text:
Comparing Male and Female Engineering Students' Reading Ability through Level-Specific Tasks and CEFR- and DIALANG-Based Self-Assessment
Document Type: Original Article
Mahboubeh Taghizadeh
Farshad Kazemzadeh
Iran University of Science and Technology
10.22034/ijce.2019.191884.1020
The purposes of this study were to determine a reading ability level based on the CEFR for male and female engineering students and to compare their reading levels on the CEFR and DIALANG self-assessment grids with the level based on their performance on the reading tasks. The participants were 162 Iranian male and female undergraduate students at the Iran University of Science and Technology. DIALANG and CEFR reading self-assessment grids and four reading tasks at four levels (i.e., A2, B1, B2, and C1) were administered to the participants. Considering the students' performance on the reading tasks, the results revealed that female learners outperformed the male learners; however, a considerable number of learners (about 40%) in both groups were considered 'Below B1'. The results also showed that learners' self-assessment did not closely correspond with their performance on the reading tasks as both groups of learners rated their reading ability lower on the CEFR and DIALANG grids; nevertheless, the highest matches were related to the female learners' ratings on the DIALANG grid.
Appendix A. CEFR Reading Self-Assessment Grid
I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.
I can read very short, simple texts.
I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables.
I can understand short simple personal letters.
I can understand texts that consist mainly of high frequency every day or job-related language.
I can understand the description of events, feelings and wishes in personal letters.
I can read articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.
I can understand contemporary literary prose.
I can understand long and complex factual and literary texts, appreciating distinctions of style.
I can understand specialised articles and longer technical instructions, even when they do not relate to my field.
I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.
Appendix B. DIALANG Reading Self-Assessment Grid
I can understand the general idea of simple informational texts and short simple descriptions, especially if they contain pictures which help to explain the text.
I can understand very short, simple texts, putting together familiar names, words and basic phrases, by for example rereading parts of the text.
I can follow short, simple written instructions, especially if they contain pictures.
I can recognize familiar names, words and very simple phrases on simple notices in the most common everyday situations.
I can understand short, simple messages, e.g. on postcards.
I can understand short, simple texts containing the most common words, including some shared international words.
I can understand short, simple texts written in common everyday language.
I can understand short simple texts related to my job.
I can find specific information in simple everyday material such as advertisements, brochures, menus and timetables.
I can identify specific information in simple written material such as letters, brochures and short newspaper articles describing events.
I can understand standard routine letters and faxes on familiar topics.
I can understand simple instructions on equipment encountered in everyday life – such as a public telephone.
I can understand everyday signs and notices in public places, such as streets, restaurants, railway stations and in workplaces.
I can understand straightforward texts on subjects related to my fields of interest.
I can find and understand general information I need in everyday material, such as letters, brochures and short official documents.
I can search one long or several short texts to locate specific information I need to help me complete a task.
I can recognize significant points in straightforward newspaper articles on familiar subjects.
I can identify the main conclusions in clearly written argumentative texts.
I can recognize the general line of argument in a text but not necessarily in detail.
I can understand the description of events, feelings and wishes in personal letters well enough to correspond with a friend or acquaintance.
I can understand clearly written straightforward instructions for a piece of equipment.
I can read correspondence relating to my fields of interest and easily understand the essential meaning.
I can understand specialized articles outside my field, provided I can use a dictionary to confirm terminology.
I can read many kinds of texts quite easily at different speeds and in different ways according to my purpose in reading and the type of text.
I have a broad reading vocabulary, but I sometimes experience difficulty with less common words and phrases.
I can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile.
I can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.
I can understand any correspondence with an occasional use of dictionary.
I can understand in detail long, complex instructions on a new machine or procedure even outside my own area of specialty if I can reread difficult sections.
I can understand and interpret practically all forms of written language including abstract, structurally complex, or highly colloquial literary and non-literary writings.
DIALANG
Self-assessment of reading
Article Title [Persian]
مقایسۀ توانایی خواندن دانشجویان دختر و پسر رشتۀ مهندسی با استفاده از تمرین های ویژه سطح و خودارزیابی بر اساس CEFR و DIALANG
Authors [Persian]
محبوبه تقی زاده
فرشاد کاظم زاده
Abstract [Persian]
هدف از این پژوهش عبارت است از تعیین سطح مهارت خواندن دانشجویان دختر و پسرمهندسی بر اساس CEFR و مقایسه سطح مهارت خواندن آنها در شبکه خودارزیابی DIALANG و شبکه خودارزیابی CEFR با سطح آنها بر اساس عملکرد ایشان در نمونه تمرین های مهارت خواندن. این پژوهش با مطالعه بر روی 162 دانشجوی دختر و پسر که در مقطع کارشناسی در دانشگاه علم و صنعت ایران مشغول به تحصیل بودند انجام پذیرفت. سپس از شبکه های خودارزیابی DIALANG و CEFR و چهار نمونه تمرین مهارت خواندن در چهار سطح A2، B1، B2 و C1 بر روی شرکت کنندگان در این پژوهش استفاده گردید. با در نظر گرفتن عملکرد فراگیران در نمونه تمرین های مهارت خواندن، نتایج نشان دادند که دانشجویان دخترمهندسی عملکرد بهتری نسبت به دانشجویان پسر داشته اند، البته لازم به ذکر است که تعداد قابل توجهی از فراگیران از هر دو گروه (حدود %40) زیر سطح B1 بوده اند. علاوه بر این، چون هر دو گروه از فراگیران توانایی خواندن خود را پایین تر از شبکه های DIALANG و CEFR ارزیابی کرده بودند، خودارزیابی آنها دقیقا مرتبط با عملکردشان در تمرین های مهارت خواندن نبوده است. با این وجود بالاترین تطابق مربوط به ارزیابی فراگیران دختر در شبکه DIALANG بوده است.
Keywords [Persian]
چارچوب مرجع مشترک اروپا (CEFR)
تمرین های مهارت خواندن
خودارزیابی مهارت خواندن
پیچیدگی تمرین
In the 1990s, some educators started questioning the validity of measuring language knowledge by traditional tests as they require test takers to attempt tests, which are based on artificial and contrived language content (Salmani Nodoushan, 2008) As the problems and shortcomings of standardized testing surfaced, the term 'alternative assessment' came into view in this period (Brown, Irving, Peterson, & Hirschfeld, 2009). Brown and Abeywickrama (2004) assert that alternative assessments use authentic tasks, which indicate what learners can do with language in real life and educational contexts. Brown and Abeywickrama (2004) also note that these tests are different in design and structure from traditional tests and are graded differently as well. Alternative assessment, as Huerta-Macias (2002) asserts, consists of portfolio, journal, observation, self-assessment, peer-assessment, interview, and conference, which can give a holistic view of learners' abilities, shed light on the parts in which learners need further improvement, and give the students the chance to demonstrate the scope of learning (El-Henawy, 2017).
It is argued that students can learn better when they are encouraged to think about what they are learning and how they learn it (McDonald & Boud, 2003). Self-Assessment (SA) is one of the most important types of formative assessment, which is a procedure in which learners evaluate their language knowledge and skills and can enhance learners' motivation and encourage them to seek their weaknesses when participating in a self-assessment (Brown & Harris, 2013). Self-assessment is defined as a process in which the learner assesses the actions he or she engages in while learning a particular subject or skill and is usually conducted with the intention of identifying one's strengths and weaknesses and improving the learning outcomes (Krawiec, 2014). Self-assessment, according to Pierce and Durán (2014), can make the hidden processes more concrete and visible, allowing learners to develop their inner measurement of progress.
