Keith Caulfield answers readers' questions about Emma Bunton, New Edition and Prince.

Hi Keith,

Is Emma Bunton releasing her album, "Free Me," in the United States in October? What track will be the first single?

Thank you,

Tiago Heitelvan

Hi Tiago,

At deadline, a release date for Emma Bunton's solo U.S. debut had not been announced. However, she is charting on Billboard's Hot Dance/Club Play Breakouts chart at No. 3 with the import single "Maybe." The track is from her 19 Records album "Free Me," which has already been released in the U.K.

The Breakouts chart is for titles that are "bubbling under" the bottom of the Hot Dance/Club Play tally. "Maybe" will most likely debut on the latter chart in the near future.

Could you please give me an accurate date for the release of the New Edition album? The date has changed a couple of times and I don't know when it is coming out at this point.

Thanks for your time.

Hello Patrick,

The reformed New Edition's forthcoming album, "One Love," is due Oct. 26 through Bad Boy Records. The set features all of the group's original members except for Bobby Brown. The album's first single, "Hot 2Nite," is climbing Billboard's Hot R&B/Hip-Hop Singles & Tracks chart, where it is No. 41 at deadline.

The last time New Edition reconvened (with Brown), the group released the MCA album "Home Again." That 1996 set has sold 1.8 million copies in the United States, according to Nielsen SoundScan.

The album spawned a number of hit singles, two of which reached the top 10 of the Hot R&B/Hip-Hop Singles & Tracks chart -- "Hit Me Off" (No. 1), "I'm Still in Love With You/You Don't Have To Worry" (No. 7) -- and one that topped out at No. 22, "One More Day."

How is it that the Prince show at the Wachovia Center [in Philadelphia] is listed as a sellout [on Billboard's Boxscore chart] when I attended the Aug. 23 show and there were hundreds of empty seats all around the top level of the arena? These were clear sight line seats so I know they could have been sold, and since entire sections were empty, I know they weren't "no shows."

Eric Friedman

Hi Eric,

I posed this question to Bob Allen, who manages Billboard's Boxscore chart, and this is his response:

Billboard lists a show as a sellout on the Boxscore chart if the number of tickets sold as reported by the promoter or venue is the same as the number of tickets available for sale. Often there are empty seats visible during a concert even if the show is reported as a sellout.

Reasons for this vary, but the most typical reason is simply that not all the seats were offered for sale to the general public. An act's popularity may dictate that only a certain amount of seats can be expected to sell, and that could very well be much less than the building's total capacity.

Technical aspects of the show may prohibit some seats from being sold -- i.e. the location of the stage, sound booth, spotlight operators, etc. Blocks of seats may be reserved for groups associated with the artist such as the record label or management. Sometimes radio stations buy seats to be used for giveaways.

And we can't overlook the fact that sometimes people buy tickets with plans to scalp them, and then the tickets don't sell.

Reasons for empty seats in a concert are many. Just because a seat is empty doesn't necessarily mean someone didn't buy the ticket. The seat may have been bought and not used, or may not have been available in the first place.

Questions? Comments? Let us know: @billboard


In Conversation with Austin Clarkson,

Austin Clarkson in front of the Konzerthaus in Berlin, where they held the week-long Wolpe Festival in September 2002.

An interview with the editor of On the Music of Stefan Wolpe: Essays and Recollections

Molly Sheridan: A number of scholars contributed essays to this collection on the music of Stefan Wolpe and quite a few years went into its preparation. What was your underlying motivation to put all of this together?

Austin Clarkson: Well, I was a student of Wolpe’s and I knew right away that he was an incredibly important person not only in my life but in many other people’s lives as well. When I came back to Toronto to teach at York University I took a larger and larger role in preserving his legacy because it had been left in a deplorable state. He had been sick for the last 10 years of his life and very few pieces had been published. He was very little known and so I gradually took charge of being general editor of his music and his writings. And now 30 years later most of his music is published and we have this first book on his music.

Molly Sheridan: Knowing Wolpe’s work as you do, I’m curious about your opinion of how America, being in America specifically and writing here, how that affected his work. In what sense is he an American composer?

Austin Clarkson: Like many Europeans who came over as refugees, basically from Hitler’s Germany, he was dislocated and had no reputation ahead of him the way Krenek and Hindemith and a couple of others had. So in his mid-30s he had to start from the ground up again. He didn’t fit in well with many Americans. He was such a brilliant personality and also a bit of a square peg in a round hole when it came to fitting into conservatories and music schools and universities here. He didn’t have a decent job until he was in his mid-50s when he got a very poor paying one at the C.W. Post Campus of Long Island University. So he was always an outsider aesthetically in his music and also as a personality.

Molly Sheridan: As director of publications for the Stefan Wolpe Society you have edited a great deal of Wolpe’s writing and compositions. What do you think his work has to say to us today?

Austin Clarkson: It is an aesthetic of liberation combined with a strong social conscience. He was a Marxist, a kind of spiritual Marxist, not a literal Marxist, but he had that attitude–that the artist must be in service to the interests of the people. Even though his music can indeed be very, very complex, he also wrote very simple music, simple songs for people. Some of his work demands the most of the greatest musicians, but I’ve found that the greatest musicians are challenged enormously and feel greatly rewarded by his music. So it seems to have staying power, it seems to have a message for people today.

Molly Sheridan: Considering his personal politics and philosophies, as you were just saying, do you think that America was the best place for him to be working during his lifetime.

Austin Clarkson: Absolutely. In fact, I think that he blossomed in America and he indeed wanted to be known as an American composer. He was not like Hindemith who went immediately back to Europe after the war or Krenek who didn’t seem to care where he was. Wolpe was committed to the American scene and gave enormously to the younger composers who were his students. He taught students who became successful in modern jazz, in film and theater, as well as in concert music, because he was so committed to passing along his vision of music to new composers. And he had a tremendous interest in jazz. He taught a course on jazz at C.W. Post, he was intimate with many jazz musicians, and he felt that jazz had an enormous amount to contribute to concert music. So he was definitely an American composer.

Molly Sheridan: The book repeatedly mentions how the political times in which he lived affected his career, plus on a personal level, he dealt with a lack of recognition for his music and ideas, yet it seemed he was beloved by his students and that he himself remained an optimist. Since you were a student of his and have devoted a lot of yourself professionally to his work since his death, what are your personal impressions of Wolpe as a man and as a composer.

Austin Clarkson: He energized everybody in his circle and people came away from meetings and conversations with him enormously inspired. I called him a seismic event. Whenever one was in his presence it was like being in the presence of some force of nature. In interviews which I’ve done with dozens of his students, friends, and associates I’ve heard the same story time and again–that he had such a gift for seeing into people’s lives and into their gifts that he was an amazing mentor. Instead of making people depressed about how little they knew, he would give them confidence in what they did and got them going.

Molly Sheridan: As you approached other people about contributing to this book, did you find that they had similar impressions and stories of Wolpe.

Austin Clarkson: By and large yes. Some of the people who contributed to the book knew him well: his widow, the poet Hilda Morley; the art critic Dore Ashton. They knew him very well from the early ’50s when he was active in the art scene in New York. Then again, the second generation of scholars who didn’t know him seemed to be fascinated by his work and the challenges his thought presents.

Molly Sheridan: Which of his works would you most like to see get a wider hearing today? For people who are not well acquainted with his work, what should they be listening to?

Austin Clarkson: Well, I would say the best thing to do is to buy a couple of recent recordings that are an absolutely marvelous overview of a large part of his career. There is an opera CD from Decca and there is a new Bridge CD recorded by David Holzman. Then there are some chamber music CDs which are absolutely wonderful. You can find all these through the Society’s website.

Molly Sheridan: Why don’t you speak more about what the Society does to help preserve Wolpe’s legacy.

Austin Clarkson: Well, the Society was first set up to help get the music published. Now we’re working on a major compilation, a 16 CD project and we’re working on a complete critical edition of his music. We’re hoping to get funding from Canada, the U.S., Germany, and Switzerland. It’s curious that because I’m Canadian and I’ve been a scholar here now for 30 years that most of the funding for the editing of Wolpe’s music came from the Canadian government. So Canada has played a role in bringing the world of Wolpe into scholarship. Now we’re looking for people in the States to help out, because he is a national figure. He should be, because he is one of the greatest composers of the 20th century. I don’t think there’s any doubt about that.

Molly Sheridan: What is it about his music that speaks so strongly to you?

Austin Clarkson: Well, you might call it something as basic as the life force. It’s so exciting and so amazingly unpredictable. It is so coherent and yet so unexpected. It has tremendous power. It’s like sitting in front of a painting of De Kooning or Rothko: you just know that there is a great intelligence and aesthetic awareness at work.


Using Abbreviations in Copywriting

by in Articles on 22nd Nov 2011 · Comments

As if English wasn’t hard enough, sometimes we make it harder by not spelling out our words and using abbreviations instead. Sadly we use abbreviations incorrectly a great deal of the time, making it all the more frustrating as you’re trying to make your point and get hung up on the drama of "i.e" and "e.g". Don’t they mean the same thing? Shouldn’t they be easier to use than actually writing out, "for example"?

Using Abbreviations in Copywriting
Image credit: Eudaemonius

For Example

For most of us, we associate both "i.e." and "e.g" with the same phrase, "for example." This isn’t technically correct, however. "i.e" is actually a Latin abbreviation for id est, which translates to "that is". "E.g", on the other hand, is a Latin abbreviation for exempli grata, which directly translates to "for the sake of example." Similar? Yes. The same? Nope.

