Season's Greetings from the Buckeye Country

International students from Turkey, China, Libya, Gabon, Taiwan, Brazil, South Korea and Saudi Arabia spend their first Christmas at ELS Language Centers, Columbus located on the campus of Ohio Dominican University.  (12/23/2010)

http://daniel-j-stone.blogspot.com (C) 2009-10

Ordering at Subway Checklist

Ordering at Subway Checklist
1. Size
6-inch
Footlong

2. Bread
Italian
white
wheat
honey oat
Hearty Italian
(sprinkled with cornmeal)
herbs and cheese

3. Sandwich
Meatball Marinara

Italian B.M.T®

Subway® Melt

Tuna

Cold Cut Combo

Spicy Italian

BLT

Roast Beef

The Big Philly Cheesesteak

Chicken & Bacon Ranch

The Feast

Turkey Breast

Turkey Breast & Black Forest Ham

Oven Roasted Chicken

Sweet Onion Chicken Teriyaki

Black Forest Ham

Subway® Club

Veggie Delite®

4. Toast
Yes
No


5. Cheese
Swiss
White American
Provolone
Pepper Jack
Cheddar

6. Vegetables
Lettuce
Tomato
Onion
Pickles
Olives
Banana Peppers


7. Condiments
Mayonnaise
Mustard
Oil
Vinegar
Salt
Pepper


8. Extras
Drink
Chips
Cookie
Soup


http://daniel-j-stone.blogspot.com (C) 2009-10

Teaching English to Speakers of Other Languages: Teaching Methods

• The Language Experience Approach- students orally relate their personal experiences to the teacher; teacher transcribes these experiences complete with errors and then develops other reading and writing activities based on the transcription.

• Bottom-up Reading Strategies- the strategies that focus primarily on actual words in a text instead of general meanings. For example, analyzing relationships between words in a sentence and deciphering the meanings of individual words in a sentence.

• Suggestopedia- a relaxed approach to learning a foreign language where a student’s first language may be used freely during instruction. “Make sure the students feel comfortable and confident.”

• Community Language Learning- students work together to develop what aspect of a language they would like to learn. Teacher acts as a counselor and a paraphrase. Students act like a collaborator. A student’s first language may be used freely during instruction.

• The Writing Process- 1- Brainstorm, 2- First Draft, 3- Peer Review (feedback about changes), 4- Revise, 5- Proofread, 6- Submit final draft

• Correcting Speech Errors- for beginners, correct only those errors that interfere with communicating meaning

• Home Language Survey- a federal law that requires school administrators to determine if a language other than or in addition to English is spoken at student’s home.

• Identifying semantic and syntactic gaps- prior to the beginning of a unit discuss student’s prior experiences related to the topic. By doing this, the teacher can identify specific gaps in the student’s understanding and build-them into the development of a lesson.

http://daniel-j-stone.blogspot.com (C) 2009-10

You don't live in Cleveland, you live in Cincinati

Sam Wyche Sports World

Years ago, I bought my first pair of Air Jordans at a place now known as the Cherrydale area of Greenville called Sam Wyche Sports World. They were Tarheel Blue, the color of Jordan's college. Coach Wyche graduated from the university in my hometown, Furman where he played quarterback. He later went on to the NFL as a player then coach.

Today, he gave a speech at the local chamber office for free and I was extremely fortunate to attend. If there ever was a motivational speaker, he would be the one. Here is a bit that I was able to take down from his speech:

1- Why? Always know why you are doing something that way when the chips are down and everything is on the line you will know what to do without even thinking. The hesitation to think about it may be the difference in getting the desired results required.

2- Washington Redskin's coach George Allen's lesson on being persistant and focusing effort. Setting an objective and achieving it. For example, if a certain portion of a day is set aside for a certain task, then make sure that you are getting things done at the right time.

3- San Francisco 49ers's coach Bill Walsh's lesson on being decisive/specific. If somebody does a job well, you need to tell them what exactly they are doing so that they will continue to do it. He gave an example of how the great Joe Montana would inadvertly point the nose of the ball down instead of tipping it back before throwing the ball. A ball pointing down forces the thrower to make unecessary motions causing the ball to get knocked down or intercepted. Montana was known for his warm ups to always take his non-throwing hand and place it on the tip and tilt it back to remind himself to keep the ball in the right position.

4- Six candles away. It is important to finish everything. Follow thru till the end. Don't be the organization who looses out because they were six candles away from getting the job done.

5- Shell Oil- A person in uniform is an extention of the uniform that they are representing. Have energy, enthusiasm and passion in everything that you do. Too many people, like the man who pumped gas for Coach Brown of the Bengals the time when Wyche hitched a ride from training camp operate in a inferior fashion making their organization look bad.

6- Make the effort to win. (Vince L.)

7- Do more than just want to win. Be part of the reason to win.

8- Get into a routine. Be willing to be taken out of your comfort zone from time to time.

9- Never drop your guard-

Wyche coaches as speaker, Greenville News, Greater Greer Edition



http://daniel-j-stone.blogspot.com (C) 2009-10

The Writing Process

1. Prewriting: invention, research, note-taking and outlining.

2. Write first/rough draft.

3. Revise: (look at main points, thesis, support, paragraph order, structure).

These items may need to be moved, more information may need to be added or material may need to be deleted.

4. Edit: grammar and meaning are addressed.

5. Proofread: spelling and punctuation issues are addressed.

6. Publish final draft.
http://daniel-j-stone.blogspot.com/ (C) 2009-10

What is a Descriptive Essay?

Purdue OWL


The descriptive essay is a genre of essay that asks the student to describe an object, person, place, experience, emotion, situation, etc. This genre encourages the student’s ability to create a written account of a particular experience. What is more, this genre allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader).

One might benefit from keeping in mind this simple maxim: If the reader is unable to clearly form an impression of the thing that you are describing, try, try again!

Here are some guidelines for writing a descriptive essay:

Take time to brainstorm

If your instructor asks you to describe your favorite food, make sure that you jot down some ideas before you begin describing it. For instance, if you choose pizza, you might start by writing down a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot, melted, etc. Once you have written down some words, you can begin by compiling descriptive lists for each one.

