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28 Patey Circle, Rindge, New Hampshire(USA), 03461, United States
13212 106 Avenue, Edmonton, Alberta, T5N 1A3, Canada
385.4 km
1,962.1 km
3 to 12
JK to 12
Liberal Arts
16 to 21
Learning, Developmental
Dedicated gifted school
Dedicated gifted school
$8,550 to $16,800
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Not available
Yes: grades 3 - 7
Yes: grades Preschool - 12
Hampshire Country School began in the 1930s, in a sense at least, when a family brought their son to Henry and Adelaide Patey, begging for help. Henry was a prominent psychologist, and Adelaide was a teacher of languages and music. The boy was given to mood swings and outbursts and, at least given the perspectives available at the time, was seen as a candidate for institutionalization. That's not the approach we'd take today, thankfully, and that's not the approach the Pateys offered then. They took him in as a boarder and, between them, proceeded to give the boy, very literally, a new lease on life. There are lots of details about the story that we'll never know, but nevertheless we know the boy went on to live a full and seemingly very rewarding life; he enrolled at boarding school to complete his high school degree, served in WWII, studied at university, became an engineer and had a family.
Understandably, the success the Pateys had, even early on, attracted the attention of parents with similar children—those who have clear intellectual gifts coupled with significant social and interpersonal difficulties. They arrived and, in 1947, the school was founded. The following year it was moved to the house that occupies Hampshire Country School today.
One of the reasons for the success of the school was that, perhaps without having a word for it, the school was based in a very student-centred approach. The students required a personal approach, and that's what they found at the school. Temple Grandin's experience at the school is telling. When she was expelled from school—she recalls her time in grade school as the worst period of her life—her mother enrolled her at Hampshire (it was co-ed at that time) and she began to excel in ways that some might not have thought possible. She was mentored by William Carlock, a science teacher who had worked for NASA, who helped grow her interest in science and build her sense of worth and self-confidence at the same time. Grandin, of course, went on to an inspiring career in science, and is professor of animal science at Colorado State University.
Both Grandin and Carlock are emblematic of the work of the school, both then and now. Even today, electronics are used sparingly, and instruction is based on a very close personal interaction between peers and instructors. All students sit in the front row, so to speak, in classes that are very small, typically between 3 and 6 students. Students are addressed directly in a mentoring relationship. Interruptions are accepted as simply part of the day and if classes need to pause, they do.
Likewise, the school itself, on the more macro level, has also been responsive to whatever needs are demanded of it. The rural location, as well as a very home-like atmosphere, are intentional, and seen as key aspects to the ongoing success of the school. The student population has, at points in the school's history, been as large as 100. Today the student population is typically less than 30 in any given year and, while girls have been admitted at times in the past, Hampshire is now run as a boys school.
The school has a great story. And, admittedly, it can be a bit hard to get your head around, given that the school is so different in so many ways from what we've come to expect of boarding schools. It's not like any other school. Likewise, the students that it serves aren't like any others students. And that's what makes it so impressive. Hampshire began from the impulse to provide care, and that impulse remains undiminished. For the families that enroll their boys here, that's exactly what they need.
Progressive Academy hits a lot of the sweet spots that parents are looking for when considering private education. The size of the student body is smaller than the mean for schools across Canada, and affords a more individual, personal approach to instruction. The students are known by faculty, staff, and peers, and therefore quickly gain a sense of place and belonging. That said, the school is large enough to provide a good range of curricular programs and extracurricular activities. Students have the opportunity to try activities that they perhaps wouldn't attempt in larger, more competitive settings. A strong academic program is delivered in consort with an attention to interpersonal skills and social and emotional development. The school is a particular draw for families looking for a balanced program, one that builds from the students' interests and creativity, yet supports them to reach a bit beyond their immediate comfort zones.
A friendly, family-style boarding school for boys of high intellectual ability who are filled with good intentions but who may be too impulsive, intense, and socially young for most schools, and whose interest in reading, board games, cognitive pursuits, and informal play may separate them from age mates elsewhere. A place where boys can be themselves without behavioral medicines that may have been needed in other schools. Usual entering age: 8-11 years old. Most leave about age 15 but can stay through high school.
Progressive Academy is a multicultural, coed, academic school for students from age 3 to grade 12. We connect learning with living, explore interests and pursue passions. Creating with purpose, energy and joy are the hallmarks of Progressive Academy students. Rigor in core subjects, at the best pace for each student, provides the foundation for pursuit of knowledge and skills. Choice in a wide range of subjects such as robotics, musical theatre, and sports is the fuel to inspire learning.
information not available
There are so many benefits to sending your child to a school that recognizes the incredible potential of each individual.
Progressive Academy strives to develop well-rounded advanced learners, capable of becoming the entrepreneurs of the future. We develop confidence with intention. Our approaches to education stress understanding through discovery, yet ensure that the necessary base skills are well developed, opening the door for students to pursue subjects as far forward as they are want.
Students are exposed to many required classes including French and Mandarin as second languages, art history, music (including concert band in Junior High), robotics, as well as many options including public speaking, programming, photography, and sports like fencing and equestrian. Our students perform regularly during the school year to build their confidence and comfort with being in front of crowds.
Our school is best characterized as academic. Students are encouraged to learn beyond their grade or age might dictate. We follow the passion for learning of the student, rather than hold them back based on age. Our highly individualized approach helps students learn at an early age that they are directly responsible for their own development.
Liberal Arts
Information not available
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
HCS provides a traditional liberal arts education but with the flexibility that is possible in classes of only 3 to 6 students. Everyone sits near the teacher, and classes can move ahead or take extra time to adjust to individual students' interests and needs. This doesn't guarantee good grades, but it does mean that every student is always within the teacher's focus. Secondary students (7th grade and above) change classes and teachers for each subject: English, math, science, history, foreign language, and elective mini-courses. Elementary students spend the school hours with one or two teachers who have considerable flexibility to adapt to students' attention, energy, interests, and difficulties. While classes themselves are taught traditionally, HCS is a boarding school, so a great deal of non-traditional education takes place throughout each day and weekend as teachers and students interact during activities, sit-down meals, reading together, exploring the environment, and playing games.
Progressive Academy implements the Alberta Provincial curriculum as a starting point. Students are not bound by grades or constrained by time in their forward progress through the curriculum. High expectations for full understanding and ability to use what has been learned determine forward progress. Authentic learning opportunities provide meaning for curriculum expectation. Students are often in multi-grades classes and are encouraged to perform at their highest level while mentoring younger student in their work.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of "Traditional" and "Discovery" methods.
Math education is based on traditional math teaching, but classes of 3-6 students enable teachers to change the pace or to supplement coursework with enrichment, remediation, or new ideas as appropriate for particular classes or students.
Information not available
Flexible. Paper and pencil work is common in all math classes, but some drills may be done with calculators, and calculator skills are taught in higher grades.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a "when needed" basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Most HCS students, including young ones, are accelerated and voracious readers. Young students who are weak readers are helped and immersed in reading in every way possible, usually successfully because reading is so much a part of school life. HCS is not skilled in teaching beginning reading or overcoming severe reading disabilities.
Early literacy begins at age three, where our students start to read and write using phonics. Our expectations by grade school are that students are one or several years ahead of norms for reading levels.
Equal balance
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Despite being voracious readers, many HCS students are far behind in writing skills. This may have started as poor motivation or stubbornness because writing was "too hard" and then become a severe problem because of avoidance and lack of practice. Basic writing skills grow at HCS because of constant practice: most classes include small amounts of handwriting, such as short answer questions, handwritten math problems, and practice on foreign language vocabulary. Lengthy written assignments are rare in elementary and middle school. Longer written assignments in older grades are usually done on a computer; and English classes emphasize multiple drafts to improve writing skills.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and "live science"; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science instruction is traditional, but classes of 3 to 6 students enable teachers to be flexible in order to match the needs and interests of particular classes and students. HCS is a very small school with only a few high school students, so lab facilities and opportunities are limited. HCS would not generally be a good school choice for an older student seeking a strong science program. Typical science courses offered are biology, physical science, general science, Earth science, environmental science, and perhaps chemistry.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and "classic" literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied "on their own terms", and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Classes of 3-6 provide flexibility within a traditional format. Secondary English classes read a variety of literary genre, study grammar, and practice writing. Elementary grades focus on the development of reading and writing skills.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Social studies is generally a fun subject for elementary school students, encompassing some textbook learning and lots of interesting projects.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
