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Honda, Yamaha, Suzuki & Kawasaki - Listen Up, Please...
View Single Post
Ginger Beard
I have no soul
Joined: Jun 2008
Location: Sunny Northern Cuba (aka: South Florida)
Oddometer: 6,851
Originally Posted by
Different kind of technical down there. No rock bashing, no crazy several hundred foot drop offs or nightmare steep trails covered with softball size rocks. Same tight trees through. Did I mention no rocks?
But the trails down there are damn hard for sure. Axle deep energy sapping sand and mud full of roots and stumps, bushes that bite and red clay that is as slick as greased ice when wet.
Down south brush, briars and trees rather than rocks tear you up and zero traction wears out rather than terrifying drop offs and impossible climbs. And ditches. And mud. And ......
I have had the misfortune of experiencing both types. All I can say for Florida is it usually didn't hurt as bad when I crashed. Unless it was into a tree or yucca bush. Thought I would bleed to death from one of those yuccas.
Just thought it was a bit naive to state that one rider is better or more experienced than another due to geographic region.
Really depends upon where you are at. FL has very diverse terrain. Everything from gnarly rock strewn loose over hard to deep sugar sand and hidden Cypress knees. We also have palmetto scrub , cacti, lots of vines and areas covered in limestone boulders that like to hide until you fall onto one. We also have some areas with pretty good (for FL) elevation change. They tend to be sketchy as many were some type of mine at some point. The saw-grass is fun too! And yes, those yucca plants are no joke.
Originally Posted by
Off the grid
My apologies to the true riders in Florida. But you have to admit, when you think of Florida, you think....flat.
True but that does not equate to a lack in technical riding. The FL on TV isn't the FL I grew up in. It's cool though man and glad you cleared it up.
Florida Lane Splitting Petition~Please sign~.
3 weeks solo: Overland Expo East ,Barber Vintage Fest and beyond
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subset: commoncrawl


text:
The Orioles were not a perfect team in 2012, though it's easy to get nostalgic about their first truly competitive season of this century. They were plugging holes in the starting rotation throughout the summer. They needed several months to assemble an adequate defense. And clutch hitting was always an issue.
The only component of the club that was never cause for serious concern was the bullpen, which was pretty much airtight and was the main reason the Orioles put up otherworldly numbers in one-run and extra-inning games.


text:
BACTERIAL cells have been fitted with an artificial system that makes gene expression dependent on an external signal.
James Liao's team in the University of California at Los Angeles added the gene for green fluorescent protein to
The work, which mimics natural processes, could lead to ways of improving the efficiency of processes used to make enzymes, drugs and food ingredients.
To continue reading this article, subscribe to receive access to all of newscientist.com, including 20 years of archive content.


text:
Galapagos Islands RECOMMENDATIONS See all
Island Hopping in the Galapagos
By Viator, January 2015
Tours & Tickets
Galapagos Islands Explorer Package from Santa Cruz Island
Take a 4- or 5- day trip to the Galapagos Islands aboard a yacht! Explore six different islands, and see their amazing array of plant and animal life, ... Read more
Galapagos Islands, Ecuador
Duration: Varies
Tortuga Bay Tour and Yacht Cruise to La Loberia Island
Departing from Santa Cruz island, you'll spend the day exploring two famous Galapagos sites. In the morning, relax on the beautiful Tortuga Bay beach, then, in ... Read more
Galapagos Islands, Ecuador
Duration: 4 hours (approx.)


text:
Can You Spot What's Horribly Wrong With This Ad For Children's Clothing?
Don't worry, you'll find it. This is a photo from the website of French fashion chain La Redoute, and once you spot what's lurking in the photo, you'll understand why they pulled it and had to apologize profusely.
Preview Your Response


text:
The search for a missing teen with autism in Wichita Falls ends on Friday afternoon after he was found safe near Cunningham Elementary School.
The search lasted about three hours and involved up to 15 police units but it was a UPS driver delivering packages on his route whose keen eye and use of technology helped give this story a happy ending.
Chris Koru, a UPS delivery man, says he is trained to pay attention and be aware of his surroundings.
"This one time it paid off," Koru says.
Koru was making deliveries around Cunningham Elementary on Friday afternoon when he saw 17-year-old Robert Adams walking down a neighborhood street.
Adams has autism and had been reported missing around 2 p.m. by his parents after he didn't come from school.
"I proceeded on my next couple of stops. Pulled over to check my phone for the weather because it was starting to drizzle a little more and on the web page, it was his picture saying missing autistic kid," Koru says.
He says he saw Adams picture on Texomashomepage mobile app.
"I didn't think anything about it until I saw on the page and saw he looked familiar. Kind of matched the description of him," Koru exclaims.
He says he drove around until he spotted Adams again and called police.
He says he never approached the teen but guided police to his location.
"I didn't think know if it would have frightened him, if he would have ran so I just waited for the police to show up and let them take over from there," Koru says.
Police are trying to determine if Adams got off the school bus at Dehaven and Mitzi and then wandered off or if he wandered away from Rider High school where he is a student.
You too can download the Texomashomepage mobile app.
It is available for the iPad and iPhone in the App Store and on Android devices in the Google Playstore.
You can find it by searching KFDX.
Copyright 2013 Nexstar Broadcasting, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.


text:
Statement of Significance (as of designation - April 15, 1970):
A "St. Augustine-style" townhouse, adapted to Florida's unique climatic conditions. The original one-story house (c. 1723) had coquina (broken coral and shell) walls and floors of tabby (oyster shells mixed with lime).
Currently, there are no threats to the NHL.
The society continues to maintain and repair the building.
Comments and questions about the database may be directed to firstname.lastname@example.com


text:
Evangelical, Jew, Muslim among six politicians' homes defaced with Psalm 2 graffiti
Six Minnesota politicians found their homes spray-painted with graffiti that called for them to resign and included a reference to Psalm 2, the Minneapolis Star Tribune reports.
The targeted politicians seem very diverse: Sen. Amy Klobuchar (D), Rep. Keith Ellison (D), Sen. Norm Coleman (R), Rep. Michele Bachmann (R), Rep. Jim Ramstad (R), and Rep. John Kline (R). Coleman is a Jew, Bachmann is an evangelical, and Ellison is the country's only Muslim congressman.
Patricia Lopez writes that Bachmann's home, garage and driveway were defaced with the words "Resign Now, Scum, Psalm 2." The graffiti also said "Vote No on the bailout." Bachmann was one of 171 representatives to vote against the $700 billion financial bailout package.
Lopez writes:
The invocation of Psalm 2 also does little to shed light on possible motives. Sometimes called the coronation psalm, it refers to rulers who have displeased God and risk his wrath, said William Barnes, a professor of Hebrew and the Old Testament at North Central University in Minneapolis. "I took it to a meeting [of biblical scholars] today and we just don't know what to make of it," he said. "It's not something we've commonly seen used in a political context."
Parts of Psalm 2 include, "Why do the nations conspire and the peoples plot in vain? The kings of the earth take their stand and the rulers gather together against the Lord and against his anointed one. Let us break their chains, they say, and throw off their fetters. ... You will rule them with an iron sceptre; you will dash them to pieces like pottery. Therefore, you kings, be wise; be warned, you rulers of the earth. (NIV)"


text:
Linux Mint 9 Isadora has been released and is now available for download.Read More
US Air Force which runs 2000 Sony PS3s in a cluster to create a cost effective supercomputer that can compute at 53 teraFLOP and was built by Fixstars.Read More
EiskaltDC++ is a DC++ alternative to the old Linuxdcpp client. It has a rather nice interface and has a few more functions than Linuxdcpp.Read More
At the latest Ubuntu Developer Summit in Brussels, there were talks on moving X.Org Server to the user-space and running it as a normal user instead of the current root.Read More
Mandriva is a merger of the Mandrake and the Conectiva distro. Though, it seems like the company is in heavy losses and wll be acquired by Linagora this year.Read More
Linux Mint 9 has hit the release candidate stage. Learn about new features and download the latest release.Read More
The folks at the Opera Software ASA have released the Opera 10.53 beta version for Linux and FreeBSD. This beta release of Opera for linux has made the web browser faster, and more feature-rich. The new beta version also has better integration with KDE and Gnome desktop environments. There is also full support for skinning […]Read More
Opera 10.53 for Windows and Mac released along with Opera 10.5x Beta RC for UNIX.Read More
It's small, fast, free and really pretty to watch. It's a great place to start for those who've never used Linux before.Read More
Ubuntu tried to apply its own patch to the problem. It even worked initially. Though it was revealed later that the patch by Ubuntu failed to check the memory leak and only slowed it down.Read More
Tata Indicom Whiz has a dialer for Windows. Though, many people complain that there is no dialer for Linux. Well, there is no dialer because Linux has a dialer of its own which does the job.Read More
I've owned couple of mobile phones now, all in increasing number of features. But the one thing that remained common amongst all of them, was the ability to use a tethered Internet connection in both Windows and Linux. Until I got the iPhone, that is. With the iPhone, I could no longer use the iPhone […]Read More
Songbird says goodbye to Linux.Read More
Today we have two big news related to the KDE Software Compilation – KDE SC is coming in three customized versions and American socialite Kim Kardashian is going to officially promote KDE SC.Read More
Linux Mint developers are proud to announce the release of the Xfce version of Linux Mint 8. This latest release features the lightweight Xfce desktop environment and has most of the nautilus features in built.Read More


