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Here some suggested organisations that offer expert advice on SN.
Anyone got any experience of psychotherapy for an ASD child?(29 Posts)
Because that is what CAMHS are now offering for my 8 year old DD who has just been diagnosed with ASD (HFA for what the term is worth). She already has a diagnosis of selective mutism. I am pretty clueless at how psychotherapy will work as it is very unlikely that DD will speak at all... On the other hand I was not at all keen to do 'family therapy' which was offered last year when older DS got his ASD diagnosis. Managed to turn that into CBT for DS, which obviously wouldn't work for DD.
DD is very anxious and I don't know whether it is a risk that psychotherapy would just increase her anxiety - although I realize that's not 'meant' to happen!
Thank you Mareeeya - some familiar stuff there and some to explore. I have got to get up to speed on all these psychology terms - I hadn't thought of the 'sliding in' work that has been done with DD as a behavioural intervention. But that is certainly what I favour as being most likely to produce results - rather than the psychotherapy/psychodynamic(?) stuff.
And i've just re-read that small steps intervention plan for SM by Maggie Johnson and Alison Witgens (I have the manual)that you linked to - and it seems glaringly obvious that it hasn't been followed properly with DD. I don't think DD's 'keyworker' was ever properly 'slid in' - I was never asked into school to do this. And there hasn't been anywhere near the time commitment to several sessions a week which there needed to be at the beginning. The school now seem to complain about the amount of time/SALT intervention invested in DD with little progress but I don't think it's been done properly. Now I feel a bit that my eye has been off the ball... Though with DS3 also being being assessed for ASD and fighting (and winning) a disability discrimination claim against ASD DS2's school life has been a bit hectic...
Off to do CBT 'homework' with DS3 but I am going to print out that Maggie Johnson link, highlight where the programme hasn't been followed, and arrange a meeting at school once the ed psych report is also in. I am not going down the psychotherapy route when the school hasn't followed an established SM behavioural intervention.
TBH, I would imagine you are the therapist most likely to succeed with your unique experience of the combination of ASD and SM and of what makes your own dd tick. Like ASD, there are probably subgroups in SM.
Presume you know the principles of behavioural interventions already. Video modelling shows promise too. There doesn't seem to be much evidence for psychotherapy type stuff.
DD also had about 10 sessions of art therapy organised by her school which she liked going to. It probably took her the 10 sessions to get settled. Perhaps school might consider some more mini-sessions, now that they can be adjusted to take account of the ASD?
Phone calls? emails? writing a word down? Speaking at home, then playing it back on Talking Tom during the session? Sorry if teaching granny to suck eggs
TBH, I would imagine you are the therapist most likely to succeed with your unique experience of the combination of ASD and SM and of what makes your own dd tick. Like ASD, there are probably subgroups in SM.
Presume you know the principles of behavioural interventions already. Video modelling shows promise too. There doesn't seem to be much evidence for psychotherapy type stuff.
Thank you for all your posts - and the experiences of psychotherapy.
paperpickle your DS's experience sounds awful for both of you. You say that it is now clear that your DS's anxieties and behaviours stem from his AS and that there is no need to consider any additional factors. This is what I am confused about. If the psychotherapist accepts that DD is how she is because of her ASD and selective mutism, is there a place for psychotherapy? DD does have issues with anxiety and separating from me because of her ASD and SM. My worry is that the therapy will look for other explanations of her behaviour, for example, the relationship between me and DD WITHOUT reference to her ASD, and that they won't take enough account of her ASD in her ability to 'change' and 'move on', or in advising me how to 'parent'.
OTOH I am aware that I might be being hyper-sensitive to any 'criticism' of my parenting and anything that I am doing to 'reinforce' the behaviour. We were repeatedly told that the therapy had been successful for both children with ASD and those with SM. DH is more focussed on that. We agreed at the meeting for DD to be put on the waiting list - nothing will happen before September.
I agree with all those who say that it is the ASD and SM that are 'controlling' DD. As she gets older she is more self- aware and wants to be able to speak because she says that is 'normal'. When she had art therapy she was sad that she didn't manage to speak to the therapist although she wanted to. She didn't know why she couldn't. No control there...
Another huge issue is what Mareeeya says about the point of getting an ASD diagnosis is to put strategies in place to support DD at school. We pushed for a year to get them to assess DD for ASD (the diagnostic service wanted to wait until her selective mutism improved...) and now we have it, the diagnosis should be used to understand why the usual SM strategies don't seem to be working as yet for DD. We are waiting for the ed psych report and I think that we should be putting into place its recommendations before even considering psychotherapy. Your comment zzzzz that the most likely cause of DD's anxiety is 'not having the quite profound needs of HFA met adequately' and I think this hits the nail on the head on what is happening at school, whereas I think that we do pretty well at home - with DS now 18 I have had a fair few years of ASD parenting!
gosh paper that sounds an awful experience.
Have nc as I've mentioned this to a few people, but DS was sent for assessment/psychotherapy at the Tavistock. At the time of our referral he was undiagnosed and I was pretty clueless, I was open to any explanation of his challenging behaviour, but I specifically asked them to consider AS. He was assessed by one of their leading psychs and several clinical psychologists, who told me he showed no signs of AS and that his behaviour stemmed from his childhood experiences (I was a single parent at the time of his birth and they effectively said he was traumatised by the lack of father figure in his life - despite having good male role models in our family). So he went for an extended, intensive period of psychotherapy, which he didn't seem to respond to, and he never seemed to want to go into the therapy room, but apparently signs of resistance were to be expected, as therapy was a healing process
Anyway, to cut a long story short, I got impatient with the complete lack of progress and insight into his needs, went for a private consultation with a private paed, who diagnosed AS on the spot. When I later requested DS's DPA records from the Tavistock, it showed that AS was in fact suggested by the professionals very early in the process. I have no idea why they wanted to conceal that diagnosis from me as a parent . But it is very clear now to his school (a specialist school for AS) that his anxieties/behaviour stem from his AS and that there is no need to consider any additional factors.
