text:
Developed exclusively for use with Nikon DX Format digital SLR cameras, this lightweight, compact zoom lens is an excellent match for the new D2H digital SLR camera.
The 17-55mm range exceeds 3x zoom to broaden wide angle to medium telephoto photographic possibilities, and the lens maintains fast f/2.8 aperture throughout to make it practical and easy to use. When mounted on any of the Nikon D2H, D1-series or D100 digital SLR cameras, the picture angle is the equivalent to 25.5 ø 82.5mm on a 35mm [135] format camera.
The range and image quality makes this the lens professionals and advanced enthusiasts will use most with Nikon DX Format digital SLR cameras for shooting portraits and close-ups, as well as nature studies.
Nikkor AF-S DX 17-55mm f2.8 IF-ED
HB-31 Hood
CL-1120 Case
77mm Snap-On Front Lens Cap LC-77
Rear Lens Cap LP-1
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Tel: (403) 234-9935
Toll Free: 1-888-539-9397
802 - 11th Ave SW
Calgary, AB
T2R 0E5 Canada


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Tomorrowland Skyline Lounge Experience
Boy, oh boy oh boy! The Tomorrowland Skyline Lounge Experience at Disneyland in Anaheim was definitely an experience but not the experience I was expecting. For a price tag of $45.00 per person (no discounts allowed), guests can make a reservation for this new and "unique" experience that takes place outside at the Innovention's building on the balcony (walkway ramp) on the second level which is now being called the "Tomorrowland Expo Center."
With how Disneyland marketed this new experience, lots of guests were left wondering if it really is worth the extra cost and have waited to see reviews, photos and videos before taking the plunge and handing over more of their hard earned money to Disney. Wait no more! I hope this review gives you the answers you have been waiting for!
Tsum Tsum Marie got to enjoy this unique experience on Saturday, June 10, 2017:
Reservations & Whats Included
Make a Reservation Here: TOMORROWLAND SKYLINE LOUNGE EXPERIENCE RESERVATIONS
- Cost: $45.00 per person with no discounts allowed
- Time Frame: 8:00PM-10:00PM (2 hours total)
- Includes: 1 Box of "Solar System Sweets which includes 1 cream-filled sponge cake, 1 cream-filled chocolate cake drenched in chocolate, 1 coconut-strawberry iced sponge cake filled with cream, 1 mini cherry-filled pie, cheese and crackers and a small amount of grapes, all you can drink soda, water, tea, hot chocolate and coffee, 1 lanyard for the experience, and a seat to watch the fireworks (unless they are cancelled). They also hand out blankets for each guest to use but not to keep and have games to play such as Jenga, Connect Four and Checkers. Minnie Mouse and Mickey Mouse make a brief appearance to take photos with guest but at separate times. They also have complimentary phone chargers (which may or may not work).
Firstly, Disney needs to update their "Check-In" location that is stated on the reservation email. The email states: "Check in for the Tomorrowland Skyline Lounge Experience begins 15 minutes prior to the event at the Tomorrowland Fruit Cart across from The Star Trader."
PLEASE NOTE: That location is INCORRECT. We only realized after waiting 15 minutes at the abandoned fruit cart and realizing no one else was there. Check in actually begins on the far right of the Innovention's building, now known as Star Wars Launch Bay OR Tomorrowland Expo Center, at the bottom of the ramp. There is a Guest Check-In sign at that location, so be sure to keep a look out for it. At that point, the Castmembers will start checking guests in and collecting payment. After you pay, you will receive a wristband for each guest and your group will then line up at the blue rope & carpet and wait until your party is escorted up the ramp by a Castmember.
Starting Your Experience
"Not Your Typical Disney" also got to enjoy this experience on Saturday, June 10, 2017. Be sure to give her a follow to see more fun and interesting photos from the Disneyland Resort and Tokyo Disney Resort.
Once you reach the top of the ramp, the Castmember guide will tell you the rules of the experience. Be sure to listen carefully because it sounded like ours told us to stand on the railing and clearly that was not what she said! You will then be greeted by more Castmembers at the food stand who will hand you your 1 snack box and lanyard and tell you to grab whatever drinks as you wish, as you can always come back for more at any time within the two hour period. Yet again, another Castmember will then greet your group and escort you to your table. At this point I highly recommend asking to sit on the far RIGHT (furthest away from Space Mountain) as your view of the fireworks will be less obstructed in that area.
David, aka @coheteboy also had a chance to experience the Skyline Lounge and posted some great photos on his Instagram with recommendations on where NOT to sit (including this area below). Be sure to give him a follow!
If you do the Tomorrowland Skyline Lounge Experience don't sit over here. You're not gonna have a good view of the fireworks. At all. Meanwhile where the drinks station is where the best view in the house is. #tomorrowlandskylinelounge #tomorrowland #skylinelounge #disneydining #disneyland #dca #disneycaliforniaadventure #californiaadventure #disney #disneyside #disneyparks #disneylandresort #dlr #justgothappier #happiestplaceonearth #gethappier #anaheim
If you have a party of 4 or more, your party will likely be seated at one of their comfy white couches. Smaller parties will usually be seated at a high glass table. Typically, each couch area will seat 8-10 guests, so they will most likely seat you with other guests if you only have 4 in your party. The tables at the couch areas are supplied with an artificial grass pots with complimentary phone chargers dangling from the grass, however, none of the chargers worked for any of the guests in our seating area. They also supply each seating area with 1 game to play and if requested by a guest, the Castmembers will switch the games up for you. Our table included a small Jenga game.
The Experience Continued. . . .
"KTTHEDISNEYBEAR" enjoyed this experience on May 29, 2017. Give her a follow and view her video of her experience on her Instagram account below:
Once you are seated at your reserved table, you are free to wander around the balcony as you wish. This is a good time to take ample photos of the sunset and Skyline view. Also be sure to take advantage of the all you can drink non-alcoholic beverage station that includes coffee, hot chocolate, tea, water and sodas. You only get one box of treats so take your time munching on those but remember, you only have two hours!
You can also play the game at your table or ask a Castmember to switch it out for you. Check your charging stations, because none of ours worked and they should absolutely be fully charged or someone isn't doing there job right! Blankets will be handed out to each guest but they write down the numbers on the blanket on your reservation, so if you "steal" you will be charged. Also, pick up a light saber and have fun with it or any other items they might include in your experience.
Minnie Mouse and Mickey Mouse make their way around the balcony, greeting each guest and taking photos and perhaps playing Jenga! The thing that really bummed me out was they started from opposite ends during our experience, so only the group in the very middle got to take a photo with the couple together.
If you are lucky enough to catch the Disneyland Firework's show on the night of your visit, I really hope the music pipes in for you! Unfortunately, for us, there was no sound. The sound really pulls the show together, so it was a little upsetting that it didn't work for us.
If you have no expectations and never participate in special Disney events, you may really enjoy this short 2 hour experience. For those who have been lucky enough to participate in "free" Annual Passholder events or Disney Parks Blog events, then this $45.00 experience may leave you wondering if you should've invested your money into something else. Seeing photos and videos might make you want to pull the trigger and book your reservation, because I agree, it looks really neat, and by all means Do So! But don't expect more than what is listed on the reservation menu for this event. If you are easily pleased and appreciate the little things in life, you will love this experience. Be sure to include great company!
All in all, my experience wasn't a horrible one, I just had a few unfortunate hick-ups. I think with a few minor changes and tweaks, this can actually be a much more enjoyable event. I would say, if $45.00 isn't going to put you in debt, give it a try! Depending on the night of week your reservation is for, you may or may not get to view the fireworks, so I say to expect to not be able to view them – in case the weather doesn't permit it – that way, if it plays, you'll appreciate it more!
My Recommendations for a Better Experience
Disney can ABSOLUTELY step up their game and make a few simple changes that will really add to the guests experience. These are my personal recommendations that who knows, may or may never get added on to this experience:
- DIFFERENT FOOD – We witnessed many guests (including us) throw away half of their food box items. Disney needs to add MORE crackers to the crackers and cheese sections – 3 is just not enough! Adding popcorn would be the PERFECT addition and we hope they bring it on board in the future. Even adding filling food like Corn Dogs, Pizza from Pizza Port or anything else around the park would really entice people to actually eat their food.
- ALCOHOL – I mean, I get it, the only place at Disneyland to get alcohol is inside of Club 33 but why not allow it for this type of event as well?
- LONGER EXPERIENCE – Originally I misread and thought it was 8:00-midnight so I figured "Wow! Four whole hours to relax or walk around and come back when you wish!? That's perfect." Unfortunately, it is only 2 hours – I recommend extending the hours until the park closes then guests don't have to feel so rushed and can truly relax and take in the ambiance.
- WORKING SOUND SYSTEM – Some guests have been lucky enough to catch the fireworks show with SOUND piped in through the speakers, but they didn't work when we watched them. Hopefully they can manage this better for future guests.
- WORKING CHARGING STATIONS – Is it that hard to replace the batteries so the charging stations will actually work? Maybe it is. I don't know.
- SPECIAL EVENT ITEM TO PURCHASE – Disney loves money and Disney Guest's love collecting special Disney Merchandise! So it would be wonderful if they added on a special item that you can only purchase if you are at this experience.
- PHOTOPASS PHOTOGRAPHER – This one is HIGH on my list, even though I listed it as number 7. This is the perfect place for the Photopass Photographers to capture amazing, rare photo opportunities so why haven't they brought one up there yet!?
- MICKEY & MINNIE TOGETHER – Along with number 7, if they allowed a special photo op spot for guests to take photos with Mickey and Minnie together and had the Photopass Photographer to capture the photo, guests would LOVE LOVE LOVE the opportunity! I know I would.
- If I can think of anything else, or anyone mentions something I forgot to include, I will add to this list. Let's hope Disney reads this post and perhaps adds a few of these changes!!
I'd love to hear your thoughts on your own experiences with this event so please comment below. Also be sure to take the Poll below about this experience. Thank you for reading! If you enjoyed this article, please feel free to share it.2

