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3rd October - Equine Obesity, Conformation and Soundness Forum on 28th October
Yorkshire Sport Horse Committee are proud to present a forum on Equine Obesity, Conformation and Soundness with guest speakers Jane Hastie M.A., Vet.M.B., B.Sc., MRCVS and Dodson & Horrell's Senior Nutritionist - Dr. Teresa Hollands, BSc(Hons), MSc (Nutrition), PhD, R.Nutr.
The Yorkshire Sport Horse Committee is part of Sport Horses of Great Britain, and a large percentage of the audience will be involved with show horses, breeding, ridden or in-hand.
The Yorkshire area has a large number of professional yards producing show ponies/horses, as well as eventers, working hunter enthusiasts and some point-to-pointers so the event should attract a good mix of enthusiasts from all disciplines.
The event will be held on Sunday 28th October 2012 between 2.00 pm to 4.30 pm at the Bridge Hotel, Walshford, Wetherby.
Tickets are £12.00 each in advance, and can be purchased by sending a cheque made payable to Yorkshire Sport Horse at the following address: Liz Lorrimar, 172 Front Street, Sowerby, Thirsk, North Yorkshire, YO7 1JN.
Alternatively please contact Liz on firstname.lastname@example.com or 01845 523236
Special concessions are available for children and groups. If you wish to turn up on the day, tickets are available on the door at £15.00 each.


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So, the long-drawn-out Anglican property ownership saga is nearing its denouement after the Supreme Court ruled in favour of Bishop Chad Gandiya and his Church of the Province of Central Africa against Dr Nolbert Kunonga. The latter, who broke away from the CPCA over some differences with Gandiya and company about six years ago, formed his Church Province of Harare.
The schism brought to the fore huge emotions, political connotations and ultimately questions about the Anglican Church in Zimbabwe. For Bishop Gandiya's side, the hiatus has seen the desecration of the church, which now needs cleansing. Just to highlight the level of alleged desecration.
"Our investigations found that many churches had been turned into homes, where procreation was taking place and, in some instances, even brothels," Reverend Clifford Dzavo, an official at the CPCA was quoted in the media yesterday.
"We will use holy water and incense to cleanse these churches before we can worship there. We will also pray to ask God to forgive those who defiled the churches and we will reconsecrate them for worship."
Kunonga, for his part, has reportedly refused to kiss and make up with Gandiya because, "In it (the Supreme Court judgments) we see that homosexuality has prevailed." For an outsider, especially one that has never set foot in the Anglican Church, controlled by whoever and has followed the drama at the many fronts, it is easy to see that more incense and holy water is needed to cleanse the Anglican Church in Zimbabwe and as the behemoth institution that it is political, as issuing from its home in England -- moral and spiritual.
Over the years and in the latest twist to the saga, the dispute has shown itself to be very divorced from the very tenets of godliness that include piety, forgiveness, grace and love -- and this is both for Gandiya and Kunonga camps. The two men literally became embodiments of either martyrs, demi-gods or saints or the devil incarnate -- and both factions freely judged, labelled and condemned.
When Kunonga, on the strength of legal victories, excluded and otherwise persecuted worshippers from the other faction, the sentiments that were passed by the latter's followers largely showed unbridled hate and revulsion of the man of the cloth.
The sentiments that have followed his fall from legal grace have been, save for Gandiya's diplomatic olive branch, unveneered in passion and hate for Kunonga and Kunonga is clearly a man in trouble.
He will surely receive a lot of backlash, retribution and anger. One could not miss the absence of the pious "This-is-the-day-that-the-Lord-has-made" celebrations as Gandiya's supporters jubilated, waving open palms to the heavens. They were joined by the likes of "human rights activist" Jestina Mukoko.
Yesterday, news that the Gandiya faction was going about claiming properties, as they legally ought to, and spelling doom for Kunonga tenants, had a hint of the savagery that is yet to set in, perhaps for the last time.
Which brings one of the biggest questions about the Anglican Church. It is not a secret that the Anglican Church has a lot of properties and it is not exactly the desire not to worship under trees that may have motivated the bitter Gandiya-Kunonga fight.
There are important subplots, which the ordinary parishioner may not have considered, or known even.
The church has land, schools and hospitals and has been leasing out some of its properties. This translates to huge fortunes for those who control the Church.
It is not misplaced to state that church income in Zimbabwe is not subject to taxation and our depraved souls as Zimbabweans, whether we be of cloth or otherwise, have tended to draw to lucre of any kind.
There have been efforts across the world to see to it that churches, including the Anglican Church, are taxed, which move the Church has rejected, prayed against. Another subplot is that of homosexuality.
Here is an area that the Anglican Church in Zimbabwe will need a lot of cleansing. Kunonga cites homosexuality as the key reason why he broke ranks with Gandiya and company. The latter have been denying the charge.
He has put it on record that: "Our position is clear that we do not tolerate homosexuality at all costs and we do not intend to compromise on this . . . homosexuality has been accepted elsewhere within the Anglican Communion is irrelevant and has no place in our Zimbabwe context."
But given what is happening elsewhere in the world as the Church has sought to, or has been sought to, ordain gay priests and solemnise gay unions, the gay issue remains a tricky affair which Anglicans and Christians in Zimbabwe follow with keen interest.
The other big issue concerns the Anglican Church has been politicised in Zimbabwe. Even the dumbest of fools will know that the factions with the Anglican Church have more or less assumed the prevailing political preferences of today. While Kunonga has been brazen in his support for Zanu-PF, wittingly or otherwise or whether Zanu-PF found succour in the same or not, Gandiya's side has drawn all the anti-Zanu-PF elements at home and abroad.
Perhaps the open palms at the courts were not fortuitous? Only the Lord knows what amount of cleansing of this and other issues will require so parishioners go about worshipping their God.