I know the clinic has a worldwide reputation but it let us down very badly. It doesn't surprise me that other parents of dc on the spectrum have been less than impressed. I also felt extremely uncomfortable on their scrutiny/analysis on me as a parent, and I am confident enough in my parenting now to believe that wasn't just because of my subjective response, but simply because it wasn't valid/provable. I would not recommend psychotherapy for any child on the autism spectrum. At best, I believe it would be ineffective; at worst, quite damaging (to both the child and parent).
DS was 7 at the time of his referral, and high functioning and verbal.
Psychotherapy with young non-verbal kids??? What on earth were they doing. My mind is doing a boggling act at the thought of that.
Charlotte Moore wrote about her experiences with psychotherapy for her eldest son in George and Sam iirc. It's ages since I've read the book but I don't think she was that impressed (think it was the Tavistock Centre as well Davros).
Completely agree about physcial activity. I remember last summer ds1 having an anxiety fuelled meltdown at the beach trying to bash me, and a surfer peeling him off me, chucking him in a wetsuit and taking him out for a half hourish surf. He handed him back, not chilled, but a lot less anxious.
Odd to suggest such a heavy course of psychotherapy soon after Dx. I would steer well clear, however reasonable they seem, they can't help going back to what has "caused" this behaviour and usually concluding that its YOU! However they dress it up that is what I've seen happen. With an older, verbal but odd child who can engage and who is not anxious it may well have its place but that's just me being liberal, I don't really believe it! I live near the Tavistock Centre (Freud!) and have been to a conference there some years ago about their marvellous "intervention" Wurh uoung, non-verbal kids with ASD. It was so insulting, there were a small number of parents and many other professionals there who rose up tigerher and challenged their claims abd they were stunned! It seems obvious that anxiety is the issue and it is proven that the most effective thing to relieve anxiety is physical activity, especially trampolining. That is a fact, look at work by Emerson on challenging behaviour although you are dow ufically jnterested in anxuety. HTH
Oh and on psychotherapy. I have done it myself as an adult and with my complete consent. It was tough though ultimately useful.
However if I had not been in the right place, liked the therapist and felt that it was my choice to do it, it would have been destructive.
And I don't have an ASD.
I appreciate that the techniques are modified for children but unless it is to deal with the consequences of an obviously traumatic event, I would be doubtful of its usefulness. Clearly that is only my opinion as a 'service user'.
My ds has OCD rather than SM (although actually his reaction to stress or difficult emotions is to shut down completely including not speaking) and ASD.
I putting in my twopenny worth because I have also had the attachment and control things suggested to me.
Control:Well yes OCD does control his environment but not in a way that is actually beneficial to him as a whole; only to the reduction of his anxiety. He is in fact being controlled by his OCD and the anxiety it comes from. Could it not be seen that the anxiety and resutant mutism is controlling the child and ways for the child to get control back would be more useful? That is the approach being taken with Ds now and although it is slow it is much more productive.
Attachment: I stopped worrying about this after something his previous psychiatrist said. She said that it was normal and understandable for children with ASD to be more attached to their mothers because usually the mother was the person who understood them best and could make life more bearable for them.
It might be worth asking Dh if he would mind seeing a therapist about your sex life and see how intrusive/benign he would find that, and whether he'd like to discuss all the ramifications of x y and z over 26 sessions. Many things this sort of therapy is, but a gentle chat to cheer you up, it isn't.
Children with ASD are emotionally immature. I think the perceived wisdom of the moment is that you half their chronological age to estimate emotional age....so she's reception age. How's she doing in that context?
Presumabley you have time to think about it, so there is no real rush. Sleep on it for a few days. I often find with big decisions that it helps to pretend I've decided one way for a day, and then the other, and then see how they felt. One option allows me to be happy and see a path for us all to be us in.
On the controlling thing, it's something that really gets my goat. All the "well being silent is a very powerful thing and gets her what she wants".
No the closest thing to what my dd suffers is similar to stage fright. Standing up and literally being unable to speak when everyone is waiting is not a powerful controlling thing, any more than peeing your pants with nerves is. waiting and not helping her when it is obvious she isn't going to be able to talk is NOT helicopter parenting. It's called compassion.
But then they don't have to watch the little person convinced that she will be able to talk on her birthday because "I will be 5", swing off to school.....and then receive the silently miserable little person who says "my words didnt come" and leans against you for an hour instead of playing with all her new toys......yeah she's trying to control you all 'cos it's really really fun to be the one who can't talk.
Thanks again for all your responses - not got time at the moment for a considered post but you are all giving me lots to think about. Most telling is that I feel relief that I don't have to agree to psychotherapy for DD...
Oh and zzzzz yes, there was certainly mention of DD 'controlling' things. I accept that but only on the level that selective mutism is a response to managing anxiety. Not at all happy about suggestions DD is trying to control things so as not to have to grow up and 'move on' from her early dependent relationship with me. When DD originally had problems settling at pre school I got enough 'stick' that it was because DD is my youngest after 3 boys, and I was 'not letting go'.At the time DS2 was being assessed for ASD (then at age 14 got his diagnosis) and it seemed a more likely explanation to me that DD was just socially anxious like her brother. And it turns out with her recent diagnosis of ASD that she did have the same difficulties as her brothers... no one has ever suggested they needed psychotherapy!
Other issue is that DH has a far more 'benign' view of psychotherapy - he (of course!) didn't read into it all I did. And the focus seems pretty much on my early relationship with DD and how it is now 'reinforced'... (another shudder)
I don't know you or your dd, and I really don't feel qualified to comment. I have been thinking about you a lot though. My ds1 has a severe language disorder (+?), he presents so like a child with HFA and we may indeed end up with that dx, my youngest dd has severe epilepsy. The medication she takes (which is life preserving) causes anxiety and as a result she has been struggling with SM while she is taking it. We have had periods when she was off her drugs when she has been much more open and chatty. At home she is strident and very verbal.
There is no question in my mind that SM is caused by anxiety and that, that anxiety can be tackled in an entirely non-clinical way. Dd has a hugely supportive school, and over the last two years she has gone from totally silent to, able to answer direct questions from staff members, to chatting to some children in the loos or playground. Last year I worried about her every day. This year I accept she is silent sometimes and it's fine. To be honest it is wearing off.
In your dd's situation the most likely cause of her anxiety is not having the quite profound needs of HFA met adequately. While I can see it would be easier for all concerned if we flip all the issues back towards the child and try and "fix" her, IMO what we need to do is "fix" the environment so that she can function in it.
