text:
For all of y'all who have been worrying about Hurricane Irma, your worries are over. The world's leading wind whisperer/hurricane channeler is back on the job, and she and Irma both assure us that all is well.
When I first wrote about Hurricane Harvey on this Whirled last week -- here's that link -- I mentioned that New-Wage huckster Joe "Mr. Fire" Vitale was using the disaster as yet another marketing op. He'd done that before during various hurricanes and wildfires, so it wasn't really surprising. His willingness to exploit disaster and tragedy has made for some good blog fodder here over the years.
I couldn't help noticing that there was one person apparently missing in action from the Harvey party: "Phoenix" Lynn S. Marks, aka SpiritDiva, who in the past had led numerous phone meditations to help calm and redirect hurricanes.
Natch, I've written about Phoenix SpiritDiva a few times too. In the earlier daze of this blog, I was constantly getting emails from her, announcing one or another guided meditation to help uncover the storm of the week's warm and fuzzy side. During those times, my blog posts practically wrote themselves.
The way this hurricane communication thing works, according to the Messages from the Hurricanes page on Lynn's site (here's that link again), is that "just minutes before starting each global meditation I [commune] with each storm directly and [ask] if it [has] a message for us."
Apparently hurricanes are quite the talkative bunch, though they seem a little grammar- and spelling-challenged at times, and they are delighted to use Lynn to channel their messages of love and hope for humankind. You can read several of the channeled messages -- including not one, not two, but three messages from the 2008 disaster Ike -- on the page linked to in the paragraph above.
And SpiritDiva boasts quite a success rate...
We have successfully participated in prayer and meditation events to transform the path and intensity of several hurricanes and typhoons the past couple of years, including Dean, Ernesto, Ivan, Jeanne, Frances, Rita, Wilma and Alberto. We've seen them shift direction and decrease their energy within minutes of completing our meditations.You forgot to mention your great success with Ike, Lynn. On the other hand, I don't blame you for not giving him a mention. Perhaps you're still stinging from his betrayal of you. After chatting with you on three different occasions, after he urged you and your fellow humans to "Know Peace. Radiate Peace. Be Peace," and assured you and the rest of us that "All is well"... he went on to nearly destroy Galveston and surrounding areas, and he did a good job of wrecking sizeable chunks of Houston as well. I'd feel betrayed too, if I were you.
Alas, I hadn't heard from Lynn in quite a while, and certainly didn't see anything from or by her in advance of Harvey's debut. I wondered if maybe she'd retired from the wind-whispering gig. I found that I kind of missed her.
But I needn't have worried. This morning I opened my email and was delighted to see that Phoenix SpiritDiva was back, and was all ready to tackle Irma, with our help, of course. The email header announced: Hurricane Irma Prayers & Meditation -- Today 9 AM EST. Actually we're still on Daylight Time here in the US of A, so I'm not sure what the "ST" (Standard Time) bit is all about, but I suppose the point is moot because unfortunately, due to my rising rather late this morning, I didn't see the email, which came to my in-box on 09/06/17 at 02:43 AM, until a couple of hours after the great meditation was presumably over. So I missed out on an opportunity to help talk Irma into becoming the loving, playful being that the Hurricane Diva insists all storms really are.
And it must have been quite a meditation, judging from the announcement. "Together," promised the email in big red letters, "we will transform IRMA." Then it continued in big green letters: "This 20-minute telephone call will make a difference." Then it continued with a few other promises in big letters in various other colors.
As of the moment I am publishing this, the transcript of the channeled message from Irma is not yet on the Messages from the Hurricanes page on SpiritDiva's site, but I'll keep checking back, and you can too. Meanwhile you can listen to a playback by calling 712-755-7029 (Access Code 912157#).
Or if you want to do your own 'cane meditation, Lynn offers these helpful guidelines.
On a more serious note...
I'm not trying to say that prayer and meditation aren't helpful for self-soothing or in some cases for comforting others. If you want to pray or meditate or dance or twirl or sing or play music to help get you and others through the "storms of life," be my guest. Just don't pretend that you're actually talking to hurricanes, and if you do, please stop trying to make folks believe that you think the hurricanes are messengers of peace and "the higher good."
That said, despite my years of having fun on this blog at her expense, I'm not actually placing Lynn Marks in quite the same category as cynical New-Wage crapitalists like "Mr. Fire." Sure, she's using the hurricane shtick to promote her life coaching services and products and whatnot, but she's just not on the same level of awfulness as so many others I've snarked about on this Whirled.
And she's certainly not on the same level of pure evil stupidity as those who, motivated either by religious fervor, political hyperpartisanship, or a combination thereof, declare the disaster du jour to be karma or God's punishment or poetic justice for whatever stupid reason. I'm looking at you, Ann Coulter. And Kenneth L. Storey (yeah, I know you apologized, but it was a stupid thing to say). And Charlie Hebdo. And all of you conservative "Christian" a-holes who, over the years, have said that the California wildfires/droughts/other natural disasters are God's punishment for the state's "liberalism." Just stop it, all of you.
For those who are or might be in the path of the storm, I hope you stay safe. And for anyone who is able to do so, please help out the vics of Harvey in any way you can. They will still be needing help long after Harvey has faded from the news cycle.
Update, 24 September 2017: The other day I received an email from Phoenix/SpiritDiva assuring me that all those prayers and meditations had indeed had a positive effect. Clicking the first link will take you directly to one of the messages from Irma.
Hello! Namaste! Welcome!And, Thanks From My Heart!
Surely everyone's prayers and meditations made a huge difference in the outcome of Hurricane Irma across her entire path.
Click the link to read my blog as she began to pass over south Florida and her channeled message:
Yes, there was damage in Florida Keys and part of the west coast; and, thankfully, it was significantly less than predicted. And, when the electrical power was restored four days later it was like the cavalry arrived. You can read more on Hurricane Irma experience at my Facebook page.
Lori, a longtime friend and former coaching client from New Jersey, joined the call this morning. Afterwards she shared vision she had during the meditation:So there you have it: the essential problem with hurricanes is that they feel lonely and unloved. All we need to do to tame their fury is to dance with them slowly back to their joy. Good to know.
"A metaphor perhaps. What came to me was an image of Irma's loneliness and sadness and that she needed/wanted our 'embrace'. It came to me as if we were taking her core into our arms to dance with her slowly back to her joy. It felt incredible for the moment it lasted. Thank you for leading us to soothe her soul. Namaste my dear friend."


text:
!! History Commons Alert, Exciting News
Omar Sharif (left) and Asif Hanif (right). [Source: Reuters/ Corbis]Manchester businessman Kursheed Fiaz will later claim that in the summer of 2001, he is visited by Mohammad Sidique Khan, Omar Sharif, and Asif Hanif. Khan will later be known as the lead suicide bomber in the 7/7 London bombings (see July 7, 2005), while Sharif and Hanif will both die bombing a cafe in Israel in 2003, killing three (see April 30, 2003). Fiaz will claim that the three came to his offices to encourage young Muslims working there in "the new ways of Islam." The three discuss traveling to Syria, Pakistan, and Afghanistan to better understand Islam, but the mention of places like Afghanistan turns the potential recruits off. This incident will suggest that Khan was radicalized earlier than previously thought. He apparently attends an al-Qaeda training camp in Afghanistan around this time (see July 2001). The incident also confirms links between the three men, increasing suspicions that Khan helped the other two in a trip to Israel shortly before their suicide attack (see February 19-20, 2003). Fiaz will not disclose this incident until after the 7/7 bombings. [BBC, 7/9/2006] Khan and Sharif are particularly close, as both attend the same mosque in the small town of Beeston, near Leeds. [Independent, 7/24/2005]
Entity Tags: Omar Sharif, Kursheed Fiaz, Asif Hanif, Mohammad Sidique Khan
Timeline Tags: Complete 911 Timeline
Mohammad Sidique Khan, the lead suicide bomber in the 7/7 London bombings (see July 7, 2005), travels to Israel, staying there for only 24 hours. Israeli officials will confirm the visit in 2006. This is seven weeks before two British citizens, Omar Sharif and Asif Hanif, attack a cafe in Tel Aviv, Israel, with suicide bombs, killing three (see April 30, 2003). It is strongly suspected that Khan comes to Israel to help facilitate the bombing in some way, especially since Khan was seen in the company of Sharif and Hanif as far back as 2001 and was Sharif's friend (see Summer 2001). However, Khan's precise role, if any, in the cafe bombing is unknown, and apparently his connection to the two bombers will not be discovered by authorities until after the 7/7 bombings. [BBC, 7/9/2006]
Entity Tags: Asif Hanif, Omar Sharif, Mohammad Sidique Khan
Asif Hanif (left) and Omar Sharif (right) holding AK-47 rifles and a Koran. Apparently this is from a video filmed on February 8, 2003, in the Gaza Strip. [Source: Public domain]In March 2003, the British domestic intelligence agency MI5 arrests eight members of the Islamist militant group Al-Muhajiroun in the city of Derby. Two other Britons, Asif Hanif and Omar Sharif, are also identified as members of the group, but they are not arrested. MI5 is also aware that Sharif is connected to the Finsbury Park mosque where radical imam Abu Hamza al-Masri preaches. [Daily Mail, 5/5/2003; ISN Security Watch, 7/21/2005] When police raided Abu Hamza's mosque in January, they even found a letter from Sharif to Abu Hamza inquiring about the proper conduct of jihad. The letter contained Sharif's address in Derby. [O'Neill and McGrory, 2006, pp. 90-91] MI5 does not monitor either Hanif or Sharif, and instead simply keeps their names on file, believing them to be harmless. Later that same month, Italian undercover journalist Claudio Franco, posing as a Muslim convert, visits the London office of Al-Muhajiroun and meets Hanif. Hanif, unaware that he is being formally interviewed, tells Franco that he is sorry the poison ricin was allegedly seized in a raid elsewhere in London (see January 7, 2003) before it could be used in an attack. The next month, Hanif and Sharif travel to Israel and are killed on a suicide bombing mission which kills three others (see April 30, 2003). After the bombing, Al-Muhajiroun's official leader, Anjem Choudary, calls the two bombers martyrs. The group's spiritual leader, Sheikh Omar Bakri Mohammed, admits he knew both men. But the group is not banned. [Daily Mail, 5/5/2003; ISN Security Watch, 7/21/2005] Other members of the group will attempt to build a large fertilizer bomb in early 2004 (see Early 2003-April 6, 2004), but the group will still not be banned, then or later. (It will disband on its own in late 2004 (see October 2004).) Investigators also fail to discover that Mohammad Sidique Khan, the lead bomber in the 7/7 London bombings (see July 7, 2005), knew both men, was friends with Sharif and attended the same small mosque as he did (see Summer 2001), and traveled to Israel weeks before they did in a probable attempt to help with the bombing (see February 19-20, 2003).
