BOWLING GREEN, Ky. — Starting in August, refugee middle and high school students will have a new learning option in Warren County.

Teranga Academy, a school dedicated to supporting teens and their families who are new to the United States, will be located at the Bowling Green Learning Center on Old Morgantown Road.

The academy is part of a joint effort between Bowling Green Independent Schools and Fugees Family, Inc., a network dedicated to refugee education, to provide students with up to three years of English immersion programs based on skills with trauma-informed and culturally appropriate practices. education.

Students will also have the opportunity to play football to serve as an international language of teamwork, perseverance and overcoming setbacks.

Additionally, classes will include reading, writing, math, and English.

“We really want to give these kids the opportunity to not only learn a language first, but also learn that basic content that they need to know so they can be successful in the classroom and open up when they walk into our middle or high school doors for them far beyond their high school experience,” said Bowling Green Independent School District Superintendent Gary Fields.

To be eligible, students must have been in the United States for three years or less, be multilingual, and have had their formal education interrupted.

Teranga will be open to students at Bowling Green Junior High School and Bowling Green High School beginning August 16.

If you want to know more, Teranga will organize parent evenings from April.

As International Women’s Day approaches on March 8, if anyone knows the challenges of being a businesswoman, it’s Elena Calavia.

In recent years, the Madrid native has changed countries and careers and became a start-up entrepreneur last year when he bought the famous language franchise ‘Lingotots’, setting up Lingotots Drogheda and East Meath last year.

A lawyer by training, she doesn’t like to differentiate between genders when it comes to business, but has to admit that there are unique hurdles to overcome in order to succeed.

“I suffer from a strong impostor syndrome like many women, and there are times when I wait to be discovered,” she laughs. “I worked as a lawyer for 20 years, and I knew I was not happy, so I kept my eyes peeled for a business opportunity, because life is too short to do something you don’t. don’t like.

Elena liked the idea of ​​a franchise because there can be a little less risk in being a freelancer with an established business model.

“I found Ingotots, which combines languages ​​and children, which I love both, and also owning a business,” she says. “Having had the incredible good fortune of growing up in a multilingual household and going to the Lycée Français de Madrid where my education was in French from the age of 4 until the age of 18, I know firsthand how beneficial it is to learn a language from an early age because children are like sponges.In fact, in my case, I learned to read and write first in French and then in Spanish !

While learning French at school, she also learned some English and needed to improve it, and moved to Ireland for a year to improve it, then kept coming back first to study at University College Dublin on an Erasmus scholarship, then moved to Ireland permanently in 1998.

“An Irishman took me away and the rest, as they say, is history!” says Elena, who now lives in Mornington, with her husband Andrew Murray, and their 17-year-old daughter, Alba, who speaks three languages, and their dog Lola! to the development and growth of a little person in a way that I had never experienced in the past”.

As a new business owner starting up, she says every minute of the day is spent promoting her business in my target territory, seeking new opportunities, meeting principals and teachers, building relationships with parents and partners and learn to innovate, to make lessons more attractive and fun every day.

“So it’s pretty busy right now but that wouldn’t change the world. I’m constantly learning new skills, which I love to do,” she says. “With the easing of COVID restrictions, it will be easier to return to schools for activities like language lessons.”

She thinks that as a businesswoman, networking is key to finding support and is looking to join a few groups locally.

“We are supposed to be equal at 21^st century, but there are still women who are nervous about starting their own business, but I can tell there is a lot of support and flexibility,” she says. “There may be a generational attitude among some men that women’s businesses are a hobby.

“There have been times when I’ve felt like I’ve been taken more seriously or with more respect as a lawyer – even something like opening a bank account – when you’re down. treated as a businesswoman.”

To find out more about Elena’s language courses for children, visit https://www.lingotot.com/ie/centre/drogheda-east-meath or email drogheda@lingotot.com .

It has been nearly 50 years since the Cowlitz Coast Salish language became extinct. The Cowlitz Indian Tribe is working to revive it and so far it is having success.

The tribe launched the first major set of results from a three-year partnership with The Language Conservancy at an event on February 12. The tribe announced an alphabet primer and two picture books to introduce the language to Cowlitz children and an online and mobile dictionary with more than 3,000 words. Weekend classes for adults interested in the language have been running for several months.

