text:
Writing for the Journal
It is Time to Tackle Aspect! Some Insights to Help Clear up the Tense/Aspect Mystery
MinneTESOL Journal
Vol. 33(Issue 2)
In this article, Dr. Andreas Schramm draws on the research of his graduate students, colleagues, and from his own recent sabbatical to describe what makes the tense-aspect system in English notoriously challenging to teach and learn, and to show that it can nonetheless be explicitly taught. Drawing from his experience as an English learner and one-time English teacher in training, he shares anecdotes and practical tips to help English as a Second and Foreign Language teachers unpack the meaning of tense and aspect for their learners.
Past and Progressive walk into a bar. It was tense.
But the rest of the story is that it was not only tense. Aspect was also involved – which can be more dizzying than whatever else you might order at the bar. While tense refers to past, present and future, aspect expresses other time meanings and relationships, sometimes subtle, making it notoriously challenging to teach and learn, yet critical, because it shows up in every sentence. This was evident in one of my own early English lessons in my German high school. My teacher tried her hand at distinguishing "The sun was shining" versus "The sun shone." Her explanation went something like this: "The first means that we could see it right then. The second means that it was shining yesterday." Needless to say that I was a bit puzzled, not to mention that she was probably one of the only people I have ever heard use the word "shone."
Teaching aspect is also challenging for native speaker teachers, who may find themselves resorting to contrived explanations that always seem to have exceptions. Teachers may contrast the simple present with present progressive by explaining that something happens regularly ("I shop every Monday") as opposed to it happening right now ("I am shopping right now"). But what about "I live in St. Paul" vs. "I am living in St. Paul," in which the latter also refers to some regular state of affairs, but somehow more temporary? Similarly, teachers may explain that we don't use the progressive with emotions, such as "I love it," but then comes along the McDonald's commercial announcing, "I'm loving it!" Textbooks can also play a role in confusing the issue. While they offer explanations that can be useful for learners, from my observations, they often oversimplify. Teachers benefit from a more nuanced understanding of aspect, so that they don't run into trouble when trying to teach it using textbooks.
A long time ago in Germany, I was also on track to become an English teacher. In part because German expresses aspectual meaning differently than English, I wrestled with the progressive in English until becoming a linguist. Fortunately, your students can begin to unpack the meaning of aspect in English – without becoming linguists. By first presenting prior research literature and then describing three studies conducted by my graduate students, research partners, and myself, this research-based discussion will hopefully help you become a better "applied linguist" when it comes to tense and aspect, and will show how explicit instruction can help adult English language learners understand the meaning of aspect, specifically, past progressive and simple past.
What Prior Research Teaches Us
To set the stage for understanding this research, and to address some of what makes aspect so challenging to teach and learn, this section will describe the literature around two types of aspectual meaning in English, referred to in this article as grammatical and situational aspect. To explore the teaching and learning of aspect in English, it will then describe the literature around aspect acquisition. It will then address the question of implicit versus explicit teaching.
Tense and Aspect in Verbs (Grammatical Aspect)
For me, it all got started with a seminal article by the linguist Paul Hopper (1982). I already knew that the meaning of the progressive versus simple past (grammatical aspect) in English was complex. In this article, Hopper explains how in narratives, the plot (he calls it the foreground) is expressed in the simple past, while the setting and scenery (his background) is expressed in the progressive. This went beyond tense, or just past, present and future. It was time (no pun intended) that I understood tense and aspect.
One way to explore the meaning of grammatical aspect is through narratives. We know that good narratives have a plot that causally connects all situations (e.g., van den Broek, 1988). The use of tense and aspect is one of the ways we create such causal connections in narratives. To explore this, let's look at the short narrative below (adapted from Kivimagi (2013).
An old pirate was sitting in the bar. He was smoking a pipe and drinking a glass of rum. He was wearing an eye patch, and he had a parrot on his shoulder and a wooden leg. Instead of his right hand, he had a metal hook. A young sailor was chatting with the pirate and he ASKED him about his adventures at sea.
'So, how did you lose your leg?', the young man ASKED the pirate.
'Arrr!,' SAID the pirate, 'You see, some sharks were circling the ship when I FELL overboard. Luckily, my men PULLED me back onto the ship before the sharks ATE me completely, but one of the sharks GOT my leg.'
'And how about the hook on your hand? How DID you lose your hand?'
'I was boarding a ship when another sailor CUT OFF my hand with a sword.'
'That's amazing! What a life full of adventures!' SAID the young man. 'And how about your eye? How did you lose that?'
'I was eating a grapefruit when I suddenly FELT a burning in my eye.'
'But I don't understand. How DID you lose your eye?'
'Arrr!' SAID the pirate, 'it WAS my first day with the new hook.'
When the pirate was eating the grapefruit, presumably, the burning was caused either by the grapefruit squirting into the pirate's eye or by the pirate accidentally rubbing his eye with his new hook. So what is the difference if we change "was eating" to "ate" in the highlighted sentence? What were the reason(s) for the burning? When we change "was eating" to "ate," the reason must be something else, no longer connected to the grapefruit. The grapefruit is gone, so it couldn't have caused the burning. Perhaps a piece of dust flew into the pirate's eye.
To understand what happens when we change "was eating" to "ate," let's look at the time periods in this story. There are three time periods in this and in any sentence: the utterance time, topic time, and situation time (see Figure 1).
Figure 1. The Three Time Periods in a Story
The difference between tense (present, past, future) and grammatical aspect lies in the different relationships between these three time periods (Klein, 1994). Tense is determined by the relationship between the time of speaking (U) and the time of the events in a story plot (T).
Figure 2. Tense: Time Periods in the Past Tense
In the sentence in Figure 2, the tense is past, because the utterance time refers to a topic time that came before it (see Figure 2).
Figure 3. Aspect: Time Periods in the Past Progressive
When grammatical aspect is used, the relationship between the time of events in the plot (T) and the time of some other situation (S) matters (see Figure 3).
There are different kinds of relationships in the past progressive and simple past. In the progressive, only part of the situation is emphasized.
Figure 4. Progressive as Imperfective Aspect
Its beginning and end are excluded. The situation is uncompleted, or imperfective. The grapefruit is eaten only partly (See Figure 4).
In the simple past, the relationship is different. The situation is completed, or perfective. The end point of the eating is emphasized. What can be tricky here is that we typically talk about the simple past as a tense, but it also doubles up as a perfective aspect. It is a tense in that it refers to the past, but it is also a perfective aspect in that it emphasizes that the grapefruit is gone; only the peel is left (see Figure 5).
Figure 5: The Simple Past as Perfective Aspect
When a situation is completed, or perfective, there is another possibility: some time has passed since the situation's completion. That is the case in the present and past perfect, which is beyond the scope of this article but can be further explored in Klein (1994).
Tense and Aspect in Sentences (Situation Aspect)
Now that we have tackled grammatical tense and aspect, I have to admit that there is another sticking point. Time is not only indicated on the verb through tense and aspect. Different kinds of time periods are also inherent in sentences. Look at the following sentences. Each sentence appears to express a situation with a longer time period than the previous:
Pat walked to the park.
Pat walked in the park.
Pat was tall.
The differences in the time periods of these three sentences has to do with situation aspect (Vendler, 1957). We can use three descriptors to label these differences: 0-state (Pat was tall), 1-state (Pat was walking in the park), and 2-state (Pat was walking to the park) because of the time periods (=states) involved in each (Klein, 1994). Let me give you examples and reasons for each of them below.
The Three Situation Types
0-state: refers to situations that don't have a beginning or end point.
They express permanent properties. For example, "Pat is tall" is a 0-state situation. There is no time when she changes from tall to not tall or is not tall (except her childhood, which is irrelevant for such a statement). By contrast, the sentence "Pat walked in the park" has a beginning point, at which she is getting into the park, and an end point, when she gets out of the park again.
Test: A good test for 0-state situations is to use an adverb that gives a time limit. There should be, and indeed is, a clash: "Pat is tall for two hours."
1-state: refers to situations having a beginning and an end point.
The sentence "Pat walked in the park" has such endpoints: the beginning and end of the walk. There were many times in her life when she was not walking and will not be walking.
Test: As a test, we can easily say "Mother walked in the park for two hours." There are plenty of times before and after Pat's two-hour walk when she is not walking. This is different from her being tall when there aren't such times during which she isn't tall.
2-state: refers to whether a situation has a before and after contrast.
There is an endpoint of one state and the starting point of another.
The sample sentence "Pat walked to the park," for example, has the logical or natural endpoint of getting to the park. It expresses a contrast between the state, or time period, before getting to the park and the state of after having gotten there. It is a 2-state situation.
Test: We determine whether an event has two states (i.e., has a natural endpoint of the first state) by applying the following test question (Garey, 1957): "If Pat was walking to the park and was interrupted while walking to the park, has she walked all the way to the park yet?" If the answer is "no" (she has not gotten there yet), the contrast between the states (endpoint of the first state) has not been expressed. Therefore, the situation must have two states.
By comparison, if we take the 1-state situation "Pat walked in the park," and we apply this test, the answer will be "yes." See for yourself: "If Pat walked in the park and was interrupted while walking in the park, has she walked in the park yet?" Certainly we can say that Pat has walked already (even if she hasn't finished her walk). This situation does not have a before and after contrast and is therefore not a 2-state situation.
