text:
View sample communication research paper on listening, understanding, and misunderstanding. Browse research paper examples for more inspiration. If you need a thorough research paper written according to all the academic standards, you can always turn to our experienced writers for help. This is how your paper can get an A! Feel free to contact our writing service for professional assistance. We offer high-quality assignments for reasonable rates.
Listening has been identified as one of the most used and one of the most important communication skills in personal, academic, and professional settings alike (Wolvin & Coakley, 1996, pp. 13–25). The vital role of listening in communication begins with the recognition that listening is the first language skill to be acquired. The fetus listens as it develops in the mother’s womb; henceforth, this listening development plays a central role in one’s language acquisition. Auditory and visual discrimination also are central to the child’s early development of other (including survival, social, and intellectual) skills.
Studies of time spent communicating (Emanuel Adams, Baker, Daufin, Ellington, Fitts, et al., 2008) suggest that people listen for as much as 55% of their day. The primacy of listening is not just a matter of time on the task. Listening is a critical factor in academic success. Federal initiatives to strengthen educational outcomes for secondary school and post-secondary-school students underscore the need for listening proficiency. The U.S. Department of Labor established a commission to identify what critical skills are essential for high school graduates to function effectively in the workplace. The basic skills of mathematics, reading, writing, speaking, and listening were determined to be at the core of preparation for graduates to enter the workplace. In the workplace, listening ability consistently ranks in the top three skills that employers seek in hiring for entry-level positions. Effective listening is recognized as a key to organizational success, because poor listening can be costly.
The study of listening behavior in the field of communication is not a new focus. As early as 1948, Ralph G. Nichols, considered by many to be the “founder” of listening as a field of study, established some dimensions of what constitutes listening behavior, including inference making, listening for the main ideas, identifying the organizational plan, and concentration. Basic to any attempt to define listening, however, is a consideration of how listening is a unique behavior separate from other intellectual behaviors. Early listening research isolated a disparate listening comprehension factor, distinct from the students’ performance in areas such as reasoning, verbal comprehension, attention, auditory resistance, and memory.
The Listening Process
As a communicator, the listener engages in a sequence of behaviors that are generally accepted to characterize the decoding process: receiving; attending; perceiving; interpreting; and responding.
The listener receives messages. During reception, the listener employs auditory and visual sensory receptors. While the listening process can include hearing sounds, listening and hearing are not the synonymous functions that many individuals assume. The auditory reception of the message is itself a detailed process involving the intricate hearing mechanism. The sound must enter the middle ear, set into vibration the tympanic membrane, and be conducted through the inner ear to the brain. Problems with the hearing mechanism can compound the receptive process. Research at the National Institutes of Health suggests that as many as one out of every nine Americans has some type of hearing loss. Exposure to loud music, especially through headsets, has been identified as a major contributor to this situation.
While many researchers and practitioners have focused their definitions and models of listening on listening to auditory-only stimuli, listening also involves the visual channel when the source of the stimuli is in the presence of the listener. The visual channel is an influential communication media, and the other senses (smell, taste, touch) impact the listener as well.
After the message has been received through auditory and visual channels, it must be attended to in the working memory (Baddeley & Hitch, 1974). At this point, the listener is required to focus on the auditory and/or the visual stimuli and concentrate on the message received. While researchers differ as to how the short-term memory system receives and holds the information, they do agree that the attention span is quite limited. Cognitive psychologists recognize that attention is a limited resource of a fixed capacity of sensory systems and memory mechanisms combined.
The human attention span today undoubtedly has been limited further by the impact of the media. Many people raised in the television generation, for example, have come to expect a 7- to 10-minute program format with time out for a commercial break. This shortened attention span affects one’s capacity to listen to lectures, to participate in conversation, and generally to function as a listener in all sorts of settings.
A listener’s ability to attend to a message is influenced significantly by attention energy. Kahneman (1973) has determined that attention energy may be distributed according to (1) the difficulty of the mental task; (2) automatic, unconscious communication rules (such as focusing on the speaker who uses the listener’s name); and (3) conscious decisions (such as focusing on one’s supervisor’s message rather than on that from a coworker).
Attention to the message is affected not only by the listener’s energy in the short-term memory system but also by the listener’s perceptual filter. The perceptual filter serves to screen the stimulus so that one’s predispositions alter the message received. The listener’s frame of reference—all of one’s background, experience, roles, and mental and physical states—makes up the perceptual filter. The frame of reference establishes the perceptual expectations that listeners bring to the communication so that, essentially, we see and hear what we want to see and hear. The listener who understands how the frame of reference shapes his or her listening behavior can function at a more sophisticated level. This understanding should extend to understanding the other communicator(s)— why they are responding as they do. Getting to this level of empathic perception affords the listener a solid frame of reference for interpreting the message.
Once the message has been received and perceived by the listener through the auditory, visual, and attention processors, the message must be interpreted by the listener. This stage of the listening process involves fitting the verbal and/or nonverbal messages into the proper linguistic categories stored in the brain and then interpreting the messages for their meanings. Lundsteen (1979) describes this representational process as one of internal speech. Decoding the verbal and nonverbal language varies according to each individual’s perceptual filter and linguistic category system, so the original intent of a speaker’s message may be misinterpreted, distorted, or even completely changed as the listener’s meaning is assigned.
The assignment of meaning to the message is influenced not only by the linguistic category system but also by one’s cognitive processing. This mental activity is framed by the hemispheric dominance of an individual; by his or her inductive, deductive, or intuitive orientation; and by the long-term memory. As the message is processed, it is analyzed, visualized, and associated according to the linguistic categories in the long-term memory store. As individuals are called on to handle a vast amount of information during the course of any given day, techniques to process and recall information become critical.
Some cognitive psychologists use schema theory to describe this complex task of decoding and interpreting messages. Schema theory posits that humans carry schemata—mental representations of knowledge—in their brains. These organized information structures consist of nodes (concepts, events, objects) and links (relationships of the nodes). New information that listeners receive is first run through existing schemata, or scripts, and then interpreted. Schemata represent the generic concepts that are stored in memory and relate persons or objects to attributes or relate actions to anticipated consequences. Smith (1982) suggests that schemata serve important listening functions in (1) telling us to what we should attend, (2) serving as the framework for interpreting incoming information, and (3) guiding the reconstruction of messages in memory. Cognitive responses to the message, thus, serve to frame the listener’s interpretation of the information received.
After assigning one’s own meaning to the message, the listener responds to it. This phase of the listening process involves moving the received, attended to, and interpreted message from the short-term memory into the long-term memory store for potential retrieval. As memory development specialists stress, retention requires strategy. Familiar techniques such as the use of mnemonic devices, linking, clustering, and chunking are considered by researchers studying the dynamics of short-term memory and recall.
The listener’s response also is external, manifested in the feedback that the listener provides to the source of the message. Though listening constitutes an intricate internal process, attention to feedback is essential to good listening. Research by Leavitt and Mueller (1968) demonstrates that with increased feedback, both listener and speaker gain confidence that the message is communicated with accuracy and experience satisfaction with the communication. Other communicators in an interaction base their assessment of a listener’s effectiveness on the feedback, responses that might take the form of performance on a comprehension test, questions asked, attentive behaviors, or even compliance. Thus, while some listening scholars argue that feedback goes beyond listening and takes the listener back into a sender’s role in the communication transaction, we rely on feedback, albeit unfairly at times, as an indicator of listening “accomplished.”
The complex listening process, including reception, attention, perception, interpretation, and response, may be illustrated as a process model of overlapping circles (Figure 1). While the stages of listening occur in some sequence, in the listener’s “real time,” the dimensions probably occur in close simultaneity. At the core of the process are communication influencers—variables of the speaker, message, channel, environment, and individual listener—that affect the outcome at every stage of this process. It should be apparent, then, that listening behavior is one of the most complex of all human behaviors—and certainly extends far beyond the auditory processing that has been the focus of so many of the earlier listening scholars.
As listeners receive, attend, perceive, interpret, and respond to messages, they are influenced by many variables that can enhance or impede effective listening. Listening researchers have focused on key physiological, social/psychological, and contextual influencers.
Listening physiology certainly plays a major role in how listeners function. Sensory acuity, especially auditory and visual, is basic to listening. Age-related deterioration of sensory mechanisms can lead to loss of both the verbal content and the nonverbal dimensions of the communication. Additionally, the neurological makeup of the listener is a factor. Research on hemispheric specialization, for example, suggests that the left brain may be the more rational, objective, organizing processor, while the right brain is the more emotional, intuitive side.
Age also is an important listening variable. In a body of research on listening across the life span, my colleagues and I have determined that what may characterize competent or effective listening can change as one physiologically, sociologically, and/or communicatively ages (Halone, Cunconan, Coakley, & Wolvin, 1998). A listener acquires differential listening experiences and gains a wider array of general knowledge throughout his or her life span. Significantly, children, adolescents, young adults, older adults, and elders report different listening needs, different listening goals, and different listening strategies as they account for listening expectations and for listening experiences alike.
