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How to think creative logo design creative ideas?

A creative logo designer will need a computer, digital camera, printer, and design software to get started. But outside of these expenditures, start-up costs are minimal, as are the ongoing fixed overheads to operate the business because the designer can work from home and the majority of jobs can be serviced using e-mail and fax. The better known the designer become for the incredible design work and logos that perfectly describe what they represent, and the more well-known the customers are, the higher the fees will go.

There are many composition techniques that the designer can use to help the designer to generate the logo design creative ideas.

The first creative ideas that the designer think of are not usually the most original. The reason they are already in the imagination is because the designer have seen them before in some form or other.

The best logo design creative ideas are those that the designer discovers by trial and error through composing the images from the investigation.

There are many composition techniques that the designer can use to help the designer to generate the logo design creative ideas.

Techniques, such as welding, tiling, subtraction, layering and framing the images often give rise to creative ideas with more subtle layers of meaning.

When bringing the creative logo design idea to life, the designer want to make sure this is done the right way; using the technical experience of a design firm specifically geared for inventors. This means using mechanical engineers, industrial designers and a company like Design My Creative idea which always remembers the designer are trying to get the creative logo design to market. This keeps the creative logo design consistent by using a single company, making the invention more professional and marketable.

In conclusion we can say that regardless of where the designer are in the design process, save time and money by ensuring that the creative logo design, packaging design, branding and website are created by the use of a creative design idea. Companies usually act as the designer’s silent partner throughout the entire process, taking no royalties and allowing the designer to retain control of all aspects of the invention. The services are clearly defined and our desire to work with the designer every step of the way ensures the designer’s invention’s utmost potential. We at creative logo design truly reaches the clients with success, with the belief that the more successful the designer are, the inventor, the more successful we, the designers product design firm will be as well.

World War II

Sea Marlin served most of the war in the Pacific which included ports-of-call in Australia, Panama, New Guinea, New Zealand, Guam, Saipan, Eniwetok, Leyte Gulf, Tinian plus the Admiralty, Babelthaup, Caroline, Palau, Philippine, New Hebrides, and Mariana Islands. U.S. Pacific ports included Camp Stoneman, Honolulu, San Francisco, San Pedro, Seattle, Portland, and Port Hueneme.
While outbound from the states her passengers were destined for the Pacific war zones on return voyages Sea Marlin served as a hospital ship returning the wounded stateside.

At the Battle of Okinawa the Sea Marlin’s Naval Armed Guard crew received a Battle Star for the service during the invasion. This action included the Japanese Kamikaze attack on the invasion fleet.

Ship Complement

Typical of Army Transports Sea Marlin was crewed by merchant marines, administered by personnel of the US Army Transportation Corps (Water Division) and protected by a contingent of the US Naval Armed Guards.

In September 1944 the ship’s roster included:

Army: Lt Col Garrel D. Snyder (Executive Officer); Capt Richard C. Borella (Adjutant); Capt K. H. Gruberg (Transport Surgeon); 1st Lt Howard C. Day (Transport Chaplain); 1st Lt D. E. Wood (Commissary Sales Off.); T/Sgt Alex Kaplan (Sgt Major); Pfc Jackson Hospers (Asst. Sgt Major); S/Sgt H. H. Stoyke (Mess Sgt); T/Sgt Arthur J. Crandall (Actg. 1st Sgt.)

Merchant Marine: George Ekstrom (Ship’s Captain); Winifred L. Price (Chief Mate); James W. Price Jr. (Purser); Robert F. Spears (Chief Engineer); Jack O. Hayes (Chief Electrician)

Navy: Lt. Comdr Dale V. Walfron, USNR; Lt (jg) H. B. Kakterbeuser, USNR; Lt (jg) Herbert J. Edwards, USNR; GM1c Walter G. Jones USNR. Other Armed Guards known to have served aboard Sea Marlin: Richard rancs Maxon; Warren G. Riddings; Amorris D. Abel; Jack Martin.

Captain George Ekstrom went to sea at age 13 in 1898 as a cook. He later became an ordinary seaman, an able seaman, and he worked in various capacities going up the ladder in the hard school until he became master of his own ship. Until World War I Captain Ekstrom put to sea only in sailing ships. Captain Ekstrom was an amateur painter with an interest in nautical themes.

