text:
Below is a description of changes that have been made to the IDEA-Part B final regulations (including certain items that have been retained, modified, or added since publication of the NPRM) that may be of special interest to administrators2:
Discipline Procedures
Prior to enactment of the IDEA Amendments of 1997, the statute only specifically addressed the issue of discipline in a provision that allowed school personnel to remove a child to an interim alternative educational placement for up to 45 days if the child brought a gun to school or to a school function. The 1997 Amendments incorporated prior court decisions and Department policy that had held that -
- schools could remove a child for up to 10 school days at a time for any violation of school rules as long as there was not a pattern of removals;
- a child with a disability could not be long-term suspended or expelled from school for behavior that was a manifestation of his or her disability; and
- services must continue for children with disabilities who are suspended or expelled from school.
In addition, the 1997 Amendments:
- expanded the authority of school personnel regarding the removal of a child who brings a gun to school, to also apply to all dangerous weapons and to the knowing possession of illegal drugs or the sale or solicitation of the sale of controlled substances; and
- added a new ability of schools to request a hearing officer to remove a child for up to 45 days if keeping the child in his or her current placement is substantially likely to result in injury to the child or to others.
The Amendments also added new provisions that require schools to assess a child's troubling behavior and develop positive behavioral interventions to address that behavior, and that describe how to determine whether the behavior was a manifestation of the child's disability.
The final regulations incorporate the statutory provisions described above, and provide additional specificity on a number of key issues:
Removals of Up to Ten School Days at a Time
- The regulations clarify that school personnel may remove a child with a disability for up to 10 school days, and for additional removals of up to 10 school days for separate acts of misconduct, as long as the removals do not constitute a pattern.
Providing Services During Periods of Disciplinary Removal
- Schools do not need to provide services during the first 10 school days in a school year that a child is removed.
- During any subsequent removal that is for 10 school days or less, schools provide services to the extent determined necessary to enable the child to appropriately progress in the general curriculum and appropriately advance toward achieving the goals of his or her IEP. In cases involving removals for 10 school days or less, school personnel, in consultation with the child's special education teacher, make the service determination.
- During any long-term removal for behavior that is not a manifestation of a child's disability, schools provide services to the extent determined necessary to enable the child to appropriately progress in the general curriculum and appropriately advance toward achieving the goals of his or her IEP. In cases involving removals for behavior that is not a manifestation of the child's disability, the child's IEP team makes the service determination.
Conducting Behavioral Assessments and Developing Behavioral Interventions
- Meetings of a child's IEP team to develop a behavioral assessment plan, or (if the child has one) to review the child's behavioral intervention plan, are only required when the child has first been removed from his or her current placement for more than 10 school days in a school year, and when commencing a removal that constitutes a change in placement.
- If other subsequent removals occur, the IEP team members review the child's behavioral intervention plan and its implementation to determine if modifications are necessary, and only meet if one or more team members believe that modifications are necessary.
Change of Placement; Manifestation Determinations
- The regulations provide that a change of placement occurs if a child is removed for more than 10 consecutive school days or is subjected to a series of removals that constitute a pattern because they cumulate to more than 10 school days in a school year, and because of factors such as the length of each removal, the total amount of time the child is removed, and the proximity of the removals to one another.
- Manifestation determinations are only required if a school is implementing a removal that constitutes a change of placement.
Free Appropriate Public Education (FAPE) and Eligibility
Services Based on Identified Need.
The FAPE requirements in §300.300 have been amended to make clear that services provided to an eligible child must -
A. address all of the child's special education and related services needs, and
B. be based on the identified needs of the child, and not the child's disability category. (See §300.300(a)(3).)
- FAPE for Children Beginning at Age 3.
A new §300.121(c) has been added to provide that FAPE (with an IEP or IFSP) begins on a child's third birthday; but if the child turns age 3 during the summer, the IEP team determines the date when services will begin.
- Use of Assistive Technology in a Child's Home If Needed for FAPE.
On a case-by-case basis, the use of school-purchased assistive technology devices in a child's home or in other settings is required if the child's IEP team determines that the child needs access to those devices in order to receive FAPE. (See §300.308).
- Extended School Year (ESY) Services.
Section §300.309 (ESY services) has been amended to clarify that a public agency may not limit ESY services to particular categories of disability, or unilaterally limit the type, amount, or duration of those services. (See §300.309(a)(3).)
- Graduation Policy Retained; Prior Notice and Evaluation Addressed.
The final regulations retain the policy position that a student's right to FAPE is terminated upon graduation with a regular high school diploma, but is not terminated by any other kind of graduation certificate or diploma. The regulations also specify that --
- WRITTEN PRIOR NOTICE IS REQUIRED in accordance with §300.503, because graduation from high school with a regular diploma constitutes a change in placement (see §300.122(a)(3)). School districts will be expected to provide the notice "a reasonable time" before proposing to graduate a student, in order to ensure that there is sufficient time for the parents and student to plan for, or challenge, the pending graduation. (See Analysis of Comments related to §300.122.)
- EVALUATION IS NOT REQUIRED BEFORE GRADUATION (i.e., the provision requiring that a student be evaluated before determining that he or she is no longer eligible under Part B does not apply if the termination of eligibility is due to graduation with a regular diploma or aging-out under state law). (See §300.534(c).)
Methods of Ensuring Services -- Public and Private Insurance
- Noneducational Public Agencies -- May Not Disqualify Eligible Service.
Proposed §300.142(b) has been revised to specify that noneducational public agencies may not disqualify an eligible service for Medicaid reimbursement because the service is provided in an educational context.
- Conditions for Accessing Medicaid.
A new §300.142(e)(3) has been added to provide that a public agency may access Medicaid or other public insurance if the parents would incur no financial costs, but may not require parents to sign up for public insurance in order for the child to receive FAPE.
- Private Insurance.
Proposed §300.142(e) has been redesignated as §300.142(f), and revised to provide that a public agency -
(A) may access a parent's private insurance proceeds only if the parent provides informed parent consent consistent with the definition of "consent" in §300.500(b)(1); and
(B) must obtain consent each time it proposes to access those proceeds.
- Use of Part B Funds for Certain Costs.
A new §300.142(g) has been added to permit the use of Part B funds for -
(A) the cost of required services under these regulations if the parents refuse consent to use public or private insurance; and
(B) the costs of accessing parents' insurance, such as paying deductible or co-pay amounts.
- Proceeds from Public or Private Insurance.
Proposed §300.142(f) has been redesignated as paragraph (h), and revised to clarify that -
(A) insurance proceeds received by a public agency do not have to be returned to the Department or dedicated to the Part B program; and
(B) funds expended by a public agency from reimbursements of federal funds will not be considered state or local funds for purposes of state or local maintenance of effort.
Children with Disabilities in Public Charter Schools3
- Children and Parents Retain All Rights.
A new §300.312 has been added to specify that children with disabilities in public charter schools and their parents retain all rights under this part, and that compliance with Part B is required regardless of whether a public charter school receives Part B funds.
- Responsibilities of Charter Schools, LEAs, and SEAs.
New §300.312(b)-(d) addresses the responsibilities of each entity (subject to state law), as follows:
(A) Public charter schools that are LEAs and receive Part B funds must ensure that the requirements of this part are met.
(B) If a public charter school is a school of an LEA that receives Part B funds and includes other public schools, the LEA must: (1) ensure that the requirements of this part are met; and (2) meet the requirements of §300.241 (i.e., serve children with disabilities attending charter schools, and provide Part B funds to those schools in the same manner that it does for other schools).
(C) If a charter school is neither an LEA receiving funding, nor part of an LEA that receives funds, the SEA is responsible for ensuring that the requirements are met.
Children Experiencing Developmental Delays
- Provisions Related to "Developmental Delay."
A new §300.313 has been added to --
- specify the conditions that states and LEAs must follow in using the term;
- clarify that for children with a diagnosed sensory impairment (e.g. deafness) or other permanent disability, states and LEAs may serve those children consistent with their diagnosed disability, while using "developmental delay" for other children aged 3 through 9; and
- make clear that a state may adopt a common definition of "developmental delay" under Parts B and C of the Act
Individualized Education Programs
(IEPs -- §§300.340-300.350)
- Staff Must Have Access to, and Be Informed About, Child's IEP.
The final regulations provide that each regular and special education teacher and service provider responsible for implementing a child's IEP must --
(1) have access to the child's IEP; and
(2) be informed of his or her specific responsibilities under the IEP, and of the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.
- Designating a Public Agency Representative on IEP Team.
A new §300.344(d) has been added to permit a public agency to designate another public agency member of the IEP team to also serve as the agency representative, if the criteria in '300.344(a)(4) are satisfied.
- Other Individuals with Knowledge or Special Expertise.
A new §300.344(c) has been added to clarify that "The determination of the knowledge or special expertise of any individual [on the IEP team under §300.344(a)(6)] shall be made by the party (parents or public agency) who invited the individual to be a member of the IEP team." Each public agency must inform parents about this provision in the notice informing them of the IEP meeting. (see §300.345(b).)
- Considering Each Child's Performance on General Assessments.
The final regulations clarify that, in developing each child's IEP, the IEP team (in addition to considering the strengths of the child and the results of evaluations) also must consider "As appropriate, the results of the child's performance on any general state or district-wide assessments." (See §300.346(a)(1).)4
- 60-day Timeline Removed.
The substance of the note following proposed §300.343 (which stated that "For most children, it would be reasonable to expect that a public agency offer services in accordance with an IEP within 60 days of receipt of parent consent to initial evaluation) has been deleted.
- "Justification" of Transition Services -- Deleted.
Proposed §300.347(b)(2) (which required that if the IEP team determines that transition services are not needed in one or more defined areas, the IEP must include a statement to that effect and the basis upon which the determination was made) has been deleted.
- Giving Parents a Copy of IEP.
The final regulations provide that parents must be given a copy of their child's IEP without cost and without having to request it.." (See §300.345(f).)
- Services Plans" in lieu of IEPs for Parentally-Placed Children in Private Schools.
Proposed §300.350 (Children with disabilities in religiously-affiliated or other private schools) has been deleted. A new §300.455(c) has been added to require the development of "services plans" (in lieu of IEPs) for private school children.
- IEP Accountability; Parent Right to Invoke Due Process.
The final regulations make clear that
(1) each public agency, in addition to providing services, must make a good faith effort to assist the child to achieve the goals and objectives or benchmarks listed in the IEP; and
(2) "Nothing in this section limits a parent's right to ask for revisions of the child's IEP or to invoke due process procedures if the parent feels that efforts required in paragraph (a) of this section are not being made." (See §300.350.)
Children Enrolled by Their Parents When FAPE Is At Issue
- Proposed §300.403 has been revised to clarify that -
- the provisions of §300.450-300.462 apply to children with disabilities placed voluntarily in private schools, even though the public agency made FAPE available to those children;
