text:
Here is a simple tutorial on how to downsacle and convert Sony Alpha a7S II 4K XAVC S to 1080p DNxHD codec for smoothly editing in Avid Media Composer.
Making strides in the video arena, a7S II Mirrorless Digital Camera from Sony offers an impressive blend of sensitivity, dynamic range, resolution, and speed to benefit a versatile multimedia workflow. Revolving around a full-frame 12.2MP Exmor CMOS sensor, the a7S II is capable of internal UHD 4K recording at 30 fps with full pixel readout as well as 1080p recording at up to 120 fps, all in the XAVC S format. However, when it comes to view, load and edit Sony Alpha A7S II 4K XAVC S videos in Avid Media Composer 8/7/6/5, there are a few issues. So what's the matter and is there an available way to work with Alpha A7S II 4K XAVC S in Avid MC smoothly?
Sony has created a special free of charge AMA plug-in for Avid which provides support for XAVC and XDCAM/XDCAM HD files in Avid Media Composer. As we all know that Avid tools support MPEG-4 using QuickTime as well as using MediaReactor Workstation. However, QuickTime cannot handle XAVC-S form Sony and other manufacturer's cameras. MediaReactor can, but when adding them to Media Composer/Newcutter/etc, you must specify which reader you want to use.
Alternative solution to transcode A7S II 4K XAVC S in Avid MC
Although the AMA plug-in and Media Reactor can solve some people's confusion about importing XAVC and XAVC S to Avid MC for editing, it's not for all the cases. Here is an all-in-one solution to import A7S II 4K XAVC S into Avid MC for you - that is, convert Sony A7S II 4K XAVC S to Avid Media Composer natively supported format like DNxHD .mov, instead of installing plug-in, so that your system runing on a smooth way. No matter the files you recorded is XAVC or XAVC S, as long as Avid MC recongnize them correctly, it's ok.
The process is surprisingly easy and can be done using Dimo Video Converter Ultimate for Mac, which is available for Mac and Windows users, which is an easy-to use, functional video converter and video editor. Developed with the most advanced converting technology, this Mac 4K video converter truly and fully supports input and output videos at upto 4K resolution.
With it, you can effortlessly convert your 4K videos formatted in MP4, MOV, XAVC, XAVC S, MXF to advanced encoders like DNxHD, MPEG-2, Apple ProRes and Apple Intermediate Codec, ensuring maximum editing quality and efficiency when working with Avid Media Composer, Adobe Premiere, Final Cut Pro, iMovie, Davinci Resolve, etc. If you're facing problems when editing 4K footage, just download it to convert the 4K stuff for smoothly importing and editing in your editing systems. If you'r using a Windows PC, simply turn to the Windows version here. Below are steps on converting Sony A7S II 4K XAVC S footage for Avid Media Composer.
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Guide: Convert Sony A7S II 4K XAVC S For Editing in Avid Media Composer
1. Launch the 4K video converter for Mac, then drag & drop the 4K files onto the main interface, or you can click the "Add File" button to locate the videos from your local disk.
2. Click "Select Format" pull down list to select "Editor" and choose "DNxHD 720P" or "DNxHD 1080P" as the best video format for Avid Media Composer. The output videos will keep the original quality of MOV files and seamlessly fit Avid Media Composer.
You can click Settings to adjust video and audio parameters to get the best quality video. For smooth workflow of Sony A7S II 4K XAVC S video with Avid Media Composer, you are recommended to downscale 4K XAVC S to 1080p from "Resolution" drop-down selection.
3. Click the "Start" icon under the preview window, and the Mac video converter will start converting Sony Alpha A7S II 4K XAVC S to Avid Media Composer on Mac. When the conversion is finished, you can click "Open" button to get the generated MOV files effortlessly. Afterwards, you can launch your editing program to import converted 4K XAVC S clips into Avid Media Composer for further editing or uploading to YouTube.
Additional Tips:
a. This Sony XAVC S Converter Mac can also help you to encode XAVC/XAVC S video to FCP, iMovie, FCE, Premiere Pro, etc. You just need to choose a proper video format as output.
b. Apart from that, its built-in editor can help users to do some basic editing work before conversion, like trimming, cutting, cropping, adding effect/watermark etc.
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Source: Get Sony a7S II 4K XAVC S files Work in Avid Media Composer


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Virginia Sapiro, interim provost and vice chancellor for academic affairs at the University of Wisconsin-Madison, is the first of five candidates for the position of provost and executive vice chancellor at Kansas University.
Sapiro will give a public presentation from 4 p.m. to 5 p.m. Monday at KU's Dole Institute of Politics. A public reception will follow.
Other candidates will visit KU between Feb. 1 and Feb. 14. The position is being vacated by David Shulenburger, who is leaving the post in June after 13 years in the job.
Sapiro, 54, also is the associate vice chancellor for teaching at learning and the Sophonisba P. Breckinride professor of political science and women's studies. She has been a member of the Wisconsin faculty since 1976.
She earned a bachelor's degree in government from Clark University in Worcester, Mass., and a doctorate in political science at the University of Michigan.
Copyright 2017 The Lawrence Journal-World. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. We strive to uphold our values for every story published.