subset: commoncrawl


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IDEA 2004 regulations require that transition services be incorporated into the Individualized Education Program (IEP) for a student with disabilities no later than the first IEP to be in effect by the time the student turns 16. However, transition planning may occur for a student at a younger age if it is deemed appropriate by the IEP team.
Transition planning is an ongoing and results-oriented process that promotes relevant instructional experiences within the least restrictive environment, with community based experiences.
Transition drives the IEP process to prepare the student for the changes and demands of life after high school and is directed by the postsecondary goals of the student.
Transition planning also allows the entire community, especially the family, the school, and the adult service agencies to share responsibility in the transition of the student.
Transition services are defined in IDEA 2004 as a coordinated set of activities for a student with a disability, designed within a result-oriented process, and focused on improving the academic and functional achievement of the student. This coordinated set of activities should facilitate the student's movement from school to post-school activities. These post-school activities may include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and/or community participation.
Transition services are based on the individual student's needs, taking into account the student's strengths, preferences, and interests. Students' success will depend on their active participation in the setting of postsecondary goals and planning a coordinated set of services to achieve those goals. The IEP team must develop an educational program plan designed to prepare the student for whatever he/she desires to do after high school. It must be updated annually thereafter, and include:
If transition planning is to be effective, all of the discussion and decision making in the IEP must be based on the postsecondary goals of the student. In other words, all of the components of the IEP must be reviewed – that is, the present levels of academic achievement and functional performance, transition services statements, annual goals, least restrictive environment, related services, and participation in regular education as interrelated components.
Transition IEP Sequence
This rational and sequence is a shift from the previous process of using a three page attachment to document transition services.
For transition to be discussed and documented accurately and logically, it is critical to understand the flow of the process as described in the Transition IEP Sequence. Following the recommended sequence allows the IEP team to address long term plans and identify services to be provided by both the school district and other agencies, without duplication of topical discussions.
The team should discuss in sequence, the student's post secondary goals, the present levels of academic achievement and functional performance, courses to be taken, strategies and activities needed to assist the student in reaching his/her post secondary goals, the unmet needs of the student, and then finally develop and prioritize appropriate annual goals.
The team should begin its discussion surrounding a transition IEP by considering the student's long range plans after high school and to what extent supports will be necessary in the areas of education or training, employment and, independent living skills, when appropriate for the student. This section differs from the Present Levels of Academic Achievement and Functional Performance (PLAAFP). Measurable postsecondary goals are defined as observable outcomes that a student wishes to attain after exiting high school or is no longer eligible for services. A measurable postsecondary goal is not the process of pursuing or moving toward a desired outcome.
The PLAAFP identifies a student's current status. As a student gains skills and knowledge and moves towards graduation, there should be less variance between the two sections. Postsecondary goals are required in the following areas: Education or training; Employment, and where appropriate for the student, Independent Living.
Section 300.320 (b)(1)-
Appropriate measurable postsecondary goals based upon age appropriate transition assessments, related to training, education, employment, and where appropriate, independent living skills…
Education/Training is defined as enrollment in (a) community or technical college (2-year program), (b) college/university (4-year program), (c) compensatory education program, (d) a high school completion document or certificate class (e.g., Adult Basic Education, General Education Development [GED]), (e) short-term education or employment training program (e.g., Workforce Investment Act [WIA], Job Corps, Vocational Rehabilitation), or (f) vocational technical school, which is less than a two year program.
Competitive employment is work (a) in the competitive labor market that is performed on a full or part-time basis in an integrated setting and (b) is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled.
Supported employment is competitive work in integrated work settings, or employment in integrated work settings in which individuals are working toward competitive work consistent with the strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice of the individuals, for individuals with the most significant disabilities for whom competitive employment has not traditionally occurred; or for whom competitive employment has been interrupted or intermittent as a result of a significant disability; and who, because of the nature and severity of their disability, need intensive supported employment services.
Sheltered employment refers to "an accredited occupationally-oriented facility, including a work activities center, operated by a private nonprofit agency, which, except for its administrative and support staff, employs disabled persons certified under special provisions of federal minimum wage laws."
Examples of Measurable Postsecondary Goals
Example 1:
Upon completion of high school, Jane will enroll in courses at the Pacific Community College.
Example 2:
After graduation, Lisa will complete the non-degree program at Wilmer College.
After graduation, and through the assistance of VR and the staff of the non-degree program, Lisa will obtain part-time employment on the campus of Wilmer College.
Independent Living:
Upon completion of high school, Lisa will learn to utilize the public bus system.
*The above examples are adapted from the National Secondary Transition Technical Assistance Center document: Examples & Nonexamples for Web-Based Indicator 13
It is not necessary to specify a student's major for a goal to be measurable. However, increased specificity in postsecondary goal statements (when the student articulates this information) can improve the relevance of services provided during high school. Students may be uncertain of their vocational future at the time transition planning is initiated. It is therefore important to begin early the dialogue regarding opportunities and early planning.
Age appropriate transition assessments and other opportunities for career awareness and exploration, will assist the student in gaining a better sense of his/her strengths, preferences, and interests, as the student develops postsecondary plans.
Annual revisions of the Transition IEP when the postsecondary goals of the student have not changed from the previous annual IEP:
Scenario 1: The student identifies at the IEP meeting, that after graduation from high school, he/she wants to pursue training in the area of welding. Throughout the next school year the student takes coursework in welding and at the next annual IEP meeting, proclaims that he/she is still interested in pursuing a career in welding. The team then would review the IEP plan identifying progress and continued needs, updating the transition services and annual goals needed for the next year to continue to assist the student in reaching his postsecondary goals.
Annual revisions of Transition IEP when the postsecondary goals of the student have changed from the previous annual IEP:
Scenario 2: Circumstances may change to the extent that at the next annual IEP meeting, the student reports that after taking a welding course at the high school, he/she is no longer interested in welding as a career. The student is now interested in computers. The team would then revise the postsecondary goals section to reflect the change. Keeping this new information in mind, the team would continue through the Transition IEP sequence with the new postsecondary goals as the focus throughout the revision of the annual IEP plan.
When a student is unrealistic in a vocational choice (i.e., a student identified with mental retardation expressing an interest in becoming a physician), the team should question the student further to identify 'why' the student is interested in that particular job. It may be that the student does not know exactly what a physician does or the training that is required for the job. It may be that working in a hospital and wearing the uniform of hospital personnel is what interests the student most. In that event, the team can explore a number of jobs performed in a hospital and one that may be suitable for the student. Thus, the IEP should address appropriate planning to include job shadowing or further career exploration.
The Division on Career Development and Transition (DCTC) of the Council for Exceptional Children defines transition assessment as an " …ongoing process of collecting data on the individual's [strengths] needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments". "Age appropriate" means a student's chronological, rather than developmental age (Wehmeyer, 2002).
While the specific transition assessments used to determine appropriate measurable postsecondary goals will depend on the individual needs of the student, the broad purposes include the following:
The results of transition assessments should be used in making recommendations for instructional strategies, accommodations in instruction, and environments to meet the students' strengths and needs. The results also should help students make a connection between their individual academic program and their post-school ambitions.
Transition assessment results should become a part of the following:
Transition assessment information should be reviewed and updated each year.
For more information on transition assessments and examples of types of formal and informal transition assessments, please see the NDDPI Transition website located at: http://www.dpi.state.nd.us
The Present Levels of Academic Achievement and Functional Performance must address the academic and functional skills the student possesses and the skills the student must acquire to achieve his/her postsecondary goals. Student input into the IEP process is guaranteed by the PLAAFP requirements for documentation of the student's strengths, needs, preferences, and interests, and identification of how this information was obtained. The PLAAFP must also include a current summary of relevant data on the student in the following six domains:
the acquisition of skills for work or other meaningful adult activities, such as work habits, career exploration, community work experience and training.
Questions to ask:
the initiation and development of group and/or individual recreational and social skills and activities (e.g. hobbies, socialization, etc.).
Questions to ask:
the skills necessary to fully participate in life in the home, including cooking, money management, personal grooming, etc.
Questions to ask:
the skills needed to access community resources including people, public places and activities such as transportation and government agencies, activities or organizations the student may want to incorporate into his or her adult life.
Questions to ask:
education and/or training that occurs over a lifetime (e.g., preparation for and application to technical institutes, community colleges, universities, adult and community education).
Questions to ask:
Related Services: transportation and such developmental, corrective and other supportive services as are required to assist a student with a disability to benefit from special education.
Questions to ask:
Definition of related services –
300.34(a) … transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education and includes speech-language pathology and audiology services, interpreting services services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, counseling…..
Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.
Keeping in mind the desired postsecondary outcomes, the team should discuss and summarize the student's present levels of academic achievement and functional performance in each of the areas previously described. Additionally, the team should consider also the relationship between the six transition domains and the student's skills and abilities in the eight areas described below.
Communication: What communication skills does the student have that would allow him/her to interact in various settings, such as a recreational or job training site?
Emotional: What are the emotional issues that might affect this student in personal or public interactions?
Academics: How does the student presently use math, reading or other academic skills in each of the domains?
Technology: What is the student's past and present use of, or need for, assistive technology as it applies to the domains?
Transportation: What does the student presently use or know how to use, and/or need to use, in the future?
Interpersonal/Social: How does the student use these skills? What needs exist to develop these skills?
Medical/Physical: Are there medical or physical concerns that impact the level of performance?
Advocacy/Legal: What are the student's abilities to know and exercise his or her rights in each of the transition domains?
If the IEP team determines no needs within any of the transition areas, a statement describing the current level of functioning and the basis upon which that decision was made (including measurements) must be included in the IEP as illustrated in the following example. The term "NA" is not an appropriate response nor is it appropriate to leave this section of the IEP form blank. In this way, the team assures that the planning process addressed all areas that are critical to successful post-school outcomes for an individual student and does not make false assumptions based on disability.
The team, including Josh and his parents, agree that specific skill training in the areas of JOB/JOB TRAINING is not needed. Josh works independently part time after school and on Saturdays at a local garden shop/nursery, receives positive evaluations from his employer, completes job related paperwork (time sheets, order forms, etc.), demonstrates appropriate social skills with co-workers and customers, and arranges his own transportation to/from work. Prior to this, Josh was involved in two summer jobs through JTPA and has had four community job shadow experiences. His postsecondary goal is to work in the field of horticulture. He plans to continue his present work on a part time basis while attending college next year. This was determined by employer/work evaluations and student report.
Section 300.320(b)
…beginning not later than the first IEP to be in effect when the child turns 16, or younger if deemed appropriate by the IEP Team, and updated annually, thereafter, the IEP must include – the transition services (including courses of study) needed to assist the child in reaching those postsecondary goals.
Transition Services
The definition of transition services in the IDEA 2004 explains how improving a student's academic and functional achievement will improve the transition from school to adult living.
300.43 Transition services means a coordinated set of activities for a child with a disability that--
(1) is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
Once the postsecondary goals have been developed and the present levels of academic achievement and functional performance discussed, the team should have an understanding of the student's vision for the future. The purpose of this requirement (Course of Study) is to identify courses and educational experiences that will lead to graduation and student desired post- school outcomes.
All anticipated coursework for the remaining high school years is to be identified as thoroughly as possible. That is, the IEP team will enter its best estimate of anticipated coursework for grades 9-12 for a ninth grade student. For a junior, the team will enter anticipated coursework for both 11th and 12th grades, and so on. It is recommended, but not necessary, to identify coursework taken during previous years, if that coursework had not previously been recorded. However, an up-to-date accounting of the number of credits the student has earned at the time of the IEP meeting is essential.
This information is reviewed and updated each year, as changes are made and the postsecondary plans of the student become more refined. The documentation of credits earned by the student should equal or exceed the number of credits required for graduation.
Many schools currently utilize a course plan or program of study for all students to identify which classes must be taken to complete high school. It is appropriate to use this as an attachment to the IEP rather than duplicating the information in this section, as long as the information identifies the school year, grade level, courses, and credits.
Before the IEP team identifies classes for any student, the team should discuss:
The IEP team should see a correlation between the postsecondary goals and the Course of Study. For example, if a student expresses interest in employment and a post-secondary program that will require a liberal arts focus, the curriculum for high school should identify those classes required to enter a liberal arts program (i.e., two years of language, four credits of math, science, etc.).
When the regular curriculum offerings are inappropriate for a student, individualized programming may be designed through an individual education planning process. Specific course offerings should address the unique learning needs of each individual student. Under such circumstances, The Functional and Community-Based Curriculum may be appropriate. This curriculum designed particularly, for students who participate in the North Dakota Alternate Assessment, is most appropriate for those students with mental retardation, significant learning or emotional disabilities. In some individual student situations, the courses may also be appropriate for students with autism, hearing impairments or deafness (HI), or visual impairments (VI). The intent of the Functional and Community-Based Curriculum is twofold: 1) provide standard credit and instruction for completion of applicable functional course work using the foundation of the local school community partnership; and 2) promote collaboration of general and special educators working together to meet the individual needs of the students. More information about the Functional and Community-Based Curriculum and a list of course topics may be found at http://www.dpi.state.nd.us/transitn/FCB.pdf
Focusing on the course of study as described above promotes the concept that the high school program focuses on post-school results. Consequently, the courses taken by the student may be more meaningful to the student and at the same time, may motivate the student to complete his/her education.
The right to a free appropriate public education (FAPE) applies until a student successfully completes a secondary education program and graduates with a signed standard high school diploma, or when a student exceeds the age of eligibility at 21. The right to FAPE continues to apply to students with disabilities who have been awarded a certificate of completion or attendance or a General Educational Development (G.E.D.) credential instead of a standard high school diploma unless they have exceeded the age of eligibility.
