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In advocating on behalf of children with exceptionalities, CEC examines policy issues, develops appropriate responses to those issues and influences local, state, provincial and federal legislation. CEC also monitors and makes recommendations for program regulations and funding. In addition, CEC maintains a network among its state units and special interest divisions for influencing policy.
As the recognized leader for special education professional standards, CEC develops standards, ethics and practices and guidelines to ensure that individuals with exceptionalities have access to well-prepared, career-oriented special educators.
Through the vision and dedication of more than 22,000 members, CEC sets the standard for high quality education for children and youth with exceptionalities. And, CEC is known as THE source for information, resources and professional development for special educators.
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Special Education Topics includes information about the different exceptionality areas; international special education; hot topics in special education; and professional practice topics such as assessment, evidence-based practices and inclusion.
CEC Policy Manual,
1997 Section Three, Professional Policies, Part 1 Chapter 3,
Special Education in the Schools
Para. 1 - The Relationship Between Special and Regular School Programs
Special education is an integral part of the total educational enterprise, not a separate order. In any school system, special education is a means of enlarging the capacity of the system to serve the educational needs of all children.
The particular function of special education within the schools (and the education departments of other institutions) is to identify children with unusual needs and to aid in the effective fulfillment of those needs. Both regular and special school programs play a role in meeting the educational needs of children with exceptionalities.
A primary goal of educators should be to help build accommodative learning opportunities for children with exceptionalities in regular educational programs. In the implementation of this goal, special education can serve as a support system, and special educators can assist regular school personnel in managing the education of children with exceptionalities.
When the special placement of a child is required, the aim of the placement should be to maximize the development and freedom of the child rather than to accommodate the regular classroom.
Special education should function within and as a part of the regular, public school framework. Within this framework, the function of special education should be to participate in the creation and maintenance of a total educational environment suitable for all children.
From their base in the regular school system, special educators can foster the development of specialized resources by coordinating their specialized contributions with the contributions of the regular school system. One of the primary goals of special educators should be the enhancement of regular school programs as a resource for all children.
Para. 2 - Administrative Organization
The system of organization and administration developed for special education should be linked with regular education (a) to increase the capability of the total system to make more flexible responses to changes in the behavior of individual pupils and to changing conditions in schools and society, and (b) to permit all elements of the system to influence the policies and programs of the others.
Special education must provide an administrative organization to facilitate achievement for children with exceptionalities of the same educational goals as those pursued by other children. This purpose can be achieved through structures that are sufficiently compatible with those employed by regular education to ensure easy, unbroken passage of children across regular-special education administrative lines for whatever periods of time may be necessary, as well as by structures that are sufficiently flexible to adjust quickly to changing task demands and child growth needs.
The major purpose of the special education administrative organization is to provide and maintain those environmental conditions in schools that are most conducive to the growth and learning of children with special needs.
Under suitable conditions, education within the regular school environment can provide the optimal opportunity for most children with exceptionalities. Consequently, the system for the delivery of special education must enable the incorporation of special help and opportunities in regular educational settings. Children should spend only as much time outside regular class settings as is necessary to control learning variables that are critical to the achievement of specified learning goals.
Para. 3 - Scope of Program
Education for children and youth with exceptionalities requires the well planned and purposeful coordination of many disciplines. Special education is a cross-disciplinary, problem-oriented field of services which is directed toward mobilizing and improving a variety of resources to meet the educational needs of children and youth with exceptionalities.
Para. 4 - The Goal and Commitment of Special Education
The fundamental purposes of special education are the same as those of regular education: the optimal development of the student as a skillful, free, and purposeful person, able to plan and manage his or her own life and to reach his or her highest potential as an individual and as a member of society. Indeed, special education developed as a highly specialized area of education in order to provide children with exceptionalities with the same opportunities as other children for a meaningful, purposeful, and fulfilling life.
Perhaps the most important concept that has been developed in special education as the result of experiences with children with exceptionalities is that of the fundamental individualism of every child. The aspiration of special educators is to see every child as a unique composite of potentials, abilities, and learning needs for whom an educational program must be designed to meet his or her particular needs. From its beginnings, special education had championed the cause of children with learning problems. It is as the advocates of such children and of the concept of individualization that special education can come to play a major creative role in the mainstream of education.
The special competencies of special educators are more than a collection of techniques and skills. They comprise a body of knowledge, methods, and philosophical tenets that are the hallmark of the profession. As professionals, special educators are dedicated to the optimal education of children with exceptionalities and they reject the misconception of schooling that is nothing but custodial care.
The focus of all education should be the unique learning needs of the individual child as a total functioning organism. All educators should recognize and accept that special and regular education share the same fundamental goals.
Special education expands the capacity of schools to respond to the educational needs of all students.
As advocates of the right of all children to an appropriate education, special educators affirm their professionalism.
Para. 5 - Educational Environments for Exceptional Students
Special education takes many forms and can be provided with a broad spectrum of administrative arrangements. Children with special educational needs should be served in regular classes and neighborhood schools insofar as these arrangements are conducive to good educational progress. The Council believes that the goal of educating exceptional children with nonexceptional children is desirable if the individual program is such that it will enhance the exceptional child's educational, social, emotional, and vocational development.
It is sometimes necessary, however, to provide special supplementary services for children with exceptionalities or to remove them from parts or all of the regular educational program. It may even be necessary to remove some children from their homes and communities in order for them to receive education and related services in residential schools, hospitals, or training centers. The Council believes that careful study and compelling reasons are necessary to justify such removal.
The Council charges each public agency to ensure that a continuum of alternative placements, ranging from regular class programs to residential settings, is available to meet the needs of children with exceptionalities.
Children with exceptionalities enrolled in special school programs should be given every appropriate opportunity to participate in educational, nonacademic, and extracurricular programs and services with children who are not disabled or whose disabilities are less severe.
While special schools for children with exceptionalities and other separate educational facilities may function as part of an effective special educational delivery system, it is indefensible to confine groups of exceptional pupils inappropriately in such settings as a result of the failure to develop a full continuum of less restrictive programs.
The Council condemns as educationally and morally indefensible the practice of categorical isolation by exceptionality without full consideration of the unique needs of each student, and the rejection of children who are difficult to teach from regular school situations. When insufficient program options exist and when decisions are poorly made, children with exceptionalities are denied their fundamental rights to free public education. In so acting, education authorities violate the basic tenets of our democratic societies.
Like all children, children with exceptionalities need environmental stability, emotional nurturance, and social acceptance. Decisions about the delivery of special education to children with exceptionalities should be made after careful consideration of their home, school, and community relationships, their personal preferences, and effects on self-concept, in addition to other sound educational considerations.
Para. 6 - Inclusive Schools and Community Settings
The Council for Exceptional Children believes all children, youth, and young adults with disabilities are entitled to a free and appropriate education and/or services that lead to an adult life characterized by satisfying relations with others, independent living, productive engagement in the community, and participation in society at large. To achieve such outcomes, there must exist for all children, youth, and young adults a rich variety of early intervention, educational, and vocational program options and experiences. Access to these programs and experiences should be based on individual educational need and desired outcomes. Furthermore, students and their families or guardians, as members of the planning team, may recommend the placement, curriculum option, and the exit document to be pursued.
CEC believes that a continuum of services must be available for all children, youth, and young adults. CEC also believes that the concept of inclusion is a meaningful goal to be pursued in our schools and communities. In addition, CEC believes children, youth, and young adults with disabilities should be served whenever possible in general education classrooms in inclusive neighborhood schools and community settings. Such settings should be strengthened and supported by an infusion of specially trained personnel and other appropriate supportive practices according to the individual needs of the child.
Policy Implications
In inclusive schools, the building administrator and staff with assistance from the special education administration should be primarily responsible for the education of children, youth, and young adults with disabilities. The administrator(s) and other school personnel must have available to them appropriate support and technical assistance to enable them to fulfill their responsibilities. Leaders in state/provincial and local governments must redefine rules and regulations as necessary, and grant school personnel greater authority to make decisions regarding curriculum, materials, instructional practice, and staffing patterns. In return for greater autonomy, the school administrator and staff should establish high standards for each child, youth, and young adult, and should be held accountable for his or her progress toward outcomes.
Inclusive schools must be located in inclusive communities; therefore, CEC invites all educators, other professionals, and family members to work together to create early intervention, educational, and vocational programs and experiences that are collegial, inclusive, and responsive to the diversity of children, youth, and young adults. Policy makers at the highest levels of state/provincial and local government, as well as school administration, also must support inclusion in the educational reforms they espouse.
Further, the policy makers should fund programs in nutrition, early intervention, health care, parent education, and other social support programs that prepare all children, youth, and young adults to do well in school. There can be no meaningful school reform, nor inclusive schools, without funding of these key prerequisites. As important, there must be interagency agreements and collaboration with local governments and business to help prepare students to assume a constructive role in an inclusive community.
Professional Development. And finally, state/provincial departments of education, local educational districts, and colleges and universities must provide high-quality preservice and continuing professional development experiences that prepare all general educators to work effectively with children, youth, and young adults representing a wide range of abilities and disabilities, experiences, cultural and linguistic backgrounds, attitudes, and expectations. Moreover, special educators should be trained with an emphasis on their roles in inclusive schools and community settings. They also must learn the importance of establishing ambitious goals for their students and of using appropriate means of monitoring the progress of children, youth, and young adults.
Para. 7 - Staff Preparation for Placement
Essential to the appropriate placement of the child with an exceptionality is the preparation of the environment for that child through preservice and/or inservice training of staff and any other necessary accommodations. Teacher training institutions are challenged to instruct all teacher candidates about current trends in the education of exceptional children.
State and provincial departments of education are charged with the responsibility to promote inservice activities that will update all professional educators and provide ongoing, meaningful staff development programs.
Administrators can have a significant positive influence upon the professional lives of teaching staff and, therefore, upon the educational lives of children. Administrative personnel of school districts are, therefore, charged with the responsibility to promote inservice education and interprofessional exchanges which openly confront contemporary issues in the education of all children.
Para. 8 - Individualized Education Programs
The creation and operation of a series of alternative settings for exceptional persons to live their lives and to develop to the greatest degree possible requires that service providers continuously strive to deliver the highest quality services possible. The Council believes that the central element for the delivery of all the services required by a person with an exceptionality must be an individually designed program. Such a program must contain the objectives to be attained, resources to be allocated, evaluation procedures and time schedule to be employed, and a termination date for ending the program and procedure for developing a new one. The process for developing an individualized program must adhere to all the procedural safeguards of due process of law and must involve the individual person and his or her family, surrogate, advocate, or legal representative.
