You are here: Home / Ana's Blog / The "Silent Period" in Language Acquisition: Truth or Myth?
The "silent period" in second language acquisition refers to the period of time when the child or adult is first introduced to the second language and the time when he or she begins to speak.
There was a time when I believed in the inevitability of the silent period as well. As many other language educators, I had learned by heart – and loved –linguist Stephen Krashen's 5 revolutionary hypotheses that changed the curse of language education forever (he proposed them in the late 70's and early 80's). Indeed, I had internalized those hypotheses to the point that they had become my norm with my students and with my own kids as well.
I wasn't alone. Krashen's fresh ideas were adopted without much questioning by language educators in the US and even abroad – such was (and is) his influence to this date. Why were his hypotheses so attractive? Because they represented a 180° departure from the very artificial teaching that was taking place at that time (and unfortunately keeps taking place today): grammar-based language instruction.
So after that time in the late 70's, the pendulum swung from the very artificial teaching of grammar to a more "natural" approach (BTW, that was the title of the foundational book written by Tracy Terrell and Stephen Krashen in 1977: The Natural Approach (Language Teaching Methodology) .
At the core of Krashen's approach ever since has been the primacy of listening to "comprehensible input" over everything else. If we listen and we can understand, he argues, we will eventually be able to speak. Listening is then presented as a fundamental step in language acquisition; speaking is not fundamental in this respect. Also, not only is speaking not necessary, but it should not even be encouraged or forced.
What do I think today? Firstly, I think that we have to be careful with pendulum moves, for as brilliant as they may sound in the moment.
Secondly, in the case at hand, I think that the silent period is neither natural nor necessary. In fact, I think it is detrimental for the language learner for many different reasons. Let me explain why.
The origins of the silent period idea can be traced to a comparison with the years that babies typically take before they start talking in the first language. According to this way of thinking, babies spend the first years listening and trying to comprehend what they hear. Only when they have a solid grasp of the language are they able to start speaking.
Since this long period of muteness followed by speech is the "natural" way with the first language, then it makes sense to assume that this is the "natural" way to go with the second language as well: let your students listen for a while and wait for them to start speaking on their own. Do not push speaking.
Babies are not quiet; they may not say complete words or sentences, but they are definitely not quiet. The cause of their inability to speak is developmental and not related to the amount of language one needs to comprehend before speaking. In reality, ever since they are born, babies not only perceive the language that surrounds them, but they also start playing with sounds and trying to communicate in their own way with their caregivers. More importantly, they learn A LOT about language by doing so. Therefore, babies and infants are as active trying to understand what they hear as they are trying to produce sounds and speak. Recent studies on babies' processing of language in the brain confirm that each skill supports the other.
Children (or adults) learning a second language are not "naturally" quiet either. They already know how to speak in their first language, and if they don't speak in the second language is simply because they don't have the vocabulary to convey the things that they want to say. They are also confronting a new set of sounds (phonemes). Because second language learners already know how to speak in their first language, it can be extremely frustrating for them to not be able to convey their messages for months or even years.
I had plenty of evidence showing me that there was something wrong with this theory of the silent period. For years, I had used a lot of comprehensible input techniques but my students didn't speak. No wonder, since I didn't ask them to speak!
But this was not just happening in my classes. Ask any world language student who has been in language classes for a long, long time, sometimes for many years and they can hardly say anything in the target language (this may be your own experience). Ask any ESL student who spent many months without being able to participate in anything taking place in the class and still struggles when speaking.
I had also evidence that comprehensible input wasn't enough with my own kids at home. There is a saying in Spanish that goes "En casa del herrero, cuchara de palo" ("In the house of the metal smith, wooden spoon") which means that you may believe that you are fantastic at your profession, but you will be tested even in your own home. Well… I have been tested in my home.
It so happens that of the three children that I have, the three of them have received some type of speech intervention. Talk about wooden spoons for a language educator!
Sitting beside the fantastic speech therapists that helped my children, I realized that we should not take nature for granted. Nature needs a little help. I learned how to speak to my children in ways that engage them in speech and conversation at their level. I learned that I had to be purposeful and help them directly with some sounds, vocabulary, and semantics (meanings). More importantly, I learned that speech is fundamental in language acquisition. It is fundamental not only for babies and infants but also for second language learners of all ages.
Well, I have now learned my lesson. The time has come for me to wave the silent period "goodbye." It is time to help everyone speak now!
P. S. Please let me know what you think about the silent period. I would love to hear about your experience with it.
P.S.S. Also, I am preparing a free webinar on how to create lesson plans to teach young children. It will be sometime in July, but I still don't have the exact date. If you would like to be notified, please sign up to my list by adding your information on the box on the right sidebar (and thanks!).
I hope this website is still alive. My comment may be 2 years too late. I believe Krashen's Silent Period is not 100 percent right or 100 percent wrong. It depends on the circumstances. I speak from personal experience. My silent period was from 4 years to about 7 years for a chinese dialect. I didn't even know it was a silent period until I read about Krashen's website.
My parents were staying next door to a chinese family(in Malaysia) we shared the kitchen and the area for dinning. So as a child I often listened to the adults speaking a chinese dialect totally different from my family dialect. (I am chinese) I started to listen to this dialect at age around 4 years old and the adults sometimes talked to us but they never asked us to speak or even encouraged us to speak their dialect.
After a few years I find myself able to speak the dialect well. I think I started to speak quite a bit after 3 years of silent period and from then on the whole learning process was smooth and easy. It wasn't totally silent but very little spoken during that 3 years so it could be considered silent period.
The same thing happened with my learning of Thai language. I was working with the Thais people and in the beginning I just listened to their conversation most of the time. After about almost a year I started to speak it .
I think the silent period is usually long and for many of us we just don't have that kind of time and don't have that situation where you can listen to the conversation of your target language in a carefree manner and also people around who are sympathetic to your learning of their language.
Part of what is at issue is delicate perceptual learning. The issues are complicated, and someone needs to draw all evidence together, but to make a long story short, I think that immediately repeating what one has just heard "erases" a lot of the fine acoustic detail that needs to be processed ( among other things, it has to do with something called the suffix effect, and something called echoic memory, and one's speaking damages not only one's own perception of detail, but that of one's fellow students). To me that's the main point of the silent period. As soon as one has something to say that accomplishes a particular speech act in a social context one should say it! But there is also a need to improve one's perception of the new speech sounds, and when pursuing that purpose, it is good to be quiet and listen hard. Call it the neo-silent-period hypothesis: Be silent when the focus is on listening, and that will mainly be during an early period.
I agree with what you are saying. There many more variables at stake in school wide settings that determine how and why a student fails. Listening is an under valued skill set. I noticed how challenged teachers are because we want production right away, because producting is how teachers assure themselves learning is occuring, whether it is good learning or bad learning.
I am in the process of teaching the silent period concept to potential classroom teachers. As I am reading throught these comments, I do agree there are 2 sides to the silent period "claim." I tend to think that there needs to be some time for a student to process all the information, verbal and non-verbal, that is being thrown at him or her. I have gone through the silent period myself and have noted it in my youngest child. Yes, by our nature, we are sound making creatures, but I do believe that classroom teachers need to be aware that the brain needs time to process. Speech is inevitable in a normally devleoping person. Providing comprehensibile input and opportunities for a student to engage in speech is much more important than forcing the speech. When I speak with my youngest in German it is almost like a game since he knows he has to be in English outside the home. When he refuses to speak German, I do not force him since I feel this would devalue German and unmotivate him to learn and live in German. I will definitely help my students become aware that there are 2 sides to this argument concerning the silent period. However, I am like Ben, where is the research concerning these claims?
Susan, as I said, this is based on my own experience as a mom and a practitioner with many years of experience teaching young children, including heritage children. You say that "Speech is inevitable in a normally devleoping person" and I do not agree with that. I have two kids that are "normally developing" and a third that is a special child. Even the two normal ones needed speech therapy when they were young – and I thought I knew a lot about language development! I've seen many of my friends' kids, also heritage speakers, needing support as well in their two languages. I do not assume anymore that language happens naturally. Actually, I don't assume that any learning happens naturally. Learning of all sorts needs some smart scaffolding, and all children, including the brightest ones, need some help at one point or another. But returning to languages, how can we assume that learning a new language happens naturally when our schools are filled with ESL students that struggle for years and years to learn English? Why is it that Latinos have so much trouble graduating? And why do so many heritage students never master their home language? Could it be that we should be doing a better job at scaffolding speech? I think so. I've seen speech therapists at work with my 3 kids and I am a total convert. I'll continue to incorporate the invaluable lessons I've learned from them into my work.
Speech therapists provide wonderful and useful supports for students in school wide settings. There are may variables as to why ESL students are failing. Some of those issues include classroom teachers attitudes and perceptions toward ESL students. Many teachers have negative attitudes. Additionally, many teachers know their content, but they do not know the language or linguistic features of their content. Thus, they struggle to teach content concurrently with language. At some point, heritage students may make the choice not to master their home language due to instrumental versus integrative desires and motivations concerning heritage language use and learning. Scaffolding speech is what we all need to do, I do not disagree with this poing, but scaffolding does not mean I and the learner cannot actively and willingly encourage listening and "silence" to help with the learning situation. I believe, given my experience, that silence could and should be part of scaffolding.
