text:
<< Home Page
Focus on ability:
Including Children with Special Needs in AYSO Soccer
Barry Lavay, Ph.D.
California State University
Dept. Of Kinesiology and Physical Education
Table of Contents:
(click on the number or letter)
1. The Author
2. Introduction
3. What to Expect from Children with Special Needs
4. Consideration by Specific Disabilities and Special Needs
a. Autism and Pervasive Developmental Disorders
b. Specific Learning Disability (LD), Attention Deficit Hyperactivity Disorder (ADHD), and Developmental Coordination Disorder (DCD)
c. Serious Emotional Disturbance(SED) or Behavior Disorder (BD)
d. Mental Retardation (MR) and Down syndrome (Ds)
e. Cerebral Palsy (CP)
f. Hearing Impaired (Deaf and Hard of Hearing)
g. Visually Impaired (Blind and Partially Sighted)
h. Diabetes
i. Asthma and Other Respiratory Conditions
j. Seizure Disorders
5. Best Coaching Methods for All Children with Special Needs
6. Pro-active Planning
7. Instructional Methods
8. Modifications in Instructions
9. Coaching Players With Physical Challenges
10. Coaching Players With Cognitive Challenges
11. Coaching Players With Social Challenges
12. Practices to Avoid in Coaching Children with Special Needs
13. Coaching Scenarios: Putting It All Together
14. Resources
1. Author
Dr. Barry Lavay is a professor in the Department of Kinesiology and Physical Education at California State University, Long Beach where he coordinates the Adapted Physical Education program. His primary responsibility is to train university students to teach physical education to children with disabilities. Dr. Lavay received his Ph.D. in 1984 with an emphasis in Special Physical Education from the University of New Mexico.
Dr. Lavay has published a number of books, manuals, journal articles and given many presentations
regarding physical activity programming for children with disabilities. Since 1988, he has directed the
CSU, Long Beach Perceptual Motor Development Clinic, an after school program designed to provide positive
movement experiences to children with disabilities and special needs. He also directs two summer programs
for children with special needs.
Prior to teaching at the university level in 1984, Barry taught physical education and coached sports
in the public schools system both as an adapted and physical education specialist. In 1998 Barry was an
assistant coach for his daughter's AYSO Division 6 (U8) soccer team.
2. Introduction
Welcome to the American Youth Soccer Organization (AYSO) which is based on the philosophy everyone
plays, open registration, good sportsmanship, balanced teams, and positive coaching. AYSO strongly
believes in including children with special needs. Children with and without special needs can benefit
from the experience of playing AYSO soccer. The child without special needs can be an effective role model
to the child with special needs by demonstrating appropriate social behaviors and skills.
For example, the child with special needs learns to socially interact in an appropriate manner with
the other children on the team and is motivated to perform skills better in the presence of peers. In
addition, the child without special needs learns acceptance, and to respect rather than pity the child
with special needs. From this experience everyone learns that children with special needs are not really
that different from them.
Too often coaches are not prepared to meet the unique challenges, varied behaviors and abilities (i.e.
skill levels) that children with special needs may present during practice and games. This manual is
designed to help coaches successfully include children with various special needs into their AYSO Soccer
program. The manual includes general information on what to expect from children with special needs as
well as some of the more common disability classifications. Information is also provided regarding the
best instructional methods for coaching children with special needs. Included are pro-active methods or
strategies coaches need to consider in order to plan ahead before the first practice, and instructional
ideas to use during actual practice sessions and games.
The aforementioned section includes information on the physical (i.e. skill levels), cognitive (i.e.
understanding directions), and social (i.e. participating with peers) deficits children with special needs
may demonstrate. This is followed by appropriate coaching practices to help offset the problem.
The majority of the positive instructional practices in this manual can be effectively used with all
children, both with and without special needs. Also included are certain negative coaching practices to
avoid. A unique feature of the manual, is the final section, which explains how to put all of the
previously discussed information together. Included are four realistic coaching scenarios with suggestions
for handling each particular situation.
A number of effective practices for coaching children with special needs and successfully including
them into the AYSO soccer program are provided in this manual. However, it is important to remember that
no "cookbook approach" to coaching exists that fits all children. Always keep in mind that each child has
his/her own unique characteristics and needs. The challenge for each coach is to provide a positive soccer
experience to each player. Every player deserves the opportunity to play and the best coaching available.
Children with special needs are no different!
This section explains what is meant by children with special needs and disabilities, while providing
general considerations regarding their unique behaviors. This is followed by information specific to the
most common type of disabilities or special needs children that coaches will encounter in their AYSO
soccer program.
Remember individuals with disabilities and special needs will demonstrate a wide spectrum of abilities
and needs. Some children will have disabilities that are more obvious such as severe cerebral palsy that
limits mobility or Down syndrome that may cause a child to tire easily and sit down in the middle of the
field during a game. However, other children may have disabilities or special needs that are not as
obvious or easy to detect. For example, a child who you think is not paying attention during practice may
have a mild learning disability that affects his ability to process information. Perhaps you feel a child
on your team is out of shape or lazy because she stops running after the first 10 minutes of practice.
However, this child may have undetected exercise induced asthma.
Regardless of ability, the interests of children with special needs are similar to those of all
children. There is a strong desire to have fun, play, and make friends. For many children with special
needs AYSO soccer may be their first experience in an organized youth sports program. As a coach, always
consider the child's ability not disability. Don't be so quick to make the sweeping generalization that
children with disabilities will function poorly and need extreme modifications. Don't dwell on their
disability, but rather what each child "can do". Determine strengths and begin instruction from there.
Children with special needs and disabilities can present a wide variety of unique physical, cognitive,
and social behaviors or a combination of all three. They can be developmentally delayed and lag behind
their age group peers. In general, children with special needs may require significantly more repetition
in practice with directions and activities (e.g. drills) broken down into smaller steps.
No two children are the same and the same is true for children with special needs. Respect individual
differences in all your players. Later in the manual we will offer suggestions on best coaching methods to
help offset these unique behaviors in order to successfully include each child into AYSO soccer.
The following information is specific to children with the most common disability classifications or
special needs that coaches may encounter during AYSO soccer. Included for each disability is a general
definition, followed by its common characteristics. These characteristics can include a wide variety of
unique physical, cognitive, and social behaviors or a combination of all three. Keep in mind that all
children are unique and different, even children within the same specific disability classifications will
demonstrate a wide spectrum of abilities and needs ranging from mild to severe.
a. AUTISM AND PERVASIVE DEVELOPMENTAL DISORDERS
Autism is a lifelong developmental disability that occurs during the first three years of life. It is
a neurological disorder that affects the child's language (i.e. verbal and nonverbal communication), play
and social development ( i.e. ability to relate to others). When children display similar behaviors that
significantly affect social interaction and communication but do not meet the criteria of autism they may
be diagnosed with pervasive developmental disorder. Children with autism and pervasive developmental
disorders can exhibit one or more of the following physical, cognitive, or social characteristics:
b. SPECIFIC LEARNING DISABILITY (LD) ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) DEVELOPMENTAL
Children with a specific LD have neurological difficulty processing information in the central
nervous system causing a deficit in understanding spoken or written words. This difficulty can manifest
itself in an imperfect ability to listen, think, speak, read, write, spell, do mathematical calculations
or motor plan. Children with a specific LD will demonstrate a higher than average percentage of the
following difficulties:
Attention Deficit Hyperactivity Disorder (ADHD) or a persistent pattern of inattention and/or
hyperactivity. Impulse behaviors that are more frequent and severe than observed in children of comparable
Developmental Coordination Disorder (DCD) which means that performance in motor coordination
activities is substantially below that expected of age group peers. There is a marked delay in meeting
motor developmental milestones (e.g. walking) and the child appears clumsy and performs poorly in sports.
Children with specific LD and other accompanying difficulties (ADHD and DCD) can exhibit one or more of
the following physical, cognitive, or social characteristics:
c. SERIOUS EMOTIONAL DISTURBANCE (SED) or BEHAVIOR DISORDER (BD)
Children with SED or BD demonstrate an inability to maintain satisfactory interpersonal relationships
with family, peers, and/or teachers. They exhibit inappropriate behaviors or feelings under normal
circumstances, with a general pervasive mood of unhappiness or depression. It is important to realize that
all children display inappropriate behavior on occasion. The key is if inappropriate behavior persists
over time (more than 6 months) and is different from what is expected of children the same age. Children
with SED or BD can exhibit one or more of the following physical, cognitive, or social characteristics:
d. MENTAL RETARDATION (MR) and DOWN SYNDROME (Ds)
Children with MR have a limited mental ability and learn at a slower rate. They demonstrate a
subaverage general intellectual functioning level (IQ) that can range from mild (IQ 70-35) to severe (IQ
35 and below). In general, the more severe the mental retardation the greater the physical, cognitive, and
social delays. Delays may include: communication, self-care, home living, social skills, community use,
self-direction, health and safety, functional academics, leisure and work. Down syndrome (Ds) is a result
of a chromosomal abnormality, a form of MR, and this population has a IQ range between 70 and 35. Children
with MR can exhibit one or more of the following physical, cognitive, or social characteristics:
e. CEREBRAL PALSY (CP)
CP is caused by damage to the motor section of the brain leaving the child with muscular weakness and
an inability to control voluntary movements. This condition is characterized by paralysis, weakness, poor
coordination, poor posture, and a retention of the primitive reflexes. Children with CP can exhibit one or
more of the following physical, cognitive, or social characteristics:
f. HEARING IMPAIRMENT (Deaf and Hard of Hearing)
A hearing impairment can range in severity from deaf to hard of hearing. Deaf means a hearing loss so
severe that the child is hindered in processing auditory language information, with or without
amplification (i.e. hearing aid). The child does not receive the stimulus of sound. Hard of hearing means
a hearing loss, whether permanent or fluctuating, which requires special adaptations (i.e. hearing aid).
The degree of the hearing loss can vary. A child with a slight loss will experience difficulty hearing
from a distance or faint speech. A mild hearing loss means the child can understand normal conversational