The IEP needs to address the following questions about the student's ability to meet graduation requirements.
For some students earning course credits through either the regular curriculum course offerings and/or the Functional and Community-Based Curriculum may not be appropriate. The IEP team must discuss the programming and services best suited to the student's needs based on the student's postsecondary goals.
In North Dakota, state law considers a person to be an adult on the 18th birthday; that is, the person is of "legal age" and assumes the role of an adult. This means the student is no longer under the natural guardianship, or custody and supervision, of parents. It also means that a person who is 18 years old is responsible for making his or her own decisions, including those about school.
The guaranteed rights previously afforded to parents to make decisions, review records, and attend meetings, become the responsibility of the student at age 18 unless parents or other adults become guardians. The exception to this occurs if parents petition the state district court for legal guardianship. Parents often seek the assistance of an attorney to accomplish this. If guardianship is awarded, the parents continue to make decisions regarding their child.
The IDEA states that no later than one year before the age of majority the IEP must include a statement that the student has been informed of the rights that will transfer to the student upon reaching the age of majority. Having this information at age 17 allows the team, especially the student and parents, to discuss the implications of educational guardianship and initiate the process in a timely manner. Court schedules and associated costs to the family are important issues that may need to be considered over a period of time.
At the age of 18, the school must notify the parent and student of the transfer of rights. This notification may occur on the Parent Prior Written Notice Form. Upon meeting with the student and assuring that the student understands his/her rights, the student shall be asked to sign the Student Transfer of Rights form. A sample of this form and the procedure is included.
Section 300.320(c)….
Beginning not later than one year before the child reaches the age of majority under state law, the IEP must include a statement that the child has been informed of the child's rights, under part B of the Act, if any, that will transfer to the child on reaching the age of majority under section 300.520.
This section of the IEP is formatted to serve as a worksheet for addressing student needs in the areas of instruction, employment, community experiences, independent living, related services, and if necessary, daily living and functional vocational assessment.
The team will identify at least one strategy or activity for each postsecondary goal of the student. For each strategy or activity needed the team will also identify the agency responsible, the agency's responsibility and the timeline for these responsibilities.
Instruction: The use of formal techniques and qualified instructors to impart knowledge; typically what is provided in the classroom or other sites to relay instruction or the application of instructional materials. The strategies and activities can include, but are not limited to, such things as: a) Broad curricular areas of needed coursework, educational experiences, and skill training; b) Activities and strategies that are necessary to prepare for and take part in college, continuing education, adult living, etc.
Community Experience: Activities provided outside the school building in natural community settings that prepare the student for participation in community life. These experiences should encourage the student to participate in the community, including social, recreational, government, transportation, shopping, or other opportunities.
Employment: Instructional objectives, activities, techniques and services that lead to a job or career; can be provided by school or other entities to include student interest, relevancy of disability and nature of job interests, supports, necessary skills and abilities to succeed, emerging or missing skills, employee behaviors, academic, social and vocational needs, and accommodations.
Related Services: Developmental, corrective and other supportive services that may be required for the upcoming school year are addressed in another section of the IEP. Related services in this section has to do with determining if the related service needs will continue beyond school, identifying any agency that might provide those services, identifying how the student and parent can access those services, and connecting the student and parent to whomever will provide those services before the student leaves the school system.
Adult Living & Post School: Activities and strategies that focus on important adult responsibilities such as voting, paying taxes, renting a home, accessing medical services, raising children, etc. which prepare students to live as independently as possible.
Daily Living: Activities adults do every day to have access to society, provided by schools or other entities.
Functional Vocational Assessment: Assessment process that provides information about job or career interests, aptitudes and skills. This can include observations, formal or informal measures and should be practical. Information gathered through a functional vocational assessment can be used to refine educational experiences, courses of study, and employment strategies.
Source: *O'Leary and Collision, February 2002. Transition Services: Helping Educators, Parents and Others UnderstandPostSchool Outcomes, Course of Study and Coordinated Set of Activities.
Student needs, interests, and preferences are the basis for developing this coordinated set of strategies and activities as a long-range multi-year plan that identifies and specifies what must be done to prepare the student for adult life. Using this section as a worksheet, the team "brainstorms" and categorizes all identified needs from the PLAAFP (into the appropriate category in the column titled "Needs & Activities". The identification of who is fiscally responsible creates clear planning opportunities. Education alone can not provide everything needed to prepare each student for adult life, but a coordinated and collaborative effort with all necessary partners may be successful. The IEP team will identify the strategy or service needed, make decisions about agency responsibility (provider/payer) and document accountability including timelines. Priority is given to the most critical needs, but planning for future years is also included.
If the team concurs that no needs exist in any one of the required areas, the team must document the rationale. For example, if the team concludes employment services are not necessary because the student has successfully maintained part time employment with no impact as a result of the disability, and no future needs are identified, the team should make a statement to that effect.
When this section is completed, the team should be able to identify the school's responsibilities, including those specific to special education, that are then prioritized as the IEP goals. It should be kept in mind, however, that not every need that is the responsibility of the school automatically becomes an annual goal on the IEP. The team must make a decision about whether a particular activity constitutes a need for special education services or supports which would then become an annual goal.
This section should be a comprehensive "snapshot" of what is required for the duration of a student's education to assist the student in reaching his or her postsecondary goals.
Although the evaluation of daily living skills and functional vocational assessments are to be considered only as appropriate, information from the evaluation process becomes critical for transition age students. This information enhances the development of goals and objectives for the student's IEP.
Section 300.43(a)(2)
Is based on the individuals child's needs, taking into account the child's strengths, preferences, and interests; and includes— instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and if appropriate; acquisition of daily living skills and provisions of a functional vocational evaluation.
The student's IEP should contain a statement of interagency responsibilities or any linkages required to ensure that the student has the transition services needed from outside agencies and that representatives from those agencies are invited to attend the IEP meeting. The IDEA 2004 requires the school to ensure designated agency participation at the IEP meeting. Written parental consent is also now required, before the school invites representatives from other participating agencies to attend an IEP Team meeting. A sample form to request parental consent to invite other agencies to the IEP meeting is available on this website.
It is critical to remember that planning for student needs with agencies takes a coordinated effort. Schedules, workloads, and responsibilities vary with different agencies and personnel. It is important to contact adult service providers as soon as possible and allow sufficient scheduling time to attend IEP meetings. It is also important to provide essential information to others prior to the meeting. This will enhance their contribution and participation in the discussion, planning, and decision making.
Best practice suggests meeting with the various providers at the beginning of each year to discuss school expectations, meeting dates, schedules, and responsibilities. If an adult service provider representative is not able to attend the IEP meeting, consider a conference prior to the meeting so the student's case manager can obtain agency information and input. The team should be specific about what information is needed from the provider and what outcomes are anticipated in order to avoid any discrepancy in services. If a student has not yet been found eligible for other agencies' services, the process should be completed before the IEP meeting, rather than after, so the team can identify and prioritize services. Despite all efforts, in some cases, the IEP meeting may have to be rescheduled to accommodate changes in schedules for all agencies.
Documentation of other agency responsibilities and timelines should be documented in the transition services section, "Coordinated Set of Strategies & Activities Needed to Assist the Student in Reaching their Postsecondary Goals. If an agency identified by the IEP team fails to provide the services designated in the IEP, the IEP team must reconvene as soon as possible to identify alternate strategies and amend the IEP as necessary. The school must document the dates of reconvened IEP meetings and results.
Section 300.321(b)(3)
To the extent appropriate, with the consent of the parents or the child who has reached the age of majority, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.
Section 300.324(c)
If a participating agency, other than the public agency fails to provide the transition services described in the IEP, the public agency must reconvene the IEP Team to identify alternative strategies to meet transition objectives for the child set out in the IEP.
Annual Goals are "statements that describe what a student with a disability can reasonably be expected to accomplish (e.g., master some skill or knowledge [not an activity]) within a twelve month period in the student's education program.
For each postsecondary goal in the students IEP, there must be at least one annual goal included that will help the student make progress towards the stated postsecondary goal.
One annual goal may link to more than one measurable postsecondary goal.
Annual Goal examples that directly relates to the Postsecondary goal examples on page 4 of this appendix:
Example 1A: Given the Pacific Community College information, Jane will demonstrate knowledge of the college's admission requirements by verbally describing those requirements and identifying admission deadlines with 90% accuracy by November, 2008.
Example 2A: Given a bus schedule adapted with pictures, Lisa will select the correct start time and stop time for five scenarios of activities presented to her with 80% accuracy.
When the Transition IEP is completed in the above suggested sequence it becomes reflective of both the annual and the long-term educational needs, which forms a plan for seamless services after high school. The suggested Transition IEP form and instructions for completing the form are included on this website.
An additional new requirement of the IDEA 2004 for providing transition services to students with disabilities is the "Summary of Performance" (SOP). When a student exits special education services due to graduation with a regular diploma or due to exceeding the age of eligibility, a comprehensive evaluation is no longer required. The local education agency must now give the student a summary of his/her academic achievement and functional performance as it relates to the student's measurable postsecondary goals. The SOP is not a new set of evaluation and the student's assessment data. It is, as its name implies, a summary of existing data and of performance in the academic and functional areas. These are two critical areas of student performance. As the team addresses each area it is vital to include the specially designed instruction, accommodations, modifications, and assistive technology that were utilized in high school to assist the student in making progress. This information can be invaluable to enhance a student's self-knowledge and self advocacy as he/she transitions into new environments with new requirements and demands.
The SOP must also include recommendations on how to assist the student in achieving the student's measurable postsecondary goals. These recommendations should answer the following questions, "what do I do next?' and "whom should I call?" after the student leaves the school setting. When the team is completing the Recommendations section, the following should be considered:
Section 300.305(e)(3)
For a child whose eligibility terminates under circumstances described in paragraph (e)(2) of this section, a public agency must provide the child with a summary of performance of the child's academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child's postsecondary goals
Student Input in the SOP: The student should actively participate in developing the SOP in collaboration with school professionals. Asking the student what supports and services have helped him/her to be successful in high school and about what services or supports will be needed in the future, can help promote self advocacy. In addition, involving the student in the development of the SOP may enable the student to gain a clearer understanding of his/her disability and how it will impact postsecondary activities. The information gained from the student may be included as an optional section on the SOP form.
The Summary of Performance must be completed during the last year of high school. The specific timing during that last year is based on the individual needs of the student as specified in the transition plan. This will vary depending on the student's postsecondary goals.
Does the student need the information in the SOP to apply for college?
Will the information be needed to provide the employer with the most current information?
The IDEA 2004 places greater emphasis on accountability of the state and local education agencies for improving the educational and functional outcomes for youth with disabilities. All states are now required to develop a six year special education State Performance Plan (SPP). The purpose of the SPP is to plan for the improvement of outcomes for youth with disabilities. Each year the state must also submit an Annual Performance Report (APR) to show how a state is progressing toward the targets established in the SPP. Appendix A of the Guidelines: Individualized Education Program Planning Process for Special education in North Dakota summarizes the three monitoring priorities of the SPP and the twenty indicators for which states must provide baseline data, projected targets, and activities to achieve those targets.
Although all twenty indicators impact the outcomes for youth with disabilities, Indicators 1, 2, 13, and 14 directly measure outcomes or services that influence results for high school aged youth.
Indicator 1: Percent of youth with IEPs graduating from high school with a regular diploma compared to percent of all youth in the State graduating with a regular diploma.
Indicator 2: Percent of youth with IEPs dropping out of high school compared to the percent of all youth in the State dropping out of high school.
Indicator 13: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals.
Indicator 14: Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of post-secondary school, or both, within one year of leaving high school.
Each year school districts will be asked to submit data regarding each of these four indicators. For indicators 1 and 2, this will be the number of youth that graduated with regular high school diploma and the number of youth that dropped out of high school from each district in the state. For Indicator 13, district internal monitoring teams will review the IEP files of youth 16 -21 using the North Dakota Internal Monitoring Transition Requirement Checklist.
Indicator 14 data will be obtained though the North Dakota Follow-Up Study Interview Process. Districts will be requested to continue to conduct the NDDPI Exit Surveys with youth who are exiting secondary school. Because Indicator 14 requires states to follow up with all students who had IEPs while in secondary school, up-to-date contact information for the student will be vital. The State Education agency will need to rely on this up-to-date contact information students provide to the school district at the time of exit.
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text:
The following is an archive of a post made to our
'vox-tech mailing list'
by one of its subscribers.
/. once reported a company planning on developing its own linux drivers
(sigma online? sigma systems? sigma media? sigma something...). you
might want to search their archives for +sigma +dvd.
one of the comments was that creative labs use the same chipset, so it'll
prolly be supported too.
did they actually start? prolly.
are they going to release it? prolly not until the de-css court battles are
over. why open yourself up for legal trouble when you can have someone
take the bullet for you?
that was the first time anyone used the word "guru" in the same sentence as
my name. very cool. :)
On Fri 15 Dec 00, 1:27 PM, Patrick Lickiss said...
> This message is mainly for Peter, who seems to be the DVD guru, but help
> from anyone would be great. I've decided that I need to get DVD set-up
> on my computer. I took a look at the DVD HOW-TO and have started messing
> around with LiViD and some other programs. It seems to me(and correct me
> if I'm wrong) that most of the stuff out there only supports software
> decoding. This isn't really a problem, but I would feel a little better
> if the decoder card that I spent money on was doing something other than
> just taking up a PCI slot. Does anyone know if there have been any
> advances in support for hardware decoding, specifically the Creative Labs
> Dxr3? Thanks for your time.
> Patrick
Just upgraded to Woody? Don't have permission to run X? linux
In Xwrapper.config, change allowed_users from root to console. -
------------------------------------------------------------------ ._.
To err is human, to forgive is divine. email@example.com /v\
To oink is porcine, to meow is feline. http://www.dirac.org/p // \\
------------------------------------------------------------------ ^^ ^^
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Sunset Systems offers preconfigured Linux
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Contact Us
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based in Davis, California
and serving the Sacramento area.
"Linux" is a trademark of Linus Torvalds.


