text:
Extra time and rest breaks
Electronic test format
Reading to students
Vision impairments and/or poor motor sensory control
Autism spectrum
Severe speech and/or physical impairment
Temporary injuries/medical conditions
Hearing disabilities
Fatigue inducing conditions and/or attention disorders
Learning and/or intellectual disabilities/behavioural difficulties
This section contains a number of scenarios that provide examples of how the adjustments outlined in the National protocols for test administration may be applied. The scenarios that follow are examples only, and are to be used only as a guide in circumstances with students that may be in a similar situation. The students at your school may be in a different situation to those outlined in these scenarios and require different adjustments and provisions. Teachers and schools are in the best position to determine the needs of individual students, in consultation with students and their parents/carers.
Adjustments should generally reflect the kind of support and assistance provided in the classroom in order for students to show what they know and can do. However, some support that is used in classroom learning and assessment is not appropriate in the NAPLAN assessment setting. If some methods students use in their classroom based assessment are not permitted in the NAPLAN assessment setting, adequate time and support should be provided to these students to enable them to adjust to the NAPLAN assessment conditions accordingly.
The adjustments for NAPLAN are permitted in line with the Disability Discrimination Act 1992, and Disability Standards for Education (2005), which emphasise that reasonable adjustments must be made to help ensure students with disability are able to access the tests wherever possible. The Disability Standards for Education (2005), state that the education provider:
must take reasonable steps to ensure that the student is able to participate in the courses or programs provided by the educational institution, and use the facilities and services provided by it, on the same basis as a student without disability, and without experiencing discrimination
must decide whether an adjustment is necessary to ensure that the student is able to participate in the courses or programs provided by the educational institution, and use the facilities and services provided by it, on the same basis as a student without disability
The Disability Standards for Education (2005) also state that when assessing whether a particular adjustment for a student is reasonable, regard should be given to all the relevant circumstances and interests, including:
the student's disability
the views of the student or the student's associate
the effect of the adjustment on the student, including the effect on the student's:
ability to achieve learning outcomes
ability to participate in courses or programs
the effect of the proposed adjustment on anyone else affected, including the education provider, staff and other students
the costs and benefits of making the adjustments
Please check with your state or territory test administration authority (TAA) if in doubt.
The NAPLAN tests are designed to provide a summative, nationally comparable understanding of student performance in reading, writing, language conventions and numeracy. The tests are not designed as formative tools and adjustments appropriate for learning environments may not be appropriate for NAPLAN. Adjustments are not appropriate (even if they are usually provided for the student in their classroom) if they compromise a student's ability to demonstrate the following skills:
Reading: The NAPLAN reading tests assess the ability of students to independently make meaning from written standard Australian English texts including those with some visual elements. Reading the stimulus material and/or questions aloud to a student during the reading test is therefore not appropriate or permitted.
Writing: The NAPLAN writing tests assess a student's ability to convey thoughts, ideas and information through the independent construction of a written text in standard Australian English.
Language conventions: The NAPLAN language conventions tests assess a student's ability to independently recognise and use correct standard Australian English grammar, punctuation and spelling in written contexts. Reading questions aloud to a students during the language conventions test is therefore not appropriate or permitted.
Numeracy: The NAPLAN numeracy tests assess students' knowledge of mathematics, their ability to independently apply that knowledge in context, and their ability to independently reason mathematically. Reading numbers or symbols aloud to students or interpreting diagrams in the numeracy test is therefore not appropriate or permitted.
Depending on circumstances, some students may require separate supervision during the tests, or have consideration given to the seating position of the student, to minimise distruption to other students.
Further guidance is provided below on the following three adjustments outlined in the National protocols for test administration - extra time, rest breaks and the electronic test format. Information about reading to students is also provided.
Teachers and schools are best placed to determine how many minutes of extra time a student should have to take the test. Generally, it is recommended that no more than 5 minutes of extra time per half hour of test time be granted, however in some cases it is recommended up to an additional 50% of published test time be provided. In any case, the school is best placed to make a final decision based on the specific circumstances of the student in question, in line with TAA requirements.
Where relevant, rest breaks can be used as an alternative to extra time to avoid student fatigue, although there will be instances where both (i.e. extra time and rest breaks) are necessary.
Braille users: The logistics of using Braille or a Brailler may warrant the provision of some extra time for all students accessing the test in this manner, regardless of their proficiency in this medium. For example, students who use Braille are also required to use two large Braille books in the reading test (i.e. the reading magazine and question book) working between the two at the same time (e.g. taking their fingers off one book to refer to the other and finding their place in each). Students using Braille are required to respond on their Brailler and then tactually find their place for the next question.
The electronic test format enables students to answer questions on screen by clicking a radio button or typing their answer in a text box. In order to be eligible to use the electronic tests, students must currently use assistive technology (i.e. a computer) as part of their usual adjustments when participating in classroom assessments and not be able to access the tests through any of the other adjustments available.
The electronic test format tests will contain the same content as those undertaken by other students. The test results of students deemed eligible to use the electronic test format tests will be included as part of the official cohort of students undertaking the tests; and these students will be provided with a NAPLAN student report.
Schools may obtain a sample NAPLAN electronic test from the relevant test administration authority to enable students to familiarise themselves with the medium in preparation for the tests.
Reading to students is a provision available to all students, in line with the following (as taken from the NAPLAN National protocols for test administration):
Test administrators are permitted to:
Read test instructions
Read writing instructions
Read practice questions
Read the writing stimulus
Read numeracy questions (but not numbers or symbols)
The literacy demands of the test should not exclude a student from accessing the numeracy tests, however it is not intended that a teacher lead the class through the numeracy test, question by question, unless the literacy standard of the whole class is a barrier to access.
Test administrators are not permitted to:
Read numbers or symbols
Interpret diagrams or rephrase questions
Read questions, multiple choice distracters or stimulus material in the reading or language conventions tests
Paraphrase, interpret or give hints about questions or texts
Engage a parent or student to assist a student to read permitted sections of the tests (the reader should be a regular NAPLAN support person)
The situation
Sam* is in Year 5.
He has been using Braille since infancy and accesses it for all his reading and writing materials.
He has highly proficient Braille skills and regularly uses a Braille typewriter when producing written work for classroom activities and assessment tasks.
