Thanks for sharing these resources, Paul. I found the Busy Teacher article on the pros and cons of teaching phonics really interesting. Kelsey, the approach you are using with learners who have limited formal schooling reflects what many experts would recommend, and that is to teach phonics based on language the students understand and can produce orally. Patsy Vinogradov has done a great deal of work focused on teaching literacy to individuals who are learning to read and write for the first time in English. Patsy recommends a balanced instructional method in which teachers balance top down/meaning-based teaching (i.e., vocabulary and comprehension) with bottom up/print-based instruction (i.e., phonemic awareness, phonics, sight words).
Adults who have limited print literacy in their primary language need teachers to draw their attention to how print works in English. Patsy outlines this Whole-Part-Whole method in this article, "Balancing Top and Bottom: Learner-Generated Texts for Teaching Phonics."
This approach is also highlighted in the LINCS ELLU online course Teaching Emergent Readers, which I highly recommend to any teachers working with this special group of adult learners.
Although many adult ESL teachers have been trained in teaching language, most of us have not been trained in how to teach reading. For those who have never been trained to teach reading, these resources can help teachers get started.
Questions are always welcome here on LINCS!
Cheers, Susan Finn Miller
Moderator, English Language Acquisition CoP
We do teach phonics to adult ELLs, but we require they be at least high intermediate level speakers before we get into phonics. We are using Voyager Intro that is published by New Readers Press. Voyager has a complete series of four levels, but the books past the intro book are not so helpful. They take a very big leap after the intro book. In conjunction with Voyager, we are using Steck Vaughn's Fundamental writing book. Yes, it's called "writing", but most of it is basic phonics. It's very visual and our students love it. Even with these two texts, it's not enough. I'm always looking for other things, especially a listening program for our ELL learners. We use Reading Horizons for our American-born folks, but have not had success with our ELL learners using Reading Horizons. We have our own small library with books from beginner level to intermediate level that our learners can check out and we encourage our learners to bring their own materials of interest. We also encourage all of our parents of small children to enroll them in the Imagination Library and our students can practice reading those books with their tutors so they can then read to their children.
Thanks for the shout out, Susan! Much appreciated. I think the link you shared on "Balancing Top & Bottom" actually just leads to a handout from a workshop on the topic, however (lots of good activities here!). The full article can be accessed here, through LESLLA: http://www.leslla.org/files/presentations/LESLLA2009_proceedings.pdf
I also wanted to mention the BATT, Basic Alphabetics Tests & Tools, available through my office, ATLAS, in St. Paul: http://atlasabe.org/resources/ebri/ebri-alphabetics .
Brief description of this resource: BATT strives to provide a 'principled' system for ABE/ESL teachers wanting to develop their students' knowledge of Roman alphabet letters, English letter-sound patterns, sight or high frequency words, and transfer of those letter-sound-word skills to text fluency and comprehension. This 71-page resource includes: (1) teacher-friendly tests for determining known and unknown skills, (2) evidence-based reading instructional practices, orders, approaches, and five lesson plans* for teaching unknown skills, (3) teacher-tested lists of other activities and materials, and (4) time-saving teacher resources.
Thanks for this discussion,
Patsy Egan
ATLAS Director, Hamline University
Hi Susan,
A LINCS Community user emailed LINCS Support seeking "Balancing Top and Bottom: Learner-Generated Texts for Teaching Phonics" by Patsy Vinogradov. Unfortunately, the link you sent no longer works, and I can't find the article elsewhere online. Do you know where I may be able to find this piece for our users? Thanks!
Stefanie Gray
LINCS Support
Thanks, Stephanie. Here's the link to Patsy's article on top down and bottom up processing in teaching reading to emergent readers. I also fixed this in my original message above. This article is in the proceedings from a LESLLA conference in 2009.
Susan Finn Miller
Moderator, English Language Acquisition
I appreciate all of the comments made in this very useful discussion! I teach a course called, "Teaching Phonemic Awareness and Phonics," offered to teachers of very young learners entering the process of acquiring reading skills.
There is a lot of research to support the fact that oral language development must precede phonics instruction. Phonemic awareness (the ability to recognize individual sounds (phonemes) is critical to literacy development. Without that awareness, phonics makes no sense because it is an artificial interpretation of sounds. One would assume that among adults, that phonemic awareness has already been developed, but it needs to be recognized and emphasized prior to phonics instruction.
