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Finished at School Report
Ambitious about Autism's Finished at School campaign report
Finished at School Where next for young people with autism? er th r Fu n io at uc Ed nt me loy p Em Com mun ity Ind ep en de nc e Tr ai ni ng AmbitiousaboutAutism Ambitious about Autism is the national charity for children and young people with autism. The charity provides services, raises awareness and understanding, and campaigns to make the ordinary possible for children and young people with autism. We exist to enable children and young people with autism to learn, thrive and achieve and through TreeHouse School we provide specialist education. Originally established in 1997 as The TreeHouse Trust, the charity was founded by a group of parents of children with autism. www.AmbitiousAboutAutism.org.uk Glossary There is a glossary at the back of this report explaining some words that may be unfamiliar. The words in the glossary are highlighted in blue the first time they appear in the report. ent on loym ati Emp uc Ed nce er nde rth epe Fu Ind Community Autism is a lifelong neurological condition that affects 1in100children in the UK.1 Autism affects communication, social understanding and imagination. It can also impact on an individual's sensory experiences. Autism is a spectrum condition, which means that it affects people in different ways. Currently around 70% of children with autism are educated in mainstream school and the remainder in specialist provision.2 Given the right support, children with autism can -- and do -- thrive and succeed. Autism ning Trai Thanks We would like to thank all of the young people, parents, professionals and policy-makers we spoke to in the development of this report. Their insights have been invaluable. We would particularly like to thank Kevin and Alison O'Brien at K&A Associates for their initial research which informed much of this report. We would like to place on record our appreciation to Barnet College and the College of Haringey, Enfield and North East London for their ongoing support. Finally, we would like to thank our partners who have funded our transition work. Without them our transition services and campaigns would not be possible: Paul Hamlyn Foundation The Mercers' Company SEIF, managed by 1. Office for National Statistics (2005), Mental health of children and young people in Great Britain, London: Palgrave Macmillan 2. Department for Education (2011), Special Educational Needs in England 3. Department for Education (2011), Special Educational Needs in Schools 4. Data Service (2011), MI Reports -- Regional Learning Disability/ Difficulty Report 5. Department for Education (2009), Youth Cohort Study 6. Knapp et al (2009), The economic consequences of autism in the UK The Social Investment Business 02 FinishedatSchool:Where next for young people with autism? Contents ForewordbyRobertBucklandMP 04 Executivesummary Calltoaction! Creatingeffectiveeducation optionsforyoungpeople withautism Fundingtheoutcomesyoung peopleandtheirfamilieswant Measuringwhatmatters Developingtheworkforce Conclusion Glossary 06 10 12 16 20 24 28 30 Key stati stics : There are over 43,000children with autism in mainstream schools,3 compared with just 10,440learners with autism in mainstream further education.4 Disabled young people are 2.5times more likely to be not in education employment or training (NEET) than their peers.5 85% of adults with autism are unemployed.6 03 Foreword byRobertBucklandMP ChairoftheAll-PartyParliamentaryGrouponAutism Formostofus,schoolisjustthestartofour education.Wegoontolearnnewskillsanduse ourtalentsinfurthereducation,intheworldof workandthroughoutourlives. But for young people with autism, school is all too often the end of their education. Not because they don't want to develop their skills and achieve their ambitions, but because our education system beyond school acts as a barrier and blocks them doing this effectively. In my time as a Member of Parliament, and previously as a candidate, I've met many families who are dealing with these issues. I've always taken a personal interest and am keen to promote more `joined-up' thinking in providing ongoing support as young people with autism move on from school. Tens of thousands of young people with autism in this country can not find a way to access post-school education. There are a few excellent independent specialist colleges dotted about the country and some further and higher education providers that actively welcome and support learners with learning difficulties and disabilities including autism. However, for most young people with autism, their opportunities to learn finish as they leave school. Their options are typically to stay at home with their parents, or to go to a residential care home, often with people over twice their age. We need to urgently address this gap by creating quality education options for young people with autism. This will benefit young people themselves, by supporting them to develop the skills they need to live independently, access work, contribute to society and live the lives they choose. It will also benefit their families, who often have to fight battle after battle to get support for their children -- right through their adulthood. I want to see more education providers incentivised and rewarded to provide learning that leads young people to meaningful destinations. I want young people to be able to build a flexible learning package that meets their needs. All too often, choices are driven by the needs of the system and not the needs of young people. Just 15% of adults with autism access work. By failing to support young people to continue learning beyond school, we create a barrier to them living more independently and gaining employment. As well as being unjust, this ends up creating large long-term costs to society. We know it can work better than this. Young people with autism can and do thrive and succeed when supported properly. But the current system is not fit for purpose. It is in everyone's interests to develop a more flexible system that encourages new and innovative models of post-school education for young people with autism -- and all disabled young people. I urge everyone to sign up to the Finished at School campaign. We will all benefit from the contribution young people with autism can make if we break down the barriers they currently face, and enable them to achieve their ambitions. kla Buc ert Rob P dM n 04 FinishedatSchool:Where next for young people with autism? 05 06 FinishedatSchool:Where next for young people with autism? Executivesummary Thisisnotanotherreportabouttheproblems withtransitiontoadulthoodforyoungpeople withautism.Thechallengesandbarriersthat disabledyoungpeoplefaceastheymoveinto adulthoodarewelldocumented.7Weknow thattoomanyyoungpeopleandtheirfamilies battleagainstcomplicatedfundingsystems, disconnectedservices,alackofinformation andarefailedbythesystem. Instead, this report focuses on what we believe to be the most critical factor in improving the transition to adulthood for young people with autism: addressing the desperate lack of effective education pathways for 16�25 year olds on the autism spectrum. Progress has been made to improve transition planning through the TransitionSupport Programme. However, the glaring gap remains the lack of effective education services for young people to access as a result of their transition plan. In short, families often feel there is nowhere for young people with autism to go once they have finished at school. "Therearen'tenoughoptionsoutthere. Ifourdaughterhadn'tgonetothiscollege Ihonestlydon'tknowwhatwewouldhave done,becausenothingelsewassuitable --wetriedeverywhere." Parent "Connexionsgaveusabigfatbookwithallthe specialistcollegesintheUKinit,butlotsof themwereinappropriate.Theywereforyoung peoplewithsensorydifficultiesorphysical disabilities.Wewentthroughitandwrote about30letters,butthereplieswegotback wereverydisheartening:either`she'snotable enough'or`she'stooable'." Parent "Theoptionswerenon-existent.Ididn'thave anychoice." YoungPerson 7. Department for Education (2011), Support and aspiration; National Audit Office (2009), Supporting people with autism through adulthood; APPGA (2009), Transition to Adulthood; Department of Health (2008), Moving on well; Department for Children, Schools and Families (2007), Aiming High for Disabled Children Post-16 education options are essential to support young people with autism into work and into community living. Both of these outcomes benefit society as well as individuals and families, but are currently an aspiration rather than reality in most cases. The picture is not entirely bleak. We know there are some examples of excellent education provision for young people with autism who are over 16, in both mainstream and specialist settings. This report draws lessons from these good practice examples to help reform and improve the whole system. "Theworldbeyondtheschoolisaveryscary placeforClareandforme.Myworryisthat whensheleavesschool,Clarewillregress andlosetheskillsandconfidencethatshe hasdevelopedoverthelast10years.She needstomoveontoaplacethatunderstands herandcontinuestodevelopher. Shehasgotsomuchtolearnandtooffer, justlikeallyoungpeople.IknowthatClare enjoyslotsofthingslikeart,cookingand music.AndIknowthatifsheisableto developtheseinterestsinasafeand structuredenvironment,shewillmake aplaceforherselfintheworld. Atthemostbasiclevel,IjustwantClare tohaveastructureddaywithstaffthat understandherandaretrainedtomeet herneeds.Onanotherlevel,Iwantwhat allparentsstrivetowards--formychild torealisehertruepotentialandleadas fulfillingalifeaspossible.Mydreamis thatClareisabletoliveclosetoherfamily butindependentlyinasupportedflatand matchherskillstoasocialenterprisework placement.I'mnotsurehowtomakeit happenyetbutIwill." Parent 07 There are currently an estimated 66,000young people with autism aged 16�25 in England.8 When we consider there are just 10,440learners with autism accessing further education,9 around 3,600places for learners in specialist colleges, and a dozen or so supported employment projects for young people with autism around the country, it becomes clear we are facing a desperate gap. Latest figures suggest that less than 1in4 young people with autism continue their education beyond school. There are a number of compelling arguments to urgently address this gap: Young people and families describe facing a Thecaseforchange Keyconclusions Youngpeoplewithautismwant andneedmoreeffectiveeducation optionsoncetheyfinishatschool. Todeliverthis,AmbitiousaboutAutismcallsfor: Aclearlegalrighttoeducationalsupportup `black hole' after school which creates great anxiety and stress; The lack of effective education options denies many young people with autism basic rights to work, achieve and live independently. 85%of adults with autism are unemployed;10 Huge waste in funds results as we lose the gains young people make at school, rather than translating them into success in adulthood; and Adult social services face increased costs due to our failure to support young people to live in their community and contribute to society. The annual cost of supporting people with autism in the UK is �27.5billion.11 totheageof25foryoungdisabledpeople; Afundingsystemthatgivesyoungpeopleand familiesmoreinformation,choiceandsupport; Across-governmentfocusonoutcomesand destinationsforyoungdisabledpeople;and Afurthereducationworkforcewiththeskills tosupportyoungpeoplewithautismto achievetheirambitions. In the following four chapters we set out four key areas for reform based on what families, young people and professionals say: Creatingeffectiveeducationoptionsfor 8. Office for National Statistics (2001), Census Report 9. Data Service (2011), MI Reports -- Regional Learning Disability/ Difficulty Report 10.Knapp et al (2007), The Economic Consequences of Autism in the UK 11.Knapp et al (2007), The Economic Consequences of Autism in the UK youngpeoplewithautism by creating a legal right to educational support up to the age of 25 and promoting effective local planning based on young people's views. Fundingtheoutcomesyoungpeopleand familieswant by creating a system that gives them more flexibility and control to use budgets as they choose. Measuringwhatmatters such as the quality, effectiveness and outcomes of education services, and the extent to which they support young people to reach the destinations they choose. Developingtheworkforce by creating career paths for specialist autism staff in post-16 education. 