With all this in mind I would decline the therapy, perhaps with an option to do it if things are not improving later if you feel that would be less "difficult Mother". Concentrate on making her happy in an entirely normal Mummy way. Concentrate on making school as easy as possible.
HONK HONK and please keep posting SM is rather a niche issue on this board and I like the company!
The fact she's 'just' diagnosed with hfa rings alarm bells for me wrt starting a long course of psychotherapy. the whole point of bothering with a hfa diagnosis is to allow home and school to modify what they do, and to 'teach' skills and compensation strategies.
sounds like you'll all have your hands full with adjusting to the hfa for the next 6 months, and the therapy could be a harmful distractor. If a 6m trial of putting in hfa strategies doesn't help the SM, you could always consider the therapy then.
And adjusting to a dc diagnosis always causes a bit maternal anxiety, plus often a temporary hiccup in bonding / attachment / relating styles, so my guess is it's best to postpone a decision for 6m, and say you'll let her know.
Mmmmm, I would trust your instincts. My son has Aspergers and he has had times at school where he would not speak. Even when more relaxed, he won't speak to adults he doesn't trust.
There is a crossover between AS and selective mutism - does the SM come from the AS? In which case, how is psychotherapy going to help?
My son is currently out of school because school makes his stressed and anxious. SCHOOL makes him like that. This is because even a kindly mainstream school is a hostile, unsafe environment for him. But he can cope outside school and is much more confident and independent. School holds him back because it is the wrong setting for his disability.
This does not make him mentally unwell. I refuse to pathologise his rational discomfort. I feel that is akin to giving unhappy housewives Valium in the 60s!!
Anyway, this may have no bearing on your situation but I thought I would mention it in case!
"I don't feel at all comfortable with this analysing why DD is how she is, and her relationships, particularly with me, and that this will enable her to 'overcome her issues'. "
Why is anyone suggesting her relationship with you (or anyone else) is the cause of her anxiety? This is a really old idea, was there mention of her trying to "control" things too? I am .
What sort of "regression" are they envisioning ill occur?
How many people has he/she treated successfully?
Has dd's SM been getting worse or better this year?
Hmmm. Didn't enjoy that hour. I felt as though everything I said or did was being analysed - and I'm not sure I agree with the interpretation - eg. DD came over and sidled up to me and psychotherapist said she was seeking reassurance, which I apparently gave by stroking her hair. I said she was after a mint from my handbag, which indeed she promptly helped herself too!
I was mostly ill at ease talking about DD with her in the room - she was allegedly playing and drawing but I know she was listening too! (Her comment afterwards - 'It wasn't interesting, just weird'!) Psych said the therapy had been successful for children with ASD and those with selective mutism - but emphasised no guarantee of course. Apparently shouldn't increase anxiety but DD might 'regress' initially. That was a bit of a 'shudder' word - as were 'attachment' and 'secure bond'.
I am pretty confused - my gut instinct is that I don't feel at all comfortable with this analysing why DD is how she is, and her relationships, particularly with me, and that this will enable her to 'overcome her issues'. There again, it is true that DD is 'stuck' with how she is dealing with anxiety at the moment in not speaking and speech therapy hasn't helped really. (DD also had about 10 sessions of art therapy organised by her school which she liked going to, but she didn't speak to the therapist and there was no noticeable change in her anxiety and selective mutism).
Keepon - I see the point you are making - it is what concerns me too; presumably much of DD's behaviour and personality is driven by her ASD, so I would want this taken into account when thinking about things like attachment. And I wonder if her ASD means that she will be able to respond to psychotherapy - though I've been told ASD DC do respond...
And don't start me on the time commitment because it is probably 26 sessions over a year....
Thank you for all your replies and those honks zzzzz. It has been a pretty whirlwind 3 weeks since DD's ASD diagnosis - had that feedback meeting, met with the ed psych who then assessed DD(waiting for report) and now full-on CAMHS...
Good luck. Have to say, my guess would be that art or music based therapy might have more chance of success with selective mutism.
That said, some 'child psychotherapists' are very play-therapy focussed, working with barely-verbal pre-schoolers, and would have skills in helping an anxious dc, without relying much on talking.
You are the Mummy. You do know best.
Thanks for all replies. Read your BBC link Polter. In waiting room now.....
Would decline CAMHS's offer. CAMHS certainly have their place but the whole gamut of ASD is not their main field of speciality.
I suppose alo you must undertand what their understanding of SM is and what they feel would be a successful outcome.
I personally don't feel talking therapy is particularly appropriate. I would favour the sort of exercises you would go through to overcome any phobia.
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1. Molecular markers, including ribosomal, mitochondrial, Hsp90, and other nuclear genes will be used to develop new diagnostic assays, including RFLPs, and conventional or real-time PCR assays for Meloidogyne spp., Pratylenchus spp., and Ditylenchus spp. 2. Molecular information from the diagnostic work will be integrated with morphological data and information regarding biogeography, pathogenicity, and host range to generate new and improved phylogenetic schemes. 3. Bioinformatic analysis of EST sequences of selected species will be used to uncover genes that meet selective criteria for use as diagnostic markers and for phylogenetic comparisons. Selected gene sequences will be used to design oligonucleotide primers for amplification,in polymerase chain reactions, of specific gene sequences from populations of phytopathogenic nematodes to evaluate them for genus level, species-wide, and species-specific identification. 4. Novel gene targets from Meloidogyne spp. and Pratylenchus spp. will be advanced through a pipeline of cloning, mRNA expression profiling, and functional characterization, leading to identification of specific genes with the best potential for further development into novel control methods. 5. Based on the information obtained above, selected genes will be targeted for silencing by gene-specific dsRNA; nematodes treated with dsRNA will be monitored for the ability to move, infect host plants, feed and reproduce. Effects on gene expression will be monitored by mRNA extraction and PCR using gene-specific primers directed at the gene to be silenced. Genes that show the most promising phenotypes in the soaking experiments will be transformed into M. truncatula hairy roots using Agrobacterium-mediated transformation methods. Transgenic plants containing target gene RNAi will be infected with root-knot or lesion nematodes and assessed for decreases in nematode infection and reproduction; knock out of target genes will be verified through RT-PCR and in situ detection methods.