One item that is notably absent from our very short list of abbreviations is "e.x.". Lazy writers might try to say, "Understanding different parts of grammar is critical for writing well, e.x. commas, periods and semi-colons." "E.x." might seem logical to use as an abbreviation as it is the first two letters of "example", but it’s not commonly done and readers tend to wonder how well you know the language if you’re using the wrong abbreviation when such classy Latin ones exist for this very purpose.

Easy Memory Tricks

Fortunately, you don’t need to learn Latin to figure out how these abbreviations work in a sentence. All you really need to do is remember what they translate to. "I.e." translates best into "in essence" while "e.g." translates into "example given." It’s not an accident, of course, that the more literal translations have the same starting letters as the actual abbreviation.

Memorize what the abbreviations mean using the catch phrases and then you can use them more naturally in a sentence. When you’re writing and thinking about using the abbreviation, simply say the phrase as it "should" be read to see if you’re using the abbreviation correctly.

"I just recovered from a cold, i.e., the worst virus I’ve had in a long time."

"I need to get some art supplies, e.g., colored paper, glue and markers."

Paraphrasing and Examples

As you may have noticed in the examples above, "i.e." and "e.g." are used differently in sentences.

"I.e." is used as a way to summarize or give more information. It’s also a nice way to paraphrase or even combine sentences if used correctly.

"Humans are mammals. Mammals bear live young and produce milk to feed the babies."

"Humans are mammals, i.e., organisms that bear live young and produce milk to feed the babies."

"E.g" on the other hand is used to list examples – it’s the correct way to say "e.x." Your examples should fall into a category, however, and the name of the category usually precedes the "e.g." in a sentence.

"Short-term housing offers many attractive benefits, e.g., shorter lease terms, nicely furnished units, and reasonable pricing to accommodate professional travelers."

Punctuation with Abbreviations

Using abbreviations can be tricky enough without worrying about punctuation. Fortunately, there are some simple guidelines for using "e.g" or "i.e." in a sentence. Set the abbreviation off with commas or you can use parentheses instead. Be sure to put a comma on both sides of the abbreviation as shown in the example below. Likewise, be sure to close any parentheses you use.

"I love to eat vegetables, e.g., carrots, potatoes and corn."

"Fruit is delicious (e.g., apples, oranges and grapes)."

"Kangaroos are marsupials, i.e., animals that have pouches."

"Wallabies are marsupials as well (i.e., animals, like kangaroos, that have pouches)."

Incomplete Lists

Another consideration for your use of "e.g": there is a temptation to make the list indefinite by adding "etc…" on the end. Don’t. When you use the abbreviation "e.g." you’re already stating that you’re just giving a few examples, not an exhaustive list. Using "etc…" is not only repetitive then, but it detracts from the quality of your writing. And that would be sad since you’ve just mastered how to use the abbreviations correctly!

Using Abbreviations in Text

While we can all appreciate shorting things up a bit from time to time, there is a time and a place for abbreviations. When you’re writing formally, you should avoid abbreviations – it’s better to write out the phrase "for example" or something even a bit more formal such as "in the case of". For example, "In the case of apples, the fruit is red while pears tend to be yellow or even green." Notice that even when you’re writing out the words "for example" you set them off with a comma as well, just as you would with either form of the abbreviation.

So what is the right time to use the "i.e." or "e.g"? Normally you use the abbreviations when you’re writing footprints, bibliographies or in just about any form of informal writing where brevity is appreciated by readers. For formal writing and in scientific or technical writing, avoid the abbreviations and either include the "for example" phrasing in your actual sentence. Naturally there’s one more exception to the rule – don’t use "e.g." or "i.e" in phrasing for technical papers, but feel free to use common abbreviations for measurement or technical terms like DNA, cm and g.

Avoiding Common Mistakes with Abbreviations

There are common mishaps with abbreviations including "i.e." and "e.g." that even the most experienced writer can stumble over. Some of the most common mistakes and solutions are as follows:

Use articles correctly with abbreviations - Use either "a" or "an" before an abbreviation in the same way you’d use the articles before a word. "A" goes before a hard sound of the following word and "an" goes before a softer or vowel sound. For example, "a CBS special" or "an FBI team of investigators." Be sure to try each of the words and perhaps even double check common usage to see which article works better with each word.

To make an abbreviation possessive – not something you’d do with "e.g." or "i.e.", but something that happens frequently with other abbreviations - you add an "s" after the final period, and after an apostrophe. A single doctor who owns an office would be shown as "Dr.’s office." If multiple doctors own the office, you use the same punctuation rules for possessives as you would with any rule – the apostrophe goes after the "s", for example, "Dr.s’ office." Of course, a good rule of thumb if you’re confused about the possessive case is to just spell out your abbreviations, e.g. "the doctor’s office."

Avoid improper abbreviations and SMS – "The doc went thru the room, tho his office was the other way." Can you read that last sentence? Sure – but it’s obviously too casual, the tone is wrong and the word choice simply doesn’t make sense for the formality of this article. In general, unless you’re sending an instant message or texting, you can avoid any of the improper abbreviations and text codes. OMG! How ridiculous does that look? Use standard abbreviations only and be sure you don’t add any extra spaces (the letters go right next to each other) and use the proper punctuation (periods for everything but metric measurements like g, m, and mL.)

Abbreviations can enhance your writing and improve the message you’re sending to your readers, but only if you’re using them correctly. How often have you goofed when using abbreviations? Would your copy benefit from a quick check for potential mistakes? Perhaps most importantly of all – will correctly used abbreviations improve your copy and perhaps improve conversations as well?

Rebecca Garland is working hard to populate the internet with interesting, engaging content one blog post at at time. With advanced degrees in business and information science as well as teaching certifications in seven areas, Rebecca enjoys a dual career as both a freelance writer and a high school English teacher.


2,510 Brands 451 Categories All Departments

When eGear's founders started the company over 15 years ago, they saw a need for innovative, superior-quality and practical, high-tech lighting products. E-Gear realizes that your success and survival out there depends greatly on the reliability and performance of your equipment. Now teamed up with Revere Supply Company, E Gear continues this tradition of innovation - bringing you the best solutions for both sport and survival. In a world increasingly looking for more energy-efficient products and essential survival gear, E. Gear clearly stands out as a leader. Their state-of-the-art products are designed with high-output, low-consumption LED bulbs that neve3r break and never burn out. They have no incorporated USB, solar and self-charging technologies into many of their products, so fewer batteries end up in landfills. eGear has recently made a commitment to more environmentally-friendly packaging in order to eliminate harmful PVC and reduce overall plastic usage. They are committed to continually improve their products, packaging, and practices to promote a smarter, greener world.


That feeling when you leap, when you feel like your flying torwards the sky, that makes you feel like dance is the only way you can truly express yourself...

Ballet Photography by Vihao Pham | Cuded

Flexibility! Standing split

"Style isn't just about what you wear, it's about how you live." #lillysaid via @ hayybayls Instagram

Ballet in Central Park New York a Ballerina dream

"And if the music is good, you dance" #Dancers, #Hip Hop, #Parents of Dancers

“Some dancers dream about successful careers…and some dancers wake up and do the hard work that’s necessary to achieve them.” ~ Grover Dale


1 (855) 368-9456 Need help? Se habla español

Shakopee Self-Storage

7,000+ Storage Facilities
Over 30,000 Reviews
Best Online Prices

Change Your Location or Find Self-Storage Near...

Popular searches

Climate Controlled10x20Rv Storage55379

Top storage facilities in Shakopee out of 0 facilities.

Shakopee Storage: At a glance

How much does it cost to rent storage in Shakopee, MN?

The average price per square foot of self-storage space in Shakopee is $1.71 per month. On average, 10x10 storage units in Shakopee cost $152.28 per month.

How does seasonality affect Shakopee storage prices?

Storage prices in Shakopee tend to be significantly volatile when compared to other cities. Prices can vary by about $8.43 monthly depending on the time of year. Shakopee storage prices are highest in September, and lowest in May.

What's the most popular storage unit size in Shakopee?

Those who rented self-storage in Shakopee were more likely to book a 10x10 storage unit than any other size.

Add Your Facility


What is japan's largest and main island, containing the japanese capital and almost all of its core area is?

Related Answers

Explore the latest questions and answers related to "What is japan's largest and main island, containing the japanese capital and almost all of its core area is?"

Answered: What is the time difference between Aleutian islands&japan

Answered: What is a good japanese learning site?

The best way to learn Japanese is through a variety of methods. You need to work on your grammar, listening, speaking, reading and writing. It’s best to think of these as separate categories and focus on each specific category as these require different methods and techniques. Start by learning the ...

Answered: Can a japanese citizen travel back to japan with ...

Hi dear friends Broadcast yourself for free on Japanese YouTube with amazing and exciting video clips with friends & family across the world. japan youtube, tokyo japan, japan hotels, japan, Japaneses, tokyo, travel, asian,vehicle, tokyo, china, new movies, funny videos. you tube, video, cars, car ...

Answered: Is our system capitalism or still mercantilism ...

Answered: How do Japanese children get the self-discipline to stay calm even under

Life In Japanese Culture developed under the influence of a basic reality of Japan - it is a very crowded nation. Japanese must take into account other people in everyday life. In order to live peacefully in a crowd, there must be harmony which will make life more tolerable. Harmony is a very ...
Liked this question? Tell your friends about it

More Questions

What is typically the largest FISH in the sea?

Skin in skin irritation

Itching and sore rash are symptoms of bacterial skin infection. Try to use antibacterial soap for removing bacterial skin infection. Defense soap http://www.defensesoap.com/ is an antibacterial soap made by natural tea tree oil. It removes infections be it a bacterial, fungal or viral.