Entity Tags: Omar Sharif, Mohammad Sidique Khan, Anjem Choudary, UK Security Service (MI5), Al-Muhajiroun, Asif Hanif, Sheikh Omar Bakri Mohammed
Bombing damage at Mike's Place. [Source: Associated Press]On April 30, two British citizens, Asif Hanif and Omar Sharif, attempt to bomb Mike's Place, a cafe in Tel Aviv, Israel, located very close to the US embassy.
Hanif's bomb goes off, but a security guard prevented him from entering the cafe, so just three people are killed and 65 are injured. Only Sharif's detonator goes off, so he flees the scene, being chased by several people. He manages to run away, but his dead body is found in the ocean nearby two weeks later. A British inquest will later suggest he drowned, although why he did remains unknown. The two men are Britain's second known Islamist suicide bombers (see December 25, 2000). They had lived in Britain most of their lives and only arrived in Israel a couple of weeks earlier, after a short stay in Syria. Hamas takes credit for the bombing and later shows a video of their last testaments in which Hanif states: "It is an honor to kill all these people. It is an honor." [Daily Telegraph, 9/6/2006] The two are believed to have been members of the radical British militant group Al-Muhajiroun. The group's leader, Sheikh Omar Bakri Mohammed, says Sharif had recently attended a course at his school, studying Islamic law. A reporter claims to have interviewed Hanif by chance at Al-Muhajiroun's London office a month before the bombing. They also attended the Finsbury Park mosque, where radical imam Abu Hamza al-Masri preaches. [Observer, 5/4/2003; ISN Security Watch, 7/21/2005; BBC, 7/9/2006] The pair apparently were featured in a recruitment video for Abu Hamza in March 2000. In 2002, a pair of activists working against Abu Hamza, Neil Doyle and Glen Jenvey, tricked Abu Hamza into sending them some recruitment videos, and one showed two masked men holding assault rifles claiming to be fighting in Bosnia. Only in 2004, after Hamas released the video of Sharif and Hanif's last testaments, did it become clear they were the masked men in the 2000 video as well. [Sunday Mercury (Birmingham UK), 9/19/2004] Mohammad Sidique Khan, the lead suicide bomber in the 7/7 London bombings (see July 7, 2005), traveled to Israel seven weeks before the bombing, and it is suspected he assisted the bombing in some way, because he had known the two men since at least 2001 (see Summer 2001 and February 19-20, 2003).
Entity Tags: Omar Sharif, Hamas, Al-Muhajiroun, Asif Hanif, Glen Jenvey, Abu Hamza al-Masri, Sheikh Omar Bakri Mohammed, Neil Doyle
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subset: commoncrawl


text:
|24 Aug 2013
Default User Change
I have set up my partners computer with two users - Admin and one for her. She has a habit of turning the computer on and going away for some time (an hour or so) while it boots up. She tells me that sometimes, when she gets back to the computer, it has booted into the Admin user (I do not password protect that user). I cannot understand how that happens, except I have noticed that this user is the default user in that there is a box around it and just pressing Return takes it system into that user profile.
So, my questions are:
1. Is it possible that, after some time waiting for a user selection, the machine adopts the 'default' user? Everything I know suggests not
2. Is there a way of changing the 'default' user? It may be that she presses Return to turn the screen on after leaving it, and by so doing selects the Admin user
I realise I can password protect the Admin user, and that would solve the problem, but I would really like to understand what is going on
|My System Specs
|24 Aug 2013
Hello John,
I suppose this could be from her being logged into the Admin account and put the PC to sleep. If it is from a cold boot, then she may have press Enter/Return at the right time to basically select the Admin account to log in to. The Admin account would be listed first by default since it's normally first alphabetically. Without a password, Windows would log right into it when selecting it.
One option would be to password protect the Admin account so that it cannot be logged in to by mistake. This would be the easiest option.
Another option would be to set Windows to require users to enter both a user name and password to log in instead of just selecting a user and entering that account's password.
Log On with User Name and PasswordHope this helps, :)
|My System Specs
|24 Aug 2013
Brink - thanks for your reply.
She swears she does not press anything before getting to the Admin screen, and I am pretty sure that she does shut down fully each time.
I suspect that she (or the cat. ;-)) presses a button that accepts the Admin user at some time. From what you said, if I change the name of the admin user from Admin to Zadmin the system should make the other one (ie her) the first named, and thus, if she (or the cat) is pressing a key or a mouse button to wake the screen up, it will take her into her account?
|My System Specs
|24 Aug 2013
If that is what's happening, then it should. It would be worth a try to see at least.
Built-in Administrator Account - Change Name
|My System Specs
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text:
Masako OKAMURA
Executive Creative Director,
Aspac Creative Communications, Manila
"Advertising can do things that politics or other systems can't." More than ten years ago, these were the words of a reckless girl, Masako Okamura. Masako is the first Female Creative Director at Dentsu and the pioneer among women. Once a week, Masako lectures at a university.Masako's works are recognized in many awards, including Cannes, Clio, Spikes, London International Awards and AdFest. She has judged for Clio, YoungGuns, AdFest, Cannes, Mediaspikes, One Show, NY ADC and many regional awards. Her public service ads for the Ad Council (in Japan and the U.S.) are now put on a schoolbook in France. Other works are for Liberal Democratic Party (for PM Junichiro Koizumi), Toyota, Shiseido, Suntory, Thai Airways International and Shizuoka broadcasting. She was chosen one of the Asian Top 10 Creative Directors in 2007 by Media magazine.She is a trendsetter who spread the word 'Kawaii' in introducing culture of Japan in many countries. Her first book is 'How to Be a Copywriter' In 2010 she's due to publish her second one but she couldn't make it… She loves wine and football, and didn't join Cannes 2010 as she devoted her body and soul to writing a daily column about World Cup 2010. Twitter account: @masakokawaii


text:
|Tubular article clip apparatus
|Ice-holding and game-adaptable insert cup for drinking container
|Straw-equipped liquid drink container
|Vacuum bottle cap
a cup for holding a liquid;
lid means secured to the cup, including
a top portion, and
an aperture extending through the top portion;
a straw extending into the cup through the aperture in the lid means and terminating in an end remote from the cup; and
handle and cap means for providing a handle for holding the cup and for covering the end of the straw, including
a first portion secured to the lid means;
a straw retainer portion secured to the straw between the end of the straw and the lid,
a handle portion extending between the first portion and the straw retainer portion,
a cap portion covering the end of the straw; and
a retainer strap portion extending between the straw retainer portion and the cap portion.
1. Field of the Invention
This invention relates to bottles and, more particularly, to bottles having a top cover lid, a drinking straw, and an integral handle secured to the cover lid and to the drinking straw, and providing a cap for the drinking straw.
2. Description of the Prior Art
The popularity of bicycle riding and jogging, and the like, has popularized the use of portable liquid carrier vehicles or bottles which a shopper, a rider, jogger, etc., may easily utilize while riding, running, walking, etc. Such containers are typically referred to as "sports bottles" and typically hold varying amounts of liquids. Such sports bottles typically include a cylindrical container or cup with a cover or lid that fits relatively tightly or in a relatively well defined sealing relationship with the container or cup so that the water or other liquid refreshment in the container does not spill out under the typical circumstances in which the container is employed.
