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Saturday, October 3, 2020
12pm-4pm EDT | 9am-1pm PDT
26 Mallard Road, Toronto, Ontario, M3B 1S3, Canada
28 Patey Circle, Rindge, New Hampshire(USA), 03461, United States
338.9 km
385.4 km
JK to 8
3 to 12
Liberal Arts
Liberal Arts
12 to 18
Learning, Developmental
Dedicated class; in-class adaptations
Dedicated gifted school
$18,100 to $34,500
JK to 8
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Not available
Yes: grades JK - 8
Yes: grades 3 - 7
information not available
information not available
Headmaster emeritus Glenn Domina quotes Theodore Roosevelt's "Citizen in a Republic" speech—" The credit belongs to those who are actually in the arena, whose face is marred by dust and blood"—to underscore his guarantee that at Northmount "your son will not get his sister's education." No, that's not the cornerstone of the school, but Domina's statements highlight the values that inform the life of the school, values that are also very firmly centred in the Catholic traditions on which the school's program is based. The school is strong, both socially and academically, and including a rich extracurricular program, particularly when viewed in light of the school's size. Faith is central to the approach. The ideal student is one who shares the values that the school promotes and is personally inspired by them.
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.
Northmount School for Boys is proud to be Toronto's only independent Catholic boys' elementary school (JK-8). Our strategically small class sizes and enriched program of study are designed to optimize a boy's education. Experiential learning that engages all of a young man's senses is critical for the delivery of our curriculum. Our lessons provide opportunities for movement, experimentation, presentation, and the building of core skills in order to achieve extraordinary results. As a small school, the opportunity for participation in the arts, athletics, clubs, and community service is available to students at each grade level. We believe that close, personal, home-and-school communications reinforce our exceptional Catholic Character Education Program. Northmount works in partnership with parents to instill in our boys a strong sense of character, leadership, service and a life long love of learning. At Northmount, it is our mission to inspire boys to explore and achieve their greatest potential.
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.
I am delighted to welcome you to Northmount's Website on the Our Kids Network and I hope that you will soon visit the school if you have not done so already. Northmount is a unique place where boys are encouraged to learn and grow in a character-driven context that places a premium on our stated goal of bringing the boys along the road to honourable manhood. As parents you are your son's first, and, most important teachers. Each boy is respected for the individual he is and his parents are very involved partners in his "school life." The preparation for his future started at home but Northmount will continue and enhance the work you are doing as parents in an academically supportive environment. Your son will be known and mentored by his teachers and advisors. He will be understood and embraced in this community that understands and loves boys for what they really are. As a school we take great pride in our Catholic heritage. This continues to be the fundamental base in Northmount's Character Education Program. Our student population is representative of many faith backgrounds coming from a community of families that endorse and advance the values that define Northmount School. The face of Northmount is the face of Toronto. We have tried to strike an appropriate balance for each boy in the three "A's" of his education: academics, athletics and the arts. Boys learn best in a single sex environment. The evidence on this is overwhelming and incontrovertible. The heavy emphasis placed on girl's education since the late 70's has not been kind to boy's education in general and has given rise to the myth that boys will get along regardless of curriculum and pedagogy. This is demonstrably wrong. In Quebec, Alberta and Saskatchewan, high-school drop out rates for boys age 16 and over is higher than 40%. We have seen women's enrollment in university significantly surpass men's university enrollment across the western world. If current trends continue, one source calculates, the last boy will graduate from "a" North American University in 2076. Some co-educational schools admit, candidly, that they have not had a boy qualify as valedictorian for a graduating class over the past ten years. At Northmount we consider this a very serious state of affairs. We at Northmount base the character and education of the boys on firm ground born of the rock of ages making us much less inclined to faddism or novelty. Your son's education is too important to be a trial case study in the latest educational "experiment." As I watch the boys at play each day I am struck by how quickly they become physically strong but restrain themselves as they play with, or near, the younger ones. These emerging young men can also turn around and play a song or paint a picture that, on occasion, will make one stop in his tracks. Their work can belie an emotional depth that the boy's verbal communication does not. Competitive, active boys will be drawn to academics if put in an environment that champions the challenge of academics balanced with the athletic and artistic prowess as it springs from these young men of virtue. Years after the Duke of Wellington defeated Napoleon at Waterloo he was asked how this great victory was possible. He harkened back to the virtues and values his men had taken to heart while boys at school. He stated flatly, "The Battle of Waterloo was won on the playing fields of Eton." Northmount is such a school. We look forward to welcoming you and your son. Glenn C. Domina Headmaster
Liberal Arts
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.
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.
Not applicable
Northmount School is an independent boys preparatory school (JK-8) grounded in the Catholic tradition. It helps students achieve their greatest academic potential in a supportive environment which emphasizes character development, values and service, leading to a meaningful, balanced and fulfilling life.
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.
Traditional Math
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.
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.
Northmount School for Boys uses the Saxon Math program that works on building, reviewing and learning new challenging math skills in a modern context that is focused on boys learning.
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.
Saxon Math
Scientific calculators are introduced to boys in grades seven and eight.
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 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.
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.
Reading is taught from the K level through the primary program. Focused is on engendering a love of reading. Phonics decoding and comprehension skills are the focus of the primary division. Literature studies are central to the rest of the grades.
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.
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.
Students are taught to write by the exposure to good literature, the scaffolded structure of assignments and the exposure to age appropriate exemplars.
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.
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.
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.
The boy scientific education is taught through both the teaching of theory and the inquiry based hands-on experimentation in a lab setting.
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
Not applicable
These literature programs draw in equal measure from "Traditional" and "Social Justice" programs.
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.
The boys are exposed to a wide variety of literature from a wide variety of sources. We offer a wide variety of sources that is boy- centric. Our literature program is cross curricular integrated with our social studies program.
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
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).
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).
The basis of our program is a core knowledge but is organized with themes running through it that is co-ordinated with our literature program. Social justice is a key focus of the school and is not relegated to our social studies program.
Social studies is generally a fun subject for elementary school students, encompassing some textbook learning and lots of interesting projects.
Equal Balance
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of "conversation" between generations, and so frequently turns to "Great Works" and "Big Ideas" for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand "today" better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or "cultural literacy"), and persuasion skills through informed debate and extensive practice in essay writing.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Northmount students enjoy learning about the history and geography of the world around them. In the Senior Division, students will learn about exciting and important world issues, politics, and economics. They will learn about the important events that shaped modern day Canada, from First contact with European settlers through to New France, British North America and then Confederation. This journey is filled with inquiry, discovery, and interactive learning experiences. With the study of important and relevant historical events, as well as of current economic and political issues, students begin to learn valuable lessons and skills of how to be positive contributors of Canadian society. Field trips also form an integral part of the course – boys get to explore the real world as they learn the theory in the classroom.
