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Campa cola compound Apex court to hear special leave petition around 2 pm today.
While residents of 143 illegal flats in Worlis Campa Cola compound filed a Special Leave Petition (SLP) before Supreme Court Wednesday,civic officials said demolition will begin as planned unless they are clearly directed by apex court not to proceed. Residents are hoping for a reprieve from the Supreme Court when the SLP comes up for hearing around 2 pm Thursday.
We have to receive a clear official order from the Supreme Court else we will go on with the demolitions. Merely filing an SLP in the SC will not do, Additional Municipal Commissioner (Island City) Mohan Adtani said.
Residents,however,are pinning their hopes on the SLP. We have written to the state government,BMC and Mumbai police informing them of the SLP hearing. We are hoping the authorities will give us time until then to hear what the apex court has to say, said Neeta Mehta,a member of the Campa Cola Residents Association.
The demolition is slated to begin at 11 am Thursday. we will provide full police protection for the demolition process. We have not received any communication from BMC saying otherwise, said inspector Sudhir Madhik of Worli police station.
A detailed plan for the demolitions has already been drawn up. Around 70 to 80 civic officials,200 civic workers and 120 police personnel will comprise the demolition team.
According to the Adtani,the demolition squad will begin the process by disconnecting gas and electricity connections to the houses. They will use vibrators and diamond-cutter technology to remove slabs. The first phase will involve taking down the floors internal walls,the second will break down the slabs,and the final stage will be plucking pillars and beams.
Estimated to cost roughly Rs 2.5 crore,the demolition will be undertaken in three phases over six months. The charges for the demolition will be borne by the developers and occupants jointly, Adtani said.
Supreme Court on February 27 ordered the demolition of illegal floors on seven buildings Midtown,Esha Ekta Apartments,Shubh Apartments,Patel Apartments (two buildings),B Y Apartments and Orchid. While builders were granted permission for constructing ground-plus-five floors buildings,Midtown went up to 20 floors,Orchid to 17,Esha Ekta to eight,Shubh to seven and BY and Patel to six floors each.
After BMC served the demolition notices,the society members launched Save Campa Cola campaign,saying the action would render them homeless.
For all the latest Mumbai News, download Indian Express App


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So $85,824 Worth Of Counterfeit Barbie Dolls Were Just Seized
Photo: Chris Jackson/Getty Images
I always knew that the counterfeit Barbie business was a brutal one.
U.S. Customs and Boarder Protection recent said that officers with the Office of Field Operations recently stopped a shipment of counterfeit Barbie dolls after they decided to inspect a rail container at the International Falls Port of Entry. The container, which was being shipped from Canada, was intercepted at a Minnesota border crossing and was discovered to contain 3,004 toys that initially appeared to be Barbie dolls.
So $85,824 Worth Of Counterfeit Barbie Dolls Were Just Seized
Officials then discovered that these Barbie Dolls were bootleg copies that violated Mattel's intellectual property. Oh, and all these dolls had a suggested retail price of about $85,824. Hell, for that much money I can buy myself a dream house. Well, not exactly, but maybe a tiny house somewhere in Pennsylvania away from humans.
So it looks like some kids won't be getting their fake Barbie Dolls this Christmas after all. Oh well, they should get a laptop and stop trying to have an active imagination.
h/t UPI