text:
'Food Fighters': Contestant Annie Smith faces chef G. Garvin in a tuna challengeAdd to Favorites | Food Fighters
The competition is heating up on the next episode of NBC's "Food Fighters." With host Adam Richman overlooking the festivities, contestant Annie Smith will go up against five different chefs in an effort to win $100,000 dollars.
In the clip above, which is exclusive to Zap2it, Smith faces chef G. Garvin in a battle of the ahi tuna. The two are taking very different approaches when it comes to seasoning, but who will be victorious?
"Food Fighters" airs Tuesdays at 9 p.m. ET/PT on NBC.
Photo/Video credit: NBC


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Nintendo Wii mini
Wii Mini launches in the US for $99, just in time for Christmas4 November 2013
Following a launch in Canada and the UK earlier this year, the Wii Mini is finally making its way to the US in time for Christmas, Nintendo has announced. The budget console will be landing in stores by the middle of November, with a price tag of... >>
Wii Mini to launch in the UK on 22 March26 February 2013
Nintendo has confirmed that the Wii Mini, an affordable version of its Wii console, is coming to the UK on 22 March. The Wii Mini is slightly different from conventional Wii consoles in that it lacks an internet connection, SD card slot or GameCube game... >>
Wii Mini official, but only in Canada for now27 November 2012
Following an earlier leak on the Canadian Best Buy home page, Nintendo has confirmed it is launching a smaller, slimmer version of the original Wii games console. Dubbed the Wii Mini, it will ditch internet access and GameCube compatibility, in order... >>


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BY Bryan M. Wolfe on Sat January 08th, 2011
The Magellan ToughCase is so tough it lets you use your iPhone under water! Cool, or not so much?
Continue reading →
BY Bryan M. Wolfe on Thu January 06th, 2011
The new Magellan ToughCase is a two in one solution for your iPhone or iPod touch. The case, which we saw at the Consumer Electronics Show, enhances the accuracy of location based and GPS apps while extending the device's battery life.
Continue reading →


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Miley Cyrus Has Wardrobe Malfunction Over Weekend in London (PICS)
Miley Cyrus had a wardrobe malfunction in London over the weekend. The singer was concluding a night out with Nicole Scherzinger and Pixie Geldof when she was photographed accidentally exposing a little too much beneath her short shorts.
While Cyrus is not exactly shy about her body, the "We Can't Stop" performer probably hadn't planned on "pulling an Anne Hathaway" for the London public.
For the explicit not-safe-for-work pictures, CLICK HERE if you're so inclined.


