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MIS 600 Week 7 Team Assignment Final Course Project SEC 591 Week 7 Final Course Project
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text: If anyone here is on Pinterest (or want to join) I've started a group board where people can give tips on docs and indie films they like. I haven't found any other group board for docs and hopes it will grow big because it's great spreading docs and indies more. It's also possible to add a Indiegogo or Kickstarter project one believe in.

subset: commoncrawl


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I respect that.
A lot of folks (many of them posting on this thread) think that people with different moral beliefs are "the enemy." Atheists often think of religious people as superstitious fools, while secretly envying their moral certainty. Religious folk often think of atheists as immoral damned souls, while secretly wondering if faith is REALLY superior to reason, as a means of knowledge. Insecurity breeds antagonism, on both sides.
It's unfortunate, because people on both sides of the issue are mostly decent, well-meaning folk. Peaceful, freedom-loving people who deal with one another voluntarily, by trade, love or charity, are the civilized folk who make it worthwhile to live among our fellow men. Religious folk who live by the Golden Rule, and unreligious folk who live by the Non-Aggression Principle have infinitely more in common with one another than either has in common with folk who believe in the "religion" of mass murder and institutionalized theft called "government."
The common enemy of liberty-loving folk of all moral persuasions is not some religious or anti-religious group; it is people -- people of all faiths or of no faith -- who believe that initiating coercion is ethically proper, in some "good cause." Personally, I tend to doubt the goodness of any cause that requires evil means for its achievement. Those who steal and murder are the enemies of freedom and of civilization itself -- and the worst of them are the barbarians who have settled down to loot those they have enslaved, naming themselves "government."
Recommended reading: The Most Dangerous Superstition, http://www.amazon.com/Most-Dangerous-Superstition-Larken-Ros...
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This Turkey Day vacay: host a friendsgiving feast!
This sweetie gave an unexpected kiss for the camera
I know I am pretty but I don't have a BF. Is something wrong with me?
The biggest OMG celeb moments of the week
Feel-Good Friday: Tiffany the Terrier eats her pro-ice hockey playing owner's passport
How to look like the trendy one at Thanksgiving
All-natural lippies you can actually eat
4 sneaky moves for stronger and leaner posture
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Rock out to your fave
Just Dance 3, the
newest in a long line of dancing games, is not only super fun, but it's also a
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can go for the "7-Day Challenge," which gives you a full week of fitness. The
best part is that by doing these workouts, you still get to unlock stuff and
enjoy the fun songs and choreography that comes with the normal dance mode.
Feels like a game, but it drops those calories like you won't believe!
Tip: Focus on
filling up your "Mojo Meter" to unlock cool stuff – it'll keep ya goin' when
you're runnin' low on motivation.
For sporty sistahs
For exercise junkies, EA
Sports Active 2 offers just plain working out. No question if these moves
are legit – there are over 70 activities that range from just running in place
to skateboarding courses where you jump over obstacles. Although this game
needs lots of different components to work, it's totally worth it. You can use
things like the heart rate monitor to track the deets from your workouts and
even share them online.
Tip: Be sure to
put in all your personal info, like height and weight, so that your fitness readings
are as accurate as possible.
Be a big-time winner
If you're serious about slimming down, so is The Biggest Loser Challenge. It'll keep
track of your goals for you as the weeks progress, and there are tons of
different workouts to keep ya focused. If you like watchin' the show, this game
will make you feel like a part of it with activities that mirror the ones on
Tip: For an extra
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under the "Health and Lifestyle" category.
Lights, camera,
For gals who like a li'l adventure, Active Life Explorer will take ya right outta your living room and
into an epic Indiana Jones-style treasure hunt. You do have to buy a special
mat for it, but this game it totally worth it. There are 24 different
activities that'll keep ya coming back for more exercise every day. And if ya
get to the end of the storyline, there are "treasure trials" that'll let you unlock
new excitement so that your workout never gets old.
Tip: It's super
fun to compete with your bestie by splitting the mat and seeing who can get the
most treasure.
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Tory Lanez - Champagne Wishes & Caviar Dreams
Artist: Tory Lanez
Producer: Cardiak
Album: None (Promo Single)
Avg Rating: 4.1 ( 10 votes )
Broadcast from 1984-1995, Lifestyles of the Rich & Famous shaped the "Champagne Wishes and Caviar Dreams" of a generation—and nowhere is its influence clearer than in the visions of opulence described in rap lyrics. The latest in a long tradition of emcees to fantasize about getting "up close and personal with Robin Leach," T-Dot wunderkind Tory Lanez rhymes about the lavish lifestyle that lies in his future on a brand new promo single. Of course, mo' money tends to bring mo' problems along with it, and the emcee doesn't neglect to work the haters and disloyal women into the picture he paints over Cardiak's swanky, string/piano production. While this promotional cut isn't attached to any larger project, those digging it can hear more on Lanez' latest street album, May's Sincerely Tory.
Written by richard on 08/29/12
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Ask Klaus!
Kppp Setup
Kppp's default setting (probably?) has a bug. In the Debian branches I tested in the file /etc/ppp/peers/kppp-options, the option noauth is commented out with a hash mark (#). For dialout, the option should be present, so please remove the hash mark or add noauth to pppds standard options in /etc/ppp/options. This option for pppd just means that the address being connected to your modem is not required to authenticate itself, which makes sense here because you are not planning to let the modem log on to your computer, but you want to log on to the provider's network instead.
After fixing that, you need to tell kppp that your modem is actually connecting via UMTS or GPRS, which is an init string that has to be sent to the modem before dialing.
For your Internet connection, add
as the Init2 string in the kppp Edit Modem Commands options (Figure 1), which differs among different providers.
For UMTS or GPRS, the number to dial is always (without the "ATD" prefix) *99# (including the asterisk and hash mark). Before your modem is ready to serve as a modem, you must unlock the SIM for this session. To do so, you either need to remove the PIN that protects the SIM Card from unauthorized use, or send the PIN once while the modem is plugged in. The modem command for this purpose can be typed directly in the kppp "terminal" that you can open in the modem command window,
where 1234 is replaced by your SIM's pin number. If you mistype the number, the modem will greet you with a "PUK Pin" instead of "SIM Pin" request, which means you will have to unlock the SIM with the much longer PUK that was provided with your SIM Card. Failing authentication will result in the modem responding with something like "illegal command" to every dial attempt.
Now you are ready to connect. You can save all settings in kppp; only the PIN command above must be typed each time you remove and reconnect the modem from the computer's power, unless you disable the PIN on your SIM Card.
An anonymous poster on the Ubuntu forums at http://ubuntuforums.org/showthread.php?p=5569939 reports that the /etc/wvdial.conf entry shown in Listing 2 worked for him.
Listing 2
01 [Dialer Defaults] 02 Init1 = ATZ 03 Init2 = ATQ0 V1 E1 S0=0 &C1 &D2 +FCLASS=0 04 Init3 = AT^SYSCFG=2,2,3FFFFFFF,1,2 05 Init5 = AT+CGDCONT=1,"IP","3internet" 06 Modem Type = Analog Modem 07 Baud = 460800 08 New PPPD = yes 09 Modem = /dev/ttyUSB0 10 ISDN = 0 11 Stupid Mode=1 12 Phone = *99# 13 Password = three 14 Username = three 15 16 [Dialer 3g] 17 Init4 = AT^SYSCFG=14,1,3FFFFFFF,2,4 18 19 [Dialer gprs] 20 Init4 = AT^SYSCFG=13,1,3FFFFFFF,2,4
Note the different settings for fast UMTS and the slower GPRS variant. Wvdial has to be started as root to fire up pppd after connecting.