text:
Sweet Heart Valentine's Day PRINTABLE Party Collection - You Customize EDITABLE TEXT Instant Download
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Come to NIACC on September 18th – 21st for the "Fields of Fun" Homecoming celebration. See The Music Man in Concert Thursday and Friday Night! Free activities are planned from 10:00 to 1:00, Saturday September 20. Activities include Robert's Run, Inter-squad Scrimmages, hayrack rides, tours of campus and the NIACC farm, bounce houses, balloon artist, a magician — OH and did we mention FREE lunch? The NIACC soccer team takes on Iowa Lakes at 1:00 pm the NIACC field.
Schedule of Events
|Thursday & Friday
|7:30 pm
|The Music Man in Concert
|7:45 am
|ROBERT'S RUN – The second annual ROBERT'S RUN Run/Walk will take you on a scenic tour of the North Iowa Area Community College campus. The route will include natural turf along with portions on hard surfaced trails
|10:00 am
|Inter-squad Scrimmages, Live Music, Family Fun
|10:00 am-11:00 am
|Alumni Volleyball Scrimmage (doors will open at 9:00am)
|11:00 am
|Free Lunch
|Magician Ran'd Shine
|1:00 pm
|HOMECOMING MAIN EVENT – NIACC Soccer vs Iowa Lakes
Homecoming Coronation
|1:00 pm
|Volleyball Triangular with Waldorf & Gustavus
|2:00 pm
|Hall of Fame Induction


text:
Headlines in Reproductive Medicine
July 01, 2015
According to Aajour, the cost for an IVF is somewhere between $2,200 and $2,500. Referring to the rising number of people resorting to infertility treatment centers in Gaza, he said, "People often look for an IVF at a price that suits them, due to the deteriorating economic conditions in Gaza and the lack of governmental support for families suffering delayed childbearing, in addition to the lack of charities' support."
New Jersey Gov. Chris Christie on June 29 vetoed, for the second time, a bill that would have permitted legally binding gestational carrier agreements.
Headlines in Reproductive Medicine
June 30, 2015
Demand from mothers for donors of the same religion adds to fertility crisis in some communities
A Belgian researcher has found that exposure to sunshine can help women become pregnant through in-vitro fertilization.
Headlines in Reproductive Medicine
June 29, 2015
Kim had just announced that she and Kanye were expecting a second child, a boy conceived through In Vitro Fertilization. Kim reportedly had only male embryos implanted; as you may have heard, she and Kanye already have a girl. Now they're having a boy. (Update: Kardashian has since denied those reports, though she has confirmed she's expecting a boy.)Steinberg founded The Fertility Institute in 1986. The technology rumored to be utilized by the Kardashian-Wests isn't brand new, he pointed out — sex-selection is about 20 years old, IVF near 35 — but "people call us up, and they can't believe it's available." After the Kim and Kanye news came out, the center was "blitzed" by calls, Steinberg said.
Public broadcaster NHK aired a current affairs program on fertility in 2012 that caused a stir nationwide. Titled "The Impact of Aging Eggs," the program warned viewers that women in their 30s and 40s were flirting with disappointment by delaying any attempt to conceive until they are older.
Gay couples undergo in vitro fertilization to conceive for infertility, and have for decades. In general the experience is very similar to that of any couple or individual undergoing IVF.
Headlines in Reproductive Medicine
June 26, 2015
The US House of Representatives is wading into the debate over whether human embryos should be modified to have heritable changes.
Human testes are masters of mass production, spitting out sperm at a rate of 200 million per day. But that doesn't mean the process is fast–it takes 64 days to make a sperm. The organ keeps the count high with an assembly-line anatomy that scales up sperm development from a trickle to a flood.
For most gynecologists, the lack of communication is due in part to the fact that health insurance doesn't reimburse doctors for spending more time talking to their patients. Another factor is that most plans only cover the tests for women over 35 (the full battery costs about $1,000).
Thousands of doctors, nurses, and other professionals in the field of reproductive medicine are advancing their careers with the latest news, continuing education, discounts, and networking opportunities. Here are 15 reasons you should consider joining ASRM:News and Education
•Access to the Society's journals, Fertility and Sterility and the Journal of Assisted Reproduction and Genetics •CME/CE credits in-person and online through ASRM eLearn® •Updates on the latest reproductive health policy news from our D.C. office •Access to printable Practice Guidelines and Ethics Statements
Professional Development and Recognition •Networking opportunities including online listservs and small group meetings •Input into shaping policies and protocols through member groups •Eligibility to receive ASRM research grants and awards •Listing of providers in the patient "Find a Healthcare Professional" directory
Specials and Discounts•Free CME, CE and PEER credits through ASRM eLearn® (Excludes certificate courses) •Discounts on ASRM Annual Meeting registration fees •Members-only rates on ASRM products and services
•Access to an online member login account •Full access to the ASRM Membership Directory •Member discounts on job postings on the ASRM Career Center •Answers to CPT coding questions at the Coding Corner
Click here to learn more about how ASRM membership would benefit you.Member Services Department(205) email@example.com
Members are allowed to have direct input in shaping policies and protocols in their area of expertise through ASRM affiliated societies, professional groups, and special interest groups.
Affiliates: SART | SMRU | SREI | SRBT | SRS
Professional Groups: ARM | LPG | MHPG | NPG
Special Interest Groups: AESIG | CAMSIG | ChSIG | CSIG | EndoSIG | EPSIG | ERSIG | FPSIG | FSIG | HDSIG | GCSIG | IRMSIG | MSIG | NutriSIG | PAGSIG | PGDSIG | RISIG | RMSCBSIG | TSIG | WC
©1996 - 2015 ASRM, American Society for Reproductive Medicine. All Rights Reserved.


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April 6, 2006 8:07 AM PDT
EarthLink and Google win San Francisco Wi-Fi bid
- Related Stories
EarthLink, Google team in S.F. Wi-Fi bidFebruary 22, 2006
Google blankets city with free Wi-FiNovember 16, 2005
EarthLink wins Philly Wi-Fi contractOctober 4, 2005
Under the joint proposal, which the two companies submitted to the city in February, free and paid wireless service would be available throughout the city.
Chris Vein, executive director of the Department of Telecommunications and Information Services for San Francisco, said on Thursday he expected that negotiations with Google and EarthLink would go smoothly and that work on building out the network could begin this year and be completed within a few months.
In response to a report that came out on Thursday from the Electronic Frontier Foundation and the Electronic Privacy Information Center that concluded the Google-EarthLink bid was among the worst on protecting user privacy, Vein said he had not read it.
Privacy was one of the issues considered by San Francisco TechConnect, the committee that selected the EarthLink proposal, Vein said, adding that the panel "felt comfortable enough with the total package of the deal that we should negotiate with EarthLink and Google on issues like privacy and security going forward."
In response to concerns that the wireless network would not penetrate inside buildings adequately enough to be considered true "universal" coverage for city residents, Vein said that issue too would be discussed with Google and EarthLink. "As we negotiate the deal we will push for universal affordable access...as close as we can to" reaching throughout every building, he said.
Google and EarthLink said they were happy to have been the winning bidders.
"We are thrilled that the city of San Francisco has accepted our joint bid with EarthLink to provide Wi-Fi access citywide," Google said in a statement released Thursday. "We look forward to continuing the planning process with the city and EarthLink and are eager to provide free Wi-Fi to the residents of San Francisco."
In a blog, EarthLink Executive Vice President Donald Berryman wrote, "San Francisco is one of the most progressive cities in the world, and our combined offerings with Google, Motorola and Tropos Networks will stretch the possibilities of what a mobile network can do for residents, businesses, municipal government and visitors."
Although EarthLink and Google outbid an initial five competing bids, the contract must still be signed off by the city of San Francisco and reviewed by the Board of Supervisors.
San Francisco residents, as a result, won't likely see the free Wi-Fi service for another six to eight months, an EarthLink representative said.
Google will manage the free 300-kilobits-per-second Wi-Fi service, while EarthLink will offer the faster premium service of 1mbps for up to $20 a month.
San Francisco will mark the fourth municipal Wi-Fi deal for EarthLink. It currently operates Wi-Fi networks in Philadelphia, as well as in California cities Anaheim and Milpitas. Google is providing Wi-Fi access in the city of Mountain View, Calif.
CNET News.com's Elinor Mills contributed to this report.
See more CNET content tagged:
EarthLink Inc., San Francisco, resident, bid, city
9 commentsJoin the conversation! Add your comment
- 300 kbps...is it really broadband speed?
- Internet users in Japan, South Korea will be laughing at our Internet speed ...imho
- Like Reply Link Flag
- Thats what I was thinking
- Yea 300 kbs is terrible, they should have at least offered 784 kbs for free.
- Like Link Flag
- Dont you think it is enough for average users?
- More speed = more download = more bandwidth = more money
Not everyone is massive downloader. The free wifi is for those who want to use it for web surfing, check email... Not for downloading.
- Like Link Flag
- They were already laughing
- Then again, those high speeds they are getting in Korea are
based on direct fiber connections along the lines of something
like FIOS, not wireless.
- Like Link Flag
- Why limit competition?
- It is anti-consumer to limit the number of companies who can
provide wi-fi in a city. Any company should be able to provide the
service without the city's approval. The desire of politicians to
maintain control and hold over the purse strings is against the
interests of consumers. Other companies may offer faster wi-fi and
more innovative ways of provisioning it. This is the old, failed,
monopoly model.
- Like Reply Link Flag
- Regulation and Radiation
- I know that some of the concern over this has been with the increase in electromagnetic radiation load on all life forms in the area. I wonder if there are any provisions in the deal to monitor health statistics both short and long term to see whether these concerns hold water.
As far as more grassroots wireless communication is concerned, I remember back when I was looking into amateur radio that there was mention of using those frequencies for data transmission. Somehow that never seemed to go much of anywhere.
Do we know what the proposed signal strengths are, what the predicted reliable locations are, how deep into the BART stations you can stay connected, etc. How would users of this service feel about user-controllable software to turn ones own machine into a sub-server to make "chains of pearls" into less clear transmission areas?
- Like Reply Link Flag