Para. 9 - Due Process Protections (Procedural Safeguards)
As a final component of quality control, The Council believes that no decisions can be made on behalf of any individual without strict adherence to due process of law. Most significant is our position that all individuals are entitled to adequate representation when such decisions are being made. We support the increasing efforts on the part of governments to officially require the assignment of a surrogate when a family member is not available for purposes of adequately representing the interests of the person with an exceptionality. Ultimately, however, whenever possible, a member of the individual's family provides the most desirable representation. It is also our position that the individual consumer must be given every opportunity to make his or her own decisions, that this is a right provided to all citizens, and that any abridgement of that individual right can only occur upon the proper exercise of law.
Para. 10 - Confidentiality
The Council for Exceptional Children urges members to adhere to ethical principles and act in compliance with laws and regulations which protect children and their family's right to privacy and which control the use of confidential information regarding children.
Para. 11 - Program Evaluation
Programs designed for the purpose of providing educational opportunities for children and youth with exceptionalities must not be viewed as static, for the end product must always be the exceptional child and his or her personal improvement. For this reason, all programs should contain plans to evaluate their effectiveness, and the results of such evaluations should be presented for public review.
The Council believes that all legislation to fund existing programs or create new programs should contain mechanisms for effective evaluation and that governmental advisory bodies should review the findings of evaluations on a regular basis. External as well as internal systems of evaluation should be developed to aid in the evaluation of programs for children and youth with exceptionalities.
Para. 12 - Labeling and Categorizing of Children
The field of special education is concerned with children who have unique needs and with school programs that employ specialized techniques. As the result of early attitudes and programs that stressed assistance for children with severe disabilities, the field developed a vocabulary and practices based on the labeling and categorizing of children. In recent decades, labeling and categorizing were extended to children with milder degrees of exceptionality. Unfortunately, the continued use of labels tends to rigidify the thinking of all educators concerning the significance and purpose of special education and thus to be dysfunctional and even harmful for children.
Words such as "defective," "disabled," "retarded," "impaired," "disturbed," and "disordered," when attached to children with special needs, are stigmatic labels that produce unfortunate results in both the children and in the community's attitudes toward the children. These problems are magnified when the field organizes and regulates its programs on the basis of classification systems that define categories of children according to such terms. Many of these classifications are oriented to etiology, prognosis, or necessary medical treatment rather than to educational classifications. They are thus of little value to the schools. Simple psychometric thresholds, which have sometimes been allowed to become pivotal considerations in educational decision making, present another set of labeling problems.
Special education's most valuable contribution to education is its specialized knowledge, competencies, values, and procedures for individualizing educational programs for individual children, whatever their special needs. Indeed, special educators at their most creative are the advocates of children who are not well served by schools except through special arrangements. To further the understanding of and programming for such children, special educators as well as other educational personnel should eliminate the use of simplistic categorizing.
No one can deny the importance of some of the variables of traditional significance in special education such as intelligence, hearing, and vision. However, these variables in all their complex forms and degrees must be assessed in terms of educational relevance for a particular child. Turning them into typologies that may contribute to excesses in labeling and categorizing children is indefensible and should be eliminated.
In the past, many legislative and regulatory systems have specified criteria for including children in an approved category as the starting point for specialized programming and funding. This practice places high incentives on the labeling of children and undoubtedly results in the erroneous placement of many children.
It is desirable that financial aids be tied to educational programs rather than to children and that systems for allocating children to specialized programs be much more open than in the past.
Special educators should enhance the accommodative capacity of schools and other educational agencies to serve children with special needs more effectively. In identifying such children, special educators should be concerned with the identification of their educational needs, not with generalized labeling or categorizing of children.
Decisions about the education of children should be made in terms of carefully individualized procedures that are explicitly oriented to children's developmental needs.
To further discourage the labeling and categorizing of children, programs should be created on the basis of educational functions served rather than on the basis of categories of children served.
Regulatory systems that enforce the rigid categorization of pupils as a way of allocating them to specialized programs are indefensible. Financial aid for special education should be tied to specialized programs rather than to finding and placing children in those categories and programs.
Para. 13 - Group Intelligence Testing
a.Psychological tests of many kinds saturate our society and their use can result in the irreversible deprivation of opportunity to many children, especially those already burdened by poverty and prejudice.
b.Most group intelligence tests are multileveled and standardized on grade samples, thus necessitating the use of interpolated and extrapolated norms and scores.
c.Most group intelligence tests, standardized on LEAs rather than individual students, are not standardized on representative populations.
d.In spite of the use of nonrepresentative group standardization procedures, the norms are expressed in individual scores.
e.Most group intelligence tests, standardized on districts which volunteer, may have a bias in the standardization.
f.Many of the more severely handicapped and those expelled or suspended have no opportunity to influence the norms.
g.Group intelligence tests are heavily weighted with language and will often yield spurious estimates of the intelligence of non-English speaking or language different children.
h.A group intelligence test score, although spurious, may still be a good predictor of school performance for some children.
i.School achievement predicts future school performance as well as group intelligence tests, thus leaving little justification for relying on group intelligence tests.
j.One of the most frequent abuses of group intelligence tests is the use of such tests with populations for which they are inappropriate.
The Council goes on record in full support of the recommendations of the "Classification Project" (Hobbs, The Futures of Children, 1975, pp. 237-239) pertaining to group intelligence testing as follows:
a."... That there be established a National Bureau of Standards for Psychological Tests and Testing."
b.That there be established "minimum guidelines with respect to the utilization of psychological tests for the classification of children."
."That organizations that make extensive use of educational and psychological tests...should establish review boards to monitor their testing programs."
Until these three recommendations are accomplished, The Council encourages a moratorium on the use of group intelligence tests by individual school districts for the purpose of identifying children with exceptionalities.
Para. 14 - Minimal Competency Testing
While most students with exceptional needs have been assured their right to public education along with their peers, they have not been similarly assured of the opportunity to complete their education, graduate, and receive a diploma signifying their achievement. There exist considerable variations and inconsistencies within and among the states and provinces regarding graduation requirements for pupils with exceptional needs and the procedures for their receiving, or not receiving, a diploma.
An emerging issue which compounds these variations and inconsistencies is the minimal competency testing movement, which uses established test results as standards for the granting of diplomas or for the determination of grade placement. Unless educational policies in this area are formulated so as to resolve these inconsistencies, eliminate potentially discriminatory practices, and assure that graduation and grade placement requirements are equitably applied to all students, many of the educational gains made by pupils with exceptional needs could be threatened or delayed.
The Council believes that educational policies governing minimal competency testing and graduation and/or grade placement requirements for pupils with exceptional needs should be developed at the state, provincial, and local levels. These policies should incorporate the following principles:
a.Every pupil with exceptional needs should have available the opportunity to demonstrate minimal competency.
b.Alternative methods of minimal competency testing and the demonstration of minimal competency should be available to pupils with exceptional needs to assure that the competency level is being tested rather than the exceptionality.
c.The Individualized Education Program (IEP) should be the vehicle for individually addressing the method by which each pupil with exceptional needs may demonstrate minimal competency standards and/or any differential standards that may be used.
d.The application of minimal competency testing programs to pupils with exceptional needs should provide for adequate phase-in periods and educational preparation time.
e.A minimal competency testing program for students with exceptional needs should provide successive opportunities to demonstrate competency as well as adequate and appropriate remedial programs to address areas in which competency is not sufficiently demonstrated.
f.Only one type of diploma should be granted to all students, and it should be accompanied by grade transcripts and/or course-of-study description.
g.The successful implementation of a minimal competency testing program, including its application to pupils with exceptional needs, requires the cooperative efforts of regular educators, special educators, and parents in its planning, application, and evaluation.
Para. 15 - Surgical and Chemical Interventions to Control the Behavior of Human Beings
The Council condemns the inappropriate use of surgical and chemical interventions to control the behavior of human beings. Although these procedures often simplify care and maintenance, the integrity of the individual must transcend any institution's desire for administrative convenience. The Council recognizes that in certain circumstances such interventions may be appropriate; however, they should never be used without the approval of the individual to be treated, or the individual's parents or guardians, or, in circumstances where the individual is a ward of the state, the approval of an appropriate review body before which the individual or his or her representatives are guaranteed all legal due-process rights.
Para. 16 - Physical Intervention
The Council recognizes the right to the most effective educational strategies to be the basic educational right of each special education child. Furthermore, The Council believes that the least restrictive positive educational strategies should be used, as it relates to physical intervention, to respect the child's dignity and personal privacy. Additionally, The Council believes that such interventions shall assure the child's physical freedom, social interaction and individual choice. The intervention must not include procedures which cause pain or trauma.
Intervention techniques must focus not only on eliminating a certain undesirable behavior, but also upon a determination of the purpose of that behavior, and the provision/instruction of a more appropriate behavior. Lastly, behavior intervention plans must be specifically described in the child's written educational plan with agreement from the education staff, the parents and, when appropriate, the child.
The Council recommends that physical intervention be used only if all the following requirements are met:
a.The child's behavior is dangerous to herself/himself or others, or the behavior is extremely detrimental to or interferes with the education or development of the child.
b.Various positive reinforcement techniques have been implemented appropriately and the child has repeatedly failed to respond as documented in the child's records.
c.It is evident that withholding physical intervention would significantly impede the child's educational progress as explicitly defined in his/her written educational plan.
d.The physical intervention plan specifically will describe the intervention to be implemented, the staff to be responsible for the implementation, the process for documentation, the required training of staff and supervision of staff as it relates to the intervention and when the intervention will be replaced.
e.The physical intervention plan will become a part of the written educational plan.
f.The physical intervention plan shall encompass the following provisions:
1.A comprehensive analysis of the child's environment including variables contributing to the inappropriate behavior.
2.The plan to be developed by a team including professionals and parents/guardians, as designated by state/provisional and federal law.
3.The personnel implementing the plan shall receive specific training congruent with the contents of the plan and receive ongoing supervision from individuals who ware trained and skilled in the techniques identified in the plan.
4.The health and medical records of the child must be reviewed to ensure that there are no physical conditions present that would contraindicate the use of the physical intervention proposed.
5.The impact of the plan on the child's behavior must be consistently evaluated, the results documented, and the plan modified when indicated.
The Council supports the following prohibitions:
a.Any intervention that is designed to, or likely to, cause physical pain.
b.Releasing noxious, toxic or otherwise unpleasant sprays, mists, or substances in proximity to the child's face.
c.Any intervention which denies adequate sleep, food, water, shelter, bedding, physical comfort, or access to bathroom facilities.
d.Any intervention which is designed to subject, used to subject, or likely to subject the individual to verbal abuse, ridicule or humiliation, or which can be expected to cause excessive emotional trauma.
e.Restrictive interventions which employ a device or material or objects that simultaneously immobilize all four extremities, including the procedure known as prone containment, except that prone containment may be used by trained personnel as a limited emergency intervention.
f.Locked seclusion, unless under constant surveillance and observation.
g.Any intervention that precludes adequate supervision of the child.
h.Any intervention which deprives the individual of one or more of his or her senses.
