text: Social skills in young children How can he be so clever but not know when to stop talking? How can he be so selfish when he is playing? He is the first to tell others off for being so. Is she really rude or does she just not understand? You may have asked yourself these questions while watching your young child with an autism spectrum disorder (ASD) try to interact with their peers. Many parents struggle to justify this imbalance in skill level and wonder what it is that makes their children lack basic social skills when they can have extraordinary skills in other areas. Three areas of difficulty It has always been recognised that social interaction is an area of difficulty for children diagnosed with an ASD but in the seventies Dr Lorna Wing and Dr Judith Gould defined the key areas by introducing the triad of impairments: social interaction (difficulty with social relationships, for example appearing aloof and indifferent to other people) social communication (difficulty with verbal and non-verbal communication, for example not fully understanding the meaning of common gestures, facial expressions or tone of voice) social imagination (difficulty in the development of interpersonal play and imagination, for example having a limited range of imaginative activities, possibly copied and pursued rigidly and repetitively). It is not that children with an ASD will never be able to learn these skills, but more that they are going to need specific teaching in these areas. Most children learn social skills by watching their peers, experimenting in imitation and refining their skills as they go. Children with an ASD can find this difficult so they seem to miss many opportunities to practise these skills. Social skills and social situations need to be broken down, explained, and practised so children with an ASD can absorb them at a level that makes sense to them. A young woman with Asperger syndrome explained: It's as if everybody is playing some complicated game and I am the only one who hasn't been told the rules. Sainsbury, 2000, p8 Many children with an ASD can be genuinely bewildered and overwhelmed in social situations. We hope that by the end of this information sheet you will have some practical ideas about ways you can help your child to develop their skills in this area so they can explore the social world with more confidence. Quick link to this page: www.autism.org.uk/18453 What do we mean by social skills? We all use a variety of social skills any time we interact. A child who plays on their own is not being asked to use their social skills, which is why many children with an ASD retreat to solitary play - it is uncomplicated and they don't make mistakes. By 'social skills' we generally mean any of the following: conversational skills (greetings, joining a conversation, verbal turn-taking, listening skills, talking about a particular topic, awareness of personal space, ending a conversation, etc) play skills (observational skills, joining play, turn-taking, sharing, compromising, conflict resolution, coping with 'no', coping with losing, reciprocal play, ending play, etc) understanding emotions (reading facial expressions, reading body language, voice quality - intonation, pitch, speed, awareness of own body language, having a large emotional vocabulary eg not just happy/sad, anger management and self-regulation skills) dealing with conflict (as above - anger management and self-regulation skills, theory of mind see section on pg. 7, communication skills such as the ability to ask for help, ability to walk away from a stressful situation, being assertive but not aggressive, dealing with bullying, etc) friendship skills (many of the above but also things like knowing what a friend is, and being able to choose appropriate friends, recognise true friends from false friends, develop the ability to share a friend, deal with peer pressure, etc). The development of these skills in typically developing children starts early in life and happens over a number of years, generally without a lot of direct instruction. Children explore the environment around them using trial and error to work out problems. They observe other children, try to imitate them and attempt to join in. If they make a mistake, they learn from it and continue playing. Skills become more refined as they grow and they begin to absorb social trends. Children with an ASD do not seem to naturally develop social skills in the same way their peers do. This is why you need to try to digest social situations for your child and explain them in a way that will make sense . We all know that every child with an ASD is different. Dr Lorna Wing has categorised the types of difficulties children with an ASD may have into four sub-groups: The 'aloof' child who may appear rather withdrawn and indifferent to other people, and may be difficult to comfort when distressed. The 'passive' child who will not make spontaneous approaches to other people but will accept contact if initiated by others. The 'active but odd' child who will approach other children spontaneously but this will often be in an odd or inappropriate manner. Often they may pay little attention to the responses of those they have approached. The 'over formal, stilted group' often seen in teenagers and adults but could be seen in young children also. This group of people use overly formal language and behaviour and are excessively polite. Can be very rule bound in social situations. It is possible for people to move through these groups as they grow and develop. A child who fits the 'aloof' category may learn skills to interact but may still be a little different or 'odd' in comparison to their peers. What to teach The previous section is by no means a comprehensive look into social skills but it highlights how diverse the area of social skill development is. There can be an element of crossover of social skills and their use. However physical turn-taking in games can be very different to verbal turn-taking in conversation. But there is also a hierarchy of these skills that needs to be remembered. There is little point delving straight into anger management strategies if your child has little understanding of facial expressions, and there is little point trying to teach facial expressions if the child finds it difficult to sit still, focus on a speaker and pay attention in the first place. It is important to start from the current level of the child, rather than the level at which we would like them to be or the level of their peers. You know your child but it may also be a good idea to speak to school staff or any other professionals involved with your child. This will highlight any social issues at school and any consistent or prominent problems. Alternatively, if your child sees a psychologist they may be able to offer some more in-depth guidance or even do some preliminary checklists or assessments. One of the biggest issues children with an ASD will encounter in their learning is generalisation. Children who do not have an ASD will often learn a skill at home, such as tying their shoelaces and then be able to do it in a variety of contexts. Children with an ASD, however, may need to be re-taught skills in new environments and with new people. Because of the difficulties in developing social imagination and their general difficulties in 'thinking outside the box', many children learn skills but then have difficulty replicating them in another environment. They may not understand the similarities between tying their shoelaces at home and tying their shoelaces at school. They may need the similarities of the two situations pointed out to them. This issue is very important to keep in mind when addressing social skills. Try to link a skill you are teaching to a real tangible situation, refer to examples, use people's names, get the child to practise the skill they are working on in as many environments and with as many different people as they can. When to teach Finding the time to teach your child social skills will depend on your family's circumstances. Some parents may choose to have spontaneous teaching moments when time allows. Others may like to have it scheduled into the weekly routine, eg every Saturday morning. Or others may adopt a combination of the two, aiding generalisation. Important things to remember when choosing teaching opportunities: Do not teach during times of high stress. When your child is distressed, they are generally not in a state to be able to absorb any new information. For example, it would not be a good time to talk about sharing when a child is in the middle of a meltdown because their brother would not share his toy. If you are going to have a planned, time-tabled activity prepare your child for when this is going to happen and what is going to happen during the session. Use visual reminders to reinforce this, for example putting a particular coloured sticker on the calendar to indicate the day and remind them before the day and on the day itself. Pick the day/time carefully. Do not schedule it when their favourite TV programme is on or on a day of the week you know they find particularly stressful, eg PE day at school. Make the first sessions fun and short. Start with an activity that is enticing for them such as cooking which involves a number of social skills like sharing, following instructions, listening, waiting or something involving your childs special interest. The length and complexity of the sessions can be extended as time goes on. Make the first sessions one-to-one if you can. Establish the reasons for these sessions first without other people adding any additional stress. Bring the childs attention to the skill they are learning, for example say "Wow Sam, you are sharing really well with me today". Introducing other children such as siblings, cousins, neighbours and classmates can be done at a later date gradually and with support. Try to create an environment of success. Support them to learn new skills and gradually reduce your support so they can do the skill independently. Try to always finish a session on a positive note - recapping on what they have learnt and how they have moved forward. Praise will be very important to the child as they might find a lot of these skills challenging. They will need lots of tiny encouragements along the way to gain confidence in their abilities and to feel better about taking risks. Other important factors to consider Education No matter how much work is undertaken in the home on social skills training, if the child does not learn to generalise these skills, they will never make the most of them. Involve the school in what you are doing at home and ask them to reinforce and support these concepts and interventions at school. If your child has difficulties with social skills at home they are probably occurring at school. Supporting this area of skill development could be seen to be in their best interest and schools are required to work in cooperation with parents under the Special Educational Needs Code of Practice (England and Wales). Personal, Social and Health Education (PSHE) is a non-statutory part of the National Curriculum and is taught throughout all four key stages (ages five to16). Asking the school to discuss buddy programmes, circle of friends, structured social skills lessons, self-esteem and self-awareness lessons, disability awareness lessons, and even a specific class talk on ASD (see reference to lesson plan fact sheet below) could all be incorporated under the heading of PSHE. Children are often more accepting of differences amongst their peers when they have more information. If your child has a statement of educational needs (England and Wales) or a record of needs (RoN) or co-ordinated support plan (CSP) (Scotland), it may be possible to work in the area of social skills as an area of development that needs additional support. The statement/RoN/CSP needs to incorporate all education-related issues, not just academic. So if your childs social skills are prohibiting their access to the curriculum, that area of skill development needs to be addressed. This may mean additional support in the playground, a Learning Support Assistant (LSA) to support specific social skills lessons, small group work, etc. Alternatively, sometimes already allocated LSA time can be diverted to address social skills, eg if the LSA currently sits with them in maths (in which they can work quite independently) but the child has no support during break times, it is worth investigating with the SENCO of head teacher whether the LSAs hours could be re-shuffled to support that child better. If you have any difficulties in getting the school to work with you on these issues, it may be useful to seek specialist education advice. You can call our Autism Helpline on 0808 800 4104 to discuss this further. Local community Using your local community's resources is a great way to open your child's social networks. Your local library often has a community notice board which may have interesting up and coming events. Look for any local interest clubs, chess clubs, sporting groups that your child might be interested in. Getting your child assessed through social services for access to play schemes after school and/or during the school holidays may help to broaden their social networks. The Autism Helpline can advise you on how to get your child assessed through social services if they are not already in contact with them. Our Autism Services Directory is the most comprehensive directory of autism services in the UK. It has details of local services for people with an ASD. Or call our Autism Helpline on 0808 800 4104 if you do not have access to the internet and we can do the search for you. Structured programmes If you feel that you would like to take a much more structured approach in teaching your child social skills, there are many commercially available programmes that you could work through with your child. Before embarking on a formal programme it is often worth getting some professional input to help guide you to resources that are most appropriate for your child. You want to make sure you are putting all your time and effort into strategies that are actually suitable for your child's stage of development. Here are some brief descriptions of some of the more widely used and available programmes in the UK: Mind reading: The interactive guide to emotions Produced by Cambridge University Autism Research Centre Based on research conducted by Cambridge University it addresses the issue of recognising and understanding over 400 emotions. It puts emotions in context, provides an opportunity to see and hear different emotions, and has lessons, games and a quizzes section. It comes as a DVD or a CD-ROM. The Cat-Kit: Cognitive affective training Authors: Annette Moller Nielsen, Kirsten Callesen, Tony Attwood (www.CAT-kit.com) Developed to facilitate conversations about thoughts and feelings in children with social communication difficulties. Aims to help children gain better insight into social relationships, friendships and understanding others. Lots of visual aids and charts are used in this kit. Navigating the social world Author: Dr Jeanette McAfee, published by Future Horizons Publishing Company Full programme developed with her daughter with high-functioning autism in mind. This is a comprehensive ready-to-go programme which addresses many issues such as recognising and coping with your emotions, stress management and relaxation skills, communication and social skills, abstract thinking skills, and some behavioural tips. Teaching children with autism to mind-read: A practical guide Authors: Patricia Howlin, Simon Baron-Cohen and Julie Hadwin, published by John Wiley & Sons Ltd Addresses issues specifically around 'theory of mind' in relation to other social skills. Looks at interpreting facial expressions, recognising feelings, affective conditions that impact on someone's feelings and actions, seeing things from another person's perspective and understanding their beliefs and knowledge. Reading faces and learning about human emotions Author: Barbara Maines, published by Lucky Duck Publishing Ltd Specifically focusing on understanding emotions and reading facial expressions, this programme (CD-ROM and workbook-based with printable worksheets) breaks many of the skills down under National Curriculum headings. A great resource for schools! Social skills training for children and adolescents with Asperger syndrome and social-communication problems Author: Jed. E. Baker, published by Jessica Kingsley Publishers Covers lots of skill areas, such as conversational skills, cooperative play skills, friendship skills, self-regulation, empathy and conflict resolution. Very detailed and broken down lesson plans for children who may need very specific instruction. Puts a lot of emphasis on practising the skill at other times to help generalisation. Do-watch-listen-say: Social and communication intervention for children with autism Author: Kathleen Ann Quill, published by Paul H. Brookes Publishing Company Very formalised and structured programme with numerous checklists and assessment tools. Addresses the needs of very young children or those at the lower end of the autistic spectrum. Social skills programmes: An integrated approach from early years to adolescence Authors: Maureen Aarons and Tessa Gittens, published by Speechmark Publishing Company Great if you need to look at your child's skills developmentally. Skill areas and appropriate activities are broken down in age groups of 3-5, 5-7, 7-11 and 11-16. Asperger's... What does it mean to me? A workbook explaining self awareness and life lessons to the child or youth with high functioning autism or Aspergers Author: Catherine Faherty, published by Future Horizons Publishing Company Information for school and home, a comprehensive workbook that can be very personalised. Looks at the diagnosis, what AS means, areas of difficulty and strength, social strategies, emotions, friendships, family dynamics, communication issues and strategies for school. Is split into a 'workbook' section for the child and a 'parents and teachers' section for the adults. Draw on your emotions: creative ways to explore, express and understand important feelings. Author: Margot Sunderland and Philip Engleheart, published by Speechmark Publishing Company Not autism-specific, but a great resource for children who find it easier to draw their emotions rather than talk about them. Lots of different activities looking at friendship, self-esteem, isolation, feelings, etc What did you say? What did you mean? An illustrated guide to understanding metaphors Author: Jude Welton, published by Jessica Kinglsey Publishers Fun book that explains metaphors to children with social communication problems. Lots of drawings and cartoons. Skillstreaming books Author: Ellen McGiniss and Arnold P. Goldstein, published by Research Press Publishing Company Series of three social skills books looking at development in early childhood, middle years and adolescence. Written very developmentally and gives a good hierarchy of social skill development. Has lesson plans corresponding to skills at that level. Comes with skill cards and is in CD-ROM format. Talkabout Author: Alex Kelly, published by Speechmark Publishing Company Specifically social communication programme comprised of 'Talkabout', 'Talkabout Relationships' and 'Talkabout Activities'. Very structured and uses a lot of visuals. Concentrates a lot on self-awareness and early communication skills such as body language, conversations, listening skills, assertiveness, etc. Super skills: A social skills group program for children with Asperger syndrome, high-functioning autism and related challenges Author: Judith Coucouvanis, published by the Autism Asperger Publishing Company Another structured programme. Although it focuses on running group sessions, it still has lots of activities that could be done in the home. Has a good screening questionnaire and information pertinent to initial stages of the teaching process. Very visual and easy to read. Teaching Asperger's students social skills through acting: all the world's a stage! Author: Amelia Davis, published by Future Horizons Inc For children who are a little more outgoing and enjoy drama. Space Travelers: an interactive program for developing social understanding, social competence and social skills for students with Asperger Syndrome, autism and other social cognitive challenges Authors: M. A. Carter and J. Santomauro, published by Autism Asperger Publishing Company A group programme with a difference. Basis learning social skills on working through a 'space program' and its different modules. Very fun, interactive and great for children with a special interest in science and space! The Incredible 5-point scale: assisting children with ASDs in understanding social interactions and controlling their emotions Authors: Kari Dunn Buron and Mitzi Curtis, published by Autism Asperger Publishing Company This clearly written book shows children how to work at problem behaviour such as obsessions or yelling and move on to alternative positive behaviours. Uses scaling as a way to rate and modify behaviour level. Socially speaking Author: Alison Shroeder, published by LDA Publishing This book is aimed at teachers, to help introduce and practice skills with pupils. It is divided into 3 units: lets communicate, lets be friends, and lets practise. The book is aimed at children aged 7-11, however it may be suitable for older children as well. But the main thing to keep in mind when helping your young child with an ASD to improve their social skills is practise! School was a torture ground in itself for me because of my lack of social skills and my absolute terror of people, in part because I didnt just automatically know the social rules, and, when I did lean them, I had to think about them all the time and who can keep up that sort of coping skill all the time? 