How does the recent Japanese tsunami compare to the 2004 Indian Ocean

The Indian ocean tsunami (earthquake magnitude 9.1-9.3) had an initial surge of 33 meters and killed about 230,000 people. The 2011 Japan tsunami (9.0) had a height of 10 meters and 20,000 people were killed or missing.

What are some popular Bailey Island, Maine Hotels?


Tag Archive for For Official Use Only

DHS Unaccompanied Alien Children (UACs) 2014 Location of Origin Map

(U//FOUO) Marine Corps Intelligence Activity Ukraine Cultural Field Guide

Ukraine is positioned between Eurasia and Europe, and the region has been influenced by many major civilizations. Ukraine, whose name means “borderland,” has lived under foreign powers for most of its existence. This is most recently evidenced by the creation of the Ukrainian Soviet Socialist Republic, controlled by the centralized establishment in Moscow under the communist regime. Even today the capital, Kiev, struggles internally between Moscow and the West, forcing Ukrainians to more closely identify with either their own cultural brethren or a new, more independent direction for the country.

(U//FOUO) U.S. Army Tactical Combat Casualty Care Handbook August 2013

Tactical Combat Casualty Care (TCCC) is the pre-hospital care rendered to a casualty in a tactical, combat environment. The principles of TCCC are fundamentally different from those of traditional civilian trauma care, which is practiced by most medical providers and medics. These differences are based on both the unique patterns and types of wounds that are suffered in combat and the tactical environment medical personnel face in combat. Unique combat wounds and tactical environments make it difficult to determine which intervention to perform at what time. Besides addressing a casualty’s medical condition, responding medical personnel must also address the tactical situation faced while providing casualty care in combat. A medically correct intervention performed at the wrong time may lead to further casualties. Stated another way, “good medicine may be bad tactics,” which can get the rescuer and casualty killed. To successfully navigate these issues, medical providers must have skills and training focused on combat trauma care, as opposed to civilian trauma care.

(U//FOUO) DHS Violent Extremist Profile: Walter Bond

Walter Bond’s path to animal rights extremism was driven by witnessing what he perceived as animal abuse and by frustration stemming from his perception that lawful, nonviolent actions appeared to have little impact on advancing the goals of the animal rights movement.* Prior to becoming violent to advance animal rights, Bond showed a tendency to use violence to advance other beliefs, such as protesting illicit drug sales by committing arson against a drug trafficker’s home and protesting against religion by burning a pentagram symbol inside a church.

(U//FOUO) DHS-FBI-NCTC Bulletin: Fake Help Desk Scams an Ongoing Problem

Law enforcement continues to see reporting of malicious cyber actors using fake help desk scams, also known as technical support scams. These scams, if successful, seek to compromise and take control of computer systems. Malicious cyber actors send users an e-mail or they make cold calls, purportedly representing a help desk from a legitimate software or hardware vendor. The malicious cyber actors try to trick users into believing that their computer is malfunctioning—often by having them look at a system log that typically shows scores of harmless or low-level errors—then convincing them to download software or let the “technician” remotely access the personal computer to “repair” it.


Home - Blogs
The Definitive ATV Starting Guide: Troubleshooting and More

Author: Nick Corbett, Chief Engineer

ATV’s and bikes are not known to start as easily as say, a car or your computer. Since ATV’s and bikes have been engineered to be compact and mobile, their starting and electrical systems have been spared some of the more robust features of a car. They can be finicky and difficult to get going without the proper knowledge and procedure.

This guide is here to help you get your ATV or bike started for the first time (or any time it has trouble) and to troubleshoot any problems that will cause it not to start!

EQUIPMENT REQUIRED (for troubleshooting): Multimeter (instrument for measuring electrical signals, such as voltage, current, and resistance; comes in both digital and analog)

Before Starting

Before trying to start your ATV for the first time, there are a number of things you should do to ensure you have the best chance of getting it going the first time.

Step 1.  Check the battery

·        Find the battery. On most ATV’s it is located under the seat, which has to be removed to gain access. On larger ones it may be under a hood area.

·        Check the battery leads (red = positive, black = negative). They should be securely attached to the battery terminals, with lots of contact between the metal on both.

·        Check the battery acid level. Your battery may need filling if it has been sent unassembled. Also, your battery may not be properly filled. Be very careful as battery acid is very corrosive and dangerous. If the battery level are not above the metal plates inside, replace the battery, fill the acid level properly, or consult a mechanic.

·        Check the battery voltage level. Almost all ATV’s use a 12 Volt Direct-Current (12VDC) battery. You can check the voltage level using the DC Voltage setting on your Multimeter. Touch the red (positive) lead of the multimeter to the positive battery terminal, and the black (negative) lead to the negative battery terminal. The voltage should read at least 12.0V, but ideally it should be more (possibly over 13.0V). If it isn’t above at least 11.8V, you need to charge or replace the battery. Your ATV will not start properly otherwise.

Step 2. Check the electrical system

·        Insert the key into the ignition, and turn it to the on position. To check the electrical system is at least at first glance working properly, turn on the headlights and engage the brakes. The rear brake light should light up. Check any other electrical systems not associated with the motor for function (such as a winch). All systems should be working properly; if not skip to the troubleshooting section.

·        Turn off all systems you previously turned on to check function.

Step 3. Prepare the carburetor

·        Loosen the screw on the bottom of the carburetor to relieve gas pressure so gas can properly flow into the carb. Loosen it completely and then retighten it.

Step 4. Check and fill the fuel system.

·        Fill the fuel tank with a small amount of fuel. Do not fill it completely, only enough to get the vehicle started and drive around for a short amount of time.

·        Replace the fuel cap.

·        Turn the gas petcock (valve) to the ON position. Most ATV’s have a gas valve that controls flow of the fuel from the tank to the carburetor (some small ATVs do not). Locate this and turn it clockwise to the ON position. NOTE: Most ATVs come with the fuel valve already ON. Clockwise may not be ON; consult the manual.

This is the fuel valve on a 300 cc ATV, make sure the valve is set to the “ON” position. In the background you can see the fuel filter and fuel line.

Step 5. Check the engine oil

·        Unscrew and remove the dipstick on the engine casing and check that the oil level is correct. All ATVs should come prefilled with oil, but double check this or you could ruin your engine!

Step 6. Check safety

·        Make sure you are in a well-ventilated area when running a gasoline engine. Make sure there is adequate space to move/drive the vehicle.

Below I will go over the proper starting procedure. Follow this procedure for starting a new ATV or motorcycle engine, or any time you haven’t been using your vehicle for a while.

Now that you have checked the electrical system and filled the vehicle with fuel, you are ready to start.

Many ATV starting problems are caused by lack of charge on the battery. If you have a Car Booster kit or battery charging system (usually plugs into the wall and then has leads for a battery) use it to help you start the ATV.

Step 1. Insert and turn the ignition key to starting position.

Step 2. Engage the brakes

·        I can’t stress this enough! Although not necessary always for safety, many vehicles are wired so they can’t be started unless the brakes are engaged. Most ATVs have a locking brake handle so they can stay engaged without your hand. The rear brake lights should come on to confirm you have the brakes engaged.

Lock the brakes in position using the locking button on the brake lever.

Step 3. Put the vehicle in neutral

·        For safety and also starting, make sure the vehicle is in neutral gear. To confirm, you should be able to push the vehicle forwards and backwards by hand if it is in neutral. Many ATVs are wired so you can’t start it unless it is in neutral.

The green light indicates the ATV is in neutral.

Step 4. Disengage the engine kill switch

·        The kill switch is usually located on the left handle bar. It is usually either a slide or push button switch, and is marked by a small circle with an arrow on the tail. “Run Engine” position is this symbol, while “Kill Engine” is the same symbol with an “X” overtop. Slide the switch to “Run Engine” position, or push the button in (usually in is Start, out is Stop).

Set the killswitch to “Run” mode (indicated by non-crossed-out circle)

Step 5. Engage the choke

·        Engage the choke by moving the lever to the “Choke Closed” position. This symbol looks like a valve in a pipe, and the Closed symbol has the valve in a closed position, blocking the pipe. A closed choke allows more fuel to enter the carb for starting, while an open choke is used during normal operation to allow the normal amount of air to enter. You only want to have the choke closed when cold-starting (starting for the first time or after not using for a long time).

·        The choke lever is often located on the left handlebar. The “Closed” position is when you push the lever open (usually all the way to the left). Sometimes the choke is located on the engine itself. It is usually shipped in the “Open” position, so change its position the first time you start it. Consult your manual to find more about the choke.

Engage the choke by pulling the lever all the way left.

The choke may not always be located on the handle bars. Here you see the choke lever on the carburetor itself, which is often connected to a cable that runs to the handle bars.

Step 6. Press the igniter button and start the engine.

·        Now that everything is set up, start the engine. Do this by pressing the ignition button, usually located on the left handle bar. Some ignition switches are in the ignition key and are engaged by turning the key to the ignition position (like a car). The ignition switch is often yellow and located on the bottom of the left handle bar, but this varies. Consult your manual for the position of this switch.

·        If your vehicle does not have an ignition switch (unlikely), use the pull starter.

·        When you hear the engine turn over, give the engine a little bit of gas by softly pumping the throttle a few times.

·        At this point your engine should start and idle!

Step 7. Disengage the choke

·        IMMEDIATELY after getting your engine started, disengage the choke, or it will stall. Do this by returning it to its normal position, usually all the way to the right on the handle bar.

·        Your engine should idle normally at this point. If it does, let it idle for a while and warm up. Then give it some gas (in neutral) and check to see it revs up properly. Take your vehicle for a spin, but do not let the revs get too high on first ride (break-in).

