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http://0-60.reviews/0-60-times/	0-60 Times - 0-60 \| 0 to 60 Times & 1/4 Mile Times \| Zero to 60 Car Reviews	0-60 Times 0-60 Times	0-60 Times - 0-60 \| 0 to 60 Times & 1/4 Mile Times \| Zero to 60 Car Reviews 0-60 Times There are many ways to measure the power a vehicle has – top speed, horsepower, foot-pounds of torque. Those are all important, but the most asked question is, “What’s the 0-60 time?” This is nothing more than a measure of how quickly a vehicle can reach the 60 mile per hour mark. It is a measure of acceleration of a vehicle. 0-60 times differ a great deal depending on the amount of power a motor puts out, of course. But anyone who spends any amount of time with car enthusiasts are sure to hear the ubiquitous term bantered around more often than most other metrics by which cars are measured in terms of power. The only other measure that comes close as far as how acceleration is commonly measures in cars in the United States is the quarter mile time. Enthusiasts will often ask about how quickly a car can get through a quarter mile, but that can be seen as less accurate a estimate of acceleration than the amount of time it takes a vehicle to reach the sixty miler per hour mark. The quarter mile time can often have more variable such as driver experience. The 0-60 mph speed is used as the standard in the United States, where the rest of the world prefers the 0-100 km version. But both measure the performance of a car. A lot goes into increasing 0-60 times in performance vehicles. As a normal rule of thumb, performance cars are considered those with 0-60 time of under 6 seconds, while Exotic cars will do 0-60 in 3 to 4 seconds. However, in most cases, a car isn’t simply “stuck with” the acceleration number with which it was born. Engineers and designers work tirelessly to provide better and better numbers with each progressive model of performance and exotic cars. But, even the back yard mechanic or muscle car enthusiast can determine the 0-60 times of their cars and make moves to improve them. The testing of acceleration is usually done on a closed course away from people other than the team that may be working on the specific car. This limits putting anyone in danger who is not part of the test or the ongoing project. Testers can use something as simple as a stop watch and the vehicle’s speedometer. This is probably good enough for the typical muscle car enthusiast who is just looking for an estimate of how much power his latest improvements will give him. For engineers testing a new exotic sports car, though, a simple estimate is not accurate enough. They want hard and fast 0-60 times, and they use much more highly-technical equipment to get their numbers. With the 0-60 figure being so important in automobile sales, they do everything possible to ensure their numbers are incredibly accurate. In professional testing situations, highly technical and accurate measuring devices are hooked to computers as the test is performed. The test is run in two different directions, to eliminate any influence of wind, an unseen downhill grade or any differences in traction. The average of these two times will be the recorded 0-60 time for the car. Doppler radar guns are used to ensure the tester is recording exact 0 -60 times. This leaves the driver to focus solely on running through the gears as precisely as possible and simply driving in a straight line. This allow for a more accurate measure, as does running the test first in one direction and then in the exact opposite direction. Some still feel, however, that listing one 0 – 60 time is not truly indicative of what a new owner can expect from a performance or exotic car, or even a muscle car. Instead, some believe the measure should include a range of times rather than one finite mark to which all cars of any particular model should be held. For instance, they believe a BMW M3 should have a listed time of 3.9 – 4.2 seconds and a Corvette Z06 should have a range from 3.6 to 4.0. These people believe that a range of numbers better represents what an owner can honestly expect to see when he or she takes delivery of a new vehicle. This contingent of car enthusiasts and engineers believes that there is no way for either the time to 60 mph or even a quarter mile time to be completely accurate, as there are simply too many variables that come into play. No matter if you are a 0 – 60 purist, or you believe that it is an inexact science, you can be sure that the measure itself will not be going away any time soon. It is still one of the biggest touted numbers for vehicles, and easier for people to relate to than horsepower and torque.	msmarco_doc_00_0
http://0-www.worldcat.org.novacat.nova.edu/identities/lccn-n79036869/	Ethel Percy Andrus Gerontology Center [WorldCat Identities]	Ethel Percy Andrus Gerontology Center Ethel Percy Andrus Gerontology Center Andrus (Ethel Percy) Gerontology Center Andrus Gerontology Center Andrus Gerontology Center Los Angeles, Calif Ethel Percy Andrus Gerontology Center University of Southern California Andrus Gerontology Center University of Southern California Ethel Percy Andrus Gerontology Center University of Southern California Ethel Perey Andrus gerontology center University of Southern California Los Angeles, Calif Andrus Gerontology Center University of Southern California Los Angeles, Calif Ethel Percy Andrus Gerontology Center Languages	Ethel Percy Andrus Gerontology Center [WorldCat Identities] Ethel Percy Andrus Gerontology Center Overview Works: 233 works in 338 publications in 1 language and 6,766 library holdings Genres: Bibliography Conference papers and proceedings Bibliographies Prescriptions, formulae, receipts, etc Roles: Publisher Classifications: HQ1061, 305.26 Publication Timeline By Posthumously by About 1960… 1963… 1966… 1969… 1972… 1975… 1978… 1981… 1984… 1987… 1990… 1993… 1996… 1999… 2002… 2005… 2008… By Posthumously by About 1960-1961 0 0 0 1961-1962 0 0 0 1962-1963 0 0 0 1963-1964 0 0 0 1964-1965 0 0 0 1965-1966 0 0 0 1966-1967 0 0 0 1967-1968 0 0 0 1968-1969 0 0 0 1969-1970 10 0 5 1970-1971 0 0 0 1971-1972 10 0 0 1972-1973 25 0 0 1973-1974 35 0 5 1974-1975 25 0 0 1975-1976 35 0 5 1976-1977 25 0 5 1977-1978 30 0 0 1978-1979 20 0 5 1979-1980 30 0 0 1980-1981 25 0 0 1981-1982 30 0 0 1982-1983 25 0 0 1983-1984 25 0 0 1984-1985 20 0 0 1985-1986 25 0 5 1986-1987 20 0 0 1987-1988 20 0 0 1988-1989 25 0 0 1989-1990 20 0 0 1990-1991 20 0 0 1991-1992 25 0 0 1992-1993 5 0 0 1993-1994 20 0 0 1994-1995 15 0 0 1995-1996 10 0 0 1996-1997 10 0 0 1997-1998 15 0 0 1998-1999 0 0 0 1999-2000 0 0 0 2000-2001 0 0 0 2001-2002 5 0 0 2002-2003 0 0 0 2003-2004 15 0 0 2004-2005 5 0 0 2005-2006 5 0 0 2006-2007 0 0 0 2007-2008 0 0 0 2008-2009 10 0 0 2009-2010 0 0 0 2010-2011 0 0 0 About Most widely held works about Ethel Percy Andrus Gerontology Center Catalogs of the Ethel Percy Andrus Gerontology Center, University of Southern California, Los Angeles by Ethel Percy Andrus Gerontology Center ( Book ) Environmental design for the elderly training program : progress report( Book ) Handbook by Ethel Percy Andrus Gerontology Center ( Book ) Evaluation of an information and referral program : caller profiles and resource materials by Christine Anne Wolfe ( ) The Work of the Andrus Gerontology Center : what we do and what it means for older people : statements from the faculty and students for the congressional hearings held by Select Subcommittee on Education, U.S. Congress, Hon. John Brademas, Chairman by Ethel Percy Andrus Gerontology Center ( Book ) A grant application for the construction of a gerontology center, University of Southern California : submitted to U.S. Department of Health, Education, and Welfare, Public Health Service, Health Research Facilities Branch, Division of Research Facilities and Resources, National Institutes of Health, Bethesda, Maryland by University of Southern California ( Book ) more fewer Most widely held works by Ethel Percy Andrus Gerontology Center Aging : scientific perspectives and social issues by Ethel Percy Andrus Gerontology Center ( Book ) 5 editions published between 1975 and 1983 in English and held by 873 WorldCat member libraries worldwide Cognition, stress, and aging( Book ) 3 editions published in 1985 in English and held by 564 WorldCat member libraries worldwide Dealing with death : discussions of death presented for those concerned with the delivery of care service for the elderly( Book ) 3 editions published between 1973 and 1978 in English and held by 373 WorldCat member libraries worldwide Depression in the elderly : a behavioral treatment manual by Dolores Gallagher-Thompson ( Book ) 4 editions published in 1981 in English and held by 222 WorldCat member libraries worldwide National Eldercare Institute on Housing and Supportive Services : final report by Julie Overton ( Book ) 1 edition published in 1995 in English and held by 215 WorldCat member libraries worldwide Psychosocial needs of the aged: selected papers( Book ) 2 editions published in 1973 in English and held by 205 WorldCat member libraries worldwide Psychosocial needs of the aged : a health care perspective by Eugene Seymour ( Book ) 2 editions published in 1978 in English and held by 202 WorldCat member libraries worldwide Determining the impact of gerontology preparation on personnel in the aging network : a national survey by David A Peterson ( Book ) 4 editions published in 1991 in English and held by 194 WorldCat member libraries worldwide Gerontology instruction in American institutions of higher education : a national survey by David A Peterson ( Book ) 3 editions published in 1987 in English and held by 186 WorldCat member libraries worldwide The publication summarizes a report on gerontology instruction in American institutions based on a 1985-1986 survey of over 3000 campuses. The summary examines previous knowledge of gerontology instruction and explains the purpose for the national survey, its design and goals, the questionnaires used and the data derived from them, and how the data were collected and analyzed. Summary data are presented in the following areas: the extent of current gerontology instruction, the various gerontology programs available and their structure, numbers of students completing gerontology courses, and faculty involvement in gerontology instruction. Additional information is provided on gerontology credentials by level of program (Associate, Bachelors, etc.), the number of alumni completing gerontology programs, the services and resources that are offered to students in these programs, and the support provided by the Administration on Aging for gerontology training. Conclusions are provided that deal with future research in this area of gerontology training, as well as various recommendations on what is believed to be needed in acquiring a greater insight into trends in gerontology instruction including the issue of professionals working with older people. Contains 14 references. (Glr) Drugs and the elderly by Richard H Davis ( Book ) 6 editions published between 1973 and 1978 in English and held by 165 WorldCat member libraries worldwide Safety for the elderly : a selected bibliography by Ethel Percy Andrus Gerontology Center ( Book ) 2 editions published in 1975 in English and held by 148 WorldCat member libraries worldwide Approximately 300 references to monographs (proceedings, theses, books, government documents, and reports) and journal articles published between 1960-1974. Primarily English-language literature. Citations retrieved from Andrus Gerontology Center file, which was compiled from major and specialized sources, e.g., MEDLARS, Psychological abstracts, and Journal of gerontology. Classified arrangement under 8 headings such as General safety, Vehicle accidents, and Statistics. Entry gives bibliographical information. No index Corporate response to an aging workforce : the managers' perspective( Book ) 4 editions published in 1988 in English and held by 147 WorldCat member libraries worldwide Transportation, the diverse aged( Book ) in English and held by 142 WorldCat member libraries worldwide Stress and the organization by Richard H Davis ( Book ) 2 editions published in 1979 in English and held by 141 WorldCat member libraries worldwide The proceedings of a conference on stress and the organization, sponsored by the Business Institute in Gerontology, are presented. The materials address the following areas of concern related to the problem of stress, including: (1) physiology and psychological effects; (2) organization-induced stress and its manifestations; (3) mid-life transitions for men; (4) the dilemma of corporate women; and (5) exercise and physical fitness. The appendices contain transcripts of a panel discussion on corporate stress and a comment on personal stress management. (Author/HLM) Intergenerational relations and aging : a selected bibliography by Vern L Bengtson ( Book ) 5 editions published in 1975 in English and held by 139 WorldCat member libraries worldwide Environmental planning for the elderly : a selected bibliography by Ethel Percy Andrus Gerontology Center ( Book ) 3 editions published in 1975 in English and held by 130 WorldCat member libraries worldwide Over 500 entries to books, government documents, journal articles, dissertations, and reports published primarily between 1959-1974. Worldwide coverage with emphasis on English-language literature. Citations retrieved from Andrus Gerontology Center file, which was compiled from major and specialized sources such as MEDLARS, Psychological abstracts, and Journal of gerontology. Topical arrangement under Bibliographies, Environment, Housing, Selected services, and Transportation. Entry gives bibliographical information. No index Etiology of mental disorders in aging : a selected bibliography by Ethel Percy Andrus Gerontology Center ( Book ) 4 editions published in 1975 in English and held by 128 WorldCat member libraries worldwide Over 500 entries to books, dissertations, journal articles, and proceedings published primarily between 1959-1974. Worldwide coverage with emphasis on English-language literature. Citations retrieved from Andrus Gerontology Center file, which was compiled from major and specialized sources, e.g., MEDLARS, Psychological abstracts, and Journal of gerontology. Classified arrangement under such headings as Psychoses, Neuroses, and Mental confusion. Entry gives bibliographical information. No index Assessment and therapy in aging : a selected bibliography by Ethel Percy Andrus Gerontology Center ( Book ) 3 editions published in 1975 in English and held by 125 WorldCat member libraries worldwide Over 500 entries to books, dissertations, journal articles, and proceedings published primarily between 1959-1974. Worldwide coverage with emphasis on English-language literature. Citations retrieved from Andrus Gerontology Center file, which was compiled from major and specialized sources, e.g., MEDLARS, Psychological abstracts, and Journal of gerontology. Classified arrangement under sections titled Psychological tests of mental status, Therapy (not drug), and Psychopharmacology. Entry gives bibliographical information. No index The silver lobby : a guide to advocacy for older persons by Clinton W Hess ( Book ) 2 editions published in 1978 in English and held by 122 WorldCat member libraries worldwide Sexuality and aging : a selected bibliography by Ethel Percy Andrus Gerontology Center ( Book ) 3 editions published in 1975 in English and held by 121 WorldCat member libraries worldwide Over 250 citations to literature "compiled from commercially-available data bases and published sources relevant to gerontology." Many journal articles; also includes books, government publications, and dissertations. English-language references stressed. Covers period 1959-1974. Alphabetical arrangement by authors under 10 topics, e.g., Sex and health, Climacteric, and Societal aspects. No index more fewer Audience Level 0 1 Kids General Special Audience level: 0.45 (from 0.34 for Dealing wi ... to 0.76 for Evaluation ...) Useful Links Library of Congress Authority File (English) Virtual International Authority File. Associated Subjects Accidents Accidents--Prevention Age and employment Age groups Aging Aging--Psychological aspects Behavior therapy California Cognition Cognition in old age Corporations--Employees Death--Psychological aspects Depression in old age--Treatment Drug abuse Ethel Percy Andrus Gerontology Center Ethel Percy Andrus Gerontology Center.--Library Geriatric nursing Geriatric pharmacology Geriatric psychiatry Geriatrics Geriatrics--Psychological aspects Geriatrics--Psychosomatic aspects Geriatrics--Study and teaching (Higher) Gerontology Gerontology--Study and teaching (Graduate) Gerontology--Study and teaching (Higher) Intergenerational relations Job stress Manpower planning National Eldercare Institute on Housing and Supportive Services (U.S.) Old age Old age--Research Older people Older people--Care Older people--Drug use Older people--Dwellings Older people--Employment Older people--Family relationships Older people--Health and hygiene Older people--Political activity Older people--Sexual behavior Older people--Transportation Personnel management Psychology, Pathological--Etiology Social work with older people Stress (Psychology) Stress in old age Terminal care Training needs United States Alternative Names University of Southern California. Gerontology Center Andrus (Ethel Percy) Gerontology Center Andrus Gerontology Center Andrus Gerontology Center Los Angeles, Calif Ethel Percy Andrus Gerontology Center University of Southern California Andrus Gerontology Center University of Southern California Ethel Percy Andrus Gerontology Center University of Southern California Ethel Perey Andrus gerontology center University of Southern California Los Angeles, Calif Andrus Gerontology Center University of Southern California Los Angeles, Calif Ethel Percy Andrus Gerontology Center Languages English (69)	msmarco_doc_00_4806