subset: commoncrawl


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Find The ideal Hosting business For Your Online Business
- By : Thomas Thomas
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Follow USHJA Social Media
Contact Us
Thank you for your interest in the USHJA Wheeler Museum. For more information about the Museum, contact the Wheeler Museum Liaison Leslie Mangan by phone at (859) 225-6704 or by email at firstname.lastname@example.com.
We'd like to extend a special thank you to our Wheeler Museum Committee members, who are responsible for managing and directing the exhibits and activities of the Wheeler Museum.
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Blue, knitted, buttoned, scarf and glove covers
Added Apr 4, 2009
by sair99
Manchester, Unit...
A scarf and matching glove covers (I made the glove vocers to keep my wrists warm as my leather gloves were to short).
Very simply done knit, purl the scarf length and add three buttons at the ends. FOr the gloves I knitted the width the be the length along the arm and knitted enough lines to wrap around my hand. THen I sewed them together at the thumb side leving a gap for the thumbs. I then sewed on the buttons at the little finger side.
Material Notes
Blue wool and buttons from a smallshop in Altrincham Cheshire http://www.greengingerfabrics.com/
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- Rougned Odor contract extension by giving him two horses
- Jose Bautista punched in the jaw during huge brawl with Rangers – Watch
- NASCAR revises lug nut policy after Stewart's criticism – Details
- Harden should've been called for foul on game-winner NBA says – Details
- Jason Whitlock calls Kobe Bryant a fraudulent celebrity athlete 'Watch'
- Jason Heyward Bees Attack Delays Cubs-Mariners Game "Watch"
- Tray Walker: "Ravens cornerback" Dies of Injuries From Dirt Bike Crash, sad day for NFL
- Victor Cruz Willing To Accept Pay Cut To Stay With New York Giants "Details"
- Orioles ban pie celebrations due to safety concerns 'Details'
- Marc Gasol: "Memphis Grizzlies center" out the rest of the season
Gordie Howe: Justin Trudeau pay respects to Mr. Hockey
- Updated: June 11, 2016
Justin Trudeau on Friday took a moment to praise the career of Gordie Howe and said the former Red Wings legend strengthened ties between Detroit and Canada.
Prime minister Justin Trudeau says Howe's career "inspired and gave rise to many, many dreams."
The Hockey Hall of Famer died this morning at the age of 88.
Trudeau added that it was a "very, very sad moment for us all."
NHL commissioner Gary Bettman called Howe a "remarkable athlete," adding that "all hockey fans grieve the loss."
Former Montreal Canadiens captain Yvan Cournoyer says he'll never forget his first NHL game against Howe and his Detroit Red Wings.
As a 19-year-old, Cournoyer was in awe of Mr. Hockey. He was lucky that day because he didn't have to line up against Howe, a job that belonged to teammate Gilles Tremblay
My condolences to the family of Gordie Howe, the Detroit Red Wings and all his fans around the world. He will always be Mr. Hockey.
— Justin Trudeau (@JustinTrudeau) June 10, 2016
"He'd say 'I'll try my best but it's hard,'" Cournoyer recalled Friday.
"He was not a dirty player," Cournoyer added. "He was strong. He played hard. He wanted the puck. But I don't think he was dirty."
Cournoyer made the comments with a heavy heart, noting that so many top players from the old days have died in the last few years, including Canadiens Jean Beliveau, Elmer Lach, Dickie Moore and Tremblay.
Howe played against them all.
Laureen & I extend our condolences to family & friends of Gordie Howe. Mr.
Hockey will always be remembered as a legend of our beloved game
— Stephen Harper (@stephenharper) June 10, 2016
"He showcased the best of what Canadians like to think of ourselves as, highlighted both our national sport and our national identity on an international stage," said Trudeau. "This is something that is a very, very sad moment for us all as we think about Mr. Hockey and the incredible legacy of inspiring generations that he leaves behind."
Added Bettman: "Gordie's toughness as a competitor on the ice was equalled only by his humour and humility away from it. No sport could have hoped for a greater, more-beloved ambassador."


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sexta-feira, 28 de abril de 2017
Topps 2016 - cards I like because yes - part III
Nope. Haven't forgotten the blog nor you my friends. But having a house to take care is a pain!
And leaves me with no many to order cards...big pain!
But lets put a smile on our faces and see pretty cards. Even if I think you already seen all of these before and even own them lol
Jay and Blanco because...I don't know. Jay seems like he totally missed the ball - "ohhhhhhh shoot! I'm here swinging and the ball is already gone..." - and Blanco is showing the tip of the bat. I'm that weird.
Here a great fly for the ball for Reddick. So beautiful...
When I saw this card I remembered I've seen Reddick getting a similar card from a previous year...and I've found it!
See!? Back in 2013 Topps also gave a great Reddick card. Do you know more of Reddick cards that are like these two!?
Now onto some Pitchers cards to make one of those jokes about freshman year vs senior year.
Because...poor Scott...what a face to have on their rookie card...
Norris au contraire is looking quite nice. (like the beard...ehehehe)
An now because I also collect D'backs cards, a RC of Peter O'Brien. What to highlight!? The dimple!
I love Catchers cards where they have the mask on and right into action.
And I end with Gonzalez going into sliding. There is no dust or dirt in the air but I can imagine.
Publicada por Ana Lu à(s) 15:55
4 comentários:
Based on Reddick's cardboard presence, he must be a super hero in his spare time!ResponderEliminarRespostas
If he changes the hair for a more spiky hairstyle I'd say he's a saiyan ;)Eliminar
Just pretend that CarGo is kicking up the smoke design.ResponderEliminarRespostas
Almost Karate-Kid style!Eliminar
Subscrever: Enviar comentários (Atom)


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SPARTANBURG, S.C. (PRWEB) September 15, 2016
Hampton Jeffreys debuts in the world of literature with the release of "Simpleton" (published by Archway Publishing). This new novel explores topical issues of bullying and the struggles of today's youth through the story of David Williams, a young man who struggles to chart his identity and destiny in a world that seemingly does not want him.
David is relentlessly bullied by his classmates, abused by his overbearing mother, who vacillates between smothery love and mental and physical cruelty and confused by his sporadic relationship with his spineless, insecure father. As David enters tenth grade, he develops a crush on Mitzi Williams, a beautiful fellow student who seemingly has no clue that he even exists. Things become even worse when Paul Emmett and Kelly Lowe constantly find increasingly devious ways to make David's life miserable at every turn. But when an unfortunate chain of events concludes on high school graduation day, David is left at a crossroads where he finally makes an important realization that changes everything.
Jeffreys is an evocative and compelling narrator who succeeds in giving voice to his characters' struggles and fears. He hopes that this novel will give readers courage to overcome whatever hurdles are keeping them from the life they want to live.
"I hope my book makes them realize that, even though things don't always work out the way we want them to, a way can still be found to move forward in life" Jeffreys says.
A deeply moving and unforgettable first novel, "Simpleton" is a bittersweet, sometimes comical, coming-of-age story of a young man who must rely on perseverance, inner strength and courage to escape a less-than-ideal fate.
By Hampton Jeffreys
Hardcover | 6 x 9in | 182 pages | ISBN 9781480828803
Softcover | 6 x 9in | 182 pages | ISBN 9781480828827
E-Book | 182 pages | ISBN 9781480828810
Available at Amazon and Barnes & Noble
About the Author
Hampton Jeffreys is a former paralegal who is happy to have finally achieved his lifelong goal of writing a novel. He lives with his family in Spartanburg.
Simon & Schuster, a company with nearly ninety years of publishing experience, has teamed up with Author Solutions, LLC, the leading self-publishing company worldwide, to create Archway Publishing. With unique resources to support books of all kind, Archway Publishing offers a specialized approach to help every author reach his or her desired audience. For more information, visit archwaypublishing.com or call 888-242-5904.


