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these friends
these lipsticks (swoon)
this tattoo (and others that are inspired by mental illness)
these mismatched frames. i felt inspired so i ordered a bunch on sale at hobby lobby to spray paint and then decorate the guest room!
this fireplace!
these words by the incredible pema chodron
this awesome tutorial. I'm waiting for the yarn to arrive and then giving it a try!
these bracelets. i had one made for a friend with the coordinates of where she is getting married and it turned out BEAUTIFULLY. love the idea of being able to have the coordinates of a special place engraved on a piece of jewelry. i got the idea from a sweet friend who had one made for me as going away present with the coordinates of where sean and i first met (thank you loreney)
this loveliness. i have been a weepy mess as of late.
this beautiful table and beautiful gathering. kristen hedges (whose writing i just love) recently held a gathering free to all in her town. so often we can feel removed from those around us. what a lovely way to make new friends and break bread together.
these amazing perfumes. i have been looking at their website for a few years and finally decided to order a few imps (teeny tiny perfume bottles for 4$) there is a strong nerd/geek undertone to a lot of their perfumes which i really love. i bought 51, blood kiss, santa eulaira des riu and they threw in imp for free. if you have dreams of smelling like fraggle rock, neil gaiman's stardust, witchblade, the last unicorn, or shanghai…here's your chance.
brain food:
–kids with parents in prison deal with untreated trauma–
–how social media is making us body positive–
–the unbreakable rebecca black–
–photos defy conventions about women and aging–


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FourFourTwo's 100 Best Football Stadiums in the World: 20-11
Up into the big league with an old bike track, a sausage train and a couple of places you'll never walk alone...
Words: Gary Parkinson, Gregor MacGregor, Martin Mazur, Chris Flanagan, James Fielden, Lee Roden, Tom Kundert and Nick Moore.
20. Anfield
Stadium facts
- Location Liverpool, England
- Opened 1884
- Tenants Liverpool
- Capacity 45,276
- Record attendance 61,905
Older than the club itself – the ground was Everton's from 1884 until the 1892 rent dispute that caused the creation of Liverpool FC – Anfield is one of football's most evocative names, with the Kop one of its most famous stands.
It helped that the club spent two decades hoovering trophies, encouraging a colourful mythology around the stadium's sacred spaces. Underneath the Main Stand, the revered Boot Room think-tank hatched the plans that prompted the 30,000-capacity Kop into delighted song: few terraces were so renowned for their wit and, frankly, intimidation of opponents and officials.
Much has changed since that golden period – the Boot Room is gone and the Kop now a 12,000-seater, while the Anfield Road and Kemlyn Road stands are now overhauled two-tiered affairs, the latter renamed the Centenary Stand – but the history remains. And so will the club, with relocation shelved in favour of expansion to as much as 59,000. Will it bring back the good times? – GP
19. Millerntor-Stadion
Stadium facts
- Located Hamburg, Germany
- Opened 1963
- Tenants St. Pauli
- Capacity 29,546
- Record attendance 29,546
Sausage train. Need we say more when explaining why the German zweite bundesliga outfit's ground features here? How many other stadiums have a stand containing personal beer pumps located under each seat and a train running past serving hot German sausage every five minutes?
If that doesn't get your pork juices flowing, then how about the renowned ambience in situ at one of Germany's most popular 'kult' clubs? In the December 2015 issue of FourFourTwo we said its club shop is arguably the best in the world – and that's before you even get into the stands, wherein a cracking match atmosphere marries football passion and heavy metal music with skull-and-crossbones flags.
Terraced sections, beer in the ground, no trouble, and a community-supporting club campaigning against racism and the far-right via football and rock music. The distinguished-looking arena is in the shadow of a huge Second World War bunker and located on the edge of Hamburg's infamous Reeperbahn, the popular after-hours zone which The Beatles frequented at the time the stadium was being built. – GM
#FFT100STADIUMS The 100 Best Stadiums in the World: list and features here

subset: commoncrawl


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Kissing - Sexual Paolla got a nice bum kissing and enjoyed each second of it
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text: That old fool of a band Bela Lugosi have put out yet another worthless album : "More Product" . That's pretty much what it is , product. As the band tries to stay above ground , it misses the mark , and drowns in their own dirt. It has become clear that the bands leader ,Misha Bodnar , has lost his mind. This album has no value except maybe to annoy your friends , if you have any.


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Dead Shadows
Formats Blu-ray
"4 out of 5 – Horror Fans are going to have a lot of fun with this action-packed film. Sit back, strap in and prepare for a couple of OMG moments…" – Dread Central
Dead Shadows tells the terrifying story of Chris (Fabian Wolfrom), whose parents were brutally killed 11 years ago, on the same day that the Halley's comet could be seen from earth.
Tonight, a new comet is appearing and everyone in Chris's building is getting ready for a party to celebrate the event.
As the night falls, Chris discovers that people are starting to act strangely. They are becoming disoriented and violent and it doesn't take long before they begin to mutate into something far beyond recognition!
In a fight for survival, Chris tries to escape from his building with the help of a gun-toting tenant (John Fallon – Death Race, Saw Ii) – but will they make it out alive?
Bonus Features
- Making-Of Special Effects Featurette
- Deleted Scenes
- Interview With Director David Cholewa
- Theatrical Trailer and Teaser Trailer
Dead Shadows
|David Cholewa
|David Cholewa
|Gilles Barret
|Laurie Cholewa
|Margaux Devy
|Vincent Julé


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Category: Creativity
The Magic of Project-Based Learning
Project-Based Learning is an approach that exhibits many dimensions. Students learn through the experience of doing. Early Learning and our Early Learners in many ways have mastered the art of Project-Based Learning and the Reggio philosophy is very much aligned with that approach. It begins with setting up a stimulating environment (not too much, not too little) and observe what children do, through play. Students at this age are naturally curious to explore and it is us as educators that need to respond to the pathways each individual (or group) is intrigued about, connected to or interested in. Let students determine their own learning landscape. There is a huge parallel with PBL here. Sometimes educators can ignite and motivate students to explore a particular path, and sometimes it comes from the students to spark their own passionate pursuits. In balance, there needs to be an interplay of both.
The important thing here is that schools create the space for students to explore areas that speak to them. It is a lot like a calling. The magic in these moments is that inspiration can come from everywhere. It may be innate and the time is ripe to listen to this voice and act on it. Sometimes it could be something that strikes like a lightning bolt out of nowhere. It's all beautiful. It's what we do with this magic dust that makes the difference with how students interact with this new found learning experience. Do we breathe life into it or blow the dust away?
Above I mentioned the power of Early Years and Early Learning. At this spectrum in schools, learning needs to rise up and radiate throughout the rest of the school and then cascade into universities. A bit more pressure needs to be applied so that universities review their old habits and traps of learning. We have to be better than 'managing people' or 'generating profit' as our model for higher education.
If I was to characterize PBL in very simple terms using contexts I'm familiar with… it would be to combine the Grade 5 PYP Exhibition (Year-long) with the Early Years philosophy of purposeful play. A pinch of seeing the environment as the third teacher, a dollop of observing what is revealed and a cup of allowing a flow of exploration and discovery. A merging of these two worlds and releasing the learning so it is unfiltered. This is the world I hope our students get to interact with.