speech 3-5 ft away. A profound hearing loss means the child relies on vision rather than hearing. Children
with hearing impairments can exhibit one or more of the following physical, cognitive, or social
g. VISUAL IMPAIRMENT (Blind and Partially Sighted)
A visually impairment (VI) can range in severity from blindness to partial sightedness. A child who is
blind experiences a complete loss of sight.
Partial sightedness can vary greatly depending on the degree of the vision loss as well as the
field of vision. Objects may appear much smaller to legally blind children than to normally sighted
children. For example, to a legally blind child, an object 20 feet away may appear as small as it would to
a normally sighted child viewing the object from 200 feet. Objects may appear even smaller to a child with
travel vision. At just 5-10 feet an object would appear as small as it would to a normally sighted
child viewing the object from 200 feet.
A normal field of vision (i.e. peripheral vision) or the area within which objects can be seen when
the eyes are fixed straight ahead is 180 degrees. Children who are partially sighted may be limited in
their field of vision and their ability to detect an object (i.e. ball or a player) unless it is
coming straight toward them.
Children with visual impairments can exhibit one or more of the following physical, cognitive, or
social characteristics:
h. DIABETES
Diabetes is a chronic metabolic condition which interferes with the body's ability to properly produce
and/or use insulin. The body fails to burn carbohydrates properly and glucose accumulates-in the
bloodstream. It is the inability of the body to metabolize or utilize foods properly for energy. Children
will exhibit Type I Diabetes which is insulin-dependent diabetes where little or no insulin is produced
and insulin is needed in order to properly use glucose. Be aware of the following factors specific to
i. ASTHMA and Other Respiratory Conditions
Asthma is a chronic lung disorder causing a narrowing or a restriction of the bronchial airways in the
lungs, which consequently restricts breathing. This condition causes excessive coughing, wheezing,
breathlessness, and a constriction in the chest. Asthma episodes can vary greatly in severity and duration
among children. Episodes progress through three stages: a hacking nonproductive cough, breathlessness
consisting of a wheezing of air in and out of constricted bronchial tubes with accumulated mucus, and
severe bronchial obstruction which places the individual in an emergency state.
Two types of asthma coaches may encounter are extrinsic and intrinsic (i.e. exercise-induced) asthma.
j. SEIZURE DISORDERS
This is a neurological condition triggered by an overload of electrical impulses to the brain. The
Central Nervous System attempts to protect the child by having a seizure. During a convulsion the body or
parts of the body react to the brain wave irregularly by tensing or contracting involuntarily. Generalized
Tonic-Clonic seizures (once called grand mal seizures) are severe and result in falling down with a
spastic jerking phase lasting from 2 to 5 minutes. There may also be confusion after regaining
consciousness. Absence Seizure (once called petit mal seizures) results in the very short (1-10 seconds)
temporary loss of consciousness without a convulsion and is characterized by a dazed appearance with no
Be aware of the following factors specific to a seizure:
When a seizure occurs the coach needs to take the following steps:
This section includes general, positive, instructional methods or modifications that should be used
when coaching children with special needs and disabilities. The majority of the positive instructional
practices can be effectively used with all children, both with and without special needs.
First, the best general coaching practices are provided, including ideas for planning ahead, followed
by instructional practices by general levels of
As previously mentioned in the introduction section, there is no "cookbook approach" or one method to
coaching that fits all children. Always keep in mind that each child has unique needs and characteristics.
Instruction needs to be child centered and developed around how the child learns best. It is most
important to understand and respect the child's special needs and provide necessary support. Modifications
and adaptations are made when needed to assure that each child, regardless of ability, can safely and
successfully be included in a positive experience.
Pro-active Planning Methods
There are a number of things the coach can plan for and learn about the child with special needs
before practice actual begins. This will help the coach prepare for the unique behaviors that children
with special needs can bring to practice and games.
The Coaches' Attitude
A good place to start is to examine your own attitude toward including children with special needs on
the team. Are you willing to understand and respect the child's special needs and provide the necessary
support? For example, a child with diabetes may need to be excused from group during practice to measure
her blood sugar level or a child with asthma may need to use his inhaler. As a coach, do not internalize
the child's inappropriate behavior, lack of progress or failure. Rather, be patient and have a positive
attitude. The child needs to feel that he or she belongs and that individual differences are valued.
Remember, be positive. Focus on the child's ability not disability. A positive attitude is also important
because the other children on the team will pick up on your positive attitude and be more accepting of the
child with special needs.
Parental Input
Parental Support
Don't be afraid to seek assistance and support from the parents. Determine how much and what type of
support the child may need based on the child's ability level (physical, cognitive, social). For example,
if necessary, a family member should be present, ready to assist the child during all practices and games.
Keep in mind, however, that a fine line exists between being too protective and providing the child with
independence. Hopefully as practices continue and the child gains confidence, less support will be needed.
Gain Trust
Gain trust by initially providing positive experiences and accenting the positive for each child. For
example, reinforce strengths and what the child can do correctly. Once confidence is gained and the child
with special needs becomes more comfortable, the coach can provide more challenging activities. This child
is similar to all children who need to be challenged and realize that it is okay to fail sometimes.
Informally Assess
To determine strengths and needs, informally observe the child while he or she is playing or
practicing soccer. If possible, have a conversation with the child to determine her cognitive level and
how much information she can understand. Keep in mind that receptive language may be better than
expressive language (i.e. limited vocabulary). Ask the child about her special interests.
The following are instructional methods coaches can use to include children with special needs. First,
some general instructional practice considerations are provided. Next, the reader is given some
suggestions by physical (i.e. skill levels), cognitive (i.e. understanding directions), and social (i.e.
participating with peers) ability levels.
Structure Practice
All children, especially children with special needs, can benefit from a structured practice setting.
This can be accomplished by designing clear, concise, and consistent rules and routines. Keep these
consistent from one practice session to the next. For example, always start each practice with an exercise
warm-up, followed by certain activities or games the children know and feel comfortable with before
introducing new ones. Be sure all the children understand the rule and routines. Over time, and with
practice, the children's understanding will improve.
Practice Organization
Consider the organization of your practice session, especially all of the drills. One-to-one
instruction (self-paced), partner work, small groups, and teaching stations can all be used effectively
to teach skills and concepts. Keeping each child active and on task will cut down on behavior problems and
increase motivation, while providing them with more opportunities to practice the necessary skills. This
can be accomplished by shortening lines, providing each child with equipment and using teaching stations.
Teaching stations allow the children to perform activities according to their ability level while freeing
the coach to work with the children who need extra time for instruction.
Small Group Instruction
For many children with special needs, individual and small group instruction is more effective than
large group activities. Initially have them participate in drills with just a few other children or a
child with whom they feel comfortable. Again teaching stations can be used with small groups of children
rotating from one station to the next practicing various skills.
Length of Practice Session
For some children practice sessions longer than 45 minutes to an hour will be more than they can
handle. Provide rest breaks when you find children becoming tired or losing attention. Children with
special needs may need rest breaks or activities changed more frequently.
Your team, very likely, will be made up of children who vary in skill level from high to low.
Modifications involve using common sense and what works best. Determine if modifications are needed for
the entire team or individual children. Various types of modifications can be considered around the rules,
environment (space), and equipment.
Prepare the Children without Disabilities
Peer Tutors or a Buddy
Difficulty Performing Quality and Controlled Movements
Low Fitness Level
Hyperactive and Excess Energy
Delays in Learning and Following Directions
Short Attention Span
Abstract Concepts are Difficult
Difficulty with Transfer of Learning
Resistance to Change
Transition and Routines
Doesn't Follow Standard Behaviors
Easily Frustrated and Afraid of Failing
To assure a safe and a positive experience there are some general practices to avoid while coaching
children with special needs. First, it is important to follow all the safety and injury prevention
techniques listed in your AYSO soccer manual. In addition, determine from the parents the child's medical
needs and what activities may be harmful or should be avoided.
Medical Needs and Potentially Harmful Activities
This section will help coaches put together the many factors discussed throughout this manual.
Included are four realistic coaching scenarios which typically arise when coaching AYSO soccer to children
with special needs. There are also brief suggestions for handling each situation.
Coaching Scenario 1: The child is very easily distracted and has difficulty following directions.
Possible strategies:
Coaching Scenario 2: The child is unable to stay in assigned area and runs away from the group.
Possible strategies:
Coaching Scenario 3: The child is hypersensitive, feelings are easily hurt, is extremely particular, and has difficulty interacting with the group.
Possible strategies:
Coaching Scenario 4: The child is disruptive to the point that the behavior is affecting the other children's learning experience.
Possible strategies:
The following is a list of references coaches can use to learn more about providing physical activity
to children with special needs.
- Adams, R.C., & McCubbin, J.A. (1991). Games, sport, and exercises for the physically handicapped(4th ed.). Philadelphia: Lea & Febiger.
- Block, M. (1994). Including students with disabilities into regular physical education. Baltimore, MD: H. Brooks Publishing.
- Davis, K. (1990). Adapted physical education for students with autism. Springfield, IL: Charles C. Thomas.
- Dunn, J. M. (1997). Special physical education: Adapted, individualized, developmental. (7th ed.) Madison, WI: Brown and Benchmark.
- Eichstaedt, C.B. & Lavay, B. (1992). Physical activity for persons with mental retardation: Infant to adult. Champaign, IL: Human Kinetics.
- Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.
- Jansma, P. & French, R. (1994). Special physical education. (2nd. ed.). Englewood Cliffs, NJ: Prentice-Hall.
- Lavay, B., French, R., Henderson, H. (1997). Positive behavior management strategies for physical educators. Champaign IL: Human Kinetics.
- Paciorek, M. & Jones, J. (1994). Sport and recreation for the disabled: A resource manual. Carmel, IN: Cooper Publishing.
- Sherrill, C. (1998). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan. (5th ed.). Dubuque, Iowa: Wm. C. Brown.
- Winnick, J.P. (1995). Adapted physical education and sport. (2nd ed.). Champaign Ill., Human Kinetics.