Key points to consider
Sam normally uses a Brailler in his classroom activities.
Adjustments relevant/applicable?
Extra time
Electronic test format
As a Braille user, extra time is relevant in Sam's case. Sam's school principal, in discussions with him and his parents, decided an extra 10 minutes per half hour of the writing test was appropriate, 15 minutes extra for the language conventions and reading tests and 20 minutes extra for the numeracy test.
Antonia* is in Year 3.
Antonia has severe vision problems due to a degenerative eye condition, and requires all her work provided in large font.
Antonia has only been learning Braille for a few months and is not proficient using this medium.
Previously Antonia accessed her classroom resources using large print materials and has been using the support of a scribe for classroom (writing) learning and assessment tasks.
Antonia does not have fluency using the Braille code.
Antonia uses a scribe for her writing tasks
Scribe (if available for the Writing test - see notes below)
Large print
In this case, Antonia's principal determined that up to 5 minutes of extra time per half hour of the tests was appropriate for Antonia to use when participating in the Writing test using a Scribe. (For example, if Antonia requests the Scribe read back her words for the sake of continuity during the writing test etc). Antonia used large print for the other tests.
Rosalia* is in Year 9.
Rosalia has cerebral palsy which severely restricts her movement in her upper limbs.
Rosalia's vision is limited and she has difficulties with motor sensory control and her hand/eye coordination.
Rosalia has regularly used a computer with text prediction and screen reader software (i.e. 'zoom text') to support her to complete classroom learning and assessment (see notes).
Rosalia may experience fatigue when accessing her assistive technology; this fatigue is an effect of her cerebral palsy.
Rosalia normally uses assistive technology in her classroom activities.
Rosalia has severe physical disabilities which restrict her movement.
She experiences fatigue.
Rosalia has low vision.
Rest breaks (see notes below)
Text prediction software
Text prediction software is not permitted in the NAPLAN assessment setting.
Rosalia is eligible to use the electronic test format.
In this case, it was determined that up to 15 minutes of rest time per half hour of the tests was appropriate if Rosalia needed this because of the fatigue she suffers due to her impairment. Up to 15 minutes of extra time per half hour of the tests was also made available to Rosalia only if she required it (too much extra time can prolong fatigue), in recognition of the severity of her impairment and how long it may take her to complete the tests. This time also accounted for differences between her learning accommodations and the adjustments permissible for NAPLAN.
James* is a Year 7 student.
James has a severe degenerative vision impairment.
For most of his classroom learning and assessment, his teachers have been providing his work in large print (a size N36).
He has found this method to be sufficient to complete his school learning and assessment, although sometimes James requires a few minutes longer than other students to complete class assessments when using this method.
James is also learning Braille, though he is not yet proficient and is unable to access assessment tasks using this method.
James also uses a computer and screen magnification software (zoom text) to access some of his writing assessments.
James regularly uses a computer with screen magnification software to produce and participate in his class learning and assessment.
Large print (see notes below)
Computer with screen magnification software for the writing test only
James regularly uses a computer for producing and participating in his classroom learning and assessment. James may use a computer to type his answer to the writing test and screen magnification software ('zoom text') to review his response. James can access the remaining tests via large print.
In this case, it was determined that up to 5 minutes of extra time per half hour of the tests be made available to James because of the time he may require to read the large print materials.
Luke* is a Year 7 student.
Luke has a severe form of Nystagmus which causes rapid involuntary eye movement.
Luke also has a shunt in his brain and an atypical head position. He needs to turn his head in a particular way to see clearly.
When anxious, Luke's Nystagmus is often exacerbated and his vision temporarily decreases.
Writing with pen and paper is very difficult for Luke, due to his head position, and he regularly uses a computer to access his classroom learning and assessment.
Luke uses assistive technology for all his regular classroom learning and assessment
Timed tests may create emotional stress that can cause the Nystagmus to increase and Luke's vision to temporarily decrease (see reference list)
Extra time (see notes below)
Rest time
Luke is eligible to access the electronic test format.
It was determined that up to 10 minutes extra time per half hour of the tests was appropriate due to the difficulties and related time taken Luke requires to control his eye movement. Five minute rest breaks were permitted per half hour of the test to account for the emotional stress Luke may experience taking a timed test.
Jessica* is in Year 9.
She was born with a painless degenerative eye condition. She requires all her printed material to be provided in large print (font size N24).
She has adept fine motor sensory skills.
Jessica's teachers provide all her work in large print (N24) and she has been able to complete all her classroom learning and assessment as required.
Jessica also uses low vision aids to assist the completion of her learning and assessment.
Jessica requires printed material in large font (N24).
Large print is how Jessica generally accesses her classroom learning and assessments.
Because Jessica is adept at accessing her work in large print, and has adapted well to this provision in the classroom, it was unlikely that extra time would be necessary for her to complete the tests. However, due to the logistics involved in reading large print, 5 minutes of extra time per half hour of the test was made available to Jessica if she needed it.
The receipt of adjustments is dependent on the resources available in each school, state and/or territory.
Calvin* is a Year 5 student.
Calvin has been diagnosed with Asperger Syndrome and has been attending occupational therapy for a couple of years to develop his fine motor skills, including handwriting, and to assist with his organisational and planning skills.
Calvin also has difficulties with pencil grip, pencil control (and fine motor skills) which impact on his handwriting legibility and cause him to become easily frustrated with writing tasks.
His need to concentrate on letter formation and the constraints of letter size due to writing on lined paper, contribute to his inability to complete written work.
The pressure he applies to his pencil grip often destroys his bookwork.
To assist with this, Calvin has been using a computer to complete his classroom tasks.
Calvin regularly uses a computer to complete all his usual classroom activities.
Computer for the writing test (text prediction/spell check off)
NAPLAN support person (see notes below)
Rest break (for the Writing test)
In this case, it was determined that Calvin be permitted up to 5 minutes of rest breaks per half hour of the writing test to assist with any potential frustrations (which he has regularly displayed when participating in classroom learning and assessment). He was permitted to use a NAPLAN support person to assist in a manner the school deemed appropriate e.g. shading in the 'answer bubbles' (at his direction) for the other tests.
Note: not all students with Asperger Syndrome will have the difficulties identified above.
Benjamin* is a year 3 student with autism.
Ben has a timed behaviour management strategy that allows him 10 minutes of break time per hour during classroom activities because of the obsessive nature of his disability.
His teacher, where possible, provides Ben with a more flexible working schedule to complete tasks.
Ben likes the routines of the school day and needs to be prepared for changes wherever possible.
Benjamin requires a flexible schedule to complete his tasks.
He has an obsessive trait.
Rest break
In this case, it was determined at the school that up to 5 minutes of rest time per half hour of the tests was appropriate. This reflects Benjamin's usual flexible practices in the classroom which take into account for his difficulties concentrating.
Jenni* is a Year 3 student.
She has cerebral palsy and is unable to walk.