Just as age is a listening variable, so too is gender. One of the highly perpetuated American stereotypes is that listening is, essentially, “women’s work.” Brain imaging research (Phillips, Lowe, Lurito, Dzemidzic, & Mathews, 2001) does demonstrate that men and women bring some very real differences in attention styles and cognitive processing styles to the communicative interaction. As these researchers explore more deeply the biological influence of the male/female genetic makeup, however, the social influence model continues to dominate our understanding of gender variables. Research reveals that men and women have been found to “learn to listen for different purposes and have different listening goals. The primary contrast appears in task versus interpersonal understanding: Males tend to hear facts, while females are more aware of the mood of the communication” (Booth-Butterfield, 1984, p. 39).
In addition to the physiological influences on listening, listeners bring psychological variables to the communication. The listener’s attitudinal state may well be one of the most significant influences on that person’s listening behavior. A positive listening attitude, along with listening knowledge, is a critical ingredient of effective listening. Positive attitudes give the listener a willingness to listen.
Positive attitudes that facilitate effective listening may be identified. Being interested is probably one of the most significant. Too frequently, listeners tune out with the excuse “Oh, this isn’t interesting.” A high level of interest combines with an active, responsible approach to listening. Unfortunately, Americans are conditioned to listening as a passive act. Good listeners recognize that they are partners in the communication and that they share in the responsibility for meeting the goals of the interaction. Effective listeners also remain open-minded, willing to listen to differing points of view and to speakers whose styles are not necessarily attractive or engaging.
Positivelisteningattitudesarenotdirectedonlyattheother communicator. Positive listening attitudes also influence one’s self-concept as a listener. Sadly, listening is not a highly valued American communication skill; we seldom reward good listening. Rather, we reinforce negative listening behaviors in schools and families alike. “You’re not listening.” “You never listen to me.” “Be quiet and listen.” These admonishments are more prevalent in American speech than “Thanks for listening” or “You’re a good listener.”
Listeners, like speakers, also suffer communication apprehension. Wheeless (1975) has pioneered some study of receiver apprehension, “the fear of misinterpreting, inadequately processing, and/or not being able to adjust psychologically to messages sent by others” (p. 263).
Research on receiver apprehension suggests that listening anxiety stemming from stressful situations can lead to distorted messages and misunderstandings.
Additionally, there is evidence that receiver apprehension can result from inadequate information processing. McReynolds (1976) hypothesizes that the processing of material that is difficult to assimilate tends to accumulate (resulting in “cognitive backlog”) and to produce anxiety. Beatty (1981) has determined that receiver apprehension is a function of unassimilated information that results from processing difficulties because of the cognitive backlog.
The listener who suffers receiver apprehension and/or negative attitudes toward listening is not going to be an efficient listener. Indeed, an unreceptive listener may not be a listener at all. Wheeless, Frymier, and Thompson (1992) have looked at receptivity—being open to influence—as it relates to the listening behaviors of responsiveness and attentiveness. Extending this line of research, Roberts and Vinson (1998) determined that the importance of the topic is the crucial factor in establishing a listener’s willingness to listen.
A listener’s willingness to listen also depends on his or her listening preferences. Listeners choose different ways to listen, choices grounded in habitual responses that evolve over the course of one’s listening lifetime. Watson, Barker, and Weaver (1995) identified four listening styles: (1) a people-oriented style, which focuses on the emotional and relational aspects of a communication; (2) a contentoriented style, centered on processing complex information; (3) an action-oriented style, where the listener prefers clear, efficient information; and (4) a time-oriented style, where the listener has a preference for short, limited messages. Undoubtedly, other listening factors, such as listening type (data driven, structure oriented, vision seeker, human dimension oriented), cognitive style (inductive, deductive, intuitive), introverted/extroverted personality style, conversational sensitivity, and channels, influence listening behavior in significant ways.
While listeners bring significant physiological and psychological variables to their listening behavior, contextual influencers also play a central role in shaping the listening experience. Roles, culture, and time have received the attention of listening researchers.
The context of the communication frequently shapes the roles that communicators must assume in the interaction. We listen in many different communication relationships— personal, academic, professional—which require that we assume different roles as family members, friends, students, workers, or managers. It is noteworthy that listening effectiveness has been correlated with perceptions of good leadership. And listening enhances the sales relationship by creating a trusting climate.
Culture is understood as the set of customs, behaviors, beliefs, and language that distinguish a particular group of people and make up the background, experience, and perceptual filters of individuals within that group. The anthropologist Edward Hall (Hall & Hall, 1989) described how different cultures manage information in different ways. Low-context cultures, such as the United States and Canada, require communicators to give and receive a considerable amount of verbal information, while high-context cultures, such as Japan and Saudi Arabia, requires less extensive verbal messages. In high-context cultures, more information is contained in the communication setting and in the communicators themselves than in the words used.
As a result, people listen differently in different cultures. Kiewitz, Weaver, Brosius, and Weimann (1997), for example, compared the listening style preferences of young adults in three different cultures. They discovered that Germans preferred the action style, Israelis were more prone to the content style, while Americans were more oriented to the people and time styles of listening.
Like culture, time is a major variable in listening. Listening communicators are influenced continuously by various dimensions of time. Time is manifested in the aging process itself and how that process affects sensory acuity and the experience level of the listener. The time in which the communication occurs has an effect on listening, because people deal with information differently at different times of the day. Interestingly, verbal information presented in the afternoon may be retained longer than that offered in the morning.
Additionally, the time it takes to listen is a factor. It has been suggested that listeners can listen (and think) about four times faster than the normal conversation rate, so we have a considerable “time gap” in the system for attention to wander and to lose focus. This gap between speech speed and thought speed may be one of the most significant factors.
With the advances in communication technology and information, many listeners today feel overwhelmed with messages. The average American worker confronts as many as 201 messages a day. As a result, we justifiably perceive that we are running out of time.
Listeners function in this complex, multidimensional process of listening with a variety of purposes. These purposes have been identified through several typologies by listening scholars. Lundsteen (1971, 1979), one of the first to analyze listening skills as a hierarchy, offered an instructional taxonomy of listening skills in general and of critical listening skills in particular. Lundsteen was concerned with building a listening curriculum, so she stressed the value of looking at levels of listening skills: Level A, the lowest level, is acuity or sound perception; Level B represents basic discrimination among sounds; and Level C is the comprehension of sounds. Skills at these levels may form a hierarchy, stresses Lundsteen (1979), “because persons who fail to discriminate sound differences with finesse probably also fail to symbolize much verbal meaning from those sounds” (p. 54).
Two other categories have been proposed by Barker and by Mills. Barker (1971) defined listening contexts as social and serious. These categories were explicated further as social listening, which includes appreciative, conversational, courteous listening and listening to indicate love or respect, while serious listening was classified as either selective or concentrated. Mills (1974) described listening targets as responsive listening (agreeing with the speaker), implicative listening (identifying what is not being said), critical listening (evaluating the message), and nondirective listening (providing a sounding board for the speaker).
Extending the previous work on the hierarchical nature of listening skills, Wolvin and Coakley (1979) developed a taxonomy of listening functions that correlate with five general purposes of listeners (aligned, of course, with the general purposes of speakers): discriminative, comprehensive, therapeutic, critical, and appreciative. Just as there are specific listening skills unique to each of these listening purposes, these skills operate in a hierarchical sequence—depending on what each listener’s intended objective or objectives for listening might be at any particular time. To listen to comprehend information, for example, the listener must use discriminative as well as comprehensive listening skills. Discriminative and comprehensive listening are the basic types in which listeners engage.At a higher order, then, listeners build on their discriminative and comprehensive listening skills to function as therapeutic, critical, or appreciative listeners.
It should be recognized that these listening purposes are not always discrete categories. There are times when an individual may listen for multiple purposes while receiving, attending, perceiving, interpreting, and responding to messages.
Discriminative listening involves distinguishing the auditory and/or visual stimuli. Discriminative listening requires careful concentration on, and sensitivity to, the various stimuli to differentiate between/among them accurately. Effective discriminative listening demands sensitivity to the verbal and nonverbal cues offered by the communicator and a concerted effort to identify the auditory and the visual messages.
The importance of listening to discriminate is significant. Parents quickly learn discriminative listening skills when listening to the cries of their newborn infant.Auditory discrimination serves as the base for reading readiness programs for young children. Panhandlers are experts at visually discriminating an “easy mark” on the street. Auto mechanics rely on sound discrimination to understand the malfunctioning of a car. Musicians must discriminate sounds to perform at a professional level. And speech and hearing specialists work to distinguish speech sounds in order to assist clients in dealing with speech disorders.
Discriminative listening serves as the basis for all other purposes of listening behavior. The receptive stage in the process requires the listener to identify and interpret carefully the auditory and visual cues in order to deal effectively with the information being received.
Listening for comprehension extends from the discrimination of the stimulus to an understanding of the message. Comprehensive listeners listen to lectures, briefings, reports, conferences, television and film documentaries, telephone messages, traffic alerts in order to comprehend the information presented. Much of the educational process at all levels is based on comprehensive listening. Students are asked to listen carefully to lectures and class discussions in order to understand and retain vast amounts of information.