The Council recognizes that emergency physical intervention may be implemented if the child's behavior poses an imminent and significant threat to his/her physical well-being or to the safety of others. The intervention must be documented and parents/guardians must be notified of the incident.
However, emergency physical intervention shall not be used as a substitute for systematic behavioral intervention plans that are designed to change, replace, modify, or eliminate a targeted b
Furthermore, The Council expects school districts and other educational agencies to establish policies and comply with state/provincial and federal law and regulations to ensure the protection of the rights of the child, the parent/guardian, the education staff, and the school and local educational agency when physical intervention is applied.
Para. 17 - Corporal Punishment
The Council for Exceptional Children supports the prohibition of the use of corporal punishment in special education. Corporal punishment is here defined as a situation in which all of the following elements are present: an authority accuses a child of violating a rule and seeks from the child an explanation, whereupon a judgment of guilt is made, followed by physical contact and pain inflicted on the child. The Council finds no conditions under which corporal punishment so defined would be the treatment of choice in special education.
Para. 18 - Child Abuse and Neglect
The Council recognizes abused and neglected children as children with exceptionalities. As professionals concerned with the physical, emotional, and mental well-being of children, educators must take an active role in the protection of children from abuse and neglect. The Council reminds its members and citizens in general, of the availability of assault and battery statutes and calls upon its members to utilize such statutes when applicable in cases of child abuse. When child abuse occurs, swift action must be taken to report the incident and protect the child. Delays caused by not knowing what to do or failure to take action, contribute to the child's injury. Educators and related personnel are urged to learn how to recognize and report child abuse and neglect and to know the community resources for treating suspected cases.
Para. 19 - Managing Communicable and Contagious Diseases
Controlling the spread of communicable and contagious diseases within the schools has always been a problem faced by educators, the medical profession, and the public. Effective policies and procedures for managing such diseases in the schools have historically been developed by health agencies and implemented by the schools. These policies and procedures were primarily designed to manage acute, temporary conditions rather than chronic conditions which require continuous monitoring and remove children from interaction with other children while the condition is contagious or communicable.
Recent public awareness of chronic infectious diseases such as those with hepatitis B-virus, cytomegalovirus, herpes simplex virus, and HIV have raised concerns necessitating the reassessment or at least clarification of school policies and procedures. The Council believes that having a chronic infection does not in itself result in a need for special education. Further, The Council believes that schools and public health agencies should assure that any such infectious and communicable disease policies and procedures:
a.Do not exclude the affected child from the receipt of an appropriate education even when circumstances require the temporary removal of the child from contact with other children.
b.Provide that determination of a nontemporary alteration of a child's educational placement should be done on an individual basis, utilizing an interdisciplinary/interagency approach including the child's physician, public health personnel, the child's parents, and appropriate educational personnel.
c.Provide that decisions involving exceptional children's nontemporary alterations of educational placements or services constitute a change in the child's Individualized Education Program and should thus follow the procedures and protections required.
d.Recognize that children vary in the degree and manner in which they come into contact with other children and school staff.
e.Provide education staff with the necessary information, training, and hygienic resources to provide for a safe environment for students and educational staff.
f.Provide students with appropriate education about infectious diseases and hygienic measures to prevent the spread of such diseases.
g.Provide, where appropriate, infected children with education about the additional control measures that they can practice to prevent the transmission of the disease agent.
h.Enable educational personnel who are medically at high risk to work in environments which minimize such risk.
i.Provide educational personnel with adequate protections for such personnel and their families if they are exposed to such diseases through their employment.
The Council believes that special education personnel preparation programs should:
a.Educate students about infectious diseases and appropriate methods for their management.
b.Counsel students as to how to determine their level of medical risk in relation to certain diseases and the implications of such risk to career choice.
The Council believes that the manner in which policies for managing infectious diseases are developed and disseminated is important to their effective implementation. Therefore the following must be considered integral to any such process:
a.That they be developed through the collaborative efforts of health and education agencies at both the state, provincial and local levels, reflecting state, provincial and local educational, health and legal requirements.
b.That provision is made for frequent review and revision to reflect the ever-increasing knowledge being produced through research, case reports, and experience.
c.That policies developed be based on reliable identified sources of information and scientific principles endorsed by the medical and educational professions.
d.That such policies be understandable to students, professionals, and the public.
e.That policy development and dissemination be a continual process and disassociated from pressures associated with precipitating events.
Para. 20 - Career Education
Career education is the totality of experience through which one learns to live a meaningful, satisfying work life. Within the career education framework, work is conceptualized as conscious effort aimed at producing benefits for oneself and/or others. Career education provides the opportunity for children to learn, in the least restrictive environment possible, the academic, daily living, personal-social and occupational knowledge, and specific vocational skills necessary for attaining their highest levels of economic, personal, and social fulfillment. The individual can obtain this fulfillment though work (both paid and unpaid) and in a variety of other social roles and personal lifestyles, including his or her pursuits as a student, citizen, volunteer, family member, and participant in meaningful leisure time activities.
Children with exceptionalities (i.e., those whose characteristics range from profoundly and severely disabled to those who are richly endowed with talents and/or intellectual giftedness) include individuals whose career potentials range from sheltered to competitive work and living arrangements. Children with exceptionalities require career education experiences which will develop to the fullest extent possible their wide range of abilities, needs, and interests.
It is the position of The Council that individualized appropriate education for children with exceptionalities must include the opportunity for every student to attain his or her highest level of career potential through career education experiences. Provision for these educational experiences must be reflected in an individualized education program for each exceptional child which must include the following:
a.Nondiscriminatory, ongoing assessment of career interests, needs, and potentials which assures recognition of the strengths of the individual which can lead to a meaningful, satisfying career in a work oriented society. Assessment materials and procedures must not be discriminatory on the basis of race, sex, national origin, or exceptionality.
b.Career awareness, exploration, preparation, and placement experiences in the least restrictive school, living, and community environments that focus on the needs of the exceptional individual from early childhood through adulthood.
c.Specification and utilization of community and other services related to the career development of exceptional individuals (e.g., rehabilitation, transportation, industrial and business, psychological).
d.Involvement of parents or guardians and the exceptional student in career education planning.
Career education must not be viewed separately from the total curriculum. Rather, career education permeates the entire school program and even extends beyond it. It should be an infusion throughout the curriculum by knowledgeable teachers who modify the curriculum to integrate career development goals with current subject matter, goals, and content. It should prepare individuals for the several life roles that make up an individual's career. These life roles may include an economic role, a community role, a home role, an avocational role, a religious or moral role, and an aesthetic role. Thus, career education is concerned with the total person and his or her adjustment for community working and living.
Para. 21 - Treatment of Exceptional Persons in Textbooks
The Council proposes the following points as guidelines for early childhood, elementary, secondary, and higher education instructional materials so they more accurately and adequately reflect persons with exceptionalities as full and contributing members of society.
a.In print and nonprint educational materials, 10% of the contents should include or represent children or adults with an exceptionality.
b.Representation of persons with exceptionalities should be included in materials at all levels (early childhood through adult) and in all areas of study.
.The representation of persons with exceptionalities should be accurate and free from stereotypes.
d.Persons with exceptionalities should be shown in the least restrictive environment. They should be shown participating in activities in a manner that will include them as part of society.
e.In describing persons with exceptionalities, the language used should be nondiscriminatory and free from value judgments.
f.Persons with exceptionalities and persons without exceptionalities should be shown interacting in ways that are mutually beneficial.
g.Materials should provide a variety of appropriate role models of persons with exceptionalities.
h.Emphasis should be on uniqueness and worth of all persons, rather than on the differences between persons with and without exceptionalities.
i.Tokenism should be avoided in the representation of persons with exceptionalities.
Para. 22 - Technology
The Council for Exceptional Children recognizes that the appropriate application and modification of present and future technologies can improve the education of exceptional persons. CEC believes in equal access to technology and supports equal educational opportunities for technology utilization by all individuals. Present technologies include electronic tools, devices, media, and techniques such as (a) computers and microprocessors; (b) radio, television, and videodisc systems; (c) information and communication systems; (d) robotics; and (e) assistive and prosthetic equipment and techniques. The Council believes in exploring and stimulating the utilization of these technologies in school, at home, at work, and in the community.
CEC encourages the development of product standards and consumer education that will lead to the appropriate and efficient matching of technological applications to individual and local conditions. CEC recognizes the need to communicate market needs and market expectations to decision makers in business, industry, and government.
CEC supports the continuous education of professionals who serve exceptional individuals, through (a) collection and dissemination of state-of-the-art information, (b) professional development, and (c) professional preparation of personnel to perform educational and other services for the benefit of exceptional individuals.
Para. 23 - Students with Special Health Care Needs
The Council for Exceptional Children believes that having a medical diagnosis that qualifies a student as one with a special health care need does not in itself result in a need for special education. Students with specialized health care needs are those who require specialized technological health care procedures for life support and/or health support during the school day. The Council believes the policies and procedures developed by schools and health care agencies that serve students with special health care needs should:
(1) not exclude a student from receipt of appropriate special education and related services;
(2) not exclude a student from receipt of appropriate educational services in the least restrictive environment;
(3) not require educational agencies to assume financial responsibility for noneducationally related medical services;
(4) define clearly the type, nature, and extent of appropriate related services to be provided and the nature of the appropriate provider;
(5) assure that placement and service decisions involve interdisciplinary teams of personnel knowledgeable about the student, the meaning of evaluation data, and placement options;
(6) promote a safe learning environment, including reasonable standards for a clean environment in which health risks can be minimized for all involved;
(7) provide assurance that health care services are delivered by appropriate and adequately trained personnel;
(8) provide appropriate medical and legal information about the special health care needs of students for all staff;
(9) provide appropriate support mechanisms for students, families, and personnel involved with students with special health care needs; and
(10) provide appropriate and safe transportation.
The Council for Exceptional Children believes that special education personnel preparation and continuing education programs should provide knowledge and skills related to:
(1) the nature and management of students with special health care needs;
(2) exemplary approaches and models for the delivery of services to students with special health care needs; and
(3) the importance and necessity for establishing support systems for students, parents/families, and personnel.
Recognizing that this population of students is unique and relatively small, The Council for Exceptional Children still believes that the manner in which policies are developed and disseminated related to students with special health care needs is critically important to effective implementation. In development of policy and procedure for this low-incidence population, the following must be considered integral to any such process:
(1) that it be developed through collaborative efforts of health and education agencies at state, provincial, and local levels;
(2) that it reflects federal, state, provincial, and local educational, health, and legal requirements;
(3) that it provides for frequent review and revision of intervention techniques and programs as a result of new knowledge identified through research, program evaluation and monitoring, and other review mechanisms;
(4) that policies are supported by data obtained from medical and educational professions;
(5) that policy development is easily understandable by students, professionals, and the public at large; and
(6) that policy development and dissemination should be a continual process and disassociated from pressures associated with precipitating events. The Council for Exceptional Children.
(1997). CEC Policy Manual, Section Three (pp. 71--92)
Reston, VA: Author
Originally adopted by the Delegate Assembly of The Council for Exceptional Children in April 1983.