No wonder it's difficult to learn aspect! It is challenging to understand it, and therefore to explain and teach. The explanation given above helps explain the oddity of the well-meaning English teacher's explanation of "The sun was shining/ The sun shone." Using the simple past in "The sun shone" implies a before and after contrast characteristic of the perfective. Because "shine" is a 0-state verb, without a clear beginning or endpoint, this before and after contrast is awkward. Similarly, this sheds light on why the explanation that "we use the simple present to talk about habitual actions and the progressive for actions taking place 'right now'" sometimes works, and sometimes does not. It works with 1-state verbs with a clear beginning and end point, such as "shop." We can confidently explain to learners that we use the simple present, "I shop (every week)" to describe a habitual action and "I am shopping" to describe an action happening right now. However, this explanation breaks down with 0-state verbs. As we saw in the introduction, it doesn't work well to distinguish "I live in St. Paul (every week)" vs. "I am living in St. Paul (right now)" because in this sentence, "live" functions as a 0-state verb. It has no endpoints and expresses a longer time period than a 1-state verb. Thus it works just fine to use either the simple present "I live in St. Paul" (=permanently) or the progressive "I am living in St. Paul" (=temporarily). We will next talk about learning aspect and teaching it.
Acquisition of Aspect in English
In teaching aspect, we must also consider the learner and her stage of tense-aspect development. In the earliest stage of tense-aspect acquisition, the pragmatic stage (Meisel, 1987), a learner relies on extralinguistic resources (e.g., conversational turns). This learner also relies on a universal ordering principle of events, telling events in the order in which they happened. Next, in the lexical stage, learners employ time adverbials and connectives (e.g., "before," "and then") so she does not have to rely on the universal order of events. In the final stage, the morphological stage, time content is expressed by successively refining the grammatical tense-aspect system alongside adverbials.
In the morphological stage there is another challenge. The use of morphological forms also changes with each communicative task (von Stutterheim & Klein, 1989). For example, in recounts, main events are in the past tense, while less important events are backgrounded using the progressive. And in academic writing, the present signals agreement with a statement, past indicates disagreement, and present perfect means partial agreement (Schramm, 1996). Thus, verbal tense-aspect forms have to be redefined, and thus relearned, within each new context, especially considering that aspect use is distributed unevenly across contexts, such as using the progressive with emotions or politeness (Römer, 2005), e.g., "I'm feeling great" or "would you be willing". Some researchers therefore use the "meaning-oriented approach" to study language acquisition, which investigates meanings and their associated forms (Bardovi-Harlig, 2014). This approach has yielded the developmental insight that language learners first use perfective aspect together with 2-state situations (Pat walked to the park) (Aspect Hypothesis; e.g., Andersen & Shirai, 1996) for discourse foregrounding (e.g., describing the plot) (Interlanguage Discourse Hypothesis; e.g., Bardovi-Harlig, 2000). Only later do they use imperfective aspect connected with 1-state situations (Pat is walking in the park) for backgrounding (e.g., describing setting and scenery). This meaning-oriented approach has also been the backdrop for our research. And, while much second language aspect research focuses on production (e.g., Andersen & Shirai, 1996), we focus on reading comprehension to emphasize understanding the meaning of aspect.
Learners' first languages also must be taken into consideration in the acquisition of aspect. Some languages have morphosyntactic markers (visible markers on a word or in the structure of a sentence) for aspect, while others do not. English, for example, uses morphological endings (-ed, -ing) and syntactic phrases involving a form of be or have in the expression of aspect, as in "was eating." In our study of Arabic learners of English (Schramm & Mensink, 2016), speakers of a language without morphosyntactic aspect, learners were found to struggle with aspectual meanings within English narrative texts. While a following study of Spanish speakers (Riddle, in press) found similar struggles among native Spanish speakers after finishing reading English narrative texts, it also found that while reading, Spanish speakers' understanding of aspect resembled young adult native English readers (Becker, Ferretti, and Madden-Lombardi, 2013; Schramm & Mensink, 2016). The latter was not evident in Arabic speakers and may be due to transfer from Spanish.
Explicit and Implicit Teaching
Our research has taken an explicit approach to teaching aspect. Thus, it is helpful to understand explicit and implicit teaching in Second Language Acquisition (SLA). The role of input has been a central concern in SLA research for over 40 years (e.g., Han & Tarone, 2014). Successful language acquisition appears to require a combination of implicit and explicit instructional input. Grammar-oriented form-focused instruction and communicative language teaching need not be mutually exclusive (e.g., Nassaji, 2000). In fact, most teachers value the practice of blending these approaches because it elicits, enhances, and combines the grammatical and sociolinguistic aspects of language (e.g., Long, 1991; Swain 1995).
Several strategies have been proposed to combine implicit and explicit instruction through input enhancement, or intervention used to direct learners' attention to language forms (Sharwood Smith, 1991) and thus raise learner consciousness of the input. One of them is textual enhancement, which is an approach that combines implicit communicative and explicit form-focused input by embedding typographical cues such as highlighting in texts (Rutherford & Sharwood Smith, 1985). The goal is to increase learners' likelihood of paying attention to relevant features of second-language input. In our research, we combine input enhancement with explicit teaching alongside meaningful communication (Long, 1991) to draw learners' attention to and notice targeted linguistic forms and their meanings (e.g., Leow, 2015). Here is what one of the enhanced texts from instructional interventions in our research looks like.
Table 1. Experimental Text for "Scary Trip to the Grandparents"
1 Shelley was visiting her grandparents in Northern Minnesota.
2 It was a beautiful drive,
3 the narrow two-lane road lined with trees,
4 leaves beginning to turn.
5 The road was empty except for this slow poke in front of her.
6 Impatiently, she PASSED/was passing the pickup.
7 Unexpectedly, a deer came charging out of the woods
8 forcing her to yank the steering wheel to the right.
9 Within split seconds, several thoughts raced through her head.
10 The car belonged to the company her dad works for.
11 Would she get in trouble for taking it without asking?
12 Would he punish her by not letting her use his car again?
13 She felt a strong bump.
In a study using implicit instructional interventions with college prep learners with mixed first languages, when no textual enhancements were used, learners appeared not to notice the meaning of aspect (Schramm, 2012). By contrast, when using textual enhancements of aspectual forms with texts like that pictured to the left, textual enhancement appeared to prompt awareness of aspectual meanings among university freshmen non-native English speakers (Meidal, 2008). Learners in both of these studies presumably were on the morphological stage of acquiring tense-aspect meanings (Meisel, 1987). Thus textual enhancement may be a possible teaching strategy at this developmental stage for triggering noticing of aspect. Further studies combining textual enhancement with explicit teaching are described below.
Research-Based Practices
This section will summarize the major findings of three successive studies conducted by advisees, research partners and myself. These studies and related materials can be viewed on my website by early 2018 (https://works.bepress.com/andreas-schramm/).
Two of these studies were Midwestern classroom studies conducted by my graduate students. Sample sizes were relatively small, and first languages were mixed. The third carefully controlled, large-scale follow-up study was conducted during my recent sabbatical in Germany with 91 participants and first language accounted for. Two German colleagues and myself conducted this study with design and statistical support from a U.S. colleague.
All three studies found that adult English language learners who were presumably on the morphological stage of aspect acquisition (based on their English proficiency and information from their instructors) showed an overall increased understanding of the causal meaning of the progressive (imperfective) aspect in sentences like sentence (6) in Table 1 after one explicit teaching intervention. Additionally, the final large-scale study found that understanding increased not only when reading narratives with causes and surprise effects (as in Table 1), which were the vehicle for teaching this meaning in the intervention, but also in a general way (with shorter narratives without surprise effects).
Three Studies with Causes and Surprise Effects
In each of these three studies, conducted by Kivimagi (2013), Wytaske (2016), and Schramm, Haser, Mensink & Reifenrath (2017), narratives like in Table 1 were used in a teaching intervention. Readers needed to draw causal inferences by understanding the completed or uncompleted meaning of aspect. To draw readers' attention to those aspectual meanings and forms, they were text-enhanced with color and highlighting. In each narrative, there were two possible causes and a single surprise-effect. Examples of causes included, (6) "Impatiently, she was passing the pickup" and (7) "Unexpectedly, a deer came charging out of the woods." An example of a surprise-effect was, (13) "She felt a strong bump." Depending on the grammatical aspect of the verb in the first cause situation – past progressive (was passing) or simple past (passed), readers needed to infer the most likely cause. In each study, we tracked learners who chose a cause in the past progressive rather than the simple past as having better understood the aspectual meaning, because the incomplete meaning of the progressive makes it a more likely cause. That is, "Impatiently, she was passing the pickup" is a more likely cause for the effect, "She felt a strong bump" than "Impatiently, she PASSED the pickup."
Not only grammatical aspect, but situation aspect was controlled in the stories. They were designed to consistently use causal sentences with 2-state situation aspects that have explicit endpoints. Because of their emphasis on before and after contrast, 2-state verbs are most clearly uncompleted in the past progressive and most clearly completed in the simple past.
The Questions. Each of these three studies investigated whether explicit instruction of aspectual meaning as related to causal inferencing, combined with textual highlighting, could help learners make causal inferences based on aspect in narrative texts.
The Settings. The first two studies took place in Midwestern classrooms – college and Adult Basic Education (ABE) – with adult learners. The third large-scale study took place at a large public university in Germany.
The Participants. Participants in the Midwestern classroom studies were all adults who had English proficiencies of at least 80 on the IBT/TOEFL (L. Beling, personal communication, November 2011) or a reading proficiency of at least a 5.0 and a language proficiency of at least a 4.5 on the Test of Adult Basic Education (between fourth and fifth grade in the K-12 educational system). Participants in the second study ranged in age from 25 to 61 and represented the following native languages: French, Vietnamese, Telugu, Spanish, Nepali, and Chinese. This information was not tracked in the first study. The 91 participants (60 instructed; 31 uninstructed) in the German study were native German-speaking novice teacher candidates of high-advanced English proficiency (TOEFL 500-550).
The Teaching Interventions. All three studies used a variation of the following procedure. Differences between the procedures had to do with how many texts were used in the pre-test, guided practice, and post-test, ranging from three to eight in each. The materials used to complete these studies can be viewed here: https://works.bepress.com/andreas-schramm/27/.
The teaching interventions (detailed here: https://works.bepress.com/andreas-schramm/28/) followed this basic procedure:
A pre-test was administered.