text:
Pope John Paul II is rightly credited with having helped bring down communism, of inspiring a new generation of Catholics with a globe-trotting papacy and of explaining church teaching on a range of hot-button issues as Christianity entered its third millennium.
But the sexual abuse scandal that festered under his watch remains a stain on his legacy.
John Paul and his top advisers failed to grasp the severity of the abuse problem until very late in his 26-year papacy, even though U.S. bishops had been petitioning the Holy See since the late-1980s for a faster way to defrock pedophile priests.
The experience of John Paul in Poland under communist and Nazi rule, where innocent priests were often discredited by trumped-up accusations, is believed to have influenced his general defensiveness of the clergy. The exodus of clergy after the turbulent 1960s similarly made him want to hold onto the priests he still had.
Pope Francis has inherited John Paul's most notorious failure on the sex abuse front — the Legion of Christ order that John Paul and his top advisers held up as a model. Francis, who will canonise John Paul on Sunday, must decide whether to sign off on the Vatican's three-year reform project, imposed after the Legion admitted that its late founder sexually abused his seminarians and fathered three children.
Yet the Legion's 2009 admission about the Rev. Marcial Maciel's double life was by no means news to the Vatican.
Documents from the archives of the Vatican's then-Sacred Congregation for Religious show how a succession of papacies — including that of John XXIII, also to be canonized Sunday — simply turned a blind eye to credible reports that Maciel was a con artist, drug addict, pedophile and religious fraud.
By 1948, seven years after Maciel founded the order, the Holy See had documents from Vatican-appointed envoys and bishops in Mexico and Spain questioning the legitimacy of Maciel's ordination (by his uncle, after Maciel was expelled by a series of seminaries), noting the questionable legal foundation of his order and flagging his "totalitarian" behavior and spiritual violations of his young seminarians.
The documents show the Holy See was well aware of Maciel's drug abuse, sexual abuse and financial improprieties as early as 1956, when it ordered an initial investigation and suspended him for two years to kick a morphine habit.
Yet for decades, thanks to Maciel's ability to keep his own priests quiet, his foresight to place trusted Legion priests in key Vatican offices and his careful …continued »


text:
The following is an archive of a post made to our
'vox-tech mailing list'
by one of its subscribers.
* Donald Dunn <email@example.com> [010627 16:52], about
> [vox-tech] What anti-virus tools available that run on Linux?:
:What anti-virus tools available that run on Linux?
:Please name your favorites.
I had been playing with RAV, they released a NICE postfix (and
sendmail and qmail) interfaces for their program, nicely integrated. (I got
him to port it to OpenBSD too, how nice of him. ;)
http://www.gecadsoftware.com/ iirc (maybe ravantivirus.com too, I forget..)
:Don Dunn
>-- End of excerpt from Donald Dunn
But there's a bunch, check http://www.amavis.org/ 's FAQ for a few more..
Tallam,Ajay Milpitas, ca 6504447163 Hempstead, Planet Talarian
Whatcha think? http://www.statepress.com/columns/hepp/index.html
When somebody asked the group leader about using animals for medical
research she replied, "Well, it's our belief that people shouldn't get sick,
in which case there would be no need for animal testing."
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text:
Groups in Russia boycott 'agent' law
Posted: November 22, 2012 at 1:31 a.m.
Dozens of nongovernmental organizations operating in Russia are refusing to comply with a new law restricting their activities as part of the Kremlin's crackdown on its critics.
This story is only available from our archives.
Front Section, Pages 5 on 11/22/2012
« Previous Story
In the news
Cindy Michaels and Tony Consiglio, news co-anchors for Maine's WVII, announced on the air that they were quitting, later telling the Bangor Daily News that they were frustr... Read »
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Rep. Jesse Jackson Jr., who has been on a months-long medical leave because of bipolar disorder while facing s... Read »