text:
Pembrokeshire is a photographer's paradise, with its castles, quaint villages, waterways, old towns and farmsteads and its abundant wildlife.
The keen photographer can get within yards of Puffins on Skomer Island, seals in many locations on the coast, gannets on Grassholm and often with porpoises and dolphins in the Irish Sea and Cardigan Bay.
The opportunities come not only in spring and summer but all year round, for there is no more spectacular sight than stormy conditions, with waves breaking over islands and headlands, or flocks of starlings performing awesome autumnal and winter displays of aerobatics and aerial 'dancing' as they prepare to roost in marshy reedbeds or in woodland trees. The perfect grandstand for such displays is the Plumstone rock, near Hayscastle, not far from a popular roost near Camrose, or Fishguard Bay where the starlings perform before settling among the reeds on Goodwick Moor.
Red kites have spread throughout the county in recent years and often put on a dislay of diving for food into a field near the Tafarn Sinc (Zinc Tavern) inn at Rosebush, a corrugated iron building which once served the railway when the nearby quarries were functioning. Rust-coloured and fork-tailed, the kites with their six-foot wings, create wonderful images as they twist and turn for a swift snatch at the food thrown out to them.
Newgale is noted for its beautiful sunsets out in St Brides Bay when salmon pink skies, edged with pastel shades of jade green and dove grey with purple clouds superimposed on them, produce a splendid backdrop to the silhouetted cliffs and rocks - a symphony of dramatic colour lke an abstract painting.
The Preseli Hills make an imposing subject for a photograph, especially when capped with orographic cloud or iced with snow, and there is no more dramatic vista than the mystic mountain at Carn Ingli, especially when its craggy top is in the shadow of low grey clouds and stands out in sharp relief against the blue background of Fishguard Bay.
Tenby is very photogenic, the North Beach and Castle Hill like a stage backcloth behind golden sands and flanked by blue sea to the horizon. There are so many fascinating subjects for the keen cameraman to capture.
The National Park Tourist Information Centres are: Oriel y Parc at St Davids, telephone 01437-720392 or firstname.lastname@example.com or www.orielyparc.co.uk. Newport TIC in Long Street, telephone 01239-820912 or email@example.com and Tenby TIC at South Parade, telephone 01834-845040 or email@example.com.
Visitors are also recommended to pick up a copy of the National Park's informative free-sheet newspaper Coast to Coast, which is available at all Tourist Information Centres and also in libraries, shops and supermarkets. It is a mine of information about the activities and facilities available in the National Park, including the dedicated coastal bus services which provide links with the towns and villages within reach of beaches and other tourist attractions.