The reading self-assessment statements of DIALANG and CEFR projects are used in this study. CEFR is designed to prepare a coherent and comprehensive basis for the language curriculum guideline, language syllabuses, and assessment of language proficiency (Council of Europe, 2001) CEFR represents six levels of language proficiency (i.e., A1, A2, B1, B2, C1, and C2), which enable us to compare tests across languages and national boundaries (Morrow, 2004) and are validated in quantitative and qualitative studies (Alderson, 2002; Hasselgreen, 2003). The statements of the levels are skill-based and are in the form of can do statements. These statements focus on the communicative aspects, which maintain what people can do instead of knowledge of separate linguistic items. It is also useful for teachers in understanding the proficiency level of each learner, identifying more precisely the areas in which learners need further work, using the CEFR scales in creating their own grids, and making the curriculum plan (Council of Europe, 2001).
The reason for worldwide attention to the CEFR is the fact that it offers a more comprehensive and detailed system of level descriptions than the other systems and that it was developed on the basis of research in second language acquisition, foreign language education, and test research (Bärenfänger & Tschirner, 2008). Furthermore, the framework is being used as a set of guidelines in order to describe the learners' achievements of foreign languages and as a reference document to promote understanding and management about the various levels of the educational system by providing a reference for language skills (Gouveia, 2006). Doing an experimental validation through the L-scale algorithm, Lindhout, Teunissen, and Lindhout (2012) calculated an accurate effective readability level for CEFR.
DIALANG's assessment framework and the descriptive scales used for reporting the results to users are directly based on the CEFR (Alderson, 2005). It is an assessment tool prepared for those who have learnt a language and want to know their proficiency level. The self-assessment statements used in the DIALANG are also mostly based on the CEFR and adapted whenever essential to fit the specific needs of the system (Council of Europe, 2001). Two purposes of self-assessment in DIALANG are to encourage autonomy in learning and to use self-assessment results to pre-estimate learners' ability (Morrow, 2004).
As Weir (2005) states, the initial development of the self-assessment section of DIALANG was conducted by a self-assessment working group, who started the development from the scale descriptors of CEFR. The DIALANG self-assessment working group simplified the language in the statements a little and changed the formulations from 'can do' to 'I can'. In addition, a small number of new statements had to be created because the statements in the CEFR did not fully cover all aspects and levels of proficiency (Milanovic & Weir, 2004). Weir also asserts that the criteria for selecting the statements should be concrete and practical enough for learners to understand, fit the general purpose orientation of the DIALANG test sections, and be highly advanced. There are self-assessment statements for reading, writing, and listening, but not for vocabulary and grammar as the CEFR does not include any language-specific self-assessment statements for these two components (Goodier, 2014). Alderson (2002) states that the statements are assembled in the order of difficulty in which learners have to read each statement in turn and simply respond yes or no. Alderson also argues that once users have taken the language test properly, the result of the self-assessment is reported and compared with the user's test result.
Researchers have shown interest in investigating reading as one of the major problems in reading assessment is the process of reading, which is abstract, internal, and hidden (Duncan, 2012). Reading is among the skills, which have indicated the most challenges for language learners (Grabe, 2009) and thus has been investigated from various aspects; however, to the researchers' best knowledge, no study has been conducted estimating Engineering students' reading ability through level-specific CEFR-based tasks and self-assessment grids. Accordingly, the purposes of this study were to determine a reading level based on CEFR for male and female undergraduate students of engineering and to compare their levels in terms of the CEFR and DIALANG reading self-assessment grids with the level specified based on their performance on some reading tasks. The research questions formulated for this study were as follows:
1. Is there any difference between male and female Engineering students in their reading ability in terms of the level-specific tasks based on CEFR?
2. Is there any difference between learners' self-assessed level of reading ability in terms of CEFR statements and the level specified based on their performance on the reading tasks?
3. Is there any difference between learners' self-assessed level of reading ability in terms of DIALANG statements and the level specified based on their responses to the reading tasks?
This research was conducted with 162 Iranian male and female undergraduate students (male=78, female=84) at the Iran University of Science and Technology (IUST). The participants' majors were mechanical engineering (n=19), electrical engineering (n=20), railway engineering (n=21), material engineering (n=16), industrial engineering (n=19), chemical engineering (n=21), industrial design (n=9), computer engineering (n=15), architecture (n=11), and civil engineering (n=11). They were all adult learners ranging in age from 18 to 22.
Instruments and Materials
In this research, to facilitate learners' better understanding, the translated versions of the DIALANG and CEFR reading self-assessment grids (see Appendices A & B) were administered to the participants. The DIALANG reading self-assessment grid consisted of 31 statements, while the CEFR scale was comprised of 11 self-assessment statements for the reading skill. All the statements used in the questionnaires were binary with yes or no responses. The detailed information about the different levels of each scale is presented in Table 1.
Table 1: The Number of Self-Assessment Statements for the Six Levels of the DIALANG and CEFR Scales
In order to collect the needed data, four reading comprehension tasks at four levels (i.e., A2, B1, B2, and C1) were also administered. The first task, 'Learn English in Christchurch' was chosen from Real Reading 1 (Driscoll, 2008) in which the learners were asked to read two sections from a school webpage and then fill in the blanks with the appropriate words. The second task titled 'Join a Library' was chosen from Real Reading 2 (Driscoll, 2008) in which the learners were requested to read a text from a website and decide whether some statements were true or false. The third task titled 'Kinds of Reading' was chosen from Real Reading 3 (Driscoll, 2008) in which the learners were asked to circle the correct phrases. The final task, 'Obstacles to Faster Effective Reading', was chosen from Real Reading 4 (Driscoll, 2008) in which the learners were requested to decide whether some statements were true or false according to the information given in the passage.
The following procedure was used in conducting this research. Before administering the tasks to the participants of the study, they were informed of the purposes of the research. DIALANG and CEFR self-assessment grids were translated to Persian and the translated versions were then revised by four experts who had an MA or a PhD in TEFL. This was done not only to have explicit and unambiguous grids, but also to assess their quality before they were used with the actual participants. Subsequently, the grids were piloted with 13 students in order to estimate the probable, administrative problems and also to calculate the approximate working time.
The reading tasks were then chosen from the Real Reading series, which were designed and published based on the A2, B1, B2 and C1 levels of the CEFR. Tasks were also checked by four PhD holders in TEFL who had specific expertise in language testing. Tasks were piloted with 13 learners so as to eliminate ambiguities, to check on the clarity and comprehensibility of the questions and the rubrics, to have the first impression of the difficulty level of the tasks and items, to estimate the time load involved, and to determine the possible problems in the administration of the tasks. The validation process for the tasks used in this research was a qualitative validation performed by the authors of the Real Reading textbooks in which they asked a panel of recognized experts to review their developed reading tasks.