text:
Suppose you were the person a distraught girl sought out to report that a youth minister had raped her in the stairwell right before church services. Suppose that young girl was only 13. Suppose you were on staff at that Mega-church. What comfort would you have offered that child? What action might you have taken to [Read More…]
Victory Christian Center: When Child Rape is not Child Abuse
October 18, 2012 by 22 Comments

subset: commoncrawl


text:
DAYTON, Ohio (AP) -- At least three Ohio cities have reported their first homicides of 2013.
Cleveland police reported that a man was gunned down on the porch of a home on the city's east side at about 3 a.m. Tuesday. His name hasn't been released, and no arrests have been made.
The first slaying in the city of Dayton also likely occurred in the early morning hours of New Year's Day. Police say they found 30-year-old Bradley Thompson dead of gunshot wounds in a home. Multiple shots were heard in the area, but there have been no arrests.
In Toledo, police said a 23-year-old woman was fatally stabbed during a melee in a bar early on New Year's Day. They said Christina Henderson died from a stab wound to the neck.


text:
Riley-Day syndrome is an inherited disorder that affects nerves throughout the body.
Familial dysautonomia; Hereditary sensory and autonomic neuropathy - type III (HSAN III)
Riley-Day syndrome is passed down through families (inherited). A person must inherit a copy of the defective gene from each parent to develop the condition.
This condition is seen most often in people of Eastern European Jewish ancestry (Ashkenazi Jews). The disease is caused by a change (mutation) of the IKBKAP gene on chromosome 9. It is rare in the general population.
Symptoms are present at birth and grow worse over time.
The health care provider will do a physical exam to look for:
Blood tests are available to check for the IKBKAP gene.
Treatment may include:
Advances in diagnosis and treatment are increasing the survival rate. A newborn baby with Riley-Day has a 1 in 2 chance of living to age 30.
The following complications are possible:
Call your doctor if symptoms change or get worse. A genetic counselor can help teach you about the condition and direct you to support groups in your area.
Genetic DNA testing is very accurate for Riley-Day syndrome. It may be used for diagnosing people with the condition or who carry the gene. It can also be used for prenatal diagnosis.
People of Eastern European Jewish background and families with a history of Riley-Day syndrome may wish to seek genetic counseling if they are thinking of having children.
Katirji B, Koontz D. Disorders of Peripheral Nerves. In: Daroff RB, Fenichel GM, Jankovic J, Mazziotta JC, eds.Bradley's Neurology in Clinical Practice. 6th ed. Philadelphia, Pa:Saunders Elsevier; 2012:chap 76.
Klein CJ. The inherited neuropathies. Neurol Clin. 2007;25:173-207.


text:
Presidential Range > Mount Monroe > Climber's Log
Mount Monroe Climber's Log
[ Sign the Climber's Log ]
|Crawford Path
Date Climbed: Sep 14, 2006
|Part of Southern Presi Traverse.
|Posted Nov 28, 2006 5:38 am
|Presi Traverse
|Beautiful day accross the ridge!
|Posted Oct 25, 2006 6:45 pm
|Prez Range backpack
Date Climbed: Aug 22, 2003
|Hiked on the AT and took spur trail over the summit.
|Posted Oct 11, 2006 8:45 pm
|Only one headed for Monroe.
Date Climbed: Sep 27, 2006
|Took the Ammonoosuc Ravine trail, which everyone else was taking to Washington. Got an early start, but with that comes putting up with the cold. It was windy on the summit. Cold too! Couldn't take a lot of pictures, because every time I took off my gloves, my hands started to freeze. Washington was a magnet for clouds passing bye. When I started to head down, it cleared up at Washington. Monroe and every other peak was clear of clouds. The Lakes of the Clouds hut was all closed up already. I was looking forward to eating some food I had with me. Had to eat it outside on the cold bench instead. A terrific time though.
|Posted Sep 28, 2006 1:50 pm
|Presi Traverse
Date Climbed: Sep 3, 2006
|Gla-didly-ad this was the last peak of the day before hitting LKS. Winds were between 70-100 mph (per the hut). Held trekking poles sideways for balance and was knocked over many times.
|Posted Sep 26, 2006 10:23 pm
|A view!
Date Climbed: Aug 8, 2004
|Summitted this peak on the way to Mt. Washington. It was the only peak between Crawford Notch and Mt. Washington that we had a view from - the clouds broke for about 10 minutes on our way down, and it was spectacular!
|Posted Sep 24, 2006 12:09 am
|crawford path
Date Climbed: Sep 16, 2006
|easy hike from lakes of the clouds hut
|Posted Sep 22, 2006 1:22 am
|Brian Jenkins
|Via Franklin
Date Climbed: Sep 3, 2006
|OK, this was a nasty summit. Fourth peak on a south to north Presidential Traverse. Had just done Franklin and for a few seconds a faint hint of sun came out. Went up the loop to bag this one and all sorts of wind broke loose. Had just lost my pack cover to the winds and as I got closer to what I thought was the summit, the wind was so bad, it knocked me down and I felt myself getting lifted up with my backpack acting as a sail. I got down against the ground and crawled up to the summit, only to find it was not the summit but the first bump on the way to the summit. It was crazy wind, I would guess over 80 mph, maybe more. Worst winds I've ever been in. No visibility either. Made my way down the north side to take refuge at the Lakes Of The Clouds Hut for a night. Nas-ass-ty weather.
|Posted Sep 12, 2006 5:51 pm
|Ammonoosuc Ravine Trail
Date Climbed: Sep 4, 2004
|on the summit the clouds broke for an awesome view
|Posted Aug 2, 2006 1:04 am
|Quick Side Trip
Date Climbed: Aug 10, 2002
|My sons and I dropped off our backpacks at the Lakes of the Clouds hut and took a quick side trip up to the summit of Mt Monroe. This was the easiest part of a very long day which took us up Ammonoosuc Ravine, up to the hustle and bustle of Mt Washington's summit for a great bowl of chili and then back down thru Tuckerman Ravine. Hope to get back someday to hike the Northern Presi's.
|Posted Jun 26, 2006 3:31 pm
|Ammonoosuc Ravine Trail
|Combined Monroe with Washington. A great peak.
|Posted Jun 10, 2006 12:46 am
|Alone from hut as part of backpack
Date Climbed: Jun 9, 1961
|Based at Hermit Lake
|Posted Apr 23, 2006 7:23 pm
|Route Climbed: Crawford Path
Date Climbed: Aug 25, 2004
|Came over Boot Spur from Hermit Lake
|Posted Mar 22, 2006 3:35 am
|Matt Worster
|Great summer of just hiking in the whites with a high school friend
|Posted Mar 15, 2006 2:55 am
|Route Climbed: ammo trail/crawford path Date Climbed: many
|fun in winter
|Posted Dec 30, 2005 1:46 pm
|Cookie Addict
|Route Climbed: Presidential Traverse Date Climbed: June 3, 2005
|8 peaks - we missed the last one on accident - in 19.8 miles. I slept REALLY well that night!
|Posted Oct 14, 2005 5:21 am
|Route Climbed: Ammonoosuc Ravine Date Climbed: September 28, 2005
|A very nice hike. And a fitting way to complete the last of the 5000 footers in the northeast. And the stream crossings just weren't that bad.
|Posted Sep 30, 2005 5:43 pm
|Route Climbed: Crawford Path / Monroe Loop Date Climbed: 1 September 2005
|Day 3 Franconia to Pinkham From the south a nice little rock scramble to a south summit. True summit has nice cliffs, clouds and strong wind. Clouds broke as we were descending. Great view of the Lake of the Clouds Hut. Nice steep descent too.
|Posted Sep 5, 2005 10:48 am
|Route Climbed: AT Date Climbed: 8/22/03
|Loved this range, when it wasn't trying to kill me
|Posted Jul 22, 2005 5:44 pm
|Route Climbed: Amoonosic Ravine Trail Date Climbed: June 19, 2005
|Mellow hike at first because the mountain was in the clouds and we couldn't see it the whole time going up. Neat hike on trail and beautiful phenomen on the summit as we could finally see the top of Washington hanging over the clouds before they closed in again until we got on the summit cone of Washington. My very first and favorite 4,000er.
|Posted Jul 2, 2005 9:06 pm


text:
'Sabres executive Larry Quinn was naïve and silly to suggest last week that talented free agents — including Briere and Drury — should remain with competitive teams rather than sign with lesser teams for far more money. Pro sports don't work that way. Winning is nice but maximizing one's salary potential is the top priority of nearly every athlete.'
Sabres victimized by soaring salary cap
July 2, 2007 Submitted by
Via: Rochester D&C