subset: commoncrawl


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Inclusion Now Articles Issue 23
You MUST ask us for permission before copying any article from this archive.
Getting on the Road to Inclusion - Fellgate Primary's Relationship work
Easter Parade - Teacher Unions get to grips with inclusive education
Watch Your Language - Lois Keith unpicks Co-Location
East Midlands Alliance Group
Risk for Who? - Getting School trips right
A Vision Driven Passion - Thinking about including students with Autism
Hanging In There - Keeping Students with Autism Comfortable, Relaxed, and Focused
DEE - The Mouse That Roared - A retrospective of Disability Equality in Education
Who Is The Leader? - Micheline Mason on the meaning of leadership
UN Convention is Ratified - A reason to celebrate?
Getting on the Road to Inclusion
Relationship based working at Fellgate Primary School
'Make sure you find somewhere nice to work.' This gets an unexpected laugh from the group, as if the notion of 'nice places' cannot contain the school building - maybe the beach, or even the pub? But it is a beautiful, sunny early Spring day and the staff of Fellgate Primary School and Unit are soon outside, under trees, in corners of the play areas, enjoying the sun. One teacher wonders how he will explain going home from a day at work with a tan. However, this is a day at work, planned over a period of months at the request of the Head Teacher, Carol Wilson, with a clear aim - to put the building, maintenance and repair of positive relationships at the heart of the workings of the school.
Fellgate School is one of two primaries serving a large estate on the edge of Jarrow. In addition, in a separate building, it is home to a unit for children of primary school age with Autistic Spectrum Disorder which serves the whole authority. I was asked to deliver training in the school to facilitate more inclusive practice.
Carol had already taken some practical steps towards more
inclusive practice, appointing a Special Educational Needs Co-ordinator serving
both school and unit, doing joint training for staff across both sites and
increasing the opportunities for staff and pupils to interact in the classroom
and play areas. I wanted to address directly the beliefs and values that would
underpin skills and strategies that would later be introduced, and to move
away from the 'problem solving' approach of much inclusion training I had
experienced. After all, in order to take a problem solving approach something,
or someone, has to be identified as the problem.
The challenge I presented to the staff was a series of assumptions, or axioms, which offered a model of relationship based working:
The central activities of a school are teaching and learning.
For teaching and learning to happen effectively, the preferred state for all concerned is to be calm, assertive and engaged with the activities.
For this desired state to be achieved requires positive, appropriate relationships to exist between all participants.
Teaching and learning requires explicit strategies to be in place to build, maintain and repair relationships so that the desired state can be maximised.
Gaining an acceptance of the underlying assumptions of relationship
based working allowed the Fellgate staff to look more closely at their own
role in the classroom, what they wanted to achieve and the barriers, both
structural and personal, to reaching their goals. With these ideas in place
we were ready to look in more detail at what was already in place and what
was needed on the training day.
The training day began, fittingly, with breakfast being served to all staff, a practical demonstration of using a welcome to build relationships with a group. I then gave a presentation with two objectives:
1. To create a target around personal change, i.e. people coming into the school the next day with the intention of doing, saying or thinking something different and seeing what the results were.
2. To challenge the group further by introducing new language, new beliefs and new strategies for them to spend the day playing with.
The second objective involved the introduction of a 'Glossary of Relationship Based Working' - a list of concepts to further underpin the objective. The whole list was relatively lengthy, but two of the concepts became central to the day's work and stimulated the most discussion:
IMPLICATED: The state of being inevitably involved in the solution to difficulties presented by one you are in a related state to (especially those to whom you have a Duty of Care) regardless of your personal responsibility for the presented difficulty.
Being implicated is a reminder of the shared nature of dealing with threats to a productive relationship. It is not a 'flip flop' of the standard position - the problem used to lie with the child, now the problem lies with the staff - but a reflection that solutions which involve all parties are more likely to be effective than demanding that one individual spontaneously change.
PANOPLY OF NEED: The awareness of the full range of needs created by challenging behaviour and the necessity of making a response to them all, even if some are prioritised over others, in order to maintain positive relationships.
Responding to the panoply of need is good management. Difficulties create diverse needs (one child's challenging behaviour expresses their own need but can create related needs for their teacher, their classroom assistant, their peers in the class and their families for instance) and relationships suffer if they are not noted and responded to.
A strategy the Fellgate staff were asked to use was to consider their Perceptual Position. This is simpler than it sounds. In an interaction between people there is often an 'A' who has an issue or difficulty, and a 'B' who is helping to resolve it by listening, asking questions and responding. There can be a third person, 'C' who is observing from the outside and is in a good position to offer impartial feedback about how things are going. I asked the Fellgate staff not only to remember to stay in role 'B' when it is appropriate, but to mentally take the position of 'C'. We don't usually have an impartial observer to hand to offer feedback, but we do have the imagination to be able to ask 'How does this look from outside? How could I do this better?'
With these tools in place the staff were placed into four groups, each group containing people with a range of roles in the school. Our first theme was 'Building Relationships' and each group was given a domain to consider; Children with Children, Staff with Children, Staff with Staff, School and the Wider Community. Their task was to identify resources and strategies that were either in place or could be developed to consciously build relationships in their domain. Over the day we had three such sessions, mixing the groups each time, moving on to 'Maintaining Relationships' and 'Repairing Relationships.'
Each session included a period at the end for personal reflection,
where people could consider their own starting point for building, maintaining
or repairing relationships in the school.
While it was heartening to see the number and diversity of skills and strategies both in place and proposed for the domains of 'Children with Children', 'Staff with Children' and 'School and the Wider Community' the groups dealing with 'Staff with Staff' did a lot of head scratching. The poverty of explicit strategies to help staff to build, maintain and repair relationships with each other reflects a series of beliefs about the autonomy and ability of staff that perhaps need to be questioned. Some people develop extremely sensitive interpersonal skills, to deal with others, and intrapersonal skills, to understand and manage themselves without much external input and support. They have a talent for Emotional Intelligence. Others do not, and the assumption that all of a workforce automatically possess these skills leaves people vulnerable to experiencing poor relationships.
'This has made me sit back and think about certain relationships
I've got with staff and children in the class room.'
Lisa Henderson, Senior Educational Practitioner, Fellgate Autistic Unit
'This has been a long time coming, we especially need more
on staff/staff relationships.'
Sandra Godfrey, Teacher
Staff reflected how resourceless and vulnerable this lack of explicit strategies left them. Human Resources departments typically only become involved when there has been a catastrophic breakdown in relationships. The day raised awareness both of the need to share responsibilities for making relationships work and to develop a supportive structure to help staff to function at their best.
The day ended with the generation of sufficient strategies to fill several policies and a strategic plan, more than could be taken in at one sitting.
'This has been some of the hardest CPD* we have done. We realise
that it's down to us, the people here, to make this work. We are implicated
in this, it's our responsibility.'
Carol Wilson, Head Teacher, Fellgate Primary School
I left the day impressed, once again, with the willingness
of school staff to embrace change, especially when they are not simply told
'Change!', but when they are given the language and tools to understand and
implement it.
Peter Keane
Easter Parade - Teacher Unions get to grips with inclusive
Some contradictory messages emerged from the Annual Teachers' Conferences at Easter. The NASUWT teachers' union hit the headlines. Chris Keates, General Secretary said:
"Teachers welcome children with special needs into mainstream schools providing that the school can meet their needs and the motivation for the placement is in the best interests of the child, rather than a drive by local authorities to save money on specialist provision and support.
"However, a lack of a clear, shared, national definition of what inclusion means and the variation of provision across the country means pupils, parents and indeed teachers face a postcode lottery of support and provision.
"This situation must be addressed to deliver a core national entitlement for pupils and for schools and to ensure that children and young people are placed in appropriate educational settings that meet their needs and aspirations."
Paul Desgranges, a teacher from Sheffield, told the union's annual conference in Bournemouth: "Inclusion strategies that place children and young people in mainstream schools, regardless of their needs, adversely affect the working practices of teachers and school leaders and fail to address the needs of the pupils themselves."
At least such sentiments accept the inclusion of a large proportion of disabled children, which is an improvement on what used to come from NASUWT Conferences. Should children adapt to fit in the school and then, if they do not fit, should they end up in special school or in a Pupil Referral Unit (PRU)? Or should the school adjust its policies and practices to accommodate the disabled child and their needs? The first of these ideas is integration while the second is inclusive education.
Inevitably this policy was glossed by the media. For example, the Guardian said on 15th April - "But SEN teachers will tell the teaching union NASUWT today that Blunkett's policy is failing some children with disabilities and should be reversed. Children with SEN may learn very little and suffer from loneliness in mainstream schools, the teachers will argue."
Clearly there should be training for all staff on inclusion.
This is still not a mandatory part of the 1 year PGCE, but it is part of the
3 year B Ed. However, there still remains great confusion around these issues,
not least from the Government itself. At a recent meeting of the UNCCC (United
Nations Convention Campaign Coalition) with Sarah McCarthy-Fry (Minister for
SEN/Disability), she asked was 'there a difference between integration and
inclusion?' The reservations around Article 24 of the UN Convention on the
Rights of People with Disabilities show the same confusion from the Government.
The development of inclusion is both a process and a commitment to improve
education in the future. Teachers need to be engaged in this process as part
of their professional development.
Generally too many schools are still not getting it right for disabled children as shown by the Lamb Enquiry. So if it is the right national definition of inclusion, yes, but there will need to be a shared understanding and national training programme.
From September OFSTED will make equalities, including the inclusion of disabled children, a limiting grade in their inspection regime. This will mean a school that does well for the majority of non-disabled children, but not for it's disabled children, cannot do better than the inspection grade for those disabled children. This is likely to send a wake up call to many head teachers and governors and so hopefully they will take disability equality much more seriously.
The NUT passed a motion unanimously to boycott SATs next year. They have now been joined by the NAHT - Head teachers organisation. This move, which needs to be fully supported by parents, will help develop inclusion more than any other single measure. As long as SATs set the primary agenda of teaching to test, a narrowed curriculum and competition will remain the norm. Collaboration and a joy of learning are essential for greater inclusion which will flourish without the iniquitous tests.
The NUT also turned its attention to attempts to privatise PRU's and their development into long stay mini-schools, rather than reintegrating into mainstream those pupils with emotional and behavioural difficulties who have benefitted from experienced staff, low ratios in a different environment. These establishments are the tip of the iceberg of a much larger number of unofficial and unlawful exclusions which are discriminatory, about which the DCSF has recently reissued advice to schools. Schools need to develop effective positive and differentiated behaviour policies.
The motion which was adopted argues for short stay and reintegration into mainstream and against the privatisation proposed in the Learning Skills and Apprenticeship Bill and for a better relationship with secondary schools so that excluded pupils can be reintegrated. The cost of educating children excluded from school are 9.5 times the cost of supporting them in mainstream schools, haemorrhaging funds on a massive scale from those schools. 57% of children are denied access to a new school for longer than a term and 25% for more than two terms. Educational outcomes of those in PRUs are much lower than those who are reintegrated.
Ministers and the opposition both want to give more powers to schools to exclude rather than encouraging schools to develop effective pro-active approaches to challenging behaviour. Research has shown over and over that difficult behaviour is linked to 'boring' lessons and lack of involvement of pupils in developing the policies.
Teachers and schools need to recognise that inclusion is a
human right and here to stay. They need to prioritise and campaign for the
time and funding for training for inclusive education. There have been pupils
with every type and degree of impairment successfully included in mainstream
school. Success is about attitudes and the school environment and leadership,
not the type of pupil.
Richard Rieser
Watch Your Language
'Language is bridges so that you can get from one place to another'.
This is a line from Arnold Wesker's play, Roots. Beattie, the central character in the play is unhappy with her current existence and is struggling to find the right words to name her life, so that she can understand what has happened to her and change her life for the better. I often use this quote when I am trying to persuade people why language matters so much in the inclusion debate and how the words we choose reflect a great deal of thought and discussion - a shared way of looking at the world.
Take a word like 'impairment', for example. It's a bit of an ugly old thing and I once vowed never to use it in my own writing. I changed my mind when I began to really understand the ideas behind the Social Model of Disability. The word impairment (and its bed-fellow, the word 'condition') has a specific meaning in our debate. It describes a disabled person's physical, sensory, mental or health condition. Unless you are a doctor or someone closely involved in the care of a disabled person, their impairment isn't something most people need to know much about. What we do need to know if we are working towards inclusion are the barriers a disabled person faces and we need to know this so that we can set about removing them. When I read or hear words like impairment, rather than the muddier, all purpose disability, inclusion rather than integration, non disabled rather than able-bodied, it's a good feeling. It's not that I don't understand what people, organisations or authorities mean if they use words like handicapped or person with a disability, rather than disabled and disabled people, it's because the particular choice of language indicates that the writer or speaker has done some hard thinking and careful listening and is likely to be on the same journey as me.
