text:
The significance of maternal speech styles for children with Down syndrome
Angela Byrne, and Sue Buckley
The aim of this study was to investigate whether mothers of children with Down syndrome are finding it difficult to provide their children with communicative experiences that might help promote linguistic progress beyond simple grammar, as a consequence of the children's own speech production difficulties. Nine children with Down syndrome were matched with nine typically developing children on level of receptive grammar. Video recordings of mothers engaging their children in ten minute conversations,in their own homes, were analysed. Mothers of children with Down syndrome made significantly more repetitions and expansions of their children's utterances than mothers of typically developing children did. Significant differences were not found in the amount of wh-questions, yes/no questions, tag questions, or two choice questions asked by mothers. Analysis of children's speech showed that children with Down syndrome had significantly shorter MLUs than the typically developing children. A greater percentage of children's longer utterances occurred when the preceding maternal utterance was a wh-question compared to a closed question. Almost three-quarters of closed questions received no verbal response or a single word answer from the child. Alternative strategies for managing conversations are discussed with the aim of extending the linguistic ability of children with Down syndrome.
Byrne, A, and Buckley, S. (1993) The significance of maternal speech styles for children with Down syndrome. Down Syndrome Research and Practice, 1(3), 107-117. doi:10.3104/reports.21
Language Development in Children with Down Syndrome
Children with Down syndrome usually have great difficulty acquiring and using spoken language. The emergence of verbal ability is delayed (Cunningham, 1982) and continuing grammatical and pronunciation difficulties often make the speech of teenagers and adults difficult to understand (Buckley and Sacks, 1986). A detailed review of the literature on the development of speech, language and communication skills in the Down syndrome population (Miller, 1987) revealed no single pattern or profile of language development that describes all children with Down syndrome. Miller concludes that language skills are increasingly deviant relative to other cognitive skills with increasing chronological age in this population. The younger children up to about three years to four years of age exhibit similar syntax, semantic and discourse skills as typically developing children matched on mental age or general language skills (Rondal, 1978; Coggins and Stoel-Gammon, 1982; Coggins et al, 1983). Studies of older children report variations in the development of syntax (Weigal-Crump, 1981; Rogers, 1975; Harris, 1983; Rondal, 1978).
Despite this marked difficulty in acquiring language structures, a sizeable literature has consistently maintained that the products of this acquisition are 'normal' with no hint of deviant learning processes. This robust conclusion is generally agreed upon regardless of the language level (e.g. stage I versus stage III), language area (vocabulary, semantic relations, grammatical morphology or syntax) or language task (production or comprehension) under study (Fowler, 1988).
Miller, Streit, Salmon and la Fallette (1987) addressed the general question of developmental synchrony of language and cognitive skills. Their major findings were:
Children with Down syndrome frequently show asynchronous development of productive language. Deficits in productive language relative to MA (mental age) were observed in 60 to 70 percent of the subjects older than 18 months of chronological age.
The pattern of language development is inconsistent: not all children show the same profile of development. Two profiles account for 95 percent of the data: (1) a flat profile where cognition and language comprehension and production are equivalent, and (2) a profile of delayed language production with language comprehension equal to cognitive status.
The first profile accounted for all subjects below 18 months of age and 25 to 40 percent of the subjects in succeeding age groups. Profile two accounted for 60 to 75 percent of the subjects older than 18 months of chronological age.
Miller et al. (1987) also conducted a series of projects exploring the early lexical development of children with Down syndrome. Asynchronies were documented for vocabulary relative to syntactic skills where vocabulary growth is both slower in rate relative to mental age and faster in rate to advancing syntactic skills measured by mean length of utterance (MLU). Thus, MLU and MA were dissociated in children with Down syndrome. MA does not predict MLU the way CA (chronological age) predicts MLU in normal children (Miller and Chapman, 1981).
The conclusion that Miller drew from these results is that language input studies may be seriously compromised by MA matching, since maternal language is directed by production status rather than cognitive or comprehension status (Brooks-Gunn and Lewis, 1984). MLU matches, on the other hand, assume synchrony among language levels, an assumption not supported by the data from Miller et al (1987).
Horstmeier (1985) found that children with Down syndrome age 7-15 who were matched with typically developing children for their understanding of language, still used fewer verbs and adjectives along with shorter sentences. This provides further evidence that the understanding of individuals with Down syndrome is underestimated if we judge them by their expressive language. New grouping strategies will have to be found using variables relevant to the research questions addressed.
Intelligibility
In individuals with Down syndrome, intelligibility of speech seems to be a problem particularly for listeners unfamiliar with them (Buckley and Sacks, 1987; Horstmeier, 1985, 1988; Miller, 1987).
Horstmeier (1985) found that mothers of school age children and adolescents with Down syndrome, understand about twice as much of their children's speech as an observer. If mothers accept so much of their children's unintelligible speech, these older children may not be getting the feedback they need to produce clearer language.
Bray and Woolnough (1988) studied the language skills of children with Down syndrome aged 12-16 years. It was found that even at this age when children are becoming more socially capable and independent, verbal language was limited mainly to single word utterances. Those children with more words in a sequence were often at a disadvantage due to poor intelligibility, which increased with the increased complexity of syntax. Intelligibility was rated by five colleagues who had no experience of the speech of children with Down syndrome. The comment was made that intelligibility was very dependant upon the listener's knowledge of context and consequently those children who did not initiate or elaborate to any extent were more easily interpreted. Thus for some of the children better language skills on the levels of more elaborate and complex grammar and vocabulary increase the possibility that they will be misunderstood by their conversational partners.
Language Input Studies of Ordinary Children
There has been some increasing acceptance among researchers of language development that mother's influence their children's language acquisition. Ample research findings support this perception by showing how adults, particularly mothers, alter their speech when interacting with children so that it is simpler, more concrete and orientated towards the teaching of language (Cross, 1977; Moerk, 1976; Philips, 1973; Snow, 1972, 1986). Child directed speech (CDS) was also found to be highly redundant. Mothers frequently repeated phrases and whole sentences and paraphrased their own utterances (Snow, 1972).
A study by Snow (1972) indicated that feedback from the child played some role in influencing the adult to talk simply and redundently in the study, mothers were asked to make tapes which would later be played to their children. The mothers did not speak as simply or redundently as when the child was present with them. This finding showed that the characteristics of CDS could be explained at least partly as adjustments made in response to cues from the child. An implication of this model is that CDS would be quite well adapted to the child's linguistic level.
However, Gleitman, Newport and Gleitman (1984) argue that the simplest CDS might not be the best basis for learning language. They studied children at the telegraphic speech stage and found that mothers who produced more complex CDS had children who were linguistically more advanced.
Snow (1986) proposes that the task of learning language is quite different in different stages of acquisition. If the task in the earliest stages is to learn a basic vocabulary and to learn effective ways of expressing simple semantic forms and pragmatic functions, then very simple CDS might be the most facilitative. Subsequently, as the child's task shifts to the acquisition of morphological and syntactic rules, it might be the case that more complex input is required.
Snow (1986) suggests that grammatical fine tuning to the extent that it occurs is more sensitive to the child's comprehension level than to productive language level.
Language Input Studies for children with Down syndrome
Early results have indicated that mothers of young children with Down syndrome engage in more 'primitive' forms of speech than mothers of typically developing children (Buim, Rynders and Turniere 1974; Kogan et al, 1969; Marshall et al 1973). The authors interpreted this to mean that mothers of children with Down syndrome may be inhibiting their children's language development via less sophisticated conversational patterns. More recently, some investigators have argued that findings of deviant maternal language styles associated with children with learning difficulties are related to methodical flaws (Buckhalt et al, 1978; Rondal, 1977), i.e. the difference in maternal language could be due to the fact that children with Down syndrome were matched with typically developing children on chronological age since children with Down syndrome often have reduced language abilities due to their general cognitive delay, their mothers may have been adjusting their child directed speech appropriately.
Rondal (1977) also criticised the chronological age matching and demonstrated that when normally developing children (20 - 32 months of age) were matched with children with Down syndrome (3 - 12 years of age) according to their MLU, there were no significant differences in maternal speech. Confirmation of this result was obtained in two similar studies of younger children with Down syndrome, mean CA = 20 months (Cook and Culp, 1981) and mean CA = 38 months (O' Kelly and Collard, 1978).
Another investigation which suggested that mothers adapt their language to the linguistic capabilities of their children with Down syndrome was undertaken by Peterson and Sherrod (1982). This study found significant differences between the language addressed by mothers to high MLU children and that to low MLU children.
Input variables are clearly essential to complete our understanding of the language learning process of children with Down syndrome. Miller (1987) found five factors affecting mother - child interactions, some of which may have negative consequences for language learning.
Both mothers and their infants with Down syndrome may be less responsive to each other (Stevenson and Leavitt, 1983).
Mothers of infants with Down syndrome talk to their children more, and tend to talk at the same time their infants are vocalising (Berger and Cunningham, 1983).
Mothers of children with Down syndrome speak at a faster rate, producing more utterances per unit time than mothers of normal children (Buckhalt, Rutherford and Goldberg, 1978).
Mothers of children with Down syndrome are more directive, instructive and controlling (Eheart, 1982; Jones, 1979).
Not all mothers of children with Down syndrome are alike. Individual differences in patterns of interaction have been documented on dimensions of direction, sensitivity and elaboration (Crawley and Spiker, 1983).
Mittler and Berry (1977) suggested that people with learning difficulties frequently achieve less than might be expected of them and that one contributory factor might be a failure to provide appropriate setting of demand, expectation and opportunity for effective language performance. In a study of the language used by a small number of teachers, only a small proportion of the teachers utterances were questions requiring anything other than a yes or no answer; about half of the text took the form of declarative statements and about a third was in the form of imperatives. Mittler and Berry go on to point out that although questions constitute a demand for an answer, some questions are more demanding than others. Adults wishing to elicit language from a child with learning disabilities frequently make use of the "what's that ?" strategy. If the child is going to respond at all, he is likely to do so by means of a one word response, probably in noun form. This adult tendency to reinforce one word labelling responses may be partly responsible for the delay in reaching the two word stage of language development (Jeffree, Wheldall and Mittler, 1973).
Wood et al (1986) looked at how teachers communicate with deaf children aged 3 - 11 years. By encouraging teachers to change the way in which they talk to children, Wood was able to show that the effects of numerous teacher questions and frequent repair go hand in hand and inhibit children from playing an active, productive part in conversation. When teachers question less, become more receptive to what children have to say, and talk more about their own views, ideas etc., children reciprocate by making more frequent and longer contributions to the discourse.
