“WILL” YOU HELP THE HOMELESS? THE OLD SYSTEM DOES NOT WORK!!!

 

https://www.amazon.com/gp/registry/wishlist/13WPEF1K6YBA/ref=cm_wl_huc_view

“ABOVE” Is a link to put a end to “HOMELESSNESS” I have been homeless a long time, It is not a great life!!

So 6mo. ago I put a plan into place, a man name Paul agreed to help the homeless with his shop, big building with some tool’s.  What is needed is the “HOMELESS” to build things art’s and craft’s, tables, special item’s to sell at the farmer’s market, fair’s, event’s, all over the world to build up the homeless back into regular skill’s.

So the link above go’s to AMAZON WISH LIST. I have put some of the things the workshop need’s I will add when the need comes up, Please let’s start a new way of ending a HUGH PROBLEM!!!

BUY EVEN A SMALL ITEM THAT THE MEN OR WOMEN WILL TURN INTO SOMETHING SPECIAL.

REMEMBER THIS, YOU CAN NOT BE HOMELESS IF YOU ARE MAKING MONEY SELLING YOUR CRAFT!!

 

GOD BLESS

ALVIN DAVIS

 

 

 

A “White Boy” helping the “HOMELESS” WOW “NEVER”

www.homelessnessolutions.com

Let me tell you a :Story about a little “BOY” with a “BIG” Heart!!

Little Red Wagon is a 2012 docudrama directed by David Anspaugh and written by Patrick Sheane Duncan. The film stars Anna Gunn, Daveigh Chase, Frances O’Connor, and Chandler Canterbury.

Little Red Wagon covers Zach Bonner‘s philanthropic work as founder of the Little Red Wagon Foundation. It begins with his volunteer work gathering food and supplies for survivors in the aftermath of Hurricane Charley‘s carnage. The film then details his walks across the United States between 2007 and 2010 totaling 4,263 miles (6,861 km) to draw attention to the plight of homeless children. Filmed in and around Charleston, South Carolina in May 2010, Little Red Wagon cost a reported US$5 million to produce.

The film received mixed reviews. Reviewers praised it for being inspiring and making tangible how aiding the homeless significantly affects their lives for the better. Other reviewers found the film’s plot too simplified, finding that aside from the sibling rivalry between Bonner and his sister, the film lacked conflict, an imperative component of a drama. They also found some parts of the film unrealistic such as the portrayal of homelessness and the managing of a non-profit organization.

 

 

 

SOCIAL SERVICES THINK’S THEY CAN RAISE CHILDREN BETTER “SO” THEY MAKE LAW’S TO TAKE YOUR CHILDREN AWAY FROM “YOU” IT IS ALL ABOUT MONEY FOR THEM

 

• Legislation related to the new requirements of the Preventing Sex Trafficking and Strengthening Families Act of 2014 to include human trafficking, missing children and development of a reasonable and prudent parenting standard.
• Adoption re-homing laws (re-homing describes the practice of adoptive parents seeking to relinquish care of their adopted children outside the control and purview of the courts or public child welfare agencies).
• Child sexual abuse prevention school curricula.
• Reporting of child abuse and neglect.
• Services for older youth in foster care.

This document was prepared using StateNet, a legislative tracking database, to perform bill searches and analysis. Summaries provided in this document and in the 50-state, online searchable database (please see the link below) are provided by StateNet. This document is intended to provide an overview of significant enacted legislation in each state. It does not represent a comprehensive list of enacted bills and does not include all child welfare legislative enactments.

This document does not contain bills with technical changes, state budget appropriations bills, adopted resolutions, or Executive Orders. Please note that the total number of enacted bills do not add up due to bills that address multiple topics.

Please contact Nina Williams-Mbengue at nina.mbengue@ncsl.org or (303) 856-1559 if you have questions or corrections.  To access 2005-2011 legislation, view the NCSL Child Welfare Legislative Enactments webpage. Also check out NCSL’s2013 Child Welfare Legislative Action Overview.

Administration/Oversight/Interagency Collaboration

Approximately 20 states enacted 34 bills related to the administration, oversight and interagency collaboration of state child welfare agencies. Topics addressed included legal representation for children and indigent parents; development of commissions, task forces and working groups; and, collaboration between child welfare, law enforcement, the courts and other critical stakeholders.

Administration

• Oklahoma required a one-year trial period for any Department of Human Services employee who transfers to become a Child Welfare Specialist.
• Oklahoma lawmakers also authorized the DHS Citizen Advisory Panels to meet, no more than six times per year, at their discretion to solicit input from department employees, persons receiving services from the department and community stakeholders and requires that the meetings comply with the provisions of the Open Meetings Act.

Commissions, Task Forces, Working Groups and System Recommendations

• California required the department, in consultation with counties and labor organizations, to establish a process to receive disclosures from social workers, if a social worker has cause to believe that a policy, procedure, or practice endangers the health or well-being of a child.
• Colorado created a new advisory work group related to the Office of the Child Protection Ombudsman with the purpose of making recommendations for autonomy and accountability.
• Delaware added the superintendent of the State Police, the Chair of the Child Death, Near Death and Stillbirth Commission, an investigation coordinator responsible for tracking reported cases of alleged child abuse or neglect, a foster care youth and a representative of the Public Defender’s Office to the Child Protection Accountability Commission.
• Delaware established the Child Placement Review Board to provide a citizen-based independent monitoring of Delaware children in the care and custody of a placement agency to ensure that children achieve permanency.
• Illinois charged the Children’s Justice Task Force with the exploration, research and development of recommendations on a multidisciplinary team approach for the investigation of reports of abuse or neglect of children.
• Maine required the Department of Health and Human Services to convene a working group to review current laws and the scope of department authority with respect to the abuse and neglect of children; to identify gaps in the system; and, to make recommendations to strengthen the protection of children from abuse and neglect.
• Michigan required the ombudsman to notify the Department of Human Services of any immediate safety concerns regarding a child or children who are part of an active or open protective services or foster care case; allowed the ombudsman to request substance use disorder records if a valid consent or court order is obtained; specified the ombudsman’s authority to request records from the court, attorney general, prosecuting attorney, DHS attorney, or county child fatality review team and detailed when the ombudsman is required to investigate child fatality cases.
• Missouri recommended ways to improve abuse and neglect proceedings.
• Oklahoma directed that the Office of Juvenile System Oversight receive foster parent complaints and then work with the Office of Client Advocacy within DHS to ensure that the complaint is investigated and resolved within 60 days; requires annual report for Legislature on the complaints.
• Rhode Island created an advisory committee to the Office of the Child Advocate to provide advice and support to the Child advocate and to review and assess patterns of treatment and services, policy implications and necessary systemic improvements.
• Vermont required the Chief Performance Officer to annually report to the General Assembly on the state’s progress in reaching the population-level outcomes for each area of the state’s quality of life by providing data for the population-level indicators relating to economy, health, environment, children’s services, services for the elderly and people with disabilities.

Collaboration and Data Sharing

• Delaware created a Child Welfare Data Sharing Task Force to make recommendations for data sharing between Family Court, the Department of Education and the Department of Services for Children, Youth, and Their Families.
• Oklahoma permitted the Department of Human Services to contract with active or retired social work, medical or law enforcement personnel to assist child welfare workers responding to a report of child abuse or neglect.

Adoption

Approximately 19 states enacted 26 bills regarding adoption. Topics included re-homing adopted children, information sharing, original birth certificates and confidentiality, post-adoption services, and adoption and post-adoption supports, subsidies and tax credits. (Re-homing describes the practice of adoptive parents seeking to relinquish care of their adopted children outside the control and purview of the courts or public child welfare agencies.)

Adoption Re-Homing

• Colorado prohibited advertising through a newspaper, periodical, telephone book, outdoor advertising sign, radio, television, computerized communication system or other public medium for the purposes of finding a child to adopt, finding an adoptive home for a child, or offering to place a child for adoption.
• Florida established a new criminal offense for so called “re-homing” when an adopted child is given up illegally to another family.
• Louisiana created the crime of re-homing an abused child without court approval and required the multidisciplinary team approach applicable to children who have been abused and neglected to apply to children who are re-homed.
• Ohio prohibited, unless otherwise permitted by law, a person from offering money or anything of value in exchange for the placement of a child for adoption and prohibited a biological parent from requesting money or anything of value in exchange for placement of the parent’s child with a qualified adoptive parent, however lawmakers permitted a biological parent of a child to advertise about the availability for placement of the parent’s child for adoption to a qualified adoptive parent and permitted a government entity to advertise its role in the placement of children for adoption or other information that would be relevant to qualified adoptive parents.
• Wisconsin detailed and clarified the requirements and definition of advertising related to adoption or other permanent physical placements of a child and clarified delegation of parental power regarding the care and custody of a child for more than one year.

Information Sharing, Original Birth Certificates and Contact Preferences

• Colorado required access to all adoption records for an adult adoptee or an adoptive parent, guardian, or legal representative of a minor adoptee, allowed the registrar to conduct a search of death certificates to determine whether an adoptee or a birth parent is deceased and required the custodian of birth records to provide a child’s birth parent the original birth certificate and other documents.
• Connecticut required the Department of Public Health to give adopted individuals at least age 18, or their adult children or grandchildren, uncertified copies of the adoptee’s original birth certificate on request.
• Illinois added adult grandchildren, age 21 or over, to the list of people who may obtain information about an adult adopted person.
• New Jersey allowed adult adopted persons and certain other individuals to obtain an adopted person’s original birth certificate and other related documents, with certain restrictions.
• Ohio specified requirements for contact preference and biological parent’s name redaction request forms, repealed provisions allowing post-1963 adoptees to file a petition to obtain information about the adoptee’s biological family and allowed an adopted person, who is at least 18, to submit a written request to obtain a copy of the person’s adoption file.
• Virginia allowed the commissioner of Social Services to release identifying information requested by an adult adopted person who is seeking disclosure of identifying information about his or her birth parents and consent of the birth parents is not obtainable due to the death or mental incapacity of the birth parents.
• West Virginia detailed what information is available to be disclosed to specified individuals, including the identity of abuse and neglect reporters, adoption records, juvenile records and others.

Post-Adoption Services

• Alabama made children 14 years of age or older who were adopted from foster care eligible for $15,000 in post-secondary education assistance and extended eligibility until the adopted child turns 26.
• Connecticut extended medical subsidies for certain adopted children over 18 but younger than 21.

Adoption and Post-Adoption Supports, Subsidies and Tax Credits

• Indiana allowed individuals eligible to claim the federal adoption tax credit to also claim an adjusted gross income tax credit and required the established committee on adoption to study how other states provide services under public adoption programs, the legal and regulatory costs associated with foster care and private adoption, and to make recommendations.
• Iowa allowed for an individual income tax credit for adoptions that are completed by the department of human services, a child placing agency, an agency complying with the interstate compact on placement of children or an independent placement.
• Ohio and Michigan increased the adoption tax credit.

View more NCSL adoption and post-adoption support, subsidies and tax credits state legislation.

Other

• Idaho clarified when an unmarried biological father has manifested a full commitment to his parental responsibilities and when an unmarried biological father is deemed to have waived and surrendered any right in relation to a child.
• Illinois defined “related,” for purposes of adoption and guardianship, to include relationships by civil union, step-grandparents and second cousins.
• Indiana prohibited granting an adoption while custody appeals are pending and clarified that the court handling the adoption has exclusive jurisdiction over the child if there is a petition for adoption and a paternity action pending at the same time.
• Iowa required a pre-placement investigation and report to include examination of the criminal and child abuse records of the prospective adoption petitioner.
• Louisiana required that a petitioner for an intra-family adoption be related to the child’s mother or father, whether or not their parental rights are intact.
• Ohio defined living expenses that may be paid to a birth mother on behalf of a petitioner by an attorney or agency arranging a minor’s adoption to include rental or mortgage payments, utility payments, payments for products or services required for the birth mother’s or minor’s sustenance or safety including food, household goods, personal care items, and the cost of transportation to work or school.
• Maryland expanded search, contact, and reunion services for a minor who was adopted through a local department of social services and a local department determines that reunification with the minor’s adoptive parents is not in the minor’s best interests.
• Michigan set forth requirements for consent or release for adoption and required that certain pre‑birth adoption notifications be sent to each putative father, reduced the time which a putative father must register with the putative father registry, reduced the time period to appeal an adoption decree, permitted entities to advertise regarding the adoption of children and defined living expenses of a birth mother for purposes of adoption.
• Utah required a birth mother to reside in the state for a specified time before she consents to the adoption or relinquishment of her child.
• Wisconsin enacted legislation requesting the bill requests the Joint Legislative Council to study adoption disruption and dissolution including the extent of, and efforts to prevent, adoption disruption and dissolution, recommended legislation to define, prevent, track and report on the issue and legislation options to prepare prospective adoptive parents for adoption and to support them after adoption.

Child Fatality/Near Fatality

Approximately nine states enacted 12 bills related to child fatality or near fatality.

• Georgia required each county’s child fatality review committee to determine the manner and cause of death and if the death was preventable; required the Georgia Child Fatality Review Panel to oversee the local child fatality review process and report to the Governor on the incidence of child deaths with recommendations for prevention.
• Oklahoma created the Child Death Reporting Act of 2014 which detailed child death or near death reports, permitted notification to legislative designees of a child protective services review, detailed procedures for release of information and evidence of wrongdoing by the department and recreated the Child Death Review Board.
• Oklahoma lawmakers also specified that the Oklahoma Commission on Children and Youth include in its report of a child death or near death confirmation of whether previous reports of suspected child abuse or neglect have been made concerning the alleged victim of death or near death or against the person responsible for the child and provides that any statements or gestures by DHS expressing apology or sympathy relating to the injury or death of a child are inadmissible as evidence of liability.
• Pennsylvania provided for the postmortem investigation of deaths.
• Tennessee required the department, during investigations of child fatality for abuse or neglect, to release the child’s age, the child’s gender and whether the department has had a history with the child, within five business days following the fatality.

View more NCSL child fatality and near fatality state legislation.

Child Protection

Nearly 34 states enacted almost 100 bills addressing child protection in the areas of child abuse investigations, child sexual abuse, confidentiality and information sharing, definitions and health care.

Child Abuse Investigations

• Alaska expanded the ability to recruit a multidisciplinary team, including clarifying who may be part of a team, to assist law enforcement in criminal investigations that involve an alleged crime against a child.
• California required a community youth athletic program to provide written notice to the parent or guardian of a youth participating in the program regarding the program’s policies relating to criminal background checks for volunteer and hired coaches in the program.
• Delaware clarified the duties of the Investigation Coordinator in the child protection system to have the authority to track each reported case of abuse or neglect, and to be responsible for tracking and monitoring each reported case of death, serious physical injury, and sexual abuse of a child and created confidentiality and immunity clauses to protect the information and records obtained by the Investigation Coordinator.
• Georgia required each county to establish a protocol for investigating and dealing with cases of abuse and neglect.
• Idaho required all investigative or risk assessment interviews of alleged victims of child abuse conducted by personnel of child advocacy centers to be documented by audio or video taping.
• Illinois lawmakers provided that the differential response program is to become a permanent program, upon completion of the demonstration project period.
• Minnesota required counties to maintain sufficient information on reports alleging child maltreatment that were not accepted for assessment or investigation so that repeat reports involving the same child can be identified.
• Minnesota allowed child welfare agencies access to child support data on the child, the parents, and relatives of a child.
• New York required the Office of Children and Family Services to examine the telephone call history of previous reports of child abuse or maltreatment alleged in other counties and districts of the state.
• Oklahoma directed the Department of Human Services to consider risks of children unable to communicate effectively about abuse or neglect in investigations and assessments.
• Pennsylvania lawmakers clarified that an investigative team convened through protocol developed by the county agency and the district attorney is referred to as a multidisciplinary investigative team and allowed a county agency to require a medical examination when deemed necessary due to information discovered during the course of the investigation and without an indication of serious physical injury.
• Pennsylvania provided that child protective services must provide for exchange of information regarding the medical health and treatment of a child by certified medical practitioners.
• Virginia prohibited a person from being employed in a position that involves direct contact with a patient of, or person or child receiving services from, a nursing home, home health organization, hospice, assisted living facility, adult day care, child welfare agency, or family day home approved by a family day system until the results of a criminal history background check have been received.
• Washington required that the State School Directors’ Association adopt a model policy to implement statutory provisions regarding the interview of children in child abuse and neglect investigations on school premises.

Child Sexual Abuse

• Colorado addressed protection of the victim of a sexual assault in cases where a child was conceived as a result of the sexual assault and required notification of the Indian tribe if the child is an Indian child.  The legislation also provided waivers for legal counsel and filing fees and provided procedures for voluntarily relinquishing the child by the victim.
• New Mexico required all licensed school employees to complete training to detect and report sexual abuse and assault within the first year of employment, or during the 2014-2015 school year for current employees.
• South Dakota established the Jolene’s Law Task Force to study the impact of sexual abuse of children and to make policy recommendations to the Legislature.
• Virginia required every attorney for the Commonwealth to establish a multidisciplinary child sexual abuse response team to conduct regular reviews of cases involving child sexual abuse in the jurisdiction.

Definitions

• California provided that a minor who was not a victim of, but who was physically present at the time of, an act of domestic violence is a witness and is deemed to have suffered harm. It also expanded the definition of domestic violence to include abuse perpetrated against a child of a party to the domestic violence proceedings.
• California defined sexual exploitation to include a person who knowingly downloads, streams, or accesses through any electronic or digital media, a film, photograph, videotape, video recording, negative, or slide in which a child is engaged in an act of obscene sexual conduct.
• Louisiana redefined safety plan to mean a plan for the purpose of assuring a child’s health and safety by imposing conditions for the child to safely remain in the home, or for the continued placement of the child with a custodian.
• Oklahoma allowed a parent or guardian to use reasonable and ordinary force as a means of discipline.
• Pennsylvania created the offense of luring a child into a motor vehicle or structure, redefined “perpetrator” and “person responsible for the child’s welfare,” broadened the definition of “child abuse” by lowering thresholds necessary to substantiate various types of child abuse and created the offense of false reporting of child abuse and the offense of intimidation or retaliation in child abuse cases.
• >Tennessee created the offense of continuous sexual abuse of a child.
• Utah modified the offense of aggravated sexual abuse of a child by defining the term “position of special trust” and clarifying that the definition of a teacher includes adult employees and volunteers at public and private schools; expanded the definition of position of special trust to include an adoptive parent, an athletic manager who is an adult, an aunt, a babysitter, a coach, a cohabitant of a parent if the cohabitant is an adult, a counselor, a doctor or physician, an employer, a foster parent, a grandparent, a legal guardian, a natural parent, a recreational leader who is an adult, a religious leader, a sibling or a step sibling who is an adult; and, expanded the definition of abuse to include a child’s natural parent intentionally, knowingly, or recklessly causing the death of another parent of the child or being the primary suspect in an investigation for causing the death of another parent of the child.

Confidentiality and Information Sharing

• Connecticut expanded the circumstances in which the departments of Children and Families (DCF) and Social Services (DSS) must disclose the names and records of certain individuals to specific entities and the circumstances in which DSS must disclose information to DCF about a child receiving DSS services or the child’s immediate family.
• Maryland required the Department of Human Resources or a local department of social services to provide specified information, on request, to a health care practitioner or another entity which is providing treatment or care to a child who is the subject of a report of child abuse or neglect.

Health Care and Medical Services

• New Hampshire established a commission to study public-private partnerships to fund medical care for abused and neglected children.
• New York allowed the local commissioner of social services or local commissioner of health to give consent for medical, dental, health and hospital services for any child found by the family court to be an abused, neglected or destitute child.
• South Carolina enacted the State Children’s Advocacy Medical Response System Act to provide coordination and medical service resources statewide to agencies and entities that respond to victims of child abuse and neglect.

Courts and Legal Representation

Approximately 18 states enacted 20 bills to address court procedure and legal representation in child welfare cases. Topics included child and parent representation and court procedures.

Child and Parent Representation

• Colorado established the Office of the Respondent Parents’ Counsel in the state judicial department to provide legal representation to parents involved in dependency and neglect proceedings who lack the financial means to obtain legal representation.
• Florida required the court to appoint an attorney for a dependent child who: resides in, or is being considered for placement in a skilled nursing facility, is prescribed a psychotropic medication and declines it, has a developmental disability, is being placed in, or is considered for placement in, a residential treatment center, or is a victim of human trafficking. The bill also clarified who will contract with the appointed attorney, the compensation for the appointed attorney and required the Department of Children and Families to identify and request attorney representation for qualifying children.
• Louisiana detailed legal representation for children and indigent parents in child protection cases and established the Child Representation System and the Child Protection Representation Commission.
• Oklahoma allowed any party to file an application for an emergency hearing that demonstrates harm to the health, safety or welfare of a child who is the subject of a deprived child proceeding.
• Oregon authorized the court to appoint a protected person special advocate in a protective proceeding at any time after the appointment of a fiduciary.
• Utah allowed the district court to appoint an office attorney guardian ad litem upon a determination that no private attorney guardians ad litem are reasonably available. The state also required any savings to the Office to reduce caseloads, improve juvenile court and to recruit and train private attorneys.
• Virginia allowed Court Appointed Special Advocate volunteer appointments to continue for youth ages 18 and older who are in foster care when the juvenile court has retained jurisdiction and the juvenile and domestic relations district court judge determines such services are appropriate.
• Washington required the court to appoint an attorney for a child in a dependency proceeding within 72 hours of granting a petition to terminate the parent and child relationship and established a pilot program to study the effect of appointing an attorney for the child at the time of the shelter care.

Court Procedure

• Delaware clarified the standard under which the Family Court must determine competing guardianship and permitted that when a child has been in a guardianship for at least two years after the termination of parental rights, the Department may petition the court for permission to provide reports on a 12-month basis, instead of every six months.
• Georgia detailed the allowance of a child to testify outside the presence of the accused in criminal proceedings, including the requirement that the child be under age 18.
• Maryland altered the jurisdiction of an equity court to include custody or guardianship of an immigrant child pursuant to a Motion for Special Immigrant Juvenile Factual Findings requesting a determination that the child was abused, neglected, or abandoned before the age of 18 for purposes of the Federal Immigration and Nationality Act.
• Michigan created a juvenile mental health court.
• Oklahoma prohibited a court, in private custody proceedings, from awarding custody or guardianship of a child to a person who has been convicted of certain crimes regarding the abuse, endangerment, exploitation of children or of first-degree rape.
• Oklahoma also gave group homes the same rights as foster parents throughout the various stages of a deprived-child proceeding.
• Pennsylvania required the court to consider whether the child has been identified as an abused child and whether a party has been identified as a perpetrator of child abuse in custody cases and specifies the information the court should consider and be provided in order to make a custody determination.

Disproportionality

• Illinois required the African-American Family Commission to advise the Governor and General Assembly, as well as work directly with State agencies, to improve and expand existing policies, services, programs, and opportunities for African-American families and to promote research efforts to document the impact of certain policies and programs on African-American families.
• Minnesota created the Cultural and Ethnic Communities Leadership Council.

For more, view NCSL Disproportionality and Disparity in Child Welfare.

Education of Children and Youth in Foster Care

Approximately 10 states enacted 10 bills providing for the education of current and former foster children. Topics included the educational goals and stability of children in foster care and tuition assistance. For more, view NCSL’s Educating Children in Foster Care: State Legislation 2008 – 2012.

Educational Goals and Educational Stability

Seven states—Connecticut, Iowa, Maine, Maryland, South Dakota, Washington and West Virginia—enacted legislation dealing with the educational goals and stability of foster children.

• Connecticut required the superintendent of each school district providing education to foster youth, to provide the department, a foster parent, and the attorney for the child a description of the child’s educational status and academic progress that is substantially similar to the description provided to parents of non-foster youth.
• Iowa encouraged the area education agency board to employ a child welfare liaison to provide services and guidance to local school districts to facilitate the efficient and effective transfer and enrollment of a child in foster care to another school district.
• Maine set forth the process for the Department of Education to follow in awarding a Department diploma to a student who has experienced an education disruption.
• Maryland defined educational stability as the continuous process of identifying and implementing the appropriate educational placement, training, resources, services and experiences that will address successful educational outcomes of a child and contribute to the child’s overall well-being. The legislation required a court to inquire as to the educational stability of a child at a shelter care hearing, adjudicatory hearing, disposition hearing, and at any change of placement proceeding.
• South Dakota required the education of children placed in residential treatment centers to be the responsibility of the school district where the center is located.
• Washington directed the Family Assessment Response worker to assess for child well-being and child safety when collaborating with a family to determine the need for child care, preschool, or home visiting services, and to refer children involved in the child welfare system to certain preschool programs, and to provide referrals to high quality child care and early learning programs and appropriate state and federally subsidized programs.
• West Virginia allowed special needs students with an individualized education plan to participate in graduation ceremonies; and, prohibited county boards from denying continuing special education services to the student due to participation in a graduation ceremony.

Foster Care

About 15 states enacted 30 bills dealing with foster care. The topics included: credit reporting, foster parent rights, health and mental health, parent rights and residential group homes/congregate care.  (See also NCSL Preventing Sex Trafficking and Strengthening Families Act legislation.)

Credit Reports

• California lawmakers required a county welfare department, county probation department, or the State Department of Social Services to inquire of each of the three major credit reporting agencies as to whether a child in foster care has any consumer credit history.
• Oklahoma lawmakers required DHS to provide an annual credit report to youth in its custody.

Foster Parent Bill of Rights

• Michigan authorized the children’s ombudsman to commence and conduct investigations into alleged violations of the Foster Parent’s Bill of Rights law.
• Oklahoma required foster parents be given a copy of the liability insurance policy the Department of Human Services maintains for every Department-contracted foster home placement.
• Oklahoma lawmakers also required the Office of Juvenile System Oversight to receive any complaint alleging that an employee of the Department of Human Services or a child-placing agency has threatened a foster parent with removal of a child from the foster parent, harassed a foster parent, or refused or disrupted a child placement as retaliation or discrimination; required foster parents be informed of their rights annually.

For more, view NCSL Foster Care Bill of Rights.

Health and Mental Health

• California required the State Department of Social Services to convene a stakeholder group to identify barriers to the provision of mental health services for children receiving medically necessary specialty mental health services.
• Virginia eliminated the requirement that an individual under the age of 19 must have been without health insurance for at least four months or must meet the requirements set forth in the Children’s Health Insurance Program to be eligible for assistance under the Family Access to Medical Insurance Security Plan.
• Washington allowed foster children access to health care through the health benefit exchange in the state.

For more legislation, view NCSL Health Oversight for Children and Youth in Foster Care.

Parent Bill of Rights

• Oklahoma created the Parents’ Bill of Rights; prohibited the state from infringing upon parental rights, directed the board of education of a school district to develop a policy listing parental rights related to education, including sex education; prohibited a surgical procedure on a minor without parental consent—excluding abortion— and, prohibited a mental health evaluation of a minor without parental consent.

For more, view NCSL Foster Care Bill of Rights.

Residential Group Homes, Congregate Care

• Oklahoma recognized the interests of group homes in child placement proceedings and authorized the Department to contract with designated youth services agencies or designated child-placing agencies for the management and operation of the shelter and for management and operation of youth group homes. The legislation also required continuing education for its employees in the area of cultural competency regarding race and gender-based disparities faced by youth in group homes.
• Wisconsin allowed a child to be placed in a shelter care facility for no more than 20 days under a voluntary agreement and further allowed a child’s parent, guardian, or Indian custodian, DCF, the Department of Corrections, a county department of human or social services, or a child welfare agency licensed to place children in shelter care facilities to place the child in a shelter care facility.

For more, view NCSL Congregate Care, Residential Treatment and Group Home State Legislation.

Other

• Hawaii appropriated funds for programs and services for children of incarcerated parents and to assist with family reunification.
• Louisiana prohibited a child from being placed in a foster home for temporary care, except for emergency placement, or for adoption until it is determined that the prospective foster or adoptive parent has not been convicted of nor pled nolo contendere to a felony drug possession offense unless five or more years have elapsed between the date of placement or until the individual has submitted to and passed an initial drug test and has provided written consent to any plan of random drug testing required by the Department of Children and Family Services; required drug tests shall be at the expense of the individual. The legislation authorized the department of child and family services to consider prior convictions in determining whether to place a child in a foster home for temporary care or for adoption.
• Minnesota lawmakers required the home study of prospective foster parents to address the capacity of the prospective parents to provide a smoke-free home environment for the child and that child-placing agencies must ensure foster homes maintain a smoke-free environment.  The legislation provided that this subdivision does not apply to traditional or spiritual Native American or religious ceremonies involving tobacco use.
• Oklahoma gave parents in crisis the legal authority to place their children with a host family without DHS involvement and modified existing child placement licensure laws so as not to hinder the work of private groups and host families who assist families in crisis.
• Wisconsin prohibited any person from sending a child out of this state, bringing a child into this state, or causing a child to be sent out of this state or brought into this state for the purpose of permanently transferring physical custody of the child to a person who is not a relative of the child. That prohibition, however, does not apply to a placement of a child that is authorized under the Interstate Compact on the Placement of Children or any other statutory provisions governing the interstate placement of children or a placement of a child that is approved by a court of competent jurisdiction of the sending state or receiving state.

Fostering Connections To Success and Increasing Adoptions Act of 2008

• Washington expanded eligibility criteria to allow a youth to request extended foster care services if the youth engages in employment for 80 hours or more per month or if the youth is not able to engage in any established qualifying activities due to a documented medical condition.

For more state actions related to provisions of the Fostering Connections to Success and Increasing Adoptions Act of 2008, view NCSL Fostering Connections State Actions.

Funding

At least 16 states enacted 26 bills regarding the funding of child welfare services. While the majority dealt with basic funding and appropriations, a few bills addressed specific financing strategies.