She has limited use of her arms and one hand and is unable to speak.
Jenni uses an electronic wheelchair and a talking machine.
In class, Jenni uses visual communication supports, some (modified) sign language and body gestures to communicate including moving her head.
When accessing her classroom learning and assessment, Jenni generally uses a computer to complete her work tasks with a multimedia tool (e.g. Clicker software) that enables her to write with whole words, phrases or pictures and an augmentative communication device (e.g. Go Talk). See notes below.
Jenni also frequently requires her classroom reading materials in large print.
Jenni regularly uses assistive technology and software to access her classroom learning and assessment.
Jenni regularly uses large print alongside assistive technology to complete classroom learning and assessment
Jenni's school requested access to the different tests in different ways to replicate Jenni's usual access to learning and assessment in the classroom; i.e. viewing the reading stimulus in large-print, while accessing the questions via the electronic test format. (Jenni is eligible to use the electronic tests format).
In the NAPLAN tests, the use of multimedia tools/software that enables students to write with whole words, phrases etc are not permitted. To account for the subsequent adjustments Jenni is required to make in light of this, and to accommodate the logistics involved in accessing the tests via large print and on screen, 10 minutes of extra time per half hour was deemed appropriate for Jenni to use in the writing test, and up to 20 minutes extra time per half hour for the other tests. Jenni was also allowed rest breaks as and when she required (up to 15 minutes in total per test).
Sophie* is a student in Year 5.
Two weeks before the NAPLAN tests, Sophie broke her right arm (she is right handed). Sophie has limited movement in her fingers due to both the cut of the cast and the injury she sustained.
Sophie finds gripping a pen with her right hand painful. She will be in a cast for many weeks.
For the last two weeks, Sophie has been using a computer in class to type out her written work.
Sophie sustained the injury prior to the test.
Sophie sustained the injury to her prominent hand/arm used to participate in classroom learning and assessment tasks.
NAPLAN support person
A computer for the writing test (predictive text, spelling and grammar check turned off)
Sophie can use a computer to complete her response to the writing test. A NAPLAN support person can be used for the language conventions, reading and numeracy tests (e.g. to shade in bubbles or write a short response or answer dictated by the student).
A NAPLAN support person either has to be a teacher or other person as engaged by the school (cannot be a parent of the student or another student), and should be familiar to the student.
If no alternative adjustment is appropriate the student must be marked absent from the test session.
Nicktarios * is a Year 9 student.
He has type 1 diabetes which is managed with insulin through a pump or via injections, food and regular blood glucose checks using an electronic device.
On occasions his sugar levels may be erratic. Nicktarios's school health care plan identifies his schedule for the monitoring of his blood sugar. This occurs at regular intervals throughout the day.
Nicktarios has developed independent skills and self manages his health care needs.
Nicktarios has no difficulties with his hearing, vision, or motor sensory abilities.
In class learning and assessment, Nicktarios is permitted to access appropriate snack foods, water or additional toilet breaks as required, as well as his medical equipment.
Nick has type 1 diabetes.
Nick is allowed to be excused from class for short breaks as part of his medical needs and has access to his medical equipment, medication and food.
In this case, it was determined at the school that approximately 10-15 minutes of rest break time in total could be used by Nicktarios per test, as and when needed.
Nick is also permitted access to his medical equipment, medication and necessary food during the test.
If Nick needs more time to attend to health needs, the invigilator can add further rest breaks.
William* is in Year 9.
He has an Acquired Brain Injury (ABI) following an accident.
He now experiences some learning difficulties in classroom curriculum areas where he previously excelled.
His injury has impacted on his ability to process information, organise his routines and thoughts and retrieve information from memory.
His lack of self control has also been noted.
Due to his ABI he is often impulsive and impatient which leads to inappropriate behaviour in the classroom environment.
His teachers have implemented strategies to support William in all learning and assessment environments including memory aid strategies (e.g. digital recording device with scripts downloaded electronically), planning techniques (e.g. mind mapping and highlighting) and reduced visual and noise distraction (see notes).
William is often late to school due to the impact of the ABI on his sleep patterns, and experiences fatigue at various times throughout the school day.
William regularly displays impulsive and inappropriate behaviour in the classroom.
William experiences fatigues which impacts on his attendance and behaviour in the classroom.
The digital/electronic memory aid strategies etc used by William in classroom learning and assessment are not permitted in the NAPLAN tests.
In William's case, it was determined that 10 minutes of rest breaks and 10 minutes of extra time per half hour of the test was appropriate due to both the mental and physical fatigue he experiences and the time it takes for him to process information due to his injury.
John* is in Year 7.
He is profoundly deaf and is fluent in Auslan.
John has no difficulties reading or writing.
His classroom support teacher (who specialises in Auslan) regularly uses Auslan to confirm instructions relating to his classroom learning and assessment.
John is profoundly deaf and regularly uses Auslan to communicate.
Oral/signed support
Signing is permitted for sections of the test that can be read to all students (see 'reading to students'). There are no verbal components to the tests and as John has no difficulties reading or writing, and is fluent in Auslan, the provision of extra time was deemed not applicable in this case. In other cases extra time may be required depending on the fluency in oral signage of the teacher and student in question, and whether the student requires the test instructions to be repeated throughout the test.
Shari* is a Year 3 student.
She has had several episodes of acute otitis media (inflammation of the middle ear) which is usually accompanied by pain and fever.
When Shari is experiencing an episode of otitis media she does not respond to speech from various positions in the classroom and will make frequent requests for verbal communications to be repeated.
Shari's teachers have become aware that during these episodes she is experiencing a degree of hearing loss which can vary with the progress of the infection.
Her specialist has indicated that the hearing loss she is experiencing is in the mild to moderate category.
She does not access or use signing.
Shari's speech perception is also affected, specifically her phonetic awareness, which has affected the development of her literacy skills.
Shari's episode of otitis media usually leaves her in pain and or/with fever.
These episodes directly impact her ability to perform to her utmost capacity (in learning and assessment) even when not experiencing an episode of otitis media (see reference list).
Rest breaks may be applicable in this case if Shari is experiencing an episode of otitis media during the tests. In this case, Shari's school determined that 10 minutes of rest breaks per half hour of the test was appropriate because of Shari's fluctuating condition and related pain.
If Shari were to experience an acute episode of otitis media during the tests, it may be more appropriate to allow her to sit it during a catch-up session, or to mark her absent from the test session.
As literacy is an issue, Shari is able to have all the test instructions and numeracy questions read to her, see 'reading to students'.
Sherab* is a Year 3 student who has Rod Cone Dystrophy (Retinitis Pigmentosa).
This condition has caused his vision to deteriorate significantly and he experiences chronic fatigue.
Sherab is not a proficient Braille user and his vision acuity requires him to access print materials larger than N36 font to read comfortably.
His eyes may become painful during some classroom tasks.