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Ever wonder how it feels to sail a half-million-ton supertanker through the perfect storm? To take on illegal whale hunters in the Antarctic? Or to feel the rush of being part of the Coast Guard as you evacuate a cruise liner in distress? Ship Simulator Extremes has players take on exciting missions all over the world as they pilot an impressive array of vessels and live the stories of real ship captains. With missions based on actual events in realistic environments at locations all over the world, the new Ship Simulator game is sure to take you to extremes!
Main Features:
- From the very hot to the very cold, sail to the most enchanted regions in the world. Explore the Antarctic or take in beautiful Bora Bora. Includes famous harbors and locations from around the world
- Wide range of vessels to captain, including hovercraft, Coast Guard interceptors, mammoth tankers, tugs, cruise liners, and many others
- Includes exciting storylines and missions from all over the world
- Official Greenpeace license: sail famous Greenpeace ships and take on ecological missions based on real events!
- Realistic water and weather system. Sail calm waters or take on the most extreme weather ever witnessed at sea
- Online multiplayer mode. Sail online with your friends


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New Bengals Primed for Career Resurgences
by David Campbell
The Cincinnati Bengals have always been a team that sifts through the bargain bin looking for that hidden gem. Sometimes, like Cedric Benson, the Bengals hit gold and are rewarded with a Pro Bowl p... Read More »
Denver Broncos: Free Agent Derrick Harvey Signs to Re-Unite with Tim Tebow
by Aaron Young
The Denver Broncos have signed free agent defensive end Derrick Harvey. The former first rounder is entering his fourth season in NFL , and will look to get rid of the bust-signed connected with his... Read More »
The Latest Jacksonville Jaguars Rumors, News and Speculation
by Ross Coleman
NFL Draft Rumors and Speculation for the Jacksonville Jaguars The NFL draft is just 17 days away and news is flying around from sources all over the place... Read More »
Jacksonville Jaguars Training Camp Report: 7/30 Morning Session
by Tim McClellan
The Jacksonville Jaguars began their quest for redemption in front of a decent fan turnout this morning. There was a light breeze blowing across the Florida Blue Health and Wellness ... Read More »
Don Carey: Moving Forward
by Jordan Heck
VIA: The Cover Two On April 26, 2010, the Cleveland Browns drafted Don Carey in the sixth round. Four months later, he was a member of the Jacksonville Jaguars... Read More »
More Featured Stories
- For The Future Of The Franchise
- Where's 91? Week 3: Harvey Rattles Texans Twice Late in Jaguars' Win
- Where's 91? Week 2: Jaguars Saddle Harvey With Big-Body Grunt Work
- Blackouts, History May Ultimately Lead the Jaguars to Los Angeles
- Jacksonville Jaguars Training Camp: 8/3/09 AM Session
- Jack Del Rio Talks Vick Rumors, Prospects for 2009
- The NEXT 5 Issues Facing The Jacksonville Jaguars In Training Camp


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Hentai Movie : Consenting Adultery [English subs, Uncensored]13 February 2008, by Oliver AKA The Admin
Here are the two episodes of Consenting Adultery 1 & 2, a great hentai movie, uncensored, with english subs, about bored housewives satisfying their needs with their building's young caretaker, the story culminating in a great threesome lasting almost 15 minutes :P As of usual from now on, the videos come in dvdrip, but also in versions for PSP, Ipod, Zune and Nintendo DS.
A word about the english subs : I found Consenting Adultery without subs, and all my searches only gave crappy .ass subs for the movie (which would only work with one precise player AND if you activated a zillion of specific options), that pissed me off so much that I recoded the subs to a normal .srt format that all the video players can manage by themselves at once, I hope you'll appreciate the attention
The files are hosted at megarotic, wupload, crocko (easy-share), oron and depositfiles, depending on each file.
Episode 1
The subtitles are available at the bottom of this post as a separate download
Download the AVI Version
(226 MB, 30 minutes)
Mirror #1 – or – Mirror #2 – or – Mirror #3 – or – Mirror #4
Download the 3GP version in 1 file (37 MB)
Mirror #1 – or – Mirror #2 – or – Mirror #3
Download the DPG version in 1 file (36 MB)
Mirror #1 – or – Mirror #2 – or – Mirror #3
Download the MP4 version in 1 file (51 MB)
Mirror #1 – or – Mirror #2 – or – Mirror #3 – or – Mirror #4
Episode 2
The subtitles are available at the bottom of this post as a separate download
Download the AVI Version
(242 MB, 29 minutes)
Mirror #1 – or – Mirror #2 – or – Mirror #3 – or – Mirror #4
Download the 3GP version in 1 file (38 MB)
Mirror #1 – or – Mirror #2 – or – Mirror #3 – or – Mirror #4
Download the DPG version in 1 file (82 MB)
Mirror #1 – or – Mirror #2 – or – Mirror #3 – or – Mirror #4
Download the MP4 version in 1 file (52 MB)
Mirror #1 – or – Mirror #2 – or – Mirror #3
Here are the subtitles (it's a zip that includes the subtitles for both videos):
Download the Subtitles in 1 ZIP file (13 KB)
Mirror #1 – or – Mirror #2 – or – Mirror #3
Just make sure the .avi (video file) and .srt (subtitles file) have the same name except for the extension (.avi and .srt respectively) and are in the same folder, open the movie, the subs will appear.
to grab the file you want. You can just pick the stuff you need, it's quick and easy :)
To find more works about a subject ("Dragon Ball" for instance), use the search field in the upper-right corner of the page. When I share enough works by a good artist I create redirection pages with links to all his shared works.
A problem to play videos, or questions like "how to download the zips" or "why does it ask a password, you said there isn't one" ? Read the Help & information page :)
Most fundamental rule : if a download fails once, that can happen : try again ! ;-)
You are welcome to share the links to my uploads - I didn't draw the hentai myself anyway - but please, NOT a word-to-word carbon copy.
Sign up to Gravatar and give here the same email to show your avatar.
You can use these allowed html tags :   ,   ,   ,  (NO trailing slash, NO double quotes) ,   (NO double quotes)
27 Responses to ' Hentai Movie : Consenting Adultery [English subs, Uncensored] '
hi bro…im just new on this "Putting your own subs process". could you explain in more detail…
hi bro…sorry for asking about it…i managed to have the subs on the movie…thanks a lot for uploading it…HentaiRules Rocks!!!…
of course that we appreciate the attention, thank you very much for the upoloading, you rules
i love this kind of animation it turn me on so fucking much. there is another movie with the same animation "my sweet elder sister" tha is a great movie too.
The second download link (episode 2 normal) does not seem to work.
Hum… I can't get the subtitles to load. Any help possible?
I use Jet Audio and I have made sure the subtitle files have the same name as the movies minus the .srt extension. :/
.ass is the mightiest subtitle format existing and you call that crappy :O
You just need that http://www.cccp-project.net/ and you'll never have playback probs again. Due to some frickin lawier stuff you have to install real alternative and quicktime light seperatly tho.
Could you plz put the ASS Files up for download as well?
Thanks for the great post. But the part 2 link doesn't seem to work. Can you fix it or upload the movie to other site such as rapidshare?
Thanks in advance!
Good !
Hey Oliver, I was wonderin' what program you use so that you can have the mp4 video files to play on the iPod, because the one I managed to download only does 60 percent of the video. x_x I'll upload all of that which I do change as well though as thanks.
Hello guys !
Using the srt files i took time to translate them into french if some guys are interested :-D
here is the link :
tell me if you like it !
PS: for those who doesn't know how to use srt files, just rename the srt file by the name of the video file you want. When you open the video, your player will look for srt files according to the video file name and load it too to show them.
Does anyone know the name or has this anime
Yo G, the hentai you're looking for in that clip is S.S.S., or Super Sexy Sailors, if I remember right. There's also a long running of doujins, but none are translated.
what's the name if the end theme song for consenting aduletry episode 2?
Love this video but can't get the subtitles to load right. I understand the renaming. But if I click directly on the video it loads the video but not the subtitles. And quicktime says it needs something to play it right anyway. HELP!!!
You people screaming for help about subtitles for this anime are all total N00bs.
Use VLC to play the vids, so you can open the movies and the translation files at the same time.
To play the movies with subtitles start VLC -> open file -> browse the pr0n file -> put a check on "Use a subtitles file -> browse the subtitles file -> click OK, then do your thang.
IF you still cant figure it out, then you're shit outta luck. >X#
Seems like this is another GREAT pr0n from the "Milk Junkies" series. The animation looks familiar to me, as is the action.
Simply stunning & gives a good feeling in my heart and stirs my loins.
Hope you can find more of these… and plz somebody uncensor the first Milk Junkies vids, the one with the "bakunyuu" sisters (the Fusano sisters) if you get my drift. But thats kinda unlikely though. X3
Can you please upload it in rapidshare?
It takes me forever to download from megarotic while i can download quite fast in rapishare.
Thanks Tazakun
Thanks for the post but the link to part 2 does not seem to work , can you fix it , please ?
I love this hentai so much .
plaese,re edit episode 2.
thank you.
are there anyother names for this movie?
hey man nice website love the mp4 download links thx =]
In my opinion this movie was just horrible
where i can get the.srt file, it seems the file has thrown away..please help me i so desperate watch this movie
you can find both of these movies at http://www.loverland.org/ also lots of other stuff too.
thanks for this one, but seems like the links for subtitles doesn't work? can i get the part 2 subs? thanks in advance
I'm sorry Kinoshita, I don't fix anymore the links to hentai movies, they die just too fast :-/
ic, okay than. thanks for the response though xD
You liked it ? Hated it ? You've got additional information and links ? Or did you see broken links (please report them, I will reupload it) ? Bring more life here, participate, add a comment ;-)
If you report a dead link, please, tell me what is the precise dead hyperlink and the precise error. Never forget to try again !
Show your avatar in the comments »