History is viewed as an interesting set of stories and events to be learned, studied, and discussed. While there may be work involved, most HCS students enjoy reading, discussing, and stating opinions; so history classes are often favorite subjects.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
HCS is such a small school that it has only one foreign language teacher and teaches only one foreign language. If the language teacher leaves and is replaced by a new teacher, the language taught may change. Currently all students in 7th grade and above study German. The course emphasis and instructional approach may vary for different students because this is a subject that some students learn easily and others find particularly difficult.
Information not available
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students' emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
Elementary music, art, and drama are important aspects of life at Hampshire Country School through afternoon and weekend activities. However, they comprise only a small part of the formal curriculum, through elective mini-courses. Many students take piano, voice, and/or brass instrument lessons on a beginning or intermediate level. Small theater productions may occur from time to time during the year. Some students engage in movie making. Many students learn and enjoy basic drawing, painting, and pottery. Participation in fine arts is done for the experience itself, as a recreational activity providing pleasure (and modest learning) for the artist/performer and the audience.
Fine arts are integral to our program for a well balanced student. Art history, performing in French and Mandarin, drama and musical theatre are all part of developing our students' confidence.
Graphic Design
Visual Arts
Graphic Design
Visual Arts
Light integration
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today's students, being "digital natives", are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students' skills beyond what they would otherwise be from using computers outside the classroom.
Almost all teaching at Hampshire Country School is by live teachers. The most common uses of computers are as word processors for lengthy written assignments and for some drill work in elementary school classes.
Progressive integrates FIRST Robotics programs into our curriculum, so all students get exposed to technology in a fun, competitive environment. All students are required to have laptops starting in grade four, as our program includes teaching such skills as computer programming, CAD, computer graphics editing and publishing. Additional instruction is available for accelerated students in things like electronics, web design and advanced programming.
Web design
Computer science
Web design
Computer science
HCS does not have a formal physical education program, but all students are physically active through scheduled activity periods on weekends and school days plus lots of outdoor play during free times. Among the most popular scheduled physical activities are walking/hiking, informally-played sports, Frisbee golf, canoeing, and downhill skiing. Examples of non-scheduled active play are many kinds of hiding and chasing games, building snow forts, sledding, tossing balls and Frisbees, and fishing.
Not applicable
Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Information not available
By creating engaging environments and providing authentic learning experiences our young learners actively engage in learning and reflection. Whether it is a tour of the city to examine 2D and 3D shapes in Edmonton's architecture, or a study of bugs in the yard - Junior Kindergarten and Kindergarten students learn the basic of research - observation. Literacy, communication skills and numeracy are woven into your students daily activities. Our high interactive phonics programs find most of our students with beginning reading skills before they enter Kindergarten.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Traditional courses, but with the extra support and flexibility possible in classes of 3-6. Students may have superior skills in some aspects of a course (e.g., reading) and weaknesses in others (e.g., writing) which may affect their grade but not their opportunity to participate fully and learn.
A school with a "supportive" academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a "rigorous" academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a "rigorous" academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called "rigorous".
The entire Hampshire Country School culture, in and out of class, is designed to be supportive for students who are bright and have good intentions but need repeated reminders, corrections, nagging, tolerance and encouragement.
At Progressive Academy we have high expectations. We expect our students to understand what they are learning and demonstrate their ability to incorporate their learning into their lives. We expect our students to learn how to learn, to take responsibility for their learning, to reflect on their learning and to help others. We expect our students to help shape a better world in their daily lives as students.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Not applicable
Not applicable
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
It is hoped that HCS students will become kind and respectful individuals who enjoy scholastic learning, have some strong interests, and have high enough respect for themselves that they are ready to take care of others before themselves. The goals might not be unusual, but HCS is unusual in that the behavior of most HCS students, when they were young, was characterized by such severe hyperactivity, immaturity, mood swings, and/or rigidity that few outside Hampshire Country School recognized their potential both as citizens and scholars.
At Progressive Academy we believe that all of our students can shine in all domains. Each student is naturally more capable in some domains than others, but by providing tools and working together, everyone can succeed intellectually, emotionally, socially, physically, and spiritually.
A - Forms of Support
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Hampshire Country School
Progressive Academy
|Forms of Support
|Forms of Support
ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
|Learning disabilities
Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
|Behavioral and Emotional
Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
Suicidal thoughts
This involves persistent thoughts about ending one's life.
Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
Multiple physical
Accommodating a wide range of physical conditions and disabilities.
Social skills programs
Occupational therapy
Speech-language therapy
Social skills programs
Occupational therapy
Speech-language therapy
Extra support
Extra support
Social skills programs
Occupational therapy
Speech-language therapy
Social skills programs
Occupational therapy
Speech-language therapy
Hampshire Country School is a tiny (about 20 students), rural boarding school designed to provide lots of extra attention, support, and tolerance for bright likable boys with good intentions but a tendency to be too active, intense, bothersome, sensitive, or disruptive for most schools. Because of small classes (about 4), lots of outdoor space, a wholesome environment, and a genuine liking for the students who come, students find a place where they can grow and thrive. This is not a special education or therapeutic program but just a good, child-friendly environment that fits the particular students who enroll and successfully absorbs irritabilities and excess energy while celebrating their many successes.
The entire Hampshire Country School culture, in and out of class, is designed to be supportive for boys who are exceptionally bright and have good intentions but need repeated reminders, corrections, tolerance and encouragement. It is anticipated that student behavior will include impulsivity, hyperactivity, low frustration tolerance, and so forth; but HCS is designed to accommodate and respond to such behavior without it significantly interfering with the student's thriving and being liked. It is a place where boys can stop taking behavioral medicines they may have needed elsewhere and put the extra energy into playing, laughing, and learning.
Our educational program requires a high degree of student self-regulation. Our classes are busy with active learning and collaboration. We work with families to assist children to develop the skills needed as they move up the grades in our school. While we have a number of supports in place we have a very specific program that may not be best for every child. In that event, we would assist the family to find a program that would be more able to meet the student\'s needs.
Hampshire Country School
Progressive Academy
Cross-country skiing
Downhill skiing
Field Hockey
Figure Skating
Ice Hockey
Ice Skating
Martial Arts
Mountain biking
Racquet Ball
Track & Field
Ballet and Classical Ballet
Student Council
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Chess Club
Audiovisual Club
Astronomy Club
Art Club
Ballet and Classical Ballet
Student Council
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Chess Club
Audiovisual Club
Astronomy Club
Art Club
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Not available
Yes: grades 3 - 7
Yes: grades Preschool - 12
Yes: grades 3 - 12
Yes: grades 10 - 12
HCS is for a specific and unusual group of boys who have high intellectual ability and want to please adults, but who have had difficulty in other settings because of impulsivity, immaturity, and a need for too much adult attention. Difficulties may have been severe in other settings and may have led to such diagnoses as ADHD, nonverbal learning disability, autism spectrum disorder, and executive function problems; but the behaviors are, in the opinion of the HCS admissions staff, aspects of the child's high ability to be nurtured and guided, not disabilities to be squelched or "cured." Some typical HCS characteristics: 1. A boy who loves to read but resists reading school assignments. 2. A boy who can't learn without moving around. 3. A boy who is so sure he is right that he explodes when others disagree with him or when he is frustrated. 4. A boy who has needed medication to function in other schools but who would be more alert and energetic in a school that can enjoy and teach him without medication. 5. A boy whose spirit may be broken in a large middle school where life is too complex and where everyone else is too grown up. HCS is NOT for students who have ever used or experimented with alcohol, tobacco, or illegal drugs.
Applications usually begin with a lengthy phone call from the parent to discuss the student, the school, and the possibility of a good match. This is followed by submission of any records and reports which will be helpful in understanding the student, his interests, and his needs. Examples may include school records, summer camp reports, test scores, psychological reports, and medical records. The final step is a campus visit of several hours. Most openings are for boys 8 to 11 years old.