text:
Return to site home page
New products' certifications consistent with brand's sustainable business practices
WAYLAND, NY – Gunlocke, an industry leader in high-end casegoods, conferencing, seating and lounge furniture, has achieved a major environmental benchmark, renewing – and adding – certifications for a majority of its products with level™ - the Business and Institutional Furniture Manufacturer's Association (BIFMA) Product Sustainability Standard. The level mark ensures a comprehensive, independent and impartial assessment of the environmental and social impacts of a product's manufacture and considers energy usage, material selection, human and ecosystem health impacts.
The level program is a multi-attribute sustainability standard and third-party certification program specific to the furniture and modular interiors industry. It was created to deliver the most open and transparent means of evaluating and communicating the environmental and social impacts of furniture and modular interiors products by third party verification.
Gunlocke products that meet the rigorous standards include:
Tables – Converge, Kenna, Kennsington, Medley, Surfaces, Trio, Trio Training, Medley and Sojourn
Seating – Amalfi, Alti, Attract, Austin, Washington, Liza, Mara, Miles, Scarlett, Stretto, Valor, Debonair, Cali, Camille, Carver, Contura, Harlow, Olla, Monde, Fitzgerald, Gracile, New Yorker, Vili, Sojourn, Molti, Porter and Ciji
Additionally, all of Gunlocke's casegoods and conference collections have been renewed at level 2 criteria, demonstrating the company's commitment to respecting the sustainability standards within the furniture industry.
"Gunlocke is pleased to meet the thorough qualifications outlined in the level program," says Roy Green, Gunlocke's director of stewardship and sustainability. "Earning such distinction demonstrates our dedication to creating environmentally and socially responsible products. We continue to be committed to setting a higher standard in terms of product design, quality, service and delivery in the wood contract furniture market."


text:
Topic: Got the Rash from Sorafenib
I had to go to my oncologist yesterday as I got a rash from the Sorafenib which is quite common. Taking a steriod rx and some over the counter stuff which seems to be helping. Rash is not extensive enough to quit taking the drug. Also experiencing some itching on scalp and other weird places.
Hans, if you get this, would you let me know if you had the rash and what helped. I don't have your e-mail address and haven't been able to get in the patient profile pages. (Guess I wrote my password down incorrectly.) Hope your chemo is going well.
Gotta sccot. An employee called in sick today at the bookstore so I have to work. Hope I don't scare any small children with my red spots.


text:
ECA433 - Arts Education Discipline Study 3
Unit details
|2017 unit information
|Offering information:
Dance and Drama offered Burwood (Melbourne) only
Music offered Burwood (Melbourne), Waurn Ponds (Geelong) and Cloud (online)
Visual Arts offered Burwood (Melbourne), Waurn Ponds (Geelong), Warrnambool, and Cloud (online)
|Enrolment modes:
|Trimester 1: Burwood (Melbourne), Warrnambool, Waurn Ponds (Geelong), Cloud (online)
|Credit point(s):
|EFTSL value:
|Cohort rule:
Student must be enrolled in course D347, E356, E359, E365, E377 or E455
|Unit chair:
Merinda Kelly
|Incompatible with:
|Contact hours:
Burwood and Waurn Ponds: 1 x 3 hour Seminar per week
Warrnambool: 1 x 2 hour Seminar per week
Cloud (online): Learning experiences are via CloudDeakin
Dance Education focuses on choreographic process and teaching techniques in inter-cultural dance settings, and students concentrate on researching Pan African or Ethnic Dance and its Diaspora and indigenous dance and how it impacts on Western popular culture. Drama Education focuses on the ways drama can be applied to learning across the curriculum, and students explore practical drama approaches, investigate existing applied drama and theatre projects and design drama activities for particular educational purposes and settings. Music Education focuses on research and classroom application of the European teaching methodologies of Dalcroze, Orff-Schulwerk, and Kodaly and of the African musical repertoire, and students will consider inclusive approaches to teaching and learning. Visual Arts Education focuses on designing a visual arts program that is inclusive of a range of social and cultural perspectives and students explore a range of art forms to develop skills, knowledge and understanding of the visual arts/art elements, principles and concepts in preparation for developing tasks and activities.
Two assessment tasks - Each 50%
Appropriate to the specific Arts education area, assessment tasks include written assignments: the development and sequencing of middle-years curriculum and assessment processes focusing on a selected arts specialism, performance and arts practice demonstrations, portfolio submissions, and ICT based teaching and learning presentations
Unit Fee Information
Click on the fee link below which describes you:


text:
Tornado basketball listed in SAC, NCAA statisticsFebruary 4, 2009
Indianapolis, Ind. - The Brevard College men's basketball team is listed among the nation's elite NCAA Division II teams in several statistical categories this week.
Coach Michael Jones' team is at the top of the South Atlantic Conference in Field Goal Percentage Defense and Rebounding Margin. Holding opponents to 38.3% shooting on the season, Brevard (10-9, 2-7 SAC) is sixth in the nation in Field Goal Perecentage Defense. The Tornados have outrebounded their opponents by 9.7 boards per game, ninth in all of Division II.
Individually, junior forward Jonathan Whitson (Clyde, N.C.) leads the South Atlantic Conference in rebounding, snaring 8.9 per game. That average is good for 32nd in the nation. Whitson averages 18.7 points per game, tied for third in the SAC and 53rd in the nation.
Junior guard Cody Siniard (Brevard, N.C.) has hit a trio of three-point field goals in each of Brevard's last two games and now tops the SAC in Three-Point Field Goal Percentage. Siniard has drained 54.3% of his outside shots on the season.
Brevard hosts Lenoir-Rhyne Wednesday night at 8 p.m. and travels to Harrogate, Tenn. on Saturday for another 8 p.m. game, against Lincoln Memorial.


text:
User:Captain Gnubeard
Arrgh, have you never heard of Captain GnuBeard?
His is a pirate software distribution network run from an offshore island (though there be offices in London).
He raids software concepts from big software corporations, like the Redmond East India Software Company and Granny Smith's Homespun Software Emporium ("started in her modest Cupertino garage" ™).
At the beginning of the decade he was given the Order of the Empire by the United Kingdom of Google (and is now known as Sir GnuBeard).
In fact, his piratical crew embodies concepts of classicalists such as Locke, Hobbes, and Stallman, and some say that true democracy lives here moreso than in any other software distribution network.
While some of his crew gets inebriated singing his praises, and while there are frequent congregations of his followers in far-off ports, GnuBeard himself stands as the overseer of all his crews and makes sure they do not stray far from "the code."


text:
To receive your password by e-mail, enter your username then (click) Request your password.
James F. Albaugh '72
American Institute of Aeronautics and Astronautics Elected: 2007
Bryn A. Berglund '01
Vice President of Human Resources
CBS Corporation Elected: 2016
Robin O. Brena JD'83 MBA'83
Brena Bell & Clarkson PC Elected: 2015
Katherine S. Cahill P'13
Managing Director (retired)
BlackRock, Inc.
Truman Collins '86
President, Collins Foundation
Elected: 2011
James B. Cuno Ph.D. `73
President and CEO
The J. Paul Getty Trust Elected: 2012
Heather K. Dempsey '97
Fatto a Mano Elected: 2004
Adam DuVander '01 Elected: 2016
James A. Fitzhenry JD'81 MBA'81 Elected: 2006
Eric M. Friedenwald-Fishman '88
Creative Director/Founder
Metropolitan Group, LLC Elected: 1999
Melvin Henderson-Rubio '74 Elected: 1996
Joseph Hoffman '71
Retired Partner and Board Member
KPMG LLP Elected: 2011
Brian Hufft '01
Upward Partners Elected: 2012
Eva M. (Connelly) Kripalani JD'86
Eva Kripalani Legal and Consulting Services Elected: 2010
Konrad "Chip" Kruger
Managing Member
Five Mile Capital Partners LLC Elected: 2013
Elizabeth J. Large JD'96 Elected: 2016
Andrew M. Miguel '01
Senior Marketing Director of Men's Training
NIKE, Inc. Elected: 2015
Sean O'Hollaren '83
Senior Vice President, Government and Public Affairs
NIKE, Inc. Elected: 2014
Heidi Patterson '75
Retired, American Red Cross- Biomedical Services
Elected: 2010
Craig Pesti-Strobel, Ph.D. '80
Junction City United Methodist Church and Coburg United Methodist Church UMC Conference Clergy Representative Elected: 2010
Punit Renjen MM'86
Global Chief Executive Officer
Deloitte Touche Tohmatsu Limited Elected: 2006
Monica Rimai
Senior Vice President for Finance and Administration
Willamette University Treasurer
Lynn Ristig JD'85 MBA'85
Chief Counsel - Shared Services Group
The Boeing Company Elected: 2013
Sandra M. Rowe
Retired, Editor
The Oregonian Secretary of the Board Elected: 2009
Dale C. Sause '74
CEO & Chairman of the Board
Sause Brothers, Inc. Elected: 2008
Lynne H. Saxton '76
Oregon Health Authority Elected: 2011
Kevin R. Smith '79
Head of Americas
PGIM Real Estate Elected: 2010
Melissa L. Smith, PhD, '79
Arktos Organizational Design and Development Elected: 2012
Patricia Smullin
President & Owner
California Oregon Broadcasting, Inc. Elected: 1990
Bishop Elaine J W Stanovsky
Bishop, Greater Northwest Episcopal Area
The United Methodist Church Methodist Representative
Guy C. Stephenson '73
Westwood Shipping Lines Incorporated Elected: 2005
Stephen E. Thorsett
Willamette University Ex-Officio All Committees
Kerry R. Tymchuk '81 JD'84
Executive Director
Oregon Historical Society Assistant Secretary of the Board Elected: 2005
Patrick J. Waite MM'84 Elected: 2010
Roderick C. Wendt JD'80
Vice Chairman
JELD-WEN Holdings Inc. Elected: 2002
Steven E. Wynne '74 JD'77
Executive Vice President
Moda Health Chairman of the Board, Ex-Officio All Committees Elected: 1999
Lifetime Members
Ralph W. Bolliger '53 JD'55
The Collins Foundation
Julie E. Branford '67
Retired Global Director, Human Resources and Facilities
InFocus Corporation
Donald G. Brown '68
Dean Emeritus
Trinity Episcopal Cathedral, Sacramento, CA
Stewart M. Butler '61
Jonathan T. Carder '68
Wallace P. Carson Jr. JD'62
Maribeth (Wilson) Collins
The Collins Foundation
Gerald W. Frank
Gerry's Frankly Speaking
Alan C. Goudy '51
William R. Haden
Stuart A. Hall '62 JD'65
Susan M. Hammer JD'76
Susan M. Hammer, Dispute Resolution Services
Dale C. Harris '55
United Methodist clergy
Dale M. Hermann '65 JD'69
CorSource Technology Group, Inc.
Henry H. Hewitt JD'69
Senior Counsel
Stoel Rives, LLP
Douglas G. Houser '57
Bullivant Houser Bailey PC
George W. Hoyt '58
Mary K. Hughes JD'74
John C. Hughes Foundation
William H. Kilkenny '41
W.H. Kilkenny Company
Peter C. Kremer '62
The Kremer Company
Eric B. Lindauer JD'66
The Law Office of Eric Lindauer
William D. Long '59
Chairman and CEO
Devco Properties, Inc.
Joan H. (Sherrill) McNamara '59
Bonneville Power Administration
Thomas E. Neilsen MBA'86
Robert W. Nunn '72
Robert Nunn, Business Counselor at Law
Robert G. Packard '73
ZGF Architects LLP
Norma (Petersen) Paulus '62
Claris C. Poppert '57
Robert F. Smith '53
Smith West Company
William Swindells
Ann & Bill Swindells Charitable Trust
Loren C. Winterscheid M.D. Ph.D. '48
Faculty Representatives
Karen B Arabas
Professor of Environmental & Earth Sciences
College Of Liberal Arts
Vince Chiappetta
Professor of Law
College of Law
Mike Hand
Professor of Applied Statistics and Information Systems
Atkinson School of Management
Willamette University
Student Representatives
Trevor W Bassett-Smith
Elizabeth K. Gill


