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Renting/Buying/Selling a Piano or Keyboard
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I would love to purchase a grand piano. It has been a long dream since I was a child. Back in the day, I dreamed about a Baldwin or Steinway. Steinway pianos I think are too expensive for our family. I can't seem to find any Baldwins anywhere. I know the company has changed a lot, but I wanted to make sure I am looking at the right places. Do you have any recommendations for where to go to buy a grand piano? I tried out Yamaha, but I really did not like the touch or sound, after testing several. If you are a piano player, I think you know what kind of sound I am looking for, when I say the classic Baldwin touch and sound. At this point, I am open to other 'brands,' just am looking for a piano that doesn't have a heavy touch or a flat sound. If you have any suggestions on where to purchase a grand piano, that would be great. Also, do you have a favorite piano technician? Thanks for any feedback!
-Test a lot of pianos in showrooms to familiarize yourself with other brands, but...
-Don't limit yourself to buying from a showroom. You already have an idea of what you want, so it's usually worth it to check into used piano sales. It's very much a buyer's market. Craigslist of course has a lot of garbage, but it also has a lot of great pianos. Random situations like a piano that was on the premises of a start-up now going defunct, being sold by someone clueless about pianos. This can be great for the buyer!
-If buying from an individual, ask a few basic questions that are similar to asking about a used car: maintenance over the years, was it tuned regularly, moved a lot, etc. Then...
-If you are really interested in a piano, have someone professionally appraise it, for around $120-150. They will check over every inch of the soundboard and action and give you a long, detailed report, including the worth and any work you might expect to have done over the next 10 years or so.
I bought a used baby grand Yamaha off craigslist 4 months ago, after having a thorough appraisal, and got it for a steal compared to it's retail value. It took some driving and a little more follow-through in terms of setting up appointments, but I was happy I did it, as I could not have afforded a baby grand otherwise.
Two piano technicians I recommend highly: Larry Newhouse - SF or Marin 415-383-7690 and David Abdalian - East Bay 925-460-3211
Hope you enjoy your new piano! Kate
We would like to buy a nice sounding, 88 key, weighted or semi weighted keyboard for my daughter to start taking piano lessons but hope not to pay over $600. We would like something that she can grow in to and for me to play as well. I like to play and grew up playing a traditional stand up baby grand but would not call myself a 'musician' by any means so some of the super fancy keyboards for professional musicians is not necessary. Getting a keyboard was our compromise to getting a traditional piano since you can use headphones, turn down the volume, takes less space, etc. but we would like the sound and feel of a traditional piano as much as possible. There are so many makes/models, does anyone have any recommendations or have one that they are happy with?
We are trying to buy a piano for our 6 and 8 year olds who just started taking music lessons. Their teacher recommends buying a Yamaha, possibly an used one. The one used at her friend's store was a little more than $3000. I remember seeing a piano roadshow at Costco a few months ago. A small? new Yamaha was $3999. I can't really compare because I don't know the model. Any idea on where to start? Used vs New? Thank you in advance! Lisa
It was great fun to go and look at their pianos and to learn about them. The guy who was helping us just kept popping around and plays bit of songs for us on the various pianos. I had lots of dumb questions as I have never played myself and have no clue about an upright vs. anything else.
I am happy we decided to rent; and we still may buy if after a year my son is still interested...and, if not, they will come take it away and we will have saved a ton of money and space in the house that the piano would take up for the next several decades. Thrilled you can rent pianos...I had no idea you could do that
While he has very good prices on new Yamahas and other brands, he also has a large stock of used pianos. If you have children who are just starting out on piano and you need to pay less for their first piano, there are some very good used pianos which will do the job very well. His excellent trained staff can help you choose from the variety of used pianos, or work out financing for a new Yamaha if that's what you decide on. anon
Pianos generally hold their value very well because they are very durable. Most quality acoustic instruments will last 40+ years in good playing condition. In other words, you could pay $2500 for a piano now, have your kids play it for 10 years, and then sell it for about the same amount when you don't want it any more.
New vs. used: If you buy new, you will pay a markup for dealer overhead and manufacturer profit, just like with a new car. But if you feel timid about entering the used market, the extra money might be worth it to you.
Evaluating instruments: Two key weapons for your arsenal
1. Acoustic & Digital Piano Buyer: Supplement to The Piano Book (Acoustic & Digital Piano Buyer: The Definitive Guide to Buying New, Used & Restored Pianos). Totally revised in Sept. 2010 according to Amazon.com. The author, Larry Fine, is a piano technician. This is basically a 'Consumer Reports' type book on buying used or new pianos.
2. Find a local piano tech that you can trust. Ask your teacher for suggestions or repost on BPN. You could also check with the Piano Technicians Guild www.ptg.org. They have a page for requesting a referral. Have the technician evaluate any instrument you are considering. This is like having a mechanic check out a used car.
Finally, I have to add my opinion on the issue of digital vs. acoustic. While digital pianos have some valuable applications, I ALWAYS want students to be practicing most of the time on a quality acoustic piano.
1. The action of an acoustic instrument gives a person a unique and more specific way of learning how one's effort or movement produces certain sounds. With an acoustic instrument, the player can feel the vibration of the keys and the body of the instrument when the sound is produced by the hammer striking the string.
2. Acoustic actions have weights in the keys which creates a surface resistance to movement so that a player can rest some of the weight of their arms and hands onto the keys. Once the hammer is triggered, the resistance is much less, so that the player can learn to rest on the bottom of the keys after playing. These two attributes of the action can help train a player to have a highly efficient piano technique.
The action of a digital piano, even if it is 'touch sensitive' or has weighted keys, is not the same, in that there is not a varying amount of resistance depending on whether the sound has been made or not. In my years of experience, playing on a digital keyboard and/or an instrument with too light keys tends to produce shoulder, neck and back tension, and various technical limitations in intermediate and advanced players.
'Well', you may say, 'my kids are just beginners. Who knows if they are going to stick with it?' In my experience, they are much more likely to stick with it if they have a quality, comfortable instrument to play. Children are generally very in tune with their senses and will practice more on a piano that sounds good to them. Over time, the vibrations and depth of sound of an acoustic instrument is more satisfying. And remember, you most likely will be able to sell the instrument for close to what you paid for it if they lose interest.
To summarize, it's fine to have a digital instrument in the home as long as you also have a good quality acoustic piano. Rebecca
I bought my piano from Ruben Jackson firstname.lastname@example.com He gets pianos, fixes them and tunes them and delivers them for a very reasonable price.
On a side note, after a year and a half my granddaughter gave up piano! So I don't recommend a huge monetary outlay when you are just starting out unless you are in an economic strata that allows for those kinds of outlays for what may become a giant dust catcher. wiser and not much poorer
I'm (nearly) ready and looking to let go of my father's piano. It's a very small baby grand piano (a Schmoller & Mueller, probably ca. early 1920s), but even as petite as it is (basically, a 60 square footprint), it doesn't fit in our even more petite living room, and has been relegated to a room of its own for nearly 13 years. As sentimental as it is to me, I'm reaching the point where practicality and the desperate need to re-purpose the room is prevailing. And since we have absolutely no other place in the house to put it, I don't see any other option other than letting it go. This is why I'm writing..does anyone have any suggestions with what might be a good solution. I already checked with family, and nobody is able to take it. I'm up for donating it to, say, a non-profit/nursing home/senior center. (any suggestions for who might want it?), or selling it (checking online, it looks like it's worth about $650). When my dad passed away, I inherited it and refurbished it. It's walnut brown, and the finish has crazed a bit on one side and there are some repairable scratches here and there. It would need to be re-tuned. And although it always sounded wonderful to me when my dad played it, it's not considered by 'experts' to be a very fine instrument. But it is a very sweet little piano, and has a wonderful story, and I'm hoping this will be the reason why someone would be interested in it. So, as you can probably tell, it's very difficult to let go of (and I do worry I'll regret letting it go, but I just can't think of what else to do with it), but if I think it's going to a good home, then I'll feel better about it. So if anyone has any ideas, or is interested in it, or knows of someone or a group that might be interested, I'd certainly appreciate any suggestions. Many thanks. Kitty
We are considering the addition of a piano to our household. I had been seriously considering a full-sized digital piano. We don't have a lot of space and they seem to give you a lot of bang for your buck without taking up too much space. However, one of my musician friends just informed me that, at the conservatory she teaches at, they don't allow kids to practice on digital pianos and that many of her piano teacher friends won't accept students with digital pianos. Apparently it has something to do with the pressure and feel of the keys...? Maybe there are additional reasons as well...? Has anyone ever come across a piano teacher that won't take students that practice on a digital? Should I just pop for a traditional piano? Any recommendations for full-sized digital pianos that are considered close to the real thing? No Room For the Baby Grand
Digital pianos and keyboards certainly have their place in the music world in many great ways, but personally I would not want to have my child learning to play piano on a digital. piano snob
I definitely advocate for buying an acoustic piano over a digital for the reasons I explained in my prior reply. The ''feel'' of a digital can never approximate that of an acoustic piano.. and particularly where one is looking for the ideal in a grand such as a Steinway, the dynamic range of a digital is far more limited. But having said that, I use a digital at night with earphones as a practice keyboard not as my tour de force instrument. My space accommodates two Steinways (horizontal and vertical)and my keyboard is a Casio PX110. The 110 is now upgraded to the 120, but in my opinion falls short of its predecessor. It seems with every upgrade there is a compensatory downgrade. I don't like the PX320 either, because of the bells/whistles add-ons. The whole world of digitals becomes more disappointing by the day. For the youngsters starting piano, a good acoustic is best, but having the digital around affords sound exploration experiences. To build a solid technique and musicianship, go for the Baldwin Acrosonic acoustic circa mid 50s to late 60's. shirley
An acoustic piano is the right instrument for kids to learn on because it gives them the genuine hammer action that is important for learning the feel and is a necessity for any serious student. (A lot of digital piano companies advertise their digital pianos as having ''realistic'' action, but it's really not the same). Any serious teacher is going to require their students at a certain level to use an acoustic piano. A digital piano, even the best sounding ones, are a computerized recording of an instrument being played back through a speaker. You don't get the same sound or the get to feel the resonance of the hammer hitting the strings on a digital piano.