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13268 Wooden Gate Way Eastvale, CA 92880
Hi, Gabor Besze.
My name is
and I have a question about 13268 Wooden Gate Way Eastvale
You can respond by either emailing me at
or call during
My Question Is:
Estimated Monthly Payment$5,051
- Photos
- Location
- Questions
- Share
- Mortgage Calculator
- Status: Active
Listing courtesy of Redfin
Situated on a sprawling 10,000+ sqft lot, this turn-key home is ready for its new owners. Recessed lighting, rich hardwood floors, custom paint and upgraded baseboards compliment the elegance of the bright & open floor plan. Enter into the spacious great room with custom lighting and plantation shutters. The gourmet kitchen is well-appointed with granite counters, stainless steel appliances, built-in breakfast nook, large center island, and sliding glass doors to the backyard. The family room features light catching windows, built-in media niche, and cozy fireplace. The first floor also features a large bonus room, perfect for an office or home gym. On the second floor is an impressively large laundry/utility room with sink, built-in desk and lots of storage space. A generously sized four-car garage with throughout garage door to the backyard makes this grand home especially unique. Endless list of upgrades to include Custom Lighting with Lutron Controls and Occupancy/Motion Sensors, Soft Water Filtration System for the entire house, Energy Efficient Solar Panels installed through Edison Company, Full Sprinkler System in Backyard, 4 zone Climate Controls with 2 A/C Units, and Integrated High Powered HD Antenna. Relax, play and entertain on the large backyard patio. Adjacent to the elementary, middle and high schools, and centrally located near well-known parks, popular trails, shopping, and dining, this home is an ideal choice for fine Corona living. Best of all, NO HOA!!!, Directions Cross Streets: Sumner Ave & Citrus St
Interior Features Include:
Fireplace Description Family Room
Family Room Y
Rooms All Bedrooms Up, Family Room, Formal Entry, Jack & Jill, Kitchen, Laundry, Living Room, Master Suite, Office, Walk-In Closet
Source Central Furnace
Exterior Features Include:
Acreage: 0.2500 Acres
Description Lot 10000-19999 Sqft, Sprinkler System
View None
Square Feet 10890
Garage/Parking: Direct Garage Access, Driveway, Garage - Front Entry, Garage - Rear Entry, Garage Door Opener
Parking Direct Garage Access, Driveway, Garage - Front Entry, Garage - Rear Entry, Garage Door Opener
Garage Capacity: 4
Other Features Include:
Water: Public
Pool: None
The information being provided by CARETS (CLAW, CRMLS, DAMLS, CRMLS, i-Tech MLS, and/or VCRDS) is for the visitor's personal, non-commercial use and may not be used for any purpose other than to identify prospective properties visitor may be interested in purchasing.
Any information relating to a property referenced on this web site comes from the Internet Data Exchange (IDX) program of CARETS. This web site may reference real estate listing(s) held by a brokerage firm other than the broker and/or agent who owns this web site.
The accuracy of all information, regardless of source, including but not limited to square footages and lot sizes, is deemed reliable but not guaranteed and should be personally verified through personal inspection by and/or with the appropriate professionals. The data contained herein is copyrighted by CARETS, CLAW, CRISNet MLS, DAMLS, CRMLS, i-Tech MLS and/or VCRDS and is protected by all applicable copyright laws. Any dissemination of this information is in violation of copyright laws and is strictly prohibited.
CARETS, California Real Estate Technology Services, is a consolidated MLS property listing data feed comprised of CLAW (Combined LA/Westside MLS), CRISNet MLS (Southland Regional AOR), DAMLS (Desert Area MLS), CRMLS (California Regional MLS), i-Tech MLS (Glendale AOR/Pasadena Foothills AOR) and VCRDS (Ventura County Regional Data Share).
"Some Information may be provided by CRMLS, all rights reserved. Content is for the user's personal, non-commercial use and may not be used for any other purpose. Content is deemed accurate but not guaranteed."


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This time DC Shoe and Ken Block presents the Gymkhana FIVE: The Ultimate Urban Playground at San Francisco.
This amazing video is shot on the streets of San Francisco, California. Gymkhana 5 features a raw, fast and very precise driving action. It is filmed during 4 days and the city of San Francisco were personal gymkhana playground Ken Block.


