How Childhood Trauma Leads to BPD

6 summer job opportunities for teachers -TheJobNetwork

6 summer job opportunities for teachers -TheJobNetwork One of the perks of committing your life to the noble profession of teaching is the prospect of a summer off. Yet, many new teachers soon learn that not working during July and August isn’t financially possible. Others just get bored and crave the daily stimulation that comes with holding down a job. No matter what your reason is for taking on summer work, there are quite a few jobs that take advantage of the teaching skills you put to use from September through June. 1. TutorTutoring is probably the most obvious after-school job for teachers; in fact, you might even already provide after-school tutoring sessions for your students. One-on-one instruction can also provide a welcome alternative to the September–June routine if you decide to tutor in a subject different from the one you usually teach. Tutoring tends to pay very well- in the range of $30 to $100 per hour.2. ESL teacherIf you are a foreign language teacher or a multilingual English teacher, a job teaching En glish as a Second Language may be a good fit for you. Like tutoring positions, ESL jobs tend to be one-on-one situations, giving you a break from the difficulties of managing an entire class. You’d also be performing a very valuable service by helping someone communicate better in a country that is still dominantly English-speaking. Part-time ESL teachers tend to make up to $24 per hour.3. Test-prep teacherMost American students are expected to perform well on standardized tests such as the SAT or ACT in order to progress through the educational system. While the classroom is becoming more and more geared toward preparing students for such tests, most students still do the majority of their test prep outside of normal class hours.Since summer is the ideal time for students to get ready for the tests they are required to take, it is also the ideal time for teachers to lead such classes. Instructors for companies such as Kaplan earn about $24 per hour.4. Summer learning program teacherFor many kids, summer learning loss can be a real problem- students forget what they learned during the school year while taking it easy over a long vacation. Summer learning programs can help reduce learning loss by keeping kids in the swing of using their brains. Companies such as Catapult Learning are dedicated to keeping the educational ball rolling during summer months, and they need teachers like you to do the job. The pay is competitive, too- teachers can even earn up to $1,000 a week, depending on the program and subject.5. Camp counselorSo we’ve been focusing a lot on teaching here, but maybe you just need a break from that kind of work for a couple of months a year. Fair enough. You can still take advantage of your ability to communicate with and organize kids as a camp counselor. The activities you plan and perform in the great outdoors may be the perfect alternative to teaching in a cramped classroom during the chillier months. The average camp counselor o nly makes $230 per week, but that figure rises to $310 for head counselors.6. Tour guideLike counseling campers, guiding tours is in the vicinity of teaching without duplicating the work you have to do most of the year. The outdoor parks or sites and museum environments in which tour guides work provide a pleasant break from the typical classroom, yet you’d still be addressing and instructing groups of people. Since there is a wide variety in the kinds of places through which you might guide a tour, there is wide variation in how much you could get paid as a tour guide. The average ranges from $50–$150 per day, which can be a nice supplement to your usual teaching salary.

Transformational Leadership and how used in the hospitality industry Essay

Transformational Leadership and how used in the hospitality industry can increase profitablity - Essay Example chniques of good listening, hones and open communication, delegating, conflict resolution skills, etc.,† It is generally accept that good leadership is essential to the functioning of an organization. Organizations are constantly seeking leaders with a set of skills at all levels, which can inspire team members to achieve goals and earn the loyalty of customers. Leadership is the process of interaction between situations among team members. Thus, an effective leadership is contingent upon a number of variables, such as trait, leading styles, communications skills, conflict resolutions, and be able to motivate team members. Every team member also has a responsibility that specifies his or her involvement. Teams are set forth to establish roles to accomplish common goals. All team members should have a clear idea of their own roles, own duties, and responsibilities in the team and have a good understanding of how they contribute to achieve the team’s goal. The role given to every single member of the team should reveal their individual strengths as much as possible to maximize each member’s contribute to the fulfilment of the team’s objectives (Bass& Riggio 2005 p45). It is important that the abilities and skills of the employees must have to be brought out in order to fully perform in their duties and obligations in the workplace. The more proficient the member the success of the team is also ensured. A team member is usually chosen based on their expertise, qualities, and what he or she can provide for the team. Therefore, an effective leader should understand his or her team memb er’s strengths and weakness to properly assigned tasks. Transformational leadership is a very important present-day theory of leadership. This leadership style is effective for successful organizational change management. Burns believed that all behaviour regarding leadership is transactional or transformational in nature. Transactional behaviours are "mainly oriented for