08 FinishedatSchool:Where next for young people with autism? There are opportunities in the current policy environment that offer young people with autism a lifeline. The special educational needs and disability (SEND) Green Paper, Supportand aspiration:Anewapproachtospecial educationalneedsanddisability includes welcome commitments to increase personalisation of services and extend support for disabled young people up to the age of 25. TheAutismAct2009creates helpful new duties around planning that can benefit young adults with autism. The EqualityAct2010 is clear that all education providers must make `reasonable adjustments' to ensure disabled learners are not discriminated against. Plans to increase the age of compulsory participation in education, and increase `choice and voice' in local services are also relevant and timely. In producing this report, we have worked hard to find solutions that fit with the current economic environment: making better use of resources, eliminating wasteful practices and delivering long-term cost savings for the public purse. Thepolicycontext We commissioned K&A Associates to carry out research with young people, parents, policy-makers and education providers to form the basis of this report. The research team spoke to learners with autism, their families, and staff working in generalfurthereducationcolleges, independentspecialistcolleges, special schools and supported employment providers. They undertook interviews and focus groups with 51 professionals from 33organisations, including local authorities and national bodies, as well as 20 learners and 18parents of young people with autism. Visits to services, an online survey of 196 staff in post-16 education and a literature review have also informed this report. Researchmethodology Key stati stics : Latestfiguressuggestthatless than1in4youngpeoplewith autismcontinuetheireducation beyondschool. 09 Calltoaction! Thereisanurgentneedtocreatemoreeffective educationoptionsforyoungpeoplewithautism oncetheyhavefinishedatschool. To deliver this, please support our call for: Aclearlegalrighttoeducationalsupportup totheageof25foryoungdisabledpeople; Afundingsystemthatgivesyoung peopleandfamiliesmoreinformation, choiceandsupport; Across-governmentfocusonoutcomesand destinationsforyoungdisabledpeople;and Afurthereducationworkforcewiththeskills tosupportyoungpeoplewithautismto achievetheirambitions. Join the campaign at www.AmbitiousAboutAutism.org.uk where you can: 1.SignuptotheFinishedatSchoolcampaign 2.WritetoyourMPaboutthecampaign 3.Shareyourstory We want young people, families, professionals, politicians, colleges, universities, local authorities -- everybody -- to join our campaign. Visit www.AmbitiousAboutAutism.org.uk or our Facebook page at www.facebook.com/finishedatschool now to sign up and find out more. 10 FinishedatSchool:Where next for young people with autism? 11 Creatingeffectiveeducationoptions foryoungpeoplewithautism Thecurrentlackofprovision Thischapter: Describes the current lack of education provision for young people with autism and the impact on young people, families and society; and Sets out how we can fill this gap. There is broad agreement across the many government and sector reports about the essential elements needed for a successful transition to adulthood. These include: Person-centred planning which starts by age 14; Clear information for families and young people about what is available; strong voice for young people and families A in local planning; Effective links between local services including children's, adult's, health, social care, and other teams; Clear strategic responsibility for transition locally and nationally; skilled workforce including keyworkers A to coordinate support; and partnership approach between agencies, A young people and families. While progress towards this model transition service has been made in some areas, there continues to be a significant lack of effective education options for young people to transition into. Despite some good practice examples, our research found deficiencies in the quantity, quality and diversity of post-16 provision for young people with autism. "Thereisverylittleprovisionoutthere andfartoomanypeopleneedingit. Wehavealwaysbeenveryfocused, becauseyouhavetobe.Peoplewho shouttheloudestgettheinput.But whataboutthosewhocan'tdothat? Whathappenstothem?" Parent Lackofquantity Education provision for young people with autism currently includes: Placements at independent specialist colleges, which are typically residential; Additionallearningsupport in further or higher education; and small number of innovative local education or A employment projects, usually funded as pilot projects or by fundraised income. 12 FinishedatSchool:Where next for young people with autism? The latest data available indicates that students with autism make up just 0.2% of the general further education population.12 When compared with the 1% of the population who have autism, this statistic reveals a significant under-representation of young people with autism in our further education system. While there have been notable improvements in access to further education in some areas,13 our evidence shows insufficient supply. The numbers suggest the majority of young people with autism are not accessing education after they leave school.14 Many parents express serious concerns that their children will not have anywhere suitable to go beyond school. Families told us that some young people end up doing courses they have no interest in, and that are of no benefit to their future, simply because there isn't an appropriate alternative. "He'sdoingitbecausethereisnothingelsefor himtodo.Hedoesn'twanttojustsitathome." Parent We know anecdotally that many young adults with autism are at home with their families, not accessing any learning or employment. There is also a large population of adults with autism in residential care homes. However, families we spoke to were clear that staying at home doing nothing, or going into a care home, was the result of a lack of alternative options, rather than a positive choice. "ThereisverylittlearoundLondonforour youngpeople,andmostofthemarelooking forsomethinglocal.Thethingsthatare availabletendtobefaraway,andparentsdon't wanttohavetotravelthatfartoseetheirson ordaughter.Therecentcarehomescandal won'thavehelpedeither." TransitionSupportWorker short supply of quality education providers that deliver these outcomes. We agree with findings in the Wolfreport that point to the limitations of FoundationLearning. While the majority of practitioners interviewed as part of this research support the principles of Foundation Learning, many are unhappy with what it achieves in practice. Their concerns include the relevance of the learning and the appropriateness of accrediting aspects of it, the value for learners, the attendant costs and the excessive bureaucracy. "Therearelotsofextracosts.Thisyearthere areover50students,alldoingatleasttwo units.Theyallneedregistering,weneedall theevidenceinpapercopiesintriplicate-- itisverytimeconsumingandexpensive, andIamnotsureitaddsmuchvalue." FurtherEducationCollegeTutor Wolf refers to Foundation Learning qualifications as something `which fit you to do nothing but take more qualifications'.15 We found examples of accredited qualifications that included how to use a public toilet, and how to take a shower. This learning is crucial and success should be recognised. However, like Wolf, we question the value of a formal qualification for some of these skills. For many learners with autism, foundation learning courses form the bulk of their provision. We would like to see it reformed to ensure all learning is designed to meet young people's needs, and that qualifications are designed to provide genuine additional value for learners. Lackofquality Young people told us they want support to learn the skills that will make a positive difference to their future lives. These include independence skills, social and communication skills, as well as practical vocational skills that will lead to employment. At the moment there is a very 12.Data Service (2011), MI Reports -- Regional Learning Disability/ Difficulty Report 13.In particular in the `Improving Choice' programme in the Eastern Region and `Action for Inclusion' in the South East 14.McGill et al (2005), Support for family carers of children and young people with developmental disabilities and challenging behaviour 15.Prof. Alison Wolf (2011), Review of Vocational Education: The Wolf Report 13 Lackofdiversity udy CaseSt Jane attended a special school at which there was no sixth form college, so as she approached Year 11 the search for an appropriate post-16 option began. After extensive research, Jane and her parents eventually identified sixth form options at two special schools. They went through long negotiations with the local authority, and eventually managed to secure her a place in one of them. In her final year of sixth form, the family once again began the search for Jane's next option. Yet again they undertook extensive research. A key issue was finding provision where Jane could be with people of her own age. A number of places were immediately discounted because the average age of the other residents was over 50. Ultimately the family elected for an autism specific setting, but even once the placement had been secured, agreeing funding was a battle, as Jane's father explains: "Itwentdowntoalmostthelastweek --thecouncilwouldn'tcommitthemoney untiltheyknewwhatwouldbeprovided andtheorganisationwouldn'tdothe assessmentsuntilthecouncilagreedto fund.Intheend,itwasonlydecided10 daysbeforeshewasduetogo." Young people, families and professionals spoke of a need to reflect the improvements that many schools have made in supporting children with autism -- and the government's aspiration to further these improvements -- in order to expand choice, quality and outcomes. Specialist support should be available in a range of settings: mainstream colleges, universities, community and work-based options, apprenticeships, and specialist units based within mainstream colleges. "Noteveryonewithautismwantstoend upstudyingandworkingwithinformation technology;justbecausetheymightbegood atit,itdoesn'tmeanitiswhattheywanttodo fortherestoftheirlives." YoungPerson Our research identified a specific gap around pathways to employment. Many young people with autism learn best in context and can struggle to transfer learning from one environment to another. Despite successful pilot projects,16 the system overall lacks the flexibility and incentives needed to help providers develop work-based learning programmes. As Ofsted recently stated, `opportunities for supported employment or other gainful and meaningful activity post 19 were variable across the country and, in some areas, were very limited'.17 The lack of supported employment and vocational options is having a devastating effect on our ability to support adults with autism into work. Only 15% of adults with autism are currently in employment.18Where work is available, many young people with autism need additional support to demonstrate their abilities. "IknowIcandothejob,Ijustcan'tgetthrough theinterviewprocess." YoungPerson 14 FinishedatSchool:Where next for young people with autism? Whatcanwedoaboutit? Createaclearlegalrightto educationalsupportupto25 Encouragingthedevelopment ofnewprovision The gap in special educational needs provision in schools started to be filled when clear rights to support