'Karen', Martian in the playground, (Sainsbury, 2000) Practical ideas for developing different social skills at home Recognising facial expressions Make biscuits with faces on them using icing/sweets/dried fruit. Discuss the different parts of the face, make different expressions, copy them, mirror to each other, talk about situations where you have made that expression or seen your child make that expression. The same kind of thing can be done with an art activity, making faces on paper plates, puppets, masks, face painting, drawing faces on flat surfaces using finger paints or shaving foam, etc. Cartoons are a great resource when it comes to teaching facial expressions as they are very over exaggerated. Watch an episode of a cartoon together and pause at appropriate spots, talk through, copy facial expressions, see if you can predict what will happen next. Watching the TV show Mr BeanTM may also prove beneficial as there is no language to complicate things. The understanding of the show is based on observing facial expressions and body language of the characters, and also what is happening in the environment at the time. Many children with an ASD will have an emotional vocabulary of happy, sad and angry with nothing in between. Start with those and then branch out to other feelings such as surprised, confused, etc. Use a camera to take photos of you and your child or other people making a certain facial expression and get them to see the similarities in how their faces work. This will help with generalisation. Or print off photos and use them in a matching card game such as snap. Visit the 'do2learn' website which has a free online game about facial expressions: www.dotolearn.com/games/facialexpressions Recognising body language Many of the above ideas for helping your child recognise facial expressions can also be used for body language, along with charades, miming activities, role plays, drama games, etc. 'Detective' game. Drawing chalk body outlines on the patio or a large roll of paper, identifying important body parts to look at when assessing someones body language. Giving the role of playing detective can appeal to some children. Flick through magazines and cut out pictures of people whose body language is 'negative' and 'positive' and talk through what this means. Make cards of positive and negative body language and hide them all over the house. Play 'treasure hunt' with the cards and then get your child to copy the body language, name a feeling that matches it and put the cards in positive and negative piles. Or match them to pictures of themselves portraying the same body language - this helps with generalisation. Make use of technology and most children's general love of it! Access to digital cameras and/or video recorders can be a great way of showing children what they look like to others as they may be very unaware. Temple Grandin, a well known public speaker and adult with an ASD, used to watch a lot of video footage of herself speaking in public, watching the audience for signs of boredom to improve her skills. It is important to teach children to recognise other people's body language but also to be aware of their own. Develop a signal (such as touching your ear, nose, etc) that you can give your child when they are using inappropriate body language so they can correct themselves. Emotions Ensure that the foundation skills (recognising facial expressions, body language, naming feelings, etc) are there before moving on to the motivation behind emotion and understanding that people's emotional reactions can be different from one another. Produce an A-Z list of emotions, for example, A-angry, B-bored, C-confused. This can be a good way to demonstrate how many there are. You can talk through a new one every couple of days, get them to demonstrate it, talk about when they have felt that way and you reciprocate so they understand more about other people's difficulties too. Take a photo of them doing something to demonstrate that feeling, or ask them to draw it and create 'a feelings dictionary' that they can refer back to. Once you've come up with a list of feelings, categorise and colour code the list. Write negative feelings in red and positive ones in blue. Children with an ASD often respond to tangible concepts and colour coding can help them sort and categorise. Carol Gray uses this concept in Comic Strip ConversationsTM but it can be done with a list of words too. As their understanding broadens, so can the number of categories. When teaching calming strategies, saying things like in with the blue, out with the red can help them visualise calm feelings taking over and bad feelings leaving their bodies. It's also important to ask the child what colours they want to use - colour choices that might make us puzzled may make perfect sense to them. Using a visual tool such as a drawing of a thermometer can be a really good way to teach children with an ASD the different intensity of emotion. This can be created with the child to their level of understanding and changed over time as their concept awareness grows (see below example). It can then be placed in a prominent part of the house (the fridge, by the front door, etc) with photos of everyone in the family next to it. Make it a part of the family's routine that everyone rates themselves at different times of the day and talk it through at different times of the day - after getting up, when the children come home from school, after dinner, etc. They will then see that everyone may be feeling different things at different times and that not everyone feels as they do. Other popular versions can be a speedometer, a ladder or a ruler - use your child's special interest. Using a well-known character can be a good idea if a child is really interested in a particular topic. For example, when teaching about appropriate energy levels using Winnie the Pooh , Tigger and Eeyore. One character is obviously very calm, level headed and friendly. Another is very bouncy, loud and boisterous. And the last is very tired, lethargic and has very low-self esteem. Referring to a child's behaviour as "you are being a bit like TiggerTM, you need to calm down a little so your brother can understand you" may help them grasp how they might appear to others at times. Movement games can also be good. "Let's jump around" as an angry body, "let's skip" as a happy body, "let's sit quietly" as a calm body. This can help the child relate an internal feeling to an external appearance and also understand how we behave when we feel something. With regard to the complex issue of anger management: a child cannot be expected to know how to 'calm down' if they have not worked on the calm feeling first. They need to know what that feeling looks like, feels like and sounds like before knowing how to adjust their behaviour. Formal resources such as The incredible 5 point scale, When my autism gets too big, Mind reading and The CAT-Kit all look at emotional management (see 'structured programmes' section below). However, these are quite advanced and might be more appropriate for children with Asperger syndrome. Entering games/situations Make sure your child actually knows what a 'game' is. It is important they understand that in many games there will be a winner and a loser. Many children with an ASD will not understand this unless it is discussed with them first. After establishing observational skills, teach your child how to choose children who might be compatible playmates with similar interests. For example, if your child wants to talk about football - choose a child playing football, rather than a child who is reading a book or playing with a computer game. Some children with an ASD will just assume everyone is interested in what they have to say, so by helping them guess what children are interested it might narrow this search down. Teach your child a script that they can say if they want to play with someone and rehearse it with them. Make sure you practise alternative endings, eg what to do if they say no. Also explain that it's ok to spend time alone as some children with an ASD need that at times. Having a cue card with the key phrases on it that they can have in their pocket if they get nervous can be a good backup visual support too. Carol Gray has written a good article on developing these skills in young children and a social story to go with it. It's called Friendships on the horizon: can social stories pave the road? It was published in the Jenison Autism Journal in 2002. Contact our Autism Helpline on 0808 800 4104 if you would like more information about this article and Social Stories. Encourage your child to go to a teacher if they don't get the response they are looking for and talk it over with them, rather than with the child themselves. Explain why having an argument may affect any future attempts to play with this child. Perhaps provide them with a card they can hand to a teacher asking for space (see example in making mistakes below) when they are upset rather than having to talk through the issue. Theory of mind The child with AS does not seem to be aware of the unwritten rules of social conduct and will inadvertently say or do things that may offend or annoy other people. Attwood, 1998, p31 Children with an ASD find it difficult to 'put themselves in someone else's shoes' and understand that their beliefs, interests and experiences may be different to their own. This is where a lot of children can face conflict and where inappropriate behaviours begin. It may not be possible to teach your child to actually understand another person's point of view - the main goal early on is to get them to recognise that it may just be different. Cut out pictures of ten famous people. Ask your child if they could spend the day with one of these people, who would they choose, why and what they would want to do? They will then talk about what appeals to them about that person. Then it's your turn, you pick - someone this may or may not be the same person - and explain why you chose them. Then do the same for someone you would not like to spend the day with and discuss that too. If you choose the same person, again say why you chose this person you will probably not give the same reason. This is a good way to illustrate how people can see the same thing - but think differently about the situation. You can also do the same thing when looking at a picture of your child and a famous person and talking about how the two are different. You can discuss the physical differences then gradually move on to more abstract differences in line with how much the child understands. Imagine that your child has £1 million to go on a shopping spree! Sit down with your child, some magazines, catalogues, scissors and glue and make posters about what you would buy with that money. Talk about what different people like, what their interests are, preferences, hobbies, etc. An interesting activity can be to put an object (such as a toy or household object) in a box and cover it completely. Get the child to put their hands in one end of the box so they are feeling a particular part of the object and get them to describe what they are feeling. Then get someone else to put their hands in the other end, feel that part of the object and describe it. Then get them to compare the different feelings and guess what might be inside the box. They may get it right or have completely different points of view, but that is the whole point of the exercise. People can have different views depending on how much information they have and their perspective. Make sure you then explain how this can happen in real life; they will not automatically generalise this to a social situation. If your child is open to role plays this activity can work really well. Make up some character cards with very clearly defined characters on it (an elderly lady, a boxing champion, a doctor, a little girl, a policeman, a footballer, a rock star, etc) and get your child to pick two out of a box. You then give them a scenario where the two characters have to come to an arrangement, eg the old lady and the footballer are going out for the day. What could they do? Where could they go? They then have to plan an outing for these two characters keeping in mind their own interests and needs. This is a good exercise for negotiating from extreme points of view. Discuss everyday experiences that show people making choices and highlight them to your child. For example when picking out clothes, food preferences, choice of video/TV programme, etc. Conversational skills/turn taking Children with an ASD find conversational skills difficult for a number of reasons. Conversations are not predictable and involve an immediate response. This is why many children with an ASD avoid conversations with their peers and will often talk to adults or children much older or younger than themselves. Deal with basic skills first, such as how to stand, which way to face, appropriate distance, etc. This can be supported with the use of visuals. Talking about their particular interest. Many children with an ASD have a particular field of interest or topic that they know a lot about and they like to share this information with other people. However, they may need to learn that talking about the life cycle of a fruit fly, for example, for 20 minutes may not be all that interesting to many people. Create a little treasure box or bag with different topics listed in it, such as favourite animal, best holiday, the weather today, favourite singer, a movie you want to see, something you want to buy, etc. Instruct your child to take one out of the bag and begin a conversation based on that topic so they learn to talk about different topics outside their immediate sphere of interest. Throw that one out when finished and move on to something new the next day. Being talked 'at' rather than talked 'to'. When talking to a person with an ASD you may feel like you are a very passive part of a conversation and can feel like you are being lectured at rather than actually spoken to. It's important for children to learn to take turns in conversation, using tangible items such as a 'talking stick' that someone must be holding to enable them to have their turn at speaking and timers to indicate the end of their turn. Also important are 'out of bounds' questions. Many children with an ASD, due to their difficulties with theory of mind, may ask inappropriate questions such as "how much money do you make?" Or "why are you fat?" Some questions are dubious such as "how old are you?" You might have to say it's ok to ask children but not adults. Or if you ask "where do you live?" Explain that it's ok to find out an area, but not press someone for their house number and street name. Some children with an ASD can develop quite a formal way of speaking which can make them sound older than their peers and may make them stand out. It's important to make sure they have responses that are age appropriate. You may like to practise with them: instead of "yes, that's very nice" - "that's wicked!" or "yeah, cool" instead of "I would like that" or the current appropriate phrase. It's also important to distinguish the language used for different contexts, eg the way you address a classmate is not appropriate for when you see a head teacher. Role plays, dressing up and charts depicting adult/adult, adult/child and child/child conversations can be a good idea. Game - 'never ending story'. This can be lots of fun done in a pair or in a group. One person starts and says one word only such as one, the next person says another word such as "day", and you keep going between yourselves adding one word at a time. This requires the both of you to listen to what the other person has said and tailor your response to keep the story going. These stories can end up being very silly and fun - but they are a great way to develop listening skills and spontaneity. Board games are great for teaching your child to take turns as they are visual, there are tangible indicators that it's your turn (dice, counters, etc) and are generally a lot of fun. Winslow (see 'recommended reading and references' below) distributes a board game called 'Socially speaking' which explores social skills in the form of a game. Turn-taking involves a number of skills being used at once. But the main skill involved in turn-taking is the need to be aware of the other person. They are critical to the game and without them it would not be a game - so we need to take their feelings into consideration or we will be left to play on our own. Use pictures of people and draw blank speech bubbles. The child needs to use their observation skills to establish what the context is and work out what they might be saying or thinking. Making mistakes/coping with losing/conflict resolution Turn-taking leads very well into talking about making mistakes and coping with losing. Children with an ASD experience a lot of difficulties in this area of social skills. As discussed in the theory of mind section, many inappropriate behaviours can stem from conflict. This can be due to a lack of social skills, but also difficulties with emotional language. If a child is getting frustrated it is often easier for them to yell and run away, than to say "I don't understand you, I need help". This skill is very difficult for a lot of children to master due to the core difficulties of ASD and needs a lot of persistence and patience. Making mistakes A lot of children with an ASD would rather screw up a whole piece of work and throw it away than put a line through it and start again. Dramatise your own mistakes so they can see that it happens to others too and that it can be fixed. Verbalise your feelings - "I am really embarrassed I dropped that". Then explain the remedy - "I will clean it quickly and get another". Try to teach emotion management skills so that they can recognise the signs when they are getting upset. However, if they are not at this stage yet, label the feeling for them and direct them to a calming activity. You could also give them a tangible 'HELP' card that they can give to adults if they cannot verbalise their feelings themselves. Accompany the card with a social storyTM so they understand what it is for and when it is to be used. Talk about publicly scrutinised wins/losses in the news, eg sports, awards, etc. Pointing out the mistakes of a person your child admires might help them to accept their own. If a child has an argument or a fight with someone, it needs to be addressed and talked through. It is important that conflict resolution is kept factual. Emotional pleading will not work with children with an ASD. Stick to the facts if you are debriefing a child about an incident and help them address different parts of the argument that they may have missed, such as the other persons point of view, misinterpretations of words, etc. Drawing an incident with speech and thought bubbles works really well for this kind of thing too. If two children have had a disagreement, draw them and their thoughts/ feelings/ actions/ speech. Having something visually to refer to can help reinforce recognition it can be done as a comic strip conversationTM, movie script, cartoon, story, etc. Their development of theory of mind is very important (see 'theory of mind' section above). A lot of issues in this area can also be linked to self-esteem. A confident child is not going to be distraught about one mistake. But another child who already feels insecure in their abilities and the world in general may get very upset over the same mistake. Working on self-esteem and creating a bit more predictability in the general environment can help minimalise the impact of mistakes. Talking through a game or an activity before it starts can help. If they are about to get involved with something where the goal is winning, talk them through 'being a good loser' and the nature of the game they are playing. They might be surprised to find out someone has to lose! Recommended reading Arnold. E. and Howley, M. (2005). Revealing the hidden social code: Social stories for people with autistic spectrum disorders. London: Jessica Kingsley Publishers. Attwood, T. (1993). Why does Chris do that? Some suggestions regarding the cause and management of the unusual behaviour of children and adults with autism and Asperger syndrome. London: The National Autistic Society. Attwood, T. (1998). Asperger syndrome: a guide for parents and professionals. London: Jessica Kingsley Publishers. Baker, J. (2001). The social skills picture book: teaching communication, play and emotion. Future Horizons Inc. Csoti, M. (2001). Social awareness skills for children. London: Jessica Kingsley Publishers Dunn Buron, K. (2003). When my autism gets too big: a relaxation book for children with autism spectrum disorders. Autism Asperger Publishing Company. Dunn Buron, K. and Curtis, M. (2003) The incredible 5-point scale: assisting children with ASDs in understanding social interactions and controlling their emotional responses. Autism Asperger Publishing Company Gray, C. (2000). The new social story book: illustrated edition. Future Horizons Inc. Gray, C. and Leigh White, A. (2002). My social stories book. London: Jessica Kingsley Publishers. Grandin, T. (1999). Social problems: understanding emotions and developing talents. Colorado State University Fort Collins, Colorado 80523, USA. Howlin, P., Baroh-Cohen, S. and Hadwin, J. (1998) Teaching children with autism to mindread: a practical guide. John Wiley & Sons Ltd. Moor, J. (2002). Playing, laughing and learning with children on the autism spectrum: a practical resource of play ideas for parents and carers. Jessica Kingsley Publishers. Myles, B.S., Trautman, M.L. and Schelvan, R.L (2004). The hidden curriculum: practical solutions for understanding unstated rules in social situations. Autism Asperger Publishing Company Reese, P.B. and Challenner, N.C. (1999) Autism and PDD social skills lessons. There are five different books each looking at social stories to do with community, behaviour, home, school and getting along, aimed at 3-8 year olds. LinguiSystems, East Moline, Illinois Sainsbury, C. (2000). Martian in the playground. The Book Factory, London. Wing, L. (1996). The autistic spectrum: a guide for parents and professionals. Constable and Robinson. Winner, M. G. (2002). Inside out: what makes the person with social-cognitive deficits tick? London: Jessica Kingsley Publishers Winslow Publications and Incentive Plus also have a large collection of books on social skills and ASDs. Call Winslow Publications on 0845 230 2777 or visit their website at www.winslow-cat.com and ask for a copy of the Education and special needs catalogue. Visit the Incentive Plus website at www.incentiveplus.co.uk or call 01908 526 120 for a catalogue. If you require further information, please contact: Autism Helpline Tel: 0808 800 4104 (open 10am-4pm, Monday-Friday) Minicom: 0845 070 4003 Website: www.autism.org.uk/helpline Our Autism Helpline provides impartial, confidential information, advice and support for people with autism spectrum disorders and their families and carers. Quick link to this page: www.autism.org.uk/18453