The effective comprehensive listener actively strives to understand and to retain the information in the message. Essentially, the listener is after listening fidelity, a concept identified by listening scholars as the “degree of congruence between the cognitions of a listener and the cognitions of a source following a communication event” (Mulanax & Powers, 2001, p. 70). To assign the meaning intended by the speaker instead of assigning his or her own meaning, the listener avoids critical judgment of the message, the speaker, the channel, or the language used. In addition to not being evaluative, the listener requires proficiency at listening for comprehension by having a well-developed vocabulary, skill at making accuracy checks though questioning, and even note-taking strategies. Understanding and retaining the information presented requires the listener to develop memory skills—skills that enable the listener to initially hold the incoming information in the short-term memory, to rehearse the information in order to ensure that it is placed in the long-term memory store, and to draw on the long-term memory store to assign meaning. All these memory strategies depend on intense concentration, an essential key to effective listening comprehension. Given the fluctuating nature of attention, an effective comprehensive listener must work to refocus and maintain focus on the speaker’s message. Using internal summaries and identifying the speaker’s “signposts” may assist in this concentration process.
Therapeutic listening (also referred to more narrowly as “empathic” listening) requires that the listener serve as a “sounding board” to provide the speaker with the opportunity to talk through a problem, ideally to the speaker’s own solution to it. Effective therapeutic listening builds from discrimination and comprehension of the message for the listener to provide the necessary supportive behaviors and responses that enable the speaker to talk through the problem. While serious psychological problems must be handled by qualified therapists, an empathetic ear can be all the assistance required for many people to deal with daily concerns. An effective therapeutic listener must be careful not to evaluate or judge what is said. The therapeutic listener must operate from a high level of empathy—understanding why the speaker is responding as he or she does—to understand the speaker’s thoughts and feelings. By applying principles of nondirective listening, the listener offers just the necessary responses (verbalizations such as “uh huh” and nonverbalizations such as head nods) to keep the speaker communicating without directing him or her to any one particular solution.
Successful therapeutic listening demands a supportive communication climate in which the speaker feels free to express his or her feelings and thoughts without judgment. Likewise, the therapeutic listener must work to remain an empathetic listener without offering a great deal of advice. This is a difficult task, because many individuals will say, “What do you think I should do?” and we have a natural tendency to want to respond with “If I were you, I would . . .” Unfortunately, such advice then imposes your solution on another’s problem, and that may not be the most productive. People need help in solving their own problems.
Unlike therapeutic listening, critical listening requires that a listener evaluate/judge what is being said. Once the critical listener has discriminated and comprehended the message, it is necessary then to form judgments about the message in order to accept or reject the persuasive appeals. It is important to determine when critical listening is required. Unfortunately, too many listeners go to a critical evaluation prematurely or inappropriately, passing judgments on speakers and messages before comprehending them.
Listeners respond to persuasive messages at various levels. The credibility (trustworthiness, dynamics, and believability) of the speaker is influential. Furthermore, listeners respond to the structure and support of the speaker’s arguments. Since effective persuasive communicators will use a variety of psychological appeals to get listeners to respond at the appropriate need levels, the conscientious critical listener must know what speakers are doing to develop persuasive messages and, consequently, how he or she is responding to them.
Critical listeners do well to train themselves in recognizing argument fallacies, particularly hasty generalizations drawn from too little or no evidence. And emotional language can distract listeners if they are not careful to recognize the “red flags” that lead to strong emotional responses. Furthermore, critical listeners should be able to assess the impact that the speaker may be having on their responses to the persuasive messages. Effective critical listening, thus, involves sound judgment and awareness of the persuasive strategies being used.
Appreciative listening is listening to enjoy or to gain a sensory impression from the material. Listening to music, to environmental sounds, to a book on tape, or to a television presentation all represent forms of appreciative listening.
Although listening for appreciation also builds from discrimination and comprehension of appreciative experiences, it results from a very individual response. Listeners’ tastes and standards for appreciation vary widely. Some specialists argue that awareness of the background and the style of the material may provide a more meaningful basis for appreciating that material. Thus, music appreciation courses, for example, frequently stress music history, form, and composition. Other specialists, however, encourage listeners to “go with the experience” and not be terribly concerned about analyzing the elements.
The effective listener, then, will make some determination as to what purpose for listening is appropriate in any given communication situation and adapt his or her listening responses accordingly. Although these categories are not discrete (a person may both appreciate and evaluate some material, for example), the taxonomy of listening purposes has been helpful to listeners in understanding their own listening behavior and in developing strategies for functioning more effectively with the different purposes.
While the taxonomy serves as a useful instructional frame, Arnold (1990) argues against this (or any) classification system by suggesting that “these distinctions do not hold up in practice and they provide little insight into the processes of listening” (p. 3). As a result, he proposes to look as listening as a continuum from listening for information on the left side (of the continuum) to listening with empathy on the right side. However, as we have described the listening process, listening with empathy is integral to all forms of listening. For the listener to best interpret any message, he or she must bring a certain level of empathetic understanding to his or her perception of what the speaker is communicating.
Whether viewed as a continuum or as a taxonomy, listening is a complex communication behavior. The listener functions at different purposes depending on his or her objective as well as the speaker’s goal in the communication. Because listening is such a complex human behavior, because as a covert behavior it is difficult to investigate, and because research on listening is still at a relatively exploratory stage, conceptualizing the process of listening continues to occupy the attention of many listening scholars.
Given the multidimensionality of listening, FitchHauser and Hughes (1992) call for the establishment of some agreed-on operationalizations of listening. Yet most listening tests have focused only on the recall abilities of listeners who are aware that they are being tested.
Traditionally, listening researchers and educators have focused on a skills-based approach to listening. Nichols’s (1948) work on listening established 10 principles for good listening, which for decades became the benchmarks for skills in listening. These “ten commandments” for skilled listening formed a familiar base for much of the writing and teaching about listening:
- Find an area of interest.
- Judge content, not delivery.
- Hold your fire (withhold evaluation until you comprehend the message).
- Listen for ideas.
- Be flexible in note taking.
- Work at listening.
- Resist distractions.
- Exercise your mind (don’t avoid difficult material).
- Keep your mind open.
- Capitalize on thought speed (productively use the gap between speech rate and listening/thinking rate).
Listening competence, however, has come to be understood as more than behavioral technique. Ridge (1984) concludes that “competence in listening is acquired by knowing and doing, and is evidenced by appropriate feedback or response” (p. 4). Rhodes, Watson, and Barker (1990) articulate a similar view of listening competence: Competent listening cannot be defined as only possession of knowledge; effective, or competent, listening is a behavioral act, and like other behavioral acts, listening can be improved with practice and feedback” (p. 64).
Competence in listening, then, demands both knowing about listening and doing or engaging in appropriate listening behavior. Clearly, there are cognitive, behavioral, and affective dimensions to listening competency.
My colleagues and I have argued that listening competence must extend beyond knowledge and skills to the development of listening attitudes. The listeners’ motivation and willingness to participate in communication transactions are essential to all listening experiences. Bostrom (1990) supports the incorporation of attitude as a listening dimension, because willingness to listen is such an inherent part of the process. Given that listening is not a simple, passive communicative act, it becomes important that the listener engage as a fully functioning communicator in the communication process. Indeed, we argue that successful listeners must assume at least 50% (if not 51%) of the responsibility for the outcome of the communication.
The engaged listener is generally referred to as the “active” listener, the listener who does take his or her communication responsibilities seriously. Of necessity, accepting responsibility works into the attitudinal frame—being willing to listen. And the listener has to know what he or she is doing as a listener to understand how he or she is functioning in this complex process. The knowledgeable listener must understand not only the process itself but also the enhancers and the deterrents to functioning in this process at any given point—reception, attention, perception, interpretation, and response—while engaged in the act of listening.
Our research (Halone et al., 1998) provides an inventory of what listeners do. Individuals in different age groups across the life span, responding to open-ended questions about their listening, enabled us to develop a multidimensional profile of listening competency. We have established five listening dimensions: cognitive (what listeners know); affective (listeners’ attitudes); behavioral/verbal (listeners’ verbal responses); behavioral/nonverbal (listeners’ nonverbal responses); and behavioral/interactive (listeners’ relationship behaviors with speakers).
To expand our understanding of listening behaviors, Imhof (1998, p. 95) asked students in the Introduction to Psychology course at German universities to describe their listening strategies. The student self-reports enabled Imhof to design a profile of listening strategies before, during, and after listening. In further research, Imhof (2000) discovered that listeners who engage in strategic mental activities raise their motivation levels and their comprehension. The listeners’ mental strategies include intentionally monitoring interest in a topic, listing a set of questions before approaching a listening task, elaborating on the material during listening, constructing a mental model of the orally presented text, and integrating the material into existing knowledge structures.
Another useful profile of the competent listener emerges from Stein’s (1999) research using the thinkaloud protocol, in which students were asked to describe their thoughts and feelings as they were listening. After coding the listeners’ observations and the researchers’ observations of the listeners, Stein developed an inventory of what listeners do. Her inventory breaks out the cognitive, affective dimensions into a (similar to Imhof’s) prelistening (constructs goals and prepares to listen), listening (evaluates, expresses affective reactions, infers, interprets, monitors and activates comprehension repair strategies, selectively attends, integrates, and takes notes), and postlistening (evaluates retrospectively, notes goals’ relevance, asks questions, and retrospectively interprets, infers, monitors, integrates and expresses affective reactions) profile.
It is possible that Stein’s use of the think-aloud protocol and the resulting inventory will enable listening researchers to get closer to determining the cognitive, behavioral, and affective dimensions of listening so that listening assessment and listening training can be targeted more specifically to what listeners actually do when they listen. Just as reading researchers have used the protocol to determine what expert readers do, so too, it will be helpful to create a profile of how expert listeners function when they listen.