were embedded through the Statement of special education needs introduced in the Education Act 1996. Extending this legal right up to the age of 25 through the new Education, Health and Care Plans proposed in the SEND Green Paper is the crucial driver to fill the gap in post-16 education provision. Ofsted found that only 1 in 3 people who require a learning disability assessment currently receive one.19 The legal framework must be stronger and clearer if we are to improve the situation. Recommendation: TheGovernmentshouldcreateaclearlegal rightforyoungdisabledpeopletoaccess educationalsupportuptotheageof25, throughtheproposedEducation,Health andCarePlans. There is currently no systematic method of funding innovative post-16 education provision, even though the outcomes of flexible learning and supported employment pilots are consistently good. There is a particular gap around access to funding for capital and development costs. Recommendation: Thegovernment'sreviewofpost-16funding shouldensurethatbothcapitalandrevenue fundingwillbeavailabletocreate,pilotand replicatenewmodelsofpost-16education. Developalocalofferbasedonyoung people'sneedsandviews To improve transparency local authorities should be required to publish information on the full range of provision available in their locality, as well as the number of young people accessing these services. This could form part of the `local offer' set out in the SEND Green Paper and should be based on the needs and views of young people and families. Local authorities should also be required to report on outcomes for learners with autism. Recommendation: Localauthoritiesshouldpublishanannual planfordevelopingadiverserangeofquality post-16provisionforyoungpeoplewithautism, basedonyoungpeople'sviews.Thisshould includelocaldataonoutcomesforyoung peoplewithautism,andcouldbeembedded inlocalauthorities'planningdutiesarising fromtheAutismStrategy.20 16.Notably Project Search and Getting a Life. 17.Ofsted (2011), Progression post-16 for learners with learning difficulties and/or disabilities 18.Reid et al (2006), Moving on Up? 19.Ofsted (2011), Progression post-16 for learners with learning difficulties and/or disabilities 20.Department of Health (2010), Fulfilling and Rewarding Lives: The Strategy for Adults with Autism in England 15 Fundingtheoutcomesyoung peopleandtheirfamilieswant Funding streams determine what gets provided and where, and therefore have a significant effect on outcomes. Post-16 education funding is notoriously complex -- particularly for learners with disabilities. We welcome plans in the SEND Green Paper to rationalise these budgets, and to put power and decisions back in the hands of young people and their families. Thischapter: Describes the barriers to learning caused by the current funding system and the impact of this on young people with autism; and Recommends a new, flexible model of funding built around young people's views and choices, supported by key workers. Complexityandlackoftransparency createsfrustration Education services for young disabled people aged 16�25 are currently funded predominantly through the YoungPeoplesLearningAgency (YPLA). However, learners over 19 who have a disability but do not have a LearningDifficulty Assessment are funded through the Skills FundingAgency(SFA). The YPLA funding is used in two main ways: for places at Independent Specialist Colleges, or to cover Additional Learning Support costs in mainstream colleges. There is a different funding system for young people accessing sixth form colleges in special or mainstream settings, and a number of other potential education funding sources which families often do not know about or cannot access. When the other budgets that may be needed by a young person with autism are added to this -- including health, social care, housing -- an unmanageably complex picture emerges. "WhenIleavehereIwanttogetajob. Imightneedhelpontheinterviews. Iprobablywanttoliveathome,but Iwanttodecide." YoungPerson Families told us they did not have enough information to understand these funding streams, nor were they able to find out how much they were entitled to. This makes effective planning for the future nearly impossible. Ifonlysomebodywouldtellmewhatfunding mysonisentitledto,Icouldgoawayandbuild apackageofsupportthatwouldworkforhim, andgetaplaninplace.Asitis,wehavenoidea whattodo." Parent 16 FinishedatSchool:Where next for young people with autism? Funding is viewed by many parents as a battleground. There is a sense that for funders, immediate cost is often a greater concern than reducing long-term dependency. Whilst many families wanted more control over their funding, for example by accessing personalbudgets, they were clear they would need support from a key worker to manage this. Brokerage services, which help make the link between individuals needing a service, providers of services, and commissioners, were also identified as critical to the strategic development of effective education provision. "We'veseensomanypeople,Idon't knowwhoisdoingwhatorevenwhois who.Weneedsomeonetobringthis togetherforus." Parent "Iwenttoameetingaboutpersonalbudgets-- IamstillnotsureI'mclearaboutit.Theysaid tous,"You'llbeofferedthisforexampleand thenyouneedtogointobattle''.Howmany morebattleshavewegottogothrough?" Parent "Wehadastudentonalevel3coursewho begantoexperiencemajorchallenges associatedwithhisautism.Weknewalevel 2coursewouldbethemostappropriate programmetomeethisneeds,butbecause hehadalreadyachievedatlevel2,thesystem wouldnotallowustofundanotherlevel2 packageforhim.Wehadtodeviseanew programmeatlevel3,andprovidesupport eventhoughtherewasnotamechanism forfundingit." FurtherEducationTutor "Inmyexperiencewithmyson,fundingdoesn't mirrorpatternsofneed.Mostsupportisoften requiredinthefirstfewmonthsofacollege placement,thenthefearoftheproviderhas beendealtwithandtheyoungpersonhas settledintoaroutinesomaynotneedas muchsupport.Butlocalauthoritybudgets don'tallowthisdegreeofflexibility." Parent In spite of the evidence that `young people and adults who are studying at below level 2 are likely to learn best, and make the most progress, in practical, realistic contexts',22 the funding system does not adequately promote this type of learning. In current college funding guidance, supported employment and job coaching are only available as exceptions rather than being recognised as the first and best option. This explains why the role of supported employment for young disabled people remains underdeveloped, in spite of significant attention to employability in various government strategies. For more able learners, it can be hard to find ways to fund courses in the social and communication skills that are necessary to allow them to use their academic skills in a practical setting. Inflexibilityblockslearnerprogress The current funding system has a very rigid approach to what is funded.21 Funding silos `lock' learners into a single type of education provision, though many learners with autism would benefit from a package of support across a combination of settings. For example, learners in a further education college may benefit hugely from a day a week of intensive support from a local specialist college. This sort of personalised package is very difficult to achieve through current funding arrangements. "AdditionalLearningSupportrulesare frustrating.I'manexpertinspreadsheets andmaximisingallocations--youbecomea bureaucraticfundraiser.Iwouldmuchrather spendtimeimprovingthelivesoflearners." AdditionalLearningSupportManager 21.As identified in the Through Inclusion to Excellence (Learning and Skills Council, 2005) and in the review of services carried out in London (Learning and Skills Council, 2007) 22.Adult Learning Inspectorate (2006) 17 udy CaseSt Iqbal has autism, complex communication difficulties and health needs. When he left his special school at 19, his family were anxiously considering what he would do next. They looked at the local further education college, but found it was unable to meet his complex needs. They considered residential provision, but appropriate placements were hard to come by. Iqbal wanted to live locally, be part of his community and be near his family. His post-school learning needed to focus on practical life skills and be delivered in a `real' setting, as Iqbal finds transferring learning to a different setting very difficult. Iqbal joined a pilot project aimed at enabling disabled young people to access personalised funding for all their support needs, including education. The project created a personal budget across education, social care, health and the Independent Living Fund for Iqbal. This enabled him to become the sole tenant in his own property. His family recruited a team of people to work with him and trained the staff to understand his communication, behaviour and health needs. Because Iqbal and his family were in control, they were able to recruit people who liked doing the same things as him. A learning programme was designed specifically for Iqbal, around what contributed to making him happy and healthy. The model has been a tremendous success for Iqbal and his family, who are very happy with the outcomes. The personalised process has enabled Iqbal to enjoy an effective transition into adulthood. For commissioners it has been a cost-effective solution, enabling Iqbal to live in his own community close to his family while getting an education that promotes his independence and well being. Whatcanwedoaboutit? Joinuppost-16education fundingstreams Many learners are unable to access providers with specialist expertise because structures and funding rules create unnecessary barriers. Generally, specialist colleges can only support young people on full-time placements with them, and mainstream colleges are often restricted from offering flexible support by the rules for additional learning support. There is currently no mechanism for using different funding streams in combination to create more personalised programmes. This conflicts with the flexible packages of support young people with autism often want and need. The complicated system of different funding streams makes it almost impossible for young people and families to find out what they are entitled to and plan ahead. Bringing together the relevant funding streams would allow us to offer what young people need and want, rather than letting the system dictate options. Recommendation: Thegovernmentshouldbringtogether post-16fundingfor`highcost'learners, andgiveallapprovededucationproviders equalstatussotheycanoffereducationto abroaderrangeoflearners. Developandsupportpersonalbudgets Personal budgets, when well-supported by key workers, can give young disabled people and their families more choice and control, and create positive outcomes.23 There are legitimate concerns that personalisation could be used as a means to reduce budgets, leaving young people with insufficient funds to meet their needs. This risk needs careful monitoring, as inadequate budgets could lead to breakdown in placements. However, a well-planned personalised process can improve quality of life as well as being highly 18 FinishedatSchool:Where next for young people with autism? cost effective. Young people could choose a local college, a specialist college, a supported employment agency or a combination. This would allow learners to create a flexible package that is personal to them. Young people and families will need support to get the information they need and manage their personal budget. We must ensure they have access to an accredited key worker with responsibility for providing independent guidance and support. They must also continue to have the right to choose not to have a personal budget. Recommendation: Arighttochooseapersonalbudget,supported byanaccreditedkeyworker,shouldbean optionforallyoungpeoplewithanEducation, HealthandCarePlanaged16andover. there is a lack of experience of commissioning and funding education beyond school for young disabled people. Clear rights to educational support for young disabled people, protected and transparent budgets, and strategic commissioning of services supported by effective brokerage, are all vital if we are to avoid chaos and wasting funds. Recommendation: ThemoveofYPLAfundingfromnationalto locallevelforyoungdisabledpeoplemust beunderpinnedby: Alegalrighttoeducationalsupportup Managethemovetolocalfunding The government's stated aim is to move funding for high cost learners with a learning difficulty assessment from national to local government control. There are advantages and disadvantages to both national and local funding approaches. On balance the need to have funding of all provision located in one area, with clear local accountability, is the priority if we are to create more integrated, flexible and personalised solutions. We support a carefully managed move to local authorities holding budgets for this provision, as long as certain critical conditions are met. There are risks that if funding for post-16 learners with disabilities is not ring-fenced it may not reach the young people it is intended to support, particularly in times of significant reductions in local authority budgets. Furthermore, local authorities may have the same conflict of interest identified in the SEND Green Paper around school-age provision, as they would be responsible for assessing needs as well as funding provision. Lastly, in many local areas toage25forlearnerswithanEducation HealthandCareplan; Strongpersonalisationarrangementsin placelocallywhichhavebeenpositively evaluatedbyyoungdisabledpeople;and ImpactassessmentsfromtheDepartment forEducationandtheDepartmentfor Business,InnovationandSkillswhich reportontheeffectofthetransfer. 