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Our French program emphasis listening, interpreting, writing, and producing original French works.
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
These programs have an equal emphasis on receptive and creative learning.
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.
Our visual arts begins on the expressive scale and develops into a more disciplined approach as the student matures.
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.
Graphic Design
Visual Arts
Graphic Design
Visual Arts
Light integration
Light 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.
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.
Technology is scene as a tool to enhance learning in the curriculum rather than a discipline rather than itself.
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.
Web design
Computer science
Web design
Computer science
We believe strongly that the boys have daily physical education classes, with skill development, co-operative play and personal fitness as highlights.
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.
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.
The main focus of the Kindergarten program is for boys to develop a love of learning. Furthermore, the boys are given an excellent academic, athletic, artistic, social, and spiritual foundation. Northmount has an energetic and talented group of teachers that strives to individualize its instruction and programs. Teachers enrich student learning as well as provide additional help and encouragement when needed. It is so well developed that by the end of senior kindergarten our boys read, write and do mathematics at a Grade 1 standard, which sets them well on the path towards academic success.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Northmount's CASTLE Program is there to increase the stride in a students' learning pace. The CASTLE Program is an individualized instruction which allows each boy to achieve their greatest potential within our enriched and accelerated academic setting.
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 "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".
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.
At Northmount School for Boys, the key to mastery of fundamental skills stems from the ability to tailor the curriculum so that it is personally relevant and engaging. We recognize that each student comes to us from a different background and as such our individualized instruction allows each boy to achieve their greatest potential within our enriched and accelerated academic setting.
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.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Not applicable
Not applicable
We offer an advanced curriculum rooted in the Catholic tradition. Our students will become men who are competent and confident leaders; strong in both mind and body. They develop into contributing citizens with a moral conscience.
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.
A - Forms of Support
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Northmount School
Hampshire Country School
|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
At Northmount School for Boys, we recognize the diverse learning needs of our community. For that reason, we proudly offer the CASTLE Program: a centre of enrichment and support. The acronym, CASTLE, stands for: Character, Academics, Athletics, Arts, Strengths (social, emotional, intellectual, spiritual), Toward, Leadership and Excellence. These are all traits that we hold in the highest of regard and truly believe that every one of the students in our charge can reach his greatest potential in each and every one of these areas. Sometimes though, we know additional help and resources may be needed; hence we have the CASTLE Program! The CASTLE Program is truly essential for Northmount as it helps address the needs of our students who are gifted, underachieving, ESL, or have other unique learning styles.
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.
Northmount school makes every effort to support a boy through his educational journey. Moderate individualization of instruction allows us to make some accommodation. We recognize the diverse learning needs of our community. For that reason, we proudly offer the CASTLE Program: a center of enrichment and support. The CASTLE Program is truly essential for Northmount as it helps students achieve their full potential.
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.
Northmount School
Hampshire Country School
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 JK - 8
Yes: grades 3 - 7
Boys of promise, strong in character, academics, and athletics. Students who are willing to learn and give of their time to others.
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.
1.Please complete and return the on line application together with a copy of the applicant's two most recent report cards.
2.Upon receipt of the completed application and the application fee of $200.00, a date will be scheduled for your son's educational assessment and family interview with the Director of Admissions.
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.


text:
The designated operator of Brazil, Empresa Brasileira de Correios e Telégrafos, wishes to inform the designated operators of UPU member countries that, in some regions of the country, a strike has been affecting delivery operations since Wednesday, 20 September 2017.
A business continuity plan is in place to ensure normality in the provision of services and minimize possible impacts. However, the partial work stoppage may affect the delivery of inbound postal items (letter post, parcels and EMS items).
Empresa Brasileira de Correios e Telégrafos thanks all designated operators for their understanding. It will keep them updated via EmIS.

subset: commoncrawl


text:
School of Nursing:
An Inventory of Its Records, 2001-2002, at the Southwest Collection/Special Collections Library
Biographical Sketch
The School of Nursing expanded quickly over its brief history. The first classes at Texas Tech were part of the Continuing Nursing Education Program, which began in 1979. Then, in the Fall of 1981, the first students with no prior nursing education were admitted into Tech's baccalaureate nursing degree program at the Lubbock Health Sciences campus. This was the only BA nursing program in Texas where students receive immediate nursing instruction in clinical areas.
In the Fall of 1985, the program expanded to a second campus at Permian Basin. The rapid growth continued to expand in the level of nursing education that could be achieved at Texas Tech. In 1988, a graduate program began. In 1992, in collaboration with the University of Texas Health Sciences Center in San Antonio, a doctoral program began.
At this time, the School of Nursing boasts forty-plus nursing faculty, all of whom are involved in clinical practice as well as teaching duties, programmatic level research activities, and over 500 hundred students at all levels of education.
Return to the Table of Contents
Scope and Content
The collection consists of syllabi from nursing courses taught at the Texas Tech Health Sciences Center.
Return to the Table of Contents
Access Restrictions
Open for research
Return to the Table of Contents
Return to the Table of Contents
Related Material
Return to the Table of Contents
Administrative Information
Preferred Citation
School of Nursing Records, 2001-2002, Southwest Collection/Special Collections Library, Texas Tech University, Lubbock, Texas
Collection accession #(s):
GiftS, 2000-2002
Processed by
Justin McDonald, November 2002
Return to the Table of Contents
Collection Inventory
Return to the Table of Contents


text:
Winning Country Cassoulet
Total TimePrep: 65 min. + standing Bake: 1-1/2 hours
Makes4 servings
- 3/4 pound dried navy beans
- 3 cups water
- 1 bay leaf
- 1 can (14-1/2 ounces) chicken broth
- 1/4 pound bacon, diced
- 4 chicken legs or thighs
- 2 medium carrots, quartered
- 2 medium onions, quartered
- 1 cup canned diced tomatoes
- 1/4 cup coarsely chopped celery with leaves
- 2 garlic cloves, crushed
- 1 teaspoon salt
- 1/2 teaspoon dried marjoram leaves
- 1/2 teaspoon rubbed sage
- 1 teaspoon whole cloves
- 1/4 teaspoon pepper
- 1/2 pound smoked sausage, cut into 2-inch pieces
- Minced fresh parsley
- Sort beans and rinse with cold water. In a Dutch oven or soup kettle, combine the beans, water and bay leaf. Bring to a boil; boil, uncovered, for 2 minutes. Remove from the heat; cover and let stand for 1 to 4 hours or until beans are softened. Do not drain.