Unless of course, others are stealing and mis-using our language (see 'Include Me Out' in the Spring 2009 edition of Inclusion Now) or when a whole new term is invented which sounds like it might be a good thing, but proves to be the opposite.
Co-Location - coming to a school near you?
It's only recently that I heard the term 'Co-Location' but it's possible everyone reading this has heard it before and I'm the last to know. It's certainly the buzz word of the not so leafy London Borough of Islington where I live and it will probably be coming to a school near you some time soon.
Co-Location. Sounds cosy don't you think? Like it would be something very nice and warm for all the children being educated in Islington, and where all children would be educated in a cheek by cheek, co-operative, co-assisting, co-existing kind of a way. But what does it actually mean? Well, co-location means that 'special schools', are being 'co-located' with mainstream schools: two separate schools on the same site. Note the preposition here: 'with' not 'in'. A recent briefing from Islington Council tells us that they are leading the way nationally with its co-location policy for SEN schools and soon all of the special schools in the borough will be co-located with mainstream schools.
Does this still sound like a good thing, or is it beginning to ring a few well rung alarm bells? There is a lot of money going into this new 'policy'. In the school nearest me, two brand new, purpose built schools are currently being built as part of Islington's £6million Building Schools for the Future (BSF) programme. Two completely separate buildings are now going up on the same piece of land: the secondary department of Samuel Rhodes, an SEN school for pupils with 'moderate learning difficulties' is being built cheek by jowl as the new building for Highbury Grove, a mainstream comprehensive. Same site perhaps, but absolutely not the same school. The two schools will be housed in completely separate buildings, albeit a few steps or wheelchair rolls away from each other. Both will keep their own names and have their own uniforms. They will have different head-teachers, staff and governing bodies, a different ethos and vision statement, separate timetables, activity rooms, play and social areas. What will they share in this new 'co-location'? Apparently they will share the dining and kitchen facilities, the indoor pool and changing facilities and access to some of the outside sports facilities (and there will be cost savings in sharing the ICT server and computer technicians). But since the two schools will have separate timetables, it seems unlikely that they will be using any of these facilities at the same time. Sounds more like separation and segregation to me - a co-location cop-out.
The primary department of Samuel Rhodes with forty pupils was recently 'co-located', this time on the third floor of Montem Primary School, also a separate school with separate staff and governing body, but this time in the same building with hopefully more sharing of facilities. In a recent Islington press release, Jackie Blount, Headteacher of Samuel Rhodes praised the fantastic new facilities where 'pupils and parents can feel part of an inclusive community.'
But however much the term Co-Location might sound like a positive development, I don't understand how close physical proximity to another school but with no plans for shared teaching or learning, represents any kind of progress. In fact, it seems like the opposite to me, because whilst local authorities are patting themselves on the back for this new initiative (financed for the most part by private industry), it is abdicating responsibility for making any improvement in the journey towards inclusion. Teachers in mainstream schools are still being encouraged to think that the teaching and learning of 'special school' pupils requires a completely different set of skills and knowledge to 'normal' children in the mainstream schools and vice versa, children in SEN school are no more likely to be taught a full curriculum with trained teachers than they ever were, and children will feel equally awkward and embarrassed about making friends with those on the opposite side of the co-located playground. They are still entirely different schools, only much closer together.
I hate to end on a depressing note but it does seem to me
that co-located buildings, however much they are dressed up in state of the
art glass and steel with an attractive colour palette of taupe, navy and chartreuse,
are setting back our journey towards inclusion for all our children for the
next thirty five years.
Lois Keith, June 2009
East Midlands Alliance Group
On Sunday the 19th of April, Kelly and I organised another East Midlands Alliance group meeting. We are both young disabled people and we are really keen for young people to lead the group. The meeting was held in Leicestershire and although we were small in number the discussions were as lively as always!
Kelly and I hosted the meeting. Kelly took charge of the 'housekeeping' which included a very funny fire exit demonstration.
We were really keen to get everyone talking so we started by thinking about what we think inclusion is and how our ideas about inclusion fit in Schools, or in Play opportunities and around Transport.
We tried to keep personal matters out of the meeting as much as possible, but sometimes it is difficult. We had a short presentation about the Play work Inclusion Project (PIP) from Emma Kirk, which was very useful and we think this will really help us to think about what action we want to do as a group.
At the end of the meeting, we all talked about what we want to do next, and how we can continue the group. Everyone who came said they wanted to continue to come to the Midlands Alliance group because they enjoyed meeting together and sharing stories about inclusion. We all decided that at the next meeting, everyone who comes will prepare a small presentation on something that they think is important about inclusion. Everyone will also have a chance to share any information with the group. We are also thinking about whether smaller groups from each of the three counties (Derbyshire, Nottinghamshire and Leicestershire) could meet more regularly - maybe every month and then we could all get together every three months so we can catch up with each other and help each other to think about what actions we want to take as a group.
We decided that we would talk about how we would fund this at the next meeting. Although a large proportion of people wanted to progress the group, some wanted a coffee morning instead because they wanted it just to vent their anger and not as a meeting. There was a lot of debate at this meeting!
A really big thanks to everyone who came to the meeting and
look forward to seeing you at the end of June.
Jhon Bateman
Risk for Who?
As parents, we are told that school trips are a child's most
memorable experience of their school life. That it is a rite of passage to
their ever changing role in the world, moving away from their full time dependency
on adults, learning to trust others and develop skills with their peers to
take on life's challenges. Most importantly, they get to hang out with their
friends and have fun!! How wonderful that most parents have the help of a
school to make this happen.
For us there was an apprehensive start from the school for Ruby's participation on the yearly trip to the Isle of Wight. However the commitment, planning and creative thinking of everyone involved resulted in a very successful, enjoyable and enriching event.
It seems that if we approach the challenges of inclusion from one of preventing harm on any level to our young people, be it through exclusion, isolation, humiliation, lack of expectation or even the perceived risks that the current Health and Safety guidelines insist we abide by, maybe it is possible to create an approach to problem solving without conflict. To shift our attention from the 'risk' a disabled child poses to the school or activity to the 'risk' to the child if excluded can create a new perspective for everyone to focus on.
Thankfully, that all important shift was made at Down's Junior School. We now have a much more 'ordinary' photo album and memory book in our house to share - ordinary memories, to be cherished and to grow from.
Ruby's Highlights of the trip:
"Playing with my friends forever" "I wanted the quad bikes to go faster"
Jenny and Ruby Dine
A Vision Driven Passion
Paula Kluth, author of 'You're Going to Love this Kid'* was invited to deliver a day's training for Lewisham Early Years Services on how to include children with autism in mainstream schools. 'Inclusive Solutions' organised the event and invited me along. This is some of what I learned.
Experiencing life as someone who is autistic is the same as experiencing life for someone without autism, but more intensely.
All of us behave in certain ways when we are over-stimulated or stressed, including running away or disappearing inside ourselves. We need to do these things to protect ourselves and to prevent 'melt-down'. To be useful to someone who is autistic we must not try to stop these behaviours but instead learn to identify why they became necessary and take steps to prevent these situations arising.
We need to create safe, calm places in all our schools for anyone who needs them. People of all ages need to be allowed to remove themselves from stressful situations before they cannot cope with it.
Like for all of us the 'deficit', or 'medical model' does not work. To help an autistic person to learn we need to identify their gifts, strengths and interests - even if they seem 'obsessive' - and use them to motivate development.
We must never assume that 'What we see is what there is'. This is never the case especially with people who display a lot of self-defence mechanisms which are sometimes mistaken for evidence of learning difficulties. Instead we need to assume capacity and wholeness. To help us we need to listen to adults who are autistic reflecting on their experiences of life (there is masses of brilliant stuff on YouTube - type in Donna Williams for a starter).
There are many ways to cut down on the sensory overload created by busy classrooms and schools, including changing strobe lighting to soft or natural light, judicious seating away from sources of noise, flickering screens, kitchen smells etc and offering the use of ear defenders, tinted glasses and other useful resources.
Although most people who are autistic find change to routines difficult, they can be helped to cope by repeating warnings every day that schedules may change - like a mantra.
Some people who are autistic who keep getting 'stuck' in patterns of behaviour which prevent them reaching a desired goal e.g... falling to the floor before reaching the end of the dinner queue, can sometimes break out of them by watching carefully edited videos of themselves completing the desired sequence of activity and then copying or 'echoing' what they see (Video Modelling).
Perhaps most importantly I learned that autistic people, far from having fewer emotions, feel love, closeness, hope, fear, compassion and everything else that we all feel and are also not always very good at showing - but of course I already knew that!
Thank you Paula for a brilliant presentation. I just wish
the whole world had been there to hear you. What a lot of heartache can be
prevented by good information.
Micheline Mason
Graphics by Derek Wilson, Inclusive Solutions
*Jessica Kingsley, ISBN 1843101750
Hanging In There - Keeping Students with Autism Comfortable, Relaxed, and Focused
Learners with autism often struggle to stay seated, focused, and engaged in required work or tasks. With proper supports and adaptations, however, students may be able to increase their time on-task and remain comfortable even during longer periods of whole-class instruction.
Encourage Fidgeting
Some students can be comforted if they have an object to manipulate during lessons. One student I know likes to pick apart the threads on patches of denim. Another folds and unfolds a drinking straw during long lecture periods. A third student creases paper over and over again, creating interesting origami-type sculptures. Students having such a need might be offered squishy "stress" balls, straws, stir sticks, strings of beads, rubber bands or even key chains that have small toys attached to them. When possible, students might be given objects that are related to course content. For example, a student in a social studies class, liked to pinch a stress ball during class. His teacher found a globe-themed stress ball at a teaching conference and gave it to the young man. The two then began playing an informal and humorous game of "Which country are you squishing?" at the end of class each day.
Allow Drawing or Doodling
Allowing students to draw can be another effective "stay-put" strategy. Unfortunately, doodling is often seen as off-task behaviour by teachers. Many learners with and without identified needs, however, are better able to concentrate on a lecture or activity when they are given the opportunity to draw on a notepad, write on their folders, sketch in a notebook, or even (depending on the student's age) colour a worksheet.
Walk it Off
Some students work best when they can pause between tasks and take a break (walk around, stretch, or simply stop working). Some learners will need walking breaks - lasting anywhere from a few seconds to twenty minutes. Some students will need to walk up and down a hallway once or twice, others will be fine if allowed to wander around in the classroom. Teachers concerned about the student missing content can give the learner a content-connected task to accomplish during his or her walking break. For instance, a teacher in a middle school language arts class regularly asked her student to do a library search for the class during one of her walking breaks.
Another teacher decided to offer "ambulatory opportunities" to all learners. He regularly gave students a prompt to discuss (e.g., What do you know about the stock market?; What is a statistic?) and then directed them to "talk and walk" with a partner. After ten minutes of movement, he brought the students back together and asked them to discuss their conversations.
Offer Seating Choices
Having a few different seating options in the classroom can potentially boost the educational experiences of all learners. Seating options may include couches, footstools, padded seat covers, rocking chairs, pillows, floor mats, and swivel stools. Appropriate seating may not be the first thing a teacher considers when planning for a student with autism, but for some, the right type of classroom furniture is pivotal to their success and comfort. One student could not tolerate sitting on the hard desk chairs provided in all of his classrooms so the teachers let him bring a cushion to class. Another student often preferred sitting on the floor (where he would prop himself up with two large pillows) so at any point during the day, the young man was allowed to sit in his "nest" (as he called the space).
Ask the Student For Help
One student was asked how the teaching team might help him with his "jumpiness" during the last twenty minutes of the day. The child swore that sucking on jaw breaker candies would help him stay in his seat and feel more relaxed. The team laughed and was sceptical, assuming that the suggestion was a ploy to get the teachers to supply a daily treat, but the "jaw breaker pedagogy" (as it came to be called) worked beautifully. From the first day it was instituted, the young man was able to keep his body calm during the time period in question.
Teachers can also go to families for help. Parents can share tips they have found most useful or observe the situation and provide possible solutions based on their experiences in the home and community.
© 2006 Paula Kluth www.paulakluth.com
DEE - The Mouse That Roared