subset: commoncrawl


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Business and the arts meet in a new Master's degree programme
A new international programme (in English) has gained global interest.
The application process for the new ATCM Masters degree programme in Arts Administration is currently in progress. The name of the programme, Art theory, Criticism and Management, is a combination of the essential aspects of the arts and business.
Traditionally, business and art has been regarded as opposites, but this programme provides a combination of them. Solid and extensive art know-how is linked with business expertise, says Julia Pajunen, the coordinator of the programme at the Department of Art Research.
The business part will be provided by the Helsinki School of Economics, and the University of Helsinki is responsible for the art component. The cooperation of these institutions was launched already ten years ago through a shared minor subject package.
The new programme is a response to the needs of working life. The cultural sector needs multidisciplinary professionals, and Finland in particular did not have this kind of education choice before.
Our education will provide the necessary training for high seats in arts administration, for example. Today, it is not enough that you have good financial skills but not art skills, or that you are an art expert but cannot manage the commercial side.
The Masters degree programme will be provided in English. Inquiries for more details have been received from around the world, including, for example, China and Iran.
The application period to the two-year Art theory, Criticism and Management programme will end on 30 April. At the University of Helsinki, the programme is a two-year package. At the Helsinki School of Economics, the programme can be selected as specialisation studies.
For more details, please visit www.helsinki.fi/atcm/
Tex: Niina Viitanen
Photo: Veikko Somerpuro
Translation: Aacnoodi Oy
News of the month »»
News archive »»


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Subject Matter Experts (SMEs) always have a smart brain on his or her shoulders and are usually found hard at work programming or working diligently in a lab of choice. He spent years toiling away on a specific project that he has come to know as his baby, his pride and joy. Now enters the Technical Writer who has to learn everything there is to know about this project and create user friendly documentation. This task sounds easy until you realize you have to ask toe SME a question regarding their baby.
In my personal experience, the SME is always very excited to discuss their pride and joy project enthusiastically when they can. I have interacted with a programmer who was told what fields to enter in a program and what information to populate in the menu, but he does not always know why it populates that way. This makes documentation more difficult.
My latest project has been writing documentation for an online form program. When I ask a question to the SME, he drones on and on about specific topics, only to find out it has nothing to do with my question. One instance was when I asked if there were accounts with "real" data so I can get a better screenshot. He gave me a lecture about how the database I am using right now is internal and I can write anything I want in there and no one would see it. I had to explain to him several times that although it is internal, I need a populated screenshot, which will indeed be seen by every customer who buys access to the program and needs to look at the help manual.
Anyone else have fun stories about talking to Subject Matter Experts? Share your stories below.


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As Georgia State and former Alabama Crimson Tide coach Bill Curry launch a new program in 2010, there are some similarities with UAB.
The urban schools have a shifting student body. The schools play in stadiums much larger than they should. And there has been apathy about the athletic programs.
Read more about Curry, and the Alabama football team's opponent:


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Shutterfly has given me the opportunity to blog about some of their products in exchange for 50 FREE holiday cards! Sa-weet!
I have never ordered cards from Shutterfly before, and I'm not sure why. They have tons of options, and they make it super easy. Plus, they have things I didn't even know they made. For example….
Gift Tags! What a cute idea! I usually buy the stick-on ones the day after Christmas, but these are SO much cuter. This one, called Fa Lala Fete is my favorite. So colorful!Of course, they have darling cards. This one, called Peppermint Gift Wrap is my favorite. So simple but so festive. Just my style. I like the flat cards…they stay on my Christmas tree better!I love address labels. 1, because I hate writing out my address 100 times, and 2, because they are just so cute. I like this one, called Peppermint Bliss. I guess I can at least say my tastes are consistent! I'm digging the peppermint stripes this year! I'm excited to use Shutterfly this year. They have tons of card designs, so the likelihood of getting repeat designs in the mail is slim.
If you would like the chance to blog about Shutterfly and score some free cards, go here and fill out the online form!
Thanks, Shutterfly!


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Ranieri Grey Trouser
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An 83-YEAR-OLD man has appeared in court accused of dangerous driving - after parking his car in the middle lane of a motorway.
Donald Turner had driven hundreds of miles from a property he owns in Italy, Oxford Crown Court heard.
He was found in his stationary car on the M40 just after junction six at Lewknor by a police patrol.
Turner, of Northwood, Middlesex, was remanded on unconditional bail by judge Mary Jane Mowat. He is due appear in court again at a later date.