- Stir in broth; bring to a boil. Reduce heat; cover and simmer for 1 hour. Meanwhile, in a small skillet, cook bacon over medium heat until crisp. Using a slotted spoon, remove to paper towels; drain, reserving 2 tablespoons drippings. In the same skillet, brown chicken in reserved drippings on all sides; drain and set aside.
- In a 3-qt. baking dish or Dutch oven, combine the beans with cooking liquid, bacon, carrots, onion, tomatoes, celery, garlic, salt, marjoram, sage and pepper. Place whole cloves on a double thickness of cheesecloth; bring up corners of cloth and tie with string to form a bag. Add to bean mixture; top with chicken.
- Cover and bake at 350° for 1 hour. Uncover; add sausage. Bake 30-35 minutes longer or until beans are tender. Discard bay leaf and spice bag. Garnish with parsley.
Recommended Video
May 12, 2013
This was our supper last night and my young family loved it. Though it cooks for hours, I did not think it was labor intensive and the tenderness was well worth the time. My only change was slicing all the veggies into bite-size pieces.
Apr 8, 2011
This was very good. I used canned beans and started half-way through step 2 with the bacon. I will make a few changes next time. Add more veggies and don't add any liquid if you are using canned beans.
Feb 5, 2011
I thought this recipe was very good, but time consuming. I did not have a cheese cloth to use, so I sprinkled some ground cloves in the recipe. The only thing I want to try next time is to put this in the crockpot to cut back on time. Other than that, this recipe tasted great!!!
Jan 31, 2010
I tried to make this simplier and easy. I used the skinless boneless chicken theighs, caned beans, smoked turked turkey sausage and fat free bacon bits. I also did it in the slow cooker and cooked it on low for 5 hours. It turned out very good.
Jan 31, 2010
No comment left
Jul 9, 2009
sounds wonderful,if i could find someome to take all that time to fix it
Mar 24, 2009
This Dish was very tasty but it was time consuming I will consider cooking this again when I have a lot of time


text:
Yesterday before i sleep, i check my site index. i get about 50 index on google. today morning when i wake up, i get 250 index on google. and my page ranking better on several keyword. than i add 1 page and 2 canonical link, add 404 page header, and resubmit sitemap. and after 2 hour, its going down to 50 index again. and my page ranking just rolled back to previous day.
what is actually happen? is it because i resubmit sitemap? until now, google still crawl my website. do they try to refresh the index?


text:
It's estimated that close to 20% of adults suffer from the negative effects of grinding and clenching their teeth, often called bruxing. The main reason people clench and grind their teeth is due to stress. Clenching and grinding not only causes excessive wear on your teeth, but the activity can also cause your facial and neck muscles to become sore.
At Stonegate Meadows Dentistry of Colorado, our experienced dentist can fit you with night guards — plastic mouthpieces that fit over your upper and lower teeth — to lessen the damaging effects of clenching or grinding your teeth. Night guards can also correct your bite by placing your teeth in their correct position.
To find out how a Stonegate Meadows Dentistry team can help you conveniently solve your dental problems, contact our office today.


text:
Hannibal / EPA
Competitors start the men's Triathlon with the swim during the London 2012 Olympic Games Triathlon competition at the Hyde Park, London on August 7.
Paul Hackett / AFP - Getty Images
Athletes compete during the cycling portion of the Men's Olympic Triathlon Race on Aug. 7, during the London 2012 Olympic Games.
Tim Wimborne / Reuters
Britain's Alistair Brownlee, left, runs ahead of Spain's Javier Gomez and Jonathan Brownlee in the men's triathlon final during the London 2012 Olympic Games at Hyde Park on Aug. 7,
Hannibal / EPA
Britain's Alistair Brownlee celebrates winning the men's Triathlon during the London 2012 Olympic Games Triathlon competition at the Hyde Park, London, Britain,on Aug. 7.
Jae C. Hong / AP
Spain's Javier Gomez, left, congratulates Great Britain's Alistair Brownlee after Brownlee won the gold medal in the men's triathlon at the 2012 Summer Olympics, on Aug. 7, in London.
Click for more from the 2012 summer games in London.
From Reuters- LONDON (Reuters) - Since triathlon joined the Olympics in 2000 it has produced seven out of seven upset wins but Alistair Brownlee bucked the trend in spectacular style on Tuesday when he delivered a perfectly-executed race plan to claim Britain's first medal in the sport.
Their second came moments later when younger brother Jonathan Brownlee took bronze, despite having to serve a 15-second penalty for mounting his bike too early, while Spaniard Javier Gomez, fourth four years ago when he was top-ranked, split them with silver. Click here for the rest of this story and the latest results.


text:
Sleeping-OUT offers a wide range of Accommodation near Louis Trichardt Golf Course. Browse the selection of establishments to find one which meets your tastes and budget. Book your Accommodation close to Louis Trichardt Golf Course Now!
Barney Van Niekerk won a booking to the value of R880 at Misty Mountains Guesthouse
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Situated 8 km's north of Louis Trichardt in the heart of the Soutpansberg mountains en-route to Kruger National Park, Musina, Venda, Mapungubwe, Zimbabwe, Botswana, etc. with a stunning view of the mo... More Info
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Madi a Thavha Mountain Lodge a colourful experience
Madi a Thavha, meaning "Water from the mountain" in Venda, is located next to a mountain stream in a hidden valley of the Soutpansberg mountain r... More Info
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Misty Mountains farmhouse is nestled in the beautiful Soutpansberg Mountains of the Limpopo Province. The backdrop of the mountain reaching up behind the house and the picture perfect view over mounta... More Info
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Lalani Lodge (sleep here) in the Venda Language is a self-catering, fully serviced lodge consisting of 6 chalets on a macadamia farm in the luscious subtropical Levubu Valley next to the Luvhungwe Ri... More Info
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* This accommodation is only available as a unit. It has been included in these search results as the average price per person based on maximum occupancy falls within the selected price range. However, the price displayed is the full unit price.