In this study, the researchers omitted A1 and C2 from the six levels of the CEFR as it was assumed that Iranian undergraduate students already reached the A1 level as they passed many reading-based language courses before entering university. The reason for the removal of the C2 level was related to the fact that no task was found to test this level as mostly only natives could reach this level. The validation procedures for the tasks used in this study were also based on what the authors of the Real Reading textbooks reported for their developed tasks. It is worth noting that the researchers chose the tasks which closely matched the sample and excluded the tasks affected by cultural biases or the ones which might have been recognized as offensive by Iranian students. Next, the participants were asked to answer 31 self-assessment statements of DIALANG and 11 self-assessment statements of CEFR with yes/no responses. Learners were also asked to perform four tasks in 45 minutes (i.e., 5 minutes for the A2 task, 10 minutes for the B1, and 30 minutes for the B2 and C1 tasks).
The detailed analyses of the learners' performance on the reading tasks formed the basis for a final overall reading score. Additionally, the researchers collected all the self-assessment scores for both DIALANG and CEFR grids in order to determine one CEFR self-assessed level per person. In other words, each self-assessment statement was scored with 1, and it was assumed that, for instance, a C1 learner was expected to 'solve' all A2, B1, and B2 statements plus 75% of the C1 statements.
To answer the research questions addressed in this study, the following statistical analyses were performed. Descriptive statistics were conducted to determine each learner's reading level based on their performance on the four adjacent reading tasks. In addition, descriptive statistics were performed for the self-assessment statements of the CEFR and DIALANG scales. Finally, descriptive statistics for the three categories of underrate, overrate, and match for the self-assessment grids were also calculated.
Self-Assessment Statements of the DIALANG Scale
In this section, the percentage for each reading self-assessment statement of the DIALANG grid for both female and male learners is presented.
In order to determine which items received more positive replies, the percentage of female students' responses to each item of the DIALANG scale was calculated. The results showed that, item 4, 'I can recognize familiar names, words and very simple phrases on simple notices in the most common everyday situations' and item 5, 'I can understand short, simple messages, e.g. on postcards', both gained the highest percentage(97.6%), while item 31, 'I can understand and interpret practically all forms of written language including abstract, structurally complex, or highly colloquial literary and non-literary writings', received the lowest percentage (9.5%). The frequency and percentage of male students' responses concerning each item of the DIALANG scale were also calculated. The results indicated that item 3, 'I can follow short, simple written instructions, especially if they contain pictures', received the highest percentage(97.4%), while item 31, 'I can understand and interpret practically all forms of written language including abstract, structurally complex, or highly colloquial literary and non-literary writings', received the lowest percentage (10.3%).
Self-Assessment Statements of the CEFR Grid
In this section, the frequency and percentage for each reading self-assessment statement of the CEFR grid for both female and male students are presented.
Table 2: Frequency & Percentage of Female Students' Replies to CEFR Self-Assessment Grid (N =86)
Considering the reading descriptors of the CEFR grid for female students, as shown in Table 2, item 2, 'I can read very short, simple texts', obtained the highest percentage (97.6%), whereas item 11, 'I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialized articles and literary works' received the lowest percentage (6.0%).
Table 3: Frequency & Percentage of Male Students' Replies to CEFR Self-Assessment Grid (N =78)
With regard to male students' performance on the CEFR grid, as indicated in Table 3, item 1, 'I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogs' and item 2, 'I can read very short, simple texts' received the highest percentage (98.7%), whereas item 9, 'I can understand long and complex factual and literary texts, appreciating distinctions of style' received the lowest percentage (9%).
Table 4 : Students' Reading Levels in Terms of their Performance, DIALANG and CEFR Grids in %
Students' Performance on the Reading Tasks, CEFR and the DIALANG Grids
In this section, the results of the percentage and chi-square analysis for both female and male students in terms of the six levels of CEFR are presented.
Performance on Reading Tasks
DIALANG SA
CEFR SA
As shown in Table 4, female students performed better than male students on the A1 and C1 tasks. About overall, 33.3% of female students were placed at C1, while the majority of male students (30.8%) were placed at B2. Table 4 also shows that the majority of female students were at the C1 and A1 levels, whereas male students were at the B2 and A1 levels. B2 was the level at which female learners showed the weakest performance (9.5%), while B1 and C1 were the levels at which male learners showed the weakest performance (15.4%). Table 4 also indicates that approximately a considerable number of participants (about 40%) in both groups were considered 'Below B1'.
As indicated in Table 4, 40.5% of female students rated themselves at B1, whereas just only 8.3% assessed their reading ability at B2 and C2 on the DIALANG grid. On the other hand, with regard to the CEFR grid they assessed themselves mostly at B1 (48%), while C2 was their least reported level. It is important to note that no female student rated herself at C1 on both the CEFR and DIALANG grids. The most frequent self-assessed level for male students was B1 on the DIALANG, while the least frequent level was C1. About one-third of them (37.2%) assessed themselves at B1, whereas only 9% at C2 on the CEFR grid. Participants' performance on the reading tasks, DIALANG, and the CEFR grids could be hierarchically ranked as: Female: (rated performance: C1, A1, A2, B1, B2; DIALANG: B1, A1, A2, B2 , C2, C1; CEFR: B1, A2, B2, A1, C2, C1);Male: (rated performance: B2, A1, A2, B1, C1; DIALANG: B1, A1, A2 , B2, C2, C1; CEFR: B1, A2, B2, A1, C2, C1). In general, participants assessed themselves mostly at B1 on both DIALANG and CEFR grids; however, their performance on reading tasks was significantly different in which females were placed at C1, while male students were placed at B2.
Underrate, Overrate, and Match Categories on the DIALANG and CEFR Grids
Table 5: Percentage of Underrate, Overrate, and Match Categories on DIALANG and CEFR Grids for Female and Male Language Learners
SA Grids
Underrate
Overrate
As indicated in Table 5, both male and female respondents rated their reading ability lower on both CEFR and DIALANG grids. The highest matches (28.6%) were related to the female students' ratings on the DIALANG grid, while the highest mismatch (51.3%) was the underestimation of the male students on the DIALANG grid. Table 5 also shows that both female and male students considerably underrated both on the DIALANG and CEFR grids. About half of the female students tended to underestimate on the DIALANG, while 25% tended to overrate and about one-third matched. The majority (42.9%) of the female students underrated on the CEFR, while approximately one-third overrated and matched on the CEFR. Table 5 also indicates that male students showed the highest underrated mismatch on the DIALANG and CEFR grids. However, male students received the lower percentage for the match category than the female students did.
The performance of both male and female students on the reading tasks was not satisfactory. The major goal of English language courses offered in Iran is to improve students' reading ability in order to prepare them for the scientific texts in universities; however, English classes in schools and even in universities mostly turn to translation classes (Chalak, 2015) where students are asked to memorize the meanings of words and translate the sentences into Persian.
In Iran, teaching English starts in the 6th grade, when learners have lost the best years for learning a foreign language. The delay in foreign language learning in the public education seems to be one of the important language learning problems leading to poor ability to comprehend and communicate the language. In addition, despite the presentation of grammatical and lexical points to students, the results are not favorable, which might be due to the fact that learners only try to memorize the new concepts and meanings, and as a result after a few days they forget what they have learned.
