text:
State Education Dept Homeschooling Q&A
Quick links to Q&A sections
Individualized Home Instruction Plan (IHIP)
Commencement of Home Instruction During the School Year
Students with Special Educational Needs
(NOTE: This section was deleted by NYSED on 12/12/2007)
College Entrance
- Question 1 is not about homeschooling. It is about homebound instruction, which is public schooling provided by a public school teacher for a student who is unable to travel to the public school due to illness or injury. If you are interested in homeschooling, please ignore Question 1.
- When the State Education Department added Questions 1 and 49 in October 2014, they failed to renumber the questions in this document correctly. As a result, there are two Question 35s, one at the end of the General section and one at the start of the IHIP section; and there are two Question 55s, one at the end of the IHIP section and one at the start of the Evaluation section.
New York State Education Department
1. Who is eligible to receive homebound instruction?
A resident of the public school district enrolled in a public or nonpublic school is eligible for this service if qualified. Home instruction is a form of tutorial services, provided to public or nonpublic students, by the public school district of residence. These services are provided in accordance with
Commissioner's Regulations 175.21
to students who are unable to attend their public or nonpublic school because of physical, mental, or emotional illness or injury. Parents requesting these services must comply with local board of education requirements to provide medical verification of the student's inability to attend school for a time that exceeds the number of days required by the district (about 10 days).
Tutorial services are also used by public schools to comply with compulsory education requirements (
Education Law 3205
) for students unable to attend school because they have been suspended.
If the parents and public school are in disagreement concerning the validity of the medical reason provided for the student not to attend school, the parents should encourage and provide permission for their private physician to discuss his/her recommendations with the Public School Medical Director. Parents also have the right to ask that their child be evaluated by the public school for special education or Section 504 needs pursuant to the federal, Individuals with Disabilities Education Act ("IDEA"). Parents may appeal school practices to their board of education and then the Commissioner of Education that they believe to be unlawful. Educational laws and the Regulations of the Commissioner of Education may be reviewed at
. Directions for making an appeal to the Commissioner of Education are available at
2. May a district require parents to register their child in the public school if they plan to provide home instruction?
No. Parents are not required to register their child in the public school if they plan to provide home instruction. However, the parent, if requested, must demonstrate that the child resides within the school district and is of compulsory age.
3. Are parents required to meet with school officials?
No. School officials may request a meeting with parents to discuss the process of home schooling, but they may not deny parents the right to home instruct if the parents decline such a meeting.
4. Must a district respond to a letter of intent?
Yes. The district is obligated to reply within 10 business days of receiving the notice of intent by sending to the parents a copy of
and a form on which to submit an IHIP.
5. May parents engage a tutor to provide home instruction?
Yes. Parents may engage the services of a tutor to provide instruction for all or a portion of the home instruction program.
6. May groups of parents provide home instruction collectively by engaging the services of a tutor to provide group instruction to their children?
Parents providing home instruction to their children may arrange to have their children instructed in a group situation for particular subjects but not for a majority of the home instruction program. Where groups of parents organize to provide group instruction by a tutor for a majority of the instructional program, they are operating a nonpublic school and are no longer providing home instruction. Substantial equivalency of a nonpublic school program is not determined pursuant to
Section 100.10 of the Regulations of the Commissioner
7. Must parents file a health inspection report or fire inspection report?
No. This is not required in the case of home instruction.
8. Must home instruction take place on days and during the times of day when school is in session?
Instruction at home is usually given within the general time-frame of the normal school day, but greater flexibility in scheduling is possible. For example, parents may choose to provide instruction on weekends or in the evening. The total amount of instructional time per week should be generally comparable to that of the public school.
9. May a district require parents or tutors to produce credentials for home instruction?
No. State law does not require any specific credentials for the person(s) providing home instruction.
10. What is a Home Instruction Worksheet?
The Worksheet is provided as a model to assist districts in maintaining and keeping records on home instruction. Although the worksheet is an internal district document completed by school officials, it may be filled out in consultation with the parents, if appropriate. Some of the information on the Worksheet will be derived from the quarterly reports and the annual evaluation.
11. Must the Home Instruction Worksheet be filled out by parents?
No. The Worksheet is for internal district use.
12. May students instructed at home by their parents take part in non-credit-bearing organized school activities such as clubs, sports, and intramurals?
Commissioner's Regulation (CR) 135.4(c)(7)
directs that a participant in interscholastic sports must be enrolled in the public school;
directs that a participant in intramurals must be enrolled in the public school; however, children educated other than at the public school may participate in school-sponsored club activities. It is recommended that each board of education establish a policy to this effect.
13. May a student instructed at home participate in the school band and/or receive music lessons?
If the district considers these activities to be extra-curricular, such a student may participate in the band and/or receive music lessons. It is recommended that the board of education establish a policy regarding participation in these activities.
14. May students instructed at home be allowed to use school facilities such as the library, career information center and gymnasium?
Yes. Students may be allowed to use such school facilities provided that there is mutual agreement on the part of all involved parties.
15. Must students instructed at home meet immunization requirements for in-school students?
The provisions of
Public Health Law Section 2164
which require parents to submit proof of immunization prior to admission of their children to a school do not apply to students being educated at home. If the Commissioner of Health notifies school officials of the outbreak of a disease for which immunization is required, however, parents of children on home instruction who seek to participate in testing or other activities on the premises of a public or nonpublic school must produce proof of immunization or the children must be denied access to the school building.
16. May parents or students on home instruction borrow instructional items from the public school such as library books, microscopes and movie projectors?
Yes. Although a public school is not obligated by law to lend such items, it may allow parents or students to borrow available materials.
17. Is a student instructed at home entitled to benefit from the loan programs (textbooks, library materials and computer software) available to students enrolled in nonpublic schools?
A student instructed at home is not enrolled in a nonpublic school and, therefore, the district is not obligated to loan those items which a district is required to provide, by statute, to children attending nonpublic schools. Although not required, a school district may offer such loans to the extent available.
18. Is the school district required to furnish health services to students on home instruction?
No. The district is not required to furnish health services.
19. Is the district responsible for providing remedial programs for students instructed at home?
No. The district is not responsible for providing remedial programs for these students.
20. May a student instructed at home participate in the instructional program of the school district?
The legislature has not authorized part-time attendance and, therefore, a student instructed at home may not participate in the instructional program of the school district.
21. May a district provide dual enrollment services under Section 3602-c to students instructed at home?
22. Does a school district obtain State aid for students instructed at home by their parents?
School districts cannot claim State aid for students instructed at home.
23. How should school officials deal with the grade placement of a student who has been instructed at home and subsequently enters the public school?
As with any other transfer, the principal of the school determines the appropriate grade placement of the student.
24. Does a home-instructed student earn high school credits for completing the course work specified in the IHIP?
Credit is given only by schools. It is recommended that when a home-instructed student transfers from a high school program into a school that the principal of the school award credit on the basis of assessment or evidence that the student has successfully completed the course work.
25. May a student instructed at home be awarded a local or Regents diploma?
No. A high school diploma may only be awarded only to a student enrolled in a registered secondary school who has completed all program requirements set by the Regents, the school or the district.
26. Is a K-8 school district responsible for a high school student on home instruction?
Yes. The district of residence retains responsibility for the student's education but is encouraged to consult with the receiving high school on the adequacy of the IHIP, quarterly reports and the annual assessment.
27. Is a student instructed at home eligible to participate in summer school programs operated by the public school district?
Yes. Summer school programs are open to all residents of the district.
28. May a superintendent apply for a variance under
Commissioner's Regulation 100.2(n)
to enable a parent to implement a program designed to provide excellence in education?
Yes. A superintendent may apply for a variance for a home instruction program.
29. Under what circumstances is a home instruction program placed on probation?
As described below, the circumstances depend upon the option selected by the parents for complying with the annual assessment requirement of
subdivision (h) of Section 100.10 of the Regulations of the Commissioner
a. If parents submit test scores for an achievement test, the program will be placed on probation only if the composite score of the student is below the thirty-third percentile on national norms or the score fails to reflect one academic year of growth when compared to a prior test. The student's score on individual test subscores should not be considered in determining whether the program should be placed on probation.
b. If parents submit a written narrative, the program will be placed on probation only if the evaluator certifies that the student has not made adequate academic progress.
30. Under what circumstances may a school district require home visits?
A school district may require home visits, upon three days' written notice to the parents, only when the home instruction program is on probation. Under any other circumstances, a school official may request a home visit but a parent would not be required to consent to the request.
31. If parents provide instruction at home to more than one child and the program for one child is placed on probation, must the programs for other children in the family be placed on probation?
No. Each child's achievement is evaluated separately. A situation may arise where one child's program is on probation, and yet one or more other children in the same family are making adequate progress so that their programs would not be placed on probation.
32. How should a district maintain records on students instructed at home?
It is recommended that the district complete a Worksheet for each student to place in the student's file along with the current IHIP, quarterly reports and annual evaluation information. A notation on the student's permanent record card should indicate the period during which the student is on home instruction.
33. How long should a district retain records on a home-instructed student?
There is no legal obligation specified in this matter. To the extent that records are kept, it is recommended that an annual Worksheet for each student be kept until six years after the student would have graduated from high school.
34. Should parents maintain records on students instructed at home?
Parents are required to keep attendance records for each student, but there is no legal obligation for them to maintain any other records. It is recommended that parents keep evidence of their programs and their children's achievement and correspondence with the school district.
35. If a student instructed at home is unable to read adequately or find employment following completion of educational requirements as defined within the compulsory education laws, can the school district be held liable?
No. As a matter of public policy, the highest court in New York State has declined to recognize a cause of action for educational malpractice. Where the board of education and superintendent of schools make good faith efforts to implement the requirements of
Section 100.10 of the Regulations
, there should not be a basis for liability under current law.
Individualized Home Instruction Plan (IHIP)
35. Are parents required to submit more than a list of textbooks in the IHIP to comply with the requirements of
subdivision (d) of Section 100.10
The IHIP must include for each of the required courses either a list of syllabi, curriculum materials and textbooks to be used or a plan of instruction to be followed. A different alternative may be used for different subjects. While a list of textbooks may be submitted, it is reasonable for the district to require more than the name, publisher, copyright date and author's name if the district is not familiar with the textbook's content. If the district requests additional information beyond the list of textbooks, the parents may, at their option, submit either a written scope and sequence describing the text or a copy of the text for the district's review (which copy shall be promptly returned to the parents). The purpose of such review is not to compare the text with those employed by the district, but rather: 1) to insure that the parent is providing the mandated subjects for the grade level in question, and 2) to provide the district with more complete information to assist its review of quarterly reports and annual assessments.
36. When the IHIP is submitted by the parents, does the school district have the responsibility to make a subjective judgment of the substantial equivalency of the home instruction program?
No. The purpose of these regulations is to provide a basis for objective determinations of substantial equivalence. IHIP submissions are to be evaluated to determine compliance with subdivisions
of Section 100.10. Quarterly reports are to be evaluated to determine compliance with
subdivision (g)
. Annual assessments must comply with the requirements of
subdivision (h)
. A home instruction program that adheres to the standards of the regulations at each stage of the process should be deemed to be substantially equivalent.
37. Must the parents indicate on the IHIP what will be taught and the total time of instruction?
The IHIP must include a list of the syllabi, curriculum materials, or plan of instruction to be used in each of the subjects required for that grade level. The total number of hours of instruction per quarter must be documented on the quarterly report. It is recommended that, in the secondary grades, hours per subject be included in each quarterly report.
38. When must a student begin to receive instruction?
A change in
Education Law 3205
, which became effective on July 26, 1993, clarifies the age at which a student is subject to compulsory education. The law now requires children who turn six on or before December 1 to receive instruction from the start of the school year in September of that year. Children who turn six after December 1 must begin to receive instruction no later than the first day of school the following September.
39. Must the IHIP for a six-year-old indicate that the instruction is on the first grade level?
No. As with any age, instruction should be geared to the level appropriate to the student's needs and previous level of achievement.
40. Are students instructed at home required to take a second language?
No. They are not required to take a second language, but they may choose to study a second language.
41. Is physical education required?
Yes. Every student must have a physical education program. Activities may differ but outcomes should be similar to those established for students in the public school.
42. Must the topics proposed for study in each subject correspond to the material covered in the public school curriculum?
While the subjects required by Law and Regulation must be taught, the course content may differ.
43. If a student reaches the maximum age for compulsory attendance during the school year, must the IHIP for that student cover the full year?