After 17 years Disability Equality in Education (DEE) has shut due to financial difficulties, but the work of DEE will continue in many ways:
Through the 550 disabled people trained to deliver training on disability equality and inclusive education
Through the 100,000 teachers and educationalists who underwent training courses run by DEE in the last 12 years
Through the thinking on developing inclusive education and disability equality contained in many films and publications
Through a new website which contains all DEE's publications for free download and use around the world: www.worldofinclusion.com
Through Richard Rieser Consulting and Training
Through resources that DEE produced for Government such as 'Implementing the Disability Discrimination Act in Schools and Early Years' - a 5 and a half hour DVD of examples of inclusive practice in 41 schools available from The Stationary Office
Through the legislation on disability equality and inclusion
that DEE helped to get in place
Through the many families helped to get their rights in education
Through the Alliance for Inclusive Education
Around the world in Argentina, Cambodia, Canada, Europe, India, Korea, Morocco, Russia, Saudi Arabia, Senegal, South Africa, United Arab Emirates, United Nations, USA, Uganda and Wales where DEE provided training on Disability Equality and Inclusive Education.
Disability Equality in Education was set up in 1992 to publish
the reprint of 'Disability Equality in the Classroom: A Human Rights Issue'.
This pioneering book by Richard Rieser and Micheline Mason published by the
Inner London Education Authority in March 1990 (3 weeks before Mrs Thatcher
abolished the ILEA) was sent to every local authority in the UK and every
Inner London School. It was the first attempt to bring the thinking of the
Disabled Peoples Movement and the Inclusion Movement together in a handbook
for schools. ILEA gave the copyright to Richard and Micheline together with
some 2000 copies which were sold in the next two years. The book led to many
requests for training. Comic Relief funded two 'Training the Trainers' workshops
in Leicester and provided an interest free loan to republish the book. In
1994 they also produced 'Altogether Better' by Micheline and Richard which
eventually sold 10,000 copies and was used to train hundreds of thousands
of students in inclusive education.
DEE was set up to be a non campaigning organisation to educate educationalists about inclusive education and publish and produce resources. DEE became an essential part of the 'Integration Alliance' as it was known then and later a key contributor to Inclusion Now. It took over two years to get charitable status - a move initiated in 1994 after it became clear nobody would fund DEE as a non-charity. Even once charitable status was achieved it was very difficult to get funding. The Barrow Cadbury Trust, Platinum Trust and later Comic Relief became the mainstays of DEE. By 1998 DEE had an office (no longer Richard's basement), a part time Director, an Administrator and a part time Training Coordinator. Work began in earnest in developing the capacity of disabled equality trainers to train educationalists in disability equality and inclusive education.
The first colour Overhead Transparency pack was a new and exciting resource and trainers came together at Bermondsey YHA to develop their approach collectively. This core group grew into the steering group. The Department for Education in 1999/2000 funded more 'Training the Trainers' and an independent evaluation of DEE's training in schools which demonstrated it changed attitudes and practice and that 94% of participants rated it as good or excellent. In 2002 DEE received a major 3 year grant from the National Lottery and set about developing a national network of trainers. In the next three years more staff were taken on and a larger office and over 500 disabled people underwent the four day course, with Richard now as full time Director. DEE were also commissioned to produce resources for the Government and various statutory agencies and DEE became the recognised lead disability equality training organisation in the UK.
Collaborating in 1993/94 on the production of 'All Equal All Different', a pack for Early Years/ KS1 as part of European Year of Disabled People was a great resource, but caused the beginning of DEEs troubles as the Coordinator of the European Year embezzled £30,000 due to DEE. This was never recovered. Next the Lottery failed to renew grant saying Government should be funding DEE. But apart from the 'Free Up Your Life' Project for empowering young disabled people in mainstream and the 'Reasonable Adjustment Project' Government would not fund. This inevitably led to office moves and redundancies. DEE continued for a further three years largely unfunded (apart from Platinum and a small grant from City Parochial) surviving on its training and resource income. The lack of core funding inevitably took its human toll on the health of the Director Richard Rieser and the Trustees took the decision to close by March 2009.
Was it worth it? A resounding yes. The inclusive education
environment is now a different place in no small measure due to the pioneering
work of DEE. Richard is now hoping to work at a more leisurely pace as a freelance
consultant/trainer. The resources are all on the www.worldofinclusion.com
website for use in taking forward the worldwide struggle for disability rights
and inclusion. Thanks to all the Trustees and Trainers that made DEE such
a unique experience and organisation: a mouse of an organisation that performed
as a lion.
Richard Rieser
Who is the Leader?
Since the formation of the Alliance for Inclusive Education, disabled people have proclaimed that the struggle for inclusion must be led by disabled people themselves with parents and professionals taking the role of ally. I have come to think that this issue is difficult to explain, has never been debated, and is certainly not accepted by many. What do we mean by leadership? Which disabled people are we talking about, and what is an ally? What follows is my thinking and as such is incomplete and open to discussion and development. I hope it will be a start on the journey to clarity on this issue.
The question about what is the nature of leadership in this context presupposes that we are in agreement that the issue we are dealing with is one of oppression and not simply one of bad practice or misunderstanding. The children who are excluded from schools are almost exclusively from poor, working class, ethnic minority or refugee/asylum seeker backgrounds and struggling, or they are disabled and struggling. They are also young people, an oppressed group itself with very few rights of their own. It is important to recognise that exclusion is a function of oppression especially when that function is masked by the rhetoric of 'choice'.
It also presupposes an agreement that we all have the fundamental right to self-determination. For example, we try and allow our children to define their own needs -"Are you hungry?" and to have choice about how to fill those needs - "Do you want cheese on toast or beans on toast?" because we have an instinctive understanding that we all need to develop our own thinking about all matters which concern us in order to develop our humanity. We understand that inclusion on an individual level is about helping a person to make their unique contribution to the world. The same applies to groups of people who have been victims of oppression. This experience is universal in that, whether the excuse is class, race, gender, age or disability, we have all had our own thinking ignored or suppressed, and our power to define our own needs, make meaningful choices or contribute to the world severely limited. At the same time, a small minority of people, mostly white, mostly male, are groomed to run things, and to run them for their own (their group's) benefit, however well they try to cover that up.
This imbalance of power is everywhere and affects all our relationships, especially within the inclusion movement which is focussed on those who are relegated to the bottom of the heap of human worth. It is the easiest thing for those with comparative power to say to themselves "I am a good person. I want to help people. I want to end injustice. I want to use my education, skills, resources, confidence to make the world a better place", and then to proceed to organise life for the oppressed by redefining their needs, putting them in places which they believe are better for them (i.e. mainstream schools) and only asking their opinion when they are pretty sure their opinion coincides with theirs, wearily polishing their halos at the end of the day.
There are at least two things wrong with this approach. Firstly,
they might be wrong because they have not listened enough to the details of
the problem as it is actually experienced by the 'excluded'. Secondly, and
more importantly, this approach turns the struggle into an intellectual battle
between two factions of the 'powerful' without doing anything to empower the
groups of people who have been defined as victims. I do not think this can
ever work because, in straight 'fight' terms, the other faction is the State,
backed by the whole apparatus of global capitalism, and they hold all the
Now it may sound odd to say that it is only the 'victims' who can actually win this fight, but I believe it is true. When the oppressed start to fight back on their own behalf, be they Rosa Parks, Emmeline Pankhurst or Tara Flood, something different happens. Change happens at a much deeper level. The oppressed start to believe in themselves, unite around common goals, and force change by non-compliance. This takes a lot of courage. The perception of them in the mind of the oppressors changes, stereotypes are dissolved, limits are seen as false, respect grows and eventually friendship and comradeship become possible. This brings about a cultural change which makes retreat into the old ways impossible.
What does the leadership of disabled people mean in this context? It certainly doesn't mean accepting the view of any person with a limp and a loud voice. I think it means helping us to fight back. It means accepting the policies and goals of the disability movement. These have been hammered out over many years through debate in the most democratic forums we have yet managed to create (National Assemblies, self run organisations etc). Not every disabled person agrees with everything. Many have not yet had access to the thinking, but there is a working majority on many issues. Currently the international disabled people's community supports the ending of all segregated education and its replacement with well supported inclusive education in which every child has the right to have his/individual needs met. This is a mandate.
When the disability movement throws up strong disabled people who can help organise on the ground to turn these policies into living realities, then they need to be recognised and supported as leaders. I don't just mean patting them on the back now and again. I mean throwing yourself behind them. Don't compete with them. Give them support, backing, information, resources, platforms, encouragement, even love, and then it is much more likely that they will succeed than if you don't. Many wonderful disabled leaders have succumbed to discouragement and exhaustion because this support was not forthcoming.
Disabled people can be leaders of everyone, including our allies. We can, and are, helping other excluded people to come together and organise, even very young people. I think it is the stereotype of disabled people that we can only think about ourselves and our issues that confuses many potential allies into believing that they must stay in charge. And of course our history of exclusion and poor education can feed this stereotype. However, many of us understand fully the deep implications of inclusion for all people, even those marooned in positions of privileged isolation, and we can, and must, inspire and guide the whole movement.
I have always remembered the time I first time I heard owning-class adults talk (and cry about) their experiences of boarding school. I suddenly saw how, as children, we had much in common, and how we had been hurt in similar ways, although the purpose of the exclusion was completely different. I think too of my Dad, growing up able-bodied but very poor. He caught tuberculosis as a child as was sent to an open air school to recover (or at least to cut down on the risk of infecting others). He left school at thirteen unable to read and write. This experience too affected the whole of his life.
We are all damaged by the kind of society that uses exclusion
as a social tool. In this sense there are no 'allies', only victims. Taking
the lead from disabled people means coming alongside us, being open and honest
and brave about your own stories in the same way we choose to, in order to
shed light on the real cost to our humanity of our current policies and practices.
I see no conflict in this. In fact I think it is the only way we can work
together in a true partnership.
Micheline Mason
© 2009
UN Convention is Ratified - A Reason to Celebrate?
The 8th June 2009 will go down forever in history as a milestone in the struggle for disabled people's equality. This is because it is the day the UK Government stood by its commitment to ratify the UN Convention on the Rights of Persons with Disabilities. The UK Inclusion Movement and the 11 million disabled people in the UK should be celebrating ..
However that commitment comes with conditions. The UK Government has placed conditions on disabled people's right to come to the UK, the right to have our legal capacity recognised, our right to join the armed forces and more importantly for the Inclusion Movement, disabled learners' right to be educated alongside our non-disabled peers.
The Convention is the first human rights treaty of the 21st century and, of course, it represents a major step in helping to ensure that a broad range of disabled people's human rights are protected. We are deeply disappointed, therefore, that the Government has failed disabled learners so spectacularly by denying our right to be included.
It is clear that despite months of lobbying the Government has stuck to its original position of placing an interpretative declaration on the definition of 'general education system' in Article 24, to include special schools. Government has also placed a reservation on Article 24, to be able to continue to place disabled children away from home. This clearly highlights the Government's refusal to take into account the aspirational nature of the Convention. The Government has also refused to consider suggested changes to the Article 24 text that would include a future date for implementing inclusive education.
Ratification of the Convention was marked by a Seminar organised by the Equality and Human Rights Commission with the UK Disabled Peoples Council, Disability Awareness in Action and Scope. The event was hosted by Andrew Dismore MP, Chair of the Joint Committee on Human Rights and speakers included Jonathan Shaw MP - Minister for Disabled People, Mark Harper MP - Shadow Minister for Disabled People, John Barrett MP - Liberal Democrat Disability Spokesperson and Lord Hannay of Chiswick - Chair, United Nations Association of the UK.
Baroness Jane Campbell, Equality & Human Rights Commissioner
and great supporter of the Inclusion Movement said:
"Ratification of the disability Convention is an important and historic milestone, but we cannot allow the Convention to now sit on a shelf gathering dust. The Convention will only have meaning to disabled people in what Eleanor Roosevelt famously referred to as 'those small places, close to home'.
"That is why we want to see the Convention guiding future legislative and policy development in all the UK jurisdictions, and we want to see the withdrawal of the reservations that the UK has declared on ratification."
Northern Ireland Human Rights Commission Chief Commissioner Monica McWilliams said that "The Northern Ireland Human Rights Commission urges government to sign up to the Convention in full as we can see no reason for the UK to do less than other countries to protect the rights of disabled people."
The Alliance is now committed to leading the campaign for
the implementation of the Convention and we will focus particularly on lobbying
for the removal of the Article 24 reservation and interpretive declaration.
Only then can inclusive education become a reality for ALL learners.
Tara Flood
Director, ALLFIE