The Present Study
An investigation of the literature relating to the language of children with Down syndrome gives us a fragmented picture of the overall functioning of these children.
They appear to be both developmentally delayed and have specific disorders in certain language areas. Children with Down syndrome are likely to understand more than they can express. One problem facing mothers is to decide whether they should address the 'intellectual child' or the 'linguistic child'. Researchers, therefore, need to examine the effects that having Down syndrome exert on those adults who are significant influences in the children's development.
The purpose of this study is to compare the maternal linguistic environments of the children with Down syndrome and ordinary non delayed children. In the light of recent research by Miller (1987) reporting asynchronous development of productive language relative to language comprehension in the Down syndrome population new matching strategies are required. The most recent studies have used MLU matches, which assume synchrony among language levels, an assumption not supported by data from Miller et al (1987). Thus, to eliminate some of the methodological shortcomings seen in previous studies, children will be matched on level of language comprehension which is the most appropriate strategy given our current knowledge of language development in Down syndrome.
Following the results of Wood et al (1986), particular attention will paid to mother's questioning. Wood found that the more control a teacher exerted over their conversations with deaf children, the less initiative children displayed and the shorter their responses became. Given that mothers of children with Down syndrome are more directive, instructive and controlling (Eheart, 1982; Jones, 1979, 1980), than parents of typically developing children, a high percentage of mothers' utterances to children with Down syndrome are likely to be questions. It is hypothesised that many of the features of teachers language to deaf children will be present in the conversation of mothers to their child with Down syndrome. Whether these features of mothers language are also present, and in the same proportions, in mothers conversations with typically developing children, will be investigated.
This study is also interested in how the problems of unintelligible speech affects mother - child conversations. It is likely that because children with Down syndrome often fail to produce clear speech, mothers will repeat back the child's utterance to confirm that they have understood.
The children taking part in the study were nine children with Down syndrome and their mothers, and nine nursery school children and their mothers.
The children with Down syndrome ranged in age from 6 years, 2 months to 13 years, 7 months. The families selected to take part in the study were those associated with the Sarah Duffen Centre, who had a school age child with Down syndrome, and lived closest to the Portsmouth area.
Nine nursery school children were matched with the children with Down syndrome on their level of receptive grammar. Eight out of the nine children were also matched for sex. The nursery school children also ranged in age from 3 years, 7 months to 4 years, 3 months and were selected from three nursery schools in Portsmouth. Thus this method of matching on language comprehension resulted in a mismatch on chronological age , with the Down syndrome children being older than the non delayed children.
Apparatus and Procedure
The Test for Receptive Grammar (TROG) was given to the children with Down syndrome in a quiet room in their house away from distractions. The level of receptive grammar was then calculated for each child.
The TROG (Bishop, 1983) was then administered individually in a quiet room to three classes in three nursery schools. All children who matched a child with Down syndrome on a level of receptive grammar were selected. The nursery then sent a letter home with each child requesting that they and their mothers take part in my project. Nine families agreed to take part.
The verbal interaction between mother and child was videotaped in their own homes. The mothers were given the following instructions:
"I would like you to engage your child in a ten minute conversation. Please try to be as natural as possible and talk to your child as you would every day."
If the mothers made further requests about what to talk about, or appeared anxious, it was suggested that they could talk about what the child had done at nursery or school recently, but not to feel that they need restrict the conversation to any one topic.
The video camera was started once the mother and child were verbally interacting, and stopped after approximately 10 minutes of conversation.
The entire videotaped session was transcribed for the mothers and child's utterances. Each transcript was checked for accuracy by an additional transcriber.
Child Language Behaviour
Analysis of children's language included MLU. MLU was computed in number of morphemes, using the criteria given by Brown (1973). The only exception to Brown criteria was that the MLU count was based on the total speech sample rather than just the first 100 utterances as suggested by Brown.
Maternal Language Behaviour
Counts were made of:
Mothers repetitions of child utterances.
Mothers expansions of child's utterances.
Tag questions.
Closed questions requiring only a yes or no answer.
Two choice questions.
Open wh-type questions.
These were expressed as a percentage of the total quantity of language.
The effects of different question types on the length of the child's following utterances were also assessed.
A Wilcoxen test for matched groups revealed a significant difference between the MLUs of children with Down syndrome and the MLU of the typically developing children matched for comprehension level. The MLU of the typically developing children were significantly longer (T = 4, p < 0.025) than those of the children with Down syndrome. The children's MLUs ranged from 1.61 to 4.84 in the group with Down syndrome and from 2.50 to 6.61 in the typically developing group (see Table 1).
Table 1 - showing chronological ages, production levels and comprehension levels of ordinary children and children with Down syndrome, matched for comprehension level.
level (no. of
TROG blocks
passed)
TROG norms.
Children with
4 <4
5 4;0
4.33 13:7
Table 2, shows examples of the categories of maternal utterance type that were identified and coded in the present study.
A series of Wilcoxen tests for matched groups revealed some significant differences in the maternal utterances to the children with Down syndrome and typically developing children. Mothers of children with Down syndrome engaged in significantly more repetitions of their children's utterances (T = 6, p < 0.05). Mothers of children with Down syndrome were also significantly more likely to expand and correct their children's utterances (T = 0, p < 0.01).
Significant differences were not found between the mothers of children with Down syndrome and mothers of typically developing children in the percentage of yes / no questions, tag questions, two choice questions or wh-type questions addressed to their children.
Table 2 - Coding System for Analysis of Conversion.
Maternal utterance type
Repetitions
C. They were following us.
M. They were following us.
C. Red table.
M. Red table.
Expansions and corrections
C. Annexe
M. At the annexe
C. I learn 'em
M. You learn them over the weekend
Wh-type questions (open)
Why is that then?
How do you do that then?
Two choice questions (closed)
Did you play inside or outside?
Is it a man or a lady?
Yes/ no questions (closed)
Did it have chocolate on it?
Did anyone have sweeties?
Is he your friend?
Tag questions (closed)
You played pirates, didn't you?
We don't have real water though, do we?
It's rained every other day, hasn't it?
Figure 1 shows that on average just over one quarter of mothers utterances were open wh-type questions. This was true of both mothers of typically developing children and children with Down syndrome. Closed questions requiring only yes or no answers were the next frequent, accounting for, on average, 17.4% of utterances of mothers of children with Down syndrome and 15.1% of utterances of mothers of typically developing children. Tag questions made up an average of 10.0% of utterances of mothers of typically developing children and 8.8% of utterances of mothers of children with Down syndrome. Repetitions accounted for 12.4% of utterances of mothers of children with Down syndrome compared to only 9.4% in mothers of typically developing children. Again, expansions and corrections were made more frequently by mothers of children with Down syndrome (4.9% compared to 1.6% of typically developing children's mothers' utterances). Two choice questions were made relatively infrequently by both sets of mothers. These accounted for just 0.9% of mothers utterances in both groups.
Figure 1. Histogram showing composition of maternal language addressed to typically developing children and children with Down syndrome.
In the group with Down syndrome, the percentage of mothers' utterances that were wh-questions and closed questions were approximately equal (28.2% and 27.1% respectively). Yes / no questions, tag questions and two choice questions were all considered to be closed questions. This was also true in the typically developing group where mothers' utterances consisted of 26.4% open wh-questions and 26.0% closed questions.
The general trend was that wh-type questions tended to elicit more utterances that were > 4 morphemes than closed questions did. However, there were significant individual differences in the type of maternal question preceding these longer utterances. Six out of eighteen children went against this trend; they responded with longer utterances more often when preceding maternal utterance was a closed question rather than a wh-question.
Children with Down syndrome responded to 68% of mothers yes / no questions and tag questions, with either no verbal response or one word (yes or no). Ordinary children responded to 74% of mothers yes / no questions and 75% of mothers tag questions in the same manner.
Table 3 - Showing effects of Wh-questions and closed questions on length of children's responses.
Preceding maternal utterance
Percentage of children's utterances >4 morphemes
Wh-question
Closed question
The results of the analysis of children's speech revealed that children with Down syndrome had shorter MLUs than ordinary children matched for level of comprehension. Comparison of mothers' speech revealed that mothers of children with Down syndrome engaged in more repetitions and in more expansions and corrections of their children's utterances than mothers of typically develolping children did. Significant differences were not found in the amount of wh-type questions, yes / no questions, tag questions or two choice questions asked by mothers.
The results also showed that, in general, a greater percentage of children's longer utterances (> 4 morphemes) occurred when the preceding maternal utterance was a wh-type question compared to a closed question. Almost three quarters of mothers closed questions received either no verbal response from the child, or a single word answer.
The findings that the MLUs of children with Down syndrome were significantly shorter than those of typically developing children, is consistent with previous literature reporting verbal ability limited mainly to single word utterances (Bray et al, 1988), or the reliance, in children with Down syndrome, on short simple sentences with low syntactic structure (Weigel - Crump, 1981).
The present study also provides support for Miller's (1987) finding of asynchronous development of productive language relative to language comprehension in children with Down syndrome. Children with Down syndrome were matched with typically developing children on comprehension level. In all but two of these pairs, the typically developing children had significantly larger MLU than the child with Down syndrome. Two children with Down syndrome (Lucy and Lynne) had anomalously high MLU compared to the rest of the group. Lucy (age 7), had a MLU of 4.84 which was equal to the matched child's MLU of 4.83. As Miller (1987) found, not all children show the same profile of development. Two profiles account for 96% of the data.
A flat profile where cognition and language development and production are equivalent.
A profile of delayed language production with language comprehension equal to cognitive status.
The results indicate that Lucy may fit profile 1, where language comprehension and production are equal, whereas the eight other children with Down syndrome appear to fit profile 2, where language production is delayed relative to language comprehension. A similar pattern of distribution was also reported by Miller. Profile 2 accounted for 60 to 75% of subjects older than eighteen months of chronological age, whereas profile 1 accounted for 25 to 40% of subjects.
The second child with Down syndrome with a much higher than average MLU was Lynne. Lynne was the oldest child in the study at 13 years, 7 months. Age may therefore, explain her advanced productive ability. Being that much older, Lynne would have had more opportunity to experience and use her language as well as a wider and slightly different social environment.