- private school placement by parents must be appropriate (as determined by a court or hearing officer);
- a parental placement does not need to meet state standards that apply to education provided by the SEA or LEA in order to be appropriate; and
- the reimbursement provisions of §300.403 apply if the parents of a child with a disability who previously received special education and related services under the authority of a public agency enroll the child in a private preschool program.
Parentally-Enrolled Children in Private Schools (§300.450-300.462)
- Child find must be comparable.
Proposed §300.451 has been revised to specify that
(1) child find activities for private school children with disabilities must be comparable to child find for children with disabilities in public schools; and
(2) each LEA must consult with private school representatives on how to carry out the child find requirements.
- Development and implementation of a "services plan."
Proposed §300.452 has been amended to incorporate language from proposed §300.350 related to the SEA's responsibility for ensuring that a "services plan" (in lieu of an IEP) is developed and implemented for each private school child with a disability who has been designated to receive services under these regulations.
- Child Count.
A new §300.453(b) has been added to provide that each LEA must consult with representatives of private school children with disabilities on how to conduct the annual count for those children; and (2) ensure that the count is conducted on established count dates, and that the data are used to determine the amount of Part B funds for serving those children in the next fiscal year.
- Child Find Costs Can't Be Considered.
A new §300.453(c) has been added to specify that the costs of child find for private school children with disabilities may not be considered in determining whether the LEA met the expenditures requirement of §300.453.
- Additional Services Permissible.
A new §300.453(d) has been added to clarify that SEAs and LEAs are not prohibited from providing services beyond those required by this part, consistent with state law or local policy.
- Consult on where services to be provided; meetings on services plan.
Proposed §300.454 has been amended to specify that each LEA must
(1) consult with private school representatives on "where" services will be provided;
(2) conduct meetings to develop, review, and revise a "services" plan" (in lieu of an IEP), in accordance with '300.455 for each private school child designated to receive services; and
(3) ensure that a private school representative participates in the meetings.
- Services Plans.
Proposed §300.455 has been revised to specify that:
(1) each private school child with a disability who has been designated to receive part B services must a services plan, and
(2) the plan must, to the extent appropriate, meet the IEP content requirements of '300.347, and be developed, reviewed and revised consistent with §300.342-300.346.
- Transportation Not Required Between Home and School.
Proposed §300.456 has been revised to make clear that, although transportation must be provided between a child's home or private school and a service site if necessary for the child to benefit from or participate in the services offered, LEAs are not required to provide transportation between the child's home and private school.
- Due Process Applies to Child Find, Including Evaluations.
Proposed §300.457 (Complaints) has been amended to specify that the due process procedures under this part "apply to complaints that an LEA has failed to meet the [child find] requirements of §300.451, including the [evaluation] requirements of ''§§300.530-300.543."
Procedural Safeguards
- Independent Educational Evaluation (IEE).
The final regulations provide that
(1) upon request for an IEE, parents must be given information about where an IEE may be obtained, and "the agency criteria applicable for [IEEs]; and
(2) if a parent requests an IEE, a public agency may ask why the parent objects to the public evaluation, but may not require the explanation; and "the public agency may not unreasonably delay either providing the [IEE] at public expense or initiating a due process hearing to defend the public evaluation." (See §300.502.)
- Parental Consent.
The final regulations on parental consent
(1) replace "consent" with "informed parent consent;"
(2) add "reevaluation" to the list of actions requiring consent; and
(3) add that "A public agency may not use a parent's refusal to consent to one service or activity...to deny the parent or child any other service, benefit, or activity of the public agency, except as provided by this part." (See §300.505.)
- Mediation.
The final regulations provide that if a mediator is not selected on a random (e.g., a rotation) basis from the state's list, both parties are involved in selecting the mediator and agree with the selection of the individual who will mediate. (See §300.506(b)2)(ii).)
- Change of Placement Based on Hearing Officer Decision.
The final regulations provide that if a state hearing or review officer's decision agrees with the parent's position that a change in the child's placement is appropriate, the decision must be implemented at that point, even if the public agency appeals that decision. This provision, which is consistent with most of the court decisions that have addressed this question, ensures that children will not remain in inappropriate placements for prolonged periods of time while a public agency appeals a decision in the parent's favor. (See §300.514(c).)
- Five Day Disclosure Means 5 "Business Days."
Proposed §300.509(a)(3) (Hearing rights) has been revised to add "business days," to clarify that any party to a hearing has the right to -- "Prohibit the introduction of any evidence that has not been disclosed to that party at least 5 business days before the hearing;".
- Attorney's Fees.
The final regulations include all of the provisions of section 615(i)(3)(C)-(G) of the Act. (See §300.513).
Evaluation Procedures and Determination of Eligibility
- Comprehensive Evaluation.
The evaluation procedures in §300.532 have been amended to provide that each child's evaluation must be sufficiently comprehensive to identify all of the child's special education and related services needs, including any needs the child has that are commonly linked to a disability other than the disability in which the child has been classified. (See §300.532(h).)
- Assessing Children with Limited English Proficiency.
A new §300.532(a)(2) has been added, to provide that "Materials and procedures used to assess a child with limited English proficiency are selected and administered to ensure that they measure the extent to which the child has a disability and needs special education, rather than measuring the child's English language skills."
- Ineligibility -- Lack of Instruction, or Limited English Proficiency.
Proposed §300.534 has been revised to clarify that a child may not be determined eligible under this part, if
"(1) The determinant factor for that eligibility determination is --
- Lack of instruction in reading or math; or
- limited English proficiency; and
(2) the child does not otherwise meet the eligibility criteria under §300.7(a)."
- Assessments Under Non-standard Conditions.
A new §300.532(c)(2) has been added to provide that "If an assessment is not conducted under standard conditions, a description of the extent to which it varied from standard conditions (e.g., the qualifications of the person administering the test or the method of test administration) must be included in the evaluation report.
- Obtaining Parent Input.
Proposed §300.535(a)(1) has been revised to add "parent input" to the variety of sources from which the public agency will draw in interpreting evaluation data for the purpose of determining a child's eligibility under this part.
- Group May Review Existing Data Without a Meeting.
A new §300.533(b) (Conduct of review) has been added, to clarify that the group reviewing existing data may conduct that review without a meeting.
LRE -- Placements
- Reference to Preschool.
Proposed §300.552(a) has been revised to add "including a preschool child with a disability" after the phrase "In determining the educational placement of a child with a disability."
- Limitations on Removal from Age-appropriate Regular Classroom.
A new §300.552(e) has been added that prohibits the removal of child with a disability from an age-appropriate regular classroom solely because of needed modifications in the general curriculum.
State Complaint Procedures
- Complaints Received from Another State.
Proposed §300.660(a) has been revised to
(1) specify that the each SEA's procedures for resolving complaints must include complaints "filed by an organization or individual from another state...;" and
(2) make needed technical changes for adding a new paragraph (b), below.
- Remedies for Denial of Appropriate Services.
A new §300.660(b) has been added to clarify that if an SEA, in resolving a complaint, finds a failure to provide appropriate services to a child with a disability, the SEA must address how to remediate the denial of those services, including, as appropriate, the awarding of monetary reimbursement or corrective action, which could include compensatory services or other corrective action appropriate to the needs of the child.
- Complaints vs Due Process Hearings.
A new §300.661(c) has been revised to clarify that --
(1) if an issue in a complaint is the subject of a due process hearing, that issue (but not any issue outside of the hearing) would be set aside until the conclusion of the hearing;
(2) the decision on an issue in a due process hearing would be binding in a state complaint resolution; and
(3) a public agency's failure to implement a due process decision would have to be resolved by the SEA.
- Adding "ADD/ADHD" to "Child with a Disability."
"Attention deficit disorder" and "attention deficit hyperactivity disorder" have been added as conditions that could render a child eligible under the "other health impairment" category. (See §300.7(c)(9).)
- Definitions of "Business Day" and "School Day" Added.
The proposed definition of "Day" in §300.8 has been redesignated as §300.9, and retitled "Day, business day; school day." The definition of "day" (i.e., "calendar day, unless otherwise indicated as business day or school day") remains unchanged. However, the following definitions have been added:
(1) "business day" (i.e., "Monday through Friday, except for federal and state holidays..."); and
(2) "school day" (i.e., "any day, including a partial day, that all children are in attendance at school for instructional purposes...").
- "Parent" -- Use of Foster Parents.
Proposed §300.19 (redesignated §300.20(b)) has been revised to permit states, in certain circumstances, to use foster parents as "parents" under the Act without amending relevant state statutes.
- "Travel Training."
"Travel training" has been added to the definition of "special education," and defined to mean: "Providing instruction, as appropriate, to children with significant cognitive disabilities and any other children who require this instruction, to enable them to
(i) develop an awareness of the environment in which they live; and
(ii) learn the skills necessary to move effectively and safely from place to placewithin that environment (e.g., in school, in the home, at work, and in the community)." (See §300.26(b)(4).)
General Changes
All Notes in NPRM Have Been Removed from the final regulations, and have been disposed of, as follows: The substance of the notes has been
(1) added to the text of the regulations if it was considered to be a requirement;
(2) added to Appendix A (formerly Appendix C) if it was directly relevant to the Notice of Interpretation on IEPs; or
(3) incorporated into the discussion of applicable comments in the Analysis of Comments and Changes. All other notes have been deleted. (See Attachment 3, described below, regarding the disposition of each note in the NPRM.)
- Two "Appendices" have been included in the final regulations:
Appendix A -- Notice of Interpretation on IEPs; and
Appendix B -- Index to IDEA-Part B regulations.
- Three "Attachments" have been added, as follows:
Attachment 1 -- Analysis of Comments and Changes;
Attachment 2 -- Final Regulatory Flexibility Analysis; and
Attachment 3 -- Table showing "Disposition of NPRM Notes in Final Regulations ..."
1On October 22, 1997, a Notice of Proposed Rulemaking (NPRM) was published in the Federal Register to amend the regulations under Part B of the Individuals with Disabilities Education Act (IDEA). The purposes of the NPRM were to implement changes made by the IDEA Amendments of 1997, and make other changes that facilitate the implementation of Part B. The changes made since the NPRM are based mainly on public comments received.
2The description of changes made to specific sections of the regulations since the NPRM does not include all changes made to those sections, nor does it include all changes in which teachers may have an interest. (For a more complete description, see "Major Changes..." in the preamble to the final regulations.)
3Public charter schools are also addressed under §'300.2 (Applicability of this part); 300.10 (definition of Educational service agency); 300.18 (definition of LEA); and 300.241 (Treatment of charter schools and their students).
4The discussion of §300.343 in Attachment 1 to the final regulations states that (A) although timely provision of services by a public agency is critical, setting a specific timeline could have a negative effect; and (B) while most states may be able to meet a 60 day timeline (and the Department considers that to be reasonable), it is recognized that, for some children, the process may take longer to complete, and for others, it could be done in a shorter period of time.