Stick Script
In the October 2008 issue of Linux Magazine, you told of the script to put Knoppix 3.5.1 onto a USB stick.
I have a 4GB (3950Kb or something) USB stick, and it is not big enough. It bombs out with an error stating that there is not enough space. What size stick do I need? I was under the impression that this type of thing could be done on a 1GB stick.
The CD version of Knoppix is about 700MB, whereas the DVD version is over 4GB. The CD version should fit on a 1GB stick. The DVD version requires a stick of around 5GB, so the closest common size available is probably an 8GB stick for the DVD version (which I frequently use for testing USB boot compatibility).
Also, if you remaster the compressed files, please make sure the resulting size of a single file after compression does not exceed 4GB, because that is the maximum file size supported by the FAT32 filesystem, which is usually used for USB sticks.
The same limit applies for a plain ISO 9660 CD-ROM/DVD filesystem. Thus, to stay below this limit, the compressed files are split into two parts on the Knoppix DVD, then they are merged via UnionFS/AuFS during the boot process.
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Dr. John F. Kuemmerle, MD
Gastroenterology, VCU Health System Digestive Health Practice
- 1300 E Marshall St Fl 5
Richmond, VA 23298
- 2 Office Locations
- (804) 628-4432
Dr. John F. Kuemmerle has been practicing medicine for 30 years. Dr. Kuemmerle graduated from the Eastern Virginia Medical School Medical College in 1984. He practices medicine in Richmond, VA and 1 other location and specializes in Gastroenterology. Dr. Kuemmerle is affiliated with VCU Medical Center.
Gender: Male
Years in Practice: 30 Years
Languages Spoken: English
Medical School: Eastern Virginia Medical School Medical College
Graduation Date: 1984
Hospital Affiliations: VCU Medical Center
Specialties: Gastroenterology
*This physician has multiple office locations. See Appointments for details.


text:
Share this page:
On November 6 and 7, in Dallas, TX, customers from across the country – and even China – came together to share and learn from others the best tips for success with Fast ForWord and Reading Assistant. Here are 5 tips you can learn from them!
And beyond all that was learned, here's what else people had to say:
"This is the best conference that you all have had. I really loved this year's keynote speakers, the Murray County educators. I learned a lot from their session and from talking with them during breaktime."
"It was great to connect with others who are having the same challenges as I am having – I got some great tips on how to gain support from parents and other teachers."
"The breakouts were great – they allowed us to ask questions and were more collaborative than if everyone were in the same sessions at the same time. Helped me to learn more."
"This has been great!"
We loved seeing you all there and came back with some great suggestions for ways we can help you more. One big takeaway? You need a video that helps tell the powerful Fast ForWord/Reading Assistant story to your parents, teachers and students! Keep your eyes on your inbox in early 2015; we'll be delivering just what you need to help share these powerful tools.
Related reading:
Meet the 1st Queen of Literacy, Dr. Linda Nash!
Congratulations to the 2014 Champions of Literacy!
Like walking, reading is a major life activity. When your child struggles to read, it feels like running on an uphill treadmill. It is exhausting and overwhelming, with no finish line in sight. Lessons keep moving at school as the days, weeks, and months pass. Despite extending their best effort, struggling readers make more mistakes and have to work longer and harder than an average learner their age.
My son showed signs of difficulty with reading and writing in kindergarten. By the end of 1st grade, things were not improving and with the best of intentions, the school suggested that maybe all he needed was more time. That's when I knew I had to take matters into my own hands. I didn't know exactly what I was looking for, but when I learned about Fast ForWord, it made sense. It was unlike anything we had tried before, and my son embraced the idea of working the exercises on a computer. Double win!
I know many families are facing similar challenges and frustrations. I invite you to take action and apply for the first ever Fast ForWord at Home Scholarship, provided by BrainPro.
It's never too late to explore options at any stage of life, especially in childhood. What may have started as a little trouble can quickly pile up and influence school performance, learning, daily activities, and relationships. With hard work, consistent effort, and the right help, your child can become an independent reader.
Related reading:
Debunking Anecdotes – One Parent's Journey Through a Maze of Misconceptions About Learning Disabilities
Dyslexia, Auditory Processing Disorder, and the Road to College: Maria's Story
In the past few years, more than a dozen states have passed or proposed new laws to raise awareness about dyslexia through increased screening, intervention programs, and teacher training. Delaware, Tennessee, Illinois, Pennsylvania, Hawaii, Kansas, Arkansas, West Virginia, New Jersey, Mississippi, and Kentucky are among the states with notable legislative activity, but there's a movement in nearly every state to legislate educational approaches to tackling the most common learning disability.
The Yale Center for Dyslexia & Creativity – led by Co-Directors Drs. Sally and Bennett Shaywitz – is one force behind this trend. The center's Multicultural Dyslexia Awareness Initiative (MDAI) website positions education – and more specifically, dyslexia – as "a civil rights issue" due to the "struggles and marginalization of many dyslexic children." The mission of the MDAI is to influence policy through the grassroots engagement of educators, legislators, and others. The effort appears to be working, with dyslexia advocacy surging around the country.
Decoding Dyslexia, a "parent-led grassroots movement," is one example, with a presence in 47 states. Founded in 2012, the movement focuses on raising awareness about dyslexia and changing literacy legislation at the state level.
Then there's Texas teen Ben Cooper. On behalf of dyslexic learners nationwide, Cooper is lobbying the House of Representatives to adopt HR456, a resolution calling on states and schools "to recognize that dyslexia has significant educational implications that must be addressed."
In Connecticut, Governor Dannel Malloy has spoken out about his own experience with dyslexia. Malloy is a proponent of universal access to pre-K, in part to ensure early identification of learning disabilities. As Governor, he signed a bill into law that requires future teachers to receive training in dyslexia recognition and intervention.
In Washington, D.C., there's a new Bipartisan Dyslexia Caucus currently co-chaired by Representatives Julia Brownley (D-California) and Bill Cassidy (R-Louisiana). "The Big Picture: Rethinking Dyslexia," a film directed by James Redford, was screened at the 2012 inaugural event.
The rise in legislation is a hopeful development. Dyslexia is the most common learning disability – about one in five students has it – but not all educators know how to recognize it and help learners with dyslexia succeed in school.
We now know that dyslexia is neurologically based, and schools have access to effective interventions like the Fast ForWord program – which has been proven to positively impact reading ability in dyslexic children and adults. With only 34 percent of 4th graders scoring at or above Proficient on the 2013 NAEP, enacting early dyslexia identification and intervention is a no-brainer.
Dyslexia – How Far We've Come!
Remediation vs. Accommodation: Helping Students with Learning Disabilities Succeed
Dr. Linda Nash, Supervisor of Federal Programs/Grants in Cookeville, TN, has been crowned our first Queen of Literacy. She received 24% of all the votes cast (5,472!) and has won an all-expense paid trip to our National Circle of Learning Conference (virtual registration now open)! I caught up with Dr. Nash by phone to learn more about her life as an educator.
SL: How did you get into education?
Dr. Nash: Education was very important to my parents. Neither of them had a college education and they were probably both smarter than I am. It was never a question of if I was going to school. It was always where we were going and in what we were majoring. I guess I've had two careers, one in accounting and one in education. I started out in home economics thinking I would like to be a home ec. teacher and then I changed to business because I needed to work to put my husband through school. Once he finished, I went back to English; however, I had worked for a CPA for many years. I finally decided to go back in education and was a senior English teacher for 18 years.