text:
Detroit, MI 48202
Celebrating its sixth year of existence, the Wayne State Wednesday Farmers Market starts the first Wednesday of June and goes through the last Wednesday of October, 11 am to 4 pm. It is located in front of Prentis Hall, and across Cass Ave from the Detroit Public Library main branch.
The market features Detroit-based growers and food producers and farmers from the surrounding region. Come get fruits, berries, vegetables, herbs, honey, baked goods, desserts, hot lunches, and more.
Weekly nutrition and food demos will also be held, with tastings--Wellness Warriors, sign up now and get points! Youth performers will offer street theater, music, and spoken word acts!
The market accepts cash, Bridge Card, Double Up Food Bucks, and WIC Project FRESH and Market (Senior) FRESH coupons.
Have lunch, grab a show or an educational workshop, shop for dinner, and meet your friends all in one fun place!


text:
Woman found dead at a welding shop in Schenectady
Nasty surprise Tuesday afternoon for employees at a Schenectady welding shop. Police say workers and Swett & Swett on Strong St. returned from lunch around to find the body of a woman inside the shop.
Police Lt. Mark McCracken says he has no information yet on how the woman died. McCracken says some earlier media reports that the woman stumbled into the shop were not true. He says the woman was already dead when workers came back into the shop after lunch.


text:
iPod buyers not music to Apple's ears
Page Tools
There's no doubt that despite its comparative size, lack of historical stature and relatively small sticker price, the iPod has completely transformed Apple.
The fact that the company sold more than 2 million of the portable music devices in the most recent financial quarter, to take it to 92 per cent of the market for hard-disk music systems, confirms that Apple is no longer so much a computer company as a digital entertainment company. Even The Wall Street Journal acknowledges the transition.
It's good news for Apple, because the entertainment business is far more profitable than the computer business. While the company's total revenue was up only 37 per cent, its profits doubled, indicating the much higher margin Apple earns from iPods compared to the iMac, for instance.
Sadly, Apple's retailers aren't enjoying the same returns. They're still stuck on the pitiful 8 per cent that makes their existence more than a little fragile. They're probably only surviving on the thriving trade for iPod appliances, where the mark-up is probably somewhat higher.
In that and one other respect, Apple is still a computer company: from time to time it still treats its customers badly.
Apple's quality control is better than the average and its products generally perform very well but they're by no means perfect. Over the years we've reported on a range of software and hardware faults. The company has mostly failed to acknowledge them.
It has been able to get away with this in the past because of extraordinary forbearance by its customers. Indeed, Apple doesn't really have customers so much as disciples. Journalists who dare to criticise the company or its products can expect a flood of insulting emails from users.
The danger for Apple is that it might expect this attitude to continue. Now it's in the entertainment business, it won't. These new customers aren't one-eyed Apple supporters and they're going to expect a more immediate response to problems.
There have, for instance, been widespread reports that some fourth-generation iPods suffer from audio defects. So far, news of the problem - a whirring sound in the user's earphones and several seconds of light static at the start of a song - has been largely confined to discussion on one of the most popular iPod sites, ipodlounge.com.
As the posts there indicate, Apple has been aware of the issue since July. Its only response, in September, has been: "Apple does not have any comment at this time."
When we sought a response from an Australian representative, she simply didn't return the call.
A number of users who have returned their iPods to Apple have had the fault repaired. There are suggestions it is a comparatively simple issue, caused by the top metal ring on the headphone jack coming into contact with the metal case.
The real problem is that Apple isn't letting its customers know. We're pretty sure the fault isn't widespread but, while the company refuses to comment, no one can be sure. There's no doubt from the response to the ipodlounge forum that it is causing some potential customers to hold off.
It doesn't stop us recommending the iPod. It doesn't stop us recommending iTunes for both Mac and Windows operating systems. But it does make us wonder if Apple will ever truly stop being a computer company.
If you buy an iPod, follow the instructions at ipodlounge.com to test for the defect. If there is something wrong, take it back.


text:
on After Effects, Final Cut Pro, AVID and much more.
A blog by Premiumbeat
Posts Tagged 'Christopher Tellefsen'
Eddie Awards should provide hints for next week's Oscars
With today's ACE awards ready to deliver honors on outstanding film editing work done in 2011, we should get a lead on who might be a favorite at the Oscar's looming the following week. Since the SAG and Golden Globes do not recognize Editing as a category, the next two weeks are the pinnacle for recognizing the achievements and outstanding efforts from last year.