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(Pocket-lint) - Sesame Street Once Upon a Monster sees the monsters of Sesame Street head to your computer. But is it as scary as it sounds, is it just another kids TV show cash it, or are you and your kids going to get some reward out of it somehow? We caught up with the game at this year's gaming expo E3 in Los Angeles to find out more about the new game that should be coming to an Xbox 360 console near you this Christmas.
Read on to find out how we got on:
Sesame Street Once Upon a Monster
What platform is it on?
Xbox 360
When's it due out?
- HP's new Omen gaming PCs explored: We tear down these gaming beasts to see what's under the hood (promo)
Christmas 2011
What other game is it like?
Any kids game you've played as far as the characters go, Kinect Adventures as far as the jumping around bit goes
Does it use any new tech like 3D, PlayStation Move, or Kinect for Xbox 360?
Yep – Kinect for Xbox 360
The pitch
Sesame Street: Once Upon a Monster is an uplifting and funny, family adventure game playable on Kinect for Xbox 360. Players join favourite Sesame Street characters Elmo, Cookie Monster, Oscar, Grover and all new characters as they discover a long lost children's book titled Once Upon a Monster. It features active co-op gameplay that is specially designed for sibling and/or parent-child co-play; and teaches social, emotional, and other important life lessons through its colorful and whimsical gameplay.
The storyline
As they read, they join the action to become part of a living storybook adventure, helping new monster friends with their problems by exploring the book chapter by chapter, page by page.
Trailers, demoes, and video
Our first impressions
Gaming doesn't always have to be about shooting things, or driving fast. In fact that's exactly what Sesame Street Once Upon a Monster isn't about.
The idea is that you play with your own "little monster" waving your arms around and completing the different tasks at hand so you get to feel like a parent that's spending quality time with your kids and yet still play video games and earn achievement points to prove you've got it.
There are a range of different mini games to play and we played a copy cat level where you have to follow the actions that Elmo and Cookie monster do on screen, as well as one that involved you having to collect glow worms flying around within a set time.
Because it's aimed at fat dads and kids the level we played was fairly forgiving and it whisks you through the level allowing you plenty of "high five" moments with you daughter or son.
Sadly in the boozy nightclub, come Xbox party, where we got to have a play there were no kids to "high five" but a random booth babe sufficed. Natch.
The graphics are cute, the mini games fun, and overall it's a really enjoyable family experience if not a little American and a little saccharin at times, but hey that's Sesame Street through and through.
If you're looking for something very kid focused and friendly this will be one to replace Kinectanimals.
Please note
The E3 games convention is a fantastic chance to see the latest games due out over the coming year, as well as, letting us get a glimpse into what is going to be the big titles and the ones to avoid like the plague.
The big problem however is that for most of the titles that glimpse is, well, just that. At the show you'll get to play a level here or a multiplayer map there or even have a product manager walk you through a specific level.
So with that in mind we present you with our Quick Play.
What we've done is broken down the key facts you need to know and then given you our first impressions based on around 15 minutes of gaming. For us that 15 minutes isn't enough to do a First Look review or even a review. How can you rate a game that offers over 30 hours of gaming on just 15 minutes of play? However it should hopefully give you an idea, a feeling, a notion, of what to expect come launch day.