Use clear and concise language.

This means that words are chosen carefully, particularly for their relevancy in relation to that which you are intending to describe.

Choose vivid language.

Why use ‘horse’ when you can choose ‘stallion’? Why not use ‘tempestuous’ instead of ‘violent’? Or why not ‘miserly’ in place of ‘cheap’? Such choices form a firmer image in the mind of the reader and often times offer nuanced meanings that serve better one’s purpose.

Use your senses!

Remember, if you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, or looked. Embellish the moment with senses.

What were you thinking?!

If you can describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.

Leave the reader with a clear impression.

One of your goals is to evoke a strong sense of familiarity and appreciation in the reader. If your reader can walk away from the essay craving the very pizza you just described, you are on your way to writing effective descriptive essays.

Be organized!

It is easy to fall into an incoherent rambling of emotions and senses when writing a descriptive essay. However, you must strive to present an organized and logical description if the reader is to come away from the essay with a cogent sense of what it is you are attempting to describe.

Writing Strategies

Skimming for the Main Ideas

Practice: Skimming for the Main Idea: 27-28

Main Idea by reading only the first and last paragraphs (intro and conclusion)

What are the topic sentences for the body paragraphs

Title

Bold words

Italic words

Capital words

http://daniel-j-stone.blogspot.com (C) 2009-10

Listening and Pronunciation: Word Stress & Vowel Length

English speakers store vocabulary items according to stress patterns. Learning a word must include learning its stress patterns. Speakers say a word in its correct stress pattern; the listener finds it easier to understand them even if each individual sound is not pronounced correctly. When a word is said with an incorrect stress pattern, the listener may spend time searching for the word in the wrong stress category. A stress pattern mistake causes a great deal of confusion.

Reasons for Word Stress Errors:

L1 transfer from learner’s first language. In English, stress can be on any syllable whereas in other languages it could be systematically either the first or last syllable for example.

1. Stress Rule for Two-Syllable Words- With the exception to verbs, two-syllable words are usually stressed on the first syllable.

2. Stress Rule for the “-ion” ending- the stressed syllable comes just before the “-ion” ending.

Example: prediction

3. Stress Rule for the “-ic” and “-ical” ending- the stressed syllable comes just before the “-ic” and “ical” ending.

Example: Atlantic

4. Stress Rule for Two Clear Vowels Together- When two vowels are next to each other in a word but in separate syllables, they are both clear. Usually, the second clear vowel has the stress, so it is longer. Example: Biology

5. Stress Rule for Two-Syllable Nouns and Verbs- When the word is a noun, its first syllable gets the stress. When the word is a verb, its second syllable gets the stress.

Noun: The politician when on record as a supporter for healthcare reform.

Verb: The politician recorded a commercial to support healthcare reform.

6. Stress Rule for two-word verbs- Two-word verbs are commonly stressed on the second syllable.

7. Stress Rule for compound nouns- English combines two nouns to make a new word. For example, the combination of “house” and “boat” to make “houseboat”. Compound nouns are produced as a single word with stress on the first part.

http://daniel-j-stone.blogspot.com/ (C) 2009-10

Skimming

What is skimming?

Skimming in high-speed reading that can save you time and help you get through lots of material quickly. You skim to get a general sense of the passage or book, not specific details. When you skim, you have a general question about the whole text.

When do you skim?

In a typical college class, skimming is the only way to get through all of the reading required. Skimming is important when doing research.

How do you skim?

1. Don’t read every word.

2. Look for the writer’s thoughts.

3. Look for quotations.

Speed Reading Strategies: Check your Reading Habits

Speed Reading Strategies: Bottom-Up Reading


http://daniel-j-stone.blogspot.com (C) 2009-10

Modal Review

Might- 50% or less likely that something takes place.

Could- stating a possibility

Must- 90% certain that something takes place.

Should- giving advice

A modal in perfect form makes a statement about something in the past.

Cell phone calls from students hiding in and around Columbine High School, which Dylan and Eric could have used to pinpoint the locations of their intended victims.

This is in reference to a possible action in the past that was not taken.

Rules

1. "Have" + past participle as a modal perfect doesn't carry the same meaning as the present perfect tense. It simply indicates past time.

2. The past form of should is use to give "hindsight advice". For example:

When I look back at my past, I realize that I was not a good student. It would have been better if I was a good student. Therefore:

I should studied harder when I was in high school.


http://daniel-j-stone.blogspot.com (C) 2009-10

Unreal Conditional Sentences

Contrary to Fact (3-3)

Situation #1

If I had enough time, I would watch TV now or later on.

If-clause’s grammar point

Simple past

Result-clause’s grammar point

Would + simple form

Situation #2

If I had had enough time, I would have watched TV yesterday.

If-clause’s grammar point

Past perfect

Result-clause’s grammar point

Would have + past participle

Additional Notes for Unreal Conditional Sentences:

1. In truth, you don’t do what you are saying.

2. In truth, you aren’t where you say you are at.

3. In truth, you are not me (I am not you.)

4. Would in the result clause means a predictable result.

5. Could in the result clause means a possible option.

6. Grammar Change: We learned that for past singular subjects, the rules are:

I was

You were

He/She/It was

This rule changes for Conditional Sentences. Both Singular and Plural subject get “were”.

http://daniel-j-stone.blogspot.com/ (C) 2009-10

Real Conditions

Situation #1

If I have enough time, I watch TV every evening.

If-clause’s grammar point

Simple present

Result-clause’s grammar point

Simple present

Notes

This is real in the present tense.

Situation #2

If I have enough time, I will watch TV later on tonight.

If-clause’s grammar point

Simple present

Result-clause’s grammar point

Simple future

Notes

This is real in the future tense.

Additional Notes for Real Conditional Sentences:

• Simple future is not used in the if-clause.

1- When the result-clause is simple present, we can express a habitual activity or situation.

2- When the result clause is simple present or simple future, we can express a predictable fact or general truth.

3- When the result clause is in simple future, we are expressing something in the future.

4- What are phrasal modals and modals?