As a rule, if a student enters 4th grade without good reading skills, the missing link is explicit phonics instruction, which he will not receive after 3rd grade. Those are the folks we get later in our programs. Phonics is not considered by the International Reading Association as the only path to reading (yes, sight words must play a role!), but without it, people simply struggle with reading, and they always will.
Thing is that phonics instruction can be boring, and it should be taught in small segments. Making it fun can increase the time spent there as well! Leecy
Phonics is just one piece of the puzzle when teaching reading instruction. There are 5 componentes to teaching reading: Phonemic awareness, Phonics, Vocabulary, Fluency, and Comprehension. Yes, phonics is a big part, but do not overlook the other components. Leecy, is correct in stating the students need phonemic awareness. An excellent way to practice this by making students aware of the number of graphemes(letters) and (phonemes(sounds) in each word and having them manipulate the sounds. I taught students with dyslexia using the Scottish Rite "Take Flight" program, and students learned the sounds by how the mouth was formed. For example, the letter b and p were both called "lip puffers" but the b is voiced and the p is not . Students should be able to add, take away, trade, switch and repeat sounds to a word. For example: Say "top" students echo "top" then break it down into phonemes t-o-p. Next the teacher could say, "If this says top, show me pot." The students should know you switched the beginnng sound and the end sound. Each time the teacher would make just one change to the word. Think of word chains: top>pot>hot>hit>hip>hips>lips>lip>sip>sis
Students need to understand that each word consists of graphemes and phonemes. For example "top"has 3 graphemes(letters) and 3 phonemes(sounds) 1 letter for each sound, but if you take the word thick, that has 5 graphemes(letters) and has 3 phonemes(sounds) because th is a digraph and only makes 1 sound, and the same is true for ck. So when you break "thick" into phonemes, it also has just 3 sounds. Th - I - ck.
While teaching adults to read, it is crucial to make them understand that the graphemes (letters) can represent more than 1 phoneme (sound). Look at the word eight. It only has 2 phonemes because "eigh" is a quadrigrapgh. Eight, freight, weight all have the quadrigraph "eigh."
Although there are only 26 letters in the English language, those 26 letters consist of approximately 44 sounds (phonemes). A list of these with examples can be found at:
Although incorporating phonics is important, please be aware it's not the only component to consider when teaching adults to read.
Lisa Hamid
Reading/ESL Specialist
Thanks for addressing so many related aspects to literacy, Lisa. Indeed! I look at phonics as an essential component of early English literacy acquisition for the vast majority of people, if not for all, but not an exclusive one, as you listed. Other components follow or parallel phonics development, for sure.
Story here, without using names. A very big and well-respected university faced a real dilemma back in the 80's, when a multi millionaire visited the city and the university to promote adult literacy. The institution wanted to support his efforts, of course, but it also had to face that fact that he graduated from it with a BA without knowing how to read. He had been, he told me, completely illiterate. He dealt with the extreme embarrassment of being illiterate as a college graduate until he was fortunate enough to get hooked up to a Laubach Literacy tutor who understood dyslexia and taught him how to read in a library program that used Laubach's phonics/sight-word approach. At the time, I was a Johnny Appleseed for Laubach Literacy, which later joined with Literacy Volunteers of America to become ProLiteracy. When I met the gentleman, he beamed. He just couldn't wipe the smile off of his face, thankfully. I couldn't, either! I'm still smiling! Leecy
It is interesting to see the various ideas about phonics and English language learners. I am deeply interested in knowing, however, what success looks like with this approach. Can any of you who uses phonics with non-literate adult ELLs talk about what your measures of success are? Do they learn literacy faster than those who do not get direct phonics immediately?
What percent-- approximately-- of the non-literate learners actually "get" phonics? How long does it take? How do they USE phonics when so much of the beginning language needed for reading is not regular and decodable? Are sight words taught alongside phonics? If so, how do you explain to learners that the phonics they are learning is not helpful with so much basic language?
I am very skeptical about introducing phonics too soon-- but am willing to be persuaded with some hard evidence that it is a good approach...
And while I, too, am deeply inspired by those like the millionaire who learned to read with Laubach, I hope we will all remember that his case has almost nothing to do with being a non-literate adult-- (very different from being an illiterate adult.....)
