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Second-language acquisition, second-language learning, or L2 acquisition, is the process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) is also the scientific discipline devoted to studying that process. The field of second-language acquisition is a subdiscipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education.
A central theme in SLA research is that of interlanguage, the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but that it is a complete language system in its own right, with its own systematic rules. This interlanguage gradually develops as learners are exposed to the target language. The order in which learners acquire features of their new language stays remarkably constant, even for learners with different native languages, and regardless of whether they have had language instruction. However, languages that learners already know can have a significant influence on the process of learning a new one. This influence is known as language transfer.
The primary factor driving second-language acquisition appears to be the language input that learners receive. Learners become more advanced the longer they are immersed in the language they are learning, and the more time they spend doing free, voluntary reading. The Monitor Model goes as far as to state that input is all that is required for acquisition. However, subsequent work such as the interaction hypothesis and the comprehensible output hypothesis has suggested that opportunities for output and for interaction may also be necessary for learners to reach more advanced levels.
Research on how exactly learners acquire a new language spans a number of different areas. Cognitive approaches to SLA research deal with the processes in the brain that underpin language acquisition, for example how paying attention to language affects the ability to learn it, or how language acquisition is related to short-term and long-term memory. Sociocultural approaches reject the notion that second-language acquisition is a purely psychological phenomenon, and attempt to explain it in its social context. Linguistic approaches consider language separately from other kinds of knowledge, and attempt to use findings from the wider study of linguistics to explain second-language acquisition. There is also a considerable body of research about how second-language acquisition can be affected by individual factors such as age and learning strategies. Finally, classroom research deals with the effect that language instruction has on acquisition.
- 1 Definitions
- 2 Research background
- 3 Stages
- 4 Comparisons with first-language acquisition
- 5 Learner language
- 6 Language transfer
- 7 Input and interaction
- 8 Cognitive factors
- 9 Sociocultural factors
- 10 Linguistic factors
- 11 Individual variation
- 12 Classroom second-language acquisition
- 13 See also
- 14 Notes
- 15 References
- 16 Bibliography
Second language refers to any language learned in addition to a person's first language; although the concept is named second-language acquisition, it can also incorporate the learning of third, fourth, or subsequent languages. Second-language acquisition refers to what learners do; it does not refer to practices in language teaching, although teaching can affect acquisition. The term acquisition was originally used to emphasize the non-conscious nature of the learning process,[note 1] but in recent years learning and acquisition have become largely synonymous.
Second-language acquisition can incorporate heritage language learning, but it does not usually incorporate bilingualism. Most SLA researchers see bilingualism as being the end result of learning a language, not the process itself, and see the term as referring to native-like fluency. Writers in fields such as education and psychology, however, often use bilingualism loosely to refer to all forms of multilingualism. Second-language acquisition is also not to be contrasted with the acquisition of a foreign language; rather, the learning of second languages and the learning of foreign languages involve the same fundamental processes in different situations.
The academic discipline of second-language acquisition is a subdiscipline of applied linguistics. It is broad-based and relatively new. As well as the various branches of linguistics, second-language acquisition is also closely related to psychology, cognitive psychology, and education. To separate the academic discipline from the learning process itself, the terms second-language acquisition research, second-language studies, and second-language acquisition studies are also used.
SLA research began as an interdisciplinary field, and because of this it is difficult to identify a precise starting date. However, two papers in particular are seen as instrumental to the development of the modern study of SLA: Pit Corder's 1967 essay The Significance of Learners' Errors, and Larry Selinker's 1972 article Interlanguage. The field saw a great deal of development in the following decades. Since the 1980s, second-language acquisition has been studied from a variety of disciplinary perspectives, and theoretical perspectives. Significant approaches in the field today are: systemic functional linguistics, sociocultural theory, cognitive linguistics, Noam Chomsky's universal grammar, skill acquisition theory and connectionism.
There has been much debate about exactly how language is learned, and many issues are still unresolved. There are many theories of second-language acquisition, but none are accepted as a complete explanation by all SLA researchers. Due to the interdisciplinary nature of the field of second-language acquisition, this is not expected to happen in the foreseeable future.
Haynes divided the process of second-language acquisition into five stages: preproduction, early production, speech emergence, intermediate fluency, and advanced fluency. The first stage, preproduction, is also known as the silent period. Learners at this stage have a receptive vocabulary of up to 500 words, but they do not yet speak their second language. Not all learners go through a silent period. Some learners start speaking straight away, although their output may consist of imitation rather than creative language use. Others may be required to speak from the start as part of a language course. For learners that do go through a silent period, it may last around three to six months.
The second of Hayne's stages of acquisition is early production, during which learners are able to speak in short phrases of one or two words. They can also memorize chunks of language, although they may make mistakes when using them. Learners typically have both an active and receptive vocabulary of around 1000 words. This stage normally lasts for around six months.
The third stage is speech emergence. Learners' vocabularies increase to around 3000 words during this stage, and they can communicate using simple questions and phrases. They may often make grammatical errors. The stage after speech emergence is intermediate fluency. At this stage, learners have a vocabulary of around 6000 words, and can use more complicated sentence structures. They are also able to share their thoughts and opinions. Learners may make frequent errors with more complicated sentence structures. The final stage is advanced fluency, which is typically reached somewhere between five and ten years of learning the language. Learners at this stage can function at a level close to native speakers.
The time taken to reach a high level of proficiency can vary depending on the language learned. In the case of native English speakers, some estimates were provided by the Foreign Service Institute (FSI) of the U.S. Department of State, which compiled approximate learning expectations for a number of languages for their professional staff (native English speakers who generally already know other languages). Of the 63 languages analyzed, the five most difficult languages to reach proficiency in speaking and reading, requiring 88 weeks (2200 class hours), are Arabic, Cantonese, Mandarin, Japanese, and Korean. The Foreign Service Institute and the National Virtual Translation Center both note that Japanese is typically more difficult to learn than other languages in this group.
Comparisons with first-language acquisition
Adults who learn a second language differ from children learning their first language in at least three ways: children are still developing their brains whereas adults have conscious minds, and adults have at least a first language that orients their thinking and speaking. Although some adult second-language learners reach very high levels of proficiency, pronunciation tends to be non-native. When a second language learner's speech plateaus, it is known as fossilization.
Some errors that second-language learners make in their speech originate in their first language. For example, Spanish speakers learning English may say "Is raining" rather than "It is raining", leaving out the subject of the sentence. French speakers learning English, however, do not usually make the same mistake. This is because pronominal and impersonal sentence subjects can be omitted (or as in this case, are not used in the first place) in Spanish but not in French. This kind of influence of the first language on the second is known as negative language transfer.
Also, when people learn a second language, the way they speak their first language changes in subtle ways. These changes can be with any aspect of language, from pronunciation and syntax to gestures the learner makes and the things they tend to notice. For example, French speakers who spoke English as a second language pronounced the /t/ sound in French differently from monolingual French speakers. This kind of change in pronunciation has been found even at the onset of second-language acquisition; for example, English speakers pronounced the English /p t k/ sounds, as well as English vowels, differently after they began to learn Korean. These effects of the second language on the first led Vivian Cook to propose the idea of multi-competence, which sees the different languages a person speaks not as separate systems, but as related systems in their mind.
Learner language is the written or spoken language produced by a learner. It is also the main type of data used in second-language acquisition research. Much research in second-language acquisition is concerned with the internal representations of a language in the mind of the learner, and in how those representations change over time. It is not yet possible to inspect these representations directly with brain scans or similar techniques, so SLA researchers are forced to make inferences about these rules from learners' speech or writing.
Originally, attempts to describe learner language were based on comparing different languages and on analyzing learners' errors. However, these approaches weren't able to predict all the errors that learners made when in the process of learning a second language. For example, Serbo-Croat speakers learning English may say "What does Pat doing now?", although this is not a valid sentence in either language.
To explain this kind of systematic error, the idea of the interlanguage was developed. An interlanguage is an emerging language system in the mind of a second-language learner. A learner's interlanguage is not a deficient version of the language being learned filled with random errors, nor is it a language purely based on errors introduced from the learner's first language. Rather, it is a language in its own right, with its own systematic rules. It is possible to view most aspects of language from an interlanguage perspective, including grammar, phonology, lexicon, and pragmatics.
There are three different processes that influence the creation of interlanguages:
- Language transfer. Learners fall back on their mother tongue to help create their language system. Transfer can be positive, i.e. promote learning, or negative, i.e. lead to mistakes. In the latter case, linguists also use the term interference error.
- Overgeneralization. Learners use rules from the second language in roughly the same way that children overgeneralise in their first language. For example, a learner may say "I goed home", overgeneralizing the English rule of adding -ed to create past tense verb forms. English children also produce forms like goed, sticked, bringed. German children equally overextend regular past tense forms to irregular forms.
- Simplification. Learners use a highly simplified form of language, similar to speech by children or in pidgins. This may be related to linguistic universals.
The concept of interlanguage has become very widespread in SLA research, and is often a basic assumption made by researchers.
Sequences of acquisition
|1.||Plural -s||Girls go.|
|2.||Progressive -ing||Girls going.|
|3.||Copula forms of be||Girls are here.|
|4.||Auxiliary forms of be||Girls are going.|
|5.||Definite and indefinite
articles the and a
|The girls go.|
|6.||Irregular past tense||The girls went.|
|7.||Third person -s||The girl goes.|
|8.||Possessive 's||The girl's book.|
|A typical order of acquisition for English, according to Vivian Cook's 2008 book Second Language Learning and Language Teaching.|
In the 1970s several studies investigated the order in which learners acquired different grammatical structures.[note 2] These studies showed that there was little change in this order among learners with different first languages. Furthermore, it showed that the order was the same for adults and children, and that it did not even change if the learner had language lessons. This supported the idea that there were factors other than language transfer involved in learning second languages, and was a strong confirmation of the concept of interlanguage.
However, the studies did not find that the orders were exactly the same. Although there were remarkable similarities in the order in which all learners learned second-language grammar, there were still some differences among individuals and among learners with different first languages. It is also difficult to tell when exactly a grammatical structure has been learned, as learners may use structures correctly in some situations but not in others. Thus it is more accurate to speak of sequences of acquisition, in which specific grammatical features in a language are acquired before or after certain others but the overall order of acquisition is less rigid. For example, if neither feature B nor feature D can be acquired until feature A has been acquired and if feature C cannot be acquired until feature B has been acquired but if the acquisition of feature D does not require the possession of feature B (or, therefore, of feature C), then both acquisition order (A, B, C, D) and acquisition order (A, D, B, C) are possible.