Ship Passengers

Units transported include:

17th Naval Construction Battalion & 31st Special Naval Construction Battalion (Seabees)

96th Infantry Division Headquarters personnel

Fuerza Area Expedicionaria Mexicana (Mexican Air Force) Escuadrn 201

193rd Tank Battalion

US Army Air Force Sixth Bombardment Group

Post War Service

On May 2, 1946 Sea Marlin was transferred to the U.S. Maritime Commission and laid up as part of the Reserve Fleet at Lee Hall, VA in the James River. In 1947 Isthmian Steamship Company purchased Sea Marlin and changed its name to SS Steel Director. The contract to convert Sea Marlin from a troopship to freighter was awarded to the J.K Welding Company, Yonkers, NY for a cost of 0,000. Isthmian Steamship Company was sold to States Marine Lines on March 6,1956. Steel Director remained in service until it was sold for scrap to Taiwan Shipbreakers, Kaohsiung, Republic of China in 1971.

The following is a history of damage, salvage, repair, and refitting to Steel Director During the period of October to December 1950 heavy weather damaged the rudder, boats and fitting. These repairs were made in Houston TX. 7/11/50: On voyage Galveston, TX to Haifa, Israel hit pier at Gulfport, MS with damage to propeller blades and shaft. 10-12/50: Heavy weather damage to rudder, boats and fittings; repaired at Houston, TX. 4/20 – 4/21/51: Heavy weather destroyed accommodation ladder on voyage Calcutta, India to Boston, MA. 8/2 – 8/3/51: Heavy weather damaged lifeboats. Repair #2 lifeboat davit arm, 7 hatch tarps and 4 lifeboat covers; repairs at Baltimore MD. 8/20/52: On voyage Houston, TX to Calcutta, India hit Congress Street Wharf, New Orleans, LA, damaging 6 pilings. 2/1/55: Hit submerged object damaging propeller. 7/12/55: Dry-docked in New York, NY for initial repairs with further work completed in Galveston, TX in October 1955. 8/9/57: While on voyage from Baltimore and Saigon, South Vietnam to Bangkok, Thailand struck a submerged obstruction. Again on 12/1/57 during voyage from Baltimore MD and Philippines to Surabaya, Indonesia and Singapore, propeller struck submerged object. All repairs done in Galveston, TX in March 1958. 5/18/58: Struck submerged object on passage from Mobile, AL to New Orleans, LA. Repairs completed in Baltimore, MD in April 1959. 12/24/59: At Chittagong, India collided with steamer Pyidawnyunt, with little or no damage and arrived in Calcutta, India on 12/27/59. 10/27/60: Grounded in the Houston Ship Channel while en route to Galveston, TX. Repairs deferred until August 1961. 1/25/61: Suffered rudder damage from grounding in Suez Canal on voyage from Calcutta, India to Houston, TX. Towed to Port Said, Egypt by tug where temporary repairs were done. Towed by salvage ship Svitzer to Palermo, Italy where permanent repairs were made. 7/14/61: Struck the lock wall of Cote Ste. Catherine Lock while transiting the St. Lawrence Seaway en route from Montreal, QB to Kenosha, WS in ballast. Struck lock wall of Lower and Upper Beauharnois Locks while transiting the St. Lawrence Seaway. Arrived Baltimore, MD 9/6/61 from New York, NY for deferred repairs to bottom plates damage sustained 10/27/60 plus damage sustained in St Lawrence Seaway. 9/10/63: generator turbine damaged in consequence of alleged engineer’s negligence while the vessel was on passage from Madras, India to Calcutta, India. Partial repairs made in New York in December 1963. 6/7/68: Struck submerged object in Mississippi River while en route from Baton Rouge, LA to Houston, TX and Calcutta, India. Repairs completed in New York, NY July 2, 1968. 3/5 – 8/69: Damaged in heavy weather while en route from Porto Grande, Cape Verde Islands. to New York, NY and New Orleans, LA. Partial repair completed August 5, 1069 in New York, NY. 1/7/70: Grounded with no reported damage. 6/23/70: Collided with barge in Yokohama, Japan on voyage from Saigon, South Vietnam for Seattle, WA. Damage to propeller repaired at Todd Shipyards in Seattle, WA in August.. 9/9/70: Arrived Sattahip, Thailand from Tacoma, WA with refrigeration failure following repairs proceeded to Qui Nhon, South Vietnam. 5/17/71 Final voyage of SS Sea Marlin/Steel Director from Saigon, South Vietnam arrived at Kaohsiung, Republic of China prior to 6/10/71 where she was scrapped.