The new uses are all the more impressive considering how far the language had fallen into disuse. Language Conservancy experts had to rely on taped interviews from the 1960s to get an idea of ​​what Cowlitz was supposed to sound like. It was the first time the Language Conservancy had to completely reconstruct a language without the help of a living fluent speaker.

Excerpts from these original recordings are broadcast in the online dictionary as examples of pronunciations to listen to.

“You can click on a word and hear how to pronounce it from the voices of our late elder. It’s so amazing and it really brings out the ability to bring the language back to life,” said Rita Asgeirsson, Cowlitz Indian Tribe Cultural Resource Manager.

Language preservation is a nonprofit organization that works to revitalize the use of Indigenous languages ​​that have disappeared or are at risk of becoming extinct. Conservation works with dozens of tribes in the United States, Canada and Australia to preserve traditional ways of speaking.

Conservancy President Wil Meya said all the work that has been done so far will hopefully lay the groundwork for producing new, competent speakers in younger generations.

“As people learn that this language is learnable and doable, they will gain more experience, become more advanced and put in more effort. But of course the resources have to be there first,” said Meya said.

The Loss of the Cowlitz Coast Salish

Cowlitz Coast Salish is far from the only Native American language that has withered or died.

According to the Endangered Languages ​​Project, only half of the languages ​​spoken in the United States before Europeans arrived still exist. Many of those who are still there are in danger of disappearing.

The last major work done to preserve the Coast Salish people of Cowlitz was done by Mr. Dale Kinkade, a Washington-born University of Kansas linguist specializing in the study of Salish languages. In the 1960s, Kinkade interviewed two of the remaining members of the Cowlitz tribe who were fluent in the language, Emma Mesplie and Lucy James.

Asgeirsson said after the tribe gained federal recognition and established the reservation in Clark County, they began looking for the next set of priorities.

“Language has emerged as one of those most important aspects of our history that impacts all aspects of Cowlitz culture,” Asgeirsson said.

These recordings formed the basis of Kinkade’s “Cowlitz Dictionary and Grammatical Sketch” published in 2004 and work done by the Language Conservancy. An International Journal of American Linguistics article on Kinkade’s dictionary stated that his work “represents the sum total of our knowledge of Cowlitz”.

Meya said experts scoured nearly 100 hours of tape to build the current dictionary and books and preserved audio clips for around 2,000 individual words and a range of phrases and sentences.

The Salish group of Native American languages ​​can be notoriously difficult to learn. The Cowlitz alphabet has 42 letters, several of which, according to Asgeirsson, take “a lot of movement in the mouth and throat”. Cowlitz has different pronunciations for the letters c (sounds like the ‘ts’ in cats, according to the Cowlitz online dictionary) and c’ (the same sound but with a high-pitched pop).

Tribal chiefs also grapple with the question of how to adapt the language to 2022. Meya said that creating new words or adapting now-common English terms was a particularly difficult development for languages ​​that didn’t have not been actively used for generations.

“There are tens of thousands of new words that need to be invented for the things you want to talk about in a modern context,” Meya said.

Helping Tribal Members Become “Culturally Coherent”

The Cowlitz Indian Tribe takes several approaches to recommissioning the Cowlitz Coast Salish.

Alphabet books and early reading books are part of the Cowlitz curriculum focused on educating children with language familiarity. In addition to the current two books, Asgeirsson said the tribe plans to eventually build a library of 100 children’s books that will be provided through the tribe’s daycare centers and Head Start programs.

“Language provides cultural instruction, morals, ethics, values,” Asgeirsson said. “So the earlier you start with the kids, the more culturally consistent a person can be raised.”

For older members, the Cowlitz Tribe has been hosting a series of virtual language-learning weekends for the past two months. They work Saturdays and Sundays to practice speaking Cowlitz Coast Salish, using the Language Conservancy’s work as a baseline.

Asgeirsson said after the first set of classes, there were about 25 people who showed a significant affinity for Coast Salish people and had time to focus on learning them. These learners were placed on an advanced path to becoming the first group of proficient Cowlitz speakers. The initial cohort of speakers will help teach the language to other tribe members and help create video lessons and new recordings for the dictionary.

Written and spoken language can also enter classrooms in Southwest Washington. The state’s “From Time Immemorial” program requires lessons in the history of Washington’s Native American tribes with significant input from area tribes. The Cowlitz Indian Tribe works with 24 school districts to teach local tribal history, including their original names and descriptions of land features.

