text:
How to Figure Out Who You Are
Three Parts:Being Aware of Your ThoughtsTaking ActionContinuing the Search
Who am I? Writers and philosophers and even ordinary people have been pondering this question since the beginning of time. You are not alone with this question, and guess what? We are not a thing that is set in stone. We evolve, change, grow and adapt to things that are around us. However, who you are in your core is pretty much set by the age of six. But how do you find out who that really is? Just read on.
Part 1 of 3: Being Aware of Your Thoughts
1Chronicle your thoughts in a journal. Get in the habit of writing down your thoughts at the end of every day, when you're feeling troubled or inspired, or just because. Don't just write down exactly what happened to you that day -- write about what you're thinking about your life, what your goals are, and what questions you have about going forward. Question your beliefs, consider trying something new, and always search for truth. Making a habit of doing this in a journal will help you do the same in your daily life.
- When you're feeling lost, you can read over your journal and search for your true self. What thoughts have been troubling you? What patterns can you recognize? Reading over your own words can help you discover something new.
Ad -
2Remember that you can't get it wrong. Remember that who you are is who you are. It's not about being bad/good or right/wrong. When we get in to judging ourselves, it stresses us out. When we begin to realize this concept, we begin to be okay with ourselves. You're not trying to find out that you're an amazing, flawless person who has a million strengths; you're just trying to get to the core of who that person is so you can work with it. Throw away any expectations that you'll turn into the world's greatest human being after a bit of soul searching.
- You can find out that you are messy, that you are prone to procrastination, and that you have a tendency to think before you speak. But you may also learn that you are a loyal friend, that you are kind, and that you are very observant.
3Work on finding your identity. Identity is a tricky thing. People who are impulsive with their behavior do not necessarily honor who they really are. They are frugal on Monday, shopping up a storm on Wednesday, guilt ridden on Thursday, frugal for the next three weeks, and then on and on. The key here is to have congruence between your thinking, feeling and behavior... so that they match. Pay attention to the interlocking parts of you.
- Avoid any excesses in your life. When we are impulsive with drugs, alcohol, sex, shopping, or food, we are having a difficult time with who we are.
4Make a list of your priorities. Make a list of the things that matter the most to you. Your friends, your family, your studies, world history, yoga…whatever those things are, really think about what each of them mean for your life. Knowing what matters to you can help you see what really can make your life feel important and meaningful. The list may surprise you. Take a lot of time with it and return to it to add new things that matter.
- Once you've written down all of your priorities, create a hierarchy. See which things of the things that matter to you matter the absolute most. It's okay if you have a tie for first or second place.
5Accept responsibility for your actions. Sure, it's easy to blame all of your failures or setbacks on other people. Maybe your parents never gave you enough love. Maybe your boss or teachers never noticed your full potential. Maybe your past relationships have made you lose confidence and forget who you really are. Sure, everyone has been discouraged by external forces, but the sooner you realize and accept that you have control of your destiny and that you have been responsible for your failures, the sooner you can take control of changing your life for the better.
- If you make excuses for any less-than-ideal things you have done, then you won't be able to accept that yeah, they are a part of you, too.
- Accept responsibility for the things you have achieved, too. Your accomplishments, whether it's being a top tennis player in your state or teaching yourself a language, are more than just dumb luck.
6Honor yourself. Pay tribute to who you really are. Remember that you are unique and that you deserve love and attention. Give yourself the care that you think you really deserve. Make time to be on your own, to take walks, to think about life. Pamper yourself. Take a long hot bath. Make a list of the things you really love about yourself. Look in the mirror and smile. Accept that you're not perfect and love yourself anyway.
- Remember that if we were all perfect and the same, then life would be pretty boring. Embrace your quirks and even emphasize them if you can!
Part 2 of 3: Taking Action
1Ask people you trust for help. Come to your close friends and ask them what they think your strengths and weaknesses are. Make sure you're asking people who know you really well and that you can take feedback without being hurt. These people may have some insight into who you are that you can't see because you're too close to yourself. Sometimes it is helpful to see what we project onto others. It may not be who we really are, but it might be spot on, though.
- Ask a couple people that hate your guts the same question! You will be going into it knowing you might get blasted, so you will be prepared, in a sense. What you learn will be more useful, even if you are able to reject 100% of what they told you, which you ultimately won't.
- People who don't care for you will give you the "unvarnished" truth; recognize that they most likely have only seen your less attractive facets, and what they tell you is not all you are. Your simple "thank you" in response to their answer will have a profound effect, most likely.
2Address your flaws. Make a list of the qualities that you want to work on. This can be anything from being a better listener to not caring about what people think. You can't just change who you are instantly, and you can't change a quality about yourself in a week, either, but you can make an effort to improve different aspects of yourself if you're really committed to it. Working on making yourself the best possible self you can be can help you figure out who you really are. Knowing what you want to change about yourself can help you get to know your own qualities.
- Start small. Journal about it, research your options, make a plan. Take it day by day instead of trying to change yourself completely in a week.
- Many times when we are mindful of something, we begin to change just by giving it attention. Try not to change too much too soon. You will get overwhelmed and give up. The only person who can change you is you, and you have to want it.
3Make time for alone time. Make sure to plug alone time into your weekly schedule, no matter how busy you may be. If you're always rushing around between work, school, and social obligations, then you won't have a minute to just take a deep breath and spend some quality time with yourself. If your schedule is too packed, try to drop the commitments that don't really mean anything to you and make time for self-exploration instead.
- Even if you're just watching your favorite movie or getting some light exercise, just being yourself and inhabiting your own mind and body can lead you to discover something new about yourself.
- Don't let last-minute social obligations make you flake on yourself -- remember that you already made a commitment to spend time with yourself and that you shouldn't drop everything just to go to a party.
4Create art. You may think that you're the least creative person on the planet, but chances are, you just never gave yourself a chance. Write a poem. Sketch whatever you see outside your window. Take a ceramics, painting, or acting class. Hang out with creative people and see if they can teach you something. Creating art will take you out of your comfort zone and can lead you to make something completely new that will surprise, inspire, and excite you.
- Nobody said you have to be the next Picasso to use art for self-exploration. Creating art can make you be alone with your thoughts and discover something new you never thought was there.
- Creative writing is perfect for exploring your most inner thoughts. When you set out to find a subject for a short story, you may find that you really cared about something -- like the summers you spent with your grandmother when you were a child -- a lot more than you thought you did.
5Challenge yourself. Do something that you would never normally do because it scares or intimidates you. Go up to a new group of people and try to make friends. Sign up for a 10K though you've never run more than two miles without stopping. See how long you can go without logging onto your Facebook account or watching mindless television. Get out of your comfort zone and see what you come up with. It may turn out that you have a knack for making new friends, for running, or for spending hours in the quiet of your own mind instead of turning to social media.
- Start with small challenges and work your way up. Run a 5K and a 10K before you sign up for a half marathon. But doing something that's a little bit unexpected can lead to an even more pleasant surprise.
6Spend time with people who are different from you. If everyone you hang out with pretty much looks like you, acts like you, and defines happiness and meaning on similar terms, then chances are that you won't learn as much as you would if you hung out with people who challenged your beliefs, offered a new perspective on the same old situations, and encouraged you to dig deeper to find answers. Though you don't have to ditch your entire friend group just because you suspect you might have too much in common, you should seek out people who excite you, who live their lives differently, and who are spontaneous and surprising.
- Spending time with these people will make you more likely to discover new things and to cut to the core of who you really are, instead of just mirroring what you see around you.
Part 3 of 3: Continuing the Search
1Make a list of 100 things that you want to achieve. The things you do affect who you are, so write them down and see what you can learn. This can be anything from learning Japanese to going on a safari to making friends with someone from a completely different background. See what unites the items on your list and make a plan for achieving as many of these things as you can. Some of the things may be completely implausible and you'll never be able to do them, but just writing them down can help you have a sense of what really excites you.
- This exercise stretches your mind. It forces you out of your comfort zone. You see life differently. Everyone's list is different, but again, focus on yourself and your core emerges.
2Work on boosting your confidence. If you're not confident in who you are, or in your search to figure out who you really are, then you'll never find an answer. Building confidence takes a lifetime, but the sooner you start, the sooner you can be happy with the person who you are and feel comfortable with your decisions and actions. Being confident will allow you to challenge and question yourself and to be comfortable with admitting you're not perfect.
- If you have incredibly low self-confidence, then you won't be able to figure out who you really are because you'll be convinced that you have to be a better person and that your ideas and pursuits are unworthy.
- Remember that there's a difference between being very confident and being arrogant. If you're too arrogant, then you'll think that you're absolutely perfect the way you are and you won't give yourself any room to grow.
- Finding something that you're good at, whether it's writing plays or playing volleyball, and pursuing it can help boost your confidence. Being good at something can certainly make you feel happier and more comfortable with who you are.
3Don't overthink it. Searching for your true self is a lifelong journey, so don't be discouraged if you can't figure it out in a few days, in a month…or in years of looking. Take a break to slow down, have a cup of tea, stare out a window, read a good book, or do whatever it is you do to calm down. This may sound like it will slow you down from your quest, but if you stop and smell the roses, then you may actually discover something important that you missed because you were moving too fast.
- You may suddenly get inspired just from sitting still. A new image, idea, or goal may come to you when you're just watching the steam rise from your cup of tea.
4Daydream. Let your mind wander. Stare out the window or close your eyes and see what thoughts come to the forefront. You may see yourself on a deserted island, or as a hot shot lawyer…you may see yourself running a soup kitchen or an independent bookstore. Letting your mind go where it wants to go instead of following the same predictable path can lead you to surprise yourself and find something completely new that makes you realize your dreams.
- This goes back to needing to relax a bit. You won't get all of the answers you want by sticking to a strict routine; sometimes, your best ideas can arrive when you're just looking out a window.
5Question yourself. You may think that all of your beliefs are set in stone, but take a moment to step back and think about why you think the way you do. Are you really so confident about your thoughts on marriage? Do you really think you know exactly what a person needs to have a meaningful life? Are you sure that you're making the right choice about what type of college would be right for you? Making a constant effort to question yourself can help you be an inquisitive thinker who never settles for less than the best.
- Think about where your ideas come from -- have you come up with them after years of research and experience, or do you think the way you do because of where you grew up and the people you surround yourself with? Chances are, it's a combination of both, and it's important to accept that.
We could really use your help!
LCD monitor repair?
cooking steak?
- Don't base your opinion on others, in fact don't even compare them with you.
- If you like more than one type of clothing, keep both in your wardrobe! Same with music.
- Try out different clothes, listen to different music, and try on different attitudes. You'll find the one for you!
- Remember it's only a phase. Eventually, fitting in won't matter anymore.
- Do not be someone you're not, be yourself.
- Don't ditch friends because they don't like the same thing as you. It's good to have a variety in your friendship circle.
- Keep to your morals and beliefs! It cannot be stressed enough that however you choose to be shouldn't come in the way of what you really believe and think.
- Don't get involved in stereotypical activity. Such as self harm as an emo, crime as a chav, etc...
Article Info
Categories: Emotional Health
In other languages:
Español: Cómo averiguar quién eres, Français: Comment savoir qui vous êtes, Português: Como Descobrir Quem Você É, 中文: 发现真实的自我, Italiano: Come Scoprire Chi Sei, Deutsch: Herausfinden wer du bist, Русский: понять, кто вы есть, Bahasa Indonesia: Memahami Siapa Anda
Thanks to all authors for creating a page that has been read 112,107 times.