Reference

^ Ingalls Shipbuilding, NGSB Pascagoula, Northrop Grumman Ship Systems

^ Ingalls News, September 24, 1943

^ a b c RootsWeb’s WorldConnect Project: Faubert-Laliberte Family Genealogy

^ a b c USS Spangler DE-696 – My Navy Days – T. J. Smithr

^ a b RootsWeb: WORLDWAR2-L Re: [WORLD WAR II] Kokoda Trail postings and more

^ a b
^ a b c Sixth Bombardment Group – A History:B-29 Super Fortress Then and Now

^ a b MILITARY HISTORY-1892-1988

^ a b Strike of the Aztec Eagles – the story

^ http://fultonhistory.com/newspaper 2/Utica NY Daily Observer/Utica NY Observer 1946 PDF/Utica NY Observer 1946 – 0871.PDF

^ Convoy Web http://www.convoyweb.org.uk/

^ U.S. Merchant Ships Participating in Pacific Theater Combat Operations and Engagements Earning Battle Stars

^ USAT Sea Marlin newsletter

^ AG and MM Board

^ R Member List

^ People – A

^ M Member List

^
^ [dead link]

^ Davidson, Orlando R., J. Carl Willems, and Joseph A. Kahl. Deadeyes (The). Washington: Infantry Journal, 1947.

^ Isthmian Line -Liberty Ships -Victory Ships -WWII

^ Isthmian Line -Liberty Ships -Victory Ships -WWII

^ States Marine Lines -History -US Merchant Marine Ships -WW2

^ Isthmian Line Liberty Ships Victory Ships – WWII http://www.isthmianlines.com/sm_steel_director.html

Categories: Ships of the United States Army | Victory ships | Ships built in Mississippi | Troop ships | Troop ships of the United States | Merchant ships of the United States | Merchant marine | 1943 ships | World War II auxiliary ships of the United States | Type C3 ships | World War II merchant ships of the United StatesHidden categories: All articles with dead external links | Articles with dead external links from November 2009

THE EFFECTS OF PRONUNCIATION ON SPELLINGS AND COMPREHENSION

By Johnnie J. Lim

Introduction

I conducted this study to find answers to the problem whether or not pronunciation affects spelling and comprehension of the students in learning English as a Foreign Language.

As a researcher, I tried to prove if learners of the English language from Middle East had common errors in writing correct spelling of words with letter ‘r’, be it in the middle or at the end of the word, and if their comprehension was affected by pronunciation. Specifically, I aimed to answer the questions: (1.) Is there significant effect of pronunciation on spelling? (2.) Does pronunciation affect comprehension?

I conducted this study in Non-Destructive Testing Technology Institute, 2nd Industrial City of Dammam, Kingdom of Saudi Arabia, for eleven (11) weeks on the 2nd quarter of SY 2008-2009. The participants involved were thirty (30) Arab students enrolled in my General English class. They were all first year college students taking up Welding course. These participants had previously learned and acquired British English.

My purpose of conducting the study was to provide an output that will be of help to teachers to understand if the same problem is encountered or will be encountered by them, and to encourage them to use teaching strategies appropriate to the learning style of the learners. Likewise, the result will be beneficial for them to help students improve their spelling and comprehension in learning the English language.

Discussion

My attempt to do the study was inspired by my own experience as an English teacher in dealing with the non-native speakers of English in a vocational school particularly Non-Destructive Testing Technology Institute where I taught General English to Arab students who had been exposed to British English, or who had previously acquired and learned the language. Since I was using American English, a minimal confusion occurred on both parties in the teaching-learning situation.

There was confusion in the production of the ‘r’ sound in words with middle, or final ‘r’ (i.e., welder, worker, world, marker, car, cutter, etc…) and in spelling of words like center, color liter, meter, and the like. The problem is similar to the ‘intrusive r’ mentioned in the study conducted by Bryan Gick of the University of British Columbia (cited in http://camba.ucsd.edu/files/phonoloblog/gick-intrusive-l-amsp02.pdf.).

Considering this experience, as a researcher, I conducted the study immediately after a week of teaching.