Although second-language acquisition proceeds in discrete sequences, it does not progress from one step of a sequence to the next in an orderly fashion. There can be considerable variability in features of learners' interlanguage while progressing from one stage to the next. For example, in one study by Rod Ellis a learner used both "No look my card" and "Don't look my card" while playing a game of bingo. A small fraction of variation in interlanguage is free variation, when the learner uses two forms interchangeably. However, most variation is systemic variation, variation which depends on the context of utterances the learner makes. Forms can vary depending on linguistic context, such as whether the subject of a sentence is a pronoun or a noun; they can vary depending on social context, such as using formal expressions with superiors and informal expressions with friends; and also, they can vary depending on psycholinguistic context, or in other words, on whether learners have the chance to plan what they are going to say. The causes of variability are a matter of great debate among SLA researchers.
One important difference between first-language acquisition and second-language acquisition is that the process of second-language acquisition is influenced by languages that the learner already knows. This influence is known as language transfer.[note 3] Language transfer is a complex phenomenon resulting from interaction between learners’ prior linguistic knowledge, the target-language input they encounter, and their cognitive processes. Language transfer is not always from the learner’s native language; it can also be from a second language, or a third. Neither is it limited to any particular domain of language; language transfer can occur in grammar, pronunciation, vocabulary, discourse, and reading.
One situation in which language transfer often occurs is when learners sense a similarity between a feature of a language that they already know and a corresponding feature of the interlanguage they have developed. If this happens, the acquisition of more complicated language forms may be delayed in favor of simpler language forms that resemble those of the language the learner is familiar with. Learners may also decline to use some language forms at all if they are perceived as being too distant from their first language.
Language transfer has been the subject of several studies, and many aspects of it remain unexplained. Various hypotheses have been proposed to explain language transfer, but there is no single widely accepted explanation of why it occurs.
Input and interaction
The primary factor affecting language acquisition appears to be the input that the learner receives. Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition. Krashen pointed to studies showing that the length of time a person stays in a foreign country is closely linked with his level of language acquisition. Further evidence for input comes from studies on reading: large amounts of free voluntary reading have a significant positive effect on learners' vocabulary, grammar, and writing. Input is also the mechanism by which people learn languages according to the universal grammar model.
The type of input may also be important. One tenet of Krashen's theory is that input should not be grammatically sequenced. He claims that such sequencing, as found in language classrooms where lessons involve practicing a "structure of the day", is not necessary, and may even be harmful.
While input is of vital importance, Krashen's assertion that only input matters in second-language acquisition has been contradicted by more recent research. For example, students enrolled in French-language immersion programs in Canada still produced non-native-like grammar when they spoke, even though they had years of meaning-focused lessons and their listening skills were statistically native-level. Output appears to play an important role, and among other things, can help provide learners with feedback, make them concentrate on the form of what they are saying, and help them to automatize their language knowledge. These processes have been codified in the theory of comprehensible output.
Researchers have also pointed to interaction in the second language as being important for acquisition. According to Long's interaction hypothesis the conditions for acquisition are especially good when interacting in the second language; specifically, conditions are good when a breakdown in communication occurs and learners must negotiate for meaning. The modifications to speech arising from interactions like this help make input more comprehensible, provide feedback to the learner, and push learners to modify their speech.
Much modern research in second-language acquisition has taken a cognitive approach. Cognitive research is concerned with the mental processes involved in language acquisition, and how they can explain the nature of learners' language knowledge. This area of research is based in the more general area of cognitive science, and uses many concepts and models used in more general cognitive theories of learning. As such, cognitive theories view second-language acquisition as a special case of more general learning mechanisms in the brain. This puts them in direct contrast with linguistic theories, which posit that language acquisition uses a unique process different from other types of learning.
The dominant model in cognitive approaches to second-language acquisition, and indeed in all second-language acquisition research, is the computational model. The computational model involves three stages. In the first stage, learners retain certain features of the language input in short-term memory. (This retained input is known as intake.) Then, learners convert some of this intake into second-language knowledge, which is stored in long-term memory. Finally, learners use this second-language knowledge to produce spoken output. Cognitive theories attempt to codify both the nature of the mental representations of intake and language knowledge, and the mental processes which underlie these stages.
In the early days of second-language acquisition research on interlanguage was seen as the basic representation of second-language knowledge; however, more recent research has taken a number of different approaches in characterizing the mental representation of language knowledge. There are theories that hypothesize that learner language is inherently variable, and there is the functionalist perspective that sees acquisition of language as intimately tied to the function it provides. Some researchers make the distinction between implicit and explicit language knowledge, and some between declarative and procedural language knowledge. There have also been approaches that argue for a dual-mode system in which some language knowledge is stored as rules, and other language knowledge as items.
The mental processes that underlie second-language acquisition can be broken down into micro-processes and macro-processes. Micro-processes include attention; working memory; integration and restructuring. Restructuring is the process by which learners change their interlanguage systems; and monitoring is the conscious attending of learners to their own language output. Macro-processes include the distinction between intentional learning and incidental learning; and also the distinction between explicit and implicit learning. Some of the notable cognitive theories of second-language acquisition include the nativization model, the multidimensional model and processability theory, emergentist models, the competition model, and skill-acquisition theories.
Other cognitive approaches have looked at learners' speech production, particularly learners' speech planning and communication strategies. Speech planning can have an effect on learners' spoken output, and research in this area has focused on how planning affects three aspects of speech: complexity, accuracy, and fluency. Of these three, planning effects on fluency has had the most research attention. Communication strategies are conscious strategies that learners employ to get around any instances of communication breakdown they may experience. Their effect on second-language acquisition is unclear, with some researchers claiming they help it, and others claiming the opposite.
From the early days of the discipline researchers have also acknowledged that social aspects play an important role. There have been many different approaches to sociolinguistic study of second-language acquisition, and indeed, according to Rod Ellis, this plurality has meant that "sociolinguistic SLA is replete with a bewildering set of terms referring to the social aspects of L2 acquisition". Common to each of these approaches, however, is a rejection of language as a purely psychological phenomenon; instead, sociolinguistic research views the social context in which language is learned as essential for a proper understanding of the acquisition process.
Ellis identifies three types of social structure which can affect the acquisition of second languages: sociolinguistic setting, specific social factors, and situational factors. Socialinguistic setting refers to the role of the second language in society, such as whether it is spoken by a majority or a minority of the population, whether its use is widespread or restricted to a few functional roles, or whether the society is predominantly bilingual or monolingual. Ellis also includes the distinction of whether the second language is learned in a natural or an educational setting. Specific social factors that can affect second-language acquisition include age, gender, social class, and ethnic identity, with ethnic identity being the one that has received most research attention. Situational factors are those which vary between each social interaction. For example, a learner may use more polite language when talking to someone of higher social status, but more informal language when talking with friends.
There have been several models developed to explain social effects on language acquisition. Schumann's Acculturation Model proposes that learners' rate of development and ultimate level of language achievement is a function of the "social distance" and the "psychological distance" between learners and the second-language community. In Schumann's model the social factors are most important, but the degree to which learners are comfortable with learning the second language also plays a role. Another sociolinguistic model is Gardner's socio-educational model, which was designed to explain classroom language acquisition. The inter-group model proposes "ethnolinguistic vitality" as a key construct for second-language acquisition. Language socialization is an approach with the premise that "linguistic and cultural knowledge are constructed through each other", and saw increased attention after the year 2000. Finally, Norton's theory of social identity is an attempt to codify the relationship between power, identity, and language acquisition.
A unique approach to SLA is Sociocultural theory. It was originally developed by Lev Vygotsky and his followers. Sociocultural theory has a fundamentally different set of assumptions to approaches to second-language acquisition based on the computational model. Furthermore, although it is closely affiliated with other social approaches, it is a theory of mind and not of general social explanations of language acquisition. According to Ellis, "It is important to recognize... that this paradigm, despite the label 'sociocultural' does not seek to explain how learners acquire the cultural values of the L2 but rather how knowledge of an L2 is internalized through experiences of a sociocultural nature."
Linguistic approaches to explaining second-language acquisition spring from the wider study of linguistics. They differ from cognitive approaches and sociocultural approaches in that they consider language knowledge to be unique and distinct from any other type of knowledge. The linguistic research tradition in second-language acquisition has developed in relative isolation from the cognitive and sociocultural research traditions, and as of 2010 the influence from the wider field of linguistics was still strong. Two main strands of research can be identified in the linguistic tradition: approaches informed by universal grammar, and typological approaches.
Typological universals are principles that hold for all the world's languages. They are found empirically, by surveying different languages and deducing which aspects of them could be universal; these aspects are then checked against other languages to verify the findings. The interlanguages of second-language learners have been shown to obey typological universals, and some researchers have suggested that typological universals may constrain interlanguage development.
The theory of universal grammar was proposed by Noam Chomsky in the 1950s, and has enjoyed considerable popularity in the field of linguistics. It focuses on describing the linguistic competence of an individual, as opposed to mechanisms of learning. It consists of a set of principles, which are universal and constant, and a set of parameters, which can be set differently for different languages. The "universals" in universal grammar differ from typological universals in that they are a mental construct derived by researchers, whereas typological universals are readily verifiable by data from world languages. It is widely accepted among researchers in the universal grammar framework that all first-language learners have access to universal grammar; this is not the case for second-language learners, however, and much research in the context of second-language acquisition has focused on what level of access learners may have.
There is considerable variation in the rate at which people learn second languages, and in the language level that they ultimately reach. Some learners learn quickly and reach a near-native level of competence, but others learn slowly and get stuck at relatively early stages of acquisition, despite living in the country where the language is spoken for several years. The reason for this disparity was first addressed with the study of language learning aptitude in the 1950s, and later with the good language learner studies in the 1970s. More recently research has focused on a number of different factors that affect individuals' language learning, in particular strategy use, social and societal influences, personality, motivation, and anxiety. The relationship between age and the ability to learn languages has also been a subject of long-standing debate.