Some may argue that this approach is not rigorous enough. What is rigor though? Rigor is not looking busy, being quiet and doing lots of writing – that's compliance. My definition (in essence) of 'rigor' is creating a learning environment that inspires, where students are able to skillfully interpret and construct meaning and seek ways so that understanding is transferable in different contexts. So how can we ensure PBL covers core content and subjects? This is often asked by parents and teachers. We all know that learning something we're not interested in equates to passive learning; therefore, not much learning is really happening anyway. There is far greater benefit if students are learning about what is timely for them, see relevance and meaning in what they want to do. It's vital that they see and value learning as constantly moving from one shape to another. This is where being reflective about their growth and progress (high and lows) on a continuum of learning. Students are empowered to set goals that are realistic and also challenging. As advisors and connectors to learning, we need to guide and coach individual students towards areas that they need to be exposed to and having them understand the purpose of how that learning is interconnected, transformational and transferable. Let this process be a natural and highly-personal experience for them. This approach will have a deeper impact when developing new understanding(s) to existing knowledge. This is what constructivism is and it works.
The university conversation is one that still needs a lot more time. My hope is that university entry is based on merit, contributions to society and digital portfolios that document authentic experiences that demonstrate learning in action. Not testing or assessment. The assessment is weighted in the doing, being and showing, not in a timed examination without access to resources – that's not real-world.
Imagine a world where PBL become the norm, not the exception. Imagine a world where students could show their intelligence, personality, uniqueness, quirks, and talents in creative ways as a showcase of who they are as young dynamic moral leaders. Imagine a world where success was based on confidence, optimism, resilience, problem-solving and creativity. Imagine a world that actually looks at how far you have grown over time, not where you stand at that point in time. Imagine a world where we were telling raw human stories about all our breakdowns and breakthroughs and how this shaped who we have become. It is my hope that universities don't measure success on a raw test score of what you know or have memorized a few days before. But it is determined rather on what you have achieved and accomplished over the course of many young adolescent years, not the scarce accumulation of one or two. Again, this is why Early Years needs to push up through our tired school systems to ratify change and renewal. It is simply too top-down in our education system, where it needs to be from the roots up from a nutrient foundation.
We are just scratching the surface. There are some great educators out there doing great things for our deserving kids. I encourage those who have a hunch that things are not right in our traditional school system, to experiment and tinker with giving PBL. Whether you call it Passions Projects, Inquiry Time, 20% Time or Genius Hour… have a go. Your students will thank you for it and will surprise you every step of the way. It's the only way we are ever going to shake things up – demanding different!
Set-up. It's more important than you think.
Recently, Chad and I ran three days of professional development at United World College Maastricht.
Every session had a different focus: we wanted to provoke different types of thinking; we wanted people to collaborate (or not) differently; we wanted people to experience different emotions and sensations; we wanted people to move (or not) in different ways.
Over the course of three days, we must have changed the physical set-up of the space more than 10 times. We moved, changed, found, borrowed, adapted and replaced furniture, lighting, display boards, music, scents and resources over and over again to try and achieve the desired effect.
This is not something we just do for teachers. It has become a natural part of our pedagogy. If we want students to think, feel or act in a particular way – which we always do – then we take the time to set up for that. We don't just assume it will happen and then get all disappointed (or, worse still, blame students) when it doesn't happen.
- when we want students to focus on one thing, we set up a space in which all other distractions are removed
- when we want students to be calm, we set up a calm atmosphere with lighting and music
- when we want students to create, we set up a studio space that promotes creativity
- when we want students to collaborate, we set up furniture that encourages togetherness
- when we want students to be able to access materials easily, we set up so that everything is accessible quickly and easily
- when we want students to…
I could go on… but I think you're getting the point! The only time we don't set things up for students is when we want them to set things up for themselves, when that is the focus of the learning. But, come to think of it, that involves some setting up too!
The scary thing about setting up for learning is that there are many educators out there who don't do it, who don't see the purpose or the power of it, who don't take the time to ensure that their students are thinking, feeling or acting in a way that maximises their potential in each learning situation. Then, when their students are fidgety, when their students misbehave, when their students don't produce what they're capable of, when their students' thinking doesn't go as deep as it could, when their students make thoughtless choices, when their students struggle to find the materials they need, when their students become irritable… they point the finger at their students, not the fact that they didn't spend 30 minutes setting up.
Think of the classroom, or learning space, as a series of dinner parties. Take the time to create environments and atmospheres according to the purpose.
It works.
Evolution Starts Here, Part 2: The Language of Learning
Nothing irritates me more than teachers saying that educational terminology is "just jargon". I work in PYP schools, and I hear so-called PYP teachers referring to the language of the PYP as jargon very often. I've noticed a pattern – its always the ones who don't actually know the language, the ones who don't know what it says in the documents… the ones who are not fluent in the language of learning in their school. Its a type of defense-mechanism, I guess. A front to cover for laziness, or perhaps the fact that they don't really believe in what they're doing.
In order to bring about sustainable change, to create the conditions for innovation and to develop a culture in which teachers play with possibilities… everyone in a school needs to be speaking the same language of learning. Once they have that shared language, and they all understand what each other is talking about, there is more room for manoeuvre. Once they are all noticing learning, naming it using the same terminology, they start to see it everywhere… they become liberated from their previously limited views of what learning is, or could be.
This breeds change.
A school needs to actually have a shared language of learning. Then, steps must be taken so that all teachers are fluent in that language. In PYP schools, that language is contained in Making the PYP Happen. Use it! (I've written more about this here). In other schools, there are equivalent documents, frameworks, written curriculum, scope and sequences etc… Use them!
Become fluent in the language.
Use the language.
Question the language.
Only then can you really say you know, understand and recognise learning.
Only then can you go deeper into what it all means.
With the fluency comes creativity.
Evolution Starts Here, Part 1: Inquiry-Based Leadership
It's funny. There is much talk of inquiry-based learning in schools, but very little of inquiry-based leadership.
Neither is there much of it in practice.
I pondered, for some time, where to begin this series of posts about the evolution of a school in which innovative, even revolutionary, ideas like Studio 5 could become a realistic possibility.
But, looking back, it is clear that the habit of school leaders perpetually asking questions is the very first ingredient in the soup of change.
Why is it like that?
Could it be like this?
What is the purpose of that?
Do we need to do this?
In 2013, the International School of Ho Chi Minh City leadership team – an entirely new group of nine – had no choice other than to ask questions like these. The school was starting a new era, a clean slate… and it was exciting.
These habits of questioning didn't fizzle out though. We didn't rest on our laurels, we didn't allow practices to fossilize or thinking to congeal. Adrian, our Head of School, just would not accept it. "School is broken" he would say "what are we going to do about that?"
This approach permeated everything we did and, Kurtis, the Primary Principal opened up as many aspects of running the school as possible to debate by adopting an inquiry approach to things that, in many schools, are not even remotely that way. Here are a few examples of what this looks like
Primary leadership meetings
The intention was that these were always thinking meetings, where issues, challenges or opportunities were put on the table and where input was actively sought, captured and acted upon.
The appraisal process
While still jumping through the hoops of a mandated process, teachers were invited to give their feedback about the direction of the school – things they'd like to see changed, implemented or taken away – and these thoughts were documented and referred back to repeatedly in decision-making.
Coordinator meetings
All too often, these are one-way information delivery meetings dominated by the person with the most authority. Our meetings were, as much as possible, the opposite. All subject and grade level coordinators, in weekly 30-40 minute meetings, were frequently invited to help make decisions about the day-to-day running of the school. Ideas, thoughts and questions were gathered, documented and referred back to repeatedly in decision-making.