A *good* digital piano will cost at least $2,000-4,000. You can find a quality used acoustic upright piano for the same cost. You should take a look at a book called ''The Piano Book'' by Larry Fine (there is also an annual supplement on pricing). If you decide to go for an acoustic upright go for something with a quality, recognizable name like Yamaha or Kawai--they are well built and the resale value on these makes them a worthwhile investment. The best website for piano information is Pianoworld.com--there is a wealth of information to be found on their forums, including information about digital pianos. Once you've done your research, craigslist is a good source for used pianos.
There are many piano teachers out there. I called around until I found one who was within walking distance and was okay with a keyboard. She turned out to be much more flexible in other ways,too, which was great.
My daughter has grown up and abandoned music, as most people do. She started music lessons when very young, and moved on to another instrument when she got older. It really mattered not at all that she learned to play on a keyboard. If piano had become her love, we would have purchased a piano. But in today's world, a student is more likely to want a real keyboard, not piano or an electric piano. Please yourselves and your child, not the teacher. Sanon
Hi - I'm planning to start my child on piano lessons in 2009. I have an old (beat up) upright (probably 25 years+) that is taking up too much space in my little house). So I'm thinking of placing it in storage for a year. I'd like your feedback about storing it and where? Any idea of the typical costs? I live in Oakland. Also how do I figure out if it just makes more sense to get a new one? Thanks!
The minuses? Well, we had it stored waaaay longer than we imagined, for years in fact. At about $65/month, that really added up. Now, not only are we out the money for 4 years of storage, we have a century old piano that could really use to be tuned and restored. It would have been cheaper to sell the old beast and buy a new one when we had space. If you only to intend to store it for a year, and your piano doesn't need much work, then it may make sense to keep it. My problem was my emotional attachment to the piano. If it hadn't been bought by my grandparents and handed down, I probably would have gotten rid of it.
i'm interested in purchasing a used upright piano for my young children to learn and practice piano playing. any recommendations on where to buy one? i'm not looking for anything fancy. is it worth buying a used one from another family and paying extra for moving costs and tuning? pamela
Hi everybody, Does anybody know a good place where I can rent a standing piano for a couple of months? Thanks, Sara
Can anybody recommand what is the best way to sell a 5 feet Grand piano ? It is 3 year old and likes new. Thank you. Alice
My 6 year old daughter really wants to start piano lessons. I do not want to purchase, maintain and find space for a piano until she shows true commitment. I have been told it is acceptable to start by using an electronic keyboard. One friend has recommended the Yamaha DGX505 keyboard ($540 at Costco). This certainly seems nice, but is there a less expensive keyboard that would perform just as well? I am confused and would appreciate some feedback from people who know these products and beginner piano playing better. If the 505 is the highly recommended choice and will get us a few years down the road, I will spring for it. By the way, I think I will learn how to play too!
In general, the Yamaha keyboards are good - I would avoid off-brands and would definitely avoid Casio!! Yamaha is a respected company with years in the music business.
The ''short answer'' to your question: before you make a purchase, go visit a reputable piano company like Piedmont Piano in Oakland. You will get expert advice, and they both sell and rent all kinds of pianos, including electric ones. Remember, it is completely free to try out instruments, so why not try out all that you can?
The price of $500 you mentioned from Costco for a Yamaha electric piano seems a little high, especially when you consider that you get no knowledgible service from them, and there is little re-sale value on that type of instrument.
Ernie Mansfield
In the course of shopping for a digital piano, several questions have come up that local dealers have not been able to answer satisfactorily. I should note that we are looking for a piano substitute that will not alienate our neighbors during early morning practice time, so multitudes of extra voices and features are not essential. We want the best touch and feel more than anything else. 1) What is the difference between the Clavinova line and the Yamaha digital piano line (other than the looks/extra features of specific models)? 2) Is Roland still considered ''top of the line?'' 3) Are there considerations of maintenance and repair we should think about? 4)Any particularly knowledgable dealers you'd recommend? We'd like to hear the whole spectrum of opinions and experience. cld
Not sure about the sound, but Yamaha has better touch than Roland. Dealer name hard to remember, he thinks Pianos Plus in Hayward had a good selection, and made the sale by encourage demo-ing of the pianos. The sales rep at Sherman Clay was snobby & pushy. Hope that helps! Jessica
Could anyone recommend good and reasonable places in the Berkeley/Albany/El Cerrito area that I can rent a piano or buy a keyboard? If you can also explain the logistics of renting a piano (what the shop will require us to do, how we should take care of the piano, etc.), that would be great. We are starting our 6-year-old daughter in a piano lesson and need something for her to practice at home. We don't play piano and frankly know nothing about renting one. We are also considering buying a keyboard (with weighted keys as recommended by the teacher) and would like to weigh the pros and the cons of both approaches before we decide what to do. I checked the website but the information is outdated. Thank you very much.
Anyway, our piano teacher recommended a digital piano (not a keyboard) because the have the feel of a real piano. You can read about the ''graded hammer effect'' on the yamaha website. The keys are properly weighted so the high notes are light and the low notes are heavy. The keys are standard size. Better models have better speakers and will sound better. Our 930 sounds great on headphones and not as well when played (still pretty good!) but we could improve that by hooking it up to better speakers.
Reasons to buy a digital piano instead of a traditional:
* it is always perfectly in tune. this is really important for your child's ear training
* multiple ''voices'' are fun. My daughter enjoys playing her pieces with the organ, choir or marimba sound instead of the plain old piano sound.
* record/playback features. Your child can record herself and hear how what she played sounded. Sometimes a child has a hard time hearing tempo problems or pauses when he or she is playing but they hear it easily when they play it back for themselves. ALso, they love to compose their own melodies and play them back.
* preset music: there are 50 pieces in the piano that you can play. I sometimes turn them on. THe kids like to put on the fast-paced ones and run around the house.
* if you opt for a more expensive model your child can record her songs onto CDs and save them. You can also buy accompaniments for some simple pieces, so that your child plays Twinkle Twinkle Little Star with an entire orchestra accompaniment. These are well done as the piano waits for your child to find and play the right note (it holds the previous note until the correct next note is played). My daughter doesn't love this feature, which the teacher sometimes uses at her lessons (she has a fancy model), but lots of other kids do.
We have had our piano for 3 years now and have never had any problems with it. I can highly recommend it.
Oh, and by the way, you can find them at Piedmont Piano. I recommend that you call several dealers. Music Exchange in Dublin/Pleasanton also sells them and so does a place in San Jose (can't remember the name, but they have dealers listed on the Yamaha website). I think the original price we saw on one it the shop was $2700, and we paid only $1850, delivered, so it pays to call around. Often they don't want to give you numbers over the phone, they want you to come in. Piedmont Piano was very nice and gave me a good number over the phone.