“What’s really important is making sure we standardize seeing the written language, seeing the images and the history of the tribe,” Asgeirsson said.

There’s never been a better time to learn new skills. High-quality online learning resources are available for everything from YouTube makeup tutorials to life-saving first aid courses. Whether you’re looking to change careers or just love learning new things, we’ve provided some suggestions for making productive use of your free time.

1. ACLS

ACLS (Advanced Cardiac Life Support) is a vital skill for nurses and healthcare professionals, but anyone can apply for it. If someone is collapsing and there is a defibrillator nearby but no medical professionals, you can mean the difference between life and death. However, you need a certification to be able to practice, and you must renew this certification every two years.

find the best ACLS recertification online is a great way to keep your skills up to date and know that you could be the one to tell the difference if someone needs respiratory assistance. Online courses are affordable and accessible, and it’s a skill you’ll never regret learning.

2. Cook

Not all of us are lucky enough to learn to cook growing up. Especially in disadvantaged households, our parents may not have had the time or the resources to teach us this important life skill. However, it’s never too late to learn, and there are plenty of great guides online to choose from.

You don’t have to pay to learn how to cook. Popular YouTube channels teach everything from basic techniques to healthy and satisfying recipes.

Whether you’re learning to cook yourself or providing healthy meals for your family, you can expand your culinary knowledge for free by finding great cooking channels and recipe guides online.

3. Software development

Software development is one of the most employable skills today. BLS projectsjob growth 22% in this field from 2020 to 2030, and online software development courses are more affordable than ever.

Whether you’re using a paid e-learning platform to get certified or just teaching yourself the basics using free resources, it’s a lot easier than you think to grasp the basics and possibly change your mind. career in this industry.

You don’t need a college degree to be successful in this field. A lot of best developers do not have university degrees. Also note that while developers should learn to program, you can focus on development rather than programming, which should see a to diminish in jobs over the next decade anyway.

If you want to apply these skills to a new career, you can continue learning while working at your current job, save resources for more advanced courses, and earn certification to help you change when you’re ready.

4. Foreign languages

Foreign language learning apps are some of the most popular online learning resources. English is the world lingua franca, so it can be tempting for English speakers to stick to the coast and expect to find English speakers when they travel. However, it’s not just good manners not to count on this privilege and learn another language. It is also an immense satisfaction to speak the local language when you travel.

Of course, you don’t need to be fluent in every language for every location you travel to. Just learning a language means you put in the effort and you can choose based on where you like to travel. If you often visit Mexico or South America, learn Spanish.

Choose your language based on your preferred destination and access the amazing range of online learning resources to help you learn.

A good time for e-learning

Making good use of your free time is so rewarding. Whether you’re learning how to cook delicious meals, learning another language, or keeping up with vital skills, take advantage of the amazing online learning resources available to you today.

University of Winnipeg student Cameron Adams has made Swamp Cree accessible to everyone with the recent launch of his new language app, nēhinawēwin, with the support of Elders and faculty.

The app contains a dictionary and search function that reveals hundreds of Swampy Cree words and phrases categorized by dozens of topics, from camping and fishing to banking and grocery shopping.

Users can switch app text between Cree Syllabic and Standard Roman spelling, which is the Latinized writing system for Cree.

Adams, 22, and of Ojibway, Swamp Cree and French-Canadian descent, became interested in the language of his ancestors when he began learning his genealogy in grade 6.

“Identity is something that people pick up in pieces… And that [language] is one piece of a puzzle that has maybe 1,500 pieces,” Adams said.

He started teaching himself Swampy Cree, which some speakers call nēhinawēwin, as a hobby after his grandmother gave him a Swampy Cree dictionary.

At the start of her Integrated Bachelor of Education and Bachelor of Arts at the U of W, Adams took introductory Cree classes and met weekly with elder Margaret Osborne, who is also Swampy Cree and an elder. in residence at the U of W.

“He used to come into the office and try to speak Cree, and then I kind of started helping him pronounce words and stuff. I started telling stories in Cree and he was doing the videotape thing,” Osborne recalls.

Beginning work on the app around December 2018, Adams spent more than three years on the project in his spare time before conducting a virtual launch on January 14 on Facebook Live. Osborne helped with the app’s vocabulary and translations.

Using a Google Sheets file, other translators typed in Swampy Cree vocabulary while an editor read the more than 70 sections.