The Green Hat Room
It was made explicit that the primary office was a place in which "Green Hat Thinking" (de Bono) was both promoted and expected. Anyone who came in with a problem, a dilemma or an idea was invited to be part of the thinking around it. This goes against the limited view that leadership means "you give me your problem and make it my problem". People struggled with this, at first, but grew into the intention behind it. The office was always busy with the sound of problem-solving and idea-generation.
Professional trust
Trust is an essential ingredient in inquiry, and inquiry is an essential ingredient in trust. To be able to trust someone, we cannot micromanage them. We must be curious about what they might do, what we might learn from them and how they may shift our thinking. This trust is, of course, not blind – there are always those upon whom trust is bestowed more easily than others. However, the intention was that trust was the default.
Students first
When you deliberately put students, their needs and their learning first, there can be no definitive answers. Education is a behavioural science, not a formula. When it is clear that students are suffering, or not flourishing, questions must be asked of ourselves, our pedagogy, our environments, our culture and our school. It is in asking those questions, and in how we respond to those questions, that school leaders show themselves to be inquirers, or not.
"Let's try it"
This is a crucial mentality if there is to be any change in education. While it is a good idea to base your practices on established research when possible, sometimes you are the research. This does not mean leaders glibly saying "yeah… go for it" to every idea under the sun. Quite the opposite. It means encouraging disciplined thinking and planning, data collection and reflection, i.e. inquiry.
There's a book in this, as well as many consultancy opportunities, so I'd better stop here or Kurtis will kill me!
Please feel free to share your thoughts about what inquiry-based leadership looks like in your your school context, or what you wish it would look like!
Studio 5: It took more than 7 days
There is considerable hype around the Studio 5 model that is currently being piloted at the International School of Ho Chi Minh City… and rightly so. Studio 5 is a brave concept that doesn't just pay lip-service to the philosophies upon which the IB Primary Years Programme and other student-centred, inquiry-based frameworks are built. It creates the conditions for all of that philosophy to become practice. Very rare.
Don't be fooled though.
This stuff is not new.
Progressive and innovative educators have been doing some of these ideas for years. Schools have been designed around them. Movements have evolved around them. Books have been written about them.
But, these have either fizzled out, faded away, disappeared or survived as weird exceptions to the rule. Perhaps sustained by wealthy benefactors, enigmatic leaders or a powerful niche market.
Studio 5 is a wonderful example of what is possible. But it is critical that anyone hoping to move their school, or even just a part of it, towards a similar model must understand that Studio 5 didn't just appear out of nowhere. It comes after four years of smaller, very significant, steps. Shifting mindsets, pedagogies, structures, systems, habits, priorities… incremental changes to these over a sustained period of time cleared pathways, opened doors and generated momentum.
Each change was a question that could only be answered by the next change.
Without this evolution, one in which the Studio 5 model was genuinely a natural progression, it would just be a novelty.
In a series of upcoming posts, I will reveal the milestones in the evolution of a school in which Studio 5 is possible. Perhaps these can provide tangible ways that other schools can begin to consider similar change, but change that is logical and natural in their context.
Microcosm for Creating Change
Innovation, Agency, Empowerment are words that should not be used lightly. As professional educators, we believe with absolute conviction, that we can create the change we wish to see. As a School, we wish to challenge the purpose of report cards. Removing report cards would be an unwise and bold move to do all in one swoop. Therefore, we decided to explore this through a microcosm. To gauge whether our thinking, values and philosophy are in-line with being practical and realistic in terms of, if not report cards, then what?
A smaller and measurable scale needed to be the way forward, a pilot.
A microcosm!
In essence the definition of a microcosm is:
A community, place, or situation regarded as encapsulating in miniature the characteristics of something much larger.
We have created a microcosm, a small world where we have brought parents, teachers and students together to pilot a new initiative in PREP from March until June, of this year.
Our own inquiry into: How can we effectively provide meaningful, dynamic and timely feedback that causes thinking and promotes learning and growth together?
We invited parents to Look 4 Learning as an authentic opportunity to see learning in action.
Parents recorded what they heard and saw and then shared their discoveries, questions, concerns and connections. We weren't telling parents what we do (that's blind trust) we were showing them what we do everyday and who their child is at school, where they spend most of their day, and young lives.
As a school, we have gone through a grueling process of establishing expectations around report cards and how best to meet the needs of our community as far as a formal document goes. We keep simplifying and seeking ways to satisfy parents in terms of what they know and have experienced in their schooling life.
We explained to parents the 'input' (time) vs 'output' (impact) aspect of what is involved in the process of writing report cards. They got it. Great! They understood that the time it takes to write report cards, is time taken away from doing all the other things that has a positive impact on learning, without sacrificing the learning conversations, planning, pedagogy, data collection……… Report cards is a static point in time, let's use dynamic ways (Seesaw) to document learning and provide feedback that encourages and support the learning process.
The idea around what does authentic feedback mean and how feedback should cause thinking become the focus of the conversation. How can we create a solid partnership between parents, teacher and student to develop shared goals where it is valued in the learning process become important too as the discussion evolved.
The power of partnering with parents and teachers led to a deeper understanding of the importance of creating a situation where 'really' knowing our students is central to what we hope to achieve everyday. Knowing where they are in their learning and planning for that process of what needs to happen inspires effort and attitudes towards learning which is incredibly motivating for all stakeholders.
Over the next 4 months we are going to put report cards on hold and pilot what we believe to be a more effective and meaningful approach in understanding our students as learners and provide balanced authentic feedback. We have developed six drivers to provide feedback to students and parents that promotes richer and deeper conversations about learning and our learners.
We will review and evaluate the effectiveness of this pilot in June with our parents. Where could this lead? We don't know and we're not meant to know just yet. We find that quite liberating and exciting!
Why do we have reports? We have to do and be better. If it is a formality to facilitate the process of a student moving from one school to the next, that's not good enough. We can work around that. We're in education! Our parents are with us. They are in with two feet and we're open to see where this all goes.
We think we have the right balance between being authentic, informative and also ensuring a deep sense of accountability and responsibility in doing these things well.
Where did all this inspiration come from?
From Alan Atkisson and Sam Sherratt. They were the sun providing light and energy in us asking, Why and Who are we?
We accept the challenge to innovate, lead change and transform to impact and ripple out! Out of touch traditions and norms must be challenged and at-least a re-think should occur.
Who are we and who do we want to become?
The Amoeba of Cultural Change should be happening from, and out of, Education. We should be setting the scene for change and leading it. Education has been idle and mainstream for too long. There are some great things happening out there in schools. We need to connect and explore ideas together to reach a tipping point for others to follow, and then lead from the front. Walking the walk, now that is a school I want to be part of. We're on our way!
Who are you in the Amoeba?
Where do you get your light and energy from to shake education up and try something new?
How do you cultivate change in your school?
A Mindful School (with 1 l)
What is a mindful School? Let's narrow that a bit to satisfy our learning context…..
"What does a mindful School do to promote mindfulness?"
This can mean many different things and seeking clarity on defining this would be an inquiry worth exploring together as a School. For the purpose of bringing this even closer to the middle, what does this mean when thinking about prioritizing and synthesizing the things that should matter in School.
In essence, the below points was a process we went through in determining the Time Space Philosophy. What really matters and where should we be putting our intellectual energy?
Being mindful all boils down to having the capacity and wisdom to listen.
Never underestimate the power of listening. Recruiting and harnessing that power of listening has the potential to unlock a cornucopia of ideas, emotion and thinking. This process promotes a lot of soul searching by being introspective and extrospective. It allows us to listen to ourselves and the things (people) around us. We either get caught up in our own internal existence or other external forces…… and a lot of the time – both, depending on the situation.