text:
Agnes by Tony Cochran
- July 31, 2013
- From Beginning
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Comments (10) (Please sign in to comment)
This side of Willy Wonka, you are not going to be able to put what is good about drinking scotch into a gum.
Oh yeah! Lingua taco chewing gum!
Actually the cauliflower cardamom might be OK, with a bit of curry powder and some extra coriander…
Hey, call it "Four Seas."
Let 'em guess why.
That's advertising gold right there.
Put the words "natural" , "organic", and "helps with weight loss, by controlling your appetite". Put a price of $3 on a pack. It will sell like crazy.
Ear wax flavor?
(What happened to my comment the first time?)
High tech. Gum recycled from under the park bench and livened up with things Granny hasn't figured out how to use yet. Peanut butter may work too, Agnes.
A lotta mystery flaggin' goin' on! Who knows who got what up the wazoo these daze?!
Dreaming up such a scheme is one thing, but how does a kid in a trailer actually produce the gum- in actual stick form?
It's hand-crafted from what comes off the park bench. Then sprinkled with flavor. Low production volume allows hand-crafting.
Not going to think about HOW Agnes is making the gum. I'm not trying it.
flavour wise – chocolate with peanut butter. Selling point? The peanut butter won't stick to the roof of your mouth. :)
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text:
Page 34 - Bauerfeind life international
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Table of Contents
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Page 35
magazine 2012/1
With TRIactive and GloboTec comfort sports, Bauerfeind offers two different types of foot
orthoses for active people: one, in the form of a soft foam blank, can be optimally tailored to
individual foot conditions and shoe shapes, whilst the low-processing plastic foot orthosis is
optimal for increasing comfort and for the prevention of foot complaints.
Completely fit for sport
TRIactive and GloboTec comfort sports
To find the right foot orthosis for sport,
many factors must be taken into account:
What shoe does the sportsperson wear?
What loads are the feet and foot orthoses
subject to? What misalignments or bad
posture exist in the body? For example, the
sports foot orthosis TRIactive is beneficial
to professional tennis player Alina Wessel,
who has long-term hip problems, whereas
sports scientist and running analyst Frank
Haist counters his knee complaints with
GloboTec comfort sports.
The TRIactive, with its material thickness in
the forefoot area, offers more cushioning if
the shoe volume is sufficient. The comfort
sports, on the other hand, fits into almost
any type of sports shoe thanks to its low
height and can, depending upon the model,
also be used in football boots, golf shoes,
hiking boots and ski boots. If required, the
technical personnel of a medical supply
retailer or an orthopedic shoe specialist can
fit this low-processing foot orthosis into the
customer's shoe. In the TRIactive, on the
other hand, adaptation to the foot and shoe
should take place after a suitable analysis
of the foot position. However, the two foot
orthosis models do share common features:
their structure is based upon PowerWave
technology in which materials with differ-
ent firmness are vertically intermeshed. In
this manner the foot orthosis can actively
support the natural gait pattern and offer
targeted relief to specific areas of the foot.
And: both foot orthoses are available in the
versions run, play, walk and golf – individu-
ally tailored to the sporting aspirations of
the wearer.
A good feeling right from the start
The professional tennis player Alina Wessel
trains with the foot orthosis TRIactive play.
The 20-year-old has been playing tennis
since she was ten. For some time she has
suffered with pelvis problems every now and
Professional tennis player Alina Wessel trains with the foot orthosis TRIactive play.
• Intelligent soft foam foot orthosis
blank for sport-specific support and
• PowerWave technology in the cushion
layer and base layer
• Thanks to the material thickness,
provides greater cushioning when the
shoe volume is sufficient
• Various application options for indi-
vidual foot conditions and shoe shapes
• Individual adaptation to foot and shoe
based upon analysis of the foot condi-
• Available in different variants for walk-
ing and hiking, running, hall and ball
sports and golf
Pictures: Stefan Durstewitz, Patick Seeger