He regularly uses a computer and assistive technology in his class to complete his school learning and assessment and often controls the spacing between words (eg double line spacing) to assist him when reading.
The impact of fatigue and need for breaks is recognised by all his teachers.
Sherab regularly uses assistive technology to access learning and assessment in the classroom.
Sherab suffers chronic fatigue.
Requires font size larger then N36.
Sherab is eligible to use the electronic test format.
In this case, it was determined that rest breaks of up to 15 minutes in total be granted per test as required, due to the fatigue Sherab experiences. Extra time was not deemed appropriate as this simply prolonged Sherab's fatigue.
Christopher* is in Year 7.
He is currently using a scribe in class.
He has been diagnosed by a medical practitioner with DAMP (Deficiency of Attention, Motor Proficiency and Perception).
Christopher's diagnosis impacts on his ability to maintain attention to classroom tasks, and affects his perception of colour.
The motor proficiency component is a physical disability which leads to rapid fatigue.
This has an impact on his ability to sustain writing even after an extremely short period of time.
During independent classroom activities, extra time does not assist Christopher as it basically extends his feelings of fatigue and pain.
His capacity to complete tasks is increased through the use of a support person/scribe.
Christopher currently uses a support person/scribe in class for all his regular classroom learning and assessment.
Extra time does not assist Christopher when completing learning and assessment tasks independently.
Scribe (for the writing test)
NAPLAN support person (for the other tests)
Extra time (see notes below)
A scribe can be used for the writing test. A NAPLAN support person can be used for the language conventions, reading and numeracy tests (eg to shade in bubbles or write a short response or answer dictated by the student).
In this case, it was determined that a rest break of up to 10 minutes per half hour of the test be made available to Christopher because of his experiences of chronic fatigue and difficulties maintaining concentration.
Samantha* is in Year 3.
She has Attention Deficiency Disorder (as confirmed by her doctor) and learning difficulties.
Samantha finds it difficult to concentrate on her classroom tasks and often takes longer than her peers to carry out and complete tasks.
Samantha has also been diagnosed (by a medical specialist) with Scotopic Sensitivity Syndrome (now known as Irlen Syndrome).
Her teachers have been providing her work on coloured paper supported with coloured overlays which has improved her ability to sustain time on her reading tasks.
Samantha experiences difficulties with 'multi-modal' tasks, such as listening to the teacher at the same time as constructing a project (for example hands on activities in maths).
Her teachers use strategies that support her learning and assessment including providing scaffolds in writing to assist with her organisation of ideas (see notes).
Samantha usually accesses her school work on coloured paper and coloured overlays.
Coloured overlays
Screen reader
Assistive technology
The provision of scaffolds for writing etc, are not permitted in the NAPLAN assessment setting.
In this case, it was determined at the school that up to 5 minutes of extra time per half hour of the tests was appropriate because of the difficulties Samantha contends with in assessment tasks due to the effects of her Irlen Syndrome.
Samantha is able to have all the test instructions and some of the questions read out to her; see 'reading to students'.
Mia* is a student in Year 5, who has difficulty reading texts printed on white paper due to an unspecified condition.
The school accommodates individual difference and for most of her classroom activities, Mia's worksheets and resources are printed onto coloured paper.
This supports her participation in classroom learning and assessment.
Mia also has difficulty hearing, with glue ear being diagnosed by a medical practitioner.
She does not respond to quiet sounds and may appear inattentive.
While her hearing loss is not profound she benefits from being close to the source of the sound.
Mia is always seated at the front of her classroom.
Mia regularly uses coloured paper and overlays to assist in her completion of classroom learning and assessment tasks due to her difficulties reading text on white paper.
She requires specific seating positions in the classroom and testing situations – to ensure she can hear the instructions.
Good management of the test environment will ensure that Mia is able to hear instructions.
Cheryl* is in Year 5 and has a mild intellectual disability.
She is enrolled in a support class (i.e. special setting for students with a mild intellectual disability).
She integrates into a regular Year 5 class for some curriculum subjects.
Cheryl is cognitively behind her same-age peers in her literacy and numeracy skill development.
She is immature in some of her behaviours and social interactions, using non-complicated language and short sentences.
Cheryl's teachers scaffold her writing tasks with sentence starters and word banks to assist with vocabulary use in class (see notes).
Her teachers keep distracters to a minimum and repeat instructions or directions seeking clarification from Cheryl to ensure she understands.
The literacy demands of some activities require materials and information to be read to her and for most of her classroom learning and assessment she requires extra time to complete/participate appropriately.
Her teachers provide her with a flexible schedule in which to complete her work.
Numeracy and literacy support strategies are utilised in Cheryl's classroom learning.
Cheryl's cognitive development is slow compared to that of her same age peers.
Cheryl's parents would like her to participate in all school learning and assessment including NAPLAN.
The provision of writing scaffolds or sentence starters/word banks are not permitted in the NAPLAN assessment setting.
In this case, it was determined that up to 10 minutes of extra time per half hour of the tests was appropriate because of Cheryl's regular need for extra time to comprehend instructions and complete tasks.
Cheryl is able to have all the test instructions and numeracy questions read to her, see 'reading to students'.
Shane* is a Year 9 student enrolled in multiple education settings.
For the past two years Shane has been attending a school in a specialist behaviour setting.
He is currently on a three day/two day model.
In the past Shane has had great difficulty following rules, and behaving in a socially acceptable way, with several instances of serious violation of school rules.
While Shane has been attending school in the specialist behaviour setting he has been successfully practising different ways of handling difficult and stressful situations.
He has been learning how to independently manage change to routines and the consequence for his actions and behaviours.
Shane has developed skills to accept that one mistake in a task does not mean that the page is worthless and therefore destroyed.
Shane is enrolled in multiple education settings.
Shane has displayed positive changes in behaviour including accepting consequences to his behaviour.
NONE (see notes below)
Students enrolled in multiple settings should be encouraged to participate in NAPLAN testing in the setting where they are the most settled and able to manage their behaviour. They need to understand that the teacher support is limited to the constraints of the testing regime.
Shane's access to the test is not compromised by his situation, however good management of the test setting will be essential to his performance. Separate supervision may be required if teachers deem Shane's behaviour to be inconsiderate of other students leading up to/during the test.
The receipt of adjustments is dependent on the resources available in each school, state and/or territory.
Windsor, Richard L., Windsor and Laura, K., Understanding Nystagmua, 2000.
Hodge, T and Downie, J., Together we are heard: Effectiveness of daily 'language' groups in a community preschool, Nursing and Health Sciences, Volume 6, no.2, 2004
Moeller, M., Tomblin, J., Yoshinaga-Itano C., Connor, C., and Jerger, S., Current State of Knowledge: Language and Literacy of Children with Hearing Impairment, Ear and Hearing, Volume: 28, no. 6, 2007.
*To protect the privacy of individuals, names have been changed and scenarios conflated or constructed. Any resemblance to actual students is unintentional and purely coincidental.
This document was prepared following expert advice and consultation with state and territory jurisdictional representatives. It will be reviewed from time to time as necessary.