Students were instructed in
causal inference generation in narratives, and
identifying the textual enhancements.
The second and third items involved three steps:
modelling,
guided practice, and
independent practice.
Finally, the students took the post-test.
During the grammar instruction each study presented an explicit grammar lesson on the meaning of imperfective and perfective aspect. These lessons consisted of a metalinguistic explanation of aspect focusing on the perfective and imperfective meanings themselves and their use in narratives.
Figure 6. Explanation of Perfective and Imperfective
They also included an explanation of textual enhancements. Students were taught that the perfective starts and ends, and that the imperfective starts and is not necessarily done. The lessons included graphs on the definitions of the perfective and imperfective. Examples of the graphs used are in Figure 6. The grammar instruction in the third study also used Figures 1-5 above.
During the modeling and guided and independent practice on how to use the perfective and imperfective in context, stories were used like the sample in Table 1. With the guided and independent practice, students received a narrative in either the perfective or imperfective aspect.
The Post-Test Data. All three studies collected post-test data from participants to measure acquisition of the imperfective causal meaning of progressive aspect. This post-test data was collected both during reading and immediately after participants finished reading the stories. The second and third study also collected additional data:
Wytaske's study (2016) collected additional post-test data 30 days after the post-test both while reading and immediately after participants' finished reading to see if the new understanding of aspect was retained.
Schramm & et al.'s (2017) large-scale German study collected delayed post-test data (as in Wytaske's study), approximately four months after the post-test also both during reading and after participants finished reading. This delayed post-test data is still being evaluated and can be viewed on my website by early 2018 (https://works.bepress.com/andreas-schramm/).
The Findings. In all three studies, immediately after reading the stories, participants processed the causal meaning of the progressive, and therefore appeared to notice it, statistically significantly more than in the pre-test. Destabilization of this increased understanding also occurred while reading. Specifically:
In Kivimagi's (2013) study, while reading, destabilization occurred in what participants already knew, based on the pre-test, about the simple past.
In Wytaske's (2016) study destabilization of the imperfective meaning of aspect occurred after finishing reading stories 30 days after the instruction. It was still fairly good while reading. Thus her instruction improved the understanding of progressive aspect, but more strongly in the short term than in the long term.
In Schramm et al.'s (2016) large-scale German study, during reading, participants' understanding of the causal meaning of progressive aspect increased when compared to the pre-test. However, they also identified perfective situations as causes more than they identified imperfective (progressive) situations.
The destabilization in all three studies occurred while reading. This is not surprising since they were using cognitive short-term memory resources while reading (e.g., Magliano & Schleich, 2000). This destabilization is also predicted by the Aspect Hypothesis, which states that language learners first use perfective aspect together with 2-state situations like in our stories (e.g., Bardovi-Harlig, 2000). While this destabilization may appear to show regression, it is common – things often get "worse" before they get "better" during instruction of new information (Bardovi-Harlig, 2000).
While the delayed post-test data in my German study is still being analyzed, Wytaske's (2016) delayed post-test data suggests that aspect acquisition, with just one intervention, decreased somewhat over time. Not surprisingly, repeated follow-up instruction seems required for a long-term change in reading.
My Sabbatical Study without Surprise-Effects
While we knew from the previous studies with narratives that learners were showing an increased understanding of the imperfective meaning of progressive aspect in the context of the two-cause surprise-effect narratives that we used in our instructional intervention, we also wanted to know if participants gained a more general understanding of the meaning of grammatical aspect after the intervention. Thus, in addition to collecting post-test data on the acquisition of the causal meaning of aspect, we used shorter versions of such stories, without surprise effects, to measure whether direct instruction improved general understanding of the imperfective (uncompleted) meaning of aspect.
In the pre-test, learners started out (and finished) with an overall strong understanding of the completed meaning of the perfective simple past. This follows the Aspect Hypothesis (because our study used 2-state verbs). In the post-test, after instruction, however, learners showed a greater increase in understanding of the uncompleted meaning of the imperfective (progressive) than the perfective meaning. This is counter to the Aspect Hypothesis, suggesting that the understanding of imperfective may not be set in stone, and can be impacted by direct meaning-based instruction.
It is important to note that the control group without meaning-based instruction also showed some increase in understanding of the perfective and imperfective meaning of aspect over the course of a semester, though significantly less. This is not surprising since presumably they received some instruction on aspect in their classes, but did not receive the explicit meaning-based instructional intervention. Results from this part of the study also suggest that the explicit meaning-based teaching in the intervention (Bardovi-Harlig, 2014) is effective compared to the presumably traditional, form-based teaching methods of the control group (e.g., Leow, 2015), based on anecdotal information from instructors and students about how aspect is typically taught. Thus, the impact of explicit meaning-based teaching on aspect development should be explored further.
Implications and Discussion
The meaning of progressive aspect (Klein, 1994) – in the first three studies, at least the causal meaning connected to its uncompleted nature (Schramm & Mensink, 2016) – appears possible to teach explicitly in meaningful contexts with successful initial understanding. This confirms the literature on explicit teaching alongside meaningful communication (e.g., Leow, 2015; Long, 1991; Nassaji, 2000). As we've also seen in the study without surprise effects, explicit, meaning-based teaching appears helpful for increasing general aspect understanding, supporting a meaning-based over a form-based approach to teaching aspect (e.g., Bardovi-Harlig, 2014).
For long-term understanding, more instruction over time seems to be required. Teaching aspect is not a one-time shot. It will require syllabus design that keeps cycling through the information and reinforcing it. While many studies focus on the production of aspect in English (e.g., Andersen & Shirai, 1996) – and this is important for adult English language learners who are studying English for Academic Purposes (Schramm, 1996) – these studies suggest that reading comprehension of aspect may be useful for acquisition (Schramm & Mensink, 2016). Since comprehension often precedes production (Towell, 2013), it may be good to first teach the meaning of aspect in the context of text-enhanced reading (Rutherford & Sharwood Smith, 1985).
When teaching aspect, keep in mind that things sometimes get "worse" before they get "better" and what appear to be temporary setbacks can be testimony to being in the process of learning (Bardovi-Harlig, 2000). The acquisition of aspect does not appear to be linear and may need sustained follow-up to stabilize. As we can see from these studies, all the nuances of aspectual meaning do not need to be explained to learners as part of explicit instruction for them to increase their understanding. Teachers can simplify explanations to fit their learners and contexts, knowing that their learners will likely never have to talk about sunshine being completed. However, by understanding more about grammatical and situational aspect (Klein, 1994; Vendler, 1957), teachers can be aware of the limitations of simplified explanations as well. Depending on learners' needs, teachers may also want to explore in what contexts exceptions come up, such as using the progressive for politeness or with emotions (Römer, 2005), including to create a sense of immediacy (Swales & Feak, 2012), for example, in advertisements ("I'm loving it!"). A field trip to McDonald's may be a great start!
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Rutherford, W. and Sharwood Smith, M. (1985). Consciousness-raising and universal grammar. Applied Linguistics 6, 274-282.
Schramm, A. (1996). Using aspect to express viewpoint in EST texts. English for Specific Purposes 15, 141-164.
Schramm, A. (2012). Awareness during narrative comprehension and potential acquisition of aspectual meanings by non-native English speakers. Poster session presented at Society for Text and Discourse, Montreal. https://works.bepress.com/andreas-schramm/
Schramm, A., & Mensink, M. C. (2016). Processing of aspectual meanings by non-native and native English speakers during narrative comprehension. In O. Timofeeva, A. Gardner, A. Honkapohja, & S. Chevalier (Eds), New approaches to English linguistics: Building bridges (pp. 251-280). Amsterdam; Philadelphia: John Benjamins Publishing Company.
Schramm, A., Haser, V., Mensink, M., & Reifenrath, J. (2017). Cognitive processing of time in language by non-native readers: Can explicit teaching promote interlanguage development? Poster from 15th International Pragmatics Conference, Belfast. Retrieved from https://works.bepress.com/andreas-schramm/
Sharwood Smith, M. (1991). Speaking to many minds: on the relevance of different types of language information for the L2 learner. Second Language Research 7, 118-132.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford: Oxford University Press.
Swales, J. & Feak, C. (2012). Academic writing for graduate students: Essential tasks and skills. New York & London: Routledge.
Towell, R. (2013). Learning mechanisms and automatization. In J. Herschensohn & M. Young-Scholten (Eds). The Cambridge handbook of second language acquisition (pp. 114-136). Cambridge: Cambridge University Press.
van den Broek, P. (1988). The effects of causal relatedness and importance of story events. Journal of Memory and Language 27, 1-22.
Vendler, Z. (1957). Verbs and times. Philosophical Review 66, 143-160.
von Stutterheim, C. & Klein, W. (1989). Referential movement in descriptive and narrative discourse. In R. Dietrich & C. Graumann (Eds.), Language processing in social context (pp. 39-76). Amsterdam: Elsevier Science Publishers.
Wytaske, Christine. (2016). Aspect instruction and narrative inferencing. MA thesis, Hamline University, Saint Paul, MN. Retrieved from https://digitalcommons.hamline.edu/hse_all/4220/
Andreas Schramm
Dr. Schramm is full professor of linguistics in the Second Languages Teaching and Learning program in Hamline University's School of Education. He has a Ph.D. in Linguistics with minors in English as a Second Language and Cognitive Science. His research focuses on aspectual meaning and cognitive processing among native and nonnative speakers of English, and harkens back to his early experiences as an English language learner himself. His most recent research comes from a 2016-17 sabbatical as visiting professor at his alma mater, Freiburg University, in southern Germany. At Hamline, he teaches graduate level courses in linguistics, history of English, and research methodology both fully online and face-to-face. As a German conscientious objector, he also volunteers in the areas of nonviolent communication and restorative justice.
A Different Kind of Diversity Among Adult English Language Learners
Working with Teachers New to Online Technologies: A Report of Action Research
MinneTESOL.org
Creative Commons BY, NC, ND
MinneTESOL Journal 2019©