text:
You have missed the point. Murder is always wrong, no matter how desirable some of its effects are.
Is it okay for a wife to poison her husband if she stands to inherit $10, or $10,000, or $100,000,000,000? Is it okay to kill a baby if it means being able to go to the prom, or to finish college, or to win a beauty contest?
Once you say that you can murder people if the purpose is good enough, then the decision about WHEN the purpose is good enough is entirely up to the murderer and nobody else.
If you argue that dropping the bombs on Japan saved a few million Americans and Japanese, I can say that dropping the bombs established the principle by which both the Japanese and Americans have murdered tens of millions of their own babies. And we would both be right.
No, you miss the point. Murder is not properly used for defining the sort of deaths in war that we are talking about. Your use of murder is false and your examples are a false dichotomy. Apples and oranges as they say.
Murder is always wrong, by defintion. However, you have not proven that the aerial bombings that we are discussing constitute murder.
On a related point, I'd argue on the basis of Scripture that telling a malicious lie is always wrong. Wouldn't you agree?


text:
The rebellions of 1831 and their aftermath
The July Revolution of 1830 in Paris set in motion an Italian conspiratorial movement in Modena and in other Emilian towns. Two Carbonari, Enrico Misley and Ciro Menotti, put their trust in the duke of Modena, Francis IV of Habsburg-Este, who was looking for an opportunity to expand his small state. But when Francis discovered that the Austrian police knew of the plot, he had Menotti and others arrested. Nevertheless, the revolt spread to the Romagna and to all parts of the Papal States except Lazio. For various reasons the provisional governments of the insurgent cities failed to organize for a common military defense and did not receive the hoped-for help of the French army. During March 1831 the Austrian army intervened and reestablished the status quo ante. The failure of the uprisings of 1831 suggests that the program of the Carbonari had run its course.
The moderate Liberals, most of them Carbonari, had demonstrated a readiness to compromise with the absolute monarchs. They had distrusted democrats and republicans who sought to achieve Italian unification by political revolution and force of arms. Among these were the Adelfi, a secret society of the followers of Filippo Buonarroti. Ultimately, the task of organizing new cadres of democratic and republican opponents of the restoration governments fell to Giuseppe Mazzini, scion of a bourgeois and Jacobin family of Genoa. Exiled in 1830 at the age of 25, Mazzini turned away from both Carboneria and Buonarrotism and established his own organization, Giovine Italia (Young Italy). Republican and unionist, Mazzini's organization emphasized popular participation in the national struggle but eschewed Jacobin and social-revolutionary objectives. In 1833–34 the first abortive Mazzinian uprisings took place in Piedmont and Genoa. The latter was organized by Giuseppe Garibaldi, who then fled to France. In 1834 the Austrian police identified as many as 2,000 adherents of Young Italy in Lombardy. In 1836 Mazzini, who had established relationships with democratic revolutionaries in other countries and cofounded Giovine Europa (Young Europe), left Switzerland and settled in London.
Conservative repression convinced the moderates of the futility of conspiracies with limited membership and of the necessity to educate the public about the need for change. Meanwhile, the peace imposed on Italy from 1831 to 1848 favoured economic development, which came in varying degrees everywhere except in the south. There the Bourbon Kingdom of the Two Sicilies remained backward, and the growth of bourgeois landownership that resulted from the division of great aristocratic holdings did nothing to change the situation. Thus, the imbalance between north and south, to be felt even more strongly after unification, continued to increase. Meanwhile, Genoa, Turin, and Milan began to lay the foundation for becoming important European financial and industrial centres. Piedmontese and Lombard manufacturing and banking expanded rapidly. In Venetia important land-reclamation projects were completed, and in Tuscany banking and commerce flourished, especially via the port of Livorno. Throughout the country the construction of a railroad network beginning in the 1840s increased commerce and gave rise to subsidiary industries.
Economic revival made it more difficult for governments to tighten police control. In Milan, Carlo Cattaneo's journal, Il politecnico ("The Polytechnic"), founded in 1839, argued that the progress of science and technology necessary to fuel economic growth depended upon government reforms. In the same year, a congress of Italian scientists held its first annual meeting in Pisa. Through 1847 each subsequent meeting assumed a markedly more nationalistic character. Thus, conditions became more favourable for moderates to realize their programs of increasing public education and abolishing censorship and police surveillance. In the cause of economic unification they endeavoured to standardize tolls and trade practices and to increase cultural exchange among the Italian states. They also sought to achieve representative institutions compatible with Italian traditions and with Roman Catholicism.
Vincenzo Gioberti, the most important exponent of liberal Catholicism, envisioned a new and positive role for the temporal power of the papacy. His Del primato morale e civile degli Italiani (1843; "On the Moral and Civil Primacy of Italians") affirmed the idea of progress as the return of the material to the spiritual, of man to God. Because such progress could be realized only through the mediation of the church, Gioberti advocated an Italian federation free from Austrian hegemony and under the nominal presidency of the pope. His ideas were influential among the clergy and most Catholic intellectuals. Under different formulations, this new papalist movement was advanced by Cesare Balbo, Niccolò Tommaseo, and Antonio Rosmini-Serbati.
In the early 1840s, renewed Mazzinian attempts at armed rebellion were ruthlessly suppressed. Among these was the Calabrian expedition of 1844, organized by the Venetian Bandiera brothers and seven of their companions, who were captured and executed by the Bourbon regime. These violent acts of suppression increased the esteem that governments and the general public felt for the moderate opposition. The election of Giovanni Maria Mastai-Ferretti as Pope Pius IX in 1846 augured well for the Papal States; his nomination derived from anti-Austrian feeling in the Curia. In the beginning of his reign, he showed liberal sympathies and granted amnesty to political prisoners. He gradually removed the most reactionary prelates from important government posts, permitted the publication of political periodicals, and finally, in 1847, established a council of state. Although only advisory, the council gave the laity a voice in the affairs of state. Influenced by the pope's liberalism, rulers elsewhere in Italy introduced reforms. Especially important was the Tuscan press law of 1847, by which Grand Duke Leopold II removed most forms of political censorship. The reforms encouraged extremism, however, and the reactionary powers of Europe became convinced that the stability of Italy was in jeopardy. In July 1847 Austrian troops occupied the papal city of Ferrara. This intervention stimulated cooperation among Italian rulers, including Charles Albert of Savoy, whose relations with Austria had been particularly strained. While the rulers discussed reforms—especially the formation of an all-Italian customs union—and the measures needed to cope with famine in several regions, the populace began to stir.
The Revolutions of 1848
The first of the Revolutions of 1848 erupted in Palermo on January 9. Starting as a popular insurrection, it soon took on overtones of Sicilian separatism and spread throughout the island. Piecemeal reforms proved inadequate to satisfy the revolutionaries, both noble and bourgeois, who were determined to have a new and more liberal constitution. Ferdinand II of the Kingdom of the Two Sicilies was the first to grant one (January 29, 1848). Other rulers were compelled to follow his example: Leopold II on February 17, Charles Albert on March 4, and Pope Pius IX on March 14. The Austrian government, on the other hand, did not yield to popular pressure. Instead, it reinforced its garrisons in Lombardy-Venetia, arrested opposition leaders in Venice and Milan, and suppressed student demonstrations in the university cities of Padua and Pavia. By March 22–23, when revolution had also reached Budapest and Vienna, Venetian and Milanese insurgents moved to depose their Austrian overlords. Within a few days the Austrian army lost nearly all of Lombardy-Venetia and retreated into the Quadrilateral (the region between Mantua, Peschiera, Verona, and Legnago).
On March 23 Charles Albert of Sardinia-Piedmont declared war on Austria. It was a risky decision, but prospects for a national war seemed promising, and he wanted to seize the initiative to preclude republican and democratic domination of the insurgency. After annexing Parma and Modena, whose rulers had been driven out by insurgents, the Piedmontese won a few more victories before suffering reverses. Pius IX, Leopold II, and Ferdinand II, all of whom had initially sent troops to northern Italy to support the Piedmontese army, hastily withdrew their forces. The pope's address to the cardinals on April 29 revealed his reluctance to back national movements against Austria and did much to discredit him among patriots. Lombardy and Venetia, though not without internal opposition, accepted merger with Piedmont. Nevertheless, the Piedmontese army was unable to withstand the Austrian counteroffensive. After a series of defeats, Charles Albert's forces withdrew from Milan and on August 6 left the city and its insurgents to the mercy of the returning Austrians. Accusations of royal treachery, formulated by Lombard democrats at that moment, long survived in Italian political debates. By the terms of the Salasco armistice (August 9, 1848), the Piedmontese army abandoned Lombardy. In Piedmont the new constitution, the Statuto Albertino (Albertine Statute), remained in force, and democratic ideas survived.
Throughout Europe the forces of reaction were triumphant. The Revolutions of 1848 were suppressed in Vienna, Prague, Budapest, and Paris. In Naples the king regained power in a coup on May 15 and went on to reconquer Sicily. Meanwhile, in Rome the papacy reintroduced a range of obscurantist policies. Venice, however, under the dictatorship of Daniele Manin, refused to accept the Salasco armistice and resisted the Austrian siege. Leopold II of Tuscany took refuge in the Bourbon fortress of Gaeta in February 1849, when the democrats Giuseppe Montanelli and Francesco Domenico Guerrazzi were on the verge of taking control of the government and proclaiming an Italian constituent assembly. In Rome the minister Pellegrino Rossi, a former member of the Carbonari who had promoted conciliatory policies after returning from exile in France, was assassinated on November 15, 1848. This event triggered a democratic insurgency and caused Pius IX to flee to the safety of Gaeta. A constituent assembly elected by universal male suffrage proclaimed the Roman Republic on February 5, 1849.
The Italian revolution seemed to have been reborn. However, Charles Albert, pressed by Piedmontese democrats to resume his war with Austria (March 20, 1849), saw his army routed at Novara three days later. On the same day, March 23, he abdicated and went into exile. His successor, Victor Emmanuel II, was granted an honourable armistice because the Austrians did not want a weakened Savoy monarchy that could be exploited to the advantage of its democratic opponents. The defeat of Piedmont made the position of the democratic and republican opposition untenable in other parts of Italy as well. In Tuscany moderates recalled the grand duke, whose Austrian protectors crushed an insurrection in radical Livorno (May 1849). In Lombardy the Austrian reconquest of Brescia in March, after 10 days of fighting, left Venice isolated, though the city resisted enemy forces until August. The Roman Republic, led by Mazzini and Garibaldi, held out until July 3 against a French army sent by Louis-Napoléon Bonaparte, the new president of the French Republic (later the emperor Napoleon III), whose restoration of the papacy repaid his Roman Catholic supporters. The returning sovereigns rapidly set about abrogating constitutions, disbanding parliaments, and, especially in the south, filling the prisons.