I looked up the local dealers on the website:
Pianos Plus 1558 A St Castro Valley, CA 94546 510-581-1660 Music Exchange, Inc. 7704 Dublin Blvd Dublin, CA 94568 925-828-3442 Piedmont Piano Company, Inc. 4382 Piedmont Ave Oakland, CA 94611 510-547-8188
I'm looking for an upright piano for my daughter, beginner student. Problem is that I never played enough myself to be able to choose used piano. It seems to be a task for professional. Is there anybody in nearby area who could give a consultation? Any information will be greatly appreciated. Thank you Tanya
We would like to buy a used baby grand in time to sing Christmas carols. We'd like to know whether people have had experience with: 1) Piedmont Piano or other reputable purveyor of used pianos 2) A piano tuner/technician who could advise us/check out a piano before we buy the wrong one... Natasha
In terms of your second question (someone to advise on a piano before you buy), you might try calling Steven Benjamins. He's a tuner who lives in Lafayette and who has a studio behind his home where he rebuilds old pianos. My only experience with Steven was interviewing him for a story a few months ago, but he was personable, had a very cool workshop and had a real love for the instrument. His number is 925-284-3077. Darcy
this is a reply to the question of Stefanie, who asked in the UCB parents digest for recommendations for keyboards.
My wife is a music teacher, and she is sometimes asked if a keyboard can substitute a piano, and what brand of keyboard is worth buying. Basically, she is somewhat skeptical about keyboards since they do not give you a feeling of a real instrument. This is understandable because having played a piano 8 hours a day during 18 years of studies of misic, she knows exactly how a real piano feels. Another diadvantage of a keyboard is that it is usually narrower than the real piano (64 keys compared to about 100) - but this is really important only for advanced students of music. On the other hand, a piano is generally rather loud, and you may disturb your neighbours if you live in an apartment. For this particular reason we bought a keyboard for our daughter, although we also have a piano at home. Before we bought a keyboard, I made a survey of what is available on the market and know what is the difference between cheap and expensive keyboards.
A very important feature of a keyboard is that it shoud have touch-sensitive keys. This simply means that the it sounds louder when you hit a key harder. Usually all keyboards which cost above $200 have this feature. The cheapest keybords priced between $100 and $170 are not touch-sensitive and absolutely unsuitable for any music lessons. I actually bought "Yamaha PSR 220", which is usually sold for $220-230, but I got it on sale for $180. From my point of view, it does not make any sense to pay more than $200 for a keyboard if you buy it for a child. Keyboards which cost between $300 and $800 have the same number of keys, the same feeling, and almost the same number of voices. There is a slight difference in a number of keys which may sound at the same time. However, the major difference is that in expensive keyboards you get a sequenser (i.e., a multiple-track digital recorder), a floppy drive which you can use to store your creations, and eventually even a hard drive. By the way, this results in a much greater number of controls, which your child probably will not be able to handle. It is also worth noting that a cheaper keyboard can be connected to a computer via MIDI interface. Then, if you buy some musical software, you will also get a sequencer, and can make recording of your own music in MIDI format.
I would recommend to buy a brand name. We tried an "Optimus" keyboard (this is the Radio Shack brand), and it sounded lousy compared to Yamahas or Casios. Yamaha and Casio have about the same features for the same money, so just shop for a better price. Andrei
That will keep the expenses to a minimum while the child is able to enjoy the actual instrument, and appreciate it in full. Also, renting a musical instrument is a good way to allow your child to try new things, without making the total investment until you are certain about it. Just a suggestion. Glenn
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Great Deals on Time Warner Cable in Mckinney
TimeWarner Cable delivers high speed Internet, no fee HD and more to Mckinney. Start saving more deniro when you make the switch to Time Warner Cable. Find the best Time Warner deals in TX, but hurry, they won't last! People are pinching pennies with Time Warner Cable in TX, but not sacrificing service.

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Registration now is open for the 2015 Women's Championships to be held in Reno, Nev.You can register, or manage your teams if you've already registered, by clicking on the Register Now button below. In 2015, the USBC Women's Championships will make its return to the one-of-a-kind National Bowling Stadium in Reno, Nev. The 2015 edition of the tournament will run from April 10 until June 29 (last team date).This
national tournament boasts nearly 100 years of tradition and
routinely attracts bowlers from across the country. It's an
unforgettable experience that many bowlers refuse to miss each year.The 2014 Women's Championships marked the return of an all-scratch format, new average-based divisions and four-player teams for the first time. Bowlers of all skill levels have the opportunity to take home a share of nearly $2 million in prize money to go along with countless memories with friends.Squad times in 2015 will be: Team (4 p.m. and 7 p.m.) and Doubles/Singles (8 a.m., noon and 7 p.m.).The total entry fee for a four-player team will be $560, and that includes all
processing fees if the team captain enters online. Entering by mail, fax
or phone will require an additional $10 processing fee per team and $10
for each doubles/singles set.Download 2015 registration form here for entry by mail, fax or phone. Download 2015 Friendship Squad entry form here Click here to see all current offers.


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Nov. 12, 2010
SARASOTA, Fla. - Competing in the team's last fall tournament of the season, University of Arizona men's tennis senior Andres Carrasco downed his first two opponents and powered his way to the Quarterfinals at the Lakewood Ranch Intercollegiate Clay Court Classic in Sarasota, Fla. Junior Jason Zafiros fell in the Round of 16 in singles action.
At the only event in the country where players have the chance to compete on clay courts, Carrasco and Zafiros are facing some of the top players in the nation.
"Andres played well today and is proving that he can compete with the best in the country," said head coach Tad Berkowitz. "Jason is a little under the weather but he fought as hard as he could."
Carrasco faced Kurt Mauro of Temple in the first round of competition where he swept in straight sets, 6-0, 6-0 to advance to the second round. The senior then faced Miami's Carl Sunberg in a close match where Carrasco edged out Sunberg in a close 7-5 first set victory and then notched a 6-2 second set win. Tomorrow Carrasco will play at 11 a.m. in the Quarterfinals.
Zafiros, playing close to his home in Bradenton, Fla. took to the courts in the second round after receiving a first-round bye. The junior fought hard, but was defeated in straight sets to Eduardo Pavia of Miami 6-3, 6-3 in the Round of 16.
In doubles action, Carrasco and Zafiros fell by default to Waylor Chin and Eduardo Pavia of Miami.
Play will continue through Sunday with singles and doubles quarterfinals and semifinals taking place Saturday with finals to follow on Sunday.
2010 Metlife Lakewood Ranch Intercollegiate Clay Court Classic
Friday Results:
Singles First Round
Andres Carrasco (UA) def. Kurt Mauro (Temple) 6-0, 6-0
Jason Zafiros (UA)/ bye
Singles Second Round
Andres Carrasco (UA) def. Carl Sunberg (Miami) 7-5, 6-2
Eduardo Pavia (Miami) def. Jason Zafiros (UA) 6-3, 6-3
Doubles First Round
Waylor Chin/ Eduardo Pavia (Miami) def. Jason Zafiros/Andres Carrasco (UA) Default


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Effective 7/1/15 - 6/30/17
17.1 Discipline and dismissal shall be for just cause. The Employer shall engage in progressive discipline, although both parties recognize that some conduct is serious enough to warrant suspension or discharge for the first offense.
17.2 Upon request, disposition of Internal Investigation reports and supporting documents will be removed from employee's official and department personnel files after three (3) years if no similar incidents have occurred from the date of issuance.
17.3 Forms of discipline include written reprimand, reduction in pay, suspension, involuntary demotion, and discharge. Rejections during the probationary period are not subject to the grievance procedure.
17.4 The probationary period of employees shall be in accordance with RCW 41.08.100. Probationary period rejections shall be in writing. Rejections during the probationary period are not subject to the grievance procedure.
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The Centers for Disease Control's scientific sleuths are beginning a new program aimed at decoding the DNA of various common (and deadly) diseases that they hope will enable them to outwit outbreaks and emerging pathogens.
While gene sequencing has been used to discover people's ancestral roots, diagnose rare illnesses, as well as predict someone's chances of developing cancer, researches are now attempting to map out genomes of new strains of bird flu, as well as listeria, etc, which pose major threats to large segments of the world's population. In fact, listeria, which can prove most deadly to pregnant women, small children and the elderly, is currently the 3rd leading cause of food poisoning deaths.
The program, known as "advanced molecular detection" is being funded with $30 million granted by Congress in the hope that researchers will soon be able to "solve" the origins of outbreaks more quickly, as well as prevent infections by better understanding how they spread in the first place.


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Last fall, Sage and I made this peace sign t-shirt.
And it was featured along with a peace-themed tutorial I wrote in the Fall 2009 issue of Kids L.A. magazine.
Since they didn't use these pictures, I thought I'd share the tutorial with you. It's a quick fun project in which your kids can give you a hand... literally. Simply iron some Heat-N-Bond light to the back of some fabric.
Trace your hand.
Cut it out, iron it on, and stitch it down. It's that easy! When Sage tried that shirt on the other day it didn't fit anymore and his hand was bigger than the hand we traced a year ago. Time flies and kids grow fast; every now and then it's good to stop and record the moment.
When I was trying to come up with something to make for this week's Tutorial Tuesday, I thought of that project and decided to combine it with the quintessential Thanksgiving craft - turkey hands! This time McKenna lent me her hand.