http://0-www.worldcat.org.novacat.nova.edu/identities/lccn-n85198091/	Museo Nacional de Bellas Artes (Cuba) [WorldCat Identities]	Museo Nacional de Bellas Artes (Cuba) Museo Nacional de Bellas Artes (Cuba) Palacio de Bellas Artes La Habana Languages	Museo Nacional de Bellas Artes (Cuba) [WorldCat Identities] Museo Nacional de Bellas Artes (Cuba) Overview Works: 357 works in 541 publications in 7 languages and 3,340 library holdings Genres: Exhibition catalogs History Catalogs Conference papers and proceedings Guidebooks Roles: Editor Classifications: N6603, 709.72910904 Publication Timeline By Posthumously by About 1950… 1953… 1956… 1959… 1962… 1965… 1968… 1971… 1974… 1977… 1980… 1983… 1986… 1989… 1992… 1995… 1998… 2001… 2004… 2007… 2010… 2013… 2016… 2019… By Posthumously by About 1950-1951 0 0 0 1951-1952 0 0 0 1952-1953 0 0 0 1953-1954 0 0 0 1954-1955 0 0 0 1955-1956 0 0 0 1956-1957 20 0 0 1957-1958 15 0 0 1958-1959 15 0 0 1959-1960 0 0 0 1960-1961 5 0 0 1961-1962 0 0 0 1962-1963 0 0 0 1963-1964 0 0 0 1964-1965 10 0 0 1965-1966 0 0 0 1966-1967 0 0 0 1967-1968 5 0 0 1968-1969 10 0 0 1969-1970 0 0 0 1970-1971 0 0 0 1971-1972 0 0 0 1972-1973 0 0 0 1973-1974 0 0 0 1974-1975 5 0 0 1975-1976 10 0 0 1976-1977 10 0 0 1977-1978 0 0 0 1978-1979 20 0 0 1979-1980 10 0 5 1980-1981 10 0 0 1981-1982 25 0 0 1982-1983 10 0 5 1983-1984 25 0 5 1984-1985 25 0 15 1985-1986 25 0 20 1986-1987 25 0 0 1987-1988 20 0 0 1988-1989 25 0 0 1989-1990 25 0 0 1990-1991 20 0 20 1991-1992 15 0 5 1992-1993 20 0 0 1993-1994 15 0 0 1994-1995 0 0 0 1995-1996 25 0 0 1996-1997 15 0 0 1997-1998 25 0 5 1998-1999 25 0 10 1999-2000 15 0 0 2000-2001 30 0 15 2001-2002 25 0 25 2002-2003 35 0 15 2003-2004 35 0 15 2004-2005 30 0 10 2005-2006 30 0 15 2006-2007 25 0 20 2007-2008 25 0 0 2008-2009 30 0 5 2009-2010 30 0 5 2010-2011 20 0 10 2011-2012 20 0 10 2012-2013 20 0 5 2013-2014 15 0 20 2014-2015 25 0 0 2015-2016 20 0 15 2016-2017 10 0 10 2017-2018 15 0 5 2018-2019 0 0 0 2019-2020 0 0 0 2020-2021 0 0 0 About Most widely held works about Museo Nacional de Bellas Artes (Cuba) Museo Nacional de Bellas Artes, La Habana, Cuba : colección de arte cubano by Museo Nacional de Bellas Artes (Cuba) ( Book ) La Habana : salas del Museo Nacional de Cuba, Palacio de Bellas Artes by Museo Nacional de Bellas Artes (Cuba) ( Book ) Vasos griegos, collección condes de Lagunillas by Ricardo Olmos Romera ( Book ) Cuba : vanguardias, 1920-1940 by Institut Valencià d'Art Modern ( Book ) Colecciones de arte universal : Museo Nacional de Bellas Artes de Cuba by Museo Nacional de Bellas Artes (Cuba) ( Book ) Guía arte cubano : español by Museo Nacional de Bellas Artes (Cuba) ( Book ) Grandes obras del Museo de Bellas Artes de La Habana : Colección del Museo Nacional de Bellas Artes de La Habana : Sala de Exposiciones Museísticas Cajasur, Córdoba, 12 de abril-22 de mayo de 2005 by Museo Nacional de Bellas Artes (Cuba) ( Book ) De Vlaamse en Belgische schilderkunst in het Museo Nacional de Bellas Artes de Cuba = La pintura flamenca y belga en el Museo Nacional de Bellas Artes de Cuba by Museo Nacional de Bellas Artes (Cuba) ( Book ) Amelia Peláez : una mirada en retrospectiva, 1928-1966 = unha mirada en retrospectiva, 1928-1966 by Amelia Peláez ( Book ) Los pintores de Artal : pintura española del Museo de La Habana( Book ) Havanna : das Nationalmuseum der Schönen Künste by Museo Nacional de Bellas Artes (Cuba) ( Book ) René Portocarrero : exposición antológica, Museo Español de Arte Contemporáneo de Madrid, diciembre 1984-enero 1985 by René Portocarrero ( Book ) Guía arte europeo : español by Museo Nacional de Bellas Artes (Cuba) ( Book ) Cuba : René Portocarrero : vingt peintres contemporains : Galerie de l'esplanade de la Défense, 29 mai-30 juin 1984 by Museo Nacional de Bellas Artes (Cuba) ( Book ) Escuela de la Habana : tradición y modernidad : mayo-junio 2004 : colección del Museo Nacional de Bellas Artes de la Habana( Book ) Víctor Patricio Landaluze by Lázara Castellanos ( Book ) Pintura española del s. XIX en el Museo Nacional de Cuba : Planetario de Pamplona, 2 de octubre -a 10 de noviembre de 2002 by Manuel Crespo ( Book ) Els Sorolla de l'Havana : Ajuntament de Barcelona, Museu d'Art Modern de Barcelona, març-abril 1985( Book ) Arte de la antigüedad : salas del Museo Nacional de Bellas Artes by Museo Nacional de Bellas Artes (Cuba) ( Book ) El Museo Nacional de Bellas Artes de La Habana y la colección de retratos de la pintura española del siglo XIX by Martha Elizabeth Laguna Enrique ( ) more fewer Most widely held works by Museo Nacional de Bellas Artes (Cuba) Cuba : art and history, from 1868 to today by Nathalie Bondil ( Book ) 5 editions published between 2008 and 2009 in English and held by 644 WorldCat member libraries worldwide "This panorama of Cuban art is illustrated with more than 400 reproduction of all types of works, including painting, drawings, posters, photographs, installations, videos and an exceptional collective painting produced in 1967 by about a hundred artists from all over the world. Comprising essays written by twenty experts of all nationalities, this catalogue accompanies the exhibition presented at by the Montreal Museum of Fine Arts in partnership with the Museo Nacional de Bellas Artes and the Fotoeca de Cuba in Havana."--Jacket Los Carpinteros( Book ) 4 editions published in 2003 in Spanish and held by 64 WorldCat member libraries worldwide Catálogo de los vasos griegos del Museo Nacional de Bellas Artes de La Habana by Ricardo Olmos Romera ( Book ) 4 editions published in 1993 in Spanish and held by 45 WorldCat member libraries worldwide Wifredo Lam by Wifredo Lam ( Book ) 4 editions published in 1997 in Spanish and English and held by 41 WorldCat member libraries worldwide I tre secoli d'oro della pittura napoletana: da Battistello Caracciolo a Giacinto Gigante : La Habana, Museo Nacional de Bellas Artes, 23 novembre 2002-15 febbraio 2003( Book ) 5 editions published in 2002 in Italian and held by 39 WorldCat member libraries worldwide Wifredo Lam, 1902-1982 : obra sobre papel : colección Museo Nacional, Palacio de Bellas Artes, Habana, Cuba : junio-octubre 1992, Fundación Cultural Televisa, AC by Wifredo Lam ( Book ) 2 editions published in 1992 in Spanish and held by 37 WorldCat member libraries worldwide Todos los colores de Mariano by Mariano Rodríguez ( Book ) 3 editions published in 2000 in Spanish and held by 36 WorldCat member libraries worldwide Museo Nacional de Bellas Artes : historia de un proyecto by José Linares ( Book ) 4 editions published between 2001 and 2003 in Spanish and held by 35 WorldCat member libraries worldwide Cuba art et histoire de 1868 à nos jours by Nathalie Bondil ( Book ) 6 editions published in 2008 in Spanish and French and held by 34 WorldCat member libraries worldwide Mariano : una energía voluptuosa by Mariano Rodríguez ( Book ) 3 editions published in 1998 in Spanish and held by 34 WorldCat member libraries worldwide Novecento cubano : la naturaleza, el hombre, los dioses by Museo Nacional de Cuba ( Book ) 2 editions published in 1995 in Italian and held by 34 WorldCat member libraries worldwide "Catalog of the Cuban exhibition presented in Italy with the sponsorship of the Cuban Embassy. Selections for the exhibition came from the 20th-century holdings of the Museo Nacional de Cuba. Exhibition included modern masters such as Lam and Peláez, in addition to some interesting contemporary artists not very well known internationally"--Handbook of Latin American Studies, v. 58 Mirar a los 60 : antología cultural de una década : Museo Nacional de Bellas Artes, 9 de julio-31 de agosto de 2004 by Exposicion Mirar a los 60 ( Book ) 4 editions published in 2004 in Spanish and held by 33 WorldCat member libraries worldwide Fajardo by José Luis Fajardo ( Book ) 2 editions published in 2002 in Spanish and held by 32 WorldCat member libraries worldwide La razón de la poesía : arte concreto : exposición en el Museo Nacional de Bellas Artes, Colección Arte Cubano, La Habana : 6 de diciembre de 2002 - 9 de febrero de 2003( Book ) 3 editions published in 2002 in Spanish and held by 30 WorldCat member libraries worldwide Eugenio Lucas Velázquez en la Habana : Madrid, 20 febrero-21 abril 1996 by Eugenio Lucas ( Book ) 1 edition published in 1996 in Spanish and held by 30 WorldCat member libraries worldwide "Catalog of the 34 paintings from Havana's Museo Nacional de Bellas Artes, originally from the collection of Rafael Carvajal, Marques de Pinar del Rio, who inaugurated the museum in 1955. Manuel Crespo Larrazábal wrote the insightful text, which sheds light on the Spanish painter whose work shows strong influence from Goya, and who was active in the third quarter of the 19th century. Excellent reproductions with complete data"--Handbook of Latin American Studies, v. 58 1er Salón de Arte Cubano Contemporáneo by Salón de Arte Cubano Contemporáneo ( Book ) 1 edition published in 1995 in Spanish and held by 29 WorldCat member libraries worldwide Wilfredo Prieto by Wilfredo Prieto ( Book ) 2 editions published in 2014 in English and held by 27 WorldCat member libraries worldwide Marcelo Pogolotti : un pintor cubano con los futuristas italianos : obras de Fillia, Enrico Prampolini, Farfa, Nicolaj Diulgheroff, y Marcelo Pogolotti by Marcelo Pogolotti ( Book ) 5 editions published in 2002 in Spanish and held by 27 WorldCat member libraries worldwide Qué le importa al tigre una raya más : the futility of good intentions by Ricardo Rodríguez Brey ( Book ) 1 edition published in 2014 in English and held by 27 WorldCat member libraries worldwide Evento teórico Forum Arte-Vida : La Habana, del 3 al 5 noviembre del 2003 by Bienal de La Habana ( Book ) 2 editions published in 2003 in Spanish and held by 25 WorldCat member libraries worldwide more fewer Audience Level 0 1 Kids General Special Audience level: 0.62 (from 0.34 for Cuba : art ... to 0.87 for Catálogo ...) Useful Links Library of Congress Authority File (English) Virtual International Authority File. Associated Subjects Art Art, Abstract Art, Cuban Art, European Art, Modern Art and society Art museums--Conservation and restoration Art objects Art--Private collections Arts, Cuban Arts, Modern Avant-garde (Aesthetics) Buildings--Remodeling for other use Carpinteros (Group of artists) Concrete art Cuba Cuba--Havana Fajardo, José Luis, Fillìa, Futurism (Art) Gaze in art Gumá, Joaquín,--Conde de Lagunillas, Italy Italy--Naples Lam, Wifredo Landaluze, Víctor Patricio de, Lucas, Eugenio, Museo Nacional de Bellas Artes (Cuba) Museo Nacional de Bellas Artes (Cuba).--Museo de Arte Universal Museo Nacional de Cuba Mythology, Greek, in art Painters Painting Painting, Abstract Painting, Belgian Painting, Cuban Painting, Flemish Painting, Italian Painting, Italian--Themes, motives Painting, Spanish Palazzo Bricherasio (Turin, Italy) Peláez, Amelia, Pogolotti, Marcelo, Portocarrero, René, Prieto, Wilfredo, Rodríguez, Mariano, Rodríguez Brey, Ricardo, Vases Vases, Greek Vases--Private collections Alternative Names Museo Nacional de Cuba Arte Ederretako Museo Nazionala La Habana Cuba Museo Nacional de Bellas Artes Habanako Arte Ederretako Museo Nazionala Musée national des beaux-arts (Cuba) Musée national des beaux-arts de La Havane Musée National Havane Musée National La Habana Museo de Bellas Artes de La Habana Museo de La Habana Museo Nacional de Bellas Artes (Cuba) Arte Cubano Museo Nacional de Bellas Artes (Cuba) Edificio Arte Cubano Museo Nacional de Bellas Artes (Cuba) Museo de Arte Cubano Museo Nacional de Bellas Artes de Cuba Museo Nacional de Bellas Artes de la Habana Museo Nacional de Cuba Museo Nacional de Cuba La Habana Museo Nacional de La Habana Museo Nacional La Habana Museo Nacional Palacio de Bellas Artes (Cuba) Museo Nacional Palacio de Bellas Artes de La Habana Museo Nacional Palacio de Bellas Artes La Habana Museu Nacional de Belles Arts (Cuba) Museu Nacional de Belles Arts La Habana Nacional'nyj Muzej Izjaščnych Iskusstv Gabana Nacional'nyj Muzej Izjaščnych Iskusstv La Habana National Museum La Habana National Museum of Fine Arts (Cuba) Nationalmuseum der Schönen Künste (Cuba) Nationalmuseum der Schönen Künste La Habana Nationalmuseum der Schönen Künste von Havanna Nat︠s︡ionalʹnyĭ muzeĭ izi︠a︡shchnykh iskusstv (Cuba) Nat︠s︡ionalʹnyĭ muzeĭ izi︠a︡shchnykh iskusstv Gavana Palacio de Bellas Artes (Cuba) Palacio de Bellas Artes La Habana Palacio Nacional de Bellas Artes (Cuba) Languages Spanish (98) English (9) Italian (7) French (5) Dutch (3) German (1) Catalan (1) Covers	msmarco_doc_00_18902
http://00000.extensionfile.net/			File extension 00000 is used by operating systems to recognize files with content of type 00000. Here is some information which will get you started. Open 00000 File Open 00000 File To open 00000 file you need to find an application which works with that kind of file. 00000 file extension is used by operating systems to recognize files with content of type 00000. Here is some information which will get you started. How to Open 00000 file To see if you have an application which support 00000 file format you need to double click on the file. This will either open it with matching application or Windows will suggest you to look for an application for file extension 00000 either on web or on local computer. If there is no application on your computer which can open 00000 files you need to search on the internet which application can open 00000 files. What is 00000 File? File extensions help computers locate correct application for specific files. Operating systems will not look into the content of the files to be opened, but instead, it will immediately locate the file extension of the file and locate for associated application that can open 00000 files. This helps the computer to organize its functions and work much faster. Most operating systems (Windows) require the use of file extensions, but others do not (Unix). These file extensions are also beneficial for us. By simply looking at the filename, we can determine what type of information is stored to that and what applications can open these files. Have you noticed that when your computer acquires an unknown file, it will ask your permission to look for associated program to open it or look for these programs over the Internet? Yes! These file extensions make the work of the computer easy. Once there is no application associated with the file, then the computer will immediately ask the users assistance to help look for the source files. 00000 File Applications If you know which application opens file extension 00000 and it is not mentioned on our site please e-mail us via contact form. For more information on how to open 00000 files read other articles on this website. Open 00000 File on Windows Find a 00000 file in question in Windows OS File Explorer and double click on it to launch the correpsonding application. If a 00000 file is not opened in an application and you instead get a "Windows can't open a file" error message you should try looking for an application which can open the file in question. If you know the application which can open 00000 file then run it and see if there is a File->Open main menu option in the application. If you don't know the application which can open 00000 file then try to search for "00000 wiki", "application to open 00000 file" or "open 00000 file" queries in the search engine you like. Install the application you found and check if it can open 00000 file Rate 00000 filepage: 54321 4/5based on 27ratings Populating this website with information and maintaining it is an ongoing process. We always welcome feedback and questions that can be submitted by visiting Contact Us page. However since there are many users visiting this website and because our team is quite small we may not be able to follow up personally on every request. Thank you for your understanding. Open 00000 file article translations For more general information about how to open 00000 files, file extension 00000 and registry you can read one of the following articles: Windows registry- Windows registry is included in modern Windows operating systems to replace the older INI files which also contained system configuration. Let's concentrate on the structure and purpose of Windows System Registry, review some possible attacks to it and ways to avoid them... Folders, files and paths- Files are the entries or information stored on your computer. These are represented by binary coding and written on the tracks on a disk. Files are often represented by distinct icons, a normal practice done by Microsoft with their products including system files for their series of operating systems... What are file extensions? - File extensions are unnoticed yet are very crucial parts of the computer world. But many are still unaware of the basic foundation and principles behind the remarkable wonders of computers... © Copyright 2021 extensionfile.net Privacy Policy. Terms of Service	msmarco_doc_00_32856
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http://001yourtranslationservice.com/kenax/Translators/Resources/TimeZones.htm			Time Zones Map, Clock, Alarm and Explanation Timezone map, clock, alarm, and an interesting explanation of time zones, why they were created, and how the very concept of time was invented. (click images to enlarge/use) Share\| Work from Home Translation Jobs Time Zones Map, Clock Alarm and Explanation The ancient Sumerians, the first explosion of civilization in then Mesopotamia, held their hand up to the sky and counted: four fingers on one hand, each finger having three segments, means 12 segments altogether. Day and night are divided into 12 segments. A thumb and four fingers on the other hand makes five, times 12 makes 60, the deciding number to divide both hours (those 12 segments per day or night) and minutes. More fascinating facts about time, the creation of time zones and so forth below. Directly below here you can use our free online alarm clock to help deliver your work on time to a deadline on another time zone. Your time spent here: Time Zone Alarm Clocks Help deliver a job to a customer on another time zone: This page was created for our translators to help them deliver their (and subsequently our) work on time. Here's a simple popout alarm clock. TimeZone Table Time zone abbreviation Meaning and/or location(s) Time difference from GMT What 9am to 5pm on GMT time translates into your time zone GMT Greenwich Mean: London, England +0:00 09:00 – 17:00 WAT West Africa: Azores, Cape Verde Islands -1:00 08:00 – 16:00 AT Azores -2:00 07:00 – 15:00 Brasilia, Brazil; Buenos Aires, Argentina; Georgetown, Guyana -3:00 06:00 – 14:00 AST Atlantic Standard: Caracas; La Paz -4:00 05:00 – 13:00 EST Eastern Standard: Bogota; Lima, Peru; New York, NY, USA -5:00 04:00 – 12:00 CST Central Standard: Mexico City, Mexico; Saskatchewan, Canada -6:00 03:00 – 11:00 MST Mountain Standard -7:00 02:00 – 10:00 PST Pacific Standard: Los Angeles, CA, USA -8:00 01:00 – 09:00 YST Yukon Standard -9:00 24:00 – 08:00 AHST, CAT, HST, EAST Alaska-Hawaii Standard; Central Alaska; Hawaii Standard; 09:East Australian Standard -10:00 23:00 – 07:00 NT Nome -11:00 22:00 – 06:00 IDLW International Date Line West -12:00 21:00 – 05:00 CET Central European: Paris, France +1:00 10:00 – 18:00 EET Eastern European, Russia Zone 1: Athens, Greece; Helsinki, Finland; Istanbul, Turkey; Jerusalem, Israel; Harare, Zimbabwe +2:00 11:00 – 19:00 BT Baghdad, Russia Zone 2: Kuwait; Nairobi, Kenya; Riyadh, Saudi Arabia; Moscow, Russia; Tehran, Iran +3:00 12:00 – 20:00 ZP4 Russia Zone 3: Abu Dhabi, UAE; Muscat; Tblisi; Volgograd; Kabul +4:00 13:00 – 21:00 ZP5 Chesapeake Bay +5:00 14:00 – 22:00 ZP6 Chesapeake Bay +6:00 15:00 – 23:00 WAST West Australian Standard +7:00 16:00 – 24:00 CCT China Coast, Russia Zone 7, Hong Kong, Peking +8:00 17:00 – 01:00 JST Japan Standard, Russia Zone 8 +9:00 18:00 – 02:00 GST Guam Standard, Russia Zone 9 +10:00 19:00 – 03:00 +11:00 20:00 – 04:00 IDLE International Date Line East: Wellington, New Zealand +12:00 21:00 – 05:00 NZST New Zealand Standard: Fiji +12:00 21:00 – 05:00 NZT New Zealand: Marshall Islands +12:00 21:00 – 05:00 Therefore, if something is due at 16:00 (4:00pm) GMT time, and you are located in Volgograd Russia on ZP4 time, you would have to deliver your work by 20:00 (8:00pm) your time (add four hours to the due date, according to the third column in the table above). Share\| What are Time Zones? Well, we could ask what is time? To explain this, let us go to the beginning of what we can define as time. Let us presume that, before the big bang, there was only energy, and no time. We can say that God was this energy. And "then" he decided to make things, so he converted this energy into massand hence was created the big bang, which was an explosion of the energy force turning into matter. Exploding outwards in all directions, and creating the universe, or many universes, and therefore dimensions, where time is considered the fourth dimension. Everything is relative. A plant grows. We compare the states "after" and "before", and in our minds we think time. An object moves from point A to point B, or relative to what we call points A and B, the universe shifts around, we call it before and after, and label the "time" it took for that object to move between these two points. For us on earth, our reference point for time is the sun, the most obvious object in our sphere of perception, with its movement "around us". But in fact it is not moving around us, but our earth is spinning. When the created particles exploded outward following the big bang, because they were little particles of mass, they were attracted to each other, because mass objects are attracted to each other by gravity. We can stand on the earth because we are a mass object attracted to the great (relative to us) mass object of the earth. A Chinese person is upside down compared to a US person, because they are on the other side of the planet attracted and drawn by gravity to its centre. In the same manner, all the little mass particles jetting outwards from the centre of the big bang explosion are attracted to one anotherby gravity. Some particles are closer to one another, and they start to form clusters and groups. The clusters and groups which are attracted towards each other do so like water going down a drain. The fastest and naturally most efficient way for the water to go down a drain is to start spinning, which also creates a hole in the centre through which air can escape upwards, as the space the air previously consumed is now being replaced by the descending water. Water going down a drain in the southern hemisphere of our planet spins in the opposite directionas water going down the drain in the northern hemisphere. In the same way when these mass particles start to attract to one another during our forming universe, they naturally form a spinning disk, much like with the water going down the drain. This big disk could eventually form a galaxy, universe, or solar system, with the most clusters and mass in the centre of the disk, all of it spinning around. On a solar system level (solar means a sun), the most mass in the centre can form a sun, like ours. There is so much mass that the sheer weight of all these mass particles, attracted to one another under gravity, becomes so great that the pressure eventually ignites and starts a chemical reaction. Under the sheer weight of it all, and pressure, the chemical reaction converts hydrogen and helium back into energy, which we see as light and feel as heat. The mass of our earth is also a lot, and the weight and pressure of this mass is great enough that, if we were to bore a hole 3 km towards the centre of the earth, the pressure and heat would be strongenough to meltall our equipment (which are basically made from the iron ore found in our earth's, cooled crust). We are actually sitting on a very thin crust, the outer layer of the earth, which has cooled downto the point that we can stand on it(although, in the earlier days of the earth's development, the crust was mostly molten lava and exploding volcanoes, and it took a long time to cool down to where it is now). Past 3 km from the surface it is still all molten lava, which occasionally escapes to the surface through volcanoes or largeearthquakes. But our