·        If your engine does not start at this point, or does not idle, STILL DISENGAGE THE CHOKE. If you don’t you may flood the engine (overfill it with fuel) and it will have to sit for a while/be drained before you can start it again.

·        If your engine runs properly, you should be able to stop and restart it without engaging the choke. Leave the choke disengaged until it has been a long time since you last started the engine.

Starting Troubleshooting

If you are having trouble starting, DON’T HOLD THE IGNITION SWITCH IN FOR A LONG TIME. This will drain your battery very fast.

My Engine Starts but doesn’t Idle!

Make sure you disengage the choke. If your engine does not idle, you may not have enough charge in the battery. Rev the engine up if you can get it started, and keep it at mid-range revs for a while so the battery can charge and the engine can warm up. Charge the battery with an external charger or jumper cables if you have them.

The Engine Doesn’t Turn Over!

“Turning over” refers to the engine making a repetitive sound that is produced by the Starter Motor (an electrical motor that mechanically turns the internal engine parts so it can start). You hear this sound before the engine “catches” and begins idling.

If yours is not turning over, you have an electrical or control problem. It is usually a control problem, such as the necessary switches not being ON. These usually include the ignition key, kill switch, neutral gear, and/or brakes. If this is not the case, there is a problem with the starter motor; jump to the “Troubleshooting: Engine” section. Note that if there isn’t enough charge on the battery, the Starter Motor will still turn over, but the ignition system will have a problem.

The Engine Turns Over but will not Catch!

This is the most common symptom you will encounter and can be caused by a number of things:

-          Ignition System problem: the engine is not getting a spark, or not getting a properly timed spark. This can be caused by the CDI, ignition coil, exciter coil, spark plug, wiring, pulse sensor, or insufficient battery charge.

-          Charging System problem: this can cause an Ignition System problem, and can be caused by the magneto, stator, regulator/rectifier, or battery. Usually this will not be the cause of not starting, but it will lead to battery charge problems or the engine dying during operation, which leads to more starting problems.

-          Engine System problem: this is usually caused by the carburetor, either not mixing the fuel/air properly, or being faulty. It can be also be caused by lack of gasoline or gasoline flow.

Jump ahead to the next section to help you troubleshoot the above categories.

In this section I will go into detail into the systems that could prevent your vehicle from starting. But first, lets go over one of the most common problems:

Your Battery Probably Doesn’t Have Enough Charge!

Many ATVs will not start on the first attempt, simply because they are new. This isn’t a problem, but it causes a problem! When you try to start the vehicle multiple times in a row, it drains the battery very fast! So your vehicle may be completely fine, except that it does not have enough charge to start anymore.

The easiest way to diagnose this is to turn off all the vehicle’s system and measure the battery voltage using a Multimeter (see section on “Before Starting” to see how to do this). If the battery voltage is below 12.0V, you don’t have enough charge. Many will read around 10.8 – 11.5V. This is too low! You may be able to get away with 11.8V or so, but ideally, you want your battery at 12.0V or above.

This is an easy problem to fix with the right equipment. The best way is to use a Battery or Car Booster, found at any automotive supply store. These boxes come in all shapes and sizes, but have one common feature: they plug into a 120VAC (wall outlet) plug and transfer electricity to a battery using two large cables with alligator clips on the ends. Some are more advanced and have different charge modes and diagnostic info; some are simple and are not much more than a box with wires.

If your battery charge is low, connect one of these devices to your battery and let it charge for a long period of time (at least 30 minutes). The best types will give you the battery charge in percentage; once your battery is at about 75% it will be able to start the vehicle, with help.

When you do go to restart your vehicle, leave the Battery Booster attached (and if possible, put it in “Starting Mode”, usually a high-current mode for jumping cars).

If you don’t have a Battery Booster, you can use Jumper Cables! Regular jumper cables can be attached to a car’s battery to charge your ATV battery. Connect red (positive) to red, and black (negative) to black terminals between the two batteries. Start the car or charging vehicle, and let it charge the ATV battery for at least 30 minutes. Afterwards, attempt to start the ATV with the jumper cables still attached and the charging vehicle still running.

Troubleshooting: Ignition System

Not having proper ignition (spark) is one of the most common problems. If your engine turns over, but does not catch, it can likely be an ignition problem. One of the most common causes is lack of battery charge, as described above. This is the first thing to look for.

The purpose of the ignition system is to create a spark in the engine at the correct time. To do this, it uses a spark plug, which creates a spark by receiving a very high voltage from the ignition coil. The ignition coil receives its voltage from the CDI, which gives the voltage to the ignition coil at the correct time based on the pulse sensor. Each piece of this system is crucial, and each can cause the vehicle to not start.

Typical Ignition System schematic.

Let’s start at the spark and work backwards.

Spark Plug

The spark plug screws into the engine casing. It can be faulty or not be receiving the correct voltage.

First, inspect the spark plug for corrosion or build-up in the spark gap area. There should be small (1 mm) gap in the spark gap area, and it should not be plugged or clogged.

The spark plug and spark plug cap, which pulls off easily. Remove spark plug using socket wrench and reinsert into cap for testing. Check cap and spark plug wire for continuity.

Testing the spark plug

To test the spark plug is working, first remove it from the engine casing. You can do this using a socket wrench; once it is loose, it should easily screw out. To test it, you need to hold the case (metal outer casing, includes threads, etc) of the spark plug to a grounded area of the vehicle. This will be a NON-PAINTED part of the frame, engine case, etc, that is metal. You can check an area is grounded using your Multimeter. Put it in Continuity mode (it should beep when you connect the two leads) and hold one lead on the negative battery terminal and one lead on the area you want to use as a ground. The Multimeter should beep.

Checking an area for grounding using multimeter. Notice I am probing a metal screw, as coated or painted areas are not grounded!

BE CAREFUL, as this next section involves exposed high voltages! Hold the spark plug by the ceramic (white) casing area.

Hold the spark plug, exposed so you can see the spark gap, against the grounded area, and try to start the engine (make sure killswitch is disengaged, brakes on, in neutral, and press the ignition). You should hear the engine turn over and you should see a small spark on the end of the spark plug periodically.

How to test a spark plug for spark, holding the case against a grounded area (in this case a metal bolt). Note that it would have to be inserted into spark plug cap/wire.

If you see a spark, then you probably don’t have an Ignition System problem. Your problem is most likely a battery charge or fuel/carburetor problem. However, it could be caused by a faulty pulse sensor (ensures proper spark timing).

If you don’t see a spark, read on, as it could be caused by a number of things.

Spark Plug Cap/Wire

One reason for the spark plug not firing could be the connection to the rest of system. Inspect the Cap (the connector) which should easily come off the spark plug. Check for corrosion or any reason it would not connect to the spark plug. Next, check the connection between thick wire and the cap. Give it a good tug; it should not come apart. If it does, it may be a wire issue, which will need to be replaced or fixed. Next check, the wire’s connection to the Ignition Coil, which is where the thick spark plug wire will lead.

You can check Continuity between the Spark Plug Cap and the Ignition Coil using your multimeter as before. In Continuity mode, put one lead inside the Cap where the spark plug connects, and the other lead on the Ignition Coil terminal where the wire connects; make sure both leads are touching the metal part of the wire/connector/terminal. You should hear a beep (or see 0.0 or 0.1 ohms on the display).

Ignition Coil

Ignition coils are not prone to failure, so you probably shouldn’t second guess them. However, it is a good idea to test that the coil is getting enough voltage.

Using your multimeter, set it to AC Voltage mode. Touch one lead to the Ignition Coil’s terminal where it connects to the CDI. Ignition coils only have 2 wires connected to them, so this will be the opposite of the one connected to the spark plug. Connect the other lead to ground. Now, crank the engine (try to start it). You should see a voltage between 12 – 200 V. If you see any voltage in this range, it is probably working correctly. You should only be worried if you see no voltage, or very small voltage (less than 2V). If you don’t see a voltage, you may likely have a faulty CDI.

Indicating where the CDI and Ignition Coil are located (CDI is pointed to by left finger, ignition coil by right finger). You can also see CDI connector on the left, and spark plug wire to the left of ignition coil.

CDI (Capacitor Discharge Ignition)

The heart of the Ignition System is the CDI, which coordinates and controls the spark in the engine. It typically has 5 or 6 wires connected to it (as seen in the diagram above). It looks like a small black box and will be located near the ignition coil.

Most of the connections are made to coils in the system. Coils are used to generate voltage or signals from moving components, or to convert electricity to a different form. Coils are not prone to failure, so if you are having ignition problems, it is probably due to what has been discussed above, or due to the CDI or the CDI’s connections.

The first thing to check is the CDI’s connection to ground. Understanding the layout of CDI can be difficult, even with a manual. If your CDI has 5 connections, one should be connected to ground. Connect your Multimeter lead to ground, and with the other check all 5 CDI terminals; if one has continuity to ground, you are OK. If it has 6 connections, do the same, and one should have continuity to ground (the ground cable) and one should be connected to ground if the killswitch is engaged/disengaged (changes). Put the killswitch in both positions, and check the 6; in one position, two terminals should ground, in the other, one should ground.

The 5-pin CDI connector.

An underneath-looking-up shot of the CDI (black box with white zip tie around it), connector on the left.

Try to determine which connection is connected to the Exciter Coil. This coil generates a large AC voltage (12 – 200 VAC) when the engine turns. This voltage is provided to the CDI, which gives it to the spark plug at the right time. Test this connection in the same way as Ignition Coil, with your multimeter. You should see a large AC voltage on the connection when the engine is cranked.