I have been using comprehensible input for over twelve years and have never imposed silence on my classes. I have just given the kids' speech formation the time it needs.
Some kids output early and others later, as happens with first languages. The notion of forced silence expressed above, as Kirstin says, "…may still be understood in a dogmatic way when [the Silent Period] just means "allow the kids to start speaking at their own time and level." There is no "forcing students to be quiet".
The deeper mind learns how to output the language. It is too complex for the conscious mind. Most language teachers in the world don't want that to be true. If it were true, they would have to change. And yet it is true. We learn languages unconsciously by focusing on the message and not the words, and speech only emerges when it is ready.
Conscious left hemisphere dominant instruction is fine, required even, in classes in which the mode of learning is conscious, like history. But not for languages. We now know that conscious analysis of language doesn't work, hasn't worked, and will never work. The process must be made unconscious.
When we force speech, we end up giving the conscious mind too much to chew on and it takes over. The conscious mind likes to chew on things, but it can't chew on that much language. Too complex, too much food. That's called school. The conscious mind should not be allowed to take over in a language class. Understanding the language and any resultant speech formation are both unconscious processes.
This conscious focus on the language – on its words and how they fit together like a big jigsaw puzzle – subverts the real way we learn languages. So what we should do is give the conscious mind something to occupy itself with in class, jsut a few words or structures, while we flood the unconscious minds of our students with properly spoken speech in the target language (grammar), where the real process of acquisition can take place. How?
We just keep repeating a few structures over and over and over during class in different ways that keep the attention of the kids' conscious minds on the three words. In one class, I took a class of 41 students through 96 repetitions of the word "scolds".
I asked the kids if their parents scolded them (making sure that they knew that they were to offer only lighthearted, cute, humorous answers) and we ended up with one girl whose parents scolded her at dinner but not at breakfast or lunch and I also shared that my teachers scolded me when I was in military high school. Sounds silly, but isn't. It's seriously language acquisition. The speech? It's coming later in waves, but not now. Now the kid is just listening, building a rich base of language that will explode in speech when it is ready to, and it won't be memorized junk, but real speech.
Then, in that class, I added in a second structure (from "Table Manners Part 2" by Anne Matava) and we were talking about how kids got scolded for "eating like an animal". One kid got scolded for eating like a giraffe and another for eating like a cow. Stuff like that where the focus by the kids' conscious minds was only on those two structures as they were repeated in class over and over and over in various ways. Silly stuff? Actually not.
What was really happening? All the other words that I was saying, 90% of the lesson, being too much for the kids' conscious minds to absorb, was going into their unconscious minds for later processing during sleep. I was really filling their deeper minds with much more of the language than they were aware of. I was preparing the kids for real speech by giving them massive amounts of language on which to build that speech. And I wasn't giving it to them in lists.
Then, in deep sleep, the mind takes everything it heard that day and either rejects or accepts what it heard that day. It is the way we acquire languages. Some of what we heard, if we heard it enough, is accepted, and some, being too complex or not having been repeated enough or not being interesting enough, is rejected. Over time, the language is formed in that way.
So the deeper mind must be allowed to do its work. We can't mess with it. We must keep our kids' minds focused on those few words. While our students are busy looking at a few stars, we are tricking them into absorbing the entire night sky around them. But if they try to look at too many stars at once with their conscious mind, they can't absorb all that, and the system fails. There are too many stars.
People don't fully appreciate what the so-called Silent Period is. It is not silent at all, but it is silent to the conscious mind. We can't even begin to understand all the things that go on in the unconsious mind of a student who is well focused during a comprehension based class. A symphony of complex neurological connections is being made in every second of class when a student is fully listening to the target language spoken to them in various and interesting and personalized ways.
But what happens when we force that process of speech where the kid speaks before they are ready? We then call in the attention of the conscious mind into the process of speech creation. But it takes thousands of hours for the speech connections to be made from the rich bed of language that has been put into the deeper mind over thousands of hours of listening to emerge in true (not memorized or parroted) speech. We can't speed that process up any more than we can force a road to be built from Seattle to Miama in a few weeks when years are required to build the road because of the distance involved. Can a child learn her first language via force?
This is the problem I have with people who advocate forced speech in children. It's man messing with nature, and it rarely works. That is why the most sacred things that happen in life, the formation of a human being, the creation of a language system, all occur out of reach of human meddling.
We have lots of research supporting the above position. Where is the research supporting the position that forced speech works?
In my view, the Silent Period is merely a way to express the idea that emergence of output will be natural and unforced.
ana, excellent! the monitor hypothesis has always been equivocal, because it doesn't take into consideration that the developmental path to productive speech in the L2 requires opportunity for output. child learners, and especially adolescent and adult learners need, even want in instructional settings, the chance to be able to work on phonology and prosody. as an L2 teacher, i would be doing my students a disservice if i didn't accommodate that need, even more expect of my students that they must attempt, to speak. adolescent and adult learners actively rely on metalinguistic strategies in learning additional languages. output is therefore a crucial part of the learning process for them.
As a bilingual (Spanish/English) speech/language pathologist I have to say that I often hear "So and so is going through the silent period" and typically I feel frustrated when I hear this term being used by well intentioned bilingual teachers. It's interesting Ana, that you mention this topic although the rationale for my frustration stems from a different place than yours. Of the thousands of bilingual children I've tested in the past 30 years or so, the vast majority of the ones I have found eligible for special education services, demonstrate the greatest difficulty with listening comprehension skills. We know that in order to effectively use language expressively, listening comprehension of those skills comes first. So receptive skills precede expressive skills. All of these skills are developmental but I agree that there is no "magical moment" when children spontaneously begin to utilize a second language following a silent period. My most recent example of this was a "bilingual" 3.5 yr old boy who was referred to me for an evalation. At that age I always start with toys (play-based assessmnt) and I attempt formal assessment however with this little guy it was evident within the first few minutes that formal assessment was not going to work. I had a school psychologist and speech pathologist also observing me work with this child. He was clearly Spanish dominant but language-wise was functioning at around the 9-12 month age level receptively and expressively. He didn't appear to have any cognitive delays although speech/articulation skills sounded dysarthric and not apraxic. Most children who are typically developing wouldn't need this level of intervention. My point in all of this is to say….NO…. No silent period…. If a child can speak (and can understand) he will speak. Can you imagine waiting until this mysterious silent period would magically disappear?? I broke it down into tiny little pieces in terms of goals. This child had less than 20 words in his verbal repertoire. One of the problems is that he would not imitate. In this case, you have to consider imitation skills. I won't get into it here but sometimes you have to really work on those receptive skills (tell him, show him, help him) with comprehension and then there are 8 levels of imitation to work through before you can expect verbal imitation of single-word and two-word combinations. The degree to which a child has foundational skills in their native language will determine ease of second language acquisition. If the child has the conceptual framework in one language, learning the "label" in the second language is effortless. I wish I could convey this in a more precise way to teachers who are wasting precious time waiting for miraculous silent periods to magically disappear.
With AIM (The Accelerative Integrated Method) students are encouraged to speak in the L2 from the very first day, in unison while the teacher gestures, therefore eliminating the "Silent Period" all together.
Students continue to improve their fluency over the course of the year because their verbal output is high from the very beginning.
There are so many factors to consider. One really important point here concerns the age of the student. For example, I very much believe many 3 year olds go through more of a silent period, than say a 5-year old. 3 year olds made me believe in the Silent Period, but I don't see it exactly the same for every age.
For a silent period that is built in but which moves naturally to speaking, consider the Montessori method, with its 3 periods of learning: presentation (teacher presents, speaks); (2) recognition, the longest period (student shows recognition often through many different non-verbal means; then (3) production (student speaks the word or phrase WITH understanding.) This model shows that you can have a "silent period" where the learner first listens, then shows understanding in an abundance of ways, while not necessarily speaking. As we move from period 2 to 3, we can start with choral speaking and singing and move to individual speaking, and layer in more complexity. The "verbal" kids will start producing language long before the shy or more non-verbal kids, but you value all of them and give them the time, with encouragement, to begin speaking as they are comfortable. Here I'm referring especially to 3-6 year olds, but the process can be adapted to older kids of course. Most of all I believe like Kristin, above, that there is a difference between making someone speak and encouraging or inviting them to speak.
I also think there is a big range of differences between kids who are very verbal, to kids who are quieter, more introverted. Pressuring young kids to speak can be really detrimental to some with quieter personalities. It can change language learning to a rote, unpleasant, performance task, when it can and should be a very natural, meaningful and fun activity. You have to respect children and give them time and diverse opportunities to make the speaking meaningful to them, not just a constant series of repetitions.
I agree that speaking is important – it should always be part of the learning process and shouldn't be put off, but how you get there makes a big difference. It makes me think of all those computer programs out there which are supposed to teach you a language, but where there is no one to talk to???! Clearly just listening is not enough, and if you go on too long without speaking, how do you later cross that bridge? I think going without speaking too long would create its own sort of affective filter.