Robin Lovrien
Thanks for the questions and clarifications, Robin. I hope you'll drop in and tell us more about non-literate vs illiterate. From Google, I read, "There's a difference between illiteracy and non-literacy. An illiterate person can neither read nor write written texts in his native language, while a non-literate person's language has no written text, no alphabet." From that point of view, any native English speaker who cannot read is illiterate. Correct? Leecy
Hello Leecy and all, I am curious how people are using these terms related to print literacy skills. I tend to refer to learners who speak a language that has no written form as preliterate and those who have had no or limited formal schooling as non-literate. I'm interested in how people understand and use the term literate -- and how about semiliterate? -- which I've heard as well.
It's helpful to share how we are using these terms since our understanding can differ.
Cheers, Susan Finn Miller
Moderator, English Language Acquisition
HI Susan and Leecy,
In our program we use preliterate to refer to those who are not literate in any alphabet, including their mother tongue. We use semiliterate to refer to those who are literate in at least one language and who have had some exposure to the Roman alphabet. I'd like to know how others use the terms too - we just do this for our specific programs.
Hello All, in my teacher trainings I use the definitions found in this article by Burt, Peyton and Schaetzel (2003):
I oftentimes hear teachers use "pre lit" to mean students who have no literacy in their L1, or who are beginning literacy students in English. According to the article, this is not correct. I've read that a common definition for "semiliterate" is someone with 1-6 years of formal ed. I like the term "emergent reader" because it's positive. It's also more of an umbrella term that can include our students' variations on years of formal education and literacy in L1.
I love that we are opening this door into better understanding different degrees of literacy and different terms used by different groups to define those characteristics. And we haven't even touched on other literacy-related terms, the most common of which might be "functional literacy," which includes numeracy and other life skills, "computer literacy," or "workplace literacy." We can start a very enjoyable activity here: a Community Dictionary that attempts to interpret literacy-related terms with the purpose of educating all of us to the many variables affecting early reading development among adults. If you throw out a term and no one objects, I volunteer to enter our definitions in our Community Library. What think? Given the discussion so far, I'll throw out a draft initial entry.
Illiterate: an outdated term formerly describing an adult who cannot read in any language, including his own native tongue.
Your turn. Do you agree? How shall we define that. What other terms shall we work on? Leecy
Hi Leecy, how about emergent reader and developing reader? What exactly is an emergent reader and when do they cross the line to be a developing reader? I'll propose this for emergent reader. I'm interested to see what others think and can add to it.
Emergent reader: a learner of any age who is new to print literacy, learning to read for the first time, whether it's in their native language or in an additional language. Learning starts with letter sounds, blending sounds into 3-4 letter words, letter names, letter formation (upper and lowercase), and the most common sight words.
The Center for Applied Linguistics published definitions for terms for levels of reading a few years ago (it was cited in this thread-- the one by Burt & Peyton)--- I am not sure if these new definitions coincide with those-. Just a couple of comments on the definitions offered here. In my 45+ years of reading instruction, "illiterate" referred to a person who was unable to read at all despite instruction, while "functionally illiterate" referred to a person who knew what literacy was but could not get to a level of functional literacy,-- a level which varies from language to language and culture to culture-- 4th grade used to be the level for functional literacy in our country, but that level has risen quite a lot, I believe.
Also-- to me, emergent readers are those who are completely non-literate in any language and who are learning the concept that print represents sound and speech-- which is why I object so strongly to starting them off with text and phonics. A couple very poignant articles about this phenomenon have been published-- Patsy Vinogradov's study "Maestra! The Letters Speak!" is one-- another is an article published by LESLLA that is somewhat hard to find-- it was in the proceedings of the first or second LESLLA symposium I believe. It was a write up of a project in Tasmania that worked with non-literate refugees. The project shone for its emphasis on CONTEXT-- the booklet the teachers created for instructing learners in the concept of literacy was done entirely about the learners's living situations and with pictures of people in the learners' community. The major breakthrough the teachers saw was when the students realized that text had something meaningful to communicate to them. It is that realization, I believe, that is referred to when reading experts say "you only learn to read once"-- in other words, once the brain has recognized and accepted that print conveys something, it will ALWAYS have that notion. This is why even very low educated students are different from non-literate ones (and not only is it the acceptance that print conveys a message, it is the effect that literacy has on the brain that is a critical difference). For even the low literate, that barrier has been crossed, though they are not yet expert in text. The only challenge in learning to read in a NEW language is figuring out how the written expression conveys the oral code. As someone else in this thread reiterated, it is not necessary to teach anyone to decode who already knows how to decode.--that is, who knows that print represents the oral language --... but it is necessary to teach the CODE to those who do not know it (i. e. those from other orthographies)--- while it is necessary to teach the CONCEPT of code conveying something to those who are non-literate before they begin to wrestle with the code itself.