Soutpansberg (23)
Louis TrichardtLovely place. Great sights - Zakariya Paul
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Louis TrichardtReally loved the town and the surroundings and regret not to be able to stay any longer to see and visit more. But we'll come back again, for sure! - Sophie Selliez
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Louis TrichardtLoved the town - Ron Schulz
Louis TrichardtLouis Trichard is a quiet area suited for relaxation. It does not have many entertainment areas. - Rudzani Lithole


text:
Therapy can change and transform your life
Working with a psychologist you can:
- Improve the quality of your life. Learn to manage depression, anxiety and stress.
- Reduce stress and worry
- Deal with painful feelings and thoughts more effectively
- Learn to accept and be happy with who you are.
Tri-City Psychology Services is a place where you can safely share your concerns and get the support you need
There are many reasons why people will book an appointment with a psychologist. If you're thinking about booking an appointment with a psychologist, but you're not quite sure if it's right for you?
Check our FAQ page
We only have a certain number of days to love our partner, watch that sunset, have dinner with friends. We only a get certain number of weekends to watch our kids play soccer, or walk the dog. Time is fleeting, the irony is often we just don't live like it is. Unless you know how to enjoy life, your life is not really healthy.
Its time to stop listening to the voice in your head
We all talk to ourselves (inside our minds). This internal debate that we hold, influences our feelings and our behaviour.
The good news is that when you become more aware of your patterns of thinking, and learn to turn them around – it's usually all you need to overcome many unwelcome feelings and behaviours.
You've come to the right place to learn how to recognize, and turn those negative patterns around. You do not have to go it alone. You've got us in your corner.
If you have been thinking about starting therapy…now is the time to take action. Start making changes now and get more out of your life
~ we'll get right back and answer any questions you may have.


text:
Resource Guide for Kidney Cancer
]]>Main Page]]> | ]]>Risk Factors]]> | ]]>Reducing Your Risk]]> | ]]>Screening]]> | ]]>Symptoms]]> | ]]>Diagnosis]]> | ]]>Treatment Overview]]> | ]]>Chemotherapy]]> | ]]>Radiation Therapy]]> | ]]>Surgical Procedures]]> | ]]>Hormonal Therapy]]> | ]]>Other Treatments]]> | ]]>Lifestyle Changes]]> | ]]>Managing Side Effects]]> | ]]>Living With Kidney Cancer]]> | ]]>Talking to Your Doctor]]> | Resource Guide
Kidney Cancer Association
1234 Sherman Ave., Suite 203
Evanston, IL 60202-1375
Internet address:
Description of services provided:
The Kidney Cancer Association is a membership organization comprised of patients, family members, and health professionals. The organization provides information about ongoing research into the treatment of the disease and advocates on behalf of patients with the government and insurance companies. Meetings are held in different parts of the country and there is an online chat room.
National Cancer Institute (NCI)
NCI Public Inquiries Office
Bldg. 31, Rm. 10A31
31 Center Drive, MSC 2580
Bethesda, MD 20892-2580
Internet address:
Description of services provided:
The National Cancer Institute provides information about kidney and other cancers. The Institute funds research related to cancer, and the site includes information about clinical trials.
American Cancer Society (ACS)
1599 Clifton Road
Atlanta, GA 30329
Internet address:
Description of services provided:
The American Cancer Society provides information and support to patients with kidney cancer and their families through a network of local chapters. The society supports cancer-related research, and takes an active approach to teaching people ways to reduce the risk of developing cancer.
Last reviewed November 2008 by ]]>Mohei Abouzied, MD]]>
Please be aware that this information is provided to supplement the care provided by your physician. It is neither intended nor implied to be a substitute for professional medical advice. CALL YOUR HEALTHCARE PROVIDER IMMEDIATELY IF YOU THINK YOU MAY HAVE A MEDICAL EMERGENCY. Always seek the advice of your physician or other qualified health provider prior to starting any new treatment or with any questions you may have regarding a medical condition.
Copyright © 2007 EBSCO Publishing All rights reserved.


text:
Chapter 3
The Lure of Worldly Goods
Throughout life, we have particular goals to achieve: wealth, possessions,
and better status, and a spouse and children. These are among the common
goals shared by almost everyone. All planning and effort are designed
to meet these goals. In spite of the sole incontrovertible fact that everything
is inclined to age and extinction, people cannot keep themselves from
becoming deeply attached to things. One day a brand-new car becomes old-fashioned;
due to natural causes, rich farmland becomes barren; a beautiful person
loses all her looks when she ages. Above all, every human being on earth
dies, leaving everything he owned behind. Yet despite all these irrefutable
facts, man shows an unfathomable devotion to possessions.
Those who spend their lives devoted blindly to worldly goods, will realise
that they consumed all their lives chasing illusions. They will realise
their ridiculous situation after they die. Only then will the ultimate
purpose of life, to be a sincere servant of Allah, be clear to them.
Allah in the Qur'an gives a considerable account of this "deep attachment"
in the following verse:
Fair in the eyes of men is the love of things
they covet: women and sons; heaped-up hoards of gold and silver; horses
branded (for blood and excellence); and (wealth of) cattle and well-tilled
land. Such are the possessions of this world's life; but in nearness to
Allah is the best of the goals (to return to). (Surah Ali-'Imran: 14)
All the matters of this world wealth, spouses, children and commerce
keep many a person busy in this life. However, if they could acknowledge
the power and greatness of Allah, they would know that all the things
granted to man are merely means of obtaining His good pleasure. This way,
they would also comprehend that the main aim of man is to be His servant.
Yet, those who do not have true faith and trust in Allah have blurred
vision and a poor understanding of their existence due to their worldly
ambitions. They expect great things from this flawed life.
It is surprising that man forgets all about the Hereafter, which is a
perfect and infinitely superior residence for him, and is satisfied with
this world. If someone does not have complete faith, even the existence
of a slight "probability" of the Hereafter should make him, at least,
assume a more cautious attitude.
Believers, on the other hand, are fully aware that this is, by no means,
a "probability" but a reality. That is why their lives serve the purpose
of eradicating the slightest possibility of being sent to hell; their
efforts are entirely designed to attain paradise. They know clearly that
the disappointment felt in the Hereafter after a life spent on vain desires
will be bitter. They are well aware that accumulated wealth, such as an
overflowing bank account, luxury cars or mansions, will not be accepted
as a ransom from eternal punishment. Furthermore, neither family nor one's
dearest friends will be present to save one from eternal grief. On the
contrary, every soul will try to save itself. Yet despite all this, most
people assume that this life does not continue on to the hereafter, and
greedily embrace this world. Allah states this in the verse below:
Mutual rivalry for piling up (the good things
of this world) diverts you (from the more serious things), until you visit
the graves. (Surat at-Takathur: 1-2)
Attraction towards worldly possessions is, no doubt, the secret of the
test. Allah creates all things that He bestows upon man with great sophistication,
yet they are also of short duration. This is only to make people think
and compare the things given to them in this world with the Hereafter.