text:
This sharp-looking and sharp-edge folding knife is almost too beautiful to use. Don't let its good looks fool you. Underneath that sleek red anodized aluminum skin is a tough character capable of cutting, skinning and slicing all day long. What's more, it has a built-in glass break, making it ideal for first responders and ultra-prepared motorists. The smart design continues with durable, lightweight high-grip aluminum handle overlays fastened to a stainless steel frame and mated with a drop-point 3Cr13MoV stainless steel blade. The liner lock blade locking mechanism withstands plenty of cutting pressure while the built-in thumb stud makes it quick and easy to open and lock the blade. It's light weight, low profile and features an integrated belt clip for ready-in-an-instant storage. Official Licensed Product. Snap-on is a trademark owned by Snap-on Incorporated and is used under license. This item cannot be shipping to New York.
California residents: see Proposition 65 information
- Stainless steel blade
- Integrated carbide tip glass break
- 2-1/2 in. blade length
- 3-7/8 in. folded length
- 6-3/8 in. overall length


text:
Everyone's out to get us - even our own side
The Prime Minister writes:
Britain is facing its worst possibility of potential terrorism ever, though it is winning the war against it. That is why this country would be wiped off the face of the Earth if it detained terror suspects for anything less than 90 days. Or, failing that, 60 or even 28. These aren't just my arguments: they are the arguments of people I've met who've had their hands blown off and who've weighed up all the pros and cons carefully. So listen to these people, unless you want to look like them as well. Scary, eh?
Defence Secretary John Reid writes:
Britain faces a crisis greater than the Great Fire of London that only the renewal of our nuclear deterrent can forestall. That's why we have to have a replacement for Trident as soon as possible, undelayed by debate. After all, how would you like to be the one who stopped us firing a nuclear missile at a suspect getting on board a train with intent to cause bloody mayhem? You'd really hate it.
Health Secretary Patricia Hewitt writes:
Bird flu represents the greatest possible biological threat to the British way of life since the Normans. At times like these we need foundation hospitals more than ever. To vote against them would be to vote for death and lawlessness in our streets. Or are you people just sick?
Metropolitan Police Chief Sir Ian Blair writes:
Britain remains under the greatest threat to civil order since the dinosaurs. I say this not as a politician, but as a policeman. It is my considered judgment, and the judgment of my professional colleagues in the security services, that Britain needs an education system centred on a network of self-governing state schools and city academies financed independently of local education authorities. To vote otherwise would be to endanger the lives of all those children we hold dear.
The Prime Minister writes:
The threat from avian flu is so high it demands measures that, on the surface, seem ridiculous. But that's just a mark of the times we live in, I'm afraid. Live with it (unless you want to die from it). That's why we need to give the police powers to detain every bird that flies into this country and bury it, for up to 90 days if necessary. If, after this time, the bird is shown to be non-infectious, then of course it will be free to fly. I cannot believe there is now, or ever has been, anyone born alive who can say fairer than that.
Sir Ian Blair writes:
This is not - I repeat, not - a political intervention. All I'm doing is presenting you with the facts. And the facts are these: David Cameron would be a disaster for the Tory party and a disaster for the country. He represents the greatest threat to our way of life since the Great Wall of China. David Davis, on the other hand, shows a more robust attitude towards Europe and has a coherent set of tax policies. You must vote for him.
John Reid writes:
If we did not have an independent nuclear deterrent, then binge drinking would go unchallenged. That's why it is actually patriotic to have one.
Home Secretary Charles Clarke writes:
Having given the country the opportunity to drink 24 hours a day, it would be a threat to our civil liberties if people didn't take up the offer. That's why, if we want to defend this great, free way of life we've all inherited, it's crucial that people drink round the clock, for up to 90 days if necessary, or face arrest.
The Prime Minister writes:
This country faces destruction from global warming and meteors. That's why it's important we have tuition fees.
Sir Ian Blair writes:
I hate the Liberal Democrats.