Yes. Students who turn 16 (or 17 in New York City) between July 1 and June 30 are of compulsory attendance age during the entire school year.
44. Is a district required to review an IHIP for a student beyond compulsory attendance age?
45. Can a district require parents to provide more information on the IHIP than the Regulations of the Commissioner require?
No. A district may require only that information set forth in
subdivision (d) of Section 100.10 of the Regulations of the Commissioner
46. May a superintendent find a program of home instruction deficient, if he/she concludes that the student needs socialization or interaction with other children?
No. This is not a basis for finding a program of home instruction deficient.
47. Must home instruction for a student of limited English proficiency include instruction in the English language?
Yes. Home instruction for such a student must include instruction in the English language.
48. Are parents instructing their children at home required to teach courses which involve education about substance abuse, AIDS, human sexuality and family planning?
Parents are required to provide health education at all grade levels.
Section 804 of the Education Law
requires that such health education include instruction to discourage the misuse and abuse of alcohol, tobacco and other drugs.
Section 135.3(b) of the Regulations of the Commissioner of Education
requires that the elementary and secondary health education curriculum include age appropriate instruction concerning the nature, methods of transmission and methods of prevention of the acquired immune deficiency syndrome (AIDS). Parents must address the topic of AIDS as a part of the required health instruction at least once in grades K-6, once in grades 7-8 and once in grades 9-12. Parents may include instruction on human sexuality and family planning as part of their children's health education, but are not required to do so.
49. If a parent wanted to duplicate a home school program that is similar to the diploma requirements of public school students where would they look to find the requirements?
50. Must a district notify parents that the IHIP is in compliance with
Yes. The district is obligated to notify parents that the IHIP is in compliance. It is strongly recommended that such notification be in writing.
51. Must a board of education approve the IHIP?
No. The superintendent of schools is responsible for reviewing the IHIP and notifying the parents of its status.
52. When is the board of education involved in the process?
If the superintendent of schools determines that a revised IHIP is not in compliance and the parents contest that determination, the parents may meet with the board to present evidence of compliance. The board then makes its determination of compliance or noncompliance.
53. If the board finds that an IHIP is not in compliance, do the parents have the right to appeal?
Yes. The parents may appeal a determination of noncompliance by the board to the Commissioner of Education within 30 days of receiving notice of the determination.
54. Must the parents of a student instructed at home file an IHIP with the district if the student is enrolled in a correspondence school?
Yes. The obligation to file an IHIP does not depend on the source of material used but rather on the location of the student's instruction. The board of education is responsible for ensuring that any student of compulsory age living within the district is receiving an adequate program of instruction. The parents and the district must comply with
even if the supplier of the curriculum materials considers the student to be enrolled in its school or program.
55. Does the State Education Department approve programs of home instruction provided by correspondence schools?
No. The State Education Department does not perform this function. Correspondence school materials for home instruction must be reviewed by the superintendent of schools.
55. When should parents inform the school district of their choice of a standardized test or alternative evaluation method?
No date is specified in the regulation but it is recommended that parents provide this information by the end of the third quarterly reporting period.
56. When is it necessary for parents to obtain the consent of the school district if they are using a norm-referenced achievement test for the annual assessment?
a. If the parents are having the student tested at a registered nonpublic school, the consent of the public school district is not required.
b. If the parents are having the student tested at the public school, the testing should be done at the time of the school's own testing program, unless a mutually agreeable alternative is reached. The district should give the parents several weeks' notice of the dates for this testing.
c. If the parents are having the student tested at another location, the school district is required to review, and (if in agreement) consent to the parents' selection of the test administrator.
57. Are students instructed at home required to take any State tests such as the PEP tests or RCTs?
No. These tests may be used to meet annual assessment requirements, but home-instructed students are not required to take them.
58. Which State tests suffice for an annual assessment?
Any State tests designed to evaluate individual student achievement are acceptable. State tests designed to evaluate a school's program (Program Evaluation Tests) are not appropriate for this purpose.
59. If parents instructing their children at home choose to use PEP tests or RCTs as a part of their annual evaluation, should the school district include their scores with the scores of the public school students?
60. Can parents of a fourth-grader opt for an alternative form of evaluation?
Yes. Alternative forms of evaluation may be used every other year for pupils in grades 4 through 8. Thus, grade 4 could be the first year in this pattern.
61. Must the district administer tests during the school year to home-instructed students?
No. The district is not obligated to administer any tests unless the student is referred to the Committee on Special Education for evaluation.
62. May a student instructed at home take Regents examinations?
Yes. If a request is made, school officials are encouraged to admit a student receiving home instruction to Regents examinations. If a Regents examination has a lab requirement, the student may be admitted to the examination if there is evidence that the student has met the lab requirement. The IHIP, quarterly reports and/or verification from the student's teacher can provide such evidence.
Regents examinations may only be administered at the public school or registered nonpublic school because they are secure examinations. The test results can be helpful to the student and also to public school officials.
63. If parents want to use one of the standardized tests listed in the home instruction regulation but not used by the school district, who orders and who pays for it?
If the parent chooses to use a test that has not been ordered for use in the public schools of the district, the school district, upon request of the parent, would order the test. The parent would, however, pay for the cost of procuring it.
64. May a parent administer a standardized test or prepare the written narrative of assessment?
Yes. With the consent of the superintendent, a parent may perform these actions.
65. What is a home instruction peer review panel and what is its function under the regulations?
A home instruction peer review panel is an advisory group of home instructing parents who prepare a written narrative of a student's achievement. Members of such a panel may be chosen by the parent with the consent of the superintendent.
66. What action should be taken by the district if parents do not submit any evaluation?
If phone calls or letters do not elicit the information, the district should notify parents by registered mail that the evaluation is due and set a reasonable date for its submission. If the information is not forthcoming, the district is without evidence that instruction has been taking place. In that case, the district would be obligated to report the case to the central registry as a case of suspected educational neglect.
Commencement of Home Instruction During the School Year
67. May a district refuse to consider a parent's request for home instruction if it occurs during the school year?
No. The district must respond to a letter of intent and to the submission of an IHIP at any time during the school year.
68. If home instruction begins during the normal school year, which timelines apply?
The regulation specifies that parents who decide to begin home instruction or parents who move into the district after the start of the school year must file a letter of intent within 14 days of beginning home instruction within the district.
From that point on, the usual timelines apply:
- Within 10 business days of receiving the letter, the district must furnish the parent with a copy of
and an IHIP form for each child.
- Within 4 weeks of receiving it, the parent must submit the completed IHIP to the district.
- Within 10 business days of receiving the IHIP, the district must notify the parent whether it complies with the requirements of the regulation or give written notice of any deficiency.
- Within 15 days of receiving a notice of deficiency, the parent must submit a revised IHIP which corrects the deficiencies.
- Within 15 days of receiving the revised IHIP, the district must notify the parent as to whether it complies with the regulation.
69. If home instruction begins during the school year, when should parents schedule quarterly reports to the district?
The number of reports should be proportional to the period of home instruction. For example, if instruction begins at about the end of the first reporting period in the public school, the parent would schedule three reports during the remainder of the year.
IMPORTANT: The State Education Department deleted this section on 12/12/2007 as it was preparing to prohibit districts from providing special ed services to homeschoolers. In July 2008, Governor Paterson signed a bill to reverse this prohibition and allow districts to provide services again (see
the SED's memo about the new law
). But keep in mind that this section is included here for historical reference only.
Students with Special Educational Needs
70. May the parents of a student with specialized educational needs choose to provide home instruction for the student?
Yes. Commissioner's Regulation 100.10 can be applied to any student of compulsory attendance age without regard to a possible or identified handicapping condition.
71. Is the district required to provide services to a student who has been identified by the Committee on Special Education?
The district is required to make appropriate services available to any identified student in accordance with the approved Individualized Education Plan (IEP).
72. Are there any restrictions on the availability of services to be provided by the district?
The district has the obligation to offer all the services contained in the student's IEP.
73. Is the district required to provide transportation in order for the student to receive services?
Transportation must be offered to the extent necessary to enable the student to benefit from the instruction. The need for special transportation must be addressed in the student's IEP.
74. Where are the services delivered?
Generally, services would be delivered at the public school. However, the district and the parents may agree to have services delivered at an off-site as well (i.e., library, youth center, etc.)
75. May services be delivered at the student's home?
There is no prohibition against providing the services in the student's home. If the district and parent agree that this is the most convenient and appropriate location, services may be provided to the student in the home.
76. When are the services delivered?
The parent and district officials should discuss arrangements so that a block of time can be arranged for services which minimizes disruption.
77. May a parent elect to have the student receive some but not all of the services specified in the IEP?
Yes. Given the nature of home instruction, a parent may assume the responsibility for providing some of the needed services and may choose to have any other(s) specified in the IEP provided by the district.
78. Does a parent have the right to refuse the delivery of any services by the public school district?
Yes. If the parent refuses services for a student known to have a handicapping condition, the parent should address the needs of the child in the IHIP.
79. To what extent must the IHIP include the services specified in the IEP?
The IHIP should include the equivalent services listed in the IEP. As home instruction is, by its very nature, individualized and flexible, parents may provide for the needs of their children in different ways than those contained in the IEP.
80. Must the Committee on Special Education review and/or approve the IHIP for a student with special educational needs?
No. The superintendent of schools of the district is responsible for determining whether an IHIP is in compliance with the regulation and may call upon other persons to assist in the review. However, the superintendent has the responsibility to review and notify the parents whether the IHIP complies with the regulation.
81. Is a parent required to submit an IEP along with an IHIP?
No. A parent is not expected or required to construct or submit an IEP.
82. How should the achievement of a student with special educational needs who is instructed at home be measured?
Alternative evaluation measures provided in the student's IEP may be used. If the student does not have an IEP, one of the two alternatives provided in the regulation, a standardized test or a narrative evaluation, must be used.
83. Is the district responsible for providing a reasonable amount of instructional materials for home instruction?
A school district may provide textbooks and other materials to students instructed at home but it is not obligated to do so. However, if a student with a handicapping condition receives special education in accordance with an approved IEP, the district must provide the student with any specialized instructional materials necessary to enable the child to benefit from special education.
84. How does the district claim aid for providing any of the services to a student with special educational needs who is instructed at home?
The district may claim aid for providing any of the services described in the IEP by filing for excess cost aid on State aid forms.
End of deleted section
College Entrance
70. If home-instructed students cannot be awarded local or Regents high school diplomas, how can they gain entrance to colleges?
First, please note that seeking admission to college is entirely a choice that students make, and successfully gaining admission to college is entirely the responsibility of home-instructed students and their parents. It is not the responsibility of the State Education Department or the local public school district to secure college admission for home-instructed students.
Second, colleges set their own admissions requirements. These requirements vary from college to college. The burden, therefore, is on home-instructed students (and their parents) to seek and acquire information on the admissions requirements of the colleges of their choice. The burden is also on home-instructed students (and their parents) to convince colleges to accept them. Because of this, home-instructed students (and their parents) may wish to seek information regarding the admissions requirements of the colleges of their choice well in advance of the actual application for admission.
Third, listed below are some suggested strategies for home-instructed students (and their parents) to consider using to help them gain entrance to colleges. Consideration can be given to using a combination of these strategies. Please note that there is no guarantee that following any or all of the strategies listed below will ensure a home-instructed student's admission to any college. Again, if home-instructing students choose to pursue admission to college, they (and their parents) are fully responsible for this.
Suggested Strategies
1. A portfolio of the student's work, demonstrating its breadth and depth, might be developed over time. This portfolio can be shared with college admissions personnel to demonstrate the student's capabilities.
2. If a home-instructed student has taken Regents exams at the public school of residence, he/she can request the public school district to produce, on school letterhead, a list of the exams taken, the date on which they were taken, and the score the student earned. This list of Regents exam scores can be shared with college admissions personnel.
3. Home-instructed students can take the Scholastic Aptitude Test (SAT) and/or other standardized tests used for college admissions purposes. Scores on these tests can be shared with college admissions personnel. Home-instructed students should contact their public school district about arrangements for taking the Scholastic Aptitude Test and/or achievement examinations offered by the College Board or the American College Testing Service.
4. If the student is beyond the age of compulsory education, and has completed a program of home instruction in compliance with
Section 100.10 of the Regulations of the Commissioner of Education
, he/she can request that the superintendent of schools of the public school district of residence attest to this, in writing, on district letterhead. This can be shared with college admissions personnel. Please note, however, that the superintendent of schools may, but is under no obligation to, attest to this.
5. Home-instructed students can take the GED exam, when they have reached eligibility to do so. Students passing the GED exam can share their General Equivalency Diplomas with college admissions personnel.