This is the "secret" of which we are talking. Life in the world is indeed
magnificent; it is quite colourful and attractive revealing the glory
of Allah's creation. To lead a good life and take pleasure in it is, no
doubt, something desirable and man, surely, prays to Allah to lead such
a life. Yet this can never be the ultimate purpose, since such a goal
in life is not more important than attaining the good pleasure of Allah
and paradise. Therefore, man should never forget his main purpose, while
enjoying the benefit of these favours. Allah warns man about this issue
in the verse below:
The (material) things which you are given
are but the conveniences of this life and the glitter thereof; but that
which is with Allah is better and more enduring: will you not then be
wise? (Surat al-Qasas: 60)
This great fondness for worldly things is one of the reasons why man
forgets the Hereafter. There is another point to remember: man never finds
true happiness in any of the worldly things he greedily embraces or in
any provision that he toils to possess. That is because keen desires are
hard to satisfy. No matter how much it may possess, the desires of the
ego never end. Typically, it always seeks for more and for better. This
is why the human being cannot find peace or satisfaction in the world.
Does Real Wealth Exist in this World?
A majority of people assume they can turn their life into a perfect one
once they determine to do so. Furthermore, they simply assume that achieving
a high quality of life is possible through having more money, better living
standards, a happy family, and an admirable status in society. Yet, those
people who devote all their time to securing such things are clearly admitting
to an error. First, they only struggle to attain peace and happiness in
this world and forget all about the Hereafter. Despite the fact that their
main purpose is to be servants of Allah in this world and to be grateful
for what He gives, they spend life fulfilling their own vain desires.
Allah informs man about the insignificance and deceptive allure of the
world in the Qur'an:
Know you (all), that the life of this world
is but play and amusement, pomp and mutual boasting and multiplying (in
rivalry) among yourselves, riches and children. Here is a similitude:
how rain and the growth which it brings forth delight (the hearts of)
the tillers; soon it withers; you will see it grow yellow; then it becomes
dry and crumbles away. But in the Hereafter is a penalty severe (for the
devotees of wrong). And forgiveness from Allah and (His) good pleasure
(for the devotees of Allah). And what is the life of this world, but goods
and chattels of deception? (Surat al-Hadid: 20)
Not believing in the Hereafter or seeing it as a remote possibility is
the many people's fundamental mistake. They believe that they will never
lose their wealth. Pride makes them avoid submission to Allah and turn
their faces against His promise. The ends of such people are related as
Those who rest not their hope on their meeting
with Us, but are pleased and satisfied with the life of the present, and
those who heed not Our signs: Their abode is hell, because of the (evil)
they earned. (Surah Yunus: 7-8)
History has witnessed many such people. Kings, emperors, and pharaohs
thought they could secure immortality through their fabulous wealth; the
thought that there is something more valuable than wealth and power may
never even have occurred to them. This flawed mentality misled their peoples,
who were greatly impressed by their wealth and power. However, all these
disbelievers faced a terrible end. In the Qur'an, Allah informs us about
Do they think that because We have granted them
abundance of wealth and sons, We would hasten them on in every good? Nay,
they do not understand. (Surat al-Muminun: 55- 56)
Let not their wealth nor
their (following in) sons dazzle you: in reality Allah's plan is to punish
them with these things in this life, and that their souls may perish in
their (very) denial of Allah. (Surat at-Tawbah: 55)
A drawing of a Mayan monument in Honduras.
(above) The current state of the same monument, once the symbol
of a magnificent civilisation. The comparison reveals a striking
fact: no magnificence is immune to destruction in this world.
These are some of the stories of communities
that We relate to you: of them, some are standing, and some
have been mown down (by the sickle of time).
(Surah Hud: 100)
These people actually disregard a crucial point. All wealth and everything
deemed important, belong to Allah. Allah, the actual Owner of wealth,
allocates His endless possessions among those whom He wills. In return,
man is expected to show his gratefulness to Allah and be a loyal servant
to Him. It should be remembered that nobody can limit one's possessions
once Allah bestows them. Likewise, once somebody is deprived of affluence,
nobody except Allah has the power to sustain him. In this way, Allah puts
His people to test. However, those who forget their Creator and the day
of judgement pay no heed to this:
Allah enlarges, or grants by (strict) measure,
the sustenance (which He gives) to whomsoever He pleases. (The worldly)
rejoice in the life of this world. But the life of this world is but little
comfort in the Hereafter. (Surat ar-Ra'd: 26)
Are Wealth and Status in the World Important?
Most people believe that a perfectly peaceful life is attainable in this
world. This mentality suggests that one can find true happiness and earn
the respect of others by becoming wealthy. The same mentality believes
that once this contentment is fulfilled, it will last until the end of
the world. Yet, the truth is otherwise. Man can never achieve the life
of his dreams by forgetting his Creator and the day of judgement. That
is because by the time he realises one goal, he sets his mind on others.
Not content with earning a lot, he goes into new businesses. He does not
take any pleasure from his new flat once he sees his neighbour's more
artfully decorated house, or else, because the fact that his house is
decorated in last year's style, which is no longer in fashion, prompts
him to redecorate it. Similarly, since fashions and tastes change dramatically,
he dreams of a more sophisticated wardrobe because he is not satisfied
with what he already has. The psychology of disbelievers is clearly explained
in the following verse:
Leave Me alone, (to deal) with the (creature)
whom I created (bare and) alone! To whom I granted resources in abundance,
sons dwelling in his presence to whom I made (life) smooth and comfortable!
Yet is he greedy that I should add (yet more). (Surat al-Muddaththir:
A person of sound mind and clear understanding should acknowledge that
those who possess mansions with more rooms than inhabitants, luxury cars
or fabulous wardrobes are only able to use a limited part of those possessions.
If you had the biggest mansion in the world, would it be possible to enjoy
the comfort of each room at the same time? Alternatively, if you had a
wardrobe of highly fashionable clothes, how many of your suits could you
wear in a day? The owner of a mansion with dozens of rooms, as an entity
limited in terms of time and space can only stay in a single room at any
one time. If you are offered all the delicious dishes of a famous cuisine,
your stomach would take no more than a few of them; if you attempt to
bolt down more, the result will be torture rather than pleasure.