text:
I am looking for any information on the porter family of maine.Starting with David Who Married Huldah Kimball. |
The Porter Family of Hodgdon Maine
Updated November 10, 2002 |
Fax: 518-885-2960 firstname.lastname@example.com |
Edit Your Page |
The content shown on this page has been submitted by a Genealogy.com customer, and is not subject to verification by Genealogy.com. Neither Genealogy.com nor its affiliates are responsible for the accuracy of any information contained on this page. The opinions expressed on this page are the author's alone and not the opinions of Genealogy.com.
© 2009 Ancestry.com |

subset: commoncrawl


text:
CARD Youtube Channel
RECOVERED - Journeys through the Autism Spectrum and Back - A film by Dr. Doreen Granpeesheh and Michele Jaquis
Quality and Quantity in ABA - Why it Matters
CARD Press Conference on Arizona Study
Dr. Jonathan Tarbox: Small Victories In Autism
Autism: Communicating Effectively
The Child As a Whole - Dr. Doreen Granpeesheh
ABA Procedures & Objectives (31:09) MP3
Modern Applied Behavior Analysis Programs (29:39)
Parental Involvement in ABA Programs (26:50)
Recent Clinical Treatment Evaluations Conducted at CARD (24:44)
Toilet Training and Children with Autism Part 1 (21:33)
Toilet Training and Children with Autism Part 2 (23:26)
Comorbid Psychological Disorders Among Children With Autism (27:44)
Social Stories (24:35)
Generalization (28:46)
Sleep Disorders and Children with Autism, Research and Treatment (27:00)
FCT with Children with Autism (21:13)
Montana CARD ABA Presentation
Creating Comprehensive and Individualized Treatment Programs For Children With ASD
Skills Web Base Program For Autism Recovery
Making Sense of Challenging Behaviors
Going to School and Being Effective
Promoting Generalization of Positive Behavior Change: Practical Tips for Parents and Professionals
Positive Behavior Management: Tips for Parents and Professionals
What to Do When a Child Won't Eat: Feeding Disorders and Developmental Disabilities
Practicing Solutions For Addressing_Challenging Behaviors
The CARD Program: A Comprehensive Application of ABA to the Treatment of Autism
Successful Collaboration in Language Intervention for Children with Autism: A Team Approach to SLP and ABA
The Heart of ABA and Autism: Personality, Individuality & Relationships
National Funding Overview (August, 2010)
California Funding Overview (May, 2011)
ABA: Applied Behavior Analysis
ABC: Autism Behavior Checklist - a diagnostic tool
ADA: Americans with Disabilities Act
ADD: Attention Deficit Disorder
ADHD: Attention Deficit Hyperactivity Disorder
ADI: Autism Diagnostic Interview - a diagnostic tool developed in London by the Medical Research Council
ADOS: Autism Diagnostic Observation Scale
AIT: Auditory Integration Training
AS: Asperger's Syndrome
ASA: Autism Society of America
ASD: Autism Spectrum Disorders
ASL: American Sign Language
CARS: Childhood Autism Rating Scale
CBCL: Achenbach Childhood Behavior Checklist - a diagnostic tool
CHAT: Checklist for Autism in Toddlers - a diagnostic tool
DAN Doctor: a physician who uses the DAN protocol to diagnose autism
DAN Protocol: an assessment protocol that examines the underlying disorders causing autism
DD: Developmental Disabilities DVD: Developmental Verbal Dyspraxia
EEG: ElectroencephalogramELAP: Early Learning Accomplishment Profile - an evaluation tool
FC: Facilitated CommunicationFCT: Facilitated Communication Training
GARS: Gilliam Autism Rating Scale
HFA: High-functioning Autistic
ICF: Intermediate Care Facility
IDEA: Individuals with Disabilities Act
IEP: Individualized Education Plan
IFSP: Individualized Family Service Plan
IHP: Individualized Habilitation Program
IPP: Individual Program Plan
LCSW: Licensed Clinical Social WorkerLRE: Least Restrictive Environment
MSDD: Multi-System Developmental Disorder
NT: Neurologically Typical or Neurotypical
NOS: Not Otherwise Specified
OCD: Obsessive Compulsive DisorderODD: Oppositional Defiant DisorderOT: Occupational Therapist
PDD: Pervasive Developmental Disorder
PDD NOS: Pervasive Developmental Disorder Not Otherwise Specified
PECS: Picture Exchange Communication System
PEP: Psycho-educational Profile
PEP-R: Psycho-educational Profile Revised
PRT: Pivotal Response Training
PT: Physical Therapy
SAS: Specialized Autism Services
SI:Sensory Integration
SIB:Self-Injurious Behavior
SIT: Sensory Integration Therapy
TEACCH: Treatment and Education of Autistic and Related Communication Handicapped Children
Autism is a pervasive developmental disorder that is marked by the presence of impaired social interaction and communication and a restricted repertoire of activities and interests. The prevalence of autism has been estimated to affect 1 of every 88 children and is five times more common in boys than in girls.
Children with autism show a great variance of symptoms, ranging from severe impairment in the use of nonverbal behaviors that regulate social interaction to a failure to develop peer relationships appropriate to age.
Their impairment in communication is also marked and sustained and can affect both verbal and nonverbal skills. Children with autism may have a delay in or a total lack of spoken language. In children who do speak, there may be a delay in the ability to sustain a conversation with others or a stereotypic and repetitive use of language.
Children with Autism may also show a lack of varied, spontaneous make-believe play or social imitative play and often have restricted, repetitive and stereotyped patterns of activity.
Children with Autism may have a range of behavioral symptoms, including hyperactivity, short attention span, impulsivity, aggressiveness, self-injurious behavior, and temper tantrums. They may show unusual responses to sensory stimuli as observed by a lack of response to pain or a hypersensitivity to particular sounds. In addition, children with Autism often have unusual eating and sleeping habits and are described as being either agitated and irritable or aloof and detached.
Because autism is a severe, chronic developmental disorder that results in significant lifelong disability, the goal of treatment is to promote the child's social and language development and minimize behaviors that interfere with the child's functioning and learning. Intensive, sustained special education programs and behavior therapy early in life can increase the ability of the child with autism to acquire language and to learn.
Special education programs in highly structured environments appear to help the child acquire self-care, social, and job skills. Only in the past decade have studies shown positive outcomes for very young children with autism. Given the severity of the impairment, high intensity of service needs, and costs (both human and financial), there has been an ongoing search for effective treatment.
The diagnosis of autism is a complex and often controversial issue. The most accepted standards for diagnosis come from the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM – IV), published by the American Psychiatric Association. The MADSEC report provides a useful, succinct description of the diagnosis and relevant factors comprising it.
Autism is included under DSM-IV's pervasive developmental disorders. This is a category of disorders in which many basic areas of infant and child psychological development are affected at the same time and to a severe degree.
Autistic disorder has three major hallmarks: qualitative impairment in social interaction, qualitative impairment in communication, and restricted, repetitive, and stereotypical patterns of behavior, interests, and activities. Onset in delays is very early, prior to three years of age.
To meet DSM-IV diagnostic criteria for autism, children will display impairment in social interaction in at least two ways, impairment in communication in at least one way, and restricted, repetitive, and stereotypical patterns of behavior, interests and activities in at least one way.
According to DSM-IV, impairment in social interaction is manifested in at least two of the following ways:
Impairment in communication is manifested in at least one of the following:
Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities are manifested in at least one of the following:
While the diagnostic criteria described above are widely applicable, it is important to note that every child with autism is unique, and there is no such thing as a "average" child with autism. Each child manifests unique strengths and skill deficits, and it is important to keep in mind that treatment must therefore be oriented to an assessment of the unique needs of each individual person, not simply prescribed based on a diagnosis.
Maine Administrators of Services for Children with Disabilities (MADSEC) (2000). Report of the MADSEC Autism Task Force.
Autism is currently among the most controversial issues in American public health. Presumably because of the mysterious nature of the disorder, autism continues to be the focus of countless "fad treatments," the vast majority of which either lack scientific support or have been scientifically disproved, outright (e.g., facilitated communication, see Jacobson, Mulick, & Schwartz, 1995). Several independent review sources have consistently found that early intensive applied behavior analytic intervention (ABA) continues to be the only treatment for autism which is backed by substantial scientific evidence (NYSDH, 1999; Satcher, 1999). The effectiveness of ABA has been replicated yet again in two recent outcome studies (Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Sallows & Graupner, 2005).
A substantial percentage of children with autism currently receive "biomedical" treatments, despite a current lack of evidence to support or refute most of them. In a recent survey of parents of children with autism (Green, et al., 2005), 27% of parents reported that their children with autism currently receive treatment in the form of special diets and 43% reported using vitamin supplements.
CARD's position on the use of biomedical treatments in clinical practice is centered around three basic points:
CARD's position on research on biomedical treatments and on the collaboration of behavior analysts with clinicians and researchers from other disciplines is based on the points elaborated above.
At least two factors contribute to what we perceive as a grievous need for sound empirical research on the effects of biomedical treatments for autism. First, as the Green, et al., (2005) study demonstrates, biomedical treatments are being implemented on a widespread basis. This fact alone is more than ample justification for conducting research on their safety and effectiveness. Such widespread use must be tempered with sound research. Second, many parents honestly believe that their children have significantly benefited from biomedical treatments. As clinicians and applied scientists, we have an ethical responsibility to take the concerns and beliefs of our clients seriously. To dismiss the convictions of our clients would be tantamount to disrespect for those who are mostly closely affected by autism. At the same time, ample research has demonstrated that clients can be made to believe that an intervention is or is not effective, regardless of the actual effects produced, and therefore opinion alone (be it that of a client or a scientist) is never to be accepted or rejected outright. Sound empirical treatment research is the only path toward addressing such concerns in a sufficient manner.
Throughout the history of science, particular schools of thought and areas of research have risen and fallen amidst ubiquitous controversy. Ultimately, controversy may have very little effect on which approaches to a problem are borne out. When a useful solution to a problem is discovered, and the results are replicated many times over, little is left to controversy. The use of ABA for children with autismwas once highly controversial but the unrelenting work of parents and the repeated and consistent replication of beneficial results in the scientific literature has moved the field of ABA closer to the mainstream. Most biomedical treatments for autism have not yet been subjected to repeated, rigorous outcome research. Thus conclusions regarding their effectiveness (either for or against) cannot be made.
The best safeguard against controversy in the evaluation of scientific issues may be skepticism. Skepticism does not refer to disbelief. It refers to the practice of withholding judgment on a given topic until such time as sufficient evidence warrants judgment one way or the other (Shermer, 2002). In the absence of conclusive evidence, then, one might be advised to be skeptical of the view that an intervention works, as well as to be skeptical of the view that it does not. It is CARD's position that conclusive evidence for or against the effectiveness of most biomedical treatments for autism does not at this time exist. Hence the urgent need for empirical investigation and the futility of blind acceptance or denial of the validity of the biomedical treatment of autism.
A common feature of any controversy is polarization. A casual review of the major clinical, research, and advocacy factions within the field of autism today reveals that most parties ardently maintain that biomedical treatments are either extremely effective or a total sham. Many who advocate for biomedical treatments appear to believe that all biomedical treatments are equally effective and all are virtual cures for autism. Many who reject the utility of biomedical treatments, on the other hand, do so across the entire range of treatments, without regard to the particular case for or against the many divergent treatments which fall under the biomedical umbrella. Particularly given the still largely unknown etiology of autism, either position appears premature at the current time. Autism is a spectrum disorder which is comprised of millions of individuals who present with widely divergent characteristics. It is not yet even known whether all cases of autism share a common etiology. Given the widely divergent manifestations of the disorder, if any biomedical treatments are proven to be effective in the future, it seems unlikely that any particular one will prove equally effective for all persons with autism. Even less likely is the notion that all biomedical treatments will be equally effective or ineffective, if the large variability within autism is ignored.