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On Line
On-Line @ 9 is a lively service of praise and interactive worship for all ages. There is a particular emphasis on making worship accessible to all ages without losing its power. As its name suggests, it starts at 9:00am and finishes at about 9:50am, leaving much of the day for other family activities.
Each service is led by one of five teams of worship leaders and provides an informal and welcoming approach to worship. Our minister is a member of one of the teams.
The singing is lively: it is led by a small music group with a variety of instruments, anchored by a drum kit, but there is always room to include others – musicians take note!
Teaching is based on Roots for Churches material. This is a joint Churches venture based on the Revised Common Lectionary (a three year plan of bible readings), and is adapted to make it suitable for all ages.
Themes are often introduced with a short sketch or dramatised reading before the children and young people go to their individual groups (3-4, 5-7, 8-10, 11-13, 14+). Each children's group has a set of dedicated leaders who know the children well and aim to relate the message of the service specifically to the children. There is a crèche for very young children (0-2) within the Sanctuary, allowing parents to partake fully in adult groups whilst keeping an ear on their children!
Adults most usually also go into Group Discussion Time to further explore the theme. This generally lasts for about 20 minutes of the 50 minute service, although On-Line is a flexible service and arrangements can change if the leaders think it more appropriate.
Occasionally, communion is celebrated when particularly fitting to the theme. Baptisms can be integrated into the service if requested.
Projection software is used, with screens showing the words for songs and prayers, and appropriate images to enhance worship. This can include short video clips.
After worship all are welcome to stay for fellowship and refreshments in the Coffee Centre, where visitors also have a chance to find out more about us.
On-Line was launched in 2001 with a congregation of 40, including a handful of children. Over the years we have grown so that an average Sunday sees 70 adults and 30 children (from a congegation of over 120 adults and 50 children). You can read about the background to On-Line@9, how we started and what we did.
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Search the Community
Showing results for tags 'wrangle'.
Found 45 results
POP Wrangle Group
fabsberry posted a topic in General Houdini QuestionsHello, I want a second age ("myage") for particles, when they are in the group "active". Very simple? But it don't work
I have a curve where I used the parallel transport algorithm to transport the normal along the curve and then I use this curve as a follow curve fora bones chain. My question now is how can I setup up the twist along the bone chain and also make it twist beyond 180 degrees without flipping? (see attached file below) any guidance and examples will be greatly appreciated. Thanks. parallel_transport_curve_framing_03.hip
Loss of array color after adding RBD Object to geometry
pdci posted a topic in EffectsHi people, I got some problem with color loss in my balls array attached to point box. Everything is working as intended until I transform my array to RBD Object. In my scene I would like to have balls bounce around and collide with everything but I would like to have some materials and distribute them randomly on them as well. Everything is working but color is lost inside Assemble node at the end in Attribute Wrangle node called : add_name_attribute. I have no idea what happens but this node is making additional groups from my balls and in the end there are many groups which I don't need. All balls are turning grey in viewport as well. If you could have a look I would be grateful. ajz3d_randomize_materials2.hipnc
wrangle nodes pragma?
bunker posted a topic in ScriptingDoes anyone knows if it's possible to define the UI of Wrangle nodes using some kind of vex #pragma?
[SOLVED] VEX in Volume Wrangle
jmhannu posted a topic in ScriptingHi all, I'm trying to write some vex in a volume wrangle but I'm really struggling atm, not sure if the problem is the syntax or my inexperience with voxels. I have a volume which I set up with random densities and then, in the next step, the density of a voxel should be affected by the surrounding voxels. I've done the first step but can't figure out how to access the "closest neighbour voxels". I guess they have some sort of index but can't figure out which voxel has which index or if I should access them by their position. Tried to use the function volumeindex() to find index and volumesample() to take a sample from a position but both only returns 0 so I'm obviously doing something wrong. I wrote it like this: vector pos = {2, 2, 2}; float temp = volumeindex(0, "@A", pos); printf("%f\n", temp); @A += temp; It doesn't seem to matter what position I use for the vector pos, the functions always return 0 either way. So if someone knows anything about this it would be great volumeRandom.hipnc
Get Parameter value from created attribute.
RicardoMadeira posted a topic in ScriptingHello there! Kinda new around here; think this is my first post, but lurking in the shadows and reading a lot this forum has been a great resource in learning the tools of the trade with Houdini lately. Well, straight to the point; I'm wondering if it's possible to make a parameter fetch a value from a created attribute. Can't post my network right now, but imagine; I have a IsoOffset, which creates a volume from a Boolean to be read by a Measure node; After that I promote the created Primitive attribute to a Detail attribute and Scatter some points on it. After this, a PopNetwork is created and I want it to emmit from the created points; but I need it to stop when the Volume Detail attribute is over a certain value; I'm wondering if via Wrangle I can do this with an If function, but then again, how would I transfer the final variable value to the Birth Rate Parameter in the Pop Source? I thought of something like this in the Parameter Field `detail("obj/Geometry1/attribpromote1", "VolCut", 0)` but it doesn't seem to work. Any ideas? Kind of noobish, so don't judge me hard on this! Cheers and thanks in advance!
Blood seeping/absorption via Solver
Arun posted a topic in General Houdini QuestionsHey guys, I'm doing a blood seeping/absorbed on a tissue. Have done one with AttribWrangle & Solver based of a tutorial. The logic is a. points selection, b. blood starts to grow from selected points by choosing neighbors While it works with a point selection at the Solver StartFrame, I would like to improve the point selection step, with a dynamic selection like where a newer bullet[animated sphere] touching the surface should start spawning the blood. New to Solver & need your help on this. Thanks in Advance Arun bloodSeep_v01.hipnc
VEX expressions and wrangle nodes. Where to start ?
ISUther posted a topic in General Houdini QuestionsHello, I have decided to study more Houdini. As i want to expand my knowledge regarding Houdini and not limit myself only with shelf tools. VEX expressions what tutorials or educational materials would you recomend and in what order? Note (need only up to date tutorials as out of date tutorials where they use nodes that are obsolite etc will not help but only create more confusion). Also what tutorials to go over regarding wrangle nodes. Best regards Tanel
Random grey scale point color wrangle
loucifer posted a topic in General Houdini QuestionsSilly question, but total wrangle noob here... I want to set random grey scale values on points, not sure if I should be using @id or @ptnum and how the expression would look? TIA
VDB to "tidy" geo
broomy posted a topic in ModelingHi Been watching the Hive Siggraph vids specifically the procedural game level building At 40 mins 28 sec in there is a corridor that looks interesting and i can replicate a lot of it (because of the way it is described) but i cant understand how the vdb is so clean. On the left it is just possible to see a convert vdb node connected to what looks like a wrangle of some kind? Does anyone have some insight into what would be happening in this wrangle to get such clean geo? I have no idea... Thanks for any input Dave
How to move forward with adding window holes to my brick walls?
Hartman- posted a topic in ModelingHey all! I'm pretty stuck in a rut trying to think my way through what I want to accomplish with a brick tool I've been working on. Currently I can feed in a box, tube, or an L-shaped box that I've modeled and I can get well stacked bricks around the perimeter. What I'm stuck on is then taking this and adding in holes for windows/doors/etc. Similar to what is seen here: https://letshoudini.wordpress.com/2016/06/19/031-procedural-modeling-for-destruction/ What I want to be able to do is copy a pre-fractured brick to the points, like the simple box I have now in the attached hip file, with rotations to help vary the layout a bit. Thus, should I boolean out holes from the mesh after generating bricks? Maybe taking into account where windows are (will be) and then not placing brick points there? (then I would have to have half bricks to copy). Not sure the booleans would behave as I want to be able to instance high detail geo to the pieces after simulation. The solution in the link looks to be a boolean as the simulation then only runs with simple bricks clustered to add some interest to their breakup (https://letshoudini.wordpress.com/2016/09/18/037-earthquake-building-collapse-rd-01/). I don't think I'm seeing this problem clearly right now and would really appreciate some nudges in a direction to help grease the logic wheels! Hartman- BuildingForDestruction.hiplc
How use volumes to detect collision in sop and deform
sheyoystudio posted a topic in EffectsHey guys, sorry for my english There is a way in Houdini to detect the collision and have a organic style deformation without dynamics to avoid the intersection of the meshes? I have some geometry groups (tentacles based on curves) in a single object, so, I thinks is possible with volumes and a vex expression with if and else, but I'm not so good with vex, i'm still learning. So, using a foreach loop , maybe converting the mesh into volumes and use a scatter to have the surface and inside points to detect their position, how can I import in a wrangle the groups and their points info to create this type of action? I know the message but i don't know how to write it, some ideas? Thank you
Point Wrangle inside foreach loop
spectronaut posted a topic in ModelingI'll get right to it. I am running a foreach loop on a bunch of prims. For each prim I scatter a number of points. Still within the foreach loop, I run a point wrangle on those points. In the wrangle I run intersect on each of the points and if one hits I want to set an attribute on the prim (foreach loop peice) that the points were scattered on. In the end I don't need the scattered points, I just need the prims output with the attribute @keepage. What I cant figure out is how to set up the forloop so that this works.
Create geometry with AttribWrangle
ryreh posted a topic in ScriptingHello! Sory for my English I'm trying create geometry with AttribWrangle node in Detail mode. I use addpoint, addvertex and addprim nodes. When I created some points how could I get access to them into the node? For example, I created point pnt0 = {0,0,0,}. And now I want to create point pnt1 which is close to pnt0: int X = 3; int pnt0 = addpoint(0, set(0,0,0)); int pnt1 = addpoint(0, set()); - and here I want to get position of the first point and add X to each coordinates. Is it possible?
vex Number of points on second input
TheScarecrow posted a topic in General Houdini QuestionsHello guys. Could anyone help me with syntax. Im relatively new to VEX. I need to get total number of points of geometry that connected to second input of wrangle. I tried something like int maxp = @opinput2_numpt; but it always returns 0. Would appreciate help.
Point cooler from scatter using attribute wrangle
defc0n1 posted a topic in General Houdini QuestionsHey guys. I'm pretty new to the houdini world, and I've been experimenting a lot of things. Is there a way to get the RGB values of scattered points using attrib wrangle? Im not too familiar with the VEX syntax, so Im having a hard time figuring it out. I have random colours signed to a scatter node and some geometry copied on to the points using a copy node. I want to limit scatter the geometry based on the colour of the scattered point. Thanks!
Attribute randomize issue
PioRaffaeleFina posted a topic in General Houdini QuestionsI just installed Houdini 15.5.683 for Ubuntu 16.04 and I gave a quick look to see how different was from windows version. The first issue that I encountered is with attribute-randomize sop, that gives me a strange error (VEX related). I tried the same setup in windows and everything works smooth! maybe is a ubuntu specific bug? there's someway to fix it, because this sop is essential to me. thanks in advance ps. I navigated inside the attribute randomize sop to find the actual line error.
Is there a possibility to have @ working inside a vex function?
kgoossens posted a topic in General Houdini QuestionsHi, Is there an possibility to have @ working to create write attributes in a vex function? Something similar to the following function void test() { i@test_attrib = 10; } The reason I want to avoid setattrib is that it is much slower as implementation. Are there any other idea's? does the *.vcc compiler optimize the setting of attributes? Cheers
How would you get the index value of a vector array from another point?
trzanko posted a topic in General Houdini QuestionsHello, Trying to read a vector array from another point at a certain index. From my understanding of Houdini something like this should work. vector tempArray[] = point(0,"vectorArrayAttrib",pointToReadFrom); vector v = tempArray[index]; Unfortunately this method is returning an empty array from the point() function. If this is not the right way to go about doing this please let me know. Any help welcomed. Thanks.
Slit Scan / Time Shift Effect File Read Please Help
trzanko posted a topic in General Houdini QuestionsHello,I'm attempting to create the slitscan/timeshift effect. I'm creating a vector array in a for loop, each loop has an attrib from map and a wrangle that appends Cd to a vector array. It works when the attrib from map is always reading from the same file. When I change the attrib from map file read expression to anything that has to do with $F or the meta nodes iteration Houdini crashes. I have a test scene that has documentation and even nodes setup to create test frames to work with.If it is a matter of the way that multiple files cannot be read at once please let me know. If someone knows of a better way to read from multiple files at once and/or achieve this effect please let me know. I'm aware that after effects has this effect and uses gradients to determine which frame to look up color from. While that method is great, I'd like to be able to write the gradients/lookups in vex to achieve results. Any help greatly appreciated. -T concept_025_slitScan_v001.hiplc
Temporary variables in VEX Help
StRaToX posted a topic in ScriptingHi I'm new to this wrangle node programming, I've been busting my head over why this doesn't work for three days, it's so simple therefor i must be missing out on some general vex concepts. If anyone can please point me in the right direction that would be greatly appritiated. I have a bunch of points on a grid and their moving up and down via noise. I am trying to set up a point attribute that has a value of 1 when a point if moving up (positivly in the Y axis) and a value of 0 when a point is moving down (negativly in the Y axis). This attribute is called Direction, I'm computing the logic on temporary VEX variables and then writing them out to the attributes. Here's how it looks like : // 0 is going down, 1 is going up, -1 means the point has no direction // on the first frame they have no direction so the points just take their current heights so they can use them for comparison on the second and every other frame int temporary_Direction; float temporary_Previous_Frame_Height; if(@Frame == 1) { temporary_Direction = -1; temporary_Previous_Frame_Height = @P.y; } else { temporary_Direction = @Direction; // ------------> this is where the problem is (this is here so that the temporary variable get's the value of the currently proccesing point every frame) temporary_Previous_Frame_Height = @P.y; if(temporary_Direction == -1) // If the point has no direction { if(temporary_Previous_Frame_Height < email@example.com) // If it's going up { temporary_Direction = 1; temporary_Previous_Frame_Height = email@example.com; } if(temporary_Previous_Frame_Height > firstname.lastname@example.com) // If it's going down { temporary_Direction = 0; temporary_Previous_Frame_Height = firstname.lastname@example.com; } } } // Out_Values i@Direction = temporary_Direction; f@Previous_Frame_Height = temporary_Previous_Frame_Height; // Out_Values The problem here seems to be when I declare "temporary_Direction = @Direction", for some reason on the second frame when I read @Direction the value wich is given to temporary_Direction is 0 instead of -1 wich was given to every @Direction on the first frame. Temporary_Previous_Frame_Height updates just fine but temporary_Direction doesnt. Also writing "if(temporary_Direction == -1)" doesnt seem to work either. Is my thought process even slightly right here, what am i doing wrong, are temporary variables created in vex something that exist globally and in order to use them per point we need to read each point's values or are temporary variables something that exist for every point. Also why do i have to give values to all attributes every single frame or else they will reset to 0 (hense the Out_Values section). //////////////////////////// Update Thank you everyone for replying. I've tried out the time shift sop and it work's fine now( I dont even need the Previous_Frame_Height attribute anymore). I've updated the main post with the original hip file and the one with the time shift sop. Learning about the time shift sop is great, but i would still like to improve my thought process on writing code. It would be greatly appritiated if someone can take a look at the original hip file and possibly shed some light on the problem. I've added notes inside the original hip file for clarity. Any help would be appritiated Thanks in advance Original.hip Time-Shift SOP.hip
How to write for loop in vex
Sourabh posted a topic in ScriptingHello guys, I know how for loop works in c++ but i am not able to write in vex .Can anyone explain me how to write for loop with simple point and color example . Thank you
is it possible to acces points I create in a wrangle within the same wrangle.
arjanM posted a topic in ScriptingHi, is it possible to access the points I create in a wrangle with the addpoint function in the same wrangle? I have an attribute wrangle that only runs once. Within that wrangle I made a for loop where I create points. Then I want search for neigbouring points within the points I created so far in the same loop. I could store the positions in array and loop through the array of the positions I stored so far within the loop, but that can get pretty slow. I hope I explained this well anough. I there any way to do this or should I have another approach for this?
Custom Group SOP in VEX
Jero3d posted a topic in ScriptingHi guys, here are the files I used for the last Vancouver Houdini User Group in case anyone wants to take a look. My presentation was about writing the Group SOP in VEX and trying to optimize it. I wrote everything in a wrangle, and it works great as a preset in a point/prim wrangle. I also made a Digital Asset, although it's not a VEX operator because I couldn't figure out how to make it work purely in VEX because I need to use the group bindings from the Wrangle and I'm not sure how to implement that in VEX. Anyways, the OTL is just the wrangle with the parameters promoted. In the presentation file you can take a look at the speed tests of the Group VEX vs the Group SOP. The difference in performance is pretty similar if you have a few points/prims, but once you go above 1 million the performance difference really starts to kick in. The Group VEX becomes exponentially faster than the Group SOP the more points you have. The difference can really be seen when you group by object and when you group by volume. I also made those 2 modes work with primitives. Here are the files in case anyone wants to take a look at the code. Feedback is greatly appreciated! group_vex_jeronimo_maggi.hipnc vhug_presentation_jeronimo_maggi.hipnc group_vex_jm.hdanc custom_group_sop.vfl
[SOLVED]Access prim attribute inside Point Wrangle
vtrvtr posted a topic in ScriptingHi Pretty much the title In VOP I can use the "Import Primitive Attribute" node to do it, but I'm not sure what's the recommended way to do the same in a wrangle. I noticed that the IPA node is actually just a snippet, which obviously answers my question, but I was wondering if there was a more straightforward (a.k.a shorter) way to do the same Thanks EDIT Someone answered my question and apparently just using @primnum works in wrangles. However, now I'm more confused. I created a sphere and put a f@test = @primnum; in a point wrangle, the results are some numbers, but what do these numbers refere to?