text:
DUBAI, United Arab Emirates (AP) — Tiger Woods and Rory McIlroy will play in the Dubai Desert Classic in 2014 when the tournament marks its 25th year.
Both skipped the tournament last year to play the Abu Dhabi Championship. Woods has twice won the Dubai event, and McIlroy notched his first professional victory there at age 19.
Woods says he has "really good memories" of playing in the $2.5 million tournament, which will run from Jan. 30 to Feb. 2.
McIlroy adds he's looking forward to returning to the event, adding that it "will be fun to be part of the 25th anniversary celebrations of the tournament."
Copyright 2013 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

subset: commoncrawl


text:
3D coordinates puzzle
The National Centre for Excellence in the Teaching of Mathematics (NCETM) produces some fantastic resources. Here's one of them! A puzzle involving 3D coordinates where pupils have to use the given clues to find the buried treasure in a 3D grid. Great for a group investigation or a homework 🙂
Click here to download the 3D coordinates puzzle. (After opening the link click 'file' then 'download to download the file)


text:
MMORPG games have been rising in popularity in the last couple of years. Age is not important - teens and adults come together to have fun.
There are many popular games you can choose to join. A few examples would be Everquest, Evony, Starcraft and WOW.
It used to be the case that all players must own the original CD. The activation key is usually found on the CD itself, or at the back of the case cover. Before an account can be created, players will be prompted to enter the activation key. New players will not be allowed to log on to the game server if the incorrect key is entered.
Online games have began to evolve with the Internet. Now, a CD key is not even required for a new player to join a game. As download speed has grown tremendously within a few short years, that need no longer exists. Huge files that used to take hours to download now takes only minutes. Upon installation, games can be launched instantly.
Gaming developers now know that they don't have to depend on stores to get the word out about their latest games. In other words, they do not need brick and mortar stores to help them release a game. It can all happen online.
Evony is a classic example. No CD or purchase is required. The game acquires new players by advertising online through various advertising channels such as pay per click advertising. The game is free to join, and anyone can create an account and start playing within minutes.
The free component is always existent. Ongoing players are not asked to upgrade their account before play can continue. Unlike other games, this not not a trial period. So if players don't pay upfront to play, how can revenue be generated to support the game?
Money is made by selling additional items to existing game players. For example, if you want to become stronger in the game, you can buy special items. The moment your competitors become stronger, you have very little choice but to spend some money to strengthen your own economy. If not, you end up having to spend hours trying to strengthen your own economy. You have various options available - all are designed to help you spend more money. You can also trade with other players and purchase entire accounts!
To a game player, whether it's an account or a character, it takes time to level up. Level up may take weeks or months and hours and hours of game play. Some players are just too impatient to start from scratch. So they buy everything they come across in an attempt to get stronger faster.
Then there are games that are designed to foster the growth of alliances. It is not uncommon to see a popular game having hundreds of private guilds. Some are so exclusive that they are by invitation only. Those who belong to the same group strive to help one another overcome obstacles in the game. The entire experience for such games are more fun, interactive, challenging, and enjoyable.
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text:
Re: Lessons (was Re: Objects and Relations)
Date: 14 Feb 2007 02:57:32 -0800
Message-ID: <1171450652.049898.276890_at_l53g2000cwa.googlegroups.com>
On Feb 14, 2:30 am, paul c <toledobythe..._at_oohay.ac> wrote:
> Keith H Duggar wrote:
> > ...
> > 1. When and who will provide us with an OS based on a
> > relational file-system (that works well)?
> > ...
> when most people are using and going along with, whether they know it or
> not, this M$ registry thing that basically allows any after-thought to
> be added with no more justification than "the hierarchy allows it", i
> would say the answer is "never".
> p
Hi paul c.
Triggering any thinking on Keith Duggar idiotic style is a waste if time....Proof and debunk below..
Bob Badour wrote:
> What lessons have you learned that you might want to
> relay?
<<1. Expression bias was and is the source of much of my daily
2. Expression bias was a huge problem for me even before I
knew it's name.>>
So the *Expression Bias* is the new hype world for idiocy...
<<3. Many unfortunate souls suffering under the yoke of
expression bias likewise do not know what it is.>> By the power of elitism, let's save them...!!! Youhou
<<4. It's difficult and time consuming to distinguish a crank
from an elite troll.>>
*crank*? *elite troll*? ..Life is NOT *dungeon and dragons*..Get a life...
<<5. Contrary to what I had been told before (by a former IBM
colleague no less) DBMSs are useful, in theory.>> ? Basically meaningless....
<<6. Somewhere out there is a revolutionary DBMS technology
(TRM) as revolutionary as the multi-stage rocket. Sadly, it's not available, nobody knows when it will be, and those who know it's details won't leak the "secrets".>> If people stopped making judeo christian biased *Holy Graals*, and try to set up more objectives, it would be reasonable to believe that a TRDBMS would build progressively. And would have been built partly.
Lessons reinforced:
<<6. VI have infected all the land and all walks of life.>> As did *roaches*, let's burn them! Common Keith you paranoiac and maniac belief of invasion are firing up...Get your pill now!!!
<<7. Vast public resources are wasted on VI and BS.>> A worthless statement who primarily has no usefulness except the one of self promotion. The message is *Why are not public resources wasted on me?* .
<<8. Out of arrogance, many stupid people lazily dismiss the
giants that came before them as ignorant.>> I think it would be *impossible* to dismiss giants of Idiocy like you.
<<9. Human arrogance wastes vast resources.>> Overgeneralizing. Typical simplistic reasoning of a fascist overlord. Only rich people can waste resources. You can't waste what you don't have.
What big questions remain unanswered in your mind?
<<1. When and who will provide us with an OS based on a
relational file-system (that works well)?>> When, RM will be freed from some circular early formulations and elitist debate. RM must get out there one way or another.
<<2. Please, please when will we have an industrial strength,
implemented, relational programming language?>> When people like will stop being a part of the problem and will start being a part of the solution.
<<3. If we develop a theory unifying bearing and probability,
will it yield tools better able to express and analyze
ignorance? >>
Now, that's eugenics!!!
And what's next? Tagging people? Deporting them? Here you are being a fascist overlord again... Received on Wed Feb 14 2007 - 11:57:32 CET


text:
You can not shapeshift into anything physically. Magic cannot change you from a human or alter you physically in any way (ex. no wings, no shapeshifting, no turning into something that isn't human, etc.)
Surmising Greek lore as a singular body of literature is a stretch in and of itself because the sources would at times vary between each region it came from (really, that's the case for a lot of religions). Could you point to a source you say inspires MLP?
If you'd like to style your path, belief, and practices with My Little Pony, that is entirely up to you. However, few others do (and none that I've heard of) and thus would not be able to relate using its terms. Given that there isn't much other context provided in your statements on what your beliefs and practices are, there's not much to go off of until you more clearly state your intentions (again reiterating the importance of relatable terminology).


text: On Sat, 20 Jul 2002, Takahiro Kambe wrote: > In message <email@example.com> > on Thu, 18 Jul 2002 04:40:08 +0300 (EEST), > Curt Sampson <firstname.lastname@example.com> wrote: > > Module Name: pkgsrc > > Committed By: cjs > > Date: Thu Jul 18 01:40:07 UTC 2002 > > > > Modified Files: > > pkgsrc/databases/postgresql-server/files: pgsql.sh > > > > Log Message: > > Don't hard-code PGHOME; get it from the passwd file. > This change seems to depend on sh(1) can handle tilde expamsion. > Is it safe for non-NetBSD system? It's not safe on /bin/sh on Solaris, from the looks of it. (I checked the manual page, as I don't have a solaris system handy.) So we can revert this, switch the script to ksh, or find a more portable way of figuring out a user's home directory. Does pkgsrc port to machines without ksh? The ones I know of where ksh is unlikely to be available (on standard installs) are FreeBSD and Linux. Anybody know of a better way to deal with this? Maybe "su -l pgsql -c 'echo $HOME'"? Or are there problems with the -l option there? I guess I could always just awk it out of /etc/passwd.... cjs -- Curt Sampson <firstname.lastname@example.com> +81 90 7737 2974 http://www.netbsd.org Don't you know, in this new Dark Age, we're all light. --XTC


text:
A comlex blend of hot chili powder and ground cinnamon blended with dark chocolate and molded into a variety of shapes that vary seasonally.
Please note: Amy's Handcrafted Confections are sold in bulk increments of a half pound. EACH UNIT YOU ORDER EQUALS A HALF POUND OF PRODUCT. All weights shown in product descriptions are shipping weights and include the weight of shipping materials as well as the product.
Product 5/21


text: In message <email@example.com>, Asmodehn writes: >Thank you for all, it compiles, but that is not really the point for my = >computer, since acpi cannot do resume, as you said. >I dont know if apm support is supposed to be perfectly working for now, = >but my presario dont want to resume correctly... > > Two suggestions (and I'm just guessing). First, see apm(4); there are = a number of kernel options you may want to experiment with. Second, = see the other thread about a pcmcia NIC hanging someone's machine -- = have you tried ifconfig'ing down any network devices before suspending? --Steve Bellovin, http://www.research.att.com/~smb


text:
Love seafood? Then you have to check out Fishteria Seafood Place! This Wan Chai haunt prides itself on fresh seafood, so stop by for dinner one night and enjoy some live music while you're there. The Live Jazz & Seafood Night happens every couple of Wednesdays, so keep an eye out for it on their social media channels.
Fishteria Seafood Place
111 Queen's Road East, Wan Chai, Hong Kong
2343 8111
Has this business closed down or moved? Need to tell us something we should add to our writeup? Let us know by hitting the feedback button below!Feedback