text:
Steven Schwaitzberg:
A universal translator for surgeons
Laparoscopic surgery uses minimally invasive incisions — which means less pain and shorter recovery times for patients. But Steven Schwaitzberg has run into two problems teaching these techniques to surgeons around the world: language and distance. He shares how a new technology, which combines videoconferencing and a real-time universal translator, could help.
Similar topics
- Surgery
- TEDx
- Health care
- Medicine
- Technology
This talk was presented to a local audience at TEDxBeaconStreet, an independent event. TED editors featured it among our selections on the home page.
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subset: commoncrawl


text:
After a long, pleasurable round of anal sex, a man blows his load into the girl's bum. Immediately followed by the girl deficating into his mouth.
by Dirty T_Baggin Dan February 05, 2010
When you sprinkle salt on your partner's butthole and then take a shot of tequila and proceed to lick the salt off of their butthole.
"I gave him a salty brownie last night, and damn it was savory! It must have been the curry he had yesterday that mixed with the salt."
by Alabama kid February 09, 2010


text:
Notice: On March 31, it was announced that Statalist is moving from an email list to a forum. The old list will shut down on April 23, and its replacement, statalist.org is already up and running.
[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
Re: st: Determining mutual exclusivity for a series of dummy variables.
Stephen Cranney <firstname.lastname@example.com>
Re: st: Determining mutual exclusivity for a series of dummy variables.
Fri, 8 Mar 2013 17:13:39 -0500
The egen solution worked great. Thanks all!
On Fri, Mar 8, 2013 at 3:30 PM, Jeremy Page <firstname.lastname@example.com> wrote:
> Dear Stephen,
> I find the command -tablist- (findit tablist) helpful in these
> situations. Below is an excerpt from the help file.
> The tablist command is useful when you want to make crosstabs of
> variables but you want the results to be in a list type format. An "n" way
> crosstab implies the need for some kind of an "n" way table. Instead,
> tablist treats each variable as a column makes an "n" way table by using
> "n" columns for the variables. This is especially useful when each variable
> has a small number of values, since this can yield a very compressed table
> summarizing the data.
> Best,
> Jeremy
> On Fri, Mar 8, 2013 at 1:49 PM, Nick Cox <firstname.lastname@example.com> wrote:
>> That's the first thing I thought of too.
>> Another thing is to look at the correlation matrix using -correlate-.
>> The diagonal is all 1s as usual. A variable out of line will have
>> correlations distinct from others in the same row and column, or so
>> experiment indicates.
>> Nick
>> On Fri, Mar 8, 2013 at 6:40 PM, Richard Goldstein
>> <email@example.com> wrote:
>> > assuming you have 20 variables each coded 0/1, use -egen- with the
>> > rowtotal option to get sum per unit across the 20; you could also check
>> > the min/max values of the variables (to see if any have codes other than
>> > 0/1) using rowmin/rowmax (or using -assert- as a different strategy
>> >
>> > Rich
>> >
>> > On 3/8/13 1:35 PM, Stephen Cranney wrote:
>> >> Hi all, quick question. I have about twenty separate dummy variables
>> >> that, in theory, are supposed to be mutually exclusive. I did a
>> >> regression with all the variables and it didn't kick out one of the
>> >> variables automatically, so I assume that there is either some overlap
>> >> or there are cases with zero values for all the variables. I checked
>> >> the cases used in the regression using the "estimates store sample"
>> >> command, and none of them have zero values for all the dummy
>> >> variables, which leads me to believe that they aren't mutually
>> >> exclusive. I've checked my coding numerous times and the coding for
>> >> the variables seems accurate.
>> >> So my question is: is there a parsimonious way to quickly check
>> >> whether the series of dummy variables are mutually exclusive without
>> >> having to check every combination by hand?
>> *
>> * For searches and help try:
>> * http://www.stata.com/help.cgi?search
>> * http://www.stata.com/support/faqs/resources/statalist-faq/
>> * http://www.ats.ucla.edu/stat/stata/
> *
> * For searches and help try:
> * http://www.stata.com/help.cgi?search
> * http://www.stata.com/support/faqs/resources/statalist-faq/
> * http://www.ats.ucla.edu/stat/stata/
* For searches and help try:
* http://www.stata.com/help.cgi?search
* http://www.stata.com/support/faqs/resources/statalist-faq/
* http://www.ats.ucla.edu/stat/stata/


text:
The Alexey Ignashov Story - StillW1ll
- Written by Rian Scalia
Renouned highlight video-maker and friend of Liverkick.com StillW1ll has just released his latest video, featuring "The Red Scorpion" Alexey Ignashov. The video details Alexey's rise to the top, how his career came crashing down and what could've been. This is a must watch video, amazingly well done. Check it out.


text:
Upper airway biopsy is surgery in which a small piece of tissue is removed from the nose, mouth, and throat area for examination.
Biopsy - upper airway
The health care provider will spray a numbing medicine in your mouth and throat. A metal tube is inserted to hold your tongue out of the way.
Another numbing medicine flows through the tube down the back of the throat. This may cause you to cough at first. When the area feels thick or swollen, it is numb.
The health care provider looks at the abnormal area, and removes a small piece of tissue. It is sent to the laboratory for examination.
Do not eat for 6 - 12 hours before the test.
Tell your health care provider if you take a blood thinner such as aspirin, plavix or coumadin when you schedule the biopsy. You may need to stop taking them for a little while. Never stop taking any medicines without first talking to your health care provider.
As the area is being numbed, you may feel like there is fluid running down the back of your throat. You may feel the need to cough or gag. And you may feel pressure or mild tugging.
When the numbness wears off, your throat may feel scratchy for several days. After the test, the cough reflex will return in 1 - 2 hours. Then you may eat and drink normally.
This test may be done if your doctor thinks there is a problem with your upper airway. It may also be done with a bronchoscopy .
The upper airway tissues are normal, with no abnormal growths.
Disorders or conditions that may be discovered include:
There is a risk of choking if you swallow water or food before the numbness wears off.
Yung RC, Boss EF. Tracheobronchial endoscopy. In: Cummings CW, Flint PW, Haughey BH, et al, eds. Otolaryngology: Head & Neck Surgery. 5th ed. Philadelphia, Pa: Mosby Elsevier;2010:chap 75.


text:
My thoughts:
• Taurus has a bad quality-control reputation. You may get a good sample, or you may get a bad one. Taurus also has a bad customer-service reputation, so a bad one may never get fixed.
• The .380 ACP round is underpowered for self-defense purposes, so you will need to become an excellent pistol shot in order to use it effectively. That requires a lot of work and practice.
• A revolver which shoots .380 ACP is merely a cute gimmick. There are .380 semi-auto pistols which carry more rounds-per-loading, and which are easier to shoot.
My suggestions:
• If you insist upon a revolver, start with one in .38 Special caliber. Ask for one with a 4" barrel, not a 2" barrel.
• If you are willing to use a semi-auto pistol, a full-size, all-steel pistol in .45 ACP (or even 9mm) will make learning to shoot a much more comfortable experience for you.
• If you wish to shoot a pistol, get some professional instruction. Pistol shooting is not easy, nor is it simple.
• Later, when you have learned how to control a pistol, only then you will be able to make a rational choice from among the available self-defense weaponry.
If money is an issue:
I have absolutely no experience with Hi-Point pistols, but I have been repeatedly told that they are cheap, comfortable, and accurate. I do know that they are not long-lived, but a Hi-Point in .45 ACP may probably be the best learning tool for the least money. By the time it wears out and falls apart, you will have learned to shoot well enough to be able to shop for a "real" gun.