Accordingly, linguists have long been interested in intrusive r for a variety of reasons. The importance of early descriptions of the phenomenon as it appeared in early British RP, such as that provided by Jones (1917). Intrusive r was first recognized as relevant to phonological theory by a group composed mostly of American Structuralists, who identified it as bearing crucially on contemporary discussions of the phonemicization of low vowels and glides (Bloomfield 1935; Trager 1943; Whorf 1943; Swadesh 1947). Although somewhat later, and with a more dialectological focus, Kurath’s (1964) analysis should also be included in this category. Interest was renewed by the Generativists and following generations, beginning with Kahn’s (1976) dissertation on syllable structure and continuing to the present day (e.g., Mohanan 1985; Vogel 1986; Broadbent 1991; McCarthy 1991, 1993; Harris 1994, chap. 5; McMahon,Foulkes, and Tollfree 1994; McMahon and Foulkes 1995; Giegerich 1997; Halle and Idsardi 1997; Gick 1999).

“Intrusive r” says Gick, “may be viewed simplistically as the extension by analogy of a historically attested final /r/ to words historically ending in a vowel (generally this applies only to the set of non-glide-final vowels: /@, a, O/). Thus, in dialects with intrusive r, normally word-final r and zero alternate, depending on whether the word is vowel-initial, as in the following examples.”

“1. R ~ Ø alternation in historically r -final words (e.g., E Mass.)

a. tuner [tun@] ü tuner is [tun@r Iz]

b. spar [spa:] ü spar is [spar Iz]

c. pore [pO:] ü pore is [pOr Iz].”

Gick also explains that “in some dialects, this process has extended to all words ending in /a/, /O/, and /@/,. as shown below which is commonly known as intrusion.”

“2. R ~ Ø alternation in historically vowel-final words (e.g., E Mass.)

a. tuna [tun@] ü tuna is [tun@r Iz]

b. spa [spa:] ü spa is [spar Iz]

c. paw [pO:] ü paw is [pOr Iz].”

But Gick emphasized that “in most dialects, this alternation never occurs following other vowels. Gick (1999) points out that “the historical development of intrusive r followed an identifiable and necessary sequence of linguistic events: vocalization, linking, merger ( or near merger), reanalysis (intrusion), and generalization.”

In the study conducted by Gick of which he aimed to determine if intrusive r has the same pattern with intrusive l, he found out that “the same pattern is reflected in existing dialect typologies as well. He said, “such an ordering is valuable in pinpointing the present stage of development of the highly parallel intrusive l. This sequence proceeds historically as follows.”

“Postvocalic liquids undergo vocalization. Philadelphia (S Pa.) is well known for this behavior: “In Philadelphia, word-final /l/ is vocalized with great frequency” (Ash 1982b, 162). This process, by definition, applies only to liquids (and possibly glides). Vocalization may be thought of as one instantiation of a more general phonetic process known as final reduction (or, conversely, initial strengthening), which may apply to any consonant. Final reduction is a property of apparently all consonants in all dialects of English studied to date, whereby the articulatory movements of postvocalic allophones tend to be “reduced,” or less constricted, compared with those of prevocalic allophones (Browman and Goldstein 1995; Gick forthcoming a). Liquid consonants, however, are unusual in that they involve multiple lingual articulations (e.g., the tongue front raising gesture and tongue root retraction for /r/; Delattre and Freeman 1968). When liquid consonants undergo ?nal reduction, it is only the anterior articulations (i.e., the coronal constriction for /l/ and the tongue front raising for /r/) that are affected (Giles and Moll 1975; Ash 1982a, 1982b; Hardcastle and Barry 1989, 15; Sproat and Fujimura 1993; Gick 1999, forthcoming a).”

However, according to Gick “the posterior articulations, that is, the tongue dorsum retraction for /l/ and the tongue root retraction for /r/, remain more or less unaffected (see Gick forthcoming b and Gick, Kang, and Whalen forthcoming for further evidence in support of this analysis of liquid vocalization in English). The result is that final allophones tend perceptually to have a stronger “vocalic” component (Sproat and Fujimura 1993) than initial allophones (hence the term vocalization). In its most extreme manifestation, vocalization may result in a complete loss of the anterior articulation.”

On the part of the students, trouble came from the way how I pronounced the words, spoke and wrote the spelling of words using American English. On my part as the teacher, trouble came from the way how the students pronounced the words, spoke and wrote the spelling of the words using British English.