text:
By Radu Marinas
BUCHAREST, March 25 (Reuters) - The International Monetary Fund said it would ask top Western banks operating in Romania to affirm support for local subsidiaries and back an IMF-led rescue package by keeping their exposure to the struggling EU member.
The IMF agreed a 20 billion euro ($27 billion) aid package with Bucharest on Wednesday in a bid to thwart a financing crisis in the struggling Black Sea state.
The IMF mission will travel on to Vienna on Thursday to bring western banks on board, officials said. They will meet banks including Erste Group Bank, which owns Romania's biggest lender, and Raiffeisen International.
The IMF and the Romanian central bank will offer to let them reduce the amount of foreign currency reserves they are required to hold at the central bank, Romanian officials said, in a move that will free up liquidity and allow banks to give credit.
In exchange, they expect the banks -- also including Societe Generale and UniCredit -- to pledge to keep open funding lines to Romania and boost their subsidiaries' capital.
"What we are asking the banks for is for them to commit to maintaining a cushion of capital here in case everything turns to worse and for them to maintain their exposure to the country, to not take their money out," IMF mission chief Jeffrey Franks told reporters.
Franks said the size of the envisaged additional capital for Romanian subsidiaries would be based on a stress test that will be conducted jointly with the Fund, in an exercise similar to what the IMF has done with authorities in Ukraine.
In some countries in the region, foreign-owned banks have been left as the only source of loans since the global financial crisis led risk-averse investors to dump emerging market assets.
Romanian President Traian Basescu last month called on western banks to help stabilise their affiliates in former Communist states, weighing into a debate over how best to cushion the impact of the economic crisis on eastern Europe.
Even though banks have repeatedly said they stand by their Romanian units, the IMF and the central bank may expect a renewed public commitment, similar to the one Hungary asked for when it was rescued by the IMF last year.
"I would hope that eventually we would receive from these banks a written expression of their commitment to Romania," IMF's Franks said. "We predict that all invited banks will be involved in this process."
Shares in banks with sizeable Romanian exposure soared on the deal, led by an 11 percent rise in Erste shares to 14.69 euros. Raiffeisen rose 3.5 percent to 24.30 euros.
"If reserve requirements are reduced this is good, because you don't make money with money that is sitting at the central bank," said one analyst. "Also the deal should in general stabilise the currency, which will also help the banks."
Emerging European banks have lobbied regulators in the region for months to lower reserve requirements to free up money for lending. Romanian banks at the moment have to keep 40 percent of hard currency deposits and 18 percent of leu deposits as reserve with the central bank. (Additional reporting by Boris Groendahl and Luiza Ilie; editing by Will Waterman)