To facilitate the drinking, the cover or lid includes an aperture and a straw extends through the aperture. The straw is in a generally tight engagement with the aperture so as to provide a relatively good seal to prevent the liquid from sloshing out of the cap through the aperture. Moreover, the straw is relatively strong and is designed for a relatively long term use. That is, the straw is not relatively flimsy so as to be discarded after a single use. Rather, just as the container or cup is designed to be refilled and this is a relatively permanent element, the straw is also designed to be a relatively permanent element, capable of withstanding usage over a relatively long period of time.
While such sports bottles are in relatively wide spread use, and are used under varying circumstances, there is a requirement that the sports bottle be kept in a relatively upright position, or at least have the upper tip of the straw above the liquid levels a sufficient distance to prevent the liquid refreshment from flowing out through the straw.
A sports bottle may be used in a variety of situations, such as secured to a frame of a bicycle, to a belt of a jogger, or it may be carried by the hand, etc. Regardless, of the particular use, the bottle apparatus may be subjected to dust, dirt, etc., as well to splashing, sloshing, etc., which may resort in problems with the straw.
Another potential problem with the container itself is that the container must be grasped by the user for drinking purposes and for handling purposes. For persons with small hands, holding the container may require the use of both hands. Similarly, persons with small hands may not be able to safely and conveniently carry the apparatus with one hand.
The apparatus of the present invention overcomes some of the limitations or problems of the prior art by providing a sports bottle with a handle or strap secured to both the cover and the straw.
The invention described and claimed herein comprises a sports bottle which includes a container, a cover that seals to the container, a straw in sealing engagement with the cover, and a strap secured to both the cover and the straw and which includes a cap for the straw at the distal end of the strap, remote from the cover. The strap is flexible and is movable relatively to the straw. The strap is also sufficiently rigid so as to comprise a handle.
Among the objects of the present invention are the following:
To provide new and useful sports bottle apparatus;
To provide new and useful cover apparatus for a liquid container;
To provide a cover for a liquid container and a strap secured to the liquid container to define a handle;
To provide a container having a cover sealing the container, a straw extending through the cover into the container and sealed to the container, and a removable strap secured to the cover and to the straw; and
To provide new and useful strap apparatus for the cover of a container and defining a handle for the container.
FIG. 1 is a perspective view of the apparatus in the present invention in its use environment.
FIG. 2 is a view in partial section taken generally along 2--2 of FIG. 1.
FIG. 3 is a top view of a portion of the apparatus of the present invention.
FIG. 4 is a bottom plan view of the apparatus of FIG. 3.
FIG. 5 is a view in partial section taken generally along line 5--5 of FIG. 4.
FIG. 1 is a perspective of bottle apparatus 10 which includes a container or cup portion 12, a cover or lid portion 20, handle and cap portion 40, and a straw 14. The lid 20 is appropriately secured to the cup 12, and the straw 14 extends through an aperture 24 in the lid 20, and the cap and handle apparatus 40 is secured to both the lid 20 and the straw 14.
FIG. 2 is a view in partial section taken generally along line 2--2 of FIG. 1, and comprising a side view of the sport bottle apparatus 10. For the following general discussion of the cup 12, the straw 14, and the lid 20, reference will primarily be made to FIGS. 1 and 2.
Within the cup 12 is a liquid 2. The straw 14 includes a lower portion 16 which extends into the liquid 2. Remote from the lower portion 16 of the straw 14 is a outer end 18.
The lid 20 includes a top portion 22 and straw receiving aperture 24 in the top portion 22. The straw 14 is shown extending through the aperture 24. The outer end 18 of the straw 14 is above the lid 20.
As is well known and understood, with sport bottles, the aperture 24 through the top 22 generally has about the same inner diameter as the outer diameter of the straw 14 so as to provide some degree of frictional engagement between the two to help retain the straw 14 in place in the lid 20. That is, the straw 14 will not move easily in the aperture 24 in the top 22. Rather, the straw 14 is secured by a frictional engagement with the lid.
While the frictional engagement need not be great, there nevertheless is sufficient frictional engagement between the straw 14 and the top 22 of the lid 20 to insure that the straw 14 remains in place without a positive force being applied to the straw 14 to move the straw relative to the lid 20.
Outwardly from the top 22 of the lid 20 is a rim 26. The rim 26 extends outwardly and downwardly over the outer edge of the cup 12. A positive engagement between the rim 26 of the lid 20 and the cup 12 is made to insure the lid 20 remains in place on the cup 12. Again, this is typical or common with sports bottle type apparatus.
Extending outwardly from the rim 26 is a tab 28. The tab 28 includes a top hole or slot 30 and a bottom recess 32 extending outwardly from the hole or slot 30. The hole or slot 30 and the recess 32 cooperate with the handle and cap apparatus 40 to secure the handle and cap apparatus to the lid 20.
FIG. 3 is a top plan view of the handle and cap apparatus 40, illustrating its general configuration. FIG. 4 is a bottom plan view of the handle and cap apparatus 40, and FIG. 5 is a view in partial section through the handle and cap apparatus 40, taken generally along line 5--5 of FIG. 4. For the following discussion of the handle and cap apparatus 40, and its relationship to the lid 20 and the straw 14 reference will be made to all five of the figures.
The handle and cap apparatus 40 includes several different portions, as best shown in FIGS. 3, 4, and 5. The portions include a handle and strap portion 42, a retainer tab 44, a bottom portion 46 on the retainer tab 44, and a neck portion 48. The neck portion 48 is disposed between the strap portion 42 and the bottom portion 46. The retainer tab 44 extends outwardly substantially perpendicularly to the handle and strap portion 42. This is best shown in FIG. 5.
For securing the handle cap apparatus 40 to the lid 20, the retainer tab 44 is moved against the strap portion 42 and pushed through the slot 30. When the retainer tab 44 is through the slot 30, the tab 44 will move, due to the resiliency of the material out of which the handle and cap apparatus 40 is made, to its normal outwardly extending position as shown in FIG. 5. The strap portion 42 is then pulled upwardly to seat the retainer tab 44 in the recess 32. The strap 42 is also turned 90 degrees, as best shown in FIG. 1, in order to seat the tab 44 in the recess 32. In such orientation, the neck 48 is disposed in the slot 30. This is best shown in FIGS. 1 and 2.
The handle and strap apparatus 40 may be removed from the cap 20 in substantially the reverse steps as discussed above.
As indicated above, the handle and cap apparatus 40 is made out of resilient material that will bend and return to its original configuration, without cracking, etc. Moreover, the handle and cap apparatus 40 will bend and retain its shape, and yet provide the necessary stiffness to allow the strap portion 42 to effectively become a handle for the sports bottle apparatus 10. Hence the sometimes reference to "handle and strap portion 42."
As best visualized in FIGS. 1 and 2, there is top surface 50 and a bottom surface 52 of the strap 42. With the retainer tab 44 in the recess 32, and the neck 48 disposed in the slot 30, the surface 50 of the strap 42 becomes the top surface of the handle and strap portion 42, and the surface 52 becomes the bottom surface. It will also be noted that there is a pair of side surfaces that extend between the top and bottom surfaces, but they need not be discussed in detail. The purpose for specifically identifying the top and bottom surfaces is primarily to illustrate the orientation of the handle and strap portion 42 relative to the lid 20 and to the tab 28, the slot 30 and the recess 32.
A straw retainer 60 is disposed in the strap 42 remote from the tab 44. The straw retainer 60 is a generally truncated conical portion which extends generally downwardly from the bottom surface 52 of the strap 42. However, as shown best in FIGS. 2 and 3, the straw retainer 60 is substantially wider than the strap 42. The straw retainer 60 includes a bottom surface 62 remote from the strap 42, and a bore or straw retaining aperture 64 extends through the retainer 60.
The inner diameter of the bore 64 is about the same as the outer diameter of the straw 14. As with the aperture 24 in the top 22 of the lid 20, there is substantial frictional engagement between the straw 14 and the bore 64. Thus, when the straw retainer 60 is in place on the straw 14, as desired by the user of the apparatus 40 and the sports bottle 10 with its lid 20, the strap 42 will remain in place with respect to the straw 14, and the straw 14 will remain in place with respect to the lid 20. The strap 42 then comprises a handle for the sports bottle apparatus 10 for handling the entire sports bottle 10, as required by a user, while using only a single hand. The strap portion 42 also may be used as a hanger for hanging the sports bottle apparatus 10 on a convenient hanger support, etc.
Extending outwardly from the straw retainer 60, and generally aligned with the strap 42, is a retainer strap portion 70. The retainer strap 70 terminates in a cap portion 72. The cap 72 includes an interior portion 74 which receives the outer end of the straw 14.
Extending outwardly form the cap 72, remote from the retainer strap 70, and generally aligned with the retainer strap 70, is a tab 76. The tab 76 is used to easily and conveniently remove the cap 72 from the end 18 of the straw 14 to enable a user to have access to the end of the straw 14 for drinking the liquid 2 from within the cup 12. With the cap 72 in place on the straw 14, the tab 76 is generally aligned with the handle strap 42. Accordingly, a user of the sports bottle apparatus 10 may grasp the handle strap 42 with one hand, and with the thumb of the same hand may contact the tab 76 to flip the cap 72 off the end 18 of the straw 14. The straw 14 is then available for use to enable the user of the sports bottle apparatus 10 to drink from the cup 12.