Focusing on pronunciation and spelling as a teacher-researcher, I noticed that when some students wrote, they occasionally omitted letter ‘r’ from the word that ends with letter ‘r’ and even changed the spelling following their own pronunciation. (i.e., ‘otha’ instead of ‘other’; ‘neva’ instead of ‘never’; ‘welda’ instead of ‘welder’; ‘computa’ instead of ‘computer’; ‘teacha’ instead of ‘teacher’). Another observation was students’ pronunciation of few words with letter ‘o’, like for examples, ‘follow’ is pronouced as (fol-o) instead of (fal-ow); ‘blood (blod) instead of (blad); ‘box (boks) instead of (baks). As a result, some of them wrote the words in reffrence to the way how they pronounced them.

Analyzing the situation, my input appeared to be another kind of English to the students and that the students’ feedback, on the other hand, seemed to be another kind of English to me though I already had knowledge about the difference of British English and American English.

As a researcher, I described it as the encounter of two Englishes experiencing difficulty in trying to meet half-way. As a result of the observation I made, the comprehension of both parties was affected. Either I or the students experienced trouble in dealing with the English language.

Conclusion

My research employed quantitative and qualitative approaches in analyzing the data gathered and observed. In the eight written and two oral quizzes I gave, 27 out 30 students were found to be consistent in their errors in writing the spellings of the words with final and middle ‘r’ by dropping them out of the words resulting to inaccuracy in spellings. Five of the written quizzes I designed were to allow the participants to write words with middle and final ‘r’ to complete the sentences. The other three, were to instruct them to write the unknown words with middle or final ‘r’ based on the context clues given. I conducted the two oral quizzes by reading the instructions aloud to let them write the words with middle or final ‘r’. However, similar results were obtained. There were errors in spellings even if I pronounced the words the way how American do it.

Based on these facts, my study proved that pronunciation had a significant effect on spellings of some words, though my study was only focused in determining the words with middle and final ‘r’. My study also found out that pronunciation affected comprehension in learning a new English for the students who were exposed to another kind of English of which reduction of the final sound is practiced . This is the idea confirmed based on this study.

However, the problem raised in the study was not focused directly on the difference of American English and British English but to determine and discuss some common errors committed by the learners as influenced by their pronunciation. This was the reason why the participants of this study performed differently than what I expected as a teacher in trying to teach English using American English.

General Reference : American Speech, Vol. 77, No. 2, Summer 2002
Copyright © 2002 by the American Dialect Society

Oher Reference (cited in Gick’s Study)