Should, might, can, be going to

• Are they used in the “if” or “result” clause? Result clause

• Are these real or unreal? Real

5. When the result clause is imperative (an order)

• Can should be used in the “If” clause? Yes, the meaning of the sentence changes and becomes a little more uncertain.
htp://daniel-j-stone.blogspot.com (C) 2009-10

Inference, Previewing and Making Predictions

What is inference?


The act of reasoning from factual knowledge or evidence.

For example, a student's clothes were wet when he came to Daniel Hall this morning.

What can we infer from this example?

A- This student took a swim in the pond in front on the library.
B- This student took a a shower with his clothes on.
C- This student took the bus to school and was splashed with a water puddle as a passing truck drove by his bus stop.

By using reasoning and since we know that this student takes the bus to school, we can infer that "C" is the correct answer. Furthermore, choices "A" and "B" are very strange.

Previewing and Making Predictions

What is previewing?
Looking for information before your read. This can be the title, subtitle, pictures or other bits of information.

What is making predictions?
Making guesses about a reading. We do this to keep engaged in the reading.


http://daniel-j-stone.blogspot.com (C) 2009-10

Outline for the People Essay

I. Brainstorm the following questions

1. Who is outrageously rich or famous in your home country?
2. What person has made an important contribution to your happiness?
3. Who in your country is a household name?

II. Make a list of the ideas in the order that you will write about regarding the questions listed above.

III. Begin your rough draft with a sentence that names the person you admire.

For example:

Jon Bon Jovi is a world-famous singer, songwriter and leader of the American music group, Bon Jovi.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Then use your notes to write a rough draft of a composition about the person you admire. Use specific examples of admirable behavior or accomplishments.

For example:

1. Jon Bon Jovi has donated his personal money to build houses in urban areas in the U.S. for people that are less fortunate.

2. Last year, Bon Jovi gave a free concert to 20,000 fans at New York’s Central Park.

3. Bon Jovi has sold over 100 million albums worldwide since their debut in 1983.

4. Despite being a “rock star” and spending most of his life touring the world, Jon Bon Jovi has remained faithful to his high school sweetheart and children.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV. End your essay with a sentence that tells why this person is admirable.

Example:

Jon Bon Jovi is a great role model for those that are still trying to find their way because of the optimistic message that relates to the common man throughout his songs.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


http://daniel-j-stone.blogspot.com (C) 2009-10

How to Make and Use an Essay Outline: Process

An essay outline is probably the most important friend you will have while writing your essay. It is the scaffolding of your paper and the skeleton of your ideas. It is the framework by which you will write a solid essay. It is difficult to write one without an outline.

Characteristics of a process essay:

• Arranged chronologically.

• This essay will have three paragraphs. (Introduction, long body paragraph and conclusion)

• Thesis statement: Eating food with chopsticks in Far East places like Japan is easy if you follow these steps.

• Long Body Paragraph (All the steps in the correct chronological order.)

• Conclusion

When you begin writing an essay outline, use the following model as a guide:

I. INTRODUCTION:

Thesis:_____________________________________________________.

II. Long Body Paragraph:

Opening Sentence:___________________________________________.

Process 1:__________________________________________________.

Process 2:__________________________________________________.

Process 3:__________________________________________________.

Process 4:__________________________________________________.

Process 5:__________________________________________________.

Process 6:__________________________________________________.

III. CONCLUSION:

Reconfirmed Thesis:_________________________________________.

What do you know how to do well? Brainstorm and think of things that you do well.

Examples of Process Essay Topics

1. How to get in shape

2. How to make pizza at home

3. How to make Libyan pasta

4. How to maintain good health

5. How to prepare rice

6. How to make California Roll Sushi

http://daniel-j-stone.blogspot.com/ (C) 2009-10

Study Strategies for Irregular Verbs

Irregular verbs may be one of the most difficult grammar points of the English language for language learners to master. It is assumed that native English speakers have mastered this grammar point but surprisingly this is not the case. Studying incorrectly such as memorizing long lists for example may lead to frustration and will not improve a language learner's skills. Therefore, it is important to have a good study strategy.

Irregular Verb Chant

Please say aloud as the following:

arise, arose, arisen

Repeat 3-5 times then move onto the next set of verbs. Maybe clap your hands to get into a rhythm. Don't try to do too much one setting. Move at your own pace but follow this study plan on a regular basis.


http://daniel-j-stone.blogspot.com (C) 2009-10

Present Perfect vs. Present Perfect Continuous

When a non-durative verb is used and the action has completed thus, the cycle is closed, we are using present perfect tense. For example:

Elvis has left the building.

When a verb of duration, action continues and the cycle remains open, we are using present perfect continuous tense. For example:

He has been talking about losing weight for a long time.


http://daniel-j-stone.blogspot.com (C) 2009-10

Planning for a Timed Writing

There are several formats for planning for a timed writing. The main ones are:

1.  free writing,
2.  outlining,
3.  word map

Use any format that you are comfortable with. Do not spend more 10 minutes for a 30 minute writing.

http://daniel-j-stone.blogspot.com/ (C) 2009-10

Is it OK to use their first language during instruction?

It is often debated whether or not an English Language Learner can use their first language during instruction. Here are two teaching methods that support the use of their first language while receiving English language instruction.

Suggestopedia- a relaxed approach to learning a foreign language where a student’s first language may be used freely during instruction. “Make sure the students feel comfortable and confident.”

This method is carried out in four steps.

1. Decipher: The grammar point of the day in introduced. I prefer doing this by presenting the following:
A. What the grammar point is
B. How it is used
C. Displaying a grammatical formula of some kind

2. Concert: The teacher reads examples of the grammar point, the students repeat.

3. Elaborate: Songs are sung and games are played with the grammar point as the focus.

4. Production: In a structured environment, the students use the grammar point spontaneously.

This was the preferred teaching method of one of my team teaching partners when I was a teacher in Japan. This method worked really with with the EFL students. Sadly, the teacher was reprimanded for using this method since it only referenced the book and there wasn't much focus on passing the standardized test. But, the students could communicate with native English speakers and retained what they learned with this method and did well on standardized test. Being a maverick in Japan is unacceptable and this method definitely was nonconforming to the Japanese way of presenting English.