text:
For the last year, Prince George's County State's Attorney Angela Alsobrooks has been seen in front of the courthouse or speaking at events like the family crisis center.
But the story behind Alsobrooks' dedication to the pursuit of justice is a pivotal date in her family's history.
Seneca, South Carolina. July 4, 1956. Her great-grandfather was murdered by a deputy sheriff. Her family was told that if they didn't leave, they would be murdered, too.
After his murder, an act of racial violence which Alsobrooks says was never brought to justice, her family fled to Prince George's County. And now, a remarkable milestone to make her family proud.
"The rest really is history and the fact that I can be appointed to this position has been really amazing for all of us," she says.
Alsobrooks, 40, was raised in Prince George's County, went to Duke and then came back to the University of Maryland law school.
"I wanted to do something I love, something that would make me get out of bed in the morning something that would help people, be impactful and mean something and I think prosecution is just that," she says.
Alsobrooks says her office has a serious resource challenge, with 75 lawyers prosecuting a 40,000 case load.
Alsobrooks herself has a daily juggling act, as a single mom to a 6-year-old.
"You know most days it's hilarious ... Hilarious," she says. "But Alexandra (her daughter), she is so much joy, she brings me so much joy and she's a big personality and so she makes me laugh and we work together."
As she heads into her second year in office, Alsobrooks is determined to make a difference in Prince George's County.
"These are not cases, case numbers or case files. These are people's lives," she says. "We take that with us everyday and it's very important to us."