subset: commoncrawl


text:
Latos waiting to be cleared to throw
Mark Sheldon is a reporter for MLB.com. Read his blog, Mark My Word, and follow him on Twitter @m_sheldon. Teddy Cahill is a reporter for MLB.com. Follow him on Twitter at @tedcahill.
PITTSBURGH -- Not having pitched since an April 11 bullpen session was cut short by a strained flexor mass muscle in his right forearm, Reds starting pitcher Mat Latos has not been cleared to throw yet.
Reds manager Bryan Price said that Latos' arm has gotten better.
"He had to go through all that getting inflammation and soreness out of there," Price said on Tuesday. "There is still, I think, a little bit of tenderness in the area. It's really decreased but I think he's still a couple of days away from playing catch. We want him to have all the soreness and swelling out of there before he does anything with the elbow."
Read More: Cincinnati Reds


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A man who allegedly entered a rowhouse in the city's Central Park Heights neighborhood uninvited, hid a handgun behind a living room sofa and then assaulted the homeowner as she was trying to get him to leave was arrested Wednesday night in Baltimore while lying on the home's front porch — marking the 1,000th gun-related arrest in the city this year.
The strange arrest was made by two officers on a newly created foot patrol beat in the neighborhood about 6:43 p.m., and was touted as a significant milestone about two hours later by Mayor Stephanie Rawlings-Blake and Police Commissioner Anthony W. Batts during a news conference at the scene.
The two officers involved in the arrest in the 3700 block of Manchester Avenue — Detective Milton Scott and Detective Steven Slack — were thanked by the mayor and commissioner, who praised the commitment of officers throughout the city Police Department in fighting gun violence.
"This is not a celebration. This is a call for further action," Rawlings-Blake said outside the home, adding she wants to make Baltimore one of the nation's safest cities — an oft-repeated goal.
There were "lots of babies inside, little kids" in the home at the time of the incident — which police described as a "home invasion" — and the suspect had "put a family at risk" before the officers responded, Batts said.
Quincy Holmes, 19, of the 2900 block of Thorndale Ave., was arrested and faces charges of burglary, third and fourth degree trespassing, handgun violations, second degree assault and possession of a firearm, police spokesman Anthony Guglielmi said.
That officers were able to respond so quickly is just one reason the new foot patrols Batts implemented are working so well, Batts said.
The recent string of deadly gunfire between the Black Guerrilla Family gang and the Bloods gang over drug territory has also dropped off in the last week or two following the increase in foot patrols, he said.
"We haven't had any gang-related violence since we got these foot patrols out here," he said.
Many other details of the Wednesday night arrest — including why the suspect was lying on the porch when officers arrived — were not made available. The gun recovered was a .38 caliber Smith & Wesson revolver, police said.
The total number of gun arrests has resulted in more than twice as many weapons — about 2,000 — being taken off city streets, officials said. A similar number of guns were taken off city streets last year.
Oscar Cobbs, 66, a community leader who has lived in the area since 1977, said he has appreciated the foot patrols.
"They are a good deterrent. They allow swift action, quick action, when they are around, and they give us the opportunity to be a little bit safer community," he said.
He said he is also glad guns are being taken off the street, but that the problem of gun violence in the city is far from under control.
"I'm glad we got 1,000 guns, but there's more than that in the city. There's probably more than that in this neighborhood," Cobbs said. "But it's a good milestone. It lets us know things are happening."
Just before 8:30 p.m., as Rawlings-Blake and Batts were preparing to speak at the scene of the gun arrest, a man was shot in the leg about five miles to the south, in the 700 block of N. Augusta Avenue in the city's Edmondson Village neighborhood.
Batts said the problem with gun violence in Baltimore is persistent, but that the department's focus on guns is working, and he plans to continue it. He also has more ideas in mind, he said.
Batts said he had met earlier Wednesday with Daniel Webster, director of the Johns Hopkins Center for Gun Policy and Research, to discuss gun policy and the fact that a focus on pulling guns off the street correlates with a drop in the homicide count.
He said they also discussed pushing for new legislation that would require gun owners in Baltimore to register their guns directly with the Police Department, not just the state.
If they could accomplish that, Batts said, it would "be one of those touchdowns" in the fight against crime.
Latest Crime


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Hi, i was working on this for my class and i can't seem to get this to work. I am not quite done yet but i have a few problems. After my rules and game function, i would like it to return to the home screen (call the main) again but it dosen't seem to do that. When i click 1 for the rules it displays the rules then plays the game instead of returing home. Then i the random number dice are not number between 1 to 6. Why ? Thanks
Code:#include <iostream> #include <cstdlib> #include <time.h> using namespace std; int Dice (int dice1, int dice2) { time_t seconds; time(&seconds); srand((unsigned int) seconds); dice1 = rand() % (5 + 1)+1; dice2 = rand() % (5 + 1)+1; return (dice1, dice2); } int rules() { system("cls"); cout << " The Rules Are Quite Simple. We Roll Two Dice.\n -If Even, Player 1 Gets a Point\n If Odd, Player 2 Gets a Point\n"; system("Pause"); int main (); } int game() { int times; system("cls"); cout << "How Many Times Would You Like to Roll?"; cin >> times; int Dice (int dice1, int dice2); int main (); } int main() { int key; cout << "Menu\n Press 1 for Rules\n Press Any Key to Play\n" ; cin >> key; if (key==1) {rules();} else {game();} int dice1; int dice2 ; cout << "First Dice = " << dice1 << endl; cout << "Second Dice = " << dice2 << endl; system("pause"); }


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Derek Stepan's power-play goal early in the third period snapped a tie and completed the New York Rangers' rally to a 2-1 victory over the Washington Capitals on Sunday night.
It was the only time New York's struggling power-play unit connected in the game, but it came at the perfect time and helped snap the Capitals' season-high winning streak at three games.
Washington, which lost to New York in the second round of last year's playoffs, had been 11-5-2 in its last 18 regular-season games against the Rangers.
New York improved to 5-1-1 in its past seven, despite entering the game with an NHL-worst power play that connected on only 10 percent of its chances.
This advantage lasted only 7 seconds before clicking for a goal 4:25 into the third.
Brad Richards, benched for all but one shift in the third period of the Rangers' shootout loss to the Islanders on Thursday, won a faceoff and then made a pass to Michael Del Zotto in the right circle. Del Zotto quickly found Stepan with a diagonal pass to the left post, where Stepan scored while down on a knee.
Carl Hagelin tied it for the Rangers in the second period after defenseman John Carlson put Washington ahead in the first.
Henrik Lundqvist stopped 27 shots for his seventh win. Braden Holtby was busier for Washington and made 38 saves.
The Capitals' power play, which has been surging recently, was held in check on four chances. Its final opportunity came with under 7 minutes left when Rick Nash was called for tripping. Washington had scored a power-play goal in each of its previous six games, connecting on 8 of 15 opportunities.
The Capitals put instant pressure on the Rangers and Lundqvist right off the bat at even strength, and nearly scored even earlier than Carlson's second goal of the season at 1:19. Washington swarmed, and had a drive by ring off the post.
It was merely a reprieve for the Rangers, as Mike Ribeiro got the puck to Carlson for a hard drive from the right circle that got past Lundqvist.
The Rangers dominated in shots in the first period, but had nothing to show for it despite three power plays that generated five shots. New York generated a season-high 20 shots overall, but was denied each time by Holtby.
Marian Gaborik had perhaps the Rangers' best scoring chance during Washington's lone power play of the period, but he was stuffed twice in front, and New York couldn't put in the rebound. The Rangers had three shots during that penalty-kill.
Frustration swirled throughout Madison Square Garden as the Rangers consistently passed the puck all around the offensive zone during the multiple man-advantages without producing any real quality scoring opportunities.
The Rangers tied it at 1 when the surging Hagelin scored at 7:39 of the second. Ryan McDonagh fired a drive from the middle of the ice, just inside the blue line, that was tipped into the net on New York's 30th shot of the game.
Hagelin has scored five of his six goals this season in the past four games _ netting at least one in each.


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March 08, 2012 - Paris, France and Lucca, Italy
Mersen Replaces Its Performance Management Software With Tagetik
State-of-the-art CPM solution to empower financial consolidation and reporting tightly integrated with Microsoft technology
Tagetik, a global provider of enterprise software solutions for Performance Management, Governance, Risk & Compliance and Business Intelligence, today announced that Mersen, a global, expert player in high-performance materials and in the reliability and safety of electrical installations, has selected the Tagetik's software to streamline its statutory consolidation and management reporting. The software will run on a Microsoft SQL Server Enterprise Edition database.
"With more than 60 production facilities in around 40 countries on five continents, Mersen is a very interesting business and we are delighted to be working with Mersen's team," says Bruno Leblanc, General Manager of Tagetik France. "We won Mersen's confidence, over several vendors on the market, because of our fully unified approach to performance management processes and superior level of financial functionality in a single solution built on Microsoft technology. Executives at Mersen will be able to visualize data directly without a huge BI implementation by their IT department, and end-users will benefit as well from embedded financial intelligence, greater flexibility and less dependence on IT. The company will have in the future the ability to easily extend the Tagetik platform to manage other financial processes such as budgeting, planning and forecasting, all within the same web-based application."
"Our unwavering commitment to customer satisfaction and success has significantly contributed to the acquisition of new global customers, like Mersen, who recognize the quality of our software and the constant attention, dedication, and passion of Tagetik's people," adds Manuel Vellutini, Chief Operating Officer at Tagetik. "Our mission is to help companies manage the breadth of finance processes throughout the entire organization with built-in financial intelligence that can be applied without having to rely on IT experts. This singular focus on finance processes and our strong relationship with Microsoft is how we successfully empower global organizations."
Request a Demo
Our personalized demo allows you to speak directly with a senior solution specialist and discover the key functionalities of CCH Tagetik.
Would you love to know more about CCH Tagetik?
For more information, please complete the form and a member of our team will reach out to you shortly!