“And they’re not extended yet,” Adams said. “The goal is to grow [the categories of the app] where you have a lot more language in it.

Some sections target demographic groups like children, while others cover topics important to the Native way of life, including fishing, hunting, trapping, animals, berries, and medicine.

“I knew a lot because I had lived this life with my parents,” said Elder Ellen Cook, who is Swampy Cree and recorded the audio translations for the app.

Cook has spoken Cree all his life, spending decades teaching in Manitoba’s public school system and training Cree speakers at the University College of the North in The Pas, Manitoba.

“They had lost a lot of the old vocabulary, like the vocabulary of life off the land,” she said, referring to the Cree speakers she used to teach.

Cook’s son convinced her to work with Adams after seeing her requests for Cree speakers who knew standard Roman spelling.

“I really wanted to leave something behind for my grandchildren and great-grandchildren to learn Cree because a lot of the language was lost,” Cook said.

Adams estimated that Cook spent around 200 hours on the recordings, which he said was a crucial part given the limited number of audible Swampy Cree resources for language learning.

Adams said he hopes to expand the app’s content to make it easier to learn the language independently.

“Making the language accessible and saying that anyone who wants to learn the language can learn the language…I think that’s the whole point of this app,” Adams said.

Pictures, games and audible stories are among possible future additions to the app. Adams also plans to add, correct and update vocabulary as if it were “vehicle maintenance”.

Osborne advocated for the app to include all-new vocabulary for technology like phones, TVs and cars, but also said it was important to add language typical of older generations.

“I’m 70 and fluent, so not all the words are in this app,” she pointed out.

Cook said she was sad that a lot of vocabulary and audio didn’t make the final cut, but she looked forward to seeing the app in a more polished form, as well as the app available for Android.

“I want the language to live,” she says.

She recalled from her teaching in Winnipeg’s North End how excited Aboriginal students were every time she taught them about Aboriginal language and culture.

“I hope our young people will find the path of their ancestors with the culture and the language,” Cook said.

Adams intends to complete a Cree language teaching internship, having recently submitted his fifth year certification form. He said he anticipated the app would be handy.

“I will definitely use it in the classroom as a go-to resource,” he said. “Kids can access it on iPad. This will be that resource at home if parents want to teach their children Cree [and] have audio.

Adams said every person deserves the opportunity to learn the language of their ancestors.

“Young people will definitely learn from [the app] and build their language. If they’re serious enough to learn fluently, they’ll learn it fluently,” Osborne said.

“Language is our culture.”

---

Featured image courtesy of the University of Winnipeg.

A 25-year-old Rwandan girl, Silvia Uwimana, found herself stranded at the main taxi stand in Uganda’s capital, Kampala, last June after wandering off to a relative’s home.

She came from Rwanda to visit her uncle who works in Uganda and lives in a suburb of the capital.

Unfortunately, Uwimana failed to convince anyone to show her the way to her uncle’s house due to a language barrier. She could only speak her mother tongue Rwandan and French, which is the official language of her country.

“The person I tried to talk to couldn’t understand what I was saying. They couldn’t understand my local language or French,” she told Anadolu Agency.

She was lucky that after walking for more than four hours, she met a girl who knew French. She showed him the way to his uncle’s house.

After staying with her uncle for two weeks, she decided to learn English at an institute for adults so that she could integrate into the Ugandan community. Now she is fluent in English and French.

Many Ugandans, and those in other East African countries where English is the official language, learn French so that they can easily integrate into any country.

Among East African countries, Uganda, Kenya, Tanzania and South Sudan have English as their first official language. Rwanda, Burundi and the Democratic Republic of Congo, which will soon join the community, are French-speaking countries.

But recently, French became the third official language of the East African Community. The others are English and Swahili.

A French expert and senior lecturer at the government’s Kabale University, Morris Keitaba, said many educated Ugandans were learning French. He said it is not only in Uganda but in Kenya, Tanzania and South Sudan.

“It’s good for Ugandans and people from Kenya, South Sudan and Tanzania to learn French,” he told Anadolu Agency. “It is good for the citizens of a country to speak different international languages. Learning French allows them to get jobs in French-speaking countries.

He said that at Kabale University, students and staff have registered with the French language faculty to study French. Those who do not take French as their main subject have enrolled in short courses to learn the language.

“The French Embassy supports us to teach French through the Alliance Française Uganda. It facilitates some of our activities and also provides French language scholarships for teachers and students,” he said.