text:
Boy, he's going to leave Morosov and get married. What is his season going to be like?
He needs to find a coach/choreographer. Many changes. He also needs his confidence back and start acting like a champion. He'll go back to school, too. He needs to do internship at secondary school to get the needed credits to be an English teacher in future.
This is just my speculation, but I think it all possible that he ends up becoming an English teacher sometime soon, giving up skating altogether.


text: This work – a tubular ring of laser-cut steel elements in the shape of stars, designed to be suspended or wall-mounted – developed from Alice Whish's research into the imagery of star constellations and the technical possibilities of laser-cutting and computer-aided design. While it has resulted from high technical and mathematical complexity, its ethereal quality is emphasised by its apparent weightlessness and transparency. Whish does not provide any point of reference for the viewer in the structure of the work, instead allowing the eye to drift across and through its visual permutations.


text:
May is a busy month for celebrations – Mother's Day, First Communions, graduations and showers will keep our social calendar full. And Mother's Day especially tends to get overscheduled with demonstrations of love and appreciation. I think I speak for most moms when I say I'd love a day where I can relax, not have to be anywhere and maybe even indulge in a favorite activity. These paper crafts caught my eye in FamilyFun Magazine's special issue of Create & Learn! Use spring's first flowers - crocuses, daffodils, pansies and primrose – to make Pounded Flower Prints for cards, gift tags or works of art for Mom or the guest of honor at an upcoming celebration.
What you'll need:
Scissors or clippers
Jar with water
Heavy board or sturdy worktable (one you can pound on)
Watercolor paper
Stack of newspapers & paper towels
Clear acrylic coating spray
Cut flowers from your yard or pick a few common and abundant wildflowers and weeds, such as dandelions. Place stems in the jar of water as soon as they're cut.
On the board or worktable, set a sheet of watercolor paper on the newspaper.
Place a flower on the paper and cover it with a paper towel. Use the hammer to tap it gently and repeatedly, making sure you tap the entire flower and the stem, if desired. Peel back the paper towel to see how well the color is transferring. If the paper towel looks saturated, the watercolor paper will be too. When you're satisfied with the color, remove the paper towel and the smashed flower, using tweezers if necessary.
To protect the colors, spray the paper with the clear acrylic coating and let dry.
For younger children, Soap Bubble Prints may be the way to go! What you'll need:
Store-bought or homemade bubble solution
Copier paper or light-colored construction paper
Plastic drinking straws
Newspaper or plastic tablecloth
Several shallow disposable containers, such as aluminum pie tins
Tempura paints (washable formula does not bubble well) or food coloring (sparingly so as not to stain clothing or surfaces)
Cover your work surface with a thick layer of newspaper or a plastic tablecloth. Gather several shallow disposable containers, such as aluminum pie tins. In each, blend 1 cup of store-bought or homemade bubble solution with 1/2 cup of tempera paint. (To make your own bubble solution, mix 3 cups of water, 1 cup of dish soap, and 1/4 cup of corn syrup.)
Set out your paper (try copier paper or light-colored construction paper) and several plastic drinking straws. For younger children, pierce a small hole halfway up the straw with a pin; this will help prevent accidental swallowing of the paint but won't interfere with the bubble-blowing process. With one end of the straw submerged in the bubble solution, the kids blow until bubbles mound up in the container. The best time to take a print is just as the bubbles begin to overflow. Gently touch the paper to the bubbles and then lift to see your print, repeating until the paper is sufficiently covered. Blow more bubbles as needed. For a different effect, try printing one color over another. Blow more bubbles as needed. For a different effect, try printing one color over another.
For a similar project resulting in a tie-dyed effect, cover a baking sheet with shaving cream and smooth with squeegee or ruler edge. Dot it with food coloring and swirl the coloring with a toothpick or craft stick. Lay a sheet of card stock on top of cream and press lightly. Remove paper and scrap off excess with squeegee/ruler. Once papers are dry, cut into cards or gift tags or even frame as art. Larger sheets of craft paper can be used to create wrapping paper as well. Let your imagination soar!
Have fun and go easy on the Mother's Day activities - Mom will love you all the more for it!
Things to do with Mom J790.191 M257t
Come On, Mom! 75 Things for Mothers and Daughters to do together J790.191M147c
How to Talk to Moms J302.2 G837h
The Moms' Book: For the Mom Whose Best at Everything J306.8743 M257m
Tales about teenagers and their moms…
How to Save A Life by Sara Zarr
When You Were Here by Daisy Whitney
This Is How I Find Her by Sara Polsky
The Other Way Around by Sashi Kaufman


text:
Im working on a deferred rendering engine at the moment, and i have multiple render targets. Along with storing positions, normals and diffuse color, i want one of these render targets to be used to store the depth and stencil values.
Heres the code i use to create the texture:
.. glGenTextures(1, &depth_stencil_buffer); glBindTexture(GL_TEXTURE_2D, depth_stencil_buffer); glTexParameteri(GL_TEXTURE_2D, GL_TEXTURE_MAG_FILTER, GL_NEAREST); glTexParameteri(GL_TEXTURE_2D, GL_TEXTURE_MIN_FILTER, GL_NEAREST); glTexParameteri(GL_TEXTURE_2D, GL_TEXTURE_WRAP_S, GL_CLAMP_TO_BORDER); glTexParameteri(GL_TEXTURE_2D, GL_TEXTURE_WRAP_T, GL_CLAMP_TO_BORDER); glTexImage2D(GL_TEXTURE_2D, 0, GL_DEPTH24_STENCIL8_EXT, width, height, 0, GL_DEPTH_STENCIL_EXT, GL_UNSIGNED_INT_24_8_EXT, NULL); glFramebufferTexture2DEXT(GL_FRAMEBUFFER_EXT, GL_STENCIL_ATTACHMENT_EXT, GL_TEXTURE_2D , depth_stencil_buffer, 0); glFramebufferTexture2DEXT(GL_FRAMEBUFFER_EXT, GL_DEPTH_ATTACHMENT_EXT, GL_TEXTURE_2D , depth_stencil_buffer, 0); ..
Now i can bind this texture, depth_stencil_buffer in the above code snippet, and render it on a fullscreen quad, and i can correctly see depth of the scene geometry. Heres the not so special code:
.. glActiveTexture(GL_TEXTURE0); glBindTexture(GL_TEXTURE_2D,depth_stencil_buffer); glUniform1i(glGetUniformLocation(m_uiTextureProgram, "tex"),0); glBindVertexArray(m_ui_texture_VAO); glDrawArrays(GL_TRIANGLES, 0,6); glBindVertexArray(0); glUseProgram(0); ..
And my GLSL shader code looks something like this:
in vec2 tex_c; out vec4 output0; uniform sampler2D tex; void main() { output0 = texture(tex,tex_c); }
Using this code its possible for me to display and observe the depth buffer.
However, if I wish to render the stencil part of the texture, all i get is a white screen. I enable stencil testing, and even with a call to glClearStencil(0), which i think should turn the screen black instead of white, i still see only white tho. The way i try to render the stencil buffer, is by grabbing the .w coordinate (which should be the last 8bit containing stencil value) of the depth/stencil texture in the shader, and outputting just this value to screen. Heres the shader code that i use for this:
in vec2 tex_c; out vec4 output0; uniform sampler2D tex; void main() { output0 = vec4(texture(tex,tex_c).w); }
I read in some OpenGL documentation (something i only vaguely remember), that if .w coordinate is missing (like if its only a vec3), getting .w in a shader always results in the value 1.0f. Could this be whats happening?
This is btw not the only way if tried to render the stencil buffer to screen. But i have yet to find a working solution. Any and all help is appreciated!
Edited by NikolajThorsen, 04 October 2012 - 06:47 AM.


