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Today, the world has become a busy and rough place for everyone. Everyone is busy in their tiring schedule and they don't have someone to look after their pets. To carry or transport dogs or other pets such as cats, several different types of crates, strollers, and even trailers are used.
Metal dog crates can also be referred to as cages. They are designed to keep pets safe, secure, and easy to house train while looking great at the same time. If you have a new pet with you who aren't very familiar regarding the environment, you need to get a metal dog crate as soon as possible. There are hundreds of dog crates available in the market as well. However, every company does not offer a good dog crate and you can find yourself in trouble if you order a dog crate and you can't get a good size for it or your dog can't adjust yourself to it.
The following reviews will target mainly on the top 5 metal dog crates for 2018.
|Check Best Price
|MidWest iCrate Folding Metal Dog Crate
|MidWest Life Stages Folding Metal Dog Crate
|AmazonBasics Folding Metal Dog Crate
|Carlson Pink Single Door Metal Dog Crate
|Precision Pet ProValu 2000 Pink 2-Door Dog Crate
1. MidWest iCrate Folding Metal Dog Crate – 9.8
Being available in several different sizes, the MidWest iCrate Folding Metal Dog Crate is one of the most popular dog crate purchased on Amazon.com. It is basically a single door metal dog crate which comes with a strong carrying handle and rubber feet so that all your flooring is protected as well. It is easily foldable within seconds which further adds to the portability and you can take this crate with you anywhere you want.
There are two side bolt latches which provide the maximum security for your dog. This crate also comes up with a free divider panel and a leak-proof plastic pan as well. The high quality of this crate is guaranteed as it comes up with a 1-year manufacturer warranty as well. Rounded corners additionally help in protection and safety of the dog.
Specs and features
- Dimensions: 36 x 23 x 25 inches
- Weight: 22 pounds
- Style: Single door
- Warranty: 1-year manufacturer warranty
- Fold and carry
- Available in multiples designs, sizes, and colors
2. MidWest Life Stages Folding Metal Dog Crate – 9.7
Another great dog crate by the famous top seller MidWest is the MidWest Life Stages Folding Metal Dog Crate. It has a strong and sturdy metallic frame and structure which assists in safety and security of your pet even if you are away. It is available in two different designs of a single door and double door systems. The Life Stages dog crate is made of heavier gauge steel which makes it stronger and is expected to last for years.
Additionally, it has a tighter wire mesh making. You basically get a lot for the price being asked. Other extras include free divider panel, carrying handle, rubber feet to protect floors and even leak-proof plastic pan. Carrying or securing your dog has never been an easier task. Don't worry now because MidWest is going to present you with some wonderful dog cages.
3. AmazonBasics Folding Metal Dog Crate – 9.7
Another great option for many is the AmazonBasics Folding Metal Dog Crate. Being available in six different sizes, it is quite apparent that it can be used for all the different types of dogs and there is no other need of any different size. Optional divider plan, as well as the composite plastic pan, are included as well which add to the value of this dog crate.
Mini dividers are also a part of this dog crate which acts as a barrier. Ultimately, this prevents paws of the dogs from slipping through. Durable metal construction and cool door construction are also a part of this crate which leads to the point that quality of frame matters a lot when buying a cage for dogs. Furthermore, it is easily foldable and transportable.
4. Carlson Pink Single Door Metal Dog Crate – 9.5
You can call the Carlson Pink Single Door Metal Dog Crate as a cute dog crate because it is pink in color and made for only smaller breeds of dogs. Moreover, it even has a pink removable washable pan. It has an all-around durable steel construction. Coming with a single door design, this metal dog crate makes sure that your dog is safe and secure in the crate.
Even carrying this crate is not a big problem as it can be folded as well. The exact dimensions of this dog crate are 24 x 18 x 19 inches and the exact weight is 12 pounds only. Being ranked among top 100 metal dog crates, it is a good choice for anyone to buy. You can easily train your dog with the help of this dog crate as well.
5. Precision Pet ProValu 2000 Pink 2-Door Dog Crate – 9.3
Another pink metallic dog crate in our list is the Precision Pet ProValu 2000 Pink 2-Door Dog Crate. It is one of the few dog crates which is can last long. It is rust resistant as well and has been beautifully designed. It is a 2-door crate which also comes with an included divider panel. The divider panel can be adjusted according to the dog's size.
Again, it is easy to carry and foldable as well. The dimensions are nearly 24 x 18 x 19 inches which means that it is made for smaller breeds only. To provide an assurity over quality, Precision Pet has given a 1-year warranty against any manufacturing faults. Hartco clips are also included for locking which makes the pet safe and secure. Your Pet is definitely going to find a perfect time in this dog crate.
The reviews tell us regarding the top 5 metal dog crates for 2018 and their specifications and features. Do provide us with your valuable feedback in the comments section below.


text:
Arthur Yap (1943–2006)
conceptual art
is enough.
when a picture is removed
the patch of wall it clung to
shows a contrasted freshness, exactly
the size of the picture.
the resulting afterimage,
to be sure, is precise,
is exact, is clear.
to be sure, it effloresces,
is out of tone with wall,
is, strangely, too loud.
too, enough.
by Arthur Yap
from commonplace (1977)

subset: commoncrawl


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84-Pillared Cenotaph is an umbrella situated at Devapura to the south of Bundi town in Rajasthan. Chaurasi Khambon ki Chhatri, as it is also known, was constructed in the year 1683 by the Maharaja of Bundi, Rao Raja Anirudh in memory of his nurse, Deva, under whose love and guidance the prince grew up. He was very fond of Deva, thus he constructed 84-Pillared Cenotaph in her honor. It is also widely known as "Music Maharani's Chhatri. It is said, that one cannot count all the 84 beams at a time.
The umbrella is a double storied structure that is beautifully decorated with artistic figures depicting the art that was prevalent back then. At the upper level, the core chattri is supported with 16 pillars. This umbrella consists of 4 chattri placed on the 4 corners of the structure. At the lower level of 84-Pillared Cenotaph, a large Shiv Linga is placed which is protected by a marvelously adorned roof top that stands strong with the support of 84 pillars. These pillars together are called "chaurasi khamba". Thus, the name 84-Pillared Cenotaph has been given to the structure.
Over the period, a section of Chaurasi Khambon ki Chhatri has been damaged. But this in no way dampens the spirit of the tourists who visit this sight in large number to be a part of its history. 84 Pillar Cenotaph is a very important tourism sight in Bundi.
During the winter season for obvious reason to avoid the scorching heat of Rajasthan. The place remains open for tourists from 9:00 Am to 5: PM.


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I've been mixing ketchup and mayo together since I was a child. When I saw Heinz actually put out a product, Mayochup (of the same combination) I realized it was time to share my secret!
Some think this combination is not appetizing, but I love it. Ketchup is often too harsh of a taste for me, but the creaminess of the mayo tones it down just enough.
Servings: 2
Preparation time: 5 minutes or less
2 tablespoons vegan mayo (I used Sir Kensington's Fabanaise)
2 tablespoons ketchup (I used Whole Foods Organic Tomato Ketchup)
In a small bowl, mix the ketchup and the mayo together.
Serve with fries and enjoy!
Tips and Tricks:
I like to use this dip for baked fries AND meatless "chicken tenders.
Make adjustments of the mayo and the ketchup to suit your tastes.