subset: commoncrawl


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Web Buzz: From farm to table to app directory
From farm to table to app
Name: Farm Star Living website and iOS app. The app is available for Android, iPhone, iPad and iPod touch.
What it does: Offers a directory of restaurants around the United States that serve food from local farmers. You can also search state by state for farms that are open to the public and offer hayrides, mazes, petting zoos, bed-and-breakfasts, you-pick-it orchards and much more.
Cost: Free
What's hot: I loved the "Farm Fun" section of the website where you can search for overnight farm stays, bed-and-breakfasts, cabin and tent stays. Even better was the ability to combine the type of lodging you wanted with the type of animals or activities you were interested in. I found a ranch in New Mexico where I could participate in a cattle drive and stay nearly a week. Maybe you want to visit a reindeer farm in Alaska during winter break? Too easy.
What's not: The app was crowded with not one but two ads when I tested it on my iPhone 4S. I would prefer a paid version of the app without the ads and including pictures and longer descriptions of the farms.
Worth it? I was thrilled to find the website, but I won't keep the app on my phone.
- Jen Leo, Los Angeles Times


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A commitment to rigorous research, 100% quality, and fairness and equity in education informs everything we do.
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We develop, administer and score 50 million tests in 180 + countries.
Promotional Links
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Through CAAP, ETS coordinates its efforts in advocacy, philanthropy and employee volunteerism and giving.
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ETS has assisted the NAEP program in introducing numerous psychometric and assessment design innovations over the years.
Are you committed to improving education through assessment around the world? If so, you could become a part of our team!
Work at ETS >


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(Pocket-lint) - Ultra Motors have been considerate with the design of the A2B and rather than just slapping a hub motor and battery into an existing regular bike frame, they've made something altogether more appealing.
With a chunky aluminium frame and the sort of front forks that would be more at home on a motocross bike, there is a heavy dose of motorbike looks about the A2B, from the disc brakes to the 20 x 3.0 Kenda Kraze tyres. When out riding the A2B heads will turn aplenty and rightly so: it's a good looking beast.
Beast is perhaps a little harsh as it's a beautifully comfortable ride. With front and rear suspension and plenty of travel, bumps are eased away as you cruise along suburban byways. You also get a big fat saddle to rest your posterior on, which is supremely comfortable too.
The Avid BB5 disc brakes are also incredibly effective because of those wide tyres, so you can come to some very sharp halts.
But the A2B is all about the power. Slung behind the saddle you'll find the battery and that is quite a beast: 36V of lithium-ion battery which weighs in a 6kg. The battery is detachable so you can take it into your house or office to charge, or charge it in location on the bike. To stop people stealing the battery it also lockable.
On the downtube there is a lock that turns the battery on and off. It has two positions and Ultra Motors told us that an additional battery could be installed in the downtube to extend the life further, although this option won't be available in all markets.
Like a scooter there is a twist "throttle" on the right-hand handle bar grip. Simply twist it towards you and the motor in the hub of the back wheel kicks in and starts propelling you along. It is also reasonably sensitive so you can ease the bike out of a junction slowly, or coast along keeping pace with slow-moving traffic.
It is reasonably fast to kick in, but unlike a motorbike you won't suddenly find the bike flipping out from underneath you, and within 2 minutes you'll have the feel of it. Of course, you can pedal and use the motor at the same time, although you don't have to pedal at any stage if you choose not too.
That's probably not a wise move however. There is a cutout feature so that you can't run the motor and hold the brakes on at the same time, so if you are sitting in the middle of the road waiting to make a turning across traffic – with the brakes on – you might not be able to speed away in a small gap, so we preferred to use pedal power in these situations. Pedalling also gives you a little more direct control when riding up kerbstones and the like.
There is a limiter on the motor that restricts you to about 25kph (15.5mph) on the roads. On the flat you quickly hit this speed where you then cruise along nicely. This is fairly sprightly for an average bicycle, but once you are there, you can pedal as well, so you'll find yourself in top gear adding a little extra. Without too much effort we were averaging about 28kph.
There is also a small thumb switch that changes over to "off road" mode that lifts this restriction to 32kph (20mph). We took the A2B Metro along the Thames towpath where this speed is a little excessive, but it seemed happy to belt along compacted earthy tracks.
Top speed? Well, we knew you would ask. On the flat using a combination of motor (in road mode) and pedals we hit 40kph at which point it started to feel like you were getting a decent workout too.
The pedal drive gives you a standard Shimano Alivio rear derailleur with a 14-34 Shimano 7-speed block. This is a reasonable range, however you will notice the weight of the bike once you start pedalling, especially when you get into those pesky hills.
The performance is actually very good. You probably expect it to dribble along at a miserable pace, but that isn't the case. It will also keep up a good tempo up hills, but obviously the steeper they get, and the heavier you are, the more you will slow down.
Range is estimated to be around 20 miles, but this depends on a great number of factors: terrain, wind, rider weight and how much you stop and start will all have an impact on the battery life. You do get a three-LED indicator of battery life on the handlebars however.
Charging the battery takes about 5 hours to full charge and the fan-cooled charger also features LED indicator so you know when it is good to go.
Ultra Motor also do a range of coordinating accessories and our test bike shown in the images was fitted with a pannier rack. The clip-on pannier was also rather snazzy, perfect for transporting your notebook to the office and back. Close fitting mudguards add a degree of practical protection from spray off the roads too.
It weighs in at 37kg overall, which makes this a heavy bike by any standards and perhaps the only real drawback here. When you do have to pedal it is hard work to keep up with someone on a normal, lighter, bike.
The weight means that if you have to carry it up steps, be it into your flat or house, then you will struggle, so unless you have easy access to where you want to store the bike, then think carefully.
Then there is the price. At £1949 you could get change from a carbon-fibre road bike at a quarter of the weight. But that's not really what this is about. If you wanted a road bike, you'd have bought one. The A2B Metro electric bike is a viable option for those that otherwise probably wouldn't look to two wheels to get to work.
But if you consider the cost of public transport in London within a 20 mile radius of the city centre, then it isn't that expensive (especially as half your charging will be at the expense of your employer…). But it is expensive compared to some other electric bikes which claim similar performance, but lack the exquisite design.
We've had a lot of fun testing the A2B Metro. Being road cyclists ourselves, it's easy to see how electric bikes of this type could encourage people off public transport and onto the road. It looks good, it rides well, and it is oh so much fun.