text:
2014 – Issue 2
Multiple: European private equity watch
Solid start, healthy outlook
Return of the megadeal
Sell-side activity will continue to dominate
Non-European investors continue buying spree
Increasing popularity of IPOs as an exit route
Large deals in the pipeline
Activity in the European buyout market is holding up and the IPO exit route continues to prove attractive, with nine flotations out of the top 20 exits this quarter. So, is the private equity industry heading toward full recovery?
Headlines, Q1 2014
Deal activity holds up
- A strong end to the quarter meant that Q1 closed with 143 deals completed. This compares with the 135 deals completed in the final quarter of 2013, and the 138 deals wrapped up in the first quarter of last year.
Secondaries suffer as UK IPO market remains strong
- The popularity of the public markets as a preferred exit route continued in the first quarter of this year, with nine IPOs achieving a total value of €9b.
Return of the megadeal
- This quarter has seen two €1b-plus buyouts: the €1.2b Unit4 deal in the Netherlands and Scout24, which achieved an enterprise value of €2b. Considering that there had not been a deal valued at €1b or more since Q3 of last year, it is encouraging that two completed this quarter.
UK assumes dominant market position
- Of the quarter's 143 deals, 48 came courtesy of the UK — more than double the contribution of France (23 deals), the next-best performer.
Trade sales rebound as Eurozone settles down
- Trade sale values were strong, at €6.2b in the quarter. This is up substantially on the €4.5b recorded in the previous quarter. Foreign buyers see European assets as more attractive than they were during the depths of the Eurozone crisis, with 6 of the 10 largest trade sales involving overseas corporate buyers.
Lower mid-market struggles
- Q1 2014 confirmed the slowdown in lower mid-market deals (€25 to €100m) seen in Q3 2013. In this range, only 17 deals equating to €896m were completed.
European buyout — volume and value: at a glance
European buyout — volume and value


text:
Spirit Division
14,883pages onAdd New Page
this wiki
this wiki
The Spirit Division is one of three divisions under the control of the Department for the Regulation and Control of Magical Creatures. It deals with all duties and problems concerning those magical creatures classified as a "Spirit" by the Ministry of Magic.
As mentioned by Newt Scamander, ghosts objected to the prejudice against the living-impaired implicit in their being classified as Beings (they consider themselves Has-Beens), so they're handled by the Spirit Division.
- Harry Potter and the Order of the Phoenix (Mentioned only)
- Fantastic Beasts and Where to Find Them (Mentioned only)


text:
Sweet Ceremony
Last Updated: August 15, 2013 at 9:22 am
"We wanted our ceremony to be very vintage and sweet with creams, pale greens and a hint of pink," says Meaghann. "The church we were married in was an old Navy Chapel from World War Two, it was exactly what we wanted."
Photo by Viera Photographics
Ceremony Venue: North Chapel
Bride's Gown by Anne Barge from Bliss Bride


text:
[Article]-Pick Your Poison - ARP, MAC, WiFi
[Article]-Pick Your Poison - ARP, MAC, WiFi
By Brian Wilson, CCNA, CCSE, CCAI, MCP, Network+, Security+, JNCIA
In this paper we will cover the basics on Address Resolution Protocol (ARP), Media Access Control (MAC) Addresses, Wireless (WiFi), and layer 2 communications. I hope to explain how a "Man in the Middle Attack" works. The common name for this is ARP poisoning, MAC poisoning, or Spoofing. Before we can get into how the poisoning works, we need to learn about how the OSI Model works and what happens at layer 2 of the OSI Model. To keep this basic we will only scratch the surface on the OSI model to get the idea of how protocols work and communicate with each other. The OSI (Open Systems Interconnection) Model was developed by the International Standards Organization (ISO) in 1984 in an attempt to provide some standard to the way networking should work. It is a theoretical layered model in which the notion of networking is divided into several layers, each of which defines specific functions and/or features. However this model is only a general guideline for developing usable network interfaces and protocols. Sometimes it may become very difficult to distinguish between each layer as some vendors do not adhere to the model completely. Despite all this the OSI model has earned the honor of being "the model" upon which all good network protocols are based.
Enjoy and be sure to offer feedback,


text:
[quote user="TheEnigma"]Any O line guys we look at now will probably need to be able to play at least 2 positions effectively to be considered. Mike Adams is a great prospect but his stock is rising and I'm not sure he would be there at #32.
Someone like Dwayne Allen or Doug Martin (I think his stock will continue to rise) at 32 would work for me. DT wouldn't surprise me either since there should be a few of them around the 32 position around that talent level.[/quote]
interesting point about DT..austin is a question mark...benard is whatever...I like our starters in joesph and canty but another stud in there would def help imo.


text:
world's largest collection of RFID case studies
Researched and
maintained by IDTechEx
Please click on the application areas below
to learn more about the case studies covered and to see
free samples. To learn more about what the IDTechEx RFID
knowledgebase provides, click here.
Company profiles and contact details are now available,
in addition to hundreds of company presentations given at
IDTechEx conferences
which are related to a case study, some even include the
audio from the speaker!
The RFID Knowledgebase now includes RFID forecasts from 2011 to 2016 taken from the IDTechEx research report RFID Forecasts, Players & Opportunities 2011-2021, which analyses the industry in many different ways.
All of this is included in the subscription


text:
Large Sunny Studio Apartment in New York
מספר אנשים מקסימלי4
חדרי שינה1
גודל450 ft²
Floor No.3
- מתאים גם למשפחות/ ילדים
- מטבח
- טלויזיה
- חניה זמינה
- גישה לנכים
- אינטרנט/ אינטרנט אלחוטי
Accommodation summary
|Jefferson Ave, 11216 New York, ארצות הברית
|סוג נכס
|פרטי הזיהוי של מקום הלינה
|Acceptance rate
|Response time
|A few hours
|Calendar updated
|A month ago
It is conveniently located in Brooklyn's historic Bedford Stuyvesant. Close to restaurants, cafes, art galleries, groceries, boutique, and beauty spas. It's just minutes away from Prospect Park, museums, theaters, Fort Green, Clinton Hill, Williamsburg, and Downtown Brooklyn. 15-30 minutes away from all Manhattan arts, entertainment, sports, Ideal for weekend getaways, extended layovers, business or group travelers, couples, family, and short term lodging.
כללי הביתAbsolutely no smoking allowed.
Pets not allowed.
$250 Security deposit to be paid on arrival
|Weekly rate for up to 2 guests
|Monthly rate for up to 2 guests
|מחיר ליותר מ-2 אורחים
|Check-in before
|עזיבה לפני
|מדיניות ביטולים
חוות דעת על מקומות לינה אחרים שמציע/ה מארח/ת זה/זו
The host cancelled the booking, this review is automated.
we, 2 couples had a fantastic stay in this apartment - luxury the garden, great neighboors - after a long exhausting trip downtown ;-) we will recommend that flat to you - and will come back fore sure - Stephen and his wife are smart, helpful and 24h available - by text or email - if necessary - All in all - we did enjoy!
Don't go before check in time otherwise you have to wait until 3'a clock in front of the door. House is first floor.Bathroom is very small and need to refurnish.Bedrooms are ok.Kingston Throop Avs Metro stop is 12-15 minutes walk a way from house. From this station you can go directly Manhattan with C line in 30 minutes.Also house area is safety , you can use metro even nights.From house to JFK airport is 45 $. by taxi . With this money good place to stay .
Bad appartment
We had a very nice stay at Stephens and Velma's appartment! It had just the right size for a family with 3 grown up children, and the facilities were perfect: nice hot shower, nice beds , nice refrigerater, perfect towels for every day, etc. The subway is only 8 minutes walk, and Stephen and Velma were very nice and hospitable hosts!
At first we did not feel so comfortable in the neighberhood, but we got used to it.
We will return for sure!!
Due to electrical problems caused by a heat wave we stayed in the studio and not in the appartment. The studio contains what you need, but is a bit outdated. Looking at the price that is acceptable. Location is in a nice street with friendly people. We found it great to stay amongst the local people instead of in an anonymous hotel. Supermarket and metro nearby.
A couple of days before arrival, the owner asked us if we'd be okay to stay at another place. Didn't say why, but as the 2nd appartment was closer to Prospect Park and shops plus restaurants, we were okay. The appartment had enough space for the three of us (couple with small child) and was very close to the subway. It was clean and the other people living in the same building were friendly. The only disadvantage for us was that it didn't have a dishwasher.
I'd recommend this to others- don't expect a palace but a convenient place to stay.
Excellent landlord! Very polite and correct in every way. Easy to get in touch with. Subway is 10 mins away, which is reasonable. Apartment was perfect for us, a family of five. Area felt safe and the neighbors were great. Thank You Stephen and Velma!
I enjoyed this apartment very much during my stay in NY. It is a good location - close to the subway, shops and bars; the neighborhood is nice and feels safe. The study has all the conveniences one might need, while giving a taste of old Brooklyn from the 30s. It is not big, but seems more spacious than on the photographs. Some parts are slightly used, but the apartment is renovated and beautifuly arranged (there is no exaggeration in the way it is described - it is really cozy and finely designed). The hosts are very friendly, and so are the people arround. For me and my family it was more than a place to stay - a true enrichment to our experience of New York.
Our hosts, Stephen and Velma are very nice and helpful people. The apartment is only 10 minutes walking to the subway and the shops (for food) or coffee shop only 3 minutes. The apartment was big enough for a family of 4 (like us) and more. (Just missed closets in the bedrooms because we stayed 2 weeks).
- הבטחת איכות מקומות הלינה
- כל מארח מאושר טלפונית
- תשלום מאובטח


text:
Over the past two years, the Canadian life sciences industry has endured despite significant global economic uncertainty. Our research provides evidence of a sector that's showing positive signs of maturity. Yet, access to capital remains the missing ingredient that will continue to constrain the sector's success.
The information gathered and contained within this report builds on findings from previous reports and provides an overview of current industry issues and trends. We trust that you will find the information valuable for contributing to the debate on these issues.