3. Progress Report
Molecular Diagnostics and Phylogeny of Nematodes: Extensive analysis of multiple DNA markers (rDNA and heat shock protein 90, Hsp90) were used to identify and describe an unusual non-galling root-knot nematode (Meloidogyne arenaria) isolated from a diseased palm-like ornamental tree (traveler's tree) from Florida, and to characterize three populations of stunt nematode (parasitic on grasses, alfalfa, and other crops) for integration with phylogenies based on anatomical features. A database of Hsp90 DNA sequences was expanded to include several additional populations of potato cyst and tobacco cyst nematodes to facilitate discovery of urgently needed new diagnostic markers. The effect of alternative new storage methods on PCR amplification from single nematode genomic DNA were examined for the purpose of improving the long-term stability of archived specimens. This research addresses National Program 215 Rangeland, Pastures and Forages, Component III (Sustainable Harvested Forage Systems for Livestock, Bioenergy, and Bioproducts) Problem Area H: Need for improved forage legumes that can be grown, harvested, and used in an economically and environmentally sound manner. These project objectives are also relevant to National Program 303, Plant Diseases, Component I.
4. Accomplishments
1. Description of pale potato cyst nematode in the U.S. Cyst nematodes are an important group damaging the roots of many kinds of plants, including crops grown in rotation with alfalfa. In the present study, ARS scientists in Beltsville, MD described the anatomical and molecular characteristics of a pale potato cyst nematode from soil associated with potato fields in eastern Idaho, providing the first detailed description of this nematode in the U.S. This research is significant because it describes a new diagnostic test that can distinguish pale potato cyst nematode from look-alike cyst nematodes. Because the pale cyst nematode is regulated as a quarantine pest by many countries and causes economic damage to potato worldwide, scientists, regulators, and extension agencies will use this research to better identify and prevent the spread of this nematode. This research addresses National Program 215 Rangeland, Pastures and Forages, Component III (Sustainable Harvested Forage Systems for Livestock, Bioenergy, and Bioproducts) Problem Area H: Need for improved forage legumes that can be grown, harvested, and used in an economically and environmentally sound manner. These project objectives are also relevant to National Program 303, Plant Diseases, Component I: Detection, Identification and Characterization of Plant Pathogens and Component IV: Biology, Ecology, Epidemiology, and Spread of Plant Pathogens and Their Relationships with Hosts and Vectors.
5. Significant Activities that Support Special Target Populations
Review Publications
Skantar, A.M., Handoo, Z.A., Carta, L.K., Chitwood, D.J. 2007. Morphological and molecular identification of Globodera pallida associated with potatoes in Idaho. Journal of Nematology. 39(2):133-144.


text:
I posted these on LJ in the spring and they never made it over here. I've had some active Star Wars fic claims still out there that I started several years ago and I needed to finish up. I really don't feel like this is the right time for me to launch back into lengthy in-depth storytelling, but I can never leave my stories alone for very long without feeling like I'm somehow trying to leave behind a part of myself. One Path never really goes anywhere for me. I've been thinking about what the story meant in my life during the time that I wrote it, what it means now, and how those things largely come down to the same questions. I wondered how the characters might see those things, and this is what I came up with. It's a collection of drabbles inspired by the above phrase. I didn't write them in any kind of chronological order; they' aren't meant to retell the narrative of One Path, they just came out of whatever thought I had when I focused on each character. I'm posting them as a collection for no other reason than that they fit a theme and I don't want to make a gazillion 100 word posts.
There were things she missed. Tea with her mother on a rare, lazy afternoon. Her nieces giggling in the yard. Tall trees, cool lake breezes. The desert was an unforgiving place. Her skin had grown dry and rough now. Her husband's shoulders had begun to bow under the weight of responsibility and regret. She would have shared it all with him if he let her, but sometimes he didn't. She knew that someday they would leave this place. But she knew that when they did, the Naboo they had left was gone. What remained was that they were together. Always.
Obi Wan
I'm too old for this sort of thing.He thought that every day now. Sometimes more than once. He felt as if the weight of his life was enough for ten lifetimes worth of regret. He kept going because he knew that there were still young eyes watching. His sons, his daughter, now their children, all looked to him for guidance. He wasn't sure how that had happened. He wasn't sure what they saw. He only knew that they were present, and that they needed him. So, when he wanted most to hide behind his age, he found their eyes.
He listens to his children laugh, and he hopes the peace will last. Han says not to hold his breath. Hardy seems to agree. For Ani, it's different. For Ani, there's always a chance at peace. It's held in his children's laughter. Sometimes there are nightmares. Sometimes they don't sleep at all. His daughter still spends more time in the Falcon than she does at home, and he wonders if he did her wrong by letting her stay with Han and Leia so long. But she'll always help the boys with their gadgets, and they laugh together. There's always hope.
Sometimes she still feels shy when he smiles at her. She knows it's silly. They have three children. She's walked with him through more trials in the last four years than most couples on Tatooine would see in twenty—and Tattooine was no easy place to live. She watches his parents and thinks of how they'll be in thirty years. She wants him to look at her the way Obi Wan still looks at Padme. All her hopes are wrapped up in his smile. He doesn't give it as much as he used to, but hope is worth watching for.
Sometimes she thinks are pieces of her soul missing. He wants it to be simple, but it isn't. He thinks a stolen kiss is going to change things. She watched her planet die. Stood helpless and watched Alderaan shatter. She shattered inside with it, but there wasn't time to put herself back together. There wasn't even time to properly fall apart. She thinks the severed pieces might be finding a new shape now, but there are still missing pieces. Jagged edges. It's not that simple. It never will be. But maybe he's got some pieces that will fit with hers.
I love you!
I know.
It was that simple. A burst of instinct. Passion. Devotion. That was new. But that was how he lived his life. He knew it wasn't like that for her. She had to think about everything. She had to know exactly where she was going. What she was doing. Why she was doing it. That was okay. He knew she was grieving. Alderaan was a massive black hole inside of her that was never going away. She didn't even like to look at it. That was okay too. He was done leaving. It didn't work anyway.