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Bernalillo County is gearing up for a number of celebrations for Dia de Los Muertos. The Mexican tradition is recognized worldwide as a time to celebrate, honor and reflect on loved ones who have passed away.
The third annual Sugar Skull Fun Run is this Sunday at The National Hispanic Cultural Center, starting at 9 in the morning. Runners, vendors, musicians and face painters will all be there for the celebration. Bring your pets and best costumes all to benefit The Storehouse.
Brought to you by: New Mexico Living


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Lot 14 S 10th St., Manitowoc WI 54220 $137,000
Features of Lot 14 S 10th St. Manitowoc WI 54220
- Lots for Sale
- Status: Active
- Est. Acreage: 1.37
- School District: Manitowoc
- County: Manitowoc
- Property Taxes: $1,652
- Property Tax Year: 2016
- Postal Municipality: Manitowoc
- Listing Company: Re/Max Port Cities Realtors
Property Description for Lot 14 S 10th St. Manitowoc WI 54220
Lot 14 S 10th St. Manitowoc WI 54220 - 150' of Lake Michigan Water Frontage on a 1.37 acre parcel in the Calvin Creek Estates Subdivision. Build your dream home with stunning views of sparkling Lake Michigan. Located just minutes south of the City of Manitowoc, and 20 minutes north of Sheboygan. Shared access to steps leading to the sandy beaches of the Lake. Exceptional possibilities await this prime location building site.
Land Features
- Topography: Level, View of Water, Waterfrontage on Lot
- Zoning: Residential - Single
- Waterfront/Access: Y
- Lot Size: Lot 14 of V 13 Csm P 213
|MLS Number
|New Status
|Previous Status
|Activity Date
|New List Price
|Previous List Price
|Sold Price
|Sep 8 2016 5:16PM
Estimated Monthly Payment
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Buyer understands that the information which is contained on Data pages is obtained from a number of different sources and which has not been independently verified or confirmed by the various real estate brokers and agents who have been and are involved in this transaction. If any particular measurement or data element is important or material to buyer, Buyer assumes all responsibility and liability to research, verify and confirm said data element and measurement. REALTOR *MLS* Equal Housing Opportunity


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EnglishClub's social network
A Lazy Friend
A few months ago, one of my friends who is very lazy invited me for lunch; but it was such a bad party that I said to myself, I would never accept any invitation from her.
Actually, I am a hospitable person and I used to invite this friend a lot and receive her very well, but when I was her guest, the lunch was served at 4:00 PM.
I thought to myself, how nice it was if I would teach her a good lesson, it was a good idea if I would invite her to dinner then I would give her a simple dinner at midnight.
For the menu, I would serve just cucumber-yogurt appetizer with bread and if the dinner table would be set at midnight then she would have understood how bad she treated me at her party.
For the discussion, I would like to ask her, " What is the good time for eating lunch, especially in a party?!!!" Surely, she would answer: " It is good to eat lunch between 12:00 to 1:00 PM.
And my second question would be "What are the preparations before inviting a guest? I would try to teach her that before inviting a guest it is better to plan for the party, to buy the ingredients for the food the day before, get up early in the morning and not to be lazy in cooking.
Cucumber-yogurt Appetizer
If you like to try it, here is the recipe:
First, wash some cucumbers and grate them in a bowl then add some yogurt and decorate it with spearmint if you like, It is good for hot weather.
Views: 266
Add a Comment
Hi Estanis
I'm sure you can make a well decorated and tasty cucumber - yogurt appetizer....hope you enjoy it :)
Similar kinds of it such as tzatziki (satsiki) in Greek and tarator in Balkan, but I just like this one.
Thanks so much for your nice comment.
Hi Tara
Thank you for the English tip, it is really helpful to me, I should try not to make more mistakes :)
@Saba Thank you for sharing your interesting language note. This kind of note is very helpful for English teachers!
English Tip: "make a mistake" (not "do")
Hi Mohammad
Please, read my comment after "Eftar" :))))))))))
Hope angles give you a well decorated and delicious " Ab Doogh Khiar " in the heaven, not only showing , but eating LOL :-)
Ab Doogh Khiar is an Iranian traditional food, that is served cold, It has high nutritional value, similar kinds of it are prepared in Bulgaria, Turkey, Macedonia, Cyprus, Albania and Armenia.
Here is the recipe:
2 large cucumbers, peeled and coarsely grated
2 cups yogurt
1 tablespoon mint, finely chopped
1 tablespoon scallions or leeks, finely chopped
2 teaspoons salt
¼ teaspoon pepper (optional)
¼ cup dried currants or raisins
2 cups cold water (adjust depending on the yogurt thickness)
Hi Coral
haha....... you know we are so close friends that there is no need to hurry through cooking and setting the table :))))))))))))
So beautifully decorated and tasty Maskhiyaar, do you have to put this delicious food picture in Ramadan and also in hot Summer here (LOL) ??
hope angels show you a well decorated and delicious food like that in the heaven, but only showing (LOL). ;-)
I wanna know, are you familiar with "Aabdughkhiyar" ??
Hi Saba
I'm going to invite you, I prepare the lunch before you have arrived and as soon as you come to my house, I set the table within 5 minutes :)))))
whether you are hungry or not.BTW,I read the story of " The Fox and The Stork " thanks for sharing you and Faraz
Saba jan thanks for that dear, please inbox me address of ur home, waiting... :PPPPPPPPPP
Hi Seeker
Thanks for your nice comment, it is valuable to me.


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General Details
BMus, GradDipEd
Mrs Christine Butt (BMus, DipEd)* is classically trained with strengths in singing technique and music theory. With over 25 years of performance (Individual and Choral) experience and tertiary music qualifications Christine is uniquely suited to meet all of any student's requirements.
These details were last updated on August 3, 2011


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Although his NY Hardcore show at Jonathan Levine just closed, Dan Witz continues to regularly exhibit on the streets of New York.
[Dan Witz in Brooklyn – all photos (c) Luna Park]
Although his NY Hardcore show at Jonathan Levine just closed, Dan Witz continues to regularly exhibit on the streets of New York.
[Dan Witz in Brooklyn – all photos (c) Luna Park]
Dan Witz is an artist whose work never ceases to amaze me. He constantly succeeds in one-upping himself with his works on the street. In the above piece, installed as part of last weekend's Welling Court project organized by Ad Hoc Art, he realized an idea explored in his infinitely smaller grate series in full, life-sized glory. That he succeeded in crafting an authentic door was evident by the number of people who walked past it, utterly oblivious.
Witz' attention to detail is also evident in his studio work, in which he moves his hyper-realistic paintings onto canvas. I've only seen one of the several moshpit paintings he's produced over the years, but it made quite an impression upon me and left me wanting more. All the more reason to join me at Jonathan LeVine Gallery tomorrow night for the opening of Dan's solo exhibition, Moshpits, Human and Otherwise.
Dan Witz
Moshpits, Human and Otherwise
June 30-July 30, 2011
Opening: Thursday, June 30, 6-8pm
Jonathan LeVine Gallery
529 West 20th Street, 9th Floor
New York, NY 10011
As the proud mama of a pit bull rescued from Animal Care & Control of NYC, this breed will always be close to my heart. Sadly, for various reasons, they are also the animals the are filling the shelters of cities all around this country. Luckily there are people in this world like Tia Torres, founder of the Villalobos Rescue Center, the largest pit bull rescue and rehabilitation shelter in this country. Sadly, Villalobos is in danger of being closed down by a single, hateful woman with a prejudice against against this loyal, beautiful and loving breed as well as their handlers.
If you, like me, have a soft spot for animals, I encourage you to take 30 seconds to sign this URGENT petition to stop the closing of Villalobos Rescue Center. As of my writing this, the petition already has almost 9,000 signatures, but their goal is for 15,000. Please support these dogs and enjoy the pictures of my girl, Ava:
2010 has been yet another crazy year, filled with lots of change, adventure, and as always, fun. The highlight for me was the adoption of my dog Ava, who I consider to be New York's #1 pit bull street art model. I was also very fortunate in getting to meet and spend time with some really fantastic people, such as ECB, Jef Aerosol, Sweet Toof, Ludo, and Roa, during their stays in the city. My trips to Oaxaca, Art Basel Miami, and getting to see Steve Powers bring his Love Letter project to my hometown of Syracuse were a great way to rounded out the year. After taking a look back on this year, I would like to share some of my favorite photos, people, art & events from 2010 (see Luna Park's list here).
Have a Happy and Healthy New Year!
Photos include work of: El Mac, Retna, How, Nosm, Aryz, Veng, Themo, Deem, ECB, "Sugar Junkie", Specter, Sweet Toof, The Dude Company, Ludo, Skewville, C215, Dolk, MOMO, Faile, Swoon, Chris Stain, Joe Iurato, Lapiztola, Dan Witz, Gaia, Elbow Toe, Sofia Maldonado, Shepard Fairey, Steve Powers, Over Under, N D'A, Broken Crow, Cern, Cekis, Jef Aerosol, Cash4, Smells, Rambo, Trusto Corp, White Cocoa, Rime, Swampy, Celso, Nekst, Paul Richard, Goya, Faro, Darkcloud, Sadue, Gen2, UFO, Roa, Cahil Muraghu, Tati, and Kid Acne
If you've ever been driving down the BQE and caught a glimpse of something that made you think "WHAT THE %$#@?" chances are you just had an encounter with Dan Witz's latest series. Now, just in time for Halloween, Dan has released a video tracking the installation of his sometimes spooky, sometimes sexy pieces. Trick or Treat indeed!
Dan Witz fans in the New York area are in for a double dose of goodness tomorrow evening when you can not only pick up his new monograph Dan Witz: In Plain View – 30 Years of Artworks Illegal and Otherwise, but you can also have it signed by the art legend himself. Spoonbill, one of my all-time favorite bookstores, will be hosting the book signing event this Wednesday, June 30th from 7-10pm. This is definitely one of those not to miss events for any serious fan of street art!
It is probably an understatement to say that Dan Witz has one of the longest running and well regarded careers in street art…beginning decades before street art could even possibly be considered a career for most artists. For the last 30 years, Witz has been adorning the streets of New York with his hummingbirds, hoodies, shrines, skateboarders, Do Not Enter signs with a twist, and trompe l'oeil-style painted photo appliques that mimic the grates on buildings. The genius of his work is how he can make something so brilliant and intricate appear so simple, accessible, and unpretentious. Well, accessible, that is, if you can even see what he has left right in front of you in the first place! Appropriately enough, the name of his first (can you even believe that?!) book, released today by Gingko Press, is Dan Witz: In Plain View – 30 Years of Artworks Illegal and Otherwise. I was fortunate to be able to view a copy last week during a visit to Dan's studio, and I was impressed by this monograph in every sense possible. With a librarian for a mother and a New York sized apartment, I am not big on buying books, but this will definitely be a very worthwhile purchase for me this week.
And while looking on Amazon I was excited to see that he also has a calendar of his hummingbird images in pre-order for 2011. Now everyone can afford to have a Dan Witz piece on their wall!
So, moving on from my corny sense of humor and on to something that is actually good: images from Dan Witz's studio:
Yesterday, members of the Welling Court neighborhood in Queens and a veritable who's who of the street & graffiti world came together via Ad Hoc Art for a day of eating, dancing, painting & pasting. Wanting to beautify their neighborhood walls and enliven their surroundings, the ethnically diverse melting pot welcomed artists representing over 50 years of the street art movement to do the job. Participating artists include: Alice Mizrachi, Beast, Chris Mendoza, Chris Stain, Celso, Cern, Cey Adams, CR, Cycle, Dan Witz, Darkclouds, Daryll Peirce, Don Leicht, Free5, Gaia, Garrison & Alison Buxton, Greg Lamarche, John Fekner, Lady Pink, Leon Reid, Matt Siren, Michael De Feo, Mr. Kiji, Pablo Power, Peripheral Media Projects, R. Nicholas Kuszyk, Ron English, Royce Bannon, Sofia Maldonado, Swoon, TooFly, Tristan Eaton, and Veng RWK.
If you want to see the walls for yourself, a searchable address is 11-98 Welling Court, Queens, NY 11102. The project begins at the intersection of Welling Court, 30th Avenue and 12th Street and extends north along 30th Avenue and then east along Main Avenue, across the street from the Two Coves Community Garden.
Like most New Yorkers, I'm admittedly obsessed with real estate. If there's a hole in a fence, I'll peek through it. If I spy an open door or window, I'll slow down to take in the view. Seriously, who isn't curious about how the other 8 million New Yorkers live?!
Lucky Angelenos will be treated to the entire Dark Doings series when Dan's solo show opens at the Carmichael Gallery on November 5th, 2009.