text:
package cz.vutbr.fit.xproko26.pivis.gui.graph.graphlib.jgraphx.layout.model;

import java.util.ArrayList;
import java.util.Collection;
import java.util.Iterator;
import java.util.List;

/**
 * An abstraction of an internal node in the hierarchy layout
 */
public class mxGraphHierarchyNode extends mxGraphAbstractHierarchyCell
{

	/**
	 * Shared empty connection map to return instead of null in applyMap.
	 */
	public static Collection<mxGraphHierarchyEdge> emptyConnectionMap = new ArrayList<mxGraphHierarchyEdge>(0);

	/**
	 * The graph cell this object represents.
	 */
	public Object cell = null;

	/**
	 * Collection of hierarchy edges that have this node as a target
	 */
	public Collection<mxGraphHierarchyEdge> connectsAsTarget = emptyConnectionMap;

	/**
	 * Collection of hierarchy edges that have this node as a source
	 */
	public Collection<mxGraphHierarchyEdge> connectsAsSource = emptyConnectionMap;

	/**
	 * Assigns a unique hashcode for each node. Used by the model dfs instead
	 * of copying HashSets
	 */
	public int[] hashCode;

	/**
	 * Constructs an internal node to represent the specified real graph cell
	 * @param cell the real graph cell this node represents
	 */
	public mxGraphHierarchyNode(Object cell)
	{
		this.cell = cell;
	}

	/**
	 * Returns the integer value of the layer that this node resides in
	 * @return the integer value of the layer that this node resides in
	 */
	public int getRankValue()
	{
		return maxRank;
	}

	/**
	 * Returns the cells this cell connects to on the next layer up
	 * @param layer the layer this cell is on
	 * @return the cells this cell connects to on the next layer up
	 */
	@SuppressWarnings("unchecked")
	public List<mxGraphAbstractHierarchyCell> getNextLayerConnectedCells(int layer)
	{
		if (nextLayerConnectedCells == null)
		{
			nextLayerConnectedCells = new ArrayList[1];
			nextLayerConnectedCells[0] = new ArrayList<mxGraphAbstractHierarchyCell>(connectsAsTarget.size());
			Iterator<mxGraphHierarchyEdge> iter = connectsAsTarget.iterator();

			while (iter.hasNext())
			{
				mxGraphHierarchyEdge edge = (mxGraphHierarchyEdge) iter.next();

				if (edge.maxRank == -1 || edge.maxRank == layer + 1)
				{
					// Either edge is not in any rank or
					// no dummy nodes in edge, add node of other side of edge
					nextLayerConnectedCells[0].add(edge.source);
				}
				else
				{
					// Edge spans at least two layers, add edge
					nextLayerConnectedCells[0].add(edge);
				}
			}
		}

		return nextLayerConnectedCells[0];
	}

	/**
	 * Returns the cells this cell connects to on the next layer down
	 * @param layer the layer this cell is on
	 * @return the cells this cell connects to on the next layer down
	 */
	@SuppressWarnings("unchecked")
	public List<mxGraphAbstractHierarchyCell> getPreviousLayerConnectedCells(int layer)
	{
		if (previousLayerConnectedCells == null)
		{
			previousLayerConnectedCells = new ArrayList[1];
			previousLayerConnectedCells[0] = new ArrayList<mxGraphAbstractHierarchyCell>(connectsAsSource
					.size());
			Iterator<mxGraphHierarchyEdge> iter = connectsAsSource.iterator();

			while (iter.hasNext())
			{
				mxGraphHierarchyEdge edge = (mxGraphHierarchyEdge) iter.next();

				if (edge.minRank == -1 || edge.minRank == layer - 1)
				{
					// No dummy nodes in edge, add node of other side of edge
					previousLayerConnectedCells[0].add(edge.target);
				}
				else
				{
					// Edge spans at least two layers, add edge
					previousLayerConnectedCells[0].add(edge);
				}
			}
		}

		return previousLayerConnectedCells[0];
	}

	/**
	 *
	 * @return whether or not this cell is an edge
	 */
	public boolean isEdge()
	{
		return false;
	}

	/**
	 *
	 * @return whether or not this cell is a node
	 */
	public boolean isVertex()
	{
		return true;
	}

	/**
	 * Gets the value of temp for the specified layer
	 *
	 * @param layer
	 *            the layer relating to a specific entry into temp
	 * @return the value for that layer
	 */
	public int getGeneralPurposeVariable(int layer)
	{
		return temp[0];
	}

	/**
	 * Set the value of temp for the specified layer
	 *
	 * @param layer
	 *            the layer relating to a specific entry into temp
	 * @param value
	 *            the value for that layer
	 */
	public void setGeneralPurposeVariable(int layer, int value)
	{
		temp[0] = value;
	}

	public boolean isAncestor(mxGraphHierarchyNode otherNode)
	{
		// Firstly, the hash code of this node needs to be shorter than the
		// other node
		if (otherNode != null && hashCode != null && otherNode.hashCode != null
				&& hashCode.length < otherNode.hashCode.length)
		{
			if (hashCode == otherNode.hashCode)
			{
				return true;
			}

			if (hashCode == null || hashCode == null)
			{
				return false;
			}

			// Secondly, this hash code must match the start of the other
			// node's hash code. Arrays.equals cannot be used here since
			// the arrays are different length, and we do not want to
			// perform another array copy.
			for (int i = 0; i < hashCode.length; i++)
			{
				if (hashCode[i] != otherNode.hashCode[i])
				{
					return false;
				}
			}

			return true;
		}

		return false;
	}

}

redpajama_set_name: RedPajamaGithub


A short fan film set in the dystopian real world of The Matric, which sees a woman attempting to avoid the machines.
Not a whole lot of narrative, but it's well made and the visual FX are excellent. The tentacle machines are especially menacing and the ruined world really does look like something from The Matrix movies.


That strategy might be a good one if you find yourself partnered with the wrong person or if you're having a bad hair day. But it's not necessarily the best approach for building a viable and sustainable workforce. I believe there has to be a balance between the wisdom of the experienced and the youthful idealism of the rookies.
I have long held the belief that large corporations, as well as small organizations, could do a better job of valuing experience as much as they value youth. Tattoos and nose rings as much as pearls and blue suits. Blue hair as much as white hair.
I am fortunate to work in an industry that values both. Other industries, however, work hard to create financial incentives to move people of a certain age out of the way. In an ever-changing workforce, that's not always the best strategy.
My career path has afforded me many opportunities, terrific experiences, a handful of lifelong friends, and much perspective. And I have had the opportunity the past few years to work with some really cool people — in the classroom and the sports business.
I have written before that I have found a rhythm that blends my appetite for lifelong learning, my propensity to draw outside the lines, my aversion to "doing things the way they've always been done," and my appreciation for students who have a desire to grow in ways they didn't realize they could.
I have found a potpourri of generations—both women and men—who are not burdened by the same prejudices that generations before them had or have. If they are closed-minded initially, fruitful discussion usually opens their minds. The naiveté that may come with too few life experiences also generates hopeful, energetic conversation about the possibilities.
These young or younger folks I have the pleasure of working with are incredibly smart, often intensely passionate individuals who are genuinely interested in learning from someone who has walked their paths before. The energy that comes from productive dialogue between the older, experienced associates and the younger, idealistic associates can be a powerful motivator for organizations and teams that want to be nimble enough to move with the changing times but rock solid enough to handle the tough ones.
My opinion is my own, of course, and I don't represent either of my organizations in this writing. But I don't believe, however, that my perspective is skewed. I vividly remember as a young sports writer and young corporate officer who valued, beyond measure, the advice and counsel of those on whose shoulders I stood. No generation should discount the others.
The youngest of us should not be written off because they choose to balance their lives and value inclusion. And the most experienced among us should not be written off because the mirror tells us the outside looks older than the inside feels.
We are at a point in the evolution of our society and as humans where we have to work together for the best possible outcome. Those who cannot grasp the concept that sometimes change is inevitable might need to get out of the way. Because it will take the contributions of all of us to get where we need to go.