• Arkansas enacted two bills that provide funding to the State Child Abuse and Neglect Prevention Board and the State Veterans’ Child Welfare Service Office respectively.
• Colorado detailed supplemental appropriations to the Department of Human Services and aligned certain state medical assistance programs’ eligibility laws with the federal patient protection and affordable care act.
• Connecticut extended the period for which the Department of Children and Families may provide periodic adoption subsidies to special needs children between the ages of 18 and 21 under specified circumstances.
• Delaware created a Stop Child Abuse license plate, allowing for the proceeds to go to the Protecting Delaware’s Children Fund, created a check box for donations to the Protecting Delaware’s Children Fund on the individual income tax return and provided that all amounts shall be forwarded to the Delaware Community Foundation for use in public awareness campaigns promoting the reporting of child abuse.
• Maryland allowed $150,000 of the general fund appropriation to be expended to fund a research project at the University of Maryland, Baltimore School of Social Work to study issues regarding unsuccessful reunifications of children with their parents after entering the foster care system.
• Michigan eliminated county administrative rates for foster care services.
• Pennsylvania increased funding for domestic violence and rape victim services and created a grant program to fund children’s advocacy centers. The bill also increased the costs paid by criminals to provide additional funds to domestic violence and rape victim services and required criminal defendants to fund children’s advocacy centers.

Infant Abandonment/Safe Surrender

• Pennsylvania permitted a police officer at a police station to accept newborns from parents who wish to relinquish the newborn; required police officers to take newborns into protective custody, deliver the newborn to the hospital and immediately notify the county agency and submit a written report to the county agency and the police department. Provided the police officer the same immunity that health care workers currently receive when accepting a newborn. Required the Department of Public Welfare to provide educational materials to police officers regarding newborn protection. Exempts parents from criminal liability for solely leaving the newborn with the police, so long as the newborn is not a victim of child abuse or criminal conduct.

Kinship Care

Eight states enacted 11 bills in 2014 related to kinship care in the topic areas of expanded definition of relative; licensing; relative preference; and, school enrollment and medical consent.

For more legislation supporting relative caregivers, view NCSL’s Supporting Relative Caregivers of Children.

Expanded Definition of Relative

• Illinois expanded the definition of relative to include fictive kin and defined fictive kin to mean any individual, whether related or unrelated by birth or marriage, who is shown to have close personal or emotional ties with the child or the child’s family prior to the child’s placement with the individual.

Licensing

• Illinois required fictive kin with whom a child is placed to apply for licensure as a foster family home and restricted the removal of a child from the home of fictive kin on the basis that the kin fails to apply for licensure or fails to meet licensure standard. Indiana allowed a person to operate a foster family home without a license if the person is a relative of the child for whom the person is providing supervision.

Relative Preference

• California permitted a social worker to place a child who has been removed from the custody of his/her parents in the home of a relative or non-relative extended family member (NREFM) after a detention hearing and pending the dispositional hearing; clarified legislative intent that a social worker may place a child in the home of an appropriate relative or NREFM pending the consideration of other relatives who request preferential consideration.
• Virginia required the Department of Social Services to review current policies governing facilitation of placement of children in kinship care to avoid foster care placements and to develop recommendations for regulations governing kinship placements.
• Virginia specified that a child placed in kinship foster care shall not be removed from the physical custody of the kinship foster parent, provided the child has been living with the kinship foster parent for six consecutive months and the placement continues to meet approval standards for foster care, unless the kinship foster parent consents to the removal, the removal is agreed upon at a family partnership meeting, is court ordered, or warranted under existing law.

School Enrollment and Medical Consent

• Missouri allowed relative caregivers, acting under an affidavit, to consent to medical treatment and educational services for a minor child with whom such caregiver lives if consent of the legal parent or guardian cannot be obtained through reasonable efforts.

For more, view NCSL School Enrollment and Medical Consent Laws.

Other

• The District of Columbia allowed the Grandparent Caregivers Program subsidy to be transferred to a relative caregiver under specified conditions, when a grandparent is no longer able to care for a child.
• Kentucky required the Cabinet for Health and Family services to create a centralized statewide service program that provides information and referrals through a statewide toll-free telephone number to grandparents and other caregivers who are caring for minors who are not their biological children.
• Maryland lowered, from 21 years to 18 years, the age that a person must be to serve as a kinship parent for a child in need of out-of-home placement; repealed a provision authorizing a local department to waive the age requirement for a potential kinship parent who is at least 18 years of age and who lives with a spouse who is at least 21 years of age.

Prevention/Treatment/Training

Prevention

• Arizona, Pennsylvania and Virginia recognized April 2014 as Child Abuse Prevention Month.
• California required crisis nurseries to be licensed to operate overnight programs and specified the maximum capacity of crisis nurseries.
• Illinois required the Department of Children and Family Services to enter into an interagency agreement for the purpose of preventing children and youth who are not abused or neglected from entering the custody of the Department solely to receive services for a mental illness or emotional disturbance. The legislation also established the Custody Relinquishment Prevention Act which creates a pathway for families to receive services through the appropriate state child-serving agency, rather than through relinquishment of parental custody to the Department of Children and Family Services.

Training

• New Mexico required health education courses for fourth through eighth grade and for high school graduation beginning with the class of 2014, to include age-appropriate sexual abuse and assault awareness and prevention training.
• Tennessee required that the departments of education and children’s services work together to enhance or adapt curriculum materials that focus on child sexual abuse, including such abuse which may occur in the child’s home.

For more state actions around child sexual abuse prevention, view NCSL’s Child Sexual Abuse Prevention and Erin’s Laws.

Treatment

• Minnesota allowed children in voluntary foster care for treatment to return to the care of a parent on a trial home visit under certain circumstances in order to provide planning and supports to meet the child’s needs following treatment so that the child can return to the parent’s home.
• Wisconsin revised the provisions of existing law that relate to the admission of minors for the treatment of mental illness to include the need to file a petition for a minor who is voluntarily participating in inpatient treatment, protecting the minor’s rights if said minor withdraws the consent for treatment, and eliminated the provision regarding short-terms voluntary admission stays.
• Wisconsin also enacted legislation relating to evaluation of infants for fetal alcohol spectrum disorder and referral of infants who have that condition for services and treatment.

Preventing Sex Trafficking and Strengthening Families Act of 2014

New federal legislation, Preventing Sex Trafficking and Strengthening Families Act of 2014 (H.R. 4980), now requires state child welfare agencies to:

• Develop policies and procedures to identify, document, screen and determine appropriate services for children under the child welfare agency’s care and supervision, who are victims of, or at risk of, sex trafficking.
• Immediately report children in their care identified as sex trafficking victims to law enforcement.  States must also report the numbers of child trafficking victims to the U.S. Department of Health and Human Services (HHS).
• Report children missing from their care to law enforcement, within 24 hours, for entry into the National Crime Information Center and to the National Center for Missing and Exploited Children.
• Develop and implement protocols to locate children runaway or missing from foster care, determine the child’s experiences while absent from care, develop screening to determine if the child is a sex trafficking victim, and report this information to HHS.
• Develop a reasonable and prudent parenting standard for foster parents to make parental decisions to maintain the health and safety of foster youth and also to make decisions about the youth’s participation in extracurricular, enrichment, cultural and social activities.
• Ensure that children in foster care age 14 or older participate in the development of, or revision to, his or her case plan which must describe the foster child’s rights.
• Provide children aging out of foster care with a birth certificate, a social security card, health insurance information, medical records and a driver’s license or state identification.

NCSL tracked activity related to these provisions during the 2014 legislative session. The legislation included providing drivers’ licenses and other records to youth aging out of care, enacting foster child bill of rights legislation, enacting reasonable and prudent parenting standards and enacting legislation related to human/child sex trafficking and missing children.

Drivers Licenses and Other Records Provided to Youth Aging Out of Foster Care

• Florida allowed a foster child that has reached 16 years of age, has been adjudicated independent, is residing in an out-of-home placement and has completed a driver education course to execute all contracts or agreements to obtain motor vehicle insurance.

Foster Child Bill of Rights

• California authorized a dependent child or a non-minor dependent to request visitation with a sibling who is in the physical custody of a common legal or biological parent.
• Illinois required the Department of Children and Family Services to provide each parent or guardian and responsible adult caregiver participating in a safety plan a copy of the plan and information on their rights and responsibilities that shall include information on how to obtain medical care, emergency phone numbers and information on how to notify schools or day care providers.

For more, view NCSL Foster Care Bill of Rights.

Human Trafficking/Child Trafficking Victims

• Alabama established the Alabama Human Trafficking Task Force.
• California also authorized any city, county, or community-based nonprofit organization to establish a multiagency, multidisciplinary family justice center to assist victims of domestic violence, sexual assault, elder or dependent adult abuse, and human trafficking.
• Colorado created the Colorado Human Trafficking Council within the Department of Protective Services and specified the Council’s membership and duties.
• Colorado changed the definition of human trafficking of an adult and of a child to include the distinction that the trafficking was for the purpose of either involuntary or sexual servitude and that human trafficking of a minor for sexual servitude is to be considered a sex offense against a child for which there is no statute of limitations.
• Connecticut expanded the actions the Department of Children and Families can take to help children it identifies or believes are victims of trafficking to include (1) providing services, (2) forming multidisciplinary teams to review trafficking cases, and (3) providing training to law enforcement officers about trafficking and expanded the category of children or youths a court may find to be “uncared for” to include child-trafficking victims.
• Maryland required the Secretary of State to establish the Human Trafficking Address Confidentiality Program for victims of human trafficking.
• Florida prohibited the buying and selling of children into prostitution, clarified court procedures related to child sex trafficking and required screening and services for child sex trafficking victims.
• Michigan created a presumption that a minor prosecuted for prostitution is a victim of human trafficking and is eligible for services provided to dependent minors subjected to abuse and neglect.
• Michigan lawmakers also required a supervising agency that develops a medical passport for a child under its care to indicate in the passport that the child could be a victim of human trafficking and, if so, to have an assessment or evaluation of the child performed by an experienced and licensed mental health professional and provide appropriate counseling services. The legislation required a supervising agency, before placing a child in its care, to give special consideration to information that the child might have been a victim of human trafficking and allowed a supervising agency to find that adoption, reunification, or other traditional foster care services might not be suitable for a child who was a human trafficking victim.
• Ohio authorized a judge or magistrate to order the testimony of a minor victim of human trafficking to be taken by closed circuit television equipment and prohibited disclosure of identifying information in a police report concerning a delinquent offender or abused minor. The bill further enacted the offense of commercial sexual exploitation of a minor.
• Utah detailed that a child is not subject to a delinquency proceeding for prostitution unless a law enforcement officer has referred the child to the Division of Child and Family Services on at least one prior occasion for an alleged act of prostitution or sexual solicitation.
• Wisconsin amended the definition of “trafficking” by eliminating the element that the act occurred without the individual’s consent and expanded the definition of “commercial sex act.”

Missing Children

• Georgia allowed for missing child reports for foster children within the Missing Children Information Center and required certain procedures of law enforcement when any parent, guardian, caretaker, government unit responsible for the child, or other person with legal custody of the child, reports the child is missing.

For more on child sex trafficking and missing children, view Preventing Sex Trafficking and Strengthening Families Act of 2014.

Reasonable and Prudent Parenting Standard

Washington provided caregivers with the authority to give permission without prior approval of the Department of Social and Health Services or a court to allow a child in their care to participate in normal childhood activities based on a reasonable and prudent parenting standard through the use of careful and thoughtful parental decision-making. The bill defined normal childhood activities to include extracurricular, enrichment, and social activities, and may include overnight activities outside the direct supervision of the caregiver. The legislation characterized a reasonable and prudent parent standard as thoughtful parental decision-making intended to maintain the child’s health, safety, and best interest while encouraging the child’s emotional and developmental growth.

For more legislation, see NCSL Reasonable and Prudent Parenting Standard Laws.

Reporting of Child Abuse and Neglect

During 2014, 14 states enacted 35 bills related to the reporting of child abuse and neglect. Topic areas included expanding categories of mandatory reporters, addressing immunity and requirements for organizations, reporting of abuse within schools, substance abuse and training and licensing.

Expanding Categories of Mandatory Reporters

• Connecticut clarified the process by which animal control officers and employees of the Department of Children and Families report instances of animal abuse and neglect.
• Connecticut lawmakers also required animal control officers to report to the Commissioner of Agriculture, as soon as practicable, if they have reasonable cause to suspect that an animal has been harmed, neglected or treated cruelly.

Immunity/Requirements for Organizations

• South Carolina prohibited an employer from dismissing, demoting, suspending, or disciplining an employee who reports child abuse or neglect, whether required or permitted to report; and, created a cause of action for reinstatement and back pay which an employee may bring against an employer who violates this prohibition.
• Washington defined terms that are used throughout the mandatory reporting statute to include the terms organization, reasonable cause, and sexual contact. Clarified that when any person, in his or her official supervisory capacity with a nonprofit or for-profit organization, has reasonable cause to believe that a child has suffered abuse or neglect caused by a person over whom he or she regularly exercises supervisory authority, he or she shall report such incident. The legislation specifically defined organization to include: a sole proprietor, partnership, corporation, limited liability company, trust, association, financial institution, governmental entity other than the federal government, and any other individual or group engaged in a trade, occupation, enterprise, governmental function, charitable function, or similar activity in this state whether or not the entity is operated as a nonprofit or for-profit entity.

Reporting of Abuse within Schools

• Pennsylvania required that when a school employee suspects another school employee of abusing a student, the standard for substantiating abuse, the reporting requirements and procedures, and the investigative response will parallel those for other alleged perpetrators of child abuse.

Substance Abuse

Minnesota required local welfare agencies to accept reports of prenatal exposure to controlled substances made by reporters notwithstanding the refusal of the reporter to provide the reporter’s name and address, as long as the report is otherwise sufficient.

Training/Licensing

• Illinois required the acceptance of continuing education credit for mandated reporter training on how to recognize and report child abuse offered by the Department of Child and Family Services and completed by any person who holds a professional license and who is a mandated reporter under the Abused and Neglected Child Reporting Act.
• Indiana required reporting related to the safety of children and information to be prepared and distributed concerning the duty to report known or suspected child abuse or neglect.
• Maryland required the Naturopathic Medicine Advisory Committee within the Board of Pharmacy and the State Board of Nursing to adopt regulations for the potential suspension of a license for failure to report child abuse or neglect.
• New York required school athletic directors and school personnel or other persons required to hold a temporary coaching license or professional coaching certificate to report cases of suspected child abuse.
• Pennsylvania required licensing boards to require licensees to submit documentation of completion of a minimum number of hours of approved child abuse recognition and reporting training.

Other

• Pennsylvania lawmakers addressed a number of reporting issues including: confidentiality; broadening the scope of mandated reporters; reports by employees, independent contractors and staff members of organizations that are required to report; privileged communications and exceptions from reporting requirements; advanced communication technology and electronic reporting; establishment of a pending complaint file, a file of unfounded reports and a toll-free telephone number; protection from employment discrimination for reporting child abuse or suspected child abuse and penalties for failure to report, interference with making a report and concealment of abuse to protect another.

Services for Older Youth

Fifteen bills were enacted in 12 states addressing services and supports for older youth in the foster care system. For more, view NCSL’s Supports for Older Youth in Foster Care.

Engaging Youth

• Illinois required the Department of Children and Family Services to convene and maintain a Statewide Youth Advisory Board and regional youth advisory boards to help the Department determine how to best provide services to current and former youth in foster care living in each of the regions.

Extended Foster Care

• Nebraska renamed the Young Adult Voluntary Services and Support Act the Young Adult Bridge to Independence Act and made changes to the program to allow young adults to remain in extended guardianship until they turn 21 regardless of whether they are regularly attending school or training program.
• Washington expanded eligibility criteria to allow a youth to request extended foster care services if the youth engages in employment for 80 hours or more per month or if the youth is not able to engage in any established qualifying activities due to a documented medical condition. Defined “medical condition” to mean a short-term or long-term physical or mental health condition as verified and documented by any licensed health care provider.
• Wisconsin extended out-of-home care to 21 years of age for children with individualized education programs.

Housing

• California authorized a county to, at its option, extend transitional housing to a former foster youth who is not more than 25 years of age, and for a total of 36 cumulative months, if the former foster youth is completing secondary education or is enrolled in an institution that provides post-secondary education.
• Massachusetts promoted housing and support services to unaccompanied homeless youth.

Prevention

• Rhode Island created a youth pregnancy and at-risk prevention services program to be administered by the Department of Human Services.

Transitional and Independent Living Services

• Rhode Island requested that the Department of Children, Youth and Families examine best policies and practices in the transition for youth aged 18-21 who leave the child welfare system.
• Virginia required local departments of social services and child-placing agencies to provide independent living services to any person between 18 and 21 years of age who is transitioning from a commitment to the Department of Juvenile Justice to self-sufficiency when such individual was in the custody of the local department of social services immediately prior to his commitment and to ensure that local departments that provide independent living services to persons between 18 and 21 years of age make certain the information about the availability of independent living services is provided to any person who chooses to leave foster care or who chooses to terminate independent living services before his 21st birthday.

Tuition Assistance

Three states—Arizona, California and Illinois—enacted legislation regarding education of older youth through tuition waivers or assistance.

• Arizona modified requirements for qualified students under Lexie’s Law, which provides for tax credits for corporations which donate to School Tuition Organizations, so that any student who is a prior qualified student who continues to attend a qualified school, is placed in foster care, or is identified as having a disability under relevant laws is eligible for the program.
• California authorized the Office of the Chancellor of the California Community Colleges to enter into agreements with community college districts to provide additional funds for services in support of postsecondary education for foster youth.
• Illinois required the Department to select a limited number of students who are in foster care, who aged out of care at age 18 or older, were formerly under foster care but were adopted, or who have been placed in private guardianship, to receive scholarships and fee waivers to assist them in attending and completing their post-secondary education at a community college, university, or college.
• Maryland added unaccompanied homeless youths to the list of individuals who may be eligible for a waiver of certain tuition and fees at public institutions of higher education; requires a financial aid administrator to verify that the youth qualifies as an independent student under the Federal College Cost Reduction and Access Act.

Termination of Parental Rights

Eight states enacted twelve bills around termination of parental rights.

• Alabama required the juvenile court to have exclusive original jurisdiction over termination of parental rights proceedings and expressed the intent of the Legislature regarding jurisdiction of the juvenile court in termination of parental rights cases and provided for retroactivity to Jan. 1, 2009.
• Colorado created a process for reinstatement of the parent-child legal relationship in limited circumstances for a child whose parent’s rights have previously been terminated voluntarily or involuntarily.
• Missouri allowed for drug use or prior drug convictions to be considered in determining parental fitness in termination of parental rights proceedings; and, addressed children who test positive for alcohol or drugs at birth.
• Oklahoma provided for termination of parental rights if substantial erosion of relationship exists; provided for a signed voluntary agreement to termination of parental rights; modified timing of out-of-home placements based on age of the child; clarified dates used to determine entry into foster care; added rape, pornography, murder, felony assault or causing the death of a sibling to list of termination of parental rights conditions; required termination of parental rights if no measurable parental progress is made within a certain time period and addressed parental rights to an Indian child.
• South Carolina provided that a family court may order termination of parental visits and termination of parental rights due to continued parental drug abuse and required a drug test before returning a child to the parents’ care when the removal of the child was due to parental drug use.

Tribes

• Colorado required notification of an Indian tribe in accordance with the federal Indian Child Welfare Act in cases where a termination of parental rights petition is being filed against a person who committed a sexual assault in which a child was conceived.
• Iowa required county attorneys to comply with provisions of the Iowa Indian Child Welfare Act and the federal Indian Child Welfare Act.
• Minnesota provided that in a proceeding for the pre-adoptive or adoptive placement of an Indian child not within a specified jurisdiction, the court, in the absence of good cause to the contrary, shall transfer the proceeding to the jurisdiction of the tribe.

“YOUR CHILDREN ARE A PRIVILEGE NOT A “RIGHT” SAME AS YOUR CAR AND HOME THE SOCIAL SERVICES ARE IN CONTROL “OMG”

The National Conference of State Legislatures’ (NCSL) Child Welfare Project in the Children and Families Program tracks legislative enactments related to the safety, permanence and well-being of children and families through its yearly compilation of state legislative enactments.

During the 2014 legislative session, NCSL identified at least 294 child welfare-related bills enacted in approximately 45 states.

This report provides an overview of those enactments in the following major topic areas: administration/ oversight/interagency collaboration, adoption, child fatality, child protection, courts and legal representation, education of children in foster care, foster care, fostering connections to success act of 2008, funding, infant abandonment, kinship care, prevention, reporting of child abuse, services for older youth and termination of parental rights. The largest number of legislative enactments occurred within the topics of foster care, child protection and reporting.

False child report by Women “The hate start’s here” “KILL” Them

 

Health Impact News

A Florida woman was recently arrested for making too many false charges of child abuse to the Florida Department of Children and Families, which were reportedly directed against two families. When asked why she made the multiple false child abuse charges, her reply reportedly was  “to create havoc.”

According to Chipleypaper.com, Jessica Elizabeth Combee, 28, of Westville, Florida is charged with 28 felony counts of false child abuse reports, and is currently being held in the Holmes County Jail with a $28,000.00 bond.

“This is just one example of how people use the ‘system’ to carry out their agenda against whomever they felt has done them wrong,” said Bonifay Police Chief Chris Wells. (Source.)

While we frequently report abuses from within State run Child Welfare programs such as CPS, which can lead to innocent families being torn apart, we do want to acknowledge when a child welfare agency does the right thing and takes the time to prosecute someone who is falsely accusing families of child abuse.

As the testimony from the Bonifay Police Chief reveals, this is a common practice of how people abuse the child welfare system for their own agenda. We hope that more people will be prosecuted for abusing the system, including not just nosy neighbors or jealous family members, but medical personnel as well who take out their anger against parents who choose not to follow their medical advice, or want to seek a second medical opinion. Those doctors also deserve to be arrested and prosecuted for false charges

– See more at: http://medicalkidnap.com/2014/12/26/woman-arrested-for-filing-28-false-child-abuse-reports-in-florida/#sthash.DShsp2PJ.dpuf

Alex Jones is telling the TRUTH

 

LOOKNG FOR WORK “HELP”

Alvin Lester Davis
1555 MLK Fayetteville ARK 72701
479-301-0994

alvindavis99@gmail.com
Driving Lic: 935715029 Arkansas Expire: July 15, 2019
Stationary Engineer/English Teacher
Summary of Experience
· Supervising mechanics on Central Plant equipment and Boiler Rooms for Industrial Plant, Hospitals and Airports.
· In excess of 15 years with civilian and mechanical engineering equipment concerned with the maintenance and repairs of wide range of equipment in boiler rooms operation and maintenance such as four (4) units of oil fired high temperature water boilers with a capacity of 45,000,000 BTU/hr. per unit and four (4) Centrifugal Refrigeration Units with a capacity of 5000 tons per unit, Water and Waste Treatment Plants, Utilities Supports, and D.I. system for a Pharmaceutical Company.
CIP School in Angeles City www.cipschool.com
January 2009 to October 2014
Teacher
· Teaching Korean and Japanese student all English subjects
· As of May 2011 took over as Head Teacher of 58 Teachers and 80 Students
Shane English School –Dongying, China
January 2008 to September 2009
English Teacher
· Taught 5yr to 15yr old Chinese children with a class size of 8 to 32 equaling 200 students a week.
· Taught Basic English to advanced English in a night class of 20yr to 40yr people
· Skill’s Interviews, passing SAT for enrollment for the USA
Novartis– Emeryville, CA
Novartis Vaccines & Diagnostics, Inc.
4560 Horton Street
Emeryville, CA.94608-2916
(800) 524-4766
2006 to 2008
Master Mechanic
· Served as Master Mechanic for 22 Buildings with Pharm Equipment, such as: Boilers, Chillers, Sterilizers and performed P.M’s Corrective Maintenance.
VERIZON DATA BASE –Sacramento, CA
2005-2006
3635 N Freeway Blvd, Spc 100
Sacramento, CA 95834
(916) 419-6200
H.V.A.C. TECH / SUPERVISOR
· Responsibilities included: Chillers, Boilers, H.V.A.C. System in the Building. P.M.’s Corrective Maintenance On all Building System’s, including but not limited to VAV, Air-Handlers, Cooling Towers, Helping the Electricians on there Craft as well.
COMPUTER SCIENCES CORP –(EUSA CH-47 FLIGHT SIMULATOR UNIT 15367 APO) / South Korea, AP
Boeing / L3 703-876-1000 3170 Fairview Park DrFalls Church, VA 22042-4516
2002 to 2005
Stationary Engineer / HVAC Engineer
· Repair of Chillers, Boilers, working with Building Control Systems.
· Teaching English and Engineering A.C.T. to 20,166 Collage Students
· Supervising HVAC tech’s for all Army Bases in South Korea
Yamas Controls
1 S Linden Avenue
South San Francisco, CA 94080 Phone:
2001 to 2002
Chiller Specialist
· Working with Company’s such as Genentech, Highland Hospital, Our Lady of Holy Angels.
· Responsibilities: Repair of Chillers, Boilers, Air-Handling Units, Controls
· Equipment: Trane, Clever-Brooks, Westinghouse, Carrier, Copeland.
· Left Company to go overseas.
Saudi Oger Ltd — Kingdom of Saudi Arabia
1996 to 2001
HEAD OFFICE
P. O. Box 1449
Riyadh 11431 Saudi Arabia
Tel. No. : (966-11) 4773115
Fax No. : (966-11) 477-0079
Supervisor/H&C Maintenance
· King Khalid International Airport Project
· Utilities Division, Heating & Cooling Section
· Supervising Maintenance personnel of Central Plant Heating & Cooling Section composed of Foremen, Lead Mechanics, Mechanics, HVAC Personnel, I&C Technicians, and Plant Electricians.
· Responsibilities: include plant machinery’s e.g. four (4) Centrifugal Refrigeration Units, each with a capacity of producing 5000 tons per hour of chilled water, four (4) diesel fuel oil fired high temperature water boilers, each with a capacity of producing 45,000,000 BTU per hour with an output temperature of 204OC, six (6) cooling towers and fans, CHW & HTW piping equaling a total length of 12.8 Kilometers. In addition, submitting daily, weekly and monthly reports to the Superintendent and Project Manager.
· Maintenance Duty Officer: On many occasions assumed the duties and responsibilities for all contractual decisions and work co-ordinations at the KKIA Airport during night shifts and weekends.
Boot’s Pharmaceutical Co. –Shreveport, LA
1993 to 1996
3188618200
8800 Ellerbe Shreveport, LA71101
Chief Stationary Engineer of Central Plant
· Responsibilities: included (4) 1000 tons Trane Centrifugal Units, (4) 250 PSI water tube steam Ryans D.I. Water system, 4 Culligan water softeners. Also responsibilities submit time sheets, scheduling of shifts, man-hour reports, monthly reports, weekly reports, chemical reports. Compressors, Super Cooled Systems, Automatic Controls for Boilers & Chillers, Barbare / Colman, Blue Prints, P.I.D. Fiber Optic Systems. February 1996 went to Saudi Arabia (company was sold to B.A.S.F)

ALEX JONES AND THE STORY OF DONALD TRUMP

Alexander Emerick “Alex” Jones (born February 11, 1974) is an American conspiracy theorist,^[1][2]radio show host, documentary filmmaker, and writer.^[3] His syndicated news/talk show The Alex Jones Show, based in Austin, Texas, airs via the Genesis Communications Network^[4] and shortwave station WWCR^[5] across the United States, and on the Internet in video form.^[6][7]

Jones has been the center of many controversies, including his controversial statements about gun control in the wake of the Sandy Hook Elementary School shooting.^[8] He has accused the U.S. government of being involved in the Oklahoma City bombing,^[9] the September 11 attacks^[10] and the filming of fake Moon landings to hide NASA‘s secret technology.^[11][12][13] He believes that government and big business have colluded to create a New World Order through “manufactured economic crises, sophisticated surveillance tech and—above all—inside-job terror attacks that fuel exploitable hysteria”.^[14] Jones describes himself as a libertarian, paleoconservative and an “aggressive c onstitutionalist“.^[15][16]

New York magazine described Jones as “America’s leading conspiracy theorist”,^[17] and theSouthern Poverty Law Center describes him as “the most prolific conspiracy theorist in contemporary America.”^[18] When asked about these labels, Jones said that he is “proud to be listed as a thought criminal against Big Brother“.^{[17]                                                               https://youtu.be/m7n2AMpbAu4                                                                                                         https://youtu.be/FvpihVNsRTs}                                    

5 Ways To Give To The Homeless This December

 

by Amelia Templeton OPB | Dec. 8, 2015 3:15 p.m. | Updated: Dec. 16, 2015 9:36 a.m.

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In this Oct. 4, 2013, photo, a person walks by the Right 2 Dream Too homeless camp in Portland, Ore.

Don Ryan/AP

Every night, about 4,000 people in Portland sleep on the streets, in their cars or in a shelter.In October, the City Council declared a housing and homeless emergency, and in recent weeks local nonprofits have partnered with the city to open two new shelters for veterans and for women.

Here are five ways you can give to the homeless this winter.

In Kind Donations

Many shelters need new and gently-used blankets, coats, socks, hats, scarves and gloves for adults and children. Unused hygiene products, new underwear and hand warmers are also helpful. Here are wish lists and instructions for donating to nonprofits that run many of the shelters in the Portland metro area: Transition Projects, The Portland Rescue Mission, Street Roots,Human Solutions and Central City Concern.

The Right 2 Dream Too camp also accepts donations and supplies at the front desk on Fourth Street. Right2Dream Too appreciates supplies like tarps, sleeping bags, blankets, flashlights, and laundry vouchers.

Holiday Gift Drives

Bradley Angle, which provides services and housing to survivors of domestic violence, is inviting 200 families to pick out gifts from a “holiday shop” this year.

The nonprofit has a comprehensive list of toys, houseware and personal items they’re looking for online. The most popular gifts include gift cards to Fred Meyer, Target and Ross; gas gift cards; tickets to zoos, movies and kids parks; and art supplies.

The Portland Rescue Mission provides personal holiday gifts to each person in their addiction recovery program.

“We have their growth leaders picking out individual presents, for every single one of those 160 people, to get them something that’s really special to them,” said Mike Deacon, the Portland Rescue Mission’s engagement manager.  The organization says a $40 donation covers the cost of one gift.