Comparing Between American Education and Saudi Education Research Paper

Comparing Between American Education and Saudi Education - Research Paper Example A comparison between the weakest and the strongest education systems can assist in understanding the benefits of a good educational system and provide guidance for the improvement of the weak educational system. It is for this reason that I want to compare the American Education and Saudi Education to understand the shortcomings of the educational system of Saudi Arabia. America is a nation with a very strong educational system whereas Saudi Arabia lacks in this field and it is for this reason that a comparison of the education in the two countries can highlight the factors that need to be improved in the education of Saudi Arabia. The governments in the United States and Saudi Arabia both work extensively for the promotion of the education in their respective countries. Both the countries are known to spend extensively for improving the educational sector. The countries offer free education to students till the school level. Saudi Arabia also offers financial assistance to students for further education. The two countries have similar sets of schools which include the schools of the public sector, the government sector and the option of home schooling is also available. But there are still many differences in the education imparted in two countries. This can be understood by comparing the literacy rates of the two countries. 99 percent of the males as well as the females in the United States are educated. On the other hand, only 84.7 percent males and 70.8 percent females are literate in Saudi Arabia. The two countries have many similarities in their educational systems but striking differences have also been noted. The education system in Saudi Arabia has a strong role of religion and Islamic studies are a compulsory part of the curriculum in the educational institutions in the country. This is not true in the United States as religious studies are not compulsory in most of the educational institutions. The grading system in the two countries is also differen t. In the United States, students are given grades from A to F where A is the highest grade and F is the lowest one. On the other hand, the grading system in Saudi Arabia is from 5 to 1 with 5 being the highest mark and 1 being the lowest. The two countries also have different policies with regard to attendance in the educational institutions. In the United States, there is a compulsion for the students to be present in their schools. This is implemented in primary and secondary educational institutions. This rule is not implied in Saudi Arabia and attendance in primary and secondary schools is not checked with much strictness (Stevenson). Medical education is extremely important for all the countries of the world. There is a sharp difference between the medical educational system and practicing in the United States and Saudi Arabia. The United States has very good medical institutions that excel in teaching medicine and are marked to be the best across the globe. Furthermore, there are many educational programs for the medical health professionals and there are strictly regulated examinations in the country which ensure the fact that qualified professionals enter the field (Dezee et al 521). On the other hand, medical education in Saudi Arabia lacks these qualities. Many new medical instituti

Loyalty Program of the Apple Inc Essay Example | Topics and Well Written Essays - 2500 words

Loyalty Program of the Apple Inc - Essay Example The company that is the subject of this research is Apple Inc., an American-based company operating in various countries, headquartered in the state if California. The company specializes in the designing, developing and sale of electronics including software, personal computers, and cell phones. In addition, the company offers other services and products including Smartphones, tablets, web browsers to name but a few. As of the year 2014, Apple offered permanent jobs to over 72,000 people, and its profit for same year stood at a whopping $182 billion. Some of the competitors Apple faces include Samsung, Nokia, and Microsoft among others, all of whom offer either part of the similar services or the same as Apple. When it comes to the company’s loyalty program, Apple Inc. has been noted to have a strict one where a majority of the customers hardly qualify for it. According to Meyer-Waarden, Apple’s customers are expected to spend a considerable amount of money for them to qualify for the company’s loyalty program. Sadly, many of them do not hit the target thus keep missing the goodies the company offers. Even though the company has recently announced an adjustment to its loyalty program requirements, it is still hard for many consumers to reach the target. For instance, Apple recently announced that any school intending to have its classrooms filled with the Mac computers would indeed enjoy a discount. Such institutions will enjoy a discount of 6% to 8% when the purchases are made from the company. From the above findings, it is clear that Apple’s loyalty program is wanting, and requires improvement since there are other competitors who could capitalize on this weakness. While Apple has continued to offer still competition to other players in the industry, its loyalty program requires measures to make sure customers are retained.