Back to age — language learning goes on at every different age, and even a small difference in age can make an immense difference in factors that motivate students and create a climate of successful language learning, including for speaking activities. Choral speaking, singing, chanting, phonetics on the computer, dialogues, plays, pair work, conversations, describing things, etc. etc. There are many different ways of reaching kids with what interest them the most, at the age they are at, but speaking meaningfully is the key. Make it meaningful for that age learner.
Personality differences can also exist in any age of learner, and as a quiet person myself, I would have loved being skillfully encouraged to speak, but not pressured, when I started learning language.
This is a very interesting topic! Thanks for raising the question. Like most topics, there clearly isn't a either/or answer, but a certain amount of complexity.
I couldn't have said it better myself, but I have found myself telling content area teachers that it's okay if newcomers don't speak at first. I only say this though because they are in a classroom full of native English speakers, not because they don't want to speak up! That said, I also have to say that some very shy students are hesitant for quite some time to even speak in the safe environment of the ESOL class. I don't push them to speak in front of the class for awhile. I guess I feel that it's more the "affective filter" when it comes to language learners (at least adolescent learners) than any sort of "natural" silent period. On another note, I often wonder if I am teaching my toddler good language learning habits, but I tend to think the pendulum always swings more to the nature side than nurture anyway.
I think in many instances we think the silent period is normal and as you said "natural." But personal I don't believe in the Silent Period. Babies will mumble and try to speak in the second language from day 1. The key is to encourage them to speak. Even without explaining I invite them to repeat. This may through a rhyme, chant, song or downright command. The bottom line is that they must be encouraged to engage the language.
Good, practical and sensible arguments on both sides of the pendulum…Perhaps the best perspective is not to take anything too dogmatically. I think there is still a period of adjustment to new sounds and vocabulary, but no reason not to insist on participation at least in parroting, repeating the way to say something simple, (especially if it is something that the language learner wants to be able to communicate), games in TL and singing right from the start. My view is that language teachers provide the keys, but students have to want to turn them in the lock and the sooner they open the door the better!
I have read all your comments with interest and this is what I have to say: we have to be more proactive as far as speech is concerned. While we may in principle reject the idea of the silent period, we may in fact be enabling it by waiting for that magic moment who-knows-when when our students will speak "spontaneously." Can you imagine a math teacher deciding to wait until her students warm up to math and decide to engage in arithmetic problems spontaneously? I certainly would have never taken the step – thinking about anything math gave me the chills. Just in the same way, speech is a core language skill, and we cannot leave it to chance. There should be speaking activities in our daily lesson plans from day one, whatever age it is, from toddlers to nonagenarians. We can't afford to leave speech to chance. I do agree with you that we live in a post-methods world, but unfortunately, many of those methods may still be clinging unconsciously in the back of our brain and may surface when we less expect them. I am glad that we are talking about this topic because it's been bothering me for a long time and I wanted to see what others thought. I'm excited that today, with technology and all that we know about grouping and teaming our students, it doesn't need to be like in the old times with the teacher soliciting answers and correcting students in front of the class. No reason to fear and avoid speaking whatsoever.
Interesting blog post and discussion. Of course, there was nothing highly original about Krashen's notion of comprehensible input as "natural" methods have been around for many decades (cp. Henry Sweet). I bet there haven't been many teachers who have imposed silence on their classes either. Krashen's comprehension hypothesis seems like common sense (although, like all these theories, it is unprovable). Common sense also dictates an eclectic approach involving lots of target language comprehension, some controlled practice and explanation, a good deal of speaking and reinforcement with writing. Thankfully, we are now in the "post methods" era where we treat with scepticism any new panacea method for second language acquisition.
When I first heard the "silent period" I knew it was bogus. I have 4 kids and I never noticed a "natural" silent period. But, I didn't throw it out either. Now I spend half my time listening and reading. Literally I time it so exactly half of my time is only spent on input based learning and the other half is output based. Balance the pendulum.
I think that if you read Krashen's article carefully, you'll see that he is talking about "forcing" students to speak before they are ready to do so. this is entirely different from "encouraging" students to speak. All comprehensible input teachers I know are very encouraging towards their students, but do not force them to say more than they can do spontaneously. Students in middle and high school speak a lot during CI-classes, because all the time there is verbal interaction going between the teacher and the students.
So I agree with Andrew Graff that the Silent Period may still be understood in a dogmatic way when it just means "allow the kids to start speaking at their own time and level." There is no "forcing students to be quiet". Small children need much more time before they can utter spontaneously what the have acquired. In elementary schools, therefor, CI teachers will ask the kids to respond physically to the CI (which is not "forcing them to be silent!"). Still, this means *communication*. Comprehensible input is not just talking to students without any response, like you're filling a bottle with water. It is constant interaction, with either silent or verbal responses and reactions. Like Ignacio Almandoz said in a post on a TPRS forum, telling about a Russian CI class he had attended: "we also laughed a lot. Laughing is nothing silent, and laughter also serves as feedback for the teacher, because without comprehension there can be no laughter".
I thought there was some sense to the 'silent period' theory but I personally would never have spoken if I hadn't needed to speak – my oldest daughter didn't talk for the first few weeks in her Bolivian school (at 11 years old) and after that she has never stopped.
But my 4 year olds whilst they did talk later speak perfect Spanish and English. I believe it is necessary to speak in order to be able to speak.
Maybe there are individual differences but I don't think silence should be enforced. In fact I think it would usually go against the idea of fluent speaking.
It seems to me that the "Silent Period" used to be understood in a really dogmatic way, and perhaps still is understood dogmatically by many.
Can you help me to understand what I am missing about your conception of the Silent Period?
I was not forced to speak Spanish in the home growing up, and am now forced to go back and re-invent the wheel. With the fear that my Spanish wasn't strong enough and no family in town, I didn't speak Spanish with my older children, and they don't have it! I learned my lesson, and am making my daughter speak only Spanish with me, since day 1. She didn't say a word til age 2, then for 8 months, from age 2-2.5, she tested and tested and tested me with English. I NEVER gave in. Acted as if I truly didn't understand her, and would never give her what she wanted. People around us would be horrified, including her brothers, and try to SABATOGE my efforts! Family, friends, strangers, etc. At 2.5 years, it's like something CLICKED, and she completely stopped testing. At age 4, she is a confident Spanish speaker. I have Spanish speaking friends who didn't force speaking, and their kids don't speak it. The strange thing is their parents Spanish is better than mine! I definitely agree with you Ana! Push them to speak!
I agree with you completely and I think many teachers do! In my experience this discussion is complicated by many factors. Pointing out the need for more exposure to the language can often be misinterpreted as calling for a silent period. For example, with adult learners (college students) they are often asked to produce verb forms and structures they have never heard – they would benefit from much more exposure to the spoken language. That is NOT the same as the silent period at all, but it gets mixed up in the conversation. Working with children, I often find myself telling parents that children can learn by listening to encourage them to model and interact naturally rather than pointing at objects and expecting the child to name them. In this case, I am not advocating for a silent period, I am encouraging more exposure to the sounds of the language before being pressed to produce in artificial ways. I find that songs are still one of the best ways for early learners to produce correct, natural language, especially in settings where there the adults are not skilled enough to be purposeful in their use of the language.
There is much education that needs to be done with parents about what to expect when their children are learning a language. They hear it is "easy," that children are "sponges" and that they will be "bilingual" in no time. (Don't even get me started on the use of the word bilingual in the United States today!). Part of that education needs to stress the quantity and quality of interaction that children need to master a language.
Thanks for the suggestion, Janet. Yes, I know about Swain's comprehensible output and also Van Patten (and I've gone to some of his presentations). As you suggest, it is important to know that side of the story too. I'm responding to an article in the Washington Post by Krashen that you may have read as well: http://wapo.st/O1rgJW It's like if we hadn't learned anything since then.
I thought the post was interesting but I for one have used the 'silent' period on myself when learning Korean (6 months) and although it was boring I found when I started to speak I quickly overtook people who had been studying for longer and who had used conventional methods. I used cartoons and drama as my input (things I could follow).
I could also more easily follow conversations than those using a conventional method of study as their input was limited.
I think your post makes some good points, but I also think you lack any concrete evidence to back up your argument. Just as I say it works, you say it does not (many studies have shown the silent period to be of benefit to new students, but your post is based on opinion) so who is to believed?
Maybe, just maybe this method can work for many, but not all.
Any educator who uses only ONE method needs to double check thier methods. Any educator who says a categorical NO to a method also needs to reasses their methods. Each theory is a tool, not a fix all.
Writing this post was an interesting exercise in many ways. I find it very interesting that people still think that Comprehensible Input is King and that there is nothing else out there of any value.
Like many of you, I too have studied several languages – starting with English from preschool – and have had the chance of being exposed to many different personalities, teaching styles and methods.
In addition, I have studied abroad. I have taught during many years all the way from toddlers to college. I am a published author in the field. I have been on language organization boards. I have raised 3 bilingual children… So I can claim that I have been quite successful as a learner, a professional, and a parent.
But I'm not making my claim just based on my "Blink" (have you read Malcolm Gladwell's book?) – although I think that at this time and age I can blink with quite confidence. The thing is, any beginners course on second language acquisition will actually prove my point! Research over the last four decades from all over the world – quite healthy and abundant – shows that, in reality, the key is somewhere in the communicational back-and-forth that goes on among individuals. It's not just CI.
Please note that I am not saying that CI is not important or that some silence may be inevitable. What I am saying is that we, as educators and parents, should not just talk and wait.
BTW, thanks to all for your comments and keep them coming!