earth is not large enough to ignite the reaction which createsenergy (which is conversion of mass back into energy) to turn it into a star. But Jupiterhas just enough mass to make it a small star. There are other stars in the universe which are such a large collection of mass and produce so much gravity that they do not even let light escape, sucking everything into it. For the same reason that the particles of mass travelling outwards from the initial big bang have drawn together in spinning disks, the hazy mass within the forming and spinning solar systems have also conglomerated into spinning matter, eventually forming spinning planets, now revolving around the sun at the same speed as the forming solar disk was previously spinning. There are two interesting theories regarding the relative distance of the planets from the sun. One was postulated by Galileo < who drew geometric shapes with an increasing number of sides, and found that they perfectly fit into one another <link and add picture> . Another theory < calculates that the relative distances of the planets from the sun correlate exactly with the relative distance between the frequencies of musical notes, whereby F# would be the asteroid belt, and hence deemed an unstable orbit and where a planet could not form properly. This is just one example of the amazing harmony of nature, which one can also consider as proof of the divine existence of God. Therefore, we have our sun in the centre of our own solar system, and our planet spins in an orbit around it, our planet itself spinning around, with the moon spinning in an orbit around us. Prague's Orloj Clock- an interesting history As our planet spins, it appears to us that the sun revolves around us. The Sumerians(the race of people living in Mesopotamia in what is now modern day Iraq and from where Abraham first came and was called by God)were the first great civilisation on earth and which defined for us time, using another very common object for us: our hands and fingers. If we were a Sumerian, how might we divide up a day, which is basically the time it takes for our earth to spin around once, or from our perspective, for our sun to revolve around us until it came back to the same place it started at? Well, we might look at our hands and fingers and use them to divide up things. We would divide up the entire day into two: the dark half and the light half. We have four fingers and a thumb. Looking at the four fingers, each has three segments, making up 12 segments total. Three segments times four fingers makes 12, so let us divide up each half day into 12 hours. Now if we take this number 12 generated by the four fingers of our left hand, and multiply it by the fingers and thumb of our right hand, we get 12 hours times 5, which makes 60. So lets divide each hour into 60 individual minutes, and divide up each minute into 60 individual seconds. And this is precisely how we humans have defined for ourselves time. A year, which works out to 365 days (with some leap years, because our means of creating time is not exact), is the number of times the earth spins around its own axis (creating what we call a day) while the earth revolves in its orbit around the sun to come back to the same place it started at. This is how the Sumerians defined time. But because the world is a round globe, the beginning of night and day is different depending on where you are located in the world. What is high noon for someone in the US would be pitch black midnight for someone in China, on the other side of the world. Therefore, over time, we humans started to draw imaginary lines on the planet, cutting up the planet into 24 parts, one for each hour of the day. In the days of old, people used a sundial to tell the time, which is basically a solar clock. A little stick at a certain angle which would cast a shadow as the sun, from our perspective, would revolve around our planet. But as humans advanced, and with the invention of railroads (the first time zone GMT was in fact created by British Railways), and transportation becoming faster and faster, it got to a point where it was necessary to set some relative times between each place. So the earth was carved into one hour slices, usually along political borders, or what we humans thought would be the best way. This way, if ever taking a train, you would know exactly what time you should arrive at a certain city, which fell in a certain time zone, subtract or add the number of hours on your clock, and everything started to make better sense for our developing societies. During humanity’s development, the period during all this defining was when England was a great power in the world, controlling many colonies. And with such power during this development, and such a strong naval power, in 1675 they labelled the centre of our time in Greenwich, and defined Greenwich Mean Time (GMT) as the zero time zone to help ships navigate the world and define longitudinal lines, such that the remaining parts of the world were either plus or minus so many hours from this zeropoint. The sun rises from our west and sets in our east. So if we move along the planet westwards, we are going back in our little created time, towards the morning of the time zone we are moving towards. Likewise, if we fly east, we are flying towards the setting sun, towards the end of the day, and hence we would add time to our clock. But in the big scheme of things, the time in the universe is steady, whereby we are only adding or subtracting hours on our own clock, simply for the convenience of defining for us what is morning and what is evening(in terms of the angle of the sun with reference to the point on the globe that we are stationed at). And if we go far enough west or east, meaning 12 hours in either direction from the GMT zero time, we will end up on the other side of the world from Greenwich England, where we could add or subtract half a day. So on one side of this other imaginary line it is a day later or earlier than on the other side. But this is just how we have divided up things, based on our fingers and the rotation of the earth and sun. In the big scheme of things, time is constant, and God is eternal. God, in whose eyes "a day is like a thousand years", and who is "the alpha and the omega, the beginning and the end". Things continue as they continue, and are as they are, but we humans, for our own convenience, have divided up everything according to the number of segments on our fingers. And we wake up hurriedly every morning to catch the 6:50 bus, to get to work by 9:00. These are all our own inventions. And then we have daylight savings, which is the adding or subtracting of an hour to or from a particular time zone and at a particular time of the year, to help the farmer get up early to begin work in his field. But over time, the farmer did not have such an importor dominant role in society. Some areas use daylight savings while others do not. Recently, the US has shifted the time when it applies daylight savings because it has calculated it can save its economy billions of dollars by not forcing people to use their airconditioners so much at work . So whatever time zone you are located in on this planet, and you are working on a translation assignment for KENAX, let us just agree on a delivery time based on the GMT time zone. Our customer may be in Japan and want the translation delivered by 4pm its time, before the end of its working day. According to the table above, where JST is +9, 4pm would be 7am GMT time. And if you are a translator working in Mexico city, meaning –6 from GMT, you would have to deliver your translation by 1am, or shortly after midnight. As long as everything is delivered on "time" and the customer is happy! And now that you understand how humans perceive time, perhaps you might be interested in how time is perceived in the eyes of God! Share\| Some more of my articles which might interest you Stories about my travels- now being promoted to publish as a book! Natural Cancer Cure Remedy Treatment- personal experience how this wonder plant cure-all has successfully treated cancer and all sorts of horrible skin diseases. Can be grown in garden and prepared with a $30 home appliance. History of the English language- Many influences and a bloody history! Contact Needa translation, web design, php programming, database setup or help getting your pages to the top of google? I know it all! Or I have a big crew to help me. Ask for a free quote (to the right) or write me a time zone comment. Or contact me by email. Time Zone Comments More time zone links here: The World Clock World Time Zones - current time and time zone map Official US time- a service provided by the US government Time Zones converter- to help you find the difference in time between various cities and countries Greenwich Meantime- and times in other places around the world TimeTicker- showing times around the world in cool flash presentation Time Zones explanation- detailed explanation by wikipedia Actual times- quickly find the time anywhere in the world Time Zones check- find the time with this interesting flash presentation Some keywords: timezone map, time zones, timezone, timezones, table, time zone table Site put together by KENAX Translating Agencyfor its translators Because we know how to deliver on time! Time Zone comments: Ok, I have a question. So if it\'s 6:15 in America and it takes 5 hours to travel to London, what time would it be in London after those five hours? It depends on which time zone you are in the US, as I believe there are 3 on the continental US (not sure about Alaska). If you are in New York, so EST-5 (5 hours earlier than London, as the sun travels westward), you should get to London10 hours later than when you left, so 16:15 (assuming you were leaving in the morning), which would be 4:15pm in London(you are flying eastwards, AGAINST the sun). Hope I figured this out right and will try to make some script to compute this for people. the way you mix spirituality and science is incredible :) Thanks, but many scientists believe in God and scientists have done some rudimentary scientific research on psychic powers, for example. Science does not automatically mean a lack of spirituality and many things are connected that we do not understand yet. Think of the unified theory of relativity. There is a spiritual element to our existence, even if one were to deny the existence of God and spirits. What times is 12,00hours ( a day) in New Mexiko, USA, MST - in Czech Republic, CET? Thank You, Oldřiška According to the table on this page MST is -7 (7 hours earlier than London, GMT+0). Czech CET is +1 (1 hour later in time than GMT+0), meaning the two are 8 hours apart. The sun sets in the west, meaning that it has already set by the time it rolls around to New Mexico, so it is 8 hours later in CZ, or 12+8 = 8pm at night if 12noon in New Mexico. Some Keywords Used to Find this Page, with Answers timezone, time zones – Started first in Englandto help with train schedules when traveling across different time zones. cet time zone, or cet timezone – That is Central European Time, like in Parisor Prague. If its 7am in Buffalo, what time is it in China? – Amazingly, this supreme, centrally controlled system operates on a single time zone, although before 1949 it operated on 5.. translate the time zones in londonenglandright now –The above time zone converter calculatorwill compute that for you based on the time when you pressed the Calculate button. 7am abu dhabitime to nyc – Abu Dhabiis on GMT+4, NYC is -5, meaning a difference of 9 hours. 7+9 is 16, so 4pm in NY. time difference – it can be relativetoo! time zone table, time zones table– an easy to use table showing the time difference between different time zones. what time is it in china?–the above time zone alarm clock <presently under construction> will tell you that based on when you look. Did you know that, since 1949, Chinahas only one time zone? Before that it had 5. explanation of time zones– why and how they were created, an interesting story explained above on this page. time clock – clocks started as a stick whose shade moved according to the sun (a sundial). Our time is based on the sun's rotation (from our perspective) around the earth. Eventually mechanical then digital devices replaced this crude but representative technology. time zone mapfor peru– incorporated into the global time zone map above. when Londontime is 1500 hrs then in New York– it is 10am, as they are five hours apart. 18:00 gmt in Kenyatime – 21hrs or 9pm, three hours later. beginning of time– you could say when God created everything, but time can stand still for God, and different universes would have been created at different "times". The above explains it in greater detail. europetimezone – so far covers only three zones, but it is a strange breathing animal and who knows if it will soon lose or gobble up more time zones. from one side to the other side of russiaflying time – According to the top answer of Yahoo Russiais 6666 miles long (are there satanic implications here? Since the average cruising speed of a plane is 500 mph, I figure you're gonna have to squirm in that seat for about13 hours (another coincidence? if i left to isreal right now what time would it be when i get there – are you walking? Would love to help you mate but I also need to know where you're leaving from. if it is 7am in australia than what time is in America – well, considering that the continental US covers 6 times zones, and certainly more if you include Hawaii, and considering Australia itself covers 3 time zones, you've got a spread of 9 hours depending what cities you are talking about. is buenos airesin the same timezone as the u.s.east coast? – according to the time zone mapabove it is 2 hours later in Buenos Aires. time translation – usually one is stressed out for time when trying to provide a translation. As they say in the industry: "It's due yesterday!" time translator londonto Canada– Canadacovers five time zones, starting from 4 hours to 9 hours earlier than London. time zone explanation– A history of why and how time zones were created. time zone translator – the above time zone calculatorcan do this for you. Share\| Travel Europeblog Computer Tips List of Translation Agencies Translation Tips Translation Jobs Translation Resources Translation Agency Translation Services Copyright © KENAX, by Karel Kosman- All Rights Reserved Worldwide.	msmarco_doc_00_44206
http://001yourtranslationservice.com/translating/languages/African-languages.html	Languages of Africa		Languages of Africa Afrikaans Similar to Flemish, which is 40% Dutch, 40% German and 20% everything possible. Spoken in South Africa. Afrikaans, Ndebele, Northern Sotho, Sesotho (the Sesotho name for Southern Sotho), Setswana (the Setswana name for Tswana), Swazi (also known as Siswati), Tsonga (also known as Xitsonga), Venda (also isiVenda), Xhosa (also isiXhosa) and Zulu (also isiZulu) are 10 of the official languages of South Africa (the last and eleventh being English). All these languages are therefore predominantly spoken in South Africa. Akkadian Akkadian is one of the great cultural languages of world history. Akkadian (or Babylonian-Assyrian) is the collective name for the spoken languages of the culture in the three millennia BCE in Mesopotamia, the area between the rivers Euphrates and Tigris, approx. covering modern Irak. The name Akkadian --so called in ancient time-- is derived from the city-state of Akkad, founded in the middle of the third millennium BCE and capital of one of the first great empires after the dawn of human history. Amharic The National Language of Ethiopia. Arabic Arabic is spoken by almost 200 million people in more than twenty two countries, from Morrocco to Iraq, and as far south as Somalia and the Sudan. As the language of Quran, the Holy book of Islam, it is thought as a first language in Muslim states throughout the world. Arabic language originated in Saudi Arabia in pre-Islamic times, and spread rapidly across the Middle East. Bambara The language of Bambara or Bamana is spoken in Guinea, Mali and Burkina Faso. This language are also used as "lingua franca" in West Africa. Berber Group of languages, from Morocco to Egypt. Differences between the languages can be considerable, due to geographical distances. There are about 300 local dialects. The largest of the Berber languages is found in Kabylia in Algeria. Berber languages form a branch of the Afro-Asiatic linguistic family. Coptic The Coptic Language is the name used to refer to the last stage of the written Egyptian language. Coptic should more correctly be used to refer to the script rather than the language itself. Even though this script was introduced as far back as the 2nd century BC., it is usually applied to the writing of the Egyptian language from the first century AD. to the present day. Coptic was used from its Christian beginnings in the late second century AD. till the time of the Great persecution of Diocletian in the early 4th century AD. predominantly as a translational tool from Greek to Egyptian. After the persecution, the monastic movement picked up tremendous steam. It was for the Copts the only way they can express their great love for God, that they earlier expressed with the willing sacrifice of their most precious possession, their earthly lives. These monastic communities were large and mostly Egyptian. This generated the need for the abbots of these communities to write their rules in their own language, i.e. Coptic. Also the Fathers of the Coptic Church, who usually wrote in Greek, addressed some of their works to the Egyptian monks in Coptic. Damara/Nama Damara/Nama, a clicking language, is spoken in Namibia. Egyptian The language spoken in Egypt. The New Egyptian language is also known as the "Demotic" language since it is the colloquial Egyptian spoken by the people. The gradual replacement of Hieroglyphic by Demotic is similar to the replacement of Latin by English French, Italian, etc. Coptic is the common colloquial Egyptian. Its roots stem from from the New Egyptian Language and has a large similitude with the version of the the Egyptian Language of the 25th Kingdom (Saees Kingdom named after its Capital: Sa-ElHahgar). Fula FULA (FULBF, FELLATAIT or PEuL5), a numerous and powerful African people, spread over an immense region from Senegal nearly to Darfur. Strictly they have no country of their own, and nowhere form the whole of the population, though nearly always the dominant native race. They are most numerous in Upper Senegal and in the countries under French sway immediately south of Senegambia, notably Futa Jallon. Farther east they rule, subject to the control of the French, Segu and Massena, countries on both banks of the upper Niger, to the south-west of Timhuktu. The districts within the great bend of the Niger have a large Fula population. Gujarati Gujarati is one of the widely spoken languages of India. It is mainly spoken in the western state of Gujarat in India. Gujarati speaking people have immigrated to many countries worldwide. Some of them are: US, UK, Kenya, South Africa, Fiji New Zealand etc. Hausa Hausa is spoken in Nigeria and Niger. This language are also used as "lingua franca" in West Africa. Iraqi The language spoken in Iraq. Lebanese The language spoken in Lebanon. Levantine Arabic is a general designation used for a continuum of dialects spoken in Syria, Lebanon, Jordan, Palestine, and Israel. Another name for the cluster is Northwest Arabian Colloquial Arabic. There are 7 million speakers in Syria, almost 4 million in Lebanon, 3 million in Jordan, and 1 million in Israel and Palestine. Lingala Lingala = Center and north. Primarily in Zadre. Niger-Congo, Atlantic-Congo, Volta-Congo, Benue-Congo, Bantoid, Southern, Narrow Bantu, Northwest, C, Bangi-Ntomba. Lingala belongs to the Ngala Group of Bantu (Guthrie C36) and is spoken along the Lomami, the Ubangi, and the Zaire rivers as far as Kinshasa in Zaire, as well as up the Sangha River through Congo-Brazzaville and the Central African Republic. UBS (1982) notes an exaggerated figure of 8.4 million speakers, the same figure that Grimes (1996) cites as including second language speakers. World Almanac (1998) estimates 8 million total speakers. Heine (1970), citing Roberts (1962), gives 1.2 million. Luganda The language of Uganda. Luganda, the native language of the people of Buganda, developed over the centuries as a spoken language. Its written form is only as recent as the arrival of the Arab and European influence among the Baganda. It is not easy, and of course it is not within the scope of this discussion, to trace its origins, but it is proper to assume that in a dynamic society with such well structured cultural, social, and political institutions like those of the Baganda, the language must have experienced a reciprocal influence during most of the changes the society went through over the course of its history. It was not however, until after the second half of the nineteenth century, that Luganda was first written down and appeared in print in its own right. Malagasy The language