As is best shown in FIG. 5, the cap 72 has a generally truncated conical exterior configuration. The inner portion 74 of the cap 72 has a similar configuration. The wall of the inner portion 74 extends generally inwardly to an end wall 75. When in place over the end of the straw 14, the wall 75 is in contact with the top 18 of the straw 14, and the inner portion 74, which comprises the side wall of the cap 72, is disposed about the straw 14 downwardly from its outer end.
While the wall or inner portion 74 has an inwardly extending and decreasing diameter, the flexibility of the cap 72, or the flexibility of the material out of which the cap 72 is made, together with the flexibility of the straw 14, or of the material out of which the straw 14 is made, and the appropriate dimensions of the elements, allows a relatively secure fit between the cap 72 and the straw 14 so that the cap 72 remains in place on the end of the straw 14 until a positive upward movement is placed on the cap 72, or on the tab 76 of the cap 72, to remove the cap.
It is the steadily decreasing diameter of the inner portion 74 that allows the cap 72 to essentially grip the straw 14 in an interference fit to secure the cap in place on the end of the straw 14. However, the interference fit is not so strong or so solid that the cap 72 may not be released relatively easily by a user's thumb pushing upwardly and providing a pivoting movement on the tab 76 as the handle strap 42 is held in the users hand.
The handle and cap apparatus 40 is appropriately dimensioned with respect to the length of the handle strap portion 42 and the retainer strap 70 to enable the straw retainer portion 60 to be placed or located on the straw 14 as desired by a user. The dimensions also provide the handle strap portion 42 in a configuration, curved as illustrated in FIGS. 1 and 2, to enable a user to be comfortable in holding the sports bottle 10 in one hand, flip off the cap 72 with a thumb, and drink through the straw 14. If desired and as convenient to the user, two handed handling of the bottle apparatus 10 and particularly the cup 12 or the strap and handle 42 with respect to the cap 72 is also easily accomplished.
At the same time, the frictional engagement and interference fit between the straw 14 and the straw retainer 60 is such that will enable the straw retainer 60 to remain in place on the straw 14 regardless of the amount of fluid in the cup 12. However, the interference fit or frictional engagement between the straw 14 and the aperture 24 in the lid 20 is similarly tight enough or solid enough to allow the straw 14 to remain in place relative to the lid 20.
The handle and cap apparatus 40 may be made out of any appropriate material, and may be made of any appropriate color, etc., as desired. There are several types of plastics available that may be appropriate materials. Various color combinations may also be employed, as desired.
For sanitary purposes, the sports bottle apparatus 10 may be washed with hot water, etc., without destroying either the resiliency of the various elements or their ability to retain the interference fits and accordingly the frictional engagements, as discussed above. The frictional engagements, of course, include the frictional engagement, by what ever appropriate means, including a locking arrangement, between the lid 20 and the cup 12. It will be noted that all of the weight of the liquid in the cup will be placed on the lid 20 through the straw 14 and the handle and cap apparatus 40 when the sports bottle is in its use position and when the apparatus 10 is held and/or handled only by a single hand.
The frictional engagement between the cup 12 and the lid 20, the straw 14 and the lid 20, and the straw retainer 60 and the cap 72 with the straw 14 are, of course, also sealing relationships or engagements that prevent the liquid within the cup 12 from spilling out regardless of the orientation of the cup 12. The sealing relationships also prevent any contamination of the liquid within the cup from an exterior source. The liquid is accordingly effectively sealed in the cup 12 against contamination from the outside and against leakage from the inside. However, the sealing engagement is not so great as to prevent the equalization of pressure inside and outside of the cup 12 so that neither the cup 12 nor the straw 14 collapse as liquid is drawn therefrom through the straw 14.


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The Achievement Gaps
Gaps in the achievement between poor and more advantaged children and minority and nonminority students of all ages continue to be the most central problem in the field of education. Various measures, including grades, standardized test scores, course selections, dropout rates, and college-completion rates, have been used to assess achievement differences, and show that performance gaps by ethnicity (Caucasians vs. African Americans or Hispanic/Latinos) and socioeconomic (SES) status (higher income vs. lower income families) are large, persistent, and troubling to our nation (Education Week, 2007; National Governors Association, 2005). These disparities have been steady over decades and across ages of students.
Racial disparities in academic achievement also are found among the most able students, specifically among high scorers on the SAT-Math and Reading (Miller, 2004). Miller (2004) concludes that "African Americans, Latinos (especially Mexican Americans and Puerto Ricans) and Native Americans are currently severely underrepresented among the nation's highest achieving students, by virtually all traditional academic achievement measures, including GPA, class rank, and standardized test scores" (pp. 1–2).
The achievement gap is not limited to nor defined only by differences in achievement by ethnic/racial group; poverty plays a huge role. Wyner, Bridgeland, and DiIulio (2007) tracked the performance of high-achieving lower income and high-achieving upper income students and found disparities at the beginning of elementary school that grew larger over time. Disparities between upper income and lower income high achievers also were found in higher education in terms of college graduation rates, attendance at prestigious colleges, and attainment of graduate degrees. The fact is, most of our minority students in urban areas also are disproportionately low income and thus doubly handicapped.
Further, there is evidence of achievement disparities between minority and majority students within every SES level, as determined by family income and parental education levels (what Miller, 2004, calls the "within-class problem") and particularly at the higher SES levels (the "within-the-top" achievement problem; Miller, 2004). Additionally, likely due to support systems within certain cultures for academic achievement, some low income groups fare better academically than others. For example, Wyner and colleagues (2007) reported that during high school, lower income high achieving Asian students were more likely to stay in the top quartile of performance in math, while lower income African American students were less likely to climb into the high achievement level in math and reading.
Urban Gifted
Achievement differences by racial/ethnic group and SES level are especially pronounced and pervasive within our major urban school districts in the United States, although such disparities are not limited to these settings and are found in large suburban districts located close to major cities as well (see the Minority Student Achievement Network: http://www.msanetwork.org). Most of our poor minority children and new immigrants reside in these school districts that are underfunded and struggling to survive. Gifted children within these districts are particularly at risk because they are often overlooked. Indeed, in many instances no gifted programs exist at all (Baker & Friedman-Nimz, 2002), high achievement of students goes unnoticed and unattended to, and the focus of human and other resources is completely on struggling students and preventing dropouts, drug use, and teen pregnancy. An overview of many of the issues that confront poor or minority gifted urban students will be presented. The final sections offer suggestions for those who develop interventions for gifted urban students based on the authors' experiences with a number of projects that serve these students.
Issues With Schooling
Poor children, minority children, and poor minority children are underrepresented in gifted programs. Literature has documented that most of the students qualified for and placed in gifted programs and advanced classes are predominantly Caucasian or Asian students (Bernal, 2002; Ford & Harris, 1999; Ford, Harris, Tyson, & Trotman, 2002; Grantham, 2003; Lee, Matthews, & Olszewski-Kubilius, 2008; Worrell, 2007; Wyner et al., 2007) and that Black students are underrepresented by as much as 55% nationally in gifted programs (Ford, Grantham, & Whiting, 2008).
Most of our poor minority children find themselves in schools that lack a rigorous curriculum; are less well-equipped in terms of educational resources such as libraries, textbooks, and technology; and often employ less experienced or less qualified teachers (Barton, 2003). And, even if students are in schools with gifted programs, poor minority children are far less likely to be referred by teachers for possible participation in the gifted program, regardless of the ethnicity or race of the person doing the referring. Moreover, the lack of a truly multicultural classroom is believed to affect the achievement of gifted minority children, affecting students' sense of belonging and validation as scholars (Ford, Howard, Harris, & Tyson, 2000).
Other school-related issues include the confusion about how to identify gifted minority children, because these students may underperform on typically used measures, such as IQ tests or other standardized achievement tests. Strategies to address this problem include incorporating more culturally relevant indicators of ability (e.g., oral expressiveness for verbal ability) into identification protocols (Ford, 1996); the use of performance-based assessments (Sarouphim, 1999; VanTassel- Baska, Feng, & de Brux, 2007); the use of nonverbal ability tests (Bracken, VanTassel-Baska, Brown, & Feng, 2007; Ford et al., 2002; Naglieri & Ford, 2003; VanTassel-Baska et al., 2007); and the use of different cutoff scores based on appropriate norming groups (Lohman, 2005).
Even if urban schools with high levels of poverty have gifted programs and have appropriate procedures in place to identify students, questions arise as to what to do for students educationally. Often, poor minority children identified with high potential and ability will not succeed in gifted programs that contain predominately high-achieving White students and are heavily verbal in content and focus. Gifted programs must be designed with the needs, strengths, and current achievement levels of these students in mind. In schools systems where there is great diversity with respect to student SES level, race, and achievement, or for programs that pull children from schools across the district, such as fulltime gifted schools, the challenge often is one of enabling bright minority or low-SES children to qualify for such programs. Many researchers and educators advocate that minority gifted students participate in preparatory types of educational programs that prepare them to enter advanced and accelerated programs later, as well as protect them from potentially negative peer influences and support their goals and aspirations (Grantham, 2002; Robinson, 2003). These preparatory type programs take different forms, and many supplement schooling with afterschool, summer, and weekend courses. There is some evidence of the success of these supplementary or intervention programs (Baldwin, 1994; Borland & Wright, 1994; Olszewski-Kubilius, 2006; Olszewski- Kubilius, 2007; Olszewski-Kubilius & Lee, 2004; Olszewski-Kubilius, Lee, Ngoi & Ngoi, 2004).