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Plusnet TV deals let you watch Premier League football for free on BT Sport 1
Fancy free Premier League football? Well if you sign up for YouView TV with Plusnet, you can watch 42 live and exclusive matches every season on BT Sport 1.
And for £5 a month extra, you can watch all five BT Sport channels on the platform and get access to the BT Sport app, available on iOS, Android and Windows 10. The channels are also broadcast live on the BT Sport website.
To get YouView and BT Sport with Plusnet you need to be one of its fibre broadband customers.
The standard unlimited fibre package delivers speeds of up to 38Mbps for £24.99 although you can can increase this to up to 76Mbps for £29.99. Both are subject to a 12-month contract, but for a limited time Plusnet is waiving the £25 activation fee.
You can add 1,000 minutes of calls to UK mobiles and unlimited calls to landlines during evenings and weekends for £4 a month, while unlimited landline calls and 2,000 minutes to mobiles at any time is £8 a month extra. Anytime calls to landlines and 300 minutes of international calls are £8 a month.
YouView offers more than 70 Freeview channels and can pause and rewind live television. There's also access to BBC iPlayer, ITV Hub, All 4 and Demand 5. The standard box costs £6.99 up front and is £5 a month.
The YouView+ box is also £5 a month but costs £57.99 up-front. The main difference is the YouView+ box can record up to 150 hours of high-definition shows or 300 hours of standard definition video.
Premium entertainment channels
Alongside BT Sport 1, Plusnet will also give you 20 premium entertainment channels, such as Eurosport, Syfy and Comedy Central, absolutely free. You can also add other channels, such as MTV, for an additional fee.
BT Sport launched in 2013 and broadcasts a mixture of FA Cup football, UEFA Champions League, domestic and European rugby, MotoGP, UFC and US sports across its five channels. This includes BoxNation, the most recent addition to the family, which broadcasts championship boxing.
BT and Sky recently reached a deal with the Premier League to continue showing the Premier League until 2021.
Sky customers can get the standard definition or high definition channels for free for three months, before paying £25.99 a month for SD or £32.49 for HD as part of a 12-month contract. On TalkTalk TV, the channels are free for three months after which the monthly cost is also £25.99.
BT promises that customers will be able to watch within 15 minutes of subscribing, either via the app or through Sky TV, meaning you won't have to miss any of the action.
In 2019, it will become easier to watch BT Sport on Sky after the two companies agreed a deal to sell some of each other's services.
Why do we need your postcode?
Once you enter your postcode, Cable.co.uk will perform a live lookup and check all the available providers in your area.
This ensures you receive accurate information on the availability of providers and packages in your area.
Your information is safe with us. We won't share your postcode with anyone. Guaranteed.


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Pocket Square Silk Handkerchiefs
Aspinal of London's Pocket Square Silk Handkerchiefs are designed for the gentleman who approaches dressing with a sense of panache. An essential accessory with which to inject your attire with sartorial flair, our collection caters to an array of tastes and colour palettes. Discover our whimsical Pegasus motif and our Saville Row selection, all crafted from fine Italian silk; delicately rolled and hand stitched. A stylish addition to any breast pocket.