As another reason for Iranian students' poor reading comprehension, unattractive textbooks can be stated (Ahymadpoor, 2004) The books taught in our educational system are not up-to-date and include colorless pictures and pages, and the texts not in line with the real life tasks. Moreover, the lack of knowledge about the strategies for learning new words is another major factor for learners' poor comprehension (Ahmadi & Mahmoodi, 2012). In addition, heterogeneity of students' level of language proficiency (Sadeghi & Richards, 2016) has a direct impact on the learning and comprehending English reading texts. It is also believed that the lack of standards for the reading proficiency and the lack of predetermined, concrete reading outcomes, the traditional teacher-centered teaching methods and time constraints can also account for the problems in the reading ability of the learners. Additionally, according to (Nezakatgoo & Behzadpoor, 2017) and the great number of students in the classes in Iran might be another reason as all students cannot participate in the class activities and cannot effectively express their ideas about their learning in the class.
It was found that most students of this research did not have clear and accurate perceptions of their reading ability as their self-assessments did not correspond closely with their actual performance. This might be due to the fact that in the educational system of Iran learners are not often asked to assess themselves or their reading abilities, and their assessment is mostly summative in which the results of their performance are reported as a single score.
The results also showed that the number of matches in both male and female performance on the DIALANG was more than that on the CEFR grid. This may in part be due to the fact that the number of reading statements for each level on the DIALANG grid is more than that on the CEFR. In other words, it can be claimed that DIALANG could effectively and clearly illustrate the students' ability.
The findings of this study are in line with those of Ashton (2014) in that students achieved lower scores on the reading tasks (i.e., report reading) and also learners underestimated themselves on the self-assessment grids. In another study, Ünaldı (2016) used self and teacher assessments in order to predict the proficiency level of the first year students of university in which the results demonstrated that participants underestimated themselves on the CEFR and DIALANG grids which are in line with the results of the present study.
This study aimed to determine a reading level based on CEFR for the undergraduate students of engineering at the IUST and to compare their reading self-assessment on the CEFR and DIALANG grids with their actual reading level. Four reading tasks and the DIALANG and CEFR reading self-assessment grids were administered to the participants. The results showed that (a) the majority of both male and female participants rated their reading ability lower both on the CEFR and DIALANG grids; (b) the learners' self-assessment did not correspond closely with their performance on the reading tasks, and approximately only one-third of them in both male and female groups were accurate in assessing their reading, while about one-third of them tended to overrate their reading performance; (c) the highest matches for the male students were related to their ratings on the DIALANG grid, while the highest mismatch was the underestimation on the DIALANG grid; (d) the highest matches for female group were achieved on the DIALANG grid, while the highest mismatch was their underestimation on the DIALANG grid; and (e) both female and male students rated themselves at B1 level on the CEFR and DIALANG grids. Regarding their performance on the reading tasks, most female students were placed at the C1 level, while most male students were at the B2 level.
Incorporation of self-assessment in reading instruction can promote learners' sense of independence in language learning and help them overcome their fears in reading. Students can also use can do statements to evaluate their progress in reading and to formulate certain goals for their future progress. It is believed that there is the lack of standard teaching and assessment procedures for reading skill at the secondary and tertiary levels; thus, language teachers are suggested to use CEFR descriptors for teaching and assessing reading skill.
Among different types of alternative assessment, self-assessment was utilized in this study in order to estimate the reading performance of undergraduate students of Engineering. Interested researchers can investigate the effect of other types of alternative assessment such as peer assessment, portfolio, and conference on EFL learners' reading skill. Researchers in future can also use in-depth interview with learners and instructors about learners' reading performance with respect to can do statements. The relationship between self-assessment in terms of CEFR and DIALANG statements and psychological factors such as personality traits, learning anxiety, and cognitive styles advantages further inquiry.
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Gouveia, C. A. (2006). The role of a common European framework in the elaboration of national language curricula and syllabuses. Papers on Language and Society, 8, 8-25.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice: Ernst Klett Sprachen.
Hasselgreen, A. (2003). Bergen "can do" project. Strasbourg, France: Council of Europe.
Huerta-Macias, A. (2002). Alternative assessment: Responses to commonly asked questions Methodology in language teaching (pp. 338-343). Cambridge Cambridge University Press.
Krawiec, M. (2014). Cross-Curricular Dimensions of Language Learning and Teaching. Cambridge: Cambridge Scholars Publishing.
Lindhout, P., Teunissen, G., & Lindhout, M. (2012). Quick effective CEFR level evaluation of complete documents: Integrated readability appraisal of text and graphics with the L-scale algorithm. International Journal of Language Studies, 6(3), 37-56.
McDonald, B., & Boud, D. (2003). The impact of self-assessment on achievement: The effects of self-assessment training on performance in external examinations. Assessment in Education: Principles, Policy & Practice, 10(2), 209-220.
Milanovic, M., & Weir, C. (2004). European language testing in a global context. Cambridge: Cambridge University Press.
Morrow, K. (2004). Insights from the common European framework: Oxford University Press.
Nezakatgoo, B., & Behzadpoor, F. (2017). Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders' Perspectives. Iranian Journal of Applied Language Studies, 9(2).
Pierce, J., & Durán, P. (2014). Developing and Evaluating Self Assessment Reading Competence Descriptors for the European Language Portfolio. Porta Linguarum, 22, 127-143.
Sadeghi, K., & Richards, J. C. (2016). The idea of English in Iran: An example from Urmia. Journal of Multilingual and Multicultural Development, 37(4), 419-434.
Salmani Nodoushan, M. A. (2008). Performance Assessment in Language Testing. i-manager's Journal on School Educational Technology, 3(4), 1-7.
Ünaldı, İ. (2016). Self and teacher assessment as predictors of proficiency levels of Turkish EFL learners. Assessment & Evaluation in Higher Education, 41(1), 67-80.
Weir, C. J. (2005). Language testing and validation. Houndgrave, Hampshire, UK: Palgrav
Receive Date: 28 June 2019
Revise Date: 21 August 2019
Accept Date: 18 September 2019
Taghizadeh, M., Kazemzadeh, F. (2019). Comparing Male and Female Engineering Students' Reading Ability through Level-Specific Tasks and CEFR- and DIALANG-Based Self-Assessment. Iranian Journal of Comparative Education, 2(1), 79-95. doi: 10.22034/ijce.2019.191884.1020
Mahboubeh Taghizadeh; Farshad Kazemzadeh. "Comparing Male and Female Engineering Students' Reading Ability through Level-Specific Tasks and CEFR- and DIALANG-Based Self-Assessment". Iranian Journal of Comparative Education, 2, 1, 2019, 79-95. doi: 10.22034/ijce.2019.191884.1020
Taghizadeh, M., Kazemzadeh, F. (2019). 'Comparing Male and Female Engineering Students' Reading Ability through Level-Specific Tasks and CEFR- and DIALANG-Based Self-Assessment', Iranian Journal of Comparative Education, 2(1), pp. 79-95. doi: 10.22034/ijce.2019.191884.1020
Taghizadeh, M., Kazemzadeh, F. Comparing Male and Female Engineering Students' Reading Ability through Level-Specific Tasks and CEFR- and DIALANG-Based Self-Assessment. Iranian Journal of Comparative Education, 2019; 2(1): 79-95. doi: 10.22034/ijce.2019.191884.1020
نمایه شدن فصلنامه ایرانی آموزش و پرورش تطبیقی در پایگاه استنادی علوم جهان اسلام (ISC) 2019-11-02
Second International Conference on Comparative Education 2019-05-27