23.See Putting People First (Department of Health, 2007) and Think Local, Act Personal (Social Care Institute for Excellence, 2011) 19 Measuringwhatmatters Thischapter: Describes what we currently measure in post-16 education and the impact of this on young people with autism; and Recommends the development of new measures looking at outcomes and destinations such as employment or independent living. As in Peter Drucker's famous quote, `what gets measured gets managed'.24 Our research illustrates that current measures are not only preventing us from gaining a clear picture of the impact of post-16 education, they often get in the way of providing the right support. Whatdowecurrentlymeasure, anddoesitwork? The purpose of transition for young people with autism and their families is simple: improved life chances, gaining independence and finding work. These are difficult things to measure directly and so proxy measures have traditionally been used. In the further education system, these are usually measures of attainment in the form of formal qualifications. This has created a system in which the key driver in colleges is the achievement of accreditation, regardless of whether this helps young people achieve the outcomes they need. As identified in the Wolf review, this drive towards accreditation without regard to outcomes can prevent young people with autism accessing the flexible, contextual learning they need in order to secure work or achieve their other ambitions. The main data on attainment gathered in the further education system is known as the IndividualLearnerRecord(ILR). The ILR does not measure non-accredited learning, such as job coaching or specific job skills, despite the fact these have been proven to be effective for young disabled learners. The main data collection process is therefore severely limited and in need of reform to ensure that it incentivises colleges to focus on positive outcomes and destinations for learners. "Thecollegeisunderpressureto showresultsinblackandwhite:they've passedthisorthatcourse.Iwouldlike toseemoreonalltheotherbitswhichgo aroundbeingalearnerwithautism,allthe socialandindependenceskillstheyhave learnt,withoutwhichtheycan'tusethe qualificationthey'vegot." SpecialistCollegeManager 20 FinishedatSchool:Where next for young people with autism? The data currently recorded does not allow us to see how effective provision is: it does not capture outcomes for learners. Ofsted reported that, `Across alltheprovidersvisited,informationotherthan anecdotalaccountsaboutthesuccessand destinationsofpreviousstudentswaslimited. Inallphases,thelackofsuchinformationmade itdifficulttoevaluatewhattheproviderhad contributedtoensuringthelonger-termsuccess ineducation,aswellasinemploymentand training,ofyoungpeopleaftertheageof16'.25 The current system focuses on accreditation rather than outcomes and purpose. In practice providers often, and understandably, prioritise meeting immediate targets to gain funding, at the expense of longer-term and more meaningful outcomes. Attainment is too often seen as the key indicator of success. The data general further education colleges typically report are: Retentionfigures:of those who register Lackofoutcomedata udy CaseSt Peter is a young man with autism who is academically very able. His key challenges are around social, communication and independence skills. Peter is working hard to gain a level 3 qualification in media production from a further education college, but has now hit a stumbling block. As his tutor explains, "He hasn't yet got the independence skills he needs to go for an interview and sell his technical skills, or to get the bus there and back. He will come out with a merit or possibly even a distinction, but if he leaves this year, there is nowhere for him to go that will use his skills. The only support he gets to do any work on his independence is from us, but we can't find a way to fund a level 2 course for him." Although his tutor is aware of Peter's priorities for learning, the college cannot easily offer him a learning programme to teach him just the additional independence skills he needs. on a course, how many are retained until the end; and Successrates: how many of those who register on a course successfully attain a qualification. There has been some attempt to acknowledge the need to be more destination focused, and in the ILR for 2010�11 providers of foundation learning are required to record learners' initial intended destination. The intention is good, but while the overall focus remains on purely measuring accreditation, this will not provide an adequate solution. 24. Druckers, P. (1992), Managing for the future 25. Ofsted (2010), The special educational needs and disability review 21 Whatcanwedoaboutit? Developdestinationmeasures Ofsted should work with education providers to review the data collected and create measures which relate more closely to outcomes. In particular, destination data should be revised to include options such as progression to employment and independent living, and more detailed use of learner satisfaction surveys for providers and local authorities. Recommendation: OfstedandtheDepartmentforEducation shouldreformdatacollectionaboutthe effectivenessofpost-16provisiontofocuson outcomes,destinationsandsatisfactionrather thanpurelyonaccreditation.Thisshouldbe usedtocreateanannualreportaboutwhat worksforyoungdisabledpeopletohelp improveoverallstandards. The education needs of young people with autism could be better addressed through an amendment to the Autism Strategy.26The recent evaluation of progress on the strategy outlines seven quality outcomes, one of which is `adults with autism are included and economically active'.27The achievement of this objective is in large part bound to the opportunities for education and training that an individual receives, and yet education is not sufficiently recognised in the outcomes framework. This may be in part because the Autism Act 2009 only places legal duties on local authorities in relation to their social services function, not their education function. If local authorities are to take on responsibility for commissioning post-16 education for young people with autism, then the measures and outcomes associated with this could be included in the evaluation of success measures relating to the Autism Strategy. Reportonpost-16educationoutcomes throughtheAutismStrategy Extendcurrentsuccessful datacollectionsystems To reflect the 0�25 approach set out in the SEND Green Paper, the government should create a more integrated process of collecting data on education up to the age of 25. The data collected under the SEN Information Act 2008 should be amended to cover the achievements and outcomes of disabled young people in education beyond school. Recommendation: TheDepartmentforEducationandthe DepartmentforBusinessInnovationandSkills shouldamendthescopeofthedatapublished undertheSENInformationAct2008toinclude progressandoutcomesforyoungdisabled peopleinfurthereducation. Recommendation: TheAutismStrategyshouldbeupdatedto includemeasuresandoutcomesassociated withpost-16education.Localauthoritiesshould berequiredtoreportontheeffectivenessof provisionbymonitoringoutcomesforlearners. 26.Department of Health (2010), Fulfilling and Rewarding Lives: The Strategy for Adults with Autism in England 27.Department of Health (2011), Fulfilling and Rewarding Lives: Evaluating Progress 22 FinishedatSchool:Where next for young people with autism? 23 Developingtheworkforce Thischapter: Describes the capacity of the current post-16 workforce and the impact of this on young people with autism; and Recommends the development of career paths for specialist autism tutors in post-16 education and skills sharing across settings. The quality of learners' experiences is above all determined by the skills of the staff supporting them. If we want to improve outcomes, we must create a capable, confident and well trained workforce. Young people and families tell us that staff with a deep understanding of autism and a willingness to listen make a powerful difference to their educational success. Lackofautismspecifictraining Professionals working with young people with autism in post-16 settings were surveyed to gather information for this report. Their responses showed that staff felt there was a significant lack of accessible autism specific training: 87% did not have a qualification related to supporting learners with autism; Almost half (47%) described the training they had done as simply `awareness raising'; and 63% said the training they received in autism was a day or less per year. "Mytrainingwasseveralyearsagoand focusedonidentificationofautistic spectrumconditionsratherthanstrategies tosupportstudents." Professional Where staff did have an autism-specific qualification they were typically at degree or post graduate level. We found very little training available for learning support assistants and teachers. This reflects Ofsted's finding that there is a particular lack of staff qualified to work with learners on the autism spectrum.28 "Mytrainingwaslimited...Wejusthad anhourwithaladywhohasachildwith autism.Iwouldlikein-depthknowledge toequipusbettertosupportlearners withautism'. FurtherEducationTutor "Forlearningsupportassistantsthereis nothingthatoffersarecognisedqualification unlesstheydoalevel5diploma.There's nothingatlevel2or3todeveloptheirskillsor showtheyknowwhatthey'redoing.It'seither awarenesstrainingorafulldegree." LearningSupportAssistantManager 24 FinishedatSchool:Where next for young people with autism? Whatcanwedoaboutit? Learning support staff felt they were not always valued and supported to maximise their impact. They reported difficulties in accessing training. Given that students spend much of their time with learning support staff, investment in their skills, knowledge and understanding is crucial to delivering high quality learning. Developautismspecificcareerpaths Young people, families and professionals agree that the best outcomes are delivered when all staff working with a pupil have a good understanding of autism and, more importantly, the implications of autism for learning and for life. Staff working at all levels identified the need for more in-depth training, to include the opportunity to gain recognition at levels 2 and 3 as well as the higher