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Java Net Socketexception Error Setting Options Weblogic
RECOMMENDED: If you have Windows errors then we strongly recommend that you download and run this (Windows) Repair Tool.
Mar 30, 2016. SocketException: Invalid argument at java.net.PlainSocketImpl. If this doesn't work, try to set it by JVM parameters. Add "-Djava.net.
This class implements server sockets. A server socket waits for requests to come in over the network. It performs some operation based on that request, and then possibly returns a result to the requester. The actual work of the server.
problem We have a java ee app deployed on Weblogic. web service client encounters a 'java.net. "java.net.SocketException: Connection reset" error on.
During a moderate load below error appears in weblogic. java.net.SocketException: Connection reset by. BEA-101017 Input/output error java.net.SocketException.
Pues no soluciono este error de minecraft. El juego termino de forma incorrecta (exit code -1) Informe de error detectado, abriendo: C:Documents and Settings. (Display.java:739) at azl.ad(SourceFile:325) at azl.f(SourceFile:696) at.
Aug 19, 2013. java.net.SocketException: too many files open is a tricky error to solve, as many. IOException in Tomcat, Weblogic Server. may expect and you want to handle it on your side, you have two options :. In UNIX based systems, you ca n see current configuration in /proc/sys/net/ipv4/tcp_fin_timeout file.
RTPMulticastListener.unbind: java.net.SocketException: error setting options. – – – RTPMulticastListener.unbind: java.net.SocketException: error setting options
The EAP 5 platform spans a growing number of operating models from traditional on-premise lightweight Java applications to newer internal. or $0.16 if one excludes the positive effects of net investment gains in the discrete tax benefit.
java.net.SocketException: error setting options — Samebug – java.net.SocketException: error setting options. java.net.SocketException: error setting options via. Clustering on Weblogic 8.1 on standalone windows.
On Linux, you might encounter this error a while after having used your Nuxeo. ignored exception: java.net. SocketException: Too many open files at java.net. this you have to increase the number of open files in the configuration file of your. Nuxeo Cluster Scalability Options · Nuxeo Clustering Configuration · How to.
7 posting on the Precentral.net blog. "You will receive a shipping notification with a tracking number once your order has shipped." That would place the new TouchPads in consumers' hands sometime in either late October or early.
WebSphere MQ provides periodic fixes for release 7.0. The following is a complete listing of available and scheduled fixes for Version 7.0 with the most recent fix at.
We have built java based REST. we have been noticing java.net.SocketException:. Have validated the sharepoint setting and weblogic settings and they.
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Usb Driver Error Windows 7 i am installing windows 7 ultimate 64bit on my ASUS laptop. At first, i was getting an error that the DVD/CD driver was missing bla bla bla. After days. One of the common problems with Windows Vista and Windows 7 (which used to. First thing you should do is update your USB drivers to the
Sep 6, 2010. Reason: java.net.SocketException: error setting options. The solution is to disable the multicast feature for ActiveMQ. In conf/activemq.xml.
Resolved Problems. The following sections describe problems that have been resolved by Service Packs for WebLogic Server 6.1. Service Packs are cumulative; the.
Internet Explorer Script Error When Ie Is Not Running Definitely run. Explorer. If you're a Windows 10 user with Edge as your default browser, ESET launches a hardened Internet Explorer instead. At first launch, Oct 08, 2009 · This is strange, but last weekend I went to bed watching TV on Hulu.com, not unusual. The next morning/day, Chrome stopped working. No settings or anything. Oct
I have a problem with configuration of proxy to connect to WebService on Weblogic. error; error: java.net.SocketException:. set JAVA_OPTIONS=%JAVA.
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As I was reading the American Banker the other day, I was struck by a
A little research revealed the source of my confusion. About a year ago,
What momentous event occurred during the past year to cause the central
A year ago the Democrats were in charge of both houses of Congress and
Today the Republicans are in charge of both houses of Congress. The
What a difference a year can make in political fortunes in Washington!
But Mr. Greenspan had it right a year ago when he addressed the annual
He went on to observe, "In addition to fostering innovation, and perhaps
"With multiple federal regulators, a bank can choose to change its
Mr. Greenspan went on to espouse four fundamental principles to be used
The Glass-Steagall reform bill adopted by the House Banking Committee
There are lots of things wrong with this approach. It endeavors to force
Back to Mr. Greenspan's fundamental principles, the approach would also
There is an easy way to reform the Glass-Steagall Act without doing
Many banks are sitting on the sidelines in the current Glass-Steagall
The outcome of the debate on how securities activities will be