text:
Reading Chord Charts
Guitar for Beginners
Grasp the essentials needed to begin playing acoustic or electric guitar. You'll learn an easy approach to get you playing quickly, through a combination of exploring the instrument, performance technique, and basic music theory. For students who have long thought about picking up the acoustic or electric guitar, this course will provide an easy-access foundation that will get you playing. When first learning guitar, it is important to have the material presented in stages, in an enjoyable way that allows you to grasp the basics of the instrument and music. The course begins simply with the parts of the guitar, the names of the strings, tuning, and technique—whether finger-style or pick. It then explores the basics of music theory with such topics as scales, triads, power chords, and fingering and shapes. At the end of this course, students will understand the structure, parts, and accessories of the instrument, in addition to an understanding of its basic maintenance. Electric guitar players will learn the operation of their instrument along with basic options for amplification, effect pedals, and sounds. Students will also learn to develop correct technique and apply theory concepts to their playing. They will have the foundational knowledge necessary to pursue most intermediate guitar courses.
Tablature, Music notation, Guitar scales, Guitar chords, Guitar
This is a guitar class, done with class. Loved the teacher, Thaddius. After taking this class I got a job at a church playing guitar. This class increased my income by thousands a year.
Great introduction to guitar, before this course I already played acoustic guitar but with this course I've got many techical info I didn't know, e.g. on guitar positions and scales
Chords: Building Easy Triads and Power Chords
In this lesson, you will use all of the skills you've gained from the previous lessons to build the foundation of harmony. You will play certain scale notes at the same time to create chords. Let's look at why chords sound like they do, how to build them, how to easily play chords in open position, and how to play chords that you can move all around the neck.
Barre Chords11:32
Power Chords3:46
Reading Chord Charts5:44
Choisissez une langueAnglaisCatalanPortugais (brésilien)RusseVietnamien
Now, we're going to talk about reading a simple chord chard. Now, don't panic, of course, it would be a lot easier to just write the chords that you needed for any given song that you are about to play on, on a plain piece of paper. In fact, what actually happens is chord charts are often written on the same kind of paper that you would write traditional music notation. And the reason for that is really simple. Because besides knowing what chord you want to play, you have to know where that chord occurs in time and how long you need to hold that chord. So let's take a look at a simple chart, it's a simplified version of a song I wrote called Mothers, Sisters, and Daughters. One of the first things you should make a note of is what's called the time signature. Now in this case, at the beginning of the piece of music we have 4,4. This is called the time signature. The most important thing for you to remember is that the top number means that there are four beats in each measure. Each of those beats is represented with the slash. In this case, we have a G, for two slashes and an Amin for two slashes. And that means that the G gets beats one and two and the Amin gets beats three and four. So would sound something like this, one [MUSIC], Two [MUSIC] Three, four. If we look at the next measure, the D minor also gets two beats and the C major gets two beats. It would sound like this. [MUSIC] One, two, three, four. [MUSIC] Now we are going to try and play the whole chart using this method of counting. It is a good idea to use your metronome and to set it for a 4/4 tempo so that you have an accent on the first beat of each measure. So now I'm going to set my metronome at a relatively slow count of 50 beats a minute and I'm going to set it with an accent. On the first note, of each measure of four four. [MUSIC] So you can hear, [SOUND] every four beats, there's an accent. [SOUND] One, two, three, four. [SOUND] One, two, three, four. [SOUND] The important thing to remember is, you're reading chord charts. Is that time keeps moving, and so you should strive to play each chord for the correct number of beats, and then move on the the next chord, and play that chord for the correct number of beats. Try to keep going, even if you make a mistake. Now I'm going to use a simple downstroke, for each beat, of each chord. Here goes. One, two, three, four [MUSIC] So, if you learn to read basic chord triads. You'll find that there's a wealth's of music out there, and many, many songs that you can play using just a few chords, either bar chords or open position chords or power chords. There are many, many songs out there that you'll have at your disposal.