text:
GlaucomaOpen-angle glaucoma; Chronic glaucoma; Chronic open-angle glaucoma; Primary open-angle glaucoma; Closed-angle glaucoma; Narrow-angle glaucoma; Angle-closure glaucoma; Acute glaucoma; Secondary glaucoma; Congenital glaucoma
Glaucoma refers to a group of eye conditions that lead to damage to the optic nerve. This nerve carries visual information from the eye to the brain.
In most cases, damage to the optic nerve is due to increased pressure in the eye, also known as intraocular pressure (IOP).
Glaucoma is the second most common cause of blindness in the United States. There are four major types of glaucoma:
- Open-angle (chronic) glaucoma
- Angle-closure (acute) glaucoma
- Congenital glaucoma
- Secondary glaucoma
The front part of the eye is filled with a clear fluid called aqueous humor. This fluid is always being made behind the colored part of the eye (the iris). It leaves the eye through channels in the front of the eye in an area called the anterior chamber angle, or simply the angle.
Anything that slows or blocks the flow of this fluid out of the eye will cause pressure to build up in the eye. This pressure is called intraocular pressure (IOP). In most cases of glaucoma, this pressure is high and causes damage to the optic nerve.
Open-angle (chronic) glaucoma is the most common type of glaucoma.
- The cause is unknown. An increase in eye pressure occurs slowly over time. The pressure pushes on the optic nerve.
- Open-angle glaucoma tends to run in families. Your risk is higher if you have a parent or grandparent with open-angle glaucoma. People of African descent are at particularly high risk for this disease.
Angle-closure (acute) glaucoma occurs when the exit of the aqueous humor fluid is suddenly blocked. This causes a quick, severe, and painful rise in the pressure in the eye.
- Angle-closure glaucoma is an emergency. This is very different from open-angle glaucoma, which painlessly and slowly damages vision.
- If you have had acute glaucoma in one eye, you are at risk for an attack in the second eye, and your doctor is likely to recommend preventive treatment.
- Dilating eye drops and certain medications may trigger an acute glaucoma attack.
Congenital glaucoma is seen in babies. It often runs in families (is inherited).
- It is present at birth.
- It is caused by abnormal eye development.
Secondary glaucoma is caused by:
- Drugs such as corticosteroids
- Eye diseases such as uveitis
- Systemic diseases
- Trauma
- Most people have no symptoms
- Once vision loss occurs, the damage is already severe
- There is a slow loss of side (peripheral) vision (also called tunnel vision)
- Advanced glaucoma can lead to blindness
- Symptoms may come and go at first, or steadily become worse
- Sudden, severe pain in one eye
- Decreased or cloudy vision, often called "steamy" vision
- Nausea and vomiting
- Rainbow-like halos around lights
- Red eye
- Eye feels swollen
- Symptoms are usually noticed when the child is a few months old
- Cloudiness of the front of the eye
- Enlargement of one eye or both eyes
- Red eye
- Sensitivity to light
- Tearing
Exams and Tests
A complete eye exam is needed to diagnose glaucoma. You may be given eye drop to widen (dilate) your pupil. The eye doctor can look at the inside of the eye when the pupil is dilated.
A test called (tonometry) is done to check eye pressure. However, eye pressure always changes. Eye pressure can be normal in some people with glaucoma. This is called normal-tension glaucoma. Your doctor will need to run other tests to confirm glaucoma.
Some of the tests your doctor may do can include:
- Using a special lens to look at the eye (gonioscopy)
- Photographs or laser scanning images of the inside of the eye (optic nerve imaging)
- Examination of the retina in the back of the eye
- Slit lamp examination
- Visual acuity
- Visual field measurement
The goal of treatment is to reduce eye pressure. Treatment depends on the type of glaucoma that you have.
If you have open-angle glaucoma, you will probably be given eye drops. You may need more than one type. Most people can be treated successfully with eye drops. Most of the eye drops used today have fewer side effects than those used in the past. You may also be given pills to lower pressure in the eye.
Other treatments may involve:
- Laser therapy called an iridotomy
- Eye surgery if other treatments do not work
Acute angle-closure attack is a medical emergency. Blindness will occur in a few days if it is not treated. If you have angle-closure glaucoma, you will receive:
- Eye drops
- Medicines to lower eye pressure, given by mouth and through a vein (by IV)
Some people also need an emergency operation, called an iridotomy. This procedure uses a laser to open a new pathway in the colored part of the eye. This relieves pressure and prevents another attack.
Congenital glaucoma is almost always treated with surgery. This is done using general anesthesia. This means the patient is asleep and feels no pain.
If you have secondary glaucoma, treatment of the underlying disease may help your symptoms go away. Other treatments may be needed.
Outlook (Prognosis)
Open-angle glaucoma cannot be cured. However, you can manage your symptoms by closely following your doctor's instructions. Regular check-ups are needed to prevent blindness.
Angle-closure glaucoma is a medical emergency. You need treatment right away to save your vision.
Babies with congenital glaucoma usually do well when surgery is done early.
How well a person with secondary glaucoma does depends on the disease causing the condition.
When to Contact a Medical Professional
Call your health care provider if you have severe eye pain or a sudden loss of vision, especially loss of peripheral vision.
Call for an appointment with your health care provider if you have risk factors for glaucoma and have not been screened for the condition.
All adults should have a complete eye exam before age 40, or sooner if you have risk factors for glaucoma or other eye problems. You are more likely to get glaucoma if you are African American or have a family history of open-angle glaucoma.
If you are at high risk for acute glaucoma, talk to your doctor about having eye surgery to prevent an attack.
Anderson DR. The Optic Nerve in Glaucoma. In: Tasman W, Jaeger EA, eds. Duane's Ophthalmology. 15th ed. Philadelphia, Pa: Lippincott Williams & Wilkins; 2009:chap 48.
Kwon YK, Caprioli J. Primary Open-Angle Glaucoma. In: Tasman W, Jaeger EA, eds. Duane's Ophthalmology. 15th ed. Philadelphia, Pa: Lippincott Williams & Wilkins; 2009:chap 52.
Giaconi JA, Law SK, Caprioli J. Primary Angle-Closure Glaucoma. In: Tasman W, Jaeger EA, eds. Duane's Ophthalmology. 15th ed. Philadelphia, Pa: Lippincott Williams & Wilkins; 2009:chap 53.
Mandelcorn E, Gupta N. Lens-Related Glaucomas. In: Tasman W, Jaeger EA, eds. Duane's Ophthalmology. 15th ed. Philadelphia, Pa: Lippincott Williams & Wilkins; 2009:chap 54A.
Eye - illustration
Slit-lamp exam - illustration
Slit-lamp exam
Visual field test - illustration
Visual field test
Glaucoma - illustration
Review Date: 9/14/2011
Reviewed By: Linda J. Vorvick, MD, Medical Director, MEDEX Northwest Division of Physician Assistant Studies, University of Washington, School of Medicine; Franklin W. Lusby, MD, Ophthalmologist, Lusby Vision Institute, La Jolla, California. Also reviewed by David Zieve, MD, MHA, Medical Director, A.D.A.M., Inc.


text:
Brevard, N.C. - Brevard College's Eric Renegar and Brennan Daniels were selected to the 2011 Southern Collegiate Baseball League All-Star game, to be played on July 13th, at Winthrop University.
Renegar, a rising sophomore for the Tornados, leads the Asheville Redbirds and the SCBL with four home runs on the season and is also among the leaders in batting average, hits, doubles and walks.
Daniels, a rising junior right-handed pitcher, currently sports a 2.96 earned run average with a 2-1 record for the Statesville Owls, and was selected as the June 1-6 SCBL Pitcher of the Week.
The two teams will take the field at 2 p.m. for a scheduled Pro Tryout, before splitting off for batting practice, a home run derby and other pregame festivities.
First pitch at the Winthrop Ballpark is set for 7:15 p.m.
For more information, click the link below:
SCBL All-Star Schedule of Events


text:
Product Reference: 36226
Why not View a video about this product?
Keeps your phone secure and enclosed
Whilst your iPhone 5S / 5 is inside the slip pouch it is protected from damage from bumps, bangs and knocks.
Stylish stitched finish
This case is stylishly stitched together ensuring it out lasts your phone and stays in tip top condition.
Quick pull tab for easy access to your phone
You can easily and quickly access your iPhone 5S / 5 using the pull tab which slides your phone towards the top of the case allowing easy access.
Soft lined inner
The inside of this slip pouch is lined with a soft fabric to ensure your phone doesn't get scratched or marked when using the case


text:
Lenovo shows concept PCs behind closed doors
February 7, 2006 A few weeks ago as CES 2006 was drawing to a close, Gizmag's Dave Weinstein and Rob Walker were invited to a closed door meeting with some of Lenovo's top designers. From time to time we get a chance to peek into the future and get a glimpse at the gear we may possibly be using a year (or five) from now, and the preview we received from Lenovo was one of the most promising demonstrations we've seen in a very long time. A large part of Apple's recent string of successes can be attributed to their outstanding industrial design. It's becoming much harder to differentiate product on a strict technology basis (note the CES trend of over-integration). We think we're witnessing a resurgence in the importance of good design. As a result of Lenovo's purchase of IBM's PC division (and that group's continued focus on ID), we think we'll soon see Lenovo established as a premier consumer brand. Unfortunately, since some of the device prototypes demonstrated were top secret, we were told that we could write about them, but couldn't take pictures. Accordingly, though we can show you some pictures, we'll do our best to describe what we've seen and you'll have to fill in the blanks with your imagination.


text:
Well, I was trying to answer the question in the OP, which was (emphasis mine): "if you could ask the Buddha one question, what would it be?" So I was only answering with regard to myself because that's what was asked.Peter wrote:Jechbi wrote:The difference is that I was trying to respond to the OP by describing what would be, for me personally, the best question. I thought I made that very clear.
No not really. What you said what "I think that's the best question possible." It was this statement, making a judgement of what would be best for everybody, that prompted me to respond. If you had said "I think that's the best question possible for me based on where I'm at in my practice" or something like that then I likely would have not felt any need to respond. Even "I like this question" would have been innocuous.
Peter wrote:Jechbi wrote:Actually, this is the best question:imagemarie wrote:Er..I'd hold up a flower. Am I on the wrong forum ?
Oh please, everyone know the best question is "What do you get if you multiply six by nine?"
Return to "General Theravāda discussion"
Users browsing this forum: No registered users and 71 guests


text:
Cyrus - The basic steps of capturing a WPA handshake are as follows:
1) set your card in monitor mode
2) airodump-ng on target channel, filtering on target BSSID, and writing capture to a specific fileCode:airmon-ng start <interface> <target channel>
Note: It's important that there be a client associated to the target because to speed the collection of the WPA handshake you're going to deauthenticate the client and capture the WPA handshake when they re-associate. Otherwise, you're going to be waiting until a client associates to capture a WPA handshake.Code:airodump-ng -c <target channel> -w <capture file name> --bssid <target MAC> <interface>
3) deauthenticate the associated client (I like to use a deauthentication packet number of 15)
4) once you get the WPA handshake, stop airodump-ng and run aircrack-ng on the .cap file using one of the test password files or John the RipperCode:aireplay-ng -0 15 -a <target MAC> -c <associated client MAC> <interface>
Note: make sure you include your passphrase (Whitew0lfe@2083) in the test password file, otherwise you won't find it. There are a couple of test password files included in BT4 (look in the /pentest/wireless directory.Code:aircrack-ng -0 -w <path to password file> <your capture filename.cap>