How can we delineate between our 'perceptions' of what we think is happening, against the 'reality' of what is happening? And how does this distort our choices and actions in what drives and motivates us to do what is right, fair or ethical, with everyone and everything in mind? How can that mindfulness influence the things that matter or where our attention should be fixed on?
Raw and honest listening, without fear or judgment.
Stumbling over this Philosophy still stands the test of time. These are as true now as they were when first written, all those years ago. Taking the time to connect again and recognizing my own growth (and failings) in these is such an invigorating and timely reminder about being true to our beliefs and values and why it is important to breathe life into them. For us, bringing them into focus again is important. We recognize that importance, so these can once again manifest and transpire in ways that create the best learning environment and conditions for teachers and students to thrive and flourish.
I just shared these with our Primary teachers, asking if anyone is interested in exploring these to examine what, how and why we do what we do. How seeking simplicity will bring us back to our purpose. And coming up with ideas to make these work effectively for our School community. The response was overwhelmingly positive and full of gratitude and appreciation.
This has now led us to use these to guide our own inquiry into how we can be and do better. Working from within, just as we do with students. After our Pi Mai break we are going to do an eight week inquiry into finding ways to take tangible action. Already some ideas are floating around such as having once a month Barbecues at School to socialize and interact…. another idea is that we create the timetable for next year…..and on and on.
We have no idea where this is heading or what the outcome(s) will be. And that is the exciting part. Having teachers feel united and lead an inquiry to plan and prepare for 2018-2019 is incredibly energizing and motivating!
Listening to the things that are important and then working together can only result in one thing. Developing a Culture of trust. A culture where people feel valued and respected to be part of the growing and learning. Being part of the decisions as everything we do ripples. Taking action that empowers us. And having the fortitude and humility to listen to one another, because we know that is where the real power lies – inside all of us to create a mindful School! A School that we co-constructed together as we amplified voice and listened carefully.
How would these ripple out in your School?
What do you think about these as important elements in creating a mindful School?
- The world is increasingly rushed, frantic and discordant. Most schools have become this way too, many of them even worse than the world outside their walls.
- Nothing powerful, creative or innovative ever happens in a rush.
- Allowing teachers and students to focus on "now" rather than always thinking about the next thing.
- Removing as many things as you can from school calendars that have nothing to do withimproving learning.
- Being strong in your beliefs when working with parents.
- Being creative with the timetable – giving yourselves the time to be creative with the timetable – so that time is used effectively.
- Fostering a culture in the school of making explicit connections between time and improving learning.
- Making it unacceptable for school leadership to allow themselves to lose touch with how teachers use their time compared with how they use theirs.
- Looking for opportunities to free up time, not fill up time.
- Working continuously with school boards to help them see the difference between positive andnegative approaches to time.
- Honesty about the role time plays in putting peer-to-peer relationships under strain.
- Practical ways to remove administrative tasks that don't improve learning.
- Creative strategies to encourage a general sense of "slowing down".
- Recognising and celebrating mindfulness and its impact on behavior and learning.


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By Elizabeth Guajardo, 05/30/18, 9:15PM CDT
United Premier Soccer League Announces Texas Expansion Club FC Thunder
Boerne (Tex.)-Based Pro Development Club Joins the UPSL for 2018 Fall Season
May 30, 2018 – Los Angeles – The United Premier Soccer League (UPSL) is excited to announce FC Thunder as a new league member starting with the 2018 Fall Season.
Based in Boerne (Tex.), FC Thunder will begin UPSL play in the Central Conference South Division and host its UPSL home games at Boerne City Park (106 City Park Road, Boerne, TX 78006) in compliance with UPSL's Minimum Standards
United Premier Soccer League Commissioner Yan Skwara said, "Texas continues to show its love for the UPSL, and we're pleased to welcome FC Thunder to the league. Strong youth clubs have served as the backbone of American soccer for 30-plus years, so it's only natural that we see more and more jump into a Pro/Rel Model as the UPSL remains ready and willing to connect American Soccer. We wish FC Thunder every success going forward."
Jarred Harriott is the Director of Academy for FC Thunder, a youth soccer club based in Boerne (Tex.). Founded in 1979, FC Thunder offers recreation and travel teams to more than 300 local players in the greater Kendall County (Tex.) area.
Harriott, 27, is from South Florida and was recently involved in the creation of Plantation FC (UPSL). He will serve as Head Coach of FC Thunder.
FC Thunder Head Coach Jarred Harriott said, "We wanted to create that youth-to-professional pathway for our younger players to get them further looked at for college and professional teams. The UPSL is the perfect platform for us. There's a lot of talent here for such a small town, but also lot of people who have never thought about the opportunity and we're here to change that."
FC Thunder Director of Coaching Wayne Bartlett, 32, also will play a role with the team. FC Thunder is operated by a board of directors.
FC Thunder will announce upcoming tryout dates and an upcoming game schedule.
About FC Thunder
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it's in line with what they already found out about megalithic farmers
and it probably already existed long before
|Europe Travel Guide
|Facts & Trivia
|Eupedia Top > Eupedia Forum & Japan Forum
It's based on samples from Corded Ware, BB, and early Bronze southern Germany. I'm trying to figure out some way of getting access to the whole paper.
Alissa Mittnick et al (Krause and Haak)
Revealing and understanding the mechanisms behind social inequality in prehistoric societies is a major challenge. By combining genome wide data, isotopic evidence as well as anthropological and archaeological data, we go beyond the dominating supra-regional approaches in archaeogenetics to shed light on the complexity of social status, inheritance rules and mobility during the Bronze Age. We apply a deep micro-regional approach and analyze genome wide data of 104 human individuals deriving from farmstead-related cemeteries from the Late Neolithic to the Middle Bronze Age in southern Germany. Our results reveal that individual households lasting several generations consisted of a high-status core family and unrelated low-status individuals, a social organization accompanied by patrilocality and female exogamy, and the stability of this system over 700 years."
Non si fa il proprio dovere perchè qualcuno ci dica grazie, lo si fa per principio, per se stessi, per la propria dignità. Oriana Fallaci
it's in line with what they already found out about megalithic farmers
and it probably already existed long before
Story as old as time...well, practically.
Razib Khan posted a graphic.
As we've discussed before, all the initial talk about "wipe outs" or replacements as the result of steppe intrusion were very overblown. At least in Southern Germany, already by the Middle Bronze Age steppe ancestry was down to what, 27%? Add in the WHG, and these people were still majority Anatolian Neolithic, something like a 60% Anatolian Neolithic/40% other split.
table : 1 in supplemental
y haplogroup and mtdna types in lech valley
on y haplogroup: i see majority r1b and 3G cases and some I
continue of this table :
Last edited by kingjohn; 13-10-19 at 20:27.
i think of the CT/ BT cases could infact be j2 or other G
so those CT /BTcases are probably low coverage individuals
For quick reference of geographic locations, cultures, and haplogroups...