text:
The Behavioral Risk Factor Surveillance System (BRFSS) is a collaborative project of the Centers for Disease Control and Prevention (CDC), and U.S. states and territories. The BRFSS, administered and supported by the Behavioral Surveillance Branch (BSB) of the CDC, is an on-going data collection program designed to measure behavioral risk factors in the adult population 18 years of age or over living in households. The BRFSS was initiated in 1984, with 15 states collecting surveillance data on risk behaviors through monthly telephone interviews. The number of states participating in the survey increased, so that by 1998, 50 States, the District of Columbia, Puerto Rico, Guam, and the Virgin Islands were participating in the BRFSS. Oregon has been participating since 1988.
The objective of the BRFSS is to collect uniform, state-specific data on preventive health practices and risk behaviors that are linked to chronic diseases, injuries, and preventable infectious diseases in the adult population. Factors assessed by the BRFSS include tobacco use, physical activity, dietary practices, safety-belt use, and use of cancer screening services, among others. Data are collected from a random sample of adults (one per household) through a telephone survey.
Health departments use the data for a variety of purposes, including identification of demographic variations in health-related behaviors, targeting services, addressing emergent and critical health issues, proposing legislation for health initiatives and measuring progress toward state and national health objectives.
The health characteristics estimated from the BRFSS pertain only to the adult population age 18 years and older living in households. As noted above, respondents are identified through telephone-based methods. According to the 2000 Census, 98.4 % of Oregon households have telephones. No direct method of compensating for non-telephone coverage is employed by the BRFSS; however, post-stratification weights are used, and these are expected to partially correct for any bias caused by non-telephone coverage. These weights adjust for differences in probability of selection and non-response, as well as non-telephone coverage, and must be used for deriving representative population-based estimates of risk behavior prevalences.
The BRFSS standard for participating area sample designs is that sample records must be justifiable as a probability sample of all households with telephones in the state. Oregon, like the majority of states, uses a disproportionate stratified sample (DSS) design to accomplish this standard.
The DSS design attempts to find a way of differentiating before sampling begins between a set of telephone numbers that contains a large proportion of target numbers, or households (the high-density block) and a set that contains a small proportion of target numbers (the low-density block). The sample of phone numbers are chosen by random digit dial from these stratified sets of phone numbers. In this way, sampling telephone numbers is more efficient compared to simple random sampling.
Until 2002, BRFSS procedures used two groups, referred to as high-density and low-density strata. Whether a telephone number goes into the high-density or low-density stratum is determined by the number of listed household numbers in its hundred block. The hundred block is a set of one hundred telephone numbers with the same area code, prefix, and first two digits of the suffix and all possible combinations of the last two digits. The high-density stratum is sampled at a higher rate than the low-density stratum (that is, disproportionately) to obtain a sample that contains a larger proportion of household numbers than would be the case if all numbers were sampled at the same rate.
In 2002, BRFSS procedures changed to include 3 density strata: low-density, high-density (with expected residential phone numbers), and highest density (with a large percentage of listed numbers in the phone blocks). In 2003, the low-density stratum known as the '0 bank' was dropped from the sample, after review of procedures of many other national surveys, and due to the fact that total numbers of eligible households in these phone banks were decreasing dramatically.
Promoting health and preventing the leading causes of death, disease and injury in Oregon.


text: So basically i got stuck at 2:00 a.m., and was up all night tryin to get out of this mess. after 3 different friends tried snatching me out i finally got pulled out by a friend around 11:00 the next day. completely high centered in the rear My friends tow strap snapped 3 times!, busted my left tail light, knocked out both reverse and running lamp bulbs, banged up my tailgate in 5 spots, knocked out my right license plate lamp, and knocked off my spare wheel lock cover, and that was just that rope tension that caused that damage, had it been the D-shackle hitting my truck, wouldve been a whole different story... good times


text:
Women Everywhere Were Awakened
Women Everywhere Were Awakened
More From Dusty
Dusty's Biography
Advice to Young Women: Run for congress.
Childhood Heroes: Female pilots Amelia Earhart, Jacqueline Cochran, Beryl Markham, and the WASPs.
Best Customer: Eleanor Roosevelt who she met on one of her flights: "She was so charming, and so warm, just lovely. My parents were Republicans and they hated Roosevelt and I called them up and I said 'you're stupid.'"
Dream Job: "I would have liked to have been a pilot off an aircraft carrier in World War II."
Barbara "Dusty" Roads is a former stewardess and union leader who led a landmark sex discrimination case in the airline industry. She was born and raised in Cleveland, Ohio, and fell in love with aviation at a young age watching local air races and following the formation of the WASPs during WWII. She dreamed of being a pilot until, as a teenager, her father broke the news to her that "they don't hire ladies" as pilots. Settling for what seemed the next best option, she started flying as a 'stewardess' with American Airlines in 1950. Although Roads was thrilled at the "glamorous" career, she came to question commonplace industry practices like American's policies that forced stewardesses to remain unmarried and retire at the age of 32. No other staff was fired at 32 and it riled Roads' "Midwestern sense of fair play." Roads explains, it was "economics, and like one […] man said, if they see an old bag on the airplane, they are mad for a month. In other words, we were sex objects."
By 1965, Roads was a union officer and seasoned lobbyist for the national flight attendants union, the ALSSA, when she saw a new opening to fight back. Title VII of the 1964 Civil Rights Act made discrimination in the workplace on the basis of sex – as well as race, color, religion, or national origin – illegal and established the Equal Opportunities Employment Commission (EEOC) to hear discrimination cases. When the EEOC opened its doors in July 1965, Roads and a fellow stewardess were at its doorstep with their complaint, shocking the staff at the new agency, who were expecting to hear cases on race, not sex, discrimination. In 1968, the EEOC issued a ruling prohibiting age ceilings or marriage bans in the airline industry and the ALSSA signed a new contract with American Airlines that was finally devoid of these discriminatory policies. Roads continued her career in the skies, before retiring in 1994, at age 66.


text:
The Health Advocacy Database at Miami University is a collection of electronic materials made by professionals who advocate for human health and well being. Our Public Service Announcements seek to improve the personal, social, and ecological determinants of health and life quality through communication and advocacy.
Classic Catalog | OhioLINK | Lane Public | WorldCat |
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Find your summer read!
Faculty stipend and workshop offered for exploring open textbooks
Staff Spotlight: Nate Floyd
Celebrate National Poetry Month 2017 with Miami University Libraries


text:
See images from Himawari-8 in the new satellite viewer
This demonstration product is most suitable for people
with fast internet connection and high data allowance.
Low-definition satellite images
Satellite View Selection
13:00 ACST on Wednesday 24 May 2017 | Visible, greyscale, Australia
Images from Japan Meteorological Agency satellite Himawari 8 via Bureau of Meteorology.
IDY28000 Australian Government Bureau of Meteorology Bureau National Operations Centre Satellite Notes for 0600UTC Chart on 24 May 2017 Issued at 5:14 pm EST Wednesday on 24 May 2017 A trough over the Tasman Sea is producing a large area of thunderstorms off the coast of southern New South Wales and east of Tasmania. A front, with a middle level cloud band, is present to the southeast of Tasmania. A mass of speckled cloud extends across southern Victoria, Tasmania and southern South Australia to the west of the front, producing some showers. The next front, with a middle level cloud band can be seen extending from the southwest coast of Western Australia into the Bight, with further speckled cloud to the west of this front. Onshore flow of moist oceanic air is producing some low cloud and showers in north Queensland. The rest of Australia is predominantly free of cloud due to the influence of a high pressure system over northern South Australia


text:
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A routine traffic stop in Harriman netted two people believed to be making methamphetamine and resulted in the decontamination of two young children, who were given over to the Department of Children's Services.
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text:
This is open to anyone.
Rules are really simple and to the point.
I'll be posting the rules and sign-ups in about a week.
I know it's early, but it's alot of organization and I usually keep the sign-ups for a few weeks so everyone has a chance to sign up. Once names are distributed, you will have approximately a month to shop and get your packages in the mail. Due to holiday mail traffic, sometimes it can take a bit longer for packages to get to where they need to go.
So, start thinking and getting things together.....


text:
Town Square
Misinformation in Your Mailbox?
Original post made by Candace Andersen, Danville, on Jun 4, 2012
Over the past few weeks you have probably been sent various mail pieces about the District II Contra Costa County Supervisor Race. A few of them are informative, others humorous, and some completely ridiculous. To help you overcome some of the confusion they cause, I thought it would be interesting to give you the real facts: Web Link


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AS IT HAPPENED - Basingstoke Town 0-1 Havant and Waterlooville
- FULL-TIME - Basingstoke Town 0-1 Havant and Waterlooville
- Town slip to 14th after disappointing defeat to Hampshire rivals.
- Basingstoke have failed to score in three successive games.
- Kabba scores the only goal of the game on 19 minutes.
- Jones hits the crossbar for Havant in the second half.
- Town fail to seriously trouble the visiting goalkeeper in a poor Conference South Hampshire derby at the Camrose.
Comments are closed on this article.


text: Ok for those of you who haven't realized this, I was JOKING!!!!!!!!!!!!!!!! Geesh, have any of you read the Tynes post, I thought the Tynes post was silly so I thought I'd make an Eli one just to silly. Obviously half of you don't read anything before you start posting. I don't know how to use red font, if you guys would have looked at the very first page of posts someone had done it for me.