Robin Lovrien
Hello Dr. Robin and all, I have been using phonics with non and semiliterate adults, mostly refugees who are unfamiliar with the Roman alphabet, since 2009. Since 2015 I have also been using phonics in classes with adult refugees and low literate Spanish speakers. Our community college ESL classes rely heavily on books and writing for instruction, especially as students progress through the levels, so at our new arrival school, we felt that we needed to introduce foundational reading and writing as soon as possible. Students are eager to begin reading and writing. I use many sources to help teach handwriting and letters/sounds, but my main source is my own curriculum At the River and Other Stories for Adult Emergent Readers (Wayzgoose Press, 2016). The book introduces a few consonant sounds at a time along with one short vowel. Students decode CVC words, then read short stories with CVC words and common sight words. It's a very gradual, systematic and focused approach, and over time, they do "get" phonics. The Wayzgoose Press site has a link to the free teacher's guide which includes an outline of the book. The book teaches directly the short vowels, single consonants, and digraphs sh, ch, th, and ck. Because the lessons are very focused on just a few sounds and decodable words at a time, students really master the sounds and then are able to recognize them in other words they need to know that don't follow the phonetic patterns they're learning. The focused practice gives them a strong connection with the sounds and then they are able to apply what they've learned.
Our classes meet for 15 hours a week, 3 hours a day. I use the literacy material for about an hour a day, 4 days/week. The rest of the time is spent with other ESL beginner topics (family, health, money, safety, etc). I use letter/sound flash cards daily throughout class which helps tremendously. When I had only refugees with 0-2 years of formal ed in their L1, and no familiarity with the Roman alphabet, they were able to finish At the River in about a year. Now, I have students who have 2-6 years of formal ed and some familiarity with the Roman alphabet, and it takes about six months. We find that this approach helps students build a firm foundation for literacy in English, and they can move more quickly with the long vowels and consonant blends in future classes.
This is the approach that has worked for me and my students in our context. Thanks for this discussion - it's fascinating to hear what others are doing and what's working for students!
Shelley Hale Lee
Shelly--- this seems like a very realistic and effective approach to learning the English code. I like that sounds are introduced slowly and within the context of the stories. I will need to check out that series. It seems as well that the great advantage you have is LOTS of instructional time. It is so unfortunate when ELLs have only 4 or fewer hours of English per week. It is nearly impossible for an adult brain to make any sense of language in that little time-- (unless you are a highly motivated college foreign language learner with amazing metacognitive skills!!!) . You are so fortunate to have so much time for your learners-- that and excellent teaching are clearly contributing to great progress for many.
I wanted to make a plug here somewhere for a phonics book for English language learners that I used for many, many years-- "English Sounds and Spelling" Authors were McClelland, Hale, &Beaudikofer (long out of print but available on Amazon). This was the cleanest, most streamlined version of phonics for English learners I have ever encountered. I has excellent black and white line drawings and a good number of practice exercises-- which I convert into oral activities (e.g. the great minimal pair drills for the short vowels). It also covers certain spelling/phonics patterns for long vowels, etc. Since it is out of print, you can copy and make the drawings into fantastic games and sorting activities.... the foundation of many of my phonics-based games and activities.
Robin Lovrien
As a busy teacher (!), I was drawn to the hook from "busyteacher.org" for whether he/she felt teaching phonics in the ESL classroom had substantial benefit. I have found it has some limited benefit when, as she writes, teaching students whose written systems do not include English letters, or like the Somali Bantu, do not have a written system. But I never rely on phonics-based instruction that I've typically seen in print, as I rarely see things that lend themselves to having the students make progress in their new country. They can, like she says about "false readers," learn to pronounce the word, but it is not like American children who have the scaffolding of aural understanding. We need to have adult ELLs see context as well. Teaching CONTEXT, CONTEXT, CONTEXT even to the highest level of my ELL classes is extremely important. I have to say I am much more a fan of flooding rich-contextual material on students rather than isolated phonics instruction, but the key is being judicious of your student's background and where the best research points for your students' level and classroom makeup. I use a great phonics-based picture book put out by Pro Lingua Associates ("A to Z") that is very useful with adult learners.