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Budeasa – gmina w Rumunii, w okręgu Ardżesz. Obejmuje miejscowości Budeasa Mare, Budeasa Mică, Calotești, Gălășești, Rogojina i Valea Mărului. W 2011 roku liczyła 4004 mieszkańców.

Przypisy

Gminy w Rumunii
Okręg Ardżesz

redpajama_set_name: RedPajamaWikipedia


All parishioners are invited to an evening of prayer before Jesus in the Blessed Sacrament to ask for His mercy upon His Church in this moment of profound crisis. We come to make reparation for our own sins and those of our bishops and priests. We come also in confident hope that from Christ's superabounding mercy will come the purification, healing and restoration of holiness for which we long.


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Q: Connecting one MQ server to multiple weblogic instances possible/not-possible? Hi I have a IBM MQ server 7.0.1 installed on one centralized machine. The requirement is to connect many weblogic instances to this. The weblogic version is 12.1.3.
Is this possible or not. If yes how can do this configuration and in which file. I can specify only one PROVIDER_URL in JMSAdmin.config file.

A: First, MQ 7.0.1 is now very old and not supported by IBM. If you're making a new deployment I recommend deploying on one of the later still supported release (7.1, 7.5, 8, or 9).
MQ queue managers are capable of handling many thousands of clients, so this isn't a problem. The JMSAdmin configuration is deployed to each of the Weblogic servers, and it describes how to connect to the queue manager. You might decide to deploy the same JMSAdmin config to all of the Weblogic servers, as they could all connect to the same queue manager via the same channel.
Does that make sense?

A:
I have a IBM MQ server 7.0.1 installed on one centralized machine.

That version of MQ is no longer supported by IBM.  Upgrade to a supported version of MQ.

The requirement is to connect many weblogic instances to this.

Not a problem.

The weblogic version is 12.1.3.

Follow the instructions in the Weblogic manual.

redpajama_set_name: RedPajamaStackExchange


On July 19, 1864, Gen. Hood issued orders to Lieut. Gen. Hardee to defend the banks of the Peach Tree Creek, the object being to enable a small force to resist the enemy´s crossing for some time. By early morning, Brig. Gen. Thomas J. Wood´s 3rd division (US), of the IV Corps and the 2nd Division commanded by Brig. Gen. Jefferson C. Davis (US) of the XIV Corps where approaching the north bank of the Peach Tree Creek at two different places.
Two regiments, commanded by Col. Knefier, of Wood´s 3rd division, were able to cross the Peach Tree Creek and out flank the entrenched Confederate defenders. After a brief skirmish, the remainder of the Federal brigade crossed and secured the crossing. Further downstream, where Green Bone Creek empties into the Peach Tree, Col. Caleb J. Dilworth´s (US) 3rd Brigade, og Brig. Gen. Jefferson Davis´ Second division, XIV Corps. was able to cross the Peach Tree, but then had to fight off an attack by Brig. Gen. Reynold´s Arkansas Brigade (CSA). The skirmish lasted from 3 pm until 7:30 pm and resulted in over 300 killed, wounded or missing.
On the morning of July 19 the regiment was withdrawn from picket and ordered to march, by Colonel Knefler, without tents or knapsacks. About 7 o´clock we moved with the brigade to Peach Tree Creek, the advance regiment of the brigade skirmishing all the way. On arriving within a short distance of Peach Tree Creek I was directed by Colonel Knefler to take the Severity-ninth Indiana and my regiment and move to the right of the road a few hundred yards and await orders. We moved out to an open field, where we had a full view of the enemy´s position. The Atlanta road crosses the creek, where it makes a short bend to the left, and then runs for some distance parallel to the creek about 400 yards; and about 150 yards from it on the right bank is a knoll or piece of high ground, which completely commands the opposite bank. I was ordered to move with the Seventy-ninth Indiana and get possession of this bank, leaving the Ninth Kentucky in the skirt of a woods on the right of the road. On ascending the knoll I discovered two heavy lines of the enemy´s skirmishers on the opposite side of the creek advancing toward the position I was ordered to occupy. On perceiving us they fell back. I placed the Seventy-ninth Indiana in position facing the creek, and threw up a barricade of rails. The enemy occupied a skirt of woods on the left bank, apparently in some force. In several places their works could be seen distinctly. I reported to Colonel Knefler and was ordered to hold the position. Our skirmishers were briskly engaged with those of the enemy for several hours, when I received orders to cross the creek at the point where the Seventy-ninth Indiana lay, with the Seventy-ninth Indiana and Ninth Kentucky. I accordingly directed Lieutenant-Colonel Bailey, of the Ninth Kentucky, to move into position on the left of the Seventy-ninth Indiana. Fifty skirmishers were thrown out from each regiment, under command of Major Parker, Seventy-ninth Indiana. The brigade corps of pioneers, under command of Major Gemmer, succeeded in throwing a bridge across the creek at two points, about 100 yards apart. The crossing of the creek was effected under fire of the enemy´s skirmishers, with but little loss. The space between the creek and the enemy was a corn-field, about 300 yards across. I had just made the disposition to advance when Major Parker, Seventy-ninth Indiana, commanding the skirmishers, was, unfortunately, wounded by a sharpshooter, thus delaying the advance some minutes. I placed Captain Dunbar, Seventy-ninth Indiana, in command of the skirmishers, and ordered him forward, I with the regiments some 150 yards to the rear. The enemy was surprised. We drove him from his position with some loss, capturing Lieutenant-Colonel Hale, Second (rebel) Tennessee [†], and 40 of his men and officers, with but slight loss to ourselves. We advanced to the road, fired a few volleys at the enemy, who retreated, leaving his position in our possession. I placed the Seventy-ninth Indiana in position, its left on the road and its right extended toward the river; the Ninth Kentucky along the road. Colonel Manderson, with the Nineteenth Ohio Infantry, reported to me and was placed in reserve, ready to act on either flank, three companies of his regiment being thrown to the right and front of the Seventy-ninth Indiana, where the enemy threatened. The enemy got a battery of artillery in position bearing on us, without, however, doing much injury, it soon being silenced by a section of Bradley´s battery, which enfiladed it from the opposite side of the river. The enemy, recovering from his surprise, got into position in front of the Seventy-ninth Indiana, and we hastily threw up works. The skirmishers attacked furiously, and I became apprehensive that he would attack in force, when the balance of the brigade arrived and formed on the right of the Seventy-ninth Indiana, making our position secure. We remained here until about 7 o´clock, when we were relieved by Hazen´s brigade and ordered back to our camp at Buck Head where we arrived at 10 p.m. On the morning of the 20th I received marching orders, and moved with the brigade to the left, taking the Decatur road about three miles, turned to the right toward and went into position facing Atlanta, on the right of Stanleys division.
The rest of the Davis´ (USA) 3rd brigade followed the Fifty-second Ohio regiment as quickly as possible.
As soon as ammunition was supplied, the skirmishers on the right advanced to near their old position and relieved all fears of losing the road. The brigade captured some 80 or 100 prisoners. The Ninth Arkansas captured 2 stands of colors, which were sent to division headquarters. While forming Colonel Farrell tendered the services of his regiment (the Fifteenth Mississippi), just relieved, and my inspector was ordered to conduct him and form his regiment on the left of the line. Colonel Farrell failed to join on my left as directed, and I again sent my inspector, directing him to so form, but failing to do so, and my inspector failing to return (being captured), I sent my assistant adjutant-general, and had to send him a second time, when he found Colonel Farrell fortifying with rails, & c., at a distance from my left flank and at nearly right angles with it. I had been outflanked on the left, and two companies of the Ninth Arkansas were deployed back from their left to act as vedettes and prevent the enemy from coming down on my flank without notice. After the fourth call on Colonel Farrell, he moved and formed on left of the Twenty-fifth Arkansas that had just joined from the skirmish line on my extreme left. I now ordered forward both wings and directed the center to remain stationary and aid by an enfilading fire as soon as the wings should become engaged. I feared to risk a general advance, as the enemy were in strong force in my front, and my line was very thin, but by advancing both wings hoped to recover my old picket-line and be prepared to take advantage of any disorder in the main force of the enemy by throwing his flanks in confusion on it. The right retook its line and was compelled to yield it again, as the enemy, by extending to the right, outflanked me. The right fell back a short distance and maintained its position. On the left the Twenty-fifth Arkansas and Fifteenth Mississippi in moving forward failed to connect with the left of the Ninth Arkansas, on left of the line. This failure to connect left a space of 150 or 200 yards, through which some of the enemy passed on the flank of these regiments, and after they had driven the enemy before them they were compelled to retreat. Both brought prisoners with them in withdrawing. As these regiments drove the enemy into the open ground, the center of the line poured a deadly fire on them, killing and wounding a number. The enemy having retaken the picket-line, the fighting ceased, leaving me in possession of our entire line, though some parts of it were retired from 100 to 200 yards. The Twentieth Mississippi was deployed in front of the Fifteenth Mississippi, and, with the left of my brigade extended, a new line was formed about 100 yards in front of the road from left to right, until it struck the open field and former gap, and then it continued to and up the road to the right. I learned that General Gist had fallen back some distance from the creek, and had been relieved by General Maney´s brigade, and heard the rumor that the enemy were passing through the gap to my right, there being at this time a gap of near or quite a mile. I immediately sent out scouts and ascertained that the enemies line extended from my left across the Paces Ferry road, and that he was intrenching along his whole line. About 11 p. m. the First Alabama relieved the Mississippi regiments and two regiments on my left, it being extended at intervals of five paces. With my brigade I extended my line by deploying from five to twenty paces interval, and established a line connecting with General Maney´s left. During the night on the line held by a portion of my brigade, and being but a very small part of the ground fought over, I gathered up and brought in 102 stand of small-arms. The moon shone brightly, and only such guns as lay on our immediate line could be gathered, as the enemy [continued] to fire on any one going in front of the lines either for guns or to care for their wounded. From the number of killed and wounded left near our line the enemy must have lost at the hands of my brigade alone over 500 in killed, wounded, and prisoners a number greater than my whole force engaged.
O.R 123 - Reports of Bvt. Maj. Gen. Jefferson C. Davis, U. S. Army, commanding Second Division, of operations May 1 – August 22. July 19 - pages 634-635.
O.R. 140 - Report of Lieut. Col. James W. Langley, One hundred and twenty fifth Illinois Infantry, commanding Third Brigade.
O.R. 142 - Report of Lieut. Col Allen L. Fahnestock, Eighty-sixth Illinois Infantry.
O.R 144 - Report of Capt. George W. Cook, One hundred and twenty-fifth Illinois Infantry.
O.R. 145 - Report of Capt. William H. Snodgrass, Twenty-second Indiana Infantry.
O.R. 146 - Report of Maj. James T. Holmes, Fifty-second Ohio Infantry.
O.R. 696 - Report of Brig. Gen. John Adams, C. S. Army, commanding brigade, of operations July 19.
O.R. 696, Addenda - Reply from Gen. Reynolds to General Adams about the battle.
O.R. 711 - Reports of Brig. Gen. Daniel H. Reynolds, C. S. Army, commanding brigade, of operations June 27, July 14 - 20 and 28.