Sock Drives

Socks are one of the most needed items at homeless shelters, and for the past 10 years, the outdoor store Next Adventure has partnered with its customers and with Wigwam socks to donate hundreds of pairs to Portland nonprofits.

On Saturday, Dec. 12, all socks in the store will be 20 percent off, and for every pair customers purchase, Next Adventure and Wigwam will donate a pair to Bradley Angle and P:ear, an organization that works with homeless youth.

“Warm, dry feet are very, very important, and as we started to think about people in their community that, the outdoors is their home. We realized that would be a great way to give back to the community,” said Deek Haycamp, co-owner of Next Adventure.

To get customers into the giving spirit, Haycamp dresses up as an elf and co-owner Bryan Knudsen makes an appearance as Santa.

Portland Commissioner Amanda Fritz also runs a city sock drive through Dec. 15.

Donation bins are in City Hall, the entrance to the Portland Building, at the Housing Bureau and Office of Equity and Human Rights in the Commonwealth Building on 6th Avenue, and at 1900 SW 4th.

Food

Transition Projects, which operates several of the city’s homeless shelters, relies on volunteer groups to help cook and serve meals:

The group purchases, prepares, and serves dinner to up to 90 residents at one of our temporary housing facilities (Clark Center,Doreen’s Place, or Jean’s Place.)

People interested in providing a meal can contact Lauren Holt at Transition Projects for more information: Lauren.Holt@tprojects.org or 503.280.4741.

The Oregon Food Bank accepts donations of both food and money. Cash donations help the organization purchase bulk food and cover expenses like trucks and freezers. The food bank has a list of its most needed foods online, including canned meat and beans, whole grains and shelf-stable milk.

Human Solutions, which runs Multnomah County’s winter family shelter, needs donations of milk, juice, instant oatmeal, cereal, fruit and children’s snacks.

The Portland Police Bureau Sunshine Division also accepts donations of food. The Sunshine Division operates a food pantry six days a week and uses first responders to deliver emergency food boxes to people in need. People can drop donations off at police precinct offices. The most needed items include cereal, tuna, rice and beans.

Finally, the Portland Rescue Mission says donations of $1.60 cover the cost of one meal at its Burnside shelter. People can donate online or at participating New Seasons and Whole Foods stores.

Help Out At a New Shelter

Transition Projects is looking for volunteers to help out at the city’s new temporary shelter at the Jerome Sears Army Reserve Center.

The organization is looking for volunteers who can help prepare and serve Sunday suppers and deliver bagged lunches for 150 people. Volunteers can also partner with Ride Connection to pick up vans and drive guests to and from the new shelter.

Do Good Multnomah has opened a new shelter for veterans in partnership with the First Congregational United Church of Christ. The shelter is looking for volunteers to help out at the shelter overnight, between 7 p.m. and 7 a.m.

More News

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Oregon AG: Full Audit Over #BlackLivesMatter Profiling Possible

Class Of 2025: Winter Concert Celebrates Symphony Partnership

Billy J. Williams Named Oregon’s Top Federal Prosecutor

More OPB

How Star Wars Changed 20th Century Fox

OPB | Dec. 18, 2015

Art is All in the Family

OPB | Dec. 17, 2015

Go to a homeless person, and share what you want to share

http://www.homelessnessolutions.com

Stop giving to organizations that just stuff the money in there pockets.  Go to a homeless person, and share what you want to share.

Most of the time, they will share what they have to you.

Most have worked there whole life, and paid TAX’s more then what is given to them.  There are endless ways to help the causes you believe in. Not only can you donate money, create charity fundraisers, or give charitable gifts, but you can also volunteer your time.

Here are several simple steps you can take to more actively participate in your local community and support charities around the world:

• Create Peace
• Help Children
• Help the Environment
• Help the Homeless
• Prevent Crime
• Save Animals

“It hasn’t crept up on us,” Commissioner Bratton said during a panel discussion on quality-of-life issues in New York, held by the Manhattan Institute, a right-leaning think tank. He also suggested the mayor had been slow to acknowledge the problem.

Utah Reduced Chronic Homelessness By 91 Percent; Here’s How

Advocates and officials say a few factors helped Utah near its goal of ending chronic homelessness.

For one, Utah is small. Ten years ago, when the efforts first started, there were nearly 2,000 chronically homeless people in Utah. By comparison, there are currently more than 29,000 chronically homeless individuals in California.

Second, the Church of Jesus Christ of Latter-day Saints, which has significant influence in Utah, was a big supporter of Housing First.

AROUND THE NATION

New Stats Boast A Dip In Homelessness — But They’re Not The Full Story

AROUND THE NATION

Tide Starts To Turn Against The ‘Crime’ Of Being Homeless

U.S.

For Homeless Families, Quick Exit From Shelters Is Only A Temporary Fix

AROUND THE NATION

The U.S. Declared War On Veteran Homelessness — And It Actually Could Win

AROUND THE NATION

As Downtown LA Grows, So Does Urgency To Fix Skid Row

As well, Utah had a champion in Lloyd Pendleton — someone who believed in the idea and was willing to push politicians and advocates to go along.

And finally, most of the advocates and agencies in Utah know each other and work well with each other. They also know most of the homeless people by name.

Matching The Homeless With Homes

Every Tuesday in Salt Lake City, people in all the organizations that work with the chronically homeless gather in a small meeting room at a nonprofit called The Road Home.

On a recent Tuesday, Kevin Austin, the group’s housing supervisor, looks through a list of 86 chronically homeless people in the Salt Lake region who qualify for housing.

Even though Utah is committed to Housing First, there still isn’t enough housing for every one of the chronically homeless. And so the group has to assess need, and match the right apartment opening with the right person.

(For privacy reasons, NPR is not revealing clients’ names.)

For instance, there’s an opening at a group living site with shared bathrooms. Austin notes they need a candidate who is male and “plays semi-nice with others.”

One person recommends a name from the list. And just before the group is ready to finalize that decision and move on, Ed Snoddy, who does medical outreach for Volunteers of America, a faith-based nonprofit, speaks up.

THE WORST MOVIE I EVER WATCHED “OMG” THE TREE OF LIFE

 

 

 

 

 

THE TREE OF LIFE

The Tree of Life is a 2011 American experimental drama film written and directed by Terrence Malick and starring Brad Pitt, Sean Penn, and Jessica Chastain. The film chronicles the origins and meaning of life by way of a middle-aged man’s childhood memories of his family living in 1950s Texas, interspersed with imagery of the origins of the universe and the inception of life on Earth.

After several years in development and missing 2009 and 2010 release dates,The Tree of Life premiered in competition at the 2011 Cannes Film Festival, where it won the Palme d’Or. It ranked #1 on review aggregator Metacritic‘s “Top Ten List of 2011”,^[4] and in January 2012 was nominated for threeAcademy Awards: Best Picture, Best Director, and Best Cinematography.

Although early reviews for The Tree of Life were polarized, many critics and scholars have since declared the film a masterpiece. In the 2012 Sight & Soundcritics’ poll, 16 critics, including Roger Ebert, voted it one of the ten greatest films of all time; this placed it at #102 in the final list (making it the third film on the list which had been released since the year 2000, behind Wong Kar-wai‘sIn the Mood for Love and David Lynch‘s Mulholland Drive). The film also received five votes in the directors’ poll (placing it at #132),^[5] and in 2015, theBBC listed it one of the 100 greatest American films ever made.^[6]

I WANT TO TEACH YOU ENGLISH TRY ME FOR FREE

 

CAPTAIN ENGLISH
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homelessnessolutions.com

Learn english with alvin (all)

www.homelessnessolutions.com
https://youtu.be/CeAma4pjjCc?t=18
www.alvindavis99.wordpress.com
Alvin Lester Davis
1555 MLK Fayetteville ARK 72701
949-278-6549 / alvindavis99@gmail.com
Driving Lic: 935715029 Arkansas Expire: July 15, 2019
Stationary Engineer/English Teacher
Summary of Experience
· Supervising mechanics on Central Plant equipment and Boiler Rooms for Industrial Plant, Hospitals and Airports.
· In excess of 15 years with civilian and mechanical engineering equipment concerned with the maintenance and repairs of wide range of equipment in boiler rooms operation and maintenance such as four (4) units of oil fired high temperature water boilers with a capacity of 45,000,000 BTU/hr. per unit and four (4) Centrifugal Refrigeration Units with a capacity of 5000 tons per unit, Water and Waste Treatment Plants, Utilities Supports, and D.I. system for a Pharmaceutical Company.
CIP School in Angeles City www.cipschool.com
January 2009 to October 2014
Teacher
· Teaching Korean and Japanese student all English subjects
· As of May 2011 took over as Head Teacher of 58 Teachers and 80 Students
Shane English School –Dongying, China
January 2008 to September 2009
English Teacher
· Taught 5yr to 15yr old Chinese children with a class size of 8 to 32 equaling 200 students a week.
· Taught Basic English to advanced English in a night class of 20yr to 40yr people
· Skill’s Interviews, passing SAT for enrollment for the USA
Novartis– Emeryville, CA
Novartis Vaccines & Diagnostics, Inc.
4560 Horton Street
Emeryville, CA.94608-2916
(800) 524-4766
2006 to 2008
Master Mechanic
· Served as Master Mechanic for 22 Buildings with Pharm Equipment, such as: Boilers, Chillers, Sterilizers and performed P.M’s Corrective Maintenance.
VERIZON DATA BASE –Sacramento, CA
2005-2006
3635 N Freeway Blvd, Spc 100
Sacramento, CA 95834
(916) 419-6200
H.V.A.C. TECH / SUPERVISOR
· Responsibilities included: Chillers, Boilers, H.V.A.C. System in the Building. P.M.’s Corrective Maintenance On all Building System’s, including but not limited to VAV, Air-Handlers, Cooling Towers, Helping the Electricians on there Craft as well.
COMPUTER SCIENCES CORP –(EUSA CH-47 FLIGHT SIMULATOR UNIT 15367 APO) / South Korea, AP
Boeing / L3 703-876-1000 3170 Fairview Park DrFalls Church, VA 22042-4516
2002 to 2005
Stationary Engineer / HVAC Engineer
· Repair of Chillers, Boilers, working with Building Control Systems.
· Teaching English and Engineering A.C.T. to 20,166 Collage Students
· Supervising HVAC tech’s for all Army Bases in South Korea
Yamas Controls
1 S Linden Avenue
South San Francisco, CA 94080 Phone:
2001 to 2002
Chiller Specialist
· Working with Company’s such as Genentech, Highland Hospital, Our Lady of Holy Angels.
· Responsibilities: Repair of Chillers, Boilers, Air-Handling Units, Controls
· Equipment: Trane, Clever-Brooks, Westinghouse, Carrier, Copeland.
· Left Company to go overseas.
Saudi Oger Ltd — Kingdom of Saudi Arabia
1996 to 2001
HEAD OFFICE
P. O. Box 1449
Riyadh 11431 Saudi Arabia
Tel. No. : (966-11) 4773115
Fax No. : (966-11) 477-0079
Supervisor/H&C Maintenance
· King Khalid International Airport Project
· Utilities Division, Heating & Cooling Section
· Supervising Maintenance personnel of Central Plant Heating & Cooling Section composed of Foremen, Lead Mechanics, Mechanics, HVAC Personnel, I&C Technicians, and Plant Electricians.
· Responsibilities: include plant machinery’s e.g. four (4) Centrifugal Refrigeration Units, each with a capacity of producing 5000 tons per hour of chilled water, four (4) diesel fuel oil fired high temperature water boilers, each with a capacity of producing 45,000,000 BTU per hour with an output temperature of 204OC, six (6) cooling towers and fans, CHW & HTW piping equaling a total length of 12.8 Kilometers. In addition, submitting daily, weekly and monthly reports to the Superintendent and Project Manager.
· Maintenance Duty Officer: On many occasions assumed the duties and responsibilities for all contractual decisions and work co-ordinations at the KKIA Airport during night shifts and weekends.
Boot’s Pharmaceutical Co. –Shreveport, LA
1993 to 1996
3188618200
8800 Ellerbe Shreveport, LA71101
Chief Stationary Engineer of Central Plant
· Responsibilities: included (4) 1000 tons Trane Centrifugal Units, (4) 250 PSI water tube steam Ryans D.I. Water system, 4 Culligan water softeners. Also responsibilities submit time sheets, scheduling of shifts, man-hour reports, monthly reports, weekly reports, chemical reports. Compressors, Super Cooled Systems, Automatic Controls for Boilers & Chillers, Barbare / Colman, Blue Prints, P.I.D. Fiber Optic Systems. February 1996 went to Saudi Arabia (company was sold to B.A.S.F)

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The Battle of Britain – Full Length Documentary

Battle of Britain is a 1969 British Second World War film directed by Guy Hamilton, and produced by Harry Saltzman and S. Benjamin Fisz. The film broadly relates the events of the Battle of Britain. The script by James Kennaway and Wilfred Greatorex was based on the book The Narrow Marginby Derek Wood and Derek Dempster.

The film endeavoured to be an accurate account of the Battle of Britain, when in the summer and autumn of 1940 the British RAF inflicted a strategic defeat on the Luftwaffe and so ensured the cancellation of Operation Sea Lion – Adolf Hitler‘s plan to invade Britain. The film is notable for its spectacular flying sequences, in contrast with the unsatisfactory model work seen in Angels One Five (1952) and on a far grander scale than had been seen on film before; these made the film’s production very expensive.

 

 

Today’s Video: Richard Gere and Oren Moverman Discuss Homelessness

 

 

POSTED ON OCTOBER 29, 2015 BY JACQUELYN SIMONE

Other Links

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• Today’s Video: Richard Gere and Oren Moverman Discuss Homelessness

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• Today’s Read: Former Legal AidAttorney Steve Banks, Now Fighting Homelessness “From the Inside”

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• Today’s Read: Homeless Shelter Residents Say Landlords are Refusing Their City RentVouchers

  Last year, the de Blasio administration took a significant step… Read more

Homeless Along San Diego River Warned Of El Niño

 

 

Outreach team tells people living along the 52-mile river of flood dangers

Wednesday, October 28, 2015

By Susan Murphy

By Nicholas Mcvicker

Aired 10/28/15 on KPBS News.

An estimated 500 homeless people live along the flood-prone 52-mile river. Outreach teams have been scouring the riverbanks to alert the homeless to the dangers that will come with predicted heavy rains.

Special Feature Navigating El Niño

Homeless advocates are scrambling to help unsheltered men, women and children ahead of El Niño — especially those living along the flood-prone San Diego River.

“Hello? Anybody home?” called out Brandon Smith, outreach supervisor with the nonprofitAlpha Project.

Smith and his team recently scoured the riverbanks along Qualcomm Stadium in Mission Valley for people in need.

“We’re from Alpha Project,” he shouted downstream.

Tucked behind thick vegetation along the slow trickling stream were dozens of tents and makeshift dwellings. Trash and soiled clothes outlined the public land that the destitute have claimed as their own.

“How are you doing, sir?” Smith asked a man who peered out of his tent. “All right,” he answered. “Good,” Smith replied. “Just coming by to see if you need any food, snacks or assistance.”

The river-dwellers seemed wary of visitors. Smith said some are alcoholics or mentally ill. Others prefer the solitary lifestyle. A few see the river as a place to live while they recover after losing a job.

By Nicholas McVicker

Alpha Project workers offer assistance to a homeless woman near the San Diego River in Mission Valley, Oct. 15, 2015.

Smith estimates 500 people live along the 52-mile river, which after four years of drought appears in some sections as more of a long, stagnant puddle. But history shows when heavy rains fall, the river can quickly transform into an overflowing raging torrent, washing away everything in its path.

“We always stress that river rescues are the most dangerous,” said Lt. John Sandmeyer, leader of the San Diego Fire-Rescue Department’s River Rescue Team. “We’re very used to dealing with ocean currents and we’re very comfortable in the ocean. But when you’re in the river, it’s just moving all the time — same direction. There’s no let up.”

Sandmeyer recently voiced his concerns to county leaders and emergency officials. He said his team is working diligently to train other emergency crews for flood rescues.

“We do feel if we get a few days in a row of rain and then repeat it week to week this winter, it’s going to really stress the system and our network of responders,” Sandmeyer said.

That’s why along the river Smith was warning homeless people of the potential risk from El Niño.

By Nicholas McVicker

After four years of drought, some sections of the San Diego River, including this portion near Mission Valley, appear as more of a long, stagnant puddle, Oct. 15, 2015.

“The El Niño season’s coming up so there’s going to be a lot of bad rain,” Smith told a homeless man, whose encampment was set up near the water’s edge. “We want to make sure everyone’s notified in the riverbed so we don’t have any casualties.”

The team offered housing referrals to those they encountered, though options are slim, Smith said. The encampments are evidence of San Diego’s limited shelter space, he added.

A homeless count taken in January found more than 8,700 homeless people in San Diego County. Nearly 4,500 were in shelters, while another 4,000 were living outdoors — a 4.3 increase from last year. The unsheltered included 131 children under the age of 18.

“If the inn is full, then we do turn people away. We try to get to them as quickly as we can and we also assess their vulnerability out there,” said Deacon Jim Vargas, president and CEO of Father Joe’s Villages.

The nonprofit organization shelters 1,500 people each night, including 350 beds that replaced the two winter tents that the city used to set up annually.

Vargas said he’s noticed the population boom in the homeless.

“We’re seeing it in our lines, in those who come to us,” he said. “We’re seeing (it) in those who have to wait longer as a result.”

Vargas said he’s concerned about the El Niño forecast and is working with other faith communities to secure more emergency beds for the homeless.

“We’re trying to all band together in order to add up those numbers,” he said.

Vargas opens his two dining halls during cold winter storms to accommodate 200 additional people.

Despite his efforts and those by other groups that help the homeless, hundreds will likely have to endure potentially treacherous conditions on the streets.

“Heat, cold weather, wet, rain, wind — it’s very hard out here,” said Terrance Livingston, who was homeless for three years after he and his wife became buried in medical billsfrom her cancer treatment.

By Nicholas McVicker

Terrance Livingston and his wife, Pamela Cooks, stand in a lunch line at St. Vincent de Paul Villages in downtown San Diego, Oct. 5, 05.

The couple now lives at St. Vincent de Paul Village shelter. Livingston said he’s worried about those who aren’t so lucky.

“You’re going to be wet constantly,” he said. “There’s a lot of people that are going to be sick, from either a cold, pneumonia — especially the elderly that’s out here.”

Smith said his Alpha Project team plans to work around the clock this winter, as they do every year, to keep people safe.

“We provide blankets, socks, plastic ponchos … tarps, so that they can have some sort of covering,” he said.

Forecasters expect El Niño’s wet weather to hit the San Diego region as early as next month.

• SUSAN MURPHY, Reporter | Contact

Vigil pays homage to homeless lives lost

http://www.lyndsay.winkley@sduniontribune.com

 

 

SAN DIEGO — Crowding the steps that lead to the San Diego County Administration Building on Sunday were 91 empty pairs of shoes, each one representing a man or woman who died on the streets of San Diego over the last year.

The heart-wrenching display came at the end of an annual, silent, mile-long walk to commemorate the homeless who died and to bring awareness to the plight of nearly 9,000 people still without homes in the city. Those 91 deaths, which happened between Oct. 1, 2014 and Sept. 30, represented a 61 percent jump from the 56 who died the previous year.

More than 100 people, most carrying a pair of shoes, marched from the San Diego Rescue Mission, which hosted the event, to the county building on Harbor Drive. Once there, they read the names of those who died. The demonstration was meant to be a wake-up call, said Herb Johnson, the rescue’s president.

“These are our brothers, these are our sisters, these are people that were somebody’s child… and we as a community have a responsibility to provide support, as much support as we can, so that we can get as many of these people off the streets as we can,” he said.

It was also meant to be a time of reflection for those who are working to get off the streets, Johnson said. Many who toted shoes were residents at the rescue mission, he said.

“Most of the people who carry those shoes will tell you they start to get really heavy, because what they start to understand is those shoes could very well have been theirs,” Johnson said.

Even though Elizabeth Mathews has been off the streets and drug-free since 2011, hearing the names of the dead and seeing each pair of shoes “hits me in the heart,” she said.

Mathews, who now works at the rescue mission, shared her story at Sunday’s event. She was 22 years old, a mother of two, when she got hooked on crystal methamphetamine. It took years, but she ended up on the streets.

The now 54-year-old would spend much of her time at the El CajonTransit Center and most nights at the Viejas Casino. Other times, though, she’d sleep in the bushes with a blanket that staved off the cold, but not the bugs.

“That’s no life,” Mathews said. “Talking about it now makes me want to cry, but I know I’m better than that old Elizabeth.”

Then, in 2011, her brother found her “methed out” at the trolley station, she said. He told her that their mother had died 15 days earlier. It was a turning point for Mathews.

She attended the funeral and checked into a rehabilitation center a week later. After that program, she moved to the San Diego Rescue Mission to continue her recovery.

Slowly, with help from programs at the mission, she started piecing her life back together. She mended ties with her children, and got a job at the rescue. Now she helps others get off the street

“I love what I do because I’m constantly giving back by sharing my hopes, dreams and story to the new ladies who come into the program,” Mathews said. “I just hope I can plant a seed here and there. If you plant even one seed, it might grow and they can pass that on.”

lyndsay.winkley@sduniontribune.com

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VETERANS TO NEVER BE HOMELESS UNDER PRESIDENT TRUMP

VETERANS ADMINISTRATION REFORMS THAT WILL MAKE AMERICA GREAT AGAIN

The Goals Of Donald J. Trump’s Veterans Plan

The current state of the Department of Veterans Affairs (VA) is absolutely unacceptable. Over 300,000 veterans died waiting for care. Corruption and incompetence were excused. Politicians in Washington have done too little too slowly to fix it. This situation can never happen again, and when Donald J. Trump is president, it will be fixed – fast.

The guiding principle of the Trump plan is ensuring veterans have convenient access to the best quality care. To further this principle, the Trump plan will decrease wait times, improve healthcare outcomes, and facilitate a seamless transition from service into civilian life.

The Trump Plan Will:

1. Ensure our veterans get the care they need wherever and whenever they need it. No more long drives. No more waiting for backlogs. No more excessive red tape. Just the care and support they earned with their service to our country.
2. Support the whole veteran, not just their physical health care, but also by addressing their invisible wounds, investing in our service members’ post-active duty success, transforming the VA to meet the needs of 21^st century service members, and better meeting the needs of our female veterans.
3. Make the VA great again by firing the corrupt and incompetent VA executives who let our veterans down, by modernizing the VA, and by empowering the doctors and nurses to ensure our veterans receive the best care available in a timely manner.

The Trump Plan Gives Veterans The Freedom To Choose And Forces The VA To Compete For Their Dollars

Politicians in Washington have tried to fix the VA by holding hearings and blindly throwing money at the problem. None of it has worked. In fact, wait times were 50% higher this summer than they were a year ago. That’s because the VA lacks the right leadership and management. It’s time we stop trusting Washington politicians to fix the problems and empower our veterans to vote with their feet.

Under a Trump Administration, all veterans eligible for VA health care can bring their veteran’s ID card to any doctor or care facility that accepts Medicare to get the care they need immediately. Our veterans have earned the freedom to choose better or more convenient care from the doctor and facility of their choice. The power to choose will stop the wait time backlogs and force the VA to improve and compete if the department wants to keep receiving veterans’ healthcare dollars. The VA will become more responsive to veterans, develop more efficient systems, and improve the quality of care because it will have no other choice.

The Trump Plan Treats The Whole Veteran

We must care for the whole veteran, not just their physical health. We must recognize that today’s veterans have very different needs than those of the Greatest Generation.

The Trump Plan Will:

1. Increase funding for post-traumatic stress disorder (PTSD), traumatic brain injury and suicide prevention services to address our veterans’ invisible wounds. Service members are five times more likely to develop depression than civilians. They are almost fifteen times more likely to develop PTSD than civilians. This funding will help provide more and better counseling and care. More funding will also support research on best practices and state of the art treatments to keep our veterans alive, healthy and whole. With these steps, the Trump plan will help the veteran community put the unnecessary stigma surrounding mental health behind them and instead encourage acceptance and treatment in our greater society.
2. Increase funding for job training and placement services (including incentives for companies hiring veterans), educational support and business loans. All Americans agree that we must do everything we can to help put our service men and women on a path to success as they leave active duty by collaborating with the many successful non-profit organizations that are already helping. Service members have learned valuable skills in the military but many need help understanding how to apply those skills in civilian life. Others know how to apply those skills but need help connecting with good jobs to support their families. Still others have an entrepreneurial spirit and are ready to start creating jobs and growing the economy. The Trump plan will strengthen existing programs or replace them with more effective ones to address these needs and to get our veterans working.
3. Transform the VA to meet the needs of 21^st century service members.Today’s veterans have very different needs than those of the generations that came before them. The VA must adapt to meet the needs of this generation of younger, more diverse veterans. The Trump plan will expand VA services for female veterans and ensure the VA is providing the right support for this new generation of veterans.
4. Better support our women veterans. The fact that many VA hospitals don’t permanently staff OBGYN doctors shows an utter lack of respect for the growing number female veterans. Under the Trump plan, every VA hospital in the country will be fully equipped with OBGYN and other women’s health services. In addition, women veterans can always choose a different OBGYN in their community using their veteran’s ID card.

The Trump Plan Will Make The VA Great Again

The VA health care program is a disaster. Some candidates want to get rid of it, but our veterans need the VA to be there for them and their families. That’s why the Trump plan will:

1. Fire the corrupt and incompetent VA executives that let our veterans down.Under a Trump Administration, there will be no job security for VA executives that enabled or overlooked corruption and incompetence. They’re fired. New leadership will focus the VA staff on delivering timely, top quality care and other services to our nation’s veterans. Under a Trump Administration, exposing and addressing the VA’s inefficiencies and shortcomings will be rewarded, not punished.
2. End waste, fraud and abuse at the VA. The Trump plan will ensure the VA is spending its dollars wisely to provide the greatest impact for veterans and hold administrators accountable for irresponsible spending and abuse. The days of $6.3 million for statues and fountains at VA facilities and $300,000 for a manager to move 140 miles are over. The Trump plan will clean up the VA’s finances so the current VA budget provides more and better care than it does now.
3. Modernize the VA. A VA with 20^th century technology cannot serve 21^stcentury service members and their needs. The VA has been promising to modernize for years without real results. The Trump plan will make it happen by accelerating and expanding investments in state of the art technology to deliver best-in-class care quickly and effectively. All veterans should be able to conveniently schedule appointments, communicate with their doctors, and view accurate wait times with the push of a button.
4. Empower the caregivers to ensure our veterans receive quality care quickly.Caregivers should be able to easily streamline treatment plans across departments and utilize telehealth tools to better serve their patients. As we have seen from the private sector, the potential for new, innovative technology is endless. Abandoning the wasteful and archaic mindset of the public sector will give way to tremendously effective veteran healthcare.
5. Hire more veterans to care for veterans. The more veterans we have working at the VA, the better the VA will be. They understand the unique challenges facing their community. To increase the number of veterans hired by the VA, this plan will add an additional 5 points to the qualifying scores of veterans applying for VA jobs.
6. Embed satellite VA clinics in rural and other underserved areas. The Trump Administration will embed satellite VA clinics within hospitals and other care facilities in rural and other underserved areas. This step will ensure veterans have easy access to care and local hospitals and care facilities can handle the influx of patients without backlogs while tapping the specialized knowledge of VA health specialists.