Leigh. Good points. There is certainly no need to implement phonics instruction among students who can decode in any language. Among ELLs, phonics should only be taught if the student has not learned to match sounds to letters and combinations of letters. Like you, I believe in context! Always! That's the way into the adults heart! And if food is added to the event, well, results are even better. I found that I really had to watch my weight while teaching ELLs, and I just couldn't wipe the smile away with a napkin! :)
That noise you heard on opening this thread was Robin Lovrien loudly cheering agreement with Leigh's insistence on CONTEXT CONTEXT CONTEXT!!!! ALL of the research on adult learning confirms the amazingly simple idea that if adults are learning something they WANT and NEED to learn, they will retain it and engage with it (but it should be added that the information and language have to be accessible, too-- I think of the situation described here a few weeks ago about a workplace effort in which the students did not engage much at all-- I can only think the language and the lessons were possibly too abstract for the participants with limited English to apply to their work situation).
I have cited here before the wonderful study by Schalge and Soga (2008) in which adult ELLs were asked why they dropped out of their ESL program. The dropouts cited several factors--- NONE of which were the usual -- work conflicts, child care, transportation. Instead the adults noted that they were not interested in the content of many of the lessons offered -- they specifically cited a lesson on cooking (they felt they were being taught to cook, which they already knew how to do) and one on figuring out how to navigate the airport (many were refugees and undocumented..WHY would they go to the airport??) . And another factor was the irritation they experienced at having to wait in class for the much more challenged and slower students to get through a lesson before they (the more advanced ones) were able to proceed. They expressed annoyance at the pace of the classes when teachers had to slow down to have students repeat things, help them understand what was going on-- all those things we KNOW happens in a mixed level class--- and even in a supposedly NOT mixed level class. And another cheer for Leigh, who notices that students who are learning English letters or those who are completely non-literate will not profit from phonics much until they have an aural basis for analysis and understanding. These latter factors point to the extreme need for high-level differentiation within a given classroom--which can --and in my mind, SHOULD, include differentiation of content so that content is highly relevant to given learners.
Context (relevance) and highly differentiated instruction is critical to a larger picture of success for ELLs, I firmly believe.
Robin Lovrien
Many TESOLers are using games to teach, at least as ancillary tools. Students respond very favorably to phonics Bingo, Four-of-a-Kind Consonant card games, Rhyming Words
Card games, Vowel Sounds card games, and Phonics and Spelling Puzzles, among other games.
In fact, Elaine Kirn Rubin has created, tested, and proven these and much more in her Motivating Activities and Games In Context series, or MAGIC for short.
See them at www.2learn-english.com or email to firstname.lastname@example.com
After re-writing US English phonetically in truespel based on phonics and using no special symbols, I realized that I could use a spreadsheet to evaluate each sound and find the frequency of ways each were spelled in traditional spelling. I used another database provided by Colins Cobuild winch gave frequency numbers for the number of times that words appeared in typical (newspaper etc.) text. The top 5k words of English had 15.4M total instances in the database, with the top word "the" having 1M instances. Teachers would be interested in reviewing some of my studies at http://truespel.com under the "resources" button.. Truespel makes all things easier, even spreadsheets.
My professional work currently consists of almost entirely of teaching teachers to use games and hands-on activities to achieve that very high level of differentiation that I am constantly going on about-- using games and activities with highly relevant, personalized content to manage an entire classroom for an entire teaching period. My dissertation was about using learning centers -- a term referring to locations around the classroom which students go to-- or, activities and games that students bring to their own tables or desks-- in adult ESOL classrooms. My research indicated a strong effect on deepening the learning of students-- plus qualitative research in which students expressed amazing preference for self-directed, self-paced games and activities over teacher-fronted learning.....
I write about games and activities that I use at Robinlovrienschwarz.wordpress.com, if anyone is interested in learning more about this. I often teach about the games now in conjunction with instruction about phonological skills-- the pre-phonics skills needed for effective language and reading and writing.
Games are effective at ALL levels of instruction for any content.