levels. Theimpactonyoungpeople withautism This gap in skills and training is of particular concern when we consider the huge impact young people say staff have on their learning, confidence and ability to succeed. "Icouldn'timagineIcoulddoallthis... He[thelearningsupportassistant]has reallyhelpedmyconfidencealotand myindependenceskills." YoungPerson Recommendation: TheDepartmentforEducationshouldensure theLearningandSkillsImprovementService developarangeofspecialistqualificationsand trainingactivitiesatalllevelsforstaffworking inpost-16education.Thesecouldbeadapted fromexistingmaterialssuchasthosebeing developedbytheAutismEducationTrust. For parents too, finding staff they can trust, who understand autism, is a huge relief. As one mum put it, `ForthefirsttimeinmylifeIwastalking tosomeonewhoknewmoreaboutautism thanIdid'. "Wemadealotofdecisionsbasedonthestaff wemetintheplaceswelookedat--ifwe felttheymadeaconnectionwithusandwith Amanda.Theyknewwhattheyweretalking aboutandwefeltwecouldtrustthemtokeep hersafeandhappy." Parent "Wechosethecollegebecauseweknewthey hadaspecialistautismteamandit'sbeen betterthanIdaredhope.Everyweekhehas anhourwithhistutor--hecantalkabout whateverhewants.Shehelpshimtoprioritise hiswork,theycovermanagingdeadlines, studyskillsandthingslikefriendships.It's beenfantastic.He'sdoingreallywellonhis courseandsocially." Parent 28.Ofsted (2006) Sharingknowledgeandskills acrosssectors Professionals explained that the key to providing effective learning in a further education college is to support mainstream tutors to deliver learning in a more inclusive and accessible way. We found several good practice examples of autism support staff making a huge difference to learners on the spectrum in further education colleges, by working in partnership with the subject tutors. One tutor explained how the support staff helped him rewrite assignment questions, phrasing them so as to make the expectations more explicit. The tutor recognised that this approach not only supported learners with additional needs, but actually improved learning for all his students. He has subsequently adopted this approach to preparing all his assignments. Recommendation: Allfurthereducationcollegesshouldhave accesstoanautismspecialisttosupport learnerswithautismtoaccesstheircourses, andtosupportmainstreamtutorstodeliver accessibleteaching. 25 udy CaseSt Christopher used to travel to and from college by taxi. He struggled to enter the building and found the refectory so over stimulating in sensory terms that he had to have a private room to eat his lunch in. Now he eats in the dining room as part of a group, can travel in and out of college independently and is working on learning the bus route to a nearby city to visit a friend. These achievements are the result of intensive one-to-one work with his learning support assistant. For example, when Christopher started to work on catching the bus, he and his learning support assistant spent the first few sessions simply sitting at a bus stop and watching buses go by. Together they worked out what it was about buses he found challenging and then systematically identified strategies and routines to address each of these challenges. This included how to find a seat, how to buy a ticket and how to remain calm by listening to his music. Christopher progressed from watching buses to going on bus journeys with support to ultimately being able to travel fully independently. 26 FinishedatSchool:Where next for young people with autism? 27 Conclusion: Wherenextforyoungpeoplewithautism? Ourresearchconfirmsthatwearefacinga crisisinthelackofeducationopportunities foryoungpeoplewithautism.Withoutswift andradicalaction,thepotentialofthousands ofyoungpeoplewithautismwillsimplybe wastedwhentheyarefinishedatschool. We are ambitious about what young people with autism can achieve. We call for immediate action to prevent a generation of young people being finished at school. There is an urgent need to create more effective education options for young people with autism once they have finished at school. Todeliverthis,wecallfor: Aclearlegalrighttoeducationalsupportup totheageof25foryoungdisabledpeople; Afundingsystemthatgivesyoungpeople andfamiliesmoreinformation,choice andsupport; Across-governmentfocusonoutcomesand destinationsforyoungdisabledpeople;and Afurthereducationworkforcewiththeskills tosupportyoungpeoplewithautismto achievetheirambitions. We believe that if the changes we recommend are adopted, we can improve the life chances of many young people with autism, and live up to the expectation of a young man with autism, who is hoping that `thingswillgetbetterand Iwillhavemoreopportunity.' As our examples demonstrate, improving education for young people with autism will reduce long-term costs to the public purse, enrich our society, and most importantly give young people with autism the equal chance they deserve to thrive. "I'vegainedconfidence--reachedoutfor abitofmyself,andbecauseofthesupport tolearn,I'vebeenabletobeme." YoungPerson "Thesupporthasbeengreat,andnowIcan domoreformyself--sothesupportis narrowingallthetime." YoungPerson 28 FinishedatSchool:Where next for young people with autism? 29 Glossary Accreditation A measure of attainment, usually in the form of a formal qualification. AdditionalLearningSupport(ALS) A funding stream that supports young people with additional needs in colleges. Autism A lifelong neurological condition that affects 1 in 100 children in the UK. Autism affects communication, social understanding and imagination. It can also affect an individual's sensory experiences. Autism is a spectrum condition, which means that it affects people in different ways. AutismAct2009 An Act of Parliament to make provision about meeting the needs of adults on the autism spectrum. EqualityAct2010 An Act of Parliament that consolidates existing legislation surrounding anti-discrimination and equalities law. FoundationLearning A system of education designed to deliver a personalised vocational or subject based programme for 14 to 19 year olds, based around formal awards which are intended to promote progression. GeneralFurtherEducationColleges Post-compulsory education, for people over 16, generally taught in colleges, work-based learning environments or adult and community learning institutions. IndependentSpecialistColleges Independent colleges that usually provide further education or training for learners with learning difficulties and/or disabilities whose learning and support needs can not be best met locally. Many are residential. IndividualLearnerRecord(ILR) The main system for gathering data about learners in further education. Keyworker A trained individual who provides personalised support and/or advocacy for disabled people and their families. LearningDifficultyAssessment(LDA) An assessment made under section 139A of the Learning and Skills Act 2000 to determine what additional support young people with learning difficulties need in order to access education beyond school. LDAs must be undertaken for those with Statements of special educational needs in their last year of school and are intended to help young people plan for education after school. PersonalBudgets Money that is allocated to individuals to meet assessed needs, in place of services that would otherwise be provided directly to the individual by statutory bodies. Personalisation Tailoring support services for disabled people to meet individual needs, requirements and preferences. SkillsFundingAgency(SFA) A partner agency of the Department for Business, Innovation and Skills, the SFA funds and regulates adult further education and skills training in England. Supportandaspiration:Anewapproachtospecial educationalneedsanddisability A Green Paper published by the Government in March 2011 outlining ways in which to improve care and education for young people who are disabled or who have SEN. Transition The period in which young people move into adulthood, typically regarded as being somewhere between the ages of 14 and 25. TransitionSupportProgramme A government funded project to improve transition services in each local authority, which ended in March 2011. WolfReport An independent review of vocational education for young people between the ages of 14 to 19, focusing on how improvements can be made to the current system. YoungPeoplesLearningAgency(YPLA) A non-departmental public body sponsored by the Department of Education and launched in April 2010. The YPLA supports the delivery of training and education to all 16 to 19 year olds in England, and to young people with a learning difficulty and/or disability up to the age of 25. Subject to the passage of the Education Bill, the Education Funding Agency will take over responsibility from the YPLA on 1st April 2012. 30 FinishedatSchool:Where next for young people with autism? 31 Address The Pears National Centre for Autism Education, Woodside Avenue, London N10 3JA Telephone 020 8815 5444 Facsimile 020 8815 5420 Email email@example.com Website www.AmbitiousAboutAutism.org.uk Charity number 1063184 Registered company 3375255 Published: October 2011


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Members of the Left Front government in West Bengal were not present at the ceremony where President Pratibha Patil laid the foundation stone to mark the start of the Joka-BBD Bagh Metro Rail project, which will link more areas to the heart of Kolkata.
"I received no invitation," Chief Minister Buddhadeb Bhattacharjee had said on Tuesday when asked if he was going to attend the programme at Joka in the outskirts of the metropolis.
The Communist Party of India (Marxist) has not taken kindly to the Chief Minister not being extended an invitation in violation of protocol and criticised the Railways.
The Trinamool Congress did not believe in democratic principles and such an incident would not strengthen democracy in West Bengal, State CPI(M) secretary Biman Bose said.
Transport Minister Ranjit Kundu, who received an invitation after he had left the State secretariat Writers' Building on Tuesday, also did not attend.
Besides Trinamool chief and Railway Minister Mamata Banerjee, Governor M.K. Narayanan, Union Finance Minister Pranab Mukerjee and other Congress leaders were present.
At the function, Ms. Patil had a word of praise for Ms. Banerjee and called her leadership "dynamic".
"I would like to compliment the Indian Railways who under the dynamic leadership of Mamataji, Minister of Railways, have today undertaken this significant initiative," Ms. Patil said.
The President strongly pitched for mass transport and transit systems in cities as growing urbanisation calls for planning ahead for the future.
"As the population of cities grow, it is essential to have mass transport and transit systems that facilitate movement within the city.
"In their absence, city dwellers would depend on private transportation leading to congestion, pollution and more fuel consumption," she said.
Ms. Patil who is on a one-day visit to the State said in a city, a metro system is an effective system of travel, giving the people a convenient, comfortable and an affordable mode of travel.
She however cautioned that Metro construction is of a very complex nature, requiring application of several new technologies in the fields of civil, electrical, signalling and telecommunication engineering.
"It is important to take proper care at every stage from planning to execution and maintenance. Planning requires preparing work schedules and executing them in a matter that it does not disrupt normal life.
"I am also optimistic that a project such as this which is sensitive to the concerns of the local people will be completed in time and be a source of pride for all," Ms. Patil said.

subset: commoncrawl


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Winery Listing
Temecula Valley is Southern California's Wine Country. With award winning wines, great restaurants and beautiful gift shops, Temecula Valley Wineries have something for everyone. And we're so close you can taste it!