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Welcome Message
The Topeka Bar Association presents attorneys in the Topeka and Shawnee County area with an organization that provides networking opportunities with other attorneys in the area, fun events, and continuing legal education. The objectives of the Topeka Bar Association are:
1. To raise, keep and maintain the high ideals of the legal profession.
2. To do such things as may reasonably promote learning, respect and appreciation of the law, the legal profession, and the administration of justice.
Interested in joining? Click HERE


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A few of the Di60Y guys run the first annual Mud'n Blood Zombie Run. Proceeds went to benefit St. Jude Children's Research Hospital.
The Fierce Creatures launch of their new album Catacomb Party.
The Official music video for Maren Parusel's "Kiss You" This song can be found of their latest release: Artificial Gardens. The video was shot, edited and released by deadin60years.com
Circus Et Cetera and NOCO present an amazing experience- A Night of Circus revelry and performances. Aerial dance, unique circus acts, belly dance, bearded ladies, unicycle, juggling, music, magic, fire, oddities, drinking and dancing.
www.deadin60years.com presents Maren Parusel playing at the Treasury in downtown Fresno CA. In this video we hear unreleased songs such as "Sun Goes Down in Space" from their upcoming album, "Artificial Gardens". Release date is May of 2011.
Here is the the official music video for Maren Parusel's "Tight Rope Walker" This video was shot and edited by Dead in 60 Years
Sadly the camera took a kick to the dome and audio went with it. Enjoy!


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Schools to go tobacco-free
Henrico County public schools and school-sponsored events soon will be entirely tobacco-free, following the School Board's 4-1 vote Sept. 27 to enact a tobacco-free policy.
The policy likely will not take effect officially for a period of at least a few months, so that staff members and visitors who smoke or use tobacco have time to become adjusted to it.
Board member Lisa Marshall of the Tuckahoe District cast the dissenting vote.
More than 30 other school systems in the state – including Hanover County – already have similar tobacco policies. Henrico school officials believe the policy will promote healthier environments for students, staff members and visitors alike while encouraging healthier lifestyles at the same time and serving as a reinforcement to students about the dangers of tobacco.
Existing HCPS policy allowed individual principals to set their own conditions for tobacco and cigarette use on their campuses by adults, staff members and visitors. Twenty-four elementary schools in the county, three middle schools, five high schools and two specialty facilities already banned all tobacco use on their campuses prior to
the board's vote last week. Other schools and specialty centers allowed smoking in designated areas.
The change is not without detractors. About a third of the 1,263 faculty members who responded to a school system survey last month said they favored the existing policy, while two-thirds said they favored the new one.
Short Pump Rotary volunteers help with rebuild, repair
On June 13, the Short Pump Rotary Club partnered with Schnabel Engineering for a day of volunteer work with Rebuilding Together Richmond. Team members (among them [from left] Chris Rufe, Melissa Abraham, Rick Naschold, and Micky Ogburn) completed a variety of repairs and home improvements ranging from painting and landscaping to cabinet installation and fence building.
"It was a privilege to be involved in this project," said club president Melissa Abraham. "The homeowner kept thanking the volunteers, but I think all of us would agree we are the ones who actually benefited. It was an opportunity to help a community member, fellowship with great people and improve our handyman skills." > Read more.
'Proof of Heaven' coming to Glen Allen
Dr. Even Alexander, a New York Times best-selling author who has been featured on Oprah and Dr. Oz, was in town last week to promote his June 27 talk, "Proof of Heaven," at Glen Allen High School.
Alexander (pictured, at right, while Unity of Bon Air church member Harry Simmons interviews him) has written about what he considers to be his journey through the afterlife.
Tickets to this month's event are $25 and will support the new Bon Secours Hospice House being built later this year. > Read more.
A triumphant return
Pixar's 'Inside Out' is a magnificent, emotional ride
Explaining the nuts and bolts of Pixar's new, exciting, innovative Inside Out – really digging into the film's shape-and-color explanation of the human mind – would take up the entirety of this review. And probably three or four more (if movies had instruction manuals, Inside Out's would be the size and general poundage of a cinder block).
It's a complicated movie. So here's the gist, in as simply-put terms can be. > Read more.
Henrico Extension ready to help residents grow SMART Lawns
HCPS students add skills, lobby Congress for technical education
State Police to increase patrols for Fourth of July weekend
Local fifth-grader to perform at Carnegie Hall
Lakeside girl to compete at MLB All-Star Game event
- More News
Print Edition
Jul. 2, 2015Click here to read the print edition.
A triumphant return
Weekend Top 10
Voltaggio to host three-course dinners at Family Meal July 21-22
Fan favorite shines in new West End home
Weekend Top 10
- More Entertainment
Obituary – Ruby White
Obituary – Thomas Stewart Gammon
Obituaries – Frances Inthavong
- More Obituaries
Short Pump Rotary volunteers help with rebuild, repair
'Proof of Heaven' coming to Glen Allen
Innsbrook Rotary celebrates 25 years
- More Community
My daughters' other dads
All hail to mothers and the hardest job of all
Cabin fever cures - and blessings
- More Opinions
Athlete of the Week – July 3: Kayla Sell
Athlete of the Week – June 19: Sydney Whitaker
Steward School's Enright drafted by NY Mets
- More Sports
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CalendarInnsbrook After Hours will present country music artist Corey Smith at 6 p.m. Smith's 10th album, "While the Gettin' is Good," was funded by fans through Kickstarter. Gates open at… Full text


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Journalist, Author & Columnist
Nicholas Kristof: There was one trip I made to Congo in 1997 to cover the civil war there. The UN had agreed to fly in a bunch of reporters. They didn't want to use one of their own planes, because it was a war zone, but they found a private plane and a Texan pilot, a wild and crazy Texan who had been flying drugs in from Colombia into the U.S. at a hundred feet above sea level. And finally that got too hot for him, so he relocated to Africa to fly into war zones for anybody who would pay him. And we ended up crashing. We ended up being in a plane crash flying into the Congo and that was scary, because we knew, we had about 20 minutes when we were losing control of the plane, lost hydraulics. You couldn't dump fuel, because you dump fuel with the hydraulics. Finally we crash landed. I was okay. But then I thought, well, maybe when I leave the Congo, I'm not sure I want to fly with some crazy pilot again. I looked at the map and there was a road going out that had recently been repaired by one of the rebel armies to go in. So I went, I know, I'll drive out. So I hired a vehicle. We tried to drive out that way. This road was just in the middle of nowhere. No nothing. Three wars going on. Three different rebel armies fighting their way along this at various times. View Interview with Nicholas KristofView Biography of Nicholas KristofView Profile of Nicholas KristofView Photo Gallery of Nicholas Kristof
Collegiate Basketball Champion
Once you win a National Championship, how do you do that again? How do you get the passion to do that again? We won it again right away, the next year. A lot of it had to do with the fact that I didn't give myself an opportunity to enjoy the first one. I went right away into the second one. I didn't want any "computer viruses" getting into my mind. I even played a game, a mind game, a word game with myself. After you win the next year, people will say you're "defending" your National Championship. I prohibited the use of the word "defend." What I said, for that team, I said, "We've already got the National Championship for that year. We're going to pursue." And sometimes the difference between defend (protective) and pursue (go after), I think, was the difference in us winning it the second time. View Interview with Mike KrzyzewskiView Biography of Mike KrzyzewskiView Profile of Mike KrzyzewskiView Photo Gallery of Mike Krzyzewski
In 1989, I remember, we lost in Seattle to Seton Hall. After the ball game, we came back to my suite where we meet. It was the last time our group of people were going to be together. That's the last game. But there were other kids who were coming back. I said, "Instead of going home, we're going to stay through the National Championship game, because we're eventually going to win a National Championship." Sometimes in a defeat, you can set the stage for future victory. I wanted them to feel good about what they had accomplished. Not to like losing, but to like the success that they had. And then to go on, maybe, to put them in a position where they might be able to. I try to do that, and now I'm teaching it in game situations. In November, I might do a thing where it's an end-of-game situation: "Well, this is what we're going to do, fellas, in the Final Four." Little things like that throughout the year create a championship mindset. View Interview with Mike KrzyzewskiView Biography of Mike KrzyzewskiView Profile of Mike KrzyzewskiView Photo Gallery of Mike Krzyzewski
A Life On the Road
When I worked in Los Angeles covering hard news, very often when something important would happen I'd be off in the woods covering something unimportant, which was more interesting to me. A very big setback was a big story that broke, the big earthquake in Alaska. And, NBC managed to get its first film on the air from that event 20 minutes, or half an hour before CBS News did. That was entirely my responsibility. And, I was abruptly -- well, within a few days I was told to forget about it. I could just come home from Los Angeles and return to New York where my bosses can keep an eye on me. They knew I wasn't any good at covering breaking news stories. View Interview with Charles KuraltView Biography of Charles KuraltView Profile of Charles KuraltView Photo Gallery of Charles Kuralt
TV critics, especially those of The New York Times, who traditionally hate television and make their living writing about it, often didn't like what I did on the air. But, I figured I knew more about it than they did, and so it never bothered me a lot. I guess it must have bothered me a little bit when Tom Shales of the Washington Post ridiculed me for a whole column one time. Talked about -- I have this fat face -- he talked about my chipmunk cheeks and the light, inconsequential nature of my reporting. And, I guess that bothered me for a day or two. I think you do have to stop and say, wait a minute, does this guy have a point here? But, I finally decided he didn't, that he was right about the chipmunk cheeks, but about the quality of my work, I'd finally decided he was wrong. View Interview with Charles KuraltView Biography of Charles KuraltView Profile of Charles KuraltView Photo Gallery of Charles Kuralt
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Tiny Hamster Fires Up the Grill for Independence Day Barbecue
You think you're ready for Independence Day? You've got a ways to go to match these little critters.
You think you're ready for Independence Day? You've got a ways to go to match these little critters.
Missoula, Lake and Ravalli counties are banning fireworks on public and private lands ahead of the 4th of July weekend due to hot, dry conditions.
Five Finger Death Punch are back with a new video for 'Jekyll and Hyde,' punking their own record label in the proces..
Carli Lloyd and Kelley O'Hara scored goals, and the United States beat top-ranked Germany, 2-0, in the semifinals of the 2015 FIFA Women's World Cup in Montreal on Tuesday night.
If you are just returning from a long weekend break, you missed Leonardo DiCaprio and Tobey McGuire spottings right here in Missoula.
Last weekend, Montana Fish, Wildlife and Parks had to euthanize a grizzly bear after the bear killed sheep near Lincoln.
On Tuesday, June 30, Mountain Water's attorneys filed a motion with the Montana Fourth Judicial District Court, asking the court to stay the valuation proceedings in the city of Missoula's condemnation action against Mountain Water.
A CNN reporter in London seemed pretty proud of herself for spotting an ISIS flag at the annual Pride Parade there.
37 year-old Shane Childress appeared in Missoula Justice Court on Tuesday charged with three felonies, including attempted deliberate homicide, after allegedly stabbing his girlfriend in the head with a knife.
Some like a little erotic slapping, spanking and even choking during foreplay and sex. Others take it too far and end up killing a goat.
Nasty summer feet are almost unavoidable, especially for those of us in Montana who are out camping, hiking, swimming and going to dusty festivals.