text:
Welcome Amy Keating, our incoming General Counsel
I'm excited to announce that Amy Keating will be joining us in September as Mozilla's new General Counsel. Amy will work closely with me to help scale and reinforce our … Read more
Dispatches from the Internet frontier.
I'm excited to announce that Amy Keating will be joining us in September as Mozilla's new General Counsel. Amy will work closely with me to help scale and reinforce our … Read more
The internet today is often like being on a guided tour bus in an unfamiliar city. You end up getting off at the same places that everyone else does. While … Read more
We commend the Argentine G20 Presidency for continuing to build momentum around the G20 digital process and look forward to seeing the Declaration and the progress made to that end … Read more
As the final part of Mozilla and the National Science Foundation's Wireless Innovation Challenges, 14 community technologists will live demo their creative projects in Mountain View, CA this August … Read more
The decision by the European Commission today to sanction Google for practices regarding the Android mobile operating system drives home the importance of true openness in the mobile ecosystem. These … Read more
We are excited to announce that Mozilla is partnering with Women Who Tech on the Women Startup Challenge Europe. Mitchell Baker will be one of the in person judges evaluating … Read more
Since the launch of Firefox Focus as a content blocker for iOS in December 2015, we've continuously improved the now standalone browser for Apple and Android while always being mindful … Read more
We are very happy to announce the results of the 2018H1 Mozilla Research Grants. This was an extremely competitive process, with over 115 applicants. We selected a total of eight … Read more
Here's a surprising fact: It costs money to watch video online, even on free sites like YouTube. That's because roughly 80% of video files rely on a patented video codec to compress and transmit media quickly over the internet. Read more
This summer, the Test Pilot team has been heads down working on experiments for our Firefox users. On the heels of our most recent and successful desktop Test Pilot experiments, … Read more
I'm thrilled to welcome Sunil Abraham as Mozilla Foundation's new VP, Leadership Programs. Sunil joins us from The Centre for Internet and Society, the most recent chapter in a 20 … Read more
We are deeply disappointed by today's Supreme Court 5-4 ruling which provides a legal basis for the Trump Administration to prohibit individuals from Libya, Iran, Somalia, Syria, Yemen, North Korea … Read more


text:
There are lots of Investment Management Companies all over the world. However, while many of them are not worth the huge money they charge for their products and services, some others are pretty superb.
Here are five known Investment Management Companies you can trust.
This firm began their journey from Helsinki, Finland, in 1999. But presented, they've expanded successfully into other countries such as Sweden, Denmark, and even China.
FA Solutions takes pride in their logo, which according to them, symbolizes their solutions which are actually built with blocks. And of course, that is how they ensure they build a platform that fits clients' needs perfectly. They aren't merely interested in building a platform that fits the needs of their clients- but they are interested in doing things fastly.
FA Solutions has strong expertise in financial and technology. They develop their software constantly to ensure they always offer their clients the best solution in the market. And no wonder they said their ambition is 'to always find the perfect fit for your needs. That's why we offer solutions instead of just products or services'.
FA Solutions pride themselves to be the leading provider of investment management software solutions for Asset Managers, Private Banks and also Family Offices in the Nordic countries. As a combination of strong knowledge in financial industry and high-level technical skills, they work closely in partnership with their clients to accomplish the client's business goals.
This firm was founded in 1996 in Canada. Their target market is primarily Canadian and U.S investors. According to them, 'Canadian Investors will find that Chartsmart Screens are more detailed than any other product.'
Chartsmart software has lots of confidence in their software. According to them, even though there are lots of screening tools on the internet, they think none can match the flexibility, the speed, and the power of Chartsmart.
Their software is one that is used by investors for over 20 years. Whenever anyone have an enquiry to make and send them a mail, they promised that the mail will be answered in only minutes (or they can give a personal remote support session.
Founded 2000 in the United States of America, CreditPoint have a mission of providing the most comprehensive commercial credit risk and collections solutions available. They felt they've got a better way people can manage their credit and collections processes.
CreditPoint Software solutions have been built for maximum configuration to fit the needs of any kind of client and work with their processes- irrespective of the client's company or portfolio size.
This firm also offers business reporting. The business intelligence solution was actually designed with the reporting needs of finance departments in mind. They acknowledged that in today's fierce market, to remain strong in the business environment, a holistic view of one's portfolio is required. Their application actually enables clients to assess vital things such as the performance of their customers, analysts and strategies that will ensure that their processes remain effective.
Macroaxis is a known firm that described itself as 'a disruptive fintech venture'. They are a simple to use (but sophisticated) investment management service. Also, Macroaxis is one of the first robo-rebalancing platforms on the internet that was built for self-guided investors. It pride itself in it simplicity, accessibility, and also advanced user experience (nothing like downl6ads, nothing like plug-ins, nothing like programming, nothing like excel). Things as these made this firm unique in the industry.
The Macrotis financial engineering platform helps to deliver great value that takes the form of improved return on investment portfolios of investors of all levels and skills. This firm serves traders, finance students, retirees, wealth managers, family estate planners, and even amateur investors. They provide them with tools and techniques that are used by professional money managers every day.
Capital Hedge created the superb FINTRX Platform. Their FINTRX allows alternative investment professions to raise capital and organize investor interaction with great ease. Their platform gives their users the chance to access live family office data and family office directory information (while also gaining access to a suite of marketing and CRM tools that are built within the interface).


text:
It has been a crazy couple of months. The YouTube channel has been getting busier and busier and I have neglected my blog. No more!
just a quick list of all the stuff that has come out on the channel and things that are in the works.
- suspension and tires episode (number one request!)
- axles, where to get, what to get….
- snow wheeling (too much snow, ended up just enjoying Mammoth, video coming!)
- King of the Hammers expo and pits video (this one got picked up by some blogs and went a little crazy!)
- King of the Hammers finals. Gotta say, I feel this is prob one of the best edits I have done. Starting to get my hands around Final Cut Pro a little….
- yup, you read that right. Go see the video!