When I was in accounting, I missed education; and when I was in education, I missed accounting. Now I am the federal program supervisor for my county and I can use both of them.
SL: How did you move from being a teacher to be an administrator? Was that a goal of yours or just something that happened?
Dr. Nash: I started my doctoral work in English. I really thought I wanted to teach English at the university level, and I did do that for a while. I was getting married; and because of the program requirements I would have had to leave home for a year to do residency at the university. I didn't want to leave my family, so I switched to administration, and I've never regretted it. As a distict administrator you're helping the kids by helping the schools.
SL: How did you become acquainted with Fast ForWord?
Dr. Nash: When I came to the central office as a federal programs supervisor, Dr. Kathleen Airhart was the Director of Schools, and she had had experience with the Fast ForWord program with our special ed students in her prior role as our special ed supervisor. So when I became a federal supervisor she had said to me that Fast ForWord was a great RTI program and wanted me to take a look at it and see if it might be something we might be able to use in our schools, not just with special ed students.
I started doing some investigating, looking at data—not just what you all provided—and looking at schools that had used it. To be honest, we first started using it because the state had a new law that said any 3rd grader who scored below basic on our state test either had to have progress in an intervention or they had to be retained in 3rd grade. We purchased it really to use in our summer school intervention program and then we started using it in all of our elementary schools as an intervention.
Because we're purchasing subscriptions, we use it during the year as well. During the school year I leave it up to the school how they use it. I have some schools that use it differently than how we use it in summer school. I have two schools in particular that have really been targeting our ESL population because some of the sounds from the English language are missing totally from the Spanish language.
SL: So you were able to see right away from the data that this would be an effective program for your students?
Dr. Nash: Yes. All of the 3rd graders who go to summer school use it. We're not just putting the kids on the computer for 2 ½ or 3 hours and leaving them. They rotate. They do oral reading in a section, they do vocabulary in a section, and in between they do Fast ForWord. By combining all of those we've really had good success in our summer school. It's a bit harder to discuss in the regular school year because each school uses it differently.
SL: What principles guide you in your work on a day-to-day basis?
Dr. Nash: I think work ethic is number one in anything that you do. Your integrity, coming to work knowing that you're going to give your all and do a job to the best of your ability. I think that's with anything. I think with me, federal guidelines, knowing the federal guidelines, being able to decipher them and apply them. For my job I am meeting the compliances that the federal government says we have to meet to spend this money. And more importantly to me, are we good stewards of that money and getting the best effects or getting the best thing for the dollar? One thing that's really important to me in my job is to listen to the principals. They know best what they need in their schools and to help them be able to do what they want to do in the compliances of the money that we can spend. I have had the experience of just being told, "No, you can't do that," without trying to find a way. Is there a way if we do it this way? What if we change our intent a little bit to meet this guideline? I think being a good listener of the needs of the principals is key.
SL: What have you learned during your career that you would like to share with educators who are just starting out?
Dr. Nash: First and foremost we're here because of children. We are here so that kids can do their very best with what we can give them and we owe it to them.
One of my grandsons—he is in college now—said one day about a specific teacher he had had, "You know, Granny, if I had had Mr. or Ms. So-and-So for this particular class I might could have done something else in college." And it broke my heart because I thought to myself, every child deserves the very best teacher for every subject every year. And then that child can decide what they want to do with their education.
I just hope teachers understand the importance of the effect they have on kids on a day-to-day basis, whether we're using Fast ForWord or whether we're using a textbook or just whether we're entering the classroom smiling.
You've made us smile, Dr. Nash! Thank you for your support.
Scientific Learning is pleased to announce a select group of educators nominated for this year's Champions of Literacy award. We recognize these educators, selected from across the U.S., for their commitment on behalf of students, parents, and colleagues.
In honor of their hard work and dedication, every Champion will receive complimentary registration to our 2014 National Circle of Learning Conference, November 6th and 7th in Dallas, TX.
We are also holding an online contest to elect the first King or Queen of Literacy. The Champion who receives the most votes will win an all-expense paid trip to the conference. Vote now and help us crown our King or Queen!
Lenny Armato, Special Education Supervisor, St. Mary Parish, Centerville, LA
Mr. Armato is an inspiring manager of the Scientific Learning products for St. Mary Parish. He has selected and retained the best Fast ForWord coaches available, rolled out iPad use for the Fast ForWord program, and launched new Reading Assistant implementations at the high school level for ACT score improvement.
Kathy Brown, Reading Coach, Highland View Elementary, Bristol, VA
Ms. Brown has been a tireless leader for the last 10 years, helping to improve state test scores with students receiving special education services. She is a strong advocate for her students' growth and has a steadfast vision for how Fast ForWord and Reading Assistant helps them.
Shannon Gilfeather, Reading Teacher, Salk Middle School, Spokane, WA
Ms. Gilfeather shows an exceptional level of creativity, care, excitement, and enthusiasm for her students' success, creating a fun and interactive Fast ForWord lab in the classroom that keeps the kids fully engaged. She treats them to contests that reward them for their hard work. Her students love her and appreciate all she does for them.
Teresa Gross, Reading Director/Coordinator, Palmyra Macedon Middle School, Palmyra, NY
Ms. Gross is incredibly dedicated to her students, and a pleasure to work with. She has been a huge advocate of the Fast ForWord and Reading Assistant programs within her district, ensuring that the Superintendent is involved and that the district participates in Scientific Learning research studies.
Cassandra Juba, Fast ForWord Coach, South River School District, South River, NJ
Ms. Juba is the coach that runs the Fast ForWord Lab at South River Elementary. She is an expert in the program and a role model for helping students succeed. One effective strategy she uses is her response to intervention flags. When Ms. Juba sees a flag, she scans her reports to see when that student will work on that exercise again and will sit with the student at the next session and "Y-jack in" to see how she can help.
Laura Lundy, Director of Curriculum & Instruction, Medford Area Public School District, Medford, WI
Ms. Lundy is proof that positive leadership at the district level can impact each and every student. She is especially passionate about reading, and has shared her enthusiasm for Fast ForWord with the building principals in her public school district, the private schools they serve, and even their virtual academy. Both of her daughters have also used the Fast ForWord program.
Linda Mahoney, Reading Specialist, Springfield School District, Springfield, PA
Ms. Mahoney has been part of her district's Fast ForWord implementation for more than five years. She started out working with about 50 middle school students and soon found herself taking a leadership role in ensuring that all teachers were following the same approach to implementation to ensure student success. She has made participation a priority for all students who fall below grade level and are considered 'at risk' and has consistently used data to show significant growth among students using the program. Over the last couple of years, Ms. Mahoney has turned her attention to streamlining the transition for Fast ForWord students moving from elementary school into middle school. Her passion for her students and her dedication to the program have gained her the position of Fast ForWord Implementation Coach for the district, where she is committed to ensuring that her students get the maximum benefit possible from the program.
Nancy McGee, Language Arts Coordinator, Grand Prairie ISD, Grand Prairie, TX
Ms. McGee is a dynamic leader who cares very much about the success of her students. She oversees the Fast ForWord implementation at 24 schools in Grand Prairie ISD. She is diligent about monitoring data and is constantly working to improve her knowledge of the programs to ensure the most successful implementation possible at every school. Ms. McGee works with students at all grade levels and is constantly searching out innovative ways to reach and motivate every student. She visits all the schools regularly, asking, "What can I do better?" She is a true advocate for the principals, teachers, and students in her district.