of Madagascar. More than anything else, the people of Madagascar love oratory. The colorful language, Malagasy, like the people who use it, is a living synthesis of Indonesian, African, and Arabic elements. No conversation is complete without a liberal sprinkling of clever euphemisms and timeworn proverbs. The British missionaries attempted to codify this lyrical language, using the letters of the English alphabet. The Malagasy alphabet is therefore quite similar to the English alphabet, with the following exceptions: The Malagasy alphabet is missing the letters C, Q, U, W, and X. The letter A is always short (as in watch). The letter E sounds like a long A (as in pace). The letter i is pronounced like a long E (as in bean). The letter J sounds like dz. Finally, the letter O sounds like oo. Mandinka A language of Gambia, Guinea-Bissau and Senegal and spoken widely throughout Western Africa. Moroccan The language of Morocco. One of the first things one notices about Morocco is its linguistic diversity. French, Berber, Modern Standard Arabic, as well as Moroccan Arabic, can all be heard in all the major cities. This is due primarily to the rich historical past of the country. The Berbers, the original inhabitants, make up roughly half of the population, and the three major dialects of their language are widely spoken. When the Arabs came to Morocco in the 8th century they brought their language, which has evolved into the Moroccan Arabic of today. France officially entered the picture in 1912 when it began the Moroccan protectorate and French is still widely used in commerce and the educational system. When one speaks of Arabic in Morocco there are two languages to be considered. On the one hand there is Modern Standard Arabic. This is the direct descendant of the language of the Koran and is understood throughout the contemporary Arab world. In Morocco it is used in newspapers, correspondence, news broadcasts and speeches but rarely in conversation. Moroccan Arabic, on the other hand, is the first language of the majority of Moroccans and really the most useful language to know when traveling in the country. It differs from Modern Standard Arabic to the extent that non-Moroccan speakers of Arabic, with the possible exception of Algerians and Tunisians, find it difficult to understand. Muganda Buganda is located in the south-central region of the country known today as Uganda, as shown in the map below. This is right in the heart of Africa, astride the equator, and at the source of the great river Nile. The people of Buganda are referred to as Baganda (the singular form is Muganda), their language is referred to as Luganda, and they refer to their customs as Kiganda customs. Sometimes the generic term Ganda is used for all the above (especially by foreign scholars). Ndebele The term Ndebele refers to a relatively broad range of ethnic groups dispersed across Zimbabwe and the Transvaal province of South Africa. Although they are not kindred in origin, language, or culture, all of these groups are undoubtedly descendants of a proto-Nguni tribe, as are the Xhosa and Zulu, and were resident in what is now KwaZulu and Natal as long as four centuries ago. Nepali The language of Nepal. In structure, Nepali is considered to lie in the middle between Hindi and the East Indic Bengali language. As well as in the East Indic tongues, its vowels have lost a distinction in length. Consonants of Nepali include four series of stops (principal, aspirated, retroflex, retroflex aspirated), a number of sibilants and affricates. Nepali has totally lost the gender category; its numerous analytical forms, especially those of the verb, are now in process of forming the agglutinative declension system. The Indic ergative construction is not so active as in other languages of the group. Nigerian Several languages are spoken in Nigeria Degema Edo Efik English Esan Hausa Ibibio Idoma Igala Igbo Ikwere Isekiri Isoko Kalabari Nupe Okobo Oron Pidgin Tiv Urhobo Yoruba Nuer The Nuer is one of the best known of all ethnographic studies, and the reason for this is clear: Evans-Pritchard gives a brilliant and insightful picture of an interesting and unusual people. The Nuer were a pastoral people living along the upper Nile, who had no laws or leaders and were strongly individualistic, with social order maintained by community values and a segmentary tribal and lineage system. Numbering approximately one million, the Nuer are the second largest people group (second to the Dinka) in south Sudan. Traditionally, they are cattle herders whose complete way of life revolves around their livestock. Cattle are used for payment of fines and debts and as bride prices in marriage. Children mold clay figures of cows out of clay, ash, wood or any other available material. Young boys have a favorite ox who they give a name and treat as if it was a puppy. Oromo The Oromo language is the third largest language of Africa in the number of native speakers. Afaan Oromo is spoken by over 30 million people in Ethiopa. Afaan Oromo is a language of very beautiful poetry, proverbs of wisdom, and justice. Even though the Oromos are spread over large areas and were prevented from using their language in education, mass media, and public services, the language is still a relatively uniform language with which Oromos from all parts of Ethiopia, and outside Ethiopia, can communicate with relative ease. Colonial Ethiopian governments from Menelik II down to Haile Sellasie, and to some extent the Derg forbade the study, development, and use of the Oromo language in education, public services, and other events including religious teachings, and scholarly studies. Persian As the second language of the Muslim world and the main language of the Iranian cultural and civililzation literary, mystical, countless precious works in different literary, mystical, philosophical, theological, historical, artistic, and religious areas, Persian has always caught the attention of Iranians and other people in different countries of the world. Pidgin English Pidgin English = dialect spoken in Occidental Cameroon. A Pidgin (and also a Creole) is a language variety used for interethnic contact. In many cases where peoples of different linguistic groups come need to communicate, they use a third language (or material of a third language), in which they have some competence. As a result thereof, the language in question may undergo drastic changes and result in an entirely new language. Saudi The language which people speak in the Arab world is far more different than Modern Standard Arabic (MSA) which is the language of the media. It is used on TV and newspapers, but it is not used anywhere else. Saudi Arabic, is the colloquial form of MSA. There aren't much change in the meaning, but the pronunciation differ from that of any other colloquial Arabic, though the saudi Arabic could be classified under (Gulf Arabic). e.g. in MSA, "How are you?" is translated as "Kayfa Haluka", while in Saudi, it would be "keef Halak", while in Bahrini and Kuwaiti, it would be "Eish Loonak", the worst, however, is the egyptian "Izzayyak". Sesotho Sesotho, or Southern Sotho, is spoken in Lesotho, the Free State, the northern part of the Eastern Cape Province and the south of the Gauteng province of South Africa. It is also spoken in the vicinity of Pretoria and Brits. Sesotho is used by 3 104 197 speakers as a home language in South Africa (1996 census). Sesotho was one of the first African languages to be reduced to writing, and it has an extensive literature. According to scholars the written form was originally based on the Tlokwa dialect. Today the written language is mostly based on the Kwena and Fokeng dialects. Although there are variations. Shona The language of Zimbabwe and Mozambique. Shona, or chiShona, is a language spoken by nearly 80 percent of people in Zimbabwe. There are several regional Shona dialects. Written Shona is constantly evolving. Unfortunately the language is deteriorating because of the tendency to assimilate foreign languages. Somali The Somali language, one of the major languages in Africa, is spoken in Somalia /Somaliland, Kenya, Ethiopia and the Republic of Djibouti. In fact, it is one of the few that have 10 million or more native speakers in Africa. There are also communities of Somali speakers in most countries in East Africa, the Middle East, Western Europe, and North America. Sotho (Northern) Amongst the immense diversity of the languages of Africa one finds the Bantu languages which number close to a thousand including dialects. Within the Southeastern zone of the Bantu language family, subgroups such as the Sotho and Nguni groups, Tsonga and Venda are distinguished, Northern Sotho belongs to the Sotho group together with Tswana and Southern Sotho. Geographically speakers of Northern Sotho are mostly concentrated in the Northern and Northeastern parts of the Transvaal. There are about 3,5 million mothertongue speakers. Typologically Northern Sotho is an agglutinative language. It is characterised by a system of noun classes and concordial agreement. Concordance is established by means of prefixal elements. Tone plays an important role in distinguishing the lexical meaning of words, but is also used to determine the grammatical character of words. Sotho (Southern) Sesotho, or Southern Sotho, is spoken in Lesotho, the Free State, the northern part of the Eastern Cape Province and the south of the Gauteng province of South Africa. It is also spoken in the vicinity of Pretoria and Brits. Sesotho is used by 3 104 197 speakers as a home language in South Africa (1996 census). Sesotho was one of the first African languages to be reduced to writing, and it has an extensive literature. According to scholars the written form was originally based on the Tlokwa dialect. Today the written language is mostly based on the Kwena and Fokeng dialects. Although there are variations. Swahili The language of Kenya and East Africa. The Swahili language, is basically of Bantu (African) origin. It has borrowed words from other languages such as Arabic probably as a result of the Swahili people using the Quran written in Arabic for spiritual guidance as Muslims. As regards the formation of the Swahili culture and language, some scholars attribute these phenomena to the intercourse of African and Asiatic people on the coast of East Africa. The word "Swahili" was used by early Arab visitors to the coast and it means "the coast". Ultimately it came to be applied to the people and the language. Regarding the history of the Swahili language, the older view linked to the colonial time asserts that the Swahili language originates from Arabs and Persians who moved to the East African coast. Given the fact that only the vocabulary can be associated with these groups but the syntax or grammar of the language is Bantu, this argument has been almost forgotten. It is well known that any language that has to grow and expand its territories ought to absorb some vocabulary from other languages in its way. Swazi Xhosa, Zulu, Swazi, and Ndebele are languages in the Nguni group of Bantu (Guthrie S40). Xhosa is spoken in the Transkei coastal region of South Africa; Zulu, south of Swaziland inland and along the coast; Swazi, in Swaziland; all three are spoken in South Africa. Tsonga Afrikaans, Ndebele, Northern Sotho, Sesotho (the Sesotho name for Southern Sotho), Setswana (the Setswana name for Tswana), Swazi (also known as Siswati), Tsonga (also known as Xitsonga), Venda (also isiVenda), Xhosa (also isiXhosa) and Zulu (also isiZulu) are 10 of the official languages of South Africa (the last and eleventh being English). All these languages are therefore predominantly spoken in South Africa. 1,646,000 in South Africa (1995), 4.2% of the population (1995 The Economist). Population total all countries 3,165,000. Transvaal. Also spoken in Mozambique, Swaziland, Zimbabwe. Partially intelligible with Ronga and Tswa. National language. A language of secondary education. Newspapers, radio programs. Christian, traditional religion. Bible 1907-1989. Tswana Tswana, more correctly called Setswana, is another of the Bantu languages of southern Africa. Its speakers, the Tswana, number about 4 million—3 million of whom live in South Africa, and one million in the neighboring country of Botswana, which is named after them. Tswana is closely related to the Sotho language and, in fact, is often referred to as Western Sotho. A Bantu language. National Language of Botswana, which is named after the language; The majority of Tswana speakers are in South Africa but there are also speakers in Zimbabwe and Namibia. Internationally there are about 4 million speakers. The language is closely related to Sotho and is in the Niger-Congo family of languages. It has also been known as Beetjuans, Chuana, Coana, Cuana, Setswana and Sechuana. Venda Venda is spoken/used in South Africa Wolof Wolof is a language spoken in the west African nations of Senegal and Coastal Gambia. Compared to isiXhosa or isiZulu, this language is fairly easy to learn and to enunciate. Xhosa Xhosa is a "dominant language" (Grobler et al.1990) in about three dozen districts of Eastern Cape Province and adjacent Orange Free State, and in the Transkei and Ciskei (all in South Africa). It is also spoken as a dominant language in several districts away from the main Xhosa region: in Petrusburg near Bloemfontein, and in the mining districts of Oberholzer and Westonaria, southwest of Johannesburg. Speakers of Xhosa total about 6.5 million. It is the most widely distributed African language in South Africa, although not the most spoken: Zulu has more speakers. Other speakers are found in major population centers throughout the Republic of South Africa. Afrikaans and English are official languages of South Africa, but Xhosa is a declared official language in Ciskei, along with English, and the official language in Transkei, although English, Afrikaans, and other African vernaculars are used for judicial, legislative, and administrative purposes (McFerren 1985). Yoruba Yoruba is spoken by about 30 million people in southwestern Nigeria, Benin, and northern Togo. Yoruba joins Hausa and Igbo as the most widely spoken languages in Nigeria. Although this member of the Benue Congo group of languages has about 20 distinct dialects, Standard Yoruba is recognized by speakers of all dialects and is used in education, literature, and the media. Zulu This prominent group of the Nguni people takes its name from the chief who founded the royal line in the 16th century. The warrior king, Shaka, raised the tribe to prominence in the early 19th century. The complicated Zulu etiquette was refined during his reign. The current monarch of the Zulu nation is King Goodwill Zweletini. The language Zulu, or isiZulu, is understood by people from the Cape to Zimbabwe. Zulu is also the written language of the Northern Nguni. It's also a tonal language. Partner links: http://www.amlingua.com AMlingua provides Russian translation and transcription services by professional Russian translators. Starting at just USD 0.04 per word!	msmarco_doc_00_66949
http://001yourtranslationservice.com/translating/translation-tips/translator-translation-rates-charges-prices.html			Translator or Translation Rates Charges, Prices and Fees Basic guideline to what other translators are charging and tips to what strategy you might choose when selecting a translation price or rate for your customers. Also links to useful translation tips. Translator or Translation Rates, Charges, Prices and Fees This page was written because many applying translators asked us for advice on what is a good translation rate and price to charge. If you are a customer and would like to know our rates as a translation company, please contactus directly, or check out our translation pricespage. Searching for “translation” on google will yield approximately 140 million results, making the translation industry very competitive indeed. Almost anyone can put a webpage together, and with roughly 85% of the world population speaking at least two languages, you’ve got something to contend with. Once you’ve established a reputation for yourself and picked up a few steady customers you can start increasing your prices, but when beginning your translation career it can be difficult to choose a rate to charge. Below you will find various suggestions how to develop a pricing strategy for your translation services. If youare just starting out you may consider charging on the lower end, to help you get your foot in the door. After managing a translation company for 20 years and receiving lots of tender applications, it wasn’t difficult to find quality translators in the following price ranges: Work at Home Translation Jobs English/Spanish: 0.04 - 0.06+ Euro/word French 0.06+ German 0.06 - 0.08+ Scandinavian 0.08 - 0.12+ Czech, Polish 0.04 - 0.06 Russian, Uzbek etc. 0.03 - 0.05 Hungarian 0.05 - 0.07 Chinese/Asian 0.04 - 0.05+ African can be quite pricey and we do not have enough translators (or work) in these languages yet to offer accurate information on this. A seasoned translator can generally translate at least 2,500 words a day, to give you an idea how much you could earn at these rates. I also received many offers which were lower, but the quality of their translation samples was generally undesirable – quite possibly from non-natives living in less expensive countries and who could afford to charge such rates. Then again, some customers only require an “informative” translation and the lower rates suit them. For a particular language combinationyou may look at what other translators are charging according to how they filled in our translator application form (we have more than 12,000 translators in our database). You are welcome to add your own rate, but your details will not be added to our translator database. Note that rates charged to direct customers are generally higher than fees charged to translation companies. The % is a wild card, so chin% would yield both "chinese mandarin" and "chinese traditional". Here are a few links of other websites posting recommended translator charges: ProZ Translators Cafe Translators Base Share\| However, from my experience, these appear to be rates charged by translators who have an existing and well developed client base, or their “hopeful” rates. What one writes on their CV or portfolio may differ from what they are willing to accept when bidding on an actual project. For example, Translator Café’s posted rates for Czech to English translations are as follows: showing an average of 0.08 USD/word charged by translators living in the Czech Republic. On a local level though, I know it is very difficult to get more than 250 Kc per target page, which works out to about 0.06 USD per source word. Local companies rarely pay more than this, and often less. I’ve also applied to many tenders on ProZ and experimented with different prices, and anything over 0.06 is generally ignored. This is what Proz's statistics show for Czech to English rates: What is the best part of translating? Trend in Translation Prices In short, the story goes as follows (as drawn from www.commonsenseadvisory.com): So, with the internet opening up markets, increasing competition in some language combinations while increased trade with other countries is increasing demand for their languages, prices have become dynamic indeed. Possible Strategies When Deciding on What Translation Prices to Charge pretend you are a potential customer, approach several translation companies and ask them what they would charge for a particular document. Companies will generally charge between 0.01 and 0.06 Euro/USD per word, possibly more, in addition to what the translator charges. before filling out many application forms you might want to phone around to a few translation companies and ask them what rate they generally offer their translators. when setting your price make a note somewhere that you can be flexible with your fee, depending on the project particulars. when offering a price to a direct customer, consider what companies charge and offer something slightly less, but more than what the companies generally offer their translators. when bidding on tenders, scatter your prices and experiment. If one customer accepts your higher offer, you are not bound to take work from another offer where you submitted a lower price. With such experimentation you can develop a “feel” for the market. before submitting a price on a particular project, make sure that you understand the conditions (due date etc.) and take a good look at the text. Try to translate some parts, at least in your head. If it is very difficult for you and will take you longer to translate, you should raise your price accordingly. On the other hand, rather than squeeze yourself out of the market, you may consider accepting a more competitive rate and use the opportunity to practice and research the field. Over time you will be able to translate faster, and during which you could have built up useful translation memory and glossary terms. At least this way you will secure for yourself a