A faulty CDI would not provide voltage to the ignition coil, or it would at the wrong timing. If you see the correct voltages and continuities on the CDI terminals, but see no voltage at the ignition coil, replace the CDI. If the CDI tests are successful and it is providing voltage to the ignition coil, it is most likely not the CDI or some part of the Ignition System, but rather a fuel/carb problem. It could also be the Pulse Sensor, which uses the engine rotation to tell the CDI when to fire, but this hard to diagnose and not likely.

Troubleshooting: Charging System

The Charging System of an ATV is responsible for keeping your vehicle’s battery charged while the engine is running. Most of the starting components are located in the Ignition System; the only one that is affected by the Charging System is the battery. Therefore, a failure in your Charging System is not likely to prevent your vehicle from starting; rather it will cause your vehicle to stall while running or drain your battery, preventing starting.

Larger vehicles such as cars use an alternator to charge the battery. An alternator would be impractical and too large for an ATV, so instead, a magneto and stator system is used.

The magneto is a set of magnets that are attached in a 1:1 gear ratio to the flywheel of the crankshaft. What this means is that when your engine runs (the crankshaft turns), the magneto spins at the same RPM as your engine. The magneto spins around the stator, a collection of wire coils. These two electromagnets spinning generates AC electricity, which is used to charge the battery. The AC generated is converted into DC (the battery’s electricity type) using a regulator/rectifier.

What about failures? As I said before, coils are unlikely to fail. This means that your magneto and stator are unlikely sources of failure. Many people inquire about upgrading stators. What this would do is allow more power output from your engine to charge and power electrical devices. You may want to consider this if you are using external accessories such as lights, winches, etc, and are experiencing problems.

What if my vehicle stalls at idle? This could be caused by high charging loads, such as external accessories. Try turning them off, and see if the problem still occurs. If so, you may need to fix or upgrade your stator. Magnetos are difficult to access and therefore tough to upgrade – but as I said before, do not normally fail.

One source of failure may be your regulator/rectifier. This component serves two purposes. First, it converts AC to DC using a rectifier. Next, it “regulates” power by smoothing out voltage ripples and transient currents so that the electrical system does not have to deal with spikes and under/over voltages that could damage electrical components. Converting AC to DC is a process that is not 100% efficient, meaning that power is lost. In this case, power is lost in the form of heat. If a regulator is not sufficiently cooled, it may fail, causing your Charging System to fail.

The regulator/rectifier (note: does not have a connector, only permanent wires, making it difficult to test)

Locate your rectifier/regulator, which usually has a metal casing with fins (a heatsink) to dissipate heat. Unfortunately testing this device is difficult, since it requires the engine running to have an output, but to test its output it cannot be connected to the battery. But to get the vehicle running, you will need a battery…see the problem here? If you suspect a regulator is failing, it will probably be VERY hot (as opposed to just hot, which is normal; normal hot you should be able to touch it for a few seconds without burning yourself). Symptoms of regulator failure would be the engine starting, but then dying a short time later at idle or dying during normal operation.

Make sure you check other failure causes of engine stalls such as lack of fuel, blocked fuel lines, carburetor problems, or blocked air intake/exhaust before replacing a regulator.

Troubleshooting: Engine System

The Engine System is the most difficult to troubleshoot, since it involves moving mechanical parts that are difficult to access and diagnose. Common Engine System problems include:

Lack of fuel. This is an easy one and can be checked by opening your fuel tank. Always check this first!

Blocked fuel line. This could be easy (due to the fuel valve being off) or more difficult such as debris in the fuel line. Some smaller ATVs do not have a fuel filter, so if debris enters the gas tank, it could clog the gas lines. An easy way to test if your carburetor is receiving fuel follows: try to start your ATV as normal. If it is not starting (and the fuel tank is filled, and fuel valve on) there should be fuel in the carburetor. You can drain this fuel using the screw at the bottom of the carburetor, usually near a small rubber tube. Loosening this screw drains the fuel from the carburetor. If your carb is receiving fuel, a puddle of fuel should drain out the tube when you loosen the screw.

Blocked air intake. An engine breathing fresh air is essential to have it run properly. Check that the air intake (which should be attached to the top of the carburetor through a hose/filter assembly) is not blocked or clogged in any way. Remove the air filter and check that is clean.

Blocked exhaust. An engine expelling exhaust is also essential. A blocked exhaust could cause your engine to stall or not start. Check the exhaust pipe for blockages and any other visible problems such as holes. Checking beyond this is difficult and requires disassembly.

Besides the easy to determine problems above, there are more complicated Engine System problems that could prevent starting. A faulty carburetor is the most likely. A carburetor is a complicated mechanical device that mixes fuel and air at the proper combination for combustion. Since this combination changes as throttle is increased, it is a fairly complex system that adapts to a range of engine loads.

Flooding is a common carburetor problems that occurs when it is filled with too much fuel and cannot gain a proper air/fuel mixture. This usually occurs after trying and failing to start the engine too many times, filling the carb with excess fuel. Draining the carb as above (loosen bottom screw) can relieve this problem.

Beyond this, diagnosing carburetor problems is difficult and is meant for a certified mechanic. If you have exhausted all the possibilities presented in this article and suspect your carburetor is the culprit, your best bet is to take your vehicle to a mechanic. Some carburetor problems can be solved with simple means, such as adjusting the jetting screws, but most are more complicated and require disassembly of the carb, not something to be undertaken by someone who does not know what they’re doing. Check back in the future for an article addressing carburetor jetting procedure.

Even so, adjusting carb jetting only adjusts fuel flow to the carburetor. If you can’t start your vehicle, it is likely a more complicated problem than jetting.

Starter Motors help mechanically get the engine going using electricity. If you do not hear your engine turning over and you are certain all the controls are in the correct position for starting, you may have a starter motor problem. Make sure you have enough charge on the battery and that the wires are all connected properly and securely, especially the battery leads. Starter motors are internal to the engine and therefore very difficult for the average user to fix. Take your vehicle to a mechanic if you suspect the starter motor is not working.

Although long, this article is very detailed in the ways to overcome your vehicle not starting. Hopefully this will help you start your vehicle, and if not, diagnose what is wrong with it.

Getting an ATV or bike started can be a frustrating task, but it is not futile, and the reward is worth the work. Hopefully your problem is a simple one, but if it is more complicated, review this article carefully and try to diagnose it yourself. If you cannot, your best course of action is to consult a mechanic.

Remember to double check everything you’ve done, as it is usually the very simple things (such as having the brakes on…I struggled with that one for a while a few weeks ago) that prevent your vehicle from starting. Good luck!

Szappanos, George. ATV Electronics series: Part 1 – ignition systems.

Gustafson, Gary L. A Primer on ATV Charging Systems.

Left by: tonyb6
Left on: 07/14/2013 09:48 AM
I have the same problem my sons bike will start if I cross out the solenoid runs good but will not start on starter button . just put new start button assembly
Left by: DonWiebe
Left on: 06/09/2012 06:08 AM
I have a 330 gio bear,it ran good but now it bogs, what would be the problem,carberator ,put in new plug and fuel pump & filter,still bogs, what to look for next,!thx.
Left by: 2srsweet
Left on: 05/21/2012 01:23 PM
I had my boy riding his gio rebel T1 for about an hour for the first time when we noticed it was smoking and when we went to check it it was so hot it had melted the dipstick and the spark plug wire was starting to melt. I am stumped. it was running fine. Could really use some advice. Thanks
Left by: maxtml
Left on: 03/13/2012 05:39 PM
why does my giovanni 250 x31 back fire every time i give it high revs are they sapose too do that or is there something wrong with it??
Left by: hawkeye15
Left on: 03/04/2012 04:08 PM
When buying and putting togeather a 125 atv there are two kill switch,s on these machines. ? One on the handle bars and one at the end of the machine ? I f not plugged off , no spark at plug .
Left by: hawkeye15
Left on: 03/04/2012 04:05 PM
Just got rebel 125 cc , when starting engine reves too high . Question ,,how do you slow it down or is it in carb linkage ?
Left by: corytina
Left on: 05/23/2011 04:45 PM
I have a 110 for my son. It starts and idles fine as soon as you try and accelerate it pops and backfires. Let go of the throttle and it idles fine. Cna someone help. I think its the timing advance.
Left by: canuckfan
Left on: 11/26/2010 09:57 AM
The 2 wires on a 200cc beast that come out of the clutch lever handle on my new quad are not hooked up to anything, could this be the reason my atv won't start? I have spark and fuel etc. and everything else is working
Left by: Daddyola
Left on: 04/26/2010 09:01 PM
I turn on the key, put on the brake and reset the kill switch but when I hit the starter button nothing. If I jump the solenoid the quad will start and there is lots of power. My sons Geo Beast is dead. It started good yesterday.
Left by: kazreg
Left on: 03/14/2010 09:06 AM
I'm a newbie to ATV's. My buddy bought me a 50cc atv. It started and worked great all last year. I can't get it to start properly. I did read read the blog but I'm at bit confused on the whole carb and choke lever. I started the atv with the manual chock lever in the up position. After about a minute or 2 I flipped the lever to the down or normal running position. The atv quit on me and I couldn't start it again. Can someone help me with this or maybe post a blog on a 50cc atv?