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Beating the Holiday Blues
Joy to the world! 'Tis the season to be jolly! Festive music fills the air; holiday cheer abounds. Everyone is happy at holiday time — right? Wrong. Truth be told, many people feel lonely, sad, anxious and depressed at this time of year. How can this be?
There are many reasons why people feel down at holiday time. Here are the key causes for the holiday blues:
- Pressure to feel merry: Do you feel joyous when holiday decorations go up and store windows fill with gifts? If you don't, take comfort in knowing that you are not alone. The disparity between how you actually feel and what you think you are supposed to feel can cause you guilt and confusion. This phenomenon can start you off on the wrong foot, even before the festivities begin.
- Remembrances of holidays past: Consciously or unconsciously, you have a mental record of previous holidays. Your mood may be contaminated by the specter of sad holidays past. If your current life circumstances are unhappy, however, you may long for the happy holidays you once enjoyed.
- Reminders of loved ones lost: Holidays are a time for reflection. All too often your thoughts turn to beloved family members and friends who have passed away. The subsequent sense of loss you feel can spoil even the happiest of celebrations.
- Loneliness: Holidays can be dreadfully lonely if you don't have a significant other. Additionally, separation from family members (emotional or geographic) can be particularly painful at this time of year.
- Financial hardship: One of the joys of the holiday season is to give to others. If your financial resources are severely limited at this time of year you are likely to feel insufficient, and as though you are "on the outside looking in."
- In search of sunlight: Many people are adversely impacted by the relative loss of sunlight they experience during the winter months. This phenomenon even has a name: seasonal affective disorder or SAD. Your holiday blues will only be exacerbated by limited sunshine.
Do any of these reasons for feeling bummed sound familiar? Don't despair. Here are some ways for you to effectively beat those holiday blues:
- It's OK to feel what you feel: If you don't feel as happy as you think you should, don't fight it. Forcing feelings that aren't there will only make matters worse, and there really aren't any "shoulds" about it.
- Seek sun and endorphins: If you find yourself feeling blue, be sure to get at least 20 minutes of sunlight each day. This isn't always easy to do when winter weather hits, but do your best. And don't forget to exercise. Both sunlight and exercise help to fight any chemical causes for your holiday funk.
- Help someone else: It's hard to feel down while you are busy helping someone else. Volunteer at a soup kitchen, wrap gifts for unfortunate kids, or spend time with an elderly relative or friend. Instead of feeling glum you'll find yourself experiencing what the holidays are really about: Giving to others.
- Create your own traditions: Contrary to popular opinion, there are no rules for how you spend your holidays. So if old traditions bring up unhappy memories, start new ones. If you don't have family, share the holidays with good friends. Don't wait for them to include you; make them welcome in your home instead. If cooking a Christmas dinner feels like a drag, do brunch. If going to a synagogue or a church service dampens your spirits, have your own worship service outdoors, at home or wherever you wish.
- Stay busy and avoid unstructured time: If you know the holidays are difficult for you, why not plan ahead and minimize your difficult feelings. Try to fill your calendar with fun events. Too much time spent alone may bring you to an old, familiar place: down.
Now here's the most important thing you can do to beat those blues: No matter what is happening in your life, think of the blessings you do have. Taking stock of all of the positives in your life — right here and now — can go a long way toward ending your "bah humbug" mood.
With a little bit of planning and forethought, the holidays can be wonderful — and not because they are supposed to be.
Purcell, M. (2020). Beating the Holiday Blues. Psych Central. Retrieved on August 3, 2020, from https://psychcentral.com/lib/beating-the-holiday-blues/
Last reviewed: By a member of our scientific advisory board on 14 Jan 2020
Published on Psych Central.com. All rights reserved.


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Jan and Dean may have had two girls for every boy, but what about eight?
That's what SugarSugar.com promises, a site that unabashedly promotes itself as the place "where romance meets finance." The site explains further,
SugarSugar.com is for generous men looking to spoil, and dynamic women looking for financial support with bills, or who just need some excitement in life! Started by a real sugar baby, SugarSugar.com only accepts true, proven sugar daddies and sugar babies, and provides a staff of sugar dating experts to help you find the perfect mutually beneficial arrangement.
And since there are eight times as many "sugar babies" as sugar daddies, guys are promised the chance to hook up with plenty of women — if they're willing to fork out the cash.
The site has been around for a while, but the recently approved "Sugar Lifestyle" iPhone app will make it even easier to connect those with deep pockets with those with deep financial needs, Nerve reports.
How did Sugar Lifestyle pass the notoriously stringent app-screening process? Maybe the folks at Apple are simply happy to promote capitalism in all aspects of life — even the social realm. The iPhone is all about connecting people, right?


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Sunny Garden Thank You Card
Anniversary Thank You Cards
Sunny Garden Thank You Card, Item# TYAI7626B
Note: Sparkles are simulated and will not light up.
Sunny Garden Thank You Card, Item# TYAI7626B
Note: Sparkles are simulated and will not light up.
Sunny Garden Envelope Seals
Sunny Garden Return Address Labels
Sunny Garden Postage Stamps
Sunny Garden
Our Anniversary foldover notecard, "Sunny Garden", features a colorful combination of stunning, bright flowers. You can choose from our different color combinations to best match your personal style.
A custom message can be printed with flat printing inside the foldover card (for an additional $0.50), to acknowledge that special gift.
You will be able to select the typestyle and ink colors to use for your personalized text during the design process. Start by clicking on the green 'Personalize and Continue' button. We recommend using the default typestyle and ink colors.
|Estimated Postage Required:
|$0.55 stamp - if other items are not added into the Envelope. Click here for additional postage information.
|Item Type:
|Foldover Notecard
|Card Dimensions:
|5 1/2" X 4 1/8" (W x H)
|Printing Process:
|Digital Press
|Paper Weight:
|Multiple Stock Options
|Typestyle Shown:
|Lainie and Unicorn
|Matching Ink Color:
|Black and Red
|Your choice of White or Cream Envelopes included. Printed return address and/or Calligraphy is available for an additional cost.


text:
You may have heard that the famous Facebook co-founder Mark Zuckerberg has promised not to eat meat this year unless he kills it first.
Which made me wonder if California State Sen. Ellen Corbett, a San Leandro Democrat, is on his menu.
Facebook, after all, just killed Corbett's very reasonable bill to give users of Facebook and other social media services greater power to control what personal information about them is available online.
U.S. & World
News from around the country and around the globe
The bill was an opt-in meausure that would have forced people to set privacy settings as they register for social media sites; instead, these services have defaults that allow personal information to be visible unless users take the initaitive to have it hidden.
But Facebook, Twitter, LinkedIn and others fought back, arguing that such restrictions would limit their freedom to "innovate." Such innovation involves figuring out ways to use your personal data to make money.
That's cold-blooded, Mr. Zuckerberg.


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Chelsea's Eden Hazard kicks a ball boy
This was no dive.
Chelsea's Eden Hazard kicked a ball boy who did not supply the ball fast enough for the midfielder's liking.
Hazard had a rush of blood to the head, but unlike the Coldplay album, his reaction was not mellow in the least.
Hazard landed a kick to the boy's ribs as he lay sprawled on the pitch. The midfielder was ejected for the kick, which came in the 78th minute with Chelsea down 2-0 to Swansea in the League Cup semifinal.
While Twitter erupted with incredulity, the Chelsea handle posted something that managed to compound an already bizarre series of events.
"Has football gone mad? Hazard is sent off for kicking the ball under a ball boy attempting to smother the ball rather than return it. #CFC"
Redundancy aside, this could be the most ridiculous thing a professional team has ever said publicly. If I had to hazard a guess, I'd say Hazard is looking at a lengthy suspension from the English FA.
Adding to the controversy, a post from the ball boy's Twitter account earlier in the day suggests he might have been planning to waste some time for the home side.
"The king of all ball boys is back making his final appearance #needed #for #timewasting"
Only in soccer.


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Gamespot score:9.0(Editor's choice)
my score:9.0
(+)Pros:-Amazing campaign with humourous writing and incredibly well designed puzzles,- challenging and mind wrecking,- new features added to puzzles which add much more variety,- cooperative gameplay is smart and provides a new alternative take on puzzles,-overall campaign is much longer.
(-)Cons:-No challenges missions unlike in the first portal.
gameplay time:10-20 hours
Portal 2's story takes place after that of the original portal. You play as the same character (they never said her name, so I dont freaking know), and you wake up in a confinement room, greeted by a droid known as whitley. He intends to bring you out for testing and help you escape. Times have changed however, ever since glados's defeat, aperature has become a rundown place filled with tree roots and other organic stuff. Whitley tries to help you out, but after going through a couple of run down test chambers, the both of you encounter a beaten down glados, and after a screwed up performance by whitley, glados is revived. She obviously recognized you for destroying her, and so she picks you up and brings you for her all so famous "testing"....
|Aperature science has changed along the years.
Gameplay in portal 2 is very similar to the original portal. You fire 2 portals, red and blue, at two different places. You enter either portal, and you end up in the other one. Simple right? Those who played the original should find this very familiar. While this remains the same, many new elements enhance the gameplay and provides tons of new puzzle variety. There are now different types of gel that you can spew over un-shootable walls and make them shootable, gels that allow you to move at the speed of light on, and lets not forget gel that lets you leap 5 feet in the air. Plain ridiculous-ness. There are also anti gravity beams that allow you to casually float on to get from one place to another, and also can be used to lift objects. The possibilities are endless.
Also, now you arent just limited to test chambers, there are huge open area sections that let you roam around, and you have to really think how to allow yourself to get around. This gives the game a more "free" setting, since you have much more to get around with other than just linear test chambers. Because of this, the campaign feels much longer, not only because of the big open areas of course, theres much more to portal 2 than that. There are still sections where you move from test chamber to test chamber, these are longer than the 1st game and the puzzles are overall much tougher, you really have to wreck your mind here. Manipulating lasers, avoiding turrets, timing your portal entries...you name it, portal 2 has it all.
|Uhhhh...lasers....THINK man THINK!
Whitley is my personal favourite, that accent combined with that dimwit personality of his is downright hilarious. Well, another feature to portal 2 is the cooperative multiplater. While I havent played much of these at all, these are pretty fun. Basically you play as a couple of robots, atlas and p body, and are put through test chambers by glados. In the cooperative campaign, you and a friend play as either robots, and solve puzzles usually impossible when attempted alone. You have to manipulate each others portals and try exploring different alternatives to take on these newly developed puzzles, of course, this means that communication is key. This definetely means that the cooperative puzzles will require more brain stretching than the normal, so be prepared to think together with your friend.
|Cooperative multiplayer in action.
Its almost hard to fault valve for this one, portal 2 is essentially a severly improved portal. Well the only thing I can say here is that they removed the challenge missions, for some unknown reason. They gave us cooperative multiplayer to compensate but hey...something removed is STILL something. To me this isnt that big of a deal, since the campaign itself already has some really difficult puzzles.
Portal 2 is amazing. It develops upon its original and made it into something EVEN better. Portal, though short, was already amazing in its own right. Portal 2 made its campaign longer, more challenging, and made it feel fresh with newly added puzzle elements and different environments. Portal 2 is something I would recommend to every living, breathing gamer, for the wonderful puzzle solving game that it is.
Happy gaming!