subset: commoncrawl


text:
- Alternative Careers
- Final exams
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Tag Archives: cover letters
Applicants: know the employer's business and industry
Thank you, Alyson Stanfield, for your post How I Screwed Up My Pitch and What You Can Learn from my Colossal Error. Stanfield, author of Art Biz Insider and one of my favorite books, I'd rather be in the studio! is a longtime … Continue reading
Cover Letters: critical tools for an alternative career search
Best cover letters The best cover letters are door openers. They should show that you understand the job for which you are applying, know some current problems in the industry, understand problems specific to the business (two different things), and … Continue reading
Cover letter tips: ignore the format at your peril
A first-class cover letter requires laser-like focus on how an applicant's skills might mesh with the needs of a prospective employer. It is the first writing sample and the first chance to create a bad impression. Sadly, career services and … Continue reading
Resumes and cover letters are not all about you
Not your biography. Imagining that these documents should have you as their sole focus shows a gross misunderstanding of the hiring process. They may be your forum and appear to be about you, but if you treat them as straightforward … Continue reading
Posted in 2nd career law students, 3L, Job Search Strategy, resumes Tagged 1L, 2L, 2nd career law students, 3L, cover letters, employers need information, job search strategy, resumes 1 Comment
Overused LinkedIn Buzzwords drag down resumes and cover letters
While urging readers to create powerful LinkedIn profiles, the remarkable Brenda Bernstein, author of the useful The Essay Expert blog, published the ten most overused LinkedIn buzzwords for 2010 with a caution that they can become trite and clichéd. She … Continue reading
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All BI & Data Management Cloud Infrastructure & Management Collaboration & Productivity Security & Compliance
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Take our 10-question quiz to see if your organization is at risk to become a cybercrime victim.
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Learn how you can ensure your company is protected against ransomware attacks.
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How to bring everything together in one place: people, conversations, content, and tools.
Use Your Data to Accelerate Your Business
Learn the steps you must take to ensure your data is accurate and easily consumable.
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8 Ways to Ensure Technology Contributes to the Success of Your Merger or Acquisition.
Is it time to upgrade from SQL Server 2005?
Learn if now is a good time to upgrade from SQL Server 2005.


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Search for: "David Rasche"
Results: Showing 1-3 of 3
United 93
A defining day in our history. It's an event that shook the world. Honest, unflinching and profoundly moving, United 93 tells the unforgettable story of the heroic passengers and crew members who prevented the terrorists from carrying out their plans for the fourth hijacked plane on September 11, 2001. As on-ground military and civilian teams scrambled to make sense of the unfolding events, forty people who sat down as strangers found the courage to stand up as one.
That Old Feeling
The wedding from hell just sparked a match made in heaven! Comedy legend Carl Reiner directs the hottest couple of the year, Bette Midler and Dennis Farina in an irresistibly funny, incurably romantic motion picture that celebrates the "lighter" side of love. Happily divorced for 14 years, Lilly and Dan still have one thing in common, they hate each other with nuclear capacity. But after a knock-down, drag-out fight at their daughter's wedding, their pent-up hostility suddenly turns to...
Burn After Reading
An all-star cast, including George Clooney, Brad Pitt, Frances McDormand, Tilda Swinton and John Malkovich, come together in this outrageous spy comedy about murder, blackmail, sex addiction and physical fitness! When a disc filled with some of the CIA's most irrelevant secrets gets in the hands of two determined, but dim-witted, gym employees, the duo are intent on exploiting their find. But since blackmail is a trade better left for the experts, events soon spiral out of everyone's and anyone...


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Clubfoot: an adverse effect of Zoloft
Posted on Tuesday, March 18th, 2014 at 3:57 pm by Williams Hart
Zoloft, a popular selective serotonin reuptake inhibitor (SSRI) antidepressant, has been linked to several birth defects among babies exposed to in utero. This is because Zoloft contains anti-folate properties, which halts the proper absorption of folic acid in pregnant mothers, which increases the risk of congenital malformations, including clubfoot.
In the U.S., clubfoot is considered one of the most common malformations upon birth, occurring in approximately 1 of 1,000 live births. Babies with clubfoot usually have a heel or a foot that is unusually small. The affected foot may also point downward or inward, and may also have an abnormal shape.
Shortly after birth, infants with clubfoot should be treated using a foot cast or brace. Untreated clubfoot may cause babies to suffer from further complications in the future such as decreased mobility and foot sores.
If taking Zoloft while pregnant has caused your baby to develop clubfoot or other birth defects, don't hesitate to seek legal assistance from our lawyers at Williams Hart. We have years of experience helping families dealing with such problems fight for justice and compensation. Call us now at (713) 352-7071 to discuss what we can possibly do for you.