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Haggai 1:15b-2:9
Psalm 145:1-5, 17-21
2 Thess 2:1-5, 13-17
Luke 20:27-38
The temple had been destroyed about 50 years ago, and with the new ruler of the land, we are allowed to return home. Our exile is over (at least for the time being). We return to Jerusalem and start to rebuild the temple. We quit this work when our enemies threaten us lawyers frustrate our work of rebuilding (ivpress.com). In the book of Haggai are recorded words of hope:
…take courage, all you people of the land, says the Lord; work, for I am with you, says the Lord of hosts, 5according to the promise that I made you when you came out of Egypt. My spirit abides among you; do not fear.
In other words, get back to work. Rebuild. My spirit lives within you. Do not fear. In fact, take courage.
We will do well to remember those words, to take them to heart, in this time and place.
We have rebuilding to do. Our physical building needs ongoing maintenance; one thing after another needs to be repaired, as physical things do. A tree has fallen, batteries need to be changed, the floor needs work, there are wasps in the sacristy; these things happen. They are necessary parts of ownership of a physical structure. They require chain saws and floor sweepers and mechanical parts and a spray or two of bug killer and a dustpan.
We have further rebuilding to do in this congregation. We remember that that our diocesan mission is to grow spiritually, numerically, and in missional leadership. Notice what comes first: to grow spiritually.
How do we do that?
Do not fear. Take courage. Keep building. God is with us. What does that mean? Let's break it down in some specific ways.
· Pray daily. It will change your life. Rather, daily prayer will put you in a posture to be available to God so that God can not only change you, but transform you. We Christians are people of transformation.
· Not only pray daily, but also give thanks in all things. Give thanks. Give thanks in a time that might feel fallow. A fallow field is resting, deep within the earth, getting ready to grow again. Honor those times. It is in those times that God is at work, even making dirt ready to support life. Give thanks.
· Give to the church.
o Financially, sit down and work on a budget with your family. Give a percentage of your earnings to the church, and work toward the tithe, that's right, toward 10%. Do not fear. Do not fret about 10% of what, before taxes or after taxes, start with 1% or 2% or 10% of something. Think about our gospel today: the parable about seven brothers dying and marrying this woman, and then whose husband is she when they all end up in heaven. Stop fretting about earthly things.
o Give of our first fruits. In other words, write your first check of the month to St. Peter's or to a charity of your choice that you included in your budget. Give first, not last. This discipline, too, will gradually change your life.
o Give of your time. Pray about how you might help. It can be something as simple as cleaning the shelves of the refrigerator, sweeping up the flies from around the altar. We all have something that we can do. Build. Have courage.
· Pray again.
· Talk to one another.
o Who do we talk to? We're going to practice that in just a minute. I'll come back to that.
o What do we talk about? Talk about what you love: your kids, your grandkids, your favorite books, movies, hobbies, interests, pets, the things that simply fill your time and the things that fill you with joy. Did you hear that? We move our conversation from everyday life to those things that give us life, deep down.
· Our presiding bishop told us yesterday to notice where your heart sings. The growth of this parish will be found in those things that make our hearts sing, those things that give us joy. What is that for YOU? Talk about those things: cooking? We can feed people. Reading? We can read to kids after school. Camping? I'll bet that there are a lot of kids who have never been camping. Shopping? Oh, the things that we can provide to those who have nothing … what makes your heart sing?
· Come to church. Check out the post on Facebook from this week that pointed out what happens when you are not with us. Here are a few of the itmes:
o The body of the congregation is incomplete
o Your voice is not heard in the worship and singing of the saints
o You cannot actively serve those who may need your gifts. We need your gifts.
o You set an example to our youth that it's okay to miss church.
o You make it easier to miss the next week and the next and the next…
o You miss the opportunity to share your struggles with the saints of God. We miss the opportunity to know how to pray for you.
o And so forth.
Further numerical growth will happen when we find what it is that makes our heart sing. Yes, I said "further." St. Peter's is, in fact, growing. Congregations in the Diocese of Rochester that have received congregational development grants have grown in Sunday attendance an average of 2% over three years. We already have that beat. We have several new families here, people who have come in the past two years. It is time for us to look with hope at the present and into the future.
Back to finding what makes our hearts sing. How can we not share those things about which we are passionate? If we love something – ice cream, even – we tell others where to find our favorite kind. When we love this community, we do not want to hold it in secret, but to bring our favorite people to spend time with us here. We share our passions. What makes your heart sing? What makes our hearts sing together? Where is more of that needed? Go there. Do that. Build new life.
I encourage us/you to take hold and take charge of the mission of this church. "We offer compassion and courage to serve the needs and hopes of the world around us." What is your part in that compassion, courage, serving of needs? I have taken vows to be pastor, priest, and teacher. We have prayed together these words:
We pray that Catherine may be to us an effective example in word and action, in love and patience, and in holiness of life. Grant that we, with her, may serve you now, and always rejoice in your glory.
You have my prayer and my promise to continue in this work, that we might together be in those places in which God can transform us.
When the presiding bishop began her address to the convention yesterday, she brought us greetings from Episcopalians everywhere. I bring you those same greetings: greetings to you in Christ from the diocese of Rochester, all the dioceses of NY, from Honduras, France, Asia, Haiti, Panama, Alaska … and the rest of the United States. The Most Rev. Schori named more places, but you get the point. We Episcopalians, and Anglicans, and Christians, live throughout the world. We are united in a common vow, that of our baptism. When Jesus was baptized, he came up out of the Jordan river and the Word of God thundered in the heavens: this is my beloved child and with you I am well-pleased. We are the beloved children of God, each and every one of us. Together we form beloved community, and beloved community is our gift to, and our task in, the world. Being beloved is how we are Christians in the world. We pray for this kind of life at least every week, in a very common prayer: your kingdom come on earth, oh Lord, as it is in heaven. Being beloved and taking that reality into the world is the beginning of abundant life. Your kingdom come. Your will be done.
Abundant life begins, ends, and has its foundation in prayer. We will continue to study and to practice prayer together.
The words of Haggai, the words from our presiding bishop and the words from the convention of this diocese – above all, the words from our Lord, are words of hope. We have the eternal promise that God is always with us. Do not be afraid. Stretch. Build. Sing. Go and be love.
Now, that communication, what do we talk about thing? Let's practice right now. Please stand, as you choose and are able. Repeat after me: You are beloved child of God with whom God is well-pleased. Now turn to the person on one side of you. If you are comfortable doing so, take this person's hand. Say the words:
You are a beloved child of God with whom God is well-pleased.
Still okay? Drop hands and change roles.
How did that feel? Let's take that love, that unimaginable belovedness, beyond these walls. St. Peter's needs you that the world might know abundant life.
Let us pray.
Gracious Lord, we praise you. Guide us to find our mission in a broken, violent, and chaotic world. Help us not to run from building and rebuilding, but to return home and to build in Your glory. Help us to remember that you told us that we have nothing to fear. Inspire us and give us courage to get back to work in building your kingdom on earth, starting here at St. Peter's. Love us, equip us, enlighten us, and set our hearts on fire. In your holy name, we pray. Amen.


text:
Annual Bibliography of Film Studies-2003
Telotte, J. P., Post Script
Following my practice in recent years, I would like to introduce this year's Annual Bibliography by calling attention to a few trends and developments in recent film scholarship. An obvious place to start is with the special issues that have increasingly come to characterize journal publication. In 2003 we find numbers devoted to both traditional and somewhat unusual concerns. Certainly, genre retains its fascination for both filmgoers and scholars, as is evidenced by Post Script's own special issue devoted to "Realist Horror Cinema" and several periodicals that focused on other genres. The Western particularly came in for renewed attention, thanks to Journal of Popular Film and Television's special numbers on television genres and on the Western genre at 100 years, and to Film & History's devoting two issues to re-examining the genre and assessing its impact on the shaping of American history. National cinemas too received their share of attention with Film Criticism's number on Greek cinema, New German Critique's issue on "Post-Wall Cinema" in Germany, and Cineaste's special supplement on Contemporary Spanish Cinema. Among the more unusual or noteworthy special numbers, we might especially single out Criticism's two-issue sequence on "New and Neglected Approaches to Understanding Moving Images," Film Comment's retrospective on the work of Chris Marker, which extended over two issues, and Asian Cinema's ambitious survey of "Asian Animation: Artistic and Commercial Perspectives."
In terms of article numbers, a sharp rise in genre pieces directly corresponds to several of those special issues we noted above and suggests a renewed interest in formula narrative. Other noteworthy trends include increases in work being published on animation, directors, screenwriting, and technology. Somewhat surprising is the decrease in the number of pieces concerned with documentary, although that trend is almost certain to reverse itself in light of the recent success of documentary-influenced films, such as Michael Moore's self-styled "political satire" Fahrenheit 9/11 and Morgan Spurlock's Super Size Me, along with the continuing popularity of "reality TV." *
The format employed for the bibliography remains essentially unchanged from the previous years. It is organized around a series of headings that have, almost since the bibliography's inception, proven useful for categorizing the majority of film and television scholarship. Many articles are also cross-listed by number in one or more other categories. Each article receives a full entry done in MLA format, and when the title seems inadequate, I have also provided a brief annotation. Except in the cases of the "Actors / Actresses" and "Directors" categories, all entries are alphabetized according to the authors' last names, and journal citations are abbreviated according to the "Periodicals Indexed" listing that follows this introduction. As usual, I invite suggestions for further improving this mechanism and the bibliography as a whole.
Also as usual, I want to thank my coeditor Gerald Duchovnay for his tireless efforts in pursuing exchanges with other journals, for helping me root out obscure articles for inclusion in the Bibliography, and for ensuring that this project is properly formatted.
* See for example, "Call for Papers" in this issue for a Special Issue on Current State of Documentary Filmmaking on page 41.
PERIODICALS INDEXED Asian Cinema (AC) Boundary 2 (B2) Camera Obscura (CO) Canadian Journal of Film Studies (CJFS) Canadian Review of American Studies (CRAS) Cineaste (Cin) Cinefantastique (Ct) Cinema Journal (CJ) Communication Quarterly (CQ) Creative Screenwriting (CS) Critical Inquiry (CI) Critical Studies in Media Communication (CSMC) Criticism (Crit) Cultural Critique (CC) Cultural Studies (CS) Discourse (Dis) Extrapolation (Ex) Film & History (F&H) Film Comment (FC) Film Criticism (FCr) Film History (FH) Film Quarterly (FQ) German Quarterly (GQ) Griffithiana (Grit) Historical Journal of Film, Radio, and Television (HJFRTV) Journal of American Culture (JAC) Journal of American Studies (JAS) Journal of Communication (JoC) Journal of the Fantastic in the Arts (JFA) Journal of Film and Video (JFV) Journal of Popular Culture (JPC) Journal of Popular Film and Television (JPFT) Literature/Film Quarterly (LFQ) Michigan Quarterly Review (MQR) Midwest Quarterly (MQ) Mosaic (Mo) New German Critique (NGC) October (Oct) Post Script (PS) Postmodern Culture (PC) Quarterly Review of Film and Video (QRFV) Radical History Review (RHR) Science Fiction Studies (SFS) Screen (Sc) Sight and Sound (SS) Southwest Review (SwR) Studies in American Culture (SAC) Studies in Popular Culture (SPC) Studies in the Humanities (SiH) Velvet Light Trap (VLT) Yale Journal of Criticism (YJC)
1. …


