text:
Filthy Music Review - 'Infestus: The Reflecting Void'
Infestus - The Reflecting Void (2014)
Debemur Morti Productions
Review by Trevor Proctor
German black metal group Infestus was originally formed in 2003 and subsequently released a demo, debut album and split cd – following the departure of guitarist Harbarth in 2006 remaining members Andras and Dagon decided to carry on with the band with Andras taking over ALL instrumental duties and Dagon concentrating on vocals.
In 2008 they released the concept album "Chroniken des Ablebens" via Debemur Morti Productions, garnering many positive reviews, however by 2010 Dagon had started drifting away from the band and by summer of that year he had quit completely – the ever determined Andras decided to continue with Infestus, assuming all vocal duties along with all instrumentation. Following seven years of absence from live music Andras assembled a live line up in 2013 and Infestus returned to the stage with Andras performing vocals. During the same year Andras began recording tracks for his new album "The Reflecting Void" once again he composed everything and performed every single instrument on the album – no other musicians and most importantly no drum machine and as with previous releases Andras also assumed mixing duties. Recorded and mixed by Andras the album was mastered by V Santura (Dark Fortress, Triptykon) at Woodshed studio.
Normally when reviewing a release I like to detail a few standout tracks and highlights rather than give a blow by blow analysis/narrative of every track – the difficulty for me with this black art masterpiece was selecting which tracks to detail as each and every one is worthy of a mention and captures your attention for varying reasons.
Infestus' take on black metal is heavily influenced by progressive elements and across the album's 54 minute duration we are immersed in a deep, atmospheric, highly accomplished and very rewarding listen. Opener A Dying Dream is an excellent starter track filled with Andras' melancholic straightforward black metal but the scope and ambition of both artist and album aren't realized until the track which follows "Spiegel der Seele." It starts quite heavy and at quite an upbeat pace but the true scope and beauty is revealed after four minutes when the track breaks into a stunning acoustic section, and for close to a minute we're treated to emotive, delicate, acoustic work, creating an outstanding interlude, this gradually gives way and when the pace and heaviness return the progressive guitar work in the background is nothing short of sublime.
Follower Constant Soul Corrosion starts at a slower pace with some further acoustic guitar work, again showing Infestus' progressive side – in fact, as the album proceeds we see more and more of the progressive side of Andras, this is complex and dare I say intelligent music with every listen making it a more immersive listening experience bringing even more rewards. Track six, Inner Reflexion is another highlight for me and was one of the first tracks to standout during my first listen; it's an eight minute journey filled with pure musical vision; from beautiful acoustic sections to lengthy progressive solos this is nothing short of genius.
I thoroughly enjoyed this album from start to finish and what makes it even more outstanding is the fact it's the sole accomplishment of one individual; from playing to recording to mixing; Andras even played a part in the artwork, design and layout along with Ain – to have this sort of vision, ambition and musical prowess is nothing short of amazing, The Reflecting Void is a magnificent, complex, beautiful piece of musical art, do not let this stunning album slip under your radar, it's most definitely one of the year's best releases.
1 - A Dying Dream
2 - Spiegel der Seele
3 - Constant Soul Corrosion
4 - Cortical Spreading Darkness
5 - Fractal Rise of the Fall
6 - Inner Reflexion
7 - Devouring Darkness
8 - Origin.
The Reflecting Void is released by Debemur Morti Productions on April 25th.
Labels: Artwork, Black Metal, Debemur Morti Productions, Extreme Metal, Infestus, Music, Review, The Reflecting Void
Filthy Lovecraftian Rock Opera Review - 'Dreams in...
Filthy Music Review - 'Infestus: The Reflecting Vo...
Year end listings are a regular feature here at The Lair of Filth and whether or not you're a fan of them they make for compu...


text:
the shape of progressive conversation
April 11, 2020	/ Leftscape	/ Mental & Emotional Health
The Leftscape Lookout, April 2020
All the Newsletter We Can Handle
Interviews, Commentary, Culture & Current Events
with co-hosts Wendy Sheridan, Robin Renée, and Mary McGinley
To say we are living in strange times is profoundly understated. We hope that you and yours are well and are staying safe from the novel coronavirus as best as you are able. We all have different circumstances and ways of coping, be it working, worrying, cooking, relaxing, exercising, recuperating, helping, or binge-watching Tiger King (No judgment!).
How have we been passing the time? Mary decided to self-isolate around March 15th because where she had been working required her to answer the phones and read a written statement that said in essence, "We're not cancelling anything, so NO you can't have your money back. We don't really care." After three days of being screamed at by customers, she was happy to be at home in the peace and quiet. She felt a little guilty for being so happy, as an introvert with mild agoraphobia, while being stuck alone at home with her cats and internet. Now she finds she is having dreams about teleporting to meet with distant friends, so it may be beginning to get to her.
Wendy was the first to begin social distancing in February and it feels like it's been forever. She is dealing with the pandemic by making masks, starting her victory garden, obsessively watching her governor's daily news briefings, and reading the Washington Post and New York Times. She talks to the three fruit trees she planted in March every day (including the 4-in-1 apple tree in the photo) and checks on the rabbit living under the tangled vines in the mound in her yard. She worries about friends and loved ones, and is mourning with them as they lose close family. She bounces from despair to fury with brief stops in optimism. As of April 10th, Wendy has made 200 masks, with about 100 of them being donated to nursing homes, medical professionals, and people in need. She is busier now than she has been in several years, and she's not sure how she feels about that.
Robin stopped venturing into crowds after a giant dance party on February 29th which was a blast, but felt creepily risky. Work from home has changed very little, so aside from not heading out to go to the gym or cafe, much of the day remains the same. Figuring out the best ways to get enough exercise to feel in balance has been a challenge. Along with much of the world, Robin has discovered the potential of Zoom for everything including an ecstatic dance experience, an Ostara ritual, a seder, a polyamory meetup group, and general conversation for reconnection with friends. RobinRenee.com updates, songs and song parodies, and Leftscape interview bookings are all in the works. Emotional possibilities at any given time: grief, fear, serenity, resolve.
How are you doing? How are you spending your time? Is there a topic or a guest on The Leftscape that would help brighten your experience? Please let us know.
— Wendy, Robin, & Mary
Subscribe to The Leftscape Lookout
Leftscape Latest
A Balance of Intensity (Episode 76)
Julio Cortés, of Mind and Body 360, is a health coach and consultant who helps clients create the life they desire by evaluating and balancing key areas including stress levels, fuel, sleep, movement, and recovery. He draws from having studied with numerous health and wellness experts, extensive martial arts training, and his time spent training others in a corporate environment in Japan. As a longtime activist, he is particularly interested in helping others engaged in activism to maintain their energy and wellbeing. Though this interview was recorded before the scope of the coronavirus pandemic was in full view, the conversation is apropos as we try to keep up our health and spirits worldwide. LISTEN =>
A Very Useful Sword (Episode 77)
Daryle Lamont Jenkins believes "the pen is mightier than the sword" and has been writing about, filming, and otherwise getting the word out about neo-Nazi and other hate organizations for decades. He has appeared on CNN, Fox News, MSNBC's Rachel Maddow Show and AM Joy with Joy Reid, ABC's 20/20, and in articles and documentaries (Alt-Right: Age of Rage, Erasing Hate). Daryle co-produced the short film, Skin, which won the 2019 Academy Award for Best Live Action Short. He first joined a counterprotest against a KKK rally in New Hope, PA in the early nineties and founded the anti-hate organization One People's Project in New Brunswick, NJ in 2000. LISTEN=>
Coming up this week, we'll hear from playwright and performer Rich Orloff. He will read from and discuss his autobiographical monologue, It's a Beautiful Wound, about his journey in psychedelic-assisted underground therapy.
The Personals
Here's what we've been doing when we're not working on The Leftscape.
Wendy is Making Masks
Wendy is making surgical-style masks for family, friends, essential workers, and health care professionals. She also may still have some available for sale (Proceeds help pay for materials for masks that are donated.). The fabric is quilting-grade 100% cotton, and is designed with a pocket to insert a filter (such as a medical-grade surgical mask), and around-the-head elastic to prevent breakdown of skin behind the ears from long-term wearing. See the pinned post on the wendycards Facebook page to view the fabric being turned into masks each week. Direct Message Wendy from the page for more information and to reserve a spot in the mask queue. If you need a mask but can't afford to buy one, she may still have some available.
Robin Shares Faves on Quarantine Island Discs
Robin was the first guest on author Laurence Peters' new podcast, Quarantine Island Discs. The show asks artists and celebrities to reflect on six favorite media selections that are helping them get through isolation during the pandemic. Robin talks about an intent to watch at least one notably terrible movie, shares a favorite version of The Hanuman Chalisa that offers strength and comfort, and reads hir poem, "A Concert of Lions." Listen in to the conversation to hear about all of Robin's choices. You can catch Quarantine Island Discs on Spotify, on the website, and elsewhere around the web.
For Patreons Only
This time around, "For Patreons Only" is for everyone because the presence of the coronavirus affects us all. In this extended Blanket Fort segment, we talk about how to adjust to working from home and what we're doing to take care of ourselves while social distancing. Listen to "Self-Care in the Time of COVID-19" and consider BECOMING A PATRON of The Leftscape for as little as $1 per month.
Join Us On Patreon
Susan R. Kagan & She-Ra (Episode 73 Redux) January 13, 2021
Getting It – Read Up on Healthy Hookups (Episode 94) December 30, 2020
The Quest for Sisterhood (Episode 93) December 16, 2020
The Leftscape Lookout, December 2020 December 13, 2020
Asexuality. Animaniacs. (Episode 92) December 2, 2020
Previous Post A Very Useful Sword (Episode 77)
Next Post Neon Blessings, Beautiful Wounds (Episode 78)
CategoriesMental & Emotional Health Newsletter
Tagscoronavirus Daryle Lamont Jenkins Julio Cortés Quarantine Island Discs
Written by:Leftscape
Content ©2019 by The Leftscape. All rights reserved. For use, please contact us.