Mothers of children with Down syndrome did engage in more repetitions of their children's utterances than mothers of typically developing children. This study was interested in how unintelligible speech affect mother - child conversations. It was hypothesised that because children with Down syndrome often fail to produce clear speech, mothers will repeat back the child's utterances to confirm that they have understood (or indicate when they have not). The following extract from Mike shows how unintelligible speech can distort and halt the normal pattern of interaction.
M. And did you eat it all up?
C. Yep. Guess what?
M. What?
C. I got some train count.
M. Got changed to go out?
C. No, choo-choo trains.
M. Oh, trains.
C. Mmm trains.
M. To go out where?
C. No, not go out, got count.
M. What you on about? Oh, count trains.
C. Count trains.
The recordings supported an observation made by Bray (1988). Intelligibility is very dependent upon the listener's knowledge of context and consequently those children who did not initiate or elaborate to any extent were more easily interpreted. Mike introduced new topics of conversation on several occasions which led to a breakdown in understanding until the mother had cued in on the topic.
Repair strategies are used by individuals when they are aware of a lack of understanding by the other person of the meaning being conveyed in discussion. The children with Down syndrome were aware most of the time when they were being misunderstood. Mike was able to clarify his meaning in the following extract by replacing the misheard word "dolls" with "cindys".
M. What will they play?
C. They play dolls.
M. Trolls?
C. No.
M. No. What?
C. Cindys.
M. Cindys, oh. And what will they do with the cindys?
Unfortunately, most of the children only had limited strategies at their disposal to repair any breakdown, and often numerous conversational turns were required before the conversation was repaired, as in the following extract.
C. June. Next summer. I mean in the autumn come. Now my others are growing.
M. What's growing?
C. Mine.
M. You're growing?
C. My watercress.
M. Your brother?
C. No, I mean in the kitchen.
M. Oh, your seeds.
C. Seeds.
M. The seeds, yes. We planted some seeds.
In one sense the transcripts give a misleading impression of what is taking place. Having the luxury of videotaped recording enables researchers to go over a child's utterances many times to help work out what is being said as fully as possible. This is of course far removed from the reality of the interaction. The mother must respond in real time to what the child says with only 'mental' re-runs of the interaction for consultation. On many occasions I was only able to work out what the child had said after many re-runs of the tape, and by relating the child's utterance to the mothers response. Though the mothers knowledge of their child provided them with a better basis for understanding than an 'outsider', the recording showed that they still found it difficult to comprehend what was said to them, more than occasionally.
Horstmeier (1985) found that mothers of school age children and adolescents with Down syndrome understand about twice as much of their children's speech as an observer. If mothers accept so much of their children's unintelligible speech, these older children may not be getting the feedback they need to produce clearer language. Horstmeier suggests that adults may need to politely indicate to a youth with Down syndrome when they cannot understand. Bray (1988) also suggests that children should be taught to cope with the misunderstandings, misinterpretations and lack of sympathy that they will encounter in the unspecified and unknown language of the outside world. Bray suggests the use of role play and desensitisation techniques.
The data from the present study indicates that intelligibility is a problem facing all nine of the children with Down syndrome. However, there were large individual differences in the quality of speech produced. It has been reported that children with more words in a sequence are often at a disadvantage due to poor intelligibility which increases with increasing complexity of syntax (Bray, 1988). However, in the present study I had greatest difficulty understanding the speech of the two children with the shortest MLUs. Lucy, who had the longest MLU of the Down syndrome group produced particularly clear speech.
Although mothers of children with Down syndrome engaged in significantly more expansions and corrections of their children's utterances than mothers of typically developing children, they were still relatively infrequent, accounting for on average, only 4.9% of the mothers utterances. This is a welcoming finding following studies by Cazden (1977). Cazden has shown that when children are treated more like 'equal partners' in discourse, where what they say is used as a basis for conversation, children show more rapid language development than do children who have what they say repeated back to them in 'better grammar' for example.
Two choice questions were also relatively infrequent with all mothers accounting for less than 1% of their utterances. Wood et al (1986) suggested the 'ease' with which two choice questions can be answered underlies the difficulties both parents face, in knowing whether or not mutual understanding has occurred. The recordings obtained in this study also suggest that in many cases the child responded to the two choice questions but without really understanding them. Children often agreed with both choices.
M. Did you do some writing with Mrs. Capon?
C. Yes, writing.
M. Or reading?
C. Reading.
M. Did you put feathers on?
C. Yes.
M. Or just painted them?
C. Painted.
M. Did it wobble?
C. Yeh.
M. And what colour?
C. Red.
M. Did you have anything on your jelly?
C. Green.
M. Cream?
M. It was green jelly? Come on, was it green or was it red?
M. Come on. What colour was this jelly? What colour jelly?
One conclusion that can be drawn from these results is that mothers had experienced previous confusion with two choice questions and therefore refrained from using them.
Mothers of children with Down syndrome did not ask fewer wh-type questions than mothers of typically developing children. They were relatively frequent, accounting for just over a quarter of maternal utterances in both groups. Wh-questions are often put forward as important tools for extending children's understanding, encouraging them to reflect, and helping them to decontextualise their thinking (Dillon, 1982). However, questions may be more or less demanding intellectually. Blank et al (1978) for example, have provided a classification of teachers language in terms of the level of cognitive demand it embodies for young children. Low level demands include questions on topics such as the names of objects and their attributes - size, shape, colour and so forth. More demanding discourse includes attention to attributes that enable objects to be related, classified, grouped and distinguished. Such questions draw attention to more abstract relationships between objects and events. The most cognitively demanding language in Blank's scheme involves reasoning, speculating, planning and so on (Wood et al, 1986).
Although mothers of children with Down syndrome did not ask fewer wh-type questions, it is possible that those they did ask were less cognitively demanding. In the present study only the frequency of wh-type questions and not their complexity, were considered. A more complex analysis of the cognitive demand of the wh-type questions is a possible area for further study.
Mothers of children with Down syndrome did not ask more closed questions than mothers of typically developing children. It was hypothesised that mothers of children with Down syndrome would ask more questions requiring only a yes or no answer because of the ease with which they can be answered and because they generate responses which seem intelligible. Contrary to the assumptions behind this research it would appear that mothers of children with Down syndrome were not making the task of conversation easier for their children than were mothers of typically developing children at the same level of understanding.
The results of this analysis show the composition of maternal language to children with Down syndrome and typically developing children to be remarkably similar. Both sets of mothers language consisted of predominantly wh-type questions and closed questions (tag questions and yes / no questions). Two choice questions and expansion were relatively infrequent in both groups. This similarity in maternal language occurred despite the superiority of the typically developing children in terms of their longer MLUs.
Some theorists have argued that grammatical fine tuning represents a form of indirect language teaching whereby adults present children with examples of language that are just beyond their current levels of production to help 'model' or provide support for the next step in their progress (Snow, 1979). An alternative interpretation of the same phenomenon places far more emphasis on the child's naturally developing abilities. The changes in adult speech represent accommodation to the child's developing competence (Gleitman et al, 1984). From this perspective adults change what they talk about, and how they talk, to fit in with the child's abilities to understand, but such adjustments follow rather than lead the child on to the next stage.
The results of the present study support Gleitman's position, suggesting that mothers are not directing their speech to the child's production level, but to their level of comprehension. The results show that the typically developing children have greater productivity than the children with Down syndrome. If mothers were adjusting their language to their children's language production, differences in the maternal language of the two sets of mothers would be expected, but few were found. The composition of the maternal language in the two groups was essentially the same.
The overall picture is that most conversations between mothers and children were characterised by question - answer exchanges, with nearly all of the questions coming from the mothers. One advantage of such a strategy is that it enables the mother to establish and develop the theme of conversation, and to maintain coherence in discourse. Her questions produce the framework into which the child's responses fit and can be related back to preceding utterances. Questions may establish who or what is being talked about and then proceed to establish things about that topic, such as who did what, when , with whom and with what consequences. From the child's point of view this means that he can often participate in the interaction by attending to each question as a single event, taking little or no responsibility for the task of constructing a coherent conversation. Thus questions, by their nature, are 'demanding' and 'controlling'. Constant cycles of question - answer exchanges are unlikely to provide conditions for a child to learn how to develop skills and abilities in creating realms of discourse. The recording in this study contained very few examples of children even attempting to produce autonomous discourse.
Whilst considering these results it must be acknowledged that the conversations being considered were being produced on demand and in front of a video camera and therefore lack ecological validity. For example, Wells, (1979), in a study of language in the home, reported that the three year old initiates about three quarters of the verbal interactions with his parents. In the present study, adult initiated conversation predominated. The presence of a researcher and a video camera may have contributed to the mothers apparent eagerness to construct a coherent discourse, and thus lead them to utilise a questioning framework.
Even though the conversations lack ecological validity, they serve to illustrate the effects of different maternal utterances on child responsiveness. Any attempt to study the acquisition of language without due attention to interactions between speakers, misses the very thing it seeks to study. Therefore, the effects of certain question types used by mothers on the length of the children's following utterances were investigated.
Firstly, the results highlighted the inhibiting effect of closed questions on the children's following response. Children with Down syndrome responded to 68% of mothers yes / no questions and tag questions, with either no verbal response (i.e. a nod or shake of the head) or with a single word (e.g. yes or no). The pattern was very similar with ordinary children who responded to 74% of mothers yes / no questions and 75% of mothers tag questions in the same manner. Such results suggest that mothers should reduce the number of closed questions in their speech if their aim is to get children talking and showing initiative. Perhaps rather than directing the conversation by questions she should be prepared to inform, react, listen and acknowledge.
Secondly, it was found that wh-type questions tended to elicit more utterances that were > 4 morphemes, than closed questions did. On average 43.4% of children's utterances that were > 4 morphemes occurred when the mothers preceding utterance was a closed question. Although wh-questions are still demanding and controlling, their effects on children's talkativeness are not as negative as closed questions.
Surprisingly, six out of eighteen children went against this general trend and responded with longer utterances more often when the preceding maternal utterance was a closed question rather than a wh-question. This may have been an effect of including tag questions in the closed question category. Wood et al (1986) reported that young children tend to respond to tag utterances such as "strawberry's are delicious, aren't they?" as genuine yes / no questions. Many children in the present study also did so. However, tag utterances are really hybrid moves consisting of both contribution and question. Although the present study did not consider personal contributions, Wood et al (1986) found that deaf children showed more initiative and were more talkative when teachers concentrated on telling children about their own experiences or commenting on what the child had to offer.