text:
Rich history, modern opportunity collide in oldest study abroad exchange
By Sydney Spence, firstname.lastname@example.com
Studying Southern U.S. history in England may seem peculiar, but Kate Jernigan disagrees.
"It opened my eyes to the opportunity of studying Southern U.S. history from outside its geographical borders," says Jernigan, who studied in England through a university exchange program.
Jernigan, a recent graduate of the South Carolina Honors College, participated in USC's exchange program with the University of Warwick as a student. This allowed her to study the old world from a new world's perspective. Her experience studying the South from abroad led her to continue her graduate studies with the same outsider's perspective, she says.
"I knew that I loved living in England and as an American studying Southern studies at USC, I was very interested in the British perspective of American history," she says.
As a history major at USC, Jernigan studied the history of the New South, focusing on student activism and racial issues of the 20th century. As a graduate student at the University of Cambridge, she continues her studies of the South from abroad, tackling the history of civil rights and student activism in Nashville, Tenn., and the impact university students and community members had on the city's history.
Jernigan says she owes her experiences abroad to USC faculty – history professors Pat Sullivan and David Snyder – and study abroad adviser Rachel Hardison, who brought the Warwick exchange to her and supported her studies overseas.
"The history department and the Institute for Southern Studies at USC were extremely supportive of me during my undergraduate years, and I owe several professors a great deal for the life lessons and advice they gave me," she says. "Coming to Cambridge has only confirmed what I already knew -- that USC has an amazing faculty in both departments that are world-renowned in their fields."
The university's Warwick exchange program sends a small group of history majors, minors and cognates to live and work in Warwick. The program is USC's oldest exchange program, with the first students traveling abroad 46 years ago. Since its inception more than 120 students have participated in the exchange. The exchange gives students the chance to study history in a town where the subject is pervasive in its streets, architecture and culture.
"The Warwick Exchange is just one of the many examples of what great things can result from intercollegiate participation at USC," Jernigan says.
For more information on the Warwick Exchange and other study abroad opportunities, contact the Study Abroad Office at 803-777-7557 or visit the website.
News and Internal Communications


text:
All Tags
Intel Celeron Processor 900
(1MB L2 cache, 2.20GHz, 800MHz FSB)
Mobile Intel GL40 Express
User upgradeable up to 4GB (one 2GB memory card in each slot)* subject to availability of 2GB cards
*If upgrading after initial purchase, one or more of the memory cards provided with the system may have to be replaced with optional larger memory cards in order to achieve the maximum capacity.
250GB* hard drive
Integrated variable-speed Super-Multi drive:
-Read – 24X CD-ROM, 24X CD-R, 24X CD-RW, 8X DVD-ROM, 8X DVD-R, 8X DVD+R, 6X DVD-ROM DL (double-layer), 6X DVD-R DL (double-layer), 6X DVD+R DL (double-layer), 6X DVD-RW, 6X DVD+RW, 5X DVD-RAM
-Write – 24X CD-R, 16X CD-RW, 8X DVD-R, 8X DVD+R, 4X DVD-R DL (double-layer), 4X DVD+R DL (double-layer), 6X DVD-RW, 8X DVD+RW, 5X DVD-RAM
Optional external USB 1.44MB* floppy drive
*When referring to storage capacity, GB stands for one billion bytes and MB stands for one million bytes. Some utilities may indicate varying storage capacities. Total user-accessible capacity may vary depending on operating environments.
15.4" WXGA (1280 x 800) TFT LCD
Up to 16.7 million colors
Integrated Intel Graphics Media Accelerator 4500M (64MB dedicated system memory, up to 1695MB shared system memory)
Microsoft DirectX 10.0 support
MPEG-2 DVD, WMV9/VC-1 (Windows Media Video 9, VC-1 standard) and H.264/AVC decoding
VGA port
Support for simultaneous display on notebook LCD and external monitor
Integrated microphone
Two integrated Acer 3DSonic stereo speakers
Headphones/speaker/line-out, microphone and line-in ports
Microsoft DirectSound compatibility
Interface Ports
Three USB 2.0
Card Slot
Type II PC Card slot
802.11b/g/Draft N wireless LAN, Acer SignalUp technology for enhanced antenna efficiency
Gigabit LAN, Wake-on-LAN ready
Acer Video Conference with integrated Acer Crystal Eye webcam supporting Acer PrimaLite technology, which consists of a premium sensor, firmware and lenses to provide superior video performance under low-light conditions
Included Software
Acer Crystal Eye
Acer Empowering Technology (ePower, eRecovery Management)
Acer GridVista
Acer Launch Manager
Adobe Acrobat Reader
Corel WinDVD*
McAfee Internet Security Suite (trial version)
NTI Media Maker*
*OEM, not full-featured, version.
User Interface
88-key Acer FineTouch keyboard with five-degree curve, inverted T cursor layout, embedded numeric keypad, hotkey controls, 2.5mm minimum key travel, international language support
12 function, four cursor, two Microsoft Windows keys; independent US dollar and Euro sign keys
Empowering key
Web browser, e-mail, user-programmable easy-launch buttons
Front-access WLAN switch
Lock, presentation, sync productivity keys
Touchpad pointing device
Dimensions & Weight
14.2" (360.0mm) W x 10.5" (267.0mm) D x 1.2" – 1.7" (30.3mm – 43.0mm) H
6.3 lb. (2.9kg)
65-watt AC adapter
Six-cell lithium ion battery: up to 2.5 hours life depending on configuration and usage (may be reduced if Windows Vista Aero is enabled); 2.5 hours recharge time with power off, 3.5 hours with power on
Security Features
User, administrator and hard drive BIOS passwords
Kensington lock slot
It is very important to keep your drivers updated to their latest versions similar to any anti-virus application and operating system to avoid several crashes that may occur and any other problems.We invite you to visit FamousWhy.com as often as possible to stay updated not only on the latest drivers but also on your software, games and so on...Try to set a system restore point before installing a device driver.
Publisher: Others
Tags: Acer Extensa 5230 O2 Card Reader Driver, Acer Extensa 5230 Notebook Card Reader Driver,
From Drivers Category:
Of All:


text:
Men's Sunglasses
Got your eye on some designer sunnies? Find them right here plus top brands at up to 60% less. Always fancied yourself as an aviator? You'll find your preferred style plus a fab choice of retro, sporty, round or aviator frames. So lads, look after those sharp eyes in style.


text:
United States and international weather including forecasts, satellite images, radar, and weather planners. Also pollen reports, bad weather driving tips, and more.
Government site for local, national, and international weather. Lists all active weather warnings in effect in the U.S. Includes some historical data.
Travelers resources, including winter advisories. Call 1-800-Thruway (1-800-847-8929) for road conditions.
Weather conditions and forecasts worldwide; daily historic weather records; links to over 380 weather sites in North America; over 800 weather cam locations and more.
Weather information for the United States, searchable by zip code or location, among other options. Useful QuickCast gives detailed information for specific locations.
Enter city, state, country, ZIP code or station code for current National Service forcast. For historical reports, bring up a city, scroll down to historical then use drop down menus for month, day & year. Includes ski reports, and radar and satellite imagery.
Contains links to various forecasts, warnings, severe weather reports, and other information by state and city. Includes international weather, by city or country, ski reports and hurricane information.


text:
Results 1 to 2 of 2
Hybrid View
26th March 2014 11:00 PM #1
- Join Date
- Mar 2014
- Posts
- 8
Is it safe to sit the whole day on computer working?
I do work online and my concern is what might be the danger of working through out the day on the computer?
am i putting my baby in any danger?
10th April 2014 07:52 AM #2
Dear tshirumorry,
Thank you for your question.
Research shows that computers do not pose any risks to your baby in pregnancy. However, it is advised that you pay special attention to how your work station is set up. Pregnant women are more likely to suffer with back problems, therefore, you should make sure that you are able to sit with a good posture when you are working. It is best to have your computer placed on a desk at a times as the computer could heat your thighs or stomach if it rests on these - and this extra heat could be transferred to your baby.
I wish you a happy, healthy pregnancy.
Warm wishes,


text:
Over the years, Georges has developed long-standing relationships with the region's top growers and winemakers. Georges is involved in every aspect of his enterprise and is known for his passion and his legendary palate. In 2003, the Duboeuf family opened a new, modern winery in Romanéche-Thorins. The following year, the Duboeuf and Deutsch families jointly purchased Château des Capitans in Juliénas.
With annual sales of 30 million bottles, Georges Duboeuf is one of the world's best-known French brands.


text:
In the News
Original journalism from the Center's OpenSecrets Blog
Paul Kirk, Massachusetts' Interim U.S. Senator, Intimately Tied to Business, Lobbying and Democrats
September 24, 2009 | The U.S. Senate vacancy created by the death of liberal lion Edward Kennedy (D-Mass.) is prompting another trip through the revolving door of political influence for longtime Kennedy ally Paul G. Kirk, Jr. Kirk was an aide to Kennedy from 1969 until 1977. He subsequently went on to join the law firm Sullivan & Worcester, where he has worked as a partner and lobbyist. Since 1989, he and his wife have also given $65,325 to Democratic candidates and committees.
Feel free to distribute or cite this material, but please credit the Center for Responsive Politics. For permission to reprint for commercial uses, such as textbooks, contact the Center.