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Edition/Copyright: 00
An Empowering Guide for Relieving Your Child's Anxiety
Katie freezes when she's asked to perform. José is a clinger. Damian is terrified of animals. Felicia always worries that she's going to make a mistake. It's hard being the parent of an anxious child, watching your son's frustration grow, or seeing how your daughter tries to cope with her fears but gives up so quickly. Filled with solid information, a proven four-step program, dozens of engaging activities, and insightful personal vignettes, Your Anxious Child gives you easy, fun, and highly effective tools to help your child become a creative problem solver. Parents and teachers alike will find excellent strategies in this essential guide.
An Empowering Guide for Relieving Your Child's Anxiety
Katie freezes when she's asked to perform. José is a clinger. Damian is terrified of animals. Felicia always worries that she's going to make a mistake. It's hard being the parent of an anxious child, watching your son's frustration grow, or seeing how your daughter tries to cope with her fears but gives up so quickly. Filled with solid information, a proven four-step program, dozens of engaging activities, and insightful personal vignettes, Your Anxious Child gives you easy, fun, and highly effective tools to help your child become a creative problem solver. Parents and teachers alike will find excellent strategies in this essential guide. ...show less
Dacey, John S. : Boston College
John S. Dacey, Ph.D., is professor at Boston College in the Department of Counseling, Developmental Psychology, and Research Methods. An expert in child development, he is also the author of many books and articles on parenting, creativity, adolescent psychology, and human development.
Fiore, Lisa B. : Boston College / Curry College
Lisa B. Fiore, Ph.D., teaches courses in developmental and educational psychology at Boston College and Curry College. Her background as an early childhood educator has fostered her research in Head Start centers and her work in counseling parents of young children.
What Anxiety Is and
How It Can Be Alleviated
''My Katie is a little chatterbox, but when you ask her to perform, even for the family, she gets so nervous that she freezes up. I wish I could help her relax more.''
''Almost since he was a baby, Jose has been a 'clinger.' He hated starting kindergarten, and even now in the third grade, he misses me and can't wait to get home. I can't travel anywhere without him. We thought up a plan to help him be less frightened, but it just didn't work out.''
''Our Damian is terrified of animals. He hates to walk down the street by himself. He thinks a squirrel is going to jump out at him! We took him to a psychologist, who helped him think about his fears differently, and for while he was a lot better. Then a dog barked at him, and he just gave up.''
''I wouldn't say Felicia is a frightened child. She does most of the things the other kids do-it's just that she worries about doing everything. She's very capable, but she's always afraid she's going to screw up. She works hard to get over her fears, and we tell her that she is doing better. She just can't see it, though. She just doesn't realize the improvements she's made.''
These four parents' statements reflect the four central problems that all anxious children face:
It's hard to be the parent of an anxious child. Often you don't know what is causing her1 anxiety, and sometimes you're not even aware that she is feeling frightened. Anxiety has been called the silent affliction, because most people are able to hide their upset from others. What can you as a parent do?
The good news is that studies have shown that about 90 percent of all anxious children can be greatly helped by learning coping skills. The goal of our book is straightforward: we want to empower you and your child with the coping skills that can help relieve her feelings of anxiety. In the chapters that follow, we will provide strategies and activities that you can use with your child to help her understand and contend in new ways with being anxious. The strategies form the basis of our four-step COPE program, which has undergone fifteen years of successful field testing in schools and with individual children in various parts of the country. Each of the strategies that make up this program is accompanied by a set of activities. These activities will help you deal effectively with the four problems (listed earlier) that all anxious children face. COPE, which will be more fully described throughout this book, has been designed to ensure that all children are given opportunities to gain control over their anxiety problems, through the help of those who know and love them best: their parents.
Between 8 and 10 percent of American children and adolescents are seriously troubled by anxiety. Over three million children suffer from one (or more) of eight anxiety disorders; anxiety is currently the most prevalent psychiatric diagnosis in those sixteen and younger. Anxious children are two to four times more likely to develop depression, and as teenagers they are much more likely to become involved with substance abuse. Why? Are they victims of some trauma that has left them perpetually on guard? Were they just born that way? Are other factors involved?
As adults, most of us can look back on the worries of childhood and laugh at how insubstantial they appear. What once seemed like an iceberg now looks more like an ice cube. As grown-ups, we've all had life experiences that have given us the broader lens through which we can examine everyday worries and keep them in perspective. Unlike adults, children do not have those mental capabilities or that experience.
As parents, you are often faced with such questions from your child as ''What if I'm not picked for the soccer team?'' ''What if I can't tie a square knot when it's my turn?'' or ''What if nobody gives me a valentine?'' It is difficult to know whether your child's worries are a harmless case of the ''what ifs'' or whether she has a serious anxiety problem. For such a child, everyday tasks and events can become extremely challenging, with seemingly insurmountable obstacles. She simply can't imagine personal success when she first imagines failure or harm. We're Never Going to Make It!
It was a cold, sunny day as my father and I set out on our drive to the San Bernardino Mountains for my Indian Princesses retreat. This was a father-daughter group, similar to Cub Scouts or Girl Scouts, but based on Native American stories, crafts, and values. We were going camping with the other members of our group. We would be staying in real wood cabins, sleeping in cozy sleeping bags, and cooking food over a campfire. I had been looking forward to this trip for weeks, imagining ghost stories and marshmallows and looking up at a million stars in the night sky.
The drive was long, over two hours, and my father and I chatted about school, family, and life in general while we listened to the radio. Once we started the drive up the mountain, my attention was drawn away from conversation to the scenery outside my window. Sometimes the road curved sharply in hairpin turns, and I began to think that the two lanes seemed awfully narrow for two cars. On some stretches of roadway, there were only thin metal barriers on the edges of the cliffs, and on other parts of the road there were no barriers at all to prevent cars from falling thousands of feet to the ground below.
I began holding my breath when we drove around the sharp turns that were along the side of the cliffs, and felt great relief when we got back to the part of the road where my side was next to the mountain. Finally we turned off the main highway onto the local road that would take us to the campsite. There was no asphalt, only gravel, dirt, and ruts, which caused the car to bounce and bob as we drove slowly along, looking for the sign for our site.
''Do we have enough gas?'' I asked my father. He assured me that we did, and kept driving. I tried to peek at the gas gauge to see where the needle was pointing, but I couldn't see it. I hoisted my seven-year-old body up higher, placing all of my weight on my wrists and elbows, and I could barely see the gauge. The needle didn't look right to me.
''Are you sure we've got enough gas?'' I asked.
My father was beginning to get annoyed with me. ''Yes, I said. We've got plenty of gas. Lisa, what are you doing? Sit down ... and put your seat belt on,'' my father cautioned.
''It is on,'' I told him, and I continued to look at the gas gauge. I couldn't stop trying to see where the needle was, and I began holding my breath again. I imagined us being stuck in the middle of nowhere, and I would never see my mother or my brother again. We would die in the wilderness, and everyone would miss me.
''Finally,'' my father sighed. ''Here we are!'' We turned into the parking area of the campsite, and I recognized a few of my girlfriends from Indian Princesses. I felt the blood pumping through my heart as an enormous sense of relief flooded through me. ''We made it!'' I thought to myself. ''Hooray!''
Young Lisa certainly experienced some highly anxious moments on her trip with her father. From her father's view, she was never in any danger, but she imagined that she was. Do these feelings indicate that Lisa had a serious problem? Before we can try to answer this question, we need to further explain the nature of anxiety.
It is natural that children experience fear when they perceive a threat that may be real or imaginary. In fact, a moderate amount of fear can motivate them to learn new things. Whether the perceived threat takes the form of a dentist, a witch, or a snake, all children encounter stressful situations, and these circumstances change as the child matures into adolescence. For example, preschoolers may feel afraid of the dark, being alone, or monsters; older children may worry about rejection by peers or incompetence in school activities. Children and adolescents inevitably come to learn about potentially fearful, even dangerous, events. The ways they respond to anxiety depend on their individual personalities.
The terms fear, worry, and anxiety are often used interchangeably. In fact, there are subtle differences that are worth mentioning here. Psychologists use the word fear to describe frightened feelings toward a clear danger or threat. Fear is a reaction to an environmental threat that is focused on a specific object, individual, or circumstance. Worry is similar to fear, in that it refers to less intense reactions to specific dangers or foreboding about specific future events.
In contrast, anxiety is a general, frightened response to a source that is not readily identifiable. It could be the perception of a threat of what might have happened in the past or might happen in the future. An anxious child or adolescent may feel agitated and unsettled about some event over which she has no control. When a child is unable to think of a solution to the problem, feelings of helplessness often arise, resulting in a personal crisis. In summary, anxiety is a more generalized response to people or events that pose no immediate threat, although to the individual, they seem threatening.
In the simplest sense, anxiety is the feeling that one's safety or well-being is threatened. Under some circumstances, a potential threat is readily resolved, such as the first time a child musters the courage to blow bubbles in the swimming pool. When she hears applause for joining the ranks of the ''minnows,'' the threatened feeling is replaced by a feeling of success.
Some children, however, find it more difficult to experience success in everyday situations. They find themselves plagued by anxiety that is more pervasive than a simple fear. Most of the time, this feeling is the result of two types of mistaken thinking: (1) faulty perception of the facts and (2) misunderstanding of the meaning of the facts. (The child may experience one or both.) Let's look at some examples of mistaken thinking.
Fact: ''My heart is beating faster than usual now.''
Faulty perception of the fact: ''My heart is racing; it feels like it may burst!''
Misunderstanding of the meaning of the fact: ''If my heart rate doesn't slow down soon, I will surely have a heart attack and die!''
Other typical faulty perceptions of facts: ''This distressing situation is really always going to be this way.'' ''No one understands me.'' ''I am a totally weak person.''
Other typical misunderstandings of the meaning of facts: ''Because I am having tense and fearful feelings, I am unlucky. Maybe I deserve this stress. Others don't have it. I must be getting punished for something I've done.'' ''I'm so often scared, there must be something wrong with me. I have some sickness [devil, syndrome, demon, mental illness] in me that won't let me rest.'' ''I can see no real danger, but still I feel fearful; obviously I am missing some threat to my safety.''
For your child's anxiety to be reduced or eliminated, these errors in thinking must be rectified. The goal of all the strategies and activities in this book is to help your child achieve this end. However, this book should not replace psychotherapy and medical treatment for the more serious cases. The only safe way you can determine the seriousness of your child's problem is through the professional methods used by qualified therapists and psychiatrists. Nevertheless, it is our contention that you, the parent, are most often in the best position to help, especially when you are armed with the knowledge available in this book.
Social scientists used to try to explain human traits, including anxiety, from the standpoint of two causes: nature and nurture-that is, genes and environment. In recent years, social scientists have carried out numerous studies of the causes of anxiety. They have made much headway. Perhaps the most important conclusion they have reached is that anxiety always results from a combination of three factors: biological, psychological, and social. These researchers use what is referred to as the biopsychosocial model to explain the influence and interrelationships of the three factors. Understanding this model will help you take a more comprehensive approach to coping with your child's problems. Let's look at each of these factors more closely. Although we describe them separately, please remember that in reality they are always interacting and affecting each other.
Biological Factors
From the moment your child was conceived, she was subject to biological influences that affected her level of anxiety. Some of the indicators of a genetic tendency toward anxiety are obvious, such as a tense, irritable temperament or erratic sleep patterns. Other biological factors are less obvious but are equally influential, such as hormonal imbalances and abnormal brain activity. Whenever these biological abnormalities are present, they increase adrenaline in the bloodstream. As a result, a child will likely exhibit some physiological symptoms: shallow breathing, increased heart rate, sweaty palms, and tense muscles, for example. These symptoms are also typical when a child or adolescent is under stress and experiences the alarm reaction. The alarm reaction involves twenty-two physiological responses that usually result from heightened adrenaline levels (see the list that follows). Not all of these responses need to occur simultaneously for the alarm reaction to be present. Ironically, many people come to fear the uncomfortable and disabling symptoms of the alarm reaction more than the cause of the anxiety itself.
Physiological Responses of the Alarm Reaction
Physiological factors such as sleep, stimulation, and food affect the anxiety response to a degree and on an individual basis. For example, your child may be getting too much stimulation from her environment or not enough. Any child will be more easily agitated if she has not had enough sleep or has ingested too many candy bars or sugary, caffeinated soft drinks. Exercising judgment and control over a child's sleeping and eating habits is easier with young children than with adolescents, who make more decisions on their own. Nevertheless, by modeling desired eating habits and sleeping routines in the home, you can beneficially influence your child both directly and indirectly.
Psychological Factors
Psychological causes of anxiety result from an interaction between biological forces and disturbing experiences. An example would be what happens when a child takes a tumble off a tricycle. For most children it is upsetting, but they soon forget it. For a child who has a ''high-wired'' nervous system, however, such an accident can cause tricycles to become feared objects. Psychological factors affect the way your child perceives and thinks about the world.
Children who are anxious also become hypervigilant, which is a heightened state of sensitivity to the possibility of danger or threat. If your child's mind is in a constant state of alert, you may have discovered that she finds it difficult to relax. If your child views the world hypervigilantly, she is likely to spend most of her time in a state of discomfort, which in turn distorts her view of reality.
Social Factors
Social factors typically involve your child's interactions with her family and friends and others in her life. These people may contribute to her anxiety in various ways, and their influences change as she matures. Parents, siblings, and other playmates can be constant sources of anxiety if she perceives them as a threat. For example, her big brother may be only kidding, but your child may think he is really going to hurt her. The intentions of these persons may be good, but if your child is predisposed toward feelings of anxiety, then everyday conflicts may seem especially threatening to her.
The patterns of behavior that parents use in raising their children are referred to as parenting style. Several such styles have been identified, and each contributes, positively or negatively, to children's development. Some parents, for example, demand perfection from their children. Such children may come to believe that their efforts can never be good enough. These circumstances can foster serious problems, such as eating disorders. Having an anxious parent or sibling often contributes to a child's level of anxiety, particularly if the parent or sibling shares his own anxieties with the child. When the child sees her role model in a state of anxiety, she may come to internalize these feelings herself.
We do not wish to convey the idea that if a child is anxious, it is the parents' fault. Parents can, of course, contribute to the problem, but many studies show that children are influenced by many aspects of their environment, and parents are only one of them. We will explore the ways that parenting style can encourage freedom from anxiety in Chapter Seven.
As you will see in the section that follows, different cultures can also produce a myriad of unique influences. A good example of the importance of social context may be seen in the children of the Caribbean islands. Consider the views of two therapists who practice on one of these islands, St. Maarten, which is about one hundred miles east of Puerto Rico. Dr. Karen Philips was born in Holland and has worked on St. Maarten as a clinical psychologist for the last sixteen years. Dr. Judith Arndell was born on St. Maarten and has spent most of her life there.
Anxiety Among Caribbean Children
Dr. Philips observes that after hurricane Luis, which brought about major destruction on St. Maarten in September 1995, the number of posttraumatic stress cases increased. She sees the source of her clients' anxiety as their anticipation of their surroundings, as well as the way they talk silently to themselves about their perceptions. Focusing on changing this ''inner talk'' toward more positive statements and anticipations is the core of her plan for treating these anxieties. If clients realize they can actively change their own perceptions and thoughts, then a sense of control develops that can result in reducing anxiety. The choice is whether to concentrate on and emphasize what could go wrong or what could go right. Dr. Philips finds that if her clients can focus more positively and constructively on developing healthier inner talk instead of fighting anxiety, they can make good progress.
Dr. Arndell states that more than half of her clients suffer from anxiety problems. She finds that in Caribbean children and teens, stormy weather is certainly a problem. However, she believes their primary problem is the insecurity caused by their parents telling them they will be punished by spiritual beings (bogeymen, devils, their dead relatives) for their bad behavior. The youngsters come to believe that these hobgoblins hide in various places, waiting to punish them.
''As a result,'' Dr. Arndell says, ''the children frequently develop fears of going into certain rooms, especially bathrooms and bedrooms. Many of them become obsessed with these concerns. Such obsessions often lead to separation anxiety, performance anxiety, and a variety of social phobias. They can be quite difficult to overcome. In fact, comparing my ten years' experience in the United States and the rest of my career here, I would say that although the causes of the problems of Caribbean children and American children are often different, the ways they manifest their anxiety are really quite similar.
''I see my job as helping kids to stop thinking about all those negative things in their lives, whether real or imaginary. I teach them not to entertain those thoughts. I show them how to substitute more wholesome ideas. Most of my younger clients need to practice having thoughts about safety and security. That's what I tell their parents, too: 'If you can make them feel that their home is secure, that's the most important contribution you can make to relieving their anxiety.'
''The other thing I emphasize is living in the present. Most of these kids have their minds fixed firmly on what is going to happen. I try to help them quiet their fears about what the future will bring and instead to concentrate on the present moment. When I can get them to do that, they're on their way to getting better.''