Why is American public education inferior among industrialized nations

Why is American  public education inferior among industrialized nations In 2011 the United States has allotted 15.3 percent of its 3.82 trillion dollar government budget for education. Japan plans to spend 9.8 percent of their 2.66 trillion dollar budget. The United Kingdom fixed 12.1 percent of 669.3 billion dollars, and Canada set aside 12.5 percent of their 276 billion dollar budget as well. In comparison to all of these other countries spending towards education, the United States spends more than all of them combined. Now while this is a quantified observation, the United States public education system is inferior to these other industrialized nations. Many reasons are prevalent for this statement. In the United States there are problems with the ways teachers operate the classroom, the ways academic performance is determined, the ways teachers are trained, and the ways curriculums are arranged. These are all issues that the United States needs to improve on in its effort to maintain a leadership position in the fields of mathematics and science and to keep its place as a major world power (UNESCO Institute for Statistics). A major argument with the United States education system is whether or not to switch to a year-round calendar in public schools. In the United States, schools currently start at the beginning of September or at the end of August, and tend to end in the month of June. United States government requires students to attend school at least 175-185 days of the year with a typical school day lasting around seven hours. In between two different school years there typically tends to be a two month summer vacation. Schools are normally organized into semesters, but the apportionment of a school year is largely decided by the school district (Education in the United States 15). While the United States does not have a year-round education, the country of Japan does. Japans school year starts on April 1st and ends on March 31st with the government mandating that students attend school at least 210 days out of the year (Ishikada). As a student reaches higher grade levels in Japan the school days usually become longer. First graders are in school for around five hours a day while fifth graders are in classes for roughly seven hours during a day (Rohlen 162). An average day in a Japanese school has students in some type of recess or lunch period for fifteen percent of the day (Rohlen 170). Primary school students will specifically have a recess in which students are allowed to use playground equipment while secondary students have ten minute breaks in between their fifty minute classes (Whitman 14). All schools in Japan normally have a lunch period lasting one hour and thirty minutes with time set aside so that students are able to clean up after themselves and to have time for relaxation with other students after eating (Rohlen 162). These two educational systems in both Japan and the United States are systematized quite similarly in structure. Discrepancies between the two systems lie in that a Japanese student is in school more hours in any given day than an American student. Also, a Japanese student attends school more days out of the year than an American student. In light of these two differences, Japanese students receive more edification and practice with their material than students do in the United States. With schools days in Japan being longer and years being longer than in the United States, students have a lot more time in between classes and for lunch. Japanese children spend fifteen percent of their day in recess while American children spend around five percent of their day in recess (Rohlen 170). Because Japanese students have their breaks in between classes throughout the day it allows their minds to relax and actually process what they have learned before attending their next class. This idea o f mind relaxation and processing expands into a main supportive assertion for year-round education. With shorter breaks in a given school year, rather than one long summer vacation, it gives a child time to gather what they have learned in an effort to use it in their future studies (Bemis and Palmer 4). An extensive summer vacation causes a child to forget what they have learned and when they return to school teachers have to take time that could be used for other areas of learning and instead focus on review (Moore 59). If schools in the United States were to become year-round this problem would be removed and America would see positive results in its educational system. With the school year length being a plausible problem in the United States, another major area of concern are the curriculums being mandated by public schools. The government of the United States passed the No Child Left Behind act as a law on January 8th, 2002 (No Child Left Behind). The No Child Left Behind act put into law by Congress gives each and every state in the United States the power to create its own curriculum with certain impediments. Because this act was established as law, curriculums in public schools are not nationally standardized. Even though the No Child Left Behind act does regulate educational practice, the curriculums used by schools are determined by local governments. These local governments can vary between the state level and the school district level (Slavin). No Child Left Behind requires public schools to give students annual tests in reading and math in grades three through eight and only one test between the grades of ten and twelve. During the 2007 s chool year science tests were required to be admitted by public schools (No Child Left Behind). Approximately ninety-five percent of students in schools are required to take standardized tests. These requirements are set forth even if English is a students second language or if that student has some type of disability (Slavin). Test results are used to determine whether a schools students are making adequate progress throughout their educational career. This progress refers to the legislatures intention to have all children proficient in reading, math, and science by 2014 (National Science Foundation). What is determined as adequate progress is defined on a state level, and leaves the states the power to determine their own standards and how to reach them. No Child Left Behind creates discrepancies in the quality of education that is provided in the different states. Because of how the curriculum is determined in the United States, another area of education that is being jeopardized is the material being taught. Teachers are able to specifically teach for only the standardized tests, focusing on only providing information that will be seen on the test in the exact same style that the test will follow (FairTest). This leads students to memorize information rather than focusing on mastering skills that were once deemed important (Slavin). By not analyzing other areas of the educational system and only paying attention to the advanced yearly progress schools make, instruction is only being enforced on a shallow level. No Child Left Behind emphasizes that students make progress, but it fails to realize whether students are just learning the information being taught or if they are achieving their actual potential. With