The issue of age was first addressed with the critical period hypothesis.[note 4] The strict version of this hypothesis states that there is a cut-off age at about 12, after which learners lose the ability to fully learn a language. This strict version has since been rejected for second-language acquisition, as adult learners have been observed who reach native-like levels of pronunciation and general fluency. However, in general, adult learners of a second-language rarely achieve the native-like fluency that children display, despite often progressing faster in the initial stages. This has led to speculation that age is indirectly related to other, more central factors that affect language learning.
There has been considerable attention paid to the strategies which learners use when learning a second language. Strategies have been found to be of critical importance, so much so that strategic competence has been suggested as a major component of communicative competence. Strategies are commonly divided into learning strategies and communicative strategies, although there are other ways of categorizing them. Learning strategies are techniques used to improve learning, such as mnemonics or using a dictionary. Communicative strategies are strategies a learner uses to convey meaning even when she doesn't have access to the correct form, such as using pro-forms like thing, or using non-verbal means such as gestures.
The learner's attitude to the learning process has also been identified as being critically important to second-language acquisition. Anxiety in language-learning situations has been almost unanimously shown to be detrimental to successful learning. A related factor, personality, has also received attention. There has been discussion about the effects of extravert and introvert personalities. However, one study has found that there were no significant differences between extraverts and introverts on the way they achieve success in a second language.
Social attitudes such as gender roles and community views toward language learning have also proven critical. Language learning can be severely hampered by cultural attitudes, with a frequently cited example being the difficulty of Navajo children in learning English. Also, the motivation of the individual learner is of vital importance to the success of language learning. Studies have consistently shown that intrinsic motivation, or a genuine interest in the language itself, is more effective over the long term than extrinsic motivation, as in learning a language for a reward such as high grades or praise.
Classroom second-language acquisition
While considerable SLA research has been devoted to language learning in a natural setting, there have also been efforts made to investigate second-language acquisition in the classroom. This kind of research has a significant overlap with language education, and it is mainly concerned with the effect that instruction has on the learner. It also explores what teachers do, the classroom context, the dynamics of classroom communication. It is both qualitative and quantitative research.
The research has been wide-ranging. There have been attempts made to systematically measure the effectiveness of language teaching practices for every level of language, from phonetics to pragmatics, and for almost every current teaching methodology. This research has indicated that many traditional language-teaching techniques are extremely inefficient. cited in Ellis 1994 It is generally agreed that pedagogy restricted to teaching grammar rules and vocabulary lists does not give students the ability to use the L2 with accuracy and fluency. Rather, to become proficient in the second language, the learner must be given opportunities to use it for communicative purposes.
Another area of research has been on the effects of corrective feedback in assisting learners.This has been shown to vary depending on the technique used to make the correction, and the overall focus of the classroom, whether on formal accuracy or on communication of meaningful content. There is also considerable interest in supplementing published research with approaches that engage language teachers in action research on learner language in their own classrooms. As teachers become aware of the features of learner language produced by their students, they can refine their pedagogical intervention to maximize interlanguage development.
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- International auxiliary language
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- List of language acquisition researchers
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- Krashen (1982) made a sharp distinction between learning and acquisition, using learning to refer to the conscious aspects of the language learning process and acquisition to refer to the subconscious aspects. This strict separation of learning and acquisition is widely regarded as an oversimplification by researchers today, but his hypotheses were very influential and the name has stuck.
- These studies were based on work by Brown (1973) on child first-language acquisition. The first such studies on child second-language acquisition were carried out by Dulay and Burt (1973, 1974a, 1974b, 1975). Bailey, Madden & Krashen (1974) investigated the order of acquisition among adult second-language learners. See Krashen (1977) for a review of these studies.
- The term language transfer is not without controversy, however. Sharwood Smith and Kellerman preferred the term crosslinguistic influence to language transfer. They argued that cross-linguistic influence was neutral regarding different theories of language acquisition, whereas language transfer was not. Sharwood Smith & Kellerman 1986, cited in Ellis 2008, p. 350.
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- Chang, Charles B. (2012). "Rapid and multifaceted effects of second-language learning on first-language speech production". Journal of Phonetics 40 (2): 249–268. doi:10.1016/j.wocn.2011.10.007.
- Cook, Vivian (2008). Second Language Learning and Language Teaching. London: Arnold. ISBN 978-0-340-95876-6.
- DeKeyser, Robert (1998). "Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar". In Doughty, Catherine; Williams, Jessica. Focus on Form in Classroom Second Language Acquisition. New York: Cambridge University Press. pp. 42–63. ISBN 978-0-521-62390-2.
- Doughty, Catherine; Williams, Jessica, eds. (1998). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press. ISBN 978-0-521-62390-2.
- Dulay, H. C.; Burt, M. K. (1973). "Should we teach children syntax?". Language Learning 23 (2): 245. doi:10.1111/j.1467-1770.1973.tb00659.x.
- Dulay, Heidi; Burt, Marina (1974). "Natural sequences in child second language acquisition". Language Learning 24: 37–53. doi:10.1111/j.1467-1770.1974.tb00234.x.
- Dulay, Heidi; Burt, Marina (1974). "You can't learn without goofing". In Richards, Jack. Error Analysis. New York: Longman. pp. 95–123. ISBN 978-0-582-55044-5.
- Dulay, Heidi; Burt, Marina (1975). "Creative construction in second language learning and teaching". In Dulay, Heidi; Burt, Marina. On TESOL '75: New Directions in Second Language Learning, Teaching, and Bilingual Education: Selected Papers from the Ninth Annual TESOL Convention, Los Angeles, California, March 4–9, 1975. Washington, DC: Teachers of English to Speakers of Other Languages. pp. 21–32. OCLC 1980255.
- Elley, W. B. (1991). "Acquiring Literacy in a Second Language: the Effect of Book-Based Programs". Language Learning 41 (3): 375–411. doi:10.1111/j.1467-1770.1991.tb00611.x.
- Ellis, N. C. (1998). "Emergentism, Connectionism and Language Learning" (PDF). Language Learning 48 (4): 631–664. doi:10.1111/0023-8333.00063. Retrieved 2011-03-01.
- Ellis, Rod (1993). "Second language acquisition and the structural syllabus". TESOL Quarterly 27 (1): 91–113. doi:10.2307/3586953. JSTOR 3586953.
- Ellis, Rod (1994). The Study of Second Language Acquisition. Oxford Oxfordshire: Oxford University Press. ISBN 0-19-437189-1.
- Ellis, Rod (1997). Second Language Acquisition. Oxford Introductions to Language Study. Oxford, New York: Oxford University Press. ISBN 978-0-19-437212-1.
- Ellis, Rod (2002). "Does form-focused instruction affect the acquisition of implicit knowledge?". Studies in Second Language Acquisition 24 (2): 223–236. doi:10.1017/s0272263102002073.
- Ellis, Rod; Barkhuizen, Patrick (2005). Analysing Learner Language. Oxford: Oxford University Press. ISBN 978-0-19-431634-7.
- Ellis, Rod (2008). The Study of Second Language Acquisition. Oxford, UK: Oxford University Press. ISBN 978-0-19-442257-4.
- Flege, James Emil (1987). "The production of "new" and "similar" phones in a foreign language: evidence for the effect of equivalence classification" (PDF). Journal of Phonetics 15: 47–65. Retrieved 2011-02-09.
- Gass, Susan; Selinker, Larry (2008). Second Language Acquisition: An Introductory Course. New York, NY: Routledge. ISBN 978-0-8058-5497-8.
- Harley, B. (1989). "Functional Grammar in French Immersion: A Classroom Experiment". Applied Linguistics 10 (3): 331–360. doi:10.1093/applin/10.3.331.
- Haynes, Judie (2007). Getting Started With English Language Learners: How Educators Can Meet the Challenge. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 978-1-4166-0519-5.
- Krashen, Stephen (1977). "Some issues relating to the monitor model". In Brown, H; Yorio, Carlos; Crymes, Ruth. Teaching and learning English as a Second Language: Trends in Research and Practice: On TESOL '77: Selected Papers from the Eleventh Annual Convention of Teachers of English to Speakers of Other Languages, Miami, Florida, April 26 – May 1, 1977. Washington, DC: Teachers of English to Speakers of Other Languages. pp. 144–158. OCLC 4037133.
- Krashen, Stephen (1981). Second Language Acquisition and Second Language Learning. New York: Pergamon Press. ISBN 0-08-025338-5. Retrieved 2011-02-28.
- Krashen, Stephen (1981). "The "fundamental pedagogical principle" in second language teaching" (PDF). Studia Linguistica 35: 50–70. doi:10.1111/j.1467-9582.1981.tb00701.x. Retrieved 2011-03-24.
- Krashen, Stephen (1982). Principles and Practice in Second Language Acquisition. Pergamon Press. ISBN 0-08-028628-3. Retrieved 2010-11-25.
- Krashen, Stephen (1994). "The input hypothesis and its rivals". In Ellis, Nick. Implicit and Explicit Learning of Languages. London: Academic Press. pp. 45–77. ISBN 978-0-12-237475-3.
- Krashen, Stephen (2004). The Power of Reading, Second Edition. Littleton: Libraries Unlimited. ISBN 978-1-59158-169-7.
- Lenneberg, Eric (1967). Biological Foundations of Language. New York: Wiley. ISBN 0-89874-700-7.
- Lightbown, Patsy (1990). "Chapter 6: Process-product research on second language learning in classrooms". In Harley, Birgit. The Development of Second Language Proficiency. Cambridge, New York: Cambridge University Press. pp. 82–92. ISBN 978-0-521-38410-0.
- Lightbown, Patsy; Spada, Nina (1990). "Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning". Studies in Second Language Acquisition 12 (4): 429–48. doi:10.1017/S0272263100009517.
- Lightbown, Patsy M.; Spada, Nina (2006). How Languages Are Learned (3rd ed.). Oxford, New York: Oxford University Press. ISBN 978-0-19-442224-6.
- Long, M. (1996). "The role of the linguistic environment in second language acquisition". In Ritchie, William; Bhatia, Tej. Handbook of Second Language Acquisition. San Diego: Academic Press. pp. 413–468. ISBN 978-0-12-589042-7.
- Lyster, R.; Ranta, L. (1997). "Corrective feedback and learner uptake: Negotiation of form in communicative classrooms". Studies in Second Language Acquisition 19: 37–66. doi:10.1017/s0272263197001034.
- Lyster, R.; Mori, H. (2006). "Interactional feedback and instructional counterbalance". Studies in Second Language Acquisition 28: 269–300. doi:10.1017/s0272263106060128.
- MacWhinney, Brian (1987). "Applying the Competition Model to bilingualism" (PDF). Applied Psycholinguistics 8 (4): 315–327. doi:10.1017/S0142716400000357. Retrieved 2011-03-02.
- MacWhinney, B. (2005). "Extending the Competition Model". International Journal of Bilingualism 9: 69–05. doi:10.1177/13670069050090010501.
- Paradis, M. (1994). "Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism and SLA". In Ellis, Nick. Implicit and Explicit Learning of Languages. London: Academic Press. pp. 393–420. ISBN 978-0-12-237475-3.
- Penfield, Wilder; Roberts, Lamar (1959). Speech and Brain Mechanisms. Princeton: Princeton University Press. ISBN 0-691-08039-9.
- Prabhu, N. (1987). Second Language Pedagogy. Oxford: Oxford University Press. ISBN 978-0-19-437084-4.
- Rounds, P. L.; Kanagy, R. (1998). "Acquiring linguistic cues to identify AGENT: Evidence from children learning Japanese as a second language". Studies in Second Language Acquisition 20 (4): 509–542. doi:10.1017/s0272263198004033.
- Schmidt, R. (2001). "Attention". In Robinson, Peter. Cognition and Second Language Instruction. Cambridge: Cambridge University Press. pp. 1–32. ISBN 978-0-521-80288-8.
- Selinker, L. (1972). "Interlanguage". International Review of Applied Linguistics 10: 209–241. doi:10.1515/iral.1972.10.1-4.209.
- Siegel, Jeff (2003). "Social Context". In Doughty, Catherine; Long, Michael. The handbook of second language acquisition. Malden, MA: Blackwell. ISBN 978-0-631-21754-1.
- Skehan, Peter (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press. ISBN 978-0-19-437217-6.
- Swain, Merrill (1991). "French immersion and its offshoots: Getting two for one". In Freed, Barbara. Foreign language acquisition research and the classroom. Lexington, MA: Heath. pp. 91–103. ISBN 978-0-669-24263-8.
- Swain, Merrill (1995). "Three functions of output in second language learning". In Cook, Guy. Principle & Practice in Applied Linguistics: Studies in Honour of H.G. Widdowson. Oxford: Oxford University Press. pp. 125–144. ISBN 978-0-19-442147-8.
- Tarone, Elaine; Bigelow, Martha; Hansen, Kit (2009). Literacy and Second Language Oracy. Oxford: Oxford University Press. ISBN 978-0-19-442300-7.
- Tarone, Elaine; Swierzbin, Bonnie (2009). Exploring Learner Language. Oxford: Oxford University Press. ISBN 978-0-19-442291-8.
- VanPatten, Bill; Benati, Alessandro G. (2010). Key Terms in Second Language Acquisition. London: Continuum. ISBN 978-0-8264-9914-1.
- Watson-Gegeo, Karen Ann; Nielsen, Sarah (2003). "Language Socialization in SLA". In Doughty, Catherine; Long, Michael. The handbook of second language acquisition. Malden, MA: Blackwell. ISBN 978-0-631-21754-1.
- Yuan, F.; Ellis, R. (2003). "The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production". Applied Linguistics 24: 1. doi:10.1093/applin/24.1.1.