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Originally Posted by maxim
The biggest problem I see for new users of hard Japanese stones is that they do not do enough pre polishing first.
Many claim that their hard stones are not finer than their medium hard stones. But fact is that very hard Jnats are extremely fine and with the first passes will reveal scratches from the previous coarser stones. They tend to leave mirror finish to the blade if not used with slurry and that mirror finish reflects all the scratches that were left from other stones. When using a hard finishing stone in such a manner a person can be mislead to think the stone is not fine, while in fact the person did not spend enough time on the stone.
I was guilty of this when I fist got some of the harder ones, even Kizuyama at Lv 3.
Put the above paragraph somewhere on your store and make sure you have a link to it from harder stone listing
Great reading Maksim! I definately need more practice!! But I am having fun learning
Make simplicity seem like abundance - Tetsuya Wakuda
That was some nice reading. Thanks
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SMALL STUDIO NAVONA alloggio turistico
Storlek16 m²
Våning Nr.1
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Översikt av fastigheten
|BANCHI NUOVI, 00186 ROMA, Italien
|Typ av bostad
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|3 dagar sedan
The studio is a room with a kitchenette and a small bathroom, suitable for young couples. It 'set in seventeenth-century apartment building, separate entrance, overlooking the inner courtyard, so quiet and peaceful despite being in the heart of Rome.
The area is covered by all the services, bars, pubs, trattorias, restaurants, market, supermarket and bus to all directions
HusreglerTOURIST TAX € 3,50 per person per day to be paid at the keys (info on the site of the City of Rome, by order of 1 September 2014)
CHECK IN in after 14.00
CHECK OUT before 11.00 am
some extra
CHECK IN after 21.00 late fee € 15.00
Checl IN after 23,00 supplement € 25.00
ANY damage must be reported immediately, the damage also caused involuntarily, are to be assumed
DO NOT LEAVE VALUABLES in the apartment
|Pris för > 1 gäster
|102 SEK extra per gäst/natt
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Recensioner för denna bostad
Excelent apartment in the center of Rome. All the major sights are within walking distance. The bed, despite of being a foldable couch/bed, is quite comfortable. It has a small kitchen with everything you need to prepare food/beverages. Quite useful specially if you are with a baby. Massimo and his assistant Katerina were there (even late at night) to deliver the keys, maps, restaurant tips, etc.
Our trip to Rome was just great! Massimo's apartment was small but very functional for the two of us and very clean. It´s perfectly located so you only need a few minuites walk to a lot of sights. I can recommend it to all of you :)
My trip to Rome was a delightful excursion! Me and my girlfriend stayed at Massimo's apartment which was exactly what we wanted and what we were searching for. Thought it was small it was functional for two. It is situated at a very convenient place as all sights are two steps away. To sum up, you' re already late! Book it!
we couldn't ask for anything better. Excellent place, well located and perfect for a single traveler or a couple.
We recommend it entirely to anybody willing to explore the eternal city of Rome.
The location of the apartment is perfect to visit Roma. Navona neighborhood is very nice and romantic, with plenty of restaurants and bars...
The apartment is small, but perfect just to sleep and for the commodities.
We recommande it for any young couple who don't plan to spend their time in the flat.
Natalia & her nephew were very kind to wait for us at our arrival despite the
delay of our flight.
We had a very pleasant stay in Roma, and we would probably take the same flat if given the chance to come back there.
Very soon after booking Franca was in contact to confirm everything was OK. She continued to be extremely helpful and patient with my many questions and concerns. She even arranged airport transfers and, when I asked about tour companies operating in Roma, offered to arrange a day trip to Pompeii and the Amalfi Coast for us, which we immediately accepted. The driver Max, was friendly, informative and punctual and we felt very safe in his hands. Excellent service from both of them. The building manager was there to meet us on our arrival which had been delayed due to a fire at Fiumincino's Terminal 3.
The apartment itself is indeed very small and I would suggest probably only suitable for backpackers (or those travelling very light) or one person only, mainly as the water storage heater has a low capacity and lasts only a timed 90 seconds before running cold. The apartment was very clean and there was plenty of clean linen and adequate facilities for minimal and simple cooking. A small fold away table would have been nice, but we managed. Whilst the bed is a foldaway, it was quite comfortable enough.The apartment is very secure with permanently locked outer door, a further lockable internal door and then the door to the apartment itself. Felt quite safe there. No great fitness levels are required as there are no steps to the apartment! The location is excellent, close to Piazza Navona and The Vatican both about 5 - 10 minutes walk. There are many cafes and restaurants in the area, a small shop selling fresh and non-perishable foods and basic essentials, and a further large supermarket not far away on the main road. Most of the major attractions of Ancient Rome are within easy walking distance. Our thanks to Franca and Max for helping to make our stay enjoyable and stress-free.
La verdad que nos decepciono de una manera espectacular,las fotos del anuncio cuando las ves no corresponden realmente a lo que te encuentras. La cama horrible, apenas pudimos dormir está hundida completamente, no hay ni ventanas, para poder ver la luz del día y saber que ponerte teníamos que salir al exterior, para entrar en la "habitación" había que entrar de lado, era espectacular yo iba embarazada de 5 meses y no cabía por la puerta casi!!!barbaro, sin palabras..y ya para finalizar el tema lavabo, un cuarto añadido que tenía la ducha encima de la taza del water. Para ducharte tenias que hacerlo mojando la la taza del water y luego tenias que secarlo con toallas. Decepcionante es la palabra. Caterina la chica que nos dio las llaves muy amable fue lo único bueno pero vamos y la ubicación muy céntrica, pero vamos no volvería nunca mas a repetir
Muy recomendable, Massimo es un anfitrión atento y profesional, fácil comunicarnos con él en todo momento y el apartamento está perfectamente situado en pleno centro histórico y cerca de todo para ir caminando .
Experiencia muy positiva. Sin duda, lo mejor, la ubicación; a escasos 10 minutos de la Piazza Navonna y del Castillo de Sant'Angelo, en una calle con muchos lugares donde comer y comprar. Los anfitriones encantadores y el estudio en sí, pequeño pero sin faltarle de nada. Sin duda repetiría de volver a Roma.
Durante cinco días el pequeño estudio Navona ha sido nuestra casa. No es muy grande, pero lo suficiente para dos personas y unos días. El comentario sobre el estudio es muy positivo, destacar su situación, limpieza y la atención de Katerina que nos esperaba al llegar y nos ayudó en nuestras dudas. Sin duda lo recomiendo y pienso volver en un muy corto tiempo.
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Wedding Photos from around the world
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Canon EF-S 18-135mm f/3.5-5.6 IS STM ReviewMonday June 11 2012 Lens Review
Introduction | Preview
Further readings for the Canon EF-S 18-135mm f/3.5-5.6 IS STM Review
To provide photographers with a broader perspective about mobiles, lenses and cameras, here are links to articles, reviews, and analyses of photographic equipment produced by DxOMark, renown websites, magazines or blogs.
Lens Review | June 11, 2012
Here is a tiny lens that may well enjoy a great career. Compatible with full-frame and APS-C cameras, the new Canon EF 40mm f/2.8 offers an aperture with average focal length of 40mm, while benefitting from ultra-small size: only 130 grams and less than 3 cm deep:
| June 11, 2012
Last week Canon announced a replacement for its amateur D-SLR but also two STM enabled lenses for continuous tracking of moving objects: the EF-S 18-135mm f/3.5-5.6 IS STM and the EF 40mm f/2.8 STM.
Added by Ionut Minzatu | February 16 , 2016
Average lens
I have been using this lens with a Canon 70D for a long time. The only thing that I liked about it was the 18mm at f/3.5.
It gets a low contrast on the sensor and also it provides very soft images.
I would recommend it to be used for video, because the STM is very quick and accurate.


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The very best of LANG LANG 4790424
. . . a 12-track selection of his inspired playing. There is much to enjoy about his quite dazzling technique as in his performance of Chopin's Nocturne in D flat major which exudes warmth and great style.
. . . [there are many moments that show] his natural gifts . . . the delicacy with which he teases out the reluctant delights of Chopin's Etude in E major, the combination of ebullience and grace with which he tackles Beethoven's Piano Concerto no. 1, and the limpid charm of his reading of Satie's Gnossienne no. 1.


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Hes gotten up to 241 in weight and ran a good 40....trying to prove he can carry the weight
Hes gotten up to 241 in weight and ran a good 40....trying to prove he can carry the weight
this is who I want in the 2nd.. He's a tackling machine and I think he'll be a 3 down LB
There's going to be so much good talent this year in the 2nd round. I'm hoping the Giants can trade down and pick up and extra pick. Greene is definitely one of the players I'm eyeing for the Gmen.
"You killed my family, and I don't like that kind of thing."
Yeah he would be of great value for the Giants, he is probably my favorite linebacker in this draft, and probably the most complete outside linebacker. He is not freakishly athletic but he is a playmaker and a tackle machine.
I'm pretty sure he could, but it would be better to leave him in the outside... On a 4-3 the OLB is more important than the MLB.
I would like the pick very much. He is a tackling machine. I just hope that we can get a good CB and OT in the draft if we address the LB position early on because there are good LB's that could be had 3rd or later. Greene would be a very good fit for our team though I feel.
Zaviar Gooden might be a better pick up, however, we need an MLB.
hes one of my favorite players in the entire draft, and has been for most of the yr.. I think hes just what the doctor ordered to helping improve are LB core..