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https://youtu.be/CeAma4pjjCc?t=18
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Alvin Lester Davis
1555 MLK Fayetteville ARK 72701
949-278-6549 / alvindavis99@gmail.com
Driving Lic: 935715029 Arkansas Expire: July 15, 2019
Stationary Engineer/English Teacher
Summary of Experience
· Supervising mechanics on Central Plant equipment and Boiler Rooms for Industrial Plant, Hospitals and Airports.
· In excess of 15 years with civilian and mechanical engineering equipment concerned with the maintenance and repairs of wide range of equipment in boiler rooms operation and maintenance such as four (4) units of oil fired high temperature water boilers with a capacity of 45,000,000 BTU/hr. per unit and four (4) Centrifugal Refrigeration Units with a capacity of 5000 tons per unit, Water and Waste Treatment Plants, Utilities Supports, and D.I. system for a Pharmaceutical Company.
CIP School in Angeles City www.cipschool.com
January 2009 to October 2014
Teacher
· Teaching Korean and Japanese student all English subjects
· As of May 2011 took over as Head Teacher of 58 Teachers and 80 Students
Shane English School –Dongying, China
January 2008 to September 2009
English Teacher
· Taught 5yr to 15yr old Chinese children with a class size of 8 to 32 equaling 200 students a week.
· Taught Basic English to advanced English in a night class of 20yr to 40yr people
· Skill’s Interviews, passing SAT for enrollment for the USA
Novartis– Emeryville, CA
Novartis Vaccines & Diagnostics, Inc.
4560 Horton Street
Emeryville, CA.94608-2916
(800) 524-4766
2006 to 2008
Master Mechanic
· Served as Master Mechanic for 22 Buildings with Pharm Equipment, such as: Boilers, Chillers, Sterilizers and performed P.M’s Corrective Maintenance.
VERIZON DATA BASE –Sacramento, CA
2005-2006
3635 N Freeway Blvd, Spc 100
Sacramento, CA 95834
(916) 419-6200
H.V.A.C. TECH / SUPERVISOR
· Responsibilities included: Chillers, Boilers, H.V.A.C. System in the Building. P.M.’s Corrective Maintenance On all Building System’s, including but not limited to VAV, Air-Handlers, Cooling Towers, Helping the Electricians on there Craft as well.
COMPUTER SCIENCES CORP –(EUSA CH-47 FLIGHT SIMULATOR UNIT 15367 APO) / South Korea, AP
Boeing / L3 703-876-1000 3170 Fairview Park DrFalls Church, VA 22042-4516
2002 to 2005
Stationary Engineer / HVAC Engineer
· Repair of Chillers, Boilers, working with Building Control Systems.
· Teaching English and Engineering A.C.T. to 20,166 Collage Students
· Supervising HVAC tech’s for all Army Bases in South Korea
Yamas Controls
1 S Linden Avenue
South San Francisco, CA 94080 Phone:
2001 to 2002
Chiller Specialist
· Working with Company’s such as Genentech, Highland Hospital, Our Lady of Holy Angels.
· Responsibilities: Repair of Chillers, Boilers, Air-Handling Units, Controls
· Equipment: Trane, Clever-Brooks, Westinghouse, Carrier, Copeland.
· Left Company to go overseas.
Saudi Oger Ltd — Kingdom of Saudi Arabia
1996 to 2001
HEAD OFFICE
P. O. Box 1449
Riyadh 11431 Saudi Arabia
Tel. No. : (966-11) 4773115
Fax No. : (966-11) 477-0079
Supervisor/H&C Maintenance
· King Khalid International Airport Project
· Utilities Division, Heating & Cooling Section
· Supervising Maintenance personnel of Central Plant Heating & Cooling Section composed of Foremen, Lead Mechanics, Mechanics, HVAC Personnel, I&C Technicians, and Plant Electricians.
· Responsibilities: include plant machinery’s e.g. four (4) Centrifugal Refrigeration Units, each with a capacity of producing 5000 tons per hour of chilled water, four (4) diesel fuel oil fired high temperature water boilers, each with a capacity of producing 45,000,000 BTU per hour with an output temperature of 204OC, six (6) cooling towers and fans, CHW & HTW piping equaling a total length of 12.8 Kilometers. In addition, submitting daily, weekly and monthly reports to the Superintendent and Project Manager.
· Maintenance Duty Officer: On many occasions assumed the duties and responsibilities for all contractual decisions and work co-ordinations at the KKIA Airport during night shifts and weekends.
Boot’s Pharmaceutical Co. –Shreveport, LA
1993 to 1996
3188618200
8800 Ellerbe Shreveport, LA71101
Chief Stationary Engineer of Central Plant
· Responsibilities: included (4) 1000 tons Trane Centrifugal Units, (4) 250 PSI water tube steam Ryans D.I. Water system, 4 Culligan water softeners. Also responsibilities submit time sheets, scheduling of shifts, man-hour reports, monthly reports, weekly reports, chemical reports. Compressors, Super Cooled Systems, Automatic Controls for Boilers & Chillers, Barbare / Colman, Blue Prints, P.I.D. Fiber Optic Systems. February 1996 went to Saudi Arabia (company was sold to B.A.S.F)
http://tokyo.craigslist.jp/edu/5268656577.html

Attachments area

Preview YouTube video www.cipschool.com

http://www.cipschool.com

http://homelessnessolutions.com

www.homelessnessolutions.com

Attachments area

Preview YouTube video www.cipschool.com

http://www.cipschool.com

A fate worse than death

A fate worse than death

A fate worse than death

A fate worse than death

• Death and dying
• Sex

Meaning

Any misfortune that would make life unlivable, especially rape or loss of virginity. The phrase was formally a euphemism for rape.

Origin

This phrase originally attested to the belief that a dishonoured woman was better off dead. It is still used, but ironically of late. The earlier view was expressed in Gibbon’s Decline and Fall of the Roman Empire, 1781:

“The matrons and virgins of Rome were exposed to injuries more dreadful, in the apprehension of chastity, than death itself.”

The current version of the phrase was used in several works from 1810 onward but was probably brought into public use via Edgar Rice Burroughs’ widely read Tarzan of the Apes, 1914:

“[The ape] threw her roughly across his broad, hairy shoulders, and leaped back into the trees, bearing Jane Porter away toward a fate a thousand times worse than death.”

 

One day a farmer A bigger bang for your buck A bird in the hand is worth two in the bush A bunch of fives A chain is only as strong as its weakest link A countenance more in sorrow than in anger A Daniel come to judgement A diamond in the rough A diamond is forever A dish fit for the gods A drop in the bucket A fate worse than death A feather in one hat A fish out of water A fish rots from the head down A fly in the ointment A fool and his money are soon parted A fool paradise A foot in the door A foregone conclusion A friend in need is a friend indeed A golden key can open any door A good man is hard to find A hard man is good to find Everyone says I love you Horse feathers Mans best friends

philippines Bugs and Other things

BY TEACHER ALVIN ON JUNE 29, 2012

https://www.youtube.com/watch?v=JnXpvqnbq-s&list=UUXQLi3m2DChIXXKVT7R9G4A&feature=player_embedded#t=0s
E & G English school, which is located on the waterfront in Davao was named the safest city in the Philippines realize cheap rates reasonably, to reduce the cost study abroad you can. I am a complete environment of optimum excellent teachers, and friendly staff. It offers a curriculum that is customized for improvement of ability of individual students in particular, for this reason, it offers small group lessons of 4 hours and one-on-one class of 4 hours a day.

June 10 (Mon): No classes

※ 12 Wednesday, June Independence Day the (Independence day)

I will transfer on Monday June 10.

· June 14 (Friday): level test, quarantine

※ After lunch, going out possible. 15 I go out all the time to ask.

· June 15 (Sat): official TOEIC test

※ Please apply to Saturday 8th seekers

http://eng-ryugaku.com/

E & G International Language Center
Maryknoll Road, Davao City, Philippines

Enginternationallanguagecenter@yahoo.com

davaoeng@gmail.com

alvindavis99@gmail.com

https://www.youtube.com/watch?feature=player_detailpage&v=h8VYaTMgGoY#t=3s

1. There is never “SNOW” in the Philippines. The students here love it and learn english at the same time.
2.Cheep rate!!!!
3. EASY
4. Native Teachers from Western MEN and WOMEN

다바오 E&G어학원소개

http://www.youtube.com

필리핀 다바오에 위치한 이앤지어학원 소개입니다. 학원모습, 수업모습, 강사들의 모습, 그리고 이앤지를 다녀간 학생들의 모습을 담아보았습니다. 짧은 영상으로 이앤지를 다 보여드릴 수는 없지만 참고가 되었으면 합니다.

대용량 첨부파일 1개(150MB)	대용량 첨부 파일은 30일간 보관 / 100회까지 다운로드 가능

ENGDAVAO_KOREAN.wmv 150MB

다운로드 기간 : 2013/07/20 ~ 2013/08/19

https://www.youtube.com/watch?feature=player_detailpage&v=JnXpvqnbq-s&list=UUXQLi3m2DChIXXKVT7R9G4A&t=101

BY TEACHER ALVIN ON JULY 11, 201

Come and study English in the Philippines

BY TEACHER ALVIN ON JUNE 29, 2012

https://www.youtube.com/watch?v=JnXpvqnbq-s&list=UUXQLi3m2DChIXXKVT7R9G4A&feature=player_embedded#t=0s
E & G English school, which is located on the waterfront in Davao was named the safest city in the Philippines realize cheap rates reasonably, to reduce the cost study abroad you can. I am a complete environment of optimum excellent teachers, and friendly staff. It offers a curriculum that is customized for improvement of ability of individual students in particular, for this reason, it offers small group lessons of 4 hours and one-on-one class of 4 hours a day.

June 10 (Mon): No classes

※ 12 Wednesday, June Independence Day the (Independence day)

I will transfer on Monday June 10.

· June 14 (Friday): level test, quarantine

※ After lunch, going out possible. 15 I go out all the time to ask.

· June 15 (Sat): official TOEIC test

※ Please apply to Saturday 8th seekers

http://eng-ryugaku.com/

E & G International Language Center
Maryknoll Road, Davao City, Philippines

Enginternationallanguagecenter@yahoo.com

davaoeng@gmail.com

alvindavis99@gmail.com

https://www.youtube.com/watch?feature=player_detailpage&v=h8VYaTMgGoY#t=3s

1. There is never “SNOW” in the Philippines. The students here love it and learn english at the same time.
2.Cheep rate!!!!
3. EASY
4. Native Teachers from Western MEN and WOMEN

All travelers You should be up to date on routine vaccinations while traveling to any destination. Some vaccines may also be required for travel.
Routine vaccines	Make sure you are up-to-date on routine vaccines before every trip. These vaccines include measles-mumps-rubella (MMR) vaccine, diphtheria-pertussis-tetanus vaccine, varicella (chickenpox) vaccine, and your yearly flu shot.
Most travelers Get travel vaccines and medicines because there is a risk of these diseases in the country you are visiting.
Hepatitis A	CDC recommends this vaccine because you can get hepatitis A through contaminated food or water in the Philippines, regardless of where you are eating or staying.
Typhoid	You can get typhoid through contaminated food or water in the Philippines. CDC recommends this vaccine for most travelers, especially if you are staying with friends or relatives, visiting smaller cities or rural areas, or if you are an adventurous eater.
Some travelers Ask your doctor what vaccines and medicines you need based on where you are going, how long you are staying, what you will be doing, and if you are traveling from a country other than the US.
Hepatitis B	You can get hepatitis B through sexual contact, contaminated needles, and blood products, so CDC recommends this vaccine if you might have sex with a new partner, get a tattoo or piercing, or have any medical procedures.
Japanese Encephalitis	You may need this vaccine if your trip will last more than a month, depending on where you are going in the Philippines and what time of year you are traveling. You should also consider this vaccine if you plan to visit rural areas in the Philippines or will be spending a lot of time outdoors, even for trips shorter than a month. Your doctor can help you decide if this vaccine is right for you based on your travel plans. See more in-depth information on Japanese encephalitis in the Philippines.
Malaria	When traveling in the Philippines, you should avoid mosquito bites to prevent malaria. You may need to take prescription medicine before, during, and after your trip to prevent malaria, depending on your travel plans, such as where you are going, when you are traveling, and if you are spending a lot of time outdoors or sleeping outside. Talk to your doctor about how you can prevent malaria while traveling. For more information on malaria in the Philippines, see malaria in the Philippines.
Rabies	Rabies can be found in dogs, bats, and other mammals in the Philippines, so CDC recommends this vaccine for the following groups: Travelers involved in outdoor and other activities (such as camping, hiking, biking, adventure travel, and caving) that put them at risk for animal bites. People who will be working with or around animals (such as veterinarians, wildlife professionals, and researchers). People who are taking long trips or moving to the Philippines Children, because they tend to play with animals, might not report bites, and are more likely to have animal bites on their head and neck.
Yellow Fever	There is no risk of yellow fever in the Philippines. The government of the Philippines requires proof of yellow fever vaccination only if you are arriving from a country with risk of yellow fever. This does not include the US. If you are traveling from a country other than the US, check this list to see if you may be required to get the yellow fever vaccine: Countries with risk of yellow fever virus (YFV) transmission.For more information on recommendations and requirements, see yellow fever recommendations and requirements for the Philippines. Your doctor can help you decide if this vaccine is right for you based on your travel plans.

A Real Lesson Plan for Students

 

ご参考のためのグループクラス情報
Group Calss [POP] http://engryugaku.com/%E3%82%B0%E3%83%AB%E3%83%BC%E3%83%97%E3%83%AC%E3%83%83%E3%82%B9%E3%83%B3
pop-class/
Group Class [Grammar] http://engryugaku.com/%E3%82%B0%E3%83%AB%E3%83%BC%E3%83%97%E3%83%AC%E3%83%83%E3%82%B9%E3%83%B3
grammar/
Group Class [Pronunciation] http://engryugaku.com/%E3%82%B0%E3%83%AB%E3%83%BC%E3%83%97%E3%82%AF%E3%83%A9%E3%82%B9-
pronunciation%E7%99%BA%E9%9F%B3/
Group Calss [CNN] http://engryugaku.com/%E3%82%B0%E3%83%AB%E3%83%BC%E3%83%97%E3%82%AF%E3%83%A9%E3%82%B9cnn/
Group Class [Survival]- video http://www.youtube.com/watch?v=f6W3ccaGZxM&feature=c4-
overview&list=UUXQLi3m2DChIXXKVT7R9G4A
1:1 Listening Class [Teacher Shane] http://engryugaku.com/%E2%98%86%E3%80%80eg%E3%81%AE%E7%AB%8B%E5%BD%B9%E8%80%85%E9%81%94%E3%80%
80%E2%98%86%E3%80%80%E5%BC%90/

ENG INTERNATIONAL LANGUAGE CENTER
(GROUP)OR ONE ON ONE
RESOURCE BOOK: PRONUNCIATION PAIRS LEVEL: BEGINNER to ADULT
BOOKS: GRAMMAR, VOCABULARY, READING, WRITING,PRONUNCIATION, SLE TIME FRAME: ONE MONTH
Nickname ALVIN DAVIS
Nationality AMERICAN
Major: ESL TEACHER
Subject PRONUNCIATION
COURSE OBJECTIVES
This one month class is to learn to speak American English with a clear sounding of the words, to be able to speak to
other people and have them understand what you are talking about, not slurred, or with slang.
Suggestions / Recommendations
Pronunciation Pairs: (To say the words very clearly), (To Remember to sound the words very clearly),
(To say the correct “ED” sound and the correct “S” “IZ” or “Z” sounds), (To say with the correct Intonations),
(Flow of the words together), (To put the emotions into your words), (To find the sounds that change in a word).
(To stress on words that have a different meaning), (To show excitement with some parts of speech).
Course Outline
Week 1 – Students will begin the class with a basic pronunciation test which will cover all vowel and
consonant sounds as well as consonant clusters. From the students performance on this test individual
vowel and consonant sounds will be identified and targeted for classroom learning. More complicated
consonant combinations as well as past tense verb and plurals “S” endings will be practiced and reviewed.
Step 01: One hour of Pronunciation Pairs. Five Units per hour, will improve there pronunciation level in
one week, each week will build confidence in there ability to speak and understand the new vocabulary of
English.
Week 2 – Students will be introduced to word stress. As a means of teaching this students will learn
syllable count, prefix and suffix pronunciation and compound word pronunciation and stress. Students will
begin to learn higher aspects of American accent word stress and reduction of pronouns and modals.
Step 01: One hour of Grammar, will help the student start saying sentence patterns, this week will be
the growing of Pronunciation with Vocabulary words. The American accent and word stress and
reduction of pronouns will also be used to help the student understanding the forms of America stress and
other country’s English.
Step 02: One Hour of Pronunciation. Continuing the Five Units per hour with now the Grammar you
will start to see the students using the English outside of the classroom.
Week 3 – Students will work on English rhythm patterns to include highlighting stressed words within a
sentence, thought groups and usual patterns of speech associated with pronouns, articles, contractions and prepositions. A closer look will be taken at phrasal verbs and descriptive devices such as simile and
metaphor.
Step 01: Reading, Writing, listening. One hour of Reading, Writing, listening, will play a roll in the
developing of the student’s interest in the English language as well as the understanding of “WHY” when

a
student can understand the why of English they start learning at a faster pace.
Step 02: One hour of Pronunciation. Continuing the Five Units per hour with now the Grammar,
Reading, Writing, Listening, you will start to see the students using the English outside of the classroom
even more then the first two weeks.
Week 4 –Students will be introduced to Intonation. Listing intonation, question/tag question and drop-rise
intonation. Pitch range and expressive intonation will be covered. Blending, reduction and higher level
English speaking skills useful in IELTs, TOEIC and TOEFL will be learned.
Step 01: Review, It is important for the student to review all that they have learned, and the mistakes
that the teacher now can correct and get the student to remember the correct way to Speak, Read, Write,
Listen and use the proper Grammar.
(GROUP)OR ONE ON ONE
RESOURCE BOOK: BASICGRAMMAR IN USE LEVEL: BEGINNER to ADULT
BOOKS: GRAMMAR, VOCABULARY, READING, WRITING, SLE, TIME FRAME: ONE MONTH
COURSE OBJECTIVES: Grammar is important because it is the language that makes it
possible for us to talk about language. Grammar names the types of words and word
groups that make up sentences not only in Englishbut in any language. As human
beings, we can put sentences together even as children–we can all do grammar. But
to be able to talk about how sentences are built, about the types of words and word
groups that make up sentences–that is knowing about grammar. And knowing
about grammar offers a window into the human mind and into our amazingly complex
mental capacity. People associate grammar with errors and correctness. But knowing
about grammar also helps us understand what makes sentences and paragraphs clear
and interesting and precise. Grammar can be part of literature discussions, when we
and our students closely read the sentences in poetry and stories. And knowing
about grammar means finding out that all languages and all dialects follow
grammatical patterns.
GRAMMAR: To Learn English Grammar and how the differences are between learning
English in it true form. The English Language has many different parts of Grammar and to
understand each part it must be done one step at a time.
Suggestions / Recommendation:
Basic Grammar in Use: (To learn Grammar is a short time and to insure that the Grammar can be used in
a formal and a business setting). To learn all the parts of Grammar, Present, Past, Present Perfect,
Passive,Verb Forms, Future, Modals, Imperatives, Auxiliary Verbs, Questions, Reported Speech, Pronouns,
Possessives, Determiners, and Pronouns, with Adjectives and Adverbs, Prepositions, Two Word Verbs,
Conjunctions and Clauses.
Course Outline
1. Week 1 – Students will begin the class with a basic grammar in use test. If they are a beginner then they
will start at the Unit 01. AM/IS/ARE, This will start them learning the Positive and Negative with
sentence structure and where to use them. (That’s=That is There’s=There is) they will do the
exercises 1.1 to 1.6. Start: Unit 2. Exercises 2.1 to 2.5 (Questions) How to ask questions. Unit 3.
Exercises 3.1 to 3.4 (Present Continuous) In these Exercises there are complete the sentences with a
follow up with the teachers and with there homework. Writing about a small picture and using the
proper Grammar, also writing about true sentences.
Students will start Learning (Present Continuous Questions) this will build there Grammar at a faster
pace. Unit 4 – 4.1 to 4.4 Exercises looking at the picture and write the proper questions to be asked in
the conversation. Unit 5 – (Simple Present) Exercises 5.1 to 5.5 using Verbs. Asking Questions to
other students and staff. Students will began learning (Simple Present Negative) Unit 6 Exercise 6.1 to
6.5 This will be writing negative sentences, study the information and write sentence with like, putting
the verb in the correct form (Positive or Negative) Unit 7- 7.1 to 7.4 (Simple Present Questions) Write
Questions also using the verbs. Write true short answers. Unit 8 – 8.1 to 8.3 (Present Continuous and

Simple Present) using Present Continuous in the proper way of a sentence structure.
Week 2 –Unit 9 using 9.1 to 9.4 Exercises Rewriting sentences with (got) (have) (do’s and don’t) Unit
10 is using Was/Were will be doing (Positive) (Negative) (Questions) with short answers. Start
learning the correct order of the sentence. Unit 11 (Simple Past) Exercises 11.1 to 11.2 will use simple
past of the verb usage. Fill in the blanks with the proper verb and Simple Past forms. Unit 12
(Simple Past Negative and Questions) Exercise 12.1 to 12.5 Complete the sentences with the proper
past tense words putting the verb in the correct form.
Week 3 –Unit 13 (Past Continuous) Exercises 13.1 to 13.4 looking at the picture and fill in the blanks.
What did the student do? In past continuous form, complete the questions. Unit 14 (Past Continuous
and Simple Past) Unit 15 (I Used to ) Unit 16 (present Perfect) Unit 17 (Simple Present and Present
Perfect) Unit 18 (For, Since, Ago) Unit 19 (I Have Done and IDid)
Week 4 –Unit 20 (Just, Already, and Yet) Unit 21 (I’ve Lost My Key,) Unit 22 (Passive) Unit 23 (Is Being
Done) Unit 24 (Be, Have, do, in Present and Past) Unit 25 (Regular and Irregular Verbs) Unit 26 (What
Are You Doing?)Unit 27 (I’m Going To) Unit 28 (Will) Unit 29 (I’ll, Will) Unit 30 (Might) Unit 31 (Can and
Could) Unit 32 (Must)
2. This is where we will start the review. The review is very important to show what the student has
really learned. There will be a Grammar test to show how much the student has learned.(GROUP)OR ONE ON ONE
RESOURCE BOOK: WRITING LEVEL: BEGINNER to ADULT
BOOKS: GRAMMAR, VOCABULARY, READING, WRITING, SLE TIME FRAME: ONE MONTH
COURSE OBJECTIVES:
MORE STEPS TO WRITTING: To Learn English Writing and how the differences are between
learning English in it true form. The English Language has many different parts of Writing
and to understand each part it must be done one step at a time.
Suggestions / Recommendation:
More Steps to Writing: To establish writing skill’s for Business, a Contract, a E-Mail, just about anything
you will need the ability to write in some form or another. Even though we live in a computer age there
are still many things that need to be written or typed correctly.
Week 1-Unit 01 (Sports) Descriptive Composition Unit 02 (Entertainment) Informal Letter Unit 03
(Relationships) Discursive Composition
WeeK 2-Unit 04 (Emergencies) Short Story Unit 05 (Travel) Letter to a friend Unit 06 (Health and
Fitness) Report Writing
Week 3-Unit 07 (Employment) Article Unit 08 (City and Country life) Discursive Composition
Week 4- Review, make sure of all the spelling of each thing that is done, Grammar, and content will be
the best for the student to learn how to write a good report, letter, e-mail.
(GROUP)OR ONE ON ONE
RESOURCE BOOK: English VOCABULARY in Use LEVEL: BEGINNER to ADULT
BOOKS: GRAMMAR, VOCABULARY, READING, WRITING TIME FRAME: ONE MONTH
COURSE OBJECTIVES: To teach the student a group of vocabulary words and how to use them in a
sentence with the proper Grammar, and to understand the definition of vocabulary words and how to
use them in different ways. English has a vast way of using the vocabulary words, so by teaching them
how to use them in different situations will increase the ability to use them correctly.
Book: English Vocabulary in Use:
(Everyday Verbs) (Words and Grammar) (People) (The World) (At Home) (School and
Workplace) (Leisure) (Social Issues)Week 1: Everyday Verbs, Using language Words, Talking About Language, Learning
Vocabulary, Learn words in Family, Picture and Diagrams, Exercises, 2.1 to 9.5
Week 2: (Bring) (Get) (Phrasal Verbs) (Everyday Things) (Talking) (Moving)
(Conjunctions) (Time Words) (Places) Exercises, 10.1 to 18.5
Week 3: (Manner) (Irregular Verbs) (Common Uncountable Words) (Common Adjective
Good and Bad) (Words and Prepositions) (Prefixes) Exercises, 19.1 to 25.6
Week 4: Review Exercises 2.1 to 25.6, Test, and correct the mistakes the student are
making.
(GROUP)OR ONE ON ONE
RESOURCE BOOK: SPEAKING LISTENING EXPRESSION LEVEL: BEGINNER to ADULT
BOOKS: GRAMMAR, VOCABULARY, READING, WRITING, SLE TIME FRAME: ONE MONTH
COURSE OBJECTIVES: Intro provides numerous opportunities for high beginning students to actively
learn contemporary American English expressions. This text is also appropriate for vocabulary
courses.
— Expressions are presented in interesting contexts — i.e., speaking on a car phone, being afraid
to talk in school — and are spiralled through natural dialogues and listening activities.
— Learning strategies, such as vocabulary indexing and clustering, focus students on becoming
independent learners.
— Activities include games, cartoons, role-plays, surveys, and dictations, as well as listening and
writing activities that appeal to a wide range of learning styles.
SPEAKING LISTENING EXPRESSION:
The SLE (Speaking, Listening, Expression) program is a conversation program
for adult and young adult learners of English as a foreign language. It aims to
improve learners’ communicative competence through an emphasis on
interaction. It enables learners to acquire and practice using important
functions and expressions in natural contexts while, at the same time,
stimulating conversation related to various topics and real-life situations. It
utilizes a number of communicative approaches to language learning in order to
facilitate the learners’ timely and effective acquisition of English. The aim of the
program is to improve learners’ speaking, listening, reading, and writing skills
as well as their vocabulary and grammar skills. The SLE series provides learners
with the tools they need to use their newly acquired language skills in the real
world. It aims to help build learners’ confidence in using English outside the
classroom by increasing their understanding of and involvement in the learning
process. Most importantly, the SLE series will challenge learners and help them
believe in themselves. All learners participating in the SLE program will be able
take the Pagoda motto to heart.
Week 1: (Nice to Meet You) (What’s your Favorite?) (Time is on my Side) (What are you doing Nowadays?) (Weather and Seasons) (Red Letter Day)
(There’s still a lot Left)
Week 2: (All in the Family) (The Future is Bright) What Happened?) (I can Do It!) (Nice Suit) (Not
Just Another Pretty Face) (Learning the Ins and Outs) (Wild Kingdom)
Week 3: (Would You Rather?) (Growing Up) (That Sounds Fine) (Give Me One
good Reason) (Home is Where the Heart is)
Week 4: Review, Test, and correct the mistakes from each Unit, make sure
there is no questions that are not answered.
(GROUP)OR ONE ON ONE
RESOURCE BOOK: READING ADVANTAGE LEVEL: BEGINNER to ADULT
BOOKS: GRAMMAR, VOCABULARY, READING, WRITING, SLE TIME FRAME: ONE MONTH
COURSE OBJECTIVES: what a language objective is
• steps that teachers can take to create language objectives
• how to implement language objectives in a general education classroom
• how to align objectives to content and language standards
• articulate for learners the academic language functions and skills that they need to master to fully
participate in the lesson and meet the grade-level content standards.
• are beneficial not only for language learners but for all students in a class, as everyone can benefit
from the clarity that comes with a teacher outlining the requisite academic language to be learned
and mastered in each lesson.
Week 1: (Reading Comprehension) (Idioms) (Vocabulary Reinforcement) (Target Vocabulary) (What do you Think?) (Video
Jockeys) (Coffee Culture) (Around the World)
Week 2: Review last weeks progress and (Test) (The Puffer Fish) (Getting Married) (Say It with Flowers) (Bollywood) (The Nobel
Prize)
Week 3: Review last weeks progress and (Test) (A Funny Cure) (Palm Reading) (Amazing Memory) (Incredible Dogs) (Diamonds)
Week 4: Review last weeks progress and (Test) (Space Explorers) (Happy New Year) (Text Messaging) (Urban Legends)
08:00 to 08:50: Pronunciation Pairs
09:00 to 09:50: Basic Grammar in Use
10:00 to 10:50: More Steps to Writing
11:00 to 11:50: EnglishVOCABULARY in Use
12:00 to 13:00: Lunch
13:00 to 13:50: SPEAKING LISTENING EXPRESSION
14:00 to 14:50: READING ADVANTAGE
15:00 to 16:50: Optional Classes (POP) (MOVIES) (SURVIVAL) (PATTERN) (CNN) (BUSINESS) (PRESENTATION)

 

What would / do you do if someone hoots and flashes you from behind?

 

PAL region GameCube cover art (Photo credit: Wikipedia)

 

 

 

 

1)	What images spring to mind when you hear the term ‘road rage’?
2)	Is there a lot of road rage in your country?
3)	What causes road rage?
4)	Do people’s personalities change once they are behind the wheel of a car?
5)	What kind of people are more likely to commit acts of road rage?
6)	What’s the worst incident of road rage you’ve ever witnessed?
7)	Have you ever been a victim of road rage?
8)	Do you get angry with other drivers?
9)	Is road rage worse in your country or in other countries?
10)	Do the police do enough to prevent road rage?

 

 

 

 

 

1)	What would / do you do if someone hoots and flashes you from behind?
2)	What kinds of driving makes people angry?
3)	What bad driving habits from other drivers make you really angry?
4)	Do you ever think it’s dangerous to hoot (sound your horn at) another car out of anger?
5)	Why do you think some people get so angry at the wheel that they physically attack and sometimes kill other drivers?
6)	How should governments deal with road rage?
7)	How would you deal with an extremely angry motorist who was ranting and raving at you?
8)	Why do a lot of people’s manners and courtesy go out the window when they get behind the wheel?
9)	Do you think road rage will become more or less common?
10)	Do you think it’s possible for someone to never get angry while driving?

 

What springs to mind when you hear the word ‘rap’?

 

1)	What springs to mind when you hear the word ‘rap’?
2)	Do you like rap music?
3)	What’s the difference between rap and hip-hop?
4)	Do you think rap is as important a musical genre as jazz, soul and funk etc?
5)	What do you like or dislike about rap?
6)	Why do many rappers sing about violence?
7)	Do you think rappers get a bad rap from the press?
8)	How is rap different from other musical styles?
9)	Which rappers have been the most important?
10)	What do you think of non-American rappers?

 

English: Cazwell (Real name Luke Caswell), a rap music artist from the United States. (Photo credit: Wikipedia)

 

 

 

 

1)	Do you think rap music has replaced rock music?
2)	Are good rappers poets?
3)	Is it necessary to wear the clothes and follow rap fashions to truly appreciate rap music?
4)	What topics do you like rappers to rap about?
5)	Do you think rap is misunderstood?
6)	Do old people like rap?
7)	Do you think rap artists are good role models for kids?
8)	What would you say to someone who said rap isn’t music?
9)	Would you like to learn English through rap songs?
10)	What’s the difference between rap and rock?

 

 

 

 

 

 

What comes to mind when you hear the word ‘rain’?

Different sizes of raindrops: A) Raindrops are not tear-shaped, as most people think. B) Very small raindrops are almost spherical in shape. C) Larger raindrops become flattened at the bottom, like that of a hamburger bun, due to air resistance. D) Large raindrops have a large amount of air resistance, which makes them begin to become unstable. E) Very large raindrops split into smaller raindrops due to air resistance. (Photo credit: Wikipedia)

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1)	What comes to mind when you hear the word ‘rain’?
2)	Do you like rain?
3)	How does rain change your feelings?
4)	Do you wish it rain more or rain less where you live?
5)	What kind of rain do you like?
6)	What do you like to do in the rain?
7)	Have you ever done a rain dance?
8)	Can you think of a time when it rained and you really wished it would stop?
9)	Do you think rain means the same thing to people in different countries?
10)	What do you think of the sound and smell of rain?