steadier supply of work, you could eventually be considered an expert and start raising your prices. if the deadline is short for the volume and you will have to work hard and long hours to meet the schedule, you should generally charge more. But keep in mind that you are also earning more by translating the higher volume over a shorter period of time, and your competition might be willing to accept their standard rate. Again, it is good to be vague with your pricing. You can try a higher price, but if you need the work, you can mention words like “flexible” and “I would liketo charge”. if you are receiving repeat and regular work from a satisfied customer, you might consider asking them for a price increase. But always be polite, as an offended customer is easily a lost customer, and winning customers in the first place can be a lengthy and time-consuming process. if you are getting more work than you can handle and from different sources, this is the perfect time to increase your translation fee to new customers. To convince potential new customers of your high quality services, beef up your CV and website with testimonies from your existing customers, and translation samples from your more difficult projects. Follow-up: What to Do After Submitting Your Translation Price, Rate or Fee If it is an important or large project, it is good to send your offer from at least two sources/email addresses, to make sure your potential translation customer receives your application (because of spam filters etc). If you do not hear back from them you can write in a few days to further express your interest. But keep in mind that such large and potentially lucrative projects can receive applications from many translators, and that the project managers could be swamped trying to process them all. But by expressing your keen interest you are revealing your enthusiasm, which is important, as well as your potential to decrease your price, if that is an issue. Once your potential client expresses interest in your application they will often ask you to jump through some hoops, such as to provide a free translation sample, references or other tedious and non-paying work. If you have not done so already now is a good time to check out the company’s payment reputation. If the company has a good reputation. If the company has a good reputation it is quite possible it could lead to lots of future work, in which case it is worthwhile to do the necessary prep work. But make sure to do it properly, because any shortcomings could cast a poor impression. If you did not fill in their application form correctly, or you left mistakes in your translation sample, they will think you will be lenient and that there could be many problems if they did decide to send you some work. For this you might like to read up on our translation project bidding suggestions [.. To make yourself look better in the eyes of enquiring customers, you might also consider obtaining certification from one or more sources. Get tested and prove your abilities. If you provided good quality to other customers in the past, try to get a reference from them. If you accomplished some difficult translations and you are not dishonouring a non-disclosure agreement, consider posting to your online profile some samples of your previous work. You are not only competing in price, so make sure you look good to your potential client. It’s a competitive industry, but there’s also a lot of work to be had, since the industry generally grows by 20% each year (relating to a globalizing world and increased trade between countries). There are also many benefits of working in the comfort of your home. Therefore, think sharp and good luck! Share\| If you have any suggestions or commentswe’d love to hear back from you! [Jul 3, 2016] Wow what a through explanation, I was waiting for this article as I was very much confused about my translation rates to be asked from a client. Thanks you cleared much. I am an Indian Translator and got an offer from an Indian English writer to translate his best selling book into Hindi. Gave my rates though, what you think would be the rate for English to Hindi translation of a 225 page book? According to the above database query, 94 translators had submitted their rates for English to Hindi, the average working out to 0.061/w. But for a book I would usually offer a discount, and depends on how difficult the translation is and the deadline. If you have more time for the translation, you can take on other work and use the big project as a filler, in which case you can offer more of a discount. Always turns out a bit of a dance and play with the customer when trying to set a final price. Make sure you get paid in installments as you make partial deliveries, unless you completely trust the customer. KENAX Translation Services- Quality service at a competitive price \| Contact The previous text for this page (the updated version is above) This could be a difficult subject for a translation agency to post, as the translator will always want to receive the most for their hard work, and the translation agency always pay the least, so that it could win the most tenders. Basically it is a bidding war. Any agency, or even individual translator, can post their service on the internet, where files and even payments can be effortlessly transferred as if the end client and translator were located in the same city. In fact, we have mediated work where both the translator and the customer were located near to each other, without even knowing, while on the other side of the world from us. This becomes the age old problem of determining what a translator or agency can charge or get away with. Companies have been battling this question since time immemorial and for this reason corporate spying and espionage exist. It is always a great temptation to learn what the other translators on a particular tender are charging, and we try to offer this information to our translators if they ask. Historically, there are several types of bidding processes. The bidding may be open, so that everyone knows what the highest bid is. The bidding may start at some basement price. Other times the bidding is closed, meaning the bidders have to guess, in which case they might end up paying substantially more than the second highest bidder. For translations, the matter is made further complicated because the bidding is not on the same product, meaning that the quality and speed offered by the individual translators often differs. Sometimes a customer may require only an informative translation, not requiring great quality, nor even a translation by a native speaker. Hence the bidding "war" includes non-native speakers in lower cost countries. Other times the customer may demand a very high quality translation, to include a proofread by a quality translator, the subject matter can be very technical and require an expert, and the customer may be willing to pay for this quality. Other times the customer may require something very quickly and is forced to pay whatever it takes to get the job done on time. The way we like to work is to charge a low flat rate on top of whatever the translator charges. With our global system of translation servicesand our project managers located on different time zones, we have managed to reduce our overhead to enable us to charge this low surcharge on top of whatever the translator charges. This enables us to win more tenders, whereby we might end up using the same translator as any other agency, increase our volume, in turn reducing our markup further, to win more tenders and increase our volume further. So no matter how much the translator charges or the customer agrees to pay, our markup will always remain the same (although we may charge more for first time customers to cover the risk of non-payment). It may seem unethical for us to disclose what the other translators are charging, as such opening up the table to a bidding war so to speak, but enough of our translators have asked for this information in the past, which is why we have decided to make this information public (shown below). Keep in mind that these prices are a general guideline of the average charged by quality translators and do not necessarily represent some ceiling for us or what we hope to pay. Sometimes we get very large projects which need to be accomplished in very short periods, and for which we often resort to much more expensive translators, just to get the job done on time. In these cases we would add up the total charge for the entire project, divide it by the number of words translated to calculate a per word price what it cost us, perhaps offer some discount to the customer because of the overall size of the project, and then round the figure to some nice sounding price, issuing an invoice to the customer based on that. Most of our customers trust us and accept our strategy, and most of the time our estimate at the beginning of a project is very accurate. Other times the customer may demand a concrete price in writing, in which case we would be forced to guess on the higher end, to protect ourselves against the unforeseeable. This is just the usual issues of running any business. For each project we always ask the translator what they would like to charge, and move forward from there. Perhaps a lot needs to be done over a holiday, or the subject matter is very technical. We never force our translator to agree on a permanently defined price and they are always entitled to change their price at any moment. Based on a preliminary response from our translators, we can then issue a price estimate to the customer, and if we win the tender based on that, then we can proceed from there. From the perspective of the translator, perhaps they might be free at the moment and be glad to work full time on a project for a month, offering us a discount, which we could then pass onto the client to help us all win the tender. Other times the translator can be busy with other work, charge something more because of the headache of having to go into overtime, and we might accept the higher price because the situation demands it and the customer's budget can afford it. Or other times the translator may have developed a good name for themselves, with steady clients sending them subject matters they are comfortable with. Such a translator is in an excellent position, and can afford to charge a higher price to new clients. Heck, such a translator can even begin to farm out projects to other quality translators, control their work, charge their own markup rate, increase their volume, and eventually begin to operate like an agency. This is the wonderful power afforded by the internet. I myself translated for 8 years and during which time I slowly migrated to operating only an agency. In fact, I still translate from time to time, although I much more enjoy project management and company development. My suggestion is to always seek new customers when you do not have paying work. If you want to develop an agency while most of your earnings comes from your own translation work, you can work on that on your own free time. When looking for new customers, you can spend your time approaching a list of translation agencieslike ours (or for a small fee have us do this for you), or filling in their translator applicationforms, or provide them with free translation samples. All this takes an investment of time. In the beginning you might offer a more attractive rate just to secure yourself with enough work, but over time, as you build up a reputation for yourself and steady clients with a steady stream of work, you can start to charge more to new clients, or approach your existing customers and ask if they might offer you more, considering how reliable you have been for them all these years. You might consider a premium rate for express work or on translations which need to be accomplished over the weekend or holidays. You may devise different rates for different subjects or volumes. Everything is possible, and every business does this. Just think about the airline industry, which charges premium rates for the business class who need a flight on short notice, while offering much cheaper rates for tickets bought well in advance, or even lower rates for student or standby tickets. Which are tickets sold only when some seats remain available and just before takeoff. In economics and business language this is called price discrimination, which in some ways can be considered illegal or unethical, but practiced nevertheless. For this purpose very complicated software programs have been developed for the airline industry, estimating which seasons will be busier, and formulating a complex price grid, all designed to maximize profits for the airline company by charging different prices to different people. So you can certainly try your own price discrimination, although I do not think there is any software developed like this for the translation industry. You might approach a few translation agencies (by pretending you are a potential customer) and see what they charge for your language combination and expertise, in turn charging them an appropriate price. When charging a direct customer as opposed to a translation agency, you might try charging something in between what an agency charges and what you would normally charge an agency. If you establish a good name with direct clients, there is no reason why you couldn't charge as much or more than the agency if you are really good or are knowledged in a special area, which your customer needs. When submitting your price to a new client, you can also be vague and try something on the higher end. You can say "Some of my existing customers pay me", or "If possible", and include "price negotiable", for example. You obviously want as much as possible, but you do not want to scare away your new potential client either, so if you are quoting high, do not make it seem like your price is firm and set in stone - unless of course you are so well established you do not need to look for other customers. In such a case you are ideally established, and you might consider screening your own translators and quality control their work, so that you can offer a higher capacity. Prices often vary among language combinations precisely because of the costs of living in those countries. Typically, translations in Scandinavian languages will cost a lot more than, for example, Hindu or Russian translations. This has nothing to do with the quality of the respective translators but everything to do with the costs of living of the countries where these languages are mostly spoken. Of course, it may happen that a Swedish translator has decided to move to Beijing China, has chosen to charge three times the local Beijing rate for his translations from German and English into Swedish, is quite well off at those rates considering the cost of living in China, while offering a rate which is less than half what the average Swedish translator is forced to charge because they live in Stockholm. So such a China based Swedish translator can benefit from lots of work and live quite well. This again is the strength (or for some, the annoyance) that the internet offers, but such is the fact of life in this increasingly global marketplace. This is why you should consider the prices we have posted below as a very rough guideline. They are based on the prices of quality translators we have found. This is not to say that we have not found less expensive translators, like the quality Swedish translator living in China, but we have chosen not to post these "extremes" but rather just the average. There are also many translators who charge more than this, but at the below prices we have not found it difficult to find quality translators. Possible Guideline to Help You Set your Prices After a debate on ProZ, I modified the below data and aspire to achieve some "wiki consensus". I will break up the prices according to the following. For those who are only just considering to start a career in translations, an average seasoned translator can translate between 2500 and 5000 words a day. 1) Your Local Rates Ask your local translation agencies what they offer. 2) According to Projects I have Managed in the Past (table above) These generally reflect the lowest price levels offered by my quality native translators. It should also reflect the local prices for those countries, quite possibly on the higher end. It could be a good price suggestion for someone who would like to work on the global web translation market. 3) ProZ's and Translator Café's Posted Rates ProZ's rate data is only available for full paid members, but TC's is open to free members. Taking Czech to English translationsas an example (because I have many years and active experience in this language combination), TC's rates show the following: From my experience these definitely do not reflect local prices in the Czech Republic (TC's are significantly higher), so perhaps consider these as aspired prices. Or what would apply if you live in Western Europe. The translation market is a very competitive place so it's good to do some research and see what options are best for you. Or combine approaches and see where that leads to. 4) According to Applicants in our Database This tableis drawn from our own database of applicants, while removing the extremes (above 30 and below 1 cent a word). It is raw data only and the quality of the translators has not been verified. We get about 4 applicants a day, from all over the world. You may add your own rate and I will continue to develop this as interest in it increases. The averages script timed out before it could make the complex calculations, so unfortunately it did not include all the language combinations (stopped at Portuguese to Turkish). I will try to resolve this later to include all the language combinations. Other Websites to Help you Choose your Translation Rates ProZ Translators Cafe Translators Base Share\| Important Translator or Translation Rates, Charges, Prices and Fee Links Translation Payments Reputation- before you take on a translation project from a new client you should check out what other translators have said about their payment practices and if they are a reliable payer. Getting Paid for Translation Work- once you have translated for them but are finding difficulties getting paid, read what a couple of international lawyers have said about extracting payment. Translation Tips- to help you do a good job translating, which will bring you repeated translation work and increase your chances of getting paid. Translation Resources- links to various translator resources to help you with your work. Translation Jobs- many forums and resources to help you find translation work. Translation Agencies- or approach the agencies directly by email without hunting down their addresses on the net. Translator Application- come join our growing team!	msmarco_doc_00_89242
http://002.clayton.k12.ga.us/			Home - Jonesboro High School	msmarco_doc_00_114945