text:
so do keep an eye on them, we will have the screens from their previews as soon as possible, probably Sunday/Monday, unwatermarked
keep an eye on GameSpot and IGN this weekend. They will both be running stories which I think you will want to see.
Gamespot and IGN previews
Started by Chris , Oct 09 2004 03:18 PM
3 replies to this topic
Posted 09 October 2004 - 03:18 PM
We have just received an email from R* saying this:
Posted 09 October 2004 - 09:05 PM
One down... two to go... (two because Gamespy is also going to have an update, as your title says)
Posted 09 October 2004 - 10:18 PM
oops thats supposed to say Gamespot, i'll edit that now
Posted 10 October 2004 - 11:09 PM
Lol, that reminds me of when gtasanandreas.net kept calling Gamespot "Gamedot".
Edited by Corporate_Nothing, 10 October 2004 - 11:10 PM.
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text:
When the sun beats down on your car, the temperature inside can climb fast. Besides kids and pets, there are other things you shouldn't leave inside your car.
We all know you shouldn't leave kids or pets in hot cars, but there are other items that could be damaged if you leave them in your car.


text:
555 Bay Rd Dover, DE 19901
(302) 744-2471 / Fax: (302) 736-2128
Office Hours: 8:00am-5:00pm Mon.-Fri.
Full Current Comprehensive Plan
This month we are starting the process for the 10 year Comprehensive Plan update in Kent County. To kick off this process, the Department has joined Facebook to help keep everyone in the public up-to-date on the latest information we have for the plan update. We will continue to post new information on our Twitter page as well. We will have meetings and workshops in the future to help engage the community.
The first item we are proposing to the public is a survey to help us understand how you feel about the County right now and how you want to see it change in the future. We really want input from everyone in the public to help form this plan, so please go to the following link to help tell us how you feel! It should take about 20 minutes.
Vision Statement
To preserve the rural and community character of Kent County by encouraging the most appropriate use of land, water, and other resources that protects the County's natural, historic, and cultural resources, allows for economic opportunity, preserves farmland, manages growth, and provides a safe sustainable environment in which all citizens may live, work, shop, learn, and play.
Industrial Areas
The 2007 Comprehensive Plan designates potential areas for larger scale economic development. The following are the indentified areas:
West Cheswold
North Dover
West Frederica
West Milford
South Harrington
Commercial Areas
The 2007 plan also identified areas that would be appropriate for increased commercial uses. This following map identifies areas around the county that may be able to handle more commercial activity. It recommends a maximum amount of new zoning acreage within the time between comprehensive plan updates.
Commercial Areas Map
TDR Program
TDR Maps
TDR Ordinance (Land Development)
TDR Ordinance (Zoning)
Questions? Call Planning Services at (302) 744-2471.