Left by: kost69
Left on: 03/09/2010 08:40 PM
No spark in 125CC (YL306) ordered new stock stator but thy sent a high performance stator . They claim to connect the green and yellow wires to the high pressure bag end , do they mean straight to the coil or into the cdi box . Could you please advise what wires go were . Might you have a drawing for wiring the high performane stator . ( 125 cc dirt bike YL306 ) Shoud I have any voltage from the two wires coming out of the igniter when I kick the engine over . I have 6 volts coming from the magneto to the ignter when I kick engine over .
Left by: patrichard
Left on: 02/20/2010 04:42 PM
nice advice , everybody must read that before using atv s for the first time !!
Left by: Victory12
Left on: 10/14/2009 09:52 AM
I bought a T3200cc, wont' turnover,any suggestions, solenoid, starter? Any advice appreciated.
Left by: admin
Left on: 10/11/2009 06:19 PM
Great blog. Everybody who has problem starting ATV should read this,
You must Log On to left a comment.
Featured Blogs
Test driving the RZR 500 +, Lithium
When I first saw my first GIO bike a little over a year ago,...
Test-driving the GIO, PB-710
  The first time ever saw the PB-710 GIO brand e-bike,...
GIO Black and White Photo Gallery - GIO BEAR, Beast 2010, and X37 Dirt Bike
We have accumulated so much pictures over the time that...
Mini ATV Front Brake Guide – Install/Tune
Author: Nick Corbett, Chief Engineer   Many people...
Drive Chain Adjustment
Author: Nick Corbett, Chief Engineer   Some people...
Gio’s 800cc “Work Horse” UTV Review
Author: Nick Corbett, Chief Engineer   Have a huge...
Dylan Armstrong Takes GIO for a test drive
Friday, December 11, 2009 Vancouver, BC,...
GIO secures exclusive rights in Canada for Xmotos Motorcycles
  Thursday, December 10, 2009Vancouver, BC,...
Having fun on a GIO Lambo
James is test driving the GIO Lambo around the parking lot...
1 - 2


Dumfries prepares for riding of the marches

Final preparations have been taking place ahead of the annual Guid Nychburris main day which takes place in Dumfries tomorrow, Saturday 21 June.

This year's cornet, Chris Beattie, and his principals have been visiting schools and nursing homes in the town as part of their duties.

The riding of the marches gets underway from 8am.

Dumfries celebrates Guid Nychburris

Guid Nychburris is an age old tradition in Dumfries that dates back to the 1700's. In history, the town's people would ride to the boundaries to protect their land, nowadays it's a celebration.


ehs banner

Occupational Health - Heat Stress

Heat Stress

Heat Stress is the net heat load to which a person may be exposed to from the combined contributions of body (metabolic) heat, environmental factors (temperature, humidity, air movement, and radian heat), and clothing requirement.

Operations involving high air temperatures, radiant heat sources, high humidity, direct physical contact with hot objects, or strenuous physical activities have a high potential for inducing heat stress in a person engaged in such operations. Examples of such operations include: working in foundries, laundries, construction projects, commercial kitchen, boiler rooms, and out-door activities conducted in hot weather, to name but a few.

A mild or moderate heat stress can lead to discomfort and may adversely affect one performance and safety, but is not harmful to one's health. However, as the heat stress approaches human tolerance limits, the risk of heat-related disorders increases.

Heat-Related Disorders

Common heat-related disorders include:

Heat Stroke

Heat Stroke occurs when the body's temperature regulation system fails and the body temperature rises to critical levels. It is caused by a combination of highly variable factors, and its occurrence is difficult to predict. The primary signs and symptoms of heat stroke includes confusion; irrational behavior; loss of consciousness; convulsions; a lack of sweating (usually); hot, dry skin; and an abnormally high body temperature, e.g., a rectal temperature of 41°C (105.8°F).

Heat stroke is a medical emergency: if a person shows signs of possible heat stroke, professional medical treatment should be obtained immediately. A person suffering from heat stroke should be placed in a shady area and the outer clothing should be removed. The person’s skin should be wetted and air movement around the person should be increased to improve evaporative cooling until professional methods of cooling are initiated and the seriousness of the condition can be assessed.

Heat Exhaustion

The signs and symptoms of heat exhaustion include headache, nausea, dizziness, weakness, thirst, and giddiness. Fortunately, heat exhaustion responds readily to prompt treatment. However, heat exhaustion should not be dismissed lightly. A person suffering from heat exhaustion should be removed from the hot environment and given fluid replacement and encouraged to get adequate rest.

Heat Cramps

Heat Cramps are usually caused by performing hard physical labor in a hot environment. These cramps have been attributed to an electrolyte imbalance—too much and too little salt, caused by sweating. Cramps appear to be caused by the lack of water replenishment. Thirst cannot be relied on as a guide to the need for water; instead, water must be taken every 15 to 20 minutes in hot environments.

Heat Collapse ("Fainting")

Heat collapse occurs when the brain does not receive enough oxygen because blood pools in the extremities. As a result, the exposed individual may lose consciousness. This reaction is similar to that of heat exhaustion and does not affect the body's heat balance. However, the onset of heat collapse is rapid and unpredictable. To prevent heat collapse, a person should be gradually acclimatized to the hot environment.

Heat Rashes

Heat rashes are the most common problem in hot work environments. It manifest as red papules which usually appears in areas where the clothing is restrictive. As sweating increases, these papules give rise to a prickling sensation. In most cases, heat rashes will disappear when the affected individual returns to a cool environment.

Heat Fatigue

The signs and symptoms of heat fatigue include impaired performance of skilled sensorimotor, mental, or vigilance jobs. There is no treatment for heat fatigue except to remove the heat stress before a more serious heat-related condition develops. A factor that predisposes an individual to heat fatigue is lack of acclimatization. The use of a program of acclimatization and training for work in hot environments is advisable.

Chemical Inventory

Material Safety Datasheet (MSDS)

Search For MSDS

Currently No Student Vacancies.

Please check back for openings

EHS Training

Online Training

EHS - General

Tel: 770-499-3321

Fax: 770-420-4363

Campus Emergency

Dial - 6666


John Smith Teacher Resources

Find John Smith educational ideas and activities

Showing 1 - 20 of 160 resources
Students explore Pocahontas.  In this U.S. history critical thinking lesson, students view a video clip about Pocahontas and John Smith. Students give opinions about whether they think Pocahontas really saved John Smith's life, and then review various historical accounts of the story as primary and secondary sources. Students examine documented evidence to refine or change their opinion.
Fourth graders answer questions about John Smith, and also they figure out what was necessary are needed for surviival. Students are given a replica of Smith's 1612 map, they then answer questions using the map as their resource. Students may notice that the maps have a great amount of information about Virginia's Native Americans. They compare and contrast the two different maps (John Smith's map and modern day Virginia map).
In this John Smith activity, students read a one page article about the problems John Smith faced in the 1600's. Students complete 7 short answer questions about the article.
In this John Smith worksheet, students read a 1 1/2 page passage about the history of John Smith and answer short answer questions about it. Students complete 7 questions.
In this John Smith worksheet, students access a linked Internet site, watch the cartoon about John Smith, and then answer 20 fill in the blank and 2 short answer questions regarding the video.
In this video learning exercise, students view a video online titled Catch Up With John Smith and fill in the blanks to sentences about it after viewing it. Students complete 20 sentences.
Students explore Virginia geography.  In this Virginia history and geography lesson, students examine a copy of the map John Smith used to explore Virginia.  Students compare and contrast this map with a current map, and complete a related worksheet.
Fourth graders explore geography by participating in a map activity. In this historical research lesson, 4th graders identify the route John Smith took when he reached the United States and the regions which he inhabited. Students complete a Venn Diagram comparing Virginia in 1607 and Virginia in modern time.
Eighth graders discuss the Jamestown colony and the Powhatan Indians. In this colonial history lesson, 8th graders talk about conflicts between the Native Americans and the colonists. They read a biography about Pocahontas to help them understand her relationship with John Smith.
Fifth graders examine how in times of need the qualities of leadership automatically surface in individuals to see that necessary tasks get accomplished.
Fourth graders study the contributions of John Smith to America. In this primary source research lesson, 4th graders examine images and documents from the Library of Congress to investigate John Smith's role in colonial America.
In this Jamestown Colony instructional activity, students read a 2 page article on the colony, answer 3 questions with multiple choice answers, fill in 5 blanks to complete 5 facts and determine if 3 statements are true or false.
Third graders explore describing the interactions between the English settlers and the Powhatan people. They include the contributions of the Powhatan's to the survival of the settlers and review how the Powhatan people and the English settler's at Jamestown established trading relationships.
High schoolers research the Chesapeake Bay, examining how changes over time can help illuminate the interrelationship between people and place. Then the students apply a similar approach to their local area. High schoolers present their research in groups.
Students conduct research on the Chesapeake Bay, from Captain John Smith's explorations of Native American settlements to the present. They examine the interrelationships between people and places and how they change over time.
Students investigate how their town has changed by examining the first settlers.  In this U.S. History lesson, students investigate the lives of Samuel de Champlain, John Smith and other early settlers.  Students write descriptive paragraphs about how their community has changed since those early times.
In this Pocahontas and John Smith worksheet, learners investigate what happened at Jamestown and write a memo to the Board of Directors at the Disney Corporation recommending whether or not to apologize to the Powhatan people.
What did the English settlers think of the Native Americans inhabiting the Chesapeake region of the United States? Learners analyze a series of documents and images to determine the English perception of the local inhabitants. A great activity including extension activities, additional related lessons, primary source documents, and images.
Students understand the similarities and differences between English and Native American conceptions of the land and town settlement. They understand how the colony of Massachusetts developed and expanded. Students understand the causes of King Philip's War. They understand how maps can reveal the cultural assumptions of particular times and places.
Focusing on the Virginia and Maryland settlements in the 1600's, this presentation is a complete and thorough resource during a unit on Colonial America. It includes pictures, maps, and interesting discussion points for you to address with your history students. The length and breadth of this presentation makes it ideal to break up over many different class sessions as you complete your unit.