I added some felt, a button, and a turkey beak and waddle left over from last week's turkey craft...
and stitched them together like this:


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Home / Educators / Teacher Resources /
Discovery Guides
Below is a list of printable discovery guides and answer keys that you can use in our galleries. These discovery guides are designed to supplement a scheduled tour program or can be used to enhance a self-guided group visit to the Museum.
Our discovery guides change routinely along with changes in the exhibits.
Please make sure you are using the most current version of our discovery guides.
Tips for Groups
Before Your Visit:
- Make enough copies of the guide(s) for students and chaperones.
- Divide students into groups of about 5 to 10 students.
- Provide the chaperones with a copy of the answer key(s).
- Bring pencils and clip boards or notebooks to write upon.
At the Museum
- Divide students into groups of about 5 to 10 students.
- Please keep voices low.
- Remind students that it is not a race but an adventure of discovery.


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London Irish Minis Yearbook - photos and a trip down memory lane
I create stunning photography books for all occasions: personal biographies, parties, weddings and corporate events. I am a photographer and retoucher.
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Theo's Baptism 19 May 2013 Published July 23, 2013
Hannah and David 7 July 2012 Published December 03, 2012
Sharon's 50th Black and White Party 8 July 2011 Abbeymoor Golf Club Published September 07, 2011
Nikki and James Diani Beach Kenya Published July 13, 2011
For Ian and Dora Published December 06, 2010
For Nikki and James, For Lynn and Mark Published December 06, 2010
Fiftieth VERSION THREE Published November 19, 2010
Twenty Five Years! Published June 17, 2010


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Blake Shelton Confirmed for Season 8 of 'The Voice'
Blake Shelton has been confirmed to return to his chair for the upcoming eighth season of 'The Voice.'
Blake Shelton has been confirmed to return to his chair for the upcoming eighth season of 'The Voice.'
Blake Shelton and Carrie Underwood are each looking at a prestigious honor outside of their usual realm -- they both have shows that have been nominated for Emmys!
The best way to get revenge on a country singer may be to go after his truck. That's what 'The Voice' coach Adam Levine did on Monday night, dumping two loads of manure on Blake Shelton's shiny red pickup.
If Blake Shelton is a fan of Adam Levine's new hair color he sure has a funny way of showing it.
You don't want to get Blake Shelton riled up. After a little too much ribbing from his friend and fellow 'The Voice' coach Adam Levine, Shelton did the unthinkable: he tweeted Levine's phone number.
Although Blake Shelton and Shakira collaborated on a country-pop song for the Colombian's newest record, they still remain enemies on 'The Voice.'
Viewers aren't the only ones disappointed that Cee Lo Green isn't returning to NBC's hit reality show 'The Voice.' Fellow coach Blake Shelton admits the decision makes him sad, too.
Shakira recently revealed that she and country's own Blake Shelton were collaborating in the studio, and now, she's dishing the details of the duet.
The lines of music genres are blurring, as artists from different worlds are starting to team up more and more frequently. Colombian beauty Shakira recently let her Twitter followers know she was busy in the studio -- with Blake Shelton!
Sibling group the Band Perry will bring their musical expertise to NBC's 'The Voice' in Season 6, helping out fellow country mainstay Blake Shelton's team.
Miranda Lambert will be making another appearance on 'The Voice' during Season 6, but this time, she won't be helping husband Blake Shelton. In fact, Lambert has signed on to be a mentor for Shelton's rival judge on the show, Shakira.


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Matt Damon Jokes About "Tossing Salad" on "Today Show" (VIDEO)
Matt Damon brought a little off-color humor to Tuesday morning's "Today" show.
The actor joined Matt Lauer and the gang for a "Social Q's" viewer mail segment, and one man's query concerned his girlfriend's kitchen hygiene.
"My girlfriend is an excellent cook and really defensive," explained the advice seeker. "When she cooks, she tosses the salad with her hands without washing them and tastes everything with her fingers. It makes me feel a little sick. Can I fix this?"
It was a set-up Damon couldn't let pass.
RELATED – 'Good Morning America' Host Asks Kirsten Dunst & Isla Fisher, "What's Teabagging?"
"That's not what they told me about tossing salad," joked the Oscar winner, drawing laughter.
We'd suggest that anyone who doesn't know what "tossing salad" means as a slang term visit Google or Urban Dictionary at their own risk, and then enjoy this unexpectedly naughty "Today" bit.
Check out the video below!
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Tillabéri, AFRICA — If there were a red "on air" light, it'd only glow for five hours a day.
Still, those are info-packed and likely commercial-free hours. The sounds coming from Radio Sirba, a 10-year-old radio station in the Garbey Kourou Village of Niger, are strictly educational.
The volunteer-run station launched through the help of Catholic Relief Services shares information about crops, education and health. It spans 50 kilometers.
"They never wanted a radio station," said Ali Aroura, a village leader.
Once the adults started listening and understood the help it can provide, they embraced it, he said. They quickly saw tangible value in the radio station too.
"It has reduced the amount of livestock stolen in the area," he said. Radio gives producers the power to broadcast a "crime log," so to speak, which has led to recovered property and caught at least 10 thieves.
The station also has its loyal listeners. Clubs of women gather to hear the latest tips on harvesting. A four-year project to help 60 area villages produce sesame, onion and okra wrapped up last fall. Another 5,000 villagers also received help through CRS's Cash for Work program.
The projects helped 15-year-old Roukaya Seidou's parents build shelter for the family. They also gave her parents' incomes enough a boost to allow them to buy clothing for their child.
Other parents are able to pay bills she said, and when school starts, they can afford supplies.
Perhaps the biggest change brought on by the radio and the bigger crop development project was the introduction of sesame oil.
"We were used to working with sesame because it was here before the project began and peanuts," Hamata Adamou said. "We didn't know we could do oil with sesame."
The benefits and demand are clearer now.
"It used to be hard to take seeds out of the pods," Adamou said. Then the project revealed easier ways so that now, "even children are able to understand and to work."
Some of the villagers are eager to discover more research on sesame oil so they can better market its nutritional value.
"Most people in the past who didn't cultivate sesame now prefer to because it provides more income," said a man wearing a dark gray head covering. A tall jar of sesame oil translates into the equivalent of US $10.
There's also interest in creating soap. The radio station, by producing sanitation messages, has changed behaviors in that regard, too.
This is a great story about the benefits of Catholic ministries in action. But there remains room for improvement and scrutiny by Catholics and our clergy, especially the leaders at the US Conference of Catholic Bishops. The latest elephant in the living room of the USCCB to be unveiled is Catholic Relief Services (CRS). It seems that CRS, now headed by Bishop Gerald Kicanas of the Diocese of Tucson, has for years been giving tens or hundreds of millions of Catholic dollars to groups around the globe that promote abortion, mandatory contraception and other anti-Catholic anti-human programs.
Just think of how many more radio stations we could have built, how many more lives we could have saved through the years, if we had not been paying for abortions and sterilizations and condoms all over the third world. When Cardinal Timothy Dolan, current Chairman of USCCB, took the reins a year ago, he found that this activity was rampant in several programs under his predecessor. Lay directors at USCCB were sitting as Directors on pro-abortion groups around the country, and were working on official USCCB publications that would lead Catholic voters in 2008 and 2010 into the satanic den of the Party of Death. This is exactly why faithful American Catholic Bishops, in a historic precedence, elected Cardinal Dolan to chair the USCCB and to restore Catholicism to their activities.
We must encourage and support the efforts of Cardinal Dolan and all of the faithful Catholic clergy who work to protect and preserve our Holy Church, and pray for their good works.
Thanks for taking the time to write us, John. I believe some of your information is inaccurate. Here's a statement from Catholic Relief Services concerning similar accusations made by LifeSiteNews (emphasis mine):
Earlier this week, the pro-life website LifeSiteNews published an article critical of Catholic Relief Services that contained inaccurate and incomplete information about our relationship with the humanitarian agency CARE, specifically for $5.3 million CRS gave to CARE for use in collaborative anti-poverty programming in Central America and Africa. We would like to correct the record by providing this important information, which was not included in the article:
Catholic Relief Services, in communion with the Church, strictly upholds Catholic moral teaching. All of the CRS programs and all of the funds used by CRS are entirely consistent with Church teaching. Faithfulness to Church teaching always has been and always will be our policy. CRS is not in agreement with CARE's policy on contraception because we do not support any positions that would be in violation of Catholic teaching on human dignity and the sanctity of human life.
CRS always has taken very seriously decisions we make about the groups with which we collaborate or form partnerships to ensure that we are not violating the Church teachings. We do not fund, support or participate in any programming or advocacy that is not in line with Church teaching, including artificial birth control.