massive state-to-state differences in the public schooling system the results of standardized tests begin to lose credibility. Standar dized tests in the United States do not keep track of the progress students and schools make as a whole, but they do bring to the surface the discrepancies between state curriculums and the resources that are being distributed to teachers and students. British education is regulated by the national government with an intensive standardized system. The British government established a national curriculum by setting up an organized set of stages for children ranging from ages five to sixteen and core subjects for them to study. It indicates the various focuses to be taught at different stages and the anticipated knowledge, abilities, and understanding level for the various subjects. It also lays down the grounds for how the students progress should be tested (Education System in England). Four stages are what make up the National Curriculum of Britain and each stage is determined by what a childs age is at the time. These stages are known as key stages. Key Stage One encompasses students ages five to eight, Key Stage Two ages eight to eleven, Key Stage Three ages eleven to fourteen, and Key State Four ages fourteen to sixteen (Qualifications and Curriculum Development Agency). To move onto the next key stage, students are subjected t o a standardized test correlating with the specific key stage they were previously in. After the test has been taken by all of the students, the results are then reported to the parents and the public in two different ways: the actual test grade of the student is revealed and also evaluations for each individual student are provided by the teacher (Education System in England). By doing this, the risks of high stake standardized tests are diminished. Teachers are able to communicate that a student is brilliant and able to learn information at a superior level, but that they may just be an awful test taker or having an off day. There are some benefits to having localized curriculums, but the curriculum statutes determined by the United States are inferior in comparison to that of the British national curriculum. Because the quality of education between the different states in the United States varies, the students from each state are certainly not on the same page once they graduate. Colleges have specific standards from which they create their expectations. Because one student may come from a state that has lower academic standards does not mean that a college will change their expectations to accommodate them. If a state has lower standards of achievement their students will not be as prepared for higher education and eventually will have a difficult time meeting their colleges academic anticipations. One other disadvantage when comparing the United States with Britain is that by having a minimum of fifty different curriculums on a strictly state level, these curriculums are hard to examine and fix. In Br itain if a change is needed in their educational policy there is only one system that needs to be scrutinized and corrected. Since there are fifty states in the United States there is not only one curriculum to fix, but fifty different curriculums that need to be analyzed and then changed. Regardless of the country or grade level, all teachers practically follow one standard approach when instructing a class on a new subject. This standard approach comes forward even when countries have strikingly different standards of arranging their curriculum in its educational system. With the first step the teacher reviews any knowledge that is germane to the information needed for the lesson that students should already know. The teacher then proceeds to teach and discuss the concepts of the subject with the students. Before long the teacher is evaluating the progress of the students by asking questions and overseeing them while they work in groups or individually. Finally, the teacher provides students with sample problems to practice on in order to master the new subject in its entirety. These steps are virtually universal in the teaching profession, and both teachers from around the world and American teachers use them to some degree. How they focus on each step is what separ ates the two countries from one another (Beauchamp). Teachers in the United States tend to focus on the reviewing step of teaching new subject matter more than their counterparts in Japan. This is because of how subject matter is taught during a curriculum. A traditional style of instruction for teachers that students are used to in the classroom is to spend a majority of the class going over previous homework assignments either correcting or reviewing them (Woodward). Teachers in the United States have higher standards and requirements for homework than any other country in the world (Schmidt et al). Perhaps this happens because schools in the United States only cover subject matter briefly and never go in depth into the area which resigns students to never being able to master certain subjects. American teachers also rarely focus on changing their teaching style in the classroom while going over a lesson. This causes about only sixty percent of students to be consistently focused during a teachers instructions (Rohlen 170). The last parts of a lesson are used for students to work independently or in groups during class. This is also called seatwork (Slavin 223). This is in order for a teacher to evaluate the students knowledge by having them practice what they have learned. American teachers take time while seatwork is being conducted to work at their desks correcting student assignments or by planning what is going to come next in their instructions. American teachers do this instead of observing the classroom in an effort to help the students with their work and to keep track of what the class needs to improve on (Rohlen 170). This defeats the entire purpose of seatwork. Due to teachers in the United States not assessing their students while seatwork is being conducted and by not having discussions about misconceptions, students are missing out on a fundamental step in the learning process. In general when comparing the United States and Japan, an observation would be that Japanese teachers are a lot more dedicated to the education of their students. During the time while seatwork is being done by students, Japanese teachers will observe the classroom in an effort to evaluate their students advancement. By observing their classroom the teacher can then determine whether or not it is appropriate to proceed on to the next area of the lesson being taught. Part of the reason why U.S. teachers take time to correct papers or plan lessons while students conduct seatwork is because the majority of their time at school is spent teaching. Japanese teachers only teach four out of the eight hours they are at school (Rohlen 165). Japanese school teachers do an exceptional job with their styles of teaching in order to keep the focus of their students. Because Japanese teachers change their strategies so frequently their students are always paying attention and are rarely bored with c lass. Students in Japanese classrooms are also able to get much more out of a school day because teachers are not taking a majority of the class time