# Sample Name Country analysis label genetics Cluster PCA/Admixture genetic sex mtDNA haplogroup Y haplogroup genetic comments 1 AY2001.A0101.TF1.1 Russia Steppe Maykop Steppe F T2e 2 AY2003.A0101.TF1.1 Russia Steppe Maykop Steppe F H2a1 3 I1720 Russia Maykop Caucasus M HV ? 4 BU2001.A0101 Russia North Caucasus Steppe M R1b1a2a2 5 GW1001.A0101 Russia North Caucasus Steppe M U2e1b R1b1a2a2 6 I1723 Russia North Caucasus Steppe M U5b2a1a R1b1a1a2a 7 IV3002.A0101 Russia Steppe Maykop outlier Steppe M X1'2'3 ? 8 KBD001 Russia Late North Caucasus Steppe M I4a R1b1a2 2nd degree relative of KBD002 9 KBD002.A0101 Russia Late North Caucasus Steppe F W1+119 2nd degree relative of KBD001 10 ARM001.A0101 Armenia Kura-Araxes Caucasus F R1a1 11 ARM002.A0101; ARM003 Armenia Kura-Araxes Caucasus M K3 G2b same individual, merge bams! 12 I6268 Russia Maykop Novosvobodnaya Caucasus M R1a J2a1 13 I6267 Russia Maykop Novosvobodnaya Caucasus F T2c1 14 I6270 Russia Maykop Novosvobodnaya Caucasus M U1b ? 15 I6266 Russia Maykop Novosvobodnaya Caucasus M X2f J2a1 16 I6272 Russia Maykop Novosvobodnaya Caucasus M U1b1 G2a2a 17 KDC001.A0101 Russia MBA North Caucasus Caucasus M X2i J2b 18 KDC002.A0101 Russia MBA North Caucasus Caucasus F HV1a1 19 LYG001.A0101 Russia North Caucasus Steppe M H13a1a2 R1b1a2 20 I2051 Russia Dolmen LBA Caucasus M H6a1a2a J 21 MK3003.A0101 Russia Catacomb Steppe F U4a2 22 MK5012.A0101 Russia Catacomb Steppe M U5a1b1e ? 23 MK5008.B0101 Russia Late Maykop Caucasus M T1a2 ? 42K SNPs 24 MK5004 Russia Late Maykop Caucasus M T2al L 2nd degree relative of MK5001 25 MK5001 Russia Late Maykop Caucasus M K1a4 L 2nd degree relative of MK5004 26 MK5007.B0101 Russia Maykop Caucasus M U5a1b1 27 MK5009.A0101 Russia North Caucasus Steppe M R1a1a R1b1a2 28 MK5005.C0101 Russia Steppe Maykop Steppe F two lineages Steppe Maykop , but mtDNA contamination 29 NV3001 Russia Lola Steppe M R1b Q1a2 30 OSS002.B0101 Russia Maykop Caucasus M I5 J X contaminated ! 31 OSS001.A0101 Russia Maykop Caucasus F J2a1 32 PG2001 Russia Eneolithic steppe Steppe M I3a R1b1 33 PG2004 Russia Eneolithic steppe Steppe M H2 R1b1 34 PG2002.A0101 Russia North Caucasus Steppe F U1a1a3 35 RK1003.C0101 Russia North Caucasus Steppe F R1a1a 36 RK1007.A0101 Russia Yamnaya Caucasus Steppe F T2a1 37 RK1001.C0101 Russia Yamnaya Caucasus Steppe M U5a1d R1b1a2 38 RK4002.B0101 Russia Catacomb Steppe M U4d3 R1b1a2 39 RK4001.A0101 Russia Catacomb Steppe M U5a1i R1b1a2 40 SA6003.B0101 Russia Catacomb Steppe M U2e3a R1b1a2 41 SA6001.A0101 Russia Steppe Maykop Steppe F U7b 42 SA6004 Russia Steppe Maykop Steppe M U7b Q1a2 43 SA6013.B0101 Russia Steppe Maykop outlier Steppe M I5b R1 44 SA6010.A0101 Russia Yamnaya Caucasus Steppe M U5a1g ? 45 I6278 Russia Dolmen BA Caucasus M T1a2 .. 46 I6281 Russia Dolmen BA Caucasus F U2e1 .. 47 SIJ003.A0101 Russia Late Maykop Caucasus F U4c1 1st degree relative of SIJ002, 1st degree relative of SIJ001 48 SIJ002.A0101 Russia Late Maykop Caucasus M U4c1 L 1st degree relative of SIJ003, 2nd degree relative of SIJ001 49 SIJ001.A01(SA6002.A01) Russia Late Maykop Caucasus F U4c1 1st degree relative of SIJ003, 2nd degree relative of SIJ002 50 I2055 Russia Eneolithic Caucasus Caucasus M R1a J 1st degree relative of I2056 51 I2056 Russia Eneolithic Caucasus Caucasus M R1a J2a 52 I1722 Russia Eneolithic Caucasus Caucasus F R1a 1st degree relative of I2056 53 VEK006.A0101 Russia Kura-Araxes Caucasus F U4a2 1st/2nd degree relative of VEK007/VEK009? 54 VEK007.A0101; VEK009 Russia Kura-Araxes Caucasus M U4a2 J1 VEK007=VEK009, merge bams, 2nd degree relative of VEK006? 55 VEK008.A0101 Russia Kura-Araxes Caucasus M U4a2 ? 56 VJ1001 Russia Eneolithic steppe Steppe F T2a1b 57 I2057 Russia Maykop Caucasus U Questionable, coverage too low 58 ZO2002.C0101 Russia Yamnaya Caucasus Steppe F [email protected]
I would suggest checking the archaeological information for status versus non status burials and then comparing to yDna before jumping to all sorts of conclusions.
double post
What happened to all the C that the Paleolithic Europeans carried once the I2 "Mesolithic" men arrived? There's barely a trace of that Paleolithic HG genetic material left in Europeans.
We could also take a look at what happened to Neanderthals.
Almost makes me rethink the whole "toxic masculinity" thing.
You only had to look at the percentages of Anatolian Neolithic in modern central and northwestern Europe. There was no new colonization. It had to have been there all along, although the female/male skew in uniparentals tells its own tale.
The only places in Europe where Anatolian Neolithic drops way down are in Northeastern Europe where practically no one was living before the arrival of the steppe people.
i am a little surprised that there is no E
not even the european e-v13 ?????
in the table 1 i posted
Pop A (prior to first wave)-- 100%
100 * .1
After first wave-- 10%
10 * .1
After second wave-- 1%
1 * .1
After third wave-- .1%
There is likely very little left from homo sapien sapien populations from Paleolthic, maybe nothing from Neanderthals of Western Europe, for this reason.
Most of our Neanderthal was picked up >60 kya in the Levant as part of the founder OOA population. The Neanderthal of <30 kya in Western Europe may have been annihilated without genetic issue at this point. There's barely a trace of Paleolithic hunter gatherers, a little bit more for the more recent mesolthic migrants, and then more from Neolithic and Bronze Age newcomers. Now, there are new major demic movements, birth rate differences among populations, etc. It goes on and on. Right now, Paleolithic Europeans' genetic legacy is on the bottom of the dog pile (Western European Neanderthal already crushed beneath them) and new pops are piling on everyday. Sorry to see them go.
"I think Marija's 'kurgan hypothesis' has been magnificently vindicated by recent work." --Lord Colin Renfrew, 4/18/2018.
IE tribes who colonized W.Europe themselves were minority lineage in E.Europe so how did they manage to wipe out the local farmers to near extinction? IMHO it must have been founder effect of small tribe at the top of the power pyramid becoming dominant lineage over time instead of local farmer tribes being killed by invaders because its extremely hard to wage war from village to village which must have spread over thousands of miles of area. So popular beliefs of polygamy, mass killings of locals by new settlers in BA must be completely wrong for local farmers could have had advantage of 10-1 in numbers which would make it extremely strong defense-wise. When we talk of complete dominance of ydna E-M81 in N.Africa we always say founder effect phenomena yet in IEs case I don't know why people come to baseless conclusions of things like polygamy, mass murders which holds no weight IMHO. I even question the Yamna connection of bronze age IE settlers because they could well be from southern Balkans who could have been farmers themselves migrating with the ydna G tribes but in extremely low numbers we see some Caucasian admixture together with farmer admixture in Neolithic Balkans too so its not just yamna who possessed Caucasian admixture. If questoins of how 1% of population could become half of population without much bloodshed then please study Mtdna H's history in Europe which from 1% in Mesolithic became 22% in Neolithic then 44% in Iron age wow!