Perhaps most disturbing is the notion that it is not possible to reliably evaluate the separate and combined effects of ABA and biomedical treatments for autism. This perspective is based on a fundamental misunderstanding of the nature of experimental scientific investigation. Virtually all disciplines of experimental science agree that experimentation consists of altering one variable at a time and observing the effects that the alteration produces on another variable. Sound experimentation depends on manipulating one variable at a time while simultaneously controlling for the influence of extraneous variables. To the extent that this is done (regardless of the particular scientific field or research topic), inferences can be made about the effects of one variable on another. There is nothing peculiar about autism, ABA, or biomedical treatments which preclude this sort of experimentation. It is common for clinicians (behavioral, medical, or other) to manipulate multiple variables simultaneously in order to bring about optimal treatment outcome and any time this is done it is likely to preclude precise analysis of which variables were responsible for improvement. In order to produce sound research on the separate and combined effects (if any) of each approach, experiments must hold one variable constant while manipulating another. This approach to autism research is largely untouched within the ABA and biomedical communities, but this fact does not preclude such research from being developed, and indeed it is currently under way at several research sites.
Toward this end, CARD is currently collaborating with medical doctors to conduct sound research on biomedical treatments for autism. The focus of this effort is to identify which, if any, biomedical treatments result in which particular improvements for particular individuals with autism, given their unique biomedical and behavioral status. All research conducted is interdisciplinary in nature and all treatment studies evaluate multiple behavioral and biomedical measures. The goal is to establish a model for interdisciplinary collaboration between behavior analysts and medical doctors in researching treatment for individuals with autism. It is our hope that the research produced will forge a path toward addressing the debate regarding biomedical treatments for autism with sound scientific data, thereby displacing the current culture of hearsay and controversy.
In summary, the CARD position on the biomedical treatment of autism is not one of belief or disbelief, it is one of uncertainty. It is our hope that the coming decade will yield the evidence which is so desperately needed to transform the current debate about biomedical treatment from one based on subjective report to one which is grounded in sophisticated analysis of sound scientific data.
Under both State and Federal Law, your child is entitled to a Free and Appropriate Public Education (FAPE). Therefore, if it is established that the system of public education available to your child is not "appropriate" for his or her needs, it may be possible to secure funding for an ABA program which may be considered more appropriate to meet the educational needs of your child.
Since Autism encompasses educational delays as well as behavioral aberrations, you may be able to secure partial funding from your school district or local education authority for the educational needs of your child, and partial funding from your local regional center or Medicaid agency for the behavioral needs of your child. Often, education authorities and Medicaid or similar state agencies work out a formula to share the cost of your child's ABA program.
If your child is under the age of three, you will not be eligible to gain funding from your school district. Because of this, you may be able to gain the bulk of your funding from your state Medicaid or Health Department agency. To gain partial or full funding for your child's ABA program from such an agency, you must contact the service coordinating agency in your area (such as a Regional Center) and request that an assessment of your child be conducted. A Medicaid caseworker will be assigned to you and an intake and subsequent multidisciplinary assessment will be arranged. After the assessment an Individual Family Service Plan (IFSP) meeting will be conducted. The purpose of the meeting is to discuss the results of the multidisciplinary assessment and propose goals and objectives. Once goals and objectives are agreed upon, placement and services that will assist your child in meeting those goals will be discussed. At this time you may be offered behavioral services. It is your responsibility to ascertain the level of experience of the vendor offered to you and also to determine if the number of hours you have been offered is appropriate. Therefore, it would be necessary for you to gain the advice of a well-known private ABA professional if you are unsure about the options given to you by the state agency.
If your child is over the age of three, you may be able to gain funding from your local education authority (school district). If your child already qualifies for special education services and has a classroom placement and/or has been receiving special services, you may request a change in services and/or placement. In other words, you may request that the district funds for an ABA program. In order to request such funding, you must ask your district to hold an Individualized Education Plan (IEP) meeting. All such requests should be made in writing. If you are approaching your school district for the first time, they will want to ascertain the eligibility of your child for special education services. An assessment will be scheduled and following the assessment an IEP meeting will be arranged to discuss the results of the evaluation and propose goals and objectives. Once goals and objectives are agreed upon, placement and services will be offered. Once again, if you have questions about the appropriateness of the offer, it would be necessary for you to consult with a private ABA professional who specializes in such treatment. Furthermore, many school districts provide ABA programs themselves and CARD recommends that you observe and evaluate the programs offered by your local education authority as these programs may be able to meet your child's needs.
Another option you may have for funding is your insurance company. If your insurance policy does not exclude Autism as a disorder or Applied Behavior Analysis as a treatment, you may be able to gain some funding for ABA services. Often, insurance companies will only provide funding if the provider is a licensed psychologist or physician.
IDEA, the Individuals with Disabilities Education Act, mandates that eligible children with disabilities have available to them special education and related services designed to address their unique and individual needs. IDEA has six principles that provide the framework around which special education services are designed and provided to students with disabilities. These principles include:
Free Appropriate Public Education: IDEA guarantees that each child with a disability will have available a free appropriate public education, often identified as FAPE. FAPE refers to special education and related services that:
"Appropriate" is the critical term in FAPE - the education that a child with disabilities receives needs to address his or her specific and individual educational needs. As such, what is "appropriate" for one student may not be "appropriate" for another. Determining what is "appropriate" for each student involves several processes. First, an individualized evaluation is conducted. The purpose of the evaluation is to identify the student's areas of strength and weakness in as much detail as possible. The next step is for the IEP team to discuss and develop an IEP for the student. The IEP team generates and identifies appropriate goals and objectives for the student to work on throughout the year. Furthermore, placement and the type of special education and related services appropriate for the student are identified. This decision is based on the goals and objectives that have been developed as well as the child's individual needs. In addition to specifying an appropriate placement, the team must identify and provide the supplementary aids and services in order for the child to succeed in the given educational setting.
Appropriate Evaluation: This principle assures that all children with disabilities are appropriately assessed for the purpose of determining eligibility, educational programming, and individual performance monitoring. Moreover, evaluation activities should gather information related to enabling the child to be involved in the general curriculum. Furthermore, testing and evaluation materials must be selected and administered so as not to be racially or culturally discriminatory. The information gained through the evaluation should be used to assist in the determination of what an "appropriate" education would be for the child.
The term Individualized Education Program or IEP refers to "a written statement for each child with a disability that is developed, written and as appropriate, revised at least once per year." Each child's IEP contains statements as to the following:
The Least Restrictive Environment (LRE) is determined based upon each child's individual needs. The law's presumption is that the student should be educated in the regular classroom with nondisabled children, with supplementary aids and services provided as necessary to enable the student to succeed in that setting. A student's placement in the general education classroom is the first option the IEP team must consider. If it is determined that a student cannot be educated in the general education classroom, even when supplementary aids and services are provided, an alternative placement must be considered. As such, schools are required to ensure that a continuum of alternative placements are available. These may include, but are not limited to, special classes, special schools or home instruction.
Schools are required to involve each child's parent(s) in the development of the child's IEP. Parents must be notified, must give consent, and parent's input must be solicited and considered. Students may be members of the IEP team and participate to the extent possible.
There are three main components of the law's procedural safeguards
Teach your child new skills with Autism Learning Games: Camp Discovery! Developed by the Center for Autism and Related Disorders (CARD), Camp Discovery offers a growing suite of learning games that appeal to children and are approved by parents, teachers and therapists. Based on CARD's renowned curriculum, Camp Discovery creates fun learning opportunities for children with autism and is an excellent learning tool for children ages 2 and up.
The teaching methods used in Camp Discovery were designed by experts in the field of autism and are grounded in scientifically-proven behavioral principles, including reinforcement and prompting. For correct responses, players receive visual and auditory rewards to keep them motivated and engaged. After incorrect responses, a unique prompting system guides the player to answer correctly. Although Camp Discovery was designed for children with autism, all children can benefit from its carefully developed teaching methods.
Many features set Camp Discovery apart from other children's learning apps:
The Camp Discovery interface was designed for easy use. The games are voice narrated, and responses require dragging and dropping or touching flashcards.
Search Quality Software, "Mobile Project Manager Fosters Collaboration and Helps Autistic Kids", February 6, 2014
The Cents'able Shopping, "FREE Download of Amazing Autism Learning Games Camp Discovery App for Kids", January 19, 2014
Cult of Mac, "Camp Discovery Uses The iPad to Teach Kids With Autism", January 16, 2014
Cydia Repo, "Camp Discovery App Review : Autism Learning Games" , January 16, 2014
The iPhone Mom, "Autism Learning Games: Camp Discovery Review", January 15, 2014
Smart Apps for Kids, "Good Free App of the Day: the amazing Autism Learning Games: Camp Discovery!", January 15, 2014
WBNS-TV, "App Helps Kids with Autism", January 15, 2014
Advanced Healthcare Network, "New Autism App Gives Kids Ability to Learn", January 15, 2014
Dexinger, "New Autism App Gives Kids Ability to Learn and Parents Means to Track Progress", January 14, 2014
Available for iPad here: https://itunes.apple.com/us/app/camp-discovery-objects/id585678823?mt=8
Available for Android devices here: https://play.google.com/store/apps/details?id=card.
Autism Live is an interactive webshow providing support, resources, information, facts, entertainment and inspiration to parents, teachers and practitioners working with children on the Autism Spectrum.
Viewers are encouraged to participate by asking question of experts, offering suggestions for topics to be discussed and sharing progress their children have made.
Shannon Penrod is the proud mother of a nine-year old who is recovering from Autism. Her son Jem was diagnosed at the age of two and a half after having lost virtually all of his language and social skills.
Helping her son on his journey through Autism became Shannon's top priority. Whether it was researching new diets, learning the legal ins and outs of special education law or finding funding for ABA therapy, Shannon became her son's best advocate and an advocate for many other families. In 2009, Shannon began the host and producer of Everyday Autism Miracles, a weekly radio show that focuses solely on Autism and hope.
An award winning stand-up comedienne, director and author, Shannon's goal is to provide families with information and hope while on their journey through autism.