domain: psychology


text:
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domain: food


Trichoscypha cavalliensis is an evergreen tree that can grow up to 20 metres tall. The straight bole is up to 20cm in diameter[
The plant is harvested from the wild for local use of its wood.
Mining, logging and the establishment of industrial plantations have caused the decline of a significant proportion of this forest type. The plant is classified as 'Vulnerable' in the IUCN Red List of Threatened Species(2013)[
West tropical Africa - Guinea to Ghana.
An understorey plant in rain forests and wet evergreen forests[
|Other Uses Rating||
The wood is very durable. It is used for making rice mortars and as poles in the construction of traditional houses[
If you have any useful information about this plant, please leave a comment. Comments have to be approved before they are shown here.


Somebody’s left a junker on your street, how do you get rid of it?
If it appears abandoned, call your police department if the car is in a city. If it’s outside of city limits, call the CHP if it’s on a public road or public property and the Sheriff’s Office if it’s on private property or a private road.
CHP Officer Jon Sloat said the CHP gets about 10 to 15 calls a month reporting abandoned vehicles, down from the about 50 a month eight to 10 years ago. He attributed that drop to more people taking their clunkers to junkyards or donating them to charities for the tax writeoffs.
Once notified, the police agency will tag the vehicle and let it sit for at least 72 hours before having it towed away. Sloat said the tow yard will notify the registered owner by certified mail that he has 30 days to claim the vehicle before they get rid of it. He said the owner is liable for any fees owed the tow company and the CHP could press a misdemeanor charge of abandoning a vehicle.
If the car is obviously a junker, Sloat said, the tow yard can dispose of the car right away.