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Maybe it's possible to bring the huge existing database into context with the new measurements by building a correction curve for the old measurements.
It would be necessary to do measurements on a number of specimen that already had run through Tylls rig and determine the difference to the new setup, separate for around ear, on ear and in ear.
I bet that also not perfectly precise, useful results could be obtained.
For the distortion measurement a microphone mounted in a flat plate could be used instead of the artificial ear.
Measurement microphones with responses up 100 kHz are obtainable, with compromises in their noise level.


text: Brand Marketing TBWA\Chiat\Day N.Y. Adds Top Managers Office boss Harwood-Matthews seeks 'roundtable approach'By Andrew McMains|March 5, 2013 Share By Andrew McMains|March 5, 2013 Share Talk about a baptism of fire. Robert Harwood-Matthews, in his first five months as president of the New York office of TBWA\Chiat\Day, has lost one of his office's biggest accounts (Vonage) and laid off 5 percent of his staff as a result. During the same period, Absolut, a mainstay global account run out of New York, exited for Sid Lee. On the plus side, the Omnicom Group shop won beIN Sport's creative business and is pursuing other creative accounts. Harwood-Matthews also is putting his stamp on the office with the hiring of new top managers. The latest is Aki Spicer, the former director of digital strategy at Fallon in Minneapolis, who joins March 18 as head of digital strategy. The position is new and designed to "guide us on the right type of digital work to put out there," Harwood-Matthews said today. Spicer, 40, will focus primarily on existing accounts, though he'll also contribute to new business pitches. He'll report to head of planning Ed Castillo. The latest hire comes five weeks after Leigh Baker joined as head of account management. Baker, who formerly was a global account lead at SapientNitro in New York, filled a vacancy created when managing director Stephanie Retcho left for Kayak in January 2011. In his new role, Baker, 42, manages a department of about 35 and leads the shop's Accenture business. Other agency accounts include Michelin, GlaxoSmithKline and Jameson. The new hires are expected to contribute significantly to the day-to-day running of the agency. As such, they'll work closely with Harwood-Matthews and Mark Figliulo, the chairman and chief creative officer. As Harwood-Matthews explained, "What I'm trying to do is create a more roundtable approach to management at the agency." Share http://adweek.it/2kcdYyu copy Adweek Adweek


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Six highlights in your travel week | 3 Dec
Tahitian cargo cruise line Aranui Cruises Aranui Cruises has launched its 2020 program with savings of up to $1900 per couple on select cruises.
The cruise line is discounting Aranui 5's first two voyages of the year, departing on February 6 and 22, 2020, with ocean-view staterooms starting from $6030 per person twin-share, a saving of $1200 per couple.
Aranui Cruises' 125-metre cargo-and-passenger vessel Aranui 5 is one of the few remaining cargo-cruise experiences in the world and in 2020 the ship will offer 20 scheduled cruises around French Polynesia, mostly consisting of its regular 13-day round-trip voyage from Papeete to Hiva Oa, Nuka Hiva, Ua Pou, Ua Huka, Tahuata, and Fatu Hiva in the Marquesas; Bora Bora in the Society Islands; and Rangiroa and Fakarava in the Tuamotus.
While guests disembark and enjoy a range of complimentary guided excursions including hikes, 4WD tours, local feasts and visits to archaeological sites, Aranui's Polynesian crew unload cargo, with the vessel acting as a lifeline to the remote island ports it visits.
Visit www.aranui.com
Join Lonely Planet photographer Richard I' Anson on World Expeditions' 15-day 'Markha Valley Trek & Ladakhi Festivals' adventure to the Himalayas next September.
The tour takes in all the colour and movement of both the Ladakh and the Dha Festivals as well as a trek through the stunning Himalayan landscape of the Markha Valley.
Richard's photography tours focus on teaching new skills and the travel experience offers many opportunities to experiment with different light, image framing and subject choice.
They give participants with a special interest in photography the opportunity to develop their technical and creative skills through informal tuition, discussion and feedback while taking pictures in inspirational locations.
Prices are from $4990 per person twin-share.
Phone 1300 720 000 visit www.worldexpeditions.com
Australians like to take their holidays in January, which for those wanting to head to Europe can mean battling ice and snow.
However, On Foot Holidays' self-guided inn-to-inn hike through the Andalucia region of southern Spain allows January holidaying in quite temperate walking conditions.
The seven-night trek sees travellers stay in villages while walking through the dramatic limestone scenery of the Grazalema National Park.
Ibex, eagles and griffon vultures can often be spotted along this route, which culminates at Ronda, a stunning citadel which sits above a deep ravine and is home to Roman ruins and one of the oldest bull-fighting rings in the world.
Including all accommodation, selected meals and all luggage transfers, the trek is priced from about $2000 per person twin-share.
Visit www.onfootholidays.co.uk
A new season of Holiday Inn Sydney Airport's 'Park, Stay & Go' is taking off.
The package includes one night's accommodation for two people, return airport-shuttle tickets, buffet breakfast, free wi-fi and parking for the duration of your getaway, or up to 15 days.
Additionally, with Holiday Inn's 'Kids Stay & Eat Free' guarantee, children under 12 are included in the package price.
There are packages covering four, seven or 15 days parking, with the option to extend your parking for $15 per day. The packages start from $234, inclusive of seven-nights parking.
The package includes secure undercover parking, saving a fortune in costs charged at both Sydney international and domestic terminals, which can cost up to $52 a day.
Shuttle services from the Holiday Inn to all terminals run regularly throughout the day, and are included for two people in the 'Park, Stay & Go' package. Additional tickets can be purchased for $7 each way.
Phone 02 9330 0600 or visit www.holidayinn.com
Escape to the Top End with Mantra Hotels.
The group is offering Darwin deals of from $129 per night for a city-view room at both Mantra Pandanas and Mantra on the Esplanade.
Mantra Pandanas is located just a few minutes from Mitchell Street restaurants and Smith Street Mall, with views over Darwin Harbour and the city.
Onsite facilities include a lagoon-style pool and a fully equipped gym.
Mantra on the Esplanade is located just a few minutes by foot from the CBD in a prime waterfront location on the Esplanade, overlooking Darwin Harbour.
Phone 1300 987 603 or visit www.mantrahotels.com
The Vikings will spend more time Down Under — the ships that is.
Viking Orion, the newest member of the line's ocean fleet, will be calling Australia home for three months every year after arriving in Darwin as part of Viking's Bali-to-Sydney itinerary, and spend the three months sailing between Sydney and Auckland.
It will depart Sydney in early March.
After its first visit to Australia in February this year, Viking Sun will also be travelling back Down Under in March on a 128-day world cruise, including stops in Sydney, Hobart, Melbourne, Adelaide and Perth.
The simultaneous presence of two of Viking's six ships in local waters demonstrates just how fast the cruising market is growing here and how much Viking believes in it.
Phone 138 747 or visit www.vikingcruises.com.au