Practice is crucial to listening proficiency. But that practice must be good practice. Listeners must be prepared to practice correct listening skills. And they must be prepared to practice listening skills throughout their communication life spans. Just as good speakers, writers, and readers practice and polish their communication skills across their lifetimes, so too do good listeners monitor, adapt, change, and polish their listening skills.
And good listening requires commitment. Americans assume far too passive a role as listeners. We expect speakers to do all the work. We don’t value listening as a leadership quality. Recent political campaigns are illustrative. Running for a U.S. Senate seat in New York, Hillary Clinton launched her successful campaign with a “listening tour” in the summer of 1999. While the vote may still be out on listening politicians, the information demands of the 21st century require that we take another look at listening skills. We live in a global economy, connected around the world by computers and cell phones.
Information travels so fast and changes so fast that written documentation takes too much time. Organizations today rely on oral briefings with presentation graphic support as a primary means for managing information. Skilled oral briefers need skilled listeners.
Some institutions have recognized the importance of preparing skilled listeners for the 21st century. Alverno College in Milwaukee, for example, prepares all its students to listen and reinforces good listening competencies throughout its 4-year curriculum. As such listening training becomes more central to communication studies, it also becomes more sophisticated. Given the multidimensionality of listening competency, higher-order theory, and research about listening offer a substantial cognitive, affective, and behavioral frame for training listeners.
As should be apparent, the multidimensional, complex nature of listening makes this challenge even more complex from a research perspective. Research in listening has focused on the measurement of listening comprehension and on perceived listening effectiveness. The first major research study to do this, as has been noted, was the seminal study in 1948 by Nichols, in which he subjected University of Minnesota students to a battery of tests to develop a profile of how effective listeners do (and don’t) behave while listening to lecture material. How listeners function has continued to receive the attention of quantitative scholars.
Expanding from Nichols’s focus on listener behaviors, some empirical scholars have developed tests to assess listening skills. Bostrom and Waldhart (1983) developed the Kentucky Comprehensive Listening Skills Test, a measure of a listener’s ability to comprehend audio messages. Watson and Barker (1984) designed a broader listening assessment (delivered via video) that taps into five dimensions: listening for message content; listening to dialogues/conversations; listening to lectures; listening for emotional meaning; and listening for directions and instructions. Steinbrecher and Wilmington (1993) published a video test that is designed to assess comprehensive, empathic, and critical listening skills.
Other empirical scholars have explored, from a qualitative research perspective, how listeners listen in different personal and professional contexts. Ross and Glenn (1996), for example, looked at how grown children and their parents listen to each other. Wolvin and Coakley (1993) used survey methods to profile the status of listening training in Fortune 500 corporations.
Empirical research in listening is drawing on more sophisticated models and methodologies today. Janusik (2005), for instance, explores how working memory influences listeners, expanding listening research beyond behaviors to cognitions. Consistent with communibiology theory, researchers (Phillips, Lowe, Lurito, Dzemidzic, & Mathews, 2001) are making use of brain imaging to determine how listeners respond to various stimuli.
Humanistic scholars also bring perspectives to critical interpretations of listening behaviors. Cornwell and Orbe (1999), for example, have used the concept of dialogic listening to explicate the impact of hate speech on culturally diverse listeners. Wolvin (2005) has used a leadership model to analyze the effectiveness of Hillary Clinton’s 1999 listening tour at the beginning of her U.S. Senate campaign.
The considerable body of research on listening enables scholars to better frame the pedagogy and practice of listening in the communication process. Bodie (2007) suggests that this research can be conceptualized as listening as a process (i.e., an information processing, cognition model) and listening as a product (i.e., a communicative function). Exploring the intersections of these two research perspectives and applying appropriate methodologies can expand the research agenda of listening scholars, who are found not only in the communication field but also in related disciplines such as psychology, religion, business management, education, and leadership.
Clearly, the study of listening offers interesting, challenging opportunities to better understand what listeners do cognitively and behaviorally and how those cognitions and behaviors are affected by a host of factors that influence the communicative outcome of the listening act. As scholars apply more sophisticated research and instructional strategies to understand this complex process, the significant role of listening in today’s fast-paced communication world undoubtedly will be recognized and respected. Advances in technology and economic globalization have significantly altered the act of listening in the 21st century. “These changes are far reaching,” observes Bentley (2000), “and have significant implications for how we will study and teach listening skills in the future” (p. 130).
- Arnold, W. E. (1990, March). Listening: A conceptualization. Paper presented at the International Listening Association convention, Indianapolis, IN.
- Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47–90). New York: Academic Press.
- Barker, L. L. (1971). Listening behavior. Englewood Cliffs, NJ: Prentice Hall.
- Beatty, M. J. (1981). Receiver apprehension as a function of cognitive backlog. Western Journal of Speech Communication, 45, 277–281.
- Bentley, S. (1997). Benchmarking listening behaviors: Is effective listening what the speaker says it is? International Journal of Listening, 11, 51–68.
- Bentley, S. (2000). Listening in the 21st century. International Journal of Listening, 14, 129–142.
- Bodie, G. D. (2007). Listening and information processing. Unpublished paper, Purdue University, West Lafayette, IN.
- Booth-Butterfield, M. (1984). She hears . . . he hears. What they hear and why. Personnel Journal, 63, 36–42.
- Bostrom, R. N. (1990). Listening behavior: Measurement and application. New York: Guilford Press.
- Bostrom, R. N., & Waldhart, E. S. (1983). Kentucky comprehensive listening skills test. Lexington: Kentucky Listening Research Center.
- Coakley, C. G., & Wolvin, A. D. (1989). Experiential listening. New Orleans, LA: Spectra.
- Cornwell, N. C., & Orbe, M. P. (1999). Critical perspectives on hate speech: The centrality of “dialogic listening.” International Journal of Listening, 13, 75–96.
- Emanuel, R., Adams, J., Baker, K., Daufin, E. K., Ellington, C., Fitts, E., et al. (2008). How college students spend their time communicating. International Journal of Listening, 22, 13–28.
- Fitch-Hauser, M., & Hughes, M. A. (1987). A factor analytic study of four listening tests. Journal of the International Listening Association, 1, 129–147.
- Fitch-Hauser, M., & Hughes, M. A. (1992). The conceptualization and measurement of listening. Journal of the International Listening Association, 6, 6–22.
- Hall, E. T., & Hall, M. R. (1989). Understanding cultural differences. Yarmouth, ME: Intercultural Press.
- Halone, K., Cunconan, T. M., Coakley, C. G., & Wolvin, A. D. (1998). Toward the establishment of general dimensions underlying the listening process. International Journal of Listening, 12, 12–28.
- Imhof, M. (1998). What makes a good listener? Listening behavior in instructional settings. International Journal of Listening, 12, 81–105.
- Imhof, M. (2000, March). How to monitor listening more efficiently: Meta-cognitive strategies in listening. Paper presented at the International ListeningAssociation convention, Virginia Beach, VA.
- Janusik, L. (2005). Conversational listening span: A prosposed measure of conversational listening. International Journal of Listening, 19, 12–28.
- Kahneman, D. (1973). Attention and effort. Englewood Cliffs, NJ: Prentice Hall.
- Kiewitz, C., Weaver, J. B., Brosius, H.-B., & Weimann, G. (1997). Cultural differences in listening style preferences: A comparison of young adults in Germany, Israel, and the United States. International Journal of Public Opinion Research, 9, 233–247.
- Leavitt, H. J., & Mueller, R. A. H. (1968). Some effects of feedback on communication. In D. Barnlund (Ed.), Interpersonal communication: Survey and studies (pp. 251–259). Boston: Houghton Mifflin.
- Lundsteen, S. W. (1971). Listening: Its impact on reading and the other language arts. Urbana, IL: NCTE/ERIC.
- Lundsteen, S. W. (1979). Listening: Its impact on reading and the other language arts (2nd ed.). Urbana, IL: NCTE/ERIC.
- McReynolds, P. (1976). Assimilation and anxiety. In M. Zuckerman & C. D. Spielberger (Eds.), Emotions and anxiety: New concepts, methods, and applications (pp. 35–86). New York: Wiley.
- Mills, E. P. (1974). Listening: Key to communication. New York: Petrocelli Books.
- Mulanax, A., & Powers, W. G. (2001). Listening fidelity development and relationship to receiver apprehension and locus of control. International Journal of Listening, 15, 69–78.
- Nichols, R. (1948). Factors in listening comprehension. Quarterly Journal of Speech, 34, 154–163.
- Phillips, M. D., Lowe, M. J., Lurito, J. T., Dzemidzic, M., & Mathews, V. P. (2001). Temporal lobe activation demonstrates sex-based differences during passive listening. Radiology, 200, 202–207.
- Rhodes, S. C., Watson, K. W., & Barker, L. L. (1990). Listening assessment: Trends and influencing factors in the 1980s. Journal of the International Listening Association, 4, 62–82.
- Ridge, A. (1984, March). Assessing listening skills. Paper presented at the International Listening Association summer conference, St. Paul, MN.
- Roberts, C. V., & Vinson, L. (1998). Relationship among willingness to listen, receiver apprehension, communication apprehension, communication competence, and dogmatism. International Journal of Listening, 12, 40–56.
- Ross, C. S., & Glenn, E. C. (1996). Listening between grown children and their parents. International Journal of Listening, 10, 49–64.
- Smith, M. J. (1982). Cognitive schemata and persuasive communication: Toward a contingency rules theory. In M. Burgoon (Ed.), Communication yearbook 6 (pp. 330–362). Beverly Hills, CA: Sage.
- Stein, S. K. (1999). Uncovering listening strategies: Protocol analysis as a means to investigate student listening in the basic communication course. Unpublished doctoral dissertation, University of Maryland, College Park. Steinbrecher, M. M., & Wilmington, S. C. (1993). The Steinbrecher-Wilmington Listening Test. Oshkosh, WI: M. M. Steinbrecher.
- Watson, K. W., & Barker, L. L. (1984). Watson-Barker Listening Test. New Orleans, LA: Spectra.
- Watson, K. W., Barker, L. L., & Weaver III, J. B., (1995). The Listening Styles Profile (LSP-16): Development and validation of an instrument to assess four listening styles. International Journal of Listening, 9, 1–13.
- Wheeless, L. R. (1975). An investigation of receiver apprehension and social context dimensions of communication apprehension. Speech Teacher, 24, 261–268.
- Wheeless, L. R., Frymier, A. B., & Thompson, C. A. (1992). A comparison of verbal output and receptivity to attraction and communication satisfaction in interpersonal relationships. Communication Quarterly, 40, 102–115.
- Wolvin, A. D. (2005). Listening leadership: Hillary Clinton’s listening tour. International Journal of Listening, 19, 29–38.
- Wolvin, A. D., & Coakley, C. G. (1979). Listening instruction. Urbana, IL: ERIC Clearinghouse on Reading and Other Communication Skills.
- Wolvin, A. D., & Coakley, C. G. (1993). A survey of the status of listening training in some Fortune 500 corporations. Communication Education, 40, 152–164.
- Wolvin, A. D., & Coakley, C. G. (1996). Listening (5th ed.). New York: McGraw-Hill.