Lynne for example, appeared to treat tag utterances not as genuine questions requiring an answer but as contributions to the conversation. Consequently she would often add a contribution of her own as in the following extract.
M. Set the fire alarm off, didn't he?
C. Why did he? And the police come to see if we were alright.
M. That's right. That was a busy day, wasn't it?
C. What a busy day then. And don't do it again. Don't do it again.
M. No, I'm not going to.
C. Dad, if that happened to me I'd be sent to hospital.
M. You would, yeh. You've knocked yourself out before, haven't you?
Lynne picked up on contributions and pursued them, asking questions and reacting in other ways. The result was a more interesting shared construction of stories to which both mother and child contributed. A less directive linguistic environment may have attributed to Lynne's apparent eagerness to communicate. The language addresses to Lynne contained 5% more tag utterances and 10% less wh-questions than the average figures in the Down syndrome group.
Another maternal utterance type that was not statistically analysed in this study but which appear important, are phatics. Phatics are used to convey general sociability rather than communicate speech. Some examples are "yes", "really", "ah-ha" and "that's nice". Wood et al (1986) asked teachers to sit back, and as far as possible, say nothing substansive. The teachers silence ultimately forced the deaf children to take over. Once the children began to converse the average mean length of turns doubled. Unfortunately, because the teachers played a minimum role the children's offerings were often difficult to decipher, because they would leap from topic to topic without establishing any intelligible connection between them. Examples of this were found in the present study. The mother of Natalie made effective use of phatics in between questioning and on most occasions they lead to longer responses from the child. As well as phatics being low in control they serve to fill a gap and give the child time to generate a response before the topic of conversation is changed by the mother. Mothers in this study tended to leave rather short silences between their utterances. Wood et al (1986) also found that children needed more time to respond. When teachers were helped to extend their pauses to three seconds using an electronic buzzer, longer and more thoughtful responses were obtained from the children. It is possible that mothers are judging the time children need by the speed of their own thought processes and speech rates, when they may need to hold back and leave longer pauses. In the following extract, Natalie's mother makes use of phatics in between tag utterances and wh-questions, which gives Natalie time to add comments. However, because control is lower, the discourse is more difficult to comprehend.
M. You're a Rainbow Guide aren't you?
M. No.
C. No, not Rainbows. When we go rainbows.
M. Mmm.
C. and where was it where started Brownies.
M. Oh, yes. You're going to Brownies in September.
C. September.
M. What will you wear when you got to Brownies?
C. My hat, my top and trousers.
M. What colour?
C. Blue, yellow arm. I like that one on today. Me now bike with it. Now bike today. We'll ride back home. Me back home myself. No man no long.
C. And now I don't want to start Brownies at seven. Never me June. Next summer. I mean in the autumn come. Now my others are growing.
A further observation was that many mothers spoke in long strings of utterances. They often answered for the child, failed to leave time for a response, and changed the topic before the child had made a verbal contribution. The mother of Tony appeared happy to accept just one or two words as the child's contribution between her strings of highly controlling questions as can be seen in the following extract.
M. Oh, that's for your Christmas thing isn't it? All the mummies and daddies are going to come and see that aren't they? What else did you do? Did you have lunch? Yeh, what else did you have for your lunch?
C. Sandwiches.
M. Sandwiches.
C. Crisp.
M. Yes.
C. Two crisps.
M. Two crisps. Oh. Did you have your drink? No, did you not have a drink? You don't like your drink, do you? You always bring it home, don't you? Did you go swimming today? Why not?
C. Didn't do.
M. Didn't you have it today? What else did you do? Where did you go after school? Where did you go? Where did you go for this?
Mothers often paraphrased themselves and their own conversational turns often contained strings of different utterance types and repeated questions. Therefore it was difficult to analyse the effect of different maternal utterance types on the child's responsiveness and length of utterance. In the analysis it was assumed that the child was responding to the final maternal utterance within her conversational turn.
Certain aspects of the maternal style are responses to the nature of the disability (particularly intelligibility) and are likely to distort the structure of interaction by evoking natural but often counter productive responses from the adults, if they become too frequent in maternal speech. Therefore, mothers of children with Down syndrome need an extra awareness of the techniques they use to converse with their children. They should be made aware that question following question in an unbroken sequence of control effectively inhibits children from trying to produce coherent lengthy accounts. Reducing the frequency of questions requiring only a yes or no answer and giving children more time to think and communicate after they have addressed them, may help children to show more initiative and produce longer responses.
The authors wish to express their thanks to the mothers and children who took part in this study.
Berger, J. and Cunningham, C.C. (1983) Development of early vocal behaviours and interactions in Down syndrome and non-handicapped infant-mother pairs. Developmental Psychology. 19, 322-331.
Bishop, D.C. (1983) Test for Reception of Grammar. University of Newcastle upon Tyne.
Blank, M., Rose, S. and Berlin, L. (1978) The Language of Learning: The Pre-School years, Grune and Stratton, New York.
Bray, M. and Woolnough (1988) The language skill of children with Down syndrome ages 12-16 years. Child Language Through Teaching and Therapy, vol. 4, issue 3, 311-324.
Brooks-Gunn, J. and Lewis, M. (1984) Maternal responsiveness in interactions with handicapped infants. Child Development. 55, 782-793.
Brown,R. (1973) A First Language. Cambridge: Harvard University Press.
Buckhalt, J.A., Rutherford, R.B. and Goldberg, K.E. (1978) Verbal and non-verbal interactions of mothers and their Down syndrome and non-retarded infants. American Journal of Mental Deficiency. 82, 337-343.
Buckley, S. and Sacks, B. (1986) The adolescent with Down syndrome: life for the teenager and for the family. In Buckley, S., Emslie, M., Haslegrave, G. and Le Prevost, P. (eds). The Development of Language and Reading Skills Children with Down Syndrome. Portsmouth Polytechnic.
Buium, N., Rynders, J. and Turnure, J. (1974) Early maternal linguistic environment of normal and Down syndrome language-learning children. American Journal of Mental Deficiency. 79(1) 52-58.
Cazden, C. (1977) Concentrated versus contrived encounters. In Language and Learning in Early Childhood Education (Ed A. Davies) Social Science Research Council, London.
Coggins, T.E., Carpenter, R.L. and Owings, N.O. (1983) Examining early intentional communication in Down syndrome and non-retarded children. British Journal of Disorders of Communication, 18, 98-106.
Coggins, T.E. and Stoel-Gammon, C. (1982) Clarification strategies used by four Down syndrome children for maintaining normal conversational interaction. Education and Training of the Mentally retarded. 17, 65-67.
Cook, A.S. and Culp, R.E. (1981) Mutual play of mothers with their Down syndrome and normal infants. International Journal of rehabilitation Research. 4(3), 542-544.
Crawley and Spiker (1983) Mother child interactions involving two year olds with Down syndrome. A look at individual differences. Child Development, 54, 1312-1323.
Cross (1977) Mothers' speech adjustments: the contribution of selected child listener variables. In Snow and Ferguson (1977)(Eds). Talking to Children: Language Input and Acquisition. Cambridge. Cambridge University Press 133.
Cunningham, C. (1982) Down Syndrome: An Introduction for Parents. London. Souvenir Press.
Dillon, J.T. (1982) The effect of questions in education and other enterprises. Journal of Curriculum Studies, 14, 127-165.
Eheart, B.K. (1982) Mother-child interactions with non-retarded and mentally retarded pre-schoolers. American Journal of Mental Deficiency 87, 20-25.
Fowler, A. (1988) Determinants of rates of language growth in children with Down syndrome. In Nadel,L.(Ed)(1988) The Psychobiology of Down Syndrome. New York: National Down Syndrome Society USA, MIT Press.
Gleitman, L.R. Newport, E.L. and Gleitman, H. (1984). The current status of the motherese hypothesis. Journal of Child Language, 11, 75-76.
Harris, J. (1983) What does mean length utterance mean? Evidence from a comparative study of normal and Down syndrome children. British Journal of Disorders of Communication. 18, 153-169.
Horstmeier, D.S. (1985) The Mother-Child Communicative Interactions of Educationally Advantaged Down Syndrome and Normal Children Matched for Auditory Comprehension. Unpublished doctoral dissertation. Ohio State University.
Horstmeier, D.S. (1988) "But I Don't Understand You"-The Communication Interaction of Youth and Adults with Down Syndrome
Jeffree, D., Wheldall, K. and Mittler, P. (1973) The facilitation of two word utterances in two Down syndrome boys. American Journal of Mental Deficiency, 78, 117.
Jones,O. (1979) A comparative study of mother-child communication with Down syndrome and normal infants. In Schaffer,D. and Dunn,J. (Eds).The First Year of Life. New York. John Wiley and Sons 175-195.
Kogan, K., Wimberger, H. and Bobbit, R. (1969) Analysis of mother-child interaction in young mental retardates. Child Development. 40, 799.
Marshall, N., Hegrenes, J. and Goldstein, S. (1973) Verbal interactions: mothers and their retarded children versus mothers and their non-retarded children. American Journal of Mental Deficiency. 77, 415.
Miller, J.F. (1988) The development asynchrony of language development in children with Down syndrome in Nadel, L. (Ed)(1988). The Psychobiology of Down Syndrome. New York: National Down Syndrome Society USA, MIT Press.
Miller, J., Chapman, R. and MacKenzie, H. (1981) Individual Differences in the Language Acquisition of Mentally Retarded Children. Paper presented at the 2nd international congress for the study of child language, Vancouver BC, Canada.
Miller, J., Streit, G., Salmon, D. and La Follette, L. (1987) Developmental Synchrony in the Language of Children with Down Syndrome. Paper presented at the annual convention of the American Speech-Language-Hearing association, New Orleans, La. USA.
Miller, J.F. (1987) Language and communication characteristics of children with Down syndrome. In S.M. Pueschel, C. Tingey, J.E. Rynders, A.C. Crocker and D.M. Gutcher (Eds) New Perspectives on Down Syndrome. Baltimore. M.D. Brookes 232-262.
Mittler, P. and Berry, P. (1977) Demanding language. Research to practice in mental retardation. Education and Training Vol 11.
Moerk, E.L. (1976) Processes of language teaching and training in the interactions of mother-child dyads. Child Development, 47, 1064-1078 p72.
O'Kelly-Collard, M. (1978) Maternal linguistic environment of Down syndrome children. Australian Journal of Mental Retardation. 5(4), 121-126.
Peterson, G.A and Sherrod, K.B. (1982) Relationship of maternal language development and language delay of children. American Journal of Mental Retardation. 86(4), 391-398.
Philips, J. (1973) Syntax and vocabulary of mothers' speech to young children: age and sex comparisons. Child Development. 44 182-185 pp70-78.
Rogers, M. (1975) A study of language skills in severely sub-normal children. Child: Care, Health and Development. 1, 113-126.
Rondal, J.(1977) Maternal speech in normal and Down syndrome children. Research to Practice in Mental Retardation. Education and Training, Vol. 11.
Rondal, J. (1978) Maternal speech to normal and Down syndrome children matched for mean length of utterance. In Meyers, C. (Ed). Quality of Life in Severely and Profoundly Mentally Retarded People. Research foundations for improvement (pp 193-266) Washington DC. American Association of Mental Deficiency.
Snow, C. (1972) Mothers' speech to children learning language. Child Development. 43, 549-565.
Snow, C. (1986) Conversions with children. In Fletcher, P. and Garman, M. (Eds) Language Acquisition. Cambridge. 2nd ed. 1986.
Stevenson, M.B. and Leavitt, L.A. (1983) Mother-Infant Interaction: A Down Syndrome Case Study. Paper presented at the 2nd international workshop on the 'at risk' infant. Jerusalem.
Weigal-Crump, C.A. (1981) The development of grammar in Down syndrome children between the mental ages of 0-2 and 6-11 years. Education and Training of the Mentally Retarded. Feb 24-30.
Wells, G. (1979) Variation in child language. In Fletcher, P. and Garman, M. (Eds) Language Acquisition. Cambridge. 2nd ed. 1986.
Wood, D., Wood, H., Griffiths, A. and Howarth, I. (1986) Teaching and Talking with Deaf Children. John Wiley and Sons.
https://library.down-syndrome.org/en-gb/research-practice/01/3/significance-maternal-speech-styles-down-syndrome/