These concerns about grants and partnerships, including the concerns over CARE, were raised to CRS last year. The agency undertook a thorough review of all partnerships together with Dr. John Haas of the National Catholic Bioethics Center (NCBC). After careful review, their report came to three main conclusions:
1. None of the grants listed constitutes support of or involvement in immoral activities.
2. None of the funding from CRS was fungible. That is, there is little to no risk of the grant funds being used either (i) for purposes outside those outlined in the grant request or (ii) for freeing up money in the receiving organization for immoral purposes by virtue of their having received the grant from CRS.
3. The NCBC found that there could be a risk of scandal over such partnerships if people become confused and wrongly assume that CRS was endorsing a partner's position on other issues. To avoid any misunderstanding, such as the Lifesite news article, CRS worked with the Bishops and the NCBC to address this risk through internal and external communications on our work, and continues to do so. This is spelled out in a statement posted below our Mission Statement on our website, titled The Catholic Values of CRS: http://crs.org/about/mission-statement/.
The $5.3 million in question was used by CARE for water and sanitation programs in four Central American countries (El Salvador, Guatemala, Honduras and Nicaragua), for food and nutrition programs, as well as water and sanitation in Madagascar; and for food and nutrition programs in Zimbabwe.
CRS does promote abstinence and Natural Family Planning as embraced by the Church. You can find more details at http://crs.org/east-timor/healthier-moms-healthier-babies/
I would also point out that Cardinal Timothy Dolan, before being elected president of the USCCB, was chairman of Catholic Relief Services. You rightly, I believe, point to Cardinal Dolan as bishop that is faithful to the teachings of the Catholic Church. I believe that he was also faithful to Holy Mother Church while chairman of CRS.


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Places to Visit in Panama - Don't Miss the Best of what Panama has to Offer
Check Out Cool Places to Visit in Panama Below
Panama, the southernmost country of South America, is a beautiful country and draws many tourists each year. The land is beautiful, rich and mountainous and offers a wide variety of activities for travelers. There are many places to visit in Panama, from historical buildings to gorgeous natural landscapes. Its a travelers dream and is sure to become a cherished memory.
The Panama Canal is one must see place in Panama, if its possible. It is a huge ship canal running along the Isthmus of Panama and connecting the Atlantic Ocean and Pacific Ocean. Its one of the largest engineering projects ever completed and has made a dramatic difference in shipping, as the route that can now be taken is less than half what was sailed before. Panama City, the capitol of Panama, is a bustling area with many things to do. Many of the top places to visit in Panama are located in Panama City, from wildlife parks, white sand beaches, islands, a plethora of shopping options and much more.
Los Altos de Cerro Azul is about thirty-five minutes from the Tocumen International Airport, and from there on a clear day, individuals have a view of both the Atlantic Ocean and Pacific Ocean. Approximately 3000 feet above sea level, the temperatures in Los Altos de Cerro usually maintain daytime temperatures in the 70s and cool night temperatures. 24-hour security watches over Altos de Cerro Azul and it features a country club, pool, tennis courts, and beautiful wildlife.
Individuals that are visiting and have left out beaches in their places to visit in Panama lists will certainly missing out. The turquoise waters and sun-kissed beaches are paradise on earth, and give travelers the chance to relax, enjoy gorgeous scenery and company of both locals and travelers alike. Pearl Islands is a wonderful place to visit, and is a grouping of beautiful green islands with gorgeous beaches and water. There are more than 220 islands and islets, and only 90 of them are named.
If nightlife is alluring to you, you can find some of the most bustling nightlife in existence in Panama City. From lounges and bars to nightclubs and delicious restaurants, Panama City truly stays jumping well into the wee morning hours. Singles and couples that are both tourists and locals love to dress well and make a night on the town. Casinos invite individuals to try their luck, while the pumping music in the nightclubs make it impossible to stand still. Its a treasure trove of fun activities when the sun goes down and youre sure to have a blast.
Whether youve visited Panama in the past and simply cant wait to visit again and soak up the beauty or this is your first time visiting there are certainly a number of surprises awaiting you. With everything from five-star hotels and cabins to beachside villas and bed and breakfasts, there is plenty of varied lodging. You can choose from the finest luxuries money can buy to the quietest and coziest of beds for the night. With a plethora of places to visit in Panama and the beauty of the country surrounding you, it may be difficult to return home!
Return From Places to Visit in Panama To Places To Visit In America


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Summertime in Ohio included a familiar pattern of events. There were trips to the beaches at Lake Erie and there was the annual attack by "Canadian soldiers," aka Mayflies. Canadian soldiers sounds more exciting, don't you think? As a boy, I tried to extract more meaning from that label than perhaps was intended. Looking at those flies, they appear to be carrying a long sword. Maybe that is what they mean, I thought.
Well, as menacing as they appeared, the flies were harmless. The trouble was that they came in a hoard in very large numbers. They attached themselves to screens and sides of buildings.
The fishes enjoyed them as they landed on the water. It may have been more difficult to catch fish in their presence because the fish were full and not hungry.
Having once lived along the Rocky River in Berea, Ohio just south of Cleveland, I experienced their arrival as reported by Cleveland.com.: http://www.cleveland.com/rocky-river/index.ssf/2014/06/canadian_soldiers_invade_rocky.html.
What brought this up was Jen McDonnell mentioned them in the Ballston Pond blog this week. She writes about stream monitoring of macroinvertebrates.
See the link: Ballston Pond
Barb Galbincea, Northeast Ohio Media Group, posted pictures of Mayflies on Pinetrust. Her firsthand visual experience in Cleveland, Ohio describes the situation better than words.
At this time of year, the water in the streams appears to be crystal clear for the most part. That is because there is little or no rain to cloud them. The water level evaporates to a lower state and all living things head for the shade, except for some small fishes for which it doesn't appear to make much difference.
We're in a summertime transition now. Flowers are mature, drying out and seeding. Birds are finding plenty to eat. As we are experiencing the hottest and driest season, the autumn plants will begin to emerge and transform. Fruits are appearing in trees and will ripen at summer's end.


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On June 30th the
Economic and Social Council (ECOSOC) held a special policy dialogue on "The
role of women in countries in special situations." MADRE representatives
attended this dialogue and talked with State members as well as experts on the
critical issues, including sexual violence women in Haiti face and the legal
obligation to have their voices included in decision-making processes.
Epidemic of Rapes Against Women and Girls in Haiti's IDP Camps
In the five months following the January 2010 earthquake, one
grassroots women's group tracked 242 rapes in just 25 of the hundreds of IDP
camps in Port-au-Prince. The Haitian government has been able to begin
prosecutions of only a fraction of these cases. At least half of the victims
are Haitian girls under the age of eighteen and medical services are
overwhelmed and unable to meet women's healthcare needs stemming from the
assaults--many women
suffer from depression and are at risk for suicide.
Why Haitian Women's Participation is Critical
There is a myriad of
international resolutions and statements that call for women's inclusion in
decision-making processes. Among them, UN Security Council Resolutions 1325,
1888, and 1889 obligate member states to elevate women's role in all stages of
peace processes. Haitian women play a critical role in holding communities
together through Haiti's conflicts and at the same time have suffered
disproportionately. It is their fundamental right to have a voice in the
decision-making processes that ultimately affect their lives. Such a human
rights-based approach is mandated by international law and crucial to
rebuilding Haiti on a more sustainable, equitable and disaster-resilient


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|Home > RNJ > 2007 > May/June > The Experience of Adolescent Women Living with Spina Bifida Part II: Peer Relationships
The Experience of Adolescent Women Living with Spina Bifida Part II: Peer Relationships
Relationships are much more complex for those with disabilities than for those without disabilities. This study was part of a larger mixed-method investigation that explored comprehensive aspects of adaptation in adolescents with spina bifida (SB). The purpose of this qualitative component of the study was to explore the experiences of peer relationships in 31 adolescent women with SB. The participants were interviewed, and analysis was conducted for common themes. The five major themes and one subtheme were peers without disabilities (subtheme: peers with disabilities), normalization, challenges in peer connectedness, peer connectedness with adults, and romantic connectedness. Whereas some participants voiced close connections with peers, others described prejudices, stereotyping, and limited dating experiences. Results from this study support the need for comprehensive assessment of social relationships in adolescent women with SB and active interventions to address problems identified. Rehabilitation nurses are in a key position to implement social interventions in adolescents and young women with SB.
Evidence indicates that compared with those of adolescents without disabilities, social relationships with peers and dating relationships are much more complex for those with disabilities (Holmbeck et al., 2002; Sawin, Brei, Buran, & Fastenau, 2002b; Sawin, Buran, Brei, & Fastenau, 2003; Stevens et al., 1996). Adolescent women with spina bifida (SB) may find themselves in a socially devalued role and experience limited social interactions or activities with peers. Indeed, the social attitudes and response from peers during adolescence may be more challenging to adolescent development than living with SB itself (Davis & Huber, 2004). An early important study on family and peer issues in adolescents with SB or cerebral palsy conducted by Blum, Resnick, Nelson, and St. Germaine (1991) reported that, as with all youth, peers are very important for adolescents with SB. In this study, social contact for study participants was limited, and only 14.7% of youths with SB had been on a date.