Clouds. There are places with skies full of them. He wonders what that might be like. To look up and see a sky full of puffy white things. The glare of the suns is all he knows. Except for sandstorms. But he's heard of places where the storm are made of water. Water that falls from the sky. They don't have to farm it. They bathe in it. Someday, he says as he looks up at the setting suns, I'm going to see a sky like that. I'm going to see the stars. I'm to fly. Like my father.
She'd thought that she was special. Uniquely gifted and trained to fill a purpose in her Master's empire that she alone could fill. More than that, she had believed in the empire she sherved. Believed in its justness and in the peace that it brought to the galaxy. Her life had been built on misinformation, misrepresentation, misconception. It had not come crashing down all at once. It had been whittled away, one cherished ideal at a time, until the foundation crumbled. Then it crashed down. She spiraled free of it and struck the ground hard. But she stood up again.
He wants to be able to wonder when his life got so complicated. It would be easier if he could ask himself that question. His life has always been complicated. Double crosses. Triple crosses. Schemes and plans and angles. Dangling by wisps of vapor formed by his own breath, hanging above an abyss. Only now it's a whole different breed of complicated, and this one is a lot less comfortable. He's pretty sure he's going to regret where this ship is going, even if he doesn't know exactly why that is. He's the one who set the course, after all.
She finds herself watching the skies now. She watches for a lonely glint on the horizon that isn't a star, and she waits for a message that only sometimes comes. She waits for news-a voice she thinks is probably too smooth for its own good. She thinks about wings. Her aunt and uncle are coming home soon, but her cousins are staying out there. There's still work to be done. She has a part to play in it—here? Out there? The New Republic is growing, but still young. Still fragile. That glint in the sky is coming closer.
He still asks himself what he's doing here. The answer is painfully simple. There's nowhere else to go. The Empire still holds Imperial Center, and that's where his family is. He sent encrypted messages, but there were no replies. He's alone, except for the Kenobis. Ani's boys remind him of his nephews. They think of him as family. He can't walk away and leave them without even having a place to go. It's not much of a reason for staying, but it's something. Maybe someday it will be different. Until then, he'll just remind himself he's needed here. A little.
The mist seeps in through the cracks. He watches. He doesn't try to fight it. He lets it settle over his old, withered body and slowly sap his strength. He shivers a little as he listens to failure whisper in the rustling of the trees. The weight of a thousand generations is heavy on his heart. The swamp is wilting him. Every day, he becomes more tired. Less of a Jedi. More of a hermit lost in a dark wilderness. The wilderness is not the one that surrounds him. It's the one in his soul. But he waits. He watches.
I'm sorry to say I don't have a lot of news for my fic readers right now. It's been a bad summer with more time spent having a migraine and going to a doctor than not having one. I hurt my arm this week too, so I am restricted on typing.


text:
There are great expectations for the second child of the Duke and Duchess of Cambridge. Well before its birth, there are hopes the baby could save Britain itself.
With less than 10 days until a referendum on Scottish independence, many wondered whether the decision to go public now was a last-ditch effort to save the union. The separatist vote has surged in the past month, with major polls now suggesting the "yes" and "no" votes on independence are roughly equal.
Reactions to the timing of the royal announcement veered between raised eyebrows and outright conspiracy theories.
The UK Telegraph's executive editor James Kirkup observed: "This just looks too neat, too convenient. All concerned will deny it utterly, of course, but an awful lot of people will look at this announcement and suspect it has been made with the intention of swaying the Scottish vote."
How many Royal Baby announcements does it take to swing an independence referendum? Asking for a friend.
#ScotlandDecides — Elizabeth Windsor (@Queen_UK)
September 8, 2014
Royal baby? For an independent Scotland, doesn't that count as "one less mouth to feed"? — Lorcan Roche Kelly (@LorcanRK)
September 8, 2014
Scotland : "I'm leaving you..." Britain : "You can't!" Scotland : "I'm leaving. It's over." Britain : "... I'm pregnant!!"
#RoyalBaby — Independence (@YesVoteScots)
September 8, 2014
Social media responses straddled the customary pillars of dismissive cynicism, lukewarm pictorial gags and freewheeling speculation. Twitter users clambered to emphasise their indifference to the news while simultaneously demonstrating lightning wit.
Some wryly noted the baby's incursion into the news cycle could only serve to benefit the long list of witnesses being called before the Independent Commission Against Corruption this week. Others joked that perhaps Peta Credlin had managed to engineer the announcement as a distraction from Monday's ICAC revelations.
Hopefully Australia's first president has already been born. — Josephine Tovey (@Jo_Tovey)
September 8, 2014
The last Royal Baby's only been out a year and already they're bringing out a new one. What a scam. — British Logic (@BritishLogic)
September 8, 2014
Photographs of a sceptical Prince George quickly did the rounds, depicting the existing baby looking distinctly unimpressed with the impending arrival of an alternative heir and limelight-thief.
Prince George is going to be a big brother! Although I'm excited, he's unimpressed. pic.twitter.com/m5cuYsUkeE — Cyndi Martin (@ItsCyndiLee)
September 8, 2014
Those with nothing better to do began speculating as to where the foetus may have been conceived. Some pointed out it could have happened during the royal couple's recent antipodean adventure, with obvious implications for the naming rights.
I hope they call it Shelia or Bruce if it was conceived in Australia.
#royalbaby — J.S 1982 (@Jamesfspencer)
September 8, 2014
Britain's famously anti-royal newspaper, The Independent, helpfully posted instructions on how to mute mentions of the royal baby out of your Twitter feed. It also gave prominent position to a story on how the announcement interrupted a televised address by Trade Union Congress general secretary Frances O'Grady about the reinvention of Britain's class system.
Australians wanting to get something useful out of the royal announcement might consider heading to the betting markets, where James and Alexander were the most favoured names for boys. Less likely were Bruce, Kylie or Shane, which were paying $101.00.


text:
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SBI: Long Wharf Park Walk Repair
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SBI Title: Long Wharf Park Walk Repair
SBI Number: 50319
Closing Date: 10/2/2013
Closing Time (EST): 3:00 pm
Pre-Proposal Meeting Date: 9/17/2013
Pre-Proposal Meeting Time: 10:00 amPre-Proposal Meeting Location: Vietnam "V" Memorial on Long Wharf Drive.