Please excuse the "construction" on this side of the world.
I am in the process of moving my blogging platform from Blogger over to WordPress.
The transition has been a test on my patience that is for sure. Some embed codes that work for Blogger don't work for WordPress so I've been going through each post and comparing them from Platform 1 to Platform 2 to see what didn't copy over and what did.
So if you see something that looks funky or is missing while you're digging around on here, shoot me an email shelia@sheliataylor.com.


text:
Q: xsl-fo: new line not rendered for word document I am working on a piece of code(scala) which renders documents like PDF, word etc. using XSL-FO.
At a point in implementation, a new line is introduced using \n. During debugging , I see that resulting xml string is as:
<fo:inline xmlns:fo="http://www.w3.org/1999/XSL/Format">
</fo:inline>

But this is respected only for PDFs, and for word documents no new line is introduced.
How to get it working for word too?

A: White-space characters generally collapse and linefeeds are generally ignored.
To preserve linefeeds, add either wrap="pre" (see https://www.w3.org/TR/xsl11/#white-space) or linefeed-treatment="preserve" (see https://www.w3.org/TR/xsl11/#linefeed-treatment).
wrap is a shorthand that sets values for linefeed-treatment, white-space-collapse, white-space-treatment, and wrap-option.

Your other option is to generate <fo:block />, as @kevin-brown suggested (and as I only just saw).

redpajama_set_name: RedPajamaStackExchange


text:
{-# LANGUAGE FlexibleContexts #-}
{-# LANGUAGE OverloadedStrings #-}
{-# LANGUAGE TypeFamilies #-}
module BCM
    ( ContactMap(..)
    , createContactMap
    , saveContactMap
    , openContactMap
    , closeContactMap
    ) where

import Control.Applicative ((<$>))
import Control.Monad (when, guard)
import Control.Monad.IO.Class (MonadIO(..))
import qualified Data.ByteString as L
import qualified Data.ByteString.Char8 as B
import qualified Data.HashMap.Strict as M
import Data.Serialize
import Data.Conduit
import qualified Data.Conduit.List as CL
import System.IO
import Data.List (foldl')
import Data.Word (Word32)
import Text.Printf (printf)

import qualified BCM.DiskMatrix as DM
import qualified BCM.IOMatrix as IOM

-- contact map binary format
-- 4 bytes magic + 4 byte Int (matrix start) + 4 bytes Int (step) + chroms + 1 bytes (reserve) + matrix
data ContactMap m = ContactMap
    { _rowLabels :: M.HashMap B.ByteString (Int, Int)
    , _colLabels :: M.HashMap B.ByteString (Int, Int)
    , _resolution :: Int
    , _matrix :: m
    , _handle :: Handle
    }

contact_map_magic :: Word32
contact_map_magic = 0x9921ABF0

createContactMap :: (IOM.IOMatrix m t Double, MonadIO io, mat ~ m t Double)
                 => FilePath
                 -> [(B.ByteString, Int)]
                 -> [(B.ByteString, Int)]
                 -> Int
                 -> Maybe Int
                 -> Sink (B.ByteString, Int, B.ByteString, Int, Double) io (ContactMap mat)
createContactMap fl rowChr colChr res len = do
    h <- liftIO $ openFile fl ReadWriteMode

    let source  = CL.mapM $ \(chr1, i, chr2, j, v) -> do
            let (p1, s1) = M.lookupDefault errMsg chr1 rLab
                (p2, s2) = M.lookupDefault errMsg chr2 cLab
                i' = i `div` res + p1
                j' = j `div` res + p2
            when (i > s1 || j > s2) $ error "createContactMap: Index out of bounds"
            when (i `mod` res /= 0 || j `mod` res /=0) $
                liftIO $ hPutStrLn stderr $ printf "(%d,%d) is not divisible by %d" i j res
            return ((i',j'), v)

    liftIO $ L.hPut h $ L.replicate (fromIntegral offset) 0

    m <- source $= IOM.hCreateMatrix h (r,c) len

    return $ ContactMap rLab cLab res m h
  where
    r = foldl' (\acc (_,x) -> acc + (x - 1) `div` res + 1)  0 rowChr
    c = foldl' (\acc (_,x) -> acc + (x - 1) `div` res + 1)  0 colChr
    rLab = mkLabels rowChr res
    cLab = mkLabels colChr res
    nByte x = let n1 = foldl' (+) 0 $ map B.length $ fst $ unzip x
                  n2 = 16 * n3
                  n3 = length x
               in n1 + n2 + n3
    offset = 4 + 4 + 4 + nByte rowChr + nByte colChr + 2 + 1
    errMsg = error "createContactMap: Unknown chromosome"

saveContactMap :: (IOM.IOMatrix m t a, mat ~ m t a) => ContactMap mat -> IO ()
saveContactMap (ContactMap rowChr colChr res mat handle) = do
        hSeek handle AbsoluteSeek 0
        L.hPutStr handle . runPut . putWord32le $ contact_map_magic
        L.hPutStr handle . runPut . putWord32le $ offset
        L.hPutStr handle . runPut . putWord32le . fromIntegral $ res
        L.hPutStr handle rowAndcol
        L.hPutStr handle . runPut . putWord8 $ 0
        IOM.hSaveMatrix handle mat
      where
        rowAndcol = L.concat [rows, "\0", cols, "\0"]
        rows = encodeLab . M.toList $ rowChr
        cols = encodeLab . M.toList $ colChr
        encodeLab xs = L.concat $ concatMap (\(chr, (a,b)) ->
            [chr, "\0", runPut $ putWord64le $ fromIntegral a, runPut $ putWord64le $ fromIntegral b]) xs
        offset = fromIntegral $ 4 + 4 + 4 + L.length rowAndcol + 1

openContactMap :: (IOM.IOMatrix m t a, MonadIO io, mat ~ m t a) => FilePath -> io (ContactMap mat)
openContactMap fl = liftIO $ do
    h <- openFile fl ReadWriteMode

    Right magic <- runGet getWord32le <$> L.hGet h 4
    guard $ magic == contact_map_magic
    _ <- runGet getWord32le <$> L.hGet h 4
    Right res <- fmap fromIntegral . runGet getWord32le <$> L.hGet h 4

    rows <- M.fromList <$> getChrs [] h
    cols <- M.fromList <$> getChrs [] h
    _ <- runGet getWord8 <$> L.hGet h 1
    mat <- IOM.hReadMatrix h
    x <- IOM.unsafeIndexM mat (1,1)
    return $ ContactMap rows cols res mat h
  where
    getChrs acc h = do
        chr <- getByteStringNul h
        if B.null chr
           then return acc
           else do
               Right a <- fmap fromIntegral . runGet getWord64le <$> L.hGet h 8
               Right b <- fmap fromIntegral . runGet getWord64le <$> L.hGet h 8
               getChrs ((chr, (a, b)) : acc) h
    getByteStringNul h = B.concat <$> go []
      where
        go acc = do
            x <- B.hGet h 1
            case x of
                "\0" -> return acc
                _ -> go $ acc ++ [x]

closeContactMap :: ContactMap mat -> IO ()
closeContactMap cm = hClose $ _handle cm