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Thursday, May 28, 2015
I'm alive... just preparing...
Hello... anyone there...
Just wanted to drop in real quick to say I'm still alive...
We've been doing some things around the house, taking care of errands, trying to get some things more organized.... so nothing really exciting happening really.
For me, my biggest thing I've been working on this week... preparing... prepping.
Meal Planning!
Something I never thought I would say I would do...
But I'm starting my 21 Day Fix next week... & this is going to take some doing.
I'm going to talk more about it on Monday, when I kick it off....
But for now, I'm a Pinterest addict trying to find ideas & make all my lists & grocery shopping pick up stuff list... It's been consuming.
I literally woke up in the middle of the night thinking about container colors & food... like seriously couldn't turn my brain off from thinking it.
To say its all I've been looking into the past week would be an understatement.
Don't say I'm not going into this prepared.
Have a great weekend everyone.. & I'll be back Monday with my kick off for my next adventure!
6 comments:
Awesome :) It's good to go into it not scrambling! I am guilty of that quite often. Have a nice weekend :)ReplyDelete
I'll be anxious to see how your meal prep goes! I read about lots of people doing it but I never have. I admit I'm organized in all sorts of ways until it comes to planning meals. I think it's because our schedules rarely align up and half the time I am here for dinner on my own and the days that I do have something planned, it rarely happens because something comes up and we end up getting take out because it's quicker. I am ready to learn how you do it ( and stick to it)!ReplyDelete
Props to you for meal planning and prep. I do ZERO of that. I'm very interested in hearing what you think of the 21 Day Fix! Good luck!ReplyDelete
Neat-o! Definitely keep the blog updated on how the meal-planning and prepping goes. I know I need to do more of it (some of it ... any of it) but am just not motivated when I see all the work involved.ReplyDelete
good luck with meal prep! i suck at it, so i'll be happy when you share how you're doing it ;)ReplyDelete
Oh I've done that too, where I get something in my head and I can't sleep until I plan the whole thing through, LOL.ReplyDelete
Good luck with your 21 day fix, I know you can do this!
This past week I was finally able to get back on my feet again, and I started changing my diet, nothing special like the 21 day fix. But I am calorie counting, still eating what I want, but drastically limiting how much I want. So far so good, I dropped 4 pounds this week, (I have plenty to lose) I am hoping to get better and better at it each week, and hopefully this time the habits will stick and I won't revert (like in the past:)
So good luck to us both, may we both shed all the weight we want to this month!
I am thankful for each comment & like to respond to every one of them....
If you noticed I do not respond to your comments, it is because you are a "no reply" blogger and I am unable too!
How to enable your e-mail: BLOGGER ACCOUNTS: To do this, click on your Dashboard, click on EDIT PROFILE and place a check mark next to SHOW MY EMAIL ADDRESS, and finally scroll to the bottom and click SAVE PROFILE.**


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5151 Clark Rd
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Sales: (941) 923-2700
Clean CARFAX. 2.0L 4-Cylinder DOHC 16V Turbocharged REAR VIEW CAMERA, UNLIMITED MILEAGE WARRANTY!, Sport Edition. Certified. RWD BMW Certified Pre-Owned Details: * 1 year/Unlimited miles beginning after new car warranty expires or from certified purchase date * Roadside Assistance * Multipoint Point Inspection * Vehicle History * Warranty Deductible: $0 * Transferable Warranty Call Now for your fast and easy no-haggle pricing!!
5151 Clark Rd
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Oil Chg 10,000 mls/12 months
Daytime driving lights
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Top up a myki
Once you've bought your myki card, you need to top it up to travel. Depending on how often you travel, you can choose to top up with myki Pass or myki Money. Your card isn't locked to either, choose the best for you each time you top up.
myki Money
If you travel occasionally, top up as you go.
Load money onto your card and myki will calculate the lowest fare based on the zones you travel through. Top up with myki Money to access 2 hour and daily fares.
For more information, see myki Money.
myki Pass
If you travel often, top up with consecutive days.
Choose the zones you want to travel in and the number of consecutive travel days you need. You may be able to buy a discounted yearly myki Pass through your organisation's Commuter Club.
For more information, see myki Pass.
myki Money vs myki Pass
Use the calculator on the metropolitan fares page to see if myki Money or myki Pass is best for you.
Where can I top up?
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text:
Filed under: Art Progress, Artwork for Sale | Tags: 3d paper magnet flowers, arts and crafts, gift ideas, ginger cat, hand painted, handmade, i love my cat, mixed media artwork, mom i love you, mother's day gift ideas, mothers day, new products, paper crafts, previews of new products
Yesterday I was working on some new products to put on Etsy, as well as for my craft fair next Saturday, at the Light House in Wolverhampton. Firstly I have made some of my 3D paper flowers into magnets by painting them up in pretty colours and sticking some adhesive magnet to the back. I have signed all of them for an affordable unique piece of artwork for your fridge!
(3D paper flower magnets)
I have also textured some 10cm by 10cm canvases for Mother's day and for Cat lovers! I have added my 3D paper flowers to the Mothers day canvases I have made, with the words 'mom, I love you' on them.
(Mom, I love you mini canvases)
(I love my cat mini canvases)
I hope you like my new designs! They will be in my Etsy shop very, very soon! If you want to purchase before hand, just get in contact with me through Facebook 🙂
3 Comments so far
Leave a comment
love the cat collage – cute!