text:
Eileen FitzGerald: Experts give tips for midterm exams
Updated 10:34 pm, Wednesday, January 16, 2013
Bethel, Brookfield, Newtown and Danbury are just some of the area high schools giving midterm exams next week.
Who can't remember the angst of that week of school?
It might be the concern of closing out a semester of good grades with a strong exam or the hope a good exam score will redeem less-than-stellar effort in class work.
When looking at websites for study tips -- from Vertias Prep in California to PBS Kids and New York state professor William Rappaport -- a couple of things recur.
Students need to get plenty of sleep and not commit to other activities during exam week that will drain their energy and focus.
Set up a good place for studying without distractions, but not so comfortable that you fall asleep.
Eat good food for energy to study, but avoid excess sugar.
Keep a positive attitude.
Take at least one five-minute break an hour so that you can gather your thoughts and let your brain relax.
Evaluate the material that needs to be covered and the time you have to study.
Arrive for the exam on time and feeling calm.
Rappaport, a professor at the State University of New York at Buffalo, has a series of suggestions for preparing for and taking a test.
He notes research finds re-reading the textbook has little or no benefit in studying for a test unless it's the "read-recite-review" method.
That means read the text, set the text aside and recite out loud all that you can remember, and then read the text a second time.
He suggests using recopied class notes, with important facts highlighted, to create an outline of the material. Try to use only the front sides of two sheets of paper, and study from them.
When you arrive at the test, budget your time wisely.
Read the directions.
Stay cool and move through the questions one by one.
If you feel stressed out, stop and deep breathe, then go back to the test.
Don't hunch over the test or stiffen up.
Read all questions associated with a passage before reading the passage to help hone in on relevant points.
For an essay question, do a "mind dump," Rappaport says, which means writing down on scrap paper the keywords you remember about the topic of the question. Develop an outline of the answer, then write the essay.
For an exam with problems to solve or proofs to write, do the easy ones first.
Pace yourself. Don't rush.
If the question is multiple choice, read every answer before choosing.
If you reach a question that stumps you, move on and come back if there is time.
Use all your time. If you do end early, go back over the questions, especially the ones that seemed hard, and check your work.
There's no way around the tests, but there are ways to make them manageable.
So I guess it's time to get going. And when you're all done, have some fun with friends.
Don't stress as you wait for the results. That's an important life lesson. You can't spend energy worrying about results you can't control.
Good luck.
email@example.com; 203-731-3333


text:
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… A new study from OnlineCasino.ca analyzed Instagram posts from around the world to determine what Millennials think about gambling. The company analyzed hashtags related to gambling and gambling tournaments, and used AlchemyAPI to determine whether posts had positive or negative user sentiment. The report found Millennials overall have…


text: Oleg Nesterov <firstname.lastname@example.com> writes:> On 06/24, Chris Friesen wrote:>>>> On 06/24/2010 12:07 PM, Paul E. McKenney wrote:>>>> > 3. The thread-group leader might do pthread_exit(), removing itself>> > from the thread group -- and might do so while the hapless reader>> > is referencing that thread.>> >>> > But isn't this prohibited? Or is it really legal to do a>> > pthread_create() to create a new thread and then have the>> > parent thread call pthread_exit()? Not something I would>> > consider trying in my own code! Well, I might, just to>> > be perverse, but... ;-)>>>> I believe SUS allows the main thread to explicitly call pthread_exit(),>> leaving the other threads to run. If the main() routine just returns>> then it implicitly calls exit().>> Correct.>> But, to clarify, if the main thread does pthread_exit() (sys_exit,> actually), it won't be removed from the group. It will be zombie> until all other threads exit.That we don't cleanup that zombie leaders is unfortunate really, itmeans we have the entire de_thread special case. But short fixinglibpthread to not make bad assumptions there is little we can do aboutit really.I'm only half following this conversation.If what we are looking for is a stable list_head that won't disappearon us we should be able to put one in sighand_struct or signal_struct(I forget which is which at the moment) and have a list_head thatlives for the life of the longest living thread, and that won't getmessed up by things like de_thread, and then next_thread could simplyreturn NULL when we hit the end of the list.Eric


text:
Lion's World, The DAISY
by Rowan Williams;
Stock Available - Please allow 10 working days for delivery
Free UK delivery when you spend £10 or more
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Offer price: £8.99 Free Delivery when you spend £10
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If you're buying for a church, school or business, why not Buy Now Pay Later?Find Out More
Lion's World, The
Full Product Description
Rowan Williams explores the moral landscape of all seven novels in the CS Lewis Narnia series, and offers an astute guide to their spiritual subtext.
Lion's World, The by Rowan Williams was published by SPCK in August 2012. The ISBN for Lion's World, The is ESIN-55940C926BAD6.
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|Author / Artist
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|18th February 2018


text:
Listen to free music played by Jingothefool
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text:
Lissadell House to regain status as a tourist hotspot
AFTER a marathon four-year court battle that cost the taxpayer more than €10m, Lissadell House is set to become a major tourist destination again, the Sunday Independent can reveal.
Barrister couple Edward Walsh and Constance Cassidy have begun to return the historic Co Sligo estate, house and gardens to their former glory after the legal fiasco over rights of way at the neo- classical mansion, which was built between 1830 and 1835.
A disheartened Mr Walsh did not set foot in Lissadell for three years during the protracted High Court and Supreme Court proceedings.
But he has now ended his self-imposed exile after the Supreme Court vindicated the owner's contention that there was no public right of way through much of the estate.
The couple and their seven children have renewed their commitment to Lissadell since the legal saga concluded. Extensive work has been carried out ahead of re-opening.
The Government wants the estate re-opened, but it is unclear if bridges have been rebuilt between the owners and the local authority.
During the recent election campaign, Taoiseach Enda Kenny urged the two sides to "work together", adding Lissadell "will be there long after we are all gone".
The Taoiseach pointed out that 2015 was the 150th anniversary of WB Yeats's birthday. "I have left aside half a million for this commemoration," Mr Kenny said. "2015 is a very important year for Drumcliffe, for Yeats and all those who follow him and for Lissadell. Let everybody get together and work for the future," he urged.
Yeats spent holidays in Lissadell. He commemorated one visit with a poem titled In Memory of Eva Gore Booth and Con Markiewicz which made the estate famous. But as plans grow to commemorate Yeats, the people of Sligo will have to foot the estimated €10m legal bill with the Government steadfastly refusing to bail out the local authority after the disastrous case.
Mr Kenny reflected Government anger about the case when he stated: "The Lissadell decision [to take the case over rights of way] was made by the council, followed through by the council."
He said the local authority "had to suffer the consequences of court decisions".
The result of the court action being initiated was that the couple shut down the house and gardens as a tourist attraction with the loss of both 25 full and part-time jobs and millions of euro in spin off cash for the local economy.
At the heart of the case was the heavily indebted local authority's contention that there was 24-hour-a-day public access to just over five kilometres of roads and paths within the estate boundary.
The Supreme Court rejected that claim almost in its entirety except for a small path to the beach.
Tax and rate payers will not only have to meet the council's legal bill, but also 75 per cent of the costs incurred by Lissadell's owners.
The closure of Lissadell as a result of the protracted legal battle was a blow to tourism in the region – at a time when the north west hospitality industry was suffering more than most.
The house was bought by the couple from Sir Josslyn Gore Booth in 2003 for €4m after the State was offered but refused an opportunity to buy it for the people of Ireland.
The lavish redevelopment by the couple featured a meticulously restored walled garden and was a repository for heritage breeds of potatoes and rare crops. They dug deep into their own pockets with the restoration costing €9m.
It also boasted a coffee shop, and exhibition space and the couple also spent millions restoring the house the ancestral home of Countess Constance Markiewicz – revolutionary, suffragette and Ireland's first woman to become a cabinet minister.
When they opened Lissadell to the public in 2006 it quickly become a "must see" destination for continental and US tourists.
Sunday Independent


text: On Thu, 3 May 2007, Jeremy C. Reed wrote: > Should htdocs/share/mk/web.site.mk be fixed to check for PKG_SYSCONFDIR? I guess if this already checks for some magic pkgsrc variable, and it's the wrong one, then that is the place to fix. In general I'd prefer to induce as little pkgsrc magic into other parts of the system (htdocs/share, htdocs/guide) as possible. :) - Hubert