text:
The world of weather
Weather365 - one step ahead of the weather.
More than 20 years of experience in marine weather forecasting give us the ability to provide you with the most precise and applicable weather service and data base for your weather predictions.
In our independent data processing service center we calculate the most actual weather forecast 4 times a day. On base of the actual measurement values of more than 40.000 measurement stations worldwide our optimised numerical weather models (WRF/ETA, WW3) provide exact weather predictions worldwide.
If you are planning a trip, a tour, a sailing trip or other activities - detailed weather-forecasts will influence your planning.
Do you want to be sure of your plans so that your equipment and your choice are suitable to the weather?
WEATHER365 provides weather forecasts and all relevant weather-data at a glance – sun, clouds, rain, snow, wind speed, wave forecasts, ozonlevels, pollenlevels and much more.
Weather365 – one step ahead of the weather.
Homepage weather - display your local weather on your website and ad useful informations for your users
Weather worldwide on your Moblie with our weather SMS service or with the WEATHER365 weather app - Yachting weather not only provides weather, wind and wave informations for sailors and skippers, but also weather forecasts for every location worlwide.
Intelligent weather managment for your company – weather365 weather service accompanies you through all phases of daily planning.
Extreme sport weather, leisure weather, agricultural weather, media weather, construction weather, sailing weather, traffic weather and ice forecasts – select from our Special- and Branch services


text:
Diagnosis of Cholera
Cholera can be diagnosed with the help of detailed patient history and stool examination.
A patient history of watery stools especially during an epidemic should raise the suspicion of cholera.
Stool examination-
Macroscopic / Gross Examination-
Stools resembles rice water and contain mucus
Microscopic Examination-
Dark field microscopic examination of stool sample shows rapidly motile V.cholerae bacteria. Epithelial cells are also present in the stool sample.
A stool culture may be done to confirm the presence of V. cholerae. Enrichment is done in alkaline peptone water at pH 8.7 for 6-8 hours incubation.
Typical yellow color colonies appear in thiosulfate-citrate-bile salts-sucrose (TCBS) agar after 18 hours of incubation. Organisms can be confirmed from culture by staining and examining under microscope.
Specific Tests-
Vibrio cholerae are further identified by slide agglutination tests using anti-O group 1 antiserum and by biochemical reactions.
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Comments should be on the topic and should not be abusive. The editorial team reserves the right to review and moderate the comments posted on the site.
In Zimbabwe the National Water Authority is failing to supply water to large parts of the urban areas. This has resulted in residences drawing on Boerhole Water and others purchasing from borehole owners. My question is what is the risk of being infected by the Cholera Bacteria especially in schools who use the water to wash with but not to drink?
Gavin Tuesday, November 18, 2008
Gavin Tuesday, November 18, 2008
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If you have a question about health related issues, you can now post it in our Ask An Expert section on our community website Medwonders.com and get answers from our panel of experts.


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Innovate. Design. Apply.
Who We Are
We are a global company, dedicated to the design and production of mission critical cooling systems. Our aim is to meet or exceed our industry's expectations and the high standards we set for ourselves in every aspect of our business both today and for the future.
Industries We Serve
Motivair is always working to make our customer's mission critical facilities, processes and buildings run better, more efficiently and more reliably. We partner with customers and industry leaders in multiple markets to study challenges they face and then design and create solutions for those challenges.
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Motivair to showcase full-range of mission critical chillers and cooling solutions at Critical Facilities Summit 2016Motivair Corporation, based in Buffalo, New York (USA), a global leader in mission critical chillers and cooling systems and manufacturer of the ChilledDoor® Rack Cooling System, announces its participation... READ MORE
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Anonymous Customer wrote on 23-Jan-2016
more concentration on purchasers requests as per working for cards or ensure cards have wording. After the event, thank you for apologies,etc, but business wise it costs you for every mistake.
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3 Wrapped Red Roses


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Baby Name Poll Results
avery nicole vs. brynn nicole vs. sophie nicole
hey we want Nicole to be our daughter's middle name it is a family tradition. our 2 year old twins Madeline Elizabeth and Blake Michael are getting a sister Maddie's middle name was going to be Nicole but Elizabeth just had to be it it sounded the best Michael is my dad's name so that is why blake's middle nane is Michael I wanted to honor my dad please vote on which name sounds the best with Nicole as the middle name and please leave suggestions and or advise!!!!!! thanks and by the way kinda desperate I am due on dec.11
The Top Baby Name is...
|Avery Nicole
|63% (5 votes)
|Brynn Nicole
|0% (0 votes)
|Sophie Nicole
|38% (3 votes)
Sophia Nicole
posted by guest :: 2013-11-19 15:53:36 | report
Post a Comment:Please keep your comments positive and helpful.
Even if you don't like the names. Thanks!
For all baby name poll questions, complaints, or improvements
contact email@example.com.


text:
Newcastle Metro Radio Arena - Accessibility
Accessibility Information
Request Accessible Seating Tickets
To better accommodate your needs, Metro Radio Arena has requested that all accessible seating ticket accommodations be solicited only through their representatives. Please contact a Metro Radio Arena representative for further help with your ticket purchase.* Advance ticket purchase may be required.
For those with difficulty operating a telephone please email email@example.com. Please note this email address is only for patrons who cannot operate a telephone, all other enquiries should be made via the booking hotline.
* Box office information is subject to change.
Accessibility Booking Hotline: 0191 260 6066
Pregnant Ladies Attending Concerts
Before attending a concert or event at the Arena you should carry out your own risk assessment.
We strongly advise that you discuss the situation with your GP and take his/her advice; you should consider the following:
The type of event i.e. heavy rock concert with lots of bass/vibration
Crowds, i.e. the type of audience i.e. lots of movement and jumping around
Standing/seating concerts. Standing is not recommended for pregnant ladies
Please take into account the noise and crowds that come with the type of concert/event that you wish to attend when making your decision.
Disabled Parking Facilities
We have many designated disabled parking bays available on site at no charge for badge holders (the badge holder must be present in the vehicle).
Metro Radio Arena Box Office Hours
Monday - Friday: 9.30am - 4.00pm
Saturday: 9.30am - 3.00pm
Saturday Evening Events - the Box Office will be open all day
Sunday: Closed Evening Events - Box Office will be open from 3pm
May Bank Holiday hours
Monday 2nd May: CLOSED Monday 30th May: CLOSED
On event days the Box Office will be open until the main act goes on stage
The Arena Box Office has a low window to facilitate wheelchair access to services.