Robin Lovrien
Dr. Robin,
Thank you so much for sharing your thoughts and your webpage! I am eagerly looking forward to reading and learning from it. I currently train volunteer tutors in teaching ESOL to refugee and immigrant adults, and I am constantly stressing to them that they must teach vocabulary and concepts in a relevant, meaningful context, and that they must give the learners ample amounts of useful and engaging practice, like games and activities. I would love to hear more thoughts about successful differentiation among different levels - always a challenge for the teacher and the learner!
I use phonics all the time during my ESL lessons. I will phonetically spell words under correct spellings of words that come up in class that are difficult to pronounce. I also do it for every vocabulary word that comes up in any reading, writing, speaking or listening activity. I also have flashcards for verbs and past tense that I am using, with spelling in black, and phonetic spelling underneath in red. My students love it, and their pronunciation improves tremendously after they see the phonetic spelling of a word.
By design, phonics is used to teach native-English-speaking children to associate sounds they already hear and recognize with symbols (the alphabet) that may be new to them. It is not an appropriate teaching method for beginning ESL students because they cannot usually hear the sounds that are not in their native language. They may not be able to distinguish between /l/ and /r/, for example, or /f/ and /v/. And they very likely will have problems with our many vowel phonemes (not just "long" and "short" ones) as represented by just 5 letters. When you are helping students hear sounds that are not in their native language by writing a close proximity of the spelling, you are teaching phonemic awareness, not phonics. Additionally, some adult learners come from langauges that use the Roman alphabet, so the symbols are not necessarily unfamiliar to them. As mentioned by several people, teaching adult learners to read and spell in English is much more complicated than "phonics," and personally, I wish adult ELL instructors would stop using the term and definitely trying to make a square peg fit in a round hole that it was not designed for. Teaching our adult learners using the same techniques used to teach English-speaking children to read may be inappropriate strategies for teaching adults who do not have a "native ear" and typically already have some sense of "sound-to-symbol" relationships.
I'm starting to see by these posts, however, that many people are using the word "phonics" just to mean teaching reading strategies. (At least, that's what I hope I'm seeing.) I agree that it is important to teach reading strategies, including the spelling system of English at all levels, but phonics, in the true sense of the word, cannot be effectively used until phonemic awareness (especially of the differences between L1 and English) is established, and that may take quite some time to develop.
I understand that because of my background in linguistics and TESOL, I may be more of a stickler for this distinction than other instructors, so I appreciate your patience with my "semantics" issue.
Hello Glenda,
I am helping an experienced ESL/ESOL teacher and curriculum writer with a basic literacy curriculum for adult learners whose first languages include several African languages and, in every case, an English Creole that has some of the sounds of American English, but not all and, for example, that does not use final consonants, and is not usually a written language. I have been wondering if we should use a phonics approach, as they have been speaking English (Engli) since they were children, or a phonemic awareness approach. The focus of their classes will be reading and writing in American English. Any advice about this situation?
David J. Rosen
David, thanks for the question! While writing a literacy grant for Uganda many years ago, I Approached ProLiteracy to join the project as a partner to teach literacy in that country. They told me that Ruth Colvin, who is till active at 1001 (!) had worked in Africa using the Language Experience (LE) approach. I don't have details at this point.
When I thought about it, the practice sounded perfect if native speakers were trained to use it effectively. The grant never came about (It was a hoax, of all things!) but the process sounded very promising. Beyond training tutors to use LE, we included strategies that had families recording stories that were then played, transcribed, and illustrated for students. I loved the idea. I wonder if it is being used anywhere in Africa or elsewhere. What do others here think? Leecy
Glenda, I am so glad that we are revisiting this topic and really appreciate the points you make regarding the terminology used when we help ESL adults develop literacy skills in English. I wonder if you might say a bit more regarding the difference in recommended approaches for developing reading skills among three types of second-language learners: (1) those who are literate in their native languages, (2) those who are not, and (3) those whose native language does not employ alphabetic principles.
I also wonder how you and others here might regard the Phonics Prep discussion that introduced our weeklong dialogue, "Let's Talk Phonics," led by Kathy St.John, in which we focused mainly on native speakers but mention ESL instruction here and there.
Thanks! Leecy


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Acta Theologica
On-line version ISSN 2309-9089
Print version ISSN 1015-8758
KLAASEN, John. Open-ended narrative and moral formation. Acta theol. [online]. 2012, vol.32, n.2, suppl., pp.103-117. ISSN 2309-9089.