Another Victoria's Secret Fashion Show, another controversy. After the fanfare, performances, and jaw-dropping fashion on the catwalk in Paris, the brand has come under fire for what some are calling cultural appropriation. For the opening section of the show, named "The Road Ahead," the looks were meant to represent a multi-cultural and worldly view, incorporating designs from various parts of the world. The problem is, people are undecided on whether VS's cultural references fall under the realm of appropriation. According to Jing Daily, several Chinese viewers felt that details drawn from Chinese culture should have been worn by Chinese models, in order to not feel appropriative. Others argued that since traditional Chinese style is more "reserved," lingerie wasn't a fitting tribute. Still, some viewers enjoyed the integration of Chinese culture, and heaped praise on Elsa Hosk's dragon costume. "Elsa really carried a dragon on her back. She was the first one coming out to greet us for a good New Year ahead and wished us to have a great fortune," wrote acclaimed fashion blogger KOL gogoboi, who attended the show's taping.
Victoria's Secret is no stranger to cultural appropriation claims, as their 2012 show featured Karlie Kloss dressed in a racy Native American-inspired look meant to represent the month of November (with a not-so-thoughtful nod to Thanksgiving). They were forced to pull that look from the show that eventually aired on television, and they had Karlie's blessing in doing so.
This year's segment, "The Road Ahead" drew inspiration from Chinese culture. Think: Kendall Jenner's flame tail, Elsa Hosk's dragon costume, and Adriana Lima's embroidered thigh-high boots. Critics view those references as cheap tricks to try to appeal to the Chinese customer, as the brand plans expansion in that part of the world. With four Chinese models walking the runway for the first time ever (and plans to air the show in the country this year), China has definitely been a focus for Victoria's Secret this season.
It is a blurry area, to be sure. There is a fine line between an attempt to include a multicultural view and something that falls more into the cultural appropriation camp. While fans seem undecided about whether Victoria's Secret truly crossed the line with this one, it's definitely a discussion to be had.


text:
Gottlob is een gemeente in het Roemeense district Timiș en ligt in de regio Banaat in het westen van Roemenië. De gemeente telt 1926 inwoners (2005).

Geografie
De oppervlakte van Gottlob bedraagt 32,29 km², de bevolkingsdichtheid is 60 inwoners per km².

De gemeente bestaat uit de volgende dorpen: Gottlob, Vizejdia.

Politiek
De burgemeester van Gottlob is Gheorghe Nastor (PD).

Geschiedenis
In ong. 1600 werd Gottlob officieel erkend.
De historische Hongaarse en Duitse namen zijn respectievelijk Kisösz en Gottlob.

Gemeente in Timiș

redpajama_set_name: RedPajamaWikipedia


text:
Home News Rosewood increases Asia presence with four new signings
Rosewood increases Asia presence with four new signings
By TTGmice
/ Posted on 18 October, 2018 10:09
Shenzhen, China (pictured) will soon be home to a Rosewood property
Rosewood Hotel Group is expanding its footprint across Asia with four new signings under two of its brands – Rosewood Hotels & Resorts, and New World Hotels & Resorts.
Rosewood Hotels & Resorts will be going to Shanghai, Shenzhen and Hermana Mayor (Philippines), while the group will make its entry into India with the New World Jaipur Resort.
"We intend to double the number of Rosewood hotels in the next five years, from our current 24 hotels in 15 countries, with a full one-third of new properties located in Asia," said Sonia Cheng, CEO of Rosewood Hotel Group. "China remains a priority and our entry into Shanghai and Shenzhen represents an important expansion of our footprint in Tier 1 cities."
First up is Rosewood Shanghai, which has a scheduled opening for 2024. The hotel, located on the top floors of a new skyscraper in Suzhou Creek, Jing'an district, will be part of the Hopson One Suhewan development that will include grade-A offices, residences, luxury retail, and spaces for art and culture. The hotel will feature 220 rooms and 83 luxury Rosewood Residences (serviced apartments).
Also in China, Rosewood Shenzhen will open in 2022 with 300 guestrooms and 50 Rosewood Residences. The hotel will be part of a new mixed-use development project in the Pearl River Delta megapolis at the intersection of Nanshan, Futian,and Baoan Districts.
In the Philippines, Rosewood Hermana Mayor will be an ultra-luxury resort on a private island 10km from the mainland. Opening in 2023, Rosewood Hermana Mayor will feature 128 villa accommodations and additional Rosewoood Residences for private ownership. This property will also mark the brand's first entry into the Philippines.
Come 2023, India will be home to a New World Jaipur Resort, which will be the brand and group's first step into the Indian subcontinent. Owned by Keemaya Resorts and Spas, New World Jaipur Resort will be the first all-villa luxury resort in the city, featuring 181 villas and extensive leisure and event facilities.
Rosewood Hotel Group also has listed plans for its other two brands, pentahotels and KHOS. In the years to come, pentahotels is positioned for a growth plan that largely prioritises China locations. Meanwhile, upscale business-lifestyle brand KHOS will unveil its first hotels in a global rollout in 2019.
Previous articleLangham Group adds an integrated resort in Thailand to its portfolio
Next articleBeyond Asia: The Lume, LOT185 Café + Wine Bar, and ISA 2024
The Ritz-Carlton debuts in China's Ice City