– Learning French appreciated, supported

The President of the Association of French Teachers in Uganda, Agathe Tumwine, said that over time Ugandans have learned the importance of studying French.

“We want Ugandans to know the importance of being able to communicate in many international languages. The future of learning French in Uganda and East Africa as a whole is bright. Many people are beginning to know this “, she said.

Tumwine said that in the Ordinary Level National Final Examinations last year, 270 schools turned up for the French exams, which is encouraging.

She said French and English can co-exist in Uganda and all other East African countries. “And beware, French is spoken on five continents,” she said.

The French Embassy in Uganda recently signed a memorandum of understanding with Bonjour Kampala, the country’s first French-language web radio station, to promote French using new technologies.

It also supports universities where French is offered, including Makerere University, Makerere Business School, Kyambogo University and Kabale University.

According to Ugandan Minister for East African Affairs, Rebecca Kadaga, the East African Council of Ministers knows the importance of learning French and that is why they recently approved the language as a third official language in East African Community countries.

“We adopted a resolution at our last meeting to make French the third official language. We adopted it after getting assurances that the Democratic Republic of Congo had been accepted to join the East African Community,” Tumwine said.

She said that the Democratic Republic of the Congo is very big and very rich and therefore there is a need for Ugandans, Kenyans, South Sudanese and Tanzanians to learn French so that they can travel there and communicate. easily with people when doing business or looking for a job. .

A Tanzanian student holding a study visa in Uganda, Michael Morobom, said that in his country, learning French is taken seriously by students and others hoping to find opportunities in the countries. French speakers.

The leader of the Alliance Française in Uganda, Magaly Losange, said: “The fact that the East African Community has decided to adopt French as its third official language will only give Ugandans reason to adopt it”.

Language-learning platform Busuu named Bountiful Cow and Motel respectively as media and creative agencies, following a tender.

The appointment follows a period of success for the platform as its users grew rapidly through lockdown to reach 120 million globally. The two agencies presented themselves separately and will help Busuu in this global growth.

The value of the language learning market is expected to reach approximately $115 billion over the next five years. Busuu, which was founded in 2008, was acquired by US student media platform Chegg late last year in a deal worth $436m (£318m). sterling). It has offices in London and Spain.

Rachael Pollard, Chief Marketing Officer at Busuu, said: “Our platform has been proven to offer the best way to learn a language, combining the ability to learn and then practice with expert tutors and our community of native speakers. “

She added, “I am thrilled to be working with Motel and Bountiful Cow to increase awareness of the Busuu brand and ensure our product is in the hands of those it can truly help.”

Chetan Murthy, Head of Strategy at Bountiful Cow, said, “We are delighted that Busuu has chosen Bountiful Cow to help drive the next phase of their business. Our values, culture and ambitions are fully aligned and we can’t wait to get started.

Lee Tan, founder of Motel, added: “’We like what Busuu offers. It’s a business we can learn from and grow with. I’m even learning Spanish to help me talk to my in-laws. Here are three good reasons to be delighted with this new partnership.

Bountiful Cow customers include Virgin Red and Branston, while Motel has worked with brands such as Coke Zero and Klarna.

CHAMPAIGN – James W. Marchand, 95, of Champaign died of Lewy body dementia at his home on Friday, December 31, 2021.

He was predeceased by his wife, Jeanne, and his brother, Frank Marchand.

He is survived by his sister, Jestine Morris; five daughters, Susan Slay, Denise Pakala, Jeannette Marchand, Jeanne Marchand and Melanie Manner; two sons-in-law, Jim Pakala and Rick Manner; two grandsons, Adrian Slay and Kent Pakala; and four great-grandchildren, Macie, Drake, Lorelei and Dillon Slay.

Services will be rescheduled to June 11 due to COVID-19. A private burial was held on January 7.

James was born on Veteran’s Day, November 11, 1926, in Birmingham, Ala. When he was 2 years old, his father, Frank Wesley Marchand Sr., died of tuberculosis shortly before the stock market crash of 1929. His mother, Dessa (Osbourne) Marchand, quickly moved her family of three children back to her hometown of Lewisburg, Tennessee, to be closer to his family.