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School heads concerned about shift in funding
KINGMAN - Local school administrators are scratching their heads about the possibility of being required by the state to shift 5 percent of their already-strapped support-service funds into classroom funds.
Roger Jacks, superintendent of the Kingman Unified School District, and Susan Chan, district administrator of Kingman Academy of Learning, both said their budgets are so tight already it will be difficult fulfilling the state's proposed mandate.
But they're definitely willing to try.
"If it has to be, then we'll do it," said Chan, whose charter district encompasses four schools and 1,440 students. "I want to provide whatever is needed in our classrooms to get the job done.
"If our percentages are not what the state wants, then we'll have to get them there."
Ducey's plan
Arizona Gov. Doug Ducey, who took office in January, announced a classrooms-first initiative in his first State of the State address that would shift state spending from support to actual classroom teaching. Ducey has created a team to look at the state's school funding formulas to identify ways to get more money into the classroom.
Ducey recommended a 5 percent reduction in non-classroom spending for district schools and a 3.5 percent reduction to charter additional assistance. The goals of the reductions are to reduce the size of school administration and re-focus the schools on students and teachers.
Non-classroom spending for districts includes administration, plant operations, food service, transportation, student support and instruction support.
Kingman Academy
Chan, whose district is solely funded by the state, said she is pleased with KAOL's emphasis on classroom funding and locating the money to pay for books and supplies. But it's almost impossible to cut support services because of the required ongoing reporting of data to the state and federal government.
For instance, the charter district collects civil rights data on students every other year for the federal government. Also, as part of its Student-Teacher-Course-Connection, the district compiles information three times a year for the state on where students and their teachers are located at all times.
And that's just a few of the required reports.
In 2013, KAOL's budget of $10.7 million was divided into 43 percent for classroom instruction. Non-classroom dollars were split between instruction support at 3 percent, student support at 3 percent, administration at 23 percent, plant operation at 7 percent, food service at .02 percent and transportation at 3 percent.
Kingman school district
Jacks has experienced the same problems in his district, which has about 6,900 students in 12 schools. Jacks pointed out the district's positive efficiency rating on the most recent report of school district spending by the Arizona Office of the Auditor General. The report covered 2013 and was presented to the Legislature in February 2014.
"One of our measuring sticks is the auditor general's report, which assesses every school district," said Jacks. "In it, KUSD's administrative costs were low, and we got kudos for efficiency on our food service program and our transportation costs. We're doing a good job in support services and it's going to be hard to cut there."
According to the report, Kingman Unified School District had 6,674 students enrolled in 12 schools in 2013. It noted total spending per pupil had decreased by 5 percent over the past five years, and classroom spending decreased from 55.2 to 50.5 percent. The budget in 2013 was about $48.2 million.
Overall, the report noted, spending on plant operations increased substantially in KUSD and the cost of instruction support increased, while spending on student support decreased slightly. Spending on other non-classroom areas varied year to year.
The district spent 10.2 percent on administration, 13.5 percent on plant operations, 5 percent on food service, 6.9 percent on transportation, 8.7 percent on student support and 5.2 on instruction support. The district's financial stress level is low, according to the report, which assesses its overspending, savings and financial control status.
"We're proud of the fact that we're managing our dollars quite well," said Jacks. "We're pretty lean already, but we'll follow the governor's directive and find a way."
On the state level, the auditor general's report also is used annually to determine the health of Arizona's educational spending. According to the report, total spending per pupil in Arizona decreased by 4 percent from 2008 to 2013, from $7,813 to $7,496.
The state spent about $3,500 less per pupil than the national average of $10,658 per pupil in 2011, the latest figure available. Also, spending in Arizona classrooms decreased from 57.3 to 53.8 percent during that time.
In 2013, there were 236 school districts, 1,392 schools, 902,137 students and the state's education budget was $6.7 billion.
Each year since 2004, Arizona school districts have decreased the percentage of their resources they allocated to the classroom, the report noted. At the same time, the percentages of non-classroom dollars allocated to administration, plant operations, food service, transportation, student support and instruction support have all increased.
Arizona spent 10 percent of its education budget on administration in 2013, with the national average 10.7 percent. Plant operations were 12.3 percent statewide and 9.5 percent nationally. Preparing food cost Arizona 5.3 percent, compared to 3.9 percent nationwide.
Transportation, support
Transportation costs statewide were closer to the national average, with Arizona spending 4.9 percent and the price nationwide at 4.2 percent. But student support was higher, with Arizona at 7.7 percent and the nation at 5.6 percent.
Lastly, instruction support cost Arizona 6 percent, compared to the national average of 4.9 percent.
A report released in October by The Center on Budget and Policy Priorities echoed the auditor general's report. It noted most states saw a drop in per-student spending from the start of the recession to the current fiscal year, but Arizona was one of the few above 15 percent.
Arizona trailed only Oklahoma, at 23.5 percent, and Alabama's 17.8 percent drop. Advocates said the impact of the cuts could be seen across the state in larger class sizes, teacher shortages and what one called the "unthinkable" elimination in 2010 of full-day kindergarten.
'I can't afford to teach'
Andrew Morrill, president of the Arizona Education Association, said the underfunding of schools was happening in the state long before the recession.
"We have over 500 teaching positions across the state that are not filled," Morrill said. "We are seeing more and more teachers at the start of the year saying, 'I can't afford to teach anymore.'"
Chris Kotterman, director of governmental relations at the Arizona Department of Education, said the effects of education cuts are being felt in districts across the state.
"This is a statewide problem that affects every school," said Kotterman. "Everybody shares this equally."
Cronkite News contributed to this article.
- 5 Kingman Kokopelli Eye Institute employees indicted
- Kingman couple dies from injuries sustained in head-on crash
- 2 dead in State Route 95 collision
- We never knew her: Unidentified girl laid to rest in Kingman 3 years after her body was found
- Multiple-car crash blocks lanes on State Route 93
- Mohave County's Hildy Angius: Ducey's proposal could thwart 2nd Amendment sanctuaries
- A day no dogs would die: Mohave County Animal Shelter goes above and beyond to save lives
- Suspects toss drug-filled suitcases onto I-40 near Kingman
- How you can win a cabin vacation at a Lake Havasu State Park
- Mohave County may return to old ordinance-codification system
- We never knew her: Unidentified girl laid to rest in Kingman 3 years after her body was found
- 5 Kingman Kokopelli Eye Institute employees indicted
- Reward offered for information leading to arrest, conviction of Kingman Kmart vandals
- Kingman couple dies from injuries sustained in head-on crash
- 2 dead in State Route 95 collision
- 3 hurt, 2 severely, in head-on collision in Kingman
- Mohave County may return to old ordinance-codification system
- 2 arrested in connection with Kingman homicide
- Mohave County Most Wanted
- Mohave County planning commissioners walk out on speaker
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Whatever is here, can be found elsewhere. What is not here, is not worth knowing.*
Monday, March 28, 2011
To be, or not to be (green), that is the question
25 comments:
My wife got a Volt in Jan. and so far so good but I'd recommend waiting until the price gouging cools down a bit.ReplyDelete
Hi Venkat, I have been following your blog way before you joined forces with GigaOM. I am all for minimizing pollution in vehicles, (I don't say zero pollution since that is just a myth). I like your writing style too. This morning, I ran into this piece of news which talks about swapping batteries at charging stations instead of actually charging. http://goo.gl/LCfyrReplyDelete
I think swapping batteries makes more sense than waiting to get them charged. The technology to swap shouldn't be hard to figure out, and it takes far less time than charging. I do agree that this might mean standardizing batteries shape and size, but its a good trade off for convenience. I would like to hear your comments on this.
Hi Venkat, I passed the wrong link for my earlier comments. The correct link is http://goo.gl/6NhhjReplyDelete
Here's my take on why BP and battery swapping is not a good idea.ReplyDelete
- AnonymousApril 13, 2011 at 10:31 AM
For your next article can you shed some light on the german company DBM's battery claims? (feasible, plausible, not enough info/misleading?)
There are a lot of comments on the gm-volt.com website due to a recent post on the site highlighting the alleged claims of DBM's battery breakthrough:
- AnonymousApril 19, 2011 at 6:48 PM
Yes, I came here to get your take on DBM also. Please comment http://www.engadget.com/2010/10/27/dbm-energys-electric-audi-a2-completes-record-setting-372-mile/ReplyDelete
I often read battery articles that come from various newsfeeds, but lately I keep seeing strangely thoughtful and well-written ones. I then realize I've stumbled onto your GigaOm posts. Congrats on the wider audience, and keep the good posts rolling.
You could do a similar tradeoff on many things.
I have a car pushing 6 years that averages > 28 mpg (12 kmpl). It is a petrol car, more than quite well-maintained, manual car. I am tempted to switch to a smaller new car -- promises 25% more in fuel efficiency.
I am not a badge-wearing green. But someone who bothers about our rapacious consumption and will do his bit to ameliorate it.
a) live close to work. Used to, but burns a hole in potential savings. Could afford a home in a far away suburb only.
b) car-pool, commute by public transport, work from home whenever possible. Car-pool has been difficult due to my bad time schedules. But the rest I try and do. Can do better actually.
c) advocate fuel taxation. will change the shape of American cities, but that is a huge problem there .. you'll be dead politically.
the original maams
I agree with one of the comments on the article that the writer of it has a pretty long commute. I think cars like the Leaf are aimed at a more city living type lifestyle where the commute is just a few miles.ReplyDelete
Powered by electricity without being tethered to electrical outlets, the Volt does everything a great car does. It's better than any other.ReplyDelete
First off, I like your original title better. More creative that way, but yeah, readers wouldn't exactly know what the article is going to be about. Moving on, my vote would be for the Volt. That is if you have the extra budget. I'm thinking it's not too much of a "loss". After all, you still get to have tax credits. And you're doing your part for Mother Nature. The next generation of our families will more than benefit from each one of us going green. But that's just me.ReplyDelete
You've done a good job for sharing this useful information with us. This has given me food for thought. Great post! Have a good day everyone! :)ReplyDelete
Its right that the alternate could take time to expand its resources but its a big source to reduce the Global Warming. We should encourage more the alternate energy.ReplyDelete
Hey Venkat,ReplyDelete
Nice article, Blogs are so much informative on this topic. I am so impressed by the info that you've on this website. Keep it up!
laptops batteries
The last time I drove a Chevy Volt was about six months ago, so I was looking forward to getting another chance to drive last year's Automobile of the Year. The Volt had been plugged in to the 240V charger all day, and when I climbed behind the wheel, the range indicator showed 29 miles. By the time I had driven the 11 miles home, however, there were only 12 miles left. In fairness to the Volt, it was cold and rainy, and I had both the heat and the seat heaters turned on. By the time my husband and I drove to a restaurant for dinner, the range was down to 2 miles. No problem, as the Volt switched over to the gasoline engine on the way home from the restaurant. The transition was quite seamless - no jerkiness and no huge increase in noise (I was on the freeway, so there was already some road and wind noise, plus the radio, while running under electric power).ReplyDelete
..thanks fo the information..ReplyDelete
I find this blog interesting. I happen to look for new sites where I could learn more about batteries. Thanks I got here.ReplyDelete
Thanks for that post. Im from Germany and we have like green batteries too.ReplyDelete
Hybrid cars are, of course, playing a large part in the current era of the green transportation revolution. In the past decade, they've gone from avant-garde curiosities to mainstream objects seen in parking lots everywhere.ReplyDelete
We are all interested to see the next blog. I think we will get so much information from it.ReplyDelete
This is an excellent review.I would love to read more about this topic.ReplyDelete
I was excited our company got the Volt as we are based in the outline of the city and a tad bit of a drive.ReplyDelete
I just noticed that the Volt really doesn't have the pickup I'm used too. I'm in my 40's so I do not "beat" on the car but concerns me. I have taken the car back to the dealership but they say it's fine.
Everyone noticing a lose of power most of the time?
- AnonymousApril 27, 2012 at 11:33 PM
Hi Venkat! I just found your blog (through a friend's recommendation). It's great! Thanks for writing it. I'm a student at LBL and UCB (graduating in 2 weeks) and write for the BERC blog and I recently wrote a two part piece on electric vehicles. Perhaps you've seen the articles, but in case you haven't, I thought you might be curious:ReplyDelete
2. http://berc.berkeley.edu/blog/post/why-dont-i-own-an-electric-car--
mamayer at lblReplies
Its really nice a nice post my friend. Thanks for sharing.. :)Delete
SMF Battery India | Forklift Battery
Batteries Distributors India | Traction Battery


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The African Tribal Art of Facial Scarification
January 11, 2011 Leave a comment
Scarification is the practice of permanently marking the skin by cutting it, and is widely practised in Africa. The main purpose of African scarification is to enhance a person's beauty, but scars can also indicate bravery, show group identity, or mark stages in a person's life. [1] Collecting African Tribal Art through masks, and headdresses is an easy way to examine the cultural differences, and norms of African Tribes.
The Makonde used body scarification in an effort to prevent their abduction into slavery. Although not as popular as before, scarification still finds a place in the culture, and craft of the tribe. A typical Lipico mask is worn on the top of the head partially covering the face and slanted up to enable the masquerader to see through the mouth area. These masks are used in initiation and circumcision ceremonies for boys as they move from adolescence to manhood. The masks may exhibit scarification, which is reflected in thick, symmetrical zigzag patterns across the face area.
The distinctive facial scarification consisting of a number of lines along the sides of the face and along the forehead, and abdomen were the means whereby Tabwa identified themselves to localities, and displayed social status. They are also a high form of body art or ornamentation. Elaborate and attractive patterns and designs were worked into the skin according to the Tabwa concept of 'kulemba' that reflect aesthetics, social membership, and the abstract idea of order upon the chaos of nature. It demonstrates that a person becomes a complete adult when they are properly inscribed with the appropriate scars. These patterns and designs are collectively known as 'vindala' and represent one's advancement through life and within Tabwa society. Distinctive hairstyles among Tabwa men reflect status or membership in a hunter's cult known as 'buyange', and requires some effort to braid, tie and decorate. [2]
Consider the marks on the Baule mask. The Senufo use three scars radiating from the edge of the mouth along the side of the face. The Senufo however are close neighbors of the Baule in the Ivory Coast.
At one time most slaves in the Baule territory were Senufo and because Baule people make this association, they use this type of scar to protect young children from harm; when a woman has had several children who have died for example this scar is given to her next child so that Death will not be attracted to it. [3]
[1] http://www.prm.ox.ac.uk/pdf/scarification_web.pdf
[2] http://www.africadirect.com/productsdesc.php?ID=53842


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Tripwire FIM for Comprehensive Integrity Management
FIM isn't just for files anymore. File Integrity Monitoring describes a very specific set of capabilities, often associated with meeting compliance requirements. But it's also become shorthand for a broader application of integrity.
Shifting language can be difficult, but it's more appropriate to talk about Integrity Management in regards to today's technology landscape. Integrity Management provides an umbrella approach to managing risk in an environment. There are four basic steps to ensuring integrity:
- Secure deployment
- System baseline
- Change monitoring
- Change remediation
This white paper, authored by Tripwire VP of Product Management and Strategy Tim Erlin, will help you broaden your understanding of integrity beyond data. Not only is integrity foundational—Integrity Management just might be the way to make information security successful. Complete the form to the right to download your copy and learn more.