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Chris Hemsworth's '12 Strong' co-stars were in for a bumpy ride as horse soldiers
'12 Strong' tells the true tale of Green Berets fighting in rugged Afghanistan on horseback.
Chris Hemsworth's '12 Strong' co-stars were in for a bumpy ride as horse soldiers '12 Strong' tells the true tale of Green Berets fighting in rugged Afghanistan on horseback. Check out this story on Tennessean.com: https://usat.ly/2mDJJ5o
Bryan Alexander, USA TODAY Published 5:19 p.m. CT Jan. 15, 2018 | Updated 7:58 a.m. CT Jan. 16, 2018
The first trailer for '12 Strong,' starring Chris Hemsworth, the true story of Green Berets who ride into battle in Afghanistan after 9/11 on horses.
Chris Hemsworth mounts up on the set of '12 Strong.'(Photo: David James/Warner Bros.)
LOS ANGELES — For Chris Hemsworth, it was a no-brainer that 12 Strong would be compelling onscreen. It's based on the heroic true story of Green Berets riding horses into victory in the impossible Afghanistan terrain after 9/11.
The hard part was actually re-creating those rides on the set in New Mexico.
"We didn't need to look like the best horsemen, but rough, dirty and unpredictable," says Hemsworth. "And that's how it felt most days."
Chris Hemsworth leads the charge in '12 Strong.' (Photo: David James/Warner Bros.)
Actors with little equine ability, such as Michael Peña, were able to tell the story of 12 Strong (in theaters Friday), depicting soldier counterparts who had no experience.
"Michael was the worst rider. For sure," says Hemsworth, who has shown his riding skills onscreen as the brawny thunder god Thor. "He was like, 'Are you kidding me? I'm from Chicago. I don't ride horses.' "
Cast member Trevante Rhodes also copped to having "definitely not enough" horse experience before shooting. Geoff Stults says he told producers a fib: "I just lied like any actor. It's like, 'Oh, yeah, I do rodeo stuff.' "
Related: Chris Hemsworth goes into '12 Strong' battle pondering Thor's future
More: Watch the trailer and read about Chris Hemsworth's '12 Strong'
Even after three weeks of boot camp, including daily riding lessons, Stults still struggled to mount his horse Salt, encumbered by bulky prop firearms and layers of long underwear.
"I would try to swing my leg around, and Salt would take off without me. It was a game he played," says Stults. "I'd have this definitely-not-PG-rated conversation with him."
Chris Hemsworth, left on horse, during the filming of '12 Strong.' (Photo: David James/Warner Bros.)
During one regrettably filmed scene, Stults gave an overly powerful mounting kick.
"I threw my leg over so hard that the saddle slid over to Salt's other side. The only thing that kept me from going into the ground was my face landing in the horse's (butt) next to me," Stults says. "And the horses started riding as I held on ... on camera."
Peña says he won't forget the saddle soreness. "Now I know why cowboys are bowlegged; I was holding on with my legs so tight for hours to keep from coming off."
(R-L) Geoff Stults, Chris Hemsworth and Michael Pena on horseback on the New Mexico set of '12 Strong.' (Photo: Courtesy of Geoff Stults)
One ride was particularly scary when Peña's horse bolted. Wide-eyed, the actor pulled frantically on the reins.
"You're in survival mode, trying not to fall off. Your life flashes before your eyes," Peña says. "I was like, 'Whooaa!' But who knows? I might not have even been really going 10 miles per hour."
Also: Chris Hemsworth visualized 'Thor 4' with director Taika Waititi on New Year's Eve
The experience made Peña appreciate the actual Green Berets, who learned to ride in real battle. "They adapted, they're superheroes," he says.
As the weeks on set progressed, the riders grew more confident on steeds. Director Nicolai Fuglsig urged contained movements for safety (and insurance) reasons. But Hemsworth decided to kick into an unbridled gallop for a key battle scene.
Geoff Stults, left, shows off a personal photo with Chris Hemsworth while shooting '12 Strong.' (Photo: Courtesy of Geoff Stults)
Thad Luckinbill, a 12 Strong actor and producer — and decently experienced horseman — followed in the pack, leaning over his horse shooting his prop firearm. It was a brilliant scene on camera. Until his horse suddenly veered hard.
"I started falling," says Luckinbill. "Before I went flying, I saw a spot of loose sand to land in, jumped and just sort of ate it."
There was concern before Luckinbill brushed himself off.
"My ego was definitely more bruised than my body," says Luckinbill. "And the scene looked great. We used so much from that ride because we were really moving."
Read or Share this story: https://usat.ly/2mDJJ5o
7 things to know about Tennessee's tax free weekend
See Tennessee's waterfalls and swimming holes on State Parks tours
Nashville dad, teen daughter have art in U.S. Capitol
30 Nashville phrases you should know
After son's death, Tennessee mom helps rewrite drowning policy
10 Tennessee hikes to take