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http://004f876.netsolhost.com/html/faqs.html	LA's Totally Awesome Products - FAQs		LA's Totally Awesome Products - FAQs Were can I buy LA’s Totally Awesome All Purpose Cleaner ®? You can buy the product at any 99 Cents only Store (in California, Nevada, Arizona, and Texas ) Dollar Tree Store Dollar General Store Family Dollar Store or other discount stores in the US. In what sizes is LA’s Totally Awesome All Purpose Cleaner ® available? 16 oz LA’s Totally Awesome All Purpose Cleaner ® 20 oz LA’s Totally Awesome All Purpose Cleaner ® 22 oz LA’s Totally Awesome All Purpose Cleaner ® 32 oz LA’s Totally Awesome All Purpose Cleaner ® Can I buy the products online or directly from the company? At this time, Awesome Products does not offer our merchandise for sale over the internet or over the phone. Shipping and handling of the product in small quantity is very expensive and would cost a customer more than the price at the local stores. So please continue to shop for our products at your local 99 Cents only Store, Dollar Tree Store, Family Dollar store or other discount stores in the US. On what surfaces can I use LA’s Totally Awesome All Purpose Cleaner ® products? For Directions and applications please refer to the instructions on the bottle. In case of doubt be sure to test a small, hidden area before cleaning the entire surface in question and wipe it down with wet cloth / mop to check for any adverse effects. Please follow the Dilution scale on the bottle. Are LA’s Totally Awesome All Purpose Cleaner ®, safe on all kitchen surfaces? Yes LA’s Totally Awesome All Purpose Cleaner ® can be used on most kitchen surfaces. Please be sure to follow the directions on the bottle. Do I need to wipe off / clean / rinse the surface with water after using LA’s Totally Awesome All Purpose Cleaner ® Yes. Clean the surface with a clean wet mop / cloth after using LA’s Totally Awesome All Purpose Cleaner ®. 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If the area to be cleaned is really large, start at the top and work downward, stopping after sections to "rinse" the surface so that the LA’s Totally Awesome All Purpose Cleaner ® doesn't dry on the surface. 4. Rinse each section, or the surface by either hosing down (if outside) or using a bucket of clean water and a cloth or sponge to rinse down 5. Let surface dry and then set it back up for the pet. Return the pet to the room. Are LA’s Totally Awesome All Purpose Cleaner ® containers recyclable? Please refer to the logo on the container. With a little bit of care much plastic can be recycled, and collection of plastics for recycling is increasing rapidly. The plastic industry has responded to this problem by developing a series of cryptic markers, commonly seen on the bottom of plastic containers. These markers do not mean the plastic can be recycled, these makers do not mean the container uses recycled plastic. You should place in your bin only those types of plastic listed by your local recycling agency! What is the shelf life of your products? All of our products are tested for a shelf life of a minimum of two years from the date of manufacture. However, we do recommend using the product within one year of opening it to guarantee freshness and efficacy. What is LA’s Totally Awesome All Purpose Cleaner ® made from? LA’s Totally Awesome All Purpose Cleaner ® is a blend of water, surfactant (surface-active) agents, color and scent. Surfactant agents lift grease and oil up off of the surface. LA’s Totally Awesome All Purpose Cleaner ® is a safe, naturally gentle soap, specially formulated for cleaning a variety of surfaces like floors, furniture, and other household surfaces. And it leaves your home smelling fresh and clean. LA’s Totally Awesome All Purpose Cleaner ® contains no harsh detergents, ammonia, or bleach. Why aren't the ingredients listed on the label? LA’s Totally Awesome All Purpose Cleaner ® is non-toxic. Therefore, the listing of ingredients on the label is not required by law. LA’s Totally Awesome All Purpose Cleaner ® unique formula is protected under the US Trade Secrecy Act and has been extensively tested to verify the product's credentials. LA’s Totally Awesome All Purpose Cleaner ® complies with all current labeling requirements for ingredient disclosure on cleaning products. If you have an allergy, medical reason, or technical reason for wanting to know if LA’s Totally Awesome All Purpose Cleaner ® contains a particular item, please contact us at 800-482-2875 and we will help you as best we can. I have a LA’s Totally Awesome All Purpose Cleaner ® and I can't seem to get the product to squirt out. Am I doing something wrong? Product may settle during shipment and develop an air pocket so it may take multiple clicks to get the product started. My home is on a septic system. Is it safe to use LA’s Totally Awesome All Purpose Cleaner ® for cleaning tubs and showers? Yes. Under normal household use, LA’s Totally Awesome All Purpose Cleaner ® won't harm the helpful bacterial and enzymes that are used to keep septic systems free-flowing. Is LA’s Totally Awesome All Purpose Cleaner ® a disinfectant? No LA’s Totally Awesome All Purpose Cleaner ® is not a disinfectant. How do I avoid the LA’s Totally Awesome All Purpose Cleaner ® container leaking? We use the best possible plastic for our products, so leaking is very unusual. The container may have been dropped either at the store or at the home. Also make sure spray end is not damaged and spray/cap is securely tightened. Is LA’s Totally Awesome Oil Soap ® safe for cleaning wood floors? Yes, LA’s Totally Awesome Oil Soap ® is safe to use on all finished wood surfaces, such as wood floors. Be sure to use according to label directions.	msmarco_doc_00_120674
http://005.clayton.k12.ga.us/	Home - Riverdale High School	Riverdale High Riverdale High Times for the High School Schedule Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt COVID 19 Vaccination Flyers Please be sure to check out the information that CCPS is making available to students, families, and the community. Flyers are available in English \| Spanish \| Vietnamese Seniors >>> Class of 2021 HERFF JONES WILL BE HERE!!! Cap and Gown Delivery March 10 - 3 to 5 pm April 28 - 2 to 5 pm Please aim to pick up your regalia on these dates. Otherwise, you'd need to pick them up from the Herff Jones office. Your Input Matters Monthly and Weekly Calendar of Activities and Events Below are links to the monthly and weekly calendar of events and activities. Title I Calendar April 26-30 Senior Newsletter Student Handbook Parents and Students, Please download the student handbook linked below. There are 3 different versions – English, Spanish, and Vietnamese. Additionally, please complete the form that serves acknowledgement of your receipt and review of the student handbook. English \| Spanish \| Vietnamese Acknowledgment Form Meal Services Announcement Breakfast and Lunch is Served! All CCPS students may receivemeals at the school bus stop closest to their home (see CCPS Transportation website) or curbside at the nearest school (9 am – Noon) . Breakfast and lunch meals will be served at the same time.Only CCPS students are eligible to receive meals. StudentID numbers may be required to identify students. Parents/guardians may pick up meals for students. Attendance Matters Please make sure that documentation related to student absences needs to be emailed or faxed to our attendance clerk – Connie Young. Connie Young, Attendance Clerk connie.young@clayton.k12.ga.us 770-473-2905 ex. 505124 770-473-2913 fax Students will be marked tardy if they are 6 minutes late to their virtual classes. Cameras are required to be on during SEL (social-emotional learning) and Live instruction (20-25 mins). If a teacher is unable to see or no responses are given when called, that will lead to the student being marked absent. Parents and families, please remember to check your parent portal to view your child’s attendance and grades. Online Registration System Since May 2020, Clayton County Public Schools (CCPS) has been offering anOnlineRegistration (OLR) process for students who areregisteringfor new/returning students who arenot currently enrolled with CCPS for the 2020-2021 school year. For more information regarding 2020-2021 Online Registration, please view the video at http://youtu.be/cct5TjGH7Twor visit the CCPS website (http://www.clayton.k12.ga.us). Registration Central Page https://www.clayton.k12.ga.us/cms/One.aspx?portalId=54515&pageId=237811 CCPS Withdrawal Request Google Form For more information about counseling related topics, please visit the counseling page. Online Textbooks and Digital Resources We are working to make sure that all students and parents have access to textbooks and resources. As info, there are two documents you can reference. The first is the CCPS flyer about available resources. The second provides resources available for our students and parents at RHS. CCPS Flyer Reminders for Students and Parents Please join the Remind classes below to get updates: Class of 2021: https://www.remind.com/join/ad2a6c Class of 2022: https://www.remind.com/join/86b33c Class of 2023: https://www.remind.com/join/dbdhb8 Class of 2024: https://www.remind.com/join/g7ea74 Contact Us Donna Thompson, 9th Grade Counselor donna.thompson@clayton.k12.ga.us 770.648.4457 Google Classroom Code: 7peytsa Kansas Cooley, 12th Grade Counselor kansas.cooley@clayton.k12.ga.us 202.930.2287 Google Classroom Code: j6itmj4 Tiffany Rodriguez, Bookkeeper tiffany.rodriguez@clayton.k12.ga.us Sandy Hathcock, Registrar sandy.hathcock@clayton.k12.ga.us Connie Young, Attendance Clerk connie.young@clayton.k12.ga.us Christie George, Parent Liasion Christie.george@clayton.k12.ga.us Congratulations to Coach Fenley, Coach Walker and Coach Patton and the JV Lady Raiders for taking home the JV Volleyball Championship 2-1 over Morrow!!! Scholarships Download	Home - Riverdale High School Riverdale High Times for the High School Schedule Report to your teacher’s Google Classroom ready and on time to be amazing. #GoRaiders #DaleBuilt Get Your Driver's License/Learner's Permit To Obtain your PERMIT you will need to go to this link: https://dds.georgia.gov/how- do-i-learners-permit - guidelines are changing daily so make sure you read thoroughly, schedule an appointment and bring all necessary documentation. Then email lakesha.walton@clayton.k12.ga. us and ask her for your Certificate of enrollment. To Obtain your LICENSE you will need to go to this link: https://dds.georgia.gov/ georgia-licenseid/new- licenseid/how-do-i-class-c- license - guidelines are changing daily so make sure you read thoroughly, schedule an appointment and bring all necessary documentation. Then email lakesha.walton@clayton.k12.ga. us and ask her for your Certificate of enrollment (yes AGAIN). You will need to contact YOUR health teacher with whom you took ADAP class/test with and have them send you your ADAP certificate. COVID 19 Vaccination Flyers Please be sure to check out the information that CCPS is making available to students, families, and the community. Flyers are available in English \| Spanish \| Vietnamese Seniors >>> Class of 2021 HERFF JONES WILL BE HERE!!! Cap and Gown Delivery March 10 - 3 to 5 pm April 28 - 2 to 5 pm Please aim to pick up your regalia on these dates. Otherwise, you'd need to pick them up from the Herff Jones office. If you do not make the pickups on either day and time posted above, you would need to pick up cap and gowns from the Herff Jones office address below. Herff Jones 4634 Lawrenceville Hwy Suite B Lilburn, GA 30047 Your Input Matters Click to download the pdf that has two survey links. Please complete both surveys. Any questions, please contact our Title I Liason Christie George christie.george@clayton.k12.ga.us DOWNLOAD Monthly and Weekly Calendar of Activities and Events Below are links to the monthly and weekly calendar of events and activities. Title I Calendar April 26-30 Senior Newsletter Student Handbook Parents and Students, Please download the student handbook linked below. There are 3 different versions – English, Spanish, and Vietnamese. Additionally, please complete the form that serves acknowledgement of your receipt and review of the student handbook. English \| Spanish \| Vietnamese Acknowledgment Form Meal Services Announcement Breakfast and Lunch is Served! All CCPS students may receivemeals at the school bus stop closest to their home (see CCPS Transportation website) or curbside at the nearest school (9 am – Noon) . Breakfast and lunch meals will be served at the same time.Only CCPS students are eligible to receive meals. StudentID numbers may be required to identify students. Parents/guardians may pick up meals for students. Attendance Matters Please make sure that documentation related to student absences needs to be emailed or faxed to our attendance clerk – Connie Young. Connie Young, Attendance Clerk connie.young@clayton.k12.ga.us 770-473-2905 ex. 505124 770-473-2913 fax Students will be marked tardy if they are 6 minutes late to their virtual classes. Cameras are required to be on during SEL (social-emotional learning) and Live instruction (20-25 mins). If a teacher is unable to see or no responses are given when called, that will lead to the student being marked absent. Parents and families, please remember to check your parent portal to view your child’s attendance and grades. Online Registration System Since May 2020, Clayton County Public Schools (CCPS) has been offering anOnlineRegistration (OLR) process for students who areregisteringfor new/returning students who arenot currently enrolled with CCPS for the 2020-2021 school year. For more information regarding 2020-2021 Online Registration, please view the video at http://youtu.be/cct5TjGH7Twor visit the CCPS website (http://www.clayton.k12.ga.us). Registration Central Page https://www.clayton.k12.ga.us/cms/One.aspx?portalId=54515&pageId=237811 CCPS Withdrawal Request Google Form For more information about counseling related topics, please visit the counseling page. Online Textbooks and Digital Resources We are working to make sure that all students and parents have access to textbooks and resources. As info, there are two documents you can reference. The first is the CCPS flyer about available resources. The second provides resources available for our students and parents at RHS. CCPS Flyer Reminders for Students and Parents Please join the Remind classes below to get updates: Class of 2021: https://www.remind.com/join/ad2a6c Class of 2022: https://www.remind.com/join/86b33c Class of 2023: https://www.remind.com/join/dbdhb8 Class of 2024: https://www.remind.com/join/g7ea74 Contact Us Donna Thompson, 9th Grade Counselor donna.thompson@clayton.k12.ga.us 770.648.4457 Google Classroom Code: 7peytsa Terri Shipman, 10th Grade Counselor terri.shipman@clayton.k12.ga.us 404-399-2507 Google Classroom Code: ntljwpe Andrea Counselor, Lead Counselor/11th andrea.cosby@clayton.k12.ga.us 470.223.0287 Kansas Cooley, 12th Grade Counselor kansas.cooley@clayton.k12.ga.us 202.930.2287 Google Classroom Code: j6itmj4 Tiffany Rodriguez, Bookkeeper tiffany.rodriguez@clayton.k12.ga.us Sandy Hathcock, Registrar sandy.hathcock@clayton.k12.ga.us Connie Young, Attendance Clerk connie.young@clayton.k12.ga.us Christie George, Parent Liasion Christie.george@clayton.k12.ga.us Congratulations to Coach Fenley, Coach Walker and Coach Patton and the JV Lady Raiders for taking home the JV Volleyball Championship 2-1 over Morrow!!! 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http://0051b07.netsolhost.com/index.php/more-info/sdsu/22-sped-651/58-landmark-cases-in-special-education	Landmark Cases in Special Education	Landmark Cases in Special Education Landmark Cases in Special Education Lau v. Nichols 1974 Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988	Landmark Cases in Special Education Landmark Cases in Special Education Details Created on Wednesday, 30 August 2006 07:24 The first federal laws designed to assist individuals with disabilities date back to the early days of the nation. In 1798, the Fifth Congress passed the first federal law concerned with the care of persons with disabilities ( Braddock, 1987; cited in NICHCY, 1997 ). This law authorized a Maine Hospital Service to provide medical services to sick and disabled seamen. By 1912, this service became known as Public Health Service. However, prior to World War II, there were relatively few federal laws authorizing special benefits for persons with disabilities. Those that existed were intended to address the needs of war veterans with service-connected disabilities. This meant that, for most of our nation's history, schools were allowed to exclude-and often did exclude-certain children, especially those with disabilities. In 1948, only 12% of all children with disabilities received some form of special education. By the early 1950s, special education services and programs were available in school districts, but often, undesirable results occurred. For example, students in special classes were considered unable to perform academic tasks. Consequently, they went to special schools or classes that focused on learning manual skills such as weaving and bead stringing. Although programs existed, it was clear that discrimination was still as strong as ever for those with disabilities in schools. Legislation and court cases to prevent discrimination in education first came to notice in 1954 with the famous case Brown v. Board of Education of Topeka, Kansas. In Brown, the Court ruled that it was illegal practice under the Fourteenth Amendment of the U.S. Constitution to arbitrarily discriminate against any group of people. The Court then applied this principle to the schooling of children, holding that a separate education for African American students is not an equal education. In its famous ruling, separate but equal would no longer be accepted ( 347 U.S. 483 ). Brown set the precedent for future discrimination cases in education. People with disabilities were recognized as another group whose rights had been violated because of arbitrary discrimination. For children, the discrimination occurred because they were denied access to schools due to their disabilities. Using Brown as their legal precedent, students with disabilities claimed that their segregation and exclusion from school violated their opportunity for an equal education under the Fourteenth Amendment of the U.S. Constitution -the Equal Protection Clause. If Brown could not segregate by race, then schools should not be able to segregate or otherwise discriminate by ability and disability. In the 1960s, parents began to become advocates for better educational opportunities for their children. Around the same time, many authorities began to agree that segregated special classes were not the most appropriate educational setting for many students with disabilities. By the end of the 1960s, landmark court cases set the stage for enactment of federal laws to protect the rights of children with disabilities and their parents. This section presents an overview of some of the most historical court cases in special education in their order of occurrence. Hobson v. Hansen (1967). In Hobson v. Hansen, a U.S. district court declared that the District of Columbia school tracking system was invalid. However, special classes were allowed, provided that testing procedures were rigorous and that retesting was frequent ( Sattler, 1992 ). Diana v. State Board of Education (1970). In this case, California was mandated by the Court to correct bias in assessment procedures used with Chinese American and Mexican American students. Diana had three very important holdings that would later influence the enactment of federal special education laws: 1. If a student's primary language was not English, the student had to be tested in both English and his or her primary language. 2. Culturally unfair items had to be eliminated from all tests used in the assessment process. 3. If intelligence tests were to be used in the assessment process, they had to be developed to reflect Mexican American culture ( Diana v. State Board of Education, C-70: 37RFT (N.D. Cal., 1970 ). PARC v. Commonwealth of Pennsylvania (1972). In this case, a U.S. federal court in Pennsylvania ratified a consent agreement assuring that schools may not exclude students who have been classified with mental retardation. Also, the Court mandated that all students must be provided with a free public education. Testimony in this case indicated that all mentally retarded persons are capable of benefiting from an educational program. Some are capable of self-sufficiency and some achieve self-care. It also shows that the earlier the program is started, the more the person will learn. The Commonwealth of Pennsylvania had taken it upon themselves to provide a free public education to all of its children between the ages of six and twenty-one, including exceptional children. This caused the Commonwealth not to be able to dent any mentally retarded child access to a free public education. It became their responsibility to make this education and training appropriate for the child. Wyatt v. Stickney (1972). In Alabama, a federal court ruled that mentally retarded children in state institutions had a constitutional right to treatment (Wyatt v. Stickney, 344 F. Supp. 387, M.D. Ala 1972). Larry P. V Riles (1972) : Larry P. Was a black student in California, and his complaint led to an expansion of the ruling in the Diana case. The court ruled that schools are responsible for providing tests that do not discriminate on the basis of race. In the class-action case of PASE v. Hannon (1980), however, the fudge stated he could find little evidence of bias in the test items. The Larry P. Case also set a precedent for the use of data indicating disproportionate placement of minority groups as prima facie (sufficient to establish a fact or case unless disproved) evidence of discrimination. However, subsequent cases have undermined this precedent ( Marshall et a. v. Georgia [1984] and S-I v. Turlington [1986]). Guadalupe v. Tempe Elementary School (1972). In Arizona, a U.S. district court agreed to a stipulated agreement that children could not be placed in educable mentally retarded classes unless they scored lower than two standard deviations below the population mean on an approved IQ test administered in the child's own language. Guadalupe v. Tempe Elementary School also stipulated that other assessment procedures must be used in addition to intelligence tests, and that parental permission must be obtained for such placements ( Sattler, 1992, p. 779 ). Mills v. Board of Education of District of Columbia (1972). This case set forth future guidelines for federal legislation, including the rights of students with disabilities to have access to a free public education, due process protection, and a mandated requirement to receive special education services regardless of the school district's financial capability ( Mills v. Board of Education of District of Columbia, 348 Supp. 866, CD. DC 1972; contempt proceedings, EHLR 551:643 CD. DC 1980 ). Lau v. Nichols 1974 This civil rights