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Molecular Cancer Therapeutics publishes the best science in the categories of Therapeutic Discovery, Preclinical Development, and Molecular Medicine in Practice. The journal provides a publication forum for these emerging disciplines that is focused specifically on cancer research. Papers are stringently reviewed and only those that report results of novel, timely, and significant research and meet high standards of scientific merit will be accepted for publication.
- Publisher
- American Association for Cancer Research
- Website
- http://mct.aacrjournals.org/


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The Real Stories
Behind Success
Your Biggest Crisis Isn't Money – Mike Flynn
Did you know that your biggest crisis in life isn't money? What it all comes down to is knowing your purpose in life and living it out. How do you do that? Where do you even start? On this episode of BeFulfilled, you'll hear from business leader and podcaster, Mike Flynn. Mike opens up about his life including the low of weight struggles to the high of starting a podcast to meet and learn from top leaders and thinkers. Through it all, Mike reflects on the power of knowing his purpose and living with intention. If you are ready for a healthy dose of motivation, you've come the right place! Don't miss this powerful and inspiring episode with Mike!
Where do you go after hitting rock bottom?
How would you react if your financial situation completely collapsed right under your feet? Do you think you'd be able to bounce back quickly or would it send you into a tailspin? On this episode of BeFulfilled, Mike Flynn describes a time in his life when he hit rock bottom both financially and personally. After the financial downturn in 2008, Mike's professional situation and his personal health took a downward path, he gained weight and he was ready to throw in the towel at work. It all changed for Mike when he had an "Ah ha moment" at a mastermind he regularly attended. The guest speaker asked, "What is your one thing?" and from that moment on, Mike was able to focus on what really mattered in his life, his family. To hear more about Mike's story and how he found purpose and success after disappointment, make sure to listen to this episode!
Can you imagine what it would look like to go through life without purpose or meaning? How in the world could you expect to encounter personal or professional success if you don't know your purpose in life? On this episode of BeFulfilled, Mike Flynn shares his definition of success and how he lives his life focused on something more important than dollar signs. Success, according to Mike is an internally driven choice we make, day in and day out. Mike encourages leaders like you to stay away from the trap of materialism and its narrow definition of success. Do some soul searching and identify your purpose in life, then the success will follow. Make sure to listen to this episode to hear more helpful lessons and insights!
The Four Pillars of Peak Performance.
Over the course of your career, can you identify key moments when your perspective shifted? How did that happen? Was it an experience that caused you change or did someone help you along the way? On this episode of BeFulfilled, Mike Flynn shares his "Four Pillars of Peak Performance." These four pillars were developed after he spent time considering how he could improve his life and the lives of those around him.
- Position
- Engagement
- Action
- Kinetic
Listen to this episode as Mike shares how he developed the four pillars, how you can use them in your life, why they are so effective, and much more! Don't be content with sitting on the sidelines, get in the game!
The drive to push forward and open up to new perspectives.
How do you connect with new people and expand your horizons? Do you just hope that it will happen to you? If you want to grow as an individual, you've got to open up your social circle and meet new people. How else will you find the motivation and drive to push forward in life? On this episode of BeFulfilled, Mike Flynn talks about why he started his podcast, The Impact Entrepreneur. Mike didn't start the podcast to make money, he started it as a way to follow his purpose and help others in the process. Do you need a shot of inspiration in your life? Learn from Mike's story and discover how you can tap into the courage you need to go out there and seize opportunities!
In This Episode, You Will Learn:
- [0:30] Tony introduces his guest, Mike Flynn.
- [2:00] Mike's definition of success.
- [4:00] The story of Mike giving an inspirational talk to cows.
- [6:00] Mike talks about his journey and a moment of hitting rock bottom.
- [11:00] The 4 Pillars of Peak Performance.
- [12:30] Mike's weight loss journey. Choosing to make changes.
- [17:00] The benefit of mastermind groups and getting outside perspectives.
- [20:00] Mike talks about why he loves his podcast.
- [22:30] Advice Mike would give to entrepreneurs just starting out.
- [25:30] The biggest struggles Mike has faced in life.
- [27:30] What keeps Mike focused?
- [32:00] The Fulfilment Round with Mike.


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Phoenix based rockers "Digital Summer" have been on the brink of making it big for years. They have the sound, drive, fan base and passion. They've toured with Sevendust, Drowning Pool, Saliva, 10 Years and more. They've rocked venues across the entire county and had hit singles played frequently on all sized radio markets. So why haven't they made it to that next level?
It's because Digital Summer refuses to sell their soul to the devil (so to speak).
The music industry has changed so much in such a short period of time. Killer bands are bought up, and used up, in a matter of months without ever getting a proper shot. Digital Summer has had offers from labels, but they refuse to let someone else decide the bands future. In short they want to do this on their own terms. With you!
When a band puts the music and fans first, they control their future. Digital Summer has the goods. Take it from me. I don't recall a band with this much talent and drive to make it big. They connect with the fans like no other, and they have the talent to back it up. Now to take the next step and do things right, on their own terms, they need YOUR help!
Digital Summer has started a Kickstarter Campaign to get the funds to release the next record and finally take their place on that main stage where they belong. Below is the video of Digital Summer explaining why this is so important, and why the fans matter so much in this project.
This is a band I personally believe in. They got what it takes, and if given the chance to do this thing right, they will make it! Watch the video below, donate what you can, and become part of rock 'n roll history!


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Form follows function - that has been misunderstood. Form and function should be one, joined in a spiritual union.
we packed in quite a bit of art, architecture, and nature this last week - i can now cross "visit falling water" off my bucket list. but then again, maybe not - having visited in late spring/almost summer and witnessing first hand wright's masterpiece's spiritual union with the surrounding environment, i now want to visit the place in every season. i guess this is a case of one step forward and three steps backwards!
in addition to visiting falling water, we also checked out another of frank's houses, kentuck knob. both places were amazing - although they were very different from one another, yet each blended perfectly with their respective environments. we weren't planning on visiting kentuck knob, but when i heard about its "sculpture meadow," there was no way i was going pass up the opportunity - after all, we were right in the neighborhood.
we arrived at falling water a half hour before our scheduled tour so had enough time to visit the museum shop - we didn't go crazy in the museum shop - just bought a couple small gifts - one a small book entitled 101 things i learned in architecture school by matthew frederick. i thought #6 is not only instructive as far as understanding architecture and space - but is also a good lesson for living - we move through negative spaces and dwell in positive spaces. doesn't that sounds like some mighty good mouse medicine!
photos: top - falling water; bottom - claes oldenburg's apple core, pennsylvania, june 2011
move it on over hank williams sr's very first country hit. hank wrote this song in 1947 and although considered a country classic, the song is considered influential to rock and roll.


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Western Australia's leading steel Framed Home Builder and Component Home Supplier.
Since 1981 we have either supplied Kit Homes to Owner Builders, or built, several thousand homes through Western Australia and overseas.
If you are looking to build a home in the hills around Perth, or country WA, talk to our experienced New Home Consultants for help.
Please get in touch with Ross Squire Homes from the Contact box on the right.
Builder – Builders – Builders Eco Design – Building Companies Eco Housing – Building Guide – Eco Home Builder – Environmentally Friendly Builder – Green Builders