So how come the farmer mtDna survived but the farmer yDna didn't?
It won't wash, friend.
Plus, it didn't just happen in Europe, it happened all over the world: Africa, Near East (not lots of G2a there except in the strongholds of the mountains is there?), China, Japan, you name it.


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Joker Poker
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|Elected Representatives
|West Tyrone Constituency
|Media Centre
Assembly misses chance to back marriage equality- Michaela Boyle MLA
Published: 1 May, 2013
Michaela Boyle MLA meeting with Strabane LGBT group ahead of the debate in Stormont
West Tyrone Sinn Féin MLA Michaela Boyle said she is disappointed that the Assembly missed an opportunity to bring equality to the lesbian, gay, bisexual and transgender community on the issue of marriage.
The West Tyrone MLA said:
"The issue of marriage equality does not threaten anybody nor does it attack the sacrament of marriage in the various religious institutions but rather is more about equality and rights.
"Two gay people should have the same rights in marriage as currently held by heterosexual couples. This was supported overwhelmingly in the recent constitutional convention held in Dublin.
"The opposition to the marriage equality motion was predictable from the fundamentalists who have attempted to deny equality to people throughout their political life.
"Sinn Féin will continue to campaign for marriage equality so that all sections of our community regardless of creed, colour or sexual orientation enjoy equal rights. LGBT couples should have the same rights as any other citizen on this island."
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Inspirations On The Horizon: Coastal She Sheds
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Dark Grey & White Coastal Shed
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Independent schools move toward traditional 'international' GCSEs (The Independent)
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Warrain Beach
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1 Kinghorne
Kinghorne 2540, NSW
Warrain Beach (N) (NSW 403) is the surfing beach for Culburra. It begins on the south side of Penguin Head (Fig. 4.329) and trends to the south for 3.7 km past the usually blocked mouth of Wollumboola Lake to the low rocks at Kinghorn Point (Fig. 4.330). Car parking is provided at the Nowra-Culburra SLSC (founded 1954) and by the north side of the lagoon entrance, while in the south a track leads off the Currarong road to the back of Kinghorn Point. The entire beach receives waves averaging 1.4 m, which are reduced around the surf club by some close-in reefs. Between the reefs and the northern headland the waves commonly produce two rips; while south of the reef, rips occur every 200-300 m. The intervening bar is usually attached, only detaching following periods of high waves.
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Lawrence Technological University will launch a bachelor's degree in robotics engineering this fall. It is believed to be the first undergraduate program of its kind in Michigan and only the second in the entire country.
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text: Responsabile: Dr. M. Catarci 28 June 2014 PROTOCOLLO ROMA 3 (Responsabile: Dr. Catarci) marcocatarci @gmail.com PROGNOSTIC FACTORS AFTER R0 SURGERY FOR GASTRIC CANCER Introduction In order to overcome the problem of stage migration induced by extended lymph node dissection [1, 2], during the last years a new independent prognostic factor was largely investigated and validated: the lymph node ratio (LNR), defined as the absolute ratio between metastatic and examined lymph nodes, appeared to be a strong independent indicator of prognosis [3-7]. There still is some controversy regarding its prognostic role in case of inadequate nodal staging (< 15 examined lymph nodes), with some studies supporting it [8, 9] and others denying it [3, 10]. The IRGGC defined four intervals for LNR: 0; 0.01-0.09; 0.10-0.25; > 0.25. These intervals corresponded to a definite different prognosis even within the same pN status, independently from the extent of nodal dissection [3]. It was already demonstrated that LNR is independently influenced by the number of metastatic lymph nodes but not by the number of examined lymph nodes [5, 11, 12], being therefore suitable as a prognostic factor independent from the stage-migration phenomenon. As a consequence, a Tumor-Ratio-Metastasis (TRM) instead of a Tumor-Node-Metastasis (TNM) staging system was suggested [13]. In the recent new 7th Edition of the TNM staging system [14], the UICC elected to retain the pN classification based on the number of metastatic nodes, modifying pN grouping with a new pN1 group with 1 or 2 metastatic lymph nodes, and to introduce a different stage grouping. It seems that this new pN stage-grouping is more accurate as a prognostic predictor than its precursor [15]. It will be very interesting, therefore, to investigate the prognostic yeld of this new TNM stage-grouping faced to LNR. The main issue in this analysis is statistical in nature, as the two variables (pN grouping and IRGGC-LNR categories) are highly co-linear and automated Cox's proportional hazards model [16] building in multivariate analysis can generate controversial results [17]. Methods A retrospective analysis of prospective database from centers of the IRGGC -- 11 years of accrual (1998-2008 included). Minimum follow-up 35 months with censor at November 30, 2011. Inclusion criteria: all the R0 resections for "pure" gastric cancer (Siewert II-III excluded), preferentially treated by D1, D1alfa-beta, D2 and D3 lymph node dissection according to the JGCA [18] rules. All cases submitted to be verified for the number of examined lymph nodes according to the IRGGC standards [19]. Endpoints: Disease-free survival and disease recurrence rates calculated at 5 and at 10 years from the operation by the Kaplan Meier method [20]. Univariate analysis performed applying the Log-rank test [21]. Multiple variate analysis applying Cox's proportional hazards model [16] with proportion of explained variation (PEV) and bootstrap analysis [22, 23]. The proportion of explained variation (PEV) analysis [24, 25] will be adopted in our study to compare the relative importance of LNR or pN classifications over the other prognostic factors statistically using a bootstrap technique (Bootstrap N=1500). In addition, D-measures for prognostic separation [26,27] will be computed for both LNR and pN. The bootstrap 95% CI for the difference (Bootstrap N=1500) will be computed to further compare the prognostic power between LNR classification and pN classification. ADESIONI: Roma 3 Milano- Niguarda Forlì Verona Busto Arsizio Treviglio Siena Prato Padova


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text: wickeddirectory.net wickeddirectory.net / Computers / Desktop Customization HomeSubmitSubmit ArticlesSubmit BusinessSubmit ImagesSubmit LinksSubmit VideosCategory AdsThumbnail AdsSidebar Text AdsSponsor AdsSponsor BannerLatestLinksArticlesImagesVideosBusinessTop ReviewsLinksArticlesImagesVideosAboutAbout usTerms of ServicePrivacy PolicySocial Media RegisterUser AccountsEditor AccountAffiliate ProgramTelemarket Category And Link Type Computers\Desktop Customization Site Spotlight Don Mitchel Men's Swim... Offering men's swimsuits, competitive bathing suits and thong swimwear. Popular Categories Business Advertising Health Concrete and Masonry Computers Entertainment Marketing Travel Education Finance Recent Comments Aug 12: Tony G said on G6 Investigations, Consulting, & Protection Group You call G6 Investigations because they have national coverage and because they deliver quick... Aug 12: Kym P said on D & S Decorative Concrete Recently We had them install a very expensive stamped concrete on our driveway. A beautiful... Aug 12: Nav G said on Silver Beach Resort Prices were overly inflated. The food was good, but not 4 star good, and that is what they... Aug 10: Henry F said on Gulliver's Travel Service Inc. Gulliver's Travel Service is an excellent agency for many reasons. They extensively travel... Aug 10: Ryan O said on Southern VA Construction Southern VA Construction - Wide variety of work! From grass to concrete, to painting and... Stats