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Try Hard Industrial Supply Co Ltd Distributor Wholesaler
Try Hard Industrial Supply Company Ltd. commenced operations in the spring of 1979. The name was chosen by the company¿s founder and president, Frank Ferko at its origin which represents the underlying philosophy that has brought the firm to prominence within a very competitive marketplace.
Frank wanted to differentiate his distributorship in the industrial mill supply industry by ensuring that his customers know that everyone on staff truly does `try hard¿ to meet their needs. This take-the-initiative approach demonstrates a strong commitment in developing new competencies within the organization to establish ultimate customer service. Operations are now housed in a 26,500 square foot modern facility, with an extensive inventory of quality products essential to the manufacturing industry.
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Walco Equipment Ltd. is a distributor of short line Agricultural & Lawn & Garden Equipment, Industrial Products, Cargo Control & Tire Chain Tie Downs, Straps Chain, Slings & Accessories, Industrial Chain & Accessories, Wirerope.. For Equipment lines, both whole goods & parts are sold. We supply industrial chain, hooks, cargo control, overhead lifting slings & component parts. We also supply all sizes & types of tire chain.


text:
Here you can find publications for NSO staff, REU and RET participants, graduate students, and non-REU undergraduates, as well as papers resulting from the use of NSO facilities. Publications are listed alphabetically by first author, and linked when possible. Do you have a publication to submit?
- Publications, 2011-present
- Scientific Papers, 2006-2010 (PDF)
- Scientific Papers, 2000-2005 (PDF)
- Scientific Papers, 1985-1999 (PDF)
The below lists are still being pulled into the new Publications system:
- FY 2011 (October 2010-September 2011)
NSO Technical Reports
- NSO/NISP 2016-02: HMI Synoptic Maps Produced by NSO/NISP
- NSO/NISP 2016-01: GONG Classic Merge: Pipeline and Product
- NSO/NISP 2015-02: SOLIS/VSM Polar Magnetic Field Data
- NSO/NISP-2014-01: Image Quality of SOLIS/VSM in Helium vs. Nitrogen
- NSO/NISP-2013-04: A GONG Investigation into the use of Dopplergrams for Solar P-angle Alignment
- NSO/NISP-2013-03: Camera Gap Removal in SOLIS/VSM Images
- NSO/NISP-2013-02: Zeemanfit: Use and Development of the solis_vms_zeemanfit Code
If you are looking for Observatory Reports, they are elsewhere.

domain: library


text:
My work seems to be turning in this direction at present. Stripping back down to my main instrument and a handful of effects. Let’s see where it takes me.
Last year I was working with Catherine Ireton on music for a play by Kevin Dyer called “In Praise of Elephants” commissioned by Farnham Maltings. The music was a mixture of rearrangements of existing songs, some of Catherine’s own work, and music we wrote together. This particular track started life listening to Brian Eno’s “Music for Airports”. We played around with simple repeating and evolving piano figures using space and creating long melodies for the voice using a natural harmonic scale.
I let one of the tracks sit for a year to ferment and came back to it a couple of weeks ago. I’ve developed the piano a little, added some cello and a little processing. The track has moved from it’s Eno-esque ambient and minimal roots into something more sumptuous. I’m quite proud of the results.
Just put together a new show reel from work in the theatre, for short film and contemporary dance.
Music & Sound Design Showreel
Composer / Sound Designer Simon McCorry
Theatre, film and dance projects.
for further info – roomofpotential.com
This work was made at the time when I was working with artist Kieran Crowder on his Here Lies exhibition/large scale installation at MASS nightclub in Brixton around 2000.
Momentarily at the Edge of Infinity was made in a rapid flurry of creativity over a period of 24 hours. This was the first time for me that inspiration hit handing me a complete piece of music ready made. The process was like the dreamy effect that it’s title hints at. I was looking at stuff coming to life and evolving with what seemed like very little input from myself. Usually it has been a long struggle.
Been working on the sound design and music for this for a few months now. Completely local village affair with neighbours actor/director Chris Garner – who has adapted Macbeth and some other Shakespeare plays into a wonderful and claustrophobic one man play – and designer Sue Condie. Rehearsals, development and experiment in our village and valuable dramaturgical and directorial input from Polly Teale.
Here is a Teaser/Trailer we managed to shoot between tech and performance at Salisbury Playhouse
Under my amonism moniker we’re re-releasing the album ‘a different landscape’ on bandcamp.com. All tracks that have crystallised in someway from off cuts from my work for theatre, they traverse genre but hold thematically together, from disorientating trip hop dub of ‘There Are No Guarantees’ to the neo classical and abstract angular glitch of “one Sunny Day”. A lot of this work deals structurally with my fascination with mathematical forms and ideas and balances this with a poetic sensibility.
Excerpts from Leroy Dos Santos’ solo work “The Battle Within” performed at The Hat Factory, Luton
Dancer/Choreographer Leroy Dos Santos asked me to create music for his solo show he is developing called ‘The Battle Within’. It is a personal story of inner struggle and doubt overcome in discovering faith an strength in one’s own being.
He will be performing this at The Hat Factory, Luton this evening, 8th April 2014
In the midst of various new musical collaboration, news of which I shall post as they bare fruit, I’ve decided brush the little dust of this release I had for a short time with the wonderful and much missed First Fold Records.
It is a collection of tracks whose style has evolved through my work with theatre and contemporary dance, that travels from heavily manipulated soundscape via dub influenced electronica to a lyrical and ethereal neo-classicism.
This journey is ongoing.

domain: artistic


text:
I love being here! I love this city! I love these people!
This has been such a great ministry trip. The meetings have been amazing! Hundreds of people have come to the altar ready to be free and pursue God’s plan for their life.
I have to say a big thank you to all of you who have helped get my book, You Are Valuable to God translated and printed in French. It has been a wonderful tool at the churches and throughout the city.
One of the pastors told me when we arrived that the French may not be receptive to being handed my book. He even suggested extra people come with us for protection. I told them that I’m not going to stand on a street corner and yell about hell and heaven! So, we were warned about possible attitudes concerning being handed a book about God.
We have handed them out on Le Metro, in line at The Eiffel Tower, up and down the streets, on park benches, homeless people on the streets, beggars, tourists, people in cafes, waiters in the cafes, in taxi cabs, the artists at the Sacre Coeur, storeowners, etc. Many, many, many have been receptive and began reading it on the spot! It was awesome to see them reading it immediately.
Yes, there have been some who rejected the book. They laughed and said “Non, merci.” I said, “Jesus t’aime” (Jesus loves you) and they acted like it was a joke. But we sowed a seed.
Yesterday, shopping down the alleys near Sacre Coeur, I went in to buy a shirt and the store owner said, “I give you discount!” I said, “Ahhh..merci!” He said, “Vous parlez a Dieu” and he pointed to my book. He had already been handed a book by one of the ladies on our team! He pointed to my picture on the back of the book and said, “C’est Vous!” (That’s you!) I said, “Oui, c’est moi!” He said in French, “Because you talk about God, I give you a discount. Many people in Paris do not talk about God.” He said he will visit my website!
Ahhhh……thank you, Jesus! We’re making a difference in Paris, France one life at a time!
I will update you more later. I’m walking in a dream!

domain: literature


Rough sleeping in Mansfield has more than doubled since 2010, official figures show.
Charity Crisis has urged the Government to do more to tackle the root causes of homelessness, calling the scale of rough sleeping a "damning reflection on our society".
The council estimated that 17 people were sleeping on the streets in Mansfield during a spot check on one night last autumn, according to data from the Ministry of Housing, Communities and Local Government.
This is a 143 percent increase from 2010, when an estimate put the number of rough sleepers at seven.
Charities think official figures are likely an underestimation, as many rough sleepers stay in hard-to-find places.
The MHCLG compares different areas by working out the number of rough sleepers as a proportion of all households.
Mansfield has a rate of four rough sleepers for every 1,000 households, one of the highest in the country.
Local authorities across England estimated there were 4,677 people sleeping rough on the same night last autumn.
This was a slight drop from the previous year when 4,751 rough sleepers were counted - the first decrease for eight years.
However, the number of rough sleepers has increased significantly since 2010, when there were just 1,768 recorded cases.
Housing charity Shelter blamed a lack of social housing, spiralling rents, and a "faulty" benefits system for the dramatic rise in the number of rough sleepers.
Chief executive Polly Neate said: "We welcome many of the things that the Government has been doing to seek to improve services for rough sleepers, but without fundamental action to tackle the root causes of homelessness these measures will only achieve so much."
In Mansfield, 14 of the rough sleepers recorded last autumn were male and three were female.
Of those who had their age recorded, all were 26 or over.
UK residents accounted for 12 of the rough sleepers (71 per cent) while five were from the EU. None were from outside of the EU.
Paul Nobet, head of public affairs at homelessness charity Centrepoint, warned that there were many more hidden homeless people living in unsafe accommodation, who were not recorded in the rough sleeper count.
He said: "These snapshot statistics may show a slight decrease in the number of people rough sleeping, but these figures are only the tip of a much larger iceberg."
The Local Government Association, which represents councils, has warned that preventing rough sleeping is "becoming increasingly difficult", citing a funding gap of more than £100 million for homelessness services in 2019-20.
Communities Secretary James Brokenshire welcomed the drop, citing Government strategy backed by nearly £100 million of investment as reason for the downturn.
"The number of vulnerable people sleeping on our streets has now fallen for the first time in eight years," he said.
"But while these figures are undoubtedly a step in the right direction, I do not underestimate the task ahead in achieving our ambition of eliminating rough sleeping altogether by 2027."
Councillor Barry Answer, portfolio holder for housing, said: “Mansfield District Council, like towns and cities across the country, is working hard to deal with the complex issue of homelessness and to prevent people from becoming homeless in the first place.
“The council's multi-agency task force uses dedicated outreach workers who are specialists in mental health and substance abuse to tackle the root causes of homelessness. They repeatedly offer help and support to enable rough sleepers to move into settled accommodation as quickly as possible.
“The council is working with local churches and Derby City Mission to run a shelter seven nights a week from December to March, and continues to support a co-ordinated approach through the Mansfield Homeless Network.
“Find out what help is already available and how you can help at www.mansfieldstreetsupport.co.uk.
“If you are concerned about someone who appears to be rough sleeping, contact the outreach team on 0800 0665356 or text SOTS to 80800 followed by your message.”