(NOTE: The Purchasing Department STRONGLY urges you to download (below) and review specifications and drawings prior to any pre-bid meeting).
Project Number: 13-161-09
Estimated Budget: $21,000
Posting Date: 9/10/2013
Addendum Posted: Y
Tab/Results Sheet Posted: Yes. Click To View Download.
Overview: Work under this item shall include the furnishing and installation of stone dust pavement as detailed and located on the contract plans and as directed by the Engineer in accordance with these specifications.
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Publishers Group Worldwide® (PGW) offers premier book distribution services in all major bookselling markets around the world. This international sales group current represents a variety of client publishers from Publishers Group West®, Perseus Distribution, and Consortium Book Sales Distribution, including some international – only clients (for a complete list of clients represented internationally, see link below). PGW® is a leading vendor of books and provides entrée and market feedback rivaling that of the major global publishers. As with domestic distribution, PGW warehouses international clients' titles, invoices and collects, and pays the publisher the sales revenue, less returns and distribution fees.
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as well as audio books.
Publishers Group Worldwide interacts continuously with its client publishers.
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Fun Light Up Bubble Gun which lights up and releases a stream of bubbles when activated. Great for indoor or outdoor fun.


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Global Institute for Corporate Education
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Global Institute for Corporate Education is situated at #56, 1st Main Road, RMV II Stage, Dollar's Colony, Bangalore-560094 in Bengaluru.
Courses Offered
- 2 Years
- Professional diploma-PGP
- Management - BBA / MBA / Diploma
- Rs. 180000 (Annually)
Global Institute for Corporate Education - GICE
Global Institute for Corporate Education (GICE), offers master of Business Administration course. GICE was established under the aegis of Sri Sankara Charity. Heralding an era where knowledge, creation and innovation would be the keys to success, GICE not only redefines teaching, learning and assessment at the grass root level but also focuses on value based education and aims at enhancing career prospects of students and working professionals. The institute was formed by a team of experts comprising of the best from the industry and academia. The sturdy foundation laid by GICE's council of academicians, industry stalwarts, corporate leaders and social workers has brought about the evolution of a best-in-class Business School for students across the Globe. The vision of the college is 'GICE aims at providing comprehensive Management and Technical Solutions with world class facilities and strong industry partnership. We mentor and guide students to realize their true potential and goals and also provide transformational solutions that aim to help Corporate in strategic hiring. We analyze, mentor and improvise the talent our students possess to let them have a strong foothold in the corporate world.' The MISSION is 'To mould bright minds into future business leaders, entrepreneurs, managers and technocrats through An education based on values, enriching the students culturally and morally making them outstanding professionals and responsible citizens. To impart quality education and training making them competent world class managers with the foresight and strategic abilities to tackle high stress situations.'
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The placement procedure at GICE is implemented in a systematic and methodical manner. Our team ensures companies from various industries and verticals are brought in for the interview process. Students take an active part in communicating with corporates and attending the scheduled interviews.
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The college auditorium-style classrooms that accommodate 60 students with LCD projectors, VHS/DVD capability, flipcharts facilities etc. The rooms are equipped for video conferencing and each seat has a laptop charger and other facilities. The auditoriums also have a hot and cold mineral water dispenser. The seminar rooms are equipped with theater chairs, sound system with 1 lapel microphone and 1 roving microphone, automatic projection screen, LCD projector, flipcharts facilities, 42″ LCD screens and more. GICE has well-equipped computer labs with all the latest software available for the students. The lab is available 24/7 for the students. We have the best trainers to make our students, experts in the latest management software available in the domain. Books are your best companions. GICE library has a vast collection of Management books including the latest periodicals and journals. Apart from the print versions, the library also has a huge E-learning collection with the latest E-books and CD-ROMs. The library has whatever you need as a management student. The entire GICE campus is Wi-Fi enabled. This cutting-edge feature makes sure that all our students have the world at their fingertips- Always.
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89523 Independent Living Facilities
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Holiday Retirement provides a fulfilling, independent lifestyle in a welcoming environment. Nestled within beautifully landscaped grounds in the charming community of Carson City, you'll love the...
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text:
The tram wheel roller rig in the Educational and Research Centre in Transport has been very busy recently. During the autumn, researchers made various modifications and improvements of the roller rig design to modify it for wet testing or renewal of the measuring chain, so at the beginning of December they were ready for the planned experiments.
The train approaches a stop signal, the driver applies the brake at danger, and it actually stops, but it is only the wheels that have stopped as the train goes on and the locked wheels slide over a layer of fallen leaves on the rails. Such may be an unfavourable scenario in the rail transport on a track at a beautifully coloured autumn forest. For such a case, every locomotive and railcar has a device to release sand under the wheels. But this method is not free of drawbacks, and modern rail transport of the future considers other options to deal with bad adhesion conditions; some even speak of "optimizing" or "management" of adhesion in the wheel–rail contact.
View of roller rig wheels – that is where experiments are conducted
Pardubice researchers collaborate with experts from Sheffield, England
Experiments aimed at transmission of braking forces between the wheels and the rails in low adhesion conditions took place at Jan Perner Transport Faculty last December. Researchers from Pardubice and from Sheffield, England, cooperated in the tests, which were also attended by doctoral students from Turkey. The University of Sheffield is the principal investigator of relevant research projects, the final part of which, however, requires measurements on a test bench at full scale. In the laboratories of the Educational and Research Centre in Transport, there are now two such devices, one of which has now been used for this research task in international cooperation.
The essence of the function of the tram wheel roller rig, as the device is called, is rolling of the tram wheel against a large roller, called a rotating rail, both of which are placed in a steel frame and equipped with their own engines. This simulates the ride of the vehicle on the track, including the possibility of developing traction or braking force in both directions. This roller rig, located in the basement laboratory for electric drives, underwent minor adjustments last year - most importantly, they were equipped with covers against splash and the measuring chain was improved. In December, colleagues from the UK arrived and brought a device to spray wheels with water, various brackets and tools and a hand blender to manufacture perfectly sliding slurry of dry leaves. The test bench was then used for braking without slip as well as with full slip in order to measure adhesion characteristics for different contaminated conditions - oil, water, slurry of leaves and the like. At the same time, the speed of rotation of the wheels (5 to 50 km / h) and the load of the wheel was altered. As a matter of course, they also tested the effectiveness of different methods for cleansing wheels while moving.