In the Caribbean, virtually all children have experienced hurricanes and have been threatened by the idea of bogeymen. Most do not suffer from anxiety problems, however. Those who do usually are also afflicted with highly sensitive temperaments, have experienced early psychological distress, and lack effective social supports such as belonging to a close circle of friends. No matter what the behavior, it is always the result of the complex interaction of these three factors. This combination of biological, psychological, and social elements is a good example of what we mean by the biopsychosocial model.
As you may well have noticed, age affects your child's anxiety patterns. For example, infants' fears revolve around sensory experiences, such as loud noises, falls, and their parents' absence. Toddlers will likely experience fear of strangers or distress upon their caregivers' departure (known as separation anxiety). Childhood brings with it fears of animals, the dark, and imaginary beasts and creatures. As children's circles of exploration and experience widen, the likelihood of exposure to anxiety-provoking stress increases. Children in middle childhood are often concerned with performance, and adolescents are more concerned with social and interpersonal anxieties as they begin to form intimate relationships. The list that follows shows the typical fears that child experts find at several age levels.
Typical Causes of Anxiety of Children at Several Age Levels
Ages 6 to 7
Strange, loud, or abrupt noises (for example, animal noises, telephone and alarm ringing, wind and thunder sounds)
Ghosts, witches, and other ''supernatural'' beings
Separation from parents and being lost
Being alone at night (and having nightmares or visitations from ''evil'' creatures)
Going to school (so-called school phobia)
Physical harm from, or rejection by, specific individuals at school
7 to 8
The dark and dark places (such as closets, attics, and basements)
Real-life catastrophes suggested by television, the movies, and books (for example, kidnaping, floods, fires, nuclear attack)
Not being liked
Being late for school or left out of school or family events
Physical harm from or rejection by specific individuals at school
8 to 9
Personal humiliation Failure in school or play
Being caught in a lie or misdeed
Being the victim of physical violence (either from known people or from strangers; either deliberately or randomly motivated)
Parents fighting, separating, or being hurt
9 to 11
Failure in school or sports Becoming sick
Specific animals (especially animals larger than humans or those known to attack humans)
Heights and sensation of ''vertigo'' (for example, dizziness)
Sinister people (for examples, killers and molesters)
11 to 13
Failure in school, sports, or social popularity Looking and acting ''strange''
Death or life-threatening illness or disease
Sex (attracting others, repelling others, being attacked)
Being fooled or ''brainwashed''
Losing possessions, being robbed
The famed child expert Jean Piaget proposed that children's thinking proceeds from vague to specific awareness of their surroundings. Then, in early adolescence, the child's thinking progresses from concrete to abstract ideas. As a child's mental abilities evolve, her capacity for anticipating the future improves. This enables her to meet the increasingly complex demands of the tasks she encounters. Unfortunately, a downside to this growth is the improved ability to clearly visualize the possibility of unpleasant events. Normal fears become associated with exaggerated expectations. Thus some youngsters become progressively more anxious as they move toward adolescence.
The science of psychology has taught us a great deal about the nature of anxiety. Unfortunately, but not surprisingly, there is still some disagreement about the best way to reduce it. There are several schools of thought that influence diagnosis and treatment of anxiety in children and adolescents: psychoanalytic, behaviorist, family systems, and cognitive. We think it is important to briefly describe these current psychotherapeutic viewpoints so that you can clearly see the orientation of this book. Many of the activities you will do later in the book are built on these perspectives, especially the behaviorist, family systems, and cognitive viewpoints. Also, knowing this information is helpful when you are choosing a therapist, should that be necessary.
The Psychoanalytic Perspective
Although Sigmund Freud was the father of psychoanalysis, his work has been largely superseded by the theory of Erik Erikson, another famous psychoanalyst. In his much-discussed book Childhood and Society, Erikson outlined eight universal stages of development. He stated that progressing from one stage to the next depends on the child's resolving the conflict present in each stage. At each stage, two personality traits conflict with each other. For example, at stage two the conflict is between whether the child develops a sense of autonomy or becomes filled with a sense of shame. For healthy development, the child needs to resolve the crisis in favor of the first trait in each pair. From the standpoint of the anxious child, the most relevant stage is stage four: industry versus inferiority. During this stage, which occurs at approximately five to eleven years of age, children are concerned with performance in school and at home. The anxious child may be overly concerned with ''making the grade'' both academically and socially. ''Will I pass the test?'' ''Will I make new friends?'' ''Are people making fun of me behind my back?''
For these children, anxiety exceeds the routine self-doubts that others experience. An anxious child is often hindered because her anxiety is so great that she has difficulty functioning with her peers. When this happens, she experiences a sense of inferiority, and her ability to achieve success declines.
Psychoanalysis tries to help children primarily through encouraging them to express their anxious feelings and then analyzing the origins of these feelings. A major emphasis of this perspective is the relationship between the parents and the child. Through a process called transference, a therapist attempts to act as a surrogate parent and to help the child restructure her feelings about herself by being a kind and understanding parent-substitute.
The Behaviorist Perspective
Anxious children naturally wish to avoid situations that scare them, even more than other children do. When your child avoids such situations, her behavior is reinforced because her frightened feelings are temporarily reduced. This only perpetuates the anxiety, according to behaviorist theorists, such as B. F. Skinner. Some parents feel that giving in to the child's reluctance is appropriate and caring, but doing so enables the child to avoid fearful situations, and she thus fails to deal with the problem.
Another aspect of the behaviorist approach is seen in the work of Albert Bandura, who has done considerable research on the concept of modeling. Stating that children learn primarily through imitation and modeling, Bandura espouses the use of these processes to promote confident behaviors in children. In modeling situations, parents or other influential individuals behave calmly and competently in real or make-believe scary scenarios, which shows the child alternative reactions to anxious situations. According to this perspective, you instruct your child to imitate what you do, then give her positive feedback as she succeeds in doing so. Over time, she learns to adopt these modeled behaviors as her own and gradually becomes less anxious.
The Family Systems Perspective
Family systems therapists, such as Virginia Satir, regard the anxiety symptoms of an individual as a family problem, and thus they find it necessary to treat the whole family rather than just the child or adolescent. There are many varieties of family treatments, which may be combined in different ways and with other types of therapy. Perhaps the most important feature of this perspective is the idea of bringing the whole family together for therapeutic sessions, as families are seen as self-sustaining systems that influence each member in a myriad of ways. The child is the ''identified patient'' whose symptoms bring the family to therapy. Once the family's rituals, rules, and routines have been determined, the therapist attempts to alter the patterns that affect the child. These changes then reverberate throughout the family system. For example, a family therapist will try to influence the interactions between a husband and wife in order to help the child. The personal story that follows illustrates how a mother's anxieties about separation from her husband can affect her children.
The Attack of the River Rats
Our house had a small front yard, surrounded by a low hedge. On the side of the hedge facing away from our house was a huge open field sloping down to the railroad tracks and the bank of the Delaware River. There was a narrow break in the hedge that opened onto a path, and that path led across the field to a train station about a quarter-mile away. It was exactly the kind of place that kids would want to explore and that any parent would declare off-limits.
My mother could not help worrying about it all the time; she was a ''worry wart.'' Her training as a nurse contributed to this trait, I think. She was perpetually concerned that the colds my brothers and I were always catching would turn into pneumonia and that our bumps on the head had caused concussions. She felt sure that one day one of us would wander through the hedge, cross the field, and get hit by a train. To prevent this, she told us a vivid story about the ''river rat'':
''You kids must never go through that hedge unless Daddy or I am with you. A family of river rats lives down by the river, and there are always a few of them hiding near the opening of the hedge. They have a cave in the riverbank, and they might take you there. If you become their pet, they won't let you come home again. So if you know what's good for you, you'd better stay away from that hedge!''
Her story was effective, particularly because there really were immense rats in that area. I still have a most graphic memory of the few that occasionally made their way into our house. And so we children were duly terrified by the thought of crossing through that hedge. But I don't recall my siblings becoming hypervigilant as I did-on the lookout for danger everywhere. Therefore, my mother didn't cause me to be a highly anxious child. I believe I had inherited an inclination toward an anxious personality. Early experiences, such as this rat situation, interacted with my genetic proclivity to produce a ''nervous'' child-me.
One morning when I came downstairs for breakfast, I found my mother entering the front door, wearing her light coat and a hat with one of those veils made so popular during the war years by Ingrid Bergman and the other mysterious Hollywood femmes fatales. I couldn't see her face, so at first I didn't realize that she was sobbing. When I did, I asked her what was wrong.
''Oh, nothing. I just walked Daddy to catch a train, and I'm just very sad that he's gone.'' I later learned that she hated it when my father traveled.
It was unusual that my father should take a train trip, but he had done so before. Nevertheless, she had said the word gone, and the first thought that occurred to my four-year-old mind was that the rats had gotten him. I pictured hundreds of rats jumping on my father from their hiding places in the hedge. They knocked him to the ground and, with pieces of his clothing clenched in their teeth, dragged him back to their disgusting cave. I started crying too, and it took her a while to discover my fear. Eventually, she helped me calm down, but this was one more reinforcement for me that life is a very dangerous undertaking. It was years before I began to question that attitude.
The Cognitive Perspective
The cognitive perspective on anxiety focuses on the thoughts of the child. This view is the opposite of the psychoanalytic approach, which identifies repressed feelings as the culprits. Cognitivists, such as Aaron Beck, believe it is distorted thinking that causes disruptive feelings rather than the other way around. In the cognitive view, feelings are analogous to the level of the mercury in the thermometer when you have a fever. The heightened mercury in the thermometer is not itself important. It simply indicates that the body's internal temperature is above average, which is a sign of an invasion of germs. So it is with anxious feelings: they usually reflect thought patterns that have gone awry. Fix the thoughts, and the anxious feelings will subside.
Your child plays an active part in controlling her life through the way she thinks about things. For example, confronting unfamiliar situations is probably quite anxiety provoking for her. For some children, novel situations are not bothersome, but for anxious children, novelty can fuel an already anxious temperament. For them, if it's new, it's dangerous.
One way to make your child less likely to perceive situations as threatening is through ''cognitive restructuring.'' This treatment involves working with her to
The Perspective We Espouse
In our work with children and adolescents, we have employed each of these four perspectives. Although there are cases that respond well to the psychoanalytic, behaviorist, and family systems perspectives, in our experience most anxiety problems can best be helped by the cognitive orientation. Anxious children tend to be brighter than average and therefore are more likely to understand the mental skills the cognitive approach is trying to foster. In addition, as we argued earlier in this chapter, anxiety itself is most often a result of faulty perceptions and, even more important, faulty interpretations of the facts. Cognitive therapy is specifically designed to discover and correct mental misapprehensions. Therefore, the COPE program consists mainly of activities that were inspired by this orientation.
For the past fifteen years, John Dacey has been experimenting with techniques for helping children and adolescents increase their self-control over their study habits and their ability to avoid using drugs. In recent years he has adapted this method specifically to help children with anxiety problems. The method that has resulted from all this research is called COPE. The letters in this acronym stand for the four steps that make up the method:
What we have discovered through our teaching and our therapeutic and research studies is that most people, children and adults, have similar problems when they deal with situations that are anxiety provoking. These four problems (the same ones that are reflected in the four quotations with which we opened this chapter) fall into categories that are the focus of the four steps of COPE.
Calming the Nervous System
The first problem most of us confront when we enter a stressful situation is the stimulation of the fight-or-flight response, a physiological reaction to assault that is ''hard-wired'' into the human body. In prehistoric times this response, which prepares the body either to attack the antagonist or to run away, was most functional; life-or-death situations demanded immediate, unthinking action. In those days, if you were out hunting alone and saw an enemy tribe running toward you, pausing to consider your alternatives could mean disaster. Today, however, children in most scary situations cannot resolve their problems by simply attacking or running away. For example, as your child walks into a room full of children at a birthday party, she may feel angry with the people staring at her, or she may want to run and hide. However, what she needs to do is quell this neurological response to stress so that she can think clearly about what she wants to say and how she wants to say it. A calm nervous system, then, not a highly aroused one, is what she needs when dealing with most modern stressors.
In this book we will cover different strategies for calming the nervous system. Some of them are physical, some mental, some a combination of the two, and some involve spiritual approaches. We will provide numerous activities that your child may use to achieve tranquility.
Originating an Imaginative Plan
The second problem that anxious people often face is that, even when calm, they often have faulty understandings of their feelings and why they have them. Further, because they are under such pressure, they may be unable to think of really imaginative plans for dealing with their quandaries. Anxious children are less likely than others to have imaginative ideas about the best way to problem-solve, even though, with their vibrant imaginations, they often have greater creative potential. However, if they have calmed down their nervous systems, they can use the techniques that we teach to originate better insights about themselves and design an imaginative plan for dealing with their problem.
In recent years, research has identified a number of thinking strategies and styles that are much more likely to produce creative problem solving. We will offer numerous activities that are aimed at helping you and your child become better problem solvers. As you and she learn these techniques, you both will improve your ability to design a plan that will really combat her anxiety.
Persisting in the Face of Obstacles and Failure
We have found that many plans for dealing with anxiety start out well, but then the child loses faith. The temptation to quit blossoms, and soon the child gives up on her plan. A number of scholars have shown that those people who believe in God or some other higher power or supernatural force such as the Great Spirit are more likely to persevere when the going gets tough. Anxious children are especially prone to the problem of ''throwing in the towel.'' We will offer a variety of paths your child can take to help her have faith in herself, her plan, and her ''higher power.'' Among these paths is a new one about which we are very excited: techniques for designing your own family rituals, which, when faithfully attended to, are proving to be powerful anxiety fighters.
Evaluating and Adjusting the Plan
Having faith in her plan is important, but what is critical to your child's success is making sure the plan really works. We recommend evaluation techniques to use both while the plan is in operation and after the plan has been carried out, so that you and your child can construct improvements. We suggest a number of ways your child can get objective feedback on the efficacy of her plan.
We have devoted a chapter to each of these four strategies. In these chapters, we offer activities that will help you and your child practice the strategy and see precisely how to carry it out. Some of these activities are for five- to ten-year-olds, some are for ten- to seventeen-year-olds, and some are useful for this whole age range. Why have we chosen these ages? We start with five-year-olds because we believe that our cognitive approach is too difficult for children younger than that. Many of our activities would be helpful for persons older than seventeen, but we assume that most of them will no longer be under parental guidance in their efforts to quell their anxiety problems.
"With today's kids confronting an increasingly stressful world, Your Anxious Child is a book that every parent, teacher, and therapist needs to read and put into practice."
--Alex J. Packer, author, Parenting One Day at a Time
"Your Anxious Child will help parents (and teachers) to help children grow and develop. I gladly recommand this delightful and persuasive book."
--Timothy Dugan, M.D., director of training in child and adolescent psychiatry, Cambridge City Hospital; psychiatry instructor, Harvard Medical School
"Well thought-out strategies by experienced therapists." —Susan Shnidman, psychotherapist and psychology instructor,
--Harvard Medical School
"Filled with hands-on advice and activities that can tell parents, teachers, therapists, and relatives what to do to relieve anxiety."
--Neal Klein, psychotherapist and associate professor, Lesley College
Submitted by Publisher, January. 2002
1. What Anxiety Is and How It Can Be Alleviated
2. Eight Types of Anxiety Disorders in Children and Adolescents
3. COPE Step One: Calming the Nervous System
4. COPE Step Two: Originating an Imaginative Plan
5. COPE Step Three: Persisting in the Face of Obstacles and Failure
6. COPE Step Four: Evaluating and Adjusting the Plan
7. How Your Parenting Style Can Help Ease Your Child's Anxiety
AppAndix A: Summary of Activities and Their Goals
AppAndix B: Solutions to Activity Problems
About the Authors
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Ethiopia will lead the Intergovernmental Authority on Development (IGAD) forces to be deployed in South Sudan under the UN peacekeeping mission in that country, said Ethiopian Ministry of Foreign Affairs.
On 27 May 2014 the UN Security Council approved the deployment of three battalions of IGAD peacekeeping forces to South Sudan to protect teams of monitors assigned to verify reports of violations of a temporary cease-fire.
They will also try to prevent further fighting between South Sudan government forces and forces loyal to the former Vice President Riek Machar.
The troops will be part of the existing UN mission in South Sudan, UNMISS, whose mandate now provides a focus on civilian protection.
The Security Council said last week that the 2,500 troops which will come from Ethiopia, Kenya, and Rwanda should begin deploying as soon as possible.
An adviser to Ethiopia's Prime Minister, Getachew Reda said the verification process should be finalized by IGAD member countries shortly and this would be followed by the deployment of the three battalions.
The force would be commanded by an Ethiopian General; and he said the peacekeeping mission would also aim to enforce the 9 May 2014 truce signed by President Salva Kiir and Riek Machar in Addis Ababa.
- Ethiopian Ministry of Foreign Affairs