Browse by Subject

John Smith


Flow Surges

Nature: Organisms and Ecosystems

Foraging gorilla groups do not overexploit food plants in one area. They enter a new area and consume food species at an increasing rate as they find the most concentrated pockets. As the pulse of food into the group starts to peak, it is a signal to start looking for a new area before the remaining food plants are reduced to the point where they cannot support effective re-growth. This management regime helps ensure that there are enough food plants left to sustain   production of new plants, which may then be exploited at a later date.

Inquiry: What might happen if the gorilla group does not reach the peak of supply before it leaves the area?

Culture: Organisations and Economic Systems

Recovery of key industrial resource deposits, like oil, iron ore and phosphorus are known to go through a growth, peak and decline pattern over time. First, there is growth in supply as production ramps up to take advantage of concentrated, easy to process material; then production peaks as material becomes more disbursed and harder to get; finally, production declines until it stops at the point where the resource cannot be exchanged for enough money to pay for its extraction and processing. Sustaining supplies of industrial resources for exchange within the economy relies on managing resource pulses such that they do not decline too rapidly before alternative supplies may be brought online.

Inquiry: What are the economic consequences of extremely rapid growth in the recovery of critical industrial resources?


Follow us on Twitter

Search for a job

or by state
More Links
  State Associations' Jobbanks
  Types of jobs in broadcasting
Colorado Broadcasters Job Fair
Aug-25-2014 - Aug-29-2014
Wyoming Broadcasters Job Fair
Sep-15-2014 - Sep-19-2014
New Mexico Broadcasters Job Fair
Oct-06-2014 - Oct-10-2014

Careers in broadcasting can be exciting, unique and rewarding. As with all forms of business, broadcasters seek to recruit qualified individuals who want to learn and grow with the changes of the industry.

People who work at radio or TV stations often wear several hats, but they generally fall into one of four categories:

  • Management/administrative
  • Sales/Sales support/Underwriting
  • Engineering/Technical/Computer
  • Production/Programming/News

Following are some general descriptions for jobs in radio and jobs in television. Remember that each station is unique in its staff structure, and no two stations are organized in the same fashion. The size of a station and of the market it serves often dictate the number and types of jobs available.

The descriptions below provide an overview of just some of the positions and responsibilities. For more detailed information, view the US Labor Department's Employment Projections website for links to the Occupational Outlook Handbook and the Career Guide to Industries.

 Radio Jobs

ACCOUNT EXECUTIVE - The person who sells advertising time and works closely with businesses to help them market themselves to the station's listeners or viewers.

CHIEF ENGINEER - The chief engineer is responsible for the technology necessary to put the station's broadcast on the air. The engineer works to maintain broadcasting capabilities and provide quick solutions to problems that may arise with the transmitter, tower, satellite receiver and other related equipment.

COPY WRITER - This staff member writes commercial and promotional copy in support of the station's sales, marketing and promotion efforts.

GENERAL MANAGER - The person responsible for the overall operation of a station. This position requires business knowledge, leadership ability and a technical understanding of how a station operates.

GENERAL SALES MANAGER - This person hires and supervises the sales staff, reviews programming for the best sales opportunities, develops sales plans and goals, oversees billing, studies and understands the station's market and approves all sales promotion campaigns. Some stations have multiple levels of sales managers, including National, Regional and Local sales managers who focus on various aspects of sales.

MAINTENANCE ENGINEER - The maintenance engineer installs and performs preventive maintenance on the station's control consoles, boards, recording equipment, microphones, and a wide variety of other station equipment and electronic systems.

MUSIC DIRECTOR - This person manages the station's music library and works with the program director in selecting new recordings to be played as they are submitted by record companies.

NEWS DIRECTOR - The news director runs the news department. The news director assigns stories to reporters on staff, monitors the wire service and is involved with identifying the important news issues within the community.

PRODUCTION DIRECTOR - The production manager assigns announcers, schedules studios, arranges recording sessions, produces commercials, and directs programs.

PROMOTION DIRECTOR - This position promotes the station's image, programs and activities. The promotion director works closely with the program director to create on-air promotions and also with the sales department in securing new clients and maintaining current advertisers.

PROGRAM DIRECTOR - Responsible for the entire on-air product, the PD governs the sound of the stations. With control over production, talent, work schedules, and program schedules, the PD's programming objectives support the goals of the general manager and the general sales manager.

SALES ASSISTANT - This position offers support to the sales staff and managers by handling much of the office work, including drafting proposals, which allows the sales staff to focus on meeting with clients and developing business.

SPORTS DIRECTOR - This position is similar to the news director position. Sports directors often handle the play-by-play coverage of local sporting events. Stations that do a lot of sports sometimes hire a "color" announcer to complement the play-by-play talent.

 Television Jobs

BUSINESS MANAGER - Responsible for all financial transactions. Business managers are generally expected to have extensive professional background in accounting and financial management.

CHIEF ENGINEER - Heads the technical staff. The chief engineer is the senior technical person at the station.

COMMUNITY RELATIONS DIRECTOR - This person plans, coordinates and executes a station's services and programs that are developed to respond to the needs of the community.

ELECTRONIC NEWS GATHERING (ENG) - They work alongside reporters to capture events on tape and to produce live, on-scene coverage of breaking news stories. In addition to operating the video camera and sound, ENG crews must also operate sophisticated microwave and satellite transmission equipment to "feed" programming or news segments back to the studio from remote locations.

EXECUTIVE PRODUCER - This position coordinates the content and presentation of broadcasts under the direction of the managing editor and news director.

GENERAL MANAGER - The person responsible for every aspect of a station's operation. This position requires business knowledge, leadership ability and a technical understanding of how a station operates.

MAINTENANCE ENGINEERS - Responsible for the repair, maintenance, installation and modification of all of the electronic equipment in the station.

MASTER CONTROL/VIDEOTAPE ENGINEER - Responsible for operating the videotape recording and playback equipment for live programs and during commercial breaks in network and taped shows.

NEWS ANCHOR - The most visible members of the news staff. These are the people that appear as the "up front" personalities on local newscasts. Ideally, the news anchor is a complete journalist, familiar with reporting, on-scene live coverage and skilled at writing, and in some cases, producing news packages.

NEWS DIRECTOR - The news director supervises the news department. Must understand budgeting, personnel management and the technical aspects of television. In addition to having a firm understanding of the community service role of broadcast journalism, he or she must also have solid news judgment - the ability to determine which stories are most informative and of the greatest value to the local viewer.

NEWS REPORTERS - The key "front-line" people in the news department. They are on-the-scene at every kind of event. Local news reporters must be excellent writers, capable of working quickly and accurately to sum up the key elements of a news story and make it understandable and relevant to the audience.

PRODUCTION ASSISTANT - A production assistant works with all production personnel, helping where necessary.

PRODUCTION MANAGER - This position is responsible for all of the details required in the actual production of local programming. The production manager supervised producers, directors, floor directors and stage managers.

PROGRAM DIRECTOR - The manager of the programming department. The program director works closely with the general manager and sales manager to determine and direct the station's policies and to plan the most effective program schedule for the station.

PROMOTIONS DIRECTOR - The promotions director's job is to promote the station's image, programs and activities. They conceive and execute a variety of written and taped station promotion spots, secure station advertising in other media, and in conjunction with the sales department, develop ways to keep current viewers and advertisers and to attract new ones.

STAGE MANAGER - The director's representative on the studio floor and at the site of any live broadcast.


Ancient Fossil Discovered in Canada Shows Camels Lived in the Arctic Before the Desert

Most commonly associated with the desert, the camel actually first roamed Canada's High Arctic more than 3 million years ago, when the region was warmer than it is today and covered by a forest.

Bone fragments that belong to a camel nearly one-third larger than any living camels today have been recovered from a remote site in the far north of Canada. This discovery suggests that moder camels likely descended from a cold-dwelling ancestor.

The camel fossils were found in Ellesmere Island in the Canadian Arctic by Natalia Rybczynski, a paleontologist with the Canadian Museum of Nature in Ottawa. They were discovered in a gravel-rich layer of sediments laid down about 3.5 million years ago. According to Rybczynski, some of these animals crossed a land bridge from what is today Alaska to eastern Siberia, which means that they were not only living, but also thriving, at latitudes where few mammals can now subsist.

John Gosse, an earth scientist at Dalhousie University and the co-author of the report on the camel that was published Tuesday in the journal Nature Communication, says:

"The camel is an ambassador for climate change."

The report indicates that the camel was quite large at about 2.7 meters tall at the shoulder, which is nearly 30 percent larger than its modern relatives are. In terms of size, a modern day equivalent would be a moose.

Rybczynski explained that a larger body size would have allowed the camera to regulate its body temperature better during the winters, as well as cover larger distances walking.

The first fragment of the specimen was uncovered in 2006. Subsequent visits in 2008 and 2010 lead to the discovery of more fragments. Rybczynski and her team then assembled a collection of 30 bone fragments that fit together to resemble the tibia of a large ungulate.


to homepage
 Weekly emails: how to

> glossary > grid computing

grid computing

Pooled computer resources. Grid computing, or simply grid, is the generic term given to techniques and technologies designed to make pools of distributed computer resources available on-demand. Grid computing was originally conceived by research scientists as a way of combining computers across a network to form a distributed supercomputer to tackle complex computations. In the commercial world, grid aims to maximize the utilization of an organization's computing resources by making them shareable across applications (sometimes called virtualization) and, potentially, provide computing on demand to third parties as a utility service. When used with specifications such as WSRF and WS-Notification, grid resources can appear as web services within a service-oriented architecture.

highlights | A-Z index

More about "grid computing" ...

Loosely Coupled articles:

Grid lock-in on route to SOA

Utility misconceptions

How to share resources


Stage 6: The Godspeed Caregiver

My caregiving has ended.