Community Language Learning- students work together to develop what aspect of a language they would like to learn. Teacher acts as a counselor and a paraphrase. Students act like a collaborator. A student’s first language may be used freely during instruction. This method encourages interaction with others in English as well as allows students to interact meaningfully with each other in English.


http://daniel-j-stone.blogspot.com (C) 2009-10

Phonics, Syllables, Vowels and Vowel Rules

Phonics

Phonics are sounds that letters make that make up words.
• The English language tends to be difficult due to words being borrowed from other languages. (German, French, Latin, Greek, etc.)

Syllables
Syllables are a word or a part of a word with one vowel sound in it.

Vowels
Vowels create two sounds (long or short)

•When a short word has only one vowel, this word makes a short vowel sound .
• When a short word has two or more vowels, this word makes a long vowel sound.
• The closed syllable rule is when a vowel has a consonant after it that vowel always says its short sound.
• The sound of the short “a” changes just a little bit when “a” has a “m” or “n” after it.
• Rule of Silent E- at the end of a word does not make a sound. It usually changes the sound of the vowel before it. The vowel says it s own name, the long sound.
• Open syllable rule. A syllable is open when that syllable ends in a vowel with no consonant following it.

Consonants
• Blend: a group of two or more consonants, which stand side by side in a word and blend their sounds together.
• Diagraph: two consonants together making one sound.
• R control: when the vowel is controlled by R.
• Q: in English, “Q” always stands with “u”

http://daniel-j-stone.blogspot.com (C) 2009-10

Soft sound of “C” and “G”, Vowel Teams and the letter Y as a Consonant and Vowel

In English, the soft sound is usually heard when “C” or “G” has an E, I, or Y after it. The words "city" and "gem" are examples of this.

Also, in English, there are vowel teams that go by the name, diphthongs. These are two vowels that come together in a word to make only one sound. When two vowels come together, the first one says its own name, while the second one is silent. Here are a few examples:

Example: Long A (EI or AY)

The letter Y
The letter "Y" can act as a consonant and a vowel. As a consonant, it is at the beginning of a word. As a vowel, the letter "Y" is found in the middle or the end of a word.


http://daniel-j-stone.blogspot.com (C) 2009-10

More on Narrative Essays

What is a Narrative Essay?

It is story writing.

How do you write an narrative essay?

You write about events in the order that they happen.

What is needed for a narrative essay?

Time order words are needed for narrative essays. Such words are:

Words: first, second, then, next, finally, afterwards, meanwhile

Phrases: at first, at exactly 5:04pm, after a while, after that, in the morning and in the meantime, etc.

This is a partial listing of words and phrases.

What is the outline of a Narrative Essay?

I. Introduction: The following are typically discussed in this part.

A. The setting

B. Main Characters

C. The Plot

II. Body: The climax is typically discussed in this part. Activities are separated in "time divisions".

Paragraph #1: First....
Paragraph #2: Next....
Paragraph #3: Then....

Note: Time order words are changed and switch in any what that the author sees fit as long as everything makes sense.

III. Conclusion: The ending is listed in this part.

http://daniel-j-stone.blogspot.com (C) 2009-10

Test Taking Tips

1. Bring at least two pens/pencils with good erasers, a calculator with enough batteries and any other resources that your instructor allows you to.

Bring a watch to the test with you so that you can better pace yourself.

2. Keep a positive attitude throughout the whole test and try to stay relaxed. If you start to feel nervous take a few deep breaths to relax.

3. Keep your eyes on your own paper, you don't want to appear to be cheating and cause unnecessary trouble for yourself.

4. When you first receive your test, do a quick survey of the entire test so that you know how to efficiently budget your time.

5. Do the easiest problems first. Don't stay on a problem that you are stuck on especially when time is a factor.

6. Do the problems that have the greatest point values first.

7. Don't rush but pace yourself. Read the entire question and look for keywords.

8. Ask the instructor for clarification if you don't understand what they are asking for on the test.

9. Write legibly. If the grader can't read what you wrote, they'll most likely mark it wrong.

10. Always read the whole question carefully. Don't make assumptions about what the question might be.

11. If you don't know an answer, skip it. Go on with the rest of the test and come back to it later. Other parts of the test may have some information that will help you out with that question.

12. Don't worry if others finish before you. Focus on the test in front of you.

13. If you have time left when you are finished, look over your test. Make sure that you have answered all the questions, only change an answer if you misread or misinterpreted the question because the first answer that you put is usually the correct one. Watch out for careless mistakes and proofread your essay and/or short answer questions.

14. Double check to make sure that you put your first and last name on the test.


http://daniel-j-stone.blogspot.com (C) 2009-10

Paraphrasing

Purdue OWL


What are the differences among quoting, paraphrasing, and summarizing?

These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.

Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.

Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.

Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.

Why use quotations, paraphrases, and summaries?

Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .

•Provide support for claims or add credibility to your writing

•Refer to work that leads up to the work you are now doing

•Give examples of several points of view on a subject

•Call attention to a position that you wish to agree or disagree with

•Highlight a particularly striking phrase, sentence, or passage by quoting the original

•Distance yourself from the original by quoting it in order to cue readers that the words are not your own

•Expand the breadth or depth of your writing

Writers frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example:

In his famous and influential work On the Interpretation of Dreams, Sigmund Freud argues that dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's unfulfilled wishes through a process known as the "dream work" (page #). According to Freud, actual but unacceptable desires are censored internally and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #s).

How to use quotations, paraphrases, and summaries

Practice summarizing the following essay, using paraphrases and quotations as you go. It might be helpful to follow these steps:

•Read the entire text, noting the key points and main ideas.

•Summarize in your own words what the single main idea of the essay is.

•Paraphrase important supporting points that come up in the essay.

•Consider any words, phrases, or brief passages that you believe should be quoted directly.

There are several ways to integrate quotations into your text. Often, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so. You'll find guidelines for citing sources and punctuating citations at our documentation guide pages.

http://daniel-j-stone.blogspot.com (C) 2009-10

Basic Fundamentals- Behavior equals values

Something that I saw off a video that I was watching back in Japan in 2005. The video was of my collection brought from the US of my former shacho (Japanese term meaning head of company). One of the things that he mentioned was "loosing his way".