text: This table is used for column layout. About UsOffice of the PresidentPhilosophyHistoryAt a GlanceContact UsAdministration DirectoryFaculty DirectoryAcademicsProgram of StudiesSummer ReadingDaily ScheduleGuidanceOverviewGoals of ContactNote to SeniorsSAT/ACT TestingScholarshipsNAVIANCECommon ApplicationFAFSASchool ProfileBrag SheetImportant Forms and DocumentsAdmissionsOverviewOnline ApplicationImportant FormsTuition & Financial AidOverviewFACTS InfoFACTS Website for HSFACTS Website for MSAthleticsOverviewTeam SchedulesHall of FamePolicies & FormsCCAACoaches InformationStudent LifeOverviewStudent HandbookBullying Prevention PlanGuidelines Brochure for Classes at Holy RosaryExtracurricular ActivitiesCampus MinistryFood PantryCafeteriaPayForIt Parent InfoPayForIt LinkLunch MenuHoly Rosary Order FormImportant FormsFamily & Emergency FormParking Registration FormTylenol Use FormHigh School Polo Shirt Order FormMiddle School Polo Shirt Order FormSupport CCHSGivingEventsFundraisersUseful LinksDirections to CCHSLinks for ParentsPlus PortalsMoodleFirstClassClient DownloadWeb LoginInstructionsBook Ordering InformationLibrary ResourcesAlumniOverviewTechnologyOverview1:1 Initiative InformationTechnology BlogParent Tech Nights Once a Warrior...Always a Warrior Printer-Friendly Version With the launch of our new website, we are pleased to offer a page dedicated entirely to our alumni. Here you will find profiles of graduates, stories of graduates in the news, alumni updates, and information regarding alumni events. Our hope is for this page to become a place for you to remain connected to your alma mater and the many friends that you have made throughout the years. To assist us in sharing news about our alumni, we encourage you to submit class notes, photos, and links to newspaper articles. Let us know what is happening in your lives and the lives of friends! You can send your stories to firstname.lastname@example.com and we will post them here on our website. If you have been out of contact with us but would like to receive our mailings and updates during the year, please send us your name, address, email and phone number so that we can insure that our database is correct. Once a Warrior…..Always a Warrior!!! Detail Detail 2 Hamilton Street | Taunton, Massachusetts 02780-2483 | P: (508) 823-6164 | F: (508) 823-2530 Website Disclaimer Virtual Towns & Schools Website