redpajama_set_name: RedPajamaCommonCrawl


Discussion in 'Wireless & RF Design' started by mokhd, Nov 13, 2012.
"building with reflective glass panes"
Reflective to light or to 2.4GHz radio waves or reflective to light?
At 2.4GHz,any building will be reflective.
Seems like a good idea,but you will need proper directive antennas.
so i guess this will work ,yes??
Depending on the coatings on the windows, you signal may largely go through, may reflect, or may get absorbed.
But you also have to be concerned about the multipath situation you are inviting.
At 2.4GHz your carrier wavelength is about 12.5cm.
Let's say that the horizontal distance (in the drawing) between the antennas and the reflective buildings is 200m and that the two antennas are separated (vertically in the drawing) by 500m. Let's now say that the building you are reflecting off of is 50m wide and one end of the building is located midway between the two antennas.
You may have even longer distances vertically (and keep in mind that I'm just guessing at ballpark dimensions here).
This means that you can experience significant multipath fading and interference. The time difference is going to be ~10ns. This could result in noticeable intersymbol interference, as well, depending on the baud rate.
This is interesting, let us know how it works. I would recommend an antenna with circular polarization to minimize multi-path fading. Keep in mind the polarization will flip from RH to LH (or vice versa) as it bounces off the building. The only problem I see is if the people in the "reflector" building cause a fuss. Remember the silliness caused by 60 Hz electromagnetic waves from CRT monitors and fluorescent lamps. Well the same thing is happening with RF. I just read where a FL city has passed an ordinance requiring cell phones to have a warning sticker attached. This is the 2nd or 3rd city that has done this. I guess you could tell the folks in the building, you have discovered their building is generating dangerous levels of Bill Shutsky rays, and you are only neutralizing them.


Painful progressive flatfoot, otherwise known as posterior tibial tendon dysfunction or adult-acquired flatfoot. This condition arises when the tendon becomes inflamed, stretched, or torn. Left untreated, it may lead to severe disability and chronic pain. People are predisposed to tibialis posterior tendonitis if they have flat feet or an abnormal attachment of the tendon to the bones in the midfoot.
Nonsteroidal anti-inflammatory medications, icing, physical therapy, supportive taping, bracing, and orthotics are common treatments for painful progressive flatfoot. Note: Please consult your physician before taking any medications. In some cases surgery on the rear foot and midfoot may be necessary to repair a torn or damaged tendon and restore normal function. In the most severe cases, surgery on the midfoot bones may be necessary.


Technocopia is a non-profit makerspace located in Worcester, Massachusetts. Our 11,000 sq. ft. facility offers common work space, rental bays, and a variety of tools for artisans to create and work with. We also host training classes and workshops which make use of our shared work areas including: a complete wood shop, metal shop, 3d printer station, electronics bay, glass flameworking shop, classroom, design studio, and our CNC router and laser cutter shop! Every Thursday night we are open to the public for our Open Hacks and Crafts event.
Sign up with your email address to receive updates on our events and classes!.
Come visit us or check out our facebook discussion group!
Take a look here for info on memberships.
We love open-source software and hardware! Come join us at our Google Code project and our GitHub!


text:
Q: cant telnet from linux pc to windows pc "login Failed error" I'm trying to telnet from Linux to Windows PC but it's showing error "login failed".
Here is my Python script. I am using pexpect module. I also tried with telnetlib but same error:
import os
import pexpect,time

        telconn = pexpect.spawn('telnet 192.168.0.105')
        telconn.logfile = open("/tmp/telnetlog", "a")
        time.sleep(30)
        print "connected"
        telconn.expect(':')
        telconn.sendline("user" + "\r")
        #time.sleep(10)
        print "connected user"
        telconn.expect(':')
        password = "user@123"
        #print password
        telconn.sendline(password + "\r")
        time.sleep(60)
        #print "connected password"

Error :
Connected to 192.168.0.105.
Escape character is '^]'.
Welcome to Microsoft Telnet Service

login: user
password: user@123

The operation completed successfully.

Login Failed

A: @vish
You can debug the problem using wireshark according to Marcin.You just try below mentioned code as i already had the same problem and i got the solution
import pexpect
import time,sys
telconn = pexpect.spawn('telnet 192.168.0.105')
time.sleep(20)
telconn.logfile = sys.stdout
telconn.expect(":")
time.sleep(20)
telconn.send("user" + "\r")
telconn.expect(":")
telconn.send("user@123" + "\r")
telconn.send("\r\n")
time.sleep(20)
telconn.expect(">")

I hope this will work.

A: I can suggest an easy way to debug the problem. You wrote that it is possible to log in manually. If so, sniff telnet messages while logging manually with Wireshark. Sniff again after starting your script. Compare 2 traces. After comparing you should be able to tell what is missing in case of your script telnet messages.

redpajama_set_name: RedPajamaStackExchange


text:
Friday's other big summit: Why the Modi-Xi meeting matters
By Steven Jiang, CNN
Updated 0015 GMT (0815 HKT) April 27, 2018
Chinese President Xi Jinping and Indian Prime Minister Narendra Modi are due to meet in Wuhan Friday.
Beijing (CNN) While the highly anticipated inter-Korean summit will capture much of the world's attention Friday, another equally consequential meeting will unfold in China on the same day, the outcome of which could affect more than a third of the world's population.
Billed as an "informal" summit, Chinese President Xi Jinping will host Indian Prime Minister Narendra Modi in the central city of Wuhan on Friday and Saturday, the clearest sign yet of thawing relations between the two estranged nuclear powers, following last summer's tense military stand-off in the disputed border region of the India-China-Bhutan "trijunction."
Unlike a more traditional state visit, the casual setting appears specifically calculated to avoid potentially complex policy negotiations and instead provide the two leaders, whose countries comprise more than 2.6 billion people and 17.6% of the global economy, an opportunity to clear the air.
Speaking to reporters on Monday, former Indian Foreign Secretary S Jaishankar described the surprise meeting as having no stated goals or set agenda. Conversations, suggested Jaishankar, will be "personal and interactive."
But can the two strongmen leaders put aside their countries' differences and get along?
For Modi, the benefits of stabilizing relations with China are clear. Unlike his Chinese counterpart, the Indian prime minister is gearing up for reelection next year. Though Modi remains overwhelmingly popular among voters, a potentially bruising encounter with China, especially one that involves the two countries' armed forces, could see his poll numbers dented. By meeting with Xi, Modi can both help to mitigate that risk, while simultaneously opening up the possibility of increased economic cooperation at a time of global uncertainty.
For Xi, the summit comes just months after term limits on the Chinese presidency were removed by the country's rubber-stamp parliament, effectively allowing him to govern for life if he chooses. Xi's consolidation of power clears the way for him to embark on a bold new period of statesmanship. The prospect, however unlikely, of the region's two major powers agreeing to join forces, would signal a significant geopolitical shift and the type of major policy win befitting Xi's new status.