redpajama_set_name: RedPajamaCommonCrawl


text:
Diagnostics Lab Meeting Summaries
Diagnostics Parallel Analysis Workgroup
Therapeutics Lab Meeting Summaries
Therapeutics Parallel Analysis Workgroup
RWE Primer
COVID-19 Real-World Evidence Primer
To learn from the evolving lessons of addressing the COVID-19 pandemic and to bolster the future use of real-world data (RWD) and real-world evidence (RWE), The FDA Foundation, in collaboration with the International Society for Pharmacoepidemiology (ISPE), created The COVID-19 Real-World Evidence Primer. The Primer consists of seven chapters that cover types of RWD, methods in RWE generation, examples of RWE studies and initiatives, and strategies for communicating about RWE.
Download RWE Primer
A Note from the Editorial Committee
In the early phase of the SARS-CoV-2 (COVID-19) pandemic, the Reagan-Udall Foundation for the Food and Drug Administration (FDA Foundation), in collaboration with Friends of Cancer Research, and at the request of the FDA, launched the COVID-19 Evidence Accelerator to rapidly share information on the epidemiology, prevention, and treatment of COVID-19. Much of the information shared and generated through the parallel approach to analyses leveraged real-world data (RWD). Through the Evidence Accelerator, the FDA Foundation in collaboration with the International Society for Pharmacoepidemiology (ISPE) has developed this COVID-19 Real-World Evidence Primer to provide an overview of available RWD sources and appropriate methods for study conduct. An Editorial Committee comprising representatives from the FDA Foundation and ISPE guided the development of this primer, and committees of authors were responsible for writing each chapter. As the pandemic has exemplified the need for rapid evidence generation using existing data sources, it has also emphasized the importance of careful design and methodological approaches to support causal inferences in RWD studies that can guide clinical and regulatory decision. The Editorial Committee hopes that this primer can provide introductory level insight in core pharmacoepidemiologic methods for RWE study conduct. The committee would like to express its gratitude to all chapter authors and Karen Staman and Amy Bokser for editorial support.
The Editorial Committee
Alecia Clary, PhD, MSW1 Donna R. Rivera, PharmD, FISPE, MSc2,7
Joy C. Eckert, MPH1 Carla Rodriguez-Watson, PhD, MPH1
Joshua J. Gagne, PharmD, ScD2,3,4 Almut G. Winterstein, RPh, PhD, FISPE2,8
Christopher T. Rentsch, PhD, MPH2,5,6
1Reagan-Udall Foundation for the FDA
2Real-World Evidence Task Force, International Society for Pharmacoepidemiology
3Johnson & Johnson Epidemiology
4Department of Epidemiology, Harvard T.H. Chan School of Public Health
5Faculty of Epidemiology and Population Health, London School of Hygiene & Tropical Medicine
6Department of Internal Medicine, Yale School of Medicine
7Oncology Center for Excellence, U.S. Food and Drug Administration
8Department of Pharmaceutical Outcomes and Policy and Center for Drug Evaluation and Safety, University of Florida
This activity is a project of the COVID-19 Evidence Accelerator which is supported by the Food and Drug Administration (FDA) of the U.S. Department of Health and Human Services (HHS) as part of an award of $570,206 in federal funds (100% of the project). This publication reflects the view of the authors and does not necessarily represent official views or policies of the FDA, Department of Health and Human Services, or federal government. For more information, please visit FDA.gov.
Chapter 1: Overview of Real-World Data
Chapter 2: Methods in Real-World Evidence Generation — Study Design
Chapter 3: Methods in Real-World Evidence Generation - Sources of Error
Chapter 4: Examples of COVID-19 Real-World Evidence Studies
Chapter 5: Major Multi-Stakeholder Initiatives — Defining the Future of COVID-19 Observational Research
Chapter 6: The COVID-19 Evidence Accelerator
Chapter 7: Communicating about Real-World Evidence
Book traversal links for COVID-19 Real-World Evidence Primer
Executive Summary ›
Reagan-Udall Foundation for the FDA
address 1333 New Hampshire Ave, NW
phone202 849 2075
web www.reaganudall.org
emailevidenceaccelerator@reaganudall.org
Friends of Cancer Research
address 1800 M Street NW, Suite 1050 South
web www.focr.org


Half-Life and Portal developer Valve will discuss its virtual reality plans this March at the 2013 Game Developers Conference in San Francisco, California. Event organizers have announced the addition of two talks from the company, the first of which involves the task of porting Team Fortress 2 to virtual reality.
Valve programmer Joe Ludwig will present "What We Learned Porting Team Fortress 2 to Virtual Reality," which will detail the company's efforts to get the free-to-play game running in virtual reality goggles.
Additionally, Valve's Michael Abrash will speak more generally about virtual reality in a discussion titled "Why Virtual Reality is Hard (And Where it Might be Going)." This talk will touch on why virtual reality technologies could become more mainstream in the near future.
GDC 2013 takes place March 25-29 at the Moscone Center in San Francisco.


"Gun Control is not Kosher", returns -- latest AR-15 Draw.
25th Anniversary Special -- package with special signed books and t-shirt.
The Main 25th Anniversary Page-- superb knives to be won.
"Waco a New Revelation" DVD -- now only $12.95 on close out.
"Gun Control in the Third Reich" -- book, copies still available.
You mean there's actually something good to say about notorious anti-gun U.S. Senator Dianne Feinstein? Yep, there is. We'll get to that shortly. But first, the bad.
Sen. Dianne Feinstein (D-Hoplophobia) is at it again. This week she wrote to President Obama, suggesting that he use his "Year of Action" (his plan to govern without the help of Congress, announced in his State of the Union speech) to go to war once again, on those evil and largely mythical "assault weapons."
Specifically, she wants Obama and the ATF to use executive branch powers -- and the "sporting purposes" provision of the 1968 Gun Control Act -- to ban importation of firearms that look scary to her. This ban would even include some tube-fed .22s.
Specifically, she targeting guns that are imported legally, looking like whatever she thinks "normal" weapons look like, but are later altered. Once in the country they're taken down and rebuilt with made-in-USA parts to look more like military weapons. That is, they're given features like thumb-hole stocks and higher magazine capacity. These, according to Feinstein's letter, are "assault features."
No one at JPFO has ever heard of an "assault feature." We can't even imagine how a feature could commit assault. But Ms. Feinstein seems to know an "assault feature" when she sees one, even if nobody else does.
WASR-10s have repeatedly been found in the arsenals of top drug kingpins and their associates. For example, at least one WASR-10 was used in May 2008 to kill eight police officers in Culiacan, Mexico, a city in the northwestern part of the country. An analysis conducted by The Center for Public Integrity found that, over the last four years, WASR-10 rifles comprised more than 17% of the firearms recovered at Mexican crime scenes and successfully traced back to the United States.
She fails to note that the ATF itself -- the very group she wants to enforce her ban -- is responsible for "gun-walking" thousands of "assault weapons" into Mexico for use by drug cartels. This information has been widely available since gun bloggers David Codrea and Mike Vanderboegh, with the help of brave ATF whistleblowers, uncovered Operation Fast and Furious several years ago. Since Fast and Furious has been extensively covered in the media, Feinstein must surely realize that the only reason the ATF would object to sending guns to Mexican drug lords is that they might resent the competition if they weren't personally supervising the doings.
Feinstein also conveniently fails to note (though JPFO has repeatedly tried to make her aware) that the 1968 Gun Control Act and its "sporting purposes" provision were based on a 1938 Nazi law sneaked into US law by one of her prececessors, who we know had a copy of the German law in his possession.
Among other things she fails to mention is that the CPI "study" she cites is a) not a study at all, but simply a news article written for an anti-gun foundation and b) three years old. The analysis she cites from the Violence Policy Center is equally biased -- and even older.
And this is where we come to the good thing about Dianne Feinstein.
Yes, there really is something good to say about her. And it's this: Feinstein is getting old. She's not only getting old physically, as we all do. Her ideas are getting old. And tired. And obsolete.
When Sen. Feinstein began beating the "assault weapons" drum several decades ago, it was new and ominous. She was (and to some extent remains) a powerful woman. Back then, her idea had legs. It led to a ban on guns whose features she thought were scary looking (never mind that their function was identical to firearms she thinks have "sporting purposes"). The country endured that stupid, useless ban for 10 years before it was finally allowed to slip mercifully into the sunset.
Now? Well, many legislators are known for having hobby horses -- bills they introduce and ideas they promote year after year despite the fact that nobody else wants to get on board. Those hobby horses are a joke.
That's what Feinstein has become -- a rider of an old, broken down hobby horse. The fact that she has to resort to some three-year-old faux "study" and request that her will be carried out through executive action rather than law shows just how little she and her ideas matter any more.
Is she still potentially dangerous to gun owners? Sure. She always will be as long as she is in a position of power or has the ear of powerful people.
But her danger is something like the threat we might face from an old, arthritic, toothless cheetah. She might try to gum our rights to death, but her power to kill them is deeply diminished.