redpajama_set_name: RedPajamaCommonCrawl


text:
IS TANTRA ABOUT SEX?
WHAT IS THE PURPOSE?
WHAT IS TANTRA, REALLY?
ABOUT ANCIENT TANTRA
ABOUT TANTRIC YOGA
PETER'S MISSION
ABOUT PETER + HIS TEACHERS
CONTACT (AND FREE GIFT)
Why is authentic Tantra so important in the West today?
Tantra is about receiving the great blessings - the full power - of the masculine and the feminine, not just at the human level but as cosmic principles.
Tantra is about inner harmony and the incredible - truly Divine - gifts that reveal themselves in the state of inner balance.
These gifts include the infinite unfolding of human potential, practically dissolving the frontiers between the human and the divine. (See articles about the Siddhas for more on this).
The ultimate goal is the utterly liberating Self-Knowledge - also known as Atma Siddhi.
The ancient symbols of Tantra - of harmony and balance - of Wholeness, need a new 'face' in the West. But to provide a fuller picture of what Tantra is about, we need more than just the image of Western couples in orgasmic embrace. We need not just sensuality, but also connection, tenderness and compassion. We need 'cosmic' symbols which are as far-reaching as the Eastern 'Shiva-Shakti', Shiva-lingam, Yab-Yum, Yin-Yang and other archetypal Oriental representations of the Divine principles.
Photograph by Gustavo Gonçalves.
"Tantra is not all about what we can get out of sexual play, or what we can give to our sexual partner.
Practitioners and especially teachers of Tantra have a greater 'response-ability' when it comes to bringing awareness and helping resolve world-wide issues relating to sexuality and to human dignity."
But today, undeniably, Tantra has become associated with fantastic sex, sexual healing. and relationship therapy.
So let's look first at the sexual dimension of Tantra, and 'sexual healing'.
Encountering Tantra, it is common to hear people praising Tantra for helping to overcome or to cure sexual dysfunctions.
However, 'sexual dysfunction' is not just frigidity, erectile dysfunction or premature ejaculation.
We live in a world that is plagued by sexual dysfunction of all kinds.
These range from temporary personal issues to long-term or serial relationship problems.
Also, in the West, where studies on this have been done periodically, we can see that it is still common for women to not experience orgasms during much of their lives, or to not experience a single orgasm in their whole life.
It may still surprise us that many adult women, who have had years of sexual relationship, have never experienced an orgasm.
This is not an anatomical issue, it is a social and psycho-somatic issue.
And in these circumstances, is it any wonder that birth is typically such a stressful and difficult process for women?
The connection may at first not be obvious to us, but a woman's access to her own pleasure-potential is believed to have a great deal of influence on how labour unfolds and the degree of intervention that may be required in order to give birth.
(See the link at the end of the article for more info.)
It is still common today for women to fake orgasms because men are so disconnected from what women feel and therefore from what they need in order to experience sexual pleasure.
Really this is because men are often so fragmented and disconnected from themselves, and this is why for so many men sex - or pornography - becomes a compulsion. or even a self-destructive addiction.
So, men generally simply don't know how a woman opens up to pleasure, and in many cases women too are unable to guide the men because they're afraid to offend the man or because they don't even know themselves and their sexual needs well enough.
Holding space and giving guidance to explore and discover our sexual needs, as men, as women, or as sexual partners is what much of modern Tantra has become occupied with.
What truly helps us to establish trust and to create and sustain intimacy is one of the gifts that Tantra has been bringing to the West.
Trust and intimacy is, for many women, the first step in discovering their pleasure-potential.
It is therefore usually the first step in the literally 'mind-blowing' or 'consciousness-expanding' orgasms that are facilitated by Tantric practice with a partner.
But as I've become well-known for emphasizing: Tantra is not all about sex, it's not all about pleasure, and it's not all about orgasms.
Tantra is not all about what we can get out of sexual play, or what we can give to our sexual partner.
It is also not just about ritualizing sex to turn it into 'sacred sexuality'.
Tantric practitioners and especially Tantra teachers have a response-ability to address worldwide issues around sexuality.
Traditionally, Tantra is ultimately about spiritual Liberation... but it has also always been associated with some degree of cultural and social activism, raising awareness or creating alternative systems to reaffirm equal social rights and human dignity for all members of society.
I cannot overemphasize this, True teachers of Tantra have a much greater responsibility (or 'response-ability') than is generally recognized.
Tantra leads to a deeply liberating, heart-opening and consciousness-expanding bliss - a divine ecstasy.
This is not just heightened sexual orgasmic pleasure.
In fact. we cannot let Tantra just be another form of pleasure-seeking - another fascinating distraction - even if it does address some of our personal and social symptoms of imbalance.
So, before exploring the spiritual dimension of Tantra, let's look at this other aspect of Tantra's importance today.
Tantra is traditionally also a social, and ethical movement, promoting the equality of genders and the dignity of all human beings.
The social dimension of Tantra.
In some cultures we still have the extreme fear of women's sexual freedom and a taboo around female sexual pleasure even to the point of institutionalized female genital mutilation (known as FGM, or 'female circumcision').
When compared with the chart below showing female genital mutilation worldwide in 2007, it would seem that FGM is on the rise in the West.
UNICEF estimated in that in 2016, 210 million women worldwide had suffered genital mutilation (or 'female circumcision').
When compared to the previous chart (showing the figures in 2007), it seems that female genital mutilation has been increasing in Western countries. There is often much hypocrisy in Western criticism of foreign customs, but maybe we can together learn how to welcome the true intermingling of all cultures, and respect their differences, while also helping those who suffer from cultural abuses and those who perpetuate them to drink from the best of 'Western' culture, while we also have the humility and maturity to learn from what is beautiful and inspiring in their cultures.
BEGINNERS' PROGRAM
JANUARY RETREAT
When we speak of sexual issues we can see therefore that the range of issues goes from the mildly inconvenient personal dysfunctions to the truly devastating and life-altering culturally-sanctioned dysfunctions.
What we see in these cultures of female genital mutilation is the idea that female 'honor' is judged on her conformity to 'tradition' - effectively on her renunciation of sexual pleasure - helping to ensure that she will behave according to the culture's standards of 'proper' behavour.
The young girl, usually at the age of 6-8, undergoes the 'cut' that removes her labia, clitoris, or that in some cases leaves her vulva entirely sewn up, with a small hole intended to allow her only to urinate and for the menstrual discharge to be released. In these cases, the husband is given the 'honor' of cutting her open to be able to have sex, after which she may be sewn closed again.
Although these customs seem incredibly barbaric to most of us in 'Western civilization', the truth is that we are often unaware - or prefer to remain 'ignorant' - literally ignoring human rights abuses perpetrated by or happening in our own countries.
More and more countries are becoming aware of high-level abuses taking place systematically even by the law-makers and 'stars'..
In January 2017 alone almost 500 arrests took place just in the state of California relating to human trafficking and pedofilia.
The truth about our degree of civilizational sexual dysfunction is so disturbing and unbelievable that we live in denial just so that we can get on with our lives in peace... but ignore-ance is not bliss.
Underneath the surface, we are suffering a collective pain and it is up to each of us to discover how to live in a way that empowers a more humane world to come into being.
There is no doubt that we as human beings have much work to do on a more conscious sexuality, but actually all of this is a symptom of something deeper worldwide - our disconnection from our true self and our true potential.
It is 'culturally-normal' to grow up and be 'educated' in a way that leaves us alienated from ourselves, each other and from our true power.
Only a reconnection to our self in a profound way can truly provide the foundation for lasting change in the world.
If we are to shift away once and for all from perpetuating all kinds of abusive and inhumane practices that are part of not only 'foreign' cultures, but also our own, we need to have a strong foundation of healthy, loving education.
Tantra today needs to be not just about how to make love, but about how to spread love.
It needs to be not just about breaking our personal comfort zones and getting naked, or touchy-feely in a weekend workshop, but truly learning how to bring freedom, integrity and human dignity into all areas, for all people.
It is no longer a time for spreading 'civilization' through war and through conquering 'savages'... It is a time to lead by example.
As practitioners of authentic Tantra, we can go beyond idealism... we have an incomparably powerful tool. We have the 'weapon' of inner peace - an inner peace that is grounded in courage, self-knowledge and willingness to explore the shadows while carrying the torch of compassion.
It can seem unattainable when we put it in spiritual terms, but the fact is that authentic Tantra is embodying divine love, divine grace, divine power and divine inspiration.
These are not 'super-human' powers.
They are the expressions of the human potential that we were gifted with and that Tantric practice awakens and strengthens in us.
Ecstatic saints of all cultures have had the key 'Tantric' understanding that the Divine is ever-present and is enlivening us at this very moment.
The secret I want all seekers, practitioners and teachers of Tantra to know is that the true value of Tantra is not the sexual orgasm but the Divine bliss that is not dependent on physical stimulation.
And if our practice of Tantra is not taking us to the level of embodying that Divine bliss then it's not genuine Tantra - it's just an exotic fascination - an elaborate fixation for our pleasure-seeking.
But the point is not just to temporarily or repeatedly experience the wonder of this highest pleasure - 'Divine bliss'. It is to allow the inner transformation that occurs as a result of it.
Modern Tantra approaches do not support this adequately.
Divine bliss - also known as 'Samadhi' - is the Tantric (and Yogic) way we can release ourselves from the fear, pain, anxiety or numbness that has been carried in our nervous system.
It is the way we can switch off the defensive-aggressive self-serving mechanisms carried in our genes that we are so easily triggered by.
Most of the time we are at war with ourselves and each other not by true necessity but through projecting our fear onto all the situations in our lives.
This fear is in essence the tension that has accumulated and which Tantra can dissolve so effectively.
May we accept the responsibility that we have today having received these teachings from the ancient systems and spread these tools to empower change and see the world we believe in come to life.,
(Article by Peter Littlejohn Cook)
Further reading:
For a look at the spiritual dimensions of Tantra see the articles under keywords such as 'Moksha':
http://www.tantramentoring.com/articles/category/moksha
The work of obstetrician and humane birth advocate Dr. Michel Odent:
www.midwiferytoday.com/reviews/functionsorg.asp
UNICEF's study of Female Genital Mutilation:
www.unicef.org/media/files/FGMC_2016_brochure_final_UNICEF_SPREAD.pdf
Interested in joining us in our January training?
YES - more info
TANTRA TRAINING
Liz Kennedy link
Hi Peter. Thank you for this post.
Women's orgasm, and sex in general, can be orders of magnitude more amazing than most people realize. Tantra practice opens one's eyes to the possibilities. Divine Communion, God Consciousness, exploding ongoingly in bliss... the words can barely touch what's possible.
Child mutilation is horrible, when done to young girls (FGM) or young boys (circumcision). These practices must end. Thank you for helping to shed light on this issue.
Love from Sunny Florida. :-)
Peter Littlejohn Cook link
Thanks for sharing Liz :)
Love and blessings from Sintra


5/09/2017 · meds save lives top 5 pubg mistakes and how to get better (oct 2017) - playerunknowns battlegrounds tips and tricks - duration: 13:38.
A yogi should master the ability to hold the breath in and out. By relaxing the muscles in the diaphragm, ribs, and abdomen while suspending the breath, one breathes correctly and effortlessly.
Deep inspiration breath-hold (DIBH) is a method of delivering radiotherapy while limiting radiation exposure to the heart and lungs. It is used primarily for treating left-sided breast cancer.


text:
Select a City All Cities Amsterdam Beijing Berlin Bonn Bordeaux, France Claremont, CA Copenhagen Denver Düsseldorf Edinburgh London Los Angeles Madrid New York Oslo Paris Philadelphia Rome Saint Louis San Francisco Stockholm Villeurbanne, France Warsaw Zuoz, Switzerland Zurich
Zuoz, Switzerland
Joachim Koester, Variations of Incomplete Open Cubes, 2011, wood, black-and-white 16-mm film projection, 8 minutes 15 seconds. Installation view.
Joachim Koester
Institut d'Art Contemporain
What stuck with you from Joachim Koester's exhibition "Of Spirits and Empty Spaces" was primarily the powerful memory of its atmosphere, of a progression through darkness, from one black-and-white projection to another, with passages through light and color for his photographic works. Above all, you were left with the impression of having plunged into a remarkably coherent yet varied universe without any trace of monotony. The twenty-one pieces in the show date from 2003 to 2011, some having been produced for the occasion. All reflect the artist's method of combining documentary and fiction and proceed by means of what film curator Philippe-Alain Michaud calls reconstitutions: Koester turns back to places photographed by champions of Conceptual art (Histoires, 2003–2005), follows in the footsteps of Aleister Crowley and Kenneth Anger in the Italian city Cefalù (One + One + One, 2006), or those of Immanuel Kant in what was Königsberg and is now the Russian exclave Kaliningrad (The Kant Walks, 2005). These works stem from a process of investigation and more or less visibly bear its trace; they explore a geography shaped by history as much as by literature and exist in a very specific, essentially undefined time: when the past is reactivated in the present, which could henceforth seem to anticipate a time to come.
Koester explores the labile borderline between consciousness and its various possible modifications—through trance in Tarantism, 2007, for instance, or through psychoactive drugs in The Hashish Club, 2009—and between reason and what escapes its control. Hence the attention brought to apparatuses of presentation. Numerous Incidents of Indefinite Outcome, 2007, is enclosed in a wood cabin; in order to see Morning of Magicians, 2006, one must climb a wood pyramid that evokes the artist's conception of the viewer as a "reception apparatus" (to borrow from the title of one of his pieces, I Myself Am Only a Receiving Apparatus, 2010, made in the reconstruction of Kurt Schwitters's Merzbau in Hannover, Germany).
The boarded-up screens around the 16-mm film projection Variations of Incomplete Open Cubes, 2011, play a large role, evoking horror movies and the closing of space onto an interiority that is both peaceful and disturbing. In many cases, the images are projected only as you approach the work, as if they were waiting just for you, responding to you, even emanating from you. But to step away from and turn back to one of these pieces can create a strange feeling of déjà vu.
In the projections in this last work, two male hands framed in close-up adopt a series of positions, varying in complexity. Strongly lit, they emerge from the black suit, shirt, and pants of the actor, who resembles a magician or a puppeteer. The jerky dance of fingers brings to mind mime, sign language, and shadow puppetry, but the title tells us the work must be an attempt to reconstitute Sol LeWitt's Incomplete Open Cubes, 1974. The irrational character of the undertaking is immediately apparent: Obsessive, absurd, even impossible, these gestures intend to subjugate the body to geometry, but it escapes by the sleight of these hands.
Translated from French by Molly Stevens.