1)	Why does it rain cats and dogs in England?
2)	Do you think acid rain is still a problem?
3)	Do you think it’s OK to drink rainwater?
4)	Where does rain come from? How is it formed?
5)	Has anyone ever “rained on your parade”?
6)	When was the last time you got soaked in the rain?
7)	When can rain be dangerous?
8)	What’s the difference between drizzle, a shower, a downpour, the heavens opening, and heavy rain?
9)	Are there any poems or songs about rain in your language?
10)	What do you think of raindrops and rainbows?

What images spring to mind when you hear the term ‘racial profiling’?

English: Naiz Khan, target of an FBI terror investigation — Khan is a friend of Najibullah Zazi who was arrested by the FBI in September and charged with conspiracy to use weapons of mass destruction. After Zazi’s arrest Khan was targeted by the FBI and NYPD — Khan alleges racial profiling — and lost his job as a result. In this image he is speaking at a press conference in Flushing, Queens. (Photo credit: Wikipedia)

 

 

 

 

1)	What images spring to mind when you hear the term ‘racial profiling’?
2)	What exactly is racial profiling?
3)	Is racial profiling OK if it leads to a reduction in terrorist attacks?
4)	In what ways are motorcycles better than cars?
5)	Do you agree with racial profiling in regards to airport security?
6)	Is racial profiling simply a form of government-sponsored racism?
7)	Does racial profiling lead to the harmful stereotyping of different races as criminals and/or terrorists?
8)	Do you think racial profiling will alienate those profiled and thus lead to greater social problems?
9)	What is an alternative to racial profiling?
10)	How would you feel if you were suspected of wrongdoing because of your color or race?

 

 

 

 

 

1)	Does your government take part in racial profiling?
2)	Is racial profiling a good or a bad thing?
3)	What are governments’ arguments for carrying out racial profiling?
4)	Which races are targeted most under racial profiling? Is this fair?
5)	Do you think any government targets white people under racial profiling?
6)	Is it racial profiling or religion profiling? Which would be worse?
7)	Are you guilty of subconsciously (or otherwise) racial profiling?
8)	Is racial profiling the same as the law of probability?
9)	What do you know about the history of racial profiling?
10)	How do you think airport staff are trained in racial profiling?

 

“We are here on Earth to do good to others. What the others are here for, I don’t know.” (W. H. Auden) What do you think?

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“To love and be loved is to feel the sun from both sides.” – David Viscott #quote (Photo credit: aymanvanbregt)

 

 

 

 

1)	“We are here on Earth to do good to others. What the others are here for, I don’t know.” (W. H. Auden) What do you think?
2)	“A fashion is nothing but an induced epidemic.” (George Bernard Shaw) What do you think?
3)	“Some of the worst mistakes of my life have been haircuts.” (Jim Morrison) What do you think?
4)	“I have opinions of my own — strong opinions — but I don’t always agree with them.” (George W. Bush) What do you think?
5)	“The great thing about a computer notebook is that no matter how much you stuff into it, it doesn’t get bigger or heavier.” (Bill Gates) What do you think?
6)	“Every human is an artist. The dream of your life is to make beautiful art.” (Miguel Ruiz) What do you think?
7)	“It is not fair to ask of others what you are unwilling to do yourself.” (Eleanor Roosevelt) What do you think?
8)	“Woe be to him that reads but one book.” (George Herbert) What do you think?
9)	“It is our choices…that show what we truly are, far more than our abilities.” (J. K. Rowling) What do you think?
10)	“To love and be loved is to feel the sun from both sides.” (David Viscott) What do you think? Image via CrunchBase

Learn English with Steve Ford- TOEFL-IELTS Lesson 12- How to Pass Speaking Section

English: IELTS comparison with BELIT results (Photo credit: Wikipedia)

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Learn English with Steve Ford- TOEFL–IELTS Lesson 12- How to Pass Speaking Section

http://www.youtube.com/watch?v=c-eHKSkdZ10&feature=player_detailpage

What is your usual morning routine? What is Morocco famous for? can you ask or answer theses?

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Morocco – Ethnolinguistic Groups in 1973 (Photo credit: Wikipedia)

1)	What is your usual morning routine?
2)	What were mornings like in your house when you were a kid?
3)	How are weekend mornings different from weekday mornings?
4)	Would you prefer the morning shift or evening shift?
5)	Do animals prefer mornings?
6)	Which is worse, the morning or evening rush hour?
7)	Do you ever say, “It’s been a bad morning”?
8)	Is morning the best time to study and get things done?
9)	What happens in your town early in the morning? How does it wake up?
10)	What do you do early morning, mid morning and late morning?

1)	What springs to mind when you hear the word ‘morning’?
2)	Are you a morning person?
3)	What do you like doing in the morning?
4)	Are you grumpy in the morning?
5)	Do you like watching morning TV shows or listening to morning radio shows?
6)	If you have morning sickness do you think you should take a morning after pill?
7)	How do people usually feel ‘the morning after the night before’?
8)	Do you always mean it when you say ‘Good morning’?
9)	When does morning start and end?
10)	What things about morning would you like to change?

1)	What images spring to mind when you hear the country Morocco?
2)	What are the good things and bad things about Morocco?
3)	What is Morocco famous for?
4)	What do you know about Moroccan history?
5)	What images of Morocco do you have that are beautiful and adventurous?
6)	What do you think about Morocco’s culture and peoples?
7)	What has Morocco given to the world?
8)	Would you like to visit Morocco, or live there?
9)	What do you know about the geography of Morocco?
10)	Who are the most famous Moroccan people you know?

1)	How different is Morocco from other Arab or African countries?
2)	What do you know about Moroccan food?
3)	What is Morocco usually in the news for?
4)	What do you think Morocco will be like 50 years from now?
5)	Does your country have good relations with Morocco?
6)	What do you think about Morocco’s sights?
7)	What is your idea of a typical Moroccan person?
8)	What things about Morocco do you think Moroccan people are proud of?
9)	What would you like to do during a two-week holiday in Morocco?
10)	What would you like to ask a Moroccan person about Morocco?

Clint Eastwood Meets Mister Ed – 1 of 2 (Captioned)

Photo of Clint Eastwood and Don Hight from the television program Rawhide. (Photo credit: Wikipedia)

 

http://www.youtube.com/watch?v=qGdxxMECZz4&feature=player_detailpage

Clint Eastwood Meets Mister Ed – 1 of 2 (Captioned)

Young Guns OF Texas IN ENGLISH!!!

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Billy the Kid (1860 – 1881). Image mirrored on vertical axis to correct widely-seen flopped tintype. Cartridge loading gate on Winchester Model 1873 lever action rifle is on the right side of the receiver. (Photo credit: Wikipedia)

http://www.youtube.com/watch?feature=player_detailpage&v=rXLlChSjD6Y

Young Guns II is a 1990 western film, and the sequel to Young Guns (1988). It stars Emilio Estevez, Kiefer Sutherland, Lou Diamond Phillips, Christian Slater, and features William Petersen as Pat Garrett. It was written and produced by John Fusco and directed by Geoff Murphy.

It follows the life of William H. Bonney aka Billy the Kid (played by Emilio Estevez), in the years following the Lincoln County War in which Billy was part of “The Regulators” – a group of around 6 highly skilled gunmen avenging the death of John Tunstall – and the years before Billy’s documented death. The film, however, is told by Brushy Bill Roberts, a man who in the 1940s appeared claiming to be the real Billy the Kid.

While the film takes some creative license, it does show some of the key events leading up to Billy’s documented death, including his talks with Governor Lew Wallace, his capture by friend-turned-foe Pat Garrett, his trial and his subsequent escape in which he killed two deputies.

 Plot

The film opens in 1950 with a young attorney talking to an elderly man named Brushy Bill Roberts, who claims that he is William H. Bonney (aka Billy The Kid), whom “everyone” knows to have been shot and killed by Pat Garrett in 1881. The majority of the film takes place in flashbacks as the old man recalls his story for the lawyer, who asks if the man has any proof that he is the famous outlaw.

Brushy Bill’s story begins with the remaining Regulators having gone their separate ways. Billy has become part of a new gang with “Arkansas” Dave Rudabaugh (Slater) and Pat Garrett (Petersen). The New Mexico governor has issued warrants for the arrests of those involved in the Lincoln County wars, including Billy, Doc Scurlock (Sutherland), and Jose Chavez y Chavez (Phillips), who are dragged into town and imprisoned to await hanging.

Meanwhile, Billy meets with the new governor Lew Wallace who agrees to pardon Billy if he testifies against the Dolan-Murphy faction. Billy soon finds out that he was tricked into being arrested with no chance of testifying against his old enemies. After escaping, Billy along with the help of Rudabaugh and Garrett, pose as a lynch mob to spring his old comrades from a hanging. When the gang successfully escape Lincoln, Billy mentions the Mexican Blackbird (a broken trail only he and few others know that leads down to Mexico). Garrett decides not to go with the gang and, instead, open a boarding house. As they make a run for the border along with farmer Hendry William French (Alan Ruck) and 14 year old Tom O’Folliard (Balthazar Getty), cattle baron John Simpson Chisum and Governor Wallace approach Garrett to offer him the job as Lincoln County Sheriff and $1000 to use whatever resources he needs to hunt Bonney down and kill him. Garrett agrees and, forming a posse, begins his pursuit of the gang.

Billy and the gang soon come to the town of White Oaks where they meet up with former companion, Jane Greathouse (Jenny Wright) who runs a local bordello. Later that night, the town lynch mob comes for the gang and are intent on a hanging. Deputy Carlisle tries to negotiate a deal, “the Indian” (Chavez) for a safe rideout. Billy refuses the offer and pushes the Deputy out the door, who is then accidentally killed by the lynch mob. Garrett soon tracks Billy to the bordello, but is too late. Billy and his gang are continuously tracked by the posse, narrowly evading capture, but Tom (being mistaken for Billy) is soon shot dead by Garrett. As they hideout, Billy reveals that the Mexican Blackbird doesn’t exist; it was just a pawn to get the gang back together and to keep riding. Doc is angered and tries to leave for home, but he is shot by one of Garrett’s men and sacrifices himself to enable his friends to escape.

Billy the Kid is soon brought back into Lincoln by Garrett and is sentenced to death by hanging. He is visited by Jane Greathouse, who arranges to meet him during his daily outhouse visit, where she gives him a pistol. Billy uses the pistol to kill two guards and escapes to Old Fort Sumner. By the time he arrives, Dave has abandoned the group to make his way to Mexico, and Chavez is dying from a bullet wound. During the night Garrett finds Billy as he is unarmed. Billy asks Garrett to let him hide in Mexico and tell the authorities that he killed him. Garrett declines because he believes Billy would not be able to resist coming back to the United States (which would lead to Garrett’s death for lying). Billy turns around, forcing Garrett to have to shoot him in the back, which he does not. In the morning, a fake burial is staged for Billy and Garrett’s horse is seen being taken by Billy.

The film ends with the lawyer being convinced that Brushy Bill is Billy the Kid. The epilogue reveals that Dave was beheaded once he reached Mexico to discourage more outlaws from crossing the border, Garrett’s book detailing his pursuit of Billy is a dismal failure and he is eventually shot and killed, and despite corroboration from several surviving friends of the outlaw, Brushy Bill Roberts was never credited as being Billy the Kid and he died shortly after. The film ends saying that whether or not Brushy Bill was Billy the Kid remains a mystery.

The real Brushy Bill Roberts did in fact go before New Mexico Gov. Thomas Mabry in 1950, but was discredited at a hearing that has been repeatedly criticized for its circus atmosphere. In the years since, historical and forensic evidence of varying degrees of credibility has emerged on both sides of the debate over the true identity of Brushy Bill Roberts. Could he possibly in fact have been Billy the Kid? The issue has never been conclusively decided, although the majority of academic historians now tend to discount Robert’s claims. However, the debate will probably continue for a long time to come, as no irrefutable evidence that Roberts was not the Kid has emerged, and without that some will always be willing to believe that it is at least a possibility. The Brushy Bill story is another fascinating mystery of the Old West era.

LIST OF musical instruments

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Idiophones

Instrument	Classification	H-S Number	Origin	Common classification	Relation
Agung a Tamlang	idiophones	1	Philippines	percussion	slit drum
Cajón	idiophones	1	Peru	percussion	box drum
Drum Kit	idiophones and membranophones	1/2	United States of America	percussion	drum
Steel drum	idiophones	111.24	Trinidad & Tobago	percussion	drum
Triangle	idiophones	1	origin	percussion	drum
Woodblock (Wood block)	idiophones	1	origin	percussion	drum
Xylophone	idiophones	1	origin	pitched percussion	xylophone

[edit] Membranophones

Instrument	Classification	H-S Number	Origin	Common classification	Relation
Agida	membranophones	211.212	Suriname	percussion	bass drum
Alcahuete	membranophones	211.211.2	Dominican Republic	percussion	drum
Apinti	membranophones	211.212	Suriname	percussion	tenor drum
Arobapá	membranophones	211.21	Cuba	percussion	drum
Ashiko	membranophones	211.251.1	Nigeria	percussion	djembe
Assotor	membranophones	211.211.2	Haiti	percussion	drum
Baboula	membranophones	211.221.1	Grenada	percussion	barrel drum
Balaban	membranophones	211.311	Montserrat	percussion	frame drum
Balsié	membranophones	2	Dominican Republic	percussion	drum
Bamboula	membranophones	211.211.2	Virgin Islands	percussion	drum
Bari	membranophones	211.22	Bonaire and Curaçao	percussion	barrel drum
Barrel Drum	membranophones	211.222	Cuba	percussion	barrel drum
Barriles buleador primo repicador subidor	membranophones	211.221.2	Puerto Rico	percussion	barrel drum
Bass drum	membranophones	211.212	Turkey	percussion	bass drum
Bodhrán	membranophones	211.321	Ireland	percussion	frame drum
Bongo Drums	membranophones	211.251.1	Afro-Cuban	percussion	drum
Boobam	membranophones	211.211.1	U.S.A.	percussion	tom-tom
Candombe chico repique piano	membranophones	211.221.1	Uruguay	percussion	conga
Chenda (Chande) Uruttu chenda Veekku chenda Acchan chenda	membranophones	211.212	India	percussion	drum
Conga (Tumbadura) ricardo (smallest) requinto quinto conga tumba supertumba (largest)	membranophones	211.221.1	Caribbean	percussion	drum
Cuíca	membranophones	231	Brazil	percussion	friction drum
Dabakan	membranophones	211.261.2	Philippines	percussion	goblet drum
Daf (Dap, Def)	membranophones	211.311	Iran	percussion	frame drum
Davul (Dahol, Daul, Daouli, Dhaulli) Dohol Tapan, Topan, Tupan Tabl Toba, Towla Tof	membranophones	211.212	Turkey	percussion	bass drum
Dhaa	membranophones	211.212	Nepal	percussion	drum
Dhimay (Dhimaya)	membranophones	211.212	Nepal	percussion	drum
Dhol	membranophones	211.212	India	percussion	bass drum
Dholak (Dholaki)	membranophones	211.222	India	percussion	barrel drum
Dimdi	membranophones	211.311	India	percussion	frame drum
Djembe	membranophones	211.261.1	West Africa	percussion	goblet drum
Dollu	membranophones	211.311	India	percussion	frame drum
Dunun (Dundun)	membranophones	211.212.1	West Africa	percussion	drum
Drum Kit	idiophones and membranophones	1/2	United States of America	percussion	drum
Goblet drum	membranophones	211.26	Ancient	percussion	drum
Hira Daiko	membranophones	1	Japan	percussion	drum
Ilimba drum	membranophones	211.11	Zimbabwe	percussion	gourd drum
Ingoma Ishakwe Inyahura Igihumurizo	membranophones	211.212	Rwanda	percussion	drum
Janggu (Janggo, changgo)	membranophones	211.242	Korea	percussion	drum
Kakko	membranophones	2	Japan	percussion	drum
Kanjira	membranophones	211.311	India	percussion	frame drum
Kendang	membranophones	211.222	Indonesia, Malaysia and Philippines	percussion	drum
Khol (Mrdanga)	membranophones	211.232	India	percussion	drum
Lambeg drum	membranophones	211.212	Ireland	percussion	bass drum
Madhalam	membranophones	211.212	India	percussion	mridangam
Madal	membranophones	211.212	Nepal	percussion	drum
Maddale	membranophones	211.212	India	percussion	mridangam
Mridangam	membranophones	211.212	India	percussion	drum
Naqara	membranophones	2	Middle East	percussion	drum
Naqareh	membranophones	2	Middle East	percussion	drum
O Daiko	membranophones	2	Japan	percussion	drum
Okedo Daiko	membranophones	2	Japan	percussion	drum
Octaban	membranophones	211.211.1	U.S.A.	percussion	boobam
Pakhavaj	membranophones	211.212	India	percussion	mridangam
Pandero	membranophones	211.3	Domenican	percussion	frame drum
Sabar	membranophones	2	Senegal	percussion	drum
Samphor	membranophones	2	Cambodia	percussion	barrel drum
Shime-Jishi Daiko	membranophones	2	Japan	percussion	drum
Snare	membranophones	2	Turkey	percussion	drum
Surdo	membranophones	2	Brazil	percussion	bass drum
Tabla	membranophones	2	India, Pakistan	percussion	drum
Taiko	membranophones	2	Japan	percussion	drum
Talking drum	membranophones	2	India	percussion	drum
Tsukeshime Daiko	membranophones	2	Japan	percussion	drum
Tsuzumi	membranophones	1/2	China/Japan	percussion	drum
Tambor huacana	idiophones or membranophones	1/2	Mexico	percussion	drum
Tamboril	membranophones	1/2	Uruguay	percussion	drum
Tamborita (Mexico)	membranophones	1/2	Mexico	percussion	drum
Tambou bas a dé fas	membranophones	211.212.2	Guadeloupe	percussion	bass drum
Tambou bas a yon fas	membranophones	211.221-7	Guadeloupe	percussion	bass drum
Tan-tan	membranophones	2	Brazil	percussion	drum
Taphon	membranophones	2	Thailand	percussion	drum
Thavil	membranophones	2	India	percussion	drum
Timpani (kettledrum)	membranophones	2	origin	percussion	drum
Tom-Tom	membranophones	2	origin	percussion	drum
Tombak	membranophones	2	Iran	percussion	drum
Repique	membranophones	2	Brazil	percussion	drum
Tupan	membranophones	211.212	Iran	percussion	Davul
Uchiwa Daiko	membranophones	2	Japan	percussion	drum

[edit] Wind instruments (Aerophones)

See also: List of woodwind instruments

Instrument	Classification	H-S Number	Origin	Common classification	Relation
Accordion Button accordion Cajun accordion Chromatic button accordion Diatonic button accordion Free bass accordion Piano accordion Schrammel accordion Steirische Harmonika	aerophones	412.132	Europe	free reed instruments	accordion
Air horn	aerophones	423		trumpets	trumpet
Alboka	aerophones	422.2		reed instruments	clarinet
Alphorn	aerophones	423.121.21	Europe	woodwinds	natural trumpet
Alto horn	aerophones	423.232		brass instruments	trumpet
Alto/Contralto voice	aerophones	43		vocal registers	human voice
Arghul	aerophones	422.2		reed instruments	clarinet
Armonica
Atenteben	aerophones	422.2	Ghana	woodwinds	flute
Bagpipe	aerophones	422	Europe	reed instruments	bagpipe
Balaban	aerophones	422.111.2	Iran	reed instruments	oboe, duduk
Bandoneón	aerophones	412.132	Latin America	free reed instruments	accordion
Bansuri	aerophones	421.121.12	India	woodwinds	flute
Baritone horn	aerophones	423.232		brass instruments	trumpet
Baritone voice	aerophones	43		vocal registers	human voice
Bass/Basso voice	aerophones	43		vocal registers	human voice
Bassoon Contrabassoon/Double bassoon Tenoroon	aerophones	422.112.2-71	Western Europe	reed instruments	oboe
Bawu	aerophones	412.131	China	free reed instruments	pitch pipe
Bayan	aerophones	412.132	Russia	free reed instruments	accordion
Bazooka	aerophones	423.121.11		brass instruments	trumpet
Beatboxing	aerophones	43		vocal techniques	human voice
Bifora	aerophones	422.11	Sicily	reed instruments	oboe
Birbynė	aerophones	422.112.2	Lithuania	reed instruments	oboe
Blul	aerophones	421.111.12	Greece	woodwinds	end-blown flute, kaval
Bombarde Chromatic Bombarde	aerophones	422.112.2	France	reed instruments	oboe
Buccina	aerophones	423.121.21	Ancient Rome	brass instruments	trumpet
Bugle	aerophones	423.121.22		brass instruments	trumpet
Bullroarer	aerophones	41	Ancient civilizations	noise makers	sirens
Calliope	aerophones	421.222.3	Western Europe/North America	fipple flutes	organ
Castrato	aerophones	43		vocal registers	human voice
Chalumeau	aerophones	422.2		reed instruments	clarinet
Cimbasso	aerophones	423.232	Italy	brass instruments	trombone
Clarinets Alto clarinet Bass clarinet Basset clarinet Basset horn Clarinette d’amour Contra-alto clarinet Contrabass clarinet Piccolo clarinet A♭ clarinet Sopranino clarinet E♭ clarinet D clarinet Soprano clarinet C clarinet B♭ clarinet A clarinet G clarinet Octocontra-alto clarinet Octocontrabass clarinet	aerophones	422.2		reed instruments	clarinet
Clarytone	aerophones	421.221	South Africa	fipple flutes	tin whistle
Concertina Chemnitzer concertina	aerophones	412.132	Europe	free reed instruments	accordion
Conch	aerophones	423.111		trumpets	conch
Cornamuse	aerophones	422.111.2	Europe	reed instruments	oboe
Cornet Soprano Cornet	aerophones	423.232		brass instruments	trumpet
Cornett	aerophones	423.2		natural trumpets	trumpet
Cornu	aerophones	423.121.21	Rome	brass instruments	trumpet
Countertenor	aerophones	43		vocal registers	human voice
Cromorne	aerophones	422.11	France	reed instruments	oboe
Crumhorn	aerophones	422.111.2	Western Europe	reed instruments	oboe
Danso	aerophones	421.111.12	Korea	woodwinds	end-blown flute
Death growl	aerophones	43		vocal techniques	human voice
Didgeridoo	aerophones	423.1	Australia	natural trumpets	trumpet
Diple (or Dvojnice)	aerophones	422.21/22	Croatia	reed instruments	bagpipe
Dizi	aerophones	421.121.12	China	woodwinds	flute
Double bell euphonium	aerophones	423.232		brass instruments	trumpet
Doulophone/Cuprophone	aerophones	423.121.22	USA	brass instruments	trumpet
Duduk	aerophones	422.111.2	Armenia	reed instruments	oboe
Dulcian	aerophones	422.112.2	Western Europe	reed instruments	bassoon
Dulzaina	aerophones	422.112.2	Spain	reed instruments	oboe
Dung-Dkar	aerophones	423.111	Tibet	trumpets	conch
Dzhamara	aerophones	421.111.12	Greece	woodwinds	end-blown flute, kaval
English Horn	aerophones	422.112.-71	Western Europe	reed instruments	oboe
Euphonium	aerophones	423.232		brass instruments	trumpet
Falsetto	aerophones	43		vocal techniques	human voice
Fife	aerophones	421.121.12	Western Europe	woodwinds	flute
Firebird (trumpet)	aerophones	423.21/22	Canada	brass instruments	trumpet, slide trumpet
Fiscorn	aerophones	423.231	Catalonia	brass instruments	trumpet
Flabiol	aerophones	421.221.12	Catalonia	fipple flutes	recorder
Flageolet	aerophones	421.221.12	France	fipple flutes	recorder
Flatt trumpet	aerophones	423.21/22	England	brass instruments	trumpet, slide trumpet
Flugelhorn	aerophones	423.232		brass instruments	trumpet
Flumpet	aerophones	423.233	U.S.A.	brass instruments	trumpet
Flutina	aerophones	412.132	Europe	free reed instruments	accordion
Flute	aerophones			woodwinds	flute
Folgerphone	aerophones	422.2		reed instruments	clarinet
Fujara	aerophones	421.221.12	Slovakia	fipple flutes	recorder
Gaida	aerophones	422	Balkans	reed instruments	bagpipe
Garmon	aerophones	412.132	Russia	free reed instruments	accordion
Gemshorn	aerophones	421.221.42	Germany	fipple flutes	ocarina
Gralla	aerophones	422.112	Catalonia	reed instruments	oboe, shawm,
Guan Guanzi Houguan	aerophones	422.111.2	China	reed instruments	oboe
Hano	aerophones	421.111.12	Hawaii	woodwinds	nose flute
Harmonica Chromatic harmonica Diatonic harmonica Tremolo harmonica Orchestral harmonica ChenGong harmonica	aerophones	412.132		free reed instruments	harmonica
Harmonium	aerophones	412.132		free reed instruments	reed organ
Heckelphone Piccolo heckelphone Terz heckelphone	aerophones	422.112.2	Germany	reed instruments	oboe, English horn
Helicon	aerophones	423.232	Europe	brass instruments	trumpet
Horagai	aerophones	423.111.2	Iran	trumpets	conch
Horn/French horn	aerophones	423.232		brass instruments	trumpet
Hosaphone	aerophones	423.1		natural trumpets	tube trumpet
Hotchiku	aerophones	421.111.12	Japan	woodwinds	end-blown flute
Hulusi	aerophones	412.132	China	free reed instruments	harmonica
Human voice	aerophones	43		vocal registers	human voice
Hun	aerophones	421.221.42	Korea	fipple flutes	ocarina
Inci	aerophones	421.221.12	Philippines	fipple flutes	tumpong
Irish flute	aerophones	421.121.12	Ireland	woodwinds	flute
Jug	aerophones	423.111.1		trumpets	conch
Kagurabue	aerophones	421.121.12	Japan	woodwinds	flute
Kalaleng	aerophones	421.111.12	Philippines	woodwinds	nose flute
Kaval	aerophones	421.111.12	Turkey	woodwinds	end-blown flute
Kèn bầu	aerophones	422.112.2	Vietnam	reed instruments	oboe, suona
Key Bugle	aerophones	423.21		brass instruments	trumpet
Khene	aerophones	412.132	Laos	free reed instruments	harmonica
Khloy	aerophones	421.221.12	Cambodia	fipple flutes	recorder
Khlui	aerophones	421.221.12	Thailand	fipple flutes	recorder
Komabue	aerophones	421.121.12	Japan	woodwinds	flute
Koncovka	aerophones	421.221.12	Slovakia	fipple flutes	recorder
Koudi	aerophones	421.121.12	China	woodwinds	flute
Kuhlohorn	aerophones	423.232	Germany	brass instruments	trumpet
Lasso d’amore	aerophones	411		noise makers	whip
Launeddas	aerophones	422.2	Sardinia	reed instruments	clarinet
Livenka	aerophones	412.132	Russia	free reed instruments	accordion
Lusheng	aerophones	412.132	China	free reed instruments	harmonica
Mangtong	aerophones	412.131		free reed instruments	pitch pipe
Lituus	aerophones	423.1		natural trumpets	trumpet
Mellophone	aerophones	423.232		brass instruments	trumpet
Melodica	aerophones	412.132	Italy	free reed instruments	reed organ
Melodeon	aerophones	412.132	U.S.A.	free reed instruments	reed organ
Mezzo-soprano	aerophones	43		vocal registers	human voice
Mijwiz	aerophones	422.2		reed instruments	clarinet
Mizmar	aerophones	422.112.2	Arabia	reed instruments	oboe
Musette de cour	aerophones	422	France	reed instruments	bagpipe
Nadaswaram	aerophones	422.112.2	South India	reed instruments	oboe, shehnai
Nagak	aerophones	423.111	Korea	trumpets	conch
Ney	aerophones	421.111.12	Iran	woodwinds	end-blown flute
Nguru	aerophones	421.111.12	New Zealand	woodwinds	nose flute
Nohkan	aerophones	421.121.12	Iran	woodwinds	flute
Nose flute	aerophones	421.111.12	Polynesia, Africa, East Asia	woodwinds	nose flute
Oboes: Bass/Baritone oboe Contrabass oboe Cor anglais/English horn Oboe d’amore Oboe da caccia Piccolo oboe/Oboe musette	aerophones	422.112-71	Western Europe	reed instruments	oboe
Ocarina Transverse Ocarina Pendant Ocarina Inline Ocarina Multi chambered Ocarina Keyed Ocarina Slide Ocarina	aerophones	421.221.42		fipple flutes	ocarina
Octavin	aerophones	422.2		reed instruments	clarinet
Ophicleide	aerophones	423.21		brass instruments	trumpet
Paixiao	aerophones	421.112	China	woodwinds	pan flute
Palendag	aerophones	421.111.12	Philippines	woodwinds	end-blown flute
Pan flute	aerophones	421.112		woodwinds	pan flute
Pasiyak or Water whistle	aerophones	4	Philippines	fipple flutes	recorder
Pavari	aerophones	421.121.12	India	woodwinds	flute
Pibgorn	aerophones	422.2		reed instruments	clarinet
Picco pipe	aerophones	421.221.12	Western Europe	fipple flutes	recorder
Piccolo	aerophones	421.121.12	Western Europe	woodwinds	flute
Piccolo trumpet	aerophones	423.232		brass instruments	trumpet
Pipe organ (diaphone pipes)	aerophones	412.132		free reed instruments	reed organ/recorder
Pipe organ (flue pipe)	aerophones	421.221.11		fipple flutes	recorder
Pipe organ (free reed pipes)	aerophones	412.132		free reed instruments	reed organ
Pipe organ (reed pipes)	aerophones	422.112		reed instruments	organ
Pitch pipe	aerophones	412.131		free reed instruments	pitch pipe
Pocket cornet	aerophones	423.232		brass instruments	trumpet
Pocket trumpet	aerophones	423.232		brass instruments	trumpet
Post horn	aerophones	423.121.22		brass instruments	trumpet
Pu	aerophones	423.111	Polynesia	trumpets	conch
Pulalu	aerophones	421.111.12	Philippines	woodwinds	end-blown flute, palendag
Quena	aerophones	421.111.12	South America	woodwinds	end-blown flute
Quinticlave	aerophones	423.21		brass instruments	trumpet, ophicleide
Rackett	aerophones	422.111.2	Western Europe	reed instruments	oboe
Rapping	aerophones	43		vocal techniques	human voice
Rauschpfeife	aerophones	422.112.2	Europe	reed instruments	oboe
Recorder Garklein Sopranino Descant Treble or alto Tenor Bass Great bass Contra bass Subcontra bass Sub-subcontrabass	aerophones	421.221.12	Germany	fipple flutes	recorder
Reed contrabass	aerophones	422.112.2	Belgium	reed instruments	oboe
Reed Organ	aerophones	412.132		free reed instruments	reed organ
Rhaita	aerophones	422.112.2	Northern Africa	reed instruments	oboe
Robero	aerophones	422.2	Spain	reed instruments	clarinet
Roman tuba	aerophones	423.121.11	Etruscan	brass instruments	trumpet
Ryuteki	aerophones	421.121.12	Japan	woodwinds	flute
Saenghwang	aerophones	412.132	Korea	free reed instruments	harmonica
Sackbut Alto sackbut Tenor sackbut Bass sackbut Double bass sackbut	aerophones	423.22		brass instruments	trombone
Samponia	aerophones	421.112	Peru	woodwinds	pan flute
Saratovskaya Garmonika	aerophones	412.132	Russia	free reed instruments	accordion
Sarrusophones Alto sarrusophone Baritone sarrusophone Bass sarrusophone Contrabass sarrusophone Sopranino sarrusophone Soprano sarrusophone Tenor sarrusophone	aerophones	422.112.2	France	reed instruments	oboe
Saxophones Alto saxophone Baritone saxophone Bass saxophone C melody saxophone C Soprano saxophone Contrabass saxophone Mezzo-soprano saxophone (Alto in F) Sopranino saxophone Soprano saxophone Soprillo Subcontrabass saxophone Tenor saxophone Tubax	aerophones	422.2	Belgium	reed instruments	clarinet
Saxhorn	aerophones	423.231		brass instruments	trumpet
Saxotromba	aerophones	423.231	Belgium	brass instruments	trumpet
Saxtuba	aerophones	423.231	Belgium	brass instruments	trumpet
Scat singing	aerophones	43		vocal techniques	human voice
Schwyzerörgeli	aerophones	412.132	Switzerland	free reed instruments	accordion
Serpent	aerophones	423.21		brass instruments	trumpet, cornett
Shakuhachi	aerophones	421.111.12	Japan	woodwinds	end-blown flute
Shankha	aerophones	423.111	India	trumpets	conch
Shawm	aerophones	422.112.2	Europe	reed instruments	oboe
Shehnai	aerophones	422.112.2	North India	reed instruments	oboe
Sheng	aerophones	412.132	China	free reed instruments	harmonica
Shinobue	aerophones	421.121.12	Japan	woodwinds	flute
Shofar	aerophones	423.121.21		natural trumpets	trumpet
Shō	aerophones	412.132	Japan	free reed instruments	harmonica
Shvi	aerophones	421.221.12	Armenia	fipple flutes	recorder
Siku	aerophones	421.112	Bolivia	woodwinds	pan flute
Siren	aerophones	41		noise makers	siren
Slide trumpet Medieval slide trumpet Renaissance slide trumpet Baroque slide trumpet	aerophones	423.21/22	Europe	brass instruments	trumpet
Slide whistle Jazz flute Swanee whistle	aerophones	421.121.312		fipple flutes	whistle
Sodina	aerophones	421.111.12	Madagascar	woodwinds	end-blown flute
Sopila	aerophones	422.112.2	Croatia	reed instruments	oboe
Soprano	aerophones	43		vocal registers	human voice
Sorna	aerophones	422.112.2	Iran	reed instruments	oboe
Sousaphone	aerophones	423.232	U.S.A.	brass instruments	trumpet, tuba
Sralai	aerophones	422.112.2	Cambodia	reed instruments	oboe
Sudrophone	aerophones	423.21		brass instruments	trumpet, ophicleide
Suling	aerophones	421.111.12	Indonesia/Philippines	woodwinds	end-blown flute
Suona Laba Haidi	aerophones	422.112.2	China	reed instruments	oboe
Superbone	aerophones	423.22	Canada	brass instruments	trombone
Swordblade	aerophones	411		noise makers	whip
Tabor pipe	aerophones	421.221.12	Western Europe	fipple flutes	recorder
Taepyeongso	aerophones	422.112.2	Korea	reed instruments	oboe, suona,
Tarogato	aerophones	422.112-71	Central Europe	reed instruments	oboe, suona,
Tenor	aerophones	43		vocal registers	human voice
Tenora	aerophones	422.112	Catalonia	reed instruments	oboe, shawm,
Throat Singing	aerophones	43		vocal techniques	human voice
Tible	aerophones	422.112	Catalonia	reed instruments	oboe, shawm,
Tin Whistle	aerophones	421.221.12	Celtic	fipple flutes	recorder
Toasting	aerophones	43		vocal technique	human voice
Tonette	aerophones	421.111.12	North America	woodwinds	end-blown flute
Trikiti	aerophones	412.132	Spain	free reed instruments	accordion
Trombones Sopranino trombone Soprano trombone Alto trombone Tenor trombone Bass Trombone Contrabass trombone Valve trombone	aerophones	423.22		brass instruments	trombone
Tromboon	aerophones	422.112.2	USA	reed instruments	oboe, trombone
Trompeta china	aerophones	422.112.2	Cuba	reed instruments	oboe, suona,
Trumpets Soprano trumpet Bass trumpet Baroque trumpet Bass trumpet Rotary valve trumpet	aerophones	423.232		brass instruments	trumpet
Tuba Bass tuba Contrabass tuba Subcontrabass tuba	aerophones	423.232		brass instruments	trumpet
Tube trumpet	aerophones	423.1		natural trumpets	trumpet
Tumpong	aerophones	421.111.12	Philippines	woodwinds	end-blown flute
Tungso	aerophones	421.111.12	Korea	woodwinds	end-blown flute
Tutek	aerophones	4	Azebaijan	woodwinds	flute
Txistu	aerophones	421.221.12	Spain	fipple flutes	recorder
Uilleann pipes	aerophones	422	Ireland	reed instruments	bagpipe
Venu	aerophones	421.121.12	South India	woodwinds	flute
Vienna horn	aerophones	423.232		brass instruments	trumpet, French horn
Vocal Percussion	aerophones	43		vocal techniques	human voice
Vuvuzela	aerophones	423.1	South-Africa	natural trumpets	trumpet
Wagner tuba	aerophones	423.232	Germany	brass instruments	trumpet
Washint	aerophones	421.111.12	Ethiopia	woodwinds	end-blown flute
Western concert flutes Flute Alto flute Bass flute Contra-alto flute Contrabass flute Subcontrabass flute Double contrabass flute Hyperbass flute	aerophones	421.121.12	Western Europe	woodwinds	flute
Whip	aerophones	411		noise makers	whip
Whistle Pea whistle Steam whistle Train whistle	aerophones	421.221.11		fipple flutes	whistle
Willow flute	aerophones	421.221.11	Scandinavia	fipple flutes	recorder
Xiao	aerophones	421.111.12	China	woodwinds	end-blown flute
Xun	aerophones	421.221.42	China	fipple flutes	ocarina
Yodel	aerophones	43		vocal techniques	human voice
Yotar	aerophones	4		woodwinds	flute
Yu	aerophones	412.132	China	free reed instruments	harmonica
Zhaleika	aerophones	422.2	Russia	reed instruments	clarinet
Zufolo	aerophones	421.111.12	France	fipple flutes	recorder
Zugtrompette	aerophones	423.21/22	Germany	brass instruments	trumpet, slide trumpet
Zurna (Turkey) Surnay	aerophones	422.112.2	Turkey	reed instruments	oboe