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Superstorm Sandy Viewer Photo Gallery
Published: Oct 29 2012 10:35:16 AM EDT Updated On: Nov 01 2012 01:35:05 PM EDT
These are photos taken by 69 News and WFMZ.com viewers. Upload your photos here. Please remember to not put yourself in harms' way when taking photos. Have video? Upload video here.


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Registration deadline for Business to Business Networking session is noon on Dec. 11
Local Business Opportunity for the Swift Current Long-Term Care Project
Southwest contractors and businesses are invited to register for a chance to meet with the three design groups remaining in the bidding process to construct Swift Current's new Long-Term Care Project.
A Business to Business Networking Session has been scheduled for Dec. 17 in order to link Southwest businesses with the three businesses that will build the new 225 bed Long-Term Care Centre via a P3 process. Interested businesses must register by noon on Dec. 11 via email to firstname.lastname@example.com. The business to business opportunity is being coordinated by The Cypress Regional Health Authority, SaskBuilds, and the Swift Current Chamber of Commerce.
This formal opportunity will allow companies to promote their services and experiences to the design teams.
"It's an opportunity for the three proponents that have been short listed to come out to Swift Current and start to meet some of the contractor, the trades people, and the organizations that may have an interest in getting involved in this capital project," explained Bryce Martin, Executive Director of Communications for the Cypress Health Region. "It's an opportunity for those relationships to start."
It was announced last week that Integrated Team Solutions, Plenary Group, plus Willow Healthcare Partners have been invited to move forward to the Request for Proposal stage for the project.
"These proponents do have a list of their preferred contractors that they have as part of their original bid, but they're also going to be looking for the local trades people to play a role in the construction of the capital project, because it will certainly be that they've got the skills people with the necessary skills and trades right here in Swift Current or within the province. It will also reduce their cost factor in providing a quote or a proposal to meet the budgetary qualifications that are in the RFP," Martin said.
"I think their final proposal that they will present in March will include what types and numbers of work force or resources that they have available to them. So as long as they will meet the input specifications of the project within the budgetary amounts that are allotted having the ability to utilize the local trades people, which will reduce their overall cost, certainly should play a role in the success of their project. If they have to transport people in from out of the area at all costs, it certainly isn't going to improve their proposal."
The Dec. 17 meeting will be hosted at Walker Place from 3:30 p.m. to 5:30 p.m. Registered businesses will have specific meeting times in order to provide equal access to the proponent teams, along with the rules of engagement plus tips and tools for the opportunity.


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A protester bangs a pot during a march against Argentina's President Cristina Fernandez in Buenos Aires, Argentina, Nov. 8, 2012. Angered by rising inflation, violent crime and high-profile corruption, and afraid Fernandez will try to hold onto power indefinitely by ending constitutional term limits, protesters marched on the iconic obelisk in Argentina's capitol.
Natacha Pisarenko/AP Photo
Today in Pictures
A protester bangs a pot during a march against Argentina's President Cristina Fernandez in Buenos Aires, Argentina, Nov. 8, 2012. Angered by rising inflation, violent crime and high-profile corruption, and afraid Fernandez will try to hold onto power indefinitely by ending constitutional term limits, protesters marched on the iconic obelisk in Argentina's capitol.
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Today in Pictures
Models wear creations from the 2nd Floor winter collection during Fashion Rio in Rio de Janeiro, Nov. 8, 2012.
Felipe Dana/AP Photo
Today in Pictures
A young suspected crack user living in the streets sits inside a van as he waits to be taken to a shelter as part of a program run by Rio de Janeiro's Social Action Secretariat, near the Parque Uniao slum in Rio de Janeiro, Nov. 9, 2012.
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Today in Pictures
Quarterback Andrew Luck of the Indianapolis Colts rushes for a touchdown during a game against the Jacksonville Jaguars at EverBank Field, Nov. 8, 2012, in Jacksonville, Fla.
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Today in Pictures
A decorated human skull or Natita is carried out of the Cementerio General chapel to the Natitas Festival at the largest cemetery in La Paz, Bolivia, Nov. 8, 2012. Natitas are human skulls from unnamed, abandoned graves that are cared for and decorated by faithful who use them as amulets believing they serve as protection from thieves.
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People eat lunch on a street in Shanghai, Nov. 9, 2012. China's inflation rate slipped to a nearly three-year low in October, leaving the authorities with room to take more steps to boost the recovery in the world's second-largest economy.
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Today in Pictures
A Kashmiri Muslim woman peels the skin of wicker sticks on the outskirts of Srinagar, India, Nov. 9, 2012. Wicker is used for making traditional firepots called Kangir in Kashmir. Kashmiris use these traditional firepots to keep themselves warm during the severe winter months.
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The 18th National Congress of the Communist Party of China (CPC) is opened at the Great Hall of the People in Beijing Nov. 8, 2012.
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Employees work to hang the new tenor bell at the Orleans cathedral in Orleans, western France, Nov. 9, 2012.
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Richard Lowry picks a Christmas tree at Garrocher Tree Farm, Nov. 10, 2012, in Creetown, Scotland. The tree grower won the title of Champion Christmas Tree Grower 2012 at the 14th annual British Christmas Tree Growers' Association and will deliver a sixteen-foot, six-inch tree to take up residence outside the British Prime Minister's residence at 10 Downing Street, in London.
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Moto2 World Champion Catalunya Caixa Repsol team rider Marc Marquez from Spain, right, rides his motorbike during the second free practice session for the upcoming Motorcycle Grand Prix at the Ricardo Tormo circuit in Cheste near Valencia, Spain, Nov. 9, 2012.
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Her First DP Vol. 3
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- Her First DP Vol. 1
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Checklist: Babyproofing, Part 2
Now that you've got a crawler on your hands, it's time to babyproof — again.
Throughout the house
[ ] Move all dangerous items (cleaners, knives, heavy objects, medications, etc) to cupboards and drawers out of baby's reach
[ ] Latch closed any cupboards, doors and drawers within baby's reach to avoid pinched fingers or unaccompanied explorations; purchase baby-safe doorstops for every door to prevent accidental closings
[ ] Put lockable covers on garbage cans, or place in latched cupboards
[ ] Move all electric cords behind furniture
[ ] Put safety covers over electrical outlets.
[ ] Secure heavy furniture such as bookcases and cabinets to walls to prevent accidental tipping
[ ] Put TVs and other heavy items on sturdy furniture, and move as close to the wall or corner as possible
[ ] Move all tall, wobbly lamps behind furniture
[ ] Put baby gates or fences at the top and bottom of every set of stairs, no matter how short the flight
[ ] Block access to all floor heaters and radiators
[ ] Use garden fences or Plexiglass to block any space of more than four inches between stair or balcony rails
[ ] Put colorful window-clings on sliding doors and any other large panes of glass
[ ] Install window guards and stops, and put safety bars or gates on all windows, landings and decks
[ ] Place food and water for pets out of baby's reach
[ ] Install fireplace screens around all hearths (but remember- screens get hot, too)
[ ] Place logs, matches, tools and keys out of baby's reach
[ ] Never leave any amount of water in an open container or bucket
[ ] Make sure all medications have childproof tops, and are stored high out of baby's reach
[ ] Place soft covers on the bath spout and knobs
[ ] Put non-slip mats in and beside the bathtub
[ ] Purchase a bathtub ring for baby to sit in (and never leave baby alone in the tub, not even for a moment!)
[ ] Install safety locks on toilets
[ ] Put all tools and toxic substances in locked storage
[ ] Check that the garage door safety sensor works
[ ] Remove mobiles and anything else hanging above crib
[ ] Move crib away from anything that could be used for climbing
[ ] Lower baby's crib mattress
[ ] Install covers for stove and oven knobs, a latch for the oven door, and a stove guard to block burners
[ ] Install safety latches on refrigerator and freezer doors
[ ] Get in the habit of cooking on the back burners, turning pot handles toward the wall, and placing hot food and drinks away from the edges of tables and counters
[ ] Forgo tablecloths — if baby yanks, everything on top will go crashing
[ ] Make sure backyard gates latch securely
[ ] Empty wading pools and store upright after every use
[ ] If you have a pool, surround it by a locked fence at least four feet tall
[ ] After it rains or snows, check for any collections of water and drain completely