text:
"Certified Organic" is referenced several times throughout the article, and it is appropriate to define how we are using the term—especially because the industry still is trying to resolve these definitional issues. In this context, the USDA Organic certification is being regarded as "truth." And while it could (and has been) argued that other certifications are equivalent (or even better) because they have been adapted to beauty products, at Nourish we like the simplicity of saying we used the same certification standards on Nourish as the USDA uses for organic fruits and vegetables. No exceptions. No differences. It makes for an easy-to-communicate marketing story, and it makes sense because you're essentially putting on your body the same ingredients you put in your body.
However, there are other well-meaning and robust organic certifications that are emerging as viable additional alternatives, including the NSF-ANSI 305 standard, as well as various Euro options. Avalon Organics is an example of a brand that recently restaged its line-up to meet the NSF standards.
Ultimately, being certified organic is as much about what ingredients are in the product as what ingredients are not included in the product. Claiming organic while also including parabens, phthalates, GMOs, petrolatum, petrochemicals, silicones, mineral oils, propylene glycol, sulfates, artificial dyes and so on is disingenuous at best, and just plain deceptive at worst. Fundamentally, consumers are looking for less processed, less artificial ingredients in their food and in the products they put on their bodies.
Until a broader consensus is achieved, many would agree that the USDA Certification is the toughest, most trusted, easiest to understand, and most consistent organic standard, and one which several brands mentioned in the article already have been able to meet.