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As we prepare the young musicians of the 21st century for the professional world, it is vital to understand the new pathway that is emerging, that is different from the old paradigm, and that will utilize the very best of that astonishing skill set and talent that belongs to musicians. In this series of blogs, I have invited some of my colleagues to tell of their own experiences or discoveries as musicians, teachers, and entrepreneurs that shed light on the new pathway. Earlier posts in the series include my introduction and essays by Lyle Davidson and David Loebel.
The Borromeo String Quartet, Ensemble-in-Residence at NEC, represents for me one of the finest and most intriguing ensembles in the world. Their artistic quality, musicianship and energy are phenomenal, but their sense of curiosity in terms of repertoire choice, presentation and the use of technology in performance place them in a unique position in the world of chamber music. Their second violin, Kris Tong, who joined the quartet in 2006 after receiving his Master of Music from NEC in 2005, is a young musician who not only plays in the most energized way, but is also engaged in thinking and discussing the issues surrounding music and the world. This guest blog takes us into his world and reveals a personality concerned with every aspect of music.—Tony Woodcock
"So why are you doing this?"
I was surprised by the question. I had expected Lenny to be enthusiastic that I had chosen a life in music, that I wanted to apply to music schools and to continue the violinistic tradition of which he had made me suddenly aware, in less than a year's time. Lenny (Leonard Braus, Associate Concertmaster of the Utah Symphony) had a reputation as a tough teacher; he didn't take many students, and my waiting until the 11th grade to study with him made me feel like I was rather behind. But what a year it had been; my technique had been rebuilt from the ground up, from open strings and long tones to scales and Kreutzer etudes with various bowing exercises. I had played the violin my whole life, really, but it was not until I met Lenny that I knew what was really possible, how hard it was, what a responsibility it was to try to play well. He had been an assistant to the great violinist and pedagogue Josef Gingold, who in turn was the protégé of Eugene Ysaÿe. Studying with Lenny was like going back in time, like looking in on an era when musicians were still celebrated, when a life in music, in art, was very serious work indeed, and seriously regarded.
"You know, it's getting harder and harder to get a job out there. The audiences are going down and nobody knows what to do. Someday, maybe in 10 years, 20 years, there are only going to be a handful of orchestras, in the biggest cities, and everyone's going to be competing for just a few spots."
How Lenny was so prescient in the summer of 1997 I'll never know. The country was in the middle of a boom, just at the beginning of the dot-com craziness; the federal deficit had been cut and there was talk of even a surplus in the coming years. And here I was, on the phone with Lenny, who was suddenly all doom and gloom. How could he discourage me, when he was the one who had ignited in me this burning, insatiable desire to play, to play, like Heifetz or Milstein, Elman or Oistrakh?
Once, in a lesson, Lenny asked me what my favorite concerto was. There were too many pieces to name; how could I choose between Beethoven and Brahms; Sibelius, Tchaikovsky, or Mendelssohn?
"Conus. Your favorite concerto is Conus."
This was news to me, as I had never heard (or heard of) Julius Conus's little known Violin Concerto
(You can listen to Jascha Heifetz's incredible recording here.)
But more than that, it was Lenny's way of assigning me the task of not only learning the solo violin part, but also to charge me with the responsibility to explore what the piece was, to open myself to its beauties, and to love it. It was a great lesson, and an important one for me to learn. After all, ultimately, what we do in music is to empathize; we try to feel what a composer has felt and has transformed into physical tones, so that we may once again create these notes, just vibrations really, and in doing so evoke the same sensation that we ourselves have felt, imagined. And we get chills from the vibrations…
Of course, he was just making sure. Lenny needed to know that I was going in with my eyes open, that I was moving forward because of music, and not because of delusions of grandeur about fame and fortune and a big recording contract. That I would be happy just doing it, having a life in music.
"Gingold used to say that all we can ask is to play the violin. And if that's not enough, then you should do something else."
I suppose it's never quite that simple. When I joined my colleagues in the Borromeo Quartet I was ready to dedicate the next several decades of my life to the intensive study of the quartet literature, interspersed with occasions when we would interrupt said study to perform, in public, for people who could not possibly understand the complexity or difficulty of our efforts, then to resume study. But I came to realize, very quickly, how entirely futile our efforts are without an audience to consume them. How it is a remarkable thing that people come to concerts, amidst their endlessly busy lives, and actually open themselves to having an experience, to receiving the sounds that you are creating, with all of their import. How it is an important thing to make yourself and your art available to those who may not have a native interest in your chosen profession. That in order to justify dedicating your life to something, you must ask yourself why it matters at all; you must ask why what you do is relevant.
And this is no small question. I remember sitting at Bear's in Bloomington, Indiana (a local watering hole for Hoosiers) with my best friend from college, Aaron, a cellist himself, on September 12, 2001.
"Kris, what are we doing? There are people whose job is to rush into burning buildings to try and save people. What are we doing? It's all so…selfish."
I'm not sure I have an answer for Aaron, after all this time. I could never look anyone in uniform in the eye and tell them that my work is as important as theirs. But my feeling is that it is our responsibility to continue to prove our worth. That we need to continually find ways to share what beauties we have discovered with others. To invite people to share in our empathy.
One of my many duties as a member of the New England Conservatory's quartet-in-residence is to teach some of the wonderfully talented students who come through Boston on their own personal quests for a life in art. I am constantly amazed at what these young musicians can do. They are hungry to learn, eager and ambitious, and they are all racing to get better, to be more accurate, more in tune and faster and louder and…I just need to be sure.
"So why are you doing this?"