text:
Hi, Friends; call me Kat! I'm a 24 from the UK!
If it's not already noticeable. I'm interested in BTS and other KPOP artists, K-Dramas. I'm OT7; if that isn't already clear from my book ON With The Show, I have been writing since 2021. I've been writing for many years and finally decided to pursue my dream. I'm currently studying English Lit & Creative Writing at Uni.
If you're here for ON With The Show; welcome; updates are usually once a month at the moment, as I'm working full time and usually studying at University.
Colourblind isn't on any particular schedule yet as I'm currently on a summer break from University, so the updates are pretty scattered.
All other books are currently on Hold as Colourblind and On With The Show are my primary focus.
Thank you again for all your tremendous support, Kat Out!
- JoinedMay 10, 2013


[ Post a Response | The SteelNavy.Com Message Board ]
Re: Vortex Mixer
Posted by agwhitaker on April 29, 2021, 10:48:39, in reply to "Re: Vortex Mixer
How about a Dremel (if you have one) with a custom mixer bit, and a speed control?
Tried that - once - .......
Amazing how long it seems to take getting to the 'OFF' switch when you are in a panic.
360 degree paint distribution would be a fair description.
Badger makes a $20.00 hand-held paint mixer that uses a pair of AA batteries and works well.
The instructions on the Tamiya bottles say to stir.
SteelNavy.Com Home Page


text:
Featured in Home & Design Magazine, this Chevy Chase home was inspired by Hugh Newell Jacobsen and built/designed by Anthony Wilder's team of architects and designers.
House of Light: Chevy Chase, Maryland Home inspired by Hugh Newell Jacobsen
Anthony Wilder Design/Build, Inc.
South Austin Porch
Vivid Design Group
In order to meld with the clean lines of this contemporary Boulder residence, lights were detailed such that they float each step at night. This hidden lighting detail was the perfect complement to the cascading hardscape.
186 Lighting Design Group - Gregg Mackell
Mill Valley "home Sweet home"
Artistic Designs for Living, Tineke Triggs
kevin akey - azd architects - michigan
contemporary exterior architecture
Dick Clark + Associates
Walnut - Mill Valley


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The Texas Rangers have traded minor league outfielder Ryan Strausborger to the Seattle Mariners for the M's fourth international bonus pool slot allotment, worth $210,700. This acquisition allows the Rangers to spend an additional $210,700 in bonuses for this year's J-2 class without incurring a penalty.
Strausborger, 28, was a 16th round draft pick of the Rangers in 2010, when Seattle manager Scott Servais was in the Rangers front office and part of Jon Daniels' inner circle. Strausborger was called up to the majors last season by the Rangers in August, when the team was in desperate need of outfield help, and he spent the final two months of the season in the big leagues, playing in 31 games and putting up a .200/.240/.267 slash line in 51 plate appearances.
Strausborger was removed from the 40 man roster this past offseason, cleared waivers and was outrighted. He is eligible to become a minor league free agent this offseason if he isn't added to a 40 man roster before then.

domain: news


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Looks like professional troll Milo Yiannopoulos has gone too far, even for the Conservative Political Action Conference.
[Image via HBO.]
W Magazine got almost everyone in the world for their October covers!
Honestly, all of them look gorgeous on their respective front pages, but Halle is killing it with her ridiculously youthful looks.
How is she 50??? HOW SWAY?!
Anyway, while the ageless wonder looks sexy as hell in a low-cut Versace gown, 'Ye rocks a neon yellow Yeezy hoodie. Because of course.
See all the covers in the gallery (above)!
[Image via W Magazine.]
Still a total Pretty Woman!
Seriously, this photo soothes our nerves thanks to the calming color scheme and Julia's pleasant smile. Doesn't she look like she has all her sh*t together and more chill than all of us combined?
"Because she's Jodie Foster. Because she's so talented, notoriously brilliant. And she's such a great actor. And really, she is very no-nonsense. She doesn't think that there has to be some incredible, painful struggle to accomplish your goals. I thought she was crazy to be helming me and George [Clooney]—it's like trying to keep puppies in a box."
LOLz! That is the cutest thing to imagine George and Julia as puppies!
The 48-year-old also talks social media, admitting that she's not on it, but is definitely in the know:
It's been a long while since Jodie Foster sashayed down the red carpet, and we really wish she wouldn't make us wait so many months between appearances!
The tailoring on this number is a work of art!
Featuring origami folds at the bust and Mouret's signature cap sleeves, the frock gave the illusion of being sculpted onto her frame.
And thankfully, Jodie slipped her feet into a pair of low-heeled silver sandals instead of chunky pumps, and we couldn't be happier about that!
[Image via Axelle Woussen/BauerGriffinOnline.]
She looks like a beautiful sea queen.
The dress featured a cinched waist and a side ruffle that showed off a little flair. Her flawless makeup and signature bob pulls off the look perfectly.
She may have been the butt of one of Ricky Gervais' jokes in the opening monologue, but this dress is no joke. Simple, yet elegant!
[Image via Getty Images.]
Jodie isn't really known for her red carpet looks, but she looked great in a navy Armani one-shoulder gown.
It's simple, but it suits her.
An overly tanned Mel was also in Armani. Hey, it's better than an orange jumpsuit.
[Image via WENN.]

domain: entertainment


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The Connecticut Collaborative to End Loneliness has been established in response to the need for leadership and coordination among numerous agencies and organizations in Connecticut to address the public health crisis of loneliness.
Recent studies show that more than 60% of Americans are feeling lonely. Recognizing that loneliness can lead to a 26% increased risk of premature all-cause mortality, countries around the world have begun to address the loneliness public health crisis. Loneliness is a subjective experience resulting from the feeling of social disconnectedness and differs from isolation which is a lack of social connection.
Various studies have determined that loneliness is associated with higher rates of depression, anxiety, substance abuse, and suicide, as well as heart disease and dementia, among others. Further, research indicates that those who are lonely and/or socially isolated are less productive at work and have higher rates of workplace absenteeism. These combined costs on our society are immeasurable.
In response, CT nonprofit For All Ages is forming this statewide Collaborative comprised of private and public entities that recognize the importance of, and need for, addressing loneliness and social disconnectedness among residents of all ages across Connecticut.
Collaborative members are aligning their expertise, experience, and resources to achieve tangible progress toward eliminating loneliness experienced by CT residents of all ages.
Raise awareness of the negative mental and physical health impacts of loneliness and highlight its detrimental impact and costs to society.
Engage healthcare professionals to work collaboratively to make loneliness a standard component of annual physical examinations for people of all ages and to develop standard protocols and referral solutions.
Undertake a statewide publicity campaign to eliminate the stigma of loneliness among the general population and encourage citizens of all ages to talk about loneliness and engage socially.
Create opportunities for dialogue around the loneliness epidemic at the high school and college levels. Develop and deliver a loneliness education program to high schools throughout the state, develop a taskforce of mental health professionals across CT universities, and facilitate the establishment of intergenerational programs involving students and residents of neighboring towns.
Address older adult loneliness by engaging aging professionals and town leaders in conversations about loneliness via a series of information sessions and facilitating the development of local programmatic solutions for social connection.
We're seeking solution-oriented people and organizations interested in collaborating to end loneliness and improve the social health of Connecticut's residents.