text:
Alicia Keys and Swizz Beatz Share First Photo of Adorable Baby Genesis
Two months after giving birth to Genesis Ali Dean, Alicia Keys and Swizz Beatz shared the first photo of their baby boy and he's a real cutie.
Two months after giving birth to Genesis Ali Dean, Alicia Keys and Swizz Beatz shared the first photo of their baby boy and he's a real cutie.
Kanye West's trip to London to sit down for an emotional, yet intelligent interview with Zane Lowe also included getting some new ink. The rapper visited artist Maxime Buchi at Sang Bleu in London on Friday (Feb. 27) to honor his mother and daughter with a tattoo.
Beyonce is causing a stir on social media and it's not over her music. The R&B queen went out to lunch in Los Angeles on Tuesday (Feb. 24) and forgot one important accessory: a bra.
Kim Kardashian and North West are safe and sound after they were involved in a car accident in the snowy mountains of Montana on Feb. 21. Khloe Kardashian and Kylie Jenner were also in the vehicle and both are fine.
Wiz Khalifa is beaming with joy for his son's 2nd birthday. The stoner rapper went on social media to celebrate Sebastian's B-day, which is today (Feb. 21).
Beyonce may not be so "Flawless" after all. On Wednesday (Feb. 18), a slew of Queen Bey's photos -- 224 to be exact -- that were never retouched leaked online and were showcased on the site the Beyonce World, which sent her loyal fan base, otherwise known as the BeyHive, into a tizzy.
Is Kanye West feeling a little blue? The rapper-producer's performance on Saturday Night Live's 40th Anniversary Special was a little strange to say the least. During his rendition of "Jesus Walks" and "Wolves," Yeezy was wearing blue contact lenses.
There's no question that Drake's mixtape, 'If You're Reading This It's Too Late,' is one of the hottest releases of the past week. Apparently, one fan loved the project so much that he decided to get a tattoo of the typographic cover art on his neck. Yep, you read that correctly.
Rihanna is appearing on not one, not two but three covers of the upcoming issue of W Magazine Korea. The Bajan beauty debuted the covers on her Instagram page on Saturday (Feb. 14).
Although Drake's short film Jungle was getting most of the attention this morning, a photo of the Grammy-winning rhymer is all the rage on social media.