Psychological and Social Issues
Even when appropriately designed gifted programs are available to minority students, they may choose not to participate. Why? Scholars have identified psychological and social factors that are operative for gifted minority students. These include associating academic achievement with "acting White" and fearing that achievement will be perceived as rejection of one's culture and result in social isolation (Ogbu, 1992). These beliefs may be at the root of what Ford and colleagues (2008) and others (Mickelson, 1990) referred to as the attitude-achievement paradox, where minority students verbally endorse beliefs that education is vital to future success but put little effort into their schoolwork. Black students may agree that in an ideal world, hard work and achievement in school will lead to occupational and financial success, but not for them because of racism and basic inequities in society.
Minority students' reluctance to be placed in gifted programs in urban schools, where they often find themselves as one of only a few minority students surrounded by White and Asian students, has been cited as a mitigating factor of high achievement (Ford, 1996; Ford et al., 2000; Morris, 2002; Tatum, 1997). This is referred to as the issue of "fewness" (Miller, 2004) and has been found to exist early in elementary school and continue through all levels of schooling including the faculties of institutions of higher education. This situation has a comprehensive impact on the academic performance of minority students as indicated by data such as SAT scores, GPA, enrollment in advanced classes, and attendance at selective colleges (see Miller, 2004).
Ford and colleagues (2008) studied the attitudes of middle school African American students formally identified as gifted and found that students indeed perceive negative reactions from peers as a result of high achievement; connect "acting White" with school achievement, intelligence, and positive attitudes toward school; and attribute "acting Black" to low school achievement, low intelligence, and negative attitudes toward school. On the other hand, Olszewski-Kubilius and Lee (2010) found that high-ability middle school students enrolled in a supplementary program to prepare them for entrance into honors classes in high school did not perceive negative peer reactions as a result of their involvement in the program. However, supplementary gifted programs may be less stigmatizing than within-school programs and less likely to elicit concerns about accusations of acting White from peers.
Family Issues
The role of the family system in talent development, because of its close proximity to the child (as opposed to community, which is more distal), has been the focus of much attention and discussion (Bloom, 1985; Subotnik & Jarvin, 2005). Specific parental practices such as closely monitoring school progress (Robinson, Lanzi, Weinberg, Ramey, & Ramey, 2002), reading to the child, and parental involvement in school (Aikens & Barbarin, 2008) have been linked to early achievement and offer some insight as to how SES, through parental actions, specifically affects children's achievement. The talent development literature suggests that early parental teaching, enriched home environments, a focus on providing cultural enrichment (Gottfried, Gottfried, Bathurst, & Guerin, 1994), support for extra lessons, monitoring of practice, modeling persistence, and encouragement of risk-taking are other ways in which families promote the development of skills and attitudes associated with high achievement (Bloom, 1985; Olszewski-Kubilius, 2008). It is clear from this literature that lack of financial resources and a necessary preoccupation with day-today matters would preclude many low-income parents from being able to do the things that more advantaged families can easily do to support their talented children. However, it also is clear that even parents with very limited resources can, by their messages to children and actions in the home, support their children's achievement. Sampson (2002) found that low-income families of the average and high-achieving children stressed the importance of education and structured their family life around schoolwork and school activities. Parents encouraged participation in extracurricular activities, assuming responsibility at home, and provided a quiet, orderly environment conducive to study. They communicated to students that they alone were in control of their destinies and provided a hopeful and positive view of the future. In contrast, families of low-achieving children communicated different beliefs and values and/or verbally endorsed similar values to families of average and high-achieving children but did not follow through with supportive actions (Sampson, 2002).
The family typically serves as a filter for children, interpreting events and circumstances from the outside world, and in the process creates strong messages about how the world works and what to expect from it, thereby affecting children's attitudes, beliefs, values, and actions. The interpretations that parents or other adults put on difficult circumstances such as racism or poverty will have an effect on whether a child will view education and talent development as the key to success or the means of breaking a cycle of poverty, which can impact beliefs about self-efficacy and one's ability to accomplish future goals (see Olszewski-Kubilius, 2008).
Communities can provide many additional resources to assist in the talent development of gifted children including psychological services, work and apprenticeship opportunities, and cultural institutions that offer lessons, recreation, and the like. Urban settings are typically resource-rich communities. However, it is not atypical that poor urban children live in blighted neighborhoods completely unaware of the opportunities available only blocks away. The parents of advantaged children regularly take their children to museums, libraries, concerts, ballets, restaurants, and events that enlarge their world-view; expose them to adults in various occupations; increase their cultural knowledge; and help them acquire tacit knowledge about education, careers, and different life paths. Research has shown that poor children lose as much as 3 months of learning over the summer months while more advantaged children make gains due to the enrichment their families provide at home and through community resources (National Summer Learning Association, 2010; see http://www.summerlearning.org). Urban students often lack opportunities to acquire this knowledge, which puts them at a disadvantage when interacting and competing with more advantaged peers and makes them feel different and less capable. It is critical that programs for poor minority students specifically work to level the playing field with respect to exposure to culture and cultural institutions, through field trips and collaborations with cultural institutions, such as museums, to provide gifted programming.
Lessons From Experience
We have been involved in a number of projects that serve low-income, gifted urban students over the last 25 years, but we would like to focus on two current ones: Project Excite and Project LIVE. Both of these programs are "preparatory" types designed to prepare talented minority students to enter existing programs for advanced learners within their school districts.
Project Excite, in its 10th year of operation, identifies students with talent in mathematics in third grade via parent nomination, traditional achievement tests, and a nonverbal ability measure, and involves them in more than 400 hours of science and math enrichment classes after school, on Saturdays, and during the summer for a 6-year period, until students enter high school. Some of the educational classes students take are designed just for Excite students while others integrate Excite students into existing classes through the Center for Talent Development at Northwestern University, which draw gifted students nationally. Other components of the project include parent support and education, tutoring, cultural enrichment, systematic exposure to wider groups of intellectual peers, and psychological services for students who need them.
Project Excite students are recruited from seven schools in a school district where 50% of the students are minority but only 5% to 10% of students in the most advanced math/science track are minority. Project Excite has increased the access of low-income minority students to advanced classes. Across the four cohorts of students who have entered high school, 70% of these students placed in geometry or higher in mathematics as freshman, having completed at least Algebra I by grade 8. For two of the four cohorts, these percentages were 92% and 89%. One high school sophomore is taking AP BC Calculus and one high school freshman has been admitted to the Illinois Mathematics and Science Academy. In science, we found that 53% to 67% of students in a given cohort were placed into honors-level courses as freshmen. Interviews with Excite students and their parents revealed that students enjoyed the activities, liked "getting ahead" via the accelerated coursework, made attendance at Excite activities a priority, expressed increased confidence for future challenging academic work, and raised parents' expectations, which resulted in parents taking a greater interest in their student's school work. It also is true that achievement of Project Excite students has been more variable than expected during the years of the project, often alternating between quarters of A or B grades and quarters of C grades, particularly once students graduate from the program and enter high school (see Olszewski- Kubilius, 2006; Olszewski-Kubilius et al., 2004).
Project LIVE starts with students who have completed grade 6 and provides more than 300 hours of supplemental enrichment in language arts after school, on Saturdays, and in the summer until grade 8. Students are identified via teacher recommendation, a lengthy application that includes student essays and parent statements, and scores on state tests and district curriculum assessments. Students had to be at least average readers with potential to achieve at higher levels. Project LIVE students are a diverse group; the majority of students are minority with an average family income of $38,000 in a community where the average income is $75,000. Program components include parent education, cultural enrichment, test preparation, and exposure to other gifted peers. Beyond the goal of preparing students to enter honors English as freshmen, the LIVE program sought to raise students' expectations regarding grades and coursework, increase the level and quantity of extracurricular reading, increase students' self-confidence regarding challenging work, and level the playing field in terms of students' knowledge and exposure to cultural institutions. After the program, achievement results indicated that LIVE students' EXPLORE scores at the middle of eighth grade were significantly higher than those of eighth graders nationally; were better than those of students district-wide (16.8 composite for district versus 18.4 for LIVE); and increased an average of 3.26 points compared to .2 points for the district over the same 3-year period. Regarding high school placements, of the 37 students who completed all 3 years of the program (representing 79% of students who began in Year 1), 70% were placed in honors English as freshmen and many others were placed in a mixed honors class. Surveys of parents and students showed that parental expectations about grades, along with encouragement of reading and monitoring of homework, increased.
How Did These Programs Respond to the Needs of Urban Gifted Students?