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Toronto's mayor Rob Ford refuses to step down, after scandals involving smoking crack, drinking and verbal abuse. So this week, Toronto's City Council stripped him of some of his powers.
We asked Marcus Gee, a long-time Ford watcher, to explain who Ford is, what he has done for Toronto, and what happens now.
Gee, a columnist for Canada's Globe and Mail, says Ford has always been an unusual politican and is a classic populist.
"He is an SUV driving, streetcar hating, right-wing kinda guy."
And why doesn't Ford like public transportation? "Because it gets in his way when he drives," says Gee. "He's cursed streetcars many times because he gets stuck behind them on his way to city hall when he is driving his SUV in from the suburbs."
Ford came into office on a pledge to bring more efficiency and fiscal responsibility to city government, explains Gee.
There was a city-wide strike in 2009 and people in Toronto were also upset about city hall during the financial crisis. Ford was able to ride that wave of anger into office. He pledged to improve customer service, keep taxes down, and give the unions a good kick, says Gee.
And Ford has kept some of those promises. He negotiated a fairly tough contract with the unions, he canceled one unpopular tax, and he tried to bring costs down. Gee feels many of Ford's claims of success, though, are exaggerated.
Gee does give him credit as a populist. For example, Ford answers constituents' calls. Even as the mayor of a major city, Ford takes a lot of time to answer calls from people complaining about backed-up sewers or fences that are deemed to be too high. Ford will call you back, says Gee, sometimes late at night. "And sometimes he even goes himself and checks out the fence," Gee says.
In our system of government, the city council is supreme, explains Gee. Since the mayor is only one of 45 people on the council, "mainly the job relies on the power of persuasion. He's lost so much of that now. The city council has turned their backs on him... even literally they turned their backs on him during a debate the other day while he was speaking. So it will be very tough to get things done. He is really mayor in name only."
Interestingly, Ford is popular with conservatives in the suburbs, but also with many new immigrants in the city who suffered from corruption in their homelands. To them, Ford looks like a straight shooter, who helps the little guy. "So he is quite popular with the typical taxi driver," says Gee.


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Check Out These Great Tips for Family Winter Fun!
Wondering where to get outside for a little winter fun? Or where to go inside for a winter birthday party or ice skating? There's no better source of information on how to survive and thrive during the winter in Western MA than Hilltown Families' readers!
Over the years Western MA families have shared their favorite places to go sledding and where to get a cup of hot chocolate after (or coffee for the parents!). And once we get a big winter storm, their recommendations are going to be warmly welcomed! They've discussed how to get kids to dress for the cold, and where to take the family for a horse drawn sleigh ride (or an indoor winter birthday party). Find out what local treasures and words of wisdom our readers have offered in these nine posts from our archives, and add your 2-cents too! Click here to read on!


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Running Ubuntu 16.10 / Wine / Newsbin
When it finishes downloading it auto unrar/unzips the rar files and deletes them : Perfect.
Switched to Mint 18.1 / Wine / Newsbin
Downloads rar's fine but refuses to auto unzip them.
It just leaves all the rar's (sometimes hundreds of them) in the download folder.
I have to go in manually and do them then delete from newsbin and delete the rars
I have the same newsbin config/setup on both systems.
Has anyone got the auto unrar to perform ok under mint?
I tried installing par2 from software manager - still same.
Im sure it probably has something to do with the default application for unrar, but being fairly new to linux cant work this out.


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Sandy Hook students will relocate to Monroe
NEWTOWN -- When Sandy Hook Elementary School students return to classes, it will not be in the building where 20 of their classmates and six staffers were killed in a rampage Friday.
Superintendent Janet Robinson announced Sunday that Sandy Hook students and staff will be relocated to Chalk Hill School in Monroe.
"It is located just across the border from Newtown and should be ready for occupancy in just a few days," Robinson wrote in an email. "We will be able to publish the exact date shortly."
Counseling will be available Sunday and Monday in two Newtown locations for students and adults as they deal with shootings in which a gunman killed 20 students and six staff as well as his mother and himself. Reed Intermediate School is open from 7 a.m. to 7 p.m. Sunday and Monday to provide counseling and the Newtown Youth & Family Services Inc. is open from 9 a.m. to 4 p.m. Sunday for emergency counseling at its office at 15 Berkshire Road. At both locations, walk-ins are welcome.
"Schools will not open Monday, because my staff wanted a little more time,'' Robinson said. "On Monday, the staff will come in. We have received so much assistance, it's been wonderful. There will be training for our counselors as well as sessions with our staff about how to help kids get through this awful event."
Tuesday will be a regular day for staff and students at Hawley, Middle Gate and Head O'Meadow elementary schools as well as Reed Intermediate and Newtown middle and high schools, Robinson said.
Additionally, an Interfaith service in the Newtown High School Auditorium is to be held at 7 p.m. Sunday
School officials in the area have made plans to try to help students deal with the tragedy. Danbury and Bethel school districts plan to have a police presence at all of their schools Monday.
The aim is to provide a reassurance of safeness for the children who will return after a weekend of being barraged with details of the shooting, Bethel Superintendent Kevin Smith said Saturday.
"Most of our kids were in lockdown Friday and didn't have the awareness of what happened and they will have had 48 hours of the news," Smith said.
On Saturday, Smith said staff from each school worked together to create guidelines for teachers about how to talk with students.
"This is not a local issue," Smith said. The education communities overlap from town to town. "We need to reassure our kids and parents that our kids are safe."
School officials from Danbury, Bethel, New Fairfield, Brookfield, New Milford and Ridgefield also posted on their websites or sent home guidelines about how parents could talk to their children about the shootings.
Sandy Hook School Principal Dawn Hochsprung, who was killed in the shootings, served as an assistant principal for six years in Danbury and her husband, George, teaches at Rogers Park Middle School.
Danbury High School graduate Lauren Rousseau was killed at Sandy Hook, where she was serving this year as a permanent substitute teacher.
"We will also hold a conference call Sunday night with all our principals and police to discuss the week," Danbury Superintendent of Schools Sal Pascarella said. He said he expects staff will be asked to meet before school Monday to review plans for their schools.
"We will have support teams deployed at all the buildings with an emphasis on Rogers Park Middle School," Pascarella said.
Pascarella called a special school board meeting Thursday night to discuss school safety in the district with city officials. He said he wants to analyze school safety plans that are in place and determine if they need to be revise.
email@example.com; 203-731-3333