A narrative approach for moral formation must take the shortcomings of abstract reason seriously. Two specific attempts to a narrative approach, narrative as a means to an end and the supra-narrative approach, do not address these shortcomings and are inadequate approaches for moral formation. An open ended narrative approach considers reason as an important phenomenon for moral formation. The shortcomings of using abstract reason such as the neglect of tradition, community and the particular finds relevance in the way reason is used in an open ended narrative approach. Reason is not rejected, but it is used in a more holistic way that includes critical reflection.
Keywords : Narrative; Moral formation; Theology.


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ORLANDO — The theme of the 2007 Club Industry East Conference and Exposition, held June 6-9 at Disney's Coronado Springs Resort, was "Reshaping the Future: Eight to Eighty." Another theme could easily have been "Reaching Out to America."
Highlighting the show, which was held for the first time in Florida, were keynote speakers Dr. Dot Richardson and Dr. Ian Smith. Richardson, an Olympic gold-medal winning softball player who is the vice chair of the President's Council on Physical Fitness and Sports, discussed the role of the President's Council and how it is encouraging people to live a healthier lifestyle.
Richardson offered statistics during her presentation that showed how fast the obesity epidemic is growing in America. Two-thirds of American adults are overweight or obese, and 70 percent of Americans don't get at least 30 minutes of moderate activity most days of the week, Richardson says.
The most eye-opening statistic came in a series of maps of the United States that showed the growth of the obesity epidemic since 1985. The 2005 map showed that 30 percent of Mississippi and Louisiana citizens are obese, and several other states had a much larger percentage of obese citizens than they had 20 years ago.
To reverse the trend, Richardson says it will take a "seismic shift" to empower individuals that will involve, among others, corporate America, the government, scientists and educators, the media, and health insurance companies. Clubs can also serve as role models in community-wide campaigns for healthier lifestyles, Richardson says.
Smith, a diet expert who is featured on VH1's "Celebrity Fit Club," is a contributor on "The View" and has authored five books, including his latest, "The Fat Smash Diet," surprised many in the audience when he said he doesn't let his celebrities lift weights for the first six weeks of their training. Most people join a gym or hire a personal trainer to lose weight, Smith says, so he suggests clients should just do cardio workouts for six weeks and change their diet before incorporating strength training.
"I tell people that you don't have to belong to a gym to lose weight, but you can get optimal benefit by going to a gym," Smith says.
In both his opening remarks and in the question-and-answer session that followed, Smith stressed to the audience the "soft sell" in attracting new members to fitness clubs. Smith encouraged trainers to get to know their clients on a more personal basis and not be solely concerned with giving fitness tips on topics such as weightlifting. Smith added that trainers should identify the stressors in their clients' daily lives.
Smith referenced his 50 Million Pound Challenge initiative aimed at the African-American community. Eighty percent of black women and 67 percent of black men are overweight, Smith says, yet only 5 percent of blacks go to health clubs to exercise. Smith added that the African-American community is a great opportunity for the fitness industry, which should also be more sensitive to the deconditioned market by not displaying the fittest people in their advertisements. Clubs should start featuring people they're trying to attract, Smith says.
Veteran industry consultants Michael Scott Scudder and Sandy Coffman, two regular contributors to Club Industry's Fitness Business Pro magazine, offered helpful tips to fitness club leaders in their seminars. Scudder encouraged clubs to get ahead in the low-price wars by finding a niche in their operations. Coffman says club managers should smile more and be more outgoing to prospective clients.
Another industry veteran, Wayne Westcott, who led two of the most popular seminars on weight training, says that two sessions is equivalent to three when it comes to the health benefits and gains in muscle mass.
For the first time, conference attendees participated in a tour of fitness centers in the surrounding area. The Orlando tour stopped at The Fitness & Day Spa at Florida Hospital Celebration Health, the YMCA Aquatic and Family Center and the Gold's Gym Dr. Phillips.
Club Industry East attracted 2,414 fitness professionals and 115 exhibiting companies that filled 250 booths.
The Club Industry national show will take place Oct. 10-13 at McCormick Place in Chicago.
The 2008 Club Industry East show will be held April 17-19 at the Jacob K. Javits Convention Center in New York.


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Note Paper is a free Blogger template adapted from WordPress with 3 columns, right sidebar, grunge style and vintage style.
Excellent template for blogs about to write a diary or love.