domain: psychology


text:
Collection: Osher Sheet Map Collection
Description: State Highway Commission Map of Maine
Alternative Title: 1932 Route Map of Maine
Bar Code: 1484
Creator: Maine. State Highway Commission,
Publisher: Maine. State Highway Commission,
Region Depicted: Maine
Date Produced: 1932
Date Published: 1932
Subjects: Maine. State Highway Commission · Maine · Maine--Maps · Road Maps
Source Referenced: 58 x 41 cm.
Map Type: Road Maps , Political
Material Type: Paper
Brief Description: Map of Maine showing highway route numbers.
Physical Description: 1 map: colored

domain: library


text:
What Is the Truck Accident Claim Process?
It is good to know the process before you file your claimBy Super Lawyers staff | Last updated on May 11, 2022
Use these links to jump to different sections:
- Finding a Truck Accident Attorney
- Limit Communications
- Gathering Evidence
- Sending a Demand Letter
- Negotiating a Settlement or Going to Court
- Why Hire a Truck Accident Attorney?
If you or a loved one has recently been in an accident with a commercial truck, you know what a traumatic experience it is. So it’s essential to get medical care immediately as not all injuries are evident right after a truck crash.
Once you are ready to deal with the financial aspects of your semi-truck accident, you will probably find that you have accrued significant medical bills. You probably also missed time at work if you were hospitalized or undergoing treatment. To recover for medical expenses, property damage, and lost wages, you may be considering suing the truck driver that caused the accident or their employer.
Below you will find an explanation of the process to file a claim for your truck accident. The first step will be to select an experienced truck accident attorney near you.
Finding a Truck Accident Attorney
To begin your search for a truck accident attorney, it’s a good idea to ask your friends and family for recommendations. If anyone you know has filed a personal injury lawsuit, it may be wise to ask them about their lawyer. Their personal injury attorney could know local lawyers specializing in truck crashes.
Next, you should check your state’s bar association for referrals. The state bar association is the entity that licenses attorneys. They usually maintain a website that provides information about local attorneys and their license status. Another good resource is third-party attorney rating services, such as Super Lawyers. With Super Lawyers, you will find a directory populated with experienced truck accident attorneys who rank highly in their field.
Having an experienced truck crash lawyer on your side can give you peace of mind while you rest and recover. Your attorney can take charge of the legal proceedings in your case while you focus on healing. To preserve your ability to file a lawsuit, you should act promptly. There may be a time limit, or a statute of limitations, on your ability to file a personal injury claim in your state. Once you have hired an attorney, they will track your deadlines and advise you on your case.
Your attorney will likely advise you to limit communications with other parties about your truck wreck. You should report the accident to your own insurance company. But you should not answer questions from the trucker’s insurance company that you don’t understand. In particular, you should avoid making any statements that they could construe as an admission of partial guilt. Of course, you should also not sign anything about the truck accident without consulting your attorney first.
When the trucker’s or trucking company’s insurance company calls, it’s best if you direct them to talk to your attorney instead. If you have any questions about who you should communicate with, you should ask your attorney for advice.
Your attorney will need to have all the available evidence on your truck wreck to build your case. Accidents with large trucks are generally more complex than car accidents. First of all, there can be many responsible parties. If there was an equipment failure, the truck manufacturer could be responsible. Or the cargo loader might be liable if loose cargo caused the accident. And if the trucker was doing something illegal like texting or driving intoxicated at the time of the accident, they might be personally responsible. Determining who to sue for your accident is something that your attorney will evaluate through careful investigation of the facts. Additionally, truck wrecks usually cause more damage than other motor vehicle collisions. As a result, your attorney will have many details to work through.
To begin compiling the details of your case, your attorney will interview you about the accident. Your attorney will continue the investigation by collecting evidence from various sources. Relevant evidence in your case may come from:
- Medical records. Your medical records will help your attorney understand your injuries. Unfortunately, truck wrecks often result in more serious injuries than auto accidents. Through your medical records, your attorney can see what treatment you have received and how the accident’s aftermath will affect your life in the future. These factors will affect the value of your case.
- Police reports. The police report can contain information about the immediate aftermath of the accident, eyewitness reports, and bystander contact information. They may also include a police officer’s impression of the cause of the accident. This information can be essential in determining who the liable parties are.
- Eyewitness reports. If there were eyewitnesses at the accident scene, your attorney might want to interview them to get more information.
- Experts. In serious accidents, experts will likely reconstruct the accident. These experts can determine how the collision occurred by looking at the damage on the vehicles. Your attorney can then use the accident reconstruction to prove fault in your case.
- Video footage. Many large highways have traffic cameras that record video footage of passing vehicles. If one of these cameras captured your accident, your attorney could request the footage. This video evidence can help to establish who and what caused your accident.
- The truck’s black box. Your attorney may request to see data from the truck’s event data recorder (commonly known as the “black box”). The black box can offer a wealth of information regarding the truck’s positioning, speed, use of brakes, and steering data.
- The truck driver’s logbook. By reviewing the log, your attorney can determine whether the driver worked too many hours in violation of federal law. The Federal Motor Carrier Safety Administration (FMCSA) enforces multiple federal regulations that pertain to the trucking industry. One of the rules limits the number of consecutive hours truck drivers can work.
Sending a Demand Letter
Now that your attorney has collected all the evidence, they will draft a demand letter. The demand letter will summarize the expenses and injuries you have suffered because of the truck accident. In many truck accident cases, medical bills are the most considerable expense. Due to the size and weight of a semi-truck, many truck accident victims suffer serious injuries. This leads to emergency medical treatment as well as ongoing physical therapy.
Your attorney will include details about your medical treatments in the demand letter. These details will illustrate why you need compensation for your injuries. Further, you may have had to take time off to recover from the accident. Your attorney will state whether you are seeking compensation for lost earnings in the demand letter. You can also seek financial reimbursement for the pain and suffering that the truck crash caused. Some states limit the amount you can recover for pain and suffering, but it can still result in a substantial payout.
After detailing the physical and financial consequences you suffered, your attorney will make a statement of your demands. In other words, they will propose a settlement amount that you would accept in exchange for releasing the responsible parties from liability.
Negotiating a Settlement or Going to Court
The majority of truck accident claims settle without needing to go to court. Most truck accident victims and their attorneys prefer resolving their claims out of court to save time and eliminate uncertainty. When you go to trial, there is a potential risk of losing your case. By settling, you can eliminate this risk. However, the responsible parties’ insurance companies will not necessarily accept the terms of your demand letter. It’s more likely that they will present a lower settlement offer of their own. Your attorney will then need to negotiate to reach a fair settlement amount on your behalf.
Your attorney will advise you on the reasonableness of any settlement offers you receive. There could be much negotiating back and forth with insurance companies before you can agree. Sometimes the other party doesn’t respond to a demand letter or doesn’t negotiate in good faith. So, your legal team has to be prepared to go to court just in case settlement negotiations break down.
In some situations, you may be able to resolve your claim through mediation. With mediation, you, your attorney, and the opposing party discuss your claim with a neutral third party (a mediator). Through this discussion, you will attempt to reach a settlement that is acceptable to both sides.
Why Hire a Truck Accident Attorney?
You may be busy with medical treatments, physical therapy, or taking care of family members after your truck accident. By hiring a skilled attorney, you can rest easy knowing that they are handling the process of filing a truck accident claim while you heal. Their law firm staff will be able to collect the paperwork and records necessary for your claim. This assistance can be invaluable after the trauma associated with a commercial truck accident.
If you are concerned about paying an attorney, you’ll be relieved to know that most personal injury lawyers do not require an upfront payment. They usually offer a free case evaluation at your first meeting. At this free consultation, you should ask the attorney whether you have a strong case and what they think the value of your claim is. Although they can’t give you any guarantees, an experienced truck driving attorney can draw on previous experience to provide a rough estimate.
Before committing to a truck accident lawyer, it would be wise to ask about their fee schedule. Most personal injury attorneys provide their services on a contingency fee basis. When lawyers work for contingency fees, they will not charge you an hourly rate. Instead, they will take a portion of your settlement or verdict payout. This percentage can vary from around a third to 45 percent. Many truck accident victims prefer a contingency fee arrangement. They feel more comfortable knowing that their attorney has a vested interest in getting the maximum compensation possible.
For more information on this area of law, see our overview on trucking accidents.
Additional Trucking Accidents articles
- What is Trucking Accidents Law?
- What To Do After a Truck Accident
- How Long Does It Take To Settle a Semi-Truck Accident Case?
- Can I Sue for Being Hit by a Semi-Truck?
- How Is Compensation Determined After a Semi-Truck Wreck?
- What Does a Truck Accident Lawyer Do?
- Who Is Liable in a Truck Accident?
- How Do I Find the Best Truck Accident Lawyer?
Find top lawyers with confidence
The Super Lawyers patented selection process is peer influenced and research driven, selecting the top 5% of attorneys to the Super Lawyers lists each year. We know lawyers and make it easy to connect with them.Find a lawyer near you

domain: law


(EnviroNews World News) — Fukushima Prefecture, Japan — On February 5, 2018, a mere seven years after a disastrous triple nuclear meltdown, Japan’s Fukushima Prefecture is once again harvesting and shipping green laver seaweed as a food product. An article in the Japan Times cited “officials” as having said the seaweed had radiation levels far below the safety limit. Local co-op members believe the seaweed is ready to be processed and eaten, but many consumers aren’t so sure.
“Matsukawaura green laver features a good scent,” Yuichi Okamura, a 62-year-old member of a local fishery cooperative told the Japan Times. “It’s as beautiful as before the disaster.”
Approximately 754 kilograms (1659 pounds) of the aqua farmed vegetation was shipped to local processors after being dried to remove pebbles and other objects. It is used primarily for ramen and soy sauce, and in the beginning will only be available locally. The test farming area is about 10 kilometers (6 miles) from the Fukushima meltdown site.
As Tokyo Electric Power Company (TEPCO) attempts to decommission the nuclear plant, it has admitted that contaminated water seeping into the ground has caused problems. The Independent reported on February 2, 2018, “the energy firm found eight sieverts per hour of radiation, while 42 units were also detected outside its foundations.”
“Although the radiation levels identified are high, a threat to human health is very unlikely because apart from workers at the site, no one goes there,” Richard Black, Director of the Energy and Climate Intelligence Unit, told The Independent.
Not everyone agrees with Black’s assessment of the situation though. Independent energy consultant and lead author of the World Nuclear Industry Status Report Mycle Schneider, told The Independent he sees the possibility of a “global” disaster.
“This can get problematic anytime, if it contaminates the ocean there is no local contamination, the ocean is global, so anything that goes into the ocean goes to everyone,” said Schneider. “It needs to be clear that this problem is not gone, this is not just a local problem. It’s a very major thing.”
In February of 2017, TEPCO reported radiation levels at Fukushima’s Daiichi No. 1 power plant were the highest they had been able to record in the containment vessel of reactor no. 2 since the disaster. TEPCO explained the extraordinary measurement of 530 sieverts an hour came from a specialized robot that focused on one point and was able to get closer to the melted cores than ever before. The measurement dwarfed the previous high of 73 sieverts per hour. A single dose of one sievert would cause radiation sickness and nausea; a person exposed to one dose of 10 sieverts would be dead in a matter of weeks.
In spite of media reports to the contrary, no amount of exposure to ionizing radiation is safe. According to a National Research Council report released in 2005, any exposure could lead to cell damage and subsequent cancer. EnviroNews has repeatedly documented the danger of any radiation exposure and called out other media resources, which have repeated false assertions that low-level ionizing radiation is safe.
OTHER IMPORTANT FUKUSHIMA REPORTS FROM ENVIRONEWS