-------------------------------------------------------------------------------
-- Helper functions
-------------------------------------------------------------------------------

mkLabels :: [(B.ByteString, Int)] -> Int -> M.HashMap B.ByteString (Int, Int)
mkLabels xs step = M.fromList $ foldr f [] xs
  where
    f (chr, size) [] = [(chr, (0, size))]
    f (chr, size) acc@((_, (a, b)) : _) = (chr, (a + ((b - 1) `div` step + 1), size)) : acc
{-# INLINE mkLabels #-}

redpajama_set_name: RedPajamaGithub


text:
"Everything that Matters"
Gregg Robins is not only a long-standing member of Marchmont's Advisory Board; he's also an interesting musician playing plain-spoken, emotive rock. He's releasing his debut album titled "Everything that Matters", to be available in stores from October 25, 2011 and is promoting a special website, http://greggrobins.com/ whose goal is simple: to connect with fans that are moved or touched in some way by the music. Here's Gregg:
"Everything that Matters" began being recorded in 2009, spanning four countries and many studios, and involving many talented musicians, from guitarists to drummers, backing vocals and strings, and with tracks in English and Russian. It is a debut album that represents the realization of a dream.
"Everything that Matters" is a journey for me across the spectrum of human emotion and experience: from heartbreak to love, separation to reuniting, to the euphoria of an historic election and the spirit and saga of our soldiers far away.
I'm encouraging you to sign up on the website as fans, see press news, hear a blog, and hear some songs—including one in Russian!
Author: Marchmont Capital Partners at 12:20 PM
Links: Gregg Robins

redpajama_set_name: RedPajamaCommonCrawl


text:
<?php
declare(strict_types=1);

namespace Aedart\Model\Traits\Strings;

/**
 *
Prefix Trait

 *
 * @see \Aedart\Model\Contracts\Strings\PrefixAware
 *
 * @author Alin Eugen Deac <aedart@gmail.com>
 * @package Aedart\Model\Traits\Strings
 */
trait PrefixTrait
{
    /**
     * Prefix
     *
     * @var string|null
     */
    protected $prefix = null;

    /**
     * Set prefix
     *
     * @param string|null $prefix Prefix
     *
     * @return self
     */
    public function setPrefix(?string $prefix)
    {
        $this->prefix = $prefix;

        return $this;
    }

    /**
     * Get prefix
     *
     * If no "prefix" value has been set, this method will
     * set and return a default "prefix" value,
     * if any such value is available
     *
     * @see getDefaultPrefix()
     *
     * @return string|null prefix or null if no prefix has been set
     */
    public function getPrefix() : ?string
    {
        if ( ! $this->hasPrefix()) {
            $this->setPrefix($this->getDefaultPrefix());
        }
        return $this->prefix;
    }

    /**
     * Check if "prefix" has been set
     *
     * @return bool True if "prefix" has been set, false if not
     */
    public function hasPrefix() : bool
    {
        return isset($this->prefix);
    }

    /**
     * Get a default "prefix" value, if any is available
     *
     * @return string|null Default "prefix" value or null if no default value is available
     */
    public function getDefaultPrefix() : ?string
    {
        return null;
    }
}


Two Australian scientists who upset medical dogma by discovering a bacterium that causes stomach inflammation, ulcers and cancer won the 2005 Nobel Prize for Physiology or Medicine on Monday.
The winners were Dr. Barry J. Marshall, 54, a gastroenterologist from the University of Western Australia in Nedlands, and Dr. J. Robin Warren, 68, a retired pathologist from the Royal Perth Hospital.
The findings by the Australians in the early 1980s went so against medical thinking, which held that psychological stress caused stomach and duodenal ulcers, that it took many more years for an entrenched medical profession to accept it.
In its citation, the Nobel committee from the Karolinska Institute in Stockholm said that Marshall and Warren "made an irrefutable case that the bacterium Helicobacter pylori" causes ulcers and other diseases.
"It is now firmly established that H. pylori causes more than 90 percent of duodenal ulcers and up to 80 percent of gastric ulcers," the Nobel committee said.
In the wake of the ulcer discovery, many scientists have been seeking unknown infectious agents as the cause of many chronic diseases. Examples include microbes that might produce atherosclerosis, the underlying basis of coronary artery disease; ulcerative colitis; regional enteritis (Crohn's disease); and rheumatoid arthritis.
When the two began their research, doctors could heal ulcers with drugs that blocked the production of gastric acid, believing stomach acid caused ulcers. But the ulcers often relapsed because the bacteria remained to perpetuate the inflammation that leads to ulcers and to certain cancers.
Ulcers at that time were often a chronic, debilitating disease that required major surgery and that could cause life-threatening complications from bleeding. Also, they would often erode through the stomach and lead to peritonitis.


This addition to the website aims to improve clarity in our product range for new customers and repeat customers alike. It is now easier than ever to decide if our range of Lablyo laboratory lyophilizers is right for your desired application.
Visit our new accessories page here.


Questions; Contact. Accredited Driving Schools · Processing Offices. The Drivers Licence Applicatio. The Drivers Licence Application fee is N6, only . Driver's Licence Check NDL status. Obtaining Driver's Licence Lost or stolen Licence · Driver's Licence Renewal Capture Centre List. Things to Know Obtaining. Home; DL Application. New Driver's Licence Renewal of Driver's Licence. * Indicates required information. Driver's Licence Number *. Date of Birth *.
The Niger State Department for Motor Vehicle Administration will not issue Leaner's. Permit, Provisional Driving License or Driving License if you do not provide. 25 Mar For renewals and new applications, motorists are to log on to www. msfenton.com where they would initiate their renewal and pay. 22 Mar To start your drivers license registration in Nigeria online, go to the FRSCN access and complete the new drivers' license application form.
27 Mar After validating your driving school certificate number, proceed to the other forms required in applying for Nigeria driver's license online. DRIVERS LICENCE RENEWAL. STEP 1:Apply online at https://www. msfenton.com, print out the form after filling the required fields and also print out. Nigeria: How to apply for Driver's licence on the Internet Step 4 – Complete the driver's licence application form at the Driver's Licence Centre (DLC).


text:
Q: Why does eclipselink consume the whole allocationSize each time it's rebooted? I've just noticed that for my entity's id, eclipselink assigns an id 1 + the previously greated assigned IN THE SAME SESSION (1), as opposed to in the element table (2). This goes against my application expectations.
What's the easiest way to tell it to do 2?
@Id
@GeneratedValue(strategy = GenerationType.AUTO)
private int objId;

And here is what I have in the database:
ij> connect 'jdbc:derby:db';
ij> set schema memo;
0 Zeilen eingef?gt/aktualisiert/gel?scht
ij> select * from meaning;
OBJID      |LASTPUBLI&|USR_EMAIL
-------------------------------------------------------------------------------------------------------------------------------------------------------
1          |NULL      |NULL
2          |2010-10-27|NULL
51         |NULL      |NULL
101        |NULL      |NULL

A: When using a GenerationType.AUTO strategy with Derby, EclipseLink defaults to a table generator strategy.
Then, when generating an Id is required, EL will preallocate ids according to the allocationSize (which is 50 by default). To do so, it will first update the column that stores the last value generated to increment it by the allocationSize:
UPDATE SEQUENCE SET SEQ_COUNT = SEQ_COUNT + ? WHERE SEQ_NAME = ?
    bind => [50, SEQ_GEN]

And will then read the new value:
SELECT SEQ_COUNT FROM SEQUENCE WHERE SEQ_NAME = ?
    bind => [SEQ_GEN]

Once done, EL preallocates a pool of ids using the current value - allocationSize + 1 as "first" and value as "last":
local sequencing preallocation for SEQ_GEN: objects: 50 , first: 1, last: 50

And will serve ids from memory until it reaches the last value and will restart a cycle.
Now, if you restart the JVM, there is just no other safe way for EL than preallocating a new pool of ids, "loosing" those from the "previous" range that haven't been used (think multi-JVMs etc), which explains the "jump" from 2 to 51 in your example.
If you want to avoid this, my suggestion would be to switch to an IDENTITY strategy which is supported by Derby (I don't think that configuring the table generator to use an allocationSize of 1 would be a good idea).

I don't think that configuring the table generator to use an allocationSize of 1 would be a good idea. Why not?

Because of the performance hit if you have to read from the "sequence" table for each insert. But on the other hand, 1) this might not be a concern in your case 2) That's the only strategy that allows to get truly sequential ids.
If you're interested, you should be able to configure this globally using the table-generator element in the XML descriptor.

EL highly discourages identity strategy, besides it seems there are mines (because you must wait to commit before reading the value, something I might be doing somewhere).

Well, I can't confirm for EL (I won't test this right now) but Hibernate performs an immediate insert on persist when you use an IDENTITY strategy. I thought EL would behave in the same way. But I might be wrong, this doesn't seem mandated by the spec.
References