The list could be further extended, yet the most striking fact is that
man is destined to a quite limited period of life in which he can enjoy
the luxury his wealth brings. Man rapidly proceeds towards his end, yet
he hardly acknowledges this during his life and assumes that his wealth
will bring him eternal happiness, as the verse suggests:
Thinking that his wealth would make him last forever!
(Surat al-Humazah: 3)
Man is so blindly fascinated with the power of his wealth that when he
faces the awful end on the day of judgement, he will still struggle to
escape from punishment by giving away his wealth:
Though they will be put in sight of each other,
- the wrongdoer's desire will be: Would that he could redeem himself from
the penalty of that day by (sacrificing) his children, wife and his brother,
kindred who sheltered him, all that is on earth so it could deliver him:
by no means! For it would be the fire of hell! (Surat al-Ma'arij:
Yet, some people are aware that wealth, prosperity and great fortune
are under the control of Allah. Hence, they are well aware that rank and
status are ridiculous. Only these people truly understand that these possessions
will not save them in the hereafter. Therefore, they do not dare to chase
after the valuables of this world. Showing arrogance is not a trait you
can expect from such modest people. Never forgetting the existence of
Almighty Allah makes them feel grateful for everything He gives them.
In return for such conduct, Allah promises an honourable and comfortable
life to them. The people who trust in Allah and make their servanthood
to Allah the ultimate purpose of their lives are aware that they can only
benefit from worldly goods for a limited period of time and that worldly
goods are worthless next to the eternal abundance promised. Wealth never
makes such people become deeply attached to this life. On the contrary,
it makes them more grateful and closer to Allah. They deal justly with
everyone and every issue, and try, with what Allah gives them, to attain
His good pleasure. Rather than taking pleasure from wealth in this world,
they aim to acquire the Qur'anic values expected from them, fully aware
that real status and praise in the presence of Allah matter. The prophet
Sulayman set an example to all people as an honourable believer who showed
such traits in his life. Possessing a great wealth and sovereignty, Sulayman
clearly stated why he pursued this wealth:
Truly do I love the love of good, with a view
to the glory of my Lord. (Surah Sad: 32)
Failure to acknowledge why worldly goods are created in this world leads
people to forget that they will only be able to use these possessions
for a period of 60-70 years, if they are destined to live that long, and
then leave their mansions, cars and children behind. They do not think
that they will be buried alone in their graves. All through their lives
they long for the affluence they will never be able to enjoy.
Yet, those who consider wealth a saviour and neglect the existence of
their Creator suffer bitter grief both in this world and the hereafter:
Those who reject faith, neither their possessions
nor their (numerous) progeny will avail them aught against Allah: They
are themselves but fuel for hell. (Surah Ali-'Imran: 10)
The Qur'an heralds the end of those who demonstrate
insatiable greed for possessions:
Who heaps up wealth and lay it by,
Thinking that his wealth would make him last forever!
By no means! He will definitely be thrown into That which breaks to pieces,
And what will explain to you That which breaks to pieces?
(It is) hell of (the wrath of) Allah kindled (to a blaze),
Which mounts (right) to the hearts.
It shall be made into a vault over them,
In columns outstretched. (Surat al-Humazah: 2-9)
True wealth belongs to those believers who never show an inner interest
in possessions in this world and truly believe that only Allah gives everything
to man. These are actually the really wealthy people in this world; they
do not limit their lives to a mere 50-60 years. Believers engage in the
best trade by obtaining paradise in exchange for this life. They prefer
permanent instead of temporary wealth. Allah informs us about this in
the following verse:
Allah has purchased from the believers their persons
and their goods; for theirs (in return) is the Garden (of Paradise): they
fight in His cause, and slay and are slain: a promise binding on Him in
truth, through the Tawrah, the Gospel, and the Qur'an: and who is more
faithful to his covenant than Allah? Then rejoice in the bargain which
you have concluded: that is the achievement supreme. (Surat at-Tawbah:
Disregarding these facts, those who "cling to" this world will soon understand
clearly who is on the path of right action.
Marriage is considered an important turning point in one's life. Every
young girl or boy looks forward to meeting the person of her or his dreams.
A good mate is a major goal in life and young people are almost "indoctrinated"
with the importance of finding one. However, relations between man and
woman are fundamentally based on unsound grounds in ignorant societies,
namely societies in which people do not accept the Qur'anic way of life:
"friendships" are solely romantic relationships in which both sexes seek
emotional satisfaction. Yet, marriages are usually based on mutual material
benefits. Many women try to find a "prosperous man" in expectation of
a high standard of living. For such a purpose, a young girl may easily
accept to be the life-long spouse of someone for whom she has no affection.
On the other hand, what a man seeks in a woman is very often "good looks".
Yet the rationale behind the viewpoint of an ignorant society neglects
a crucial fact: all these materialistic values are eventually doomed to
perish; Allah can take back the fortune of a man in a moment. Similarly,
it takes but a few seconds to lose good looks; as city dwellers, for instance,
our daily commuting to and from work can at any time be thwarted by an
accident that may leave hideous and permanent scars on the face. Time,
meanwhile, deals irrecoverable damage to our health, strength and beauty.
Under such unpredictable conditions, what consequences are there in a
system based on purely materialistic values? For instance, think of a
man who only marries a woman because he is impressed by her good looks.
What would he think if her face is badly injured in an accident? Would
he leave her when wrinkles start to appear on her face? The answers no
doubt reveal the unreasonable basis of materialistic thinking.
A marriage becomes precious when it is intended purely to obtain the
good pleasure of Allah. Otherwise, it becomes a burden both in this world
and the next. If not in this world, man will ultimately understand in
the hereafter that this is an improper way for the human soul. Yet, this
will be too late; on the day of judgement, he would hold his wife, to
whom he felt so close in this world, a ransom for his own salvation. The
terror of that day will render all relations in this world meaningless.
Allah gives a detailed account of the relationships between immediate
family members on the day of judgement in the following verse:
Though they will be put in sight of each other,
the wrongdoer's desire will be: would that he could redeem himself from
the penalty of that Day by (sacrificing) his children, wife and his brother,
kindred who sheltered him... (Surat al-Ma'arij: 11-13)
It is evident from the verses that people will no longer attach any importance
to women, friends, brothers or sisters on the day of judgement. In their
desperate efforts to be saved, everybody will be willing to pay their
immediate family or relatives as a ransom for their own personal salvation.