This lowered Toyota FR-S got stuck on a speed bump earlier this month at the Clean Culture ATL car meet in Duluth, Georgia. A bunch of folks stepped in to help the driver get his ridiculously low vehicle unstuck.
Dumb question: How does this guy drive around town?
Cult Nation gathered up a fascinating collection of vintage photos from Lowrider Magazine and personal collections that show how influential Latina gangsters were on style and culture in Southern California. The look, the poses, the Germanic blackletter font still used widely, and the camaraderie are consistent in every shot.
My friend Gilbert was the first Prius owner I knew; a hacker, Gilbert was accustomed to eating at a drive-through at 3AM, but the first time he took his silent car through the lane, the order-taker curtly said that they didn’t serve people on foot; when he insisted that he was in a car, she […]
Who needs a holiday sale? Sometimes there’s no better time than the thick of summer to find deals. We should know – we’ve found ten deep discounts on some must-have items. Whether you’re searching for CBD edibles, exercise gear, chargers or other tech, take a look. But don’t look long – these prices aren’t likely […]
Heading abroad? Even if it’s just a short trip, there’s a lot to prepare for. Travel can be incredibly rewarding, but it can tricky to navigate different cultures and lodging arrangements – and even trickier to do it cheaply. Before you go shopping for suitcases, here’s our pick for a good first investment: The Ultimate […]
Fried foods are a weakness for many of us. There’s nothing quite like that extra crisp crackle on chicken, fries or onion rings. And for years, our arteries have been paying for the privilege. Lately, the air fryer has been a godsend for those who love the fried stuff but love their body too. If […]


Minister for Defence Senator the Hon Marise Payne Minister for Defence Industry and the Hon Christopher Pyne MP, today announced the Australian Government will upgrade the Royal Australian Air Force’s (RAAF) E-7A Wedgetail airborne early warning and control capability.
$582 million for Australian Wedgetail to remain World-best
To ensure the Australian Wedgetail remains at the technological forefront, Minister for Defence Senator the Hon Marise Payne Minister for Defence Industry and the Hon Christopher Pyne MP, today announced the Australian Government will upgrade the Royal Australian Air Force’s (RAAF) E-7A Wedgetail airborne early warning and control capability.
The $582.5 million upgrade is expected to be completed by mid-2022. Between $200 and $240 million will flow to Australian industry, creating 165 highly skilled jobs across the country.
Minister Pyne said the jobs will be spread across the Boeing Defence Australia offices, with 120 jobs in Brisbane and 45 between the RAAF Bases at Amberley and Williamtown.
“Majority of staff will be based in Brisbane with some staff at Amberley and Williamtown”, Minister Pyne said.
“The Wedgetail is a modified Boeing 737-700, with the addition of advanced Multi-Role Electronically Scanned Array (MESA) radar and 10 mission crew consoles. It is one of the most advanced pieces of aerospace technology in the Australian Defence Force.”
Minister Payne said the aircraft will be upgraded with new and more advanced combat identification sensors, tactical data links and communication and encryption systems.
“The upgrades are an important step in maintaining a potent Australia air combat force and will ensure continued interoperability with Australian allies including the United States and North Atlantic Treaty Organisation members,’’ Minister Payne said.
“The Wedgetail is currently deployed to the Middle East region as part of our contribution to the fight against Daesh. It is a mobile radar and battle space management system that is keeping the international coalition one step ahead of the enemy.”
“The Wedgetail has achieved outstanding results completing over 350 missions and flying more than 4400 hours with our coalition partners on Operation OKRA.”
more recommended stories
- SMALL BUSINESS HELPS BUILD NAVAL CAPABILITY
Research funding to pursue of innovative.
- NEW RESEARCH TO PROTECT DEFENCE AIRCRAFT
A big step towards improving the.
- Keynote Address: Australian Business Defence Industry Sovereignty Forum
Keynote Address: Australian Business Defence Industry.
- Australia hosts AUKMIN
AUKMIN is an opportunity to identify.
- Defence support to domestic Counter-Terrorism arrangements
Defence support to civilian Counter-Terrorism arrangements
- $50 million for Industry and Defence to work together on Trusted Autonomous Systems
Trusted Autonomous Systems, the Turnbull Government.
- RAAF F-35A Joint Strike Fighter Facilities opened today
Minister for Defence Industry, the Hon.
- Cutting-Edge Protection for Defence
Australian Government to spend $300 million.
- Major milestone for Defence Innovation Hub
The Defence Innovation Hub is crucial.
- Australian Defence Force Assistance to the Philippines
The Australian Government is working with.


text:
Multi HODL with EOS - earn up to $50 in rewards
Multi HODL with your EOS or any other crypto. Multiply your crypto with YouHodler.
Earn % p.a. on EOS: a stress-free way to profit
At YouHodler, we are always looking for new communities to help them discover efficient ways to make their crypto productive. EOS is the latest addition to this family of passive crypto earning technology. Now, every EOS HODLers can unlock an easy way to earn % p.a. on their deposits. YouHodler’s EOS % p.a. account includes:
A low minimum deposit: Earn crypto % p.a. on EOS with just a minimum deposit of $100 worth of EOS.
Zero fees on withdrawals: It’s your money. Take it when you need it with zero penalties or withdrawal fees. YouHodler never charges you for moving your own funds.
Crypto earn more with Multi HODL: To earn even more on your EOS % p.a. account, use your funds in tandem with Multi HODL to multiply EOS up to x30.
24/7 access to your funds: YouHodler is open 24/7 (unlike your traditional banks). That way, you always have access to your EOS and never have to worry about being blocked from your funds. We promise to never turn you away from your % p.a. account.
Higher % p.a. rates than the rest: Earning 6.5% APY on EOS is one of the highest rates you’ll find anywhere on the market. Not only is it convenient for you to earn a passive income, but now, it’s more profitable.
Why should you open an EOS % p.a. account on YouHodler?
EOS has always been one of the most popular cryptocurrencies on the market. However, with the recent news surrounding Google Cloud, EOS volatility is expected to increase in the coming yeast. Hence, an EOS % p.a. account on YouHodler lets users earn EOS % p.a. without the stress. Additionally, the platform has a wide range of tools to help users multiply their crypto assets through the process of loans. That way, users can find the perfect balance between safe, passive income on an EOS % p.a. account and more aggressive trading tools like EOS to multiply their funds even more.
EOS yield wallet App that pays % p.a.
YouHodler wallet app is the only application where you can store your Eos (EOS) just like you would in a regular wallet but in addition, earn % p.a. on that EOS wallet balance every week.
How does EOS % p.a. work
You can earn % p.a. on EOS just like you would with a traditional bank Yields account but with one key difference. Instead of near to zero % p.a. rates at banks, we offer you 5.65% % p.a. on EOS.
How to Earn Free EOS
It’s easy! Just deposit EOS to your YouHodler wallet and you’ll earn free EOS every week.
How to Get Free EOS
yield payments occur every seven days. So you’ll get your free EOS a week after your first deposit.
Cumulative yield EOS
Yes, you have cumulative % p.a. if you HODL EOS in the wallet. We calculate compound % p.a. rates every week.
EOS APY & Yield
Compared to other platforms, we offer APY instead of . gives you % p.a. payments without the compounding effect. Hence, with APY at YouHodler, you get more EOS at the end of the year due to this cumulative % p.a..
EOS Yields Calculator
Just use our EOS Yields Calculator to see what you will have in 3, 6, or 12 months of HODLing on YouHodler.
Follow our channels and get updated. We release new coins every 2 weeks.

domain: economics


text:
A part of Peterson's Official Guide to Mastering the DSST Exams--Principles of Supervision helps nontraditional students earn college credits for life and learning experiences, with a diagnostic test, subject review, and post-test (with detailed answer explanations) for this popular DSST exam: Principles of Supervision. Topics include management levels, skill requirements, managerial roles, business ethics, corporate social responsibility, organizational environment, management functions, and more. Peterson's Official Guide to Mastering the DSST Exams is the only prep guide endorsed by Prometric, the DSST program provider, which found this study guide to be an excellent reflection of the content of the respective DSST tests.
There are no customer reviews available at this time. Would you like to write a review?
July 31, 2010
Number of Print Pages*
Adobe DRM EPUB
* Number of eBook pages may differ. Click here for more information.