text:
Pakistan bans Bollywood and Indian television
Move announced after Indian cinemas stop screening films with Pakistani stars
Move announced after Indian cinemas stop screening films with Pakistani stars
The standoff started on Saturday when the militants fired automatic rifles as they ambushed a convoy of Indian paramilitary soldiers
Lance Naik Hanamanthappa Koppad had been presumed dead along with nine other soldiers after being buried by 25ft of snow at his military post on the Siachen glacier last week
When the athletes march into the opening ceremony of the Sochi Olympics next month, one flag you won't be seeing is the green, white, and saffron of India. Four Indian skiers will be participating in the games as independent athletes, but they won't be able to formally represent their country, since the Indian Olympic Association has been suspended by the International Olympic Committee since 2012.
Rahul Gandhi is running India from the sidelines
Activists in Kashmir are calling upon a celebrated conductor of classical music to call off a concert in Srinagar as they claim the event will be used to "whitewash" human rights abuses.
After five Indian troops killed, minister says 'Those in Pakistan responsible for this tragedy should not go unpunished'
For years, men in Manipur have been shot by police on unproven suspicion of being militants. Now their families are fighting back
Bang With Friends CEO Colin Hodge claims the app now has more than 1.1 million users
Police confirmed that at least nine tourists had been killed and said that the area had been sealed off
The IPL, their rise to one-day greatness, the demise of Lord's as the home of cricket – all these things stem from one mistimed Viv Richards pull.
Seaclose Park, Newport
Inside the whitewashed building with its British-era colonnades, people busied about their work over the constant chatter of an electronic printer. Paper would be torn off and the printer started again.
Gunmen have killed a Pakistani prosecutor who was leading investigations into the assassination of former Prime Minister Benazir Bhutto and a brutal attack on civilians in the Indian city of Mumbai.
Indian prisoner died one day earlier after attack in Lahore jail
Suspect was found fleeing the scene with just his passport
The man was found fleeing the scene with just his passport


text:
realmagick.com The shrine of knowledge.
The Butterfly Effect Plot
A selection of articles related to the butterfly effect plot.
Original articles from our library related to the The Butterfly Effect Plot. See Table of Contents for further available material (downloadable resources) on The Butterfly Effect Plot.
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- The initiatory system of the Enochian Temples divides the path of initiation into four major stages, distinguished primarily by the types and sources of the influences they are sensitive to. Briefly, these stages are: 1. Lunar-planetary, focused in Yesod and...
Magick >> Enochian
- Bringing it Down to Earth: A Fractal Approach
- 'Clouds are not spheres, mountains are not cones, coastlines are not circles, and bark is not smooth, nor does lightning travel in a straight line.' B. Mandelbrot W e want to think about the future - it's our nature. Unlike other creatures, humans possess an...
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- There is no surviving, or as yet translated, Creation story within Irish mythology. We learn from the Lebor Gabala Erenn, a text from the Christian Middle Ages, of the Tuatha De Danann, or "People of the Goddess Danu", who came to Ireland either...
Deities & Heros >> Celtic, Welsh, Irish & Brittish
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Parapsychology >> Hypnosis
- Select Cross-Cultural and Historical Personifications of Death
- This extensive introduction includes some of the more well known, along with some lesser known Death "incarnations", and I use that term loosely, as in many cultures, the Angel of Death can be quite an adept shapeshifter. We have tried to cull...
Mystic Sciences >> Necromantic Studies
- The Celtic Vedic Connection, Part I
- Of all the great ancient cultures perhaps no two share more parallels than those of the Celtic and Vedic peoples. A deep rooted affinity runs between them, what is present in one is mirrored in the other. Myths, Gods, Goddesses, even fairy tales bear a...
Religions >> Druidism
The Butterfly Effect Plot is described in multiple online sources, as addition to our editors' articles, see section below for printable documents, The Butterfly Effect Plot books and related discussion.
Suggested News Resources
- 12 Books With Unreliable Narrators Because The Truth Is Relative
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- 'The Family': TV Review
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- For emphasizing the Butterfly Effect in so much detail, 11.22.63 seems to adhere to its own time-travel rules pretty loosely.
- Fornaroli hat-trick sees City sink Sky Blues
- The butterfly effect of Patrick Kisnorbo's cynical decision to haul down Filip Holosko in the 39th minute came into sharp significance just moments later.
- Hulu's 11.22.63 With James Franco Is So Much Less Electrifying Than It Should Be
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Voltaire, The Market and the Danger of Optimism 1 commentJul 3, 2009 8:52 PMIn Voltaire's Candide, Dr. Pangloss is a tutor to an aristocratic family where he teaches his pupil Candide "all is for the best in the best of all possible worlds." Pangloss is the perennial optimist, who always has a positive outlook on life, no matter what tragedy may befall him or society. He can even see the benefit of New World syphilis (which he contracts), saying that it was really a good thing since had Columbus not discovered America, we would never have had the pleasure of chocolate! Throughout the novel, Dr. Pangloss suffers many hardships, which includes nearly being hanged by the Inquisition after the Lisbon earthquake. However, this never deters him from boundless optimism.Voltaire's work prompts me to ponder about the unswerving optimism these days, which is expressed by assorted pundits and gurus of the stock market about the dangers of this false optimism on society. It seems that in America we suffer from a panglossian attitude toward life, the economy, and especially the stock market. We naively believe that the all is well and that the future will be better than the past. We elect politicians who craft simplistic slogans like "change" and "hope." No doubt optimism can be a positive emotion, but for investors it can be a dangerous proposition.Let's go back to the summer of 2007 when the sub-prime crisis began and the securitization market shut down. At this time, everyone knew that the housing market was in decline and that it would have a ripple effect on the US economy and the stock market. You would think that the market would have started to decline as investors worried about the future. Your logic would be correct, but you would have lost money as the stock market went on to hit new highs by October with the Dow surpassing 14,000 for the first time. Why were investors optimistic? At the time, the argument was circulating that subprime was "contained" and would not impact the larger economy. It was not just investors who believed this; Fed Chairman Ben Bernanke and Tresury Secretary Hank Paulson both subscribed to this theory and went around giving speeches propagating this myth. The only skeptics of the "goldilocks theory" were a few hedge fund managers like Hugh Hendry of Eclectica. who predicted that the economy was in real peril. However, they were easily dismissed as "doomsayers" and "perma-bears," who were irresponsible and wrong.As we transitioned into 2008, market conditions continued to deteriorate as the housing correction affected other industries such as financial institutions and consumer companies. In March, Bear Stearns collapsed but was rescued by the Federal Reserve, which organized a shotgun marriage between JP Morgan and Bear Stearns. For a while, investors were unnerved, but they were quickly brought back into the optimist club by pundits (Jim Cramer) and politicians (Paulson) who boldly proclaimed that this was the bottom; the economy would swiftly rebound in the second half of 2008, even though facts like job losses, falling home prices, troubled banks indicated the opposite. This false optimism fueled investor appetite for cyclical and commodity related stocks. The euphoria grew as oil topped $140 on the belief that global demand was strong and that the US economy would have strong growth in late 2008. Even the nationalization of Fannie Mae and Freddie Mac could not dampen investor enthusiasm. Every time the government intervened, markets soared as investors brushed aside warning clouds and instead looked to the future for optimism and hope. Not until the collapse of Lehman Brothers and AIG did the market finally come to the realization that all was not well with the economy. In early October, the market began to crash as investors woke up to the fact that the economy was suffering a serious crisis.The events of 2007 and 2008 have proven that investors need to remain skeptical of this false optimism, which dominates our society. To be a successful investor you need to imagine what could go wrong, as opposed to what could go right. Listening to politicians, economists, and pundits will not benefit your portfolio. They will always tell you things are fine and that it is a good time to be investing your money. These people preach the same gospel of Dr. Pangloss in Candide. They lure you into a false sense of security and leave you vulnerable. We see this pattern emerging once again in 2009 with the concept of "green shoots," a slogan which is repeated endlessly by the media and politicians. President Obama and Treasury secretary Geithner are predicting that the economy will recover by early 2010. Professional money managers appear on TV to tell people that this is the time to buy stocks because the market always reacts before the economy improves. They postulate that if you don't get in now, you are going to regret it. Does anyone see similar parallels to 2007 and 2008?If you buy into the "green shoots" thesis and think it is a good time to buy stocks, I would advise you to keep an eye out for possible events that could derail your hopes. Eastern Europe countries like Latvia are on the verge of economic collapse, thanks to years of irresponsible borrowing (mainly in foreign currencies like the Euro and Swiss Franc). They are faced with mounting liabilities, contracting economies, and a world recession. So far, the problems have been subdued by loans and aid from the IMF, but this could change at any time. If one of the Eastern European countries were to collapse or suffer a currency devaluation, it could have ripple effects similar to the debacle of the Asian financial crisis in 1997-1998. Many western European banks, especially in Austria and Sweden, have large exposure to these markets, which could lead to another leg down in the world economy.Another situation that begs investor attention is the fiscal problem plaguing California and other states and municipalities. All it takes is a default from California to trigger investor uncertainty and panic in the municipal bond market, which could lead to another credit crunch as investors refuse to purchase state issued bonds. This would make it very hard for states to fund their activities and could well lead to a federal government bailout for the states.I don't write any of this to alarm anyone but to inform people of the possible risks facing the stock market and the world economy. It is a good time to "stress test" your own portfolios for these possibilities and any others you can think of. I am tired of the never-ending optimism that has ruined so many 401Ks over the last two years. This panglossian attitude is also detrimental to our economy as politicians and economic planners (Federal Reserve) ignore potential problems by issuing useless platitudes such as the "economy is fundamentally strong." Looking ahead for possible dangers is not being a doomsayer; it is a realistic way of protecting your portfolio. Be wary of the green shoots if there is no basis for them. I remember the end of Voltaire's Candide, which was neither panglossian nor pessimistic. After a life full of hardships and catastrophes, Candide and his friends retire to a country farm to take responsibility for their own affairs. They "cultivated their own garden" and let the rest of the world go by. For investors, I would recommend a healthy skepticism about the green shoot theory and a pragmatic attitude about potential challenges ahead. Cultivate your own viewpoint based upon facts, and don't rely on the experts and their propaganda.Back To Nathaniel Crawford's Instablog HomePage »
Instablogs are blogs which are instantly set up and networked within the Seeking Alpha community. Instablog posts are not selected, edited or screened by Seeking Alpha editors, in contrast to contributors' articles.Comments (1)Track new commentsFull index of posts »
buying kewl as an cheap play on the housing market. it is a undervalued timber company Feb 1, 2013
buying more KEwl as a bet on rising timber prices Nov 30, 2012
finally KEWL is starting to move up Nov 8, 2012
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You often must have realized that, your willpower just fall short of that burning desire to stick to your weight loss goals. You sometimes just want to pick up that piece of your favorite pie, or that tempting dessert and make it your own by pushing it down your mouth! But, the end result even more calories to tackle and burn. Suddenly people tend to go in the self criticizing mode after falling prey to temptations and be upset about themselves. But, do not worry; every person who is trying hard to lose weight goes through this phase. But, the good news is that you can train your mind and keep guiding it towards healthy choices. How? Is what we are going to discuss, through this post:
If you want to train your brain to choose healthy foods over fattening ones, be specific. Scientific research shows us that there are two kinds of intentions: 'goal' intentions which are broad ('I need to eat better') and 'implementation' intentions that are more specific. ('I need to only eat meals that I cook myself'). When you are too general, the brain is less likely to change its behavior, however, when you are more specific, it has to do less work on its own to help you achieve your goal. This is especially true of weight-loss strategies.
Studies have found that exercise can lead to the creation of new brain cells—and exercising your brain can lead to increased willpower. So, exercising both your body and your brain together can help you push yourself even harder.
Different physical exercises rely on different cognitive aspects, such as attention, speed of processing, and even memory. For instance, if you're taking a new dance class at the gym that requires you to remember all the moves, exercising your attention and memory may make those classes easier to follow and more fun; giving new meaning to mind and body workout.
Thus, training your brain and channelizing your thought process is the key towards weight loss. Effective and natural products like Pure Asian Garcinia is all natural slimming supplement which will offer great results.