text:
As I start to think towards my return to 'School B' and the start of my next placement, I've been thinking about the 'armoury' of Web based tools that I have to use in the website.
I thought I'd share my list of some of the websites/applications that I either have used or that I have in mind to prehaps use in some way over the next term. There is hopefully a mix of the 'common' which hopefully will be of use to people who are just starting to explore the possibilities of using web based tools in their general teaching and some 'newer' sites/services as well! There's also variety of web 2.0 tools and more general websites/services.
I think it's important to say from the outset that I only believe in using ICT/Web tools when they add some real value to the lesson (which is quite often in my, very limited, experience!) I'm not a believer in using tech for tech's sake! Hopefully the sites I list below can add extra 'value' /provide a different approach in some circumstances.
I quickly realised when I was collating a list of what to include in this post that there are too many sites for one post- so I'm planning on writing a similar post in a couple of weeks with even more sites and things I've found!
I've only put a short description of each service/website but I'm planning on writing more in-depth posts on quite a few of these over the course of my next placement.
Jog the web – no not a running site, but it's a great site/service which I recently found out about via @ianaddison and his blog about it can be found here. It basically allows you to collate numerous websites together into a 'jog' which is accessed by 1 link. It has lots of potential uses in sharing sites with children etc. Visit Ian's blog to see an example jog!
Worlde and Kin- For those who don't know Wordle lets you produce wordclouds which visually represent a piece of text and show you which words have been used most etc. This has lots of great uses in the classroom and it's best summarised by the great ideas to inspire presentation dedicated to 46 ways to use Wordle. In some schools Wordle won't work (due to a common firewall issue) but ABCya have another alternative and Tagexdo is a newer, more advanced version.
Wallwisher – This site has been used in some great ways by teachers and has (thankfully) just been unblocked by Norfolk LA (yay!)- Wallwisher is best described as an online 'sticky note board'- people can visit a 'wall' you set up and leave notes which are instantly viewable by everyone else.
Piclits – This is a website I only discovered a few days ago and it links quite well into the thoughts I've been having regarding the power of images.. It's worth visiting and having a play around with it, but basically you pick a image from their image bank (some great images) and then try to create a sentence/phrase to describe the image or convey a message etc- there are 2 options- one which provides lists of verbs, nouns, adjectives etc which have been chosen with that particular picture in mind for you to simply drag, drop and arrange and the other is 'freestyle' which allows you to enter any text you wish. Some of the examples in the gallery look great and I think this could have some really great uses in the classroom- especially when looking at description etc in English or as a slightly different approach to symbolism in RE/PSHCE etc..
Discoverybox – an interesting site I found recently. Allows you to create your own virtual 'discovery box' online- you can choose from images/items in the gallery or upload your own. It could be used to build up a picture of a person, event or time in history so it could be great for history projects, biography work etc (lots more uses are suggested in the teachers notes). Whilst we are with e2bn- their general website is also worth having a look at for lots of online tools.
Go Animate- a great site which allows you to create really impressive looking animations for free. It's fairly simple to use and could have lots of possible uses including story telling and drama/script writing etc…i
Voki- Voki is great! It allows you to create speaking characters (avatars) which you can voice with either a voice recording or through a advanced text-speach engine which works in lots of languages which makes it an ideal tool to use in MFL lessons. I do warn you- creating Voki's can be addictive- especially if you are like me and take great care (too much care!) in how my voki's look ;-)
Memiary- this is a great little tool that allows you to enter '5 things we've learned today…' and store them. It's really simple to use and the new education version is even better! It's really great to use as a review at the end of each day and children love doing it! I'm a big believer in re-viewing learning and this is a great way to do it!
Purplemash – this is a brand new website by the wonderful people at 2simple. It's a great online suite of tools, including some of 2simples 'best' products- including 2design and make (which allows you to design your own 3d models via nets), 2 sequence (really fun audio sequencer) and 2Publish- there are also some great templates to use as 'APPItivities' (for instance at the moment,just as 2 examples, there is an election poster and news story about an animal escaping form a zoo). As it's online it also means the 2simple team can update it etc! There is a 'free range' mash version which has lots of activities etc available for free and they also do a "gorument mash' version which costs £500 a year for a school which provides access to even more is available including online versions of lots of 2simple software. [Or of course, just come to TeachMeet East where everyone who attends will get 6months free access ;-) ] I'm really looking forward to using PurpleMash, as it means I can access some of the great 2simple tools in my next placement school which doesn't currently have any 2simple software!
BrainpopUK- I have to admit it, I love Tim and Moby! For those of you who don't know who I'm talking about(!) Tim and Moby are the 2 wonderful characters who explain lots of things in really clever,simple and entertaining short movies to children. They are, in my opinion, simply the best at explaining things and my placement classes LOVE them. They have films for practically every subject and are always adding more. Tim and Moby do a very good job at introducing themselves in this video and you can access the featured video each week for free. Subscription does cost money (but they aren't too expensive for a school to buy) and they offer a 1 month free trial anyway! [Again- we'll be giving away a free year long subscription to one lucky person at BrainPopUK at TeachMeet East as well as giving out some awesome BrainPop Goodies]
Scholastic Child Education Plus- online resources – It's probably slightly 'cheating' to include this here(!)- Child Education Plus is a great magazine that's published by Scholastic- but it's more than a magazine as it also gives you access to a bank of wonderful professionally produced resources and activities online which all look really great. I There are some free things on the website but subscription to the magazine and site does cost (but not much- £19.95 i think- and there are some super student deals if you are a PGCE student.)
Primarypad- again one that lots of people will know about already- but for those who don't it's a great collaborative writing tool- it basically allows multiple users to edit one document at once, in real time and see what other people are typing as they type! I've used it before and have blogged in more depth about it here and about a different use of it here- but I think it's great and a really valuable tool which has so many uses! Primarypad has now moved across to a 6month trial basis and then to continue using the pro features you need to purchase access for your school.
Primary Games arena- has lots of games , all classified, which could be great to use in class/on the IWB etc…
Learning Clip- this is a great website that is full to the brim with lots of great maths games which are suitable for use on the IWB. Each game is introduced by 'triangle man' and the games are really great. They have recently started charging for full access (but again it's reasonable I think) but have quite a few learning clips available free of charge- so it's definitely worth checking out- my classes love it!
Storybird – I can't wait to use this website! Storybird is basically a collaborative storytelling/writing tool. Two (or more) people can create a Storybird in a round robin fashion by writing their own text and inserting pictures- there are some great illustrations provided for children to use and it's a simple as dragging and dropping. The finished storybirds I've seen all look really impressive! As well as writing it collaboratively it can also be used to write individually and create individual storybirds. Finished work can be shared online (or kept private)- I think this could be a really great tool to use and it could provide a different motivation for creative writing etc…
Dipity – I've only recently found this so haven't have chance to put it to use yet, but it basically allows you to create your own, interactive timeline. The results look quite impressive!
Animoto – this is perhaps one of my favourite online tools at the moment. Animoto makes really impressive videos from images (and shorts bursts of videos) you upload. It basically analyses the images and the audio you choose and automatically 'professionally' cuts a video. The results are stunning- it's a slideshow without being a slideshow! I've used it to celebrate work and projects etc… The free education version is well worth signing up for!
Drop Box- not a site you'd probably find need to use with your children but one which can save you a lot of hassle! Dropbox is an online storage/synchronisation service. You can put items into your dropbox and they are automatically available on any other computer you choose to install the dropbox software on (which basically creates a virtual 'drive') or any computer you have access to (via the web). It could make it easier to transfer files between home and school etc! If you sign up via this link we'll both get an extra 250MB of storage :-)
Notalnd - This is another site which I have only recently discovered and I think it has lots of potential uses in the classroom. It allows people to work collaboratively, together to create 'notas'- which are basically a cross between a notebook and a mini-website. . You can insert images, maps, videos, audio etc really easily and you can also insert snippets from other websites as well of text and drawings. You can make them look really visually effective with some great layout tools and the interface is really simple. Some examples of use in education can be found on notaland's education page.
It'd be great to hear your experiences of using these sites/tools and also what other web tools/sites/resources you use in your classroom!
Liked hearing about all these websites? Then why not come to a TeachMeet where you'll hear lots of other great inspirational ideas. As well as TeachMeet East in June there are also quite a few other TeachMeets around the country in the next few months- check out the list here!


text:
Nov. 15, 2012
Contact: Lesley Fry at (419) 995-8671 or Pam Joseph at (419) 995-8284
Visual, performing arts showcased at Ohio State Lima
The departments of art, theatre and music at The Ohio State University at Lima present their inaugural Art, Theatre, Music (ATM) Showcase at 7:30 p.m., Thurs., Nov. 29, 2012, in Reed Hall.
The ATM Showcase, "The First Collaboration," depicts where art, theatre and music meet. It is a study of how fine arts are often intertwined, drawing on one another for inspiration to create new forms of art. More specifically, this production will be an exploration of photography, vocal performance and acting, all inspired by a collection of photographs taken by students in the digital photography classes during the 2011-2012 academic year.
The event will begin with a gallery opening of 28 original student photographs in the Farmer Family Gallery in Reed 160. From there, spectators will move to the stage of the Martha W. Farmer Theatre for Performing Arts where original monologues and a selection of existing songs will be performed.
During the performance portion of the showcase, students from the Craft of Acting class will perform seven original monologues that they wrote after studying the student photographs. Their directive was to choose the photograph that most resonated with them and create a character or situation based on the photograph. Songs performed by the a cappella group Carmony will be interspersed between monologues. These songs, from today's artists such as K'Naan, fun., Jason Mraz and Mikki Minaj, were selected from the group's repertoire based on how they reflect aspects of the photographs.
The photographs will remain on display in the Farmer Family Gallery from 10:30 a.m.-4:30 p.m. weekdays until the end of January. It will be closed while classes are not in session, which is Thurs., Dec. 13, 2012-Fri., Jan. 4, 2013. The photography exhibition and ATM are free and open to the public.