text: Paul Davis wrote: > On Mon, 2007-02-05 at 16:41 -0500, carmen wrote: >> On Mon Feb 05, 2007 at 01:59:29PM -0600, Victor Roetman wrote: >>> (and I really wish there was a jack backend for gstreamer) >> there is. it didnt work very well for me (worse than alsa+plug:jack, just like XINE) but you might want to give it a shot > > carmen, judging from the rest of your post, CPU usage was the main > issue. > > this is actually not a consequence of the JACK sink directly, but the > appalling unoptimized resampling code in gstreamer. if you connect the > JACK sink up to a stream that is already at the JACK sample rate, i have > found you see the expected (low) CPU utilization. > > the gstreamer guys know about this, but there is nobody available or > with the know-how to speed it up. libsamplerate is not an option, > apparently, because of the license :(( I've been warned by a number of Linux folk to avoid GStreamer. -- David gnome at hawaii.rr.com authenticity, honesty, community


text:
Photo by Gourmet
YIELD: Makes 6 servings
ACTIVE TIME: 15 min
TOTAL TIME: 45 min
Put oven rack in middle position and preheat oven to 500°F. Line rack of a broiler pan with foil.
Stir together all ingredients except chicken in a large bowl until combined well. Coat both sides of chicken legs well with yogurt mixture (use all of it), then transfer to broiler pan, arranging them in 1 layer.
Roast chicken until charred in some spots and cooked through, 25 to 30 minutes.


text:
Approximate Running Time: Two hours, 42 minutes, with 1 intermission
In English with English captions
Printable Version
By Speight Jenkins
Like everyone else in American opera, I had heard glowing reports of Jake Heggie's Dead Man Walking.
Because of rehearsal or performance conflicts in Seattle, I had not seen the work. All the more reason then,
I felt, to go to Houston in March 2004 for the premiere of The End Of The Affair. Shortly before my
trip, we had been forced to make a change in the 2005/06 season schedule, and it occurred to me that if
The End Of The Affair was a good piece, it could be presented in place of the opera that we had to drop.
I went into the performance having seen the 2000 film based on Graham Greene's novel and the Deborah Kerr
version from the 1950s.
The End Of The Affair astonished me first in the appropriateness and romantic quality of its music.
It also gripped me with its drama from the beginning. This was a fascinating story, well told.
The vocal lines were not easy, but they were superbly composed for the voices involved, and the minor
characters all had interesting parts to play, vocally and histrionically.
The two main characters, Sarah and Maurice, held my interest, certainly in Act I and in a large part of Act II.
I couldn't help but think that toward the end the opera seemed to lose its focus, and although the music still
had character and interest, the power was lost. Despite this, the two hours plus of the opera seemed over in a
moment, the audience was enthusiastic, and the demands on the singers, while not excessive, showed a composer
with real knowledge of how to make singers effective and how to illustrate the distinctive qualities of each
artist's voice.
Walking out of the theater, I thought that this was a piece that would work in Seattle, and I wanted to present it.
My thought was cemented after a conversation with Heggie who told me that he didn't think the ending worked and he
wanted to do it over. He told me that the piece was already scheduled for Madison Opera in the spring of 2005 and
for later performances at Opera Pacific in Orange County, and that he was eager to make some crucial changes.
He just needed the money to allow for changes in the score and the orchestra parts.
Working with Madison Opera and Opera Pacific, we found the money, and Heggie began to work. What had allegedly
started as a reworking of the piece's finale turned into the kind of dramatic change that transformed
Puccini's Madama Butterfly from a fiasco to a huge, popular success. Although Heggie's piece was certainly
no fiasco, the composer realized the problems of the first version, completely restructured the piece, and composed
a new ending. When I received the score in December of 2004, I was more than delighted—embarrassed a little, too,
because I had already recorded my 2005/06 season CD; the story I told did not describe Heggie's new version.
Most of the events until the last ten or so minutes remained the same, but the order was different. Such are the
variables of new works, and I feel that the changes Heggie made enhanced the opera greatly.
I cast the opera after I saw Houston's production, but nothing has changed in the requirements for the singers.
Attending the revised version at the Madison Opera last spring made me sure that we had done the right thing.
A good opera from the beginning had become a much stronger work. Its music and drama made great sense, and the
urgency of the staging now made for an even more exciting theatrical evening. I love the ending now, one that,
though it is more positive than Graham Greene's novel, is not inconsistent with an interpretation of it. I look
forward eagerly to our production of what I think is a powerful, new, American opera.
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Performances at: McCaw Hall, 321 Mercer Street, Seattle, WA 98109
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Copyright ©2015 Seattle Opera. All rights reserved.


text:
Any state that exploits others ends up exploiting its own citizens. If you do not stand up for Pals (or other discriminated people), you'll have to see what awaits you next, from your own state. This is clear in the US. This will become clear here too, in Eretz Israel. And Netanyahou's argument is basically so stupid that even a schoolboy could refute it. 99% of security is only useful for the rulers, so that they can escape the law and pretend they do not know what it is really going on -- that is, what they ordered.
If selected for publication, it will appear as soon as possible on Haaretz.com.


text:
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Palm Pre Plays Nice with iTunes
Thursday, May 28th, 2009 at 10:42 AM - by Jeff Gamet
The Pre smartphone is Palm's answer to the iPhone and it's no surprise that it the devices share many similar features, but built-in iTunes support may be one shared feature Apple didn't expect. Unlike other non-iPod devices, the Palm Pre doesn't need any special software add-ons to automatically sync music with Apple's iTunes application, according to Forbes.
This surprise feature means Pre users can purchase and download music from the iTunes Store and sync it just like any iPod or iPhone user does. How well Apple takes the news, however, remains to be seen since the company may not be please that a non-iPod device works with its software out of the box.
Company COO Tim Cook said that Apple will do whatever it takes to protect its intellectual property when asked about whether or not Apple saw the Pre as iPhone competition. Should Apple decide that the Pre's iTunes support crosses the line, it could take Palm to court, or simply change iTunes to block Pre syncing.
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text:
Passed Out In CO & Washed Up In UT!!! Big Bikes Conquer The Elements Of The West!!!
View Single Post
a.k.a. "Tiny Dancer"
Joined: Jul 2013
Location: Bay Area Jungle
Oddometer: 134
Passed Out In CO & Washed Up In UT! Big Bikes Conquer The Elements Of The West!
DAY 4 Continued: Telluride to Lake City (COBDR)
UGH... somehow posted last reply too soon...
This one is short and quick as it's the ending of our day...
So, we got to the Visitor's Center and the clerk found us a resort with 2 vacancies, 1 of which, just opened up.
This was our home for the night. Westwood Resort. They had 2 cabins available for us each with 2 BR, 1 BA, living rooms and kitchen with supplies.
Note: We had Room 6 and if you stay here and you have a choice, do not get that room, unless they fixed the plumbing issue.
Our bathroom stunk like a backed up septic tank
- so ask first.
Otherwise, the rooms were fine.
When we went to the General Store, it was Closed.
FYI, pretty much everything opens at 11AM and closes by 5PM.
But we lucked out with The Sportsman Store, it was still open. And he had yummy fudge!
For dinner, we ate at... where else...
For those new to Poker Alice, it's very delicious! It's pretty much self service: - you walk in and to your left, you get a menu, you go to the counter,
you order, you pay for your food/drinks, there are paper plates, utentils, cups, drink dispensers, and you clean up after yourself too.
As we devoured our plates and gulped our drinks down, we talked about the plan for tomorrow - little did we know, it would prove to be one of the best and challenging days of the trip!
"Be faithful in small things because it is in them that your strength lies." ~ Mother Teresa
La Petite Pillion
First ADV Ride Ever, 08/31:
Weekend in Mendocino, CA
First Long ADV Ride, 09/07:
Passed Out In CO & Washed Up In UT (COBDR & UTBDR)
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text: Junior forward C.J. Fair has announced his intention to return to Syracuse for his senior year with the men's basketball team. The second-team All-BIG EAST Conference performer considered entering his name in the 2013 NBA Draft but decided to come back to SU for his fourth year of eligibility and to complete his degree work.