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- 4
- 14 person maximum
- 1 king size bed, 2 queen size beds, 2 double beds, 1 single bed, 1 sofa bed
- 4 bedrooms
- 3 bathrooms
Au-Simonet, a contemporary style residence, within walking distance of a semi-private beach of the majestic Lac-Simon. With three floors of living space, an open concept main floor, 4 bedrooms and 3 full bathrooms, the residence, sleeps 14 persons.
With three floors of living space, an open concept main floor, 4 bedrooms and 3 full bathrooms, the residence, sleeps 14 people comfortably.
On the second floor, you enter a spacious master bedroom with a king bed, offering a splendid view on the lake. Two other bedrooms will accommodate your guests, one with a bunk bed and the other with a double bed. A modern ceramic lined bathroom with double sinks for convenience, completes the amenities on this floor.
On the main floor, the kitchen, living room and open concept dining room also offer a splendid view on the lake and abundant lighting. You will also be charmed by a fireplace with a 52 inch flat screen TV mounted above its mantel.The masterfully decorated bedroom has a queen size bed and a large walk in closet and a communicating bathroom with double sinks and separate shower.
In the three seasons veranda, you will appreciate the magnificent view of the lake protected from the rain or snow.You fancy a swim, a walk 4 minutes is sufficient to semi-private, sandy beach, or the water level is gradual and safe for children. The kids will love!
A boat ride to: ability to dock your boat at the dock of our range.
Au-Simonet, tasteful residence, wisely designed for family fun and gatherings in peace and security.
Au-Simonet is located less than an hour from the Ottawa / Gatineau at most 2 hours from Montreal and 45 minutes from Mont-Tremblant. For all required supplies, the village of Chénéville is located just 10 minutes of the premises.
(Formerly Ad Or-2755)
Near this cottage
- Body of water: Lac Simon (500 pi)
- Ski Hill: Mont-Tremblant
ski, skating
Sandy beach,spa magnificent view
Golf, beach, canoing, kajaking
The CITQ is mandated by the Minister of Tourism of Quebec to administer the official classification of seven categories of tourist accommodation establishments. This establishment is visited by the CITQ every 24 months.
The classifier visits the establishment and, using hundreds of strict and objective criteria, rates:
- The quality of physical facilities (bedroom, bathroom, common areas, outside, etc.);
- Its appearance;
- Its cleanliness.
The classifier also looks at:
- Services offered;
- Certain environmental considerations.
Ad Pl-0070
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Last update of the calendar : September 19, 2019


text:
2016 Estate Chardonnay
2016 Estate Chardonnay
Lemon curds, hints of fresh apple, pear, oyster shell and toast. Very smooth entry, fresh energetic acidity, clean with a moderately long finish.
750 ml
Add To Cart
An Adult Signature is required upon delivery. Currently shipping to Oregon, Hawaii and Florida. More states coming soon. Please email email@example.com with any additional shipping or delivery-related inquiries.


text:
Career Colleges » California » Business » Business Administration
Looking for accredited career colleges, technical schools, and universities in California offering Business Administration degrees. If you are looking to boost your career or change jobs, business administration and management continues to be a smart, varied career to move into.Attending a California college should be an easy decision. After all, the Golden State has something for everyone. The educational quality is some of the highest in the nation, if not the world, and the after-college activities are endless. Within a four-hour drive in any direction you can be hiking some of the highest peaks in North America, driving through the furnace-like heat of Death Valley, losing your heart in immortally beautiful San Franciso, wandering dreamily through ferny forests crowned with 300-foot redwoods, rubbing shoulders with celebrities in L.A., or diving into the wild and welcoming surf of the great Pacific ocean.
Find more schools to match to your needs.


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HELP Codes galore 2000 328ci and idiot lights
My wifes 2000 328ci has been acting funny for a while check engine light will come on and go away sometimes but lately seems like its been on for awhile I pulled the codes and get
PO150 o2 sensor bank 2 sensor 1
PO130 02 sensor bank 1 sensor 1
PO300 Random misfire
PO301 Misfire Cyl 1
PO304 Misfire Cyl 4
PO306 Misfire Cyl 6
P1188 Fuel Air metering
P1189 Fuel air metering
PO170 Fuel trim bank 1
PO173 Fuel trim bank 2
Also got P1250 But not sure what it is
I not sure whats wrong i Assume i Need O2 sensors But im not sure if that will fix all those codes. The car also does some other things Like every once in a great while the EML light will come on and lose power you have to shut off the car and restart it and it goes away. It has only happened 2-3 times since we have had the car in 2 years. It Mostly runs smooth but once in awhile u can tell when it misfires then goes away i have replaced the spark plugs a few times.
Also the ABS light, Brake light, and the DSC light are on a lot but sometimes they just go off after a min of running. The book says there is something wrong with the ABS.
If somebody can help that would be great I just dont want my beautiful BMW to run like **** anymore.
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Improvisational Readership
I have spent 2018 so far in transit, in flux. Even at the waning edge of last year I made near-constant traversals along the same spit of I-95 between Philadelphia and New Haven: once by train, twice by bus, twice driving. During one of these trips I was accompanied by a friend, but for the most part they were solitary experiences. Then came two different moving days, a week in Los Angeles, and a month of daily commuting between my house in West Philadelphia and my new job in lower Manhattan. Now that I have mostly stopped moving, I am tempted to gather these disparate moments into a cohesive whole that provides some sort of ameliorative scaffolding to the randomness of moving. But really, molding oneself to the flows of people and traffic and urban transport systems, fighting against the weather, the stop-and-start of attempting to make it places on time—all of these day-in-and-day-out experiences are as frustratingly arbitrary, and arbitrarily frustrating, as they come.
Over the past few months, I have attempted to develop tactics of reading, looking, and listening that can adapt to constant transit, flowing into and out of various public spaces and varying capacities for attention and stillness, that do not compromise the so-called quality of experience. The soundtrack to much of my travel in late December and early January was the audiobook of Inferno: A Poet's Novel by Eileen Myles. I don't generally read audiobooks for several reasons. One is that they tend to lull me to sleep, and as a friend recently said to me about reading books before bed, "I don't want to associate reading with sleeping." Another is a practical matter of having burned through my Audible credits and preferring not to pay for more if I can just take the same book out of the library. But the main reason seems to be a more deeply engrained hangup I suppose I have about consuming books aurally, which is that I don't think I'll have an experience as in-depth or "rich" as that of reading text; I'm convinced I'll forget what I've heard shortly after reading it.
I'm troubled by this, the implicit correlation I've made between a work's tactility and my own comprehension or memory skills. I've never considered myself a tactile learner, and as a viewer of art, I certainly know that I—for the most part—cannot touch what I see or bring it home with me to mull over later. But in Myles's language, there are keys to these questions, small darts of language that offer inroads if not solutions. In "That Rat's Death," a poem in I Must Be Living Twice: New & Selected Poems 1975-2014, Myles writes, "I'm given real information / and the most difficult part / is blindly creating the space / where the parts I can't / see or even hear spread out." Myles's difficult spatializations perhaps have a parallel in Amelia Jones's helpful and excellent "'Presence' in Absentia: Experiencing Performance Art as Documentation," a 1997 essay that attempts to deconstruct flesh-based hierarchies of experience. "Although I am respectful of the specificity of knowledges gained from participating in a live performance situation," Jones writes, "I will argue here that this specificity should not be privileged over the specificity of knowledges that develop in relation to the documentary traces of such an event."
It is funny—absurd, really—to think of an experience like listening to the Inferno audiobook as representative of a kind of absence. Everything about it, from Myles's sharp-edged Boston accent to their descriptive irreverence, fills a space (overfills it, even: I'd emerge from my car at a rest stop on the Jersey turnpike after three hours of their voice on my car stereo, exhausted and grateful for cold air and silence).
This gut reaction to listening to books rather than reading them reveals much more about my own limited sensory awareness than about the medium itself. Perhaps this is obvious, but for me, it came to the fore as an audience member in a recent panel discussion at the 2018 CAA Conference called "The Art of the Image Description." In it, four presenters read aloud four different image descriptions of paintings from various art-historical canons; at the end of each description, the painting was projected onto a screen. In part, the panel was a testimony to the difficulty of writing image descriptions for visually-impaired or blind audiences: even the rich language the presenters used did not, for me, conjure a mental image even similar to what was revealed at the end of their presentation, to say nothing of the host of intractable issues concerning what is and isn't made visible and what is politically neutralized via the power the image-descriptor yields. In a more pressing sense, though, observing my own restlessness and itchiness during the presentation of these imageless images made me (more) aware of my own embodied ability. I am sighted, able-bodied, not hard-of-hearing or deaf; I desire to make use of all available sensory realms as an unquestioning and unquestioned default.
What if it were different? Amelia Jones crucially resists the notion that embodied presence in the space of live performance provides the viewer privileged access to the meaning or truth of these acts; I have work to do in order to practice a more critical stance toward the primacy of sight or touch in the acts of looking and reading. Absorbing without seeing, thus far, has taken on a less-than role borne of need, like listening to an audiobook while driving or approximating what a photograph might look like based on a friend's verbal description. I find myself excited by the possibilities that arise when we chip away at the status quo of the physical object's primacy, and the improvisational modes of reading and listening—as well as the potential intimacies, collaborations, and experimentations that may arise in their wake—that come with interfering with the straightforward object-viewer relationship. It is telling that Myles uses the phrase "blindly creating the space" in the poem above. Coming from a place of ability, anything less than immediate visual comprehension can feel like lack. Carefully examining this knee-jerk reaction, as well as finding ways to be social and collaborative amidst these challenges, is the least we can do.


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This week we were taught how to 3D Print & Scan.
Last week we were told that in preperation to this week we should formiliarise ourselfs with an app called 123Dcatch. This app would allow you to photograph physical objects before being able to print them off using a 3D Printer. Whilst using this app I found it to be difficult and problematic to use. I found that the final outcomes were distorted and imperfect. I find this to be an extremely useful asset although in my opinion it has yet to be perfected for smartphones.
Although I have used a 3D printer before and am fairly confident with the process, I found this week extremely interesting and useful. I found the uses and benefits of the different types of 3D printing useful; and although slightly frouned upon within my subject area I believe this process definitely has a place within design. I also believe that the development of this process is something which must be carefully monitored due to the amazing outcomes which could become possible in the future.


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Most salons have at least one team member that is not like the others...
Have you ever felt like you just don't belong in the salon for one reason or another and you can't put your finger on what's wrong? You feel like maybe you've got some quirks, but you're pretty darn perfect and something just isn't clicking?
Through this episode we'll look at the 6 types of salon outcasts and how you can prevent yourself from falling in to the trap or work your way out of the one you're in.
Hi-lights you won't want to miss:
>>>(2:38)-The most commonly known outcast
>>>(8:22)-How to truly mentor those around you
>>>(10:25)-What the "Know-It-All" looks like
>>>(13:38)-A major confession from me…
>>>(15:57)-Whether or not your reputation can be saved
>>>(16:46)-No one likes a bully – how not to be one
>>>(21:31)-Are you a misfit or is it confidence issue?
>>>(24:23)-What the "Kiss Up" is all about
>>>(28:24)-Are you a leader or a boss?