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The week of May 2-8, 2010, has been designated "National Privacy Week" by the American Library Association and a handful of important allies. In today's world we expect to have information at our fingertips but we are often unaware of the trade-offs that entails. As the ALA's Privacy Revolution site points out:
[M]ost people don't realize the trade off. For example, citizens turn a blind eye to the fact that online searches create traceable records that make them vulnerable to questioning by the FBI, or that government agencies can track their phone calls, airline travel, online purchases, and more.
This campaign is intended to get people to "think critically and make more informed choices about their privacy." Need more convincing? Watch the video!
Choose Privacy Week Video from 20K Films on Vimeo.


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Gaston, a 4-year-old, neutered-male, short-haired Chihuahua, has been with us for a few weeks and seems rather confused as to why no one has snatched him up yet. We are, too! He is a gem!
He was first seen running the streets of Watsonville in the company of a Siberian husky at the beginning of February. He was brought into the shelter by someone concerned about his safety. Gaston is too small a guy to be out there on his own!
The name Gaston can be traced back to "gasti," which means stranger. He doesn"t want to be a stranger though; he wants to be your best friend forever! Sometimes the little pale ones get overlooked. There are so many small, tan-colored Chihuahuas that stay at the shelter. But by overlooking this little guy, you are missing a lot! Most other dogs are bigger and many have brighter colored coats to attract your attention, but give Gaston his chance and he"ll show you he has a huge heart full of love in this tiny package.
Gaston is of the opinion that everyone he meets is just a friend he hasn"t met before. He has a wag and a wiggle for people and other dogs alike. If you get close enough, he"ll probably try to sneak in a few kisses.
Even though he is a super sweet little guy, we recommend a six-week basic training for all of our newly adopted dogs. Taking part in such a class is very helpful to learning how to communicate with your new canine companion and establish a bond meant to last a lifetime. We offer a list of local positive reinforcement trainers and a "welcome home" handbook to all of our dog adopters.
If you are looking for a lost pet or are interested in adopting, becoming a volunteer or fostering, visit the shelter or go online to www.scanimalshelter.org.
The Santa Cruz shelter, 2200 Seventh Ave., is open noon to 7 p.m. Tuesday-Friday and noon to 5 p.m. Saturday and Sunday. The Watsonville shelter, 580 Airport Blvd., is open 9 a.m. to 5:30 p.m. Monday through Saturday and closed noon to 1 p.m. for lunch. Call 454-7303, ext. 0, for more information.


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A portion of all sales go to The National Breast Cancer Foundation!
Estimated delivery Oct 10 - Oct 15
Returns not available for this item, all sales final
The National Breast Cancer Foundation's mission is to save lives through early detection and to provide mammograms for those in need. This mission includes increasing awareness through education, providing diagnostic breast care services for those in need, and providing nurturing support services.
Our awesome customer service department is ready for your questions! Although we are a small company (11 of us total), we will do everything we can to answer your questions and take care of any problems.Contact Us
Subscribe and we'll give you first dibs on all daily deals and sales. We'll also send coupons for even further discounts.
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Wine lovers raised a glass last June to toast the passage of Bill C-311 which made it legal to take wine from one province to another. But their celebration may have been premature.
By amending the 1928 Importation of Intoxicating Liquors Act to decriminalize direct-to-home inter-provincial wine sales, the federal government opened the door to shipments from domestic wineries to consumers anywhere in Canada. In theory, a winery in Kelowna could market its products on its website, fill online orders and ship by courier to a customer in Toronto.
However, some provinces and their Crown liquor monopolies seem unwilling to embrace the spirit of Bill C-311.
Unfortunately, rather than repeal the entire law, Ottawa only amended it to provide an exemption for wine an individual brings — or "causes to be brought"— from one province to another for personal consumption. Even more unfortunate is the stipulation that the importation of wine must be "in quantities and as permitted by the laws" of the destination province.
That last bit of legalese has prompted the Canadian Association of Liquor Jurisdictions (CALJ), representing liquor boards in the provinces and territories, to frustrate the intent of the bill, threaten wineries that dare to ship with the loss of their licence and warn courier companies that, with the exception of B.C. and Manitoba, inter-provincial wine shipments are still prohibited.
The liquor monopolies have drawn their line in the sand, and it will probably be left to bold wine producers, whose access to markets is being restricted by fiat, to launch a court challenge to the liquor boards' authority to tell them what, where and to whom they can sell their products.
Alternatively, provincial and territorial politicians can demonstrate leadership by directing their liquor boards to set aside their rules and regulations with respect to the importation of wine and abide by the democratic vote of Canada's Parliament to relax inter-provincial trade barriers.
It seems preposterous that one can ship wine from Italy to the Netherlands by UPS but cannot do so from Ontario to Nova Scotia. And it's difficult to see what purpose is served by refusing to permit it.
Certainly, consumers' interests are best served by an open border policy, enabling them to order wine directly from any winery in Canada; and producers benefit from the increased marketing reach the Internet offers and the opportunity to attract additional customers from afar.
We can understand the concern of the liquor boards. If consumers can bypass the monopoly, some might choose to do just that and the revenue loss, according to the CALJ, could amount to $300 million a year. But in the U.S., where interstate sales have been broadly allowed since 2005, they account for a scant 0.5 per cent of the market. By that measure, direct shipments might hive off less than $4 million from total shipments by Canada's domestic wine industry, estimated at about $800 million. The Alliance of Canadian Wine Consumers calculated the potential loss to the Liquor Control Board of Ontario to be $619,495 a year.
Indeed, few consumers searching for a mid-range wine for Sunday dinner are likely to order direct from the winery. This market is small-lot, higher priced, craft wines that many government liquor stores are unlikely to carry. The impact on government revenue will be negligible.
It simply makes no sense for provincial agencies to use regulations whose legal status is now in doubt to prevent Canadian wineries from selling wine to all Canadians, or stop consumers from buying wines from any winery in Canada.
The federal government has issued its guidance with Bill C-311. Either the liquor boards must bring their policies up to date, or provincial and territorial legislatures should order them to do so.


