text:
SEXTRA CREDITWorldNetDaily Exclusive
Why are women teachers so hot for students?
'This kid is the most honest person I've met in my life'
Debra LaFave, teacher convicted of having sex with 14-year-old boy student
In the wake of one the most publicized stories of a female teacher sexually abusing an underage student, the case of the beautiful Debra LaFave, MSNBC anchor Contessa Brewer asked a psychologist TV guest "why someone who looks like a living Barbie Doll would need to have sex with a young kid."
LaFave was 23 years old in 2004 when it was discovered that she had been having sex with her student, a 14-year-old boy.
At the time, LaFave became a media sensation for her stunning good looks and the story – a woman seeking the sexual attention of a barely adolescent boy – that so crossed up society's expectations of who sex offenders are and what they look like.
National statistics, however, demonstrate that LaFave's case is far from unusual.
According to a major 2004 study commissioned by the U.S. Department of Education – the most authoritative investigation to date – nearly 10 percent of U.S. public school students have been targeted with unwanted sexual attention by school employees, and in those cases, 40 percent of the perpetrators were women.
Titled "Educator Sexual Misconduct: A Synthesis of Existing Literature" by Virginia Commonwealth University Professor Charol Shakeshaft, the report brought to light staggering statistics.
Compare the numbers with the much-publicized Catholic Church scandal.
A study by the U.S. Conference of Catholic Bishops concluded 10,667 young people were sexually mistreated by priests between 1950 and 2002.
Shakeshaft's study, however, estimates that roughly 290,000 students experienced some sort of physical sexual abuse by a public school employee between 1991 and 2000 alone.
If female employees are responsible for 40 percent of those crimes, that means America could be facing an average of more than 11,000 instances of women abusing students in school each year – in other words, more cases in one year than were reported in 50 years of Catholic priest abuse.
Why would so many trusted teachers, even young, vibrant, beautiful women like Debra LaFave, target children for sexual abuse?
WND spoke with some of the nation's leading experts in the field – including Shakeshaft – for answers to why female teachers would prey on boys and what can be done about it.
Teacher outside, teenager inside
"There's a range of reasons these women are abusing boys," Shakeshaft told WND, "not just one."
"One of the reasons is because they can, because we haven't done in schools what we need to do to stop this from happening," Shakeshaft said. "A second reason is because they are in power positions, and they abuse power just as males abuse power."
Shakeshaft told WND, however, that most of the women who aren't hardened predators – including perplexing cases like LaFave's, where a woman may only grow attached to one boy and wouldn't dream of sexually abusing others – rationalize their romantic fixation because, inside, the teacher feels like a teenager herself.
"Most of these people who cross boundaries have arrested emotional development," Shakeshaft said. "They're putting themselves into the same peer group as their students.
"What they say is, 'I think this person is just the same as I am,'" Shakeshaft explained. "Though they wouldn't say it out loud, they rationalize that the child is really more like a 40-year-old, or that that they are really more like a teenager."
In a 2006 interview with NBC's Matt Lauer, LaFave demonstrated Shakeshaft's explanation.
"The only way that I can describe that is that I felt that I was a peer of theirs," LaFave confessed. "I was just thinking of it as being a young girl who just got caught with her boyfriend."
When played a recording of a phone call LaFave made to her student, she acknowledged of her giggling adolescent demeanor: "That sounds so childish. … That's not something an adult would say."
Gary Schoener, executive director of the Walk-In Counseling Center in Minneapolis and one of the nation's foremost pioneers in working with sex offenders, agrees that many of these teachers see themselves as peers with the teens they abuse, but warns there may be other factors as well.
How she sees him
"These cases have a lot of variety to them," Schoener told WND. "The women are not all the same, and they don't all fit a pattern."
Schoener is a licensed psychologist who has worked for decades with teachers who sexually abuse their students. Along with former WICC Clinic Director John Gonsiorek, Schoener developed one of the first and most widely respected tools for assessing professionals – therapists, clergy, teachers and others – caught in sexual misconduct.
"What does the woman see in the boy?" Schoener pondered. "Obviously you have some where [the students] are 17 years old and they're mature for their age, at least physically, and you can more readily see how somebody could develop fantasies.
"But then when you get the 14-year-old boy who is immature, why did this woman who was married, who was not known to have marital problems, who had kids, why would she go in this direction?" Schoener asked.
"Most of these women don't know the answer," Schoener explained. "But if you ask them what they're feeling, they would say, 'This kid is the most honest person I've met in my life. He's much more honest than adult males.' What you hear a lot from women is very similar to what you hear from men who prefer girls: that they're pure, that they're innocent."
Schoener explained that the teachers exhibit thoughts and patterns very similar to a psychological fallacy called counter-transference, which is when a caregiver in authority – such as a therapist or a teacher – connects with some virtue in the subject, but then distorts that into a romanticized idealization based more on the caregiver's own projection than on reality.
"They absolutely romanticize this young kid," Schoener said, "and somehow in their mind make him into this sensitive, caring, thoughtful, honest, insightful ideal."
But, Schoener explained, "Each of these things they're describing and they feel very strongly are not things that could have come from actual experience with the kid. … These are gut feelings. In this context of the teacher-student relationship, somehow the kid becomes bigger than life, and they react to him like their great, fantasied love."
Scheoner told WND that the one factor he sees in the vast majority of cases where female teachers abuse boys is fantasy about the student's character that does not match what others observe.
"It is very much driven by emotional connection, rather than sexual drive," Schoener said. "In a huge number of the cases we've seen – not all, some are largely sexual – the thing was driven by a fantasy where the kid was seen as this wonderful human being and age ceased to matter. In fact, reality ceased to matter."
"The sexual turn-on is not the first thing that occurs," Schoener summarized. "It begins with an emotional fixation on a kid. After that, chances they take don't matter any more. They risk careers. They do crazy things like planning on how they'll live together after the wedding. They get in trouble for the sex, but it started with irrational feelings and thoughts."
What's the harm?
When LaFave's story broke in the news, as has happened with other stories of attractive teachers sexually abusing their male students, some questioned whether the boys were truly harmed. After all, it was argued, many teenage boys would see the wooing of a beautiful woman as a good thing, regardless of her age.
Following another publicized case of teacher abuse, Steven B. Blum, a consulting psychologist to a sex offender program in Nebraska, explained teenage boys don't always see the harm initially.
"Generally the male doesn't feel victimized," Blum told the Los Angeles Times. "A lot of teenage boys would see that as their lucky day."
But the 16-year-old victim of Margaret De Barraicua, a 30-year-old California teacher who pleaded guilty to four counts of statutory rape, did not consider it his "lucky day."
"I'm not the same boy," the student said in a letter read in court in Sacramento. "At school I became the center of attention. Everyone knew my name." The boy was so traumatized, his mother wrote in a letter read in court, that "his hair is falling out."
The father of a Colorado boy molested by Silvia Johnson – who held drug-alcohol-and-sex parties at her home with teenaged schoolboys to be "cool" – told the court the 40-year-old woman "took away my best friend, my hunting buddy. I can't have him back now. He is gone."
Experts agree that, in time, even willing teenage boys coaxed into sex by their authority figures, no matter how attractive, exhibit abused child symptoms.
"Boys and girls who are put in these situations aren't emotionally ready to deal with all the complexities of these relationships," Shakeshaft told WND.
"The lasting effect is very similar to the effects on females: they don't trust people, they have trouble forming intimate relationships, they often feel used, exploited, dirty, ashamed," Shakeshaft explained. "And that often leads to dysfunction in other areas – drug abuse, alcohol abuse, and particularly inability to have intimate relationships."
Dr. Richard B. Gartner, a leading expert and specialist in field of treating men with history of sexual abuse, writes in a commentary on his website, "Many sexually abused boys grow up distrustful, considering people dishonest, malevolent, and undependable. They often become frightened of emotional connection and isolate themselves."
"Confusing affection with abuse, desire with tenderness," Gartner writes, "sexually abused boys often become men who have difficulty distinguishing among sex, love, nurturance, affection, and abuse. They may experience friendly interpersonal approaches as seductive and manipulative. On the other hand, they may not notice when exploitative demands are made on them – they've learned to see these as normal and acceptable."
Shakeshaft told WND, "Historically, if a boy mentioned it, it was not seen as abuse, it was seen as, 'You should be so lucky.' I think that's changing. I think we're seeing a change in that double standard; I think we're seeing people understanding that the issues are the same whether it's a male or a female."
What can be done?
The answer to stopping teachers who prey on their students sexually may be as complex as the answer to what's causing it.
For Shakeshaft, who specializes in educational leadership, the answer is teaching people to spot the warning signs.
"A lot of teachers, if they understood the patterns, would be able to identify them in their colleagues," Shakeshaft told WND. "We hear from other teachers, 'I always suspected something, I was always uncomfortable – I just wasn't sure.' What they didn't have was that body of knowledge that would have led them to identify what was going on."
Shakeshaft warned that fixated predators may be too sly to spot, but with close supervision and a swift, knowledgeable response, the education community may be able to help teachers who are about to cross the line.
"If we keep aware of what these signals are," Shakeshaft said, "we are more likely to be able to intervene and stop them."
Schoener, however, believes the best defense may come from parents.
"I don't think from the teacher end it's very easy to spot," Schoener told WND. Instead, he suggested parents be watchful of how much interchange their children are having with school officials.
"The first warning sign is a kid spending a lot of private time with the teacher," Schoener said. "The second: text messaging and emails that go back and forth. At the grade school, junior high, high school level, most teachers are discouraged from a lot of Internet interaction. Frequent emailing and text messaging are questionable. It would be a rare occasion where a teacher would need to be in that level of contact with a student."
Schoener also warned that parents be clear on the purpose and the chaperoning of all field trips and events outside of school.
Finally, Schoener said, the boundaries of a teacher's role need to be clearly set.
"A teacher's job is not to counsel students past a point," Schoener explained. "Even if the kid really needs help and it's legitimate counseling, it's rare that a teacher should be doing a lot of counseling. That's the school counselor's job. If there are a lot of private meetings, you have to ask yourself what's going on."
But for David Kupelian, WND's managing editor and author of "The Marketing of Evil," the ultimate answer – beyond the necessary watching for warning signs – is rooted in a society that has lost its spiritual moorings.
In an award-winning 2006 Whistleblower article, Kupelian wrote, "Without the understanding of our spiritual origin and destiny – of who we are and what purpose our maker intended for us – we can't possibly understand sex and its intended role in our lives. Instead, all we have driving us are the desires, physical and emotional 'needs,' cravings and compulsions we find welling up from within us."
Discover how Judeo-Christian America was sold on sexual anarchy in David Kupelian's controversial best seller,
"The Marketing of Evil," available today, autographed, for only $4.95 — an amazing $20 discount!
In her interview with WND, Shakeshaft bolstered Kupelian's point.
"Part of the problem is bad judgment; part of it is narcissistic behavior, in other words, 'What I want I should get,'" Shakeshaft said.
"The focus here for [these teachers] is that they're looking out for their own needs and not the needs of their kids," Shakeshaft said. "What they're interested in is getting what they want, not doing what they need to do to make sure the students they have are safe. The common denominator is focus on self, focus on their own needs, focus on their own desires."
"That is America today," Kupelian wrote. "In what was once the finest and most robust expression of Western Judeo-Christian civilization and the core values underlying it, most of us, too, have forgotten. … Forgotten the simple, intuitive understanding of right and wrong that we grasped effortlessly when we were innocent children, but which we were later intimidated or seduced into doubting – and abandoning. Forgotten the core truth about man's condition – that he is in reality a 'fallen' being, 'born in sin,' and that his sexual urges must be channeled into marriage."
Kupelian concluded of all the reasons female teachers seek sexual or romantic gratification in children, the largest contributing factor may be a secularized society that has lost a sound basis for teaching both morality and the self-control to exercise it.
"An even more important factor in this sexual-predator epidemic is the fact that 'right' and 'wrong' just aren't real to most of us anymore," Kupelian wrote. "Even if [a female teacher] was attracted sexually to a child, for whatever reasons, it's still wrong to have sex with a 13-year-old. And knowing something is wrong is enough reason not to do it – even if part of us wants to."