U.W. Marx Construction Company - Hillside View Apartments - The Community Builders, Inc.
The Hillside View Apartments project included demolition, rehabilitation and new construction to produce 58 new affordable apartments in Schenectady's Hamilton Hill neighborhood. 25 of the apartments are designated for seniors, while 33 are reserved as family apartments. The development includes a mix of studio, one-, two- and three-bedroom apartments.
Included in the $20 million project were multiple locations on Stanley Street and the re-purposing of the former Horace Mann School at 602 Craig Street and the former St. Columba's School at 400 Craig Street. Completed in 2018, the former school buildings feature on-site laundry, ample parking, recreational space and community rooms with computer labs and common kitchenettes. The 400 Craig Street address includes first floor space dedicated to community programming provided by local groups including Capital Roots and the Albany Barn.
Both the Horace Mann School and the St. Columba School buildings are listed on the National Register of Historic Places.
U.W. Marx is working with David A. Sadowsky, Architect, PC and The Community Builders, Inc. to bring quality affordable housing to the Capital Region of New York.


text:
Q: How to capture changes inside methods in an Eclipse plugin As part of my Eclipse plugin project I need to track additions, deletions and changes to methods in order to implement the functionality I'm after.
By registering a listener through JavaCore.addElementChangedListener and recursively traversing the IJavaElementDelta until the IJavaElementDelta.getElement() gives a reference to an affected method, I am able to capture method additions and deletions.
E.g. I add method a into class B I get:
[Working copy] B.java[*]: {CHILDREN | FINE GRAINED | AST AFFECTED}
    B[*]: {CHILDREN | FINE GRAINED}
        a()[+]: {}]

The problem is that this does not take place when already existing methods are edited: when I modify the implementation of a method and a change event is triggered for it, the delta's resolution stops at the class containing this method instead of extending to it.
E.g. I modify the method a in class B I get:
[Working copy] B.java[*]: {CONTENT | FINE GRAINED | AST AFFECTED}

This information contains no information about method a, even though its implementation was just changed. This problem might be partially connected to this old Eclipse bug report https://bugs.eclipse.org/bugs/show_bug.cgi?id=327753
Thus, the question is: how can I track and get notified about methods that have their implementation changed (without building and storing the AST multiple times)?

A: After a somewhat rigorous investigation, I've concluded that it is impossible to capture changes inside methods without AST-related information. Thus, I've looked for the most efficient way to store the bare minimum of information needed as well as for the most suitable approach to comparing this information.
Here is the solution that I've come up and according to a couple of days of testing it seems to be efficient enough to be feasible to execute during every single ElementChangedEvent.
// during each user-invoked-compile, these are processed and cleared
private static HashMap<String, IMethod> added = new HashMap<String, IMethod>();
private static HashMap<String, IMethod> changed = new HashMap<String, IMethod>();
private static HashMap<String, IMethod> removed = new HashMap<String, IMethod>();

// this persists through out the entire session
private static HashMap<String, ASTNode> subtrees = new HashMap<String, ASTNode>();

private static void attachModelPart() {
    JavaCore.addElementChangedListener(new IElementChangedListener() {

        @Override
        public void elementChanged(ElementChangedEvent event) {
            ... // added and removed IMethod handling
            IJavaElementDelta delta = event.getDelta();
            if (delta.getElement() instanceof CompilationUnit) {
                delta.getCompilationUnitAST().accept(new ASTVisitor() {

                    @Override
                    public boolean visit(MethodDeclaration node) {
                        String mName = ((TypeDeclaration) node.getParent()).getName()
                                .getFullyQualifiedName() + "." + node.getName().getFullyQualifiedName();
                        // Finding match for this methods name(mName) in saved method subtrees...
                        boolean methodHasChanged = false;
                        if (subtrees.containsKey(mName)) {
                            // Found match
                            // Comparing new subtree to one saved during an earlier event (using ASTNode.subtreeMatch())
                            methodHasChanged = !node.subtreeMatch(new ASTMatcher(), subtrees.get(mName));
                        } else {
                            // No earlier entry found, definitely changed
                            methodHasChanged = true;
                        }
                        if (methodHasChanged) {
                            // "changed" is a HashMap of IMethods that have been earlierly identified as changed
                            // "added" works similarly but for added methods (using IJavaElementDelta.getAddedChildren())
                            if (!changed.containsKey(mName) && !added.containsKey(mName)) {
                                // Method has indeed changed and is not yet queued for further actions
                                changed.put(mName, (IMethod) node.resolveBinding().getJavaElement());
                            }
                        }
                        // "subtrees" must be updated with every method's AST subtree in order for this to work
                        subtrees.put(mName, node);
                        // continue visiting after first MethodDeclaration
                        return true;
                    }
                });
            }
        }
    }
}

Comments are most welcome!

redpajama_set_name: RedPajamaStackExchange


text:
В парному розряді жіночого тенісного турніру Virginia Slims of Florida 1991, що проходив у рамках Туру WTA 1991, Лариса Нейланд і Наташа Звєрєва виграли титул, у фіналі перемігши пару Мередіт Макґрат і Саманта Сміт 6-4, 7-6.

Сіяні пари

 Кеті Джордан /  Елізабет Смайлі (чвертьфінал)
 Лариса Нейланд /  Наташа Звєрєва (чемпіонки)
 Мері Джо Фернандес /  Зіна Гаррісон (чвертьфінал)
 Мередіт Макґрат /  Саманта Сміт (фінал)

 Еліз Берджін /  Гелен Келесі (1-ше коло)
 Джилл Гетерінгтон /  Кеті Ріналді-Стункел (півфінал)
 Розалін Нідеффер /  Бренда Шульц (2-ге коло)
 Олена Брюховець /  Наталія Медведєва (2-ге коло)

Основна сітка

Фінал

Верхня половина

Нижня половина

Посилання

Virginia Slims of Florida

redpajama_set_name: RedPajamaWikipedia


The Upper Valley now has one more Electric Vehicle Charging Station, conveniently located at Anne's Plainfield Country Convenience Store, at 1190 Rt 12A, Plainfield, halfway between Claremont and West Lebanon. You are invited to join us for a short inaugural ceremony on April 29th, 6:30pm at Anne's Country Store.
The Plainfield and Cornish Energy Committees elected to install an EV charging station as the towns' commitment to alternative energy use by increasing the number of EV charge points in NH. There are currently 38 public charging stations in NH, and 54 in Vermont (according to the US Dept of Energy Alternative Fuels Data Center). Other public Upper Valley chargers are located at the Hartland Exit 9 Commuter lot, King Arthur Flour in Norwich, the Hanover Parking Garage, and DHMC in Lebanon. This new location fills a gap between these charging stations.
The charger is Siemens VC30GRYU Versicharge 30-Amp, 240 volt level 2 Electric Vehicle Charger, which can completely recharge most EV batteries in less than 3.5 hours. A more typical use would be to recharge a vehicle for 30 minutes to provide an additional range of 6-11 miles to get home or to continue to a fast-charge location. It is compatible with all plug-in electric vehicles (SAE J1772 vehicle plug).
Anne's Country Store is offering the charging service free of charge to all EV owners. Customers can enjoy Anne's food, dining room, WiFi and restroom while they charge their cars. There is also an ATM and if you still need fossil fuels, there's gas and diesel too! Walking maps of Plainfield Village are also available at the store, so you can take a pleasant stroll to some of the historic sites nearby while your car is charging. Anne Yates, the proprietor of Anne's Country Store, is considering installing solar panels in the near future so that charging a car would take advantage of a renewable energy source.
Frank Perotti charging his Chevy Volt. Bill Cable is in the background holding an award from the Cornish Conservation Commitee.
Much of the funding for the charger came from a $1000 donation from Solar Source of Keene, in recognition for exceeding Solarize Cornish-Plainfield's goal of installing 60kW of new residential PV solar systems. Over the past summer, 33 new PV solar systems were installed in Cornish and Plainfield for a total of 180 kW in potential renewable energy production. This initiative was a joint effort between the towns' energy committees and Vital Communities aimed at making residential and small business solar photovoltaic (PV) energy more accessible across our region. It served to educate the communities on energy alternatives, provide coordination and group pricing on solar installation, and inspired additional community projects such as the EV charging station, DIY options and net metering/group solar installations. Solar Source was selected as the project's preferred solar vendor and installed 23 of the systems.
The Cornish Conservation Commission recently awarded Solarize Cornish-Plainfield a plaque mounted on a solar panel that reads, "The Cornish and Plainfield Energy Committees, with the help of Vital Communities helped support energy independence and the lowering of our communities' carbon footprint through the successful promotion of solar energy in the two communities." The plaque is displayed at the charging station kiosk.