Testing a tram wheel sliding in the laboratory of the Educational and Research Centre in Transport
The tests resulted in amounts of data, which are now in the final stage of evaluation to obtain conclusions of completed research tasks, and experience for more experiments in the same cooperation planned for this year.
Ing. Petr Voltr, PhD.
Educational and Research Centre in Transport, DFJP


text:
Thursday, September 10, 2015
Exceptional American of the Day: Waldo Semon
One man's trash is another man's treasure, or in the case of polyvinyl chloride, everyone's treasure, thanks to a chemist from Alabama by way of Washington state who invented vinyl in Akron, the Rubber City. In so doing, Waldo Lonsbury Semon helped win World War II, made suburbia cheaper and healthier, and helped bring rock and roll to you. Not only was Semon a master chemist, but he also was a bit of a spy who outfoxed Hitler.
Born on September 10, 1898, in Demopolis, Alabama, Semon's father, Frank Emerson Semon, was a civil engineer, who traveled widely building electrical generating plants.
Waldo Semon learned to read and write before entering first grade. He enjoyed Shakespeare and his father's engineering textbooks. He attended nine schools in five states before the family settled in Seattle, where he graduated from Lincoln High School in 1916. He had spent summers working with surveying crews, a job that usually required a college degree.
But he was more than a bookworm. At age 11, he learned to shoot -- from Buffalo Bill Cody himself.
"At 17, I think I was rather conceited. I had read most of the scientific books in the [Seattle libraries]. I could read a great deal of German. I had been on the high school debating team and read many of the decisions of the Supreme Court. There was a great question in my mind whether I should go to college at all. After all, college graduates were so stuffy," he told biographer Elizabeth M. Smith decades later.
After a year of working with a crew surveying the Cascade Mountains, Semon settled down. He enrolled at the University of Washington, graduating in 1920 and earning a doctorate in chemistry in 1924. He taught classes as a graduate student, earning money on the side as a consultant. In 1926, the state legislature decided to confiscate such consulting fees from state employees, and Semon decided to leave the state. B.F. Goodrich hired him to do research and development in Akron, Ohio.
Semon and his wife decided to drive to Akron in a 1918 Ford touring car. There were no interstates and the backroads were terrible. After experiencing 14 tire punctures along the way, Semon was determined to make a better tire.
The tire industry was beholden to the rubber plantations. The search was on for a synthetic rubber.
German scientists has invented PVC in the 19th century, but it was too brittle. Upon his induction into the National Inventors Hall of Fame in 1995, the then 97-year-old Semon recalled the situation: "People thought of PVC as worthless back then. They'd throw it in the trash."
Indeed, it was just a waste product in the production of rubber, but Semon became convinced that he could make PVC work. And he did. Years later, he explained to National Public Radio how he got it to work.
"My wife had been making curtains for the living room. I brought some of the fabric into the laboratory and coated it with PVC, and lo and behold, it looked like silk and it was waterproof. I became so enthusiastic that I forgot about protocol and went directly to the vice president of sales, and he looked at it and he says, 'Hell, what do you mean, waterproof?' So I grabbed the fabric and put it on top of his incoming mail and took a decanter of water and poured it. Oh, he was really frightened, but it didn't leak," Semon said.
Then he added, "I've often wondered what would have happened to me or to PVC if it had leaked."
America and the world was about to enter the Age of Vinyl. PVC became the second-most-popular plastic in the world behind polyethylene. Its used to make raincoats, umbrellas, credit cards, bumper stickers, garden hoses, luggage, vinyl records, and hundreds of other products. Its best use is in pipes, which carry clean water, and dispose of sewage, in modern homes. This development helped suburbanize America.
But inventing a process that revolutionized the world was unappreciated by the corporate bureaucracy.
"It took a long time to really interest anyone in PVC," he said. "B.F. Goodrich at the time was a rubber company. They thought of nothing but rubber and this was not a rubber product, so I had a very interesting experience selling the idea to the management."
Gradually, the company introduced a few vinyl products but passed on his invention of an alternative to bubble gum (which was invented by Walter Diemer in 1928). When the patent on Semon's bubble gum expired, Bazooka swooped in and developed it.
But as war loomed, Semon worked on synthetic rubber for tires. He based it on Buna-S, which the Germans had developed, but of course was not going to share this secret with its adversaries. He visited Germany in 1937, but his fellow scientists did not let him in on their secret.
"However, it was really a great experience for me to ride around Germany on tires made from Buna-S! I came back more enthused than ever and convinced that if Germany would not give us their method for making synthetic rubber, we could develop a process of our own," he said.
He knew the Germans used butadiene and styrene to make Buna-S.
"Of the 14,492 experiments we carried out, there were only around 111 promising enough for further detailed development, and of them were only six that looked good enough to be pilot planted," Semon said.
They shifted their compound to butadiene and methyl methacrylate, already commonly used to make Lucite windows. Production of tires using Liberty Rubber, as they called it, began in 1940.
After the war, he became head of the research department. He received 116 patents over the years. He retired in 1963 at 65 after 37 years with the tire company. He went on to teach at Kent State.
He died at age 100 on May 26, 1999.
But besides vinyl, he gave the world a small nature preserve. In 1974, he donated 122 acres of backwoods to the Summit Metro Parks. The Waldo Semon Conservation Area is a home to beaver, heron, and wild rice.
I am publishing collections of the best in this series of Exceptional Americans, with the second volume published on September 1.
Which is better? "Exceptional Americans 1" or the new book, "Exceptional Americans 2"?
Buy both and tell me.