Active Articles: 5281 Active Business: 3824 Active Images: 3349 Active Sites: 10775 Active Videos: 1 Active Items: 23230 Todays Listings: 0 Main Categories: 24 Sub Categories: 1555 My Account Login Register Switch Template Template 04 responsive Template 03 responsive Template One Breaking News SpaceX launches rocket 6 months after accident, then lands Exclusive: U.S. glossed over Oman's human rights record during Iran talks BMW hit with $40 million U.S. penalty for safety lapses New trial for Baltimore officer in Freddie Gray death set for June Hezbollah buries militant Qantar, says Israel will be held accountable BROWSE: All Content Articles Business Images Links Videos Desktop Customization Desktop Customization for the Laptop The desktop customization especially for laptop can be done by using many of the softwares which performs this optimization. There is a large number of softwares and utilities which perform these customization. But to choose the best one for your laptop is a difficult task to be done. One should be very much careful before having to install and... Jan 7, 2015 | Desktop Customization Average rating: (0 votes) You must be logged in to leave a rating. [ View Listing ] Desktop Customization - Tidying your computers desktop There are heaps of beautiful wallpaper designs available on the web, many of them are the work of some very clever and imaginative digital artists. But when it comes to photo wallpaper, even though the choice is still huge, the vast majority of images cover your desktop with a beautiful image, only for you to then go and clutter up the image with... Dec 23, 2014 | Desktop Customization Average rating: (0 votes) You must be logged in to leave a rating. 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May 27, 2007 | Desktop Customization Average rating: (0 votes) You must be logged in to leave a rating. [ View Listing ] Most Viewed Business Finance Health Entertainment Politics Science Sports Tech World New trial for Baltimore officer in Freddie Gray death set for June By Donna Owens BALTIMORE (Reuters) - A Baltimore police officer will face retrial on a manslaughter charge over the death of black detainee Freddie Gray starting on June 13, a Maryland judge ruled... Read More Oregon woman held in Las Vegas Strip sidewalk rampage drove with license suspended By Alexia Shurmur LAS VEGAS (Reuters) - An Oregon woman who killed one woman and injured at least 35 pedestrians when she plowed her car into crowds on a Las Vegas Strip sidewalk on Sunday evening... Read More SpaceX launches rocket 6 months after accident, then lands SpaceX sent a Falcon rocket soaring toward orbit Monday night with 11 small satellites, its first mission since an accident last summer. 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A brand new roastery from Parisian coffee powerhouses David Flynn (formerly of Télescope), Thomas Lehoux (Ten Belles), and Anselme Blayney (Ten Belles and Le Bal Café). The roastery and accompanying bare bones tasting space are geared towards production and professional trainings during the week, but will be open to the public for cuppings and coffee on Saturdays. This is less of a café to enjoy a cup of coffee (although you can) and more of a store to purchase fresh beans and equipment.
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Hours: Open to the public Saturdays 10:30am-5:30pm
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Reviews of interest
David Lebovitz (2014) "Only open on Saturday mornings, and focusing on filtered coffee, Brûlerie Belleville holds tastings that are open to any and all who are interested in sniffing and tasting their single-origin, just-roasted coffees. The three owners; Thomas, David, and Anselme, do everything in the shop, from presiding over the roasting of the beans, to tending the tasting bar."


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March 24, 2013 – Omotola Jalade Praises Husband On 17th Marriage Anniversary "You're A Good Man"
….Omotola Jalade & Husband Celebrate 17th Wedding Anniversary
Nollywood actress Omotola Jalade and her husband Capt. Matthew Ekeinde who got married on the 23rd of March 1996 celebrated their 17th marriage anniversary yesterday.
Yesterday also happened to be Omotola's husband birthday.
Omosexy took to her Twitter page yesterday to reveal the real identity of the good man in her life in a form of tribute.
Read the touching tribute Omotola rendered to her 'Honeyboy' yesterday below:
Happy Birthday to my Honeyboy, Capt Matthew Ekeinde and happy Marriage anniversary to us. It's 17 years already? God is good.
17 years ago, on your birthday we got married! Remember it like yesterday.
The best Husband, Best Father and My best friend. Life with U is fun!
Pls indulge me a few moments to appreciate this man "There are boys and there are Men"! Matthew Ekeinde you are a Good MAN.
I lost my father n as an Only daughter, I craved a strong man in my life.
U came, became a father, mentor, teacher, friend and trusted companion
We live life only Once! I could live mine twice just to say I say I lived it again with you great friend! I love you dearly and cherish your love.
We struggled through Nothing,days of very little 2gether, we believed.
A God fearing ma, u taught me d ways of the Lord, 2day am better for it.
OMG this is soooo sweet Omosexy….
This woman is really wise…
Here comes the secret of a happy and successful marriage.
After all the up and downs, they are still together and going strong..
Happy marriage anniversary to Omotola Jalade and Capt Matthew.


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Chuck Mount, 1991 Impel Line-Drive Pre-Rookies
Name: Chuck Mount
Team: Iowa Cubs
Position: Pitcher
Value of card: Mount it on the wall, still worthless
Key 1990 stat: 11 mountains summited
Cubs' scouting report on minor league prospect Chuck Mount: "Forget his pitching; I just want to hang out with this guy. ... What are the chances he uses his name as part of a pickup line with the ladies? ... Big-league butt chin. Definitely. ... Iowa Cubs. Chicago Cubs. What's the difference? Just bring him up. ... Just to ensure it's clear why we like him: His first name is a synonym for hamburger and his last name is something I try to do to my wife three times a year."
Card submitted by Al Filipczak
at 5:00 AM
Labels: Chin, Cubs, Minors, Mullet, Name Hall of Fame, Pitcher, Reader Submission, Scouting report
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My son was diagnosed with ADHD by a computer.
That's how they do it, apparently. We, his parents, filled out a form each, as did his teacher. The forms are fed through a computer (I don't know) and the results are spat out. Anything over 70% is considered a clinical diagnosis. I think there were 5 categories and he scored into the 90's in some of them, and over 70 in all bar one. If it all sounds a bit vague, my brain is whirring around so much information, I just can't process it all. I wish you could record these meetings, how is it possible to store all this valuable information you're being given?
The doctor took me by surprise when he told me, I hadn't expected to be given a diagnosis that day. He told me they would diagnose the boy with ADHD based on the results, handed me some printouts with some recommended reading, mentioned parenting classes, family therapy and medication and sent me on my merry way with my handouts. I don't think I could have spent more than ten minutes with him.
Whilst it was a shock to hear a professional tell you your son has ADHD, it hardly came a surprise to me. This is why we had gone to the Lucena Clinic in the first place, at the suggestion of his teacher, along with our own concerns. And yet, I just didn't feel that was the end of the story. I know my son, and I felt there was something more. Something else was going on to explain the low moods, the extreme emotional over-reactions and sensitivity. If I were to describe it, I would say he has tantrums that I would expect of my two year old; he is six. He will push and push at an argument until everyone is shouting and in tears; this will seem to lead to some kind of catharsis for him, and then, whilst I will be emotionally drained, a maelstrom of guilt and exhaustion, he will be perfectly happy and can continue on as if nothing ever happened. As if we weren't a family on the brink.