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Information For Authors
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Mary Ann Liebert, Inc. Submission Benefits Package
Your submission to Metabolic Syndrome and Related Disorders provides you with robust tools and support to ensure maximum impact and readership for your work. By submitting your manuscript, you'll receive:
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Submitting your manuscript to Metabolic Syndrome and Related Disorders delivers a comprehensive benefits program that ensures high-quality review of your research and maximum impact for your work. Metabolic Syndrome and Related Disorders carries a manuscript processing charge* of $49.00 USD upon submission of each new manuscript.
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Metabolic Syndrome and Related Disorders provides an interdisciplinary forum to explore the pathophysiology, recognition, and treatment of the cluster of conditions associated with the evolving entity of metabolic syndrome. These include but are not limited to: central obesity, endothelial dysfunction, insulin resistance, dyslipidemia, glucose intolerance, type 2 diabetes, prothrombotic and pro-inflammatory states, hypertension, cardiovascular disease, and polycystic ovarian syndrome (PCOS). The Journal welcomes clinical and translational studies, research conducted in animal models, and molecular and cellular research. Manuscripts must not contain material that has been reported elsewhere.
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7. Aljada A, Garg R, Ghanim, H, et al. Nuclear factor-KappaB suppressive and inhibitor-KappaB stimulatory effects of troglitazone in obese patients with type 2 diabetes: evidence of an anti-inflammatory action. J Clin Endocrinol Metab, 2001, 11:224-238.
8. Vinson, G.P, Anderson, D.C, Evidence of Hypertension, Adrenal Glands, Vascular System, and Hypertension, Bristol, UK: Society for Endocrinology; 1997: 1-52.
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The Lucky Leprechaun Giveaway Hop is being hosted by I Am A Reader, Not A Writer and Books Complete Me.
This Hop will run from 03-17-11 through 03-20-11. I will announce the winner of my giveaway on 03-21-11.
Here is what I have available for one lucky commenter.
But a witch, an elf, a living vampire, and a pixy in one car going across the country? Talk about a recipe for certain disaster, even without being the targets for assassination.
For after centuries of torment, a fearsome demon walks in the sunlight - freed at last to slay the innocent and devour their souls. But his ultimate goal is Rachel Morgan, and in the fight for survival that follows, even embracing her own demonic nature may not be enough to save her.
Giveaway is open to all followers of this blog with a US mailing address. Just leave a comment and a valid email address and you're entered.
Good Luck and be sure to stop by the other blogs participating in this hop.


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Press Release
pSivida Corp. Reports ILUVIEN® for Chronic Diabetic Macular Edema Receives Marketing Authorization in Denmark, 9th EU Approval
ILUVIEN is currently under review by the
"We are pleased to see the continued expansion of marketing
authorizations for ILUVIEN across Europe," said
ACT OF 1995: Various statements made in this release are
forward-looking, and are inherently subject to risks, uncertainties and
potentially inaccurate assumptions. All statements that address
activities, events or developments that we intend, expect or believe may
occur in the future are forward-looking statements. The following are
some of the factors that could cause actual results to differ materially
from the anticipated results or other expectations expressed,
anticipated or implied in our forward-looking statements: uncertainties
with respect to: the number of clinical trials necessary to support an
NDA for Medidur; Alimera's ability to finance, achieve additional
marketing approvals, obtain adequate pricing and reimbursement for,
successfully commercialize and achieve market acceptance of, and
generate revenues to pSivida from, ILUVIEN for DME in the EU; Alimera's
ability to obtain regulatory approval for, and if approved, to finance,
successfully commercialize and achieve market acceptance of, and
generate revenues to pSivida from, ILUVIEN for DME in the U.S.; the
ability to finance, complete and achieve a successful outcome for Phase
III trials for, and file and achieve marketing approvals for, Medidur
for posterior uveitis, including achieving acceptable risk-to-benefit
and safety profiles in light of the CRL for ILUVIEN; initiation,
financing and success of Latanoprost Product Phase II trials and any
exercise by Pfizer of its option; ability of Tethadur to successfully
deliver proteins, peptides and other large biologic molecules; ability
to develop product candidates and products and potential related
collaborations; initiation and completion of clinical trials and
obtaining regulatory approval of product candidates; continued sales of
Retisert; adverse side effects; ability to attain profitability; ability
to obtain additional capital; further impairment of intangible assets;
fluctuations in operating results; decline in royalty income; ability
to, and to find partners to, develop and market products; termination of
license agreements; competition and other developments affecting sales
of products; market acceptance; protection of intellectual property and
avoiding intellectual property infringement; retention of key personnel;
product liability; consolidation in the pharmaceutical and biotechnology
industries; compliance with environmental laws; manufacturing risks;
risks and costs of international business operations; credit and
financial market conditions; legislative or regulatory changes;
volatility of stock price; possible dilution; absence of dividends; and
other factors described in our filings with the
Follow pSivida on social media:
Twitter: https://twitter.com/pSividaCorp
Facebook: https://www.facebook.com/pages/PSivida-Corp/544893792199562
LinkedIn: http://www.linkedin.com/company/psivida
Google+: https://plus.google.com/u/0/b/113754643626984244726/113754643626984244726/posts
The President's Blog: http://www.thechairmansblog.com/paul-ashton
For more information on pSivida, visit www.psivida.com.
In US:
+1 312 943 1123
News Provided by Acquire Media