text:
Mitel Solutions
Solutions for Your Industry
Mitel's broad portfolio of solutions is designed to cover virtually every business communication need across any industry. Here's a look at how our solutions are applied in key industry sectors.
Cloud Communication Solutions
Companies are moving applications to the cloud in droves and realizing the benefits. With Mitel, you can get the flexibility and rich premise-grade communication features you want in your choice of public, private and hybrid cloud deployment models.
Enterprise Mobility Solutions
In the office, at home, or on the go, Mitel enterprise mobility solutions help workers in organizations of all kinds to be innovative and productive.
Mitel Call Center and Customer Experience Solutions
Mitel provides several call center, customer experience, and contact center solutions to meet a wide range of business sizes and needs.
Communications and Collaboration
Modern business communication demands a host of tools, including desk and mobile phones, email, instant messaging, voicemail, presence information and audio, video and Web conferencing.

subset: commoncrawl


text:
Questions about Hamilton County, IN
- What is the Population Rate of Change?
- What is the Population Density?
- What is the Land Area?
- What is the Percent who did not finish the 9th grade?
- What is the Student Teacher Ratio?
- What is the Median Earnings?
- What is the Mean Job Proximity Index?
- What is the Number of Employees?
- What is the Percent Without Health Insurance?
- What is the Mean Environmental Health Hazard Index?
The population count of Hamilton County, IN was 309,687 in 2017.
Population Change
Above charts are based on data from the U.S. Census American Community Survey | ODN Dataset | API -
Demographics and Population Datasets Involving Hamilton County, IN
Energy And Environment Dashboardmidashboard.michigan.gov | Last Updated 2017-10-19T18:29:24.000Z
Open Michigan (firstname.lastname@example.com) is the official State of Michigan account. Any items created by other user accounts are not endorsed by the State of Michigan.


text:
A special occasion calls for a special, sinfully good dessert recipe, and a special season like the holidays call for that extra sinful, to-die-for dessert that you just want to indulge, and this chocolate chip cookie dough cheesecake bar fits the bill.
It's the combination of two of the best desserts: cheesecake and chocolate chip cookie dough, the holy grail of cookie bar!
This is a scrumptious treat that everyone loves and the sweet ending that everyone wants to indulge in and not have to feel guilty because it's the holidays!
The good thing about this killer dessert is that they are quite easy to bake.
I love the flavors: the buttery cookie dough, the rich cheesecake, and the ever so pleasing chocolate chips in every bite.
Chocolate Chip Cookie Dough Cheesecake Bar is rather similar to the very popular Brownie Butter Cake…basically you get the best of both worlds in one dessert recipe.
This season, indulge in your sweet tooth and make this for your family and friends.
You won't regret it, I can assure you.
Latest Recipes:
SUBSCRIBE TO RASA MALAYSIA NEWSLETTER AND GET EASY AND DELICIOUS RECIPES DELIVERED TO YOUR INBOX. If you try my recipe, please use hashtag #rasamalaysia on social media so I can see your creations! Follow me on Facebook | Instagram | Pinterest | Twitter for new recipes, giveaways and more.


text:
Why RS232 uses negative voltage when idle?
Have you ever asked yourself this question? I've found it answered in April issue (261) of Circuit Cellar, in Test Your EQ section. The answer is quite intriguing.
First of all, DTL and TTL logic families were the most popular when RS232 was developed. In both DTL and TTL input current is significantly lower in the high state (a TTL input is equivalent to NPN transistor's emitter), so it makes perfect sense to use high state when idle to minimize the power consumption in the logic part.
The second part of the story is more funny. Why is high state represented by negative voltage on the line? This is because copper wires exposed to moisture are less likely to corrode if the voltage is negative. Indeed, it's the anode (positive electrode in electrolytic cell) where the oxidation happens. Beautiful explanation, isn't it?
No comments yet.
Leave a comment
You must be logged in to post a comment.
No trackbacks yet.


text:
It will affect everyone. I will post very soon.
On a side note. Fellow forumer and my good friend, MC Sneeks has passed away. He was fond of the 'rap battle' section.
This has hit me hard and its the reason i have been AFK.
Supercats wrote:What's most important is that I got to know this information.
Return to "DavoOnline.com & Company"
Users browsing this forum: No registered users and 3 guests


text:
Difference between revisions of "Tobias Landberg"
|Line 105:
|Line 105:
August 5th: Snippy the 24 pound Shenipsit Lake snapping turtle takes the crittercam for a spin...

August 5th: Snippy the 24 pound Shenipsit Lake snapping turtle takes the crittercam for a spin...