And so I asked the lead Social Worker on the boy's case if she would do an ADOS test. Of course, I had trawled the internet in my desperation, and had identified certain behaviours sometimes present in people with ASD which seemed to fit with the boy. These were, namely: Agression, causing self-injury, tantrums, unusual mood or reactions, unusual reaction to the way things sound, smell, taste, look or feel. An onlooker would just see him as a naughty boy, pushing boundaries. Sensing my desperation, she said yes, she would, but that she would expect him to do quite well.
This week, we went back to get the feedback from the ADOS test. She gave us a narrative of what he had done well, what he had struggled with. It all sounded quite positive. Then she said, ' we are diagnosing him with Autism Spectrum Disorder'. The emotions suddenly swelled up inside me; fear, relief, uncertainty, sadness and, what I'm realising in retrospect, was shame. Shame at all the times I have shouted at him, got angry and frustrated with him and called him naughty.
It's not his fault. It's not my fault.
It's who he is, how his brain works.
The label doesn't matter, we all know that. But I suddenly feel I understand him better. Which sounds strange, I know. So much of my frustration came from just not being able to comprehend why he would do things that just seemed so obviously wrong, or why he would react so intensely to the slightest injury or offense. The discussion with the social worker about the workings of his brain, has shed light on that, and everything has clicked. The incomprehensible suddenly makes sense.
I know it's up to me now to step up to the plate, to give him the support he needs and be his champion. He has so many skills we can nurture and develop to ensure he fulfils his potential, and this diagnosis will help us do that. It also means that he will get extra support in the class-room, which is vital in ensuring he doesn't fall behind at this key stage.
It's also important we recognise as a family that this is hard for everyone; me, my husband, our daughter and of course the boy himself. How exhausting his life must be for him. We all need to learn the value of walking away, calming down, breathing space and respite.
I'm sure I will think of a hundred questions over the next few days as the news sinks in, in the meantime, I have some serious reading to do. You think you know about ADHD and Autism, but when I picture a typical ADHD kid, I don't picture my son. Which just goes to show how little I know about it all. So, to the books and message forums I go.
I'd love to hear from you if you have any experience of parenting a child with ADHD/ASD or any recommendations of where to look for advice.


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Vicky's organising a surprise party for her mate, Ant. It's not going well : her choice of venue is a bit misguided, Ant's not keen on leaving the house and everyone else has their own stuff going on.
A play about trying (but not really managing) to help.
The Masque Youth Theatre Senior Group are performing this new play as part of the National Theatre Connections Festival 2019.
First performances are at Northampton High School on Sunday March 10th : 11.30am and 2pm. Tickets are £5 on the door.
MYT will be performing the play again at the Royal and Derngate on Sunday April 7th.
Please note this play is rated 14+ and does contain language that some people may find offensive.


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Who wants a cheap Blu-ray player? That's a dumb question. No one wants a cheap Blu-ray player, but rather a low-price, high quality player. This $99 Magnavox is unfortunately cheap. It's only Profile 1.1, doesn't haven't have analog audio out, or anything that would get videophiles excited. But it's only $99.
We're just glad to see more Blu-ray players reach the sub-$100 mark. Hopefully soon we'll see similarly priced units that also feature the latest and greatest Blu-ray has to offer. But until then, we'll take what we can get.


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Well-known galleries, cooperation with The Armory Show of New York and a new image recognition app: the first ART DÜSSELDORF will be starting in a few days' time at the Areal Böhler (17 to 19 November). Its directors wish to boost the Rhineland as an art location and address young collectors in particular.
Update: images from the preview at the bottom
A glance at the participating galleries reveals well-known names such as Marlborough Contemporary and David Zwirner from New York. Additional participants originate from Japan, Israel, Uruguay and Turkey. At around 60 percent, the majority of galleries come from Germany and the Benelux states. Some 20 galleries are located in Cologne and Düsseldorf. A special feature of ART DÜSSELDORF: the "References", specially highlighted stands that are distributed throughout the fair. Here, galleries set contemporary works of art against a masterpiece dating from the time before 1945.
"Prices start in the three-digit range" - introducing new collectors to art too
As an art fair, ART DÜSSELDORF is aimed primarily at collectors, gallery owners and curators. And it similarly wishes to appeal to young collectors. They can acquire works of art without having to raid their bank accounts. "Prices start in the three-digit range, at considerably below 1000 euros", says Gehlen. "Works in higher price segments are naturally offered for established collectors too." Gehlen considers it important that those wishing to make their first purchases are familiarised with art and can acquire competence. Guided tours and panel discussions are provided to this end.
And what do people do who wish to start collecting art? "They should first take a look round the fair at their own pace and talk to gallery owners", says Gehlen. The latter are indispensable advisors for building up a collection and making the appropriate purchases. Spontaneous purchases can, of course, also provide the foundation stone for a collection.
New app with image recognition sends work of art to smartphone
Whether spontaneous purchasers or experienced collectors: all visitors will be able to use the new ART DÜSSELDORF app for the first time. The app contains all the works of art of the participating galleries, coupled with the latest image recognition technology. If the user photographs a work of art, they will immediately receive all the associated information as well as a high-resolution picture on their smartphone. They can then select this as a favourite, download it, or share it on social media. It is a completely new way of combining a classical fair catalogue with the physically present works of art and of enabling visitors to experience an art fair. "Digital innovations are particularly important for Art Düsseldorf and we are delighted to be setting a new standard". The app will fundamentally change the way in which visitors interact with art fairs", says Gehlen. The app is part of PRNCPL, a new technology platform for the art scene (Link zum PRNCPL Blog). PRNCPL was developed by the team of the curiator.com online platform, which has belonged to the MCH Group since 2016.
Cooperation with The Armory Show of New York
Gehlen and Lohaus wish to offer the art scene something outside the three-day fair too. "We see ourselves as a clear 365 platform and would like to network collectors and exhibitors throughout the year", says Gehlen. To achieve this, ART DÜSSELDORF and "The Armory Show" art fair of New York are teaming up to stage reciprocal events. In addition, Lohaus and Gehlen are planning to cooperate on setting up exhibition platforms in the Rhineland and the Benelux region. The first project was conducted in cooperation with DC Open, a weekend on which some 50 galleries based in Cologne and Düsseldorf celebrated the start of the season (> New tech platform PRNCPL: How two founders want to revolutionize the art fair experience).
And how difficult is it now to establish a new art fair? "We are convinced that we have created the right environment – that was something we noticed when we were engaged in all the preparations already." The halls on this former industrial site have already been reserved for next year.
ART DÜSSELDORF, 17-19 November, Opening 16 November 2017, Areal Böhler, Düsseldorf. Information: www.art-dus.de
ART DÜSSELDORF is one of the MCH Group's Regional Art Fairs. The live-marketing company group is building up a global portfolio of leading regional art fairs and wishes to contribute to boosting the regional art markets in this way. The portfolio is being developed by cooperating with experienced partners in the form of joint ventures, acquisitions and the launching of new projects.
Preview image sources: Sebastian Drüen.
Corporate Communications


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We are delighted to announce John Downes as one of our event promoters for the European Schools Cross Country Open in February. An Irish legend on the country, as well as the road and track, John has competed all over the world during his eventful career. Only man to win Irish Interclubs and British Cross Country Championships in the same year, John, a 7.49 3k athlete, was one of the most consistent athletes over the country in many Irish and English events. He also competed regularly in France, Holland, Luxembourg and in the renowned Lotto Cross Cup in Belgium. John's passion for athletics is well known and we are proud to have this great family man and athlete as part of our team for this event
Congrats john you are a fantastic coach and great pillar in denore harriers and have achieved so much at cross country through your career and careers of other best wishes lynda