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Open Session
We've been running impromptu live music sessions for the last 34 years and although harnessing the local talent is a bit of a dark art we can normally muster somewhere between 2 & 22 willing local musicians so don't be shy, a handful of folk can magically transform into a multitude so bring along your Bodhrán, guitar or violin and join in.
All musicians, twangers, strummers & part time whistlers – and everyone else for that matter – are very welcome.
From www.glencoescotland.com.
At a glance
- From: 27th September 2020 09:00 pm
- To: 27th September 2020 11:00 pm
- At: Clachaig, Boots Bar
Want To Add An Event?
What You've Missed
You can also visit our Glencoe Blog pages to give you some idea of what you've been missing here in Glencoe. But fear not, there are usually more similar events planned.
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Charm Churee Village is located in the middle of the jungle, beautiful panorama, clear blue waters and soft powder sands of Jansom Bay. Charm Churee Village, our "rustic" resort and spa that is arguably one of the finer accommodations on Koh Tao. We are confident that our place is authentically special considering that every room has its own uniqueness and distinguished view. We offer an array of accommodation suitable for every budget. Invite you to enjoy the natural experience. Relax to the beach and sea. We are confident that you will be impressed with us at Charm Churee Village, Koh Tao
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Charm Churee Village
is located on a 300 rai (Approximately 122 acres or 50 hectares) seaside piece of well-preserved jungle, facing west. With more than 1,500 meters shoreline, the estate consists of 5 beaches.
Charm Churee Village is situated in one of the most beautiful beaches and bays in Thai Gulf: Jansom Bay. Being surrounded with such beauty of lush tropical forest and such serenity of a private beach, our concept emerges. This charming bay is a secluded cove situated at the southwest section of Ko Tao. Only 10 minutes walk from the pier and Mae Haad Village.
:: Standard Room (Eco) ::
Room no. 4,5,6,8,12,13,14,15,23,35D,46,S1. This is the closest room to town, being only a 5 minute walk away. It is set back from the beach in front of the main path. It has a large stair case with deck chairs on some decking. The room is adequately spacious with a King size bed and an en-suite toilet and shower.
:: Superior Room ::
Room no. 1,2,3,40,45,66,67,68,69,70,71,S2,S4,BB18C. Closest to check-in & reception Superior Building Room is perfect for travelling friends. It is on the ground floor. There are 2 single beds and can add more 1 extra bed in a spacious room surrounded by jungle. There is also a communal area surrounded by big bay windows. There is separate en-suite rain shower and separate en-suite toilet.
:: Deluxe Building ::
Room no. 48,49,50,51,52,53,54,55,56,57,58,59,60,61,62,63,64,65. Deluxe Building are located a 3 minute walk from the Starlight Restaurant and a 5 min walk to the beach. It is interconnected via a locked terrace door to next Deluxe Room so is perfect as a double booking option for groups. It is on the top tier of the deluxe building and therefore has a jungle view with Koh Nang Yuan visible in the distance. Deluxe Buildings are all unique in their own way but all are sectioned into 3 living areas with a big and spacious en-suite shower with toilet. This room has a sliding mirror in the shower to open up to the bedroom. It is furnished in a Thai style. It has a King Size 4 poster bed with mosquito netting if required. There is a desk area in the first open veranda and deck chairs on the balcony where you can sit, relax and take in the smells and colours of the jungle.
:: Deluxe Bungalow ::
Room no. 7,10,11,29,30A,30B,31,36,37,41,43,S3.
:: Deluxe 2 Bedrooms ::
Room no. 42. After an adventurous walk along the cliff side, you are greeted by a little green gate and a small bench to have a seat and remove your shoes before entering this luxurious room. This room has two beds in alternate rooms. The first room leads out to a large balcony nestled amongst the trees. The other room adjoins the huge shower and toilet area which are accessed by spiral steps. This room is perfect for a family of 4 or for two friends to share.
:: Cottage 1 Bedroom - 7 Units ::
Room no. 9,18,19,21,24,38B,S5,S6. One of the newer recently built rooms, Cottage Collection is tucked away above ancient boulders amid the tree tops overlooking Jansom Bay. It takes 2 minute to walk down to the beach. This room is not only spacious but is elegant. There are 2 entrances, with bay windows allowing light to soak into the room. The shower is like rainfall and the veranda and dining area is secluded.
:: Cottage 2 Bedrooms ::
Room no. 47. At the bottom of the hill from reception next to path that leads to the beach, this room has a large foyer, balcony and communal area. There are two bedrooms with King size beds and en-suite showers and toilets. The second room as its own balcony set into the surrounding jungle.
:: Cottage 2 Bedrooms XL ::
Room no. E5&6. These two modern rooms are on the roof of the Elvis Restaurant overlooking the beautiful Jansom Bay. There is a huge communal area making these rooms perfect for a groups of friends or a family. Both rooms have twin beds with en-suite rain shower & toilet with full bay windows.
:: Sunset Cottage 1 bedroom ::
Room no. 25,27,32,34,35A,35B,38A,39. It's a short walk from reception until you approach your bamboo wooden gate. Go up some steps leading along a bricked path to a softly lit welcome. If you've been at the beach all day there is even a foot wash to clean off before entering this beautiful property. There is a spacious room with a four poster king size bed. There's a comfy sofa looking out through bay windows. There is a separate room with a study are and wardrobe. To your right there is a long corridor with 2 shower rooms and a toilet. If you step outside on to the dual level veranda the view will quite simply take your breath away. This is a definite MUST room for honeymoon couples as it is secluded, heavenly and romantic.
:: Sunset 2 Bedrooms ::
Room no. 33AC. On the Southern end of Jansom Bay perched just above the rocks Sunset 2 Bedroom has a huge roofed decked area with direct access to the sea via the craggy rocks below. Both rooms are adjacent to one another divided by a communal area sharing a toilet shower and stone bath. This is a perfect location for a family.
:: Sunset 2 Bedrooms XL ::
Room no. 26BD. All the way down by the water, There's a huge patio, interconnecting walk ways with access to the sea. There are two entrances to the master bedroom, which is an octagonal shape surrounded by big bay windows. There's an en-suite vanity room, shower & toilet. A communal area leads up some stairs to a smaller room with queen size bed, vanity station and wardrobe. It has its own toilet and rain shower.
:: Sunset Suite 2 bedrooms with private pool ::
Room no. 44. Simply put, this is the best room that the resort has to offer. It's got one king size bed in a secluded master bedroom and two twin beds in the other. Upon entering the property there is a large foyer with traditional Thai decor. The master bedroom is spacious with a sofa by the bay windows and a huge flat screen TV with satellite channels. There is a river shower and then a semi-external secluded shower area with toilet. Opposite the master bedroom there is a smaller room with twin beds, desk area and sofa with a separate shower & toilet. Walking along the bamboo corridor will reveal a communal area with an edgeless, bespoke swimming pool that overlooks Jansom Bay.
:: Beach Front 1 Bedroom ::
Room no. 20,22. A stone throw from Jansom Bay above Eco Beach Front, this room has a rustic gazebo built onto a wooden decking. The bedroom is spacious with a 4 poster king size bed & balcony overlooking the bay. Behind the room is a shower toilet and spacious bathtub.
All Room Amenities
All room are sea view
Private balcony or terrace
Air condition
No TV. provided in all guest room
IDD telephone
Personal safe box
24 electricity hours service
Mini bar
Coffee and tea making facilities
2 umbrellas and 1 flashlight
Bathrobes and slippers
(Start from panorama types)
Hair dryer
Hot water shower
There are 3 restaurants, not only superb delicious Thai, western and other tropical food but also delicious varieties of cocktails by our professional bartender. Come and indulge!
:: Elvis Bar & Restaurant (11:00 - 17:00 hrs.) ::
Situated on Jansom Bay. It's perfect for daytime drinks and light meals. When you relax on the beach, drinks and meals are not far away. Try our signature Mojito and enjoy the sun!
:: Chaba Restaurant (07:00 - 10:00 hrs.) ::
Situated on top of Chaba building. Buffet breakfast is served from 7 am. till 10 am. You can enjoy unobstructed panoramic view of Mae Haad, Sai Ree and Nang Yaun while sipping your favorite drinks and enjoy your most important meal of the day in one of the most scenic places in the island.
:: Starlight Restaurant (18:00 - 22:00 hrs.) ::
Dine romantically by candle light, enjoying superb Thai & Asian cuisine with an al fresco on the water restaurant with magnificent Sunset view!
Located right on Jansom Bay with Thai and Balinese decor. Indulge your body and soul with the real Spa. Soothing away stress, relieving muscle soreness and rejuvenating your skin with our professional, highly trained therapists.
:: Dive @ Charm Churee Village is a PADI 5 Star Dive Center ::
We specialized in offering a range of PADI courses, from beginner to assistant instructor levels; always with a 5 star service. Get trained by our experienced multilingual staff, who are not only selected against the highest PADI standards, but are also outgoing, patient, friendly & full of energy. In this way you will get to have FUN whilst not having to worry about your safety when completing a course.
:: Diving in small groups ::
We also pride ourselves in teaching with small groups per instructor (4:1). In this way you can get the most out of your courses & never feel overcrowded. The same also applies to fun diving.
:: World's best dive sites ::
Once you have finished your course or if you're already qualified then we offer daily boat dives so you can experience some of the world's best dive sites in clear, tropical waters with a myriad of fish to see & you may even be fortunate enough to swim with whale sharks! Space for snorkelers is also available.
:: Wedding ::
Once in a lifetime experience, ties your knots in a rustic resort in the jungle by the sea. Each wedding is unique we may have some packages for your reference. In the meantime, you can always email us and discuss into details.
:: Other Services ::
Laundry service: laundry bag and price list placed in the wardrobe
please notice of the resort laundry condition
Free Wi-Fi internet at the restaurant, beach area and reception area
Reception service from 06:00 - 24:00 hrs.
Tour counter
Free transfer from / to Koh Tao pier resort check in / check out
Pak Boong Bay (Morning Glory Bay) is a rocky beach north of Jansom Bay next to Chaba Restaurant. Although it's nearer to the market and pier but it's very quiet and peaceful. Jax Trek is a trek from Jansom Bay down south pass Koh Tao Bamboo Huts, then Neptune Beach, and Sai Nuan Beach. The trek is sea side along the Neptune Beach is a tiny beach between Jansom Bay and Sai Nuan Beach. It's very private and perfect for freedom seekers. Sai Nuan Beach is the next beach south of Jansom Bay. There are 2 sandy beaches about 150 metres and 100 metres long. Charm Churee Village's guests are welcome there. Mae Haad is the town and pier with day time activities. Shops, restaurants, motorcycle rentals, banks, post, etc. Sai Ree is Beach is another community full of life in the evening and night time. Bars, restaurants, nightlife.
Web Sawadee Public Co.Ltd. 888/124 Ploenchit Road, Mahatun Plaza Bldg.Lumpini, Patumwan,Bangkok 10330 Tel: 02-6745555 Fax: 02-6745544
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