Carole Meyer, Principal, Salk Middle School, Spokane, WA
Ms. Meyer's determination to bring Fast ForWord to her school is impressive. She pursued the program for more than five years before she was finally given the green light to pilot it. She hired a new teacher (Shannon Gilfeather – also a nominee) to head up the program and did whatever was needed to ensure the program's success. Ms. Meyer has hosted other principals, her district's new SPED Director, and customers from around the region, providing them with a firsthand look at her school's lab and success. She and Ms. Gilfeather are constantly promoting Fast ForWord across their district and beyond.
Linda Nash, Supervisor Federal Programs/Grants, Putnam County School System, Cookeville, TN
Dr. Nash is passionately dedicated to expanding the use of the Fast ForWord program in her community, district, and neighboring schools. She is always happy to talk with educators from other schools to answer their questions. She is a positive leader who clearly loves helping students succeed.
Bobby Simma, Principal, Perkins-Tyron Elementary School, Perkins, OK
Mr. Simma rolled out his school's Fast ForWord implementation in 2013 with just 10 licenses, and has since gathered enough funding to increase that number to 60. He and his staff share a strong belief in the Fast ForWord program and work hard to ensure their students are realizing their maximum potential. Mr. Simma's students have seen significant gains, with a majority of those tested demonstrating an average one-year, four-month reading level gain in just 63 total days of product use. Mr. Simma represents dedication to student achievement and his results demonstrate his commitment.
Pam Smith, Principal, Highland View Elementary, Bristol, VA
Ms. Smith has carried the torch for engaging students in reading to learn as well as learning to read. As middle school AP, she oversaw great success with some real strugglers. After one year, she led the charge in reducing the rate of retention by 10% across the board.
Congratulations to all!
When a student struggles to learn to read, we often look to social or economic factors, access to books, or the home environment for an explanation. While each of these factors can play a part, treatable brain differences are often part of the equation.
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Neuroscience-based interventions like the Fast ForWord program create specialized learning conditions that can rapidly improve reading and cognitive skills in struggling readers. These interventions work because the brain can actually reorganize itself, changing its internal wiring in response to learning. This ability does not "turn off" after infancy as once thought, but remains active throughout our lifetime.
Many struggling readers who have fallen behind or thought it was "too late" have overcome their reading difficulties. The journey to proficiency starts inside the "plastic" brain.
The Neuroplasticity Revolution With Dr. Norman Doidge
For most of the 40-plus years that the term "dyslexia" has been in existence, and although the diagnosis has long been considered a "learning disability," it has been based on comparisons with average readers. Simply put, a child has been diagnosed with "dyslexia" if he or she is shown to have an IQ in the "normal" range but falls at or below the 10th percentile on standardized tests of reading for a specific age group. The cut-off has been arbitrary, often varying considerably from one setting to another. As a result, a child who falls at the 12th percentile might be considered a poor reader while a child falling at the 10th percentile would be diagnosed with dyslexia.
The technical term for that diagnostic approach is called "discrepancy criteria." Stanislas Dehaene, in his book Reading in the Brain, succinctly explains that the diagnosis of dyslexia has thus depended "on the setting of an arbitrary criterion for 'normality' … [which] might lead to the erroneous conclusion that dyslexia is a purely social construction."
Certainly, for those parents among us who have a child diagnosed with dyslexia, it is obvious quite early in the educational process that our bright child is not just behind in reading but dumbfounded by the written word. A child with dyslexia seems to struggle at every turn.
Psychologists, neurologists, and special educators have understood that as well and since the 1970s have assumed dyslexia has a neurological basis. In fact, the term "dyslexia" actually stems from the Greek alexia, which literally means "loss of the word" and was the diagnostic term used when adults lost the ability to read after suffering a brain injury. Dyslexia was a term adopted to confer a lesser (though still neurologically based) form of reading impairment seen in children. However, determining the neurological basis has been elusive until relatively recently.
The Search for a Neurological Basis
In the early attempts at researching the underlying causes of dyslexia in the 1970s there were no technological medical procedures available to study brain processes that might be involved in reading normally or abnormally. As a result, although the term implied that there was a neurological cause, the exact nature of the brain differences in children with dyslexia could not be determined.
Some of the early researchers believed that the cause was visual-spatial. Samuel Orton had originally thought that reading disorders in children were similar to "word blindness" in adults, caused not by a specific brain injury, but representing a maturational disorder based on delayed cerebral development of left hemisphere dominance. However, his theory could not be tested empirically and he and others became more aware over time that many children with reading problems seemed to have specific problems with other non-visual aspects of reading – specifically, sounding out of words.
Because of the inability to determine the neurological cause(s) of dyslexia, in some educational circles especially, it became synonymous with "developmental reading disorder" and the cause (neurological or perhaps otherwise) was deemed not important. Rather, the goal was to develop and test interventions and measure their outcomes without an effort to relate the interventions to underlying causation.
The problem with that approach, from a scientific standpoint, is that it is symptom based. Rather than getting at the root of the problem or distinguishing one child's problem from another's, the non-causative approach assumes that the solution to dyslexia depends on a specific teaching method. An analogy in medical science would be trying to treat all skin rashes with calamine lotion – it might make a person feel better no matter the cause, but it would be wholly inadequate for prevention of a virus like measles or treatment of a bacterial rash like impetigo.
Fortunately, just as medical science advanced our understanding of viral and bacterial causes of skin infections to allow for effective medical treatment, advances in neuroscience, buttressed by neuroimaging and brain electrophysiological technology starting in the late 1990s, have led to an emerging consensus about the causes of dyslexia and the most effective methods for remediating those causes. This neuroscience research has been accumulating from a variety of disciplines and is beginning to reveal a few underlying factors in brain development that can cause reading to be problematic. And the best news is that all of those processes are amenable to carefully designed training approaches.
What Happens in the Dyslexic Brain – and Why
In the early to mid-2000s, much of the available research on the underlying basis of dyslexia pointed to a primary problem with the phonological processing of speech sounds. The early research by Shaywitz (2003), Ramus (2003), and Vellutino, Fletcher, Snowling, & Scanlon (2004) – summarized in Stanislas Dehaene's Reading in the Brain – identified problems with phonological awareness, the ability to segment words into their component speech sound components.
More resent research has delineated why that problem exists. For example, in 2012, Boets et al., using neuroimaging technology, found that in adults with dyslexia the brain connections between areas that represent speech sounds and a part of the left frontal lobe that is important for higher level processing of speech sounds is significantly hampered. In other words, they found that dyslexia is a problem accessing intact representations of speech sounds. Other recent neurophysiological research has indicated that disrupted timing of auditory processing, particularly in the range relevant to speech sounds, is a core deficit in dyslexia.[1]
Retraining the Dyslexic Brain
These consistent findings have led to an emerging consensus, well summarized by Jane Hornickel and Nina Kraus in the Journal of Neuroscience in 2012: namely that dyslexia is primarily an auditory disorder that arises from an inability to respond to speech sounds in a consistent manner. This underlying problem with perception of speech sounds, in turn, causes problems relating a speech sound to the written letter. Therefore, reading interventions for dyslexia should be most effective if they combine auditory perceptual training of speech sounds with exercises that require relating speech sounds to the written letter. And, in fact, neuroscience research bears that out.
The Fast ForWord Language and Reading interventions contain neuroscience-based exercises. They have been empirically tested in independent neuroscience laboratories and shown to have a rapid and significant impact on children and adults with dyslexia. The exercises have been shown to have a positive effect on the neurological processes that support reading and language as well.[2]
Our understanding of dyslexia has come very far in the past 40 years, with neurophysiological models developed in just the past five years explaining why letter-sound correspondence is so difficult for these children. Fortunately, treatment options have kept pace with the research, and children with dyslexia today have the potential to train their brains to overcome the learning difficulties that earlier generations were destined to carry with them for a lifetime.