Channel 8 news story: http://www.wtnh.com/Global/story.asp?S=8791388

Channel 8 news story: http://www.wtnh.com/Global/story.asp?S=8791388

Revision as of 15:24, 8 August 2008
Doctoral Student
Office: BioPharmacy 410
Voice: (860) 486-4158
E-mail: firstname.lastname@example.com
Mailing address:
75 N. Eagleville Road, U-3043
Storrs, CT 06269
- 1 About:
- 2 Research philosophy:
- 3 Dissertation research:
- 4 Other salamander projects:
- 5 Turtle research:
- 6 Publications:
- 7 Misc:
I am currently a PhD candidate in the Ecology & Evolutionary Biology department at the University of Connecticut, Storrs.
Co-advisors Drs. Kurt Schwenk & Carl Schlichting head my committee– which also includes Drs. Elizabeth Jockusch and Kentwood Wells.
For more information, here's my CV
Research philosophy:
"Evolutionary-developmental-functional-eco-morphology" was the joke term I coined with my friend Manny. In a nutshell, it's about unraveling the mobius strip of how organisms perform their behaviors, how sources of variation affect that performance, and how that performance affects evolution. The three main sources of variation in nature are ontogenetic (or developmental), ecological (or environmental) and phylogenetic (or evolutionary or genetic). Raising one species of animal under different conditions can reveal whether development is affected by that environment. Raising related species under the same set of different environments can reveal whether the environmental response has evolved. Together with an understanding of the animals' natural environments and the results of a variety of performance tests, functional variation can be used to interpret evolution.
Dissertation research:
Oxygen plasticity:
Gills and tail fins are respiratory organs in amphibians and they are responsive to dissolved oxygen levels. To see how the environment affects these organs, I raised spotted salamanders in high or low oxygen. Not surprisingly, the ones raised in low oxygen developed larger gills and tail fins. Plasticity often comes at a cost– investment in metabolically active tissues could retard growth or development. Surprisingly, those same animals that invested extra energy in respiratory organs also metamorphosed early. In retrospect it looks like this was an adaptive response. That is, low oxygen probably indicates poor water quality and pond drying. Larvae experiencing such conditions in the wild would probably be well served by getting out of the pond before they turn into the proverbial "meadow raisin".
Maternal investment:
Egg size is another feature that varies dramatically among amphibians living in different environments. Stream breeders typically have large eggs while pond breeders have relatively small eggs. This difference has important evolutionary consequences because females are resource limited and cannot both have large eggs and many of them. This trade-off and correlation with habitat strongly suggests that stream environments require large eggs because of the high quality offspring they produce.
My approach to this question is experimental. By surgically removing small quantities of yolk from developing embryos, maternal investment can be artificially manipulated. The strategy is to compare siblings who have had yolk removed to the sham operated group– those who were "poked" but no yolk was actually removed. Differences in growth and development between the two groups are interpreted as due to the amount of yolk they had. Tiny quantities of yolk can affect development from hatching all the way through metamorphosis.
Other salamander projects:
During my tenure here at UConn, I've engaged in a number of other fruitful projects. They are just for fun and as such are all collaborative efforts.
Predator induced plasticity:
One of the best-studied forms of adaptive plasticity in amphibians is their response to predators. Most of this work has been done on frogs but there are still many unanswered questions. Early hatching in response to egg predators is practically ubiquitous among amphibians, but what are the long term costs of leaving the egg early? How do predators that specialize on different life stages interact? Since metamorphosis is thought to be a particularly vulnerable life stage, is it responsive to the presence of predators? Has metamorphosis been selected to be as rapid as possible? Is it constrained physiologically by the demands of transformation?
I mentored Leah Brown-Wilusz's honors thesis (under Carl Schlichting's supervision),and together we designed an experiment to address some of these questions in our local spotted salamander (Ambystoma maculatum). We raised embryos with and without egg predators (trichopteran larvae) and larval predators (marbled salamander larvae:Ambystoma opacum) to see if early hatching affected the response to larval predators. It didn't affect hatching. Presence of the egg predator caused early hatching regardless of the presence of the larval predator indicating that the immediate threat outweighs any future potential threat. Next we looked at morphology and escape performance with lethal fish predators. Salamander embryos exposed to larval predators grew larger tail fins and survived longer with the predators but early hatching incurred a cost– smaller tails and shorter survival times. The effect of early hatching even extended to the adult life stage. Those animals that hatched early in response to the egg predator were smaller at metamorphosis. The early hatching response therefore looks to be maintained as a plastic strategy by costs in the larval period in terms of larval predator avoidance as well as potential fitness costs at metamorphosis.
Laurel Dwyer's honors thesis was designed to address several questions about the mysterious process of metamorphosis. We employed centrarchid sunfish (green sunfish: Lepomis cyanellus and bluegill sunfish: L. macrochirus) to see if spotted salamander larvae Ambystoma maculatum) can adaptively reduce their predation risk by either reducing the amount of time they spend in the vulnerable process of metamorphosis or behaviorally increasing their survival time with lethal predators. Instead of developing nicely to metamorphosis, however, the predator exposed salamanders were just dying. So we are now trying to figure out why. Stay tuned: this experiment will conclude in the early fall of 2008.
Algae–salamander symbiosis:
Along with undergraduate, Shawn Binns, and professor Louise Lewis, we are investigating one of the coolest mutualisms known to science. Ambystomatid salamander eggs deposited in vernal ponds often develop a green hue. This is not just a coating of pond scum, but rather an alga that lives inside the egg capsule. Poetically named, Oophila means egg-lover. Research has previously shown that the salamander benefits from increased oxygen levels produced by the algae while the algae gets nitrogenous waste products from the embryos. Yum. Everybody wins!
The first question we are asking is, who are these little green invaders? We want to know if all the eggs have the same strain or species of algae. Does this vary from year to year? We discovered that the algae inside of Louisiana spotted salamanders looks morphologically different from Connecticut algae. Is it plasticity or the same species? We also noticed that Kentucky algae growing on a different species (Ambystoma texanum) grows not inside the egg capsule but in the jelly matrix. They look similar to the Connecticut algae but bigger. Hmm. What's going on here. We performed a pilot study with freshly deposited Connecticut eggs to see what would happen if we inoculated them with equal quantities of Connecticut and Louisiana algae. The controls developed lots of algal growth complicating the experiment, but we are working on the morphology and molecular analysis...
Turtle research:
Breathing & locomotion:
With Elizabeth Brainerd and Jeff Mailhot at the University of Massachusetts at Amherst, I studied turtle breathing and locomotion. Since turtles can breathe using the limbs at rest... can they breathe during locomotion? Work done by Dr. Don Jackson and colleagues showed that nesting green sea turtles (Chelonia mydas) don't breathe at all during terrestrial locomotion. Box turtles and red eared sliders do however. Surprisingly, there is no relationship between limb movement and when breaths occur. So they can't be using the limbs for breathing during locomotion. Both species appear to use specialized abdominal muscles for breathing during locomotion, but there is one difference. There was no measurable effect of locomotion on breathing in the box turtle, Terrapene carolina. That species has numerous adaptations for terrestriality. The red-eared slider, Trachemys scripta is much more typically semi-aquatic. When sliders pause between bouts of locomotion, they double the size of each breath. This indicates that locomotion interferes with breathing– by reducing the size of each breath. And the adult green sea turtle, of course, who has many highly derived features for aquatic locomotion, doesn't breathe during terrestrial locomotion. Three species–– three different life styles and three different patterns of interaction between breathing & locomotion. Makes you wonder...
Snapping turtle ecology:
In conjunction with many generous private volunteers, several local Connecticut organizations including Our Piece of the Pie and Riverfront Recapture as well as the National Geographic Society, I am working with about a dozen high school students on a snapping turtle ecology project. The primary goal is to allow a dozen young teenagers growing up in urban Hartford, CT access to nature, science and career options they might not otherwise be exposed to.
August 7th: The 2008 snapping turtle research team graduates!
Channel 61 news story: http://fox61.trb.com/video/?autoStart=true&topVideoCatNo=default&clipId=2780247
August 5th: Snippy the 24 pound Shenipsit Lake snapping turtle takes the crittercam for a spin...
Channel 8 news story: http://www.wtnh.com/Global/story.asp?S=8791388
July 25th: Turtle's eye view: news report on footage from the maiden voyage of the CritterCam on a snapping turtle:
Raw footage from the CritterCam mounted to "Jawless", the monster snapper from Wethersfield Cove, CT
July 21st editorial: http://www.courant.com/news/opinion/editorials/hc-snapper.art.artjul21,0,4808734.story
July 15th 2008: We successfully deployed the CritterCam on a monster snapper weighing 39 pounds in Wethersfield Cove off the Connecticut River. The local media covered the event:
Hartford Courant story: http://www.courant.com/community/news/hfd/hc-crittercam0716.artjul16,0,6878119.story
Hartford Courant video: http://www.courant.com/video/?slug=hc-wn-snappingturtle
Hartford Courant photogallery: http://www.courant.com/community/news/hfd/hc-turtle-pg,0,4012910.photogallery
Channel 3 news video: http://www.wfsb.com/video/16893134/index.html
Landberg T., J. D. Mailhot and E. L. Brainerd (2008). Lung ventilation during treadmill locomotion in a semi-aquatic turtle, Trachemys scripta. J. Exp. Zool. 309A. In press.
Azizi, E., T. Landberg and R. J. Wassersug (2007) Vertebral function during tadpole locomotion. Zoology 110:290-297.
Landberg, T., J. Mailhot and E.L. Brainerd (2003) Lung ventilation during treadmill locomotion in a terrestrial turtle, Terrapene carolina. Journal of Experimental Biology 206:3391-3404.
Azizi, E., and T. Landberg (2002) Effects of metamorphosis on the aquatic escape response of the two-lined salamander (Eurycea bislineata). Journal of Experimental Biology 205:841-849.


text:
Sign in or
5.06 Life During Wartime |
Version Compare
|Scope of changes
|Oct 31 2008, 10:59 AM EDT
|20 words added
|Oct 31 2008, 10:59 AM EDT
Key: Additions Deletions
◄ Back to Grey's Home
"Life During Wartime"
Episode Number: 06
Season: 5
Original Air Date: October 30, 2008
Writer: Jim Frawley
Director: Mark Wilding
Special Guests: Kevin McKidd, Lauri Johnson, Scott Haven, Brandon Scott
| Synopsis
| Hookups
|Bailey and a team of surgeons must remove a young girl's inoperable tumor; as the new head of trauma, Owen Hunt challenges the surgical abilities of the residents and the attending doctor's methods.
| Recap of Events:
Dr. Owen Hunt, the military field surgeon, is back at Seattle Grace, where he's been named chief of trauma. He leads a "skills lab" to help surgical interns and residents learn how to deal with trauma cases. He draws back a curtain to reveal several anesthetized pigs -- each of whom he then stabs! "Go ahead, save their lives," he tells the shocked group. "You're a monster," Izzie says and marches out.
Izzie won't work on the pigs, but she has to work with Hunt, who spends all day informing her of the many medical advances based on animal experimentation. She angrily tells him, "You are torturing animals in an age where we have the technology that no longer requires us to. You want to do that, go ahead, but don't tell me I'm less of a doctor for walking away."
Richard encourages Miranda to do another headline-grabbing surgery, this one on a little girl with an inoperable tumor. Meredith finds her old "Anatomy Jane" doll, which comes in handy in showing the 10-year-old girl where her tumor is, and for the surgeons, when figuring out how to remove all of the girls' affected organs at once -- and still keep her alive.
The mother insists on having Erica in on the surgery, but she points out that three other hospitals have turned down the case as too risky and calls it "a huge waste of resources." She finally agrees but maintains a negative attitude.
The surgery is a success and when Richard praises the team, Miranda chews out Erica for taking any credit: "You may be a fine surgeon, but today you were a pain in the ass. You made it as hard as humanly possible. We did a great job today, but that is thanks to me."
Cristina, who's been trying to avoid Owen because he kissed her, is insulted when he can't remember her name, and when he criticizes her pig-saving technique as not being "quick and dirty" enough. When a real trauma rolls in, Cristina is stuck with saving all four pigs. She discourages her interns from nicknaming the pigs. "They're not pets, they're subjects," she reminds them. But she gets emotionally involved when "Wilbur" crashes and she has to operate to save his life. When she runs through how she saved each pig to Owen, she refers to them by the names the interns gave them. Owen tells her "Good job," and then tells her to "terminate them." "If you want them dead, you're going to have to do it yourself," she tells Owen, but Lexie, who also bonded with the pigs, urges Cristina to end the animals' suffering as they'd all be facing painful recoveries.
Owen admits he remembers Cristina, but that was "before" his entire unit was wiped out and he's now living in the "after."
Derek and Mark show up to help with two accident victims but Owen tells them they're not needed. "My residents aren't going to learn anything if they stand back and watch attendings do it. Unless that attending is me."
"Rambo's completely out of control," Derek complains to Richard, who tells him he's got more important things to worry about.
| Best Moments
| Best Quotes
| Opening Statement/Quote:
| Ending Statement/Quote:
| Music:
| Title Reference:
| Goofs:
| Aha! Moments
Life During Wartime Promotional Photos
Copyright ABC
Copyright ABC
|◄ Previous Episode
|■ Back to: Grey's Anatomy Season 5 ■
|Next Episode ►


text:
vintagegirl needed a new logo design and created a contest on 99designs.
2 winners were selected from 96 designs submitted by 37 freelance designers.
We are an estate and liquidation company The Vintage Girls and we have a unique concept around our business. We are branded by the hat's,vintage 50's, and we wear them at all of our sales in addition to cute aprons. We have a vintage 50's feel and look. We are young, fun and LOVE what we do!
We are telling a story about our business and our audience varies from mid 20's to 90! They all love our brand and concept. They seem to relate to the 1950's and we are playing off of that.
This logo will be used as our BRAND...for our website (which will eventually be redone, however our clients love it), banners, brochures...it will be the symbol of who we are. Most estate sale/liquidation companies are stereotyped, formal, old and we have a very different feel and look. We want young fresh and yet 1950's. We wear vintage hats at all our sales with dark brown polka dot aprons....YEA! Fun....
Colors Chocolate brown and 1950's Turquoise. If you look at our website we use a pink and brown and this will compliment it. Our initial thoughts are something this has a vintage truck or a vintage hat, but this is just one idea An example might be http://www.heycupcake.com but please think out of the box and be creative!
Obviously the look is cool and vintage. Have fun and we can't wait to see your creative stuff.....YEA!!!
The Vintage Girls
Find out how a design contest works or learn more about our logo design services.