Author: Anshul.
Designer: TemplateLite.
How do you get your twitter url in the follow me url? Or is it for something else?
@kayra just find for this link in code and replace with yours.
how to put the date in the pink bubble.it is stated as undefined when i download the template…
I have the date format as Wednesday, January 27, 2010 (obviously since it's the date) and it's still listing the pink bubble as undefined.
yay..it works!!thanx!
Can someone look at my blog and tell me how to fix it?
It is very obvious.
I really hope to use this blog template.
Problem solved by blog template designer. Thanks a lot!
It is a great theme, so simple but with a twist. And i love the twitter button :D But i do have some questions:
1.How can I add more buttons to the top bar?
2.Also, can I somehow make the title to be clickable, and to link to the home page?
Thanks :D
I managed to solve the 1.
But still haven't got around the 2.
I am unable to download this layout to my blog. Its giving me an error message "Your template could not be parsed as it is not well-formed. Please make sure all XML elements are closed properly.
XML error message: Content is not allowed in prolog." What am i doing wrong?
Hi there, i'm enjoing the note-paper template on my blog but i'm not getting the menu buttons on the top bar (just a text "future posts"). I've reloded over and over from difrent locations but the problem persists. Can you help me with this? Thaks.
hey friend i have one problem with your template. i can't show the menu bar like home, post rss, comment rss, etc (just like your own example). plis give me some advices to solve this. thx b4.
unfortunately I dind't manage to solve it. I searched on other forums but they only give me the "Link gadget" ideea that is not the same, becouse it sits kind of random on the actual blog, so no help there. I've change my template and the problems are still the same. So eventualy I've changed into a simple template from blogger without any buttons. It's verry simple, I'm not satisfied with it, but I'm new at this and I must be patient. :(
how do u put the titles at the top like ' home' and about us?
is there any way to get rid of the twitter icon? I love it, but I won't be using it since I use this template on a blog for a uni internship project and won't be twittering about it. It looks kind of random and wasted on the page now.
If you want to have the menu bar appearing,
in the template, there is a line like
"navbar-iframe { display:none}"
Just erase it.
Like several others, I am struggling to get the top menu to show: HOME, POSTS RSS, COMMENTS RSS, EDIT. I saw the Links gadget and tried it as you suggested, but it is not the same. It places the links above the white instead of inside it and looks a little sloppy. Is there any way to get these links to show like they do in your example–inside the white?
One of the background image(middle part of the blog) is lost,can you please reupload it?
I have the same problem as cai, the template is missing one or many of the background image… How can we replace it or where can we upload it ?
It's all jacked up on mines. The first time I uploaded it, it was perfect. I got the top/home links with no prob as you said in your previous posts as well as the timestamp thing. It was great for one day then the next day I lost the background where my posts would go so I uploaded another background but wanted this one back and now-it's aaaall jacked up. My pictures, posts and gadgets are all over the place and the home links have a cross through them…
wondering if it's only me. Hope to get a revised code or help, this is a real elegant layout.
Thank you so much for the template! However, is there anyway to get rid of the seach engine, twitter, and RSS above the sidebars?
Just added it and got everything to work. Love it Love it Love it!!!
Thanks for adding this!!!
how do i get my nav bar to show at the top, i have gone into gadgets and changed the colour but still doesnt work?
Great design, love it, thank you! I have one problem. I can't seem to get the share options to appear at the end of my posts. I have added it from the edit post menu, but it is not there. Everything else is – label, author, comments, links, email, quick edit – but no share options?!? What do I do?
Is there a way to get rid of the twitter button?
I don't have a twitter, nor do I want one, so I'd like to take that down :/
And I really love this template so I don't want to go search for one without a twitter button.
Hi there…thank you so very much for sharing this blog template…wonderful work…I absolutely love it!
I am not super savvy when it comes to figuring out certain computer things…my dilemma is, in the sidebar, I only want one gadget column instead of two then I wanted to center the menus & gadgets in the sidebar…could you please help me with the code to make this work?
thank you so very much for your time & attention…all my best, Dawn
If got the same problem as Krystal. I read your helping comment, but i don't know where i can change this timestamp format. could you help me please`?
mh sorry. i found the answer. :)
everything is working fine for me except i have a blank page and have no idea how to remove it. can anyone check out my blog and help me with this? thanks in advance
Thanks for such a wonderful blog.:)