Baily Vineyard & Winery
Baily Vineyard & Winery was established in 1986 by Phil and Carol Baily…more details
Bel Vino Winery
Welcome you to Bel Vino...more details
Briar Rose Winery
Come taste our award-winning, handcrafted wines at our boutique...more details
Callaway Vineyard & Winery
Sample Callaway's handmade wines and savor the spectacular views from our…more details
Chapin Family Vineyards
Located at the far end of Rancho California Road...more details
Cougar Vineyard & Winery
Cougar Vineyard & Winery is owned and operated by Rick and Jennifer…more details
Danza del Sol Winery
Danza del Sol Winery's story is rooted in Temecula Valley's wine history...more details
Doffo Vineyard & Winery
Slightly off the beaten path at the far end of Rancho California Road lies…more details
Europa Village
At Europa Village, we strive to create a meaningful experience for our guests.more details
Falkner Winery
Enjoy award winning handcrafted wines from a spectacular hill-top setting… more details
Foot Path Winery
100% Handcrafted ALL RED Wines and family owned...more details
Frangipani Estate Winery
Frangipani Estate winery offers dynamic selection of wines...more details
Hart Winery
Hart Winery began in 1973 when the Hart family purchased 12 acres…more details
Leoness Cellars
The word Leoness, meaning "village of dreams," is the inspiration…more details
Longshadow Ranch Vineyard & Winery
Tradition from Six Generations...more details
Lorimar Vineyards & Winery
Lorimar Winery is many things...more details
Lumiere Winery
Now open Friday through Sunday...more details
Maurice Car'rie Vineyard & Winery
A large Victorian-Style Farmhouse, the Maurice Car'rie Vineyard & Winery…more details
Miramonte Winery
Miramonte was founded in 2001 by then 32-year old entrepreneur…more details
Monte De Oro Winery
Quality wines, starts with quality grapes...more details
Mount Palomar Winery
Mount Palomar has been growing and producing...more details
Oak Mountain Winery
Oak Mountain Winery with views of Oak Mountain is an oasis of Temecula…more details
Palumbo Family Vineyards & Winery
Located in the heart of Temecula Valley Wine Country, Palumbo Family…more details
Ponte Family Estate Winery
The Ponte Family Estate Winery is located in the heart of the Temecula…more details
Robert Renzoni Vineyards & Winery
The history of winemaking in the Renzoni family dates to 1886...more details
South Coast Winery Resort & Spa
Judged BEST CALIFORNIA STATE WINERY OF THE YEAR for the third time in the past five years...more details
Thornton Winery
Thornton Winery, the gateway to Southern California's Temecula Valley…more details
Wiens Family Cellars
Located among the rolling hills and plateaus of the Temecula Valley…more details
Wilson Creek Winery & Vineyard
On the winery grounds, a bridge spans a meandering stream, dubbed…more details


text:
- Eric Grabski
- Captain,
USC Division of Law Enforcement and Safety
- Details
- Wednesday,
- October 29, 2014
- 1:10 p.m. - 2:00 p.m.
- Center for Teaching Excellence
Thomas Cooper Library, Room L511
This event is co-sponsored by the USC Division of Law Enforcement and Safety, the Office of Student Conduct, and the Center for Teaching Excellence.
Are you prepared to handle a disruptive student in your classroom? With Verbal Judo, you will be. Verbal Judo is a process of using your words to prevent, de-escalate or end an attempted disruption. You'll learn skills to prepare you for verbal conflict in all areas of your life. In a classroom situation, you'll be equipped to remain under emotional control during disagreements, maintain professionalism, use words instead of actions to achieve goals, avoid charged language, employ empathy to stay engaged with people, and safely take action when words fail. All who teach are invited to this introduction to Verbal Judo for classroom situations. Participants will learn a collection of skills that can be put into use immediately.
About the Facilitator
Eric Grabski is a Captain with the University of South Carolina Division of Law Enforcement and Safety. During the course of his 29-year law enforcement career, he has worked closely with faculty, staff, and students to resolve conflict and maintain safety. Eric is a member of the University's Behavioral Intervention Team.
Verbal Judo for the Classroom
We have received your registration.
There has been an error processing your request. Please contact us at firstname.lastname@example.com or call us at (803) 777-8322.


text:
- Shopping Bag ( 0 items )
From the Publisher'Work and Politics is an imaginative and suggestive look at contemporary Western European and U.S. industrialism, with occasional historical digressions … Sabel argues that different types of workers approach employment not only with different skills and habits but with different expectations and desires as well. Using a wide range of examples - petrochemical workers in Germany and Britain, auto workers in Turin and Hamtramck - Sabel portrays the social personalities of each major subgroup within the working class, from common laborers to workers with plant-specific skills to craftsmen with generalized problem-solving abilities.' The Nation
'Sabel's main contributions are demonstrations that simple pluralistic and class models of work politics are inadequate, that economic structures are influenced politically, and that relations among working class strata centrally explain collective behavior. Sabel's firm grasp of the French, German, and Italian literature is also impressive.' Contemporary Sociology


text:
Prize for Economics
The Nobel Memorial Prize in Economic Sciences was awarded in 2002 to Israeli-born Daniel Kahneman and American Vernon L. Smith, who pioneered the use in decision making of psychological and experimental economics, respectively. The results of their work undermined two fundamental aspects of traditional economic theory—that in complex market situations people make rational decisions based on material incentives and that economics was a nonexperimental science that relied exclusively on field data.
Kahneman received the Nobel "for having integrated insights from psychological research into economic science, especially concerning human judgment and decision-making under uncertainty." He drew on cognitive psychology in relation to the mental processes used in forming judgments and making choices in order to increase understanding of how people make economic decisions. Kahneman's research with the late Amos Tversky on decision making under uncertainty resulted in the formulation of a new branch of economics, prospect theory, which was the subject of their seminal article "Prospect Theory: An Analysis of Decisions Under Risk" (1979). Previously, economists had believed that people's decisions are determined by the expected gains from each possible future scenario multiplied by its probability of occurring, but if people make an irrational judgment by giving more weight to some scenarios than to others, their decision will be different from that predicted by traditional economic theory. Kahneman's research (based on surveys and experiments) showed that his subjects were incapable of analyzing complex decision situations when the future consequences were uncertain. Instead, they relied on heuristic shortcuts, or rule-of-thumb, with few people evaluating the underlying probability.
Smith was awarded the Nobel "for having established laboratory experiments as a tool in empirical economic analysis, especially in the study of alternative market mechanisms." His early work was inspired by the classroom experiments of his teacher at Harvard University, E.H. Chamberlin, who tested the neoclassical theory of perfect competition. Smith improved on the process of testing the fundamental economic theory that under perfect competition the market price of any product or service establishes an equilibrium between supply and demand at the level where the value assigned by a marginal buyer is equal to that of a marginal seller. The results of Smith's experiments, published in 1962, involved the random designation of the roles of buyers and sellers with different and uninformed valuations of a commodity, expressed as a lowest acceptable selling price and highest acceptable buying price. He was able to determine the theoretical equilibrium, or acceptable market price. Unexpectedly, the prices obtained in the laboratory were close to the theoretical values. Many of his experiments focused on the outcome of public auctions; he showed that the way in which the bidding was organized affected the selling price. Smith also devised "wind-tunnel tests," where trials of new alternative market designs, such as those for a deregulated industry, could be tested.
Kahneman was born on March 5, 1934, in Tel Aviv, Israel, and was educated at Hebrew University, Jerusalem (B.A., 1954), and the University of California, Berkeley (Ph.D., 1961). He was a lecturer (1961–70) and professor (1970–78) of psychology at Hebrew University, and from 2000 he held a fellowship at that university's Center for Rationality. From 1993 Kahneman was Eugene Higgins Professor of Psychology at Princeton University and professor of public affairs at Princeton's Woodrow Wilson School of Public and International Affairs. He was on the editorial boards of several academic journals, notably the Journal of Behavioral Decision Making and the Journal of Risk and Uncertainty.
Smith was born on Jan. 1, 1927, in Wichita, Kan. He studied electrical engineering at the California Institute of Technology (Caltech; B.S., 1949), then switched to economics at the University of Kansas (M.A., 1951) and Harvard (Ph.D., 1955). Smith taught and did research at Purdue University, West Lafayette, Ind. (1955–67), Brown University, Providence, R.I. (1967–68), the University of Massachusetts (1968–75), Caltech (1973–75), and the University of Arizona (1975–01), where he was the Regents' Professor of Economics from 1988. In 2001 he was named professor of economics and law at George Mason University, Fairfax, Va. Much of Smith's commercial work was related to the deregulation of energy in the U.S., Australia, and New Zealand. He served on the editorial boards of several journals and wrote extensively on subjects ranging from capital theory and finance to natural resource economics and experimental economics.


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I got a 1/16 roller, and I am toying with the two options.
The main purpose of this truck is for my son to "crawl" with. I just saw there was a diff locker, so I am going to use that as well.
Use 1/16 brushless, or go with a 27t motor with an xl5 esc.


text:
2 Used British Military Surplus Enfield Rifle Slings, Olive Drab
Item # WX2-197046
- Google+
- Details & Specs
2 "vet" British Military Surplus Enfield Rifle Slings
Shoulder the load! The Enfield bolt-action, magazine-fed, repeating rifle was the main firearm used by the British Empire and Commonwealth military forces during the first half of the 20th century. The rifle tips the scales at 8 1/ 2 lbs. And this Sling duo makes shouldering the load easier.
- Nylon material
- Metal ends. Each 1 1/ 8 " w.
Condition: used, army surplus, in very good shape. Order Up ONLINE!
!!! Limited Quantities !!!
- Reviews
2 Used British Military Surplus Enfield Rifle Slings, Olive Drab is rated out of 5 by 15.Rated 5 out of 5 by MarkB from Good sling Both slings are used, but in excellent condition. While they are not the correct khaki color for a WWII Enfield, they are the same pattern and will serve my purpose. For about $7.00 each, you cannot beat it.Date published: 2015-05-04Rated 5 out of 5 by Peter from Amazing Great condition. Look to be unissued. Correct sling for Lee-Enfield No. 1 Mk III or No. 4 Mk. I rifles.Date published: 2015-04-06Rated 5 out of 5 by MARK from Excellent quality, in like new condition. Will work for more than dressing up an Enfield, I find them to be a handy backup wherever a sling is required.Date published: 2013-01-29Rated 4 out of 5 by DENNIS from One was well used and the other was in good condition. Very good simple slings; even better when joined.Date published: 2012-12-15Rated 5 out of 5 by JUSTIN from Looks almost new, very little use wear. Look great on my No.1 Mk.3Date published: 2012-11-04Rated 5 out of 5 by WILLIAM from They fit the old soldiers and make them look ready for combat.Date published: 2011-07-27Rated 5 out of 5 by JASON from Appear in excellent condition. I have a No. 1 Mk. 3 and a No. 4 Mk. 1, and both were lacking slings, so this deal was perfect for me.Date published: 2011-07-10Rated 5 out of 5 by MARK from Look to be authentic, fit SMLE and Jungle Carbine perfectly. Excellent value.Date published: 2011-05-24
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text:
Fein argues for Bush and Cheney impeachment.
Share this:
"Fein argues for Bush and Cheney impeachment."