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THE SQL Server Blog Spot on the Web
My Microsoft® PowerPivot for Excel® 2010: Give Your Data Meaning book has been printed and is now in stock on many bookstores!
This is another good news of the past week, who have been dense of good news. I and Alberto have been interviewed by Vidas Matelis about the book and we've received several subscriptions for our first PowerPivot Workshop in Europe in December.
Our book is also present in the AppStore for iPhone, iPod Touch and iPad. I tried it and maybe pictures are too small for an iPhone screen, but text looks very good and you can search through the book in an easy way.
Meanwhile, I've been working on several proof of concepts for new modeling techniques using the PowerPivot engine, which are very promising looking at the next version of Analysis Services. But I can't say much of that. We have to wait another month to get more news at the next PASS Summit in Seattle. I will further describe in another post the two sessions I will present there later this week.
Now, I look forward to getting feedback from actual readers of the book!
Hi Marco,
Thank you to you and Alberto for creating such a thorough guide to getting the most out of PowerPivot and taking the time to share your vast knowledge in "Microsoft PowerPivot for Excel 2010: Give Your Data Meaning".
The book is obviously well-researched and focused on delivering business results. The chapter on data modeling is excellent and synthesizes important bits of methodology into succinct and plain (non-technical) English. The DAX chapter is the best deep dive I've read on the subject and I know I will return to it many times to get a better understanding of what my calculations are "actually" doing and how context impacts the results.
It is amazing that both of you were able to pack so much information into so few pages. The first half gets a beginner up to speed; the other half gives an intermediate user the techniques to become an expert. Great job!
Luke Pargiter
thanks for your nice words.
I'm happy the book has been useful to you!


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The Church of God began on August 19, 1886, in Monroe County, Tennessee, near the North Carolina border. Former Baptist Richard Green Spurling preached in a millhouse along Barney Creek and eight persons formed a Christian Union for the purpose of following the New Testament as their rule for faith and practice, giving each other equal rights and privilege to interpret Scripture, and sitting together as the church of God. Twenty-one years later the growing movement formally adopted the name Church of God.
Ten years after the organizational meeting, a revival at the Shearer Schoolhouse in nearby Camp Creek, North Carolina, introduced the doctrine of sanctification to the community. Opposition to this doctrine led to severe persecution, but a spirit of revival prevailed and the Holiness believers experienced an outpouring of the Holy Spirit that included speaking in tongues and divine healing. Such experiences prepared the way for the explosion of the Pentecostal movement in the early twentieth century.
Under the leadership of our first General Overseer, A. J. Tomlinson, the Church of God adopted a centralized form of Church government with an inclusive International General Assembly (1906), launched a world evangelization effort beginning in the Bahamas (1909), inaugurated the Church of God Evangel (1910), and established educational opportunities for ministers and members (1918). Today Church of God ministries include more than 7 million members in 178 nations and territories. Some 36,000 congregations serve around the world, while regional and international ministries provide resources and support through our divisions of World Evangelization, Care, Discipleship, Education, and Support Services.
For further information on the history of the Church God, see Living the Word: 125 Years of Church of God Ministry and Like A Mighty Army, both of which are available through Pathway Bookstore. Additional historical resources are at the Dixon Pentecostal Research Center."
Since its beginning, the Church of God has been a movement" a moving church with a mission of ministry to the world. In this new millennium, God is leading the Church of God as a global movement prepared to meet the demands and challenges of ministry in the 21st century.
The Church of God consists of people just like you. Every person who attends a Church of God function, event or local congregation is recognized as a valuable member of the church body. About the Church of God presents a concise ministry review of the Church of God, its programs and ministries. If after visiting this site you should have any questions or inquiries about the Church of God or its programs and ministries, please don't hesitate to contact the Church of God."
Beliefs and Creeds
God anoints individuals to serve in various capacities in the church. He equips church leaders, pastors and lay persons with compassionate hearts and leadership skills which combine for effective ministry.
The administration of the Church of God at the international level is under the supervision of the General Overseer (Presiding Bishop), three assistants (executive bishops), the secretary general, and eighteen councilors constituting the International Executive Council of the church.
The International Executive Committee is responsible for the day-to-day operations of the church. These leaders are elected at the General Assembly, a biennial gathering of ministers and laity meeting for business, worship and fellowship. The state overseer provides leadership at the state or regional level and local pastors are appointed by the overseer in consultation and prayer with the local church
Download Hi-resolution JPEG photos (.zip file) of the campus. You will need WinRAR or WinZip to decompress and view the files.
The Church of God International Offices is located on 40 acres at the corner of Keith and 25th Streets in Cleveland, Tennessee. The campus consists of five primary structures, dominated by the four story World Evangelization Center, the original offices built on the site and completely renovated in 2005. The Discipleship and Education Center and the Leadership and Communications Center - both two story, 30,000 square foot buildings – were added to the campus in 2004.The campus also includes a Center for Ministerial Care and maintenance facility. A prayer plaza/garden ties the three primary structures together with walkways, statues, markers, and beautiful landscaping.
Guided tours of the three primary buildings are available through appointment by calling the Communications Department at (423) 478-7113 or by contacting us here."
For over 125 years the Church of God has been a distinctive movement focused upon communicating the gospel in the power of the Holy Spirit. Presently, the Church of God has a world-wide membership of over 7 million with a presence in nearly 180 countries.
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Activity 2: My school
The aim of our next activity is getting to know our schools. We are going to create materials presenting our schools (photos, videos, drawings) and combine them altogether. Then we are going to make a video/slideshow around the materials we have collected (Animoto, Smilebox, PhotoPeach, PictureTrail, Slideroll, Photo Story 3, Windows Movie Maker). We are also going to prepare a poster "My Dream School". The deadline for both tasks is 31st October 2012.
Let's post our pupils' answers to this question, either by entering their own answers or by clicking on and submitting existing answers.
What's your favourite school subject?... at AnswerGarden.ch.
Our Dream School - posters prepared by all the partner schools
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