These programs responded to the needs of urban gifted children in several key ways:
Final Thoughts
Successful programs for poor or minority urban gifted children must be multifaceted and flexible. In a field that stresses how individual gifted children are, we tend to construct programs aimed at groups and at the "typical" low-income minority child. But, there is no typical child, as the circumstances that lead to poverty are many and varied. Some families are low-income because, although educated, they are immigrants to the U.S. They cannot work in their chosen professions and must work at low-level jobs. In contrast, some families are poor because parents are not well-educated, work at minimum wage jobs because that is all they are prepared for, do not have experience with higher levels of education, and may not have high expectations for their child nor understand what is involved in developing their child's talent. Every family in poverty has strengths and weaknesses, features that support the talent development of their child and features that work against it. Strengths of even the poorest and most marginalized families can include the unconditional love and support of family members for a child or the incredible resilience and psychological strength of a child. Interventions need to recognize, affirm, acknowledge, and take advantage of strengths, and identify, understand, and compensate for weaknesses in schools, families, and communities. A more productive approach to assisting talented children of poverty is one that constructs a support plan for each child based on a profile of the strengths and weaknesses of the child's environment. Effective programs build support within the family, the school, and the community (see Olszewski- Kubilius, Grant, & Seibert, 1994) and are tailored to the needs of individual children and families.
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Barton, P. E. (2003). Parsing the achievement gap. Princeton, NJ: Educational Testing Service.
Bernal, E. M. (2002). Three ways to achieve a more equitable representation of culturally and linguistically different students in GT programs. Roeper Review, 24, 82–88.
Bloom, B. S. (1985). Developing talent in young people. New York, NY: Ballantine Books.
Borland, J. H., & Wright, L. (1994). Identifying young, potentially gifted, economically disadvantaged students. Gifted Child Quarterly, 38, 164–171.
Bracken, B. A., VanTassel-Baska, J., Brown, E. F., & Feng, A. (2007). Project Athena: A tale of two studies. In J. VanTassel-Baska & T. Stambaugh (Eds.), Overlooked gems: A national perspective on low-income promising learners: Conference proceedings from the National Leadership Conference on Low-Income Promising Learners (pp. 63–67). Washington, DC: National Association for Gifted Children.
Education Week. (2007). Achievement gap. Retrieved from https://www.edweek.org/ew/issues/achievement-gap/
Ford, D. Y. (1996). Reversing underachievement among gifted Black students: Promising practices and programs. New York, NY: Teachers College Press.
Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Another look at the achievement gap: Learning from the experiences of gifted Black students. Urban Education, 43, 216–238.
Ford, D. Y., & Harris, J. J., III. (1999). Multicultural gifted education. New York, NY: Teachers College Press.
Ford, D. Y., Howard, T. C., Harris, J. J., III, & Tyson, C. A. (2000). Creating culturally responsive classrooms for gifted African American students. Journal for the Education of the Gifted, 23, 397–427.
Ford, D. Y., Harris, J. J., III, Tyson, C. A., & Trotman, M. F. (2002). Beyond deficit thinking: Providing access for gifted African American students. Roeper Review, 24, 52–58.
Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D. W. (1994). Gifted IQ: Early developmental aspects: The Fullerton Longitudinal Study. New York, NY: Plenum Press.
Grantham, T. C. (2002). Straight talk on the issue of underrepresentation: An interview with Dr. Mary M. Frasier. Roeper Review, 24, 50–51.
Grantham, T. C. (2003). Increasing Black student enrollment in gifted programs: An exploration of the Pulaski County Special School District's advocacy efforts. Gifted Child Quarterly, 47, 46–65.
Lee, S.-Y., Matthews, M. S., & Olszewski- Kubilius, P. (2008). A national picture of talent search and talent search educational programs. Gifted Child Quarterly, 2, 55–69.
Lohman, D. F. (2005). The role of nonverbal ability tests in identifying academically gifted students: An aptitude perspective. Gifted Child Quarterly, 49, 111–138.
Mickelson, R. A. (1990). The attitude-achievement paradox among Black adolescents. Sociology of Education, 63(1), 44–61.
Miller, L. S. (2004). Promoting sustained growth in the representation of African Americans, Latinos, and Native Americans among top students in the United States at all levels of the education system. Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.
Morris, J. E. (2002). African American students and gifted education: The politics of race and culture. Roeper Review, 24, 59–62.
Naglieri, J. A., & Ford, D. Y. (2003). Addressing underrepresentation of gifted minority children using the Naglieri Nonverbal Ability Test (NNAT). Gifted Child Quarterly, 47, 161–169.
National Governors Association. (2005). Closing the achievement gap. Retrieved from https://web.archive.org/web/20140729150907/http://www.subnet.nga.org/educlear/achievement/index.html
National Summer Learning Association. (2010). More than a hunch: Kids lose learning skills over the summer months. Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5–14.
Olszewski-Kubilius, P. (2006). Addressing the achievement gap between minority and nonminority children: Increasing access and achievement through Project EXCITE. Gifted Child Today 29(2), 28–37.
Olszewski-Kubilius, P. (2007). Working with promising learners from poverty: Lessons learned. In J. VanTassel-Baska & T. Stambaugh (Eds.), Overlooked gems: A national perspective on low-income promising learners: Conference proceedings from the National Leadership Conference on Low-Income Promising Learners (pp. 43–46). Washington, DC: National Association for Gifted Children.
Olszewski-Kubilius, P. (2008). The role of the family in talent development. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psycho-educational theory, research, and best practices (pp. 53–71). New York, NY: Springer.
Olszewski-Kubilius, P., Grant, B., & Seibert, C. (1994). Social support systems and the disadvantaged gifted: A framework for developing programs and services. Roeper Review, 17, 20–25.
Olszewski-Kubilius, P., & Lee, S.-Y. (2004). Parent perceptions of the effects of the Saturday enrichment program on gifted students' talent development. Roeper Review, 26, 156–165.
Olszewski-Kubilius, P., & Lee, S.-Y. (2010). Follow-up with students after six years of their participation in Project EXCITE. Manuscript submitted for publication.
Olszewski-Kubilius, P., Lee, S.-Y., Ngoi, M., & Ngoi, D. (2004). Addressing the achievement gap between minority and nonminority children by increasing access to gifted programs. Journal for the Education of the Gifted, 28, 127–158.
Robinson, N. M. (2003). Two wrongs do not make a right: Sacrificing the needs of gifted students does not solve society's unsolved problems. Journal for the Education of the Gifted, 26, 251–273.
Robinson, N. M., Lanzi, R. G., Weinberg, R. A., Ramey, S. L., & Ramey, C. T. (2002). Family factors associated with high academic competence in former Head Start children at third grade. Gifted Child Quarterly, 46, 278–290.
Sampson, W. A. (2002). Black student achievement: How much do family and school really matter? Lanham, MD: The Scarecrow Press.
Sarouphim, K. M. (1999). DISCOVER: A promising alternative assessment for the identification of gifted minorities. Gifted Child Quarterly, 43, 244–251.
Subotnik, R. F., & Jarvin, L. (2005). Beyond expertise: Conceptions of giftedness as great performance. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 343–357). New York, NY: Cambridge University Press.
Tatum, B. D. (1997). "Why are all the Black kids sitting together in the cafeteria?" and other conversations about race. New York, NY: Basic Books.
VanTassel-Baska, J., Feng, A. X., & de Brux, E. (2007). A study of identification and achievement profiles of performance task-identified gifted students over 6 years. Journal for the Education of the Gifted, 31, 7–34.
Worrell, F. C. (2007). Identifying and including low-income learners in programs for gifted and talented: Multiple complexities. In J. VanTassel-Baska & T. Stambaugh (Eds.), Overlooked gems: A national perspective on low-income promising learners: Conference proceedings from the National Leadership Conference on Low-Income Promising Learners (pp. 47–51). Washington, DC: National Association for Gifted Children.
Wyner, J. S., Bridgeland, J. M., & DiIulio, J. J., Jr. (2007). Achievement trap: How America is failing millions of highachieving students from low-income families. Lansdowne, VA: Jack Kent Cooke Foundation Civic Enterprises.
Permission Statement
Permission to reprint this article was granted by Prufrock Press, Inc. https://www.prufrock.com.
This article is provided as a service of the Davidson Institute for Talent Development, a 501(c)3 nonprofit dedicated to supporting profoundly gifted young people 18 and under. To learn more about the Davidson Institute's programs, please visit www.DavidsonGifted.org.
The appearance of any information in the Davidson Institute's Database does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational purposes only and is solely the opinion of and the responsibility of the author. Although reasonable effort is made to present accurate information, the Davidson Institute makes no guarantees of any kind, including as to accuracy or completeness. Use of such information is at the sole risk of the reader.


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Windows Server Work Folders Overview: My Corporate Data on All of My Devices
Play Windows Server Work Folders Overview: My Corporate Data on All of My Devices
This session provides an overview of the new Windows Server Work Folders capabilities in Windows. Windows Server Work Folders allows information workers to have their files available to them on all of their devices, wherever they are, and however they are connected. This is done in a secure manner governed by an IT policy, so that IT has oversight of the corporate data on IW devices, including the ability to automatically encrypt documents for safety so that the IT managers can adhere to business and regulatory policies.
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BurJuman Arjaan by Rotana is making your next getaway even more special with its newly released tailor-made Escape Packages.
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Homeowners fight to dry laundry outside
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GAITHERSBURG, Md. (AP) - "Jill" is not her real name. She wants to remain anonymous.
For years, Jill has been violating the rules of the Montgomery Village Association.