Former Reagan administration lawyer Bruce Fein recently sat down with the editors of the San Francisco Chronicle to discuss how "George W. Bush's foreign policies are making Americans less safe, and why the president and Vice President Dick Cheney should be impeached." You can listen to the audio here.


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Calif. gov candidates asked to forgo negative ads
Brown's campaign exploited that incident shortly afterward in an attack ad that features an image of a lie detector test.
"Meg Whitman didn't tell the truth about not voting or about how long she lived in California. She got caught in insider deals at Goldman Sachs. She changed her story about physically abusing an employee. She campaigned as tough as nails on immigration knowing her housekeeper of nine years was undocumented," it says in part.
Brown's campaign has also attacked Whitman's corporate record and her proposal eliminate the capital gains tax, which it said would "rip a hole in the state budget."
Whitman's campaign has also aggressively attacked Brown in TV ads, including some that distort his record and position on the death penalty, education reform and his records as mayor of Oakland and as governor. Whitman's campaign has used selected facts to inflate unemployment, spending and taxes during Brown's tenure.
While Whitman has vastly outspent Brown during the campaign, the Democrat has been buoyed in recent weeks by nearly $24 million in spending from union-backed independent expenditure committees, largely for negative advertising.
Brown's campaign reiterated his pledge to pull all negative ads later Tuesday, while Whitman's campaign issued a statement calling on Brown to campaign on the issues.
"Our campaign is going to continue to advertise Meg's positive vision for California, while also running fair and truthful ads that highlight Jerry Brown's long record on the issues," spokeswoman Sarah Pompei said in the statement.
After three previous debates, Tuesday's event was the candidates' last appearance together before the Nov. 2 election.
Schwarzenegger praised both candidates during the conversation but was most effusive in describing Brown's decades of public service. He also criticized Whitman for saying California can be a golden state again, saying "California IS a golden state."
Schwarzenegger and Brown later left the stage area together.
The Associated Press


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|Cannon's health expected to return to normal
|Written by Admin
|Saturday, 23 February 2013 09:42
Cannon was hospitalized last Tuesday following a stroke while he was on the job as the dentist at the Louisiana State Penitentiary in Angola.
He was discharged and returned home on Thursday and the family released more details about his prognosis on Saturday through LSU. Cannon's daughter, Bunnie, says the family is humbled and grateful for countless expressions of support and prayers from fans.
Cannon was part of LSU's first national championship team in 1958 and won the Heisman in 1959. He played professionally for the Houston Oilers and Oakland Raiders, and then went to dental school.


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Comment: Buckaroo Banzai: (Score 1) 701
Planet 10!
Real soon!
Comment: Re:now I never looked into it (Score 1) 420
Comment: Re:In the future... (Score 1) 174
Comment: Re:Misleading statistics (Score 1) 124
Comment: Depends on how you count. (Score 1) 177
I became a regular employee of the company I work for just this week, making me the newest in one sense.
I've been contracting for them since 2009, which would put me in the middle of the pack.
I started working for the company that merged into this one way back in 2003, and I'm the only one who used to work for that company still left, as well as having been at one or the other longer than most employees of the current company.
Comment: Yes, they are. (Score 4, Informative) 380
Comment: Re:Really? (Score 1) 249
If I'm going someplace unfamiliar, though, having a navigation aid is pretty useful. I find that the voice directions from my phone mostly work.
Comment: Re:Great for CC scammers (Score 1) 222
Comment: Re:interesting (Score 1) 235
Comment: "warfighter"? (Score 1) 176
Comment: Re:The other Hugo categories (Score 1) 112
Comment: Re:OSX (Score 2) 627
(I was just going to say, "I use BSD, you insensitive clod.")
Comment: Re:I know why it failed....or is failing... (Score 1) 258
My apartment is 640 square feet, and around here that's pretty spacious for one person. 850 square feet would be quite big. Why do you need so much space? Do you have a multi-person family, lots of pets, or is it just that you've become accustomed to spreading everything out?
I'm not the only one who feels this way, either -- there wouldn't be such high demand for apartments in places like Manhattan (where many apartments are much smaller) if people weren't happy living in such spaces. There are a lot of benefits to density -- things like arts and culture and the ability to walk places without jumping in a car -- as well as advantages to smaller living spaces (lower heating/cooling bills, not having lots of space to fill up with junk that you'll have to deal with when you get old, etc.).


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Special Correspondent
KPCC president expresses concern over low voter turnout in first phase of Lok Sabhs polls in State
BANGALORE: Karnataka Pradesh Congress Committee president R.V. Deshpande on Saturday expressed concern over the low percentage of polling in the first phase of the Lok Sabha elections and said that it was not good for democracy.
Mr. Deshpande told presspersons that only 54.65 per cent of the voters in 17 constituencies turned out at the polling booths for casting their votes. Fortunately, it improved in the second phase and went beyond 60 per cent, which would benefit the Congress, he claimed.
Mr. Deshpande said that it was time all parties woke up and seriously considered measures and convinced the electors to vote. He said that voting must be made compulsory. "We will be unfit to be citizens, if we do not exercise our franchise in a democracy." A low turnout would not reflect the mood of the majority, he said.
Taking objection to Election Commissioner S.Y. Quraishi's statement that the Commission was not bothered about the low percentage of voting, Mr. Deshpande said that it that the Commission should do its best in the interest of democracy in the country. Even the Union Government had an important role to play in this behalf. The model code of conduct had become a mockery, he added.
The Congress leader came down heavily on the use of money, liquor and muscle power in the elections, especially by the ruling Bharatiya Janata Party.
He said that even the BJP leaders in New Delhi had expressed their surprise with him over the huge money being used by the party in the State.
Mr. Deshpande demanded that Chief Minister B.S. Yeddyurappa cooperate with the Survey of India to survey the areas in Bellary district bordering Andhra Pradesh, where the Obulapuram Mining Company had allegedly encroached the State forest land and engaged in illegal mining.
Terming the Supreme Court order asking the company to withhold mining activity as a slap on the State Government, he said that Tourism Minister G. Janardhana Reddy should cooperate with the Survey of India.
The KPCC chief urged the State Government to concentrate on day-today administration and attend to the strike by junior doctors. The people were put to hardship due to extreme heat conditions, which might lead to epidemic. They should be provided with clean drinking water and ensure that swine flu did not raise its ugly head in the State.
He demanded an inquiry into the death of a Dalit at Dharmasthala in firing by personnel of the Andhra Pradesh Special Police.


text:
UW-RF Home > University Communications Home > This Month's News Releases
University Communications
For more information contact email@example.com or firstname.lastname@example.com.
Profs Receive Another NSF Grant
By Melissa Klein
OCT. 12, 2007--Two University of Wisconsin - River Falls professors have recently received their fourth grant from the National Science Foundation to continue their case-based learning software in the biology department curriculum.
The work of professors Mark Bergland and Karen Klyczek, called Case-It!, has been funded for 19 years by the NSF, plus the pair also have received a fifth NSF grant, unrelated to the Case-It! project.
Bergland (right) became involved because he was interested in computer programming related to curriculum development and applied for the NSF grants. Klyczek (below) became involve through case development for the project.
The purpose of the latest grant is to develop computer simulations integrating biomedical research techniques with bioinformatics tools for case-based learning in introductory biology courses.
The Case-It! computer program provides students with the opportunity to use molecular biological computer simulations to help students analyze DNA and protein sequences. It simulates the procedures laboratories do to test the DNA to detect genetic diseases.
The new grant focuses on DNA micro-array technology. "Case-based learning uses interesting examples, putting students into the role of scientific researchers," said Bergland.
Here at UWRF, the program is used in the non-majors biology classes. Students run simulations to determine if a person has the genetic make-up to carry a disease. After explaining the results, students have the opportunity to play the role of a genetic counselor by explaining what they would tell the patient.
The class has access to online discussion forums about the individual cases as they play the role of patient and counselor. It gives students experience in both aspects of genetics disease counseling.
Last year the program was downloaded by high school, university and technical college educators from 46 states and 47 foreign countries. "The schools who take part in the program may not have funding to afford the reagents to run the actual tests," said Bergland. "This program allows students to be exposed to genetics in a virtual sense and still learn about the procedures and outcomes."
Besides UWRF, six other universities are involved in the current grant, including Winona State University, the Inter American University of Puerto Rico (Metropolitan and San German campuses), North Carolina A & T State University, Pima Community College in Arizona, and Michigan State University. Educators from these schools help develop cases and/or test the program with their students.
For more information about Case It! visit the Web site at http://caseit.uwrf.edu .
Last updated:
Thursday, 22-Apr-2010 16:08:34 Central Daylight Time
University of Wisconsin - River Falls


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Quick Guide: Windows XP Service Pack 2
Windows XP Service Pack 2 (SP2) is a highly complex update with many ramifications for technology professionals. IT pros needing to understand SP2's real impact need look no further than TechRepublic's Windows XP Service Pack 2 Quick Guide. This guide drills down on critical SP2 need-to-know areas, with sections devoted to service pack fundamentals, changes made to XP after installation, deployment procedures, problem areas, and even removal.
- Format:
- Other Download
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- 0105
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- Jun 2006
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- Tech Pro Research
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|Oct 26, 2012, 01:09 PM
No one I know personally gives a rat's arse about Blu-ray on the Mac.
|Oct 26, 2012, 01:10 PM
The only Blu-Ray player I have is in my PS3 and I only use my PS3 for games. Phil is right. Optical drives are a thing of the past. I can't remember buying software on disc anymore. If I get anything new, I usually download the drivers from the web then install from disc. Why? Because I know i'm installing the latest versions of drivers vs having to install from disc and update online after.
If I want to share files, I give people a USB flash drive. I bought a 10pk of 1GB flash drives for under 20 bucks on sale once. Even if one goes bad or I lose it, it's still cheap enough that I don't care. Or I email a link to dropbox and share a folder.