With a move as drastic as mine was in 2007, it is understandable that I "lost my way" and spent most of 2008 in conflict with myself.

One of the things from the video that seems to hit home is the following:

1- Identify your values. Your values are the foundation for everything that you do.

2- Keep your behavior in line with your values. By doing this, you will have more success and happiness in all aspects of your life.

3- The further your behavior is away from your values equals more stress.


http://daniel-j-stone.blogspot.com (C) 2009-10

Teaching in Japan- A word about courtesy

Wednesday, November 01, 2006


Category: Travel and Places

As a 25-year-old sophomore chipping away at my undergraduate degree, I remember surfing the web at Grossmont College's library in San Diego and finding an informative website with a cynical twist to the teaching scene in Japan. This was back in 1998 and things then still hold true today. In particular, I find the part "A word about courtesy" to be a good way to go about things while living in Japan.

http://www.peterpayne.net/2003/03/so-you-want-to-teach-english-in-japan.html
A word about courtesy


I recently had a bad experience with the wife of a foreigner I knew, let's call her Valerie. She came to Japan with her husband, and asked me for advice on contracts in Japan. Now, in Japan, a contract is not viewed with the same strictness as it is in the U.S. In other words, even if you have a one-year contract with a company, you can still quit, and they can still fire you -- it's just the way it works here. I told her this, and unfortunately she took it a little too seriously. She signed one contract, then, finding a better job, told the first school she was not going to work there -- and incredibly, she told them that the reason was "because she'd gotten a better offer." (This caused myself and other "lifer" foreigners to groan, and mutter "fucking gaijin"). She then had to other contract-related problems with two other schools in close succession, quitting both jobs soon after starting them. She's now in Tokyo. Throughout all this, she was not wrong at all (to hear her tell it), and in fact, she was the victim of this thing or that which she didn't like about the schools (when you live in Japan long enough, you see that North Americans are somewhat quick to assume the role of victims -- this phenomenon is called higaisha mousou in Japanese, in case you want to know). Clearly, however, there were problems with her approach to and attitude about working in Japan.

Now, what this person did wrong was not breaking a contract, per se. What she did was cause meiwaku (inconvenience) to the Japanese people who put their trust in her, and this was very bad. She thought only of herself, and what she could "get" out of Japan, not what she could do for the schools or students she would be working with. One of the schools had even let their other teacher go to hire her, and was really put out. The view of all foreigners was hurt by this person, and we all felt embarrassed.

So my point is this: if there's a "golden rule" to living in Japan, it is that you should not inconvenience other people -- don't cause meiwaku. If you think that this idea makes sense to you, then please continue with your plans to live in Japan. If you have some kind of "Japan bombed Pearl Harbor, therefore I'm owed a good job by them" kind of attitude, please don't bother. Really.


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Chicago- July 2010

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The Pacific Northwest- June 2010

Scenes from my travels in Seattle, WA and Victoria, BC. 

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Excellence in Execution- June 2010

The latest with me-  June 2010

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Multi-Culture in the Heartland

My name in Spanish, Korean, Arabic, Japanese, Chinese and English. This was the envelope to a farewell card received at ELS Clemson on June 11th, 2010.

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Motivation and Concern for Good Pronunciation

1. Native language
Teachers that are familiar with the sound system of a learner's native language will be better able to diagnose student difficulties. These difficulties can be overcome through a focused awareness and effort on the learner's part.
2. Age
Children under the age of puberty stand an excellent chance of "sounding like a native" if they have continued exposure in authentic contexts. However a 50-year-old language learner and a 18-year-old language learner at the same level will pronounce the L2 with a "foreign accent" therefore youth over the age of puberty has no special advantage.
3. Exposure
The quality and intensity of exposure is more important than the mere length of time. A pronunciation class that demands the full attention and interest of the students, they stand a good chance of reaching their goals.
4. Innate Phonetic Ability
Often considered "having an ear" for language. For those students that struggle should not despair since this can be overcome with effort and concentration.
5. Identity and Language Ego
Language learners will take on a second identity when learning a different language. Students need to be aware of this, not afraid of this and maintain a positive attitude toward the people who speak the target language.
6. Motivation and Concern for Good Pronunciation
Those with high motivation and concern has a direct correlation to improvement and is the strongest influence of all of the six factors listed.

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(C) 2009

Analysis of Student Language Production

There are five stages in the production of language for second language acquisition. These five stages are pre-production, early production, speech emergence, intermediate fluency and advanced fluency.

Stage I: Pre-production

This is the silent period. English language learners may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat everything you say. They are not really producing language but are parroting.
These new learners of English will listen attentively and they may even be able to copy words from the board. They will be able to respond to pictures and other visuals. They can understand and duplicate gestures and movements to show comprehension. Total Physical Response methods will work well with them. Teachers should focus attention on listening comprehension activities and on building a receptive vocabulary.
English language learners at this stage will need much repetition of English. They will benefit from a “buddy” who speaks their language. Remember that the school day is exhausting for these newcomers as they are overwhelmed with listening to English language all day long.

Stage II: Early production

This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two-word phrases. They can use short language chunks that have been memorized although these chunks may not always be used correctly.
Here are some suggestions for working with students in this stage of English language learning:
• Ask yes/no and either/or questions.
• Accept one or two word responses.
• Give students the opportunity to participate in some of the whole class activities.
• Use pictures and realia to support questions.
• Modify content information to the language level of ELLs.
• Build vocabulary using pictures.
• Provide listening activities.
• Simplify the content materials to be used. Focus on key vocabulary and concepts.
• When teaching elementary age ELLs, use simple books with predictable text.
• Support learning with graphic organizers, charts and graphs. Begin to foster writing in English through labeling and short sentences. Use a frame to scaffold writing.