going over and correcting old assignments (Beauchamp). Because homework is not emphasized as much in Japanese schools as in American schools, teachers have more opportunities to provide students with new topics and to assist students with any problems they may have. This is an important observation because by doing this Japanese students are able to achieve their full potential during their educational career. If the United States were to change their teaching tactics and focus less on review and more on in-depth studies, perhaps students would leave the public education system with more than just a degree (Rohlen 165). The methods with which teachers instruct their students can be traced back to the way they were specifically trained for their position. American teachers are required to have a bachelors degree in order to teach and must also pass an exam to become a licensed teacher. During the course of acquiring a bachelors degree there are many mandatory courses one must take in order to achieve the status of an educator. Most of these courses are in the areas of different teaching methods in the classroom. In addition to this, American teachers must also student teach with an experienced teacher for at least one semester. American teachers do not have much time to learn from a mentor or their peers, and are expected to know a majority of what they are going to need for a position upon being hired. Even after being hired into a school, teachers will work individually a greater part of the time. Because teachers are instructing students a bulk of the school day they do not have much time to colla borate and compare classroom techniques with one another. Teachers in the United States have hardly any time to learn from others in their prospective profession on different ways to instruct and also learn most of what they know during their college education in classrooms rather than from raw experience. Experience is what human beings learn best from, and it is a trial and error process. The United States should require teachers to student teach for a minimum of one year in order for them to learn as much as they can from their more experienced colleagues (Rohlen 165-166). Frances requirements to become a teacher are much more rigorous than that of the United States. To become a teacher one must first obtain a bachelors degree or its equivalent. This is a mandatory canon before applying to one of the many university institutes for teacher training. These institutes are also known as IUFMS. IUFMs are specific to the different regions of France. Each IUFM specializes in the training of secondary teachers. Potential future teachers are required to attend an IUFM for two years. The first year consists of taking a training course in the career of their choice. The career paths available are for primary, secondary, and high school teachers. After the first year, training teachers take an exam in their chosen career path. In order for training teachers to proceed with their second year of training they must pass the exam. Year two at an IUFM has a much more thorough curriculum. Trainees are trained in French, mathematics, a foreign language, and in physical e ducation. They are also subjected to nine hours of teaching each week and are assigned a qualified teacher of the same subject they are studying that currently is employed in a school. The training teacher meets with this mentor on a regular basis in order to have them assist with the training process. Upon completion of the second year at an IUFM, teachers are officially appointed as such by the Ministry of National Education. With this program set up in training teachers, France has established a meticulous system in order to procure the finest teachers possible. Teachers are able to gain experience from a mentor for an entire year rather than just a semester like American student teachers do. Even after becoming employed in a school in France, teachers are able to learn from their fellow educators in an effort to improve their own educational techniques in the classroom. France has an excellent system in place for training teachers, and the United States should take some time in order to learn from their techniques (Instituts Universitaires de Formation des Maitres). With all the aforementioned areas of education that the United States needs to improve on, it comes as no surprise that academic performance lies as one of the main subjects being analyzed and studied in the public school system in the United States today. In comparison to other countries the United States is doing poorly. There are exceptions of course, but when compared to China these exceptions are not applicable. One extensive study found that standardized tests given to students covering mathematics and reading is that China had scores higher in both areas. In fact, the highest scores of American fifth graders were below the average scores of the Chinese fifth graders. This may be caused by the fact that sixty-nine percent of the time in American schools are spent on academic activities while eight-five percent of time in Chinese schools are. Focus on improvement in these indispensable areas of education is becoming even more prevalent as populations grow. Parents in the United States could help their children become more academically proficient by being more active in their childrens lives regarding education outside of school. Chinese students spend an average of ninety-five minutes on homework each day while fourteen minutes are spent on homework each day in the United States. Also, the Chinese spend well over an hour on both Sunday and Saturday simply studying their material. Students in the United States spend less than twenty minutes during the entire weekend studying. Parents could help change these habits with the amount of influence they hold over their children. In fact, more than fifty percent of parents in China purchase academic workbooks for their children to practice with when there is no homework available to them. Only twenty-eight percent of American parents do this. With these studies bringing the United States poor education system to the surface, perhaps it is easier to understand why the United States is falling behind (Stevenson, Lee , and Stigler). American public schools could never be farther from the perfection that their government is demanding. No Child Left Behind aims for one-hundred percent of students to be proficient in both standardized reading tests and math tests by the year of 2014 (National Science Foundation). This is unobtainable. The fact the United States is even attempting to do this pushes it even farther behind the rest of the world in the educational field. Other countries are correct with their ways of instructing students, training teachers, determining academic performance, and curriculum planning. American classrooms could take a lot from these other countries. The only problem is that the United States has an ego problem and has a consistent belief that its standards are better than others. Perhaps if enough parents and citizens were to raise concern about the problems in the education system of the United States changes would be made. The people of the United States have the power. Citizens are not to be afraid of their government. The government is to be afraid of its citizens.