One by one young women vanished without a trace. By the time the fourth woman vanished the pattern was clear. Oregon's massive police search was under way. But not even Lt. James Stovall suspected how grisly the crimes were--or who the man who killed like a sadistic monster would turn out to be. Photos.


Whales began their study of migrating animals this week. Each student chose a migrating animal and completed some research at home. Students looked at their animal's path of migration on a map, and shared any other facts they discovered about breeding, diet, or physical characteristics. During an "art in" morning, Whales painted their animals, using the skills of a scientific illustrator; paying attention to small details like color size, shape and scale.
To begin our study of migration, Whales looked more closely at a bird they are familiar with, the Canada Goose. We noticed the way that geese fly, the sounds they make as they travel, and the direction they fly when the weather gets chilly. Whales went out onto the campus and practiced flying like geese (in a southerly direction) making plenty of noise and honking madly at one another. One Whale remarked that "Hibernation is much easier than migration. I'm tired!"
Later in the week Whales shared what they learned about their migrating animals. We listened to the sounds that various migrating birds make, and worked hard to replicate the sound as a class. We compared the sounds of the Humpback and Gray whale, and measured the length of both (50 feet!) discovering that it took 13 ELC Whales to equal the length of one Humpback or Gray whale! During our classroom choice time, Whales played a migration game together, using skills of measurement, counting and literacy.
On Friday Whales got to watch a special performance given by the Otters class, all about the life cycle and migration pattern of the Chinook Salmon. It was amazing! The Otters even managed a question and answer period, fielding interesting observations and "wonderings" from the Whales.


text:
Bored hookers
delieadalish July 31, 2016, 1:51am #1
I tried to find a link,but Apparently this article was good enough to put in the Taipei Times but I can;t find it online.
Anyway, did anyone see this article on the front page of the Taipei Times today?
Prostitutes bored as soccer trumps sex at World Cup
it starts … The hordes of beer swilling men who have descended on Germany for the world cup are proving a disappointment for the host nation's sex workers, preferring to party in public rather than spend time with prostitutes. While some of the larger red-light establishments in host cities have seen their cash tills ringing , a lot of prostitutes say the anticipated boost for Germany's liberal sex industry has failed to materialize.
" the pent up sexual demand of horny fans from around the world which has been widely anticipated has not materialized at all"
chuckle and so on…
I thought it was amusing … plus I didn't know prostitution has been legalized in Germany, interesting
gary July 31, 2016, 1:51am #2
Ah well, it seems if we were in germany, we could get some good deals.
Flicka July 31, 2016, 1:51am #3
gary:
Well, you know, you might be able to get a deal here. I was walking through that concrete park in front of the Regent hotel tonight and this ghastly looking woman appeared out of nowhere and asked me, "You like sexy massage?"
Big_Fluffy_Matthew July 31, 2016, 1:51am #4
Don't forget these are men who get excited over football and are probably English, I doubt they even like women.
Flicka:
[quote="gary"]Ah well, it seems if we were in Germany, we could get some good deals.
Well, you know, you might be able to get a deal here. I was walking through that concrete park in front of the Regent hotel tonight and this ghastly looking woman appeared out of nowhere and asked me, "You like sexy massage?"[/quote]
So who's up for opening up a new sports bar? Offering a little footie with your footie.
anon38216271 July 31, 2016, 1:51am #6
It's quite obvious that these women don't have bfs or they would know that sex is the last thing on their minds.
Have you ever tried to have a conversation with a man when he is engrossed in his favorite sport? It's like talking to a wall. These sport competitions are ways for men to bond IMO and exerise their manhood. Hell, If I were a German hooker, I would say "good for me. 2 weeks vacation"
miltownkid July 31, 2016, 1:51am #7
Anyone up for a trip to Germany?
To… uh… watch football.
miltownkid:
To… uh… watch football.[/quote]
OHHHHH I'm telllin on you…
I knew you were gonna say that MK
miltownkid July 31, 2016, 1:51am #10
Namahottie:
Telling who what? That I'm all the sudden a huge football fan? That's no secret I was practically born with a ball on my foot (though I had a surgery that fixed that and now everything's almost back to normal.)
delieadalish July 31, 2016, 1:51am #11
hey hey hey… this is about poor sex workers and their lack of work… (wow i never thought that would be something that could ever be said chuckle)…
The sad thing is apparently a lot of 'girls' went there for the World Cup (otherwise i would be inclined to agree with you nama… vacation ahhh the life), and are being disapointed by the actual football enthusiasim, acording to the article, (or maybe it was another one, not sure now) Othere cities hosting games have had a real boom in the 'industry', hence the how they are surprised about what's happening now.
gary July 31, 2016, 1:51am #12
[quote="delieadalish"]hey hey hey… this is about poor sex workers and their lack of work… (wow I never thought that would be something that could ever be said chuckle)…
The sad thing is apparently a lot of 'girls' went there for the World Cup (otherwise i would be inclined to agree with you nama… vacation ahhh the life), and are being disapointed by the actual football enthusiasim, acording to the article, (or maybe it was another one, not sure now) Othere cities hosting games have had a real boom in the 'industry', hence the how they are surprised about what's happening now.[/quote]
The smart hookers would dress a little differently, hang out in sports bars, and seduce fans into thinking they love football. I'd be sure to watch in a bar where I could find them girls.
OK, back on topic…
[quote="Inter Press Service News Agency back in Janurary"]GERMANY:
World Cup - a Magnet for Forced Prostitution?
Anxela Iglesias
BERLIN, Jan 4 (IPS) - Football players, fans and journalists from all over the world are getting ready to head to the World Cup in Germany. And among those packing their bags are about 40,000 sex workers who will be there to satisfy the high demand for their services.
Some German cities are planning mobile brothels and condom distribution for the booming business expected in June, when FIFA (International Football Federation) holds its world championship.
ipsnews.net/news.asp?idnews=31663[/quote]
[quote="Reuters"]"Don't use prostitutes," World Cup fans urged
Reuters Thursday May 25, 09:50 AM
SHEFFIELD (Reuters) - Police are urging football fans heading for the World Cup to think twice before visiting prostitutes in Germany as many of the women may have been forced into sex slavery.
Up to 40,000 women are at risk of enforced prostitution in Germany during the championship, media have reported.
[Link to article][/quote]
Which is it? 40,000 entrepreneurs made the journey for larger profits, or 40,000 slaves were sent to get pimped? I imagine it is the smugglers that are upset about the return they're getting on their investment in mobile hooker-homes and plane tickets.
R_Daneel_Olivaw July 31, 2016, 1:51am #14
Have any of you considered that it's the number of women fans attending that's making the difference? Maybe the guys are for the most part getting lucky with female fanatics who have pent up excitement of their own after the matches.
Any stats on the percentage of women fans in attendance compared to previous years?
Lord_Lucan July 31, 2016, 1:51am #15
[quote="All Newspapers"] Today it was announced by the Institute of Complete Guesswork that the wildly inaccurate and unresearched number that will be used in the media when writing about prostitutes at the World Cup in Germany will be 40,000.
Other numbers had been considered, but difficulties arose with copyright issues over the numbers 50,000 and 60,000 which have already been bagged for the numbers of England fans arrested and sausages consumed per minute.
The Institute provided 75,000 press packs including novelty condoms and discount vouchers for Lizzy Bordello's House of Fun to the dozen or so journalists attending the press conference. Will this do?[/quote]
Edgar_Allen July 31, 2016, 1:51am #16
Erm, maybe all the Europeans have their wives with them? Shouldn't stop Pele though he had queues of them lined up to choose from at the Korean world cup…erm allegedly.
[quote="Lord Lucan"][quote="All Newspapers"] Today it was announced by the Institute of Complete Guesswork that the wildly inaccurate and unresearched number that will be used in the media when writing about prostitutes at the World Cup in Germany will be 40,000.
The Institute provided 75,000 press packs including novelty condoms and discount vouchers for Lizzy Bordello's House of Fun to the dozen or so journalists attending the press conference. Will this do?[/quote][/quote]
This pretty much sums up why I stay away from newspapers. CNN is all I need.
[quote="R. Daneel Olivaw"]Have any of you considered that it's the number of women fans attending that's making the difference? Maybe the guys are for the most part getting lucky with female fanatics who have pent up excitement of their own after the matches.
Any stats on the percentage of women fans in attendance compared to previous years?[/quote]
ha ha … why pay when you can get the same cheap sex for free? c'ept the hooker doesn;t really give damn if you call


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The goal of our research is to identify critical mechanisms that drive leukemia stem cell (LSC) development and function, and to better understand the mechanisms of how transcriptional regulators (e.g. transcription factors and chromatin-remodeling factors) cause formation of LSC.
transplantation models that allow for assessing their function in LSC formation and maintenance. Our studies aim at providing the basis for development of targeted, LSC-directed therapies.


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Artikeln visar spelartrupperna vid Fifa Confederations Cup 2013 som spelas i Brasilien 15 juni till 30 juni 2013. Matcher, mål och klubbadress i trupplistan gäller före turneringens start den 15 juni.