domain: sociology


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Embracing Nature: How to Connect with the Outdoors and Improve Well-being
Discover the benefits of connecting with nature and learn how to embrace the outdoors to enhance your overall well-being. This article provides tips and insights on how to establish a closer relationship with nature and improve your mental and physical health.
Why Connecting with Nature is Important
Spending time in nature has numerous benefits for our well-being. Research has shown that being in natural environments can reduce stress, improve mood, enhance cognitive function, and boost creativity. Furthermore, connecting with nature allows us to disconnect from our busy lives and experience a sense of peace and tranquility.
By embracing nature, we can nurture our physical, mental, and emotional health.
Ways to Embrace the Outdoors
1. Take regular nature walks or hikes. Explore local parks, forests, or nature reserves. Pay attention to the sights, sounds, and smells of the natural world.
2. Engage in outdoor activities. Try biking, kayaking, gardening, or birdwatching. These activities not only promote physical health but also provide an opportunity to connect with natural surroundings.
3. Practice mindfulness and meditation outdoors. Find a peaceful spot in nature and take a few moments to be present and fully immerse yourself in the environment.
4. Plan a camping trip. Spending a night or two under the stars can be a transformative experience. It allows you to truly connect with nature and live in harmony with the rhythms of the natural world.
5. Incorporate nature into your daily routine. Even if you live in a busy urban area, you can still bring elements of nature into your life. Get houseplants, visit local botanical gardens, or create a small outdoor oasis on your balcony.
The Impact of Nature on Well-being
Numerous studies have demonstrated the positive effects of nature on well-being. Exposure to nature has been found to reduce blood pressure, lower stress hormone levels, and improve immune function. It can also increase feelings of happiness, boost attention and focus, and enhance overall cognitive abilities.
Additionally, spending time in nature encourages physical activity, which contributes to better cardiovascular health and a reduced risk of chronic diseases such as obesity and diabetes.
Creating a Lasting Connection
To truly embrace nature and improve well-being, it's important to cultivate a lasting connection. Here are some tips to help you establish a deeper relationship with the natural world:
1. Learn about local flora and fauna. Understanding the ecosystem around you can foster a sense of appreciation and awe for nature's intricacies.
2. Volunteer for environmental causes. Get involved in conservation efforts or participate in community clean-up events. Contributing to the well-being of the natural world can be a fulfilling experience.
3. Disconnect from technology. Take breaks from screens and spend dedicated time in nature without distractions. This allows for a more immersive experience and helps foster a deeper connection.
4. Practice gratitude. Expressing gratitude for the beauty and abundance of the natural world can enhance your connection with nature and boost overall well-being.
By following these tips, you can forge a stronger bond with nature and experience the many benefits it has to offer.
- Finding New Interests in the Great Outdoors: A Guide for Backpackers
- How Filmmakers Can Use the Outdoors to Enhance Their Work
- The Science of Summit Success: How to Boost Your Performance with Nature
- Embracing the Great Outdoors: How Your Virtual Work Culture Can Boost Overall Health
- The Majestic Beauty of Mountains: A Guide to Mountain Tourism
- 10 Tips for Improving Your Internet Security While Enjoying the Great Outdoors
- 10 Ways to Improve Your Health and Well-being as a Modern Human
- 10 Professional Development Tips to Promote a Healthier Well-being
- The Relationship Between Hobbies and Well-being: A Guide
- The Psychology Behind Our Connection to the Environment
- Neurology and Personal Finance: Exploring the Intriguing Connection
- Exploring the Connection Between PC Gaming and Cinema


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It's still looking like a toss up. Are we in a bull market, or a bear market bounce? Bulls and bears alike weild strong arguments for their case. Bulls would argue that in terms of valuation, stocks are cheap. The earnings yeild on the S&P 500 is over twice the yeild on a ten year treasury - under the Fed model, that makes the S&P 500 about 50% too cheap. Bears would counter that current earnings are inflated and likely to drop (lowering the earnings yeild) and the the US treasury market is in a bubble, likely to pop (raising interest rates). If so, the Fed model is just sending the wrong signals at this point. Plus, bears will argue that if earnings revert to their 10 year mean (which is statistically very likely), stocks are not exactly expensive, but are by no means bargain basement priced. Bull markets often are launched when stocks are cheap, not when stocks are reasonably priced.
Technically speaking, bears will note that the S&P 500 sold off at it's 200 day exponential moving average, and has since sliced through support at its' short term moving averages. Plain vanilla bear market bounce kind of stuff.
Bulls, on the other hand, will point out that the short term trading momentum (as measured by the 50 day simple moving average) for ETFs measuring broader equities indexes (such as the Vanguard Total World Stock ETF - ticker symbol VT) have burst decisively through long term investment momentum measured by the 200 day simple moving average. On the recent pullback, VT has also observed its 50 day simple moving average as support. Plain vanilla bull market stuff. Coincidentally, even though the 50 day exponential moving average for VT never crossed the 200 day exponential moving average, VT has, at least, observed its 50 day exponential moving average as trading support, establishing the short term upward trend as intact.
Bears will then point out there is that historic wave of deleveraging which continues to this day. People pay more for assets when they use borrowed money, and so when there is less borrowing, one could expect asset prices to drop. On the other hand, waves of deleveraging can reverse on a dime, particularly when interest rates are low. And bulls will argue interest rates are prone to stay low, given the slack in the economy and the utter lack of inflation-fueling demand on the part of consumers and businesses alike.
The valuation debate is, frankly, unknowable. The reason why is that when it comes to interest rates and earnings, the future is unknowable. The best we can do is look at where we have been, where we are, and then close our eyes and start throwing darts at what may be - hardly a scientific investment approach. Moreover, it is unclear whether value has anything to do with stock prices over a span of two to three years, anyway.
So too with the economic debate. Companies might earn more when the economy is strong, but equities prices tend to be six or nine months ahead of the economy. By the time the economy turns upwards, stocks could be 30% or 50% higher, and perhaps starting to decline as investors anticipate the next recession. And besides, the extent to which investor demand for stock increases in a robust economy is unclear. When the economy turns, will investors be willign to shell out a 10% premium for stock? 5%? 20%? Who knows. Equities indexes can swing 10% in a week, so ultimately, for a long term investor, who cares about the premium, if any, investors are willing to pay for stock in a robust economy.
The technical debate is clearer to make, but it describes where the bull/ bear debate actually is at any given moment. It will not tell us anything about the future, but can inform investors about what sort of strategy makes sense at the moment. If bulls are winnning the technical debate, we are in a bull market. You cannot know how long it will last or how high it will go, but if you know you are in a bull market at the moment, then your strategy should be bullish, meaning, you should purchase upside risk. If, on the other hand, bears are winning the technical debate at any given moment, you should shun upside risk and purchase downside risk. And if the debate amounts to a coin toss, you should be indifferent to risk, which in my book translates to holding cash.

domain: finance


Includes the Counties: Eastern Uinta Mountains,
Including The Cities Of Manila And Dutch John
Wednesday...Mostly sunny. Highs in the 40s. Northwest winds 10 to 15 mph. Gusts up to 20 mph in the afternoon.
Thursday...Sunny. Highs 45 to 55. Southwest winds 10 to 15 mph in the afternoon.
Friday...Sunny. Highs 45 to 55. North winds 10 to 15 mph, becoming east in the afternoon.
Saturday...Sunny. Highs in the 50s.
Sunday...Sunny. Highs in the 50s.
Monday...Sunny. Highs in the 50s.
Tuesday...Mostly sunny. Slight chance of rain showers in the afternoon. Highs in the 50s. Chance of rain 20 percent.


Emily Hannemann, TV Insider
[WARNING: The following contains MAJOR spoilers for The Falcon and the Winter Soldier Season 1 Episode 3, “Power Broker.”]
A superhero story is only as good as its villain — and Baron Zemo (Daniel Bruhl) was one of the Marvel Cinematic Universe’s best. He wasn’t trying to
"I really think I'm invaluable,"