text:
Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders
Samuel Sennott, Portland State University
Sheldon Loman, Portland State University
Pub Date: 2015
Publisher: Portland State University Library
Read This Book
Conditions of Use
This text is based on IWDs in the context of a family which makes it inclusive. It uses person-first language and is ecologically-based. The sample read more
This text is based on IWDs in the context of a family which makes it inclusive. It uses person-first language and is ecologically-based. The sample forms and websites should be quite helpful. Several assumptions are made with respect to the knowledge base the reader has acquired prior to the class in which the text is used. While these are reasonable it would have been helpful to have them delineated in the introduction.
The content of the book is accurate and error-free, avoiding common conflicts among topics addressed addressed (e.g. AAC and ABA). The material is presented in a neutral and unbiased manner.
The book has current content, but it is general enough so that the text will not become obsolete very soon. The exception to this might be the iOS8 chapter. Even in that case, the information is modularized in such a way to make updates to a specific section relatively easy to do.
The book is quite clear and is effective at establishing context then using technical terminology in that context and applying it functionally.
Terms are operationally defined early in the book or in each chapter and used consistently throughout the text.
It would be very easy to assign just pertinent chapters of the book and not necessarily in the order in which they are included in the book.
The text is generally well-organized, although more of an introduction explaining the organization to the reader would be helpful. While the idea of modules is helpful, at times opportunities might be lost to help students make connections (e.g. how might AAC be a tool utilized after FBA analysis).
The text is very easy to navigate. All of the links worked well.
No grammatical errors were noted.
The text is not culturally insensitive and appears culturally neutral.
An interesting approach. It is well-balanced—informative, but not heavy.
While all of the content in the text is useful in instructional design for children with disabilities, this text is not a comprehensive text that I read more
While all of the content in the text is useful in instructional design for children with disabilities, this text is not a comprehensive text that I would choose to use in this type of course. Rather, it would make a good supplement to other readings and multimedia resources. The text would benefit from a table of contents, glossary, and index.
Content appears accurate and error-free.
Content within the text is relevant and will remain so over time. Some of the links might not work over time and should be checked before utilizing the book for a course. Further, the chapters that discuss AAC and the use of technology within curriculum and instruction will likely need updating in the future as technology progresses.
The authors used an appropriate reading level to ensure the content is accessible at the graduate level. Technical terminology is used, but explained in such a way that the reader can apply the terms in a professional setting.
The text is consistent in the framework of each chapter and the level of terminology used. The authors did a good job of ensuring the readability flowed throughout the text, even though each chapter was written by a variety of individuals within the field.
This text would be great to assign separate chapters throughout a course, with some chapters able to be assigned out of order and others grouped to present a large body of information.
Each of the chapters were well organized in structure and flow. Likewise, most of the chapters flowed from one to the next.
All images, examples and embedded web links were clear and flowed well within the text. The text's interface ensured the reader remained engaged with the text, providing opportunities to apply what was being learned to real-life situations.
The text did not contain any grammatical errors; however, it did still contain a few directives for the editor of the text to complete references.
While this text did not address culture specifically, the authors clearly encourage and support the reader in including family members in the curriculum design process, ensuring the cultural beliefs of the family are embedded within individualized programming.
When I chose to review this book, I had assumed the topic coverage would focus on children with autism, as the book appeared to have been written for a graduate level course titled, "Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders." However, this book was not specific to these disability categories. Rather, the content is applicable across all fields within special education.
This is a wide spanning topic that could potentially lead to a lack of practical ideas in favor of extensive background material on individual read more
This is a wide spanning topic that could potentially lead to a lack of practical ideas in favor of extensive background material on individual considerations for different populations. This book does a good job of ensuring each chapter has a focused set of recommendations for the major issues related to serving individuals with complex disabilities. Further, each chapter is well referenced, with helpful figures, links and worksheets. The book favors broader approaches that work for a wide number of children over distinguishing children with autism spectrum disorders having certain needs versus other children with other disabilities having other needs. There is a balance of information related to behavior and communication, although I would say there is a little more emphasis on behavioral approaches to intervention.
The content is accurate and is not biased for or against any particular approach. I would note that Apple products are mentioned in one chapter exclusively and also in Chapter 2, but the products are not presented as the only workable technology solutions. The information on AAC contains strategies that are manageable by a variety of communication partners, however there is some more recent work relative to Just In Time Programming and Visual Scenes that would have been good additions. Although only a minor issue, a discussion of multimodal communication would also have been ideal.
The principles are all good and many of the strategies are not tied to specific technologies or temporarily "popular" approaches. Unfortunately, with iOS updates happening more and more frequently (iOS 11 at the time of this review, but iOS 8 in the book), it's challenging to keep up. It would have been nice if the chapter author (who is very knowledgeable about topic) avoided use of words like, "latest version" especially since a lot of the basics are still the same with some refinements. Although Youtube videos are quite helpful, there are some links that no longer work (p. 43, p. 89, p. 95, p. 99). In the case of iOS accessibility, it's not too big of a deal, you can easily find updated video examples based on the titles of the videos listed in the chapter.
The book is highly readable even with the different authors for each chapter. The Figures and Tables are helpful. Although there is an emphasis on practical solutions in the book the tone is clearly for more self-motivated learners or learners. Knowledge of children with disabilities is expected, but discussions could be read by any professional working within the educational system.
The text was consistent in terms of having different visual supports. I did find it distracting that at times figures and tables were embedded in each chapter, and in the case of Chapter 4 were all at the end. Some chapters provided more case examples than others and the differences in the use of case examples is probably the largest weakness I could find in the book.
The entire book is not overly long and each chapter is easily readable within a single setting. Each chapter has a "take away" strategy that would work very well in a course format. The iOS Accessibility chapter is more referential than single intervention strategy based, so it would work as either something to reference in the context of intervention with a specific individual in another chapter or as a chapter to be used in conjunction with specific assignments to customize an iOS system for individuals with a variety of disabilities.
The high degree of modularity, means that there is less of a single narrative woven throughout. One thing I will say is that each chapter quickly gets to applications quickly. Chapters do not spend extensive time on historical context or competing trends. The chapters are satisfying on reaching practical information quickly each time. I only felt chapter 6 deviated from the focus on immediately addressing implementation of the strategy.
The use of external video links could mean a loss of one's place depending on how a user is reading the pdf. If it is embedded in a browser and the links open in the same tab, this could be problematic. I found it worked best when I opened videos in a new tab and this solved my issues. The book doesn't have internal hyperlinks and does not have a table of contents. The references did include doi's when available.
I did not note any grammatical errors. The technical quality of the writing is high while still being readable.
The text is not actively biased against any group. Since there are only a few photos with children, it is difficult to criticize the photos for being of white participants. No chapter attempts to highlight considerations relative to diversity. I will say that the strategies presented would work for a variety of cultural groups. Although not mentioned, the AAC strategies that inform the ModelER intervention have been shown to work with a variety of different communication partners. I think this is true for the other strategies as well.
I enjoyed this book as a resource. It can help to provide some practical ideas to speech-language pathologists or to special educators. I don't think it could be the sole resource I would use at the graduate level. One thing I would look for as a supplement is more of a discussion of different professionals and how they can work together. Chapter 1 helps in this regard. At the risk of being overly expositional, I think a brief discussion of the roles and responsibilities of different team members (even as a glossary) would be a nice addition. The information is present in other places and could be supplemented for classroom use.
While the six chapters cover some important aspects of instruction for this population of students, I'd appreciate a more comprehensive view of read more
While the six chapters cover some important aspects of instruction for this population of students, I'd appreciate a more comprehensive view of developmental disabilities and autism spectrum disorder. Some introductory information with definitions, prevalence rates, etc. would be helpful as well as some broader context on inclusion for students--when is inclusion appropriate, what are the goals, etc. There are some great tools and resources in the book about assessments and tools for self-determination, inclusion, ABA, AAC, FBA etc., but there's never an explicit connection or discussion about why these particular areas are important specifically for students with DD and ASD. I think students would benefit from having some discussion around how and why we make these decisions about students rather than just presenting the tools. I'm also left wondering why are there no chapters about academic interventions, when and how to target academic vs functional outcomes, how to approach writing IEP goals in various areas, etc. yet there is an entire chapter on iOS 8 Accessibility.
The information presented is accurate, it's just not directly tied to students with developmental disabilities or autism.
The relevance/longevity is great. The authors included up to date tools and resources that can easily be updated over time.
The text itself is clear and does not overly rely on jargon. What's not always clear is why the chapter topics were chosen (see Comprehensiveness section of this review). I think a clearer presentation of the overall framework for the text would be helpful to the reader. For example, why is augmentative and alternative communication (AAC) given its own chapter? Why is AAC important for students with DD and ASD? It's never actually explaned that, for example, students with autism have communication impairments, that a hallmark of autism is deficits in communication and social skills, therefore communication devices are often necessary. Same for the other chapters--why are these topics critical for these disability areas? Additionally, the text reads as if each chapter was written for a separate purpose or publication and compiled together under a title about DD and ASD. The chapters present important and accurate information about each individual topic (e.g., applied behavior analysis), but there's no clear connection to why each particular element is key for students with these disabilities (e.g., WHY do students with DD or ASD need applied behavior analysis?). Chapters 2-6 could have been written for any other textbook on any other disability.
While the terms presented are consistent across the text, the writing styles, framework, and organization of each chapter are not consistent and do not blend. For example, the first chapter is very straightforward while the second chapter opens with a personal vignette from the author. It makes the text seem inconsistent overall. Another issue is that the terms intellectual disabilites and autism spectrum disorder are never actually defined. Even though the purpose of this text appears to be about instructional planning for kids with DD and ASD, a brief statement with some introductory information about the disabilities (what are they, how do they manifest in people) would be helpful to provide some level of consistency across the text as a whole.
The book can easily be split up into smaller sections for reading assignments. The text is broken up with logical and understandable headings and subheadings.