text:
Preschool Language Scales, Fifth Edition
Overview: PLS™-5 is an interactive assessment of developmental language skills.
Age Range: Birth—7:11
RTI Tiers: RTI Levels 2 and 3
Administration: Pointing or verbal response to pictures and objects
Completion Time: 45-60 minutes
Scores/Interpretation: Total language, auditory comprehension, expressive communication standard scores, growth scores, percentile ranks, language age equivalents
Scoring Options: Manual scoring
Publication Date:
Product Details
New! PLS-5 Norms in 1-Month Increments for Children Ages 2:6 to 2:11.
PLS-5 offers you a comprehensive developmental language assessment, with items that range from pre-verbal, interaction-based skills to emerging language to early literacy! This interactive, play-based assessment provides you with comprehensive, reliable, and trusted information about language skills for children birth through age 7.
Content & Administration
- Administer PLS-5 to test a full range of language skills across the developmental language spectrum
- Link the Home Communication Questionnaire items directly to test tasks to serve as a baseline for testing. This frees testing time for observing natural interactions between parents and children from Birth–2:0.
- Address the needs of children through age 7 who have severe, persistent deficits such as autism or severe developmental delays
Use PLS-5 to:
- Target interaction, attention, vocal/gestural behaviors, and different levels of play for children from Birth to 2:11
- Assess preschoolers with new items for letter naming and book handling, and updated school readiness skills
- Target language skills that tap Theory of Mind and emergent literacy skills for 6- and 7-year-olds
- Assess children at age 7 with new language tasks such as assessing use of irregular plurals and synonyms, constructing sentences using two or three target words in the sentence, and answering questions about a story
PLS-5 Items: Changes from PLS-4
Features & Benefits
- NEW! Track progress using Growth Scores to monitor a child's skills from Birth through age 7:11
- Address a wider variety of early play behaviors
- Better elicit target responses due to test item modifications that are based on examiner feedback
- Minimize transitions between the play and picture pointing tasks now that test items with manipulatives are grouped to streamline administration
- Engage children with the new Picture Manual featuring large, colorful illustrations
- Target multiple phonemes within words using the brief Articulation Screener, which now includes picture stimuli
- Many of the manipulatives are plastic (including Mr. Bear!) so they can be wiped clean after each administration
Psychometric Information
- 1,400 children participated in the standardization normative sample, collected in more than 45 states in the United States
- The standardization sample matches U.S. Census figures (March 2008 Update) for region, race/ ethnicity, and level of caregiver education
- Norms are reported for 3-month intervals for children Birth to 11 months and 6-month intervals for ages 12 months through 7 years, 11 months
- Clinical studies include a developmental delay study and three language disorder studies (children with receptive language disorder, expressive language disorder, and both receptive and expressive disorder)
- Case studies include children identified as high risk (environmental risk) and children identified with autism
- Multiple reviews for bias were conducted throughout the test development. Nationally recognized experts in assessment and bias issues conducted a thorough review of test items and art. An additional sample of African American and Hispanic children were tested to conduct the statistical analysis of bias.
- Split half reliabilities range from .80 to .97. Sensitivity for the Total Language score is .83; specificity is .80.
In addition to the Examiner's Manual, Administration Scoring Manual, record Forms, and Home Communication Questionnaire, the following manipulatives are needed for administration**:
Pre-recorded Webinars
PLS-5 and CELF Preschool 2: Case Studies
Presenter: Adam Scheller, PhD
Using PLS-5 and CELF Preschool-2 case studies, this session provided information for selecting the test most appropriate for assessing language skills of a preschool child. This session reviewed the tests' purpose and design and differences between the test formats, research samples, and test results. Guidelines were provided for selecting the appropriate test and interpreting score results.
Date: Dec 07, 2017
PDF: PLS-5 and CELF Preschool 2: Case Studies
Language Assessment in Early Childhood: CELF Preschool-2 and PLS-5 Case Studies
Presenter: Adam Scheller, PhD
The assessment of a child's language during the preschool years can be complex, not only due to variability in skill development, but also because of the differences between school and early childhood service criteria. By choosing an appropriate assessment battery based on strengths of the instrument, an SLP is often able to overcome the issue of qualifying children with different functional communication levels. During this webinar, participants will review best practice principles for early language assessment and learn how to choose between two widely-used comprehensive language batteries, the PLS-5 and CELF Preschool 2. Examples and analysis of common pre-schooler profiles will be provided through case studies.
Date: Mar 23, 2017
PDF: Language Assessment in Early Childhood: CELF Preschool-2 and PLS-5 Case Studies
Video: Language Assessment in Early Childhood: CELF Preschool-2 and PLS-5 Case Studies
Accurately Interpreting Test Results When Assessing Young Preschoolers
Presenter: Adam Scheller, PhD
This session will provide an overview of PLS-5 and CELF Preschool-2 development to assist clinicians to better understand the test items, research samples, and test results. Guidelines for interpreting test results will be provided so that clinicians can make appropriate programming recommendations for the children they are assessing.
Learning Outcomes
At the completion of the webinar, participants will be able to:
- List at least two procedures conducted to update test items and normative data in a revised edition of a test.
- Describe at least one reason why test scores can change when norms are updated.
- Describe at least one reason why PLS-5 test items may appear at the same or at a different developmental age listed for PLS-4.
- Name at least one reason a PLS-5 standard scores results can be either lower or higher than on other developmental scales or tests.
Date: Apr 22, 2014
Video: Accurately Interpreting Test Results When Assessing Young Preschoolers
PLS-5: Administration, Scoring, and Interpretation
Presenter: Nancy Castilleja, MA CCC-SLP & Chien (Shannon) Wang, MA CCC-SLP
This webinar will provide current PLS-5 information as well as answers to clinicians' frequently asked questions about administration, scoring, and interpretation.
Date: Aug 30, 2012
Frequently asked questions follow. Click on a question to see the response.
PLS-5 Enhancements
I like PLS-4. How different is PLS-5?
Current Norms: The normative data for PLS-5 are now 10 years old. There has been a significant demographic shift from the time PLS-4 was standardized, with increasing diversity in the U.S. population and shifts in the socioeconomic status of families with children birth through age 7.
Streamlined administration: Some tasks were combined in PLS-5 to minimize shifts in administration that require excessive switching between presentation of manipulatives and the Picture Manual.
Improvements to test items: Clinicians working with young children have provided feedback over the years about how test items could be improved. PLS-5 includes modifications that better elicit target responses and make the items easier to administer and score. Approximately 25% of the items on PLS-5 are new; 50% have been modified based on clinician feedback and expert review; 25% are unchanged from PLS-4. See PLS-5.com for examples of new and modified test items.
Addition of Growth Scale Values: PLS-5 now includes Growth Scale Values that were developed so that you can track progress for children birth through age 7.
Now through age 7: Now you are able to assess language from emerging communication behaviors through emerging language and literacy skills through age 7:11. This will provide a single, standardized measure for children with significant deficits (such as children with autism) who are being tracked from a very young age through their early school years.
Updated Articulation Screener: You can now test multiple phonemes within words. PLS-5 includes picture stimuli to elicit target words. The screener takes less than 2 minutes to administer.
Are there new tasks for children functioning at an infant/toddler level?
PLS-5 addresses a wider variety of early play behaviors: play with others (interaction & turntaking) and play with objects (functional and relational play). Use the two-page Home Communication Questionnaire to obtain information from caregivers who have a child whose language abilities are in the Birth through age 2 range. If the caregiver completes the Questionnaire before testing, you can score many of the test items without administering them to the child. This frees you up to observe naturally-occurring parent-child interactions during the testing session.
Are there new tasks for preschoolers?
There are new items assessing emergent literacy skills such as book handling and concept of print. Many of the items at this level have been modified based on PLS users' feedback!
What are the new tasks for older children, especially at age 7?
The new items at age 7 include tasks such as using irregular plurals, using synonyms for a word, usign two or three target words to construct a sentence, and using prefixes.
Why do the "Preschool" language scales extend to age 7:11?
Providing norms through age 7 enables clinicians to obtain standardized scores (including Growth Scale Values) to address the needs of children who:
Better demonstrate their language skills when provided with a variety of interactive test formats Have severe, persistent language deficits such as children with autism or severe developmental delays
Start Points and Age levels
I'm confused about the Start Points versus. Developmental Tasks age ranges. What's the difference?
The start point icon (the arrow) appears throughout the Record Form and the Administration and Scoring Manual. It indicates the recommended Start Point for the ages listed. It does not indicate the age at which the skill is mastered.
The bars marked "Developmental Tasks for Ages __–__ in the Record Form and Administration and Scoring Manual indicate the ages by which developmental tasks are mastered.
Why are the test items so much harder now on PLS-5? "Responds to speaker by smiling" is now at Ages 0:6 to 0:11. It used to be at 2 months.
The age description you are referring to in the Record Form and Administration and Scoring Manual has an arrow icon in front of it (see an example above).
This arrow icon indicates that the age listed is the recommended Start Point for a child age 6 to 11 months. The icon does not indicate the ages at which the skill is acquired. The age band highlighted in gray or purple, such as, "Developmental Task for Ages 0:3–0:5," shows the developmental ages for the task.
You will see differences in the age placement for some of the PLS-4 test items on PLS-5. Generally, the age placements in PLS–5 were adjusted to show the ages at which at least 90% of the children acquired the developmental skill. In PLS–4, at least 75% of the children had acquired the skill. Changing the criterion for item placement form 75-90% made it more likely that a child can achieve a basal on PLS–5 at the suggested start point without having to drop back and administer additional items.
For example, the test item "Responds to speaker by smiling" was Item 3 on PLS–4 and was placed as the most difficult item on PLS-4 for children ages birth through 2 months. On PLS–5, "responds to speaker by smiling" is Item 4, and is placed as the easiest item for ages 0:3–0:5.
Test Administration
Are there guidelines that relate to how often PLS-5 can be administered?
We recommend that one or more of the following three criteria be met before PLS-5 can be re-administered:
- Re-testing should be conducted after the child no longer remembers the test items and/or his or her responses when tested previously
- Re-testing should be conducted when the examiner feels that the child has made progress since the previous test administration (otherwise, there is no reason to re-test)
- Re-testing can be conducted when the child's age at testing results in the use of the next-age norms table to score.
Picture Manual
We work in a setting with children who crush or tear the pages. After heavy use, the pages get really dirty and we would really like to see a Picture Manual with pages that we can wipe clean. Was this considered when designing the test?
We actually have a prototype of a Picture Manual with plasticized "tear-resistant" pages that we will be piloting. The pages can be crushed then laid flat (it does leave some wrinkles, but the page is still usable) and can be wiped clean after use.
It appears that using this type of material in the manual would add approximately $125 to the cost of the kit. We do not yet know how much time is added to the manual's shelf life with heavy use.
Do I need to buy the manipulatives set or can I collect my own?
You have the option of purchasing manipulatives sets or collecting your own. The PLS–5 manipulatives sets are included in the Complete Kit and Upgrade Kit for customers' convenience. Examiners who participated in the PLS–5 standardization collected their own manipulatives to administer the test, so the normative data is based on a variety of manipulatives that meet the criteria described on pages 6–7 in the Examiner's Manual. If you lose or break one of the manipulatives in the kits, you have the option of ordering a replacement from Pearson or using another item from your home or school (e.g., another box that has a lid) that meet the description in the Examiner's Manual.
The administration directions and record form say I need to use a "loud squeaky toy" to administer some items, but the duck that comes with the kit does not have a loud squeak.
Squeaky toys that are made with latex (e.g., dog toys) have a very loud squeak when squeezed because they are stiffer than latex-free squeaky toys. The duck in the PLS–5 kit is latex-free and has a hole rather a whistle so that there are no loose parts. The duck has a louder squeak when squeezed in a way that maximum air is forced through the hole.
We used a sound level meter and ran a test with the ducks in stock. We found that the "squeak" ranged from approximately 60dB (approximately the noise level of normal conversation) to 80–90db (approximately the noise level of an alarm clock or vacuum cleaner). To get the loudest "squeak", we recommend you squeeze the duck's head and body together. See images below.
The squeak volume tends to be low when the duck is squeezed from the sides and/or your thumb is covering the hole. It won't squeak loudly when you hold it like in the images below
On page 7 of the Examiner's Manual, it says I need two cars for administration, "one of which should be blue." I didn't receive a blue car in my manipulatives kit!
The requirement that one of the cars be blue is an error in the Examiner's Manual. That will be corrected in the next printing of the Manual. There were no items tested during standardization that required that the cars be a specific color.
I tried to administer Auditory Comprehension item 27 and found that the blue plastic box that comes in the kit is not large enough to fit both the bear and the pitcher.
It is a tight fit–the bear and blue pitcher fit snugly (you have to push the bear down), and the bear's ear sticks up in a way that you cannot fit the lid on the box and snap it shut. Place the bear and pitcher in the blue box as shown below and simply lay the lid on top. The new pitcher has been designed and completed child safety testing. The new pitcher is now available – call Customer Service at 800.627.7271 to obtain a replacement pitcher for each PLS-5 kit you purchased before February 2012.
The plastic blue box in the kit isn't large enough to fit all the manipulatives!
The plastic blue box in the test box is used to administer specific PLS-5 test items. It was not meant to be the manipulatives storage box. The large blue box labeled PLS-5 Manipulatives Set can be used for storage of the manipulatives.
The large blue box isn't large enough to hold the manipulatives and the manuals. Why wasn't the kit packaged in a larger kit box or in a tote?
Market research with PLS-4 customers showed that SLPs use a variety of methods to store and carry their test components. Some clinicians take all their test materials out of the shipping carton and place it on their shelves; others have their own rolling cases, bags, or boxes that they use to transport kits from one site to another. A majority of clinicians surveyed preferred to find their own storage and "transportation" solution to keep the overall kit price down. The PLS-5 kit was designed to minimize the price of the kit.
I didn't receive the books that are shown in the catalog. I received one book that is different.
Two books come in the PLS-5 Complete Manipulatives Set and PLS-5 Upgrade Manipulatives Set.
Our company stocks three different wind-up toys and three different children's books for the PLS-5. When you order a kit with manipulatives, the kit is assembled with two different wind-up toys and two different books randomly selected for inclusion in the kit.
I received two level 2 books ("Dog named Sam" and "Three by Sea"), but I test 2 and 3 yr olds, and I need the books that are level 1. Is there a different level of the books that are available?
The three books available are all the same level. The younger children are only tested on book handling or following directions with books (e.g., "Get the book and bring it here, please." There are no test items for young children requiring Level 1 reading skills.
Can I order individual manipulatives separately or do I have to order the whole set?
You can order any of the PLS-5 manipulatives individually (e.g., the bear, the blue box). The 2 English children's books shrink-wrapped as a set (ISBN 0158658981.)
Why does the Upgrade Manipulatives Kit cost so much? I don't save much if I order a Basic Kit and just the Upgrade Manipulatives kit.
The best "deal" is purchasing the Complete Kit with Manipulatives. The Upgrade Manipulatives Kit includes the most expensive components of the manipulatives set, so current pricing for the Basic Kit without Manipulatives and the Upgrade Manipulatives Kit is only $11 less than the Complete PLS-5 Kit with all the manipulatives.
Am I able to qualify a child for services using the Auditory Comprehension or Expressive Communication score?
A child may earn a low score on only the AC or EC scale because the child has only a receptive or expressive language disorder. When that happens, the resulting Total Language score may not qualify the child for services.
Standard scores and percentile ranks are reported for the Auditory Comprehension and Expressive Communication scales as well as for Total Language ability. Each of these scores can be used by a clinician to determine if a child meets eligibility criteria under IDEIA for speech-language developmental delay or disorder. AC, EC, or Total Language scores (in conjunction with other test results) can assist a clinician in determining if the child has primarily a receptive language delay/disorder, expressive language delay/disorder, or a delay/disorder that involves both (see the PLS-5 Examiner's Manual, p.3). Low standard scores or percentile ranks for Auditory Comprehension, Expressive Communication, or Total Language ability can be used to diagnose a disorder and qualify a child for services.
Some students I have used the PLS-5 on so far seemed to be scoring higher than on the PLS-4. I am concerned that in some districts with rigid eligibility cutoffs, these children no longer qualify for services.
A PLS-4/PLS-5 study was conducted in 2010 with 134 children from the PLS-5 standardization sample. Each child's PLS-5 Auditory Comprehension (AC), Expressive Communication (EC), and Total Language standard score was compared to the corresponding scores on PLS-4. On average, scores on the PLS-5 are 1 point lower on the AC scale, 1.5 points lower on the EC scale, and 1 point lower on the Total Language score in this study.
We realize that if a child receives PLS-5 standard scores that are even one point higher than PLS-4 standard scores that were borderline (e.g., 77), the child may no longer meet the district criteria for eligibility for services. As you will find in the PLS-5 Examiner's Manual on page 16:
Because no test is perfectly reliable, the true score is expected to be within a range of scores that reflects the expected amount of measurement error…Using confidence intervals, rather than a specific single score enables you to state the degree of confidence you have in a classification, eligibility, or placement decision based on PLS-5 results. Therefore, reporting a confidence interval around a child's score is particularly important in cases for which the score will be used to make those types of decisions.
You pointed out that you are working with districts with rigid eligibility cut offs—apparently that means the district does not take other test results (e.g., language sampling, observations in the classroom, teacher interviews) or the standard score confidence bands into account. These requirements do not align with IDEIA legislation, best testing practice, or appropriate PLS-5 test interpretation.
If you are testing a child who has made enough progress on developmental language skills that he or she no longer qualifies for services, but still shows deficits in specific language skill areas, we recommend:
Additional testing using CELF Preschool 2, which provides a more in-depth assessment of semantics, morphology, and syntax, and/or
Addressing the child's language needs within a Response to Intervention (RTI) service delivery model.
For the children I am working with, PLS-5 scores seem slightly high. Do you have any insights into this?
In the PLS-4/PLS-5 study conducted in 2010, we found only a 1-2 point score difference between PLS-4 and PLS-5 (see the answer to the previous question)
Whenever a new edition of the test is published, you will see some differences in scores. The PLS-4 norms were collected in 2001; the PLS-5 norms were collected in 2010. In addition, there are differences between the PLS-4 and PLS-5 tasks. Those differences, coupled with the current normative information which includes test results from an increasingly diverse population, result in the score differences you are seeing.
If you are testing a preverbal child, or a child with limited verbal skills, his scores may be slightly higher on the Expressive Communication test because children at that level are now given credit for key developmental communication skills such as joint attention and using gestures.
When administering the PLS-5 English to a bilingual student, if the student answers a question correctly however they answer in Spanish, should that be marked correct or incorrect?
Lots of concerns here:
If the child is fluent in English and just happened to give a few responses in Spanish, the responses in Spanish should be scored as incorrect. PLS-5 was normed with children whose primary language spoken is English. We did not norm the test with bilingual children who gave responses in another language. Not getting credit for a couple of responses in Spanish is not likely to tip the child into the disordered range of ability unless the child is giving a large number of answers in Spanish.
If the child is giving a large number of responses in Spanish, the child is clearly bilingual. Both PLS-5 and PLS-4 Spanish should be administered to evaluate the child's skills in each language. When PLS-5 Spanish is published at the end of April or beginning of May, 2012, you will can administer PLS-5 Spanish to the child. With PLS-5 Spanish, you can assess both Spanish and English skills in one test and obtain a dual language score that reflects the child's skills in both languages.
I found information about how to score when a child has multiple basals [page 11 of the Administration and Scoring Manual], but I don't see information in the Manual about scoring when the child has a double ceiling. Which one should I use?
The PLS-5 norms are based on using the lowest basal and the lowest ceiling obtained--the one obtained at the lowest (youngest) age level.
Is there an error or omission in Appendix E (Dialectical Variations), since we do not offer any dialectical variations for AC item 62 a? Variations are listed for AC 62 b, c, & d.) Is this purposeful, because there are no variations, or is there an error in the manual?
Good question! The short answer: it is not an error or omission. AC 62a is a sentence that is grammatically correct. In the normative sample, it was found that a typically developing child will identify the sentence in AC 62a as "right" whether a child is a speaker of Mainstream American English (MAE) or a speaker of a dialect other than MAE. Children who were speakers of dialects other than MAE did not provide a dialectal response to AC 62a after identifying the item as "right," so no dialectal variations are listed in Appendix E. If a child identified the sentence as "wrong," he or she may introduce a grammatical error in his or her response (e.g., for AC 62a, the child answers, "They goin' the store" [omits "to"]). What was more likely to occur was the child responded with an objection to the content (e.g. for AC 62a, the child answers, "No, they goin' to school.") In both instances, AC 62a is scored incorrect (0).
The sentences in AC 62 b through AC 62 d are grammatically incorrect. Typically developing children speaking a dialect other than MAE may identify the sentence as "wrong" and may provide a dialectally appropriate response to correct the sentence. Dialectally appropriate responses are listed in Appendix E. These answers will be marked as correct. If the child identifies the sentence as "wrong," he or she will not receive credit (score=-0) if the response does not correct the grammatical error (e.g., AC 62b, a child who speaks English influenced by Spanish responds "Her can eat a cookie.") or is an objection to the content (e.g., for AC 62d, a child answers, "No, the girl ran slow.")
A child was tested at the following ages with PLS-4 and PLS-5:
PLS-4: Age 3-11 Total Language Standard Score 66, 1st percentile
PLS-4: Age 4-4 Total Language Standard Score 50, 1st percentile
PLS-5: Age 4-11 Total Language Standard Score 72, 3rd percentile
The parent indicated that "I have not seen that much improvement," and is upset about the test results. Are the PLS-5 norms correct?
The PLS-5 norms are correct. Several factors are operating here that may account for the differences in scores:
- PLS is a developmental scale and any new behaviors that the child exhibits from one year to the next (or one assessment to the next) may be reflected in the scores.
- The child is still showing significant delays in abilities: the 1st and 3rd percentiles still indicate very low abilities relative to peers. If the confidence bands are calculated, the percentile confidence bands overlap.
- PLS-5 includes test items addressing social, gestural, and emerging literacy skills that PLS-4 did not. That may account for some difference in scores. If the child has nonverbal communication skills or age appropriate preliteracy skills, PLS-4 may not have accounted for those behaviors. If the child's expressive language skills have not increased significantly, the parent may not understand why the Total Language score increased.
- The PLS-5 normative population is different from the PLS-4 normative population. That alone will account for some discrepancy in scores. The PLS-5 norms reflect current abilities of children in the U.S.
If the parent is concerned that the child is scoring too high on test that taps developmental language skills, you may want to consider using CELF® Preschool-2 to assess the child. Unlike PLS, which taps a broad range of developmental language skills, CELF Preschool-2 is a test that is more academically-focused and is a more in-depth assessment of children who have language issues in specific areas (particularly concept development, morphology, and syntax).
When calculating PLS-5 scores, can I adjust for prematurity? I don't find anything about this in the Examiner's Manual.
The PLS-5 normative data does not include children who were born prematurely. Best practice indicates that clinicians may choose to adjust for prematurity through the age of 24 months. Note that a premature birth is defined as 36 weeks or less gestation. To correct for prematurity, calculate the number of months and days born prematurely by subtracting the child's date of birth from the expected date of birth. Subtract months and days born prematurely from the child's chronological age. After age 24 months, it is not appropriate to adjust scores for prematurity.
Recycle Program
Can I recycle my old PLS-4 kit?
Each PLS-5 kit includes a mailing label so that you can ship your PLS-4 kit back to Pearson at no charge. Pearson will recycle manuals and record forms. If the mailing label was missing from your kit, you may contact us at www.psychcorp.com to request one.
PLS-5 Spanish
When will PLS-5 Spanish be published?
PLS-5 Spanish will publish in April 2012. It will feature a bilingual conceptual score so that the child's language abilities in both Spanish and English are captured in one score.
How will the test be administered?
When testing a bilingual child, the PLS-5 Spanish test items are administered in Spanish until a ceiling is reached. Then the clinician then looks at any items/subitems that were scored 0, and administers only the missed items/subitems in English until a ceiling is reached.
Can I use the same set of manipulatives for PLS-5 English and PLS-5 Spanish?
Yes, the manipulative sets are the same for the English and Spanish tests. If you already own the PLS-5 manipulatives, you may want to purchase the two children's books in Spanish that are used to administer the literacy items (sold separately)
Can I just translate the PLS-5 English kit to use with my Spanish-speaking children?
The PLS-5 English normative scores cannot be used with children who are not proficient enough in English to take PLS-5 in the standardized fashion.
Because PLS-5 is a test that assesses developmental language skills, many of the items in the English and Spanish editions do overlap. However, item placement differs on specific test items because the skills develop at different ages and some subitems are different or appear in a different order based on difficulty of the items in each language. In addition, the norm groups for the English and Spanish editions are rather different. The Spanish normative scores are based on a sample that represents the population of Spanish speakers in the U.S.
PLS-5 Screening and PLS-5 Spanish Screening
When was the PLS-5 Screening & PLS-5 Spanish Screening tests published?
April, 2012
Can I use the PLS-4 Screening Test and apply those scores to the PLS-5 Screening Test?
Unfortunately not; the visual stimuli for many of the pictures have changed. If you administer the PLS-4 Screening Test, you will need to administer all the PLS-5 items unless each sub-item within an item and each corresponding auditory and visual stimulus is completely unchanged from PLS-4.
Can I use the PLS-5 Screening Test and apply those scores to the PLS-5 diagnostic test?
Yes, the scores from the PLS-5 Screening Test can be transferred to the PLS-5 Record Form. You do not need to re-administer the test items when you administer PLS-5.
Are the English and Spanish PLS-5 Screening Tests different?
While some test items appear on both the English and Spanish tests, some items differ. The items selected for each edition of the Screening Tests are the most discriminating test items for English or Spanish speakers based on the normative data collected for the two groups. The articulation item set also differs across forms.
I see that the PLS-5 Spanish Screening Test has English and Spanish test items. Can I administer the English items on the Spanish test to my English speaking clients?
The items on the PLS-5 Spanish Screening Test were developed to test children who speak Spanish. It is inappropriate to use the English items on the Spanish Screening Test for children whose primary language is English because:
- The demographic characteristics of the Spanish sample differ significantly from the demographic characteristics of the sample collected for the English edition. You would not be comparing English speaking children to a comparable normative group.
- The English items on the Spanish Screening Test are translations of the Spanish test items. The English items were not ordered to reflect the order of difficulty or development sequence for English-speaking children.