She hangs laundry to dry on a clothesline in her backyard. The yard's tall fence helps in her scofflaw laundry activity.
"Some of the other neighborhoods are allowed to hang out their laundry at certain times of the day, but where I live it's not allowed at all," she said. It's important, "Jill" emphasized, "for environmental reasons and because of the soaring cost of energy."
"I'm not the only one, either," she adds. "I see others doing it, too."
Wei Wang also lives in Montgomery County and prefers to dry her laundry outside. She worries, too, about the consequences.
"My homeowners association threatened me to stop it; otherwise they were going to take legal action," Wang said in an e-mail. "I wrote a letter and explained to them that hanging laundry outside is a good way to save energy. They wrote me back: 'Please be aware that the covenants and bylaws of your community expressly forbid hanging laundry outside. We appreciate your concern to conserve energy and suggest that you hang your laundry indoors.
Wang has written the Environmental Protection Agency about addressing the potential benefits to the planet from hanging laundry outside.
"If I say people in China hang laundry outside, some people will laugh at me," Wang said. She has lived in Germany, Britain and Denmark and "that people from these countries are hanging laundry outside."
Wang sought advice from a New England-based nonprofit called Project Laundry List, which has been advocating the use of clotheslines for nearly a decade. In April, Wang took part in Project Laundry List's National Hang Out Day.
Colorado has a law prohibiting any ban of outdoors clothesline for single-family homes, according to Project Laundry List founder Alexander Lee. Hawaii lawmakers approved a measure guaranteeing a right to dry this year, but Gov. Linda Lingle has said she may veto it.
And several others, including Vermont, Connecticut and New Hampshire, have proposed similar legislation. There's been no action in Maryland, Lee said, but he's hopeful with interest in a state chapter of Project Laundry List, that will change.
"I would like to see the state of Maryland pass a law that forbids HOAs from preventing people from hanging laundry outside as soon as possible," Wang said. "It is long overdue. It's time that the state recognized something that should be a matter of common sense."
After the refrigerator, the dryer is often the second largest electricity user in a household. And, Lee pointed out, with newer, energy-efficient refrigerators coming out, in some households, clothes dryers will become the largest electricity user.
"It varies from region to region, but electric dryer use amounts to 5.8 percent of residential electricity use overall," Lee said. "For homes that don't have electric heat, it's obviously a much higher percentage."
A barrier to a right-to-dry movement is that some 60 million Americans live in homeowner and condo associations, many of which, including a half-dozen associations in Frederick County contacted by The Frederick News-Post, prohibit hanging clothes to dry outside.
Patricia Wigginton is on the board of directors of the Maryland Homeowners' Association, an all-volunteer, nonprofit that advocates for good government in condo and HOAs. She'd like legislation passed that would prevent the banning of clotheslines in Maryland and planned to bring the issue up with board at the next meeting.
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"The mission, in general, of the constitution of the United States is to guarantee rights for all citizens, that's really the foundation of our government system," Wigginton said. "Homeowner association covenants and bylaws do the opposite, they all restrict rights. And what happens is kids grow up in these neighborhoods and get wrong ideas - like that it's OK to tell someone they can't hang their laundry outside."
Several local homeowners believe there are aesthetic and traditional reasons for hanging laundry outside.
"Growing up, my mother did it and I guess that's why I do it," said Evelyn Boylan of Monrovia. "They do smell better and it does save money."
Her neighbor Katie Glenmor acknowledged that it's "old-fashioned," but agrees with Boylan that clothes smell better and it saves.
Mount Airy's Diane Santarella added that it gets people outdoors and the process saves energy and money. Her mother also took the family's laundry outside to dry.
"It's kind of a no-brainer," said Santarella. "It's really simple, utility bills are going up. It's like throwing money away not too and it saves energy."
Santarella is not a homeowner association member, but she hates the idea that such organizations are able to prohibit the practice of hanging laundry outside.
"It's ridiculous, I think it must be unconstitutional that you basically require people use an unnecessary electric appliance," Santarella said. "I'd like to see the laws changed to do something about it. I don't get it. If I was moving somewhere new and I saw people hanging there laundry outside, I'd think, 'Great, I've got neighbors who don't want to waste energy."'
Copyright 2008 The Associated Press. The information contained in the AP news report may not be published, broadcast, rewritten or otherwise distributed without the prior written authority of The Associated Press. Active hyperlinks have been inserted by AOL.


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Report Back from Syria with Dr. Ahmad Tarakji
Lecture | February 25 | 4-5 p.m. | Boalt Hall, School of Law, 145 Boalt Hall
Dr. Ahmad Tarakji, Syrian American Medical Society
Dr. Ahmad Tarakji is the President of the Syrian American Medical Society and a cardio-thoracic surgeon. SAMS has treated millions of patients in and out of Syria and oversaw the humanitarian response plan for crises including starvation, besiegement, and chemical attacks. Dr.Tarakji lead the Syria session at the World Humanitarian Summit in 2016 and has testified before the members of the US Congress, the UN General Assembly and the UN Security Council. He returned most recently from Syria in January, 2019.
RSVP online by February 25.
email@example.com, 510-642-0965


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About TextPower
TextPower, Inc. provides alerting and authentication solutions to a variety of industries worldwide using text messaging (SMS). The company's software and text messaging services help companies enhance their revenues, decrease costs and improve customer service. TextPower's authentication product, TextKey™, provides seven-factors of authentication to protect websites, VPNs and mobile apps. This makes it more secure than regular two-factor authentication (2FA) and replaces the smartphone app, hardware token or security fob previously needed to verify the identity of online users for password-protected applications. TextPower's mission-critical infrastructure employs geo-redundancy for the industry's highest reliability, providing delivery to virtually every cell phone in the United States and connections to most recognized wireless operators around the world.


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Arming up your wardrobe with the latest footwear is also and ace idea as you would pave the way fro embracing the various style tendencies. The desert boots and shoes fall/winter 2010 trend managed to mesmerize both the A-list designers as well as the public. More and more of them are eager to explore the great benefits as well as comfort these shoes have to offer us. Mark these stylish examples and find out the best means to have a sight-enchanting outfit both when you head for school and work and also for a chic shopping spree.
Comfort and utmost chic is fused into these classy and retro-inspired shoe designs. Sporting the latest footwear trends is indeed the first step towards keeping the pace with the evolution of style tendencies. The desert boots and shoes fall/winter 2010 trend brings a practical allure to the domain of accessories. This time there's no need to torture our feet with edgy shoe designs instead it's the best moment to vamp up our wardrobe with these boots and peep toes that would offer us a more pleasant experiences. Prepare for the rainy weather as well as the cold season with these fashion pieces and stay true to your signature style when building up the various outfits.
Desert boots and shoes in general come in various designs from the wedged to the heeled looks each creating an unique impression when paired with the key fashion pieces of the season. Heeled or desert peep toes would provide you with the chance to look more feminine as well as challenge your walking skills. Look fabulous and up-to-date with your apparel and pair the high heels with stylish shorts or floral dresses. This is indeed the ultimate key to earn standing ovation and envy glimpses.
The wedges made their way right to the runway as well as the red carpet as the public just couldn't stay far from these shoe trends. This is indeed the most safest and comfiest alternative for those who would like to feel confident when strolling on the street and spring their feet and sole from the extra-weights and pressure. Besides being practical these shoe designs can be also paired with stylish flared pants and also skin-tight skinnies which are equally fashionable this season.
CerrutiCerrutiLacosteTory Burch
The catwalk offers some life-saving and revolutionary ideas how to adopt the fashion trend embedded into a classy and more polished as well as alternative looks. Depending on your outfit and clothing style preferences make sure you include these suede or leather desert boots into your shoe collection to have a stylish footwear option and a cute accessory at hand anytime your look needs an 'oomph up'.
Be it cargo pants, shorts, or summer skirts as well as flirty dresses you wish to wear the next season, always look for the best details that would further boost the chic allure of your apparel. Feel free to choose from the celebrated looks as the peep toes, ankle boots as well as trademark desert booties offered by the market as well as great designers.Sport the shoe designs that rival the practicality as well as comfort of flats.
Images via ASOS.com,Style.com, ELLE.com


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Realizing how much kids crave summer adventures as it enables them to engage in a variety of activities, KinderCare Summer Camp surveyed nearly 3,000 kids to see how they would like to spend their summers. So what exactly did kids want? It turns out they have plenty of ideas ~ they wanted adventures, arts and crafts, and trips- activities which often fall beyond the reach of busy Moms.
KinderCare responded by partnering with teachers to design a nationwide summer camp program to provide kids with new and interesting activities pertaining to their interests. They developed 12 unique week-long day camps with themes including Wild, Wild West, Wilderness 101, Dig Ancient Egypt, You've Got Talent!, Puppeteer Road Show, Gross and Gooey Science, Spectacular Sports, Animal Antics, Science Adventures, Art Expo, Kids' Kitchen, Splish Splash, Surfs Up!, and Everyday Heroes.
I love the weeklong timeframe of the camps! This allows us to be flexible with signing our kids up for as few or many sessions as they'd like.