text:
Plus, I'm not really against cheerleading in general, although I think there comes a point where there's a fine line between cheerleading and looking like you're performing the pre-strip portion of an exotic dance (take the Panthers' cheerleaders, for example). Also, since I wasn't really up on what cheerleaders do these days, I looked up the Cowboys cheerleaders on YouTube, and I have to say, I'm kind of unimpressed. I mean, they're good dancers and all, but at my high school they used to do flips and those human pyramid things and all kinds of acrobatic stuff. These girls just dance. I was going to say that it would be lame because hockey cheerleaders couldn't do anything very acrobatic because of the surface they're on, but I guess football cheerleaders don't do that kind of stuff either. In that case, meh, I think the whole thing's kind of boring.
If they want to do it, fine, but if they wanted to save money, I could live without it. I mean, baseball doesn't have cheerleaders and they play on grass, which is much more conducive to being danced on than ice is, so why try to force it when football's really the only sport that does it?
- 55fan and Electrophile like this


text:
science, health & technologyAlso in this section: Elephant grass in bloom The good news for people with "hay fever" allergies who are relocating here from North America is that we don't have goldenrod or ragweed problems. Unfortunately we do have elephant grass (paja canalera), which was brought to Panama from Southeast Asia in the 1950s to control erosion along the banks of the Panama Canal and quickly became an obnoxious invasive weed. When its white flowers start to release pollen, a lot of people start to sneeze. This, the height of rainy season, is also a time of many mold spores that irritate some folks with allergies. Photo and Photoshop manipulation by Eric Jackson Also in this section:
News |
Business |
Editorial |
Opinion |
Letters |
Review |
Community |
Travel Make the Executive Hotel your headquarters in Panama City --- http://ww.executivehotel-panama.com Find the boat of your dreams through Evermarine --- http://www.evermarine.com Is Bocas your retirement haven? --- http://www.KodiakBocas.com |


text:
5th-annual Arboretum Local Products Fair Offers Wisconsin-made Gifts
MONDAY, NOVEMBER 25, 2013The UW–Madison Arboretum will host the fifth-annual Arboretum Local Products Fair on Sunday, December 1, from 10 a.m. to 4 p.m., at the Arboretum Visitor Center.
Celebrate sustainability, recycling, and the local economy – shop offerings from nearly 40 vendors of locally produced edibles, clothing and fiber arts, jewelry, pottery, body care products, home decor and other items.
In addition, visitors can place bids in a silent auction of items donated by vendors. Auction proceeds directly support Arboretum programs. The Arboretum bookstore, which offers a wide range of nature, gardening, science, and kids books, will also be open. And the Friends of the Arboretum Garden Boutique will sell gardening tools.
Parking is free. This year there will be a suggested $1 admission donation.
The Local Products Fair supports the Arboretum's mission to conserve and restore the land, advance restoration ecology, and foster Aldo Leopold's land ethic.
Cash or check is preferred payment – not all vendors are set up for credit card transactions.
RSVP on the Facebook event page.
Vendors include:
Mariposa Designs
PORCELAIN by Karen Rae
Artsy Fartsy
Wildwood Institute
Timber Green Woods
RosyMade Designs
Madison Area Sewing Guild
Cackle Bee
Woolly Paws
generationMe LLC
Maggs Creations
Porchlight Productions
The Bohemian Bauble
Alisson Rosh
Janet Marie Felted Goods
R. V. James Designs, LLC
Farmer John's Cheese
Joules of Nature
Woodland Images
Sunborn LLC
Lynn's Pottery
C. Alexandria by hand
Mulberry Woods
Mad Urban Bees LLC
Jamie's & Son Bakery
Just For Fun Beadwork
Spry Whimsy Fiber Arts
Friends of the Arboretum
Caffeine Girl Creates
Haley Studio
Harris Caning and Knitting
Emancipation Acres
Fotos Sol y Sombra
Chiccory Arts & Herbs
Kris K. Woestman
SkyStone Creative
LeeBee Jewelry
Kshan Jewels


text:
I spend my winters in hotels. The hotel Eden in Juns has the friendliest and most helpful staff, awesome food, the location is tough to beat, the views are insane and I would recomend this place to everyone. There is an terrific spa, nice place to swim outside, the bus route is right across the street and a nice walking... More
- Reservation Options:
- TripAdvisor is proud to partner with Booking.com, Expedia, Travelocity, Priceline and Odigeo so you can book your Hotel Eden reservations with confidence. We help millions of travelers each month to find the perfect hotel for both vacation and business trips, always with the best discounts and special offers.


text:
Simon Scans is Both Fantasy & Reality
SimonScans is not your typical porn site. High-quality is not simply an idea, it's art perfectly executed. These stunning British babes do acts so nasty and pleasurable, they are normally only seen on websites with lower standards, but our porn is truly for adults!
Get Full Access Instantly Now!
See more
Double Dildo Penetration Brits
Copyright © 2011
.com All rights reserved.
For 2257 exemption statement please visit http://www.hotmasturbatingwomen.com/2257/