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NYAPRS Note: A coalition of New York organizations serving people with developmental disabilities is ramping up its campaign to get the Cuomo Administration to set aside money in the budget to subsidize higher wages for direct-support professionals. The coalition is asking the state to allocate $45 million per year over six years, which would be matched by federal funds. It would allow the agencies to pay a starting wage of $15.50 to $17.50 per hour.
The state said it is budgeting money to help these agencies cover the costs of raising the minimum wage, which will go up incrementally over several years, reaching $15 per hour downstate and $12.50 per hour in other parts of the state by 2021.
But the campaign insists that these increases are not sufficient to prevent high turnover among direct-support professionals and is trying to build momentum for the campaign with the hashtag #bFair2DirectCare.
NYAPRS and our colleague mental health advocacy groups are in strong support of this approach: stay tuned for more!
Direct Care Workers Rally For Living Wage
By Rick Karlin, Albany Times Union October 17, 2016
Hundreds of direct care workers, along with people they care for, rallied at the state Capitol earlier Monday to call for Gov. Andrew Cuomo to allocate $45 million in the state budget for raises, which they say would at least keep these caregivers on par with fast food workers and big box employees.
These caregivers, who number more than 100,000 statewide, feed, clean, and generally help disabled New Yorkers with a variety of activities. They are the people who do the true "heavy lifting," in the human services field, said Michael Seereiter, President and CEO of the state Rehabilitation Association, which is one of several groups representing not-for-profit service agencies.
And despite the demands and training required for direct care, they are frequently paid just above minimum wage.
The fear is that, in light of the recently passed increase in the state's minimum wage — which is set to hit $15-an-hour downstate and $12.50 by the end of 2020 — lots of care workers will simply head to easier jobs in retail or in fast food, where they already earn more than the $9 minimum.
Essentially, the workers, backed up by a phalanx of lawmakers from both sides of the aisle, say they should get a bit more than the minimum, given the demands of their jobs and the need to try and prevent high turnover in these positions. They also note that the bulk of the money for direct care comes from taxpayers since it comes through the state and federal Medicaid and Medicare systems.
"I get up every day. I take a deep breath. I have cup of coffee," said Betsy Fels, a Columbia County direct care worker for developmentally disabled adults. With pay of $9.57-an-hour, she says facilities like hers are chronically understaffed.
Lawmakers from across the Capital Region joined in the call for more money. They included Angelo Santabarbara, who has an autistic son, Jim Tedisco, Neil Breslin, Patricia Fahy, George Amedore, Steve McLaughlin and John McDonald.
Also attending the rally was former Assemblyman Harvey Weisenberg, who had long advocated for better funding for the disabled. He too, has a developmentally disabled child.
Rally participants cited a survey showing that competition from other employers has led to a 10 percent vacancy rate among centers for the disabled.
The state Office for People with Developmental Disabilities offered a statement, noting that the minimum wage increases will help many direct care workers who are at that level. And they agency is looking to build career ladders for those working at the state agency. The bulk of direct care, though, is carried out through not-for-profits. While they get state funding, their workers typically aren't unionized like state workers at OPWDD and therefore earn considerably less.
Here is what OPWDD said:
New York State is deeply committed to maintaining a robust workforce that ensures the safe and effective delivery of services. Governor Cuomo's recent minimum wage increase for all New Yorkers, which has been fully funded for FY 2016-2017 in the state budget, will increase pay for many direct support professionals across New York State. In addition, OPWDD is also aggressively exploring building career ladders and credential programs for direct support professionals, improving recruitment and retention efforts, promoting the disabilities field as a desirable employer, and improving job quality through training to help build a more stable and effective workforce and continue to provide high-quality supports for people with developmental disabilities."


text: TASTEMAKERS Electric Guest Rocks at Sunrise: Watch 1/23/2013 by Brad Wete FACEBOOK TWITTER EMAIL ME Watch the band perform three "Mondo" songs in this Tastemakers @ Sunrise session and talk musical ritual and more. Photos: Electric Guest's Tastemakers SessionElectric Guest, the L.A.-based duo comprised of Asa Taccone and Matthew "Cornbread" Compton, brought its blend of electronic-touched indie rock to the deck of The London West Hollywood Hotel in Los Angeles for a Billboard Tastemakers session one morning recently, and sat down to chat how not living like rock stars helps make them rock better. Watch VT's Tastemakers @ Sunrise videos here, featuring the the guys performing three of tunes from 2012 debut album "Mondo" -- "The Bait," "Amber" and "This Head I Hold." Eating well, exercising often and hitting the studio even when they're not necessarily inspired is part of the decidedly un-glamourous regimen that allows Electric Guest maximum creativity, they tell Billboard. "It's important to go in and try to write something," Compton says. "Even if you aren't sure if anything will come out. It's just important to keep with the ritual of going to the studio and working on your craft." That ritual has served Electric Guest well. 2012 was whirlwind for the group. The last 12 months saw them releasing the Danger Mouse-produced "Mondo," performing at major U.S. music events like SXSW and appearing on "The Late Show with David Letterman." The duo, which is larger in it's live incarnation chose new single "The Bait" to be part of its Tastemakers @ Sunrise session, and Taccone explains the tune is about, "the daily things that pull you in culturally that maybe we should try to stay away from." While Electric Guest have yet to announce U.S. tour dates, the group already has big plans for 2013. They will be heading to the U.K. for a series of shows that begins in February. PREVIOUS TASTEMAKERS @ SUNRISE VIDEOS: Vintage Trouble FACEBOOK TWITTER EMAIL ME


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Heat Pump Replacement in Richland Hills, Fort Worth, TX and Surrounding Areas
Never let heat pump replacement get delayed for too long. When it's time, do not hesitate to spend on a new unit as extending the service life of an old one may do more harm than good. You might think that you are saving a great deal of money but you are, in fact, spending quite a lot just trying to maintain the status quo. Keep the following things in mind:
Old Systems are Bleeding Your Dry
You may not even notice it but you are paying more than you should because of the old system. HVAC units are notorious for their decline in efficiency as they age. Wear and tear catches up to them. Dirt finds its way to places that are difficult to reach. All the little things add up to make life difficult for the machine to function. It is forced to work harder and consume more energy in the process — excess energy that you have to pay for.
Chronic Issues are Better Left Unresolved
Some units are just stubborn. When an issue comes up, you call the repair technician and things go back to normal but only for while. They always seem to come back again, often worse than how they were before. This chronic failure and the need to fix them so frequently make ownership a chore. It is also extremely expensive. Add up all of the money wasted on repairs and a replacement doesn't seem half as bad.
Modern Options are Much More Efficient
Another reason to switch is that there are plenty of better options on the market right now. There is no reason to test your patience on an obsolete unit when more efficient one with impressive features are available. Heat pump replacement is the way to go if things are going south with your decade-old system.