text:
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text:
Q: Keyboard pops up after UIAlertView is dismissed on iOS 8.3 for iPad With the latest iOS 8.3 release, our app starts to have a weird behavior.
After finishing textfield editing, the user can click the close button which brings up an UIAlertView. When the user clicks discard in the alertview, alertview and current view are dismissed. But somehow the keyboard shows up after the view is gone which is quite annoying to users.
After some debugging, it seems that the keyboard is shown for the last textfield that the user has accessed before closing the view. I tried various ways to endEditing for the current view in many places (before showing UIAlertView, after clicking a button in the UIAlertView; I even set the focus to another UI element of the view). It didn't solve the problem.
But for this particular issue, I'm not sure if it's a common issue or something we need to fix. Everything works perfectly before iOS 8.3.
We understand that UIAlertView is deprecated for iOS 8. We're starting to migrate to UIAlertController. But if there's any workaround, we'd love to hear.
Here's some code snippet.
- (IBAction)closeTapped:(UIButton *)sender
{
    // try to resign first responder
    // [self.tfName resignFirstResponder];
    // [self.tfPosition resignFirstResponder];
    [self.view endEditing:YES];

    if(self.orderDetails.isOpen && self.orderItemChanged)
    {
        UIAlertView* saveAlert = [[UIAlertView alloc] initWithTitle:@"Unsaved Changes"
                                                            message:@"Your changes have not been saved. Discard changes?"
                                                           delegate:self
                                                  cancelButtonTitle:@"Cancel"
                                                  otherButtonTitles:@"Save", @"Discard", nil];
        [saveAlert show];
    }
    else
    {
        [self close];
    }
}

- (void)alertView:(UIAlertView *)alertView clickedButtonAtIndex:(NSInteger)buttonIndex
{
    switch(buttonIndex)
    {
        case 1: // Save
        {
            [self save];
            break;
        }
        case 2: // Discard
        {
            [self close];
            break;
        }
    }
}

- (void)close
{
    [self.delegate dismissEditOrderItemVC];
}

A: If anyone struggles with this, I hope this will help:
if (NSClassFromString(@"UIAlertController")) {
    UIAlertController* alert = ...
}
else {
    UIAlertView* alert = ...
}

A: you need to change alert for ios 8.3
first put this in your view
#define IS_IOS8 [[UIDevice currentDevice].systemVersion floatValue] >= 8.0

then
if (IS_IOS8) {

        UIAlertController *alertVC = [UIAlertController alertControllerWithTitle:@"Unsaved Changes" message:@"Your changes have not been saved. Discard changes?" preferredStyle:UIAlertControllerStyleAlert];

        UIAlertAction *saveAction = [UIAlertAction
                                    actionWithTitle:@"Save"
                                    style:UIAlertActionStyleCancel
                                    handler:^(UIAlertAction *action)
                                    {
                                        [self save];
                                    }];

        UIAlertAction *cancelAction = [UIAlertAction
                                   actionWithTitle:@"Cancel"
                                   style:UIAlertActionStyleCancel
                                   handler:^(UIAlertAction *action)
                                   {
                                       [alertVC dismissViewControllerAnimated:YES completion:nil];
                                   }];

        UIAlertAction *discardAction = [UIAlertAction
                                   actionWithTitle:@"Discard"
                                   style:UIAlertActionStyleCancel
                                   handler:^(UIAlertAction *action)
                                   {
                                       [alertVC dismissViewControllerAnimated:YES completion:nil];
                                   }];

        [alertVC addAction:saveAction];
        [alertVC addAction:cancelAction];
        [alertVC addAction:discardAction];
        [self.view.window.rootViewController presentViewController:alertVC animated:YES completion:nil];

this will help you as it helps me in same problem.
above code is compatible with both ios 7 & 8

A: I too, had a keyboard popping up (with the cursor in the last-used textView) after closing a UIAlertController and here is a very simple fix:
Immediately before building and presenting the UIAlertController,
Using [_activeTextView resignFirstResponder]; the keyboard will reappear.
Using [self.view endEditing:YES]; the keyboard will NOT reappear.
I hope this helps you.

A: If your deployment target is iOS 8+, try UIAlertController.
Here's a quick fix for UIAlertView: delay the invocation of showing the alert view when your text field or text view resigns first responder.
[self performSelector:@selector(showAlertView) withObject:nil afterDelay:0.6];

A: If a text field is the first responder, it will automatically pop up the keyboard when the alert is dismissed. Ensure the first responder is properly dismissed with:
[textField resignFirstResponder]

Remember: in a table or scroll view, sometimes the field must be visible on the screen to properly dismiss the responder.
If there are no first responders active, keyboard should not appear when alert is dismissed.
For the particular case in this question, I would recommend setting a delegate method to listen for the "done" button and resigning the first responder in the delegate callback.
Alternatively, when beginning editing, you can store a reference to the currently active text field, then in your "clickedButtonAtIndex" method you can resign the active text field if it is still active.

A: Try using the below code. It works fine for iOS 8 and below version
if (IS_OS_8_OR_LATER) {
        UIAlertController *alertVC = [UIAlertController alertControllerWithTitle:title message:msg preferredStyle:UIAlertControllerStyleAlert];

        UIAlertAction *cancelAction = [UIAlertAction
                                     actionWithTitle:@"OK"
                                     style:UIAlertActionStyleCancel
                                     handler:^(UIAlertAction *action)
                                     {

                                     }];
        [alertVC addAction:cancelAction];

        [[[[[UIApplication sharedApplication] windows] objectAtIndex:0] rootViewController] presentViewController:alertVC animated:YES completion:^{

        }];
    }
    else{
        UIAlertView *alert = [[UIAlertView alloc] initWithTitle:title message:msg delegate:self cancelButtonTitle:@"Ok" otherButtonTitles:nil, nil];
        [alert show];
    }

}

A: I've noticed some weird behavior with textField keyboards and alertViews as well... Maybe make a bool called disableKeyboard and use it like this:
- (BOOL)textFieldShouldBeginEditing:(UITextField *)textField {

    if (disableKeyBoard) {

        disableKeyboard = NO;
        return NO;

    } else {

        return YES;

    }

}

- (void)alertView:(UIAlertView *)alertView willDismissWithButtonIndex:(NSInteger)buttonIndex {

    disableKeyboard = YES;

}

This is just a workaround and doesn't address the core issue, whatever it is. For this method to work you need to set the alertView and textField delegate methods in your header.