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Despite smoking’s nicely-regarded part in resulting in lung cancer, a important quantity of people who build lung tumors have in no way smoked. Whilst researchers are however doing work to have an understanding of what spurs cancer in so-known as “in no way-people who smoke,” a review led by experts at Washington College Faculty of Drugs in St. Louis demonstrates new choices for managing these baffling tumors.
The new assessment implies that 78% to 92% of lung cancers in sufferers who have under no circumstances smoked can be handled with precision medicines currently accredited by the Foodstuff and Drug Administration to target unique mutations in a patient’s tumor. The scientists discovered that most in no way-smokers’ lung tumors had so-identified as driver mutations, distinct issues in the DNA that fuel tumor growth and that can be blocked with a wide variety of medicines. In distinction, only about 50 % of tumors in persons who smoke have driver mutations.
The review seems Sept. 30 in the Journal of Medical Oncology.
“Most genomic studies of lung most cancers have centered on patients with a record of tobacco cigarette smoking,” reported senior writer Ramaswamy Govindan, MD, a professor of drugs. “And even reports investigating the condition in people who have never ever smoked have not seemed for particular, actionable mutations in these tumors in a systematic way. We located that the large the greater part of these individuals have genetic alterations that medical professionals can handle now with medicine now accepted for use. The patient have to have a significant-excellent biopsy to make certain there is sufficient genetic materials to recognize vital mutations. But testing these people is vital. There is a significant likelihood these individuals will have an actionable mutation that we can go immediately after with particular therapies.”
In the U.S, about 10% to 15% of lung cancers are diagnosed in people who have by no means smoked, and that proportion can be has large as 40% in parts of Asia.
The researchers analyzed lung tumors from 160 individuals with lung adenocarcinoma but no background of tobacco using tobacco. They also in contrast data from these patients to facts in people who smoke and under no circumstances-people who smoke from The Cancer Genome Atlas and the Scientific Proteomic Tumor Evaluation Consortium, jobs led by the Countrywide Institutes of Overall health (NIH) to characterize distinct styles of cancer. The researchers confirmed in no way-smoker position by analyzing the mutation designs in these people and comparing them to mutation patterns in lung cancers of patients who had smoked. Past operate led by Govindan and his colleagues located that smokers’ lung tumors have about 10 instances the selection of mutations as the lung tumors of under no circumstances-smokers.
“Tobacco smoking sales opportunities to attribute alterations in the tumor cells, so we can search for telltale indications of smoking or indications of heavy exposure to secondhand smoke, for example,” reported Govindan, who treats clients at Siteman Cancer Middle at Barnes-Jewish Hospital and Washington University University of Medication. “But really number of of these patients’ tumors showed all those symptoms, so we could validate that this was genuinely a sample of lung cancer tumors in individuals who experienced by no means smoked or experienced big exposure to tobacco smoke.”
The researchers also found that only about 7% of these clients confirmed proof of owning mutations current at birth that raised the hazard of cancer — both inherited or arising randomly — furthering the secret of what will cause lung cancer in under no circumstances-people who smoke.
“There seems to be something exclusive about lung most cancers in people today who have never ever smoked,” Govindan mentioned. “We failed to come across a main role for inherited mutations, and we you should not see proof of huge figures of mutations, which would advise publicity to secondhand smoke. About 60% of these tumors are found in women and 40% in males. Most cancers in common is additional typical among adult males, but lung cancer in hardly ever-smokers, for some unexplained explanations, is a lot more popular amongst women of all ages. It is possible additional genes are concerned with predispositions to cancers of this form, and we just really don’t know what those are still.”
The analyze also get rid of gentle on the immune profiles of these tumors, which could assistance make clear why most of them do not reply properly to a kind of immunotherapy termed checkpoint inhibitors. Not like the smokers’ lung tumors analyzed, pretty couple of the never-smokers’ tumors provided immune cells or immune checkpoint molecules that these drugs cause to combat the most cancers.
“The most crucial locating is that we determined actionable mutations in the huge greater part of these patients — between 80% and 90%,” Govindan reported. “Our analyze highlights the require to receive large-excellent tumor biopsies for clinical genomic testing in these sufferers, so we can determine the most effective specific therapies for their personal tumors.”
This do the job was supported by the National Institutes of Wellbeing (NIH), grant numbers 2U54HG00307910 and U01CA214195 and the Mesothelioma Biomarker Discovery Laboratory.
Elements presented by Washington University University of Medicine. Original created by Julia Evangelou Strait. Note: Content material may perhaps be edited for style and length.

domain: health


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McGreevey and Hoboken Priesthood
In case you didn’t know what Jim McGreevey has been up to lately…
Two ex-Governors in Hoboken!
“Working on the weekend has taken on a new meaning for former New Jersey Governor Jim McGreevey.
Five years ago, the controversial politician came out in that famous “gay American” speech. Now, he’s training to do his future speaking from the pulpit.
The former governor appears well on his way to becoming the leader of his own Episcopal congregation. Members of Hoboken’s All Saints Episcopal Church, where McGreevey is training, say he is on a praise-worthy path.”


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Strippers and stupid seatbelts: Former child prodigy fights sexism
Stemettes founder Anne-Marie Imafidon is taking on sexist attitudes by encouraging girls into sciences
‘We’re building shit technology basically,” declares Dr Anne-Marie Imafidon with a shrug.
By “we” the no-nonsense former computing child prodigy is referring to the male-dominated tech industry, which she says is still ignoring the needs of women. From smart speakers that don’t understand female voices to social media sites that enable harassment, Imafidon has no shortage of examples where she believes tech is falling short.
“Seatbelts is the one that gets me the most,” she says. “Every time I get in the car and put a seatbelt on I have this sinking feeling because I have boobs in front of me.”..


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WELCOME TO TRUMAN ORTHODONTICS!
At Truman Orthodontics, we provide high quality orthodontic treatment to patients of all ages in the Henderson and Summerlin areas. Dr. Mark Truman and Dr. Zach Truman are committed to creating healthy, beautiful smiles in a friendly, welcoming office environment. We understand that each patient’s orthodontic needs are different so we take pride in offering individual attention and care to each of our patients.
WHY PATIENTS CHOOSE US
A PERFECT SMILE WITH INVISALIGN
The Invisalign System is a series of clear overlay templates –called aligners– that have been generated by computer simulation to gradually move the teeth. This system is available to adult patients with certain orthodontic bite problems. Ask us if you are a candidate for the Invisalign system.
Read Our Reviews
Thank you for everything. I love how nice your staff is and knowing that I can count on you to make my teeth wonderful! You are the best orthodontist someone could ever have! Thank you!
I liked coming into the office because it was really friendly and inviting. All the employees were very nice about everything. Everybody seemed super cool and helpful. Everything was really nice in the office, too! Thanks!
Wow! Thank you so much! Dr Truman, you have been terrific! You and your staff are so wonderful. It means so much to be able to put your complete and total trust into a group of people who have been so professional, caring, concerned and fun!
Welcome our Henderson Orthodontics office! At Truman Orthodontics, we provide high quality Henderson orthodontic treatment to patients of all ages in the Henderson Nevada. Dr. Mark Truman and Dr. Zach Truman are committed to creating healthy, beautiful smiles in a friendly, welcoming office environment. Please visit our Henderson orthodontic Practice today!


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Ragging accused sent to judicial custodyAugust 6th, 2011 - 1:28 am ICT by IANS
Shimla, Aug 5 (IANS) Three students of an engineering college in Himachal Pradesh arrested for ragging newcomers were sent to judicial custody for three days by a local court, police said.
The three students of National Institute of Technology in Hamirpur, were arrested for ragging eight first-year students in the hostel, Superintendent of Police Kuldeep Sharma told IANS.
He said the accused were in first year as they failed in last year’s examination. The case was registered Wednesday evening on the complaint of the institute’s registrar.
The hill state was in news last year when a Dharamsala court held four senior medical students guilty and sentenced them to four years’ rigorous imprisonment in the Aman Kachru ragging-to-death case.
Aman, 19, who was in the Rajendra Prasad Medical College and Hospital in Tanda in Kangra district since 2007, died March 8, 2009, after he was ragged by four drunk seniors.
- Three students held for ragging in Himachal - Aug 04, 2011
- Four students guilty of ragging to death Aman Kachru - Nov 11, 2010
- Timeline of Aman Kachru ragged-to-death case - Nov 11, 2010
- Aman Kachru ragging case: Court to pronounce verdict Nov 11 - Oct 30, 2010
- Kachru ragging death: Convict moves high court - Dec 01, 2010
- Kachru ragging death: Guilty get four years' rigorous imprisonment (Roundup) - Nov 11, 2010
- Bail to ragging accused sends wrong message: Kachru's father - Jul 18, 2010
- Four accused in Kachru ragging granted bail - Jul 18, 2010
- Kachru ragging: Guilty get four years' rigorous imprisonment (Second Lead) - Nov 11, 2010
- Kachru ragging: Guilty get four years' jail term - Nov 11, 2010
- Four Himachal students booked for ragging - Aug 10, 2010
- Kachru's college principal forced to retire a day earlier - Nov 07, 2010
- Verdict in Aman Kachru's ragged-to-death case Thursday - Nov 10, 2010
- Dharamsala court to pronounce verdict in Kachroo murder case - Nov 11, 2010
- Kachroo ragging case: Convicts set free before term - Aug 18, 2012
Tags: death case, dharamsala, engineering college, hamirpur, institute of technology, judicial custody, kuldeep, local court, medical college, medical students, national institute of technology, newcomers, rajendra prasad, rigorous imprisonment, seniors, superintendent, tanda, wednesday evening


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On average, 681 people have been killed or seriously injured on Greater Manchester’s roads each year over the last five years. Last year 67 people...


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When Alicia Keys penned a personal essay for Lenny Letter announcing her #nomakeup movement, her very personal choice to be bare-faced and makeup-free triggered an onslaught of criticism, from body shaming to conspiracy theories. But Keys, having braved the music industry for over 15 years as one of R&B’s greats, took all the Internet trolling in peaceful stride.
On Tuesday (Jan. 17), Allure released a cover story featuring Keys and her personal journey to self-acceptance.
“I’m not a slave to makeup. I’m not a slave to not wearing makeup either,” Keys told Allure about her decision to renounce the oppressive politics of beauty in the public eye. Her cover shoot with Allure is the first time she’s worn makeup since an editorial photo shoot in spring 2016.
Aside from her latest album Here and her philanthropic endeavors like the We Are Here Movement, counteracting bigotry in the impending Trump era, Keys delved into a more philosophical realm of beauty and style. “There’s definitely something powerful about the way your inner feels that reflects on the outer, on your skin,” she explains. “That, to me, is real beauty.”