*

*JPA Wikibook

*

*Sequence Strategies

*Advanced Sequencing Sequence Strategies


Copyright © 2019 by Roush Enterprises. All Rights Reserved.
Roush Aviation's FAA PMA pistons are machined from Aerospace Quality 2618-T61 Aluminum Forgings. Using technology and knowledge gained from experience in motorsports and performance engine development, our pistons are redesigned from the original Packard and Rolls Royce Pistons to create a piston with better operating characteristics over the original piston design. All of our pistons now come standard with anodized piston ring grooves and domes. Additionally, our pistons can be ordered with our optional thermal barrier dome coating and / or optional friction reducing skirt coating. Pistons are available for 5.395", 5.400", 5.403" and 5.405" bore sizes.
Roush Aviation's FAA PMA piston rings are designed to operate as a set to work with our PMA piston. The ring set consists of a moly filled steel compression ring, a moly filled steel oil scraper ring, and a two piece iron oil supply ring. This modern ring package provides optimum compression sealing and oil control, with a reduction in drag from the original ring package.
Roush Aviation's FAA PMA piston pins are manufactured from aerospace quality AMS 6260 steel alloy. These pins are designed as replacements for the stronger Rolls Royce Transport Style Piston Pins. Our PMA pins are available in sizes from Standard to 0.020" oversize.
Roush Aviation's FAA PMA piston pins are manufactured from aerospace quality Aluminum Bronze alloy. Our PMA bushings are precision machined to higher quality and tolerances than the original parts. Our PMA Bushings are available in sizes from Standard to 0.020" oversizes.
FAA PMA Steel Head Nuts are a direct replacement for the original bronze nuts. These nuts are made from AN fastener grade material and are substantially stronger than the original Packard or Rolls Royce parts. Available for Packard and Rolls Royce Transport styles.
FAA PMA camshafts made from aerospace grade 8620 material and available in three different profiles: V-1650-7, V-1650-9, and Rolls Royce Transport 620 (D26917). Camshafts are selectively hardened on the lobe surfaces only with a thicker cross section on the quill to alleviate the problem of cracking found with original camshafts.
FAA PMA Roller Camshaft Package. This is ultimate upgrade for the Merlin Engine. Reduced maintenance, virtually no wear, no chrome or carbide pads to worry about. Our special roller camshafts are manufactured to the same detailed processes of our standard camshafts. However, they are specially ground to work with our FAA PMA 17-4PH stainless steel roller rocker arms.
FAA PMA replacement valve springs manufactured to the highest quality spring wire and tested to over 10 million cycles without failure. Available in sets to work with V-1650-7, V-1650-9, and Rolls Royce Transport engine spring seats and retainers. Available in sets only, not available individually.
FAA PMA replacement Inlet Valves, manufactured from Inconel X751 with Stellite weld inlay on the seat and tip surfaces. Our valves are manufactured from a stronger high temp alloy material than the original valves. Our FAA PMA Valves are compatible with original valve seats and guides or our FAA Approved valve seats and guides.
FAA PMA replacement Inlet Valves, manufactured from Inconel X751 with Stellite weld inlay on the seat surfaces and a tool steel tip. Our valves are manufactured from a stronger high temp alloy material than the original valves and are sodium filed like the original valves. Our FAA PMA Valves are compatible with original valve seats and guides or our FAA Approved valve seats and guides.
FAA PMA replacement Spark Plug Insert manufactured to the original drawings and specifications.
FAA PMA replacement Ignition Harness and Spark Plugs. Stop using old, unknown condition, expensive spark plugs. Switch to our ignition harness and spark plugs and save money and maintenance time. Our Harness has been thoroughly tested in all conditions, up to 37,000 ft altitude, rain, IMC conditions, without failure, issue, or increase in RFI noise.
FAA PMA replacement 3/8" exhaust stud hardware manufactured from stainless steel to decrease degradation due to corrosion. FAA PMA'd for V-1650-9 and Rolls Royce Transport, and available as an upgrade to V-1650-7 cylinder heads through our FAA Repair Station.
FAA PMA replacement Coolant Header Tank Pressure Cap. Our Cap contains a schrader valve in the cap to pre-pressurize the coolant system before flight or use it to pressurize a cold system to perform a maintenance leak check. Pre-pressurization of coolant system with shop air to 14-15 psi prior to operation will increase the boiling point of the coolant by 45°F (25°C). This will reduce the risk of having localized boiling in the cylinder head which leads to cylinder head cracking. Our Header Tank Pressure Cap is also available with an o-ring type seal, by sending your header tank to our FAA Repair Station for alteration. Additionally both caps are available with oversize threads to repair header tanks with damaged threads.
FAA PMA replacement Coolant Tank Pressure Relief Valve. Our FAA PMA Relief Valve is designed to accurately control coolant system pressure at 34-36 psi. This Valve does not open early and bleed off pressure before its set opening point like the original valve.
FAA PMA replacement Propeller Shaft Seal. Our FAA PMA replacement propeller shaft seal is made by the original manufacturer using newer technologies in shaft seal design.
FAA PMA Supercharger Sealing Rings. Our FAA PMA Supercharger Impeller Shaft Sealing Rings are manufactured to the original drawings, materials, and specifications. Both front and rear rings available.
FAA PMA replacement Wheelcase Attaching Studs. Our FAA PMA Wheelcase Studs are made to the original drawing and specifications using stronger material. This joint of the Merlin engine sees high loads due to the transmission of power to the supercharger. Manufactured and FAA PMA'd to replace worn and fatigued original studs.
Roush Aviation Rocker Arm Lash Adjusting Tool with built in Torque wrench. Built-in torque wrench allows proper lash adjustment and torque tightening of tappet.
Socket specially made for removing timing plug from lower crankcase.
Tool to rotate the crankshaft, when the propeller is off the engine.


Craft your way into the fall holidays with this charming, handmade needle felting kit. Follow step by step photographs and instructions to transform the North Dakotan Romney wool into an adorable turkey friend complete with glass eyes and a fall rainbow of feathers. Anyone, even beginners, can complete the project to perk up their home for fall.
Learn how to needle felt this adorable Turkey with me, Felting artist and Shepherd Teresa Perleberg.
*Everything you need as well as detailed instructions with high quality photographs of each step.
*All my kits are designed for beginners, the instructions will teach you everything you need to know even if you have never heard of felting before.
* No sewing, knitting or crocheting skills are needed to complete this project.
*The wool included in this kit was grown by my flock of sheep. High quality wool that is perfect for felting detailed, firm, high quality sculptures. This is the wool that allows me to create beautiful art and is what I use in all my projects.
All enclosed in a resealable bag and shipped promptly.
1. Complete kit – This kit has everything listed above, and is everything you need to complete this kit.
2. No cushion and needles – I offer this option for those who would like to purchase more than one kit. You will only need one set of needles and one cushion for multiple felting projects. Please note that I remove the cushion and needles from a complete kit for this option. The packaging will stay the same and will state that the cushion and needles are included even though they have been removed.
Packaged in a resealable plastic bag that is suitable for gift giving.
3. Wool Felting Pillow – Choose the no cushion and needles option and then Purchase the Natural wool felting pillow here and Needles here.
*Children 10 and under should have adult supervision for this project as it contains sharp needles. Kids of all ages love my kits!
The finished project measures, approximately 4 inches tall, 5 inches wide and 4 1/2 inches long.
The pumpkin kit goes beautifully with the Turkey Needle Felting kit! The finished pumpkins and turkey make beautiful fall decor.