Ash, Sharon. 1982a. “The Vocalization of /l/ in Philadelphia.” Ph.D. diss., Univ. of Pennsylvania.
———. 1982b. “The Vocalization of Intervocalic /l/ in Philadelphia.” SECOL Review 6: 162–75.
Bloom?eld, Leonard. 1935. Language. London: Allen and Unwin.
Broadbent, Judith. 1991. “Linking and Intrusive r in English.” UCL Working Papers in Linguistics 3: 281–302.
Browman, Catherine P., and Louis Goldstein. 1995. “Gestural Syllable Position Effects in American English.” In Producing Speech: Contemporary Issues. For Katherine Safford Harris, ed. Fredericka Bell-Berti and Lawrence J. Raphael, 1934. New York: American Institute of Physics Press.
Costa, Paul, and Ignatius G. Mattingly. 1981. “Production and Perception of Phonetic Contrast during Phonetic Change.” Journal of the Acoustical Society of America 69: S67.
Delattre, Pierre C., and Donald C. Freeman. 1968. “A Dialect Study of American r’s by X-ray Motion Picture.” Linguistics 44: 29–68.
Fasold, R. W. 1981. “The Relation between Black and White Speech in the South.” American Speech 56: 163–89.
Fowler, J. 1986. “The Social Strati?cation of (r) in New York City Department Stores, 24 Years after Labov.” Unpublished MS.
Gick, Bryan. 1991. “A Phonologically Motivated Theory of Consonantal Intrusion and Related Phenomena in English.” Unpublished MS.
———. 1997. “The Intrusive L.” Paper presented at the annual meeting of the American Dialect Society, Chicago, 2–4 Jan.
———. 1999. “A Gesture-Based Account of Intrusive Consonants in English.” Phonology 16.1: 29–54.
———. Forthcoming a. “Articulatory Correlates of Ambisyllabicity in English Glides and Liquids.” In Papers in Laboratory Phonology VI: Constraints on Phonetic
a m e r i c a n s p e e c h 77.2 (2002) 182 Interpretation, ed. J. Local, R. Ogden, and R. Temple. Cambridge: Cambridge Univ. Press.
———. Forthcoming b. “An X-ray Investigation of Pharyngeal Constriction in American English Schwa.” Phonetica.
Gick, Bryan, A. Min Kang, and D. H. Whalen. Forthcoming. “MRI Evidence for Commonality in the Post-oral Articulations of English Vowels and Liquids.”
Journal of Phonetics.
Giegerich, Heinz. 1997. “The Phonology of ‘/O:/’ and ‘/A:/’ in RP English: Henry Sweet and After.” English Language and Linguistics 1: 25–47.
Giles, Stephen B., and Kenneth L. Moll. 1975. “Cine?uorographic Study of Selected Allophones of English /l/.” Phonetica 31: 206–27.
Halle, Morris, and William Idsardi. 1997. “r, Hypercorrection and the Elsewhere Condition.” In Derivations and Constraints in Phonology , ed. Iggy Roca, 331–48.
Oxford: Clarendon.
Hardcastle, William, and William Barry. 1989. “Articulatory and Perceptual Factors in /l/ Vocalisations in English.” Journal of the International Phonetic Association 15.2: 3–17.
Harris, John. 1994. English Sound Structure. Cambridge, Mass.: Blackwell.
Jones, Charles. 1989. A History of English Phonology. London: Longman.
Jones, Daniel. 1917. An English Pronouncing Dictionary. London: Dent.
Kahn, Daniel. 1976. Syllable-based Generalizations in English Phonology. New York: Garland.
Kurath, Hans. 1964. A Phonology and Prosody of Modern English. Heidelberg: Winter.
Kurath, Hans, and Raven I. McDavid, Jr. 1961. The Pronunciation of English in the Atlantic States. Ann Arbor: Univ. of Michigan Press.
Labov, William. 1963. “The Social Motivation of a Sound Change.” Word 19: 273309.
———. 1966. The Social Strati?cation of English in New York City. Washington, D.C.: Center for Applied Linguistics.
———. 1994. Principles of Linguistic Change. Vol. 1, Internal Factors. Language in Society 20. Cambridge, Mass.: Blackwell.
———. 1996. “The Organization of Dialect Diversity in North America.” Paper presented at ICSLP4, Philadelphia, 6 Oct. Data published in The Phonological
Atlas of North America (Web site). Available from http://www.ling.upenn.eduphono_atlas/ICSLP4.html.
Labov, William, Malcah Yaeger, and Richard Steiner. 1972. A Quantitative Study of Sound Change in Progress. Philadelphia: U.S. Regional Survey.
Lanham, L. W., and C. A. MacDonald. 1979. The Standard in South African English and Its Social History. Heidelberg: Groos.
Lutz, John. 1984. “A Study of a Midwestern Dialect Using a Computational Model for Linguistic Variation.” Undergraduate senior thesis, Harvard Univ.
McCarthy, John. 1991. “Synchronic Rule Inversion.” In Proceedings of the 17th Annual Meeting of the Berkeley Linguistics Society, February 15–18, 1991, vol. 1,
General Session and Parasession on the Grammar of Event Structure, ed. Laure

A montage to the underrated and underappreciated actress, to the song “You Don’t Own Me” by Lesley Gore, which seems to fit Weld’s free-spirited and independant nature. Tuesday Weld (born Susan Kerr Weld in New York) was forced to become the family breadwinner at age 3 when her father died. She supported her mother, older brother, sister and herself by working as a child model. The pressures of this hectic life took its toll – she had too much too soon – she suffered a nervous breakdown at 10, had become an alcoholic by the following year, and attempted suicide at 13. Danny Kaye, who later costarred with her in “The Five Pennies” (1959), described her as “14 going on 27.” She rebelled against her mother’s control by having love affairs with older men. In 1956 she made her film debut in “Rock, Rock, Rock” a low-budget production that featured some of the 50s up and coming rock ‘n roll groups, and her singing voice was dubbed by Connie Francis. Weld attended Hollywood Professional School, and was her graduating class valedictorian. Tuesday continued to make memorable appearances in films and on television, including “Rally ‘Round The Flag, Boys!” (1956), “Because They’re Young” (1960), “Return To Peyton Place” (1961), in which she assumed the role of incest victim Selena Cross (originally played by Hope Lange), and “Wild In The Country” (opposite Lange and Elvis Presley) that same year. She costarred with Bob Hope in “I’ll Take Sweden” , Steve McQueen in “The Cinninnati Kid …