[edit] Stringed instruments (Chordophones)

Instrument	Classification	H-S Number	Origin	Common classification	Relation
	chordophones	3	origin	stringed instruments
Aeolian harp	chordophones	3	origin	stringed instruments
Ajaeng (Korea)	chordophones	3	origin	stringed instruments
Appalachian dulcimer (United States)	chordophones	3	origin	stringed instruments
Archlute	chordophones	3	origin	stringed instruments
Arpeggione	chordophones	3	origin	stringed instruments
Baglama (Turkey)	chordophones	3	origin	stringed instruments
Balalaika (Russia)	chordophones	3	origin	stringed instruments
Bandura(Ukrainian)	chordophones	3	origin	stringed instruments
Banjo Five-Stringed Banjo Four-Stringed Banjo Six-Stringed Banjo	chordophones	3	origin	stringed instruments
Banjo Ukulele	chordophones	3	origin	stringed instruments
Banjo Mandolin	chordophones	3	origin	stringed instruments
Barbat (Iran)	chordophones	3	origin	stringed instruments
Baryton	chordophones	3	origin	stringed instruments
Berimbau (Brazil)	chordophones	3	origin	stringed instruments
Biwa (Japan)	chordophones	3	origin	stringed instruments
Bordonua	chordophones	3	origin	stringed instruments
Bouzouki (Greece)	chordophones	3	origin	stringed instruments
Cello (Violoncello)	chordophones	3	origin	stringed instruments
Chapman stick	chordophones	3	origin	stringed instruments
Charango (Peru)	chordophones	3	origin	stringed instruments
Cimbalom	chordophones	3	origin	stringed instruments
Electric Cymbalum	chordophones	3	origin	stringed instruments
Citole	chordophones	3	origin	stringed instruments
Cittern	chordophones	3	origin	stringed instruments
Clavichord	chordophones	3	origin	stringed instruments
Crwth	chordophones	3	origin	stringed instruments
Cuatro	chordophones	3	origin	stringed instruments
Dahu (China)	chordophones	3	origin	stringed instruments
Đàn bầu (Vietnam)	chordophones	3	origin	stringed instruments
Đàn gáo (Vietnam)	chordophones	3	origin	stringed instruments
Đàn nguyệt (Vietnam)	chordophones	3	origin	stringed instruments
Đàn tam thập lục (Vietnam)	chordophones	3	origin	stringed instruments
Đàn tranh (Vietnam)	chordophones	3	origin	stringed instruments
Đàn tỳ bà (Vietnam)	chordophones	3	origin	stringed instruments
Diddley bow	chordophones	3	origin	stringed instruments
Dihu (China)	chordophones	3	origin	stringed instruments
Domra (Kazakhstan)	chordophones	3	origin	stringed instruments
Double-neck guitjo	chordophones	3	origin	stringed instruments
Double Bass	chordophones	3	origin	stringed instruments
Dutar (Central Asia)	chordophones	3	origin	stringed instruments
Duxianqin (China)	chordophones	3	origin	stringed instruments
Dulcimer (Medieval Europe)	chordophones	3	origin	stringed instruments
Ektara (India, Pakistan)	chordophones	3	origin	stringed instruments
Erhu (China)	chordophones	3	origin	stringed instruments
Erxian (China)	chordophones	3	origin	stringed instruments
Faglong/Fuglung (Philippines)	chordophones	3	origin	stringed instruments
Fegereng (Philippines)	chordophones	3	origin	stringed instruments
Fiddle	chordophones	3	origin	stringed instruments
Fortepiano	chordophones	3	origin	stringed instruments
Gayageum (Korea)	chordophones	3	origin	stringed instruments
Guzheng (China)	chordophones	3	origin	stringed instruments
Gehu (China)	chordophones	3	origin	stringed instruments
Geomungo (Korea)	chordophones	3	origin	stringed instruments
Gopuz (Azerbaijan)	chordophones	3	origin	stringed instruments
Gottuvadhyam (India)	chordophones	3	origin	stringed instruments
Guitars:	chordophones	3	origin	stringed instruments
Acoustic bass guitar	chordophones	3	origin	stringed instruments
Acoustic guitar	chordophones	3	origin	stringed instruments
Bass guitar	chordophones	3	origin	stringed instruments
Chitarra battente (Italy)	chordophones	3	origin	stringed instruments
Cigar box guitar	chordophones	3	origin	stringed instruments
Classical guitar	chordophones	3	origin	stringed instruments
Dobro	chordophones	3	origin	stringed instruments
Electric guitar	chordophones	3	origin	stringed instruments
Eight-string guitar	chordophones	3	origin	stringed instruments
Flamenco guitar	chordophones	3	origin	stringed instruments
Guitar synthesizer	chordophones	3	origin	stringed instruments
Harp guitar	chordophones	3	origin	stringed instruments
portuguese guitar	chordophones	3	origin	stringed instruments
Seven-string guitar	chordophones	3	origin	stringed instruments
Slide guitar	chordophones	3	origin	stringed instruments
Steel guitar	chordophones	3	origin	stringed instruments
Tailed bridge guitar	chordophones	3	origin	stringed instruments
3rd bridge guitar	chordophones	3	origin	stringed instruments
Twelve-string guitar	chordophones	3	origin	stringed instruments
Ukulele, Yotar	chordophones	3	origin	stringed instruments
Guitarra quinta Huapanguera (Mexico)	chordophones	3	origin	stringed instruments
Guitarrón (Mexico)	chordophones	3	origin	stringed instruments
Gittern	chordophones	3	origin	stringed instruments
Gusli (Russia)	chordophones	3	origin	stringed instruments
Guqin (China)	chordophones	3	origin	stringed instruments
Guzheng (China)	chordophones	3	origin	stringed instruments
Haegeum (Korea)	chordophones	3	origin	stringed instruments
Hammered dulcimer	chordophones	3	origin	stringed instruments
Hardanger fiddle (Norway)	chordophones	3	origin	stringed instruments
Harmonico	chordophones	3	origin	stringed instruments
Harp	chordophones	3	origin	stringed instruments
Harpsichord	chordophones	3	origin	stringed instruments
Hegelong (Philippines)	chordophones	3	origin	stringed instruments
Huluhu (China)	chordophones	3	origin	stringed instruments
Huqin (China)	chordophones	3	origin	stringed instruments
Hurdy gurdy	chordophones	3	origin	stringed instruments
Igil	chordophones	3	origin	stringed instruments
Irish bouzouki Jarana (Mexico)	chordophones	3	origin	stringed instruments
Jarana de son jarocho	chordophones	3	origin	stringed instruments
Jarana huasteca	chordophones	3	origin	stringed instruments
Jarana mosquito	chordophones	3	origin	stringed instruments
Jarana segunda	chordophones	3	origin	stringed instruments
Jarana tercera	chordophones	3	origin	stringed instruments
Jiaohu (China)	chordophones	3	origin	stringed instruments
Kabosy (Madagascar)	chordophones	3	origin	stringed instruments
Kadlong (Philippines)	chordophones	3	origin	stringed instruments
Kamancha (Persia)	chordophones	3	origin	stringed instruments
Kantele (Finland)	chordophones	3	origin	stringed instruments
Khim (Thailand/Cambodia)	chordophones	3	origin	stringed instruments
Kobza (Ukraine)	chordophones	3	origin	stringed instruments
Kokyū (Japan)	chordophones	3	origin	stringed instruments
Komungo (Korea)	chordophones	3	origin	stringed instruments
Kora	chordophones	3	origin	stringed instruments
Koto (Japan)	chordophones	3	origin	stringed instruments
Kubing (Philippines)	chordophones	3	origin	stringed instruments
Kudyapi (Philippines)	chordophones	3	origin	stringed instruments
Langeleik (Norway)	chordophones	3	origin	stringed instruments
Laruan (China)	chordophones	3	origin	stringed instruments
Leiqin (China)	chordophones	3	origin	stringed instruments
Lirone	chordophones	3	origin	stringed instruments
Lokanga (Madagascar)	chordophones	3	origin	stringed instruments
Lute	chordophones	3	origin	stringed instruments
Lyra (Cretan) (Greece)	chordophones	3	origin	stringed instruments
Lyra (Byzantine) (Byzantine Empire)	chordophones	3	origin	stringed instruments
Lyre	chordophones	3	origin	stringed instruments
Maguhu (China)	chordophones	3	origin	stringed instruments
Mando-bass	chordophones	3	origin	stringed instruments
Mandocello	chordophones	3	origin	stringed instruments
Mandola	chordophones	3	origin	stringed instruments
Mandolin	chordophones	3	origin	stringed instruments
Mandora	chordophones	3	origin	stringed instruments
Mandore	chordophones	3	origin	stringed instruments
Marovany	chordophones	3	origin	stringed instruments
Mohan veena (India)	chordophones	3	origin	stringed instruments
Morin khuur (Mongolia)	chordophones	3	origin	stringed instruments
Musical bow	chordophones	3	origin	stringed instruments
Nyckelharpa (Sweden)	chordophones	3	origin	stringed instruments
Octave mandolin (Octave mandola)	chordophones	3	origin	stringed instruments
Octobass	chordophones	3	origin	stringed instruments
Oud	chordophones	3	origin	stringed instruments
Piano(Pianoforte)	chordophones	3	origin	stringed instruments
Piccolo violino	chordophones	3	origin	stringed instruments
Piccolo ‘cello/violoncello piccolo	chordophones	3	origin	stringed instruments
Pipa (China)	chordophones	3	origin	stringed instruments
Piwancha (Nepal)	chordophones	3	origin	stringed instruments
Psaltery	chordophones	3	origin	stringed instruments
Quatro	chordophones	3	origin	stringed instruments
Rebab (Afghanistan)	chordophones	3	origin	stringed instruments
Rebec	chordophones	3	origin	stringed instruments
Requinto jarocho (Mexico)	chordophones	3	origin	stringed instruments
Ruan (China)	chordophones	3	origin	stringed instruments
Rudra vina (India)	chordophones	3	origin	stringed instruments
Sallameh (Iran)	chordophones	3	origin	stringed instruments
Sanshin (Okinawa)	chordophones	3	origin	stringed instruments
Santoor (Iran)	chordophones	3	origin	stringed instruments
Sanxian (China)	chordophones	3	origin	stringed instruments
Sarangi (India)	chordophones	3	origin	stringed instruments
Sarod (India)	chordophones	3	origin	stringed instruments
Saung (Burma)	chordophones	3	origin	stringed instruments
Saw sam sai (Thailand)	chordophones	3	origin	stringed instruments
Saz	chordophones	3	origin	stringed instruments
Se (China)	chordophones	3	origin	stringed instruments
Shamisen (Japan)	chordophones	3	origin	stringed instruments
Setar (lute) (Persia)	chordophones	3	origin	stringed instruments
Sitar (Persia)	chordophones	3	origin	stringed instruments
Sitarla (Japan)	chordophones	3	origin	stringed instruments
Stroh violin	chordophones	3	origin	stringed instruments
Sopranino mandolin	chordophones	3	origin	stringed instruments
Tamburitza (Croatia/Serbia)	chordophones	3	origin	stringed instruments
Tanpura (India)	chordophones	3	origin	stringed instruments
Tar (lute) (Iran)	chordophones	3	origin	stringed instruments
Tea chest bass	chordophones	3	origin	stringed instruments
Tenor viola	chordophones	3	origin	stringed instruments
Theorbo (Europe)	chordophones	3	origin	stringed instruments
Timple	chordophones	3	origin	stringed instruments
Tres	chordophones	3	origin	stringed instruments
Tro (Cambodia)	chordophones	3	origin	stringed instruments
Trumpet marine/tromba marina	chordophones	3	origin	stringed instruments
Tsymbaly (Ukraine, Belarus)	chordophones	3	origin	stringed instruments
Tuhu (China)	chordophones	3	origin	stringed instruments
Ukulele	chordophones	3	origin	stringed instruments
Soprano Ukulele	chordophones	3	origin	stringed instruments
Tenor Ukulele	chordophones	3	origin	stringed instruments
Concert Ukulele	chordophones	3	origin	stringed instruments
Cigar Box Ukulele	chordophones	3	origin	stringed instruments
Baritone Ukulele	chordophones	3	origin	stringed instruments
Valiha (Madagascar)	chordophones	3	origin	stringed instruments
Veena (India)	chordophones	3	origin	stringed instruments
Vertical viola (and other members of the violin octet family)	chordophones	3	origin	stringed instruments
Vichitra vina (India)	chordophones	3	origin	stringed instruments
Vielle	chordophones	3	origin	stringed instruments
Vihuela (Spain)	chordophones	3	origin	stringed instruments
Vihuela (Mexican)	chordophones	3	origin	stringed instruments
Viol (also called as Viola da gamba)	chordophones	3	origin	stringed instruments
Viola da gamba	chordophones	3	origin	stringed instruments
Viola	chordophones	3	origin	stringed instruments
Viola d’amore	chordophones	3	origin	stringed instruments
Violin	chordophones	3	origin	stringed instruments
Violotta	chordophones	3	origin	stringed instruments
Washtub bass	chordophones	3	origin	stringed instruments
Whamola	chordophones	3	origin	stringed instruments
Xalam/Khalam	chordophones	3	origin	stringed instruments
Yaylı tanbur	chordophones	3	origin	stringed instruments
Yazheng (China)	chordophones	3	origin	stringed instruments
Yangqin (China)	chordophones	3	origin	stringed instruments
Zhonghu (China)	chordophones	3	origin	stringed instruments
Zhuihu (China)	chordophones	3	origin	stringed instruments
Zither	chordophones	3	origin	stringed instruments
Autoharp	chordophones	3	origin	stringed instruments
Overtone zither

Verb Forms and Tenses – Quizzes

 

Verb Forms and Tenses – Quizzes

These verb forms and tenses quizzes will help you test your knowledge of correct verb conjugation in English. Most of the interactive quizzes provide feedback and scoring, as well as follow-up information if you need to review.

• Past Tense Forms Review Quiz
• Simple Past or Present Perfect Review Quiz
• Future Tense Forms Review Quiz
• Present Perfect or Present Perfect Continuous
• Advanced Tense Identification
• Passives Quiz – Active to Passive Voice
• Conditional Forms Quiz

Important Rules

These important rules provide help on avoiding some of the most common mistakes in English including capitalization and punctuation. The guide to common mistakes in English focuses on 10 problems that non-native and native speakers often face.

• Common Mistakes in English
• Capitalization Rules
• English Punctuation Rules
• English Contractions
• Article Usage

English Grammar Building Blocks

These important grammar points focus on providing descriptive information, as well as linking your thoughts in writing and speaking. They also deal with word placement and sentence structure in order to help you communicate clearly in English.

• Adjectives or Adverb?
• Adjective Placement
• Adverbs of Frequency
• Adverb Clauses Overview
• Gerund Or Infinitive Learning Tool
• Adjective Preposition Combinations
• Paired Conjunctions – both – and, not only – but also, etc.

Review Quizzes

These review quizzes test your knowledge of essential English grammar and vocabulary at both intermediate and advanced levels. Most quizzes offer feedback and scoring, as well as follow-up information to help you improve your score.

• Intermediate Grammar Review
• Advanced English Grammar Review
• Adjective Placement Quiz
• Adverb Usage Quiz
• Definite and Indefinite Article Review
• Gerund or Infinitive Quiz
• Comparative and Superlative Forms
• Advanced Level Quizzes
• Intermediate Level Quizzes

Strategies

These strategies will help take your English communication skills to the next level. These articles will help identify your weak points, learning style and learning goals while providing useful tips and steps to improve your English learning in class and at home.

• How to Improve Your English
• How to Improve Your Pronunciation
• How to Take a Test
• How to Improve Your Vocabulary
• Intonation and Stress: Key to Understanding
• Tips Before You Begin a New ESL Class
• American English Usage Tips
• British / American Translations
• Differences Between American and British English

Vocabulary Lists and Reference

Enlarging your vocabulary is key to improving your English. These lists and reference guides will help you build vocabulary in key English learning areas such as commonly confused words, idiomatic expressions, phrasal verbs and more.

• 850 Key Words for English Fluency
• Commonly Confused Words
• Idiom and Expression Resources
• Phrasal Verbs
• Visual Dictionary – Professionals
• Visual Dictionary – Sports
• Visual Dictionary – Food
• Homonym List for English Learners
• Verb Preposition Combinations

Idioms and Expressions Quizzes

Understanding English idioms and expressions is one of the most challenging aspects to learning English. The key to learning new vocabulary is to test your understanding often and in different contexts. These quizzes focus on common English idioms and expressions which are used on a regular basis.

• Animal Expressions Quiz
• Common Idiomatic Phrase Quizzes
• Everyday Expressions Quiz
• Fixed Expressions Quiz
• Idioms and Expressions with Specific Words

Business English

Many students use English with others around the globe in business settings. These resources have been developed for intermediate to advanced level students who want to focus specifically on improving English for business purposes.

• Business English Level Test
• Interview Basics
• Basic Business Letters
• Useful Business English Phrases
• Effective Presentation Tips
• General Business English Attitudes Overview
• Business and Commercial Letters – Core Vocabulary
• How to Write a Business Report
• Financial Terminology Quizzes

Reading Skills and Comprehension

Reading widely and often is important in improving your English understanding as well as improving your vocabulary. These reading skills tips focus on using reading skills that you use everyday in your native language, as well as providing insight into common English writing styles. The quizzes will help you practice your reading comprehension for both intermediate and advanced levels.

• Improve Reading Skills
• Improving Reading Skills – Quiz
• Understanding Newspaper Headlines
• Intermediate Level Reading Comprehension
• Advanced Level Reading Comprehension

Listening Skills and Comprehension

Improving listening skills is one of the greatest challenges for English learners. These sheets will help you understand strategies to improve your listening skills. The quizzes, for both intermediate and advanced levels, will help you practice, practice, practice!

• Improving Listening Skills
• English Learning Podcasts
• Intermediate Level Listening Practice
• Advanced Level Listening Practice

Writing in English

As your English improves, you will begin writing a variety of documents. These resources will help you connect your ideas, strengthen your arguments in both formal and informal writing.

• Paragraph Writing
• Basic Business Letters
• Basic Essay Writing Style
• Comparing Ideas
• Creative Writing – Modifying Words and Phrases
• How to Write a Resume
• Use Your Dictionary

Speaking and Pronunciation

Pronunciation and speaking skills are perhaps the most important skills in English learning. Most people study English to speak with others, these articles will help you improve your pronunciation so that others can better understand. These resources will also help you with strategies to become more active in conversations.

• Word Stress Patterns in English
• Sound Scripting – Word Stress and Intonation
• How to Improve Your Pronunciation
• English Pronunciation Exercises
• Making Small Talk for English Learners
• Speaking Strategies for English Learners
• Phonetics: Introduction
• American English Usage Tips
• Tongue Twisters

Learning Products

It’s great that you are using the internet to improve your English skills. However, you’ll probably also need some products such as grammar books, dictionaries, etc. These product recommendations have been tried and tested in and outside of the English classroom.

• Recommended Books for Intermediate English Learners
• Essential Advanced Level English Learner Resources
• Top Grammar Books
• Top English Learner Dictionaries
• Intermediate Level English Learning Software
• North American Pronunciation CD Rom / Book

English Tests – TOEFL, IELTS and Cambridge Exams

English exams such as the TOEFL or any of the Cambridge exams are often required by employers, universities and other institutions. These resources will help you understand which test is best for you and how to effectively prepare for your exam.

• How to Take a Test
• Free Cambridge First Certificate Resources
• First Certificate Study Materials
• Free TOEFL Resources
• TOEFL Study Materials
• Free IELTS Resources
• TOEFL Grammar Practice Quiz
• TOEFL Vocabulary Practice Quiz
• Sentence Transformation Exercises

 

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Phonics has from time to time, been questioned from educators who advocate the whole language approach. They say it’s too regimented and mechanical. But phonics is the only system proven to teach children to decode words effectively. Phonics instruction is essential in the teaching of spelling also. Whole language or context reading is useful for content area reading and should be a part of the curriculum. But phonics instruction is crucial for initial instruction.

Here is a phonics and spelling program that I developed for use with special needs students. It worked so well that I used it general education students, adults and my own children in home-schooling. Remember that these rules fit for individual words as well as syllables within a word. See my article on syllabication patterns as part of a phonics and reading program. Learning syllable rules helps students learn to read.

My program is very simple. Each sound pattern is coded with a certain color. I use color coding initially as a way to learn sound patterns in phonics. Students then use the same color coding rubric to write out words that they need to spell. My program addresses each type of sound and spelling pattern that students will encounter. I teach them sequentially also. Here is the order and method I use.

CONSONANTS

Blue: (consonant that only make one sound):b, d, f, j, k, l, m, n, p, r, s, t, v, w, z . We also color c, g, h, and y blue when they make their hard sound, such as c as in cake, g as in gun, h as in happy and y as in yellow. Remind students that C and G make soft sounds when followed by A, O or U and H and Y make their regular sounds when they begin a word.

Purple: (soft consonants) C and G when they make their soft sound as is cider and gym. Remind students that both c and g make soft sounds when followed by I, E or Y.

Light blue: (beginning and ending blends) Although the consonant sounds do not change, I do note the blends slightly differently to help students learn to connect the sounds.

Beginning: bl-, br-, cl-, cr-, dr-, fl-, fr-, gl-, gr-, pl-, pr-, sc-, scr-, sk-, sm-, sn-, sp-,spl-,spr-, st-, str-, sw-, tr-, tw- vr-
Ending: -ft, -lb, -ld, -lf, -lk, -lm, -ln, -lp, -lt, -nd, -mp, -pt, -sp, -st

Green: (digraphs-two consonants that make a single, different sound)
These digraphs can come at the beginning or end of a word and make a unique sound: -ch-, -sh-, -ph-, -tch comes only at the end of a word, -th– (NOTE: -th- can be voiced or whispered at the beginning of a word, both only whispered at the end: think, though, moth).

Blue and Yellow (digraphs that make the sound of one of the letters or are double consonant digraphs) Color the spoken consonant sound blue and the silent partner yellow.