Overall the topics are presented in an organized way, but, as stated previously, an introduction would be helpful before jumping into the first chapter. What are DD and ASD, prevalence rates, why these two disabilities are often grouped together, how they manifest, etc. Also, the justification for the chapter topics is not clear and the flow from one chapter topic to the next is not overtly logical (see Comprehensiveness and Clarity sections of this review). As stated in other sections of this review, presenting the reader with some overarching framework or organizational structure showing key information about these disabilities, why the included topics are important for these disabilities, and how the chapters are related would improve the text's organization. Additionally, some of the chapters include great and helpful subheadings (Chapter Objectives, Defining Characteristics, Summary--all in Ch. 3 on ABA) but not all of the chapters follow this format. Each chapter is like its own paper on a specific topic and they were compiled together to make a textbook.
The interface is fine. The graphics are great and there are helpful pictures and figures to add to the reader's understanding.
The grammar is adequate.
There are no explicit references or examples relating to diverse populations.
Each chapter itself presents quality information but the overall organization and flow of the book is very disjointed and confusing. There is no explicit definition of developmental disability or autism spectrum disorder and no justification for the inclusion of the chapter topics. (Why is there a chapter specifically on iOS 8 Accessibility? Why not just assistive technology or accessibility features of common devices?) There is no direct connection in any chapter (except Ch. 1) to DD and ASD--the chapters, while accurate and containing useful information, are not actually about DD or ASD. This book is essentially a collection of related topics that could be applied to students with DD and ASD.
Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism read more
Comprehensive Individualized Curriculum and Instructional Design: Curriculum and Instruction for Students with Developmental Disabilities/Autism Spectrum Disorders is a practical text that is grounded in theory and provides a wealth of examples of instructional and behavioral strategies to support students with complex and involved disabilities within a Universal Design for Learning (UDL) framework. While targeting curriculum design and effective instruction for students with developmental disabilities and autism spectrum disorders, the extensive and comprehensive collection of strategies and approaches for student-centered services, effective communication, behavior management, and use of technology, including AAC, can be applied to a diverse group of students with learning and behavioral challenges. The text contains numerous examples of tools for observation of student behavior and performance, including data collection and progress monitoring. These sample data collection tools are able to be immediately applied to practical use in the classroom and with families and other professionals serving individuals with complex and involved disabilities. iOS8 accessibility, with numerous visuals depicting features and how to use the features as support for effective learning with mobile devices using this technology, is very beneficial as Apple products are used by many school systems.
The content of the text is well-supported with current research from the field. There appears to be no errors and the extensive research and evidence-based practices throughout the text that are clearly referenced support this. There is no bias, although there is the chapter on accessibility of Apple products by an Apple Distinguished Educator.
This text is highly relevant as the number of students identified with ASD continues to increase and educational professionals are constantly challenged to effectively meet the instructional and behavioral needs of these students in the classroom and in community settings. The arrangement of the text would certainly ensure that updates can be implemented easily. This is important, as factors such as changing legislation can impact service delivery options and accountability for this group of students.
The text is well-written and free of educational jargon. The reader needs to be familiar with the categories of disabilities addressed, ASD and developmental disabilities, as there is little actual description, definitions, or characteristics of these areas of disability. There is extensive description of the instructional strategies and behavioral interventions, along with data collection methods, that provide excellent examples of materials and resources for implementation.
The text is consistent in professional terms and conceptual framework addressing effective and inclusive instructional practices and behavioral instruction for students with complex and involved disabilities. Professional terms are defined with ample examples. Some chapters end with a "conclusion" and some chapters end with a "summary" although that doesn't detract from a review of the main ideas of the chapter.
In reference to the modularity of the text, the content can be assigned at different points in a course. While the chapters do complement one another (see Organization/Flow/Structure) any one of the six chapters could serve as an excellent resource for the topic addressed, such as guiding principles for comprehensive instruction for students with complex and involved disabilities and learning and behavioral challenges, AAC, applied behavioral analysis (ABA), functional interventions and assessment (FBA) and effective us of technology tools.
The content of text is structured clearly and logically. The chapters are written to complement one another. There is no table of contents at the beginning of the text and that does lead to the reader needing to scan through the entire text to find relevant information within the topics. With frequent use of the text, the reader would eventually be familiar enough with the content to know in which chapters certain information is presented, but a table of contents would help.
While the text is free of any major interface issues, a few of the website links would not open. Another issue, while not too distracting or cumbersome, is that several charts are in the "landscape" page orientation, but sideways, so the reader must turn the computer to the side to read the charts or tables. Videos all appeared to work and provide specific information and examples to support skills and concepts addressed.
There are no grammatical errors.
The text is highly relevant to understanding the most effective research-based strategies and interventions to support students with ASD or with developmental disabilities thus is sensitive to the nature of the disability. Students with complex and involved disabilities will come from diverse racial, ethnic and cultural backgrounds and having a strong foundation in the most appropriate and effective strategies and interventions to serve these students will greatly assist with service delivery models.
This is a very practical text that provides many examples of how to implement and collect data on the use of evidence and research based strategies and intervention to support instruction and behavior management with students with complex and involved disabilities within an inclusive context.
The textbook provides a good overview of instructional strategies for students with autism and special needs. The chapters provide nice overviews of read more
The textbook provides a good overview of instructional strategies for students with autism and special needs. The chapters provide nice overviews of each areas. The chapters on technology are particularly comprehensive with clear descriptions and examples of application. The chapters on behavioral strategies are adequate and not as clear as the technology chapters. Many links in the chapters were not accessible or were no longer available online. The section on UDL was particularly good. The video instruction and lecture was excellent. There are many good resources for the student to use to extend learning and generalize to a variety of settings.
The content was accurate and straight forward. The references in some of the chapters could use updating with more current literature and evidence particularly the chapters on behavioral strategies. The technology chapters were up to date.
As stated above, many links were not usable or unavailable. The references in some of the chapters could use updating with more current literature and evidence particularly the chapters on behavioral strategies. The technology chapters were up to date.
The chapters were clear and straight forward. At some points in the behavioral strategies, further descriptions and bullet summaries might be helpful to reinforce overall concepts. There were many sample blank templates which were good. Some of the templates had completed samples, others did not.
The text covers the current state of practice and instruction for students with autism with consistent language and models that a practitioner would be exposed to.
The chapter lengths were perfect so the textbook did not seem overwhelming. The various links (the ones that worked) were very helpful to elucidate concepts, provide examples, and extend learning to a variety of contexts.
Each chapter was organized well with basic introduction of concepts, specific descriptions of major aspects of concepts, rationale and evidence for concepts /models, examples and resources. In addition to the concluding paragraphs, a summary using a bullet, outline format may help to reinforce particular areas for the reader.
Some resource links were not usable or unavailable.
No significant areas noted.
The text was respectful of diversity language in both culture and ability.
The comprehensiveness of this textbook addresses a variety of areas within the study of Autism Spectrum Disorders. While the book does not include read more
The comprehensiveness of this textbook addresses a variety of areas within the study of Autism Spectrum Disorders. While the book does not include an index or glossary, the chapters all relate to the title of the textbook.
The content is accurate, error-free and unbiased.
Content in the field of Autism Spectrum Disorders changes due to the increased prevalence of the disorder each year but the authors included relevant statistics and facts. If updates were made, it would be easy to implement those changes.
The textbook is clear and concise. It does include technical terminology related to Autism Spectrum Disorders and interventions utilized to support individuals but it is done so in a way that is understandable to professionals working in the field.
The consistency of the textbook could be improved in terms of the framework. For example, the textbook covers a wide range of specific topics related to Autism Spectrum Disorders in Curriculum and Instruction but it does not address all areas. The chapters on Applied Behavior Analysis and Augmentative Alternative Communication are well written but maybe too specific of topics to cover in a textbook related to Curriculum and Instruction. It would take extensive training to implement both Applied Behavior Analysis and Augmentative Alternative Communication, neither of which could be learned from simply reading this textbook.
The modularity of this textbook is good as I can assign smaller reading sections at different points within the course to my students. The chapters are of an appropriate length and provide a good overview of the content covered.
The topics are addressed in a logical, clear manner. The content flows well and is organized for the reader. The benefit of the textbook is the accessibility for readers to complete their reading on a variety of devices and using screen reader technology.
The interface of the textbook is appropriate and there are no issues with navigation, distortion of images or charts. Everything within the book appears clearly and without distraction.
The textbook contains no grammatical errors.
The text is not culturally insensitive or offensive in any way. It describes individuals with Autism Spectrum Disorders and other disabilities in an appropriate way.
This book will be an appropriate textbook to assign in small chapters for my students to read in an online Understanding Autism course at The University of Toledo.
Table of Contents
Chapter 1: Guiding Principles for Developing Comprehensive and Meaningful Instruction for Individuals with Complex Needs by Sheldon L. Loman, provides readers with practical resources to develop their repertoire of tools for designing supports for individuals with significant needs.
Chapter 2: Naturalistic AAC Communication Intervention by Samuel Sennott, introduces the reader to Augmentative and Alternative Communication (AAC) and shares specific intervention resources including the innovative naturalistic strategy: MODELER.
Chapter 3: Principles of Applied Behavior Analysis to Teach by Kristy Lee Park, provides an overview and examples of research-based approaches of Applied Behavior Analysis (ABA).
Chapter 4: Developing Function-based Interventions by Sheldon Loman, shares a practical guide for the use of research-based critical features to design positive behavioral interventions based on the reasons why students engage in problem behaviors (i.e., function of student behavior).
Chapter 5: iOS 8 Accessibility by Luis F. Pérez, presents the latest information on the accessibility of mobile devices using the iOS 8 Apple operating system. This chapter embeds multiple video examples for improving the accessibility for mobile devices with this newest operating system.
Chapter 6: Using Content Acquisition Podcasts (CAPs) to Improve Vocabulary Instruction and Learning for Students with Disabilities and Their Teachers by Michael J. Kennedy, John Romig, and Wendy J. Rodgers, introduce a multimedia-based tool that can be created by teachers with technology they already have on their computers. In this chapter they provide examples of high-quality multimedia and step-by-step instructions for production.
About the Book
This open textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.
About the Contributors
Samuel Sennott, PhD, is an assistant professor of special education. He completed his doctorate at The Pennsylvania State University and is the co-creator of the original Proloquo2Go, the popular iOS application that helps people who have difficulty speaking due to a range of disabilities such as autism, Down syndrome, cerebral palsy, and other disabilities. Proloquo2Go has been featured on the front page of the NY Times, by ABC News, and on 60 Minutes. Dr. Sennott's clinical, research and development, and advocacy work focuses on assistive technology, augmentative and alternative communication (AAC), language and literacy, and universal design.