Back in March, Barbara Lewis, Director of the Trotter Institute on campus, came to me with an idea. This idea was the Emancipated Century/August Wilson Readings. We discussed producing readings of all ten plays in the August Wilson cycle in five different theaters across Boston. I felt we had come across the coolest idea ever! Dr Lewis told me that the deadline was approaching for a Creative Economy grant given to members of the UMass community through the UMass President’s office. Now, since I am but a lowly (hard-working and underpaid) adjunct professor, I knew I would need the backing of my department to make this a reality. So, I ran the idea past Dr. Robert Lublin who is the chair of the Performing Arts Department. Dr Lublin is a noted scholar in classical theatre, particularly Elizabethan. He oversees a rapidly growing department that consists of not just theatre, but music and dance as well. He is also something of a cautious person, so I figured my chances were 50/50 in convincing him to move forward on this. I forgot how much he loves August Wilson. His eyes lit up at the thought of actually getting the chance to see the entire ten play arc performed.
In the early phase of putting this project together, Barbara Lewis and I also met executives and board representatives at Central Square. They were excited about the idea and agreed to help. After getting their support, we knew we could make things happen. With Central Square on board, it was easy to get buy-in from the Strand, Hibernian Hall, and Boston Playwrights.
We got the grant!
But the timing of getting the notice about the grant left us little time to dally. We hit the ground running. Our first reading was Monday Aug 5th in the McCormack Theatre at UMass Boston. Although we had a small crowd, we had a very powerful show. We expect audiences to pick up with each successive show.
We want the readings and corresponding public forum series to inspire an appreciation of August Wilson’s work, but more importantly, we want audiences to engage in a dialogue about their community and Boston in general. Although the issues brought up in Wilson’s plays are at the center of the concerns for African Americans, those concerns are many of the same ones that face Americans in general. Poverty, vanishing economic opportunities, a growing gap between the haves and have not’s, crime, racial tensions, and the dissolution of the “American Dream” are topics that touch all of us. They are community problems in need of community solutions. However, solutions are collective. They must come through the dialogue. Our larger aim is sparking and helping to shape that dialogue.
Tickets are free for the readings as well as the public forums, which are supported by a grant that the Trotter received from the Massachusetts Foundation for the Humanities. Our next reading will be at The Strand Theatre, 543 Columbia Rd in Dorchester. Our first forum, on the topic of “Citizenship and Jim Crow Today” will be held on August 29, 6-8 p.m. You can contact us on theemancipatedcentury website or through Facebook: https://www.facebook.com/EmancipatedCenturyAugustWilsonReadings?ref=hl or you can contact me at Clifford.email@example.com.


Technipaq lidstock can be custom die–cut or supplied as rollstock. Available materials are compatible with ETO, radiation or autoclave sterilization methods. Lidstock can be printed in up to 8 colors. All our lidstock materials are produced under strict ISO 9001/13485 standards.
To meet your specific requirements, we offer a variety of foil, film, Tyvek® and paper structures in a wide range of sizes. Our lidstock can be:


text:
Rev 14:6 And I saw another angel fly in the midst of heaven, having the everlasting gospel to preach unto them that dwell on the earth, and to every nation, and kindred, and tongue, and people,
John saw in heaven an angel who was to be sent to the earth to preach the gospel to every nation and to all people. He came from heaven, so this was not a man preaching and Jesus is never an angel. Interesting, where was the church? Probably they had been raptured or caught up in the air to be with Jesus. Who would tell those remaining about Jesus, but the angel messenger of God? God is good, always wanting to give grace to those who will receive.
2 Pet 3:9 The Lord is not slack concerning his promise, as some men count slackness; but is longsuffering to us-ward, not willing that any should perish, but that all should come to repentance.
Rev 14:7 Saying with a loud voice, Fear God, and give glory to him; for the hour of his judgment is come: and worship him that made heaven, and earth, and the sea, and the fountains of waters.
Fear God, he has made all that there is. Repent from the lies taught to you about evolution and other gods. Worship the true almighty God.
The 144,000 were probably sealed of God and were witnessing at this same time. This was before the people received the mark of the beast. There would be a great multitude saved out of the tribulation.
Rev 14:8 And there followed another angel, saying, Babylon is fallen, is fallen, that great city, because she made all nations drink of the wine of the wrath of her fornication.
Babylon Iraq, which was the greatest city of the world under king Nebuchadnezzar. That city represents the world's power and wealth and pleasures. Babylon here represents mankind in organized rebellion against God. Those who seek the lusts of the flesh and rebel against God, even denying that he exists. They will see God's power. Come out from them and receive the Lord Jesus and be saved.
Rev 14:9 And the third angel followed them, saying with a loud voice, If any man worship the beast and his image, and receive his mark in his forehead, or in his hand,
Rev 14:10 The same shall drink of the wine of the wrath of God, which is poured out without mixture into the cup of his indignation; and he shall be tormented with fire and brimstone in the presence of the holy angels, and in the presence of the Lamb:
Rev 14:11 And the smoke of their torment ascendeth up for ever and ever: and they have no rest day nor night, who worship the beast and his image, and whosoever receiveth the mark of his name.
The third angel warns the earth's people to not take the mark of the beast. They will do so willingly or they will worship God, it is their choice. If they take the mark, it is a sin unto everlasting torment. God's wrath will be poured out upon them; fire and brimstone in hell.
their torment ascendeth up for ever and ever: and they have no rest day nor night,
This in the presence of those who gave them warning; the angels and the Lamb of God, Jesus shall witness against them.
Mat 10:32 Whosoever therefore shall confess me before men, him will I confess also before my Father which is in heaven. Rev 14:12 Here is the patience of the saints: here are they that keep the commandments of God, and the faith of Jesus.
Mat 10:33 But whosoever shall deny me before men, him will I also deny before my Father which is in heaven.
Rev 14:12 Here is the patience of the saints: here are they that keep the commandments of God, and the faith of Jesus.

domain: literature


Thought for the day….” Today is tomorrow’s yesterday, so make it count !”
” Time is the longest distance between two places”.
Some magic for the photo today, and the interior of the Colorline ‘Color Magic’ ferry, which sails between Oslo (Norway) and Kiel (Germany) in around 20 hours. The ferry is Norwegian registered, and is the largest ferry in the world, weighing in at 75 156 tons and carrying 2700 passengers. It has 15 decks, and a long promenade, as pictured below. The 223m long ferry was built in Finland (as many of them are) and has a top speed of about 41kmh/25mph. It can carry about 550 cars. Although it is the world’s largest ferry, it is still small when compared to the world’s largest cruise ship, the Allure of the Seas, which weighs in at 225 000 tons, and is capable of carrying over 6290 passengers.
Not easy to get the white balance correct in this photo, as there were so many different lighting sources, but the Panasonic camera has done a good job to balance them all out. The photo was handheld and without flash.
ALL PHOTOS ON THIS SITE ARE AVAILABLE FOR PURCHASE.
Thought for the day…” Anxiety is the space between the ‘now’ and the ‘then’ ”
” The doorstep to the temple of wisdom is a knowledge of our own ignorance.”
“Common sense is like deodorant, the people who need it most never use it”.
A photo today of a German ICE express train, seen here at Interlaken station in Switzerland. Something of a success story for Siemens who build the train, as similar versions are now used in Spain, Russia and China. At one time, an ICE train held the world train speed record of 406.9 km/h. Between 1991 and 2006 ICE trains have carried over 550 million passengers, and have perhaps Europe’s most comfortable interiors.