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Terms of Use
Ownership of Site; Agreement to Terms of Use. These Terms and Conditions of Use (the "Terms of Use") apply to the Solus Group, Inc. ("Solus") web site located at www.solusgrp.com or solusgrp.com, and all associated sites linked to www.solusgrp.com or solusgrp.com by Solus, its subsidiaries and affiliates (collectively, the "Site"). The Site is the property of Solus and its licensors. BY USING THE SITE, YOU AGREE TO THESE TERMS OF USE; IF YOU DO NOT AGREE, DO NOT USE THE SITE.
Solus reserves the right, at its sole discretion, to change, modify, add or remove portions of these Terms of Use, at any time. It is your responsibility to check these Terms of Use periodically for changes. Your continued use of the Site following the posting of changes will mean that you accept and agree to the changes. As long as you comply with these Terms of Use, Solus grants you a personal, non-exclusive, non-transferable, limited privilege to enter and use the Site.
Content. All text, graphics, user interfaces, visual interfaces, photographs, trademarks, logos and computer code (collectively, "Content"), including but not limited to the design, structure, selection, coordination, expression, "look and feel" and arrangement of such Content, contained on the Site is owned, controlled or licensed by or to Solus, and is protected by trade dress, copyright, patent and trademark laws, and various other intellectual property rights and unfair competition laws.
Except as expressly provided in these Terms of Use, no part of the Site and no Content may be copied, reproduced, republished, uploaded, posted, publicly displayed, encoded, translated, transmitted or distributed in any way (including "mirroring") to any other computer, server, website or other medium for publication or distribution or for any commercial enterprise, without Solus' express prior written consent.
You may use information on Solus Goods (as defined in Solus' Terms and Conditions) (such as data sheets, knowledge base articles, and similar materials) purposely made available by Solus for downloading from the Site, provided that you (1) not remove any proprietary notice language in all copies of such documents, (2) use such information only for your personal, non-commercial informational purpose and do not copy or post such information on any networked computer or broadcast it in any media, (3) make no modifications to any such information, and (4) not make any additional representations or warranties relating to such documents.
Use of the Site. You may not attempt to gain unauthorized access to any portion or feature of the Site, or any other systems or networks connected to the Site or to any Solus server, or to any of the services offered on or through the Site, by hacking, password "mining" or any other illegitimate means.
You may not use the Site or any Content for any purpose that is unlawful or prohibited by these Terms of Use, or to solicit the performance of any illegal activity or other activity which infringes the rights of Solus or others.
Purchases; Other Terms and Conditions. Additional terms and conditions, including, but not limited to, Solus' Terms and Conditions of Sale apply to purchases of Goods, all of which terms are made a part of these Terms of Use by this reference. You agree to abide by such additional Terms and Conditions. If there is a conflict between these Terms of Use and any terms applicable to any Goods ordered through the Site, the latter terms shall control with respect to the specific Goods ordered.
Solus' obligations, if any, with regard to Goods are governed solely by the Terms and Conditions pursuant to which they are provided, and nothing on this Site should be construed to alter such understanding.
Solus may make changes to any Goods offered on the Site, or to the applicable prices for any such Goods, at any time, without notice. The materials on the Site with respect to Goods may be out of date, and Solus makes no commitment to update the materials on the Site with respect to such Goods.
Representations and Warranties. By checking the "I agree to these Terms of Use presented electronically" box,, you consent and agree that:
• Solus may provide disclosures required by law and other information about your legal rights and duties to you electronically.
• You promise to pay, in full and in accordance with the Terms and Conditions, for all purchases of Goods made under your account via the Site, regardless if such order was properly authorized by you or not.
• You promise to pay all costs of collection taken by Solus to collect all amounts owed to Solus with respect to purchases made under your account including, unless prohibited by applicable law, reasonable attorneys' fees and expenses to the maximum amount permitted by applicable law.
Accounts, Passwords and Security. Certain features or services offered on or through the Site may require you to open an account (including setting up a Solus ID and password). You are entirely responsible for maintaining the confidentiality of the information you hold for your account, including your password, and for any and all activity that occurs under your account as a result of your failing to keep this information secure and confidential. You agree to notify Solus immediately of any unauthorized use of your account or password, or any other breach of security. You hereby agree and acknowledge that you will be held liable for losses incurred by Solus or any other user of or visitor to the Site due to someone else using your Solus ID, password or account as a result of your failing to keep your account information secure and confidential.
You may not use anyone else's Solus ID, password or account at any time without the express permission and consent of the holder of that Solus ID, password or account. Solus cannot and will not be liable for any loss or damage arising from your failure to comply with these obligations.
Disclaimers. Solus DOES NOT PROMISE THAT THE SITE OR ANY CONTENT, SERVICE OR FEATURE OF THE SITE WILL BE ERROR-FREE OR UNINTERRUPTED, OR THAT ANY DEFECTS WILL BE CORRECTED, OR THAT YOUR USE OF THE SITE WILL PROVIDE SPECIFIC RESULTS. ALL INFORMATION PROVIDED ON THE SITE IS SUBJECT TO CHANGE WITHOUT NOTICE. Solus CANNOT ENSURE THAT ANY FILES OR OTHER DATA YOU DOWNLOAD FROM THE SITE WILL BE FREE OF VIRUSES OR CONTAMINATION OR DESTRUCTIVE FEATURES. Solus DISCLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING ANY WARRANTIES OF ACCURACY, NON-INFRINGEMENT, MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE. Solus DISCLAIMS ANY AND ALL LIABILITY FOR THE ACTS, OMISSIONS AND CONDUCT OF ANY THIRD PARTIES IN CONNECTION WITH OR RELATED TO YOUR USE OF THE SITE AND/OR ANY Solus SERVICES. YOU ASSUME TOTAL RESPONSIBILITY FOR YOUR USE OF THE SITE AND ANY LINKED SITES. YOUR SOLE REMEDY AGAINST Solus FOR DISSATISFACTION WITH THE SITE OR ANY CONTENT IS TO STOP USING THE SITE OR ANY SUCH CONTENT. THIS LIMITATION OF RELIEF IS A PART OF THE BARGAIN BETWEEN THE PARTIES.
The above disclaimer applies to any damages, liability or injuries caused by any failure of performance, error, omission, interruption, deletion, defect, delay in operation or transmission, computer virus, communication line failure, theft or destruction of or unauthorized access to, alteration of, or use, whether for breach of contract, tort, negligence or any other cause of action.
Solus reserves the right to do any of the following, at any time, without notice: (1) to modify, suspend or terminate operation of or access to the Site, or any portion of the Site, for any reason; (2) to modify or change the Site, or any portion of the Site, and any applicable policies or terms; and (3) to interrupt the operation of the Site, or any portion of the Site, as necessary to perform routine or non-routine maintenance, error correction, or other changes.
Limitation of Liability. Except where prohibited by law, in no event will Solus be liable to you for any indirect, consequential, exemplary, incidental or punitive damages, including lost profits, even if Solus has been advised of the possibility of such damages.
If, notwithstanding the other provisions of these Terms of Use, Solus is found to be liable to you for any damage or loss which arises out of or is in any way connected with your use of the Site, Solus' liability shall in no event exceed US$100.00. Some jurisdictions do not allow limitations of liability, so the foregoing limitation may not apply to you.
Indemnity. You agree to indemnify and hold Solus, its officers, directors, shareholders, predecessors, successors in interest, employees, agents, subsidiaries and affiliates, harmless from any demands, loss, liability, claims or expenses (including attorneys' fees), made against Solus by any third party due to or arising out of or in connection with your use of the Site.
Violation of These Terms of Use. Solus may disclose any information we have about you (including your identity) if we determine that such disclosure is necessary in connection with any investigation or complaint regarding your use of the Site, or to identify, contact or bring legal action against someone who may be causing injury to or interference with (either intentionally or unintentionally) Solus' rights or property, or the rights or property of visitors to or users of the Site, including Solus' customers. Solus reserves the right at all times to disclose any information that Solus deems necessary to comply with any applicable law, regulation, legal process or governmental request. Solus also may disclose your information when Solus determines that applicable law requires or permits such disclosure, including exchanging information with other companies and organizations for fraud protection purposes.
You acknowledge and agree that Solus may preserve any transmittal or communication by you with Solus through the Site or any service offered on or through the Site, and may also disclose such data if required to do so by law or Solus determines that such preservation or disclosure is reasonably necessary to (1) comply with legal process, (2) enforce these Terms of Use, (3) respond to claims that any such data violates the rights of others, or (4) protect the rights, property or personal safety of Solus, its employees, users of or visitors to the Site, and the public.
You agree that Solus may, in its sole discretion and without prior notice, terminate your access to the Site and/or block your future access to the Site if we determine that you have violated these Terms of Use or other agreements or guidelines which may be associated with your use of the Site. You also agree that any violation by you of these Terms of Use will constitute an unlawful and unfair business practice, and will cause irreparable harm to Solus, for which monetary damages would be inadequate, and you consent to Solus obtaining any injunctive or equitable relief that Solus deems necessary or appropriate in such circumstances. These remedies are in addition to any other remedies Solus may have at law or in equity.
You agree that Solus may, in its sole discretion and without prior notice, terminate your access to the Site, for cause, which includes (but is not limited to) (1) requests by law enforcement or other government agencies, (2) a request by you (self-initiated account deletions), (3) discontinuance or material modification of the Site or any service offered on or through the Site, or (4) unexpected technical issues or problems.
If Solus does take any legal action against you as a result of your violation of these Terms of Use, Solus will be entitled to recover from you, and you agree to pay, all reasonable attorneys' fees and costs of such action, in addition to any other relief granted to Solus. You agree that Solus will not be liable to you or to any third party for termination of your access to the Site as a result of any violation of these Terms of Use.
Governing Law; Dispute Resolution. You agree that all matters relating to your access to or use of the Site, including all disputes, will be governed by the laws of the United States and by the laws of the State of Missouri without regard to its conflicts of laws provisions. You agree to the personal jurisdiction by and venue in Saint Louis County, Missouri, and waive any objection to such jurisdiction or venue. Any claim under these Terms of Use must be brought within one (1) year after the cause of action arises, or such claim or cause of action is barred. Claims made under the separate terms and conditions of purchase for goods and services are subject to the limitation set forth in the applicable terms and conditions. No recovery may be sought or received for damages other than out-of-pocket expenses, except that the prevailing party will be entitled to costs and attorneys' fees. In the event of any controversy or dispute between Solus and you arising out of or in connection with your use of the Site, the parties shall attempt, promptly and in good faith, to resolve any such dispute. If we are unable to resolve any such dispute within a reasonable time (not to exceed thirty (30) days), then either party may submit such controversy or dispute to mediation. If the dispute cannot be resolved through mediation, then the parties shall be free to pursue any right or remedy available to them under applicable law.
Digital Signature. You represent and warrant that you have the legal right, power and authority to agree to these Terms of Use. You further agree that your actions of clicking the "I Agree" checkbox and typing your full name on the signature line below constitutes an electronic signature as defined by the Electronic Signatures in Global and National Commerce Act (E-SIGN") and the Uniform Electronic Transactions Act ("UETA") and that you have formed, executed, entered into, accepted the terms of and otherwise authenticated these Terms of Use and acknowledged and agreed that these Terms of Use are an electronic record for purposes of E-SIGN and UETA and as such is completely valid, has legal effect, is enforceable, and is binding and non-refutable by you
Miscellaneous. If any of the provisions of these Terms of Use are held by a court or other tribunal of competent jurisdiction to be void or unenforceable, such provisions shall be limited or eliminated to the minimum extent necessary and replaced with a valid provision that best embodies the intent of these Terms of Use, so that these Terms of Use shall remain in full force and effect. These Terms of Use constitute the entire agreement between you and Solus with regard to your use of the Site, and any and all other written or oral agreements or understandings previously existing between you and Solus with respect to such use are hereby superseded and cancelled. Other than as provided in a purchase agreement you enter into with Solus, Solus will not accept any counter-offers to these Terms of Use, and all such offers are hereby categorically rejected. Solus' failure to insist on or enforce strict performance of these Terms of Use shall not be construed as a waiver by Solus of any provision or any right it has to enforce these Terms of Use, nor shall any course of conduct between Solus and you or any other party be deemed to modify any provision of these Terms of Use. These Terms of Use shall not be interpreted or construed to confer any rights or remedies on any third parties.
The information contained in this web site is subject to change without notice.
Copyright © 2013 Solus Group, Inc. All rights reserved.