Boets, B., Op de Beeck, H.P., Vandermosten, M., Scott, S.K., Gillebert, C.R., Mantini, D., Ghesquière, P. (2013). Intact but less accessible phonetic representations in adults with dyslexia, Science, 342, 1251-1254. doi: 10.1126/science.1244333
Burns, M.S. (2012). Application of Neuroscience to Remediation of Auditory Processing, Phonological, Language and Reading Disorders: The Fast ForWord® and BrainPro Programs. In D. Geffner & D. Swain (Eds.), Auditory processing disorders: Assessment, management and treatment (2nd ed.). San Diego, CA: Plural Publications.
Dehaene, S. (2009). Reading in the brain: The science and evolution of a human invention. New York, NY: Viking Press.
Gabrielli, J. (2009). Dyslexia: A new synergy between education and cognitive neuroscience. Science, 325, 280-283. doi: 10.1126/science.1171999
Hornickel, J. & Kraus, N. (2013), Unstable representation of sound: A biological marker of dyslexia. The Journal of Neuroscience, 33, 3500 –3504. doi: 10.1523/JNEUROSCI.4205-12.2013
[1] See Billet & Bellis (2011), Goswami (2011), and Lehongre, Ramus, Villermet, Schwartz, & Giraud (2011) summarized by Burns (2012).
[2] See Dehaene (2009) and Gabrielli (2009) for excellent summaries of the research on the Fast ForWord interventions for dyslexia.
Auditory Processing Skills and Reading Disorders in Children
How Learning to Read Improves Brain Function
"If you read to them, they will read." That statement sums up what I believed when my first child began babbling and pointing to objects in his favorite board books. Blissfully optimistic, I eagerly began reading to my child as soon as he could keep his eyes open long enough to stare at the pages of a book, long before he began speaking in sentences. That was, of course, prior to kindergarten, when the reality of learning to read gallantly collided with my pie-in-the-sky perspective of what many tout as the "magic of reading."
Kindergarten and the enchantment of learning to read passed by in a flurry. It was not so much magical, as it was dumbfounding. Yes, we were astonished and amazed, but not in the way we had originally anticipated. It seemed the joke was on us.
The summer between kindergarten and first grade was the beginning of what felt like a carnival tour through unfamiliar side shows - weird rooms with strange lighting, specialists with long professional titles, and a seemingly endless line of shenanigans. It was disorienting. Our son led us through a maze of experiences that felt strikingly similar to the hallway of mirrors, with odd distorted reflections of ourselves and confusing passages that led to people who would look at us and smile without the slightest idea how to help. Embarking on a quest to help our child discover his path to reading was mind-bending.
Our oldest child is a laid-back, happy go-lucky character, who beats to his own drum and finds tremendous humor in ambushing the "seriousness" out of the most mundane routines. He is curious above all else, imaginative, and enjoys playing the part of family clown, in the best sense of the role. He is a practical joker with a sensitive awareness of others' emotions. He lives to laugh, and loves to make people smile. His younger brother is much more serious and socially reserved at the present stage.
Along with two beautiful children, their father and I also share another unique genetic gem - each of us has a parent who is dyslexic. Born a generation apart on opposite sides of the country, both my mother and his father experienced demeaning treatment as a result of their inability to learn to read fluently in their early school years.
Their father and I are the eldest children of parents who firmly believed in the philosophy of "no pain, no gain" and the necessity of hard work without short cuts. We both excelled at individual sports such as swimming and distance running - that is to say that we knew how to buckle down and push through difficulties and discomfort, viewing struggles and setbacks as acceptable, normal parts of life.
I was a "good student" who "worked hard" while my husband was described by his mother and elementary school teachers as "never working to his full potential." This particular statement speaks more to a guiding fiction commonly held by teachers, and compounded by parental expectations, than it does about a child's true potential. It also sets the stage for a cleansing of misguided anecdotes that fuel the misunderstanding of learning disabilities.
Behind the heavy curtains of any storied carnival there is a place where the magician's tricks and illusions are unveiled. Tricks distract the audience into believing in the illusion that everything is exactly as it appears. Popular anecdotes are like tricks as they provide the illusion of control for well-meaning adults. In truth, most anecdotes are obstacles to early intervention and parental advocacy:
Our own child heard demeaning statements from a teacher who referred to him as smart, but lazy, and took away recess and free time as punishment for not completing writing assignments. Other teachers said he just needed more time to grow and suggested another year in the same grade. Both our son and his grandparents were identified as dyslexic, but only with the help of an advocate. Advocates are not limited to parents. Advocates can be teachers, family members or anyone with a meaningful connection to a child, or adult.
Teachers and parents play a unique role in helping to identify learning disabilities. Identification requires a willingness on the part of both parties to objectively seek root causes of a child's difficulty and to work with the child to find strategies and solutions for their success. An analogy that captures the interdependence of this relationship is that of two people in a row boat: the teacher and the child, or the parent and the child. Each one has an oar and they each must row to move the boat forward. If only one person rows, the boat will go around in circles and go nowhere. Telling the child to row harder is equivalent to "try harder" and it only makes the boat go around in circles faster. We must respect the child's effort, celebrate their small successes, and encourage them to keep going while picking up our own oar and getting in a rhythm with the child's natural pace.
Children who receive help with their learning disabilities learn to successfully work smarter, not harder. In the long run, they can develop the ability to advocate for themselves. These are skills that last a lifetime. As parents, we have a unique opportunity to observe our child's struggle, and validate their experience by acknowledging their efforts, allowing them to trust their own instincts as well as trusting us.
If there is one message I wish to share with fellow parents, it is this -- do not allow well-intentioned anecdotes from our past, other parents, teachers, or administrators to belittle or dismiss your child's experiences, or to plant doubt in your own parental abilities. Every child has the right to a free and appropriate public school education. Children need additional help getting access to the right resources, but help exists, even if it is difficult to find at first. Children deserve a fair start in life, and someone to hold their hand through the carnival of unexpected oddities. With any luck, you may even come out of the "fun house" laughing at the ridiculous experience, all the while realizing that neither of you were ever broken in the first place, but rather a little lost, and in need of some light and map to navigate the road less traveled.
Joanne Gouaux discovered Fast ForWord after her 7-year-old son, Carter, was diagnosed with dyslexia. We will share Carter's academic story in an upcoming post.
Girl Brains and Boy Brains: What Educators and Parents Need to Know
What Every Parent Should Know About Their Baby's Developing Brain
School's out for summer! While it's a great time to relax and reset before the start of the next school year, it's also a great time to catch up on professional development.
This summer, check out some of our most popular webinars on topics to help your students.
Comprehension: Going Beyond Fluency
Although fluency is important for reading success, it is not sufficient. Students must also actively work to make meaning out of the texts they read. In this webinar, Dr. Timothy Rasinski shares some of his favorite approaches for helping students engage in texts meaningfully and productively. Watch now.
How the ELL Brain Learns
What does the latest research reveal about the ELL brain? In this session, Dr. David Sousa provides an overview of how the young brain acquires the first language, and then looks at how trying to learn a second language affects brain development. Learn about the challenges that ELL students face when learning both conversational and academic language simultaneously and explore ways to help them. Dr. Sousa also debunks some misconceptions about ELLs and English language acquisition. There are some surprises! Watch now.