Stage III: Speech emergence

Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences. They will ask simple questions, that may or may not be grammatically correct, such as “ May I go to bathroom? ” ELLs will also initiate short conversations with classmates. They will understand easy stories read in class with the support of pictures. They will also be able to do some content work with teacher support. Here are some simple tasks they can complete:
• Sound out stories phonetically.
• Read short, modified texts in content area subjects.
• Complete graphic organizers with word banks.
• Understand and answer questions about charts and graphs.
• Match vocabulary words to definitions.
• Study flashcards with content area vocabulary.
• Participate in duet, pair and choral reading activities.
• Write and illustrate riddles.
• Understand teacher explanations and two-step directions.
• Compose brief stories based on personal experience.
• Write in dialogue journals.
Dialogue journals are a conversation between the teacher and the student. They are especially helpful with English language learners. Students can write about topics that interest them and proceed at their own level and pace. They have a place to express their thoughts and ideas.

Stage IV: Intermediate fluency

English language learners at the intermediate fluency stage have a vocabulary of 6000 active words. They are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts. They will ask questions to clarify what they are learning in class. These English language learners will be able to work in grade level math and science classes with some teacher support. Comprehension of English literature and social studies content is increasing. At this stage, students will use strategies from their native language to learn content in English.
Student writing at this stage will have many errors as ELLs try to master the complexity of English grammar and sentence structure. Many students may be translating written assignments from native language. They should be expected to synthesize what they have learned and to make inferences from that learning. This is the time for teachers to focus on learning strategies. Students in this stage will also be able to understand more complex concepts.

Stage V: Advanced Fluency

It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language. Student at this stage will be near-native in their ability to perform in content area learning. Most ELLs at this stage have been exited from ESL and other support programs. At the beginning of this stage, however, they will need continued support from classroom teachers especially in content areas such as history/social studies and in writing.


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(C) 2009

Language Learners: What is your level of responsibility for learning?

As language learners move from the beginner to intermediate and eventually to the advanced stages of their learning process, the responsibility for learning shifts from the teacher to the student. Setting realistic goals and understanding your level of responsibility during the learning process will allow you to think and become the second language you are striving for.

First, language learners need to set realistic goals. One of the biggest mistakes a language learner can make is to compare themselves to others and visa versa. Each person takes in and digests a second language differently therefore, we must compare ourselves to ourselves. For example, when we were a language learner in our home country, our ability was at level "X". Now, you have an opportunity to study a second language in a school environment in the country where the the language is spoken as a first language. It simply is not realistic to assume that after a period of three to six months that you will be able to speak the second language fluently. When you set goals, they have to be realistic and measurable. Set a series of short-term goals which ultimately will lead to your long-term goal. Maybe you'd like to order lunch at Subway but can't express yourself throughout the process? Find a way to get over this hurdle. Achieving this short-term goal is a boost to your confidence which is needed when you fall short on sophisticated vocabulary words, the conjugation of irregular verbs and get overwhelmed with the various grammar points. The best way to measure your knowledge in English for example is by taking the TOEFL and TOEIC tests. Be prepared to take these tests more than once to achieve the desired score and stay positive by finding success in short-term projects.

Next, as language learners, you need to understand our responsibility for learning. At the beginner level, language learners are responsible for 25% while the instructor makes up the remaining 75%. In the intermediate level, the responsibility for learning is shared at 50-50. At the advanced level, language learners are responsible for 75% while the instructor makes up the remaining 25%.

With more and more of the responsibility being bore by the the language learner, these five tips for learning a second language will allow you to fill in the gaps as you move forward with your second language.

1. Find a structured course and stick with it. Whenever I take on a student for a private lesson, the lesson usually ends with them thanking me since for the past six months, they have been studying English by themselves and learned more in a one-hour tutoring session with me than they did in those six months. The key is to have structure and a sense of purpose that is measurable and specific. For example, "I am studying English because when I take a trip this summer to Australia, I do not want to take this trip with a tour. I want to travel independently." This was the case for my adult students in Japan. Or, "I want to return to my home country and work for a foreign company and the prerequisite is to have "X" score on the TOEIC in order to be considered."

2. Find what works for you. For me, I love to travel, try different kinds of food, watch sporting events and read about historical events. By identifying my hobbies, I was able to make language learning interesting when I became burnt out on the academic portion of my language learning studies. As a result, I continued to learn and remained grounded in my second language.

3. Be "8x". Years ago, a computer's hard-drive read CDs at a certain speed. Then the next generation of computers stated that the computers could read CDs at 2x the speed, or twice as much or twice as fast. I look at many language learners who perform at 1 or 2 "x", meaning that they attend a weekly class, maybe, and do some English-related homework. This is, they think, "enough." Since the language learner's responsibility grows as they become more and more advanced, this is not enough. Therefore, we must be 8x meaning we need to take advantage of every opportunity at our disposal. Structured learning courses may have computer-based programs that will allow extra repetition in troubled areas of our learning. Study halls may be available where we can ask the instructor for one-on-one instruction is another possibility. Maybe offering to exchange an hour of English conversation for an hour of advice on traveling in your home country is another way to taking in extra instruction.

Other ways are if you ride the bus to school, ask the person sitting next to you about the recent game. Explain that you are new to the area and don't know much about the game but know that the locals follow it and you are interested. Or, if striking up conversation with strangers is not for you, listen to NPR or other local talk shows on the radio on your commute to school. Make notes and strike up conversation with your teacher. Find out the weather on the local TV broadcast before school. If you are living in your home country and doing these things aren't possible since English isn't the main language spoken, download English songs, utilize the Internet by watching English-language clips on Youtube or listen to NPR.org. Read online magazines and newspapers. Do more than just the basics. As Chuck Noll, an American Football coach of four world champion teams in the 1970s stated, "Do the basics better than everyone else." In other words, do more than just enough to get by.

4. Make Friends. When I was a language learner in Japan, it was bitter sweet to learn of Japanese people's experiences when they studied English in the US. They had amazing stories of their experiences with American roommates, some even dated Americans, while others had stories of road trips across country. But, there were many Japanese people who said that finding friends were difficult. If they were around my age, I would reply, "If you were in California, why couldn't we have met?" This was because I was the lone American invited to the International Student Association's quarterly potluck party since I would always make friends with international students on campus. One of those friends became my girlfriend which later became my wife. My wife and I were able to learn from each other's home cultures and each other's languages. Now, in my late 30's I remain grounded in my second language as my goal is to express myself to my in-laws and have the opportunity with weekly Internet calls courtesy of Skype.