-ck -(only at the end)
wh- (only at the beginning)
-ff, -gg, -ll, -ss, ( in the middle, they indicate a syllable division, like kitten or at the end like staff, egg, small, mess)
-bb, -dd, -mm, -nn -tt (these are only found in the middle of words and are generally only doubled when adding a word ending or in consonant -le patterns; use the same blue/ yellow pattern – rubber, waddle, batter, battle, winner, drummer)

VOWELS

Orange:regular short vowel soundsa as is cat,e as in bed, i as in lit,o as in hot, u as in cup.
Red: long vowels sounds
Yellow:Silent vowels. (NOTE: all long vowel patterns require a silent vowel to make them long, or vowels which ‘say their name’ as we call it. It is typically the second vowel that is silent)

silent ‘e’ at the end of the word or syllable with the CVC-silent E pattern
silent vowel partners (in this case, the vowel which says its name in colored red and the silent partner is yellow, reminding students that it makes no sound)

-ai (paid), -ay (lay) NOTE: in syllables, the long a sound is spelled ai when followed by a consonant and -ay when it ends the syllable or word.
-ea (bean) -ee (seen), -ey (key) NOTE: Y is a vowel when it follows another vowel.
-ie (tie)
-oa (coat), -oe (toe) -ou (as in dough only* see -ou rules below) -ow (blow), NOTE: ‘W’ is a vowel when it follows another vowel.
-ui (suit), -ue (glue)

Peach: (diphthongs or vowel slides in which the vowel combination makes both vowel sounds or a different one altogether) aw, eu, ew, oo, oo, ou, ow, oy, oi

LETTER COMBINATIONS

Pink: (vowel/consonant blends in which neither one make the usual sound) eigh, (freight) augh(caught),ing, ang, eng, ong, ung

Turquoise (-r controlled vowel sounds) aras in car, er as in her, ir as in bird,or as in cord,ur as in hurdle

Red/ Blue/ Yellow: (igh, ight) Because the ‘i’ says its long sound, it is red, the ‘gh’ is silent and therefore yellow, and the ‘t’ is blue because it makes its usual sound.

Shades of Brown: (ou and ough) Since there are several possible pronunciations for ou and ough, (*other than ou as in dough), I teach students to color each way in a different shade of brown:

cream–ough (ow as in bough)
tan–ough (aw as in bought)
medium–ough (awff as in trough)
red/brown–ough (uf as in rough)
dark brown–ou (oo as in should)
beige–ou (oo as in you)

Silver: (suffixes and word endings) -tion, -ion, -ous, -cian, -y, -ily, -est, -er
Gold: (prefixes) pre-, un-, re-, a-, mis-
This should only be for prefixes and suffixes which change the word meaning and which are not stand alone words. There are many more; these are just a few.

BETTY BOOP THE OLD MAN

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Bett’s Sex AppealUnlike Disney,Fleischer Studios’ only real competitor at the time, Fleischer allowed several racy images and sexy betty boop scenarios to enter his cartoons. In several cartoons, Betty loses the top of her dress (”Any Rags”-1932 and “Poor Cinderella”-1934), exposing a frilly strapless bra, and in others her skirt flies up (”Dizzy Red Riding Hood”-1931 and “Barnacle Bill”-1930.) You can even catch a glimpse of her breast in “betty boop’s Rise To Fame”, while she changes into her hula outfit, but only if you look quickly (The scene lasts only 1/24th of a second.) In the same picture, she performs the hula dance with only a strategically placed flower lei to cover her chest. In a couple of cartoons (”Mysterious Mose”-1930 and “The Old Man of the Mountain”-1933), Betty loses her dress completely, but is conveniently hidden behind a tree or in her bed. Very often betty boop’s curved silhouette could be seen through her clothing as she passed before a fire or other light. By 1935, in the era where sitcom married couples slept in separate beds, Betty was toned down. Her skirt was lengthened and her strapless dress given a top and short sleeves. Thankfully, today censors are not so strict, and Betty has returned to her former self.

Betty’s Strip
In 1934, Betty began appearing in comic strips drawn by Bud Counihan (though they were signed with Max Fleischer’s name.) The daily strip ran for one year (1934-1935), then was released only on Sundays until 1937. Appearing with Betty in the strips were a whole cast of regulars, who never made it to the big screen. Several were caricatures of male stars of the time, including Van Twinkle (A dark haired man with a cane and a fancy cigarette holder. Van Twinkle had a baby brother named Percy who was the same age as Billy, Betty’s little brother.), Van Arsdale (a moustached star), Van Hart (a blonde), and Val Velour were a few. More regularly appearing were Von Script (Betty’s director), Aunt Tillie (A large woman with a quick and violent temper, and tattoos of anc

hors on her forearms) and Betty’s baby brother called Billy or, (when he lost the baby bonnet and grew a little hair) Bubby or Bobby. The plotlines in general followed Betty’s adventures as an actress, as well as her dealings with her temperamental little brother and his acting career. Another character featured in the strips, never seen but often mentioned, was “The Chief”, from whom Betty and her director took their orders. Pudgy appeared in several strips as a generic dog, or “Hugo” or “Spunky”, but never Pudgy. Also shown during contract disputes were Betty’s lawyers, a group of four double chinned and balding, bespectacled men. (These collected strips are available in Betty Boop’s Hollywood Chronicles, Avon Books, New York.)

Betty’s beginning

The first appearance of Betty Boop was in the 6th Talkartoon starring Bimbo, entitled “Dizzy Dishes” (1930.). Grim Natwick was the first animator to draw Betty, who had not yet been officially named. He took inspiration for Betty’s spit curls from a song sheet of Helen Kane, commonly called the “Boop Oop a Doop Girl”. Betty started out being designed as a human-like dog, only her black button nose and floppy ears hinting at her canine nature. These ears later became her round earrings, in part due to the fact that the Fleischer animators had a tendency to change animating styles and features of characters from cartoon to cartoon, and sometimes within the same cartoon. (In “Bum Bandit”-1931- Betty’s nose changes from black to white and then back again in the same cartoon.) Her high baby voice, like her spit curls, were in imitation of singer Helen Kane. Her first starring role was in “Betty Coed” (1931), which also marked the first time the name Betty was connected with the character. In “Any Rags” (1932), Betty became completely human, and her ears permanently became earrings. As for her famous garter, Betty started out with two, then early drawings showing her still with ears show the garter on her right leg. When she became a regular, however, and her features were officially set, the garter moved to her left leg, and stayed there.
Betty’s Return
Betty’s series ended in 1939 with “Yip Yip Yippy“. In the years to follow, she would appear in clumsily colored re-releases (1970) on television, but her real revival came about during the late 60’s and early 70’s, when her cartoons began to appear in late night showings at college town theaters, as well as part of psychedelic light shows. Since then she has remained popular, with a fan following that becomes larger every day. The 90’s celebration of her 60th anniversary brought her back into the public eye even more. To commemorate the event, A&E did a Biography special on her and on the Fleischers, and the American Movie Classics channel (AMC) has shown several of her cartoons. Her cartoons are now available to the general public in an 8 tape set from Republic Pictures.

Betty’s Friends
In 1932 Betty took over as the Fleischer star, and Bimbo was relegated to the role of her companion. He didn’t seem to mind, even when she stopped being a dog and became human. Other regular co-stars included Ko-Ko the clown, who had been retired for some years from his previous cartoon series, and Pudgy, her faithful puppy companion (created by Myron Waldman). Also seen in many cartoons with Betty were Grampy (who appeared in over 10 Betty cartoons), and the pretty boy Freddy, her sometime love interest, as well as a host of other personified animals (most of whom disappeared after 1934). Only appearing once with Betty were Henry, the Little King and Little Jimmy, all adopted from other cartoon strips. As for romantic connection, she was seen not only with Freddy, but also with Bimbo on a regular basis, and Ko-Ko, with slightly less regularity. Ko-Ko was occasionally given the singing voice and dance moves of Cab Calloway during his guest appearances

Betty’s Voice
Among those who provided Betty’s voice were Margie Hines, Kate Wright, Bonnie Poe, Mae Questel and Annabel Little. Ann was the first to be chosen, and made a few cartoons before taking Betty on the road in a vaudeville act. Mae Questel was in her teens when she won a Helen Kane look alike contest, and was hired by Paramount, who had Kane’s contract, to appear in the RKO chain of theaters for publicity. In 1931, Max Fleischer saw Mae and invited her to do Betty’s voice, which she did until the series ended in 1939. Many other star voices appeared in Betty cartoons, among them Rudy Vallee (Rudy Valee Memories), Louis Armstrong (“I’ll Be Glad When You’re Dead, You Rascal You”) and Cab Calloway (“Minnie The Moocher”, “Snow White” and “Old Man of the Mountain”) .

Betty’s Legal Troubles
All was not wine and roses for Betty. In April 1934, Helen Kane, whose popularity had waned since her debut in 1929, filed suit against Max Fleischer, Fleischer Studios and Paramount Pictures for $250,000. She claimed that Betty Boop had stolen her fans. Max Fleischer gave testimony that Betty Boop was not based on Helen Kane (which was untrue – Kane was one of the main inspirations for Betty, though she developed other features on her own as the years progressed.) Five of the women who had been the voice for Betty Boop appeared in court to deny that they had attempted to imitate Kane’s voice. The judge even watched and compared several of Betty’s cartoons with some of Helen Kane’s films. There was testimony that the “Boop Oop a Doop” phrase came long before Kane’s popularity, as one witness claimed to have heard the phrase uttered in an Edith Griffith song. And on May 2nd, Paramount Pictures was able to locate a film clip of another singer, Baby Esther, who used the same phrase in a song in 1928.

Betty Today
The first Boopabelia hit the stores in 1934, decorating such items as coats, tea sets, cards, dolls and watches with her now familiar image. Today, you can find anything from t-shirts and shower curtains, to personalized checks and nail polish, each bearing Betty’s charming likeness. A new line of Betty Boop dolls from Precious Kids has just been released, including some talking dolls. Her cartoons have been released and re-released, and her complete set of cartoons is now available in an 8 tape set, celebrating her 60th year, (available at any major movie retailer, and Amazon.com.) She remains popular in Europe and in Mexico, as well as other places around the world. With her round wide eyes and her pouty mouth, she has boop-oop-a-dooped her way into the hearts of hundreds, or even thousands.

Betty Boop made her film debut in a Max Fleischer short cartoon entitled “Dizzy Dishes” in August of 1930. Her character evolved, leading to a “Talkartoon” series. In 1932, Betty starred in “Any Rag,” and the world’s first genuine female cartoon star was created. Betty’s flapper style and sassy charm has captured audiences ever since.

 

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Boy: Woof! You sure gotta climb a lot of steps to get to this Capitol Building here in Washington. But I wonder who that sad little scrap of paper is?

I’m just a bill.
Yes, I’m only a bill.
And I’m sitting here on Capitol Hill.
Well, it’s a long, long journey
To the capital city.
It’s a long, long wait
While I’m sitting in committee,
But I know I’ll be a law someday
At least I hope and pray that I will,
But today I am still just a bill.

Boy: Gee, Bill, you certainly have a lot of patience and courage.

Bill: Well I got this far. When I started, I wasn’t even a bill, I was just an idea. Some folks back home decided they wanted a law passed, so they called their local Congressman and he said, “You’re right, there oughta be a law.” Then he sat down and wrote me out and introduced me to Congress. And I became a bill, and I’ll remain a bill until they decide to make me a law.

I’m just a bill
Yes I’m only a bill,
And I got as far as Capitol Hill.
Well, now I’m stuck in committee
And I’ll sit here and wait
While a few key Congressmen discuss and debate
Whether they should let me be a law.
How I hope and pray that they will,
But today I am still just a bill.

Boy: Listen to those congressmen arguing! Is all that discussion and debate about you?

Bill: Yeah, I’m one of the lucky ones. Most bills never even get this far. I hope they decide to report on me favourably, otherwise I may die.

Boy: Die?

Bill: Yeah, die in committee. Oooh, but it looks like I’m gonna live! Now I go to the House of Representatives, and they vote on me.

Boy: If they vote yes, what happens?

Bill: Then I go to the Senate and the whole thing starts all over again.

Boy: Oh no!

Bill: Oh yes!

I’m just a bill
Yes, I’m only a bill
And if they vote for me on Capitol Hill
Well, then I’m off to the White House
Where I’ll wait in a line
With a lot of other bills
For the president to sign
And if he signs me, then I’ll be a law.
How I hope and pray that he will,
But today I am still just a bill.

Boy: You mean even if the whole Congress says you should be a law, the president can still say no?

Bill: Yes, that’s called a veto. If the President vetoes me, I have to go back to Congress and they vote on me again, and by that time you’re so old…

Boy: By that time it’s very unlikely that you’ll become a law. It’s not easy to become a law, is it?

Bill: No!

But how I hope and I pray that I will,
But today I am still just a bill.

Congressman: He signed you, Bill! Now you’re a law!

Bill: Oh yes!!!

MORE RHYMING WORDS!!!!!

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ack – back, lack, pack, rack, sack, tack, yak, black, knack, quack, slack, smack, snack, stack, track, whack, attack

ail –  bale, fail, hail, mail, male, nail, pail, tale, rail, sail, stale, scale, snail, whale, detail, email

air – air, bare, care, chair, dare, fair, hair, pair, rare, wear, chair, flare, stare, scare, share, spare, square, there, where, aware, beware, compare, declare, despair, prepare, repair, unfair

ake – ache, bake, fake, lake, make, rake, take, brake, break, flake, quake, snake, steak, awake, mistake

all – all, ball, call, doll, hall, fall, tall, crawl, small, baseball, football

an – an, can, fan, man, pan, ran, tan, van, plan, scan, span, began

and – and, band, hand, land, sand, bland, command, demand, expand, stand, understand

ap – cap, gap, map, nap, tap, zap, chap, clap, flap, slap, snap, strap, trap, wrap

ar – are, bar, car, far, jar, tar, star, scar, afar, guitar

at – at, bat, fat, mat, pat, rat, sat, flat, that, splat, combat

ate – ate, date, fate, mate, late, gate, rate, wait, crate, great, plate, skate, slate, state, straight, trait, weight, create

ed – bed, dead, fed, head, led, read, red, said, bread, fled, spread, thread, tread, instead

ell – bell, fell, sell, well, yell, shell, smell, spell, farewell, hotel, motel

en – den, hen, men, pen, ten, glen, then, when, wren, again

et – bet, get, jet, let, met, pet, set, vet, wet, yet, threat, barrette, reset, upset

in – bin, chin, in, pin, tin, grin, thin, twin, skin, begin, within

ing – king, ring, sing, wing, zing, bring, cling, fling, sling, spring, sting, string, swing, thing

it – bit, fit, hit, it, kit, lit, pit, sit, flit, knit, quit, skit, slit, spit, split, admit, commit, permit

ite – bite, kite, bright, fight, fright, knight, night, might, right, tight, white, write, delight, tonight

oh – go, hoe, low, mow, row, sew, toe, blow, crow, dough, flow, know, glow, grow, know, show, slow, snow, stow, though, throw, ago, although, below

ot – cot, dot, got, hot, lot, not, pot, rot, tot, bought, fought, knot, taught, shot, spot, squat, forgot

ound – crowned, found, ground, hound, mound, pound, round, sound, wound, around, surround

oze – bows, hose, nose, rose, toes, blows, flows, froze, grows, those

ub – cub, rub, sub, tub, club, stub, scrub, shrub

un – bun, fun, gun, one, run, son, sun, ton, won, done, none, begun, outdone, undone

 

CAN YOU ADD ANOUTHER RHYMING WORD?

 

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The most common English rhyming words are as follows :

• Date, bait
• Freight, gate
• Late, mate
• Await, overweight
• Tolerate overrate
• Inflate, irate
• Sedate, elate
• Debate, dictate
• Recite, tonight
• Plight, light
• Alight, alright
• White, write
• Great, hate
• Sight, site
• Knight, night
• Height, kite
• Delight, despite
• Dig, twig
• Lizard, wizard
• Thumb, plum
• Desert, concert
• Steal, appeal
• Treasure, leisure

80’s quote’s “C”

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Caddyshack

“I should of stayed at home and played with myself!!”

Caddyshack

“hey wang, I think this clubs restriceted so dont tell ’em your jewish, ok fine”

Caddyshack

Spaulding: I want a hamburger… no, a cheeseburger. I want a hot dog. I want a milkshake… Judge Smails: You’ll get nothing and like it.

Caddyshack

“Do you take drugs Danny?” “Everyday” “Good. So what’s the problem?” “I don’t know” “Oh Mrs. Crane, I’m looking at you! You wore green so you could hide! Oh, Mrs. Crane you’re a monkey woman you know that? You’re a little monkey woman; you’re lean, you’re mean, and you’re not too far between I bet are ya?” “Hey orange balls! I’ll take a box of those, gimme some of those naked lady tees, gimme 6 of those, gimme 3 of those-Oh this is the worst looking hat I ever saw! Boy, you wear a hat like this I’ll bet you get a free bowl of soup huh? Oh, it looks good on you though!” “Ohhhhhhh, man in the boat overboard! You beast……you savage…..c’mon bark like a dog for me! Bark like a dog…..I will teach you the meaning of the word ‘respect’!” “Who’s you’re decorator Beni Hana?” “(laughing) No I bought most of that stuff way back in Vietnam” “You were in the war?” “Ah….no…no(slapping his leg). Homo!” “Hey! That kangaroo stole my ball!” “Jeez! I get no respect from anybody! He called me a baboon, thinks I’m his wife!”

Caddyshack

“So I got that going for me…which is nice”

Caddyshack

(Ty, singing and banging on the keyboard): “I was born to love you…I was born to lick your face…I was born to rub you…but you were born to rub me first.”
Ty:”Do you take drugs, Danny?”
Danny: “Everyday.”
Ty: “Good. So what’s your problem?”
I think this place discriminates Wang, so don’t tell ’em you’re Jewish.
Carl Spackler: “I smell varmint poontang, and the only good varmint poontang is dead varmint poontang.”

Caddyshack

Al Czervik: “Hey,loosen up will ya…. you’re a lotta woman you know that… you wanna make 14 dollars the hard way?” Judge Smails: “You! You’re no gentleman.” Al Czervik: “Yeah, I’m no doorknob either, alright?”

Caddyshack

“So what?, So, let’s dance!” (Rodney Dangerfield‘s character)

Caddyshack II

“So, when can we get the power turned on? Hard to say, hmmm? Well, when can you turn on the heat? Hard to say, hmmm? Well, is it as hard to say as “Oh my G–, there’s a man in my office with a FLAMETHROWER?!””
“So, when can we get the power turned on? Hard to say, hmmm? Well, when can you turn on the heat? Hard to say, hmmm? Well, is it as hard to say as “Oh my G–, there’s a man in my office with a FLAMETHROWER?!”

Can’t Buy Me Love

she gives more rides than greyhound

Can’t Buy Me Love

“We were all friends then,….remember?”

Can’t Buy Me Love

“Let’s see your report card sibling.”

Can’t Buy Me Love

Chuckie: “THAT’S not Dick Clark!”

Can’t Buy Me Love

“I bet you’re a real sexy dancer!”

Can’t Buy Me Love

“I’m into class. It’s my new thing.”

Can’t Buy Me Love

“He isn’t trying to hurt anyone. He’s just trying to make friends, by being himself.”

Can’t Buy Me Love

“…cards with the ‘tards.”

Can’t Buy Me Love

“He paid me 1000 dollars to pretend I liked him and I thought like yeah right but our little plan worked didn’t it Ronald, he fooled me and he fooled all of you, what a bunch of followers you guys are, well at least at least I got paid”

Can’t buy me love

Baby?! I thought she was your little sister!

Cannonball Run

Too much couscous?

The Cannonball Run

“He’s a pepper, she’s a pepper, wouldn’t you like to be a pepper.”

Cannonball Run

Guy on plane talking to Tommy Smothers: “Would you like my peanuts?”(Sounds like he’s saying penis.)

The Cannonball Run

An ice cream truck! Yeah, an ice cream truck! Y’know, they gotta get there before it melts!

Cannonball Run

That must’ve been the entry of the National Safety Council.
Because you’re small…SMALL…S-M-all.

Cannonball Run II

J.J:There’s been a nuclear meltdown and we’re transporting some contaminated material to Connecticut. Cop:Why Connecticut? J.J:They ran out.

Chariots of Fire

Eric Liddell: “I know God made me, but He made me fast. And when I run, I feel His pleasure.”

Cheech and Chong’s the Corscican Brothers

“You’re lying! My brother wasn’t Mexican!”

Child’s Play

Hi, I’m Chucky. Wanna play?

Child’s Play

Women in elevator: what an ugly doll Chucky: F*ck you

Child’s Play

Chucky: Andy, no, please! We’re friends to the end, remember? Andy: This IS the end…friend.

A Christmas Story

“Stuck…Stuck! Stuck!” “I can’t put my arms down!” “I triple dog dare ya!” “How do the piggys eat?”

The Christmas Story

“Fragile…must be Italian.”

A Christmas Story

Oh, fffuuuuuuuuuddddggggggge!

A Christmas Story

“You’ll shoot yer eye out, kid!”

A Christmas Story

“dont bother me, i’m, uh..i’m thinking”

Christmas Story

Ralphie: “BE-SURE-TO-DRINK-YOUR-OVALTINE. Ovaltine? A crummy commercial? Son of a b****!”

Christmas Vacation

Ellen: “Oh Aunt Bethany, you know, you shouldn’t have done that” Aunt Bethany: “Oh dea, did I break wind?” Uncle Louis: “Jesus, did the room clear out, Bethany? Hell no, She means presents! You shouldn’t have brought presents!”

Christmas Vacation

what area going to do with a tree that big griswald.bend over and ill show ya

Christmas Vacation

I’d like Frank Shirley, my boss, right here tonight. I want him brought from his happy holiday slumber over there on Melody Lane, with all the other rich people, and I want him brought right here with a big ribbon on his head. And, I want to look him straight in the eye and I want to tell him what a cheap, lying, no good, rotten, floor-flushing, low-life, snake-licking, dirt-eating, inbred, overstuffed, ignorant, blood-sucking, dog-kissing, brainless, dickless, hopeless, heartless, fat-ass, bug-eyed, stiff-legged, spotty-lipped, worm-headed, sack of monkey shit he is! Hallelujah! Holly Shit! Where’s the Tylenol?

Christmas Vacation

“Shitter’s Full”

Christmas Vacation

…I wanna tell him what a cheap lying no good rotten fore fleshing low life snake licking dirt eating inbred overstuffed ignorant blood sucking dog kissing brainless dickless hopeless heartless fatass bugeyed stiff legged spotty lipped worm headed sack of monkey shit he is. Hallelujah. Holy Shit! Wheres the tylenol.

Christmas Vacation

Cousin Eddy:”That’s snots, we call him that because of his sinus infection. He’s got a little bit of Mississippi leg hound in him Clarke,so you don’t want him around if you got short shorts on if you know what I mean. Just a little advice, if he latches in to you, it’s just best to let him finish!”

Christmas Vacation

Where do you think you’re going? Nobody’s leaving. Nobody’s walking out on this fun, old-fashioned family Christmas. No, no! We’re all in this together. This is a full-blown, four-alarm holiday emergency here! We’re gonna press on, and we’re gonna have the hap, hap, happiest Christmas since Bing Crosby tap-danced with Danny fucking Kaye! And when Santa squeezes his fat white ass down that chimney tonight, he’s gonna find the jolliest bunch of assholes this side of the nuthouse!

Clue

“I enjoy getting gifts from strange men” “mrs. peacock was a MAN?” (slap) (slap) “I am a singing telegram!” BANG.

Coal Miner’s Daughter

Loretta: “Doo, look at this. They’ve got a sale on these radios–real cheap. Reckon we could get one?” Doo (hands Loretta a book): “Here. Read this. Then we’ll talk radios.” Loretta (shocked after opening the book): “My gosh, Doo, this is got pictures in it!”

Cobra

Stallone: “This is where the law stops, and I start…..sucker

Cobra

You’re a disease and I’m the cure.

Cobra

“You’re a disease, and I’m the cure.” “I don’t deal with psychos. I put ’em away.”

Cocktail

Coglins Law “Bury the dead when they are stinking up the place”

Cocktail

“You want poems? You want poets? I am the world’s last barman poet!” (Give us a kiss you sexy beast!)”I see America drinking the fabulous cocktails I make. America’s getting stinking on something I stir or shake. The sex on the beach, the schnapps made from peach, the velvet hammer, the Alabama slammer! I make drinks with froth, the pink squirrel…the three-toed sloth. I make drinks so sweet and snazzy, the iced tea…the kamikaze. The orgasm (hands off the merchandise), the death spasm. The singapore sling, the ding-a-ling. America you’re just devoted to every flavor I’ve got, but if you really want to get loaded why don’t you just order a shot? Bar’s open!”

Cocktail

Hey bartender, know how to make a red eye?

Cocktail

Brian: “Drinks are on the house!”

Cocktail

the luck is gone, the brain is shot, but the liqour we still got!

Cocktail

If things didn’t end badly they wouldn’t end

Cocktail

The sex on the beach, the schnapps made from peach, the velvet hammer, the Alabama slammer! I make drinks with froth, the pink squirrel…the three-toed sloth. I make drinks so sweet and snazzy, the iced tea…the kamikaze. The orgasm, the death spasm. The singapore sling, the ding-a-ling. America you’re just devoted to every flavor I’ve got, but if you really want to get loaded why don’t you just order a shot?

Come Back to the 5 & Dime, Jimmy Dean, Jimmy Dean

“Go ahead, Juanita. Take a look at ’em. There’s no strawberry Jell-O in those boobs now!”

Coming To America

“Let your Soooooooooooooouuullllllllllll Glow!”

Coming to America

“Hey Stew! Rents due motha fucka. And dont be pulling that falling down the stairs shit again…Are you consious?”

Coming to America

“Their buns have seeds…my buns have no seeds”

Coming to America

“From the ‘What’s Going Down” episode of ‘That’s My Mama.'”

Coming to America

Rocky Marciano! Rocky Marciano, that’s they one! He beat Joe Lewis’s ass!

Coming to America

Identical Twins: (in unison) This is the first time my sister and I have been on a date…since the doctor separated us.

Coming to America

Eddie(barber) :What kind of chemical you put in your hair. Eddie(prince) :I don’t use no checmicals, just jucies and berries. Eddie(barber) :Ah man that ain’t nothing but ultra perm.

Coming to America

Let’s give it for Sexual Chocolate!!!!!! I was Joan of Arc in my past life. My name is peaches and I’m the best, all the dj’s want to feel my breast. HICCUP HICCUP HICCUP HICCUP HIC

Coming to America

If your really a prince I’ll marry ya

Coming to America

Maurice (Louie Anderson): “I started out just like you guys – on trash. Now, I’m washing lettuce. Pretty soon I’ll be on fries. In a year or two, I’ll make assistant manager….and that’s when the big bucks start rolling in!”

Coming to America

“Good Morning my neighbors!” “F*uck you!” “Yes f*uck you too!”

Coming to America

“Put a sock in it Jaffi The boy’s in love”
“Sexual Chocolate!!!”

Commando

John matrix:Remember Sully when I promised I’d kill you last? Sully:Yeah matrix you did. John Matrix: I lied……………… Woman: What happened to Sully?. John Matrix: I let him go

Commando

“Remember how I said I’d kill you last? I lied.”

Commando

What happened to Bennet? I let him go.

Commando

I eat green berets for breakfast and right now I’m very hungry!

Commando

I’ll be back, Killeron

Commando

“I eat Green Berets for breakfast.”

Commando

I lied!

Commando

I’ll be back, Bennet

Creepshow 2

“Loco! LOCO!”

Creepshow 2

“Thanks for the ride, lady!”

Creepshow 2

“Hold still or I’ll blow off your old man’s okobushees!”

Creepshow 2

“Why don’t you just run us out of town, Sheriff?”

Creepshow 2

“This hair is gonna get me paid and laid!”

Cruising

“Hips or lips? Bashful? Then get them down, I want to see the world.”

STRANGE ENGLISH WORDS

35 Strange English Words You Probably Won’t Get To Use, Ever

We all know by now that English, the most widely spoken language on Earth, is a crazy language.

It has the most inconsistent rules of any language, which effectively makes it the most confusing tongue of all. It also happens to have the widest vocabulary, some two million words to be exact, since, among other things, it happily takes words from just about any other language and makes those its own. Coining words from out of nowhere is also quite common; just check out these slang words for more intimate body parts of the female anatomy.

The result? A dictionary that contains some of the most obscure terms that we would never think of using in the real world, except when playing Scrabble or trying to impress academic snobs who probably don’t have any idea what they mean in the first place. Here are 35 of them.