The purpose of this qualitative component of a larger research study exploring comprehensive adaptation in adolescents with SB (Sawin, Brei, Buran, & Fastenau, 2002a) was to explore the experience of peer relationships, both social and romantic, in women aged 12–21 years living with SB. Previous research on social relationships for adolescents with SB has not had a gender-specific focus on the needs of women. This study contributes gender-specific evidence on the experiences of social and intimate relationships in adolescent women living with SB. It is critical that rehabilitation nurses and other professionals understand the social context of these adolescents in order to be more effective in providing optimal health care.
Literature Review
Few studies have uniquely focused on the experience of peer relationships for adolescents with disabilities such as SB. Available data suggest that this population is at risk for poor social competence and social isolation. For example, Holmbeck et al. (2003) examined psychosocial development in preadolescents with SB and a matched comparison group of preadolescents without disabilities. In comparison to their peers without disabilities, youth with SB tended to be less socially mature, less socially engaged, and more passive in their interactions. Moreover, the preadolescents with SB, particularly those from low socioeconomic homes, were found to have less social contact outside school. The authors speculated that this passivity was linked with lack of social engagement and fewer extracurricular activities. The authors also emphasized that this younger age group, aged 8 and 9 years, was chosen to examine social differences before adolescence, because they hypothesized that social challenges in children with SB begin early in development. Profound differences in social competence and peer relationships likewise emerged in the work of King, Shultz, Steel, Gilpin, and Cathers (1993). In their research with adolescents with physical disabilities, including SB, and those without a chronic condition, the authors found the group with disabilities to report lower social acceptance and romantic appeal. These data suggest that the challenges of developing and maintaining peer relationships persist beyond the preadolescent period.
A grounded theory study (Skar, 2003) conducted in Sweden examined peer relationships in 12 adolescents, aged 15–19 years, with physical disabilities including SB, cerebral palsy, muscular dystrophy, and rheumatic disease. Results indicated that whereas the adolescent participants saw themselves as being "normal" and regular members of peer groups, the peer groups saw them as different. Participants acknowledged difficulty in developing peer relationships because of both physical and social barriers and reported few experiences of peer contact outside regular school hours. Interestingly, in this study the adolescents with physical disabilities compensated for limited peer relationships by creating anonymous relationships on the Internet. In addition, a pattern of selecting friends who were either younger or older emerged because they found it easier to form and maintain relationships with these groups.
Wagner and colleagues (2003) interviewed parents of adolescents with disabilities aged 13–16 who were in special education classes for diverse conditions from speech and language impairment to multiple disabilities. Findings indicated that youth with autism and multiple disabilities were among the least likely to be involved with individual friends. From 27% to 40% of the adolescents in these categories were reported to never see friends outside school. However, about 50% participated in organized group activities and about one third in community service.
Finally, in a national Canadian survey, Stevens et al. (1996) compared 101 students with physical disabilities, including SB, with adolescents without disabilities. A total of 29% of adolescents with physical disabilities had been on a date, and 21% thought they would be married by 25 years of age, with 12% foreseeing children by the same age. However, when they were compared with peers without disabilities, the broader scope of friendships was more restricted. The authors noted that their findings were consistent with prior work indicating that a lack of transportation and mobility limitations limited leisure activities outside of school. The group with disabilities described less intimate friendships. Also, friendships were more likely to be confined to the school setting, with fewer adolescents with disabilities reporting time spent with friends after school or in the evenings.
In summary, although adolescents with SB can successfully transition into adulthood, previous data indicate that this special population encounters a range of challenges in initiating and maintaining relationships. To increase understanding of the complex and diverse experiences of relationships, this qualitative component of the larger study explores the context of peer, social, and romantic relationships among adolescent women with SB.
The theoretical touchstone of this study integrated the Ecological Model of Adaptation in Spina Bifida (Sawin et al., 2002a; Sawin, Buran, et al., 2003) with the Middle-Range Theory of Inner Strength in Women with chronic health conditions (Roux, Dingley, & Bush, 2002). These theories describe a process of response and adaptation to a chronic condition. The Ecological Model (Sawin et al., 2002a; Sawin, Buran, et al., 2003) integrates developmental, systems, and situational perspectives to explain individual adaptation. For adolescents with SB, the holistic Ecological Model depicts the relationship of risks (SB severity, neuropsychological status), demographic factors (age, gender, and socioeconomic status), and protective factors (adolescent resilience factors, family resourcefulness, and healthcare adequacy) influencing adaptation. Adaptation includes becoming skilled in managing physical health to reduce the impact of secondary conditions, developing positive mental health, participating in age-appropriate social activities, and achieving academic success and a positive quality of life.
The Middle-Range Theory of Inner Strength in Women adds useful specificity to the broader adolescent resilience concept in the Ecological Model. The Theory of Inner Strength is based on a premise of identifying and understanding the social context, connectedness, and strength-building capacities of people integrating a challenging life event such as SB into their normal lives. Inner strength is defined as "capacity to build the self through a developmental process that positively moves the individual through challenging life events" (Roux et al., 2002).
The Ecological Model, with special emphasis on age-appropriate social activities, and the Theory of Inner Strength, with special emphasis on the concept of connectedness, were used as a theoretical background of the study in the context of social and intimate relationships. Using this framework as a touchstone for the study, we examined the participants' stories for strengths that fostered positive relationships and connectedness or challenges that hindered inner strength and adaptation. For this qualitative component of the larger study, the experiences in age-appropriate social activities and adaptation outcomes of adolescent women with SB were specifically examined.
This study was part of a larger mixed-method investigation that explored comprehensive aspects of adaptation in adolescents with SB and their families. Integrating qualitative and quantitative methods was selected because this provides completeness and confirmation of data (Risjord, Dunbar, & Moloney, 2002). Data from the larger quantitative study were reported earlier (Buran, Sawin, Brei, & Fastenau, 2004; Sawin, Bellin, et al., 2003; Sawin et al., 2002a; Sawin, Buran, et al., 2003). The three global domains that described the adaptation of the adolescents with SB and their families included two domains that delineated the experience of living with SB—(1) self-concept and family relationships, and (2) peer relationships—and a third domain that addressed the meaning of self-management. The purpose of this qualitative component (Morse & Field, 1995) of the larger study was to examine experiences of peer and romantic relationships in women aged 12–21 years living with SB.
Before initiating the study, approval was obtained from the university internal review board for human subject protection. Eligibility for participation in the overall study included the following criteria: women 12–21 years of age, English speaking, functioning at grade-appropriate level in school, and having no other major progressive health conditions. Potential participants were recruited in an outpatient SB clinic in the Midwest.
After informed consent and assent were obtained, data were collected via face-to-face or telephone interviews by two trained researchers. The adolescents were assured that they could end the interview at any time and that no identifying information would be included in the final report. Findings are reported here as early adolescence (EA, 12–14 years), middle adolescence (MA, 15–17 years), and late adolescence (LA, 18–21 years) rather than by real or false names to increase confidentiality. In addition, the thematic results were examined for representation across participants and were found to include experiences of adolescents from all developmental stages and levels of lesion. That is, no theme or subtheme was exclusive to a particular age group or level of lesion.
Data were collected via a demographic tool and a semistructured interview designed to elicit expression of experiences with peer and social relationships by female adolescents with SB. For this qualitative component of the study, adolescents were initially asked questions on their experiences living with SB, the rewards and challenges they experienced, and how they adapted to them. The global research question was, "What is it like to be a teen with spina bifida?" The research questions were sequenced to initiate with general questions on their experiences with peers and social activities and advance to the more sensitive questions on dating experiences and future goals.
Trained nurses with knowledge of adolescence and family theory conducted the interviews, which lasted between 30 and 60 minutes, with the average interview lasting 45 minutes. The interviews were audiotaped and transcribed verbatim. Analysis was done to examine the interview responses for common domains and themes (Morse & Field, 1995).
Several techniques of rigor were used in the analysis. One of the authors, who has extensive experience in qualitative research, served as a method expert to enhance the trustworthiness of analysis while generating domains and themes. Initially, the first three authors independently reviewed four randomly selected transcripts to generate a beginning coding scheme for the data. The three authors subsequently analyzed 12 additional transcripts to establish common domains and themes. The authors tracked decisions about the coding of data and development and collapse of domains, themes, and subthemes in methodological journals (Sandelowski, 1993). The first three authors then reviewed the remaining 15 transcripts, collaborated on the analysis of the final structures, and examined the data for relationships between the domain and themes. Descriptions of the domain and themes were written with particular attention to incorporating exemplar statements from the adolescents' interviews. The final two authors, who have extensive clinical experience with this population, reviewed the domains, themes, and exemplars to confirm placement and to ensure consistency with clinical reality.