Posted by Don Surber at 9/10/2015 08:00:00 AM
Labels: Exceptional Americans
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Anne Arundel County Literacy Council (AACLC) is a nonprofit organization dedicated to working with adults and teenagers (not in school) to improve their reading, math, or English skills. I joined AACLC in April 2016 as a volunteer reading tutor. I currently work with a single mother of two school-aged children who wants to improve her reading skills. One of her major goals is to enroll in Anne Arundel Community College. My student is hard-working and committed to achieving her goals. Since we began working together in June 2016, I have seen such an improvement in her reading and comprehension of many reading materials. She has more confidence in herself and is proud of the achievements she has made thus far. Not only has my student benefited from the program, but I get great pleasure in working with her and seeing the improvements. In helping her, I am "giving back," and that makes me feel good. The director, tutor and student coordinators, assessors, and all those involved with AACLC are there for the volunteers with materials, help, answers to questions, suggestions, and whatever the volunteers need to be successful. This organization is critical in helping those in the county who want to improve their reading skills, get their GED's, get better jobs, or enroll in college. I am so fortune to be a part of AACLC.Lois Crawley
The Literacy Council is such an amazing set of programs. I am a new math tutor and I love working with the staff as well as the students. I always feel well informed and like I have as many resources as I could possibly need since the staff goes out of their way to ensure we (the tutors) are well equipped for any student we may work with. I love working with the adult students and seeing the impact we make on a daily basis.
I have had the privilege to volunteer as my schedule permits for Anne Arundel Literacy Council. The commitment of the AALC staff and scores of volunteers, yes, all volunteers, in support of those on their journey of hope to a better life through literacy is awe inspiring. If you can read this, please join this amazing organization to support others who cannot. Literacy is power
Very visible and accessible in the community. Well organized and well run to truly benefit those who need these services so much.
A few days ago I had the privilege of having dinner with a outstanding group to people who had brought themselves out of the darkness into literacy. I am an assessor with the Anne Arundel County Literacy Council. I meet with the students as they enter the program to assess what is their level of literacy and where the tutor should begin their learning. As an assessor you usually have no further contact with the individuals but always wonder about their progress. Each year the council has a dinner for the students and for some this is like a graduation ceremony. This is where I get to learn of their progress.
During dinner students are encouraged to tell their journey. This year a gentleman told his story of hiding his inability to read kept him from accepting promotions at work. He was a valued employee where he worked but each time he was offered a promotion he would leave the job and move to another entry level job. He learned of the Literacy Council's program and began his incredible journey to literacy. After completing a few years with his tutor he is nearing completion of his Associates Degree at Anne Arundel Community College. This is only one of the many success stories.
To have a program like this available, with no fees to the students, and a group of dedicated volunteers is benefit for the entire Anne Arundel County Community.
I went to their Appreciation Dinner for the first time and was able to "feel" the good work that they do in teaching underprivileged young and older adults to learn to read and write and the great gratitude that these adults have for the volunteers and the wonderful opportunity to experience the world of knowledge and capability that these volunteer tutors has opened to these adults left behind by our government and our school systems. Despite the "no child left behind" motto, these adults, who were "passed" through each school grade despite not being to read or write at all or only barely, have indeed been left behind as a result of a "feel good" society.
Such important work in our community, the Anne Arundel County Literacy Council is supported largely by volunteers who are dedicated, professional, highly skilled and motivated, and by individuals and their families living in our community who might benefit from improving their basic literacy and/or math skills. Some volunteers provide excellent training for other volunteers...and everyone tries to make a difference for someone who never learned to adequately read...or for someone who never learned to read English, or someone who needs help with math skills. Tutoring is a wonderful experience for both the student and tutor--passing forward good works. In addition to providing training, materials and technical support, the Literacy Council also provides tips and insights to be more effective. Volunteering as a tutor in Anne Arundel County is incredibly fulfilling and while I know it is a great experience for me, I hope I am also helping make a difference in a person's life and in our community. I appreciate the wonderful opportunities provided by the Literacy Council, and the great volunteers and families they connect.
I joined the AACLC a few months ago and trained as a tutor. I have been blessed with a wonderful, dedicated and motivated student who wants to learn to read and get a job and her driver's license. I chose to do this because I, too, almost slipped through the school system struggling to read. I was lucky enough to have a caring teacher who saw my potential and set me up with a tutor. AACLC is an organization that is full of dedicated and caring people who want to help those in our county better themselves. I am doing my best to spread the word about this amazing organization that is changing lives one book at a time.
The Literacy Council adds MAJOR VALUE to the lives of adults everyday by training and assigning volunteer tutors to help them with reading, writing, mathematics and life.
I have been tutoring the same woman for 2 years. She loves to learn and has enhanced her English and writing skills. She is a much more confident person. Her life has changed. She is much more engaged at work and in everyday life skills which helps her daughter too.
I have heard stories at the AACLC from students that have moved me to want to continue. The students are thankful to everyone there for helping them to move forward. I am amazed how the students lives have developed. This is a great organization!


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I am sketchy, vector of, and SCIENCE!
Just finished wandering the country, (mostly for work) using it as an excuse to meet interesting people and looking forward to spending more quality time with folks in Boston.
In actuality starting the robot invasion in restaurants.
Recently (oops, five years ago now): Kushiel's Dart, American Gods, The Truth, Neverwhere, Mort
Web Comics: Girl Genius, Buck Godot, Digger, Gunnerkrigg Court, Questionable Content, Order of the Stick, Something Positive, and a bunch more
Comics: Sandman, Preacher, Fables
Or contra dancing if there's a good one that night or square dancing if I'm really lucky. Or finding people on campus to be social with. Recently hosting bad sci-fi episode viewing at my house.
(and where I got the "sketchy vector of SCIENCE!" above)
Better yet, if you think there's something I wish I knew about and you want to show me.
I created this profile while I was in VA for a summer years ago and have only updated it a little bit since. I'm currently dating a few wonderful people but I love meeting and talking to new ones, so feel free to give it a shot. Bonus points if you are cuddle-friendly (even if not intending to with me).


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All Semester 1 2012 units requiring central examination must submit an examination request via the Examination Request System (Examsys) by 5 pm (EDST) on Monday 12 March. Examination requests not received by the due date will be deemed to be School-based examinations, will not be administered centrally and will not be included in the final examination timetable. No late requests will be accepted.
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Where a student cannot be awarded a final grade for a unit at the end of the study period, the grade will remain blank. If no final result grade has been assigned to the unit within twelve months of the end of the study period, the blank grade will be converted to Fail – NN. Once all blank grades are rolled to fail, the term code is removed from the nightly run on the Student System. No further grades entered for the term will be registered on the student's transcript.
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