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Important Information on Discipline
According to the dictionary, discipline is "training that develops self-control, character, or orderliness and efficiency." Most people think of discipline in terms of punishment or consequences for violating rules.
Schools' discipline policies reflect this idea and set up consequences stating what will happen when a student violates a rule. These conduct policies apply to most students in a district. The student with a disability is governed by these policies, with some special consideration given to the consequences, depending on the misbehavior and its relationship to the student's disability.
The school system's mission is to provide learning experiences which will assist all students to develop skills, competencies, and attitudes that are fundamental to their achievement as responsible, contributing citizens. This mission cannot be accomplished unless each student assumes responsibility for pursuing his/her course of studies, complying with written rules, and submitting to reasonable corrective action or punishment for violation(s) of such rules.
School districts cannot limit the following student rights except for good and sufficient cause:
No student may be unlawfully denied an equal educational opportunity or be unlawfully discriminated against because of national origin, race, religion, economic status, sex, pregnancy, marital status, previous arrest, previous incarceration, or a physical, mental or sensory disability.
All students possess the constitutional rights to freedom of speech and press; to peaceable assembly; and to petition the government and its representatives for a redress of grievances, subject to reasonable limitations, upon the time, place, and manner of exercising grievances and such right.
All students possess the constitutional right to be secure in their persons, papers, and effects against unreasonable searches and seizures.
All students have the right to be free from unlawful interference in their pursuit of an education while in the custody of a common school district.
No student may be deprived of the right to an equal educational opportunity in whole or in part by a school district without due process of law.
Students with disabilities have the same rights and responsibilities as all other students. In addition there are other procedures and safeguards to be followed for students with disabilities.
Before examining discipline practices for students with disabilities, it is important to understand the IEP (Individualized Education Program). The IEP describes the program that each student in special education receives. It is based on evaluations and includes information on all services and program needs for each student.
Any areas of adjustment of behavior that interferes with the child's learning and performance should be addressed on the IEP.
The present level of performance should include frequency of behavior problems. The checklist on page 6 will help establish this and suggest areas to consider.
Set annual Goals and Short-term Objectives that address behavioral areas of difficulty. (See examples of Goals & Objectives on pp. 7 & 8)
Define the special Education services the child needs:
Counseling services
Parent counseling and training
Psychological services
Paraprofessionals to provide for students safety or instructional assistance
If a student has significant behavior problems, a Positive Behavioral Intervention Plan may be needed. In order to develop an appropriate plan, the school should conduct a Functional Behavioral Assessment. It must be done if the student is to be suspended for more than 10 school days in a school year. The school psychologist and others knowledgeable about the student's behavior, including the parent, conduct this assessment.
A Functional Behavioral Assessment is a process that seeks to identify the problem behavior a child or adolescent may exhibit, particularly in school, to determine the function or purpose of the behavior.
The process is:
- Identify the behavior that needs to change.
- Collect data on the behavior.
- Develop a "hypothesis" (best guess) about the reason for the behavior.
- Develop an intervention to help change the behavior.
- Evaluate the effectiveness of the intervention.
- Have patience.
The first step in conducting a functional behavioral assessment is for the team to identify and agree upon the behavior that most needs to be changed. It will be important to develop a prioritized list, so that the most severe behaviors can be addressed first. There will be times when the most appropriate response to irritating but non-dangerous behaviors is planned ignoring, particularly when the student is working on correcting more severe behaviors.
The second step is to collect data on the occurrence of the targeted behavior, identifying not only its frequency and intensity, but examining the context (the when, where and how) of the behavior.
- In what settings does the behavior occur most often?
- Where did it occur most recently?
- Who else was there?
- What is unique about the environment where the behavior occurred? (Size of classroom, number of students, teaching style, seating, distractions, academic/behavioral expectations, structure, etc.)
- What other behavior occurred just before the targeted behavior? (interaction with another student, change in tasks, teacher direction, etc.)
- What were the immediate consequences of the behavior? (teacher attention, student laughter, etc.)
- Could the consequences be seen as positive for the student?
- The third step is to develop, from the data collected, a hypothesis about the function or purpose of the student's behavior and to develop an intervention.
- What does the team believe is the reason for the behavior? (attention-getting, avoidance, peer acceptance, etc.)
- What is the agreed upon strategy to correct the behavior?
- How much time will be given to implementing the intervention? (Patience is key to behavioral change.)
After the intervention has been tried over a period of time, it will be important to test the hypothesis. Does the intervention need to be paired with other modifications or rewards to increase its effectiveness? Did the intervention reduce the problem behavior? If not, what other strategies can be considered? Is it necessary to reevaluate the hypothesis, or to develop another best guess about the reason for the behavior, or to collect more information? While conducting a functional assessment of a child's behavior may take a bit more time initially to complete, for those students for whom typical interventions have not been successful, developing an understanding of the cause of behavior may be key to helping them learn new behavioral skills.
Functional assessments have been used for many years with students who have severe disabilities, to help parents and teachers to understand the function of inappropriate behavior, and to plan effective interventions. Functional assessments are also a useful approach to evaluating the reason for inappropriate behaviors for students who have milder disabilities, when their behaviors do not improve with the use of typical school interventions. As a part of the IEP, the parents and school, together, identify appropriate school strategies for dealing with specific behaviors. The IEP team may also want to consider additional related services.
The use of Aversive Intervention is a decision that must be reached at the IEP meeting with full parent participation. Parents should consider this carefully. Only they may know how their student reacts to different painful or unpleasant situations.
The Washington Administrative Code (WAC) 392-172A-03130 through 392-172A-03135 defines and regulates Interventions called aversive. These include any treatment that a student finds unpleasant and that is used to control undesirable behavior. It doesn't include restraint or reasonable force used to control unpredicted spontaneous behavior that poses a clear and present danger of: harm to the student him/herself, another student or property, or seriously disrupting the educational process. The regulations prohibit some forms of aversive interventions, while controlling those allowed. All aversive interventions to be used with the student must be detailed on the IEP. These details should include:
The aversive intervention that may be used;
- The reason for the aversive intervention and what behavior changes should happen;
- The positive interventions tried and why they failed, if known;
- When the aversive therapy is to be used;
- Maximum duration of isolation or restraint;
- Any special precautions needed to use the aversive intervention with the student;
- Exactly who can use the aversive intervention and their qualifications; and
- A means of evaluating the effects of the aversive intervention.
- A school district employee who understands how to use aversive interventions and agrees that it should be used with the student must assist in designing all aversive interventions.
- These are some examples of Behavioral Goals & Objectives that may be included in an IEP.
- Will decrease negative physical contact with others (touching girls, poking, grabbing) to an average of ______ occurrences or less for _________days by ___/___/___.
- Will demonstrate acceptable alternatives to negative actions by (specify) ____% of the time as measured by the number of occurrences divided by the number of opportunities by ___/___/___.
- Will ask for help appropriately by (specify)_____% of the time as measured by the number of occurrences divided by the number of opportunities by ___/___/___.
- Will bring material (specify) to class _____% of the time as measured by the number of occurrences divided by the number of opportunities by ___/___/___.
- Will decrease off-task behaviors (specify) which require teacher intervention _____% of the time as measured by the number of occurrences divided by the number of opportunities by ___/___/___.
- Will turn in completed homework on time _____% of the time as measured by the number of occurrences divided by the number of opportunities by ___/___/___.
- Will arrive to classes on time (tardiness) _____% of the time as measured by the number of occurrences divided by the number of opportunities by ___/___/___.
- Will attend assigned classes (attendance) _____% of the time as measured by the number of occurrences divided by the number of opportunities by ___/___/___.
- Will comply to teacher direction and correction without negative verbal or non-verbal responses (specify) to an average of ____ occurrences or less for ____ days by ___/___/___.
- Will follow written and oral directions _____% of the time as measured by the number of occurrences divided by the number of opportunities by ___/___/___.
- Will decrease inappropriate talking out (specify) to an average of _____ occurrences or less for _____ days by ___/___/___.
- Will decrease inappropriate out-of-seat behaviors to an average of _____ occurrences or less for _____days by ___/___/___.
- Will decrease verbal and/or physical tantrums to an average of _____ occurrences or less for _____days by ___/___/___.
- Will decrease destructive behavior (specify) to an average of _____occurrences or less for _____days by ___/___/___.
Along with goals and objectives there should be a statement of the services that the school district will provide to assist the student to meet those goals and objectives. Examples of services are:
- study skills class (which meets __ time per week for __ minutes);
- anger management instruction;
- social instruction (by psychologist or social worker for __ minutes per week);
- consultation with parents __ times per week so there is program consistency
- between home and school.
The following definitions of Discipline, Suspension and Expulsion are important for understanding the processes involved in the suspension and expulsion of a student with a disability.
"Discipline" means all forms of corrective action or punishment other than suspension and expulsion.
It includes the exclusion of a student from class by a teacher of administrator for a period of time not exceeding the balance of the immediate class period; but the student must be in the custody of a school district employee for the balance of that period.
Discipline also means the exclusion of a student from any other type of activity conducted by or on behalf of a school district, such as an extracurricular activity.
"Suspension" means a denial of attendance (other than for the balance of the immediate class period for "discipline" purposes) at any single subject or class, or at any full schedule of subjects or classes for a stated period of time. A suspension also may include a denial of admission to or entry upon real and personal property that is owned, leased, rented or controlled by the school district.
"In-school Suspension" means the student will continue to attend school.
"Short-term suspension" means a suspension for any portion of a calendar day up to and not exceeding ten consecutive school days.
"Long-term suspension" means a suspension that exceeds ten consecutive school days.
"Emergency Expulsion" means the immediate removal of a student from school because he/she poses a continuing and substantial danger to self or others or a constant threat of substantial disruption to the educational process.
"Expulsion" means a denial of attendance at any single subject or class or at any full schedule of subjects or classes for an indefinite period of time. An expulsion also may include a denial of admission to or entry upon real and personal property that is owned, leased, rented or controlled by the school district.
"Illegal drug" means a controlled substance, but does not include a substance that is legally possessed or used under the supervision of a licensed health-care professional or that is legally possessed or used under any other authority under the Controlled Substances Act or under any other provision of federal law.
"Dangerous weapon" means a weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, except that such term does not include a pocket knife with a blade of less than two and one-half inches in length.
"Serious Bodily Injury" means bodily injury, which involves any of the following: substantial risk of death; extreme pain; protracted and obvious disfigurement; or protracted loss or impairment of the function of a body member, organ, or mental faculty.
"Substantial evidence" means beyond a preponderance of the evidence.
All students including students with disabilities are subject to discipline for violation of student conduct rules. However, if a pattern of disciplinary actions develops, it may indicate that the placement or the IEP is inappropriate. Meetings to discuss student discipline can provide a good opportunity for parents and the school to review a student's progress, talk about problems that may have been slowly building up, and create a coordinated behavior intervention plan.
A student with a disability is treated like other students when considering in-school suspension or short-term suspension. In suspending a student, school administrators must:
Describe the infraction;
Give the student a chance to tell his/her side;
Notify the parents of the suspension, the conditions for reinstatement and the appeal procedure.
Schools have the right to immediately expel students from school (emergency expulsion), if they are a danger to themselves or to others, and to notify parents afterwards. Parents must be informed both of the conditions of the suspension or expulsion and of the student's misconduct.
Before a student with a disability can be suspended or expelled for longer than 10 consecutive days, there must be a manifestation determination to decide if the misbehavior is related to the student's disability.
WAC 392-172A-05145 states that these decisions must be made by the IEP team, which includes the parent(s), and the other relevant individuals, at a meeting called for that purpose.
The purpose of suspension and expulsion, as it is being used in Washington State, is to bring about a substantial change in the behavior patterns of students. This form of discipline is to be used as a 'last resort' and has brought about a certain measure of success for some students. However the validity of suspension and expulsion for any student must be brought into question, especially those with disabilities adversely affecting their education. Is the behavior of students with disabilities such that they create an immediate and continuing danger to themselves and to others? Do they really pose a continuing threat of substantial disruption in their classes? A large percentage of them do not! The slightest bending of school rules has sent many children home. The laws regarding discipline are found in Washington Administrative Code (WAC) 180-40. They were passed by the State Board of Education and were adopted following a United States Supreme Court case, Goss v Lopez, in 1975, which indicated that all students had a right to a due process hearing before imposition of a long-term suspension and/or expulsion.
IDEA 2004 and the recently revised WAC, regulate the way suspension and expulsion can be used for students with disabilities. WAC 392-172A-05140 through WAC 392-172A-05175 exist to ensure that students with disabilities are not improperly excluded from school for disciplinary reasons. Each school district must make sure that its employees and contractors are knowledgeable of these regulations. No school district shall authorize, permit or condone disciplinary procedures that violate these WACs by any employee or contractor.
A copy of Washington Administrative Code regulations regarding discipline, WAC 180-40 and WAC 392-172A-05140 through WAC 392-172A-05175, is included in this packet.
CAN STUDENTS WITH DISABILITIES BE SUSPENDED OR EXPELLED? Yes, they can. All students are covered by the same school rules. However, once a student with a disability has been suspended for 10 days, the IEP team meets to determine: (a) if the behavior that warrants the suspension or expulsion is related to the disability; (b) if the present program is appropriate; and (c) what other alternatives have been tried and failed. If the behavior is not related to the disability and the program is appropriate, the student may be suspended or expelled. However, parents always have the right to challenge the suspension/expulsion.
ARE THE SCHOOLS REEQUIRED TO TRY OTHER ALTERNATIVES BEFORE SUSPENSION/EXPULSION? Yes. With a short-term suspension/expulsion (portion of a school day, not to exceed 10 days ), it is generally a matter of the student and parent meeting with the school principal, teacher(s), and others involved, to work out methods to correct the behavior, unless the short-term suspensions become a pattern of exclusion.
With long-term suspension/expulsion, Washington Administrative Code (WAC) 180-40-260 states that no student shall be suspended unless other forms of corrective action or punishment reasonably calculated to modify his/her conduct have been tried, for the same type of misbehavior. Parents should request in writing what forms of punishment have been tried and why they failed. According to WAC 392-172-377, the school district must convene an IEP meeting to plan for a functional behavioral assessment and then develop a positive behavioral intervention plan to address the misbehavior. If a plan already exists, the IEP team must review the plan and how it is being followed, modifying it as needed, to address the misbehavior.
ARE THERE PROCEDURES TO BE FOLLOWED BY THE SCHOOL DISTRICT BEFORE LONG-TERM SUSPENDING OR EXPELLING A SPECIAL EDUCATION STUDENT? Yes, the procedures are:
An IEP meeting with at least one of the student's teachers and other relevant team members, including the student and/or his/her parents, must be held. The purpose of the meeting is to conduct a manifestation determination that will determine:
If the conduct in question was caused by, or had a direct and substantial relationship to the student's disability; or
If the conduct in question was a direct result of the school district's failure to implement the IEP.
The conduct in question must be determined to be a manifestation of the student's disability, if the school district, the parent, and relevant members of the IEP team determine that either condition 1 or 2 of this section has been met. The school district must then take immediate steps to remedy the situation.
Conduct a functional behavior assessment (unless one has been conducted prior).
Implement a behavioral intervention plan. (If one exists, revise the current plan.)
Return student to previous placement from which they were removed, unless school and parent agree to the change of placement as part of the revising of the behavioral intervention plan.
Please note: Under Special Circumstances, school personnel may remove a student to an interim alternative educational setting for not more than forty-five days without regard to whether the behavior is determined to be a manifestation of the student's disability, if the student:
Carries or possesses a weapon at school, school premises, or school functions under the jurisdiction of a school district;
Possesses, uses, sells, or solicits illegal drugs; or
Inflicts serious bodily injury upon another person, while at school, on school premises, or at a school function under the jurisdiction of a school district.
Notification to the parents must be provided on the date of the decision to make a removal that constitutes a change of placement and procedural safeguards must also be provided.
When a student's behavior is disruptive to the education of others, the IEP team (of which the parent is a part) should consider the following options:
Additional related services;
A more intensive behavior intervention program in the student's current placement;
The provision of a special education program in another, possibly more restrictive, setting. Parents and school personnel might explore some of the following alternatives in determining the least restrictive environment when considering placement options during an expulsion period:
A program in a different school in the district;
A school program in a neighboring school district;
An alternative school or alternative program within the district;
A private school;
A day treatment facility or residential facility.
The school district remains responsible for providing appropriate educational and related services, including access to the general education curriculum, during periods of suspension, in excess of 10 school days or expulsion.
- WHAT IS EMERGENCY EXPULSION? This type of expulsion is the most commonly used. A student can be removed from the program immediately by a certificated teacher or administrator, without prior notice or hearing, to determine the validity of the reasons for the expulsion. However, it is to be used only under the following conditions:
A student's presence poses an immediate and ongoing danger to him/herself, other students, or school personnel; or
The student's conduct is an immediate and continuing threat of substantive disruption of the program.
Again, parents should get a written, detailed account of any violent action or ongoing disruptive behavior by the student that made it necessary to expel the child. The emergency continues until the superintendent or his/her designee modifies it or reverses it as the result of a hearing or an appeal.
- WHAT HAPPENS TO THE STUDENT'S IEP (INDIVIDUAL EDUCATION PROGRAM) DURING SUSPENSION/EXPUSLION? Access to general education, special education and related services cannot be denied during suspensions/expulsions.
A suspension longer than 10 consecutive days constitutes a change of placement. This obligates the school district to provide services to the extent necessary to enable the student to appropriately progress in the general curriculum and appropriately advance toward achieving the goals set out in the student's IEP.
IF THE PARENT DOES NOT AGREE WITH THE SUSPENSION/EXPULSION, WHAT CAN BE DONE ABOUT IT? Parents have the right to request a due process hearing to contest the school district's decision to expel the student. If a hearing is requested, the student remains in his/her current placement (the placement the student is in prior to suspension/expulsion) until the hearing is over. There are exceptions to this stay-put rule.
School personnel may order a change in placement of a special education student to an appropriate interim alternative educational setting for the same amount of time that a student without a disability would be subject to discipline, but not more than 45 days, if:
The student possesses a weapon, or carries a weapon to school or to a school function; or
The student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled substance while at school or a school function.
A hearing officer may order a change of placement to an appropriate interim alternative educational setting for not more that 45 days in an expedited due process hearing for a dangerous student. The school district must demonstrate by substantial evidence that maintaining the current placement of the student is substantially likely to result in injury to the student or to others. The hearing officer must consider the appropriateness of the student's current placement; whether the district has made reasonable efforts to minimize the risk of harm in the current placement, including the use of supplementary aids and services; and determines that the proposed placement is appropriate.
Appeal procedures are outlined in Washington Administrative Code 180-40. Parents' rights and steps to follow to challenge or appeal the suspension/expulsion should be provided to the parent with the suspension/expulsion notice. DO NOT ALLOW A SUSPENSION OR EXPULSION TO HAPPEN WITHOUT A CHALLENGE, APPEAL OR HEARING!
WHAT IS MEANT BY "IN-SCHOOL" SUSPENSION? Basically, this is the removal of students from the classroom setting into another setting within the school building. If this setting or room is staffed and the students receive counseling and assistance to help them regain control over themselves, along with help to keep up with their studies, then in-school suspension can be helpful. However, very few schools have this arrangement. If in-school suspension is used in your school, look into it carefully and be sure it is appropriate for your child.
WHAT IS MEANT BY AN APPROPRIATE ALTERNATIVE EDUCATIONAL SETTING? Any interim alternative educational setting in which a student is placed shall be selected to enable the student to:
Continue to progress in the general curriculum, although in another setting;
Continue to receive those services and modifications, including what is in the IEP, that will enable the student to meet the goals set out in that IEP; and
Include services and modifications designed to address the behavior (bringing dangerous weapons or knowingly bringing illegal substances to school or displaying dangerous behavior) and prevent it from recurring.
- IS THERE ANYTHING THAT CAN BE DONE TO PREVENT A STUDENT FROM BEING SUSPENDED/EXPELLED? In most cases, yes. Parents need to have safeguards or alternatives written into the IEP. For instance, the parent will be notified each time the child acts out at school. Also, volunteering at the school is another good method of keeping track of the activities that take place there. Monitor your child's program; visit from time to time. Establish good communication with the school. Always be honest about your child, but portray him/her in a favorable way.
- What are "Unique Circumstances"? School personnel may consider any unique circumstances on a case-by-case basis when determining whether or not a change in placement is appropriate for the student after he/she violates a code of student conduct. (Possible factors to consider…child's disciplinary history; school personnel who know the individual student; student's ability to understand consequences; expression of remorse; supports provided to the child prior to the school violation.)
The following recommendations are for short, medium or long-range non-punitive approaches to discipline.
Short Range Solutions
The first step that must be taken is the elimination of the use of punishment as a means of maintaining discipline. Then, the ideals below can be used as temporary measures to maintain discipline while long-range programs are put into effect.
Quiet places (corners, small rooms, retreats).
Student/teacher agreement on immediate alternatives.
Teaming of teachers/other adults, administrators, aides, volunteers (parents and others) to take students aside when they are disruptive and listen to them, talk with them, or engage in an alternative activity such as going for a short walk, until periods of instability subside.
Similar services for educators whose stamina is exhausted.
Social workers, psychologists and psychiatrists to work on a one-to-one basis with disruptive students or distraught teachers.
Provision of alternative experiences for students who are bored, turned off or otherwise unreceptive to particular educational experiences:
- a) Independent projects
- b) Listening and viewing experiences with technological learning devices, such as computer, tapes, etc.
- c) Library research
- d) Work-study experience
In-service programs to help teachers and other school staff learn a variety of techniques for building better interpersonal relations among students and between themselves and their students:
- a) Class meetings (Glasser technique)
- b) Role playing
- c) Case study – what would you do?
- d) Student-teacher human relations retreats and outings
- e) Teacher (or other staff)-student-parent conferences
Class discussion of natural consequences of good and bad behavior (not threats or promises), of what behavior is right, of what behavior achieves desired results, what causes a "bad day" for the class.
Bestow or withdraw privileges or provide a token system.
Staff members to work with a class whose teacher needs a break.
Intermediate Range Solutions
Staff-student-parent-developed discipline policy and procedures. Be sure these are appropriate.
Parent education programs in interpersonal relations.
Staff in-service program on interpersonal relations or understanding emotions, and on dealing with children when they are disruptive.
Student human relations councils and grievance procedures.
Training for students and teachers in crisis intervention.
Training for students in self-advocacy.
Training for teachers in dealing with fear of physical violence.
Regular opportunities for principals to experience classroom situations.
Long-Range Solutions in School
Full involvement of students in the decision making process in the school.
Curriculum content revision and expansion by students and staff to motivate student interest.
Teacher in-service programs on new teaching strategies to maintain student interest.
Alternate programs for students.
Work-study programs.
Alternative schools within the public school system.
Fewer students per staff member so staff can really get to know students.
Adequate professional specialists; i.e., psychiatrists, psychologists, social workers.
Aides and technicians to carry out paraprofessional, clerical and technical duties so that professional staff persons are free to work directly with student more of the time.
A wide variety of learning materials and technological devices, such as computers, tape decks, augmentative communication devices, etc.
Long-Range Solutions With Other Agencies
Staffing help from local and regional mental health and human relations agencies.
More consultant staff to work with individual problem students.
Long range intensive in-service programs preparing all staff to become counselors.
Some educational experiences relocated in business, industry and social agencies.
Increase human relations training in pre-service teacher education and specific preparation in constructive disciplinary procedures.
Street Address
City, State, Zip
Special Education Director
School District
Street Address
City, State, Zip
Dear (Name of Special Education Director):
I/We have been notified that my/our son/daughter, (Full Name), birth date, (month, date, year), has been suspended for (number) of days from (school district – school name).
My/Our child has an Individual Education Program. I/We are requesting a meeting with the persons who are knowledgeable about my child and his/her disability. I/We would like this meeting to be held immediately to determine if the reason for the suspension is related to his/her disability and to determine if the current program, placement, and/or services are appropriate. I/We also understand that the number of days he/she can be suspended is not to exceed ten (10) school days, without notice of change of placement and all due process procedures followed. The school district remains responsible for providing appropriate educational and related services during the period of the suspension in excess of 10 school days.
I/We would like to meet with you as soon as possible to discuss this. Please call at (telephone number) to arrange the meeting.
Typed Name
cc: School District Superintendent
Send by certified mail or hand carry to the district office and get a receipt.
(Remember to keep a copy for your file and indicate the other persons to whom you are sending copies by "cc" at the bottom of the letter.)
Office of Superintendent of Public Instruction
Office of Legal Services, Old Capitol Building
PO Box 47200
Olympia, WA 98504
Your Name RE: Child's Name
Address Address
City, State, Zip Code City, State, Zip Code
Dear Dr. Bergeson:
I/We are writing to request a Due Process hearing in compliance with the Individuals with
Disabilities Education Act (IDEA) and the Washington Administrative Code (WAC), on behalf of our/my son/daughter. He/She attends (Name of School)inthe (Name of School District). We are requesting a Due Process hearing to resolve the following problem:
List the problem you feel is occurring for your son or daughter. Provide as much information and any facts you have about it.
At this time we feel it is important that the District list any possible solutions that would help resolve the problem from your perspective.
I/We are requesting mediation as a part of this request. I/We understand that it will not deny or extend the timelines for Due Process, and may possibly resolve the situation. I/We are requesting information on any free or low cost legal assistance available to provide us with assistance through this process.
I/We regret having to come to this position. I/We hope that through this process we will be able to resolve this problem and move forward in providing appropriate services for my/our child.
Your Printed (typed) name
Phone Number including area code
Cc: Director, Special Education services in your District
Attorney file
The PAVE Parent Training and Information Program may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The recipient understands that this is information is to educate them not to provide them with legal representation.