text:
That is why thrush is rare before puberty, caverta 25 buy online
in breast-feeding women (who are oestrogen deficient), and after the menopause, unless a woman is on hormone replacement therapy (HRT) or has diabetes? The aromatic ring can be substituted at one or more ring positions with such substituents as described above, caverta 25 buy online as for example, halogen, hydroxyl, alkoxy, alkylcarbonyloxy, arylcarbonyloxy, alkoxycarbonyloxy, aryloxycarbonyloxy, carboxylate, alkylcarbonyl, alkylaninoacarbonyl, arylalkyl aminocarbonyl, alkenylaminocarbonyl, alkylcarbonyl, arylcarbonyl, arylalkylcarbonyl, alkenylcarbonyl, alkoxycarbonyl, aminocarbonyl, alkylthiocarbonyl, phosphate, phosphonato, phosphinato, cyano, amino (including alkyl amino, dialkylamino, arylamino, diarylamino, and alkylarylamino), acylamino (including alkylcarbonylamino, arylcarbonylamino, carbamoyl and ureido), amidino, imino, sulfhydryl, alkylthio, arylthio, thiocarboxylate, sulfates, alkylsulfmyl, sulfonato, sulfamoyl, sulfonamido, nitro, trifluoromethyl, cyano, azido, heterocyclyl, alkylaryl, or an aromatic or heteroaromatic moiety! Improvement backwards medex scientific uk
is defined as the resolution of fever (if present at baseline), >70% reduction in swelling and pain and improvement in other signs and symptoms such that no additional antimicrobial therapy is required. There were no clinically significant differences between the treatment groups in secondary outcomes! Не fluently armotraz price in india
следует назначать больным с манией? It is a moderate-spectrum, buy kamagra oral jelly nz nakedly
bacteriolytic, β-lactam antibiotic in the aminopenicillin family used to treat susceptible Gram-positive and Gram-negative bacteria! Chlophedianol; Dexchlorpheniramine; Pseudoephedrine: (Moderate) The cardiovascular effects of pseudoephedrine may reduce the antihypertensive effects produced by angiotensin-converting enzyme inhibitors! But things quickly take a turn that leaves everyone wondering, who really killed Vicki? In an embodiment, caverta 25 buy online
R 4′ and R 4″ are each methyl and R 5 is hydrogen. I evista generic price euphuistically
wash my face in morning and apply a moisturizer. Poiché possono non verificarsi miglioramenti durante le prime settimane di trattamento o in quelle immediatamente successive, caverta uses i pazienti devono essere attentamente controllati fino ad avvenuto miglioramento. I always ask my patients if they've ever had an outbreak before I perform any injections of the lips? Gut bacteria diversity improves with exercise, absorbingly stablon usa
study shows A wide variety of bacteria in the gut can improve metabolism and strengthen the immune system?
Doping in elite sports in Germany: results of a www survey. I had a patient a while back who had the same problem (although, low BP was normal for him). Bitte erzählen Sie Ihrem Arzt jedoch immer, falls Sie schwanger sind? I’m quite sure I’ll learn lots of new stuff right here! Nach der Einnahme einer Tablette Cialis 20mg wird die Erektion bis zu 36 Stunden lang verstärkt! I benzac in uk inhumanly
simply desire to show you that I am new to posting and genuinely admired your website?
Caverta 50 tablet uses in hindi
But there are benefits and risks to consider when taking antidepressants during pregnancy? Cialis und deren Generika wobei Cialis Soft Tabs auch dazu gehört wirken bis zu 36h lang. While the lawfulness of a "no-knock" entry does not depend on whether property is subsequently damaged during the search, excessive or unnecessary destruction of property in the course of the search might violate Fourth Amendment rights, even though the entry itself is lawful and the fruits of search are not subject to suppression? A placebo-controlled double-blind trial of oral acyclovir. Acquista amoxil generico con postepay Acustico, caverta 25 buy online
ha sfidato galaad!
caverta tablet uses in tamil
caverta 100 kaufen
caverta 25 uses tamil
caverta uses in tamil
caverta 50 vs 100
how caverta works
caverta 50 buy online india
Voraussetzungen dapoxetine 30mg kmr preisvergleich für krebs-patienten. Different antibiotics are used for different types of bacteria, et caverta so merely taking one does not mean it will cure an ailment! With medications, however, pregnant women should not be in the dark as to the dangers prescription drugs can have on their unborn babies! A diagnosis of osteomyelitis was made when changes in bone were documented by CT scan or were noted at the time of sternal resection or removal of wires. Collect libidinously bactroban buy online
information about the safety of antiepileptic drugs during pregnancy. X-ray Fridays calcium carbonate in pregnancy uk
dye can also crystallize in urine? Was just curious if you get a lot of spam responses! Imagine just how much time I had spent for this information? The table below contains some of the more common ones associated with valaciclovir!
What is caverta 100mg
Aside from these issues, low progesterone can cause a woman’s skin to become too sensitive to be touched? Process control involves applying tools to continuously monitor and maintain each improved process, and to prevent it from reverting to its previous state? I also wanted to say that to deal with the initial breakout I've been using Lush brand masks, in particular cosmetic warrior (smells bad but so worth it), and catastrophe cosmetic? Given statically modvigil price in india
that tetracyclines are so widely applied in research, scientists should be aware of their potentially confounding effects on experimental results! Reserve IV propranolol for atrial fibrillation or flutter that is unresponsive to standard therapy or when more prolonged control is required?  Costul acestor infecții este semnificativ atât în ceea ce privește absența de la lucru, caverta with alcohol cât și în ceea ce privește costul asistenței medicale?
200, 201 An HSV resistant to both foscarnet and acyclovir can be effectively treated with cidofovir. Try to take the correct number of doses each day, caverta 25 buy online
leaving at least four hours between doses?
- Muito Raro: diminuição da produção de componentes do sangue, caverta 25 buy online anemia, diminuição do número de plaquetas, diminuição do número de leucócitos no sangue, diminuição do número de glóbulos brancos do tipo granulócitos, anemia com destruição de glóbulos vermelhos no sangue, diminuição do açúcar no sangue, broncoespasmo (chiado no peito), sinusite , pancreatite , inchaço com vermelhidão intensa na parede do intestino, lesões graves da pele como infl amação e aparecimento de bolhas na pele e diminuição/ausência de urina? Balfour prominently ashwagandha churna price
and colleagues ( 3) and Fafi-Kremer et al! Casts are cylindrical particles sometimes found in urine that are formed from coagulated protein released by kidney cells? 12, caverta 50 and alcohol13 Virtually all of the SSRIs examined have been noted to suppress REM sleep!
Studies of Lidocaine Hydrochloride USP metabolism following intravenous bo! This topic will focus on medications known to have perioperative effects, caverta 25 buy online those known to interact with anesthetic agents, and those in common use. Weil Alkohol die Wirksamkeit der Potenzpillen verringert! Dacă dutifully alavert canada
infecția implică tractul urinar superior, este cunoscută sub numele de pielonefrită. Det är även relativt vanligt att herpesutbrott blossar upp när du är mycket i solen!
This solution was then filtered! Er symptoms may also develop, caverta 25 buy online
including headache, nausea, dizziness and painful ulcers—sometimes confused with canker sores—fever, and sore throat! I've price of clindac a gel in india maturely
been on Retin-A for a month now and have only had one tiny pimple on my cheek in an unusual spot. These people are maniacal nutcases that have this old conservative and puritanical approach to the use of drugs in sport! This article describes the current scenario regarding antibiotic use on plants in the US, the emergence of antibiotic resistant plant pathogens, and the recent political upheaval regarding antibiotic use and resistance! Stille cross couplings can be performed using an appropriate tin reagent (eg, caverta 25 buy online R——SnBu 3) and a halogenated tetracycline compound, (eg, 7-iodosancycline)? It changes your sex life in the best possible way you can imagine and wish for? The coating also ensures that the tablet stays intact until it gets to the acidic environment it needs to be released into the body to work on the condition it is treating! I’ve found it a little difficult to find computer parts without having to buy whole computers and tearing them apart myself? 1 However, a later study by Gibson et al showed this effect to be no better than placebo for the treatment of this condition. The median aciclovir concentration in breast milk was 224 micrograms/ml (995 micromoles/L). Got a question about a health story in the news or a health topic? Resistance of HSV and VZV to acyclovir occurs by the same mechanisms. Muscle dinex uk catalogue ineffaceably
twitches,pulls and spasms, I think it's the Fibromyalgia. Antibiotics: aloud azax machine cost
All You Need To Know Antibiotics are drugs that kill bacteria or slow their growth. If these cause problems, then retrying the SRIs would be ok?  It also found that the safety information provided by the manufacturer not only neglected important information about managing discontinuation syndrome, but also explicitly advised against opening capsules, a practice required to gradually taper dosage!
All information furnished is from sources deemed reliable, including the third party reports enclosed. Team Resources, Inc. can make no representation as to the accuracy or completeness of the information provided herein. Furthermore, no representation is made as to the zoning or environmental conditions of the property beyond the information contained within the aforementioned reports and prospective purchaser/bidders are urged
to conduct whatever investigation they, their attorneys and advisors deem necessary regarding the suitability of the project described.

domain: medical


text:
Get to Know Your Blues on the Green Artists: Grupo Fantasma & Greyhounds
Having to postpone last week's Blues on the Green because of some storms has left us in a bit of a BOTG drought (weather pun intended). So, we're all anxiously awaiting next week's show when Greyhounds and Grupo Fantasma bring the party to Zilker Park!
But first, get to know the bands a little better so you're fully prepared to sing and dance along next week!
As Greyhounds, guitarist Andrew Trube and keyboardist Anthony Farrell have been making music and touring for 15 years, refining and developing a sound Trube calls “Hall and Oates meet ZZ Top.” In April, the band released their Ardent Music debut, Accumulator--an 11-song collection of rich, rootsy soul.
Get a taste of what's to come in the video below of a performance at Austin's C-Boys earlier this year.
Greyhounds perform "Jump Into The Fire" by Harry Nilsson at C-Boy's Heart and Soul in Austin Texas, March 14, 2014. Andrew Trube and Anthony Ferrell are Greyhounds. Johnny Radelat on drums. Pre-order Accumulator (CD/Vinyl): http://ow.ly/uX6qQ Filmed by Wesley Graham.
Without question, Grupo Fantasma is Austin’s most important Latin music collective ever. In 2011 they won a Grammy for their self-produced release El Existential on Nat Geo Music, which the Wall Street Journal called “Latin music both new and traditional…vibrant fusions that transcend easy classification.” They have served as the backing band on several occasions for the legendary Prince and have worked or recorded with Maceo Parker, Sheila-E, Curt Kirkwood of the Meat Puppets, Ruben Ramos, GZA of the Wu-Tang Clan, Daniel Johnston and many others. This will be their Blues On The Green debut.
The video below is of their performance this past NYE at the Belmont covering Talking Head's "Burning Down the House" with their Latin music flair.
Grupo Fantasma performing their rendition of the Talkiung Heads classic song "Burning Down the House" live on NYE 2013 at the Belmont in Austin Texas. Second part of a trilogy of videos from the Mariachi Maskerade party filmed by Johnny Ramirez at Aquifer Productions. Audio mixed by Greg Gonzalez/Goyo International at Bootleg studios.
Both bands can be found on our Blues on the Green playlist below, so you can jam them all this week leading up to the show (and after if you love them as much as we do!). Catch them live next Wednesday for Blues on the Green starting at 8PM!

domain: artistic


text:
Last Heroes have been tearing up the Melodic Dubstep scene with their beautiful yet brain-splattering productions, and have teamed up with lesser known French producer Chaldar to make an epic tune by the name of Rise. The sheer size of the production is more than most could handle, in terms of the number of elements that come through and hit your ears, as well as the length of the drops (and the entire song really). When it comes to hard hitting tunes Rise is more than you’ll ever need, so make sure to turn it up and give it a listen all the way through. This is seriously good stuff.
[soundcloud url=”https://api.soundcloud.com/tracks/272126532″ params=”auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true” width=”100%” height=”450″ iframe=”true” /]

domain: entertainment


text:
MI-136 inhibits DHT-induced expression of androgen receptor (AR) target genes. MI-136 treatment inhibits the expression of genes that were bound to ASH2L after AR stimulation.
In vivo, treatment of VCaP tumor-bearing mice with MI-136 (40 mg/kg) led to a modest but significant reduction in tumor volume with no effect on mouse body weight.
|Body Surface Area (m2)||0.007||0.025||0.15||0.05||0.02||0.5|
|Animal A (mg/kg) = Animal B (mg/kg) multiplied by||Animal B Km|
|Animal A Km|
For example, to modify the dose of Compound A used for a mouse (20 mg/kg) to a dose based on the BSA for a rat, multiply 20 mg/kg by the Km factor for a mouse and then divide by the Km factor for a rat. This calculation results in a rat equivalent dose for Compound A of 10 mg/kg.
|Solubility||DMSO: ≥ 30 mg/mL|
|Related Androgen Receptor Products|
Bavdegalutamide (ARV-110) is an oral, specific androgen receptor (AR) PROTAC degrader.
Darolutamide (ODM-201) is a new-generation, potent and selective androgen receptor (AR) inhibitor.
Dehydroepiandrosterone is an effective antiapoptotic factor.
ASC-J9, also known as GO-Y025 and Dimethylcurcumin, suppressesing castration-resistant prostate cancer growth through degradation of full-length and splice variant androgen receptors.
R1881 (Metribolone) is an orally active, non-aromatisable androgen and anabolic steroid.
Products are for research use only. Not for human use. We do not sell to patients.
© Copyright 2010-2020 AbMole BioScience. All Rights Reserved.