redpajama_set_name: RedPajamaCommonCrawl


Strengthening nail oil for healthy and well-groomed nails. Cell-Power Nail oil nourishes dry and chapped nails and cuticles and provides them with a healthy shine, like freshly manicured.
Use as needed by apply onto the nail and cuticles and gently massage in.


Sophie's Misfortunes - France in the United States / Embassy of France in Washington, D.C.
As part of its Summer film series "Once Upon a Time: From Books to Movies", the Cultural Services of the French Embassy present the screening of the 2015 film Sophie's Misfortunes by Christophe Honoré.
WHEN: Tuesday, June 27th, 2017 – 7:00 p.m. - 9:00 p.m.
From her castle, young Sophie can't resist the temptation of the forbidden and what she loves most of all is to get up to no-good with her cousin Paul. When her parents decide to go to America, Sophie is delighted. A year later, she's back in France with her horrible stepmother, Madame Fichini.
But Sophie will be able to count on her two friends, model little girls, and their mother, Madame de Fleurville to escape from her stepmother's clutches.
This movie is inspired by the classic French children's books "Sophie's Misfortunes" (Les Malheurs de Sophie) and "Good Little Girls" (Les Petites Filles Modèles) by the Countess of Ségur.


Don't miss tonight's brand new episode of The Watchman show, presented by Christians United for Israel.
We're on the Israel/Lebanon border with military and stategic analyst Elliot Chodoff for part one of our special two-part series on the growing Hezbollah threat.
Plus, former Heisman Trophy winner and NFL star— and current minor league baseball all-star— Tim Tebow joins us in Jerusalem to share his experiences from his first trip to Israel.
Tune in or set your DVR's tonight at 10:30 pm Eastern (9:30 pm Central, 7:30 pm Pacific) on TBN.
Click here for a sneak peek, and have a great weekend!


text:
'use strict';
require('./lib/dist/monkeyui.css');
module.exports = require('./lib/monkeyui');

redpajama_set_name: RedPajamaGithub


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Study Suggests More Loopholes in Chicago's Sanctuary Law
By Sophia Tareen • Published June 3, 2021 • Updated on June 3, 2021 at 7:36 am
Nuccio DiNuzzo/Getty Images
A study released Tuesday suggests lingering loopholes allow Chicago police to share information with federal immigration authorities, despite activists' hard-fought victory to strengthen the city's sanctuary protections this year.
The 19-page report produced by a University of Chicago professor and immigrant rights groups indicates when police can give information to immigration agencies under the federal Department of Homeland Security. That includes the city's much-maligned gang database as well as data collected at high-tech information centers from an extensive camera network, license plate readers and gunshot detection systems.
"The sizable trove of information about Chicago residents in the hands of the police creates an enormous danger for the city's immigrant communities," the report said. Chicago police "continue to use a vast network of technologies, which Immigration and Customs Enforcement can employ to target immigrants despite the Welcoming City Ordinance's protections."
Chicago bolstered its sanctuary protections in February when Mayor Lori Lightfoot signed a plan describing limited circumstances when police can work with immigration agents, including if a person living in the country without legal permission has an outstanding criminal warrant or is named in the gang database.
However, the report raises questions about existing operations, saying Chicago police policies allow outside law enforcement agencies to access data from an information center as long as there is "criminal predicate." The department does not explain what that means, with activists suggesting it could include a law that criminalizes improper border crossings.
Part of the issue is the lack of information on how the centers operate, according to the report. Researchers relied in part on Freedom of Information Act requests, many of which were withheld.
"It's very unclear to us what sort of check is being done to make sure that the reason that information is being requested is valid," said Nicole Hallett, an associate clinical professor of law at the University of Chicago.
Chatham 2 hours ago
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Cragin 3 hours ago
Chicago's first high-tech fusion center was created in 2007 and is staffed by police and outside agents including from the Illinois State Police and Homeland Security. A decade later, the city created local versions to help process the massive data influx.
Authorities have praised the centers for fostering collaboration in investigations and the availability of real-time information to dispatch officers to fight crime. But civil rights groups have raised concerns about the type of surveillance and privacy in cities including Washington, D.C., Atlanta and Austin, Texas. Several states have limited the use of facial recognition over fears of civil rights violations and racial bias.
"We are over-surveilled as a city," said Kevin Herrera of Just Futures Law, a group that helped with the report. "The degree that CPD has access to our images constantly and advance additional surveillance doesn't make us safer and enhances the vulnerability of the immigrant community."
For instance, questions have been raised about the accuracy of the methods.
Last month, the MacArthur Justice Center at Northwestern University's law school, and other groups said in a court filing that gunshot detection routinely reports gunshots where there are none, sending police into largely Black and Latino areas for "unnecessary and hostile" encounters.
The city has also lagged in replacing its error-riddled gang database, which has been shared with hundreds of outside agencies. A Chicago Office of Inspector General audit in 2019 showed that of the roughly 134,000 people listed, roughly 95% were Black or Latino. While the department promised to overhaul it, a follow-up audit in March showed continued use of the "deeply flawed" system.
Messages left Tuesday for Chicago police and Lightfoot's office weren't immediately returned.
Still, top city officials argue that using technology such as gunshot detection and the fusion centers is essential for solving crimes. Last month, Lightfoot called the combination of technologies "a lifesaver."
The report called for further changes to Chicago's sanctuary protections to specify that information cannot be shared on immigration-related offenses, to end use of the gang database and to offer more transparency on how the police department collects and processes personal information.
ChicagoICESanctuary City
Cook County State's Attorney Kim Foxx Drops Sex Abuse Charges Against R. Kelly


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Zamayón és un municipi de la província de Salamanca, a la comunitat autònoma de Castella i Lleó. Limita al Nord i Est amb Valdelosa, al Sud amb Torresmenudas, Aldearrodrigo, El Arco i San Pelayo de Guareña i a l'Oest amb Palacios del Arzobispo.