A majority of the 31 adolescents with SB in this analysis were non-Hispanic whites (97%) with ages ranging from 12 to 21 years, with a mean age of 15.84 years. Most of the participants had parents who were married (80.65%). The levels of lesion spanned the spinal cord in a fairly equal distribution: thoracic and high lumbar (25.81%), lumbar (32.26%), lumbosacral (22.58%), and sacral (19.35%). A large number of participants (87%) had hydrocephalus.
Analysis of the 31 interviews yielded three domains capturing the experiences of living with SB: (a) the Self-Concept and Family Relationships Domain, (b) the Peer Relationships Domain, and (c) the Self-Management Domain. The present article presents the themes identified in the Peer Relationships domain. The five major themes and one subtheme describing peer connectedness in the Peer Relationships Domain were peers without disabilities (subtheme: peers with disabilities), normalization, challenges in peer connectedness, peer connectedness with adults, and romantic connectedness (Figure 1).
The female participants described many positive experiences of nurturing relationships with peers. Descriptions of satisfying relationships with peers without disabilities and with disabilities were shared. The theme of being treated as "normal" by peers, and the feeling that the participants with SB considered themselves normal, was a strong thread throughout the stories. However, difficulties were also expressed regarding exclusion from cliques, experiences of isolation such as sitting by themselves on the bus, and lack of inclusion in recreational activities. The thematic description and exemplars evident from the participants are given here with groupings of early (EA), middle (MA), and late (LA) adolescents.
Theme 1. Peers Without Disabilities: "They'll do basically anything for me and I'll do anything for them."
Participants described receiving nurturing from friends. The participants shared experiences in which going to the movies, feeling no different from other kids, and hanging out created a tie to the adolescent peer group and social world. The need to have social relationships and activities outside school was very prominent in the stories. Having friends to share feelings, they did not want to disclose to parents was a need expressed by many participants. However, despite many positive experiences, limitations in attending activities outside school and difficulties in both meeting and keeping friendships with age-appropriate peers were also shared.
Subtheme. Peers with Disabilities
In Theme 1, participants also described nurturing and grounding experiences in their relationships with peers with disabilities. Although the adolescent women acknowledged special friendships with other adolescents with disabilities, they were not the sole circle of friends. Nevertheless, the importance of peers with a disability offering empathy and knowing what they were going through was a voiced strength of these relationships. Reaching out and connecting to other adolescents with disabilities created a sense of validation, social meaning, and giving to others.
Theme 2. Normalization: "They treat me like I'm normal."
Typical teen activities, social outings with peers, and activities centered on body image were described by a majority of the adolescent women. Participation in these social activities emerged as an important parameter of being "like normal teenagers." The sense of being treated by peers as normal, because they considered themselves normal, was a very distinct need throughout the stories. Attention to body image, hair, makeup, and sharing clothes was a typical experience of the participants communicating a very desired parameter of the peer relationship.
Theme 3. Challenges in Peer Connectedness: "I just sit there and watch everybody else play."
Despite many positive and nurturing peer relationships, experiences of isolation, exclusion, teasing, bullying, and difficulties in forming friendships were also shared. Participants related spending time on isolated activities such as watching television and playing on the computer as compensation for social connections and friendships. Physical and psychological barriers to participation in activities outside the school environment were evident in the stories. Participants often shared experiences that demonstrated they were not openly received by peers as part of the desired clique. Challenges and barriers in connectedness with peers were shared in the following stories:
Theme 4. Peer Connectedness with Adults: "Everything is cool because I hang out with my bus driver."
The participants shared experiences in which adult teachers, bus drivers, and janitors offered a sense of belonging to the social world. The adult relationships were helpful to offset some difficulties in both meeting and keeping friendships with age- appropriate peers. Encouragement from teachers and caring relationships with adults were used to offset some of the isolation and rejection experienced by peers.
Theme 5. Romantic Connectedness: "They gotta like me—they gotta look at me instead of my disability."
Participants discussed the desire to meet someone and develop a romantic relationship. However, the participants related limited or varied dating experiences. They voiced fears of not being liked because they were in a wheelchair and were cognizant of the need for a romantic partner to see them as a person, not a disability. The adolescent women described some ambivalence and searching regarding sexual information and choices. They also shared feelings about decision-making difficulties with selection of partners and sexual boundaries. Very evident throughout the stories were examples that dating experiences and potential selection of partners was limited, resulting in lack of a confidence and experience in decision making with intimate partners.
Variations existed in the adaptation outcome and level of connectedness experienced by the participants. Whereas some participants voiced close connections with peers and romantic partners, others described prejudices, stereotyping, and very limited dating experiences.
These challenges may prevent adolescent women with SB from being socially and sexually active. Indeed, data suggest women with disabilities have lower rates of marriage than women without disabilities and lower rates of marriage than men with disabilities (Davis & Huber, 2004). The American values of achievement, beauty, and sexual prowess are challenging for adolescents with SB if they have limited dating experiences or peer and social connectedness. People with disabilities are "rarely portrayed as sexual beings in popular media. This gives us the impression that they should not be a part of our 'everyday lives,' which includes romance, intimacy, sexuality, and parenting" (Neufeld, Klingbeil, Bryen, Silverman, & Thomas, 2002, p. 857). Young women need to believe in their own inner strengths and the value they bring to friendships so that they will not be overwhelmed by discrimination or challenges. Social isolation fostered by insensitivity seriously hinders social independence (Zacijek-Farber, 1998).
The results from this study are consistent with findings from Skar (2003) in which adolescent women often saw themselves as "normal" and doing "all the normal teenage stuff," yet they were sometimes conceptualized by peers in terms of their disability or their status of being in a wheelchair. This indicates that interventions must target both adolescents with disabilities and those without disabilities to effectively generate a change in attitude and social behavior.
At the conclusion of this study, the authors examined the qualitative findings for variations or consistency with the quantitative findings in the larger study of adolescent men and women with SB (Sawin et al., 2002b). Overall, the stories reflected by these adolescent women were very consistent with the previous quantitative findings that both men and women with SB expressed positive experiences in developing individual close friendships but lower overall social competence. These male and female adolescents overwhelmingly reported that they had sexual feelings similar to those of their peers. Nevertheless, in the group 12–18 years of age, 36% had never dated. When asked whether having SB interferes with being close to a boyfriend or girlfriend, 44% agreed, 39% disagreed, and 16% were unsure. In addition, these adolescents reported a lower level of perceived romantic appeal and low dating behavior and expressed worry about sexual issues (Sawin et al., 2002b).
The quantitative results in the larger mixed-method study were also examined for evidence of progress from earlier studies, in which only 14.7% of participants with SB (Blum et al., 1991) and 29% of adolescents with physical disabilities (Stevens et al., 1996) had been on a date. Although the adolescent women in this study were older than those studied by Blum et al., findings of this study indicated some progress in social relationships and dating when participants were examined in a developmental sequence from early to late adolescence. In this study, 25% of the 31 adolescents with SB described themselves in a committed relationship, defined as dating one person for 2 months or more. Of these participants in a committed relationship, all but one were 18 or older. Attending after-school activities, group dates, or chaperoned dates was reported by 38% of the participants ranging in age from 13–20 years. In the total group of participants, 35% had been on an individual date, including those in committed relationships and those who had chaperoned dates. Indeed, some participants in late adolescence demonstrated more age-appropriate activities and psychosocial adaptation in situations such as dating opportunities and experiences and more adaptive statements such as "If people don't like me, it is their problem."
The Ecological Model and Theory of Inner Strength in Women support the premise that social development is facilitated by interaction and nurturing connections with friends and family. Data from this study delineate the important function of connectedness with peers for these young women. Data from our previous qualitative analysis support the strong connectedness with family (Bellin et al., 2007). Results from the analysis of quantitative data indicate that family members can role model positive behaviors. Adolescents who spend more time in activities with family are significantly more likely to also participate in more activities with peers (Sawin, Buran et al., 2003).
Implications for Practice and Research
This study and others substantiate a body of findings on rewards and difficulties in the experiences of social and romantic relationships for adolescent women with SB. Data from this analysis support the inclusion of the Inner Strength concept of connectedness as it reflects the impact of the peer and romantic relationships experienced by the women. Rehabilitation nurses and other members of the healthcare team must assess the social context of the developing adolescent woman to evaluate risk factors for social isolation and delays in psychosocial development. Rehabilitation nurses should assess each individual adolescent with SB and his or her family to provide resources and interventions to improve social confidence and opportunities for connectedness and positive adaptation. The current challenge for rehabilitation nurses and researchers highlights the following practice and research implications.