case was brought by limited-English proficient Chinese students living in San Francisco. The students claimed that they were not receiving special help in school due to their inability to speak English, help which they argued they were entitled to under Title VI of the Civil Rights Act of 1964 becauseof its ban on educational discrimination on the basis of national origin. Finding that the lack of linguistically-appropriate accommodations (e.g., educational services in Chinese) effectively denied the Chinese students equal educational opportunities on the basis of their ethnicity, the Supreme Court in 1974 ruled in favor of the students, thus expanding the rights of limited English proficient students around the nation. Among other things, Lau reflects the now-widely accepted view that one's language is so closely intertwined with one's national origin (the country someone or her ancestors came from) that language-based discrimination is effectively a proxy for national origin discrimination. Lau remains an important decision in the areas of civil rights and language rights, and is frequently relied upon as authority in many cases. ( The San Francisco Unified School District remains covered by the consent decree that was ultimately entered into in the Lau case, and civil rights groups continue to monitor SFUSD 's compliance with that decree.) PASE (Parents in Action on Special Education) v. Joseph P. Hannon (1980). In this case regarding bias in IQ testing, the judge ( Judge Grady in Illinois) found that on the IQ tests he examined, only nine of the 488 test questions were racially biased. Consequently, IQ tests were found not to be discriminatory. Furthermore, Judge Grady indicated that clinical judgment also plays a large role in interpreting IQ test results. He stated: "There is no evidence in this record that such misassessments as do occur are the result of racial bias in test items or in any aspect of the assessment process currently in use in the Chicago public school system." Therefore, the decision in PASE resolved some of the controversy about the use of IQ tests for special education classification. As a result, the use of intelligence tests was acceptable in psychoeducational assessment as long as they followed all other procedural safeguards under federal law ( PASE v. Joseph P. Hannon, No. 74 C 3586 N.D. Ill. 1980 ). Luke S. and Hans S. v. Nix et al. (1982). In the state of Louisiana, all evaluations had to be completed within a 60-day time period. The plaintiffs in this case argued that thousands of students were not being appropriately evaluated within this time period. The court ruled in favor of the plaintiffs and informed the state of Louisiana that greater prereferral assessment should be done before a referral is made ( Luke S. and Hans S. v. Nix et al., cited in Taylor, 1997, p. 13 ). Board of Education of Hendrick Hudson School District v. Rowley (1982). In Rowley, the parents of Amy Rowley, a deaf student with minimal residual hearing and excellent lip-reading skills, sought the services of a full-time interpreter in her regular classes. Amy had been provided with an FM trainer (a teacher of the deaf) for one hour per day, and speech for three hours per week. Even though Amy was missing about half of what was being discussed in class, she was very well adjusted, was performing better than the average child in the class and was advancing easily from grade to grade. Based on these facts, the U.S. Supreme Court determined in Board of Education of Hendrick Hudson School District v. Rowley that Amy was receiving an "appropriate" education without the sign interpreter. In reaching this opinion, the Court concluded that the obligation to provide an appropriate education does not mean a school must provide the "best" education or one designed to "maximize" a student's potential. However, the program must be based on the student's unique individual needs and be designed to enable the student to benefit from an education. In other words, the student must be making progress ( Hager, 1999, p. 5 ). Jose P. v. Ambach (1983). In this case, the plaintiffs filed suit against New York City. Their complaint involved the inappropriate delivery of services. The plaintiffs argued that many students in special education were not receiving services in an appropriate time frame. The court ruled in favor of the plaintiffs and stated that from the time of referral to evaluation there can be a maximum of 30 days that can elapse. The court informed the defendants that all evaluations must be "timely evaluations" ( Jose P. v. Ambach, cited in Taylor, 1997, p. 13 ). Roncker v. Walter, 700 F2d. 1058 (6th Circuit Court 1983) addressed the issue of "bringing educational services to the child" versus "bringing the child to the services". The case was resolved in favor of integrated versus segregated placement and established a principle of portability; that is, " if a desirable service currently provided in a segregated setting can feasiblely be delivered in an integrated setting, it would be inappropriate under PL 94-142 to provide the service in a segregated environment" Questions used to determine whether mainstreaming can be accomplished. 1) What is it in the segregated program that makes it better than a mainstreaming program? 2) Can these things (modified curriculum, teacher) be provided in the regular school environment? " It is not enough for a district to simply claim that a segregated program is superior: In a case where the segregated facility is considered superior, the court should determine whether the services which make the placement superior could be feasibly provided in a non-segregated setting (i.e. regular class). If they can, the placement in the segregated school would be inappropriate under the act (I.D.E.A.) ." (Roncker v. Walter, 700 F.2d 1058 (6th Cir.) at 1063, cert. denied, 464 U.S. 864 (1983)) The Roncker Court found that placement decisions must be individually made. School districts that automatically place children in a predetermined type of school solely on the basis of their disability (e.g., mentally retardation) rather than on the basis of the IEP, violate federal laws. Larry P. v. Riles (1984). In this California case, using IQ tests as the assessment measure for placing African American students in specil education as mentally retarded was found to be discriminatory. Schools in California were mandated by the Court to reduce the disproportionate representation of African American students in special education. In Larry P. v. Riles, the court determined that IQ tests were discriminatory against African Americans in three ways: 1. IQ tests actually measure achievement rather than ability. Because African Americans throughout their educational history have been denied equal educational opportunities through schools segregated by race, they will inevitably have achievement scores lower than the norms and thus be discriminated against in testing. 2. IQ tests rest on the plausible but unproven assumption that intelligence is distributed in the population in accordance with a normal statistical curve (bell shaped), and thus the tests are artificial tools to rank individuals. 3. IQ tests lead to the classification of more African American students than white students in dead-end classes for students with mild to moderate disabilities [ (No. C-71-2270 RFP (1979) and No. 80-4027 DC No. CV 71-2270 in the U.S. Court of Appeals for the Ninth Circuit (1984)]. Georgia State Conference of Branches of NAACP v. State of Georgia (1984). A U.S. court of appeals ruled that black children schooled in the state of Georgia were not being discriminated against solely because there was a disproportionate number of them in classes for low achievers. The court explained that there was no evidence of differential treatment of black and white students. Overrepresentation of black children in classes for the mentally retarded by itself was not sufficient to prove discrimination ( Sattler, 1992 ). Honig v. Doe, et al. Honig, California Superintendent of Public Instruction 1988 Problem Two students were to be expelled for being violent and disruptive. Both of the students had Iep's and recognized emotional disabilities. According to zero reject, should the boys have been separated from school? Ruling Expulsion would violate zero reject and IDEA. Results Students cannot be excluded from the classroom and programs because of violent or disruptive behavior that stems from their recognized emotional disabilities. LEA's have a right to suspend for up to 10 days even if a parent requests due process. If schools believe a student to be truly dangerous to self or others, they may file a preliminary injunction against the student and his inclusion in school. The student's present placement is favored, but may be denied if his behavior would likely result in injury to self or others. A student may be disciplined as if he were disabled as long as his actions do not stem from his disability. In Polk v. Central Susquehanna Intermediate Unit 16, 853 F.2d 171 (3rd Cir. 1988), the court held that a school district’s IEP did not provide the student FAPE. The court ruled that a student’s IEP must be “likely to produce progress, not regression or trivial educational advancement.” The Sixth Circuit has followed the language of Polk: “ [I]n order to be ‘appropriate,’ the educational benefits provided by the states must be more than de minimis.” Doe by and through Doe v. Smith, 879 F.2d 1340, 1341 (6th Cir. 1990), citing Polk, 853 F. 2d at 182. Undeniably, this minimal educational requirement must be viewed on a case by case basis as the disability of each student poses unique challenges. More important than advancing from grade to grade is whether the student made more than trivial progress toward his or her IEP goals. Some students, due to the extent of their disabilities, will never be able to perform at grade level and will require several years to achieve what would be a year’s worth of progress to a non-disabled student. Conklin v. Ann Arundel County Bd. Of Ed., 946 F.2d 306, 316 (4th Cir. 1991). “ Progress ” for a special education student has more to do with advancing toward IEP goals than performing at grade level. How, then, should parents of a special education student determine whether their child is making “more than trivial progress” toward his or her IEP goals? The answer is through testing, data collection, and interpretation; the most accurate way to assess educational benefit or regression is through changes in test scores over time. The starting point for the development of any IEP is a complete evaluation to determine the present levels of educational performance in all areas –academics, behavior, and social skills – with a potential impact on the student’s achievement. The appropriate assessment of these areas provides the baseline data from which all future progress can be measured. Parents and administrators should be careful, therefore, when incorporating the present levels into the IEP, that they identify specific skills and/or deficits of the student. Vague general and subjective statements should be avoided. Results Schools and school districts have to try harder. They must provide children with special needs not a minimum, but a MEANINGFUL BENEFIT from their educational program. Daniel R. R. v. State Board of Education (1989). Daniel R. R. is one of the leading cases opening the door to increased inclusion of children with disabilities in regular education classes. The court noted that Congress created a strong preference in favoring mainstreaming; that is, educating the student in the regular education classroom with supports. Ironically, the court determined that it was not appropriate to include the child in this case in full-time regular education. However, the court's analysis of the least restrictive environment requirement, especially its interpretation of what is meant by providing supplementary aids and services in the regular classroom, has been followed by a number of other courts ( Hager, 1999, p. 6 ). In determining whether it is appropriate to place a student with disabilities in regular education, the student need not be expected to learn at the same rate as the other students in the class. In other words, part of the required supplementary aids and services must be the modification of the regular education curriculum for the student, when needed. The court in Daniel R. R. v. State Board of Education noted, however, that the school need not modify the program " beyond recognition ." Also, in looking at whether it is "appropriate" for the child to be in regular education-in other words, whether the student can benefit educationally from regular class placement-the school must consider the broader educational benefit of contact with nondisabled students, such as opportunities for modeling appropriate behavior and socialization ( Hager, 1999, p. 6 ). Gerstmeyer v. Howard County Public Schools (1994). In the Gerstmeyer case, Howard School District had been told that a child needed an evaluation for the first grade four months before entering the first grade. The evaluation was not done prior to entering the first grade. The parents sent their child to private school and the evaluation was only done six months after the initial referral. The parents sued the district for the costs of private schooling and tutoring caused by the delay. In Gerstmeyer v. Howard County Public Schools, the Court ruled in favor of the parents and made Howard School District reimburse them for all associated costs (cited in Taylor, 1997, p. 13 ).	msmarco_doc_00_137853
http://0051b07.netsolhost.com/index.php/more-info/sdsu/23-sped-450/2215-examples-and-non-examples	Examples and Non-Examples	Examples and Non-Examples Examples and Non-Examples	Examples and Non-Examples Examples and Non-Examples Details Created on Tuesday, 14 October 2008 15:17 What are Examples and Non-Examples? Examples and Non-Examples is a tactic that can be used to teach defined concepts: Comprehend level. The tactic involves providing learners with instances that include both Examples and Non-Examples of the defined concepts being taught, and asking them to classify them according to the appropriate concept. Below is an example of how to use Examples and Non-Examples for defined concepts at the K3: Comprehend level: You are teaching students about various Chemical Warfare Agents. The related defined concepts in your lesson are Sarin, VX, Mustard, and Hydrogen Cyanide. You have already used a Concept Frame or Concept Map to teach students the defining characteristics of each concept. You then provide them with a series of instances (Examples) set in battlefield contexts that describe what they would experience if the various agents were being used by the enemy. You do not name the chemical agents in your examples, but instead require students to classify each instance according to the appropriate warfare agent. Why should I use Examples and Non-Examples in my teaching? A defined concept is a concept that is known primarily by its definition rather than by physical characteristics. By stating the definition alone, the learners may not fully comprehend the defined concept. Understanding why Examples are in fact Examples and why Non-Examples are not Examples clears up confusion and leads to deeper understanding of the concepts being taught. Also, having learners classify specific items as Examples or Non-Examples tests learners' ability to classify instances of the defined concepts. Examples and Non-Examples may be used with other tactics such as Venn Diagrams, Concept Maps, Concept Frames, and Mental Images. It is important to note that the instances you develop as Examples and Non-Examples must belong to only one of the defined concepts you are teaching. However, they should not be so obviously an Example of a particular concept that learners do not have to do any thinking. Non-Examples are best when they have some characteristics of an Example. When using Non-Examples make sure to point out what characteristics of the Non-Example keep it from being an Example. What are the steps for using Examples and Non-Examples? Steps for using Examples and Non-Examples for defined concepts: Comprehend level: 1. Identify the defined concept for which you want to create Examples and Non-Examples. 2. List out all of the defining characteristics each defined concept must contain. 3. Identify several specific Examples of the concept that contain all of the appropriate defining characteristics. These will be your Examples. 4. Identify a few specific Non-Examples of the concept that contain some of the defining characteristics, but do not contain all of the appropriate defining characteristics. These will be your Non-Examples. 5. Be able to explain to learners why the Examples and Non-Examples either illustrate or do not illustrate the defined concept. 6. Have learners classify the Examples and Non-Examples you created according to the appropriate concept name. What are some class activities that involve Examples and Non-Examples? The following table contains suggestions of activities to use with Examples and Non-Examples for defined concepts at the K3: Comprehend level. Click on the activity hyperlink for a list of procedures to follow for using the activity. Activity Example or Non-Example? Purpose and Description The purpose of this activity is to allow students to practice classifying defined concepts. Students are given instances that represent Examples and Non-Examples. They must correctly name the defined concept described. Format Class Preparation and Materials Required __________________________________________________________________________________________________________ List of Examples and Non-Examples for the defined concepts Instructor presentation materials Example and Non-Example Creation The purpose of this activity is to allow students to practice comprehending the characteristics of the defined concepts by creating Examples and Non-Examples of the defined concepts. Format Individual Pairs Small group Preparation and Materials Required Handouts of a list of defined concepts Student presentation materials __________________________________________________________________________________________________________ Narrative Generation from Examples and Non-Examples The purpose of this activity is to allow students to practice and test their understanding of the characteristics of the defined concepts by creating narratives from a list of Examples and Non-Examples that summarize the lesson content. Format Individual Pairs Small group Preparation and Materials Required Handouts of Examples and Non-Examples of the defined concepts _________________________________________________________________________________________________________ Procedures for Example or Non-Example? 1. Explain that the purpose of this activity is to practice comprehending the characteristics of the defined concepts presented by classifying Examples and Non-Examples of the defined concepts. 2. Present a new Example or Non-Example (that has not been previously presented to students) of the defined concept from the list. 3. Have students determine if it is an Example or Non-Example and explain what characteristics make it an Example or Non-Example. 4. Provide feedback for the answer. 5. Repeat steps 2-4 until the students have correctly identified every defined concept from the list. 6. Summarize the results of the activity. Procedures for Example and Non-Example Creation 1. Explain that the purpose of this activity is to practice comprehending the characteristics of the defined concepts presented by creating Examples and Non-Examples of the defined concepts. 2. Divide students into pairs or small groups if desired. 3. Hand out the list of defined concepts to students. If handouts are unavailable, you can write the information on the board and have students copy it. 4. Have students create several new Examples and a few new Non-Examples for each defined concept on the list. (Students should not create Examples or Non-Examples that have been previously presented in class.) 5. Have a few students present their Examples and Non-Examples. Other students should classify the Examples according to the correct defined concept. 6. Provide feedback. 7. Summarize the results of the activity. 8. (Note: Collect the Examples and Non-Examples that students create. You may want to use them in review activities in the current offering of the course, or in the future should you teach the class again.) Procedures for Narrative Generation from Examples and Non-Examples 1. Explain that the purpose of the activity is to practice understanding the characteristics of the defined concepts presented by creating narratives from a list of Examples and Non-Examples that summarize the lesson content. 2. Divide students into pairs or small groups if desired. 3. Provide students with handouts of the Examples and Non-Examples. 4. Have students write a narrative discussing the defined concepts and characteristics presented in the Examples and Non-Examples. 