text:
Parsons Commercial Group Expands and Launches Affiliation with Sperry Van Ness International
By WebDev June 17, 2015 Company News No Comments
Parsons Commercial Group, Inc., (PCG) based in Framingham, Massachusetts, announced today its affiliation with Sperry Van Ness International Corporation (SVNIC), a national commercial brokerage firm.
The newly named SVN | Parsons Commercial Group | BOSTON is owned and operated by John R. Parsons, Jr., Chief Executive Officer and Managing Director.
Mr. Parsons has built one of the top brokerage and property management firms within the Suburban Boston Market and has now affiliated with Sperry Van Ness to expand his firm, knowledge base and national reach. Parsons explained, "We wanted to align ourselves with an entrepreneurial and recognizable firm. We also wanted to work with a firm that had a national platform and encourages collaboration. The tools, the platform and the support that is available, provides us with the utmost confidence that we can expand our footprint in the Boston commercial real estate arena. The Sperry Van Ness® organization provides the training and technology that is second to none in the commercial real estate services business. The most compelling reason to join SVNIC is the almost 200 plus offices and over 1,300 commercial advisors and staff who are all skilled professionals and anxious to work in a cooperative manner to service our clients."
"SVNIC's mission and vision of collaboration with all brokerage professionals fits in line with the way we have always conducted business. Our relationships with our counterparts have always been strong, resulting in many successful transactions."
SVN | Parsons Commercial Group | BOSTON will bring over 28 years of experience. The company is a leading provider of commercial real estate services in the Suburban Boston Markets including: leasing (tenant and landlord representation), investment sales, multi-family acquisitions, property management and development. Product types include: office, industrial, land, multi-family and retail. The firm also currently owns and manages a portfolio of over 2,000,000 square feet of commercial and multi-family properties in Massachusetts and the Carolinas, as well as several residential sub-divisions now under development in the western suburbs.
Each of the advisors have different areas of expertise allowing the firm as a whole to provide a complete menu of services to commercial real estate owners and tenants alike. Parsons remarks, "We have a strong brokerage and management staff. Consistently ranking as a top firm in leasing, sales and property management by the Boston Business Journal and Costar."
"At Parsons Commercial Group, now SVN | Parsons Commercial Group | BOSTON, we are all passionate about what we do," added, Parsons. "Many of our staff members are leaders in the community as heads of business organizations, board members to chambers of commerce and local government boards. The firm is also part of national and regional organizations such as Society of Industrial and Office Realtors (SIOR) and CREW Boston."
The firm launched with an evening celebration at Wellesley Country Club, in Wellesley, Massachusetts, attended by their brokers and staff: Marci Alvarado, Valerie Arnold, Alex Berger, Arlon I. Brown, David Cannon, Thomas Dwyer, Victor Galvani, Sarah Hunsucker, Wayne Levesque, Rachael Marino, Laura Mascilak, Jake Parsons, Ashley Paulsen, Matt Quinlan, Garrett Quinn, Marilyn Santiago and Kara Stewart; as well as many of their clients, partners, colleagues and friends. Also in attendance; Kevin Maggiacomo, President and Chief Executive Officer of Sperry Van Ness International Corporation; Karen Hurd, Vice President of National Franchise Development; and Diane Danielson, Chief Operating Officer also of Sperry Van Ness International Corporation.
"The affiliation is truly an alignment of interests and values between SVNIC and Parsons Commercial Group," says, Maggiacomo. "Amidst the recent wave of institutionally driven mergers and acquisitions in the commercial real estate sector, we think the market is ripe for an entrepreneurial brand, driven by local ownership with deep roots in the communities in which it serves. John Parsons' talents and leadership made for a perfect fit for SVNIC's expansion into the Greater Boston Market," added, Maggiacomo.
"We are very excited about this new endeavor. It is the right time for us," said Parsons. We felt there was a unique opportunity for a firm to have a national platform, but still maintaining complete autonomy and deliver personalized service to private and institutional clients alike."
The firm also announced that it expects to double its current brokerage staff within the next 12 months and intends to open an additional office in Boston. Through the SVNIC network the firm hopes to add to its current product service lines and adding advisors with expertise in corporate services, golf and resort properties, medical office, and storage facilities.
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An integrated system that monitors productivity across a manufacturer's global operation is a game-changer in today's competitive environment. Centralizing real-time data capture provides instantaneous feedback and analytics on all materials and equipment in the process; a manufacturer can troubleshoot and adapt on the fly, with minimal cost or downtime. This ability to respond ensures quality, on-time delivery, and provides a significant edge over the competition.
This Cogiscan software module calculates and displays key metrics related to the 3 components of the OEE model (Overall Equipment Effectiveness); namely availability, performance and quality. This enables manufacturing staff to quickly identify any deviation from expected performance , drill down to root cause for planning corrective actions, and insure that all assets will be used in optimal conditions, at all times.
Factory Intelligence – Real Time measures and monitors productivity per machine and per line, throughout the factory, and also from site to site. It provides a valuable overview of global productivity and identifies where to apply corrective action in Real-Time.
NEW Factory Intelligence – Analytics offers an environment to analyze and compare metrics and KPIs over assets and periods of time.
Contact us to see if your company qualifies for a Free Factory Intelligence On Site Assessment, to quantify your existing performance and evaluate potential improvements to your operations. Contact us!


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Atossa Genetics Announces New Proprietary Modified-Release Oral Endoxifen Tablet; Phase 1 Clinical Trial Initiated
Nasdaq Globe Newswire
SEATTLE, July 11, 2019 (GLOBE NEWSWIRE) -- Atossa Genetics Inc. (Nasdaq:ATOS), a clinical-stage biopharmaceutical company developing novel therapeutics and delivery methods for breast cancer and other breast conditions, today announced that it is developing a new proprietary modified-release oral tablet form of its Endoxifen, which is the form of the drug that the company intends for future clinical studies and commercialization. This is the next generation of oral Endoxifen following the successful clinical studies of the capsule form of the company's oral Endoxifen. A patent application covering the new table has also been filed with the U.S. Patent and Trademark Office. ...
Atossa Genetics' Preliminary Phase 2 Study Achieves Primary Endpoint: Topical Endoxifen Rapidly Reduces Breast Density
SEATTLE, June 27, 2019 (GLOBE NEWSWIRE) -- Atossa Genetics Inc. (Nasdaq:ATOS), a clinical-stage biopharmaceutical company developing novel therapeutics and delivery methods...
Nasdaq Globe Newswire 2019-06-27
Assembly Biosciences Announces First Patient Dosed with ABI-M201 in Phase 1b Clinical Trial for Mildly to Moderately Active Ulcerative Colitis
First oral microbiome biologic drug candidate from Assembly's novel microbiome platform to enter clinical trials in patients ABI-M201 utilizes Assembly's proprietary and...
Enteris BioPharma's "Feasibility-to-Licensing" Partner, Cara Therapeutics, Initiates Second Pruritus Phase 2 Trial of Peptelligence®-Engineered Oral KORSUVA™
BOONTON, N.J., June 27, 2019 /PRNewswire/ -- Enteris BioPharma, Inc., a biotechnology company developing innovative drug products built around its proprietary delivery...
PR Newswire 2019-06-27
Enteris BioPharma's "Feasibility-to-Licensing" Partner, Cara Therapeutics, Initiates Phase 2 Trial of Peptelligence®-Engineered Oral KORSUVA™ for Pruritus in Patients with Atopic Dermatitis
BOONTON, N.J., July 11, 2019 /PRNewswire/ -- Enteris BioPharma, Inc., a biotechnology company developing innovative drug products built around its proprietary delivery...
Cara Therapeutics Announces Initiation of Phase 2 Trial of Oral KORSUVA™ (CR845/difelikefalin) for Pruritus in ...
STAMFORD, Conn., July 09, 2019 (GLOBE NEWSWIRE) -- Cara Therapeutics, Inc. (Nasdaq:CARA), a biopharmaceutical company focused on developing and commercializing new chemical entities designed to alleviate pruritus by selectively targeting peripheral kappa opioid receptors, today announced the initiation of a Phase 2 trial of Oral KORSUVA (CR845/difelikefalin) for the treatment...
Entera Announces Initiation of Phase 2 Dose Ranging Study for Oral PTH
JERUSALEM, July 02, 2019 (GLOBE NEWSWIRE) -- Entera Bio Ltd. (Nasdaq: ENTX), announced today that it has initiated a Phase 2 study with its osteoporosis drug candidate EB613, an oral human PTH (1-34) tablet. This double blinded, placebo controlled, dose-ranging study will evaluate three different doses in postmenopausal women with low bone mass. The study will include up to 160...
Cara Therapeutics Announces Initiation of Phase 2 Trial of Oral KORSUVA™ (CR845/difelikefalin) for Pruritus in Patients with Atopic Dermatitis
ERYTECH Announces Enrollment of First Patient in Phase 2 Clinical Trial Evaluating Eryaspase in TNBC
LYON, France and CAMBRIDGE, Mass., June 26, 2019 (GLOBE NEWSWIRE) -- ERYTECH Pharma (Euronext: ERYP - Nasdaq: ERYP), a clinical-stage biopharmaceutical company developing innovative therapies by encapsulating drug substances inside red blood cells, today announced that the first patient has been enrolled in its Phase 2 clinical trial, named TRYbeCA2, evaluating its lead product...
Calithera Biosciences Initiates Phase 1/2 Trial of Telaglenastat in Combination with Pfizer's CDK4/6 Inhibitor Palbociclib
SOUTH SAN FRANCISCO, Calif., July 02, 2019 (GLOBE NEWSWIRE) -- Calithera Biosciences, Inc. (Nasdaq: CALA), a clinical-stage biotechnology company focused on discovering and developing novel small molecule drugs for the treatment of cancer and other life-threatening diseases, today announced treatment of the first patient in a Phase 1/2 open-label clinical trial of the...
Cara Therapeutics Announces Initiation of Phase 2 Trial of Oral KORSUVAᵀᴹ (CR845/difelikefalin) for Pruritus in Patients with Primary Biliary Cholangitis (PBC)
STAMFORD, Conn., June 26, 2019 (GLOBE NEWSWIRE) -- Cara Therapeutics, Inc. (Nasdaq:CARA), a biopharmaceutical company focused on developing and commercializing new chemical entities designed to alleviate pruritus by selectively targeting peripheral kappa opioid receptors, today announced the initiation of a Phase 2 trial of Oral KORSUVA (CR845/difelikefalin) for the treatment...