Use Brain Science to Make Dramatic Gains in Special Ed
This session features Dr. Martha Burns and special guest Kelly Winnett of Blount County, AL. Dr. Burns shares the latest research on the brain and learning (especially in students who struggle) and Mrs. Winnett shares how the Fast ForWord program has helped her students in special education make tremendous growth (AYP!) - in some cases moving learners from non-readers to readers and from non-verbal to verbal. Watch now.
New Science of Learning for Your Struggling Readers
Dr. Martha Burns discusses the ability of neuroscience to profoundly impact education. Hear how the science of learning has guided the development of breakthrough technologies to enhance underlying memory, attention, processing and sequencing abilities in struggling students. Watch now.
Summer Learning Programs, ELLs and the Achievement Gap
How to Create an Effective Summer Learning Program
When students at ACS Cobham International School (UK) got iPads, Richard Harrold saw an opportunity. As an assistant principal at the lower (elementary) school, he had been hearing glowing reports from other educators about students seeing remarkable gains when using iPads. Were the gains real? And was the effect due to something special about the iPad, or were students just responding to the newness of the technology?
Harrold decided to find out. With the help of his school's "Project i" team, he launched a formal study with 1
stand 2
ndgraders to see if they would experience the same increases in engagement and understanding that he had been hearing about from other educators.
Harrold's study confirmed the benefits of iPads in schools:
More generally, results indicated that:
The effects discovered were more than a reaction to a fun, new "toy." In fact, to ensure that their results were not due to a honeymoon period, the team delayed the study until learners had been using their iPads for a full eight months.
These findings are exciting, especially for learners requiring intervention. Struggling students can be harder to engage and may have trouble enduring learning challenges. Giving them the opportunity to use an iPad-based intervention can motivate learners to persevere and achieve.
In a time where "grit" is getting a lot of attention as a key indicator of future success, anytime that perseverance goes up – as with iPad use – educators would be wise to take notice. But don't rule out the appeal of classic technologies. Early-grade learners would still rather read a bound book than an ebook on iPad.
Harrold, R. (2012). Measuring the Effect of iPads in the Classroom.
The International Educator.Retrieved from:
Harrold, R. (2012). The iPad Effect: Leveraging Engagement, Collaboration, and Perseverance. The International Educator. Retrieved from:
Related reading:
10 Big Benefits of Using iPads in Schools
Inspiring Students to Dream, Learn and Grow
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When the 'Mean Girls' checks stop coming in…
Via RadarOnline reports:
Lindsay Lohan has been forced to move into mom Dina's home in Long Island, New York, as she is "flat-out broke" and unable to afford to rent an apartment on her own in Los Angeles, RadarOnline.com is exclusively reporting.
"Lindsay is being forced to live at home with Dina because she can't afford any other options at the moment," a source tells Radar. "Lindsay is flat-out broke and can't even afford to rent a two-bedroom apartment in North Hollywood.
"There's simply no way she would pass a credit check right now, and even if she could she wouldn't be able to muster up a security deposit, let alone meet the rent every month.
"Lindsay's been telling everyone that she moved to New York because she was sick of Los Angeles. But that's just not true, she would love to move back west, but she can't afford to! In the past, Lindsay has managed to rope in another person to co-sign on leases because her bad credit means she can't get approved in her name alone. However, she couldn't find anyone willing to do that now as she has burned so many of her friends and associates."
Meanwhile, although it might well be economically attractive to be living at home rent free with mom, the situation does have its, very obvious, drawbacks!
"Dina seriously cramps Lindsay's style because she always wants to go out partying with her," the source says. "It's embarrassing for Lindsay and she often dodges her mom's calls when she's out. Lindsay is constantly on the prowl these days to snag a new wealthy pal who has an apartment or vacation home she can move into…. rent free of course!""
She will never recover from this. Her looks and once promising career are gone. Broke, uninsurable, with insurmountable debt, a bad reputation, ruined credit and zero prospects; that's not an uphill battle, it is a war waged and lost. We almost feel sorry for her. Almost.
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Half Pike With Tap
The Half Pike With Tap exercise works your abs and obliques.
-Lying face up in front of the chair, place your feet on the outside of the chair, keeping your hands clasped, crunched up, and lift your right leg as you tap your left elbow to your right knee. Do 24 reps. Switch legs and repeat.
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I've brewed about 50-some batches at this point, and along the way I have stashed some of these beers for extended "aging" just to see how they respond to time. Unfortunately, I haven't had much success with this. I haven't had any bottle bombs or anything, but nearly every one of these beers has been way overcarbed - as in, I have glass that is entirely foam and it will take me 30min to pour the whole bottle out. At first I thought I was using too much priming sugar, but the bottles are fine for the first two months. It's only after 2+ months that they get out of hand.
The strangest circumstance of this happening was with a vanilla imperial stout I bottled last october that I only used .5C of corn sugar for priming. I hammered through most of it before the new year, but wanting to save some, I kept a six pack in our 50deg basement. I figured that would be the perfect temp for storing these long term. But sure enough, last night I cracked one open and it foamed all over the place.
For what it's worth, I always use corn sugar and oxygen barrier caps for 5 gal batches.
Any thoughts? Is it possible that my bottles are consistently getting contaminated during bottling?
Thanks in advance!
You have an infection. There's really minimal reasons why beer foams in bottles. Too much sugar, bottling too soon, opening too soon while the co2 hasn't been fully in solution, and an infection. That's really it.
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11/12/2010 | Nominations Sought For 2011 Dayton Hamvention® Awards
The Dayton Hamvention® is accepting nominations for its 2011 awards. Do you know an outstanding amateur in your club, community or from on-the-air contacts? Does this person excel in some phase of Amateur Radio? Do you feel this person deserves worldwide
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08/09/2010 | Dayton Hamvention® Committee Announces 2011 Theme
When the Dayton Hamvention® opens May 20, 2011 for its 60th consecutive year, its theme -- Global Friendship -- will reflect an important part of ham radio, said 2011 Hamvention General Chairman Michael Kalter, W8CI: "The theme emphasizes how
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Feature06/18/2010 | What's New at Dayton 2010: The Unabridged Version
The July 2010 issue of QST has a one page overview of some of the major pieces of equipment introduced at the Dayton Hamvention®. There is no way a single person can track down everything on display that's new in the time available, but QST Technical Edit
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06/02/2010 | 2010 IARU Eyeball QSO Contest Results
At the 2010 Dayton Hamvention®, the International Amateur Radio Union (IARU) and the ARRL sponsored a game that involved searching for hams visiting from outside the USA. According to ARRL Membership and Volunteer Programs Manager Dave Patton, NN1N, the i
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Jim Prentice is correct about one thing: large, well-financed, professionally staffed (read elitist) leadership campaigns have been buying membership for potential voters for decades. But most of us thought it had reached its peak, or low point, thirty years ago … Continue reading
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Party in Ward 9! Gord Elliott's Conservative letter for Jordan Katz
Here's the letter that Conservative national council rep Gord Elliott sent to what he describes as 200 to 300 fellow Conservatives he knows throughout Calgary, trying to drum up support for his Ward 9 candidate. The Herald obtained a copy.… Continue reading
Developers at centre of city debate gave money to Tories and Wildrose in 2012
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Conservative cabinet minister Joe Oliver swipes at Justin Trudeau over Canadian energy strategy
Justin Trudeau's attack on the federal Conservatives as missing in action on a Canadian energy strategy isn't sitting well with Natural Resources Minister Joe Oliver. In Calgary Monday night, the Liberal leadership front-runner called for a pan-Canadian strategy on energy … Continue reading
Did Justin Trudeau insult Alberta? View the videos and decide for yourself
I was saddened to see Justin Trudeau caught up this week in a bad case of politicians' foot-in-mouth disease. It disappointed me because Justin's rise to national prominence has been a great unfolding story to watch. Whether you agree or … Continue reading
Only a true-blue conservative will beat Rob Anders: Tom Flanagan
Potential challengers to Calgary-West MP Rob Anders need to play it right if they hope to unseat the controversial MP, says a leading expert on conservative politics. Anders has found himself in hot water in the past for comments such … Continue reading


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a time when there wasnt shit!!! but the sex was good... Giggity!
damn! she aint got no tv, or computer but she reminds me of mideval times.
by the giggity-er goo!!! January 21, 2009
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|Let's just say I threw another version of Raven together...
|Let's just say I threw another version of Raven together...