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I was a surprised that there were only few people / tourists on the streets of New York City on July 4th. It's not the scene of New York that I am used to. A friend and I walked around Tribeca and other touristy spots but we were relieved to see only few people around. I thought there was going to be like a big celebration around the city, knowing how patriotic Americans are or can be, but I was disappointed. It was my first 4th Day of July and I didn't see any action. 😀
I reckon that the rich went to their vacation houses / mansions in the Hampton's while those who can't afford and got limited time went to Coney Island for some beach and family time. Or perhaps, they're strolling around and lazying down at Central Park.
Anyway, after we checked out Coney Island, we walked around downtown Manhattan with less crowd, on our way to One World Trade Center. Here's the view of its facade in different angles from near and afar.
SAVE ON NEW YORK's BEST ATTRACTIONS!
The One World Trade Center measures 1,776 feet.
And guess what! The US Declaration of Independence was signed in 1776! Deliberate or coincidence?
It has 104 floors!
It is currently the highest structure in the Western Hemisphere.
And the 4th highest tower in the world.
The structure has many names: One WTC, Freedom Tower, 1 World Trade Center and 1 WTC.
Right next to the tower is the newly-opened 911 Memorial and Museum.
SAVE ON NEW YORK's BEST ATTRACTIONS!
Later in the evening, we watched a firework show on the East side of Wall Street but was disappointed. The crowd was only allowed to be on a designated street where the view was mostly blocked by apartment buildings. We left early before everyone would cram the nearest subway.
On my next post, I'll bring you to the top of the One World Trade Center.
- What's Inside the 911 Memorial and Museum in New York
- View of New York Skyline from the Empire State Building
- The best time to visit 911 Memorial in New York
- Graffiti Tour in Brooklyn
- Dyker Heights Christmas Lights in Brooklyn
- See the world through Bushwick Collective Murals
- What to expect in Soho New York
- What's inside the Museum of Sex in New York
- Strolling at Little Italy in New York
- New York Skyline at Night
- 25 Photos of Central Park in Snow
- New York Skyline at Night from Brooklyn Heights