text:
package javax.sip.header;

public interface MediaType
{
  // Methods

  @com.francetelecom.rd.stubs.annotation.FieldGet("contentType")
  public java.lang.String getContentType();
  public void setContentType(@com.francetelecom.rd.stubs.annotation.FieldSet("contentType") java.lang.String arg1) throws java.text.ParseException;
  @com.francetelecom.rd.stubs.annotation.FieldGet("contentSubType")
  public java.lang.String getContentSubType();
  public void setContentSubType(@com.francetelecom.rd.stubs.annotation.FieldSet("contentSubType") java.lang.String arg1) throws java.text.ParseException;
}

redpajama_set_name: RedPajamaGithub


text:
/*
 * To change this license header, choose License Headers in Project Properties.
 * To change this template file, choose Tools | Templates
 * and open the template in the editor.
 */
package q5;

/**
 *
 * @author Jatin Rohilla
 */
public class StaticStack extends Stack {

    int[] arr;
    int stackSize;
    int top;

    public StaticStack(int size) {
        stackSize = size;
        arr = new int[stackSize];
        top = -1;
    }

    @Override
    public void push(int x) throws Exception {

        if (stackSize == top) {
            throw new Exception("Stack Overflow.");
        } else {
            top++;
            arr[top] = x;
        }
    }

    @Override
    public int pop() throws Exception {

        int ele;
        if (top == -1) {
            throw new Exception("Stack Underflow.");
        } else {
            ele = arr[top];
            top--;
        }
        return ele;
    }

    @Override
    public void display() throws Exception {
        if (top == -1) {
            throw new Exception("Stack Underflow.");
        } else {
            for (int i = top; i >= 0; i--) {
                System.out.print(arr[i] + "  ");
            }
            System.out.println("");
        }
    }

}


Abercrombie & Fitch Co is a retailer that sells apparel including knit and woven shirts, and graphic t-shirts under Abercrombie & Fitch, Abercrombie kids, and Hollister brands. It operates online stores as well as direct-to-consumer operations.
Can Abercrombie & Fitch Survive A Revenue Decline?
Abercrombie & Fitch: Is Hollister Cracking?
Is the retail collapse over? Shopping mall owners think so.
Greenlight Capital: Are The Moves Too Late?
Time To Ditch Abercrombie & Fitch?
Stock Exchange: How Do You Filter Out Noisy Trade Signals?
Is It Time To Take Some Profit In Abercrombie?


Haier America is a global leader for room air conditioner, compact refrigerator, and wine cellar sales, as well as a leading force in home appliances, compact laundry, compact freezer, and HDTV sales. Benton McCarley has been hired as Sales Manager for the division and will oversee the marketing of the HVAC line in Georgia, Florida, Alabama, Mississippi, and South Carolina. Benton comes to us with over 30 years of HVAC sales and operations experience and will be a tremendous asset to the company.


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Watch the video for more about Village Music Shoppe
Village Music Shoppe has been Long Island, New York musicians number one choice for quality equipment, rentals and lessons for over 50 years. We are a full service Music store with sales of Guitars, Drums & Percussion, Amplifiers, Band & Orchestra instruments, recording gear, and Sound systems as well as strings, accessories and sheet music.
Online Sales of Guitars, Drums & Percussion, Amplifiers, Band & Orchestra instruments, recording gear, and Sound systems as well as strings, accessories and sheet music. Our salespeople, are dedicated to serving our customers, Village Music Shoppe is known to take a personalized approach to all of your music needs, so that you get what you want at the best price, even beating the internet and big box stores.
Online Lessons, being one of the largest premier Music instruction schools on Long Island with lessons on all instruments and in all styles of music, by over 15 certified teachers intent on helping to create lifelong musicians with a desire to be the best at their craft. Our teachers are playing professionals and NYSSMA coaches.
Repairs of instruments and electronics, our repair technicians are some of the best on Long Island; they work on all makes and models of guitars, amplifiers, brass, woodwind and orchestra instruments.
Equipment Rentals sound systems from 100 to 100,000 watts, backline gear, lighting and video for back yard BBQ's to touring artists and large arena's. Delivery, setup, crews and sound engineers our professionals have everything you need.
Instrument Rentals We have a very large rental department, renting school band and orchestra instruments for school year rentals with over 1000 instruments in stock of all kinds and brands.
Installations of audio and video systems for businesses, bars, clubs, houses of worship, country clubs, etc.
Village Music's online University for music education was created to bring the best learning experience in music education in a safe and effective manor right in your living room.
Learn everything from:
Recording studio technology
How to be a DJ
Guitar, drums, bass, piano, uke and more. Learn from the best industry professionals
Learn more about online university
School band & orchestra instrument sales
We work closely with the local music directors to offer their preferred instruments and classroom materials.
Rentals with maintenance & repair coverage - select our optional damage protection coverage.
Bass clarinet
Saxophone
Trumpet
Trombone
French horn
Bells
Come into the store to rent
Congratulations to Village Music Shoppe Guitar Student Michael Thomas
on winning the Mastro Award, Best at his Craft at the World Strides Competition. Which as played host to over 6 million students in their 50 years—over 350,000 students last year alone! More than 300 colleges and universities partner with them, including most of the top 30 MBA programs. Remember his name, you'll be seeing big things from Michael. He's currently recording and producing music and has worked on Jingles for Folgers Coffee and Longhorn Steak house.
LESSON COUNTER: over 200,000 lessons taught to date


These One-of-a-kind beauties are breathtaking - the gorgeous deep blue Kingman turquoise which is streaked with bits of shimmering Pyrite sits regally in darkened hand fabricated silver. A sweet little hand cut copper MOON rises above, and all swings lightly on my hand forged 20 gauge solid Argentium (935) Silver ear wires.
These earrings are stamped on the back with my signature heart.
Length: 2 inches, top to bottom! Diameter is approx. 1 and 3/16 inches.
See photos below for size reference and design detail!
I hope you enjoy wearing these beauties as much as I enjoyed creating them!


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Q: Two retail versions of the same game I own Fallout New Vegas and have just bought the "utimate edition" of the same game.
I want to start playing ultimate edition, and gift the older game to my son. Is that going to give me problems with Steam, and if so, what should I do to avoid them?

A: Strictly speaking, once you've tied the older game to your steam account you can't really give it away through Steam (as I am sure you know).
While I have no knowledge of the extent of Steam integration a retail version of New Vegas possesses, the following article claims that:

Steamworks is implemented in "as light and unobtrusive away possible,"
  and it will be mandatory to play the upcoming Fallout. That said, you
  can install the game on as many systems as you want, and besides the
  initial activation, an Internet connection isn't required.

Assuming the above is true, you could install the game on your son's machine, activate it one time using your account and then he should be able to play without needing to connect to steam. Mind you, that just because further authentication isn't required, it doesn't necessarily mean that the game won't try to perform it anyway.
This is all assuming your son has his own machine, of course.
Also, as Juan Manuel pointed out in the comment to your question, sharing your steam games is prohibited as per their terms of service. Seeing how New Vegas simply relies on Steam for DRM and you are talking about retail copies this may not be the same case, but it's something else to consider.