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Med Online. Medical & Healthcare Information
Due to contributions made by leading physicians, psychologists and therapists, we are able to provide detailed and medically substantiated information on topics in the areas of health and medicine at the Schön Klinik. We provide information in particular on frequently treated diseases and topical subjects, and enable you to get in contact with the competent hospital doctor in the event of any questions.
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Know more about this business than we do? Cool! Please submit any corrections or missing details you may have.Help us make it right
Be the first NOLA.com user to add photos or videos of S & M Tote-A-Note
S & M Tote-a-note is located at 809 S State St in Abbeville and has been in the business of Financing: Automobiles, Furniture, Etc., Not A Deposit Bank since 2000.
S & M Tote-A-Note can be found at S State St 809. The following is offered: Personal Financing. The entry is present with us since Sep 8, 2010 and was last updated on Nov 12, 2013. In Abbeville there are 9 other Personal Financing. An overview can be found here.


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Enter your caravan model and year to check which Ventura awning size fits your caravan.
All A-measurements are indicative.
Please note that any change to the total weight of the caravan may alter the A-measurement.
"A" measurement size is ascertained as follows: Place the caravan on even ground. Measure from ground level at most forward point of channel to most rearward point of awning channel, and straight down to the ground. This procedure is easily undertaken with a piece of string (see drawing).


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Mirka Horová
Senior lecturer in English Literature and academic assistant at DALC. Her research focuses on British Romanticism, primarily Byron. Her other academic interests include Scandinavian literature, especially the Norwegian romantic poet Henrik Wergeland. She has published articles on Byron and Wergeland in academic journals and essay collections abroad and in the Czech Republic and participated in conferences in the UK, Greece, Turkey, Germany, Czech Republic and Norway. Her edited publications include ´Tis to Create and in Creating Live.´ Essays in Honour of Martin Procházka (with Ondřej Pilný, 2013), two special issues of the academic journal Litteraria Pragensia: ´Constructing Cultural Identities´ (with Martin Procházka and Blanka Maderová, summer 2010) and ´´Tears, Tortures and the Touch of Joy´: Byron in Italy´ (with Alan Rawes, spring 2014), a special issue of The Byron Journal (43:2, 2015) on Byron and the Bible, and the current issue of AUC Philologica: Prague Studies in English 27 (1/2016, with Martin Procházka).
Recently published essays:
Playing with History: Byron´s Italian Dramas. Byron and Italy. Eds. Alan Rawes and Diego Saglia. Manchester University Press, 2017. 188-207.
Byron and the politics of heroic transformation. Byron: The Poetry of Poitics and the Politics of Poetry. Eds. Roderick Beaton and Christine Kenyon Jones. London: Routledge, 2016. 157-170.
´Know Thine Enemy´: Names and Knowing in Werner. Romanticism and Knowledge. Eds. Stefanie Fricke, Felicitas Meifert-Menhard, Katharina Pink. Trier: WVT, 2015. 313-320.
I welcome BA, MA & PhD thesis proposals on any aspect of British & European Romanticism.
13 June 14.00-15.00
20 June - no office hrs
27 June - no office hrs due to illness!


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All A CASA accommodation are located close to lift and cable car facilities, which take you up 3340 metres into the mountains, year-round. As a further lovely feature, all A CASA guests have the opportunity to indulge with heavenly, delicious food in our a-la-carte restaurant and treat themselves to some exquisite wines
We look forward to welcoming you to our accommodation.


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DICK'S Sporting Goods & The DICK'S Sporting Goods Foundation Partner With DonorsChoose.org To Support And Fund Youth Sports Nationwide
U.S. Women's World Cup Captain Carli Lloyd, Actor Michael B. Jordan, NY Jets Brandon Marshall, & NBA No.1 draft pick Karl-Anthony Towns, among others join leadership panel moderated by pro football analyst Jon Gruden to discuss the benefits of youth sports and funding issues facing teams nationwide
Jul 28, 2015, 11:00 ET
PITTSBURGH, July 28, 2015 /PRNewswire/ -- DICK'S Sporting Goods (NYSE: DKS), along with The DICK'S Sporting Goods Foundation, announced today a partnership with DonorsChoose.org, a leader in crowdfunding for U.S. public schools. For the first time ever, DonorsChoose.org will feature a dedicated "Team Sports" section supporting public school athletic programs. The DICK'S Sporting Goods Foundation, through its Sports Matter program, will match dollar-for-dollar, up to $1.5 million, once each team is funded 50 percent. This is part of a $25 million multi-year commitment by DICK'S and the DICK'S Sporting Goods Foundation to fund youth sports programs that are facing budget shortfalls. Teachers and coaches are encouraged to visit SportsMatter.org to apply for funding.
"During the inaugural year of our Sports Matter program, it became apparent that youth sports are in crisis," said Lauren Hobart, Senior Vice President & Chief Marketing Officer, DICK'S Sporting Goods and President of The DICK'S Sporting Goods Foundation. "Saving youth sports is a core mission of our company, and we are excited to partner with DonorsChoose.org to keep more kids playing sports."
An estimated 27% of U.S. public high schools will not have any sports programs by 2020 (1). Studies show the positive influence sports have on student athletes, enabling them to have more success in school, build social skills and resist peer pressure.
"Our partnership with DICK'S Sports Matter program aligns perfectly with our mission to address inequity in schools nationwide," said Charles Best, DonorsChoose.org Founder and CEO. "Access to sports is an important part of a well-rounded education and it takes committed communities and companies like DICK'S to make a real difference in kids' lives."
To continue the conversation around the youth sports funding crisis, DICK'S is hosting a thought leadership panel in New York City today to discuss the state of underfunded youth athletics. Pro Football analyst Jon Gruden will moderate, and panelists include U.S. Women's World Cup team captain Carli Lloyd, actor Michael B. Jordan, New York Jets wide receiver Brandon Marshall, Minnesota Timberwolves and NBA No. 1 draft pick Karl-Anthony Towns, Pulitzer Prize-winning journalist and author Buzz Bissinger and UP2US CEO & Founder Paul Caccamo.
"Being part of a movement like this is something that really resonated with me last year, and I'm proud to be back to support DICK'S and its Foundation as we address the growing issue of underfunded youth athletics nationwide," said Jon Gruden.
For more information on Sports Matter, visit SportsMatter.org.
Source:(1) Up2Us Sports
About DICK'S Sporting Goods
Founded in 1948, DICK'S Sporting Goods, Inc. is a leading omni-channel sporting goods retailer offering an extensive assortment of authentic, high-quality sports equipment, apparel, footwear and accessories. As of May 2, 2015, the Company operated more than 610 DICK'S Sporting Goods locations across the United States, serving and inspiring athletes and outdoor enthusiasts to achieve their personal best through a blend of dedicated associates, in-store services and unique specialty shop-in-shops dedicated to Team Sports, Athletic Apparel, Golf, Lodge/Outdoor, Fitness and Footwear. Headquartered in Pittsburgh, PA, DICK'S also owns and operates Golf Galaxy, Field & Stream and True Runner specialty stores. DICK'S offers its products through a content-rich eCommerce platform that is integrated with its store network and provides customers with the convenience and expertise of a 24-hour storefront. For more information, visit the Press Room or Investor Relations pages at DICKS.com.
About The DICK'S Sporting Goods Foundation
The DICK'S Sporting Goods Foundation is an exempt 501(c)(3) non-profit corporation with a mission to inspire and enable sports participation. It was created by DICK'S Sporting Goods, Inc. as a private corporate foundation to support DICK'S charitable and philanthropic activities.
About DonorsChoose.org
Founded in 2000, DonorsChoose.org makes it easy for anyone to help a classroom in need. Teachers at over 65 percent of all the public schools in America have created project requests, and more than 1.7 million people have donated $330 million to projects that inspire them. Over 14,826,382 students—most from low-income communities, and many in disaster-stricken areas—have received books, art supplies, field trips, technology, and other resources that they need to learn. Visit www.donorschoose.org/intro to hear Oprah Winfrey and Stephen Colbert tell the DonorsChoose.org story.
Contact DICK'S Sporting Goods: firstname.lastname@example.com
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