Digression in Nikolai Gogols Dead Souls Essay -- Nikolai Gogol Dead S

Nikolai Gogol's masterpiece novel, Dead Souls, remains faithful to the Gogolian tradition in terms of absurdity, lavish detail, and abundant digressions. Although these three literary techniques coexist, interact, and augment each other-the focus of this analysis is to examine how Gogol (or the narrator) deviates from the plotline, the significance of it, and what aesthetic purpose comes from the digression. Although Gogol's marriage to elaboration is at times strenuous-in fact, it is the underlying reason why impatient readers dislike his work-it serves as a function of tone. The author's excruciating amount of detail is a quirk of the narrator. "They turn up when least expected, and by means of their complete departure from the them, they produce a skillful retardation in the flow of the narrative (Setchkarev, 190)." Considering other characters and situations from the Gogolian tradition, it is not unusual that the author/narrator's voice is somewhat like that of a madman. The syntax and attention to detail in the following passage from Dead Souls is exemplary of Gogol's eccentric style and tone: "As soon as the lady agreeable in all respects learnt of the arrival of the agreeable lady, she at once came running into the hall. The ladies clutched each other by the hands, exchanged kisses and cried out as do girls from a boarding-school who happen to meet soon after their schooldays are over but before their mothers have had time to explain to them that the father of one is poorer and of lower rank than that of the other. The kisses had a smack to them and made the dogs bark again, and for this they were spanked with a handkerchief (192)." Arguably, the inclusion of the sound of kisses and the barking of the dog... ...ry Russian Literature. Having such signature literary techniques also makes him either easily loved or hated by audiences. Regardless of whether the reader enjoys Dead Souls, Gogol's digressions create an intended tone, aestheticism, humor, intimate narration, social criticism, and entertainment. Works Cited and Consulted: Gogol, Nikolai. Dead Souls. 1842. Trans. George Reavey. Ed. George Gibian. New York: W.W. Norton & Company, Inc., 1985. Jones, Malcolm V. and Robin Feuer Miller, ed. The Cambridge Companion to the Classic Russian Novel. Cambridge: Cambridge UP, 1998. Popkin, Cathy. The Pragmatics of Insignificance. Stanford: Stanford UP, 1993. Setchkarev, Vsevolod. Gogol: His Life and Works. Trans. Robert Kramer. New York: New York UP, 1965. Woodward, James B. The Symbolic Art of Gogol. Columbus: Slavica Publishers, Inc., 1981