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Beachcombing, relief efforts, awards, grants, Town Notes
Recycling Redirect
Household Hazardous Waste drop-off at the Marstons Mills Transfer Station is scheduled for Saturday, Sept. 25 from 9 a.m. to noon. Check the town's website to find out what items can be disposed of as hazardous waste. Brochures are available at your town hall or can be downloaded from www.loveyourlocalwater.org. Small business waste is accepted.
Sunday, Sept. 26 is the correct date for the Love Local Fest. Jo & Co. is set to play at 11:30 a.m., and Melic Moon performs live at 2:30 p.m. on the stage sponsored by Vivid Events and WOMR.
Kids' activities will be run by the Cape Cod Maritime Museum, whose staffers will be hosting maritime-themed activities for families and kids from noon to 4 p.m. on the museum's back patio.
Hyannis Rotary Aid to Haiti
The Rotary Club of Hyannis is pitching a tent on Hyannis Main Street Saturday and Sunday near the Post Office as its Shelter Box emergency relief drive for the people of Haiti nears its Oct. 1 deadline. The group has already raised $8,500 toward its $10,000 goal.
To encourage donations, members will holding hourly drawings for merchandise and gift certificates donated by local merchants. Be on the lookout for David Bisbee, now celebrating his 42nd year as a member of Rotary International.
At Tales of Cape Cod
Monday at 7 p.m., Linda Monchikin performs "ROSE," a one-act play starring the matriarch of the Kennedy family, Rose Kennedy, and written by Laurence Leamer. Inspired by audio recordings of Rose Kennedy, the play takes the audience on a fascinating and unexpected journey told by the woman who lived it all.
Set in 1969 at the Hyannisport compound the week after the accident at Chappaquiddick, Monchik reveals the triumphs, tribulations, and foibles of Rose's life in Camelot with love. The lecture is sponsored by Helen Feher, Larry and Beth Thayer, Maggi and Alan Tyson. At the Olde Colonial Courthouse in Barnstable Village. Tickets at the door: $20; members, $15. Includes homemade dessert reception.
Running for Office
Have you ever considered a run for local office but felt unsure about the process? Would you like to support other women to secure elected offices?
The Cape Cod Women's Coalition plans a zoom session on Tuesday, Sept. 21 from 9 to 10:30 a.m. with information from women knowledgeable about managing successful campaigns and running for office, including the necessary logistics.
Moderated by Barnstable Town Councilor Debra Dagwan, panelists include Elana Doyle, a board member of She Votes and Cape Women's Coalition; Mary LeClair, former Barnstable County Commissioner; Ann Quirk, Barnstable Town Clerk; and Dawne Shand, president of the Massachusetts Women's Political Caucus.
Register online at www.capewomenscoalition.com to exchange ideas on charting and getting on the ballot. Your registration confirmation will contain the Zoom link.
The Greater Hyannis Chamber of Commerce is teaming up with the Cape Cod Classics Car Club to present the 6th annual Kalmus Car Meet on Saturday, Oct. 2. Tour classic, vintage cars and trucks with plenty of visitor parking available at Kalmus Beach, with food trucks and family entertainment.
Participants plan to assemble at Kalmus at 11 a.m., parade Hyannis Main Street at noon, and return to Kalmus for all car enthusiasts to enjoy until 3 p.m. Register your car or truck for free online at www.hyannis.com. Rain date: Oct. 3. Questions? Email Marty Bruemmel.
Last call to register to vote
Wednesday, Oct. 13 is the last day to register to vote in the Nov. 2 general election. Registering is easy -- just visit the secretary of state's website to register online or verify that you are already registered.
Arts Council grant applications
The Arts Foundation of Cape Cod has opened the application period for its latest round of grants, at a time when need is particularly high among local cultural groups. Grants of $500 to $5,000 to individuals and organizations are aimed at meeting that need.
Individuals, nonprofits or educational institutions in Barnstable County are eligible. Applicants must fill out a letter of intent, available at www.artsfoundation.org, with a deadline of Oct. 15. A select group will be asked to submit a full application, due Oct. 29, and awards will be announced in late November.
Funding will prioritize programs that "introduce new ideas while building upon what is known to benefit the community; projects which create greater opportunities for artists on the Cape; and proposals that expand arts access throughout the region while supporting cultural appreciation and inclusivity." Projects must begin at least six weeks after the grant deadline.


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Newspapers & Current Periodicals
Rudolph Valentino: Topics in Chronicling America
In the 1920s, Rudolph Valentino, famous for both his on and off screen affairs, suddenly died affecting many fans. This guide provides access to materials related to "Rudolph Valentino" in the Chronicling America digital collection of historic newspapers.
Search Strategies & Selected Articles
Newspapers & Current Periodicals: Ask a Librarian
Chat with a librarian, Monday through Friday, 12-4pm Eastern Time (except Federal Holidays).
About Chronicling America
Chronicling America is a searchable digital collection of historic newspaper pages from 1789-1963 sponsored jointly by the National Endowment for the Humanities and the Library of Congress.
Included in the website is the Directory of US Newspapers in American Libraries, a searchable index to newspapers published in the United States since 1690, which helps researchers identify what titles exist for a specific place and time, and how to access them.
"The love trouble of a perfect lover." December 7, 1922. South Bend News (South Bend, IN), Image 18. Chronicling America: Historic American Newspapers.
Italian-born actor Rudolph Valentino (1895-1926), also known as Rodolfo Valentino, shot to superstardom with the silent film The Four Horsemen of the Apocalypse. He was best remembered on the screen for The Sheik, but made headlines off camera for his tumultuous personal life, marrying Natacha Rambova, also known as Winifred Hudnut, before his divorce with his first wife, Jean Acker was not yet official. After experiencing a career decline due to conflict with studios, Valentino briefly mounted a comeback with The Son of the Sheik just before his unexpected death in 1926. Read more about it!
The information in this guide focuses on primary source materials found in the digitized historic newspapers from the digital collection Chronicling America.
The timeline below highlights important dates related to this topic and a section of this guide provides some suggested search strategies for further research in the collection.
The release of The Four Horsemen of the Apocalypse in March propels Valentino to stardom.
Valentino's best known film, The Sheik, premieres and plays into 1922.
Valentino marries Natacha Rambova, also known as Winifred Hudnut, but is arrested for bigamy.
Valentino's next hit Blood and Sand, released in August 1922.
Valentino goes on strike against his studio Famous Players-Lasky.
Valentino and Rambova successfully marry in Indiana.
Rambova and Valentino divorce in late 1925.
Valentino dies after a sudden deterioration of his health just before the release of final film The Son of the Sheik. Reports claim he is engaged to fellow star Pola Negri.
Next: Search Strategies & Selected Articles >>
Last Updated: Oct 21, 2020 4:41 PM
URL: https://guides.loc.gov/chronicling-america-rudolph-valentino
Subjects: Individuals, Topics in Chronicling America


Andre Russell's stunning performance powered the Kolkata Knight Riders to a five-wicket win over Virat Kohli's Royal Challengers Bangalore in Bengaluru.
The West Indian hit an unbeaten 48 runs off just 13 balls to hand KKR one of the most unlikeliest of wins this season.
"One over changes and the momentum changes...That's why I never give up. Once I am there, I know anything's possible," he said.
KKR owner Shah Rukh Khan later took to Twitter to honour the player by superimposing his image on one of Bollywood's much-loved Baahubali character.


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So you've just moved to Malta, registered as a resident, and perhaps even picked up your e-residence card in Valletta.
Perhaps you enjoy submitting paper forms and standing in line for hours every time you need to deal with the Maltese government.
But if you don't, the next step is to get an e-ID—your way of logging in to Malta's many e-services.
With an e-ID, you can do lots of things online—like filing your taxes and registering as an organ donor—without showing up at an office or mailing in a paper form ever again.
It's especially useful if you spend parts of the year abroad, so you don't have to fly back to Malta for every little practicality.
This is probably the fastest way, especially if you are already near Valletta. Perhaps you just picked up your new e-Residence card, for example.
Just turn up at the Identity Malta ID card office at Gattard House, National Road, Blata l-Bajda (exact coordinates) and walk in the main door.
Knock and wait until you're called in (usually very quick).
Give them your ID card number (it's the one on the back of your ID/residence card), and confirm your email address.
Within a minute or two you should receive an activation email. I'd recommend verifying that the email arrives before you leave the Identity Malta office. If it doesn't reach your inbox in about 5 minutes, ask them to send it again.
Note: If you're on Gozo, you can also go to the Identity Malta office in Rabat (28 A St. Francis Square, Rabat, Gozo).
Alternatively, you can request the activation email by writing to Identity Malta on info@mygov.mt.
In the email, include a picture or scan of both sides of your ID/residence card.
Finally, you can also call Identity Malta on +356 2590 4300. They might not pick up on your first try, so just keep trying. Or if it's less urgent, it might be easier just to email them (see above).
After validating your ID number using one of the methods above you will receive an activation email with the subject Electronic Identity Activation.
If you haven't yet picked up your ID/e-residence card, you'll find both numbers on the Application For Residence in Malta receipt.
Your ID number is printed in the top right of the receipt (sideways, ending with an A).
And instead of your document number, you can input your application reference number (bottom right of the receipt) in the second field.
When you click Activate you will be asked to set your password. It should be a minimum of 8 characters long, but given that someone could impersonate you if they somehow guess it I'd recommend a longer one—at least 12 characters.
Once you click Apply your e-ID is activated. You can now log in to a wide range of government services. To find out what services you can access online, head over to servizz.gov.mt.