A lot of people are still stuck on optical, and its fine, but don't expect the industry to include it much longer.
|Oct 26, 2012, 01:10 PM
Although I do believe requests for Blu-Ray have gone down, many customers' frustration with Apple for not including Blu-Ray is certainly increasing. I like the new iMac's design but can't understand why Apple felt the need to make a desktop computer so thin. It would have been better to keep the SuperDrive in and eventually introduce Blu-Ray to Apple's desktop line.
|Oct 26, 2012, 01:11 PM
The future of anything Apple related is in peripherals and dongles, I guess.
|Oct 26, 2012, 01:11 PM
from techradar.com:
At a recent Sony event in Tokyo, TechRadar was shown a trailer for The Amazing Spider-Man in 4K using the Sony VPL-VW1000ES projector. The two and a half minute uncompressed trailer weighed in at 500GB. "On the basis that three hours of 4K video takes up 3.16TB, this would be 212 standard 25GB Blu-rays although the quality of image and amount of Blu-rays used all comes down to the amount of compression applied."
iMac 27" i7 680mx | iPhone 5 | iPad 3
|Oct 26, 2012, 01:13 PM
I don't have a television connected to my Oppo Blu-ray player anymore. I just use it on the rare occasion that I want to listen to an SACD.
|Oct 26, 2012, 01:13 PM
The rest of the world just doesn't understand...
You cannot tell me that iTunes streaming or downloading is so much better than actually having a Blu-Ray. Blu Ray was created to hold almost 50GB of data while Dual Layer DVDs only hold about 8.5GB. So the quality of picture and audio on a Blu Ray are SIGNIFICANTLY better due to less compression. And now they are taking that said 50GB of data and compressing it down to a "HD Quality" quicktime that can be downloaded or streamed at a size of about 5GB. So literally BY THE NUMBERS even if the H264 HD Codec was designed with HD in mind...you have just taken the quality of Blu Ray and brought it back down to SD.
It will probably be harder for the average person to discern the difference between a Blu Ray image and a HD Quicktime, but there is a definite quality drop. No way around it. So for Apple to balk at not putting in a Blu Ray to force the masses to their proprietary program, iTunes, is just annoying.
It will happen...old formats will go away. But the truly great formats will remain because they are truly amazing. Go ahead and listen to your favorite song downloaded from mp3 and then go ahead and get the record of that same song and play it on a turntable going through a proper receiver. You will be blown away.
So while you might not care about Blu Ray...there still a lot of us that do. And if you took a minute to educate yourself and take the time to notice what you are losing by moving so much to streaming/downloadable content...you would probably start wanting a Blu Ray again.
|Oct 26, 2012, 01:13 PM
So what do you care if they put in AACS ? Oh I get, you don't have the first clue about how all of this works. That's the only reason and now you're posting here just to prove it to us.
Heck, AACS support is available from the open source community, it's just not properly licensed and could be illegal in some jurisdiction :
"What you leave behind is not what is engraved in stone monuments, but what is woven into the lives of others."
-- Pericles
|Oct 26, 2012, 01:14 PM
My thing with blu-ray vs. downloads, in my experience, is that Blu-Ray has a lot higher quality & features than downloadable movies. Many Blu-Ray movies look better, IMO, plus are far more likely to have subtitles (my dad's hard of hearing) and different languages, plus you also get the special features like behind-the-scenes documentaries and so forth.
|Oct 26, 2012, 01:14 PM
Blu Ray is an option, the thing is that people got used to watch thing in bad quality since youtube came out. As long you can watch the story in an "ok" quality that would do most of the times... if is Blu Ray... better, but is not a need.
|Oct 26, 2012, 01:15 PM
Just want to say my thing about BR on a computer. When BR was first announced I was really excited about having it on a computer. This was back when you still burned DVD discs. I am sure that some people still burn DVD discs and use DVDs and BR.
But at this time around now, I understand Apple. BR on a computer is waste of space. And if someone really really need one, I guess there are external alternatives.
To watch movies are just stupid. Who would want to watch a BR movie on a computer. Most people have big TVs with surround. Watch it on that. Burning data on a disc could be usefull. It does have a lot of data on a BR disc. But prices on external HDs are so cheap now it makes no sense. I just bought a USB 3, 2 TB external HD for 148 US dollar. That is alot of BR discs.
I hear the same stuff now as I did before when Apple ditched the 3.5 diskett drive. Complaining.
|Oct 26, 2012, 01:15 PM
Are there any Criterion Collection titles available through streaming? For my movie collection, that warrants being able to play physical media.
|Oct 26, 2012, 01:15 PM
Sent from my iPod Shuffle.
Last edited by jmpnop; Oct 26, 2012 at 01:23 PM.
|Oct 26, 2012, 01:15 PM
|Oct 26, 2012, 01:16 PM
Thank you for telling me what it is that I want. I guess I'll have to buy an external drive if I want a blu-ray player or burner, which I use a LOT!!!! SMH!!!
iMac 2.66 GHz 500GB Ext.HDMacBook Pro 2.4 GHz 1 TB Ext. HDiPad 3 32GB Black WiFiiPhone 4 32 GB BlackiPhone 1st Gen 8GBiPod 5th Gen. 80GB White
|Oct 26, 2012, 01:17 PM
I have an external BlueRay, and BlueRay connected to my projector on my home theater. I bought a few bluerays, now I find myself buying the movies I really want on iTunes instead.
I do use the blueray player to rent from Redbox.
I'm in the camp as well that optical media is essentially dead. An external player is good enough for how rarely I use it.
|Oct 26, 2012, 01:17 PM
This is utter bull$h!t! Perhaps people stopped asking as a poster previously said, it's like beating a dead horse."
I use Optical Discs a lot. Getting photos on discs from photographers, burning DVDs for family members.
My parents finally have a Mac Mini and a DSL connection. Their connection CANNOT support streaming. It barely is fast enough for regular web surfing.
A DVD would be their choice.
Father in Law has no computer. He has a Blu-ray player and can watch our home videos burned to DVDs easily.
The reasoning is NOT that consumers didn't want it. It is to make it thinner and continue their iTunes $$$$. They claim it is so easy to watch on any Apple device, blah, blah, blah.
Cars come with DVD players built in. I cannot easily (data wise) stream a movie to let the kids watch on trips.
I love that I can buy the Cars blu-ray and watch really nicely on TV, and pop in the DVD in the car or at a grandparents house and let the kids watch, NOT saying sorry kids, we bought this movie from iTunes, we can't watch it in the car or over grandparents. YES, I can think in advance and download at home on WiFi and have on the puny GB space on iOS devices.
Apple just WANTS to get lots of $$$ from iTunes sales. I UNDERSTAND that. But NOBODY asked for a slimmer iMac with less FEATURES did they????
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|Oct 26, 2012, 01:18 PM
its funny.. my optical drive went out on my 2007 MBP in 2010 (still using it now). I found out that I used it very little when it was working.. began using usb drives. Only have one optical drive in the house next to the TV connected to the mac mini and we seldom use it.
Always thought he Blue ray would be short lived and it has always been over priced.
Have a bunch of usb thumb drive from Walmart or similar for backing up files and they don't get scratched like Cd's / DVD's.
|Oct 26, 2012, 01:19 PM
Hmm, I guess I'm in the minority that still likes physical media when it comes to movies.
I do stream movies from Netflix but their streaming collection is mediocre at best although it is getting better every day. Rarely will I think of a movie I want to watch beforehand, check Netflix streaming, and it's there. Most of the time it's the other way around. I don't know what I want to watch, check Netflix streaming, and settle on something that catches my attention.
Bluray to me is still the ultimate home movie watching experience. I don't have to worry about my sometimes slow WiFi, buffering, ect. I pop in the Bluray into my PS3 and that's it and the image/sound quality is AMAZING.
Something a lot of my coworkers and I do is bring in movies for each other. Just today, a coworker of mine brought in both Sherlock Holmes movies and that's great, I have my entertainment for the weekend. I ALWAYS go to friends house's and bring movies. How does this happen if they don't have Netflix or a way for me to login into some account to get the movie?
Eventually when all the movie studios come together and figure out their rights, and EVERYTHING is easily made streamable across multiple platforms and everyone has a streaming device hooked up under their TV, I will gladly embrace the change. It IS the future and I'm ok with it. Right now I just feel like we're in some in between, half in, half out, transition that just doesn't work for everyone.
|Oct 26, 2012, 01:20 PM
My main DVD player is my Xbox. I don't really notice having or not having one in my computers until that rare time I need it. My daughter got some CDs for her birthday. If we didn't still have our old clamshell MacBook, we wouldn't have been able to burn the tracks for our iPods. But that's just one time in the last couple of years.
|Oct 26, 2012, 01:23 PM
It's not that surprising imo, most people that are into bluray most likely watch them on a home entertainment system that gives the format justice. Personally I never understood the appeal of it in a computer.
|Oct 26, 2012, 01:24 PM
It's getting to the point these days where even DVDs are as useful for backups as floppy disks were when they were dropped from Macs.
As for the using an external optical drive, my MBP (2010) has a working optical drive. My old one (2006), which my wife uses, doesn't. We didn't discover the drive was dead until late 2011, at which point I popped the very first disc into mine to make sure it worked. I've used it twice since then. Instead, I use an external Blu-Ray drive I got so I could try ripping our Blu-Ray movies for iPhone/iPad viewing. (I'm having mixed, but mostly bad luck with that.)
So much for sleekness, sure, but I can't really say I'd miss the built-in optical drive if it were to die.
17" MBP (unibody), 2.66GHz i7, 8GB RAM, 750 GB HDD; iPhone 4s 64GB/Black
|Oct 26, 2012, 01:24 PM
We ended up with a single iPad on a removable mount between the two front seats. Audio is streamed via bluetooth to car. All for a whole lot less then the DVD option on the car.
I know aftermarket kits are a lot less expensive, but for the price, an iPad and mount couldn't be beet.
|Oct 26, 2012, 01:24 PM
RIP Jasper, 2000 - 2014
You made our lives special
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