text:
We are off this week, so here are 27 craft beer articles to be thankful for
*hiccup* Happy Thanksgiving, turkeys.
Let's be honest, 2019 has had its awful moments, but during Thanksgiving week we shove that awfulness to the side and reflect on the many things we can be thankful for. For instance, we gave ourselves this week off! We might even be allowed outside! Three cheers for the Pilgrims or whatever! We assume you will miss us though, which is why we've compiled this list of articles for which we are most thankful this year — everything from cool craft beer charity news to sustainable initiatives to helpful new equipment to naked people and dogs. So, grab a sixer, kick back and try to slowly enjoy re-reading these while we revel in our laziness this week.
Very good idea: Fargo Brewing puts available rescue dogs on Original Lager cans
Fargo Brewing Co. came up with an arf-inspiring idea for its not-for-profit event 4 Luv of Dog Rescue. Shout out to Northern Plains Label for helping make this possible.
Huge hop news: CSU scientist uses LEDs to show hops don't need a dormant period
In a study that wraps up three years and 13 growth cycles of several popular hop varieties, Bauerle is upending conventional wisdom hop growers have followed for decades to coax their plants to flower. His results, published in Scientific Reports, open up new possibilities for indoor, sustainable, local production of hops.
Good idea: Serda Brewing wants to make its own drink mix to help customers recover from a night of drinking
Craft breweries continue to add new low-cal beers and hard seltzers for "healthier" portfolio options, but Serda Brewing is trying a different route to grab that lifestyle adult beverage consumer with RePear — a two-stage drink mix that helps defend and recover from the effects of drinking alcohol. Pretty brilliant if you ask me (go ahead, ask me. I dare you.)
Selecting sustainable brewing solutions: returnable bottles, optimized sanitation, low-water usage and more
A commitment to conserving resources must begin in the production hall to effectively create a successful sustainable beverage strategy. Investing in reliable, high-quality innovations for cans, bottles and more can help beverage producers meet their sustainability commitments, such as reduced CO2 output, water use and waste sent to landfill, in addition to upholding product quality.
Our website is an award finalist for its political and government coverage
Craft Brewing Business has been shining a floodlight on the chaos of beer law since it was founded in 2013. Last year, government beat writer Keith Gribbins took that coverage to award-winning levels. No, really. He's currently up for a 2019 Azbee Award of Excellence in the category of government coverage for his 2018 work. The Azbees focus on the best business writing in America, judged by the American Society of Business Publication Editors.
Ska Brewing has a great concept for raising support for charities you should steal (the brewhouse helped donate $28,000 for fire relief funds)
Craft breweries giving to charity isn't a newsflash because so many of them do it, but Durango, Colo.'s Ska Brewing stands out for its Token Tuesdays concept (launched in December 2017). Every Tuesday at Ska Brewing, customers receive a token for each beer they buy. Customers then take those tokens and donate them (each token = $1), choosing between one of two charities selected for that day. At the end of the month, Ska will write a check to those organizations.
Enjoy some naked people drinking beer: Luxembourg-based brand nudes it up to market beer in Wisconsin
We've enjoyed naked people drinking beer before. Now, it's time to enjoy some more. Really, what took so long? A Luxembourg-based beer brand touting a history back to 1842 has released a new ad campaign that features attractive people in the nude as a way of promoting its natural ingredients. Bofferding is a brand brewed by Brasserie Nationale, which is the largest brewery in Luxembourg, based in the city of Bascharage (go Hedgehogs!). Brasserie Nationale is basically the merging of two impressively old beer brands — Brasserie Bofferding (founded in 1842) and Brasserie Funck-Bricher (founded in 1764).
Brewers Association releases 2018 impact report, craft beer contributes $79B+ to the US economy, marking a 4% increase
In 2018, small and independent craft brewers contributed $79.1 billion to the U.S. economy, roughly 0.4 percent of gross domestic product. The 2018 numbers mark a 4 percent increase from 2017, highlighting the industry's steady performance across the country. The calculation is derived from the total impact of beer brewed by craft brewers as it moves through the three-tier system (breweries, wholesalers and retailers), as well as all non-beer products such as food and merchandise sold in brewpub restaurants and brewery taprooms.
Five workplace safety tips on tap: How craft breweries can keep workers injury-free
Training your workforce to prevent common MSDs like back injuries, strains and sprains will not only help you reduce injury costs, but it typically has a positive impact on culture and productivity. To help protect the professionals that manufacture and transport your beer every day, try these five proven tips in your work environment.
Gotta watch: New Belgium Brewing produces poignant and artful video series to protect public lands and raise $250,000 for charity
New Belgium Brewing is so committed to the cause that its brand Fat Tire is donating up to $250,000 to organizations that protect public lands. Simply by sharing these videos, you can rack up donations. Look at this awesomeness …
Sustainable brewing part 2: Applying renewable energy strategies in the brewery
It seems that one of the greatest barriers to entry for renewable energy in the brewing process is a lack of awareness regarding the various options available. In fact, there are a variety of simple, executable strategies, as craft breweries have demonstrated in recent years. The Brewers Association laid out a few examples in their 2017 report, a few of which we highlight below.
A new growth model: Two craft breweries explain expansion via new buildings instead of new shelves
We met Landry at a coffee shop during the Craft Brewers Conference to chat about the brewery's upcoming expansion in Houston — its first venture outside of Louisiana — with a 10-bbl system, a canning line and public taproom and beer garden set to open in fall 2019. It is a modest move on its own, but reflective of craft beer's most sweeping trend: successful, mid-size indie breweries expanding to new markets via physical space versus shelf space.
Friday Fun: Let's learn to pair beer and chocolate, so that you might finally find happiness
Today's post offers a little background on just why beer and chocolate are actually a match made in heaven, as well as some tips on how to choose the best brew — with some examples from a few of our local favorite Craft Beer Fest participating breweries — to accompany a variety of delectable chocolate items and desserts — which we highly suggest be Wilber Chocolates. Yeah, we're behind this article.
Is alcohol good for you? No. Can it be a key to a healthy lifestyle? Yes.
Spoiler alert: Alcohol is a drug. And shit, it better be, or I'll quit drinking it. Alcoholic beverages shouldn't have to contort themselves into being "healthier" in order to play a role in supporting one's health. The real opportunity for breweries, I think, is in terms of boosting overall well being. Beer's primary function is a pleasing vice and social lubricant, so own it, and emphasize its (and your brewery's) connection to the community in order to promote/facilitate a more well rounded, less stressful, healthier lifestyle for regular patrons. You just might form a stronger bond with those lifestyle customers than you would by chasing them with a watered down version of your core product.
Crosby Hop Farm named a 2019 Changemaker, personifies a business that balances purpose and profit
Certified against rigorous standards of social and environmental performance, accountability and transparency in business, Crosby Hop Farm became the first hop supplier to be a Certified B Corporation in May 2016. Since that date, the company's overall B Impact Score has grown alongside its continued investment toward greater social and environmental progress.
Watch: These sweet-looking beer serving tanks help craft breweries ditch kegs to increase efficiency, safety, speed and freshness
This market maturation also means the process of producing and serving beer is changing and getting more advanced. A competitive industry ultimately leads to businesses looking for leaner and smarter business practices to find an edge. Here's a good example: What if you could get rid of your kegs (at least in-house)? What kind of money could you save? What about time? What about space? What about getting rid of that cold room? Add in factors like increased safety and the need for fewer employees, and the idea of going kegless can sound very attractive. But how would one go about doing that?
Pets are now officially allowed in North Carolina breweries as long as those breweries don't prepare food
Honestly, I prefer our pet friends to most humans. I enjoy seeing support animals on planes. I like dogs in stores, potbellied pigs in the CBB offices and capybaras should be allowed to roam freely throughout our society. Sensing a similar importance for our four-legged friends, the great state of North Carolina just officially reformed an arbitrary law that disallowed pets like dogs and cats in N.C. breweries and taprooms, as part of an Alcoholic Beverage Control reform bill signed by Democratic Governor Roy Cooper.
How craft breweries can adjust to the complex TCJA before the next tax season
One of the most significant changes facing craft breweries under the TCJA, now in its second year, is the tax status of the corporation. Those who last year opted to remain in their S Corporation status and not convert to a C Corporation now have the opportunity to take a closer look at the advantages and disadvantages of conversion.
TTB adds a 'Conditionally Approved' status that will streamline label approvals just a bit
This won't catch a ton of label issues, but it will be a nice way to avoid having silly "oops" errors hold up the process. Here's everything else you need to know about the new Conditionally Approved process.
The eco allure and product security of Roberts PolyPro can handles, and applicators perfect for small beer runs
Nothing looks cooler than leisurely carrying a six-pack of beer into a party. Roberts PolyPro provides a key comp/onent in this type of beer transport — can handles for two-, four- and six-pack beer configurations. For 25 years, Roberts PolyPro has been refining the injection molded experience in products that range from carton handles to hangers to beer holders. The company's can products in particular offer a nice balance of eco allure, easy application and product security.
We asked: How many jobs do small craft breweries create per bbl versus large craft breweries?
Instead of total market share, I asked Watson if he could look into "jobs per bbl" for different size levels of craft breweries. I wanted to know when the search for bbl growth and expansion started to have diminishing outward returns on that business's employment impact in an area. Said another way, which puts more food on people's tables across the country: one big 1 million bbl brewery or 1,000 1,000-bbl breweries?
CBB Exclusive: The story behind Charlie Papazian's Fist Bump Yeast, now available via White Labs
At the Craft Brewers Conference this year, we had the awesome opportunity to chat with Charlie and Chris about the rebranding and reintroduction of Cry Havoc — now to be known as Charlie's Fist Bump Yeast — which is now available for home and pro brewers alike to purchase via White Labs.
Let's learn how breweries can accelerate tax deductions by prepaying certain expenses
Nine times out of 10, accelerating tax deductions is going to be beneficial to a taxpayer. Saving tax, preserving cash and accurately timing deductions with cash outflow are the end-goals of tax planning. Prepaying eligible expenses, specifically, is an efficient way of accomplishing these goals.
When I don't feel like working (like today), I watch the Briess falcon and its adorable falcon babies
Beer and falcons. Two very cool things. Two things I hadn't really thought of together till late last week when I noticed there was a falcon living in a Briess elevator overlooking Lake Michigan.
Thinking and Drinking 4/20 edition: We try the most intriguing craft cannabis beverage yet and chat with co-founder Matt Vincent
The most revelatory beverage we tried while in Denver for the Craft Brewers Conference and BrewEXPO was not a beer. We were among the first to try the new Oh Hi line of craft cannabis seltzers that was launched by Aaron Miles and Jonny Radding, the co-owners of Durango Organics, and Matt Vincent, one of the co-owners of Ska Brewing and the founder of Ska Fabricating.
Why and how to monitor trademarks (sign up for this FREE CBB webinar, What Craft Brewers Need to Know About Trademark Protection)
Fun fact: Trademark owners are responsible for enforcing their own trademark rights. The folks at the United States Patent and Trademark Office are only responsible for assessing applications and registering marks. So, it's up to you, pioneering craft brewer, to find a reasonable system to monitor your brands and branding that allows the ability and opportunity to dispute the registration of another mark. I have a solution. With our friends at Trademark.com, we hosted a free webinar that you can still listen to in our archives.
The 25 best craft beer sales and marketing ideas in 2020
San Diego's Pure Project to plant over 10,000 trees via National Forest Foundation partnership
BrewDog has epic plans to be a carbon negative business, including creating its own forest
Here's how Diageo is building the largest carbon neutral distillery in North America


If you want a trusted, quality gate for your commercial or residential property, make J & J Gates Service and Design your top choice. Our business has installed more than a thousand gate systems all over the Dallas-Fort Worth area over the past 10 years, and we are still growing. Call us at 817-466-2794 for quality gate services in Grandview, TX anytime.
Access Systems: We specialize in many types of access systems, including keypads, remote controls, phone system, and more.
Commercial Gate Services: When you want a solid gate for your business, education facility, government facility, or other commercial property, give us a call.
Gate Automation: In most settings, automated gates are hassle-free and provide greater security for your property.
Gate Installation: We install a wide variety of gates, such as custom and built for business and residential properties.
Gate Repair: In addition to new construction, our staff can repair and replace any corroded or aging gate systems.
Residential Gates Services: When you want a stunning and reliable gate for your residence, call our professional technicians for trusted service.
Chain Link Gates: Sturdy and cost-effective, chain link gate systems are popular for commercial properties.
Driveway Gates: We provide several style, shapes, colors, and access systems for driveway gates so you can get one that suits your style.
Estate Gates: Utilizing security and style, our estate gates help eliminate unwanted traffic and look stunning.
Pedestrian Gates: Frequently used for entrances to outdoor areas, such as a garden or courtyard, pedestrian gates are also known as walk-through gates.
Security Gates: If you want more than a basic chain link gate, let our staff help you build a security gate for any property.
Wrought Iron Gates: Nothing says class like a stunning wrought iron gate, and our installers can design one to meet your specifications.
Automatic Gates: With a variety of access control systems, you can open and close your gate with convenience when you choose an automated system.
Electric Gates: In order to find the right power source for your gate, our installers will carefully inspect your property.
Sliding Gates: We will make your sliding gate as simple or as ornate as you want, using premium materials from trusted manufacturers.
Solar Gates: Getting a solar gate can lower electricity use and create other installation options.
Swing Gates: Swing gates work extremely well for properties with limited space or those that desire a more dramatic entrance.
Call J & J Gates Service and Design at 817-466-2794 anytime for quality gate installation and repair in Grandview, TX. We look forward to helping you!


We've combined sharp stripes, thoughtful tailoring and crisp cotton twill specially treated to resist wrinkles to create an ultra-polished, truly timeless take on your favorite shirt. We also added a rounded golf collar and real mother-of-pearl buttons for a feminine finish. Vertical darts, barrel cuffs with our signature 6-Pleat Shirring®, back yoke and shirttail hem.


text:
Sidi Abderrazak is a commune in Khémisset Province of the Rabat-Salé-Kénitra administrative region of Morocco. At the time of the 2004 census, the commune had a total population of 13,654 people living in 2382 households.

References

Populated places in Khémisset Province
Rural communes of Rabat-Salé-Kénitra

redpajama_set_name: RedPajamaWikipedia