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text: On Friday, March 11, 2011, Greg KH wrote:> On Thu, Mar 10, 2011 at 01:34:02AM +0100, Rafael J. Wysocki wrote:> > Some subsystems need to carry out suspend/resume and shutdown> > operations with one CPU on-line and interrupts disabled and they> > define sysdev classes and sysdevs specifically for this purpose.> > This leads to unnecessarily complicated code and excessive memory> > usage, so switch them to using struct syscore_ops objects for this> > purpose instead.> > Heavily-Acked-by: Greg Kroah-Hartman <email@example.com>> > :)Heh, thanks!> Do you want to resend this with a signed-off-by and your first one so I> can apply it to my tree, or do you want to take it through yours?Well, I'm going to resend with sign-offs anyway. Besides, I'm not sure ifI should split [2/2] into a few smaller patches. At least the stuff outsideof arch/x86 should be done in separate patches IMHO.Apart from this, there are other architectures using sysdevs for defining"very late" and "very early" PM callbacks, ARM in particular (that one is goingto be fun to untangle).I thought about two different possible ways forward:(1) Push [1/2] and the patches converting things that x86 depends on first, followed perhaps by a patch introducing something like CONFIG_ARCH_NO_SYSDEV_OPS that would simply disable sysdev_{suspend|resume|shutdown}() (x86 would set it). The other arches might then be converted over time.(2) Prepare patches converting everything that can be converted in the tree and push them all in one shot.The advantage of (1) is that we can start making changes RSN and theadvantage of (2) seems to be that we may avoid some potential suspend/resumeordering issues on non-x86 architectures that may arise in principle if somesubsystems are converted to using struct syscore_ops while the others arenot (syscore_suspend() is executed after sysdev_suspend(), so if we movesomething from the latter to the former, it may end up being executed afterthings that it was executed before previously).Please let me know what your opinion is.> thanks again for doing this.No big deal really. :-)Thanks,Rafael


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Leading international sustainability recruitment specialists Allen & York and bespoke environmental recruitment solutions provider JSM Associates, announce this month that they have joined forces. The move comes as Allen & York continue to grow their global service offering and reinforces their reputation for delivering measurable business benefits through tailored Recruitment and HR solutions.
JSM Associates bring with them an established reputation within the built and natural environment market, coupled with strong links within both the consultancy and construction industries. MD & Founder Jeremy Money is one of the longest serving and knowledgeable recruiters in the sector and he joins Allen & York with 10 years of experience and an extensive network of clients and candidates within the market.
Announcing the alliance, Allen & York MD, Mark Allen said;
"Jeremy and JSM joining forces with Allen & York is an exciting opportunity for us to further strengthen our recruitment knowledge base and widen our international network. JSM have a strong executive and consultancy recruitment background across a number of key industry sectors, bringing with them expertise across; EIA & contaminated land, waste management, environmental planning and environmental engineering. Our shared values and passion to support a global sustainable future makes this alliance a natural step forward."
Strategically, this move comes as Allen & York expand their international reach, with new offices recently opened in Melbourne and Dubai. These developments come as a direct result of an increased demand for global sustainability professionals, particularly within design and infrastructure, mining, power generation and health & safety.
With additional resources and a combined understanding of the sustainability industry Allen & York are able to focus on indentifying ways of delivering more efficient recruitment solutions, to improve on their already high standards and offer greater levels of customer service. Jeremy comments;
"This is a fantastic union of two firms who historically share a common vision and desire within the industry. The opportunity enables the continued delivery of the highest levels of support to clients and candidates alike in today's market. This marks the start of a new and exciting chapter".


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My former friend and I were almost in a close relationship when everything went to nothing.Visitor's Question from a 13-15 year old Female
My former friend and I were almost in a close relationship when everything went to nothing. Six months went by without us speaking, then the other day, i get a message on MSN, and he needs someone to go this certain bar with him, and he wanted to know if I would go with him. He explained that he had already been there before.. but that now he wants me to go with him. So I am confused, was he asking me because he seriously needed someone else he knew to go with him, was he asking me out, does he want to have a relationship again? ..and i do still have some feeling for him. What do I do, talk?, but then what would I say?
RomanceClass.com Advice
To be honest, without more information, I don't know what his intentions are.
Some scenarios are:
1. He wants to see you again.
2. There is someone at the bar and he wants to make them jealous.
3. He may want to introduce you to someone.
4. He gets a discount if he brings someone to the bar.
Sorry I can't be more help, but please let us know the outcome.
Best wishes,
-- from Marc
One of Your Friendly Advisors at RomanceClass.com
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In this paper, a network of dynamically coupled chaotic maps for scene segmentation is proposed. It is a two-dimensional array consisting of discrete chaotic elements. Time evolution of chaotic maps corresponding to an object in the given scene are synchronized, and desynchronized with respect to time evolution of chaotic elements corresponding to different objects. As the continuous chaotic oscillatory correlation network proposed in [21], this model can escape from the synchrony-desynchrony dilemma and so has unbounded capacity of segmentation too. In the present model, coupling range of each active element dynamically increases according to predefined rules, until a saturated state is achieved, i.e., locally coupled chaotic maps corresponding to an object at initial will be coupled globally at final. Consequently, both of the advantages of global coupling and local coupling are incorporated in a unique scheme. Another significant result is that good performance and transparent dynamics of the model are obtained by utilizing only one-dimensional chaotic map instead of complex neurons as each element.
http://csdl.computer.org/comp/proceedings/sbrn/2000/0856/00/08560066abs.htmCaso o link acima esteja inválido, faça uma busca pelo texto completo na Web: Buscar na Web


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Don't worry, 18-year-old Dylan Kwasniewski does his fast driving on a race track.
Join us for a Google hangout with Dylan, up-and-coming NASCAR driver and the star of the online series Flat Out, on Wednesday, October 9, 2013 at 7pm ET/4pm PT.
Ever wondered what it's like to drive that fast? Has he ever gotten a speeding ticket? Is he a total backseat driver? Ask Dylan anything. This is your chance.
Submit your questions via Twitter using #DylanOnCambio, in the Comments below or on our Google+ page.
See you on Wednesday!
Want More? Like us on Facebook
Gallery | Flat Out Original Series