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December 16, 2009 9:00 AM Eastern Daylight Time
Markham, ON, December 16, 2009 – OCR is pleased to announce its PCI Wireless Compliance program.
When it comes to attaining PCI Wireless Compliance, OCR has the capabilities
that you need. The introduction of wireless technologies in retail have created a
new avenue for data breaches, circumventing traditional security architectures.
Several recently publicized data breaches in the retail industry have exploited
wireless vulnerabilities. Attackers have been able to access sensitive
information such as credit/debit cards resulting in brand damage,
financial/regulatory liabilities and retail business disruption. The Payment
Card Industry (PCI) is now mandating stricter wireless security measures, and
the cost of non-compliance is significant. OCR understands the new PCI Data
Security Standard (DSS) wireless requirements and can provide the Wireless LAN
solutions designed to provide out-of-the-box PCI compliance, robust wireless
security and cost-effective compliance validation.
For information on PCI Wireless Compliance solutions please see: PCI Wireless Compliance Solution
For further information about OCR Canada, please contact an OCR account
executive at 1-800-853-7226 or log on to www.ocr.ca


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Bob Hamilton Named as President of Woods Hole Group - 25/07/2014
Woods Hole Group, USA, has appointed Robert P. Hamilton Jr. (Bob) to president of the organisation, effective immediately. Dennis Aubrey, who served as president since 2001, has transitioned the office to Bob and will now serve as CEO. In his new role, he will oversee operations for the company's four offices in Massachusetts, Delaware, Florida and Texas.
Building on the sales growth and profitability in recent years, Bob identifies priorities for the business as retaining and attracting personnel, adding financial strength, and growing revenue. Key areas for growth are related to climate change planning, offshore energy development, and ecological services.
Bob has been with the company since 1994, most recently as vice president for Business Development. Under Bob's leadership, Woods Hole Group continued to build a strong backlog with multi-year contractual commitments. Bob had previously served as civil/coastal engineer, Business Unit director, and vice president for Scientific Operations.
Hamilton received a BSc in Civil Engineering from Lehigh University, and a Masters in Civil Engineering from the Center for Applied Coastal Research at the University of Delaware.Last updated: 27/02/2018


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|Message view
|« Date » · « Thread »
|« Date » · « Thread »
|Christoph Wilhelms <Christoph.Wilhe...@impress.com>
|RE: [VOTE] Logo Decision process
|Fri, 17 Aug 2001 06:44:07 GMT
Feel free, to arrange groups, then! I do NOT want to have the responsibility for the groups. Generally I'd -0 the group-topic for I have some concerns, but I do not veto at all! One thing is important to me: We should speed up with the decision project, to make shure, that we do not lose the logo contributers, because they might think, that we aren't interested in a logo anymore! An IMHO we need these contributers after we decided on a logo, because we might need other versions of the logo: smaller, bigger version, "build by" versions, vectoriced versions for beeing printed in mags or adds or apache-T-shirts ;-) and version I can't think of ATM! Cheers, Chris > From: Jose Alberto Fernandez [mailto:email@example.com] > > From: Christoph Wilhelms [mailto:email@example.com] > > > > Regarding the families of logos: > > In some cases its easy to find groups, but in some it isn't. > > I really do not > > want to decide to group them... For instance there are 2 > > similar logos with > > gray and red and a big ANT on it (from Rubus). I really like > > the first one, > > but dislike the second one. what vote should i give, if they > > are in the same > > family! Due to that reason I'd -0.5 the "families-idea" > > I do not see the problem you have with the family round of > votes. What has > been suggested is to have a first round where we pick a > family and then a > second round to pick ONE of the logos from the winning > family. A family will > be constitutes only by logos of the same submitter that have SMALL > variations between them (colors, additional text, etc). There > are several > logos that can be easily cathegorized that way.
|View raw message


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Month: September 2014
Kana Art Festival This Weekend in Onishi, Gunma
Shiro Oni Studio and the town of Onishi in Gunma will be hosting the Kana Art Festival 2014 this weekend, September 27 – 28. They will be celebrating Chiaki Horikoshi's recent lifetime achievement award from the King of Spain for his cultural contributions between Spain and Japan. In conjunction with the festivities, Shiro Oni Executive Director, Kjell Hahn, Shiro Oni Studio artist in residence alumni and Art Byte Critique artists, Deanna Koubou, Lyle Nisenholz, Lori Ono and Yuka Otani will have works on exhibition during the two day festival. In addition, Art Byte Critique artist, Arthur Huang will also have works on exhibition during the Kana Art Festival.
It should be great weather this weekend, so come out to Onishi this weekend for art, food, tea, and music! Say hello to the artists if you see them wandering about the festival!
Thank you for visiting us at the Tokyo Art Book Fair!
Thank you to everyone who came out to the Tokyo Art Book Fair 2014 this past weekend! We had a great time talking with you and sharing our new works with you. Thank you to those of you who purchased works from Art Byte Critique members. We are happy to know that they have found new homes. We were also thrilled to meet many inspiring book artists and make new friends. Some of new friends will be joining future discussions and events with Art Byte Critique.
With the Tokyo Art Book Fair over, we will be resuming regular monthly studio work discussion meetings starting in mid-October. We also hope to have meetings in regards to establishing an online sales presence as well as discussing painless approaches to self-promotion.
If you are not already on the mailing list, please e-mail us at firstname.lastname@example.com to receive information about upcoming events.
In addition to myself, other core Art Byte Critique members are making plans to organize studio work discussion meetings so hopefully everyone will get a chance to join in the discussions. I will also be updating the Call for Entries and Museum and Gallery Exhibitions to See page over the next couple weeks.
Thank you again to everyone for making the event such a success for us. We hope to see you again there next year!