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A Hard Rains A Gonna Fall
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ESTPs tend to enjoy a career if it involves solving urgent problems using reliable or trusted tools and methods - e.g. fire fighting. They like a career with variety, freedom, independence, and a degree of risk. They enjoy working with groups in a fun, action-oriented environment. ESTPs prefer careers in which there is more:
Most Popular Careers
The careers chosen most often by ESTPs (according to our research with people already in work) include the forces, engineering, management, computing, science, medical, law, sales, accountancy.
Most Enjoyable Careers
Research shows that the most popular careers are not always the most enjoyable. Enjoyment depends on how well the career matches your unique personality, the nature of the job, and various other factors. You can find out which careers you will enjoy most by completing our career test.
Next: Personality/Career Test
©2013 Team Technology. Further articles/resources that may be of interest include: Personality Test, Personality Type Descriptions, Myers Briggs overview, The Basics of Team Building, What Career is Right for Me?, and Career ideas.


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Jerome Edward Smith, 35, is wanted in connection with at least one burglary in Waynesboro, Ga., and is wanted in connection with other crimes and should be considered armed and dangerous, according to an e-mail from Chief Alphonzo Williams.
Williams said not to approach Smith, but to notify police immediately if he is spotted.
Investigator Chris Greene can be reached at (706) 554-8029 or (706) 360-2345.


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River North Chicago Dance Company at the Luckman Theatre
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Cal State LA's Luckman Fine Arts Complex hosts a wealth of quality entertainment. From Irish step… More
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The seats were great and the dance company was awesome! I want to go back to this venue for their numerous performances throughout the year.
Quotes & Highlights
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Dedicated to the creative advancement, presentation and preservation of jazz-based contemporary dance, River North Chicago Dance Company is an established leader in American dance with a dynamic company and repertoire. This season, the Company celebrates their 20th anniversary. River North's diverse and complimentary ensemble ignites the stage and captivates audiences. Their dynamic interpretations are breathtaking and inspiring, and their attention to detail set them apart. It is no wonder the Company regularly receives standing ovations and rave reviews.


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GALESBURG, MI — A group of kayakers were freed from the Kalamazoo River Sunday afternoon after becoming trapped by ice.
The kayakers became trapped when currents pushed them toward a portion of the river that was iced over, Roomsburg said.
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[Verse 1]
What's your definition of dope?
Cause I think our opinions differ
'Til your own skills develop, be wise and shut the hell up
I told you man, I'll fold your plans
You know you can't be colder than me
With a microphone in hand I'll show your fans I own this land
My flow's intangible
Expanding growth that stands and holds hip-hop on a cross
Lickin' shots for the lost vision
Listen: It's imbedded in my genetic code to push the evolution
Clean up the pollution and let the rhetoric grow
So your records get sold and with each blow
You give, adds tad more gold to eat whole out of your cracked peach bowl
As we go without rules, the freedom of independence we breed
So we'll eat 'till we're full, keep control and bleed at slow-mo speed, you know?
I weave and sew my way through this imaginary land of fairies and trolls
Tryin' to bury the scroll
I carry a load that weighs way more than my area code
Vocabulary unfolds so that you cherish the very story of merit you're told
Your character's bold, but build a barrier
Spare your words before you perish
Don't be careless, apparently to share a paragraph tears your nerves
Heard you grew some nuts
Now you think your crew don't suck?
Stupid fucks
In a battle you'll still lose to us
This one's for all the people in the world that think they can get with this
Eyedea and Abilities, you know we be the sickest
MCs under my feet with they names on my shit list
This one's for you, this one's for you
This one's for all my people lovin' hip-hop that are truly gifted
DJs with no cuts outside their self-inflicted wrist slits
This one's for you, this one's for you