5. Never Give Up. The best tip is saved for last. Think for a moment about the size of the mountain you're considering to climb when you begin study a second language. One of my favorite saying that I learned in Japan is, "If we fall down seven times, we get up eight times." The key is to follow through and be aware of your goals. I suggest you write your realistic goals down with the date so that you can measure your progress. By doing these things you'll be satisfied with your language learning progress.

In conclusion, don't give up, remain perseverant to get through the baptism of fire of language learning. Keep goals realistic, measurable and understand the responsibility for language learning. Maintain structure, find a plan that works for you, be proactive, make like minded friends and never give up.

Daniel Stone has been a language learner of Japanese since the mid 1990s when he was a US service member serving at Fleet Activities in Yokosuka City, Kanagawa, Japan. Since then, he worked his way through college with financial assistance from the Montgomery GI Bill and earned his bachelor's degree one month before his 30th birthday. At 31, he began his formal language learning in Japan at Bunkyo University in Koshigaya City, Saitama, Japan. Although he fell short of his goal of passing the Japanese Language Proficiency Test in 2006, he remains active with Japanese and English Language Learners as an instructor for international students with conditional acceptance to American universities in his home state of South Carolina.

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(C) 2009

Interviewing for a Panel

Here's a brief snippet on interviewing for a panel. This may consist of an alum on the program or organization, a specialist in the area and a scholar or a combination of the three.

1. If the application required an essay, remember what you wrote!

2. Spend time practicing answers to possible questions. Interviewers usually ask questions that will help them understand whether or not you're a good fit for the program. Tell the panel about your adaptability, how would you handle certain challenging situations, what qualities make you stand apart from others, etc. Be prepared for some curve ball questions too. Get friends to ask questions and to really grill you!

3. When answering, be concise but also elaborate so they can get the best picture of who you are.

4. Dress in your best business attire. This may seem obvious, but often is not followed correctly.

5. Show up early. Bring something calming to occupy your time while you wait. Practice beforehand but don't practice immediately before. We all have different styles, but you want to be genuine and not over polished or too stressed when the interviewers meet you.

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(C) 2009

Life Coach

Since going from out of the country to out in the country, I've been fortunate to hear a local product who gained success at the pinnacle speak in person.

Sam Wyche, a graduate from Furman University in the Upstate of South Carolina was participant in the Super Bowl as a player for the Washington Redskins in the 1970s, as Joe Montana's quarterback coach for the San Fransisco 49ers in the early 1980s and as a head coach for the Cincinnati Bengals in the late 1980s. Wyche was an innovator of the "no huddle" offense since was their normal offensive play strategy the entire game not for certain situations. Here is an excerpt of the speech I heard:

Courtesy of the Greater Greer News

During the years since his tenure as an NFL coach, Sam Wyche developed into a life coach.

As a quarterback coach and offensive coordinator for the San Francisco 49ers, Wyche shared the sideline and a Super Bowl victory with Bill Walsh and Joe Montana. As the head coach of the Cincinnati Bengals, he shared a terrific turnaround season and another Super Bowl appearance with Ickey Woods and Anthony Munoz.

Now, as a motivational speaker, Wyche shares stories of perseverance, persistence and preparation, translating his triumphs and letdowns into universal life lessons.

On Friday afternoon, he shared with nearly 125 Greer area business leaders, serving as the keynote speaker at the Greater Greer Chamber of Commerce First Friday luncheon.

"I enjoy speaking. I've done it all my life," said Wyche, who earned a business administration degree from Furman University.

"When you go to a chamber meeting," he said, "you are speaking to people who are the foundation of what's going to keep this country strong or not. The free enterprise system has to work for every other of part of our society to work."

In his address, Wyche shared what legendary NFL coach Paul Brown and a lethargic service station attendant taught him about energy and enthusiasm. He shared what former Washington Redskins coach George Allen taught him about persistent, focused effort. He shared what Walsh taught him about being decisive and specific in all phases of life. He shared what former Bengals running back Stanley Wilson's struggle with drug addiction taught him about keeping one's guard up and protecting the higher cause.

Revealing those life lessons, Wyche charged the businessmen and women to serve their customers and their community with energy, persistence and focus.


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(C) 2009

Ten Suggestions to Deal with Reverse Culture Shock

More from The JET Programme's After JET Guide, 2007:
What is Culture Shock? It is the experience one feels when spending considerable amount of time in one culture and then breaking in to a culture quite different. Reverse culture shock is when that person returns to their first culture after spending a considerable amount of time in their adopted culture. Here's a list of suggestions to beat the odds while experiencing the transition back into your main culture:

1. Be prepared: remember that reverse culture shock is both real and common.
2. Acknowledge your feelings, denial will only prolong the situation.
3. Remember some of your favorite stories will be out of context for your friends.
4. Be patient with your friends and with yourself.
5. Let your friends fill you in on what's "in" at home: TV shows, music, gadgets
6. Build a new community and find people who have had similar experiences.
7. Volunteer or find work that connects you to Japan.
8. Stay in contact with fellow JET alumni; share your re-entry experiences.
9. Keep up your Japanese, take a class or do a language exchange.
10. And don't forget, you can always go back to Japan even just to visit.


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(C) 2009

Japanese New Year Gathering in the Heartland

Clemson, SC- Me with my wife and language learners on January 23rd.

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(C) 2009

Clash of the Cultures- A Work in Progress for Man and the World- Lessons Learned

Written on Saturday, November 10, 2007

I can remember back when I was nine years old going to the World’s Fair in Knoxville, Tennessee with my father, grandfather and cousin. It was one of those summers when my younger sister and mother opted out and made their annual trek to my maternal grandmother’s home in Arizona. With our home becoming a bachelor’s pad of sorts, my father and I met up with my grandfather and my cousin in Georgia with a trek of our own-a taste of imported culture being brought to our neck of the woods. Twenty-five years later, I was wrapping up a three-year stay in Japan where I experienced differences in opinion, attitude and an overall approach to things and remembering from time to time the lessons learned with their beginnings going as far back as 1982.