5. Have students exchange their narratives with their peers for evaluation. This step can be repeated if desired. 6. After peer review, have students return the narratives to the original student who wrote the narrative. 7. Encourage class discussion and provide feedback. Ask students to state the common errors they noticed. 8. Summarize the results of the activity. What kind of media and student materials should I use for Examples and Non-Examples? There are several media and student materials that can be useful when using Examples and Non-Examples for defined concepts at the K3: Comprehend level. The following table contains suggestions for how you can integrate media and student materials into your lesson. Clicking on the hyperlink for each medium in the table will take you to a template (if there is one provided). Suggested IMM PowerPoint or Overheads Description and Example (s) PowerPoint or overheads can be used to present Examples and Non-Examples. Examples: Present a PowerPoint slide that displays a two-column table that lists Examples and Non-Examples of Chemical Warfare Agents. Present a series of PowerPoint slides that describe instances of each type of Warfare agent in a battle context. Have students read and classify each according to its concept name. Suggested Student Materials Description and Example (s) Handouts of Descriptive Text Handouts of descriptive text can be used by students for review or to create Examples and Non-Examples from as an in-class or homework assignment. Example: Provide students with handouts that highlight key characteristics of Chemical Warfare Agents, and have them create Examples and Non-Examples from it as a homework assignment. Where can I go to learn more about Examples and Non-Examples? Buehl, D. (1996). Learning by example. Retrieved February 19, 2002, from http://www.weac.org/News/NOV96/readroom.htm Byrd, P. (1999). Types of examples: Positive, negative, non-, and best. Retrieved February 19, 2002, from http://www.gsu.edu/~wwwesl/issue1/extypes.htm Fox, S. Comprehending words and ideas: Definitions, examples and non-examples. Retrieved February 19, 2002, from http://www.resourceroom.net/Comprehension/literature/nonexample.htm Gagne, R., Briggs, L., & Wager, W. (1992). The principles of instructional design. Fort Worth: Harcourt Brace Jovanovich College Publishers. Gagne, R., & Medsker, K. (1996). The conditions of learning: Training applications. Fort Worth: Harcourt Brace College Publishers. Hayduk, P. (2001). The five axes of the DSM-IV: A self-instructional exercise. Retrieved February 19, 2002, from http://psych.athabascau.ca/html/Psych435/Tutorial/exer2.shtml Mason, J., & Watson, A. (1999) Getting students to create boundary examples. Teaching and learning undergraduate mathematics [Electronic version].11, 9-11. Merrill, M., & Tennyson, R. (1977). Teaching concepts: An instructional design guide. Englewood Cliffs, NJ: Educational Technology Publications. Mora, J. K. (2000). Teaching concepts and vocabulary: Principles and strategies. Retrieved February 19, 2002, from http://coe.sdsu.edu/people/jmora/ConceptsTch.htm Project Better. Concept learning through best examples. Retrieved February 19, 2002, from http://www.mdk12.org/practices/good_instruction/projectbetter/social/ss-60-62.html Selden, A., & Selden, J. (1998). The role of examples in learning mathematics. Retrieved February 19, 2002, from http://www.maa.org/t_and_l/sampler/rs_5.html Teaching Enhancement Center, The. (1996). Teaching ideas #3 - Lecturing components. Retrieved February 19, 2002, from http://www.emporia.edu/tec/tchid03.htm _________________________________________________________________________________________________________ Examples and Non-examples Imagine that you are watching a sport for the first time. How do you figure out the rules that govern that sport? Simply being told the rule is probably not adequate if you really want to understand it. You need to see the rule in operation. So as you watch, you begin to infer how the rule works by observing examples of the rule and non-examples. Most football fans have come to understand the rule of "pass interference" through this method. As we view games over time, we come to refine our understanding of this football concept. Tackling a receiver before the ball arrives is "pass interference." Tackling a receiver after the ball arrives is not. Accidentally bumping into the receiver before the ball arrives is "pass interference." Bumping into the receiver as you try to intercept the ball is not. Getting in the receiver's way is "pass interference" unless it is done at the line of scrimmage, which is not. Contact with a receiver when the pass is not catchable is not "pass interference." And so on. The Strategy Providing experiences with examples and non-examples helps students construct rich and sophisticated meanings of important concepts. Joyce and Weil (1986) outline the Concept Attainment strategy, which uses an inquiry model to introduce new concepts: Step 1: Generate pairs of examples and non-examples that exhibit some of the major defining characteristics or attributes of the new concept. Present them one at a time to students and ask them to consider what it is that differentiates the two lists. For example, a math teacher developing the concept of "equation" might present the following items, which could also be displayed on the chalkboard or on an overhead transparency: * 5+3=8 is an example of an equation. * 3+7 is not an equation. * 3x-2y=7z is an example of an equation. * 5x+2y-3z is not an equation. * 144÷6x=12 is an example of an equation. * 27÷3>5 is not an equation. As students think about each example and non-example, ask them to define what it is that makes the two lists different. Note that these initial definitions should be considered hypotheses which will be subject to revision as the process goes on. Step 2: Provide additional examples and non-examples, including some that might bring in more specific defining characteristics. This allows students to test their hypotheses and refine their understanding of the new concept. For example, students might note that "all equations have equal signs." When they encounter a non-example, they realize there is more to the definition than merely the presence of equal signs. Non-examples underscore that all mathematical expressions are not necessarily equations. Furthermore, a non-example lets students see that an expression could be true, but may not be an equation. Ask students to revise their list of characteristics or attributes of the concept. Students might now observe that "equations must have two sides," "the two sides must result in the same value," and "an equal sign must be between the two sides." Step 3: To further establish the concept, assign students to work in pairs to generate their own examples and non-examples of the concept. To initiate this phase of the strategy, you may wish to provide students with a list of several possible examples as well as additional non-examples. After they have labeled them, each pair of students continue by locating or creating their own examples and non-examples. These are then shared with the entire class, and students receive feedback on their choices. Step 4: As a final step, ask students to develop a written description of the concept that includes all the key or defining characteristics. Students describing the concept of "equation" might offer the following: "An equation has two sides separated by an equal sign. The numbers on each side must end up equaling the same value. It doesn't matter whether you add, subtract, multiply, or divide on either side, as long as both sides result in the same value." Advantages The emphasis on student inquiry in the Concept Attainment strategy is advantageous for a number of reasons: * Students go beyond mere definitions to flesh out deeper and more complex understandings of concepts. * Students are involved in a process of discovery, which allows them to build a concept by encountering progressively more sophisticated examples and non-examples. * Students are given a compare/contrast framework for exploring the defining characteristics of a concept through consideration of non-examples that may share some but not all of these characteristics. III. Types of Examples: Positive, Negative, Non-, and Best While the terms are not used with complete consistency, four subcategories are frequently referred to in the literature on exemplification: positive example, negative example, non-example, and best example. The basic example is often termed the positive example. A negative example illustrates a mistake or the wrong way to do something: "*The students was confused." A non-example, on the other hand, illustrates what is not being talked about; it shows things that are not part of the topic under discussion: "Regular nouns form their plural by adding -s. Child is not a regular noun because its plural is children." A best example shows a typical member of a group: "Poe's "The Bells" shows the use of alliteration." Another way of thinking about best examples is that they provide the most appropriate example in a particular setting. For example, the best example of the word tree would be different in Minnesota (pine? fir?) and in Saudi Arabia (palm?). Three of these example types can be combined in what we call the comparative example: two or more forms are illustrated in the same set of materials to demonstrate their differences. These comparative examples involve positive, negative, and non-examples to illustrate how the forms should and should not be used. A standard comparative set in ESL materials focuses on the simple past tense and the present perfect verb forms. Sirridge (1980) points out a basic characteristic of an example: its meaning can change from one context to another. This characteristic is important for the language instructor because of the danger of assuming an example can stand on its own without commentary to clarify its purpose. A single sentence could be viewed as illustrating any of several different points about English grammar. Moon (1990) comments that one of the purposes of the instructional materials that accompany examples is to clarify the purpose of the example. Another purpose for examples is pointed out by Moon (1990): examples give details of the functioning of the rule that are not included in the explanatory materials. This purpose for an example underscores the interdependence of grammar rule and illustrative example: neither is complete without the other. One of the few discussions of the characteristics of examples in second language learning and teaching is provided by Sweet in his Practical Study of Languages (1964), where he discusses principles to guide the selection and use of examples in the teaching and learning of grammar. While he seems to be thinking of single words or sentences that are given with a generalization about the language, much of what he has to say is appropriate for the other types of examples: 1. Examples help tie the individual rule to the language as a whole. 2. An example "explains, illustrates, and justifies" the rule of grammar which it accompanies. 3. An example serves as a pattern to be used in analyzing other language samples by the student in subsequent encounters with the language. 4. Rules are not the primary purpose of study--using the language is. 5. Therefore, examples are more important than rules. "The rules are mere stepping-stones to the understanding of the examples..." (pp. 130-131). Not only grammar rules but many other aspects of a language and its use are taught through examples. In reading and writing classes, teachers provide examples of the ways that higher discourse units function, and in oral communication classes examples are provided of the ways in which conversations are begun, conducted, and concluded. Ponder and Powell (1989) illustrates the double use second language teachers make of reading materials, mining them for information and content and at the same time using them as models to practice reading skills (looking for the main idea, timed reading, and etc.). Additionally, from the description of role plays in Dubin and Olshtain (1986), it is clear that this activity provides both for authentic communication and for carrying out communication in situations that are examples of the real. In sum, examples are used in all types of language teaching including but not limited to grammar lessons and materials. ______________________________________________________________________________________________________________ TEACHING CONCEPTS and VOCABULARY Principles and Strategies Jill Kerper Mora San Diego State University What is a concept? CONCEPTS are (1) categories into which experiences are organized and (2) the larger network of intellectual relationships brought about through categorization. Understanding a concept requires some level of critical thinking in order to make associations between words and ideas according to certain criteria. Objects or events are sorted into concept categories according to their basic characteristics or critical attributes. The critical attributes must be present in a particular sequence, relationship or patterns to qualify for category placement. These represent the concept criteria. The specific ordering of attributes is known as the concept definition or rule. PLANNING FOR CONCEPT & VOCABULARY TEACHING Identify an important concept or key idea in a content-area lesson. Choose a more complex or abstract concept that lends itself to a higher level of analysis. The characteristics of concepts are as follows: Degrees of concreteness Concrete, semi-concrete, abstract: Can a person see, hear, touch, taste or feel the concept or aspects of the concept? Or does the concept involve combining multiple thoughts and ideas that are remote in time and space? Nature of critical attributes Is the concept narrowly defined through a few converging features or characteristics versus broadly defined with divergent and multiple features or characteristics? What critical attributes distinguish this concept from other related concepts? What rules or criteria define the concept? Which qualities, characteristics or attributes are essential in classifying this concept into its class or category? Does the concept represent a system? If so, how are the component parts related to each other? How do they act on each other and respond to each others actions? Are there clear examples and non-examples that illustrate and distinguish the concept rule or criteria? Form or manner in which learned Consider how students may have experienced or be familiar with the concept, i.e., its representational forms within the students’ experience: By doing it? By seeing it depicted or represented vicariously? Through symbols or language? Perhaps students have experienced aspects of the concept or are familiar with some representations of the concept, but have not linked these together to appreciate their inter-relationships. Or are they merely unfamiliar with the labels and words used to define and describe the concept? Does the concept have personal and public dimensions? Context in which learned Is the concept being learned or taught in a formal context such as in school or training program? Or is it learned primarily or initially in an informal context such as a social setting or through casual observation? If a concept learned informally is a component of an academic lesson, how is the informal learning of the concept being linked or transferred to the formal classroom setting and for what purpose? Analyzing Vocabulary Related to Concepts Word level analysis Examine the word naming a concept for prefixes, suffixes, and or root words. This morphological analysis will reveal the meanings embedded within words according to their structure. Cognates Teaching cognates is a way of relating new words in English to known words in a students’ native language. Often words that are common in a student’s L1 will be “big words” or less commonly used terms in English. Deceptive words Deceptive transparency: infallible; shortcomings Words with a deceptive morphological structure: outline, nevertheless, discourse Idioms False friends Words with multiple meanings: abstract, state, since Synforms: cute/acute, available/valuable, conceal/cancel, price/prize, industrial/industrious Words you can’t guess when there are non-existent contextual clues, unusable contextual clues, misleading and partial clues or suppressed clues Planning inventory for teaching a concept 1. What name is commonly applied to the concept? Ex. Lake 2. What is the concept's rule or definition? Ex. A body of water surrounded by land. 3. What are the essential characteristics or critical attributes of the concept? Ex. land, water, surrounding 4. What are the non-critical attributes typically associated with the concept? Ex. size, location, depth 5. What are some interesting and learner-relevant examples or cases of the concept which you can use in its explanation? Ex. local lakes, mountain lakes, desert lakes 6. What are some contrasting non-examples of the concept that will help clarify or illustrate the concept? Ex. ocean, stream 7. What are some cues, questions or directions that can be employed to call attention to critical and non-critical attributes in the concept examples? Ex: "Look at all the points where the water meets the land." 8. What is the most efficient, interesting and thought-provoking medium (or media) by which to present examples and non-examples? Ex. slides, aerial photographs 9. What level of concept mastery do you expect of students and how will you measure it? Ex. Be able to define "lake" and state the similarities and differences this body of water has with other major bodies of water through a project. Teaching word meanings related to concepts: How to select and teach vocabulary 1. Word meanings are best learned through conceptual development. This approach stresses in-depth understanding as opposed to surface understanding. Existing concepts can be used as a basis for acquiring new concepts. For example, a student who knows what a horse is can relate the new concept of unicorn to horse in order to understand the new concept. 2. Word meanings should be learned in context. The contextual setting gives student clues to word meanings. The teacher should provide examples in which the new word is used correctly and students should have opportunities to apply the word's meaning. 3. Vocabulary instruction should be based on learner-generated word meanings. Learner involvement increases understanding and memory; thus, when students use their experience and background knowledge to define words, they learn better. The words serve as labels for concepts and students associate words to a larger vocabulary and experiences. 4. Vocabulary should focus on usable words. The use of vocabulary related to a theme or instruction in "word webs" is helpful. Students should be taught how to figure out related words. 5. Students should be taught the use of context clues and structural analysis skills (prefixes, suffixes, root words). 6. Students should learn to use the dictionary, thesaurus and glossary to develop understanding of word meanings when they cannot figure out the meanings from experience, context or structural analysis. Contextual aids to word meanings Type and examples The following are ways to define words within a text. These forms of definition of words and terms can also be used to teach students to use context as clues to meaning while reading content-area texts. These are also useful as strategies for defining words in writing without isolating words from their context, thus focusing students on associating words with their related concepts. 1. Definition A micrometer is an instrument used with a telescope or microscope for measuring minute distances. 2. Restatement A cockroach has two antennae, or feelers, on its head. 3. Example "The ship plows the sea" is an example of a metaphor. 4. Comparison/contrast A machete, like a sword, can be very dangerous. In bright light, the pupils of the eyes contract; in the dark, they dilate. 5. Description A ginkgo is a tree of eastern China that has fan-shaped leaves and provides much shade. 6. Familiar experience Artificial respiration was applied to the nearly drowned man. 7. Association He ate as ravenously as a bear. 8. Synonyms/Antonyms The mercury in the thermometer was dropping--the quicksilver was contracting. The acid, not the base, reddened the litmus paper. 9. Reflection of mood All alone, Jim heard the creaking sound of the opening door and saw a shadowy figure standing suddenly before him. Jim was literally stupefied. 10. Summary Even though he was sixty-five years old, he continued to love sports. He played a skillful game of tennis and seldom missed his daily swim. He was very athletic. Sources: Roe, B.D., Stoodt, B.B., & Burns, P.C. (1987). Secondary School Reading Instruction: The Content Areas. Boston, MA: Houghton Mifflin. Cooper, J. M. (Ed.). (1986). Classroom Teaching Skills. Boston, MA: D.C. Heath.	msmarco_doc_00_159542

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