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Arnaval, a self-catering holiday cottage on the Isle-of-Skye, is capable of sleeping six people in four bedrooms, set in the lee of a hill in a peaceful coastal environment with Fiscavaig beach a few minutes from the house.
Arnaval is an ideal base to explore the island or to come back to in the evening after a day walking the Cuillin, a view of which can be seen from the front sitting-room window. Arnaval is open all year for both short breaks and weekly holidays.
We accept weekly or nightly bookings (minimum of 3 nights), please enquire about availability before making travel arrangements.
Skye is world famous for its scenic views, mountain climbing in the Cuillin, Kinloch Lodge and the Three Chimneys for excellent cuisine, boat trips into Loch Coruisk made famous the watercolourist J M W Turner and Talisker Single Malt Whisky made in the village of Carbost. It is also possible to do sea-kayaking, salmon and trout fishing on various rivers and lochs. Close to the house is Fiscavaig bay where it is possible to walk along the sandy beach when the tide is out. There are numerous walks around the area; a good Sunday walk is to Talisker Bay over the old road that used to take supplies from Fiscavaig to Talisker House, another long one is the Fiscavaig Coastal Route. Just along the coast from Fiscavaig is the oldest known human settlement in Minginish at the "cave of the speckled horses" or Uamh an Eich Bhric in Gaelic.
A ten minute walk from the house will bring you to the Taigh Ailean which is the closest pub where you can enjoy a drink and a meal, if you carry on along the road, past the pub, you will find the Portnalong Gallery and futher down the road you will see views of Loch Bracadale from Portnalong pier. In Carbost is the pub The Old Inn, a post office, village shop and of course the Talisker Distillery visitor centre where you can enjoy a dram of single malt Talisker before you take a tour around the distillery.
In this house we have three double rooms (one ensuite with shower) and one single room. All the double-bedded rooms have large built in wardrobes with ample hanging space, bed side cabinets , bedside lights, a chest of drawers & a dressing table with stool. The single room has a free standing wardrobe, bedside cabinet & light and chest of drawers.
There is a large family bathroom with bath, separate shower cubicle, WC and toilet. A utility room with sink and separate toilet with wash-hand basin.
The kitchen has a large number of modern fitted units filled with crockery, pots & pans, casserole dishes and a full set of cutlery. Also in the kitchen is a full sized tumble dryer, washing machine, dishwasher, a built in larder fridge/ freezer and "extras" include a radio, microwave, a filter coffee-maker, slow-cooker and cooks knives. There is also a kettle, toaster, and a large electric/gas range cooker. Off the kitchen is a dining area with a solid oak table & chairs with ample seating for upto eight. The flooring is oak.
The lounge has a large picture window to the front and two side windows which means it is flooded with light, it is very spacious with ample seating, TV set, freeview box, portable radio/cd player, coffee table and feature fire and lots of books and maps on the area. From the lounge you can see over moorland to Arnaval the hill that the house is named after and the Black Cuillin ridge.
|£475 Per unit per week
Note: Prices are a guide only and may change on a daily basis.


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Bizarre Worm-Eating Flower Discovered In Brazil
Most carnivorous plants are pretty upfront about their blood-thirsty intentions: they have large, bizarre looking heads that warn all but the bravest (and stupidest) animals that something fishy is going on. But not Philcoxia minensis.
Scientists in Brazil recently discovered that while this plant shows nothing but delicate purple flowers above the ground, it's a far more violent scene below the soil.
Researchers believe that Philcoxia minensis uses tiny subterranean leaves to absorb some light through the white soil of the Cerrado, a tropical savannah region in Brazil.
According to the study, recently published in Proceedings of the National Academy of Sciences (PNAS), these pinhead-sized leaves also secrete a sticky gum that traps the almost microscopic roundworms wriggling through the sand nearby and slowly digests them.
Wonder how they can be sure? Jeremy Hance of Mongabay has the details.
"In order to prove that the plant was actually ingesting the roundworms, scientists brought Philcoxia minensis into the lab and fed them roundworms containing Nitrogen-15, a stable isotope. After leaving the roundworms to their fate for two days, the researchers sampled the flower's leaves and had them tested for Nitrogen-15. The test came back positive, proving that the flower had indeed ingested the worms."
Researchers say that the findings illustrate "how much can still be discovered about the origin, distribution, and frequency of the carnivorous syndrome in angiosperms and, more generally, about the diversity of nutrient-acquisition mechanisms that have evolved in plants growing in severely nutrient-impoverished environments such as the Brazilian Cerrado, one of the world's 34 biodiversity hotspots."
Related Reading:
New Meat-Eating Plant Discovered In Cambodia
Tiny Frog Discovered Living Inside Carnivorous Plants
Zombie Virus Drives Caterpillars To An Explosive Death
Image Credit: Flickr – PNAS


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EPA Announcement
On February 10, 2016, the Administrator signed a final rule to make several revisions to the RRP and Lead-based Paint Activities Programs. The revisions will improve the day-to-day function of the programs by reducing burdens to industry and EPA, and clarifying language for training providers.
First, EPA modified the requirement that the renovator refresher training course have a hands-on component under the RRP program. Under the final rule, Renovators can take a refresher course without the hands-on training every other time they get certified. A course without hands-on training can be taken completely online. Renovators who take the online training will be certified for three years; renovators who take the hands-on training will be certified for five years. Modifying the hands-on requirement would give renovators easier access to trainings saving them time and money and possibly resulting in a higher number of renovators taking the refresher course.
Second, the Agency removed jurisdictions under the abatement program. Eliminating jurisdictions will lower burden and costs for applicants because they will send fewer applications and pay less in fees. Third, EPA added clarifying language to the requirements for training providers under both the RRP and abatement programs. Adding language to clarify what constitutes a violation would make the regulations consistent with other lead-based paint program regulations. This does not change any requirements for training providers.
You can find information about the rule and a pre-publication copy of the Federal Register notice on EPA's Lead Program website at www.epa.gov/lead.


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I'm sure if you ask 100 different people you will get 100 different answers... And of course I have a different opinion from the others. I think you main problem looks to be wire speed too fast. Turn the speed down to about 3.5 and see how it does.
I am 100% self-taught meaning I'm no expert... but my junk doesn't seem to break so I guess that is a good sign. One major tip I would offer is to only change one setting at a time.
Check out the attached pictures and my corresponding comments:
Red: Wire speed too way too high.
Green: Looks like good penetration.
Blue: Too cold or moving to fast causing the bead to MOUND instead of burn in.
Edited by twostep, January 21, 2014 - 11:05 AM.


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'Terrorists want to get maximum media attention'
September 14, 2008 20:31 IST
Indian Mujahideen [Images], which surfaced on the country's terror radar 10 months ago, has once again managed to shake the country by exploding five bombs in three busy markets in the heart of the nation and experts feel that important places were being made targets for media attention.
Images: Shock and horror in Delhi
The terrorist group first emerged on the national front when it send an email to some media groups on November 23, 2007, minutes before bombs exploded in buildings of three trial courts in the northern state of Uttar Pradesh [Images], one of them situated in Lucknow, the state's capital.
View: Pathetic handling of blasts' aftermath
Former Intelligence Bureau Chief A K Doval feels the group is targeting major cities, mainly 'Capitals' because it wants 'global media attraction'.
The hunt for the Indian Mujahideen's 'al-Arbi'
Echoing his thoughts, former RAW Secretary A S Dulat said the motive is to gain publicity.
"Smaller cities will not provide them so much publicity as these larger, politically important cities," Dulat told PTI.
This contention was also agreed by Doval who said 'in case of small cities, there is always a threat of yourself being identified, but in bigger ones, you can go unnoticed.'
Terrorists have accomplished Operation BAD
"Terrorists use this to their benefit and hide them in the large human jungles of these cities, after completing their jobs with least fear of being caught," the former IB chief said.
While Dulat is of the opinion that the larger motive is 'propaganda publicity' rather than killing people, Doval feels that even low-intensity bombs can kill a number of people if planted in high density population areas and the explosion is triggered at peak hours.
Subhan: The Indian Mujahideen's mastermind
Dulat added that the material used to prepare low-intensity bombs and was easily available in local markets.
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