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built in 1849
Russel Warren, architect
Jannie Wissing, owner
Private, quiet and comfortable accommodations Easy access to antique stores, coffee shops, restaurants, gift shops and Roger Williams University. Centrally located 20 minutes from Providence and Newport.
We are located in the heart of historic downtown Bristol, Rhode Island and one house away from the Bristol, RI Fourth Of July Parade route and Hope Street.


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Piazza Raises $1.5M in Seed Funding
Piazza, a Palo Alto, CA-based online Q&A platform for students and instructors, has raised $1.5m in seed funding.
Investors include Sequoia Capital, Felicis Ventures, Kapor Capital and SV Angel.
Founded in 2009 by CEO Pooja Nath, Piazza is a free online collaboration dashboard that allows students and instructors to help each other find answers to complex questions in real time. The idea behind the platform is to find a remedy for students who were not given the intellectual space, freedom, or support to fulfill their educational potential or desire for learning.
According to the company, Piazza's members spend two-to-four hours a night collaborating with classmates.
The company plans to launch on the Android platform.
Like this Article? Share it!
Piazza is building an iOS app as well as an android app.
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Katy Perry Eyeing New Clothing Label?
Katy Perry may be planning to launch her own clothing line, according to a report from the Britain's The Sun. An unnamed source told the tabloid that the pop star is working on the project with her close friend, stylist Johnny Wujeck.
"Katy has been asked about setting up her own fashion line for years. But she's started to talk about it seriously with Johnny now. They would use inspiration from the likes of Dita Von Teese and Gwen Stefani because they are sophisticated dressers - very bright and vintage-looking stuff," the source said.
The news comes at a busy time for Katy, who debuted her wax likeness at Madame Tussaud's in Las Vegas at Paramount Studios on January 26. The "Teenage Dream" singer, wearing a Versace dress and Christian Louboutin heels, struck a pose with the figure for the cameras.
Copyright(c) 2013 RTTNews.com. All Rights Reserved


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The RobinHood of Locksley Sword by Marto of Toledo Spain, is a magnificent piece featuring a custom crafted hilt and a masterwork of color and decoration. The hand guard and handle is built upon a palette of antiqued silver plating with 24K gold plated embossed ornaments of shield, stag and heralding trumpeter Angels offset by dark leather within the handle and a the pommel containing a deep green stone surrounded by the renowned insignia "Robin of Locksley". Intricate etch-work patterns dress the blade, which is of low maintenance AISI 440 stainless steel and mirror polished. This sword blade will not rust and does not require any care. Overall length 48". Forged with Marto's world renown quality, the Robin Hood of Locksley Sword is a worthy and popular addition to any sword enthusiast's collection.
The most popular legendary story dates back the life of RobinHood of Locksley, the most famous outlaw of all times, to the reign of King Richard the Lionhearted. According to the most popular tales, Robin Hood lived in the Sherwood forest together with its band of merry men becoming known for "robbing the rich and giving to the poor". Arch enemy of Prince John, brother of King Richard the Lionhearted and temporally usurper of England's throne. The sword of Robin Hood of Locksley by Marto of Toledo Spain, commemorates the literary legend found in the classic adventures.
* Overall Length: 123 cms - 48 inches
* Blade: AISI 440 Stainless Steel - etched
* Handle: Zamak - Silver and 24K Gold Plated, Genuine Leather, Green Stone
Copyright © 1995 - 2015 By The Sword All rights reserved
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Certificate programs in Medical Coding, Transcription, Pharmacy, and other popular fields.
Offers eBusiness, Six Sigma Black Belt Certification, and others to increase your success in the business world.
Hands-on courses give the experience you need in the ever-expanding world of technology.
Courses include valuable training in project management, IT management, lean mastery, Six Sigma, and other essential management skills.
Develop techniques in graphic design, web design, event management and design, and residential interior design.
Train for a career in the hospitality and service industries, on your own schedule.
Learn the skills you need to gain employment as an operator in the heavy industry job market.
Thousands of new "green jobs" being created in the US make now the perfect time to learn skills for this exciting industry.
here for more information on financial assistance.
Please note: Once the program curriculum is accessed online or
through submission of a material shipment confirmation, refunds cannot be issued.
Enrollment Center, 591 Springs RoadCommunity Education and Training DevelopmentBedford, MA 01730


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Member Since: 09/29/08Send This Person a Message Give this person a Gift Add This Person as a Friend
You can reach this milestone by accruing more than 50 reputation points in the last 7 days
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The first 1,000 PoliceLink members to earn one star are considered Founding Members
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You can reach this milestone by being one of the top 100 users on the Reputation Leaderboard.
Only sworn LEOs are eligible to receive access to restricted areas.
bishop183: Friends
bishop183: Quiz Results
How Do You Handle Danger? taken over 4 years ago
You handle danger with Brains
Do You Have What It Takes To Be a Cop? taken over 4 years ago
You're a great fit for law enforcement. Let's get you started!
What Kind of Police Cruiser Are You? taken over 4 years ago
You'd be a Chevy Tahoe
bishop183: Gifts
- Location:
- Taylors, SC
- Gender:
- Male
- Service:
- Civilian / Other
- Status:
- Actively Serving
- Relationship Status:
- Married
- Hobbies:
- Football, Martial Arts, Fishing, Hunting, World of Warcraft
- Favorite Movies:
- The Last Samurai, Basic, The Last Castle, Batman Begins, V for Vendetta, Equilibrium, The Magnificant Seven
- Favorite TV Shows:
- The Unit, Law and Order: CI, NCIS, Stargate SG:1, Family Guy
- Favorite Music:
- Linkin Park, Five Finger Death Punch, Lifeblood, Within Temptation, Rob Zombie, Marilyn Manson, Green Day, Godsmack
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almost 7 years ago
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almost 7 years ago
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Thanks for the add... Have a great day and stay safe... AJ
almost 7 years ago
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Thanks for the add mike. Stay safe.


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Stop U.S. War & All Forms of Intervention Against Syria!
Self-determination Free from Outside Intervention
The White House's announcement that it would begin openly supplying arms to the opposition in Syria and is considering a "no fly" zone over Syria is a dramatic escalation of ongoing U.S. involvement in war against that country. The U.S. has been training opposition forces and coordinating operations coming from neighboring countries. Israel, the largest recipient of U.S. military aid, bombed Syria, and other close U.S. allies supplying weapons are police-state monarchies Saudi Arabia and Qatar.Filed under:


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Meet Paige A. Bender
I have provided counseling services to a wide range of people in the Grants Pass area for more than 28 years, and licensed by the state of Oregon since 1991. Many of my clients have experienced abuse either as children or adults or have been the victims of other crimes. My practice now focuses on helping adolescents and adults, especially those dealing with past or recent trauma, anxiety, depression, stress and major life decisions and changes.
My goal is for each of my clients to feel respected, safe and supported as we explore their issues and collaborate to resolve their conflicts and concerns.
I have specialized training in Solution Focused Therapy and Trauma-Focused Cognitive Behavioral Therapy, and blend these with strategies from other philosophies as well as research- based information about how our bodies and brains work together to affect our experience of life. I also have training in Brainspotting, and receive regular supervision in this technique, which is based on research about the brain, and can help in processing traumatic memories and emotional distress in a relatively quick manner.
I invite you to contact me with questions, or to make an appointment.