I love anime, manga, cartoon, pretty much everything and anything. I'm not real choosy with pairings.
Interests: Star Wars, Harry Potter, FF {7, 8, 10,13}, Hetalia, Kingdom Hearts, Naruto, Soul Eater, Fruits Basket, Ouran High School Host Club, D.Gray-Man, Nabari no Ou, Vampire Knight, Rosario + Vampire, Teen Titans, Code Lyoko, Doctor Who, Vampire Diaries, Walking Dead, Supernatural, Save Me Lollipop!, Princess Tutu, Silent Hill, Legend of Zelda, Avatar: The Last Airbender, Disney, Angelic Layer, Shingeki no Kyojin/Attack on Titan, Ghost Hunt, Highschool of the Dead, Deadman Wonderland, Cosplaying in general
Current Residence: MiddleofNowhere
Favourite genre of music: J-Pop, K-Pop, Rock/Metal, Trailer/Orchestral
MP3 player of choice: Ipod Classic
Favourite cartoon character: Starfire -Teen Titans-
Personal Quote: "Do or do not; there is no try." -Master Yoda
Overall Con Report
So… I realized after Ohayocon, I never did a review/report of each convention, mainly because I was busy at work or getting ready for the next one. So, here's what I remember from each convention highlight wise. ^^"""
So, this was its first year, and it went pretty well for the most part. It was small, but it just meant we got to talk with more people. We spent most of our time wandering around and doing photoshoots in the cosplay lounge thing they had. One of the greatest moments involved my roommate, dressed as the Nurse, and a teen, who was terrified of her. His friends asked her to creep up behind him and scary him, which we did. She even stalked him out of Dealers. And no, she didn't actually hurt it. It was all in good fun, not meaning to actually scare him. I also got to meet (FINALLY) after our failed attempt to meet at Ohayocon. We realized right away we were very much alike, and we started making all sorts of plans, which haven't stopped to this day.
So, the main highlight was the Masquerade. Our skit we did was definitely one of our best, both acting and contest wise. We did it with Tifa (me), Sailor Moon ( , and the Nurse, where Tifa and Moon were somehow stuck in Silent Hill after a few mishaps. They came across the Nurse and kind of fought, with a few funny moments in there. The first time we ran the skit during run-through, I actually ended up hitting the Nurse in the face... T.T I felt so bad... But when we actually performed, I ended up falling, so I think we're even. It was fun, and we ended up winning Best in Show, a first for KSC Cosplay and my two friends.
So, this was my… third? Animarathon. I didn't get to go last year because of a band concert. This year was pretty fun, yet again. It was Kristi () (this time dressed as Misa from Death Note) and Brad with me, Brad because he wanted to play Magic and games and stuff. I entered in the contest, so I had to go through judging with Raven. I was really nervous about it, but it all turned out well. I also held an Attack on Titan panel about how to survive, basically making fun of certain parts of the show (all in good humor). Our resident Shadis also had a few words to say, especially to the Armin that entered moments before. The poor girl looked a little confused, but it was awesome because it was her first con and we had run into her earlier in the food court. But, it was fun hanging with the fandom, which filled the entire room.
I saw a lot of familiar faces, but I spent most of my time talking with Kristi and hanging with and Cricket (I can't remember the other guy's name >.<''). But again, like most cons, the highlight was the Masquerade. This skit is definitely one of my all-time favorites. It involved Misa trying to get Raven to do things model-related, like wearing dresses and doing the model walk. This skit just had everything I would ever want in a skit, and we ended up winning 2nd place. I couldn't be prouder. ^^ I also won Novice Runner-Up for Raven, which was quite a shock to me. But, it was a very fun time. ^^
So. ACEN.
One of my faves to go to. Rachel and I survived our 4+ hour drive up and hung out with for a bit before heading to the con for my photo shoot as Raven. Then, we went to eat before going to the hotel (eventually). We had a rough time with the guys doing duty at the parking garage, but we got it sorted and finally up to our room with my friends from last year. I was nervous at first, but it ended up being a blast hanging with Paulene , Aryn, and Bryce at night and random hours. And of course, I can't forget Emily . It was so much fun just hanging out with everyone.
I hosted my Supernatural panel for the first time, which was pretty fun. I also held my Girls' Generation Dance Tutorial, which had the best attendance I've ever had for that panel. The group was amazing and such fast learners.
The Masquerade was pretty fun, as well. I got to be with Emily in her first competition, which was awesome in itself. Rachel (as the Nurse) and I performed our skit about Raven ending up in Silent Hill. It went alright overall. I just wish the audio would've cooperated… It was so quiet… But, we still had fun, especially backstage with the con staff. We were the "creepy" skit, and I was perfectly okay with that title.
I do remember the Sora that performed (from Kaleidostar) to Gee, and I was so happy. I had just started the anime with Kristi, and to see her perform as Sora was awesome. There was also a little girl dressed as baby Godzilla, and she was SOOOO cute! We came across her and her parents later after she had taken the costume off, and we found out she was getting a plushie llama as a reward for doing well. I hope she got the biggest one they had. She was so adorable and such a trooper! There were also several little Ravens running around, so I made sure to get a picture with them. I also took a picture with a little Harley Quinn, and she was so cute because she had the attitude down pat. After I thanked her, she said, "Anytime, sugar." I may or may not have squeed afterwards. ^^"
I also dressed as Aelita, which is special because that was where I debuted her last year. I had fun talking with people about Code Lyoko, even running into the other Odd (a staffer) who I had tried to find last year but didn't in time.
O.M.G. Colossalcon. It was definitely one of the greatest cons I had been to yet.
Thursday, I dressed as Gaara, for the first time in a year. I forgot how heavy Confucius Sr. was, but I also realized how much I missed that costume. I spent most of my time wandering and hanging with my friends. I also did a mini-shoot with KRN photography, whom I had met before and talked with.
Friday: I participated in the Friday Night In-Character Contest as Raven. I didn't expect to get far, but I actually made it into the second round. It was fun to watch, and I look forward to doing it next year. ^^ It was also the day I held my Supernatural panel as Charlie again, this time with a little help from Dean (aka ). It was such a blast. The crowd was awesome, and I just had the greatest time hosting it. We held a little Q/A with the extra time we had, pulling up , , , , and another Cas, and that was just awesome. Alora was so in character, and she had me laughing under my breath almost the entire time. Seriously, I can't get over how much fun we had at the panel. It's probably the best con moment for the entire year. We held a quick little shoot afterwards before I headed back to our hotel to get ready for Saturday.
Saturday: We were up bright and early to do Masquerade run-through and judging. I was so happy of Rachel and Kristi for putting up with me and doing such a fantastic job. Zack, one of the MC's, even told us that we integrated dancing in the best way possible: with Sona's Crescendo attack. Judging was a bit scary, but I got complemented on my pretty hand stitching, so it wasn't so bad. I finally got to do a photo shoot with Yumi () after trying to do so for a while. It was a lot of fun hanging with her as Lyoko Warriors, though it was much too brief. >A<
Rachel also held her first panel (Soul Eater), and she did fairly well for her first time. Even after the whole incident beforehand. She was almost late to her panel because she couldn't find a parking spot. So, Kristi ended up climbing in her car and parking it with help from Jake.