1. abacinate

To blind by holding a red-hot metal plate before someone’s eyes

2. borborygmus

The rumbling/growling sound produced by the movement of gas through the intestines of humans and animals

3. butyraceous

Resembling butter in appearance, consistency, or chemical properties

4. callipygian

Having shapely buttocks

5. cockalorum

A self-important little man

6. defenestrate

To throw someone out of a window

7. depone

To testify under oath

8. erinaceous

Like a hedgehog

9. famulus

A private secretary or attendant, especially used to describe an assistant to a magician or scholar

10. finnimbrun

A trinket or knick-knack

11. flibbertigibbet

A silly, scatterbrained, or garrulous person

12. floccinaucinihilipilification

An act or instance of judging something to be worthless or trivial

13. inaniloquent

Given to talking inanely

14. interrobang

A nonstandard English-language punctuation mark which is a combination of an exclamation and question mark

15. lamprophony

loudness and clarity of enunciation

16. limerence

An attempt at a scientific study into the nature of romantic love

17. liripipe

The long tail of a graduate’s hood

18. mesonoxian

Of or related to midnight

19. mumpsimus

A view stubbornly held even when proven to be wrong

20. nudiustertian

The day before yesterday

21. omphaloskepsis

Navel-gazing, mostly as an aid to meditation

22. phenakism

Deception or trickery

23. pneumonoultramicroscopicsilicovolcanoconiosis

A lung disease caused by the inhalation of very fine silica dust causing inflammation in the lungs; the longest word ever to appear in an English language dictionary

24. pronk

A weak or foolish person

25. pulveratricious

Covered with dust

26. rastaquouere

A social upstart, especially from a Mediterranean or Latin American country

27. scopperloit

rough or rude play

28. selcouth

Rarely known; unusual; strange

29. syzygy

Astrological term pertaining to an event where 3 or more heavenly bodies line up

30. tintinnabulate

To ring or to tinkle a bell

31. tyrotoxism

Poisoning by cheese or any milk product

32. ultracrepidate

To criticize beyond one’s sphere of knowledge

33. widdiful

One who deserves hanging

34. zabernism

The misuse or abuse of military power or authority

35. zyzzyva

OTHER SLANG WORDS

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Subject: Slang words of the ’90s

Written By: tekkno_bwoy on 05/18/04 at 4:02 pm

Okay, now I just want to point out some of the slang words and phrases that came out of the 1990s.”sweet”- big early ’90s word

“mega”-which I was amazed to hear after so long from my girlfriend in 1999

“it’s all good”- started in 1994 and just can’t seem to fade out

“the sh*t”- old pimp term

“da bomb”- actually used to describe marijuana in the negative term, from the old Dragnet movies

“phat”- also can stand for: Pretty Hot And Tempting…I love Chris Tucker… ;D

“word is bond”- eastcoast saying I used to hear a lot

“livin’ large”

“kickin’ it”

“dogg” or “dawg”- I still laugh when I hear kids today say this

There’s many more, but I’m so strained right now, so if anyone has anymore they’d like to throw into the mix, go ahead.  I’m curious as to what “you” used to say “back in da day”- another term… ;D

Peace out “doggz”
8)

 

Subject: Re: Slang words of the ’90s

Written By: mr.smith s on 05/18/04 at 4:22 pm

– chill
– wicked (carry over from late 80’s)’
– and so goes the stuff i posted for 80’s Slang (Teenage Mutant Ninja Turtle slang) i.e. radical, awesome, bodacious, ect.
– RAD (short form)

Subject: Re: Slang words of the ’90s

Written By: Cheetara on 05/18/04 at 4:38 pm

“Clownin”    ;D

Subject: Re: Slang words of the ’90s

Written By: nally on 05/18/04 at 4:40 pm

I first heard the expression “my bad” when I was in my sophomore year of high school (1995-96). :-\\

Subject: Re: Slang words of the ’90s

Written By: onaree on 05/18/04 at 7:35 pm

We always used to say NOT after everything, not. ;D

Subject: Re: Slang words of the ’90s

Written By: erica on 05/18/04 at 8:33 pm

how about all the waynes world slangs: “way!”, “schwing!“, i cant remember others..also “psych” was really popular, went along with the “not” usings.

Subject: Re: Slang words of the ’90s

Written By: nally on 05/18/04 at 10:32 pm

We always used to say NOT after everything, not. ;D

Oh, I remember that catchphrase so well! I believe it was 1992 or so when I heard lots of people using it; I even said it myself lots of times. 😀

Subject: Re: Slang words of the ’90s

Written By: goodsin on 05/19/04 at 11:20 am

Bosh- meaning good, or to eat something;
Garys or Micks- Gary Abbletts (tablets), Mick Mills (pills);
Sorted- self explanatory;
Rave- outdoor illegal party;
Cushty– OK;
I’m sure there’s more, I’ll post them when I get time…

Subject: Re: Slang words of the ’90s

Written By: mr.smith s on 05/19/04 at 3:30 pm

it’s really an expression but “Take a chill pill!”

Subject: Re: Slang words of the ’90s

Written By: tekkno_bwoy on 05/19/04 at 4:07 pm

Here’s a couple more I thought of:”Audi 5000″- 1991 term that means: “I’m out”.  It’s a car, and I guess it goes really fast.  ;D

“skills” or “skillz”- around 1992-93 to mean, someone’s got knowlege, charisma, etc…

“flava”

“izz”–actually it started in 1980-81(when I was 2 and 3). It’s kind of like pig latin.  It’s when you take a word, such as “house” and you put the “izz” after the “h” and before the “o”…hence you have “h-izz-ouse”.  There’s an old song from 1981 by Frank Smith called The Double Dutch Bus that uses plenty of the “izz”.  In 1992, Snoop Dogg used a lot of it in Dr. Dre‘s The Chronic.  It’s still popular today.  Tr-izz-y it and impress your fr-izz-iends.  🙂

“step off”–means go away, or f**k off

“playa”- I need not explain what most of us already know about this term… 😡
”

“cheese”- money

“bunk” and “whack”- something stupid, or dumb

There’s a few more for your laughing pleasure….some of them are urban slang, so forgive me.  8)

Subject: Re: Slang words of the ’90s

Written By: Bobby on 05/19/04 at 6:33 pm

I remember a lot of those.  🙂

Subject: Re: Slang words of the ’90s

Written By: grrregpower on 05/21/04 at 12:38 pm

miss thing
represent
reca’nize
you go girl
cheese as adjective, like cheese play
using yo at the end of a sentence
sketch/y
bag, as in “he said he would go, but at last minute he totally bagged”
flaked
flannel, used in disgust, as in “look at all these freakin flannels, you said this party was goin to be cool”

Subject: Re: Slang words of the ’90s

Written By: Indy Gent on 05/21/04 at 12:43 pm

70s-“decent”
      “cool”
      “Tighten up!”
      “What’s happ’nen’?!”80s-“cool beans”
      “Bustin’ out”
      “Chuck”
      “suck face”
    ÂÂ
90s-“Show me the Money”
      “The Big Bad”
      “Don’t Scully me.”
       “Butt munch”
“Panty waste”    ÂÂ

Subject: Re: Slang words of the ’90s

Written By: grrregpower on 05/21/04 at 12:46 pm

   let’s not forget juice ÂÂ

Subject: Re: Slang words of the ’90s

Written By: tekkno_bwoy on 05/21/04 at 1:21 pm

;D LOL—-I got a couple more:”baby boo”–used in the 70s, but brought back in the 90s

“all that”

“all that and a bag of chips”–  ;D

“bangin'”

“what’s the 4-1-1”

“bunghole” or “bungholio”

“happy happy joy joy”

Subject: Re: Slang words of the ’90s

Written By: Joel Smith on 05/26/04 at 2:49 am

And also you forgot “as if” and “whatever” (from Clueless), and “whoah”(from Joey in Blossom). And from another Joey, “how you doing”.

Subject: Re: Slang words of the ’90s

Written By: karen on 05/26/04 at 3:59 am

I’m not sure if this is from the 90’s or the late 80’s”Top Banana”

Does anyone know where it came from?

Subject: Re: Slang words of the ’90s

Written By: mr.smith s on 05/26/04 at 5:40 pm

“SAY WHAT??”

Subject: Re: Slang words of the ’90s

Written By: Paul on 05/26/04 at 5:58 pm

I’m not sure if this is from the 90’s or the late 80’s“Top Banana”Does anyone know where it came from?

Not a clue, karen…but I do remember some crummy kids show (on at the weekends at some unearthly hour) having this title – I’d hazard a guess and say it was the 90’s…

Didn’t ‘Good Call’ (meaning good idea, sound opinion…) make an entrance during this decade? I used to (and still do!) hate that phrase…

Subject: Re: Slang words of the ’90s

Written By: Fred on 05/26/04 at 9:05 pm

“As If!?”

Subject: Re: Slang words of the ’90s

Written By: Captain_N on 05/29/04 at 9:54 am

knockin boots

Subject: Re: Slang words of the ’90s

Written By: 1992thousand on 06/01/04 at 12:22 pm

“fine then, be like that!”

Subject: Re: Slang words of the ’90s

Written By: Tanya1976 on 07/31/04 at 5:44 pm

Okay, now I just want to point out some of the slang words and phrases that came out of the 1990s. “sweet”- big early ’90s word”mega”-which I was amazed to hear after so long from my girlfriend in 1999

“it’s all good”- started in 1994 and just can’t seem to fade out

“the sh*t”- old pimp term

“da bomb”- actually used to describe marijuana in the negative term, from the old Dragnet movies

“phat”- also can stand for: Pretty Hot And Tempting…I love Chris Tucker… ;D

“word is bond”- eastcoast saying I used to hear a lot

“livin’ large”

“kickin’ it”

“dogg” or “dawg”- I still laugh when I hear kids today say this

There’s many more, but I’m so strained right now, so if anyone has anymore they’d like to throw into the mix, go ahead.  I’m curious as to what “you” used to say “back in da day”- another term… ;D

Peace out “doggz”
8)

A lot of these slang words were always around in the African-American community. The mainstream, however, got hold of them at this time and ruined them.

Tanya

Subject: Re: Slang words of the ’90s

Written By: wagonman76 on 07/31/04 at 9:27 pm

“going postal” and “disgruntled”

Subject: Re: Slang words of the ’90s

Written By: Tanya1976 on 08/01/04 at 11:57 pm

Going MentalTanya

Subject: Re: Slang words of the ’90s

Written By: onaree on 08/02/04 at 9:31 am

Cool beans!My husband and I still say it today.

Subject: Slang of the ’90s (Not Really the 90’s)

Written By: Davester on 08/07/04 at 12:26 pm

   A few of the slang words mentioned above such as mega-, bunk, chill and rad were used in the 80s…as a matter fact I used all of those (with the exception of rad) as far back as the early/middle 80s.

Subject: Re: Slang words of the ’90s

Written By: bailey on 08/21/04 at 4:26 pm

that was “da bomb”
thats pimpin

Subject: Re: Slang words of the ’90s

Written By: MooRocca on 08/21/04 at 8:17 pm

Appologies if someone mentioned these and I didn’t spot it… some of these may have been 80s, too — can’t remember when I first heard them, just that I heard them a lot in the 90s.Throw down  or Throwin’ down.
Calling you out
Step off
Talk trash, trash talk, “he trashed her”  (bad-mouth)
Trashed (drunk, high)
Smack
Work (verb meaning “con”)
Ooh, snap!  (kind of like “oooooh BURN!” that I hear a lot, now)
Coolness!
All that and a bag of chips
Sooo  (Those shoes are sooo last year, I am soooo there  or  She is soooo not invited to my party)
You go, girl!
Don’t EVEN!  (Short for “Don’t EVEN go there”)
Oh no you didn’t!  (Short for “Oh no you didn’t go there!”)

Subject: Re: Slang words of the ’90s

Written By: Apricot on 08/23/04 at 11:28 am

it’s really an expression but “Take a chill pill!”
I took a chill pill once. Then I took another. Then another. Next thing you know, I’m in an ambulance being rushed to the hospital, but I’m extremely calm and won’t stop humming “Mellow Yellow”. Heh.

Subject: Re: Slang words of the ’90s

Written By: MysteryGoat on 08/23/04 at 5:32 pm

Nuts man, I miss the 90’s  :\'(

Subject: Re: Slang words of the ’90s

Written By: Gis on 08/24/04 at 4:18 am

One that I find annoying still is ‘Lush’ and I don’t know why it bugs me really………probably all those squeally little girlies cooing over some bloke being totally ‘lush’

Subject: Re: Slang words of the ’90s

Written By: Tanya1976 on 08/26/04 at 2:25 am

Appologies if someone mentioned these and I didn’t spot it… some of these may have been 80s, too — can’t remember when I first heard them, just that I heard them a lot in the 90s.Throw down  or Throwin’ down.ÂÂ
Calling you out
Step off
Talk trash, trash talk, “he trashed her”  (bad-mouth)
Trashed (drunk, high)
Smack
Work (verb meaning “con”)
Ooh, snap!  (kind of like “oooooh BURN!” that I hear a lot, now)
Coolness!ÂÂ
All that and a bag of chips
Sooo  (Those shoes are sooo last year, I am soooo there  or  She is soooo not invited to my party)
You go, girl!
Don’t EVEN!  (Short for “Don’t EVEN go there”)
Oh no you didn’t!  (Short for “Oh no you didn’t go there!”)Yeah, a lot of these were recycled by mainstream America. Otherwise, they were always around in my neighborhood.

Subject: Re: Slang words of the ’90s

Written By: … on 01/12/05 at 5:11 pm

What about “trippin'”? I’m sure that term’s been around a while. I’ve always wondered what it really means. :-\\ ::)

Subject: Re: Slang words of the ’90s

Written By: JamieMcBain on 01/12/05 at 9:54 pm

My favorite is “Talk To The Hand!”  ::)  I also like “Eat My Shorts!” as well  ::)  ;D

Subject: Re: Slang words of the ’90s

Written By: nally on 01/12/05 at 11:05 pm

I also like “Eat My Shorts!” as well  ::)  ;D

That was one of Bart Simpson’s catchphrases in the Simpsons’ early years. He’d also say things like:
“Cool your jets, man.”
“Don’t have a cow, man.”
…among others.

Subject: Re: Slang words of the ’90s

Written By: JamieMcBain on 01/12/05 at 11:32 pm

That was one of Bart Simpson’s catchphrases in the Simpsons’ early years. He’d also say things like:
“Cool your jets, man.”
“Don’t have a cow, man.”
…among others.
and “Ay Crumba!” and “I’m Bart Simpson, who the hell are you?” as well.

Subject: Re: Slang words of the ’90s

Written By: eightiesfan on 01/13/05 at 7:38 am

Two big catchphrases that Steve Urkel popularized in the early 90’s:”Did I do that?”

“I’ve fallen, and I can’t get up.”

Subject: Re: Slang words of the ’90s

Written By: nally on 01/13/05 at 4:53 pm

“I’ve fallen, and I can’t get up!”

I seem to recall that that was from a commercial. An old lady, who was lying on the floor, shouted that.

Subject: Re: Slang words of the ’90s

Written By: Howard on 01/13/05 at 6:23 pm

I seem to recall that that was from a commercial. An old lady, who was lying on the floor, shouted that.
that commercial was where she fell and pressed a button and the ambulance was contacted right away.Howard

Subject: Re: Slang words of the ’90s

Written By: nally on 01/13/05 at 9:47 pm

that commercial was where she fell and pressed a button and the ambulance was contacted right away.
I figured it was something of that nature.I don’t recall Steve Urkel ever saying it. :-\\

Subject: Re: Slang words of the ’90s

Written By: Chrisrj on 01/14/05 at 3:22 am

Don’t Go there!Ex-squeeze me?

What’re you smokin’?

D’OH!

And certain words that describe an individual, being used to negatively describe someone/thing:  Jewish, Amish, gay.  Those were common for a while when I was in high school(gay still is 😦 )

Subject: Re: Slang words of the ’90s

Written By: elefanten on 01/14/05 at 12:25 pm

What about “trippin'”? I’m sure that term’s been around a while. I’ve always wondered what it really means. :-\\ ::)

Trippin is when you are high

Subject: Re: Slang words of the ’90s

Written By: Howard on 01/14/05 at 2:31 pm

I figured it was something of that nature.I don’t recall Steve Urkel ever saying it. :-\\He always said “Did I Do That”? ;D

Howard

Subject: Re: Slang words of the ’90s

Written By: JamieMcBain on 01/14/05 at 6:34 pm

What about….”Like, whatever….”
“Hasta la vista, baby.”

Subject: Re: Slang words of the ’90s

Written By: nally on 01/14/05 at 11:57 pm

He always said “Did I Do That”? ;D
I know. And “No sweat, my pet” when talking to Laura.

Subject: Re: Slang words of the ’90s

Written By: Tanya1976 on 01/14/05 at 11:58 pm

Trippin is when you are high
You don’t have to be high to be trippin’. It just means acting crazy (e.g. not behaving right)Tanya

Subject: Re: Slang words of the ’90s

Written By: eightiesfan on 01/17/05 at 8:29 am

There was also ‘homeboys’ or ‘homeys’ or ‘fly girls’ from In Living Color.Damon Wayans as Homey the Clown always used to say, “Homey don’t play dat”, before hitting someone over the head with a sock. ;D

Subject: Re: Slang words of the ’90s

Written By: JamieMcBain on 01/17/05 at 10:42 am

There was also ‘homeboys’ or ‘homeys’ or ‘fly girls’ from In Living Color.Damon Wayans as Homey the Clown always used to say, “Homey don’t play dat”, before hitting someone over the head with a sock. ;DMy favorite clown next to Krusty, is Homey!!!  ;D  Lest favorite….. the clown from IT. He was creepy!  ;D

Subject: Re: Slang words of the ’90s

Written By: nally on 01/17/05 at 2:22 pm

There was also ‘homeboys’ or ‘homeys’ or ‘fly girls’ from In Living Color.Damon Wayans as Homey the Clown always used to say, “Homey don’t play dat”, before hitting someone over the head with a sock. ;D
I remember that…although I never watched the show. I saw promos on TV for the show while watching “The Simpsons”; dat was one of his memorable quotes. ;D

Subject: Re: Slang words of the ’90s

Written By: Howard on 01/17/05 at 7:19 pm

There was also ‘homeboys’ or ‘homeys’ or ‘fly girls’ from In Living Color.Damon Wayans as Homey the Clown always used to say, “Homey don’t play dat”, before hitting someone over the head with a sock. ;Dactually,it was a rubber mallet. ;D

Howard

Subject: Re: Slang words of the ’90s

Written By: McDonald on 01/19/05 at 11:16 am

Everyone started to use “oh my god” everywhere.No one couldget through a whole sentence without using unnecessary “likes”. And they like, still can’t.

“WHATEVER”

“Way.” Like, that was WAY awesome. Or.. “Way?” “Way!”

“Major”

“Yo”

Pauly Shore’s version of “Buddy”… something like “Bu-UHHH-dy”

Everything was “retarded.”

“Stoked”

“Rockin’ the X” replace the X with any noun. Like if I’m eating a pb&j sandwich, I’m “rockin’ the PBJ.”

“SO”  Like, I so don’t even have to explain this one.

Subject: Re: Slang words of the ’90s

Written By: Echo Nomad on 03/06/06 at 1:31 am

I forgot about the term “Barney” until watching Clueless last year.

Subject: Re: Slang words of the ’90s

Written By: 90’s kid on 03/10/06 at 6:34 pm

Jiggy, ( lets get jiggy with it)
thank god that slang word never catched on…. damn that will smith 8)

Subject: Re: Slang words of the ’90s

Written By: velvetoneo on 03/10/06 at 8:21 pm

Everyone started to use “oh my god” everywhere.No one couldget through a whole sentence without using unnecessary “likes”. And they like, still can’t.”WHATEVER”

“Way.” Like, that was WAY awesome. Or.. “Way?” “Way!”

“Major”

“Yo”

Pauly Shore’s version of “Buddy”… something like “Bu-UHHH-dy”

Everything was “retarded.”

“Stoked”

“Rockin’ the X” replace the X with any noun. Like if I’m eating a pb&j sandwich, I’m “rockin’ the PBJ.”

“SO”  Like, I so don’t even have to explain this one.

…Pretty accurate ’90s slang there. “Sweet” is one of my big memories of a ’90s slang word.

Subject: Re: Slang words of the ’90s

Written By: twistedwarp on 03/17/06 at 9:59 am

whats the “DILLYO” meaning whats up .. or “RIDE ON” you already know what that means..

Subject: Re: Slang words of the ’90s

Written By: deadrockstar on 03/19/06 at 1:07 am

“In The House””Whoop there it is”

Those are a couple of phrases I remember hearing alot..

Does anyone else remember the term “holmes”?  That is one of the few “hip hop” words from the 90s that seems to NOT be in use now(most of them are still around).

Subject: Re: Slang words of the ’90s

Written By: twistedwarp on 03/20/06 at 9:51 pm

“In The House”“Whoop there it is”Those are a couple of phrases I remember hearing alot..

Does anyone else remember the term “holmes”?  That is one of the few “hip hop” words from the 90s that seems to NOT be in use now(most of them are still around).

“homes” you mean yeah alot of spanish people use it i guess .. i still here it  .. “homes” means  friend,brother,pal,man

Subject: Re: Slang words of the ’90s

Written By: JamieMcBain on 03/20/06 at 10:10 pm

One I remember the most is talk to the hand, ‘cos the face don’t wanna hear it no more.  ;D

Subject: Re: Slang words of the ’90s

Written By: ishmechmahar on 03/27/06 at 3:15 pm

“dope” – awesome”ride” – car

“chillax” – chill + relax

I frickin’ love the word “stoked” I still use it tons !!!  🙂

“boo” – girlfriend? i guess, I never used it but I heard stupid R&B artists use it

Subject: Re: Slang words of the ’90s

Written By: Donnie Darko on 03/27/06 at 3:40 pm

stupid def – more 1990ish, but whatever

Subject: Re: Slang words of the ’90s

Written By: Ariana McKnight on 06/03/06 at 2:54 am

In 1990, I turned 15 years old. I live in Orlando. Things might be different down here (ya’ll ain’t a slang word haha) or maybe what was your 80’s is my 90’s because we got things a little later than others haha.It’s 2006 now and I will try to name things my 11 year old son doesn’t say

Here’s my list:

Come on, let’s dip (get outta here)

flow “I got mad flow” (a lot of money)

word to the mother (that damn vanilla ice)

green / foul (that’s bad)

joshin (is that 90’s? “Just joshin with you” – joking)

Man, I’m gonna flex (leave)

That girl is boughie (stuck up)

i’m ghost (leave)

Just squash that dumb sh*t (forget about it, leave it alone, truce)

Don’t sweat me / don’t sweat the technique (jealous, worry about)

get off my tip (outta my face)

stop dippin (ease dropping, butting in)
if you’re gonna dip in my kool-aid, know the flavor or stop dippin in my kool aid if you don’t know the flavor(something like that)
get out my kool-aid (get out of my business)

my heart don’t pump kool-aid (I am not weak)

slow your roll (be careful, slow down)

get out my grill (don’t listen to what I’m saying, get out my business)

true that / true dat (it’s true I agree)

wile out (showin out) Thanks to Nick Cannon Wildin’ Out show now it’s coming back

goin postal  (going crazy)

All that and a bag of chips (hate that phrase – I only like the all that haha, might be 80’s/early 90’s)

Bama (someone who is country “Ala-bama”, uncool)

Damn skippy (hate that phrase – you got that right)

word is bond (i give you my promise)

Flawsen (fake, i hated when wannabe’s said flossin’)

Why you jockin’ me? / jock (copy, jealous)

Bite / don’t bite my sheesh / don’t bite off me (copy)

off the hook
off the chain
off the heasy
off the clock

Oh snap! (wow)

money (as in friend, come on money)

Your girlfriend was going buck wild (crazy)

bail out of class (leave)

peace to the middle east (peace out)

in full effect (to the max)

fitinta (like fixin to but you say fittin ta) I’m fitinta slap your sorry ass

sadidity (spelling?) stuck up, proper “ya ain’t gotta be all sadidity bout it”

You got me bent (you are confused about me)

I’m gonna OJ your ass (to stab due to 1994 trial of OJ Simpson, my son was born in 94 and that’s ALL that was on haha)

roll out (leave in the car)

word? (are you serious??)

flip (frozen kool aid with some kind of juice on top)
flip lady (like the candy lady you go to her house and buy a flip for 25 cents, usually red, I knew some flip ladies that you could knock on her door late at night, but you had to already know her and you had to buy $1 worth, a lot of drug dealers and munching drug users got them at night) * i recently learned that there is a drink called flip juice with Gin, Mt Dew, Orange Juice & Lemon Juice it’s not the same *

Why you frontin? (pretending)

Perpetratin (pretending, faking)

I’m gonna jet (leave)

You got beef with me? (problem with me)
Ya’ll need to squash that beef

baser (crackhead)
Jug (crackhead not “jug” like container juhg)

homeskillet (homie, homeboy, friend)

pad – (house, crib, i think it was 60’s but it was popular in 90’s – it made a comeback)

palayin’ “we just palayin at the house” (relax) I wonder if it came from pallet

bounce I’m gonna bounce / let’s bounce (leave)
bail on me (not sure if it’s 90’s but popular – abandon me)

Is poser 80’s or 90’s? (Wanna be – usually with skateboarders)

posse (I am sure it dates back to outlaws but it was the new crew, circle of friends)

shine “oh now you wanna shine in front of your friends” (show off)

ace boon coon (i seen it on another list online means best friend, i think it’s a prison word)

badonkadonk “that girl has a badonkadonk *ss or butt” (from another list – quality and bouncy butt)

BFE “butt f*ckin egypt” (from a redneck 90’s list – means far away)
Bumf*ck “he’s from bumf*ck minnesota” (I think it means an imaginary place for rednecks, hicks, etc)

gimme some dap (handshake with fists – not called a pound)

road dog (90’s? my friend)
roll dog (that’s who I roll with)

In written letters we’d say like
I just wanted to D
R
O
P you a line or let’s “Drop it” and spell it down

Subject: Re: Slang words of the ’90s

Written By: JJTHECOOLEST on 12/23/09 at 9:49 pm

You all up in the kool-aid and don’t even know the flavor (Basically whenever someone is being overly nosy)Haterade (WHAT HATERS BE DRINKIN’)

Purple drank/drank (Not grape juice, what poor people drink in substitute)

You feeling crunchy? (When someone feels dumb for something they said)

Subject: Re: Slang words of the ’90s

Written By: chon on 07/07/10 at 3:56 pm

“nigga” – def: homeboy, friend
ex: “thats my nigga”

Subject: Re: Slang words of the ’90s

Written By: Foo Bar on 07/08/10 at 9:42 pm

posse (I am sure it dates back to outlaws but it was the new crew, circle of friends)
That one goes way further back than that: Public Enemy, Track 5 (Too Much Posse), from “Yo, Bum Rush the Show” in 1987.

Subject: Re: Slang words of the ’90s

Written By: Wheeets on 09/27/11 at 2:04 am

word is bond
johnny blaze (i’m more John Blazed than that – Biggie Reference)
yo g
yo gawd
whip – car
cheese, chips, doe, bread – $$$
kicks – sneakers
don’t bite off me (copy)
off the hook
off the chain
roll out (leave in the car)
beef

Subject: Re: Slang words of the ’90s

Written By: aree93 on 11/13/11 at 3:23 pm

” This is an A & B conversation see (C) your way out!

90’S SLANG WORDS

www.homelessnessolutions.com

Answer:

Dip- to go “bye guys we have to dip”.As if – means yeah right from the movie clueless.

Bling bling– nice jewelry.

Bunk- messed up, crazy.

Cha ching– costly

Crunk- hyped up, excited

Dawg- a friend “what’s up dawg?”

Down – I’m down with that “sounds good to me ”

Eat my shorts- from Bart Simpson of the Simpson’s TV show

That’s Fresh- original nice and cool “that song is fresh”

My bad – your mistake.

Peace out- Bye

Shady- being unfair or not nice.

Sweet- meaning cool “that car is sweet”.

Talk to the hand coz the face isn’t listening- not wanting to hear what someone is saying.

Wangsta- a fake gangsta

What the dillio- saying what the deal is but adding more syllables in deal.

Word- I get it, I agree.

Yo- hello, to greet someone.

Read more: http://wiki.answers.com/Q/What_were_some_slang_words_in_the_1990’s#ixzz20FGH6wHk

History of the English Language

CAPTAIN ENGLISH
eslschoolforenglish.wordpress.com
homelessnessolutions.com

Partial tree of Indo-European languages. Branches are in order of first attestation; those to the left are Centum, those to the right are Satem. Languages in red are extinct. White labels indicate categories / un-attested proto-languages. (Photo credit: Wikipedia)

What is English?

History of the English Language

A short history of the origins and development of English

The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed west and north by the invaders – mainly into what is now Wales, Scotland and Ireland. The Angles came from “Englaland” [sic] and their language was called “Englisc” – from which the words “England” and “English” are derived.

Old English (450-1100 AD)

The invading Germanic tribes spoke similar languages, which in Britain developed into what we now call Old English. Old English did not sound or look like English today. Native English speakers now would have great difficulty understanding Old English. Nevertheless, about half of the most commonly used words in Modern English have Old English roots. The words be, strong and water, for example, derive from Old English. Old English was spoken until around 1100.

Middle English (1100-1500)

In 1066 William the Conqueror, the Duke of Normandy (part of modern France), invaded and conquered England. The new conquerors (called the Normans) brought with them a kind of French, which became the language of the Royal Court, and the ruling and business classes. For a period there was a kind of linguistic class division, where the lower classes spoke English and the upper classes spoke French. In the 14th century English became dominant in Britain again, but with many French words added. This language is called Middle English. It was the language of the great poet Chaucer (c1340-1400), but it would still be difficult for native English speakers to understand today.

Modern English

Early Modern English (1500-1800)

Towards the end of Middle English, a sudden and distinct change in pronunciation (the Great Vowel Shift) started, with vowels being pronounced shorter and shorter. From the 16th century the British had contact with many people from around the world.

This, and the Renaissance of Classical learning, meant that many new words and phrases entered the language. The invention of printing also meant that there was now a common language in print. Books became cheaper and more people learned to read. Printing also brought standardization to English. Spelling and grammar became fixed, and the dialect of London, where most publishing houses were, became the standard. In 1604 the first English dictionary was published.

Late Modern English (1800-Present)

The main difference between Early Modern English and Late Modern English is vocabulary. Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words; secondly, the British Empire at its height covered one quarter of the earth’s surface, and the English language adopted foreign words from many countries.

Varieties of English

From around 1600, the English colonization of North America resulted in the creation of a distinct American variety of English. Some English pronunciations and words “froze” when they reached America. In some ways, American English is more like the English of Shakespeare than modern British English is. Some expressions that the British call “Americanisms” are in fact original British expressions that were preserved in the colonies while lost for a time in Britain (for example trash for rubbish, loan as a verb instead of lend, and fall for autumn; another example, frame-up, was re-imported into Britain through Hollywood gangster movies). Spanish also had an influence on American English (and subsequently British English), with words like canyon, ranch, stampede and vigilante being examples of Spanish words that entered English through the settlement of the American West. French words (through Louisiana) and West African words (through the slave trade) also influenced American English (and so, to an extent, British English).

Today, American English is particularly influential, due to the USA’s dominance of cinema, television, popular music, trade and technology (including the Internet). But there are many other varieties of English around the world, including for example Australian English, New Zealand English, Canadian English, South African English, Indian English and Caribbean English.

The Germanic Family of Languages

English is a member of the Germanic family of languages.
Germanic is a branch of the Indo-European language family.