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Design Thinking and Innovation Workshop
February 20, 2019
8:00 am – 2:00 pm
Gaylord Palms Resort & Convention Center
The Imagination Emporium Tool Kit was created to address the five biggest barriers identified as obstacles to being more innovative and creative at work. The Design Thinking and Innovation workshop allows all of us to step out of our "River of Thinking" (our expertise) and provide fresh thinking and new approaches to problem solving, by providing us with a set of tangible Creative Behaviors and Innovation Tools that everyone can use on challenges big and small. The Workshop is designed to allow each of the participants the opportunity to actually use both the Creative Behaviors and Innovation Tools in a series of exercise that will really deepen the learning experience and their ability to convert those learnings back to challenges they are currently working on.
Having worked for The Walt Disney Company for some 25 years, Duncan Wardle now serves as an independent innovation and design thinking consultant, helping companies embed a culture of innovation and creativity across their entire organization. Leveraging a unique Design Thinking process, Duncan's clients include Coca Cola, Disney, Forbes, Ford, Johnson & Johnson, McKinsey and the NBA.
Most recently Duncan was Vice President of Innovation & Creativity for The Walt Disney Company. The Creativity Team works across Disney's Theme Parks, Pixar, Marvel, Lucas Films, ESPN, Animation and Imagineering, as "creative ideation consultants" and "cultural change agents;" using a creative problem solving process that captures unlikely connections, leading to both fresh thinking and revolutionary ideas.
Prior to heading up Creative Inc., Duncan held the posts of Vice President, Global PR and Vice President International Marketing & Sales for Disney. Over the last three decades, Duncan has served in an executive role for The Walt Disney Company in London, Paris, Los Angeles, Hong Kong, Mumbai and most recently Shanghai.
In 2008, he was honored with the "Outstanding American Citizen Award" at the White House, and in 2014 he was awarded a Hons. Doctorate from Edinburgh University. He also holds the Duke of Edinburgh Award, presented by Her Majesty the Queen.


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TVPW RedLine Athletics Skills Clinic a Great Success!
Temecula, CA (June 23, 2016) When Temecula Valley Pop Warner and RedLine Athletics decided to team up for their youth football skills and conditioning clinic, it was a perfect pairing of two great organizations. The success of this highly anticipated partnership was surpassed only by the excitement of the nearly 200 Temecula Valley kids in attendance the evening of June 9th at Birdsall Sports Park in Temecula, CA.
The kinetic energy was evident from the initial warm-ups to the "fastest of the camp" speed contest. The camp ended with pizza, drinks and camaraderie enjoyed by all.
If you missed this great event we have great news - there will be a second clinic Thursday, Jun23rd at Birdsall Sports Park (5-7pm). Registrants get a free t-shirts, top-notch skills training, pizza, and a lot of fun.
Cost: Free!
Register for our June 23rd skills camp by clicking here
Enjoy all of the event photos below


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Washington DC 2009 July 14, 2009Posted by A. Robinson in Life.
Tags: adventure, Angry, Just For Fun, Truly Disturbing, Washington DC
Instead of reading for class, I'd much rather tell you all about Washington DC and how wonderful it was. I mean, how many times can you read "Rime of the Ancient Mariner" before you know it by rote? Can I get an "amen?"
If you are in DC, you should:
1. Definitely check out the Star Spangled Banner in the Smithsonian Museum of American History. It's so tattered and delicate that it can no longer fly; they have it displayed in a special low-light, low-humidity exhibit. It's dark, and the atmosphere is almost eerie. Also in the exhibit is a touch screen where you can zoom in on certain areas of the flag (like shrapnel holes!).
2. Go to the Holocaust Museum. John and I opened the place up and shut it down. You have to get there early to get a ticket to enter the permanent exhibit. I would imagine that they go quickly. Anyway, while we were waiting to enter the big exhibit, John and I checked a temporary display on Hitler's propaganda. Did you know that Hitler was the first candidate for the chancellorship that utilized campaign stops? He chartered a plane and flew to nearly 200 locations across Germany, stomping for his election campaign. His opponent made a grand total of THREE stops around the country. This was my favorite museum of the trip. The architecture is amazing, and the content is thorough and moving. This is a MUST SEE.
3. Visit either the Senate and/or the House of Representatives. It's really interesting to visit the floor where all of the country's legislation is debated. Scary note: NO ONE WAS THERE, and there were two Senators debating the health care issue. By NO ONE, I mean there were like, three aides, a few runners, whoever was presiding, and two Senators. Two. I think we would get a lot more done as a nation if we required senators and congressmen to actually ATTEND debates.
4. Eat at Good Eats, down on the corner of 3rd and Pennsylvania. Apparently the guy who owns it won some kind of reality cooking show. After five (yes, FIVE) separate people told us about it, John and I swung by. It's a burger/fry/shake joint and is totally delicious and absolutely reasonably priced. It was so delicious that it was the only restaurant we ate at twice.
5. Visit the Memorials down and around the National Mall at night.
If you are in DC, you should not:
1. Forget that you have an appointment for a private senate tour with your senator so that you have to run to the other side of the city.
2. Get pooped on by a bird as you run to the other side of the city for the senate tour you forgot.
3. Walk into the wrong senate building, effectively ALMOST making you late for the tour you forgot.
4. Watch other families for parenting advice. I cannot even put into words how many times I almost strangled someone else's children (or completely idiotic parents). There are two stories that immediately come to mind.
After an exhausting day in Washington DC, John and I hopped the subway train back to our hotel in Maryland. Now, mind you, it's like 10:00 at night on a Friday, and lots of people are using the Metro. John and I sit down, and there's a couple with two children standing up near the exit doors right in front of us. Their son, probably about 3, was strapped into a stroller, and the daughter, who was 5-pushing-6, was standing next to her mother. The dad lets the boy out of his restraint system stroller, and the two kids start spinning circles around one of those long grab bar things. At first this was no problem; the standing room at the front of the car was pretty much empty. However, a few stops later, people were cramming onto the Metro, and the kids were still running around, spinning on the bars, and CRAWLING ON THE FLOOR (the last bit actually made me gag a little). At this point the parents told the kids to stop, but of course they didn't. The little girl, as a matter of fact, looked straight into her mother's eyes and defiantly kept spinning. I almost had an aneurism. I understand that kids are kids, but there's a time and a place for that sort of thing. A crowded subway car, where your kids keep bumping into people, is NOT that place. Finally I looked at John, and loudly asked how old you had to be to fit into the default "kids get to go to Heaven" clause in the Bible. Then I loudly proclaimed that I hoped those children didn't go to church.
The second incident happened the day before we left. John and I were waiting in line to go to the National Archives. It was a hot, muggy afternoon, and the line was about 30 minutes long. It had already been an exhausting day, so John volunteered to take the most awesome water bottle in the world and fill it up. How nice, right? Anyway, as I was waiting under a tree, I began to overhear the family behind me.
The mother (if you could call her that) was overweight, with dyed blonde hair with two inches of brown roots sticking out. Her low cut shirt was flouting her ta-tas to the world, and I couldn't understand how someone's shorts could ride that far up her crotch. She looked just like she had stepped out of backwoods Mississippi and had done herself up right for a trip into town. Her boyfriend was more put-together than she was, younger, and fairly attractive; apparently he had no standards. The most tragic part of the whole scenario were her two daughters, dressed identically, who she continuously lambasted and mistreated. I guess they were about 11 and 6, and just as sweet as they could be. It was obvious that they have some other influence in their lives other than their parents, who were basically the scum of the earth.
It began with the cussing. Look, I'm not saying that it's my job to police other people's language; you want to curse, fine with me. However, I have to draw the line at calling your 6 year old daughter a "whiny little bitch." Within ten minutes, she'd called both of her girls "stupid idiots" a handful of times, which was making me sick. Her tone was just so condescending and…mean. Then, of course, to make matters worse, she has them both go sit in the sun despite already having visible sunburns. When the youngest complained of her sunburn really hurting, Mama Dearest told her to "cut her shit" and keep sitting there until permission was given to move.
It was at that point that I went over to sit with the little girls. I started chatting with them, offered them some of our sunscreen, asked them what their favorite parts of DC were, just ANYTHING to keep the mother from speaking to them anymore. I figured that any bit of niceness would be more than the poor waifs received at home. Ugh, it makes me mad all over again just thinking about it.
5. Make sure you know when the subway terminals shut down for the night, and check for special postings so you don't end up running halfway across DC to catch one of the last trains to your stop.
I'll be posting about my Life List in another post very, very soon. 🙂
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