text:
Morgan dominates in Double-A debut
Phillies lefty unhittable for Reading following an early double
By Danny Wild / MLB.com | August 9, 2012 10:02 PM ET
On Thursday, that came to an end. At least the not-getting-wins part.
"I can only control so much, so the run support was awesome," the left-handed Phillies prospect said. "What can I say? It was a good outing."
The organization's reigning Minor League Pitcher of the Month held Trenton to one hit while striking out six over seven innings to win his Double-A debut en route to Reading's 4-1 victory over Trenton at Waterfront Park.
"It's great, a blessing," Morgan said. "It was just fun and I just wanted to not be too fine and to stay within myself. I'm excited to get here and it worked out for me."
Morgan, who left Class A Advanced Clearwater as the Florida State League's strikeout leader, allowed just three baserunners and threw 96 pitches in his first Eastern League start. He combined with Michael Cisco, Jay Johnson and Justin Friend on a two-hitter.
The southpaw's only mistake came in the second frame when Zoilo Almonte, the Yankees' No. 15 prospect, doubled to lead off the frame. Morgan walked Luke Murton to put two men on, but a timely double play and an inning-ending foul ball popup by Kevin Mahoney kept Morgan's line clean.
"The pitch was down and away, he was looking that way, took it that way," he said of Almonte's hit. "I had to buckle down, the next guy I walked on a changeup, a 3-2 changeup, it was a little outside.
"And Tug Hulett, my second baseman, he came out and said, 'You're one pitch away, settle down, take a breath, you got this.' And sure enough, I got a double play and was out of it."
Beginning with the double play, Morgan retired 14 straight batters before issuing a two-out walk in the sixth. The Alabama product then pitched a 1-2-3 seventh before stepping aside just short of the 100-pitch plateau.
"Those innings are nice, I didn't think too much about it," he said. "Just take it one inning at a time. Every time, my third baseman [Cody Asche] would say, 'Hey, two outs,' or 'One out.' So I took it inning by inning, and it seemed to work out."
The gem came less than two weeks after Morgan pitched 7 1/3 perfect innings before unraveling late in a loss to Jupiter on July 29. He dropped his last start for the Threshers on Aug. 3, but received a welcomed call to Double-A soon after.
"When they told me, I was ecstatic," Morgan said.
He made the trip to New Jersey this week to join Reading on the road in Trenton, making his third stop in the Phillies system.
"I didn't what to expect, but I picked some of the guys' brains -- some of the starters -- and they all said, 'Just do what you've been doing and pitch to contact, don't try to be too fine, they'll get themselves out.' And that's what I did."
Offensively, Reading gave Morgan a lead in the second on All-Star Troy Hanzawa's RBI double. Hulett reached on a fielding error by left fielder Rob Segedin in the fifth that allowed two more runs to score, and Tyson Gillies led off the seventh with his third homer.
For Morgan, the breakout season has put his arm on the radar after entering the year unranked among Philadelphia's top prospects. A third-round pick in 2011, he led the FSL with 140 strikeouts before his promotion, earning four wins and a 3.29 ERA in 21 outings over 123 innings with Clearwater in his first full season.
The Phillies named Morgan the organization's Minor League Pitcher of the Month for July after he went 2-1 with a 1.56 ERA and struck out 53 batters in 40 1/3 innings. Then the promotion came.
Morgan said the R-Phils, just a short drive from Philadelphia, did their best to make him comfortable in the new clubhouse.
"I knew some of the guys from Spring Training and Clearwater, so it's a good group of guys," he said. "I came in, and I'm not a very talkative guy, but it's been really positive."
Morgan reflected for a moment on his journey so far, from Spring Training to a level that often is a player's most important stop in one's development.
"It's just, it's a blessing," he said. "Everything happens for a reason and I've gotta stay humble and keep working hard. It's been great, been a fun ride and hopefully I can keep it going."
In his 20 starts at Clearwater, Morgan held opponents to three earned runs or fewer on 16 occasions and walked just 28. He left the circuit with batters hitting just .227 against him. Two of his best starts in the Minors came in late July, when he struck out a career-high 13 batters over seven frames July 24 and followed that up by fanning nine over eight innings in a tough-luck loss to Jupiter five days later.
"Now that I'm here, I've got to start some new goals," he said. "My main goal was to make Clearwater, so this is a great opportunity the Phillies gave me, and I'm going to take advantage of it."
Danny Wild is an editor for MLB.com. This story was not subject to the approval of the National Association of Professional Baseball Leagues or its clubs.View More


text:
Marilyn Horowitz is an award-winning New York University professor, author, producer, and Manhattan-based writing consultant, who works with successful novelists, produced screenwriters, and award-winning filmmakers. She has a passion for helping novices get started. Since 1998 she has taught thousands of aspiring screenwriters to complete a feature length screenplay using her method. She is also a judge for the Fulbright Scholarship Program for film and media students. In 2004 she received the coveted New York University Award for Teaching Excellence.
Professor Horowitz has created a revolutionary system that yields a new, more effective way of writing. She is the author of six books that help the writer learn her trademarked writing system, including editions for college, high school, and middle school. The college version is a required text at New York University and the University of California, Long Beach.
Professor Horowitz has written several feature-length screenplays. Her production credits include the feature films And Then Came Love (2007). Her new novel, The Book of Zev is available on Amazon.


text:
Afghanistan: Ensuring two-way communication between humanitarians and affected people
The remote eastern province of Badakhshan is often referred to as Afghanistan's natural disaster capital. Crammed between China, Pakistan and Tajikistan, the Province takes in the Hindu Kush and Pamir mountain ranges, along with a mixed terrain of deserts, grasslands, savannahs, scrub and forests.
In 2011, it was one of the regions severely affected by a drought that left 2.8 million people across the country in need of aid. The following year, many of the same Badakhshan communities were hit by heavy snowfall that triggered deadly avalanches that killed 29 people. But many more people were affected, as some of the worst-affected areas were cut off from aid for weeks.
The response was further undermined by incoherence among aid agencies: each group used its own means of assessing communities' needs. This lack of coordination led to disjointed and, at times, ineffective responses.
A common assessment approach
According to one estimate, approximately 4.7 million Afghans were affected by floods, droughts and other disasters between 2003 and 2012. In 2010, the International Organization for Migration (IOM) in Afghanistan proposed a standardized assessment approach: the Afghanistan Inter-Sectoral Rapid Assessment Form (RAF). It aimed to provide an overview of the needs, vulnerabilities and capacities of disaster-affected communities.
The RAF was launched in 2012. It was developed in two local languages–Dari and Pashto–to capture communities' real and nuanced needs. Placing these assessments in the hands of the local government and aid staff means that the reviews can be carried out quickly.
"A rapid assessment using the RAF is conducted through structured interviews, normally within 24 to 48 hours after a disaster has occurred," said Dr. Mohammad Naseer, a Humanitarian Affairs Officer with OCHA Afghanistan. "Ideally it should be followed up with a detailed household assessment."
Giving people a voice
Since the humanitarian response to the avalanches in Badakhshan in 2012, the RAF has been embraced by ANDMA and humanitarian agencies as a way to assess the unique needs of people in the disaster-prone region.
In October, more than 70 staff from the Afghanistan National Disaster Management Authority (ANDMA), OCHA and IOM travelled from across Afghanistan to participate in an RAF training in Kabul.
"When we use this tool to assess the victims of disasters, we are able to speak with the people in their own tongue to understand their individual needs," said Abdul Maqsood of ANDMA Badakhshan. "We are giving them a voice."
"Their right to be heard"
Abdul Sabur works for ANDMA in Ghor Province in the Central Highlands of Afghanistan, where a recent dry spell has caused widespread crop failures. He says that the RAF helped him to better understand the level of food insecurity his neighbours are facing.
"I come from a very isolated part of the country," he said. "I travelled for three days by road and on foot to attend this training. At times I had to walk across mountains because the roads were not safe to travel."
A recent assessment mission to the Central Highlands found that 80 per cent of rain-fed areas were affected by the drought. Humanitarian organizations provided food assistance to about 10,000 of the worst-hit families, as well as cash-transfers for some communities in the hardest-hit Province of Ghor.
The RAF will be tested in many other regions of Afghanistan. Participants in the Kabul training will now conduct regional RAF trainings in their provincial capitals. It is anticipated that more than 600 humanitarians will be trained to conduct standardized assessments across Afghanistan in 2014.
By engaging with ANDMA on the RAF, OCHA and IOM hope that two-way communication between humanitarians and affected people will become a predictable and consistent element of preparedness and humanitarian response efforts in Afghanistan.
"Tools such as the RAF ensure that disaster-affected communities are empowered to exercise their right to be heard, and to be active participants in their own recovery," said Aidan O'Leary, Head of OCHA Afghanistan.


text:
Vocation, Life Calling & Purposeful Life Work
"Where your talents and the needs of the world cross, there lies your vocation." - Aristotle
In both the curriculum and co-curriculum, the College's educational program fosters an understanding of education for a life of purpose based on a holistic model of student development that integrates career development; reflection on vocation, meaning and life; and a commitment to civic engagement. As a result, graduates of Elizabethtown are prepared to make the world a better place. They do so, in part, by living in ways that reflect their individual commitments, respond to the needs of others, and value personal and ethical integrity. Our mission.
"Vocation is not only about ME and my personal fulfillment, but about US and the common good." - John Neafsey, A Sacred Voice is Calling


text:
Thanks for the feedback guys.
The success all hinges on ticket sales at the end of the day. The two dynamics of fans for both days will be quite different as Friday we will see more Friends and Family of fighters and Saturday will see more MMA fans who are looking for the higher level UK/European fights on. Hopefully there will be some form of crossover on both nights but it's not something we are banking on.
Should be a busy weekend for everyone involved but doing 4 weekends in a year will fit more shows in (8) over the year as opposed the the original plan of 6 (4 Pro and 2 Amateur).
Not sure about a Grappling comp at this stage as Sunday will probably be a day of finishing things up and getting some rest.
Matching has started so get in touch with either John Nicolson, Tam Collins or myself