Furthermore, these people will curse each other since they never warned
each other against such a terrible end. In the Qur'an, the case of Abu
Lahab who deserved eternal punishment in hell and his wife is recounted:
The power of Abu Lahab will perish, and he will
perish. His wealth and gains will not exempt him. He will be plunged in
flaming fire, and his wife, the wood-carrier, will have upon her neck
a halter of palm-fibre. (Surat al-Masad: 1-5)
The type of marriage acceptable in the presence of Allah is, however,
based on totally different criteria. Contrary to the marriages common
in an ignorant society, where people are heedless about earning the good
pleasure of Allah, the criteria is not money, fame or beauty but a marriage
intended to gain His good pleasure. For believers, the only criterion
is taqwa, in other words, 'the avoidance of all that is prohibited, the
fulfilment of all that is commanded, and the fear of Allah. Consequently,
a believer can only marry someone who displays a deep loyalty to Allah.
People find peace and happiness in this marriage. The relevant verse follows:
And among His Signs is this, that He created for
you mates from among yourselves, that you may dwell in tranquillity with
them, and He has put love and mercy between your (hearts): verily in that
are Signs for those who reflect. (Surat ar-Rum: 21)
Taqwa being the sole bond, believers will surely meet a pleasant life
in the Hereafter. As they remind each other righteousness and guide one
another to the paradise all through their lives, they will also remain
close friends for all eternity. Their relations are described as follows:
The believers, men and women, are protectors one
of another: they enjoin what is just, and forbid what is evil: they observe
regular prayers, practice regular charity, and obey Allah and His messenger.
On them will Allah pour His mercy: for Allah is exalted in power, Wise.
(Surat at-Tawbah: 71)
A major ambition of mankind is to leave behind sons who will carry the
family name into the future. However, if not intended seeking the good
pleasure of Allah, this ambition well may be a factor taking man from
the path of Allah. A person is tested in his children; in this sense,
what is expected from him is to treat them in a way that will gain the
good pleasure of Allah.
Your wealth and your children are only a trial,
whereas Allah! With Him is an immense reward. (Surat at-Taghabun: 15)
In the verse, the use of the word 'trial' is of great significance. For
many people, having children is one of the most important goals in life.
Yet in the Qur'anic sense, a believer only wants children in order to
gain the good pleasure of Allah. Otherwise, just for the sake of satisfying
one's own desire for a child, having a baby would only mean ascribing
partners to Allah. The example of those who forget their real purpose
and make their children the "ultimate goal in life" is given in the Qur'an:
He it is Who did create you from a single soul,
and therefrom did make his mate that he might take rest in her. And when
he covered her she bore a light burden, and she passed (unnoticed) with
it, but when it became heavy they cried to Allah, their Lord, saying:
"If you give to us a goodly child, we vow we shall be of the thankful."
When He gave to them a goodly child, they ascribed to Him partners in
respect of that which He had given them. High is He exalted above all
that they associate (with Him). Do they indeed ascribe to Him as partners
things that can create nothing, but are themselves created? (Surat al-A'raf:
Believers ask for children from Allah only for
His good pleasure. When asking for children, the prophets cited in the
Qur'an only intended to attain the good pleasure of Allah. An example
is the wife of 'Imran:
When the wife of 'Imran said: "My Lord! Surely I vow to You what is in
my womb, to be devoted (to Your service); accept therefore from me, surely
You are the Hearing, the Knowing." (Surat Ali-'Imran 35)
The prayer of the prophet Ibrahim, also sets an
example to all believers:
Our Lord! Make of us Muslims, bowing to Your (Will), and of our progeny
a people Muslim, bowing to Your (will); and show us our place for the
celebration of (due) rites; and turn unto us (in Mercy); for You are the
Oft-Returning, Most Merciful. (Surat al-Baqarah: 128)
In the expression of the verse, having children, if intended to seek
Allah's favour, is a way of worshipping Allah. However, when the real
intention is something other than attaining the blessing of Allah, then
a person may suffer grave consequences both in this world and the next.
Believers acknowledge their children as individuals entrusted to them
by Allah. Therefore, they do not take a personal pride in their children's
appearance, success or intelligence, knowing that Allah granted those
traits to that child. Such pride is simply an act of going astray.
Such an approach has detrimental consequences in the hereafter. On the
day of judgement, one would be more than willing to pay one's sons, spouse
and other immediate family members as ransom for eternal salvation. One's
desire to avoid the awful punishment makes one immediately forsake beloved
ones. Yet on the day of judgement there will be no hope of escaping eternal
punishment by such an act.
For the people of an ignorant society, children become the source of
many problems not only in the hereafter but also in this world. From birth
onwards, rearing a child entails burdensome responsibilities for parents.
It is an especially difficult experience for the pregnant mother. First,
the day she receives the news of a baby, she has to change her life-style
entirely. She has to reorder her priorities. In this respect the needs
of the baby in her womb always come first; her eating habits, the way
she sleeps, in brief, her whole personal life changes entirely. Towards
the end of the period of pregnancy, doing daily work and most simple bodily
movements become impossible for the mother. Yet, the major difficulties
start after birth. The mother spends all her time taking care of the baby.
The baby usually leaves its mother very little time for her personal needs
and tasks. Therefore, the mother looks forward to the time when her baby
grows old enough to take care of its own needs. In the meantime, the mother
does not recognise how quickly the years pass. If done for the good pleasure
of Allah, such a long time can be considered as a way of worship. Yet
for the members of an ignorant society, these years are nothing more than
pointless trouble.
Parents in an ignorant society usually feel disappointment when they
raise their family. Raised as a member of an ignorant society, the child
generally develops a self-centred personality. Under the misguidance of
selfish drives and motives, he shows interest in the needs of his parents
only if it serves him to do so. His parents, now old and experiencing
age-related problems, only understand this fact late in life. However
in the early years of parenthood, they imagine that when their children
grow up they would be major supports in times of unexpected trouble, but
contrary to this expectation, they may even find themselves in rest-homes.