The trip to Knoxville was a memorable experience in a lot of ways mainly because the summers back in those days had us going on family outings to Myrtle Beach, SC. It seems that the lessons learned from those beach outing were to:
a) never keep your back to the ocean too long or a big wave will catch you off guard and send you tumbling to the shore;
b) the long lines and pricey dishes for good quality seafood were worth the time and money since you couldn’t get the quality back home even though we resided in the Upstate and
c) it is not wise to ride the centripetal-force spin ride at the main amusement park located along the main drag in Myrtle Beach after a sitting of all-you-can-eat Calabash shrimp since you may be eating it twice as my sister did once by letting the ride get the best of her.

It seemed that this trip to Knoxville was a bonus trip since in addition to visiting the beach; we were now driving through the Smokey Mountains but with my sister and mother being substituted by my grandfather and cousin. The only mishap that I can recall from this trip is me becoming exhausted. The exhaust could have been caused by the heat, drinking too many sodas or the by the trip itself. After our first night in Knoxville, my cousin looked at me while eating dinner at a local steakhouse chain and saying, “Danny, are you OK?!?!? You look awful!” It was one of those rare things in my childhood when I found myself to be the youngest and smallest since my sister wasn’t with us. “I have to be tough.” I told myself since I didn’t have my mother around to look after me. I shrugged it off and gave my best tough look that I could muster and replied, “I’m OK. I was only yawning.”

The following day, we made our way to the main pavilion area where makeshift tent after tent were categorized by geographical location. Tents featuring European countries were to the left, South American countries were in the back, Asian countries were to the right and so on. As we visited each tent, I remember entering the tent called “Saudi Arabia” and becoming a bit scared as if I was entering a haunted house, unable to comprehend the unknown and only going off of what I did know about this mysterious culture which was the latest from NBC Nightly News and seeing pictures of people dressed as the man in the front of the room in our children’s Bible that my dad would read to my sister and I most mornings before leaving for school.

As the Arabic man dressed in traditional dress spoke to the visitors in the room mainly consisting of Southerners who probably have been outside of the Southeast US and may have been outside of the US if they were old enough to serve in the military during one of the conflicts of their generation which in general, seems to be the case when it comes to international travel with Americans. Afterwards, my cousin and I spoke to the man wearing a long white robe, goatee and turban and looking back on that time, I was as curious of him as my Japanese elementary students were of me when they would try to communicate with me. After entertaining us with the need to be somewhere else, the Arab man asked, “Would you like to take a picture?” As my cousin and I posed with the Arab man’s arms around our shoulders, he stops my father for a brief moment and says, “It is impolite to take a picture with your hats on.” and gently removes my cousin’s Atlanta Braves cap and my Olympics cap in time for the picture. At that moment, I felt awkward since I did not mean to be impolite to this grown-up and later realized that he too was wearing a hat but it wasn’t a cap like ours but a traditional turban.

My cousin (far left) and I with our Saudi Arabian exhibitor,

World's Fair, Knoxville, TN, 1982.

Later that day, we went to the tents featuring the countries from the Far East, China, Taiwan, South Korea and Japan. Each time we went, my grandfather would tease us and say, “Ask for Bruce Lee.” Some of the Asian people that my cousin and I would ask would smile at us since they knew that we were being silly asking for the fallen martial arts legend while others would stop what they were doing in their busy schedule and look around for a man with a last name “Lee”. While the person was looking for “Lee” my cousin and I would run off thinking to ourselves, “Oh my God! What have we done!” not expecting this person to fetch a couple of schoolboys a person as famous as Bruce Lee.

After finding my father and grandfather and bursting at the seams with laughter at our mischievous escapades we continued on with our tour of the World’s Fair. Later on in that trip, I had a group of older boys pass by my cousin and I as we entertained ourselves in a arcade area. These boys were a few years older than my cousin and I and were lost. They approached us and one of the boys began speaking rapidly to us in a language that we could not understand. After repeating himself again and getting the same blank look on our faces, he then asked us in slow words spoken deliberately in broken English, “Where’s the food court?” I pointed in the direction of the food court and the two boys went on their way.

As I look back at that trip, I recall learning the lessons that what may seem OK to you may not be OK to someone else, as well as, what may be common knowledge to me may be breaking news to someone else and lastly, not everyone speaks English in the US as a first language. In addition, what I may find as humorous, someone else may find as an insult.

Twenty-five years since that time, the facts are:

 Soon, the number of people who speak English as a Second Language (those whose mother tongue is anything other than English) will overtake Native English speakers. This trend is known as “Borderless Societies”.
 People belonging to a certain group such as sex, race, elderly, handicapped, etc. Everyone is in some sort of minority. This trend is known as Inclusion.
 Lifestyle- Old patterns from work no longer exist. Personal freedom has an uncertain future. We must find new patterns of accomplishing tasks and adjusting our freedoms to fit into that uncertainty.
 Taking the approach by having the “Make a Difference” mentality. More and more people are focus on mending what is terribly wrong. Just this past week, the NBC's “Today” Show had people broadcasting from the Artic Circle, the Equator and the South Pole in an effort to bring attention to the global warming epidemic.
 "Big Brother, Hold My hand” mentality. As we saw first-hand with the fall out of the hurricanes Katrina and Rita, the government in only capable of doing so much. We must live within our means weather it is finances or culture boundaries.
 The aging population is making a significant contribution to society. More and more 60-somethings are hard at work and are valued employees since they are reliable and have the poise to handle testy situations in a professional manner. The gimmick of outsourcing jobs due to the use of technology and sacrificing the quality of service needs to stop. In the US, 1 in 10 jobs to move overseas.
 Change careers several times. Swapping careers in becoming more common.

As the world evolved to take on these changes it is important to step back to reflect on our progress. If we were to honestly give ourselves a progress report, I’d have to say that there is much more room for improvement in the areas of cultural sensitivity. The early 2007 incident of the Islamic teacher in the UK refusing to remove her headscarf and how the authorities dealt with the issue coupled by the 2006 incident of the Dutch cartoons that offended Arabs are the same as the my cousin and I attempting to wear our hats in a picture with the Arab man in Tennessee as well as us causing havoc and being mischievous at the expense of satisfying our petty quest to find the great Bruce Lee, but only on a much larger scale.

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(C) 2009