text:
Refuge International is a compassionate 501(c)3 volunteer organization dedicated to the goal of improving the lives of families and individuals through the collaborative development of sustainable programs in areas where healthcare, adequate nutrition, clean water and education are lacking or non-existent. Refuge International has taken over 100 mission teams to Guatemala. Our volunteers also run a health clinic at Hiway 80 Mission in Longview. Participation helps Refuge continue changing lives…one person…one family…one village at a time.
For more information, please check out the website at www.refugeinternational.com. Riders and runners can register on line or download the application and waiver and mail in. If you or your organization is interested in volunteering to help with the Bike Ride or go on a mission trip, contact us at 903-234-8660.
Here are few guidelines for bike safety for drivers adapted from Bicycle Transportation Alliance:
1. When turning right, make sure you look behind for a bicyclist as bikes can travel quickly and may catch up with you even if you passed them more than a block ago. If you see a cyclist getting close to where you are going to turn, wait and yield to them rather than trying to race ahead of them.
2. When you pass a bicyclist, make sure and pass with plenty of room. Except over a double yellow line, you can cross the center line to pass a bicyclist safely, as long as oncoming traffic is clear. When a driver passes closely, especially over 25 mph is very scary for cyclists.
3. Please don't honk to communicate with cyclist unless you see an emergency. A honking horn near a cyclist is very loud and can be shocking for those on bicycles. .
4. Please do not follow too close to a cyclist. This can be very intimidating. Bicyclists will generally try hard to be out of your way as soon as possible but may be in the lane for some reason.
5. Please be very cautious in neighborhoods. Bicyclists like to use quiet streets to get around, so if you don't adhere to stop signs you risk hitting someone on a bicycle. It is really important to slow and stop before stop signs, rather than after, and then ease into the intersection to see if cross traffic is clear. Children riding bikes or running on the sidewalk may not see you and if you aren't slowing down before they cross the street, you could run them over.
6. Look for cyclists before opening your door. When parking on the street, make sure you are not opening your car door into the path of a cyclist.
7. Use good manners. Apologize if you make a mistake and it will go a long way; eye contact and waves are very humanizing, especially in the stress of rush-hour traffic.
8. Give children extra space. Children on bicycles are often more wobbly than adults, and more likely to turn or stop suddenly without looking or signaling. It is best not to pass a child on a bicycle unless you have many feet of space and proceed extremely slowly.