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Have Mother, Will Travel: A Mother and Daughter Discover Themselves, Each Other, and the World (Hardcover)
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A mother, a daughter, and a life-changing adventure around the world . . .
Their bestselling memoir, Come Back, moved and inspired readers with the story of Mia Fontaine's harrowing drug addiction and her mother, Claire's, desperate and ultimately successful attempts to save her. Now it's a decade later and Claire and Mia each face a defining moment in her life, and a mother-daughter relationship that has frayed around the edges. At fifty-one, Claire's shed her identity as Mia's savior but realizes that, oops, she forgot to plan for life after motherhood; Mia, twenty-five and eager to step outside her role as recovery's poster child, finds adult life isn't all it's cracked up to be. Determined to transform themselves and their relationship once again, the pair sets off on a five-month around-the-world adventure.
What awaits them is an extraordinary, often hilarious journey through twenty cities and twelve countriesone that includes mishaps, mayhem, and unexpected joys, from a passport-eating elephant to a calamitous camel ride around the Pyramidsand finally making peace with their tumultuous past in the lavender fields of France, where they live for the last four months of the trip. Seeing how self-possessed and community-minded twentysomethings are in other countries broadens Mia's perspective, helping her grow, and grow up. Claire uses the trip to examine her broken relationship with her own mother, a Holocaust survivor, and to create a vision for her second act. Watching her mom assess half a century of life, Mia comes to know her as Claire has always known Miaas all mothers know their daughtersbetter than anyone else, and often better than themselves.
Wiser for what they've learned from women in other cultures, and from each other, they return with a deepened sense of who they are and where they want to goand with each embracing the mature friendship they've discovered and the profound love they share.
Alternating between Claire and Mia's compelling and distinct voices, Have Mother, Will Travel is a testament to the power and beauty of the mother-daughter relationship, one that illuminates possibilities for our own lives.
Praise For…
"Have Mother, Will Travel is filled with what I would have given anything to experience and treasure with my own mother—the inner workings of our hearts and thoughts. I love these women!"
-Leah Komaiko, author of Am I Old Yet?
"A beautiful, funny, and oh-so-representative peek into how complicated—and wonderful—a mother-daughter relationship can be…. I could feel, as a mother and a daughter, every struggle and bump in the road…the love between a mother and daughter, while not always sunshine and daisies, will never end."
-Ree Drummond, author of The Pioneer Woman Cooks
"Finally, a book that celebrates the complexities of the mother-daughter bond with humor and depth. Both authors come to terms with who they are as women—together and apart—as they traverse twenty countries. Their relationship is an inspiration; you'll want to travel every step of the journey with them."
-Maureen Murdock, author of The Heroine's Journey and Unreliable Truth
"Nobody writes with as much honesty, bravery, and humor as Claire and Mia Fontaine when it comes to the dynamic of the complex, baffling, nurturing, infuriating, comforting labyrinth known as the mother/daughter relationship. No matter how far we travel or what we do, we will always be one."
-Tracey Jackson, author of Between a Rock and a Hot Place: Why Fifty Is Not the New Thirty
"An extremely insightful and inspiring look at how we relate, with our loved ones, with ourselves, and the world….Their courage in examining themselves, and their relationship, reminds us how important it is to stay mindful and proactive in all of our relationships, especially with our family."
-Janice Croze, founder, 5minutesformom.com
"As a mother of young daughters, I finished this book with such anticipation for the future, inspired by the relationship that Claire and Mia have formed through challenges and triumphs…. I found myself falling deeper in love with the soul–transforming journey of both loving a mother and raising a child."
-Kelle Hampton, author of Bloom: Finding Beauty in the Unexpected
"If you like Eat Pray Love then check out Have Mother, Will Travel...Written in alternating voices, the book humorously documents the power of travel to test and deepen relationships."
-National Geographic Traveler
"Frequently hilarious and often sobering … poignant and affecting."
"'Have Mother, Will Travel,' is a must-read for every woman (or man, for that matter). It's charming and enlightening, and will help any reader in their own understanding of this world and the relationships that it contains."
-Spencer Daily Reporter


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Wireshark question
I was viewing Laura's Lab Kit by Laura Chapell of WSU, in any case I skipped to the section regarding firewall rules, as FWs are something I have long held an interest in. In any case, Apparently the older version of WS had an option to create firewall rules from pcaps. I cannot find this functionality in the current version, does anyone know if this has been removed or simply moved?
The method is described here:
http://chrissanders.org/2008/08/wiresha ... acl-rules/


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Xavier offers ethnic food choices in a special event to promote cultural and interfaith awareness
Locally-owned Taqueria Mercado is the featured restaurant this month | January 25, 2011
Xavier is offering students and others a chance to learn about Mexican culture, faith and food on Thursday, Jan. 27, as it hosts Taqueria Mercado, a local restaurant owned by a family from Mexico. Adalberto Leon is serving his home-cooked Mexican cuisine from 4:30 p.m.-8:00 p.m. in the Hoff Marketplace at the Cintas Center as part of the Different Foods, Different Faiths, One Community program.
Leon opened the family's first restaurant in 1999 and now has locations in Fairfield, Ohio, Florence, Ky., and downtown Cincinnati. He has worked with Hoff Marketplace chef Tom Turnbull to create authentic Mexican food to expose students and others to new foods and a new culture. Students may participate as part of their meal plan while faculty, staff and others may participate for $5 per person.
The event is sponsored by the Office of Interfaith Community Engagement, founded at Xavier by Rabbi Abie Ingber to create and strengthen a sense of community among diverse faiths on the campus, in Cincinnati and on the regional and national levels. One of his most enjoyable engagements has been Different Foods, Different Faiths, One Community. He invites ethnic restaurant owners to share their culture, background and foods to show that no matter where people come from, or what faith they practice, we are all very similar.
The program is a collaboration of Xavier Dining Services, the Office of Interfaith Community Engagement and Auxiliary Services. Previous meals have been provided by Dusmesh Indian Restaurant, Song Long Vietnamese Restaurant and Andy's Mediterranean Grill. Xavier chefs learn how to prepare the dishes from the restaurant owners and together they prepare the dishes for the Xavier community.


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High-definition Inuit Storytelling
20 Sep 2008 - 24 May 2009
These galleries present a selection of videos produced by Isuma ("thinking") productions and Arnait ("women's") video productions. Based in Igloolik, Nunavut, Isuma and the women's collective, Arnait provide a place to produce community-based media. Their work connects ancestral traditions with the present day. Community elders and youth work together to express unique cultural values using narrative and storytelling methods that are culturally specific and share a distinctly magnificent world with us. These films celebrate Inuit culture, the Inuktitut language, and the Inuit way of life.


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Town Square
OH Memorial/Reunion -- Information Request
Original post made by Daniel Mart, Mountain View, on Aug 18, 2007
A fellow Briones classmate and I are making the seemingly impossible attempt at the largest reunion of the OH, spanning from its innagural year in 1969 up to the present day. As a pre-cursor, I am spearheading a memorial to be built at Jauna Briones Elementary School, honoring every PAUSD OH teacher, aide, therapist, etc from 1969 up to the present day (a friend and I are in the design stages). I am dead serious about this, and am going full force ahead now.
If you attended the OH, know info for others who attended/currently attend the OH, and/or have "any" info/photos on past teachers, aides, therapists, administrators, etc, please please please contact me. My e-mail is firstname.lastname@example.com and my AIM (AOL Instant Messenger) is milliebroadway ... also, my MySpace is Web Link
Thanks so much.
Comments (5)
a resident of Fairmeadow
on Aug 19, 2007 at 11:29 am
I'm maybe a little out of touch, but what is OH? All I can think of is Ohloneb but then why Briones?
a resident of Mountain View
on Aug 19, 2007 at 12:05 pm
The OH Center stands for Orthopedically Handicapped Center ... it opened at Briones school in 1969, and hold the distinction of being the first special education program in California. JLS and Gunn both have OH programs, but the one at Briones is the main one.
Sadly, these days, because of politicians who don't know what they're doing, special ed in this state is a mess and of such poor quality. I do hold hope that it will change, and am not afraid to fight for what is right.
The fact that you don't know about it is yet another sad example of how low special ed has become in this state ... in its best years, the JBOH was very, very well known. The building used to be bustling with activity ... nowadays, there is barely a dozen disabled students.
Really sad.
a resident of Mountain View
on Aug 23, 2007 at 6:59 pm
Correction: I'm not sure if it was the first special ed program in CA, but the first one iin this county. I happened to come back here and suddebnly noticed my error :).
a resident of Another Palo Alto neighborhood
on Aug 24, 2007 at 9:19 am
Daniel, I know your intent is good, but times and expectations are very different now from 1969. Much good has happened since then.
In 1969, school districts didn't pay for special ed at all..nobody did, in fact, except a few non-profit institutions funded by and taught by Catholics and Catholic nuns...there was no federal funding or state funding at all. Special kids were put in institutions or kept isolated at home. So, in fact, it is MUCH better for all the kids now, there is much more available now than then. History is critical
You see fewer disabled kids at Juana OH now than even 20 years ago because
1) a great many kids who were not ALLOWED in the schools at all are now fully integrated, leaving only the severely disabled to be in Special Day Classes, separated from their peers only through sheer inability to integrate.
2) The District has at least 4 elementary school Special Day Classes that I know of ( there may be more) where the severely disabled children go, spread out over the district.
Just an FYI to fight the idea that things are worse now. They aren't. We are just expecting ever more.
a resident of Mountain View
on Aug 24, 2007 at 10:54 am
Daniel Mart is a registered user.
One of my best friends from fifth grade, who now lives in Oregon but is moving back here soon, says that the special ed program up there is now like how the OH used to be down here. So, it can be done ... in other states, they have realized the benefits of a program like this. I am extremely shy and would not be who I am today without my experiences in the OH ... the same is true for many other students. One of friends from the OH is now involved in the promotion of the stem cell field and has done some stuff with the Bridge School, and he basically says that people from the school, the Christopher Reeve Foundation (whom he has collaborated with and still knows people) and other supporters ... they do not get along with the politicians; with the government. To say that special ed is put on California's back burner is an understatement; it is virtually ignored by the highest powers-that-be (the people that are in a system that was "initially" put there for the people, ie the public). Programs do not have enough money; they just are not all given enough ... another ripple effect.
I wrote an article in 2003; you can find it by doing a search on sfgate.com ... it is entitled "Don't Deprive Kids of Their Special Class." Read it.
You "are" correct in saying that things are different now ... they are a whole lot worse.
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The Karner blue butterfly is an endangered species. Endangered Species are animals and plants that are in danger of becoming extinct. Threatened species are animals and plants that are likely to become endangered in the foreseeable future. Identifying, protecting, and restoring, endangered and threatened species are the primary objectives of the U.S. Fish and Wildlife Service's endangered species program.
What is the Karner Blue Butterfly?
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