Washington, D.C. – A member of the U.S.Senate sent letters to 15 major retailers asking about the "sales of dubious dietary supplements, especially those promising seniors protection from memory loss, dementia and other age-related problems," according to the Associated Press.
Senator Claire McCaskill (D-MO) is questioning the process that retailers, such as Wal-Mart, Amazon, Google and Walgreens, use to weed out supplements that make false, misleading or unsubstantiated health claims. The Senator is particularly concerned about certain brain health products with names like "Brain Awake," "Dementia Drops" and "Food for the Brain"; the latter claimed to ease symptoms associated with Alzheimer's, the most common form of dementia that affects more than five million Americans, according to the Centers for Disease Control and Prevention. Another, Brain Armor, was said to protect against Alzheimer's, stroke, memory loss and other issues, and has since been pulled from Amazon.com after its legitimacy was called into question.
McCaskill also targeted regulatory authorities for not acting to take some of these products off the shelf after they had been shown to make false claims. In a letter to acting Food and Drug Administration (FDA) commissioner Stephen Ostroff, McCaskill expressed concern that "the FDA may not be effectively using its existing regulatory authority to adequately enforce the pre-market notification requirements for supplements containing new dietary ingredients."
Published in WholeFoods Magazine, August 2015(online 6/18/2015).


text:
Boys Varsity Golf · Oct 15 VOTE FOR MURPHY – cincinnati.com Player of the Week
LOGAN MURPHY, Boys Golf – The senior led the Indians to a third-place sectional tournament finish, which advances them to district play, when he shot an 81 at Miami Whitewater Forest Golf Course
Voting is open until 5:00 PM Friday and you can vote ONCE AN HOUR!
https://www.cincinnati.com/story/sports/high-school/player-of-the-week/2020/10/13/vote-cincinnati-enquirer-fall-high-school-athletes-week-oct-12/5966575002/
Many thanks in advance for supporting our student-athlete!
By Brenda Stieger on Oct 15, 2020
Boys Freshman Basketball at Princeton High School
Coed Freshman Wrestling vs. Centerville High School
Coed Junior Varsity Wrestling vs. Centerville High School
Boys Junior Varsity Basketball at Princeton High School
Boys Varsity Wrestling vs. Centerville High School


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Alabama Chief Judge Blocks Same-Sex Marriage Licenses
Alison Wilkinson
[DIGEST: AL.com, CBS News, Southern Poverty Law Center]
Alabama Chief Justice Roy Moore issued a four-page administrative order today, stating that Alabama probate judges have a "ministerial duty not to issue any marriage license" to same-sex couples. This pronouncement comes despite a contrary ruling by an Alabama federal court and the landmark U.S. Supreme Court opinion last June legalizing same-sex marriage.
Moore, a conservative Christian, was infamous for erecting a Ten Commandments monument in Alabama's court building in 2011.
Credit: Source.
This is not the Alabama court system's first attempt at blocking same-sex marriage. In January of last year, U.S. District Judge Ginny Granade struck down Alabama's same-sex marriage ban, found in "the Sanctity of Marriage Amendment" to Alabama's Constitution, finding it violated the U.S. Constitution.
This generated confusion among Alabama probate courts, as some began issuing same-sex marriage licenses while others did not. In March, the Alabama Supreme Court effectively ignored the federal injunction prohibiting courts from enforcing the discriminatory laws, and issued an opinion upholding the constitutionality the "Sanctity of Marriage Amendment." "Alabama probate judges have a ministerial duty not to issue any marriage license
contrary to [the Sanctity of Marriage Amendment]. Nothing in the United States Constitution alters or overrides this duty," read the March order. (Judge Granade reaffirmed the binding nature of her decision after the opinion was issued.)
Three months later, in June of 2015, the United States Supreme Court issued its opinion in Obergefell v. Hodges, in which the Court found that, under the Fourteenth Amendment of the Constitution, "same-sex couples may exercise the right to marry" and that "the reasons marriage is fundamental under the Constitution apply with equal force to same-sex couples."
Nonetheless, Moore asserted in his order that "Confusion and uncertainty exist among the probate judges of this States as to the effect of Obergefell." Narrowly reading Obergefell as applying only to the states with laws directly at issue in that case (Michigan, Kentucky, Ohio and Tennessee), Moore concluded that Alabama judges were required to ignore Supreme Court precedent. "Until further decision by the Alabama Supreme Court," he wrote, "Alabama probate judges have a ministerial duty not to issue any marriage license contrary to the Alabama Sanctity of Marriage Amendment." (The order fails to address the federal injunction.)
Scott McCoy, senior staff attorney for the Southern Poverty Law Center, quickly took issue with Moore's interpretation of binding federal precedent. "In no way does his administrative order supersede Judge Granade's federal injunction prohibiting probate judges from enforcing discriminatory Alabama marriage laws. . . . This is Moore yet again confusing his role as chief justice with his personal anti-LGBT agenda."
Rev. Barry W. Lynn, Executive Director of Americans United for Separation of Church and State, said "I have a news flash for Roy Moore: The U.S. Supreme Court upheld marriage equality in June and the decision extends nationwide. All Alabama probate judges remain bound by a federal court order to issue marriage licenses to same-sex couples."
In the meantime, confusion reigns in Alabama, and it remains unclear whether same-sex couples in Alabama can still obtain marriage licenses via other venues.
gay rights legal opinions LGBT Roy Moore same sex marriage


The five levels of personal responsibility help you give your students a way to evaluate their behavior at school and at home. Each level comes with sample behaviors that fit with the description. By making behavior charts visible at all times, students are more aware of their behavior.
Level 0: Irresponsibility – A student at level 0 makes excuses for his behavior or blames others.
Level 1: Respect – This student can demonstrate self control and does not need prompts to do so.
Level 2: Participation – A student at this level is willing to participate in discussions and activities at school. They are also willing to try new things.
Level 3: Self-direction – This student demonstrates self-responsibility and can work independently.
Level 4: Caring – This student supports his peers and cooperates to make the classroom a positive learning environment.
A student who is working at a level 3, would encompass some of the positive behaviors from earlier levels. So, this student is focused on self-responsibility, but still participates at a level at or above someone at level 2. The goal is to have students move beyond level 0 and work toward functioning at a level 4.
Posting this list in your room or even throughout the school can provide a constant reminder of these expected behaviors. Another option for upper grades, maybe 4-6, is to hold monthly community meetings to share information about the levels and their expectations. Classes can sign up to take turns presenting information about one of the levels. They can maybe connect the Level 0 to bullying and use it as a platform to discuss tools to avoid bullies.
A reward system can also be installed so that teachers can catch students functioning at the higher levels. You can call them Eagle Talons, Panther Paws, or something else connected to your school's mascot. If teachers observe behavior that falls within the higher levels, like a student stopping to help a classmate pick up dropped books, a slip of paper can be filled out and rewarded to the student. The school can set a goal for the semester for earning the reward. It could be anyone earning 3 in a semester earns a pizza lunch with the principal. For this to work, teachers must be on board and willing to take the time to fill out the awards. The goal here is to get students to act within the higher levels even when they think no one is watching. Then, they begin to weave it into their daily lives, and you are getting them to make it automatic. Make the behavior charts with the levels visible in the classroom, common areas, and the hallways for constant reminders of expectations.
We all know classroom management is critical to a successful school year. But, I think this goal needs to be expanded to working to make our students monitor their behavior outside of school as well. If we can get them to think about and evaluate their behavior without prompts, they can become a better all around student and person.