text:
Not packed, parade still draws revelers
BRIDGEPORT -- The annual Puerto Rican Parade of Fairfield County isn't quite like it used to be, mused Carmen Perez, as she and her family waited for the event to start.
Perez was camped out late Sunday morning with her daughter-in-law, her grandchildren, her son and assorted friends and neighbors at the corner of Park Avenue and Lewis Street, where the parade would pass on the way from its starting point at Central High. She said she has been going to the parade for much of her life, and she has seen it get progressively more low-key over the years, with fewer floats and people.
"In past years, there was more," she said.
Still, Perez said, she seldom misses an opportunity to come out each year and show support for her heritage.
"It's just fun to show our spirit about where we came from -- or where our parents came from," said Perez, who was born and raised in Bridgeport.
She was among the throng lined up along the parade route, which stretched down Park Avenue down to Seaside Park, where the revelers would later gather for a festival that Perez said always is her favorite part of the day.
"You go the park and there's all kinds of food and everyone has a good time," she said. "It's not just Puerto Ricans who show up there. It's everyone."
Perez was among the few along the parade route not dressed in the red, white and blue of the Puerto Rican flag. But her grandsons, 4-month-old Joshua and 4-year-old Jeremiah, were decked out in those colors.
Jeremiah was ready to party a little early. Long before the parade reached him, he was earnestly blowing into a one of the many plastic horns sold by vendors along the route.
Once the parade got going, the spectators clapped and cheered for police cars draped in the Puerto Rican flag, colorful floats blaring festive music, and even a group of horses that danced down the street, skillfully manipulated by their riders.
Those walking in the parade included a variety of politicians, such at Lt. Gov. Nancy Wyman and Bridgeport Mayor Bill Finch, who during his walk reached into the crowd to give a high-five to city resident Nanette Figueroa, 42.
Figueroa was thrilled by the gesture, and said she, like Perez, has attended the parade for most of her life.
"It's the closest thing to our roots that we can see every year," she said.
Figueroa agreed with Perez that the parade has changed over time.
"The crowd was bigger" in the past, she said. "It used to be more packed in here. But I know some people have moved."
Still, Figueroa said, she loves the enthusiastic atmosphere.
"It's changed some," she said, "but the spirit remains the same."
Others cheering on the festivities included Lucy Ramos, 21, of Bridgeport, who said she has been going to the parade since 2006. Her reasons for attending every year are simple.
"I'm Puerto Rican," she said. "I like to show off that I'm Puerto Rican."
email@example.com; 203-330-6290; twitter.com/AmandaCuda; http://blog.ctnews.com/whatthehealth/