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3583 Fensmuir Street, Riverside CA, 92503 (Residential)
Sold Price:
3 beds , 2 Full/1 Half baths
1,646 sqft
Status: Sold
Last Updated: 11/22/2017 8:07 AM
Description for 3583 Fensmuir Street Riverside, CA 92503
PRICE REDUCTION! This property is ready to move in with 3 and 2 1/2 baths is located in the La Sierra area close to corona city, Costco, Walmart Supercenter, Tyler Mall, Kasier Hospital, Metrolink Station and 91 freeway.
Sold Price:
Sold Date:01/27/2015
2 Full/1 Half
1,646 (approx)
PRICE REDUCTION! This property is ready to move in with 3 and 2 1/2 baths is located in the La Sierra area close to corona city, Costco, Walmart Supercenter, Tyler Mall, Kasier Hospital, Metrolink Station and 91 freeway.
Listing Information
Slab Foundation
Gas Water Heater, Public Water Service
Sewer Connected
School Information
Room Information
Family Room, Living Room
1 Master Suite
Interior Features
Dishwasher, Range/Oven Free Standing, Garbage Disposal, Gas Range/Cooktop, Carbon Monoxide Detector
Central Air
Full Copper Plumbing
Family Room
Alarm -Smoke/Fire,
Exterior / Lot Features
2 Garage Spaces, 2 Parking Spaces
Tile, Spanish Clay Tile
Community Pool, In-ground, Child safety fence
Sidewalks, Curbs Walk
Community Features
Community Pool
Driving Directions
South La Sierra to west of Indiana.
Financial Considerations
Listing Price History
Riverside Real Estate
Riverside is located in California. Riverside, California 92503 has a population of 322,424.
The median household income in Riverside, California 92503 is $56,089. The median household income for the surrounding county is $56,592 compared to the national median of $53,482. The median age of people living in Riverside 92503 is 30.9 years.
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Ansmann Energy 4 Set
This product is no longer available or has been replaced by a newer model.
The Ansmann Energy 4 battery charger offers the most advanced charging/refreshing control available. It will charge the most commonly used sizes of NiMH and Ni-Cad batteries used in small appliances today - Up to 4 x AAA, or AA, or 2 x 9V blocks or a mix of the different sizes. Just plug it in anywhere in the world using the changeable mains plug system included, and it will charge these battery ... More
Product Specification
|For Use With
|AAA, AA, 9V batteries
|Up to 4xAA batteries
|Power source


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Business Laundry Service Singapore
If you are a business owner or a professional your main focus should be on the areas of your core activities and expertise to generate more revenue and income. There are occasions where you need to attend important events or meeting up with VIP customers and guests you need to present yourself by dressing the best and very often most people wanted that the clothing and dress that they put on should be properly cleaned and neatly pressed. We will definitely panic and distress in searching for a reliable and trusted laundry service provider that can provide us the best service solutions. We understand that the expensive dress, suits and designers' label that we put on deserved to be properly maintained by the best professional laundry service provider. At Laundry Cares, we are the highly recommended preferred business laundry service provider in Singapore where we understand your high expectations, urgency, priorities and we guarantee customers satisfaction. We had been well engaged by various big multinational organization, statutory board, as well as famous celebrities in providing business laundry service
- Dry Cleaning And Laundry for National Day Parade
- Dry Cleaning And Laundry for Special Events
- Dry Cleaning And Laundry for Fairs and Exhibition
- Dry Cleaning And Laundry for Performance at Marina Bay Sands
- Dry Cleaning And Laundry for Performing Artist
- Dry Cleaning And Laundry for Ceremonies
- Dry Cleaning And Laundry for Wedding
- Dry Cleaning And Laundry for Celebrities
- Dry Cleaning And Laundry for Orchestra
- Dry Cleaning And Laundry for Uniform Group
Contact Us
+(65) 9460 6785
Call or What's App or SMS (24hrs hotline)
Email email@example.com
Laundry Tips
What are the recommendations to maintain the shelf life of your suit and designers' label?
Periodic dry clean.
Periodic cleaning is essential as the processes and chemicals used for dry clean will break down the fibers in your clothes in removing the dirt and bacteria that had been embedded in it leaving your suit looking well. Highly recommended to have your suits and dress dry cleaned at least once a year and wool materials at least twice a year.If you just find it too cumbersome to remember the dates please informed our friendly customer on the periodic dry clean service for your clothes and our system will notify you a reminder via e-mail or SMS.
Book Now
Laundry Cares Free laundry delivery service makes life so easy!


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Free On Kindle: The Countenance Trilogy Boxed Set
Today's Free Kindle eBook: The Countenance Trilogy Boxed Set
This Boxed set includes the entire Countenance Trilogy!Ephemeral (The Countenance Trilogy 1)In the grand scheme of things, you'll be dead a lot longer than you'll ever be alive. The last thing Laken Stewart remembers is the oncoming car, then bursting through the windshield. Two months dissolve without her knowledge and she finds herself in unfamiliar surroundings with strangers who not only profess to know her but insist she's someone else entirely. Laken discovers her long dead boyfriend, Wesley, has been thrown into this alternate world as well. He is quick to inform her she suffered a horrible fall and that her memory hasn't fully returned. According to Wesley the other life she had—her name, her family, they were simply a side effect of her brain trauma. In her quest for answers she meets Cooper Flanders, the son of her psychiatrist who readily believes every word she says. Laken Stewart knows she died on that hot July afternoon, but now she's alive—or is she? Evanescent (The Countenance Trilogy 2)Sixteen-year-old Laken Stewart died last summer. Her resurrection at the hands of the Countenance hasn't run smoothly. With the memory of her past life still firmly intact, Laken moves deeper into the Countenance organization in an effort to free her mother and sister from the deadly Celestra tunnels. The love she feels for her boyfriend, Wesley, is compromised when gorgeous Cooper Flanders teams up with her in the fight to free their families. Old bonds are slowly severed as new ones are galvanized. Wesley is sure that what he and Laken share is special but when it becomes apparent that she's reading his mind, he's determined to get to the bottom of her true intentions. And one thing is for sure, the Celestra that's giving her these powers is going to have to pay. Wesley's love for Laken takes him to dark places he never believed existed, and what he discovers dismantles his world as he knows it.Entropy (The Countenance Trilogy 3)Laken Stewart is sure of one thing—she must free her loved ones from the notorious Celestra tunnels. Laken along with Cooper Flanders set out to free their families from the hands of the Countenance before it's too late. Laken will do anything to assure their safety, even if it means losing the one she truly loves. When Laken finds herself in a position that might embed her into the Countenance organization for all eternity, her faith in her ability to pull off the ultimate sacrifice wavers. Once her old boyfriend, Wesley, realizes who he really is, and what the Counts have cost him, he's more determined than ever to win Laken back. Laken's heart becomes divided, and yet she knows she must make a decision that has the power to shape all of their destinies forever. Laken has fallen hard for Cooper, but Wesley is back, and now her heart is torn. Cooper would give up his life to protect Laken, and he might just have to. Wesley remembers everything from his true past, and he wants Laken more than ever—nothing or no one will stand in his way. From the NEW YORK TIMES and USA TODAY bestselling author, Addison Moore…Cosmopolitan Magazine calls Addison's books…easy, frothy fun!
Just follow this link to get the freebie:


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Lawrence Vere
Role: Customer Support ExecI moved into the travel industry just over a year ago after completing my BA in History and 7 years of sporadic hospitality work. Very lucky to travel extensively during and as part of my degree.
I enjoy most working within a great company atmosphere in a demanding and ever changing industry.
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Watch football, enjoy the Great British outdoors back in the Peak District or at the beach.
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What's your brew?
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Answer your queries, liaise with the suppliers we work with, all the back office work to make sure you have a pleasant trip.
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Recently, GoT, Fargo. Of all time, The Wire, The Sopranos.
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Reality television.
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