So, our skit went really well on stage, and I was so happy (nearly in tears afterwards).
Sunday: We basically just hung out and chilled.
This con was definitely one of the best I had been to in a long time. It was so much fun, with all my friends and people, the panels, the Masquerade… I can't wait to go back next year.
AFO (Anime Festival Orlando):
The flight down was pretty uneventful, but trying to find the hotel lobby and our room was fun. It was nice being able to hang out with my cousin, especially since we both love Kpop a lot. We held an Intro to Kpop panel, which turned out very well surprisingly. We had a lot of fun with it. ^^ I also held my Girls' Generation Dance panel, which was awesome. The group was fairly small, but they were so much fun. During one of the Kpop dance parties, some of the people there actually danced with me to one of the dances we did. It was awesome. We tried to enter in the Masquerade, but let's just say that didn't go through. So, I ended up doing a DC photo shoot as Raven, the first photo shoot I've done like that in years. It was fun, and some of us wandered around and ate together.
Somehow, I ended up pulling all the muscles in my thighs from my dance panel… So, that was an interesting night. ^^"
The flight home was rough, mainly because we were VERY late getting back and had to fly around/in some storms. Overall, it was a lot of fun. I just wish we could've done more pictures… It was wayyy too hot and muggy, not to mention it rained at some point nearly every day. I forgot what Florida was like. ^^"
Ikasucon was a lot of fun. , , and joined us, and we had a blast. We held our Supernatural panel, which didn't have many people due to the very behind registration. We still had fun, but I think the most fun part of that day was getting all done up as Castiel for our End!verse/Croatoan photo shoot. It was so much fun, and it was made even better just because we did ON Croatoan (August 1st, 2014). Saturday was very tense and nerve-wracking for me. I was terrified for my skit and costume, mainly because I was afraid of what others would think and I was just freaking out the entire time. But, I got to hang with everyone, Taka (), Hachi, Asia, Emily (), Jynx (), Alex… It was fun being able to talk with them and everything. The Lightning and Maddie Hatter also helped calm me down before the Masquerade started, so I'm very grateful to them. So, I ended doing pretty well with my skit, thought I don't remember much of it. I did get a few compliments, among other words, on it, so I guess it wasn't too awful. One of the most memorable came from Em and Jynx's Mom, who told me that she had no idea what was happening or what it was about, but she felt the emotion and felt it in her heart to the point of near-tears. That one really hit me hard. But after my skit, the MC made the joke that I needed to do it again, which made me laugh through the tears I was failing at containing. I blame that on Taka and Samm and everyone, who gave me a huge group hug afterwards. It was also awesome because FINALLY won Best in Show with her Seth costume. I was so proud of her, and we all gave her a huge group hug after she got off-stage. Let's just say awesome friends are awesome. ^0^ Sunday was spent mostly wandering around and talking to people, taking pictures. Yumi () and I got more pictures together, which made me incredibly happy. And, I was so happy to take pictures of 's Vaporeon because it was soooo pretty. I had such a hard time choosing pictures to edit of her. I loved them all. I've never been that happy doing editing on a photo shoot in a while. ^^ I really loved hanging with everyone, and I can't wait for next year. ^-^
So… Yeah. ^^""" I feel bad for not updating in so long… >A< But, I've been so busy with work and everything.. When I did get free time, most of it was spent sleeping. But, I'm heading back to college, so I'll be just as busy. But, I have a lot of plans in place for cons next year, and I'm so excited….
Future Cons: Ohayocon, Zipcon, Animarathon, ACEN, Colossalcon, Ikasucon
Future Cosplays in the Making: Princess Tutu with Kristi (for Ohayocon, hopefully) and LARPing Charlie from Supernatural (with for Colossalcon). Neither outfit is extremely difficult, so I'm hoping they'll be a breeze to make. But, either way, I'm going to have fun with them.
Other Notes: I think I may either remake my Raven cloak or at least redo the hood… I also plan on doing better versions of some of our past skits, like my Tifa one from AFO last year (that wasn't recorded), our ACEN and Animarathon ones from this year… Just because.
So.. Yeah. ^^ If you read all of that, congrats! I don't know. Xp I'm tired, and have to move tomorrow… Hope you all had a fantastic summer! I'll try and update more often. ^^""""
Here's all the links I have to our skits!
Zipcon Zipcon Link 2
Animarathon Animarathon Link 2
Ikasucon Ikasucon Masquerade


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7 lunch box mistakes
Here's the low-down on what NOT to put in your child's lunch box, and how to make healthier choices. more
Fibre is an important nutrient for children and adolescents, but all mums know that it can be a struggle to ensure children eat well.
Most research shows people don't eat enough fibre in their diet, and the recommended fibre intake does vary with gender and age.
The following points explain how many grams of fibre per day children, adolescents and adults should consume:
This article was supplied by the team of Nutritionists at Kellogg's for Kidspot, Australia's leading education resource for parents.


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#119334 - 01/09/04 01:54 PM caravel
Carpal Tunnel
Registered: 01/18/01
Posts: 13858
Webster's 1913 Dictionary
Definition: \Car"a*vel\ (k[a^]r"[.a]*v[e^]l), n. [F. caravelle (cf.
It. caravella, Sp. carabela), fr. Sp. caraba a kind of
vessel, fr. L. carabus a kind of light boat, fr. Gr. ka`rabos
a kind of light ship, NGr. kara`bi ship, vessel.] [written
also {carvel} and {caravelle}.] (Naut.)
A name given to several kinds of vessels.
(a) The caravel of the 16th century was a small vessel with
broad bows, high, narrow poop, four masts, and lateen
sails. Columbus commanded three caravels on his great
(b) A Portuguese vessel of 100 or 150 tons burden.
(c) A small fishing boat used on the French coast.
(d) A Turkish man-of-war.
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Cordova News
Local news for Cordova, TN continually updated from thousands of sources on the web.
Shelby County, CSX Reach Greenline Deal
Monday Nov 24 | The Daily News | Comment?
Holiday Pies at Gigi's Cupcakes: Let's Get This Party Started
Sunday Nov 23 | Memphis | Comment?
Updated: Mon Nov 24, 2014 10:25 am
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Slow Roasted Lamb with Chickpeas
Source: dLife
A spiced leg of lamb served with chickpeas and vegetables.
4 each medium garlic cloves
1 tsp ground cumin
2 tbsp olive oil
1 each fresh lemon juice, per fruit
1 pinch black pepper
2 lb Lamb, leg, whole, raw, choice, 1/8" trim
2 each medium onions
1 cup low sodium vegetable broth
4 tbsp unsalted tomato paste
14 oz canned unsalted diced tomatoes
1 each cinnamon sticks
0 1/4 tsp ground cloves
0 1/2 oz honey
14 oz canned garbanzo beans (chickpeas), unsalted
ads keep dLife free
dLife Weekly Poll
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Find records of Maximo Amoyo
Find birth, death, marriage, military, and other records of Maximo C Amoyo at Ancestry.com.Search for records
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Maximo C Amoyo (1919 - 2005) was born on June 9, 1919. He was born into the Amoyo family.
Maximo had no-known relationships. Maximo died on July 8, 2005 at 86 years of age.
Maximo C Amoyo's last known residence is at Killeen, Bell County, Texas.
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