text:
Hi folks,
We're going to start taking down "low effort " posts/questions.
Based on community feedback, the overwhelming thought is questions easily answered by a search engine don't belong here.
-Why is the Earth round?
-What is this bright, out of focus sky blob I took a crappy photo of?
-I have $xxx to spend on a telescope, which one do I buy?
-If gravity pulls things into a sphere, why are some asteroids oblong?
-I tracked a satellite flying overhead east to west at 9:21 PM. Just north of Raleigh. Any idea how to figure out what it was?
-Which telescope is better for my budget ? Orion XT8, Skywatcher 8, or Zhumhell 8?
Nice and clear last night in Memphis, Tennessee. Seeing was a bit rough as my best view of Saturn was directly over my garage, which had been backing in 93 degree heat, all day. Pipp to get frames from 3 separate NightCap iphone videos, AutoStakkert to stack, and Registax to process. Top 20% of 2030 frames used. Not the greatest shot (still working to master wavelet processing), but fun to see that you can take decent pics with an iphone on a dobsonian.
5 Boots UK4 5 Winter Women'S Heel CN37 US6 Black Cowhide Fall Nappa 5 Comfort EU37 Boots 7 Shoes Leather Fashion Chunky RTRY For Casual wzYqRB1xY
Hi all, as the title suggests, I want to know what is the ACTUAL highest practical magnification for a telescope capable of 400x? I am aware that 'seeing' plays a major role in this and may not fully utilise the whole 400x. What's the rule of thumb here? Is 300x a safe magnification to go with before it becomes blurry? I live in an area where 'seeing' is average Thanks all!
I live in Montreal. I named my daughter Ara after her grandmother, Barbara.
Thanks for your help.
The European Southern Observatory released this image of NGC 3981, a galaxy that is tidally disrupted due to an encounter with another galaxy. I made a video about it where I point out some interesting features of this image. Pump Heels Black Heel Chunky Beige Beige Round Polyurethane Women's ZHZNVX Fall PU Red Toe Basic Shoes wFwHxAYq
Hi all,
I'm writing a Dungeons & Dragons campaign, and my world has two moons which orbit the planet very slowly--one ~3x/year, the other ~5x.
Someone from this sub gave me a bunch of amazing resources & calculators which I used to cobble together an orbital calendar, so I now know which moons are in the sky at which times & where. However, I can't quite wrap my head around how this arrangement would affect phases.
In my head, the moons appear mostly stationary on any given night, moving a few degrees in any 24-hour period. At first I thought this would mean the phases change rapidly as the planet orbits the sun, but then I realized that our moon's phases change slowly, despite the sun being in different positions relative to it all the time.
Men's Skate Burgundy Ease adidas Adi Shoe My spatial reasoning isn't quite good enough to visualize a 3D system with multiple bodies orbiting & revolving simultaneously, so I've come to you for help. If I want my moons to move sedately through the sky over the course of days and weeks rather than hours, what would their phases look like? Can I still have month-scale phases, or would they shift as the sun moves?
Thanks :)
P.S. I'm currently using this calendar to track phases. (Go to "Save/Restore," then paste the code below into the box). It looks great, but I think it's using the orbital periods I put in, plus Luna-style phases. Feel free to play around with it!
{"year_len":376,"events":1,"n_months":11,"months":["Stormfront","Downpour","Breezes","Skyglow","Sisters","Mooncross","Latewind","Alerine","Eventide","Elune","Stillwater"],"month_len":{"Stormfront":36,"Downpour":36,"Breezes":40,"Skyglow":40,"Sisters":36,"Mooncross":10,"Latewind":36,"Alerine":36,"Eventide":36,"Elune":36,"Stillwater":34},"week_len":7,"weekdays":["Monday","Tuesday","Wednesday","Thursday","Friday","Saturday","Sunday"],"n_moons":2,"moons":["Elu","Ale"],"lunar_cyc":{"Elu":125.333,"Ale":75.2},"lunar_shf":{"Elu":0,"Ale":0},"year":188,"first_day":0,"notes":{"188-6-7":"Mooncross","188-6-6":"Mooncross Festival","188-6-5":"Mooncross Festival","188-6-1":"Mooncross Festival","188-6-2":"Mooncross Festival","188-6-3":"Mooncross Festival","188-6-4":"Mooncross Festival"}}
Everything to do with **Astronomy**: The amateur hobby of man since the dawn of time and scientific study of celestial objects.


text:
12HawkFan wrote:Take away the dropped passes and this is a completely different game.
That simple.
We have a long break now to recoup and work on catching the ball with their hands and not trap it against their chest which was most of the reasons the balls were dropped.
The D has some things to work on but it's nothing huge.
This team still has lots of time to get the wins they need.
One last thing, about Russel Wilson, with the exception of the INT, and I believe that actually was tipped at the line, almost every one of RW's passes was spot on, it's just that receivers either couldn't come down with the ball or they dropped it.
I'm not worried yet.
Return to [ THE OFFICIAL NET NATION FAN FORUM ]


text:
0 Members and 1 Guest are viewing this topic.
I said earlier this the best disc golf purchase for-the-money that I've ever seen. That thing has got to be worth 10x what you paid.
I'd get him to sign it this year and see if that helps......
Quote from: jack on December 05, 2011, 10:03:32 AMI'd get him to sign it this year and see if that helps......if it helps climo or the value of the disc?
I wonder what the value of my Flying Eye- Dancing Skeletons/ Classic Roc is.Never been thrown or written on.Plus my Flying Eye mini. That has my name on it. It has the bloodshot eyeball with wings.
It has more value than your name being on it! Dare I ask for a vote!!!!!I'm thinking $85 for the pair.
Based on the few single Gazelles that sold for $50-$75, I think my value price may be a little Lowe.My discs are more rare.Most minis from that era are most likely lost or in poor condition.Both discs are in brand new condition.Plus I can put whatever dollar value on it I feel comfortable with.The main thing is what discs similar to mine sell for now and what price someone pays me for them.My family and relatives do have historic significance to this town.So my top dollar may be in the $100 range.I actually gave out the Lowest amount I might accept.A couple years ago I quoted the Classic Roc at $35. I was kinda surprised Tank smirked.


text:
- Roll over image to zoom in
Game of Thrones Seasons 1-5 DVD Boxset
Availability: In Stock
Game of Thrones Seasons 1-5 DVD Boxset FREE SHIPPING
Actors: Harry Lloyd, Mark Addy, Alfie Allen, Sean Bean, Peter Dinklage
Format: Multiple Formats, AC-3, Box set, Color, Dolby, Full Screen, NTSC, Subtitled, Widescreen
Language: English (Dolby Digital 5.1), French (Dolby Digital 5.1)
Subtitles: French, Portuguese, Mandarin Chinese, Spanish, Thai, Korean, English
Region: Region Free
Aspect Ratio: 1.78:1
Number of discs: 25
Rated: NR (Not Rated)
Studio: HBO Studios
DVD Release Date:2015
Game of Thrones Seasons 1-5 DVD Photos
Game of Thrones Seasons 1-5 DVD Overview
Like the novels it adapts, Game of Thrones has a sprawling ensemble cast, estimated to be the largest on television.During the production of the third season, 257 cast names were recorded.In 2014, several of the actors' contracts were renegotiated to include the option for a seventh season,Game of Thrones Seasons 1-5 and included raises that reportedly made the cast among the best-paid on cable TV.The following overview reduces the list of characters in Game of Thrones to those played by the actors credited as part of the main cast.
Write a reviewYour Name:
Your Review: Note: HTML is not translated!
Rating: Bad Good
Enter the code in the box below:


text:
Coverage from CNN.com
Coverage from Time.com
Helping.org: What you can do
Louie Cacchioli, 51, is a firefighter assigned to Engine 47 in Harlem.
We were the first ones in the second tower after the plane struck. I was taking firefighters up in the elevator to the 24th floor to get in position to evacuate workers. On the last trip up a bomb went off. We think there was bombs set in the building. I had just asked another firefighter to stay with me, which was a good thing because we were trapped inside the elevator and he had the tools to get out.
There were probably 500 people trapped in the stairwell. It was mass chaos. The power went out. It was dark. Everybody was screaming. We had oxygen masks and we were giving people oxygen. Some of us made it out and some of us didn't. I know of at least 30 firefighters who are still missing. This is my 20th year. I am seriously considering retiring. This might have done it.
Carl Cunneff, 36, an oil broker who works at the World Financial Center, located across the street from the WTC.
I was taking cover beneath the overhang of a building when I saw this big booklet fall from the sky and land on the sidewalk. I picked it up. It was a spreadsheet book with the name Cantor Fitzgerald. It's a financial company where some of my friends work on the 102nd floor. I thought, "That floor must be gone."
Police guided us across the West Side Highway, then we heard a loud roar and looked up to see a second jet headed right for the south tower. We heard the engines speed up as it turned sideways and hit the corner of the building head on. It looked like it melted into a fireball. We thought there might be other planes. So we all started running toward the Hudson River to the ferry service to New Jersey. The ferry was packed with people crying and hugging one another, not knowing if their coworkers were dead or alive.
PREVIOUS NEXT: John Frey>


text:
Welcome Back
After last week giving a description of what embossing powders I find essential it occured to me that a tutorial on HOW to actually do heat embossing might be helpful to newbies, so here we go.
Here is a step by step of the process.
You will need
- Heat tool; to melt the embossing powder
- Versamark ink or other slow drying pigment ink
- Card stock
- Rubber stamp of your choice
- Scrap paper
- Stamp your image on to the cardstock using the Versamark or other pigment ink.
- Place your card over the scrap paper and cover the stamped image with the embossing powder of your choice.
- Tap off the excess poweder onto the scrap card, and then pour it back into the pot it came from
- Heat the powder on your image using the heat gun, be sure to protect your worksurface as the heat tool will get extrememly hot.
- You will know the powder is 'cooked' when the image goes shiney rather than looking like powder.
- As soon as the powder melts move your gun over the image to the next area to be melted. If you stay on a spot that has already melted the powder will stop being shiny and raised and will go dull and flat and you may scorch your paper.
- Set asside to cool, once cooled you can now use your stamped image as you please. Embossing means that you can now colour your image using wet media like watercolour for example with out the image distorting with the moisture.
http://tsukineko.com/tips/VM_tips.php Photo demo of the above from the makers of the Versamark ink.