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What a great project for a motor home this would be.
"This bus is located in Hiawassee Georgia about 90 miles North of Atlanta. I put on a automotive hot rod event there and have been trying to buy this bus from the town. I purchased it from them few weeks ago. I think it is a 1937. They do not have a title but have provided me a bill of sale. This was a one owner bus the town bought new. It is in great shape. I feel with a little work it could be got running. It has been sitting for years on display buy their old school house"


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29.04.2013Andrew Alliance and Sysmex Digitana sign distribution agreementYou are hereNewsAndrew Alliance and Sysmex Digitana sign distribution agreement
Sysmex Digitana A.G., the Swiss subsidiary of Sysmex Europe, and Andrew Alliance S.A., the manufacturer of the Andrew pipetting robot, today announced the establishment of an exclusive distribution agreement for the Swiss market. The agreement will enable Andrew Alliance to better support the Andrew users in the academic and industrial sectors, by profiting of the commercial organization and the customer support experience of Sysmex Digitana. Under the agreement, Sysmex Digitana has been appointed as an exclusive authorized distributor of the Andrew robot, the novel liquid handling solution making use of the conventional Gilson manual pipettes.
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90 Minute Treatment Ritual
Talk through, with our expert therapists, any areas which you feel need a little extra attention and leave feeling refreshed and invigorated...
Offer details from £155
Your spa day includes:
- Use of our award winning spa facilities from 9am-5pm
- Full use of our Robes, slippers and towels
- Enjoy an indulgent 2 course lunch in our Pan-Asian restaurant
- TEMPLE SPA 60m New Beginnings Massage & 30m Power Breakfast Facial
- Monday - Friday £155 per person
- Saturday - Sunday £175 per person
Terms & Conditions
Full pre-payment will be taken at the time of booking
If the package is cancelled 48 hours or more prior to your visit, 50% refund will apply
If the package is cancelled within 48 hours of visiting the spa, a refund will not be applicable
There is an age requirement of 16 yrs to use the spa
Subject to availability
Terms and conditions apply
Monday - Friday £155 per person
Saturday - Sunday £175 per person
My friend and I had the pleasure of visiting the spa today, and from the moment we arrived, we were pampered. The staff were friendly, helpful and above all very professional. We had a facial and massage, and both treatments were fantastic. I will definitely return, and would recommend this spa compared to other 5 star spas I've visited - this one deserves 7 stars!Maz39, TripAdvisor


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The 123rd General Assembly enacted House Bill 612.
This legislation is effective September 29, 2000. So as not
to create confusion, the following changes will begin with
the October 2000 reports.
Prior to House Bill 612 transmix was defined as
gasoline. It is our understanding that transmix is regularly
mixed with diesel fuel. Section 5735.01 (D) will now define
transmix as diesel fuel when it is mixed with diesel fuel and
Section 5735.01 (E) (3) will now define transmix as gasoline
when it is mixed with gasoline. Transmix will take on the
identity of the product with which it is blended (diesel fuel
or gasoline). If you receive transmix into a dedicated tank
(slop tank) inside the terminal and maintain an inventory of
transmix in the terminal, you should continue to report this
as a receipt of "other fuel" in the product category. Upon
blending with either diesel fuel or gasoline, you will make a
book adjustment (BA) disbursement of other fuel (transmix)
and a book adjustment (BA) receipt of either diesel fuel or
gasoline using the proper product codes (160, 65,
The point of taxation on ethanol is changed to be the same as
gasoline. While the point of taxation is not an issue for
terminal operators, because of this change, ethanol (product
code 241) will not be tracked separately. All ethanol
received, disbursed, or in storage on and after October 1,
2000, must be reported as gasoline (product code 65). If you
have any ethanol in terminal storage at the opening of
business on October 1, you must show a book adjustment (BA)
disbursement of ethanol (product code 241) and a book
adjustment (BA) receipt of gasoline (product code 65).
It has come to our attention that it is a common practice to
move fuel from one terminal to another. The current
instructions for the terminal receipts and disbursements
schedules do not address this type of fuel movement. As a
result, some terminal operators are not reporting terminal to
terminal movements. This is causing problems in auditing the
terminal operator's report. To accurately audit this report
the terminal to terminal movements must be reported on the
disbursements schedule (TO 2-2). Terminal disbursements to
another terminal must be reported in columns 5 and 6 of form
TO 2-2. Insert the terminal operator's name in column 5 and
the four digit federal terminal control number in column 6
for the terminal where the fuel was transferred. This change
is effective immediately.
If you have any questions, please contact the Motor Fuel Tax
Compliance Unit at (855) 466-3921.


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No matter what type of vehicle you drive nor what are the circumstances that have led to you needing a tow, if you are in or anywhere around San Mateo Palway Towing should be the towing company you call. We offer any and all kinds of towing so you need not wonder if we can handle the tow you require. We are 100% reliable (, we are a local company dedicated to supplying San Mateo's motorists with top class, competitively priced, comprehensive wrecker service and roadside assistance solutions.
Palway Towing – Non Stop Availability!
At Palway Towing we know very well that there are no time limits as to when a tow may be called for. You may be left stranded next to an immobilized vehicle at any time of the day or night as a result of countless possible reasons and under a multitude of possible circumstances. Since our goal is to provide any wrecker service you may need at any time you may need it, we operate nonstop – 24 hours a day, 365 days a year!
You can call on us at anytime, day or night, rain or shine, on the stormiest wintery Saturday night or the loveliest Christmas day morning, we will always respond immediately and be on your side fast.
Top Class Service For Unbeatable Prices
At Palway Towing San Mateo we employ only the very best, most professional tow techs and operate only modern, top of the line tow trucks. This combination, along with uncompromising work ethics mean that from us you will receive nothing less than top class wrecker service. To top things off we offer unbeatable rates which are made possible thanks to our outstanding efficiency.
Any Kind of Wrecker Service
Palway Towing and its network of independently owned and licensed affiliates is San Mateo's leading towing and roadside assistance services provider. There is no wrecker service we cannot supply you with. Among the services we offer are:
- Local or long distance towing
- Light, medium or heavy duty towing
- Both flatbed or dolly towing
- Motorcycle towing
- Accident removal and off road recovery ("winch" service)
- Emergency towing
- Any other wrecker service you may require
- We also offer any and all kinds of roadside assistance services such as gas filling, car lockout solutions, battery jumpstart, flat tire change, dead battery replacement etc.


text: What happens when you take computer pros, AI folk, brain modelers, ecologists, evolutionists, biologists, and students of chaos, sprinkle them with enthusiasm, and kindle a search for order? Out may come complexity--touted as the ""new science of the nineties."" Lewin, who has demonstrated his talents as an expositor on evolution (Bones of Contention, 1987, etc.), has trekked from academia to rain forest to archaeological sites to take the measure of the new science in first-name interviews with principal players and critics. Central to the cast here is a group at the Santa Fe Institute, established in 1984 to bring a multidisciplinary approach to the study of complex systems. Here are computer models of cultural evolution, Boolean network of interacting genes, and other simulations that, lo and behold, generate the attractors, the cycling patterns, and the orderings associated with the nonlinear dynamic systems of chaos theory. In short, order out of chaos; order as an ""emergent"" feature of complex phenomena, be they ant, human, or the planetary ecosystem itself (shades of Gaia); even the ""emergence of an inexorable drive toward greater complexity...and an intelligence sufficiently powerful to contemplate it all."" Maybe, maybe not. Lewin sorts out the more modest claims from the mystical, and he adds the contempt of critics who decry the models as ""mathematically interesting but biologically trivial."" He also provides a neat chapter summarizing current views on consciousness (claimed by some as yet another ""emergence""). Taking the long view, complexity--explored so well here--may be seen as a corrective reaction to molecular biology: a restoration of the old-fashioned physiologists' and systems-theorists' point of view, revitalized with the aid of supercomputers.