Khosravany Fard, H., Pishghadam, R., Hosseini Fatemi, A. (2015). A Look into the Association between Life-Wise Syllabus and Teacher Success: A Quantitative Study in an EFL Context. Journal of English Language Pedagogy and Practice, 8(16), 140-164.
Hamid Khosravany Fard; Reza Pishghadam; Azar Hosseini Fatemi. "A Look into the Association between Life-Wise Syllabus and Teacher Success: A Quantitative Study in an EFL Context". Journal of English Language Pedagogy and Practice, 8, 16, 2015, 140-164.
Khosravany Fard, H., Pishghadam, R., Hosseini Fatemi, A. (2015). 'A Look into the Association between Life-Wise Syllabus and Teacher Success: A Quantitative Study in an EFL Context', Journal of English Language Pedagogy and Practice, 8(16), pp. 140-164.
Khosravany Fard, H., Pishghadam, R., Hosseini Fatemi, A. A Look into the Association between Life-Wise Syllabus and Teacher Success: A Quantitative Study in an EFL Context. Journal of English Language Pedagogy and Practice, 2015; 8(16): 140-164.
The current study aimed at investigating the relationship between life-wise syllabus- as a new type of syllabus which emerged as the result of recent developments in applied ELT and corresponding to the "education for life"- and teacher success in an EFL context. Life-wise syllabus introduced by Pishghadam in 2011 directed English teachers' attention to give priority to life issues rather than language in class. These new concepts encourage curriculum development based on life and all of its manifestations which is the core principle of humanistic education. Then teaching should not only comprise mathematics, chemistry, or literature, but also emotions, relationships, attitudes, thinking styles, feelings, and states of mind. Due to the recent emergence of this syllabus and the dearth of research over its effectiveness, this research study was carried out to shed more light on the issue. To this end, 200 teachers- 100 from private sector and 100 from public sector- and their 1771 students were chosen as the participants of the research study from Mashhad and Ghaen cities. In this study, the teachers were given "Life-Responsive Language Teaching beliefs Questionnaire" (hereafter LRLTB), and their students were given the "Characteristics of Successful EFL Teachers Questionnaire" (hereafter CSET). The results of the correlational study indicated that the main variables and also their subscales were highly correlated. The comparison between male and female teachers regarding correlation between variables did not show any significant difference. But the comparison between private and public school teachers in terms of the relationship between the variables displayed that they were more strongly correlated for the latter.
In recent years an expanding interest in defining the process of English language teaching has emerged. This tendency to understand and define the process has led to the emergence of many concepts one of which is syllabus. The simplest explanation of this concept is a statement of what is to be learnt. A syllabus is a more detailed and operational statement of teaching and learning elements which translate the philosophy of the curriculum into a series of planned steps towards more narrowly defined objectives at each level (Dubin & Olsthain, 1997).
In a later extension of the theory of Applied ELT, Pishghadam and Zabihi (2013) have introduced English for Life Purposes (ELP) as a new concept in English language teaching. They argue that the focus of teaching English as a second/foreign language should be shifted toward enhancing the learners' life qualities by offering a diversity of subjects for discussion which can enable the learners to compare their home culture with other cultures and project their unique identities rather than considering learners' specific needs in study or work situations, as was seen in ESP classes (Mahmoodzadeh, 2013).
As a matter of fact, a variety of syllabi are proposed in the course of time since the emergence of second and foreign language teaching and learning to be applied in the ELT environment. The most recent one which was proposed by Pishghadam (2011) is the "life syllabus". This implies that the language syllabus must be planned according to the principles of the syllabus of life. This is not to suggest that language learning should be ignored, but it should not be considered the end product of a language class. Rather, primacy ought to be given to the improvement of learners' life qualities through the development and application of life syllabus in ELT classes. Due to the recent emergence of life syllabus, the dearth of research with the aim of finding out the relationship between the teachers' success and the extent to which they believe in life syllabus in ELT classes could be felt. So to fill this gap this study is an attempt to explore the relationship between the newly proposed concept of life syllabus and the teachers' success to see how the teachers' tendency to give priority to life issues rather than language in class affects their effectiveness in the case that any relationship exists between the two.
English Language Teaching (ELT) is most commonly seen as an educational practice, with internal debates focusing, for example on the method, content, syllabus, and materials of teaching. Among these concepts, clarifying the concept of syllabus is seriously problematic. There seem to be as many definitions as definers. While each of these definers is to cover a similar ground, various nuances and differences in emphasis are totally clear. To make the point comprehensible, two definitions of this concept are given and explanations that illuminate the divergence of these two definitions are set forth. Pienemann (1985, p.23) defines syllabus as "the selection and grading of linguistic teaching objectives", while Breen (1984, p.47) defines it "as a plan of what is to be achieved through our teaching and our students' learning''. As can be examined, the former definition by Pienemann only concerns the linguistic teaching objectives without looking upon the non-linguistic functions of a syllabus and the latter definition by Breen (1984) concerns the end result of teaching which is teaching and learning achievement but overlooks the vague relationship between what is taught and what is learnt.
This search for the best syllabus and reaching no climax over the issue put a heavy burden on the ELT teachers to put their best foot forward to choose one that suits best to the students' needs and desires. But what is common between all the scholars and researches of this fundamental field is that they're all trying to track down the one that brings about the highest achievement on the part of both the teacher and the students which means both teaching and learning processes are expected to be worthwhile. But what challenge ELT teachers and learners, syllabus designers, policy-makers, textbook designers, and testers and all those that are responsible for the improvement and upgrading of the ELT is the fact that whether there exists any bridge between these two concepts which are "teacher success" and "syllabus", the latter of which is really comprehensive due to the existence of large majority of different types of syllabi.
As a matter of fact teachers' perceptions as hidden agents of change in any educational system, are of primary importance in ELT in an EFL context which is bound up with cultural issues and national/home and cultural identities (e.g. Pishghadam & Saboori, 2011). Life syllabus as a recently proposed syllabus by Pishghadam (2011) which is subsumed in Applied ELT paradigm is one of the important notions of this domain based on which for a language course to be as efficient as possible, it should "incorporate the issues of concern in learners' life into the ELT curriculum, highlighting the aspects as wells as the enhancement of learners' language proficiency" (Pishghadam, Zabihi, & Norouz Kermanshahi, 2012, p.895). Undoubtedly the extent to which the teachers believe in life syllabus which circles around life-and-language classes rather than language syllabus focusing on language-and-life classes, their success will be affected. In this respect, Pishghadam and Zabihi (2012) call attention to the new and expanding functions and also the added role with which ELT practitioners should come to term. Top priority to learners' life issues and then teaching the desired language is the suggestion they offer ELT teachers. What they mean by this is that language learning is not peripheral in English language teaching but "language learning should not be considered the end product of ELT classes" (p.23).
1) Is there any significant relationship between LRLTB and teacher success in ELT classes?
2) Is there any significant relationship between the components of LRLTB and their success in ELT classes?
3) Is there any significant relationship between the components of teacher success and their LRLTB in ELT classes?
4) Is there any significant difference between the relationship of LRLTB and teacher success regarding teachers' gender?
5) Is there any significant difference between the relationship of LRLTB and teacher success regarding the teachers' setting of teaching (public and private sector)?
This study was an attempt to figure out whether any relationship exists between the ELT teacher's success and LRLTB and also to compare the strengths of relationships between the variables and their subscales regarding teachers' genders and settings of teaching.
In this section, some variables such as participants and setting, instrumentation, procedure, and statistical analysis of the data collected in this study are explained.
This study was carried out in public high schools for the third grade and also pre-university level students and also private language institutes for upper-intermediate and advanced level students in the context of EFL in Iran.
The two groups of participants involved in this study were Iranian public and private language school teachers and students. The participants of the study were 1771 students and 200 teachers- 100 working in institutes and 100 working in state-funded schools- which were part of the convenience sample, from both public and private sectors. The students were intermediate, upper intermediate and advanced level students from various schools of Mashhad and Ghaen cities. The students' age ranged from 12 to 35, and had a mean of 18.58, and SD of 2.9, and the teachers' age ranged from 19 to 48, and had a mean of 27.96, and SD of 5.34. Out of these 1771 students who participated in this study, 916 were male students and 855 were female students. 959 were private language students and 812 were studying English as an obligatory course in the public schools.
To obtain the relevant data, two sets of instruments were used in this study. Features of each of these instruments are mentioned below.
In 2009, Moafian and Pishghadam designed and standardized a questionnaire measure language teachers' success which is called ''Characteristics of successful EFL teachers questionnaire''.
The total reliability of the questionnaire is very high. For example, Birjandi and Bagherkazemi (2010) reported cronbach's alpha coefficient about .90 for it. It consisted of 47 Likert type items followed by five alternatives ranging from strongly agree to strongly disagree which measures twelve constructs as teaching accountability, interpersonal relationship, attention to all, examination, commitment, learning boosters, creating a sense of competence, teaching boosters, physical and emotional acceptance, empathy, class attendance, dynamism.
To evaluate the teachers' life-responsive language teaching belief, the questionnaire, which was designed and standardized by Pishghadam, zabihi and Ghadiri in 2012, was used. This questionnaire consisted of 45 items makes use of pivotal life skills emphasized by World Health Organization, which included ten psychosocial and interpersonal competencies. Having analyzed the items of the questionnaire, Pishghadam et al. named each factor as follow: life-wise empowerment, adaptability enhancement, pro-social development, and life-over-language preference. The reasons for the selection of such terms are explained below.
Life-wise empowerment is the label for the first factor which consists of 15 items. It refers to the language teacher's ability to support mental well-being and behavioral preparedness of learners including creative and critical thinking (Pishghadam, Zabihi, & Ghadiri, 2012). The second factor is called adaptability enhancement which refers to the language teacher's ability to foster adaptive and positive behaviors that enable individuals to deal effectively with the demands and challenges of everyday life including problem-solving and decision–making (Pishghadam, Zabihi, & Ghadiri, 2012). This factor consists of 14 items. Factor 3 which is known as pro-social development relates to the language teacher's ability to promote personal and social development including interpersonal bonds and effective communication (Pishghadam, Zabihi, & Ghadiri, 2012). This factor comprises 10 items. Life-over-language Preference is the label selected for the fourth factor of the questionnaire which includes 6 items characterizing the language teacher's ability to center attention on learners' qualities of life including their feelings and emotions in comparison with linguistic points (Pishghadam, Zabihi, & Ghadiri, 2012).