text:
If the officials aren't calling games to fix the NFL's money making agenda for certain teams in specific contexts, then they are betting on games and point shaving.
Multiple bad/game changing calls in multiple games.
Seahawks fan being butthurt? Probably.
Though it's not just against our team.
Someone really needs to create a metric that tracks erroneous calls by officials, bet we would see a pattern clear enough to predict playoff teams by the midway point of the season.


text:
Almost every training plan or coach I know includes a taper before the big event. The goal is to recover, absorb fitness, and prepare for a day of super-performance. If all goes well, the athlete will be able to perform at or just above the ability demonstrated in training. But if all we do is cut back on your training load and manage your intensity...ignoring the other 85 percent of your life...exactly how effective do you think that taper protocol will be?
It's Not Just About the Training
From my experience working with athletes, the pre-race period is rife with additional stressors not present in daily life. There's upcoming travel to the event and the logistics associated with family and equipment. There are the challenges associated with walking away from our work and personal lives for a few days. There's the pressure of performance, equally as heavy whether you are a paid professional or a committed age grouper. And let's not forget the fact that you actually need to race
Here are a few tips on how I counsel people to manage the taper period. Take what you can use, ignore the rest, and add your own tips via comments.
The Travel Schedule
Summary: Getting to your event--equipment, family and self intact--is in and of itself an amazing feat. Really. The number of potential roadblocks--from packing to security to food to sleep to directions to money--far outnumber the forces operating on your side. The event itself aside, this is quite possibly the biggest stressor in your season.
Advice: Narrow your focus down to what critically matters. Empower and/or equip those traveling with you to take charge of their own situation, and do as much before you leave the house as possible:
1. Do all your critical pre-trip shopping for last-minute gear and travel food the weekend before your race so you can eliminate last minute dashes to the store.
2. Pack your equipment about 24 hours before you need it, giving you time to shop / fix any last minute issues so you can travel worry-free.
3. Print your travel itinerary, final directions, and any other key logistical information. Then keep it in a manila folder with your name on it; or better yet put it on your smart phone (thanks, Evernote).
The Work Strategy
Summary: Fresh off the sting of you leaving for training vacations, your envious colleagues now have to deal with another absence. Better yet, you are only racing for a few hours but need to leave for five days. And let's not forget anxious clients and the inevitable project that just won't go away. It's a wonder you'll be able to do the race without an earpiece in.
Advice: Set expectations as early as possible regarding the importance of your event and what you'll need to do. This includes for your boss as well as your colleagues; leave no one out of the loop.
1. Give your contact info to those who need it, but stress that your availability is limited.
2. Set an autoresponder and/or voicemail that leaves explicit instructions on how folks can reach others in your absence who can solve their problem(s).
3. Do everyone a favor and don't leave anything until the last minute. At the very least, leave everything with a next action step and a date for when you will get to it (upon your return).
4. Really do your best to get away. It's actually good for you and your team, and you can repay the favor when someone else in the office is chasing a valued personal goal.
- 1
- of
- 2


text: Sex addiction! It's so hot right now! As we've mentioned before, this little-understood malady has gotten oodles of press since David Duchovny checked into rehab to treat his sex addiction while, in a life-imitates-art twist, the show in which he plays a sex addict, Californication, entered its second season. Now that a movie starring a sex addicted character (Choke, based on the book by Chuck Palahniuk) premieres on Friday, journalistic roundups of sex addiction and its discontents have reached a fever pitch. Most of the articles discuss the psychiatric controversy over the term.Slate's Dan Engber discusses the history of sex-as-addiction in the medical community, noting, "the 1973 discovery of opiate receptors in the brain made it clear that our normal pleasure response is something like a scaled-down version of a drug high… If activities like eating and sex could activate the same pleasure centers as heroin, morphine, and cocaine, it was a small step to assume that repeated behavior might generate its own dependency." But Engber adds that shrinks are still arguing over the meaning of addiction in general. "Some argue that the euphemistic use of dependence has done little to eliminate the stigma associated with the condition," he writes. "Others see the medicalization of behavior—sexual or otherwise—as a form of social control." Today's Wall Street Journal lists some of the criteria of sex addiction. Executive director of the Society for the Advancement of Sexual Health Robin Cato tells the Journal: "You need to ask yourself: Is this a secret? Are you spending money on it you don't have? How does it affect your job or your marriage? What would happen if you were caught?" The Journal adds that sex addicts are frequently narcissists, and whether or not you believe sex addiction exists, it probably doesn't hurt for people who think about no one but themselves to go through a treatment that makes them realize other people are affected by their actions. Sex Dramedy [Slate] Is Sex Addiction A Sickness, Or Excuse To Behave Badly? [WSJ] Earlier: Not Quite Enough Sympathy To Go Around For The Sex Addict Maybe So-Called Sex Addicts Should Enroll In 12-Step Programs


text:
Hire a PHP Laravel Developer
Buxheti $750-1500 USD
We are a project management tool looking for developers to work monthly with us in custom modules and integrations we need to develop.
Our software is developed in PHP using the framework Laravel.
I attach the images of the first integration we would work on that is slack.
132 profesionistë freelancer dërguan një ofertë mesatare prej $1232 për këtë punë
Hi.. Greetings from Webwing Technologies!! - We are ready to provide Dedicated Laravel developer to your work, they will full time with and provide daily work report with daily task sheet Relevant Skills and Experie Më shumë
Hello! With 98% to 99% completion rate, 1000+ successfully completed projects, and a 4.99 reputation (maximum possible, 5.0) (can be verified on my profile page https://www.freelancer.com/u/rajeshsonisl.html !!)... Më shumë
We have great expertise in Laravel. I have reviewed project requirements and attached png files. We are specialized in providing custom level of services as per requirements. Lets discuss & get starte Relevant Skills Më shumë
I have gone through project description, but I would like to discuss to clear my understanding of requirements. Please PM me so we can discuss the requirement in more details Relevant Skills and Experience Top rated d Më shumë
We are a team of PHP-WordPress developers who is assisting globally to our clients. We have worked almost 70+ website till the date and have experience in working with 400+ projects. Relevant Skills and Experience Som Më shumë
Hello, my name is Michael. I represent Ukrainian based IT-company Webbook Inc that provides services in the IT-sphere for international business. We were carefully reviewing the requirements of the job description, so Më shumë
Thank you for the description, Can you please open a chat to discuss this project specification in detail Relevant Skills and Experience we have 10+ yrs of experience Proposed Milestones $1323 USD - On discussion wit Më shumë
Hi, I have read your post and understood your requirement. Looking for the freelancer to work on your next project? Or just need some issues/bugs/fixes ASAP? Relevant Skills and Experience •Laravel/PHP/MySQL http://t Më shumë
Dear Client, I have worked on lots of projects in laravel and many others. I am an individual freelancer spend 8 hours in a day and 40 hours in a week. Relevant Skills and Experience I am very much comfortable using Më shumë
Hi There I am Sam, having 7 years of experience in this domain personally to manage and execute the project as per client vision. Relevant Skills and Experience Here are my new or recent work for my clients business. Më shumë
Hi, I can do this website. I am a Senior Web Developer and available to discuss with you. Mentioned below is my Past Portfolio [login to view URL] Relevant Skills and Experience Html5,CSS3,JavaScript, Më shumë
Here you can go with Elite-LEVEL Freelancer, EliteSolution. Let's go together for your project. How are you today? I am a full stack developer who has good experience in mobile and web development I am her Më shumë


text:
Life Science: Session 3
Mary Bitterlich, Lakewood, CO
"Science is just about my students' favorite subject now, and honestly, years ago when I was teaching, I wouldn't say that was true–you know, there wasn't as much excitement by the kids when you started a new unit. But with the actual exploring built into the curriculum, all the things they do themselves, it gets them excited, and that's a big part of what's fun about teaching science."
School at a Glance:
Glennon Heights Elementary School
Lakewood, CO
- Enrollment: 257
- Students per teacher: 15.9
- Ethnicity:
72% White
17.5% Hispanic
7.5% Asian
1.5% American Indian
- Percentage of students receiving free or reduced-price lunch: 18% versus a state average of 32%
Mary Bitterlich teaches third grade at Glennon Heights Elementary School in Lakewood, CO, a suburb of Denver west of the city, toward the mountains. Lakewood is a quiet middle-class community that has watched the population in the Denver area explode during the past thirty years. Founded in 1958, the school has seen what was once a sparsely built stretch of land between Denver and the mountains fill in with young communities full of new homes.
About 25% of the school's 270 children are from minority populations. Glennon Heights' students' state test scores tend to be consistent with or higher than state averages.
Mary credits her children's interest in science to the hands-on nature of the subject, and she has noticed that her school's new curriculum, the Biological Sciences Curriculum Study's (B.S.C.S.) Science T.R.A.C.S. (Teaching Relevant Activities for Concepts and Skills), does a good job encouraging children to explore and use their hands and minds. She feels it has made a big difference: "Not only is that a great way for the kids to learn, but it's also a fun way to teach the kids, because they're so involved, so motivated, so engaged…Science is their favorite subject now, and years ago, I wouldn't say that was true." Life science especially appeals to them, said Mary, because of the many ways they can connect to the subject matter.
|prev: children's ideas bibliography
|next: lesson and curriculum


text:
Story Time
Friday, December 1, 2017 10:45am - 11:30am
Location: The L.E. Shore Memorial Library
Join us every Friday for a great way to start your weekend! 10:45am-11:30am at the L.E. Shore Memorial Library.
Ages 0-5 years. Every week features stories, crafts, games, sensory play and fun. Drop-in. Free event.