Allah in the Qur'an presents man with a framework, according to which
believers must conduct themselves responsibly towards their parents. Allah
requires respect and mercy towards parents, especially those in old age:
Your Lord has decreed that you worship none but
Him, and that you be kind to parents. Whether one or both of them attain
old age in your lifetime, say not to them a word of contempt, nor repel
them, but address them in terms of honour. And, out of kindness, lower
to them the wing of humility, and say: "My Lord! Bestow on them your mercy
even as they cherished me in childhood." (Surat al-Isra: 23-24)
As we understand from the verses, rearing a child in the light of Qur'anic
values is something honourable for believers to do. Yet, if unbelieving
people who force the children to adopt the mentality of an ignorant society
rear them, then this is a vain effort both in this world and the next.
Furthermore, believers still attain the good pleasure of Allah even if
the child does not adopt the Qur'anic teaching he is given. Parents are
only held responsible to give the Qur'anic teaching to their children
and then put their trust in Allah. Besides Allah, people have no other
protector or helper.
Those who seek worldly benefits from their children will receive no help
from them either in this world or in the next.
When the Deafening Blast comes, the Day a man will
flee from his brother and his mother and his father, and his wife and
his children: on that Day every man among them will have concerns enough
of his own. (Surah 'Abasa: 33-37)
As stated earlier, man is only created to serve his Creator. Everything
surrounding him, all his life only exists to test him. After death, a
person will only be judged according to his deeds. In return for his deeds,
he will be rewarded with paradise or punished in hell. In brief, wealth,
beauty or sons are not worthwhile, but taqwa, the "Fear of Allah" is worthwhile.
It is neither your wealth nor your sons that
will bring you nearer to Us in degree: but only those who believe and
work right actions, these are the ones for whom there is a multiplied
reward for their deeds, while secure they (reside) in the dwellings on
high! (Surah Saba: 37)
Those who reject faith, neither their possessions
nor their (numerous) progeny will avail them aught against Allah: they
will be companions of hell, dwelling therein (forever). (Surah Ali-'Imran:
Of no profit whatever to them, against Allah, will
be their riches or their sons: they will be companions of hell, to dwell
therein (for aye)! (Surat al-Mujadilah: 17)
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text:
Wednesday, October 29, 2008
Olivia Lost Her First Tooth.
Posted by Mom to 5...Daughter of the King at 2:53 PM
4 comments:
- Mommakitten said...
I bet she was super excited!
- October 29, 2008 at 5:02 PM
- Dawn said...
YEAH!!! Way to go!!
Next thing you know it'll be braces and a drivers license, then prom....its all downhill from here!!
- October 29, 2008 at 9:02 PM
- Melissa said...
At least we won't be on that downhill roll alone! Most of my friends all have kids around the same age...We can comiserate together!
- October 29, 2008 at 9:30 PM
- Anita said...
WOOHOO!! OK...so has the tooth fairy been on duty yet?
- October 30, 2008 at 8:01 PM
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text:
The department of music at Hope College will present a return engagement by guest composer and pianist Keith Kirchoff on Wednesday, April 21, at 7:30 p.m. in Wichers Auditorium of Nykerk Hall of Music.
The public is invited. Admission is free.
Kirchoff's "The Electro-Acoustic Piano" performance includes three works specially commissioned for this event and explores several completely different aspects of electro-acoustic performance. The program features a duet for piano and Nintendo Wii by Christopher Jette, a machine-like work for piano and sampler by Annie Gosfield, the virtuosic "Rip" by Allen Strange, new works by Dan VanHassel and Christopher Trebue Moore, and Kirchoff's own theatrical "The Adventures of Norby." The recital is designed for all listeners and will be presented in a casual lecture/recital format.
The program includes Roberto Morales-Manzanares, "Servicio a Domicilio" for piano, synthesizer, and tape; Christopher Jette, "in vitro oink" for piano, Wii, and electronics; Annie Gosfield, "Lightning Slingers and Dead Ringers" for piano and sampler; Christopher Trebue Moore, "praya dubia" for prepared piano, pre-recorded/electronically modified piano, and electronics; Dan VanHassel, "Lush Intrinsic" for piano and live electronics; Allen Strange, "Velocity Study No. 3: Rip" for piano and tape; and Keith Kirchoff, "The Adventures of Norby" for piano and electronics.
Kirchoff, who performed at Hope in February 2008, has played in many of the largest cities in the United States, as well as major cities throughout Italy, Canada, Great Britain and The Netherlands. As a strong supporter of modern music, Kirchoff has premiered more than 100 new works and commissioned over a dozen compositions. He has appeared with orchestras throughout the U. S. performing a wide range of concerti, including the Boston premier of Charles Ives's "Emerson Concerto" and the world premier of Matthew McConnell's "Concerto for Toy Piano." With his highly unique lecture style integrated into his programs, Kirchoff strives to enhance the status of classical music in American culture, stressing the importance of modern music to keep the art alive and current.
Nykerk Hall of Music is located at the former 177 E. 12th St. between College and Columbia avenues.


text:
Google has been playing around with its search results and the lives of several webmasters as well with their updates dubbed "Google Panda". However, it looks like the reign of Google Panda is now over and it has been taken over by a new bird – "Google Penguin".
Google Penguin will attempt to clean up some more spam in Google search results, but it has been bad at best with them messing up several high paying keywords like "make money online" among others.
Read more About Google Panda
- Google Panda Completes 1 Year: A Timeline, Analysis and Suggestions
- Trying To Recover From Google's Panda Algorithm? Some Mistakes You Should Avoid
- The Biggest Problem Of Google Search Post Panda Algorithmic Update
- Google Confirms Panda 3.3 Update, Changes How Link Popularity Influences Search Results
- Reverse Engineering Google's Panda Slap, Hubpages Seeing Improvements After Offloading Content To Subdomains
The Panda update has definitely caused a lot of webmasters to lose sleep because of dropping traffic and removal from lucrative search engine positioning. Google Penguin is set to compound things further. However, unlike the earlier update, users affected by the Google Penguin update will be able to voice their concerns directly to Google through a Google Docs form.
If you think that you have been affected by the Google Penguin updates, you can visit this form (which was tweeted by Head of webspam at Google; Matt Cutts) and voice your concern about being demoted or removed from Google search results. The form says;
If your site was affected by the "Penguin" webspam algorithm update on April 24th, 2012, and you don't think it should have been affected, please give us more details below:
This seems to be the first time that Google is actually accepting direct requests from webmasters about issues regarding search engine penalties. In the past, webmasters could only use forums and webmaster tools to voice their displeasure. However, don't expect them to go through each and every request, because they might get millions of them from users and it would definitely not be possible to go through them all.
Image credit Matt Cutts via Instagram