The questionnaire comprises 45 items that are scored according to Likert-type scale of seven points ranging from (1) ''strongly disagree" to (7) "strongly agree". The internal consistency of the whole questionnaire was examined with the Cronbach Alpha reliability estimate. The Cronbach Alpha estimated the reliability of the whole test as 0.94. Also all the factors yielded good reliability estimates ranging from 0.57 to 0.90. Moreover the factorability of the intercorrelation matrix was assessed by two tests: Kaiser-Mayer-Olkin test of sampling adequacy (KMO) and Bartlett's Test of Sphericity. The KMO statistics obtained for the questionnaire was .88.
The participants took part in this study were 200 teachers from both private language schools and public schools. In the first phase of the study, the quantitative part, the participants were given the two mentioned questionnaires. The 200 English language teachers were given the Life-Responsive Language Teaching Beliefs Questionnaire and the second participants which were the students were supposed to answer the Characteristics of Successful EFL Teachers Questionnaire. Then their answers to the questionnaires were analyzed by applying the Statistical Package for the Social Sciences (SPSS, Version 18) software.
To find out whether there's any relationship between the Iranian English teachers life-responsive language teaching belief and their success, quantitative data collection and analysis were utilized. In this way, SPSS software was applied to carry out various data analyses of this study such as reliability, correlation.
To check the reliability of all the data collected via completion of the two questionnaires of LRLTB and teacher success by the teachers and the students of them respectively, Cronbach's Alpha was checked.
To answer the research questions of the study related to the relationship between them, correlation was investigated. To analyze the data more meticulously, the correlation between teacher success and its subscales and LRLTB and its subscales regarding teachers' gender and setting of teaching (public and private sectors), i.e. gender and setting as the grouping variables, were compared to see the correlation between the variables for which groups are stronger.
The results gained from the tests taken by the participants fell within the interval data so the Pearson Product moment formula was used to calculate the correlation between each pair of variables. The comparisons of the relationships between the relationships of teacher success and LRLTB were assessed by applying fisher-r-to-z statistics.
The reliability table, Table 1, displays a reliability of .970 for CSET which is a highly acceptable reliability and so it displays a very good internal reliability.
The reliability table, Table 2, displays a reliability of .962 for LRLTB questionnaire which is highly acceptable reliability so it shows a very good internal consistency.
This study tried to investigate the relationship between teacher success with its subscales and life syllabus belief with its subscales. As the scores obtained from these tests are interval data, the Pearson product moment formula was used. The relationship between dependent variable, teacher success and its subscales which are rapport, fairness, qualification, facilitation, and examination and independent variable LRLTB and its subscales are presented and then after that the results are discussed.
The first two questions of this study were whether there was a relationship between teacher success and life-responsive language teaching belief as variables of this study and also the components of these two variables.
The SPSS output for correlations between teacher success and LRLTB and their subscales is presented in Table 3.
From the output provided in Table 3, there's a high correlation between total success and total LRLTB is (r = .85, p. ≤ .05). Moreover the correlation between total success and the subscales of LRLTB variable are above .8 (p. ≤ .05) except for the life-over-language preference (r = .668, p. ≤ .05). For instance the correlations between total success and adaptability enhancement, total success and pro-social development are .837 and .813, respectively. The most striking result to emerge from the correlation statistics of the data in this study is that all correlations are of high value. Most of the correlations between all sets of variables are above .7.
And regarding the relationship between the subscales of teacher success and LRLTB scores, similar results can be concluded. The correlation values for most of them are above .6 (p. ≤ .05). For example, correlations between each of the components of teacher success- rapport, fairness, qualification, facilitation, examination- and LRLTB are .828, .852, .839, .821, and .797, respectively. As shown, it can be concluded that there is a strong relationship between teacher success components and LRLTB.
The third question of this study was whether there was a difference between the correlations of teacher success and LRLTB as the independent and dependent variables of this study and also the components of these two variables regarding teachers' gender.
The correlations between total teacher success and LRLTB for males (N=115) and female (N=85) teachers are very close together which equal .838 (p. ≤ .05) for males and for female equal .868 (p. ≤ .05) as shown in Tables 4 and 5. It can be concluded from these tables that there is a high correlation between the life-over–language preference as one of the scales of life syllabus and the total success but among the other correlations it enjoys the lowest correlation for both males and female teachers.
To examine the significance of the difference between the correlations between dependent and independent variables fisher r-to-z transformation is used. Z-score was calculated by Fisher's formula to assess the significance of difference between two correlation coefficients in the two independent samples of male and female teachers. Simply put, Fisher's Z-transformation allows using the normal distribution tables to assess the significance of the Z-statistic. To perform the calculation, the correlation coefficients with their respective sample sizes were entered into the online computer software laid in http://quantpsy.org. By convention, values greater than |1.96| are considered significant if a two-tailed test is performed. So If the Z-statistic is 1.96 or more, then we can reject the null hypothesis.
The comparison of the correlations between the variables, LRTLB and its subscales, and total success, regarding the participant teachers' gender showed that there is no significant difference between the correlations between the variables of these two independent groups, male and female teachers.
The correlations between life-wise empowerment and teacher success are 0.801 and 0.852 for males and females, respectively. The Z-score for the difference between the correlations equals -1.13 and the P-Value is 0.2585. So the result is not significant at p < 0.05, and consequently the null-hypothesis is not rejected and no significant difference exists between them.
The correlations between adaptability enhancement and teacher success are 0.818 and 0.818 for males and females, respectively. The Z-score for the difference between the correlations equals 0 and the P-Value is 1. So the result is not significant at p < 0.05, and consequently the null-hypothesis is not rejected and no significant difference exists between them.
The correlations between pro-social development and teacher success are 0.818 and 0.808 for males and females, respectively. The Z-score for the difference between the correlations equals 0.21 and the P-Value is 0.8337. So the result is not significant at p < 0.05, and consequently the null-hypothesis is not rejected and no significant difference exists between them.
The correlations between life-over-language preference and teacher success are 0.649 and 0.692 for males and females, respectively. The Z-score for the difference between the correlations equals -0.54 and the P-Value is 0.5892. So the result is not significant at p < 0.05, and consequently the null-hypothesis is not rejected and no significant difference exists between them.
The correlations between LRLTB and teacher success are 0.838 and 0.868 for males and females, respectively. The Z-score for the difference between the correlations equals -0.77 and the P-Value is 0.4413. So the result is not significant at p < 0.05, and consequently the null-hypothesis is not rejected and no significant difference exists between them.
The correlations between LRLTB and teacher success subscales are 0.838 and 0.868 for males and females, respectively. The Z-score for the difference between the correlations equals -0.77 and the P-Value is 0.4413. So the result is not significant at p < 0.05, and consequently the null-hypothesis is not rejected and no significant difference exists between them.
And regarding the relationship between LRLTB and each of the components of teacher success, the correlations between them are of higher values (above .9, p. ≤ .05) for male participants compared to those of females. The correlations between LRLTB and each of the teacher success components- rapport, fairness, qualification, facilitation, examination- for male participants are .980, .975, .994, .984, and .960, respectively. And for the female participants the correlations are .861, .864, .858, .838, and .798, respectively.
According to the comparison of the correlations, no significant difference exists between male and female teachers regarding the relationship that exists between the independent and dependent variables in this research study.
The forth question of this study was whether there is a difference between the relationship of teacher success and LRLTB and also the components of these two variables regarding the sector in which they're teaching (private and public sectors).
Tables 6 and 7 compare the correlations that exist between all the variables involved in this study for the private and public language school teachers. As can be seen in these two tables, the correlations between rapport, life-wise enhancement, adaptability enhancement, pro-social development, and life-over-language preference for public school teachers equal .891, .903, .906, and .790, respectively which are higher than their values for the private language teachers which are .725, .747, .688, and .514, respectively.
Correlations between qualification as one of the subscales of teacher success variable and life-wise enhancement, adaptability enhancement, pro-social development, and life-over language preference are .738, .776, .707 ,and .533, for private language school teachers and the values for public language teachers are .904, .907, .907, and .792 respectively.
The same case is also true for other scales of teacher success i.e., the correlation between teacher success sub-scales are higher for public school teachers than those of the private school teachers.
The correlations between life-over-language preference and success subscales are much higher for public school teachers than the values for private language school teacher's success scores.
Interestingly, the correlation between total success and total LRLTB for the public school teachers is greater than that of private language institutes. The correlation for the former is .936 and for the latter is .780, according to the two tables which compare the correlation between different variables involved in this study, mainly teacher success and LRLTB subscales. As shown in the table, the lowest correlation exists between the Total success and the life-over-language preference for private language school teachers which equals .534 while the same correlation between the these two variables for public language teachers equals .796. Taking a look at Tables 6 and 7 reveals the fact that though the correlations between the life-over-language preference and the rest of variables are significantly high they are lower than the correlations that exist between the other variables for both private and public English language teachers.
The comparison of the correlation between the independent variables, LRTLB and its subscales, and dependent variable, total success, regarding the participant teachers' setting of teaching showed that there is significant difference between the correlations that exist between the variables of these two independent groups, those teachers teaching in public schools and those teaching in private language schools.
The correlations between life-wise empowerment and teacher success are 0.755 and 0.901 for males and females, respectively. The Z-score for the difference between the correlations equals -3.43 and the P-Value is 0.0006. So the result is significant at p < 0.05, and consequently the null-hypothesis is rejected and significant difference exists between them.
The correlations between adaptability enhancement and teacher success are 0.789 and 0.910 for males and females, respectively. The Z-score for the difference between the correlations equals -3.19 and the P-Value is 0.0014. So the result is significant at p < 0.05, and consequently the null-hypothesis is rejected and significant difference exists between them.