Who are you?
Your role as caregiver ended more than two years ago. You find yourself compelled to make a difference in the lives of other caregivers. You share information readily with caregivers in the earlier stages, you start a business dedicated to helping family caregivers or you find a job in which you assist family caregivers. And, you treasure each relationship you have in your life, recognizing that each day, and your health, should never be taken for granted.

Your Keyword: Treasure
–Treasure your dreams;
–Treasure your challenges which led to your opportunities and new skills;
–Treasure your opportunities to share lessons learned;
–Treasure memories of your caree.

Your Challenge
To integrate your former role as a caregiver into your new life

Your Purpose
To implement your lessons learned from your role as caregiver, from your caree and from your family members and friends. During this stage, which can last as long you wish, even your lifetime, you reap the benefits of your efforts.

As a “Godspeed Caregiver,” what can you do?
1. Follow your dreams.

Make your goals a reality.

2. Family caregivers will look to you as a mentor and leader.
Allow caregivers in earlier stages the same freedom to stumble and steady themselves that you had. Share your experiences with expectant caregivers, freshman caregivers, entrenched caregivers and pragmatic caregivers. They can learn from you!

3. Treasure the memories you have of your caree.
Continue to remember your caree regularly through rituals, such as enjoying an ice cream cone in her honor on her birthday, or by planting trees in his honor. Reading and reviewing your diary will be a great way to remember.
Of course, your best memorial to your caree’s memory is a life you build for yourself filled with healthy relationships, productive careers and joy and laughter.

4. An apple a day…
Your apples kept you going. Now, consider how you’ll use them to create your future. How did your apples change? How did you change? What would you like to try next? Go for it. The world is your apple.

5. After Giving
Please join us at to share and connect with other former family caregivers adjusting to a life after caregiving.

~ Resources


Preserving your firm’s tribal knowledge

Succession planning is key to ensuring your firm’s future success.

Every firm has at least one—the guru, the expert, the handful of specialists who are the go-to people in the organization. Their combination of intellect, experience, and customer management skills have allowed them to build a reputation in the industry and made them very valuable to the firm. These individuals are the holder of your firm’s tribal knowledge—the project history, unique expertise, and approaches that make your organization successful. They know it. Encouraging these individuals to mentor and develop the next generation of tribal knowledge keepers can be tricky.

Several years ago, a client asked me to do a “voice of the customer” project for it where the goal was to better understand where young engineers go for information. I surveyed about 20 engineers under the age of 30 from mechanical, electrical, and fire protection engineering disciplines from across the country. I was pretty shocked to learn that often these young engineers go to sources outside their firm when they have questions or challenging design problems—first to their friends, then to their college professor or a fellow association member, and then to a colleague in their office.

When I probed for more information, I learned that when this occurs, the engineer doesn’t want to reveal he is struggling, or the individual in his office with the knowledge has been reluctant to share due to fear of losing his or her importance. Since completing this work, it has become a topic I often probe with clients to better understand how pervasive the problem. And while my results are hardly scientific, I have found that about 80% of the people I work with are in this situation.

The reason is pretty consistent: Between fear of losing one’s job in this economy, the rapid expansion of electronic tools, and the collaborative approach of the younger staff, the communication gap between the experienced engineers and the younger engineers is creating a dangerous gap in sustaining and growing a firm’s tribal knowledge.

If you are concerned about preserving and growing your business’s tribal knowledge, where do you start? Begin with documenting the key aspects of that knowledge you desire to preserve: who holds it, where it fits within the organization, why it is valuable, and what would happen if the knowledge keeper were to leave the company. Then do an honest assessment of the ability of knowledge keepers to mentor or develop your next generation of leaders. This can be done via one-on-one interviews or a roundtable discussion with your next generation of knowledge keepers. If they are reluctant to reveal their true feelings, consider using an outside resource to facilitate the discussion.

Next, consider ways to harness and sustain the tribal knowledge. Consider the following options:

  • Develop an apprentice program to pair a less-experienced staff member with the knowledge keeper. Let the apprentice acquire the knowledge through working closely with the knowledge keeper.
  • Establish a knowledge center, an in-house “ask the expert” where staff can post questions and issues that are answered by the knowledge keeper.
  • Develop a schedule of monthly lunch-and-learns led by your knowledge keepers for the younger members of the staff. Consider having questions submitted anonymously in advance that the knowledge keeper will address during the training session.
  • Consider a team approach to developing new tribal knowledge. Put together a group of your best and brightest talent and have them become the in-house experts on a new topic. In other words, set up a “hack” session and let the team develop new and possibly better approaches. Developing a team approach limits the risk associated with knowledge held by a single individual.

Remember, this tribal knowledge is part of your firm’s secret sauce—the knowledge and expertise that makes your business unique in the market. If you don’t carefully cultivate and share that knowledge within the organization, one day it will be gone—and with it, your competitive advantage.

No comments


Genetics of Bacteria Help

By — McGraw-Hill Professional
Updated on Aug 23, 2011

Characteristics of Bacteria

Each cellular organism is classified as either prokaryote or eukaryote. A prokaryote is generally a single-celled organism whose DNA is not confined within a true nucleus. A eukaryote can be single-celled or multicelled and has its genetic material isolated from the rest of the cell by a nuclear membrane. All bacteria are prokaryotes. There are two main prokaryotic groups—the Eubacteria (true bacteria) or Bacteria and the Archaebacteria (ancient bacteria) or Archaea. These two groups are distinguished based on their cellular structures and DNA sequences. The Eubacteria contains most of the organisms we typically identify as bacteria, such as the common gut microbe Escherichia coli, and the causative agent of strep throat, Streptococcus pyogenes. The Archaea contains organisms that have been hypothesized to be evolutionarily older, or at least distinct, from the Eubacteria, such as the methanogens (bacteria that produce methane). All other forms of life (fungi, plants, animals) are eukaryotes in the Eukarya group. Bacteria are part of the larger category of organisms called microorganisms. This category includes bacteria as well as some smaller eukaryotes, such as the fungi, protozoans, and algae.

Most bacterial cells have a wall surrounding their plasma membrane. The wall contains a unique chemical called peptidoglycan (also called murein). There are two main types of bacteria based on the structure of their walls, and, in part, on the amount of peptidoglycan in their walls. The Gram-positive bacteria have a thick peptidoglycan layer, while the Gram-negative bacteria have a thinner peptidoglycan layer with an extra outer membrane. The antibiotic penicillin is effective against bacteria because it disrupts the synthesis of peptidoglycan.

Bacteria do not reproduce sexually (i.e., by formation of haploid gametes produced by meiosis, and fusion of gametes to form diploid zygotes) and do not use mitosis as a mechanism for cellular division. The bacterial chromosome does not condense, it has no centromere, and no spindle develops. Instead, the circular bacterial chromosome is replicated and, as the cell elongates, new cell wall material is laid down and the chromosome copies move apart in a process called binary fission. Bacteria can divide much more rapidly than eukaryotes (once every 20 min under ideal conditions, in contrast to 24–48 h or longer for many eukaryotic cells). Bacteria are typically about 1 μm wide and 1–5 μm long. Some bacteria can be as wide as 50 μm and several millimeters long, but this is rare. As mentioned earlier, bacteria are primarily single-celled organisms; however, there are exceptions. The Actinomycetes contain bacterial species that form filamentous, multicellular structures and, more recently, many different types of bacteria previously known only as single-celled organisms have been observed to form multicellular, slimy structures called biofilms. Biofilms are difficult to destroy due to difficulty in penetrating their multilayer, complex structure. They have been observed to accumulate in pipes used for food processing, medical catheters, or in patient tissues—resulting in difficult-to-treat diseases. In fact, symptoms of cystic fibrosis are thought to be due, in part, to biofilm accumulation in the patient's lungs.

Most of the genetic information of a bacterial cell resides in a single, circular, double-strandedDNAmolecule, commonly referred to as the bacterial chromosome, in a region of the cell called the nucleoid. Some bacterial DNA is complexed with basically charged proteins to form a kind of bacterial chromatin analogous to the association of histones and other chromosomal proteins with DNA in eukaryotic chromatin. Some bacteria may also contain small, self-replicating DNA circles called plasmids. There seldom are any membrane-bound organelles in bacterial cells.

View Full Article
Add your own comment

Ask a Question

Have questions about this article or topic? Ask
150 Characters allowed


Move over Dracula, there's a new monster in town! In this old Russian folk tale, a strapping young soldier meets a mysterious stranger in a graveyard. Could this be the dark figure that townsfolk have seen darting in and out of the shadows at night? Read this scary Halloween story, then answer the comprehension questions at the end.


Dolphins want to sign Vince Young?

The Dolphins would likely bring in Young to compete with Henne.  What helps is that Young will have to be motivated, wherever his next destination is, because it could be his last.  He’s still technically on the Titans roster, but the team has been saying for months that they’ll look to release or trade the QB from Texas.  Most likely scenario is that he’ll be released outright, meaning that the Dolphins would not have to forfeit draft picks to acquire him.  Some think that if Young were to lose the Dolphins QB competition with Henne, he would sulk and return to his old ways.  However, if he loses the job to Henne, the experiment would already be a failure, would it not?

We’ve said for some time that Orton was our top choice for the next Dolphins QB, with Vince Young as the next best option.  Adding a playmaker like VY would help the Dolphins offense become more explosive.  According to statistics from, Vince Young was the best quarterback in the NFL at completing the deep ball…this happens to be an area that Chad Henne is very weak in (he ranked 29th).  VY could be exactly the player that Sparano would love for the Dolphins, as he could help the team increase their number of ‘chunk yardage’ plays.