Demografia

Referències

Enllaços externs

 Enllaç a Wikisalamanca

Municipis de la Terra de Ledesma


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THE MacBETH REPORT:
D Oleg Tverdovsky (Brandon, 1994-95) signed a one-year contract extension with Metallurg Magnitogorsk (Russia, KHL). He had six goals and five assists in 24 games with Metallurg this season. Tverdovsky started the season with Salavat Yulaev Ufa (Russia, KHL), going pointless in 12 games, and played two games without a point for Salavat Yulaev's farm club, Toros Neftekamsk (Russia, Vysshaya Liga), before he was released. He then signed with Metallurg for the rest of this season. . . .
D Ivan Usenko (Swift Current, 2001-02) signed a one-year contract with Neman Grodno (Belarus, Open League). He had 12 goals and 18 assists for Yunost Minsk (Belarus, Open League) this season.
ASK THE COMMISSIONER:
Your bantam draft was held on Thursday. During the draft, a few trades involving players were made. How long will it take you to get these deals included in the transactions portion of your website?
Also, will you be including the transaction in which the Portland Winterhawks dealt director of player personnel Garry Davidson to the Everett Silvertips for a second-round draft pick or two?
One other thing . . . Are you aware that the NHL no longer allows compensation when executives change teams? In fact, the NHL hasn't allowed it since the lockout that cost it the 2004-05 season.
THE WHL FINAL:
Game 3 . . .
In Portland, the Winterhawks opened up a 3-0 second-period lead and held on to beat the Edmonton Oil Kings, 4-3. . . . Portland leads the best-of-seven series 2-1 with the fourth game scheduled for the Rose Garden on Tuesday night. The Black Keys are playing in the Rose Garden tonight, thus the day off between games. . . . Game 5 will be played in Edmonton on Thursday. . . . Using the Rose Garden's hockey layout, the game was sold out – 10,947. . . . Portland F Sven Baertschi opened the scoring at 4:53 of the second period. . . . Portland F Ty Rattie, who missed Game 2 with an undisclosed injury, scored his 29th career playoff goal at 12:06. Rattie set a franchise record in the process. He had shared the record with Randy Heath. . . . Just 29 seconds later, F Oliver Gabriel scored on a breakaway to give Portland a 3-0 lead. . . . Rattie and Gabriel both scored on the PP as the Winterhawks went 2-5 with the man advantage. . . . Edmonton was 1-3. . . . F Henrik Samuelsson scored for Edmonton just 20 seconds into the third period, via the PP, but Portland got that one back at 4:37, thanks to F Brendan Leipsic. . . . D Martin Gernat (7:16) and D Keegan Lowe (10:34) got the Oil Kings to within one but they weren't able to equalize. . . . Portland G Mac Carruth stopped 34 shots, five more than Edmonton's Laurent Brossoit. . . . Edmonton F Jordan Peddle and Portland F Brad Ross were ejected for becoming involved in the second fight during a stoppage in play. They fought after Lowe and Portland's Josh Morrow scrapped at 12:21 of the first period. . . . Edmonton inserted D Ryan Dech into the lineup, choosing to take out D Ashton Sautner. . . . With Rattie back, the Winterhawks scratched F Jason Trott.
Jim Beseda of The Oregonian covered the game and his story is right here.
Chris O'Leary was there on behalf of the Edmonton Journal. His game story is right here.
Somehow, columnist John Canzano of The Oregonian discovered the WHL's great secret — the two teams shared a charter flight from Edmonton to Portland on Saturday.
"Turns out the WHL finals are a big deal," Canzano writes. "The pucks are brand new. The officials are said to be the best in the league. The Zamboni gets a tune-up. And also, it's the only road trip of the season that the teams utilize an airplane instead of a bus. Except, these are still tight economic times and the teams have agreed to share a single plane."
And they'll share again when they return to Edmonton for Game 5. Canzano's column is right here. It's terrific. And would someone find a way to get him on that flight to Edmonton. Please!
Here is the schedule for the WHL's championship final for the Ed Chynoweth Cup (all times local):
Thursday, May 3: Portland 2 at Edmonton 3 (7,466)
Friday, May 4: Portland 5 at Edmonton 1 (10,720)
Sunday, May 6: Edmonton 3 at Portland 4 (10,947)
Tuesday, May 8: at Portland (Rose Garden), 7 p.m.
Thursday, May 10: at Edmonton, 7 p.m.
x-Saturday, May 12: at Portland (Rose Garden), 6 p.m.
x-Sunday, May 13: at Edmonton, 6 p.m.
Labels: Brendan Leipsic, Henrik Samuelsson, Ivan Usenko, Keegan Lowe, Laurent Brossoit, Mac Carruth, Martin Gernat, Oleg Tverdovsky, Oliver Gabriel, Sven Baertschi, Ty Rattie


The Richmond community has started 2006 with more vigils and memorials than anyone would like to see -- Tuesday and Wednesday night, there were vigils for Bryan, Kathryn, Stella and Ruby Harvey, who were brutally slain in their South Richmond home on New Year's Day; yesterday afternoon, there was a memorial service for four-year-old Ruby at her daycare; last night, a vigil for a father and daughter killed a few miles from the Harvey's in a seperate murder.
Tonight, a significant spoke in the Harvey's circle of friends will have an informal opportunity to connect at Richmond's First Friday Art Walk. The weather is expected to be cold, and I imagine the mood will be subdued.
On Saturday, expect the Byrd Theatre to be filled past overflowing for a memorial service honoring the memories of the Harvey family, who were a creative, entreprenurial and spirited anchor in the Carytown community.
Terry Rea posted a few pictures today on SLANTblog of the expanding tribute of flowers, candles, toys and notes that have been left outside of Kathryn's store, World of Mirth.
Among others, the service attracted children, accompanied by their parents, from the church's child-care center, which Ruby attended, and from Fox Elementary School, where Stella was in third grade. The staff of the child-care center attended as a group.
Sparks recalled a long-ago seminar he attended on the Holocaust. Someone asked where God was when the death camps worked and the furnaces roared. The answer then was: "He was in the furnaces," he said.
"Where was God, where was Jesus, in all this?" Sparks asked about the Harvey slayings, in a way that would not upset the younger chil- dren in the sanctuary. "There is only one answer to that. He was in the basement."
"Jesus is weeping for us and for all children. . . . Jesus loves us," Sparks said. "Never believe otherwise."
For the children, the service included a short story read aloud about water bugs living on the bottom of a pond that wondered why their friends that climbed up a water-lily stalk never came back.
One bug that climbed the stalk promised to come back to explain what he found up there. But at the top of the stalk, he found a lily pad where he helplessly collapsed and was changed into a dragonfly.
He found he could fly all around and do wonderful things, but he could never go back to his friends under the water and tell them what awaited. He realized he would have to wait until they climbed the stalk themselves and discovered the new life.
The Times-Dispatch also has an online slideshow of photos from Wednesday night's vigil outside of the Harvey's home. More than 250 people -- friends and strangers alike -- have posted memories and thoughts of the Harvey's on the TD's online memorial page.
Rob at Jalpuna has posted his reaction and a tribute to House of Freaks.
Bluecricket.com is home to an old tribute site to the House of Freaks. The site's creator has posted a number of times this week with his thoughts and links to other sites.