Plus with approximately 1,700 centers located in 39 states and the District of Columbia, KinderCare Learning Centers, an accredited early childhood provider, offer a range of educational programs and after-school care for infants as young as six weeks old to school-aged children through age 12. Run by specially trained, passionate teachers who fully embrace a balanced approach to learning, KinderCare Learning Centers aim to educate and entertain children within nurturing environment, and encourage strong communication between families and teachers.
You can go and read about the different summer programs at the KinderCare website here. Once you decide which camps you are interested in, it is easy to save your spot for Summer 2010~
I wrote this review while participating in a blog tour campaign by Mom Central on behalf of KinderCare and received a gift certificate to thank me for taking the time to participate.
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Castles have been used for centuries – primarily to control vital trade and transport routes by road and river – with the supply of food, uniforms, munitions and troops being of prime importance during times of war. The thick stone defensive walls of a castle provide unparalleled protection for those garrisoned inside. Walls were often topped with crenelations – series of forked ramparts with regular gaps for archers and riflemen to duck into-and-out-of, to fire upon the attackers with lesser risk of return fire. Their walls would be beset with cross-shaped arrow slits – just big enough for archers inside of the walls to fire out of, whilst providing very little opportunity for the enemy to fire back.
This kit contains five wall sections, four towers and a gatehouse – allowing you to create either a fully enclosed rectangular-footprinted castle – or an impressive defensive wall. The ultimate centrepiece for any 28mm gaming table!
Castle supplied unassembled and unpainted. Miniatures shown for scale purpose and not included.
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The 7 Best Email Clients For iOS In 2019
We recently discussed the importance of email in the age of messaging and how despite its now archaic origins it is still integral to our digital communication. We have talked about the best email clients on Android and earlier on Windows. We haven't yet talked about the best email clients on iOS, one of today's leading mobile platforms. Let's remedy that with the 7 best email clients for iOS.
These apps were tested on an iPad Pro running iOS 10.3.3. We looked for a well-designed, versatile app that was simple to configure, worked with all types of accounts, and was easy to use.
1. Outlook
Microsoft's Outlook is the only client today that originated on MS-DOS and has evolved with the times. There is no doubting that Outlook is a powerful email client, maybe even better equipped than the native mail app on iOS. It synchronizes your contacts and calendar entries. Outlook favors Microsoft products and a Microsoft account more than Google, or iCloud but it does not restrict you to any particular service. That affinity for the Microsoft eco-system pays off when it seamlessly integrates with OneNote notes, Docs in Word, PowerPoint presentations and Excel sheets from a single tap.
2. Yahoo! Mail
Yahoo! will continue to have a special place in our hearts despite its demise and looming rebranding. The @yahoo.com address will live on with its millions and millions of subscribers. Yahoo! Mail lives up to the hype by delivering an efficient mail solution for iOS. It is every bit as flexible and robust as the web interface. It connects to every popular productivity app (calendar, cloud storage, notes, etc.) while letting you browse almost any email address from within. Despite the expectation, there's no bias towards Yahoo! products or email addresses.
3. Mail App
The default Mail App comes preinstalled with every iOS device ever sold (even iPod Touch), so it is not exactly optional. However, if you end up losing it, it is available for download from the App store. That said, it is a highly capable app that can fetch email from POP/IMAP accounts as well as a web mail service with equal ease. Given that it is an Apple product, it is already connected and embedded with the sharing menu. It also syncs with the Apple Watch, adding another layer to this experience (though all the apps on this list sync with Apple Watch).
4. Blue Mail
Blue Mail is a worthy entry amongst the pantheon of email clients. It configures practically every email (within popular email protocols) on top of a wide range of web mail providers. Blue Mail lets you sync across multiple mailboxes from all your providers in a Unified Interface and get instant Push Mail. It lets you send group mails, supports rich-text signatures, connects with mobile printers, syncs with Apple Watch, and can set offline time with "days to sync". It lets you do everything a desktop app does, and delivers it to your iOS device.
5. MyMail
MyMail has a knack for design. Right from when you first see the logo to when you're done sending your last email, it will reel you in with just how good everything looks. It is a hard task to make the default mail app look disorganized by comparison, but MyMail pulls it off. You can manage your mail through custom folders (that sync with the original mailbox) on top of the myriad of features that a standard email client supports.
6. E-Mail Organized by Alto
Alto is an AOL Product. The agenda of Alto is to be organized and it delivers on that agenda. It integrates with Alexa, Slack, major Cloud providers, any installed alarm clock, and allows for rich text formatting in the composer, a feature that is sadly missing from many email clients. The composer is minimalist, the inbox look slick. All-in-all, we have a very good looking and highly organized inbox thanks to Alto.
7. Gmail
Gmail is more native to Android than it is to iOS, however, that is not detrimental to its performance on the platform. Despite its nearly inseparable ties to Android, the iOS counter part does everything equally well. The Gmail client lets you organize your entire mailbox almost identical to the web version. You can archive conversations or delete them and you can search your inbox just as efficiently as you would online. You can sync with any other email services (though Google is easier than others) and you get the smart reply feature that saves you the trouble of having to send quick replies like "okay", or "thanks" or "talk soon".


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Using our own in-house general contracting division, we are able to control every imaginable detail of your project, including permitting, excavating, foundations, septic systems, wells, electrical wiring, plumbing, framing, brickwork and final finishing. With everything under one roof, you can rest assured that your home will be built with the finest materials by the most experienced craftsmen, on schedule and within budget ... and backed by our dedication to providing unsurpassed service!
Want to see what we could do for you? Make an appointment to visit our Duke Lane Model Home in Crivitz. This All American Dream Home showcase says it all!
Warm cedar siding and stone accents complete the exterior of this multi-level home. A large deck spans the back of the home and overlooks a bend in the Peshtigo River. Stairs wind down to a patio surrounded by decorative retaining walls for privacy.
The interior of the home features two fireplaces, four bathrooms and three bedrooms, making it perfect for entertaining or for use as a spacious vacation home.
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I noticed one day when we were hanging out in the kitchen that there was some good lighting so I started snapping pictures of the boys wanting to get a cute one of each of them smiling.....but they were not very cooperative!!! They thought they were being hilarious!
I did get one semi good one (it's a bit blurry) but I'm pretty sure it won't be happening again anytime soon!


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Have you been thinking about starting a food related business in Humboldt County? The SBDC has started a program to help nurture and support people who are on their way!
The North Coast Small Business Development Center is launching an 8-month business assistance program aimed at small value-added food producers looking to improve their business acumen and to increase the success of their enterprises.
This is an opportunity for local businesses to participate in a free, intensive training, mentorship, and resource development program.
To listen to the interview click here or, check out their website.


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The flaws of American nationalism:
Citizens can't ignore our nation's past
March 7, 2017
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When you grow up in the United States, especially after 2001, you are bombarded by American flags and overly-patriotic songs, encouraging you to sing about how you're obviously proud to be an American.
Well, here it goes: I am not proud to be an American. Or at least, I am not proud of what the reality of being an American means today.
Let me explain. On paper, the United States is meant to be all about freedom for all people, but in translation from paper to reality, we have somehow forgotten the rights that this nation was built on. In the past few weeks, we have taken a step backwards for transgender rights, freedom of the press and have taken a step closer to the nationalism that I fear.
This nationalism I speak of is this idea that the United States is the best country in the world. That this country is the greatest, can do no wrong and is always the winner. In the past few years, the nationalism that I witness the most, is a blind love for a country whose flaws people refuse to recognize.
The more I learn about the United States, the more I realize how willing we are to cover up the dark spots in our history.
I did not learn until 10th grade about the treatment that was received by Vietnam soldiers after they returned from a war that many were forced to fight. It wasn't until 11th grade that I learned about the amount of indigenous people that were enslaved or killed by Christopher Columbus, our national hero. It took me until high school to see that our history is not as squeaky clean as I once thought.
I have learned that growing up in this country after 9/11 meant that I would continue to be taught this clean history, expected to stand for the national anthem and Pledge of Allegiance, even when I didn't agree with the words and that I would keep my mouth shut about the glaring flaws of our country.
I cannot let myself stand by and watch as these groups of people who cannot see the hatred that is brewing at the core of their nationalism. The hatred that is taking away rights that people have just gained. The hatred that has taken away the voices of the people who continue to be oppressed in this country.
I can't be proud of a country that says that all men are equal, but only means that all white men are equal. That being a woman, or being black, LGBT, Muslim, Mexican, disabled or anything outside of the realm of the "perfect American" means that your concerns will not be heard.
That instead, you'll watch as your media becomes "fake news" for millions of people just because the president says so. That you'll watch as your rights continue to be dismantled before you and that everything that has been gained in the past eight years continues to crumble.
America is meant to be for all people. I cannot find myself being proud to call myself a citizen of this nation until we truly take into account the writing that our country was built on and work on making that written freedom into a reality for everyone.
One day, I think that I could be proud of our country. The numerous protests that have happened in Pittsburgh alone have given me faith that we can restore what has been damaged. Maybe not for a long time but, eventually, it could happen.
So I'll keep my faith in those people who continue to fight back and until then, I'll stand my ground about why I cannot be proud of this country until it recognizes its flaws and finds a way to improve them.