text:
"Pig to Man, Man to Pig, Then Pig to Man Again"
Through December 30, Rocket Projects, 3440 N. Miami Ave., Miami; 305-576-6082. Opening reception December 4, 7:00 p.m.
The closest thing the notoriously conservative residents of Basel have to a Miami blowout is their Fasnacht, a distinctly Swiss version of carnival, where they indulge in well-behaved mayhem and out-of-tune guggenmusik. Well, it appears the Swiss, universally admired for their banking and chocolates, have learned to pack the hangover bromides and loosen their girdles, earning some street cred with this year's happy hour at Art Positions.
Container-village cocktails on the sand and DJs Mark Leventhal and Stephan Luke get the art shaking with a primer on how we transform party into a verb. Baselites can consider this a dress rehearsal for Saturday night, when Miami harlots herself out full throttle in the Design District and Wynwood for Art Bacchanal. -- Carlos Suarez De Jesus
Happy Hour at Art Positions
December 2-4, 7:00 to 9:00 p.m., beachfront at Collins Avenue and 21st Street.
The U.S. premiere of Autobiografía by pioneer interdisciplinary Cuban artist Tania Bruguera takes place Friday night as part of the OmniArt "urban intervention." The work, primarily a sound installation, consists of a solitary microphone dangling over a platform in a spare room. Spectators are invited to step up on the stage and speak into the mike.
On opposing walls, speakers blare excerpts of speeches by Fidel Castro while the spectators' microphone remains turned off. A controller at a soundboard across the room adds to the tension between the fragmented elements, creating an unspoken commentary on the illusory aspects of power.
Brugera, who splits her time between Cuba and Chicago, where she teaches at the School of the Art Institute of Chicago, explains that the work elaborates on the idea of autobiography and how political speeches -- on an emotionally visceral level -- have been markers in her life. "It relates to the illusion of democracy," she says, "and how a single person's voice can become diluted by the collective." -- Carlos Suarez De Jesus
December 3, 8:00 p.m. to 2:00 a.m., Warehouse 1, NE 2nd Avenue at 13th Street, Miami. 305-576-2950.
Curator Patricia Risso has worked some magic for the Miami-Dade Parks and Recreation Department, organizing "Art Expressions" at the county's Matheson Hammock Park and Tropical Park, where fifteen local artists have created head-turning works to the delight of the unsuspecting. At Tropical Park check out Patricia Van Dalen's Picnic Garden, evoking a field of tri-colored tulips executed from 15,000 marker flags. Visit Richard Medlock's meditative Zen space or ponder Carolina Sardi's delicate, latticed, beehive-like structures.
Over at Matheson Hammock Park, Cesar Trasobares has installed orchids made of dollar bills, Veronica Scharf-Garcia has laced apron poems around palm trees, and Carol Cornelison has created jumbo bird nests. Other artists include Tim Curtis, Corina Maddalozzo, Brian Reedy, Claudia Scalise, Alette Simmons-Jimenez, Daniel Fiorda, Ivan Martinez, Matthew Cox, and Peter Kuentzel. -- Carlos Suarez De Jesus
Art Expressions
Through January 7, Matheson Hammock Park, 9610 Old Cutler Rd., Coral Gables; Tropical Park, 7900 Bird Rd., West Miami-Dade; 305-755-7948. Call for park hours.
Preeminent American conceptual artist Jenny Holzer recently debuted her fist public work in more than a decade. Since October Xenon Projections has visited the surfaces of buildings in New York City, Washington, D.C., Liverpool, and Berlin. In Miami the Freedom Tower will provide the background screen for Holzer's trademark epigrams. A powerful projector will beam across the tower's faade poems by Walt Whitman and others, text taken from declassified government documents, and appropriated slogans such as "Whatever you are, be a good one," a quote from Abraham Lincoln. Though Holzer's aphorisms can be provocative and bewildering ("Protect me from what I want," "Any surplus is immoral"), the act of viewing her luminous, scrolling texts is oddly soothing, and the reaction of the beholder becomes part of the work. -- Jean Carey
Xenon for Miami
December 1-5, 6:00 p.m. to midnight, Freedom Tower, 600 Biscayne Blvd., Miami.
In town installing a project at Aqua, the residential island development of real-estate whiz and art collector Craig Robins, New York artist Richard Tuttle became enamored of the Wolfsonian-FIU Museum's vast holdings of applied arts and propaganda. Tuttle's artistic intervention, commissioned by the museum and funded by the Fernwood Art Foundation and other sponsors, will adorn the building's exterior and penetrate deep into the museum's collection.
Tuttle's project, beauty-in-advertising, translates his signature understated aesthetic into long vertical streamers for the outside of the museum and continues inside to an installation that links more than 60 objects from the collection with print-advertising images that address the concept of beauty. A rooftop pyrotechnics display by Grucci Fireworks of New York will mark the work's 8:00 p.m. unveiling. In the bridge tender's house on the sidewalk in front of the museum, SALT, a Miami/New York collective of artists, presents In Advance of a Broken Heart. -- Michelle Weinberg
December 3 through January, Wolfsonian -FIU Museum, 1001 Washington Ave., Miami Beach; 305-535-2622.
One of Spain's leading young galleries, Espacio Minimo of Madrid, unpacks Orain, Berriz, Gulliver, a site-specific project by Basque artist Manu Muniategiandikoetxea, which utterly transforms the gallery's cargo container at Art Positions. Caja tumbada, a large central piece made of wood, iron, and acrylic, obstructs the viewer's entry "like a stopper, like a boat built inside a bottle," say gallery owners José Martinez Calvo and Luis Valverde Espejo.


text:
• Male • $900
• Male • $1,000
• Male • $950
Dachshund Puppy
Receive an email alert when additional Dachshund puppies are added. It's easy and free!
BREED: Dachshund Puppy
INCLUDES: akc reg. & pedigree, health warranty, shot record, microchip, customer support, air travel crate
Quail Ridge Kennels
Member Since: June 2006
Location: Fort Smith, Arkansas


text:
The Fort Lauderdale Strikers today announced the signing of 23-year-old Brazilian attacker Jenison de Jesus Brito e Brito. Known simply as Jenison, his arrival marks the first new addition to the squad ahead of the 2014 Fall season.
"Jenison is a bright young man who can help us up top," said Strikers Head Coach Günter Kronsteiner. "We've already been very impressed with his work in practice and we look forward to him scoring some goals for us this season."
Jenison comes to the Strikers after years of experience in his native Brazil. He started his career with Paysandu Sport Club before signing with top-flight club Atlético Paranaense and more recently had stints with Atlético Hermann Aichinger and Série B side Bragantino.
The 6-foot tall, 174-pound native of São Bento will provide options to Coach Kronsteiner in midfielder or as a forward. Jenison has been described as a skillful, ambidextrous attacker with aerial ability and an eye for goal.
Four players have left the Strikers after the conclusion of the Spring season. As expected, German veterans Oka Nikolv and Marius Ebbers will not return to the club having seen out their contracts. The Strikers decided against picking up the option on Matt Hall's contract and agreed to Carlos Salazar's request to be released so he could return to Colombia.
For the latest information on player signings during the offseason, stay tuned to Strikers.com. Remember to like us on Facebook.com/FTLStrikers and follow the Strikers on Twitter @FTLStrikers.
Strikers season tickets for the fall campaign are on sale by calling 954-606-0400 or clicking here.


text:
Sorry this item is currently sold out. Please use this discount coupon for an additional 5% off during checkout:
DC Baker Snowboard Pants brings you both waterproofing and breathability with an advanced lining system to make them just the kind of pants you need when the temperature drops, but you are still determined to enjoy the outdoors. DC Baker pants are insulated to be sure to keep you warm with a standard fit and articulated knees to make sure you can still maneuver. So time to take on the elements knowing that the DC Baker pants will keep you dry no matter what the weather might throw at you.


text:
Start learning with our library of video tutorials taught by experts. Get started
How to use Movie Maker's many features to create movies from captured video, digital photos, and graphic files.
"This $25 was the BEST I could have ever spent! I have spent hours relearning things I had forgotten and solidified my confidence in what I do know." —Claudia W.
more from our members »


text:
What does NOTC mean in Unclassified?
This page is about the meanings of the acronym/abbreviation/shorthand NOTC in the Miscellaneous field in general and in the Unclassified terminology in particular.
normally open timed closed
Find a translation for NOTC in other languages:
Select another language:
Discuss this NOTC abbreviation with the community:
Use the citation below to add this abbreviation to your bibliography:
"NOTC." Abbreviations.com. STANDS4 LLC, 2015. Web. 7 Mar. 2015. <http://www.abbreviations.com/term/1512879>.
NOTC also stands for:
- National Occupational Therapy Conference
- Naval Officer Training Centre
- Naval Officers Training Centre
- negativity obstruction turmoil and conflict
- Neuro Otologic Test Center
... and 3 more »
Nearby & related abbreviations:
Alternative search:
- Search normally open timed closed on Amazon
- Search normally open timed closed on Google


text:
department-of-the-interior Subscribe to Feed
Department of the Interior Ushers the U.S. One Step Closer to Offshore Wind Development
Offshore wind energy has felt just out of America's reach for quite some time now. While Europe has more than fifty projects up and running off their shores, here in the U.S. we are struggling to catch up. Resistance to […] Read more >
Obama Administration Hits the Accelerator for Responsible Offshore Wind Development
For too long, America has ignored an immense clean energy source sitting right off our shores. We've chosen to remain dependant on fossil fuels that cause dangerous air and water pollution, threaten our national security, and place future generations of […] Read more >
3 Reasons Why Secretary Salazar Should Get Kudos for Protecting the Grand Canyon
As one of the "Seven Natural Wonders of the World," the Grand Canyon is probably the most famous natural place in the United States. Thanks to a recent decision by the U.S. Department of the Interior, the Grand Canyon will […] Read more >


text:
One thing is certain. London has ethnic diversity and along with that comes the restaurants. We stopped off at the entertainment district which also happened to be where the Chinatown is. The streets were crowded and this place was packed. Considering the nearby competition, we thought this was a sign that the food would be good and we stopped in for dim sum. The dim sum was mediocre at best. With each plate that came out, I was holding out hope but ultimately left disappointed.
You would think that a place filled with both Chinese customers as well as tourists would be good. This further reinforced day 1's thought: The British don't know how to cook.
28-29 Gerrard Street
London W1D 6JW, United Kingdom