Grupp A

Brasilien
Förbundskapten: Luiz Felipe Scolari

Italien
Förbundskapten: Cesare Prandelli

Japan
Förbundskapten:  Alberto Zaccheroni

Mexiko
Förbundskapten: José Manuel de la Torre

Grupp B

Nigeria
Förbundskapten: Stephen Keshi

Spanien
Förbundskapten: Vicente del Bosque

Tahiti
Förbundskapten: Eddy Etaeta

Uruguay
Förbundskapten: Óscar Tabárez

Fotnoter

Externa länkar
FIFA Confederations Cup Brazil 2013 FIFA.com

Fifa Confederations Cup 2013


text:
Karel Ferdinand říšský hrabě von Königsegg-Rothenfels (respektive Königsegg-Erps) ( Karl Ferdinand Reichsgraf von Königsegg-Rothenfels-Erps) (1. listopadu 1696 Vídeň – 20. prosince 1759 Vídeň) byl německý šlechtic, diplomat, dvořan, ekonom a státník ve službách Habsburků. Mládí strávil na diplomatických misích ve Francii a Španělsku, poté se v různých funkcích dlouhodobě podílel na správě Belgie (Rakouské Nizozemí). Na počátku vlády Marie Terezie inicioval reformy v ekonomické sféře a svou kariéru završil v úřadu prezidenta dvorské komory (1755–1759). Byl nositelem Řádu zlatého rouna.

Životopis
Pocházel ze šlechtické rodiny Königseggů,která od 17. století působila ve službách rakouských Habsburků. Byl prvorozeným císařského komořího Albrechta Eusebia Königsegga (1669–1736) a jeho manželky Marie Filipíny, rozené hraběnky Manderscheidové (1667–1751). Původně byl předurčen ke kněžské dráze a již v dětském věku obdržel jako obročí post kanovníka ve Štrasburku. V roce 1718 na duchovní kariéru rezignoval, stal se císařským komořím a pod patronátem svého strýce Lothara Dominika Königsegga vstoupil do diplomatických služeb. Nejprve působil jako tajemník vyslanectví v Paříži, krátce byl pak hofmistrem arcivévodkyně Marie Josefy provdané za saského kurfiřta Augusta a pobýval v Drážďanech (odtud také gratuloval do Prahy císaři Karlovi VI. ke kornovaci českým králem). V letech 1725–1728 byl císařským vyslancem v Haagu. Jeho působení zde nebylo příliš úspěšné, protože Nizozemí vnímalo jako ohrožení svých obchodních zájmů založení Ostendské společnosti. Jako diplomat pak působil znovu v Paříži a také v Madridu, kde v letech 1728–1730 zastupoval svého nemocného strýce Lothara Dominika. V roce 1729 byl jmenován členem státní rady v Rakouském Nizozemí (dnešní Belgie), později byl též členem nejvyšší rady pro Rakouské Nizozemí ve Vídni a cestoval mezi Vídní a Bruselem. Úzce spolupracoval s místodržitelkou arcivévodkyní Marií Alžbětou a v roce 1740 byl krátce prezidentem státní rady. V roce 1740 byl též jmenován tajným radou a od roku 1742 zastával funkci nejvyššího hofmistra nové místodržitelky arcivévodkyně Marie Anny. Jako zplnomocněný ministr byl v letech 1743–1744 krátce guvernérem v Bruselu.

Po úmrtí Marie Anny se vrátil do Vídně a stal se nejvyšším hofmistrem ovdovělé císařovny Alžběty Kristiny. V roce 1744 obdržel Řád zlatého rouna a byl pověřen důležitými úkoly v hospodářské politice habsburské monarchie v době probíhajících válek o rakouské dědictví. Od roku 1747 byl prezidentem Dvorního kolegia pro hornické a mincovní záležitosti, později zemským maršálkem v Dolním Rakousku (1750-1753) a nakonec od roku 1755 prezidentem dvorské komory.

Vzhledem k jeho působení ve správě dolů na vzácné kovy v Horních Uhrách je jeho portrét dochován v muzeu v Banské Štiavnici, další portrét s dekorací Zlatého rouna má ve svých sbírkách Rakouská národní knihovna.

Rodina
V roce 1720 se oženil s hraběnkou Helenou Hyacintou van Erps-Boischott (1694–1776) z vlivné nizozemské rodiny, podle ní se pak někdy psal jako Königsegg-Erps. Z jejich manželství se narodily dvě dcery. Starší Marie Josefa (1724–1785) byla manželkou hraběte Jana Karla ze Žerotína (1719–1775), mladší Marie Františka (1725–1752) byla první manželkou hraběte Leopolda Josefa Neipperga (1728–1792), který se pak oženil ještě třikrát.

Ze sourozenců Karla Ferdinanda vynikl bratr Kristián Mořic (1705–1778), který v dynastických válkách 18. století dosáhl v císařské armádě hodnosti polního maršála. Kromě výše zmíněného strýce Lothara měl Karel Ferdinand další dva strýce, kteří zastávali vysoké církevní posty v Čechách - Hugo František (1660–1720) byl biskupem v Litoměřicích a František Antonín (1672–1744) velkopřevorem Maltézského řádu v Čechách.

Odkazy

Reference

Literatura
 Kolektiv: Portréty komorských grófov a osobností baníctva a hutníctva na území Slovenska v 17.- 19. storočí, Banská Štiavnica, 2007; 191 s. ISBN 978-80-968621-8-4

Externí odkazy
 Karel Ferdinand Königsegg-Rothenfels in: Allgemeine Deutsche Biographie

Königseggové
Němečtí šlechtici
Rakouští šlechtici
Politici habsburské monarchie
Diplomaté Rakouska
Hrabata
Místodržitelé
Guvernéři
Císařští komoří
Rytíři rakouského Řádu zlatého rouna
Narození 1. listopadu
Narození v roce 1696
Narození ve Vídni
Úmrtí 20. prosince
Úmrtí v roce 1759
Úmrtí ve Vídni
Muži


text:
Kevin Welch
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Kevin Welch Receives Scholarship from Paducah-McCracken County NAACP
Kevin Welch of Paducah was one of seven West Kentucky Community and Technical College students who were recently recognized during the Annual Freedom Fund Banquet November 1, 2015 in Paducah. Kevi...
November, 03 2015 - West Kentucky Community & Technical College
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Kevin Welch of Paducah, KY, is one of ten West Kentucky Community and Technical College students recently named to the college's 2015-2016 West Kentucky Stars club basketball team. The West Kentuc...
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West Kentucky Community and Technical College is thrilled to welcome students for the Fall 2015 Semester. We are proud to have Kevin Welch of Paducah, KY in this year's student body. In enrolling a...
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Gold was certainly on the cards for Joe Public Connect this year, first topping tables at the New Generation Social & Digital Media Awards, followed by the team's leading performance at the Direct Marketing Association of SA's Assegai Awards.
At the New Generation Awards, Joe Public Connect brought home a grand total of 14 awards that included the coveted Digital Agency of the Year, Digital Brand of the Year (black by Cell C), and Corporate of the Year (SAB) titles.
The growth of its people is an important purpose pillar for the digital agency, which is echoed by the Gold accolades won in the individual categories for Best Community Engagement Manager award and Best Digital Designer of the Year at this year's New Generation Awards ceremony.
After being shortlisted for 12 Assegai Awards, the fast-rising digital agency continued its winning streak with all 12 awards converted on the night. Joe Public won three, totalling 15 awards for Joe Public United. Joe Public Connect also took home the Assegais' coveted Agency of the Year title.
With more awards added to Joe Public Connect's shelves, the agency continues to be an expert in the field of innovative website design and development and content, digital interaction, digital direct marketing, and customer experience, striving to deliver brand growth and result-yielding campaigns.
"Our success at this year's New Gen and Assegai Awards is evidence of the strong relationships we have with our clients. It also shows the team's drive to develop more customer-experience-led solutions. We have no doubt that in 2019 we will continue to harness our passion for creativity," says Dani Morley, managing partner at Joe Public Connect.
It was campaigns for clients Anglo American, SAB, black and Chicken Licken across varying categories that stood out, showcasing the agency's excellent work.
Winning across a range of categories, the awards collected at these award ceremonies not only demonstrate the agency's diverse strengths but are also testament to its purpose of growth through integral digital innovation.
Visit the website to view the New Generation Awards winners.
For more information, visit www.joepublicunited.co.za and follow the agency on Facebook and Instagram.
This article was paid for by Joe Public.


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Q: node-mysql escaping query values - array with unknown length I use node.js and the module node-mysql for connecting to the mySQL server. However, I got some problems when I tried to escape an array in a query. Here is my code:
connection.query("select * from table where id in (?)", [1, 3, 5], function(err, res) {
    ...
});

The above query is select * from table where id in (1), which is not my expectation.
As the documents said:
Arrays are turned into list, e.g. ['a', 'b'] turns into 'a', 'b'
I know select * from table where id in (?,?,?) works. The question is, what should I do if I have an array with unknown length?

A: One solution is to nest the array so that it gets properly converted to a list:
connection.query("select * from table where id in (?)", [[1, 3, 5]], ...);

Another solution would be to dynamically generate the ?s. For example:
var values = [1, 3, 5];
var query = "select * from table where id in ("
            + new Array(values.length + 1).join('?,').slice(0, -1)
            + ")";
connection.query(query, values, function(err, res) {
    ...
});

With ES6, you can simplify the list creation in the second solution to:
'?,'.repeat(values.length).slice(0, -1)

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