The correlations between pro-social development and teacher success are 0.727 and 0.910 for males and females, respectively. The Z-score for the difference between the correlations equals -4.21 and the P-Value is 0. So the result is significant at p < 0.05, and consequently the null-hypothesis is rejected and no significant difference exists between them.
The correlations between life-over-language-preference and teacher success are 0.534 and 0.796 for males and females, respectively. The Z-score for the difference between the correlations equals -3.43 and the P-Value is 0.0003. So the result is significant at p < 0.05, and consequently the null-hypothesis is rejected and significant difference exists between them.
The correlations between LRLTB and teacher success are 0.780 and 0.936 for males and females, respectively. The Z-score for the difference between the correlations equals -4.59 and the P-Value is 0. So the result is significant at p < 0.05, and consequently the null-hypothesis is rejected and significant difference exists between them.
And regarding the relationship between LRLTB and each of the components of teacher success, the correlations between them are of higher values (above .9, p. ≤ .05) for the participants of public schools compared to those of private language schools. The correlations between LRLTB and each of the teacher success components- rapport, fairness, qualification, facilitation, examination- for the participants of private language schools are .742, .797, .763, .732, and .704, respectively. And for the participants of public schools the correlations are .929, .916, .935, .934, and .914, respectively.
According to the comparison of the correlations, significant difference exists between those teachers teaching in public schools and those teaching in private language schools regarding the relationship that exists between the independent and dependent variables in this research study.
In the previous section, it was shown that performance on total teacher success is significantly related to LRLTB scores. It was observed that LRLTB subscales were highly correlated with teacher success. A Similar conclusion was made based on the SPSS output about the relationship between the subcategories of teacher success and LRLTB. Those subscales positively correlated with total LRLTB.
Comparison of the results of correlation statistics for male and female teachers does not reveal a significant difference between these two groups regarding the relationship between LRLTB and teacher success. In addition the results of the correlations between the subcategories of these two main variables and each pair of each of the subscales and LRLTB and total success do not display a significant difference for each of these groups.
Comparing the results of correlation statistics for private and public language teachers revealed a significant difference between these two groups regarding the relationship between LRLTB and teacher success total scores. Also the correlations between each pair of the subscales of LRLTB and teacher success and their total scores did not exhibit a significant difference for each of these groups.
The findings of the present study indicate that there is a high correlation between LRLTB and teacher success as the main variables of the study. The relationship between each pair of LRLTB subscales and teacher success, each pair of teacher success subscales and LRLTB, and even the subscales of the two main variables seem to be highly correlated with each other. It might be somehow reasonable to conclude that the students are highly in favor of those teachers that give high degree of prominence to life skills training in the context of English language teaching. They might expect their English teachers to be armed with abilities to promote different aspects of their emotions, behaviors and life-related issues. They assess their teachers success during a course in an institute or a year in school not solely based on their linguistic knowledge or development of language skills they've achieved at the end of the course but they also would like their teachers to respect their emotional and intellectual development and promoting their life skills which might of great use outside the classroom context. Learning life skills is thus a fruitful practice (Murthy & Wig, 2003 ) that helps individuals to deal effectively with everyday challenges of life (Orley, 1997); accordingly, life skills training can enable students to act in pro-social ways (Weisen Birell & Orley, 1996) and help them take more responsibility for their behaviors and actions (Orley, 1997). Given the general consensus as to the importance of including life skills training in the context of education (Francis, 2007; Goody, 2001) and by virtue of their high credibility with parents and community members (WHO, 1997), schools can be regarded as indispensible places where several life skills can be worked on alongside other academic subjects (Behura, 2012).
The comparison of the relationship between the total LRLTB and teacher success revealed no significant difference between male and female ELT teachers. It might be due to the fact that the extent the teacher consciously or subconsciously believe in the life-wise syllabus is not gender bound.
The same comparison was also made but this time the sector the teachers were teaching was the grouping variable of the study. The results showed that the correlations between almost all the variables are higher for the public school teachers in compare to the private language school teachers. For instance, the relationship between total LRLTB and total teacher success was higher than that of private language school teachers. The reason behind this result might be traced to the feature that dominates public schools more than the private language institutes. Actually public school teachers are more autonomous in choosing the type of syllabus that they like to obey and they are not supervised as frequently as those teachers teaching in the private language institutes. So public school teachers can share the time they have between promoting different aspects of the language learner's expectations and needs. They have the time to pay heed to the educational needs of both the system and also the language learners which are mainly linguistic-based for the former, and also the non-linguistic expectations of the latter. There could be a contrast in the expectations of the educational systems responsible for teaching languages to the learners. On the one hand they expect the teachers that they have employed to give the highest priority to the application of the syllabus they provide the teachers with and on the other hand they might assess the teachers success not only based on the students' scores and achievement of different language skills but also the informal way of asking the students- orally or in written forms- about the teachers' quality of teaching. According to this study the students' expectations are also focused life-and-language classes rather than language-and-life ones. This is in line with Pishghadam and Zabihi's (2012) introduction of 'Life Syllabus' in order to encourage the ELT community to consider the enhancement of several life skills prior to language learning.ELT classes can be places for a life skill intervention. In this manner, a variety of life skills can be taught in these classes.
Considering the findings of this study, it can be concluded that those with higher LRLTB seem to outperform those with a lower LRLTB according to the students' perceptions and expectations of a successful teacher. As the results of the study indicate the students are much more in favor of those teachers that look upon them as whole persons and they expect them not only satisfy their educational needs but also their spiritual needs. They assess their teachers' success in performing his duty in the light of the teachers' ability to support their mental well-being and behavioral preparedness including creative and critical thinking, their ability to foster adaptive and positive behaviors that enable individuals to deal effectively with the demands and challenges of everyday life including problem-solving and decision making, their ability to promote personal and social development including interpersonal bonds and effective communication, and also their ability to center attention on learners' qualities of life including their feelings and emotions in comparison with linguistic points. These four features extracted as the underlying structure of life-responsive language teaching belief are called life-wise empowerment, adaptability enhancement, pro-social development, and life-over-language preference by Pishghadam, Zabihi, and Ghadiri in 2013. These are in line with the efforts made by Pishghadam and Zabihi (2012) whose aim was to introduce life-syllabus in order to encourage the ELT community to consider the enhancement of several life skills prior to language learning. There are other studies performed which confirms the fact that ELT classes are not to be centralized on linguistic issues and the only knowledge and skills that are to improved in such classes are language related skills and the traditional view that only those teachers that focus on language skills are the most successful ones is somehow put aside. This view comes to the fore front since the emergence of applied ELT. Pishghadam (2011) believes that ELT formed its theoretical foundation, ready to be applied to other fields of study and ELT theorizers and practitioners have moved their orientation from consumer to autonomous. In a study in 2008, Pishghadam has shown that literary discussion in a foreign language learning class can enhance the critical thinking abilities of the language learners. In his view critical thinking is a concept which is discussed generally in psychology; however this issue can be noted in a language learning class. In another study, Hosseini, Pishghadam, and Navari (2010) have also revealed how a language learning class can increase emotional intelligence competencies. They have shown that language learning classes have the ability to help individuals overcome their anxiety, manage their stress, and foster interpersonal competencies.
Some studies are performed to examine how teacher effectiveness is measured. There are different instruments used to measure teacher effectiveness and also there are various measures suggested to evaluate the suitability of each instrument in a particular educational system. Mandating that teachers meet the minimum requirements to be considered highly qualified is a first step toward ensuring teacher effectiveness, but just meeting those requirements is no guarantee that teachers will be effective (Gordon, Kane, & Staiger, 2006). In the context of Iran, English language teachers are not set free to employ their own backgrounds, beliefs, expectations, experiences, pedagogical and content knowledge, certification and licensures, and educational attainments to satisfy the educational needs of educational policy-makers and those top bananas supervising their performance especially in the qualified private language schools. They are being evaluated and measured regarding their skills, knowledge, license, belief, and also their physical appearance and a host of other features and after taking part in the preparation programs and become fully prepared and given different tests they are accepted as English teachers and even at that point they are not the sole decision-makers. They are given textbooks and syllabi according to which they should tae steps and be watchful not to deviate the pointed paths. But the intervention and influence of teachers' beliefs, perceptions, expectations, and experiences as the teachers' inputs on the classroom processes, impact on student achievement, graduation rates, student behavior, engagement, attitudes, and social-emotional well-being are inevitable. Particularly those teachers with high levels of life-responsive language teaching beliefs are to obey the rules assigned by the language program and simultaneously respecting their own beliefs to increase and develop the social, emotional, well-being, cultural identity, critical thinking and other English language learners' dimensions in the ELT classes consciously or unconsciously. And the attention to these aspects is influential and the core of learners' belief about their teachers' success in the ELT classes.
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Reza Pishghadam is associate professor in TEFL at Ferdowsi University of Mashhad, Mashhad, Iran. His research interests are: psychology of language education and sociology of language.
Hamid Khosravany Fard has received M.A. in TEFL from Ferdowsi University of Mashhad, Mashhad, Iran. His research interests are: psychology of language education and neurolinguistics.
Azar Hosseini Fatemi is associate professor in TEFL is the head of Department of English, Ferdowsi University of Mashhad, Mashhad, Iran. Her areas of interest include issues in second language teaching and learning.