Social development assessment, including peer and romantic relationship assessment, must be integrated into the comprehensive rehabilitation assessment of preadolescents, adolescents, and young adult women with SB by rehabilitation nurses and other rehabilitation professionals. Whereas some adolescents are progressing steadily in social development, others are isolated, discriminated against, and limited in peer relationships. The most effective way to identify those at risk is to screen all preadolescents and adolescents during each rehabilitation evaluation.
Although the data suggesting difficulties with social development for adolescents with disabilities are compelling, much of the research has been cross-sectional. Longitudinal assessments and research studies are needed to determine the trajectory of this development over the preadolescent, adolescent, and young adult years in order to effectively target interventions.
The body of knowledge on challenges with social relationships justifies a progression to intervention studies testing strategies to improve social and sexual development. Evidence supports interventions aimed at changing behavior of a targeted population of children and adolescents in schools (Harrell, McMurray, Gansky, Bangdiwala, & Bradley, 1999) are most effective if delivered to all students in a school setting rather than delivered only in "carve-out programs" for those at risk. Collaborative research teams including rehabilitation professionals, experienced researchers, and education professionals need to focus on intervention studies addressing both preadolescents and adolescents with disabilities and those without disabilities. Adolescents with disabilities are connecting with peers without disabilities. Therefore, interventions and outcome measures must examine social change and improved health outcomes from the perspective of both populations. These intervention studies probably would be most effective if initiated in the early preadolescent age groups.
Results of future intervention studies must be readily translated into policy with school and social programs to enhance the connectedness and health of young women with SB and other chronic health conditions.
Limitations of the Study
The participants were primarily Caucasians living in the Midwest, attending an SB clinic, and from families with two parents. Further study with inclusion of adolescents from varied cultural and geographic backgrounds is needed. In addition, it is not clear whether the themes identified for adolescents and young women with SB in this study are applicable to young women who grow up with or experience other physical disabilities. Additional investigations are needed to determine which experiences are unique to SB and which are more universal to adolescent women with disabilities. However, the strength of the study is the insider perspective and rich details the adolescent women shared regarding their social world and dating experiences. A rigorous body of knowledge is emerging. Future intervention studies with interdisciplinary research teams made up of rehabilitation nurses and other professionals must address the complex needs of this population to enhance positive adaptation in peer and intimate relationships.
The authors would like to thank Beth Rodgers, PhD RN FAAN, for review of a previous draft of this article. The authors would also like to acknowledge Janet Kain, Susan Modlin, and Vanessa Patrick for their assistance with data collection and database management.
This project was funded in part by the American Association of Spinal Cord Injury Nurses; the Clarian Health Partners; National Institutes of Health Institutional National Research Service Award #5 T32NR07066; Maternal and Child Health Bureau Leadership Education in Adolescent Health, Indiana University; and Alpha Chapter, Sigma Theta Tau.
About the Authors
Gayle Roux, PhD RN NP-C, is an associate professor and associate dean for faculty at Loyola University Chicago's Marcella Niehoff School of Nursing. Address correspondence to her at email@example.com.
Kathleen J. Sawin, DNS CPNP FAAN is a professor at the College of Nursing, University of Wisconsin, Milwaukee and Joint Research Chair in the Nursing of Children at Children's Hospital of Wisconsin and the College of Nursing, University of Wisconsin, Milwaukee.
Melissa Hayden Bellin, PhD MSW LCSW, is an assistant professor at the University of Maryland, Baltimore, School of Social Work, Baltimore, MD.
Constance F. Buran, DNS RN, is a pediatric clinical nurse specialist at the Riley Hospital for Children, Indianapolis, IN.
Timothy J. Brei, MD, is a developmental pediatrician at the Riley Hospital for Children, Indiana University School of Medicine, Indianapolis, IN.
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Compton school trustee Skyy Fisher accused in San Diego case
SAN DIEGO - A Compton Unified School District trustee wanted in San Diego County on suspicion of oral copulation of an unconscious victim was free from the Vista Detention Facility on $100,000 bail Friday, the U.S. Marshals Service reported.
Skyy Fisher, 31, was arrested Wednesday at his place of employment in the Los Angeles World Trade Center at 350 S. Figueroa St., on a warrant issued by the San Diego County Sheriff's Department, Deputy U.S. Marshal Dante Salazar said. He was then booked into the Vista Detention Facility.
The details of the claims against Fisher were not immediately made public, but 10News learned the case is being investigated by San Diego police.
10News learned the incident occurred in April, but police did not elaborate.
Fisher was arraigned in San Diego Superior Court on Thursday, subsequently posted $100,000 bail and was released, Salazar said.
Fisher told Los Angeles TV station NBC4 that he was "shocked."
"It was very hard when I found out that's what the charge was," he told NBC4 on Thursday. "It's very stressful for me, but my main goal is to defend my name."
Fisher was elected to the Compton Unified School Board of Trustees in 2011, and made headlines the following year after an obscenity laden podcast interview, in which he described Trayvon Martin using a homophobic term, was made public. He later issued an apology.
He was arrested on suspicion of drunken driving in November, and the case was pending, the Los Angeles Times reported.


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No. 10 Women's Water Polo Falls 14-2 to No. 3 USC in NCAA Quarterfinals
The No. 10 Princeton women's water polo team dropped a 14-2 decision to No. 3 Southern California in the quarterfinals of the NCAA Championship Friday. A first quarter offensive rally by USC would be enough to propel past the Tigers in the opening round.
In the first quarter, it was a defensive battle as both sides were unable to capitalize on their early attempts. Despite the Tigers holding a 4-2 shot advantage through the first three minutes, USC's Colleen O'Donnell broke the Women of Troy onto the board at 3:47. From that point forward Southern California would control the game, as Princeton's offense struggled to find the back of the net.
Down 3-0 entering the second quarter, Princeton would concede three more goals before Kelly Gross broke the Tigers onto the board. With 57 seconds remaining in the second quarter, the Princeton freshman connected on an opening to make it a 6-1 game heading into halftime.
In the third period, the Women of Troy remained in control, preventing the Tigers from putting together a second half rally. After seeing Southern California's lead swell as high as 9-1, freshman Camille Hooks added the Tigers second goal of the game. At 4:32, Hooks found an opening on the outside to slam a shot to the far post. Her goal would be the final offensive tally Princeton would have in the game.
Princeton had 14 shots on goal in the game.
From that point forward, USC added four more goals over the final minutes of the third quarter and through the fourth.
Goalie Kristen Ward had three saves over her four quarters of work.
Princeton will face Iona on Saturday, May 12 at 3 p.m. ET in the consolation round. Iona fell to UCLA 14-3 in the quarterfinals.Princeton: 0 - 1 - 1 - 0 - 2
Goals: Gross 1, Hooks 1
Saves: Ward 3


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Adam James Hamilton
Funeral Service
Virginia Beach, Virginia – Adam James Hamilton, 26, of Virginia Beach, Virginia and formerly of Fort Wayne, died Saturday, June 7, 2014, at Parkview Regional Medical Center in Fort Wayne.
Adam was born June 24, 1987, in Fort Wayne, Indiana.
He was a 2006 graduate of Northrop High School. He then graduate in 2011 from Indiana University Purdue University of Fort Wayne where he received a Bachelor's degree in Theater and most recently received his Master of Theater and Fine Arts degree from Regent University in Virginia Beach in 2014.
Surviving are his mother and step-father, Carol and Robert Whitt of Fort Wayne; his fiancée, Amber Warden of Virginia Beach, Virginia; his maternal grandfather, Jim Knott of Port Charlotte, Florida; an aunt and her husband, Tammy and Ken Olry of Fort Wayne; a cousin, Matt Olry of Fort Wayne; an uncle, Larry Knott of Indianapolis; a step-brother, Charles Hamilton of Indianapolis; two step-sisters, Amanda Stigger of Indianapolis, and Stephanie Hamilton of Indianapolis; and nieces and nephews, Kayla, Haley, C.J., Eleanor, T.J., Alexis, and Abigail.
He was preceded in death by his father, Richard Hamilton; maternal grandmother, Ruth Ann Knott; his maternal great grandmother, Midge Knott; and his paternal grandparents, Richard and Ava Hamilton.
"He was loved by many and will be missed by all!"
Services will be 2 p.m. Thursday at Feller and Clark Funeral Home, 1860 Center St., Auburn, with the Dr. Robert Craig officiating. Burial will be in Concordia Cemetery Gardens in Fort Wayne.
Visitation will be from 10 a.m. – 2 p.m. Thursday prior to the service at the funeral home.
Memorials may be directed to Adam James Hamilton Memorial Donation Fund in care of Chad Stem.
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