Growing up in Lewisburg during the Great Depression, money was very limited. Then, in high school, World War II began. His older brother, Frank Wesley Marchand Jr., soon joined the military after Pearl Harbor. He was trained to be a reconnaissance pilot in the Pacific theater. James had to wait to graduate from high school and enlisted at age 17 in the Army Air Corps. He was originally trained to be a remote turret mechanic gunner. However, by then the war was over. Due to a high score on the military aptitude test, he was chosen to learn French from tapes and teach it to his fellow soldiers on the way to Europe. When he arrived, peace had been declared two weeks earlier and he had been reassigned as a translator/interpreter. He quickly discovers that he has a natural talent for languages ​​and is fluent in French. He was also commissioned to translate German and was sent to the British Interpreter’s School. Again, he was able to learn the language very quickly and quickly became fluent. After his tour, he returned to Tennessee.

Jobs were hard to find and he was out of work. While he was playing pool, another pool player told him he was a smart kid and asked him why he wasn’t in college. He replied that he had no money for college. This man told her about the new GI Bill, dramatically changing her life. Within two weeks, Jim was enrolled at TPI (Tennessee Polytechnic Institute) and had met Jeanne Johnson. During the first five days on campus in September 1947, they became “stables”. They were married the following summer on July 31, 1948. They were stable for almost 69 years until his death on July 25, 2016.

Jim has had many mentors in his career. Mr. and Mrs. McGee of TPI recognized his language skills and encouraged him to focus on the humanities and transfer to Vanderbilt University. Dr. Ten Hoor from Vanderbilt offered him a job teaching German. It was the first of many languages ​​he taught during his long career. He got his doctorate. at the University of Michigan. Dr. Nordmeier was instrumental in securing an elite assistant professorship at Washington University in St. Louis. In total, he taught at 12 universities while becoming a full professor, including the University of Washington, Harvard, University of Munich, University of California at Berkeley, Vanderbilt, Cornell, and the University of Illinois.

At the University of Washington, he received a Guggenheim Fellowship at the age of 30. This allowed him to see and study medieval manuscripts in Wolfenbüttel, thus launching his career as an expert in Gothic manuscripts. He also taught the 1958 spring semester at the University of Munich.

When he arrived at the University of Illinois in 1969, he was a professor of German and linguistics. He was also soon inducted into the Center for Advanced Study. He then became an assistant professor in the Department of Comparative Literature.

In 1975 he took a one-year sabbatical in Sweden to study runestones, stave churches and the Viking Age. He fell in love with Sweden, the language and the culture. Immersing himself again in a new language, he was fluent within three months and was often mistaken for a native. In the years to come, he managed two more visits and often wished that his health would allow him to do more.

His great regret was that digital photography and GPS mapping came along when he was too old to re-map all the runestones in Scandinavia. Jim was best known as a leading authority on Gothic and was generally recognized as “the most original person in the study of Gothic in the (mid-twentieth century).” However, he had a very wide range of interests. A small sampling of the subjects he has taught over the years gives an idea of ​​the breadth of his knowledge: German, French, Greek, Latin, Old Norse, Old English and many other languages; Germanic and Celtic literatures; medieval music; the Western texts of Matthew; mechanical aids for teaching; mathematical models for linguists; computer programming; and the Arthurian romance.

He had over 400 articles on linguistics and philology published in seven languages. Some of these works have been translated into German, French, Italian, Russian and Japanese.

One of his greatest claims to fame is the development of a technique for restoring palimpsests (medieval manuscripts that have been crushed). He was dubbed “the palimpsest man” in an article about his work in the international Time magazine in 1991. He created a method of using ultraviolet imagery with computer scanning techniques to isolate Gothic script of the Latin crush. This made it possible to rediscover and study the Gothic. His research greatly expanded the store of the Gothic language.

In his personal life, he was well known as a billiards enthusiast, both at Cornell and UI. His nickname at the UI Student Union Pool Hall, his home away from home, was The Old Man. Many students remember learning billiards with him and listening to his high-profile stories. They also picked up appropriate “trash talk” from him and his fellow pool players, like “I’ll beat you like a tight drum.” Various people went to the UI just to play against the old man. Several students have written to and about him, calling him a mentor to them or an essential figure in their user interface experiments.

He was influenced by many people in his life and had a great influence on many other people – students, colleagues and friends. He lived his life according to this philosophy, which he asked to put on his tombstone: “The love of knowledge and the desire for God”.

Memorial donations may be made to the University of Illinois Center for Advanced Study.

BROWN SHANE