text:
Budget €30-250 EUR
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No, that was not me using profanity! I shortened the name of my Wednesday morning post from Good People Doing Good Things to GPDGT in the interest of saving wear and tear on Filosofa's fingertips!
I began this new feature two weeks ago with an article about the Bill and Melinda Gates Foundation, followed last week by one about Little Caesar's founder, Mike Ilitch. Those were both big stories about people doing big things. But sometimes, the small things we average people do can have a profound impact on the lives of others, as well. Since this feature is still in the evolutionary stages, I am thinking that some weeks I will write about a few day-to-day acts of kindness, while other times I will write about the larger philanthropists. What I most like about reading/writing about the more common, day-to-day stories is that it inspires us all … shows us that each of us, though neither wealthy nor powerful, have the capability to do good things for others. If we only look around, there is always somebody who can use a bit of help, even something so simple as helping them by giving them a ride to the grocery, or boosting their battery. Anyway, today I have a few stories of good people doing good things, just on a slightly smaller scale than Bill, Melinda and Mike.
This story touched my heart … a small thing … a $15 restaurant tab … but nonetheless a tale of kindness and compassion, of humanity. Two firefighters, at the end of their shift, after battling a warehouse blaze for most of the night … tired, and hungry, Paul Hullings and Tim Young of Mount Holly Fire Department in New Jersey just wanted a bit of breakfast before heading home for a shower and some shut-eye. After the bacon, eggs, 'n biscuits, looking at the check, they saw this:
The balance for the two hearty breakfasts was $0, and their waitress Liz had written:
"Your breakfast is on me today – Thank you for all that you do; for serving others & for running into the places everyone else runs away from. No matter your role, you are courageous, brave, and strong … Thank you for being bold and badass everyday! Fueled by fire and driven by courage – what an example you are. Get some rest."
"I started tearing up and it made me feel good – us firefighters are wanted, people care about us," said Hullings. Happy story, right? But wait … it does not end there …
Turns out that Ms. Woodward's father, Steve, is a quadriplegic as a result of a brain aneurism in 2010 and is in desperate need of a wheelchair-accessible van. Touched by Ms. Woodward's gesture, the two firefighters soon learned about her father's plight, and that a GoFundMe account had been set up for the senior Woodward, but had only received a small portion of the $60,000+ they would need for the van. Well, Hullings and Young shared the story with fellow-firefighters, who shared it with friends and family, and in just one short month, the GoFundMe page had received $85,395, as well as offers of help to build ramps, etc., from among members of the community. And a local rental company loaned the family a wheelchair-accessible van until they could buy their own.
A series of small gestures that have given a man and his family some much-needed freedom.
How about a few images of small acts of kindness:
See … philanthropy doesn't have to involve billions of dollars, it can be just the simple, everyday things we do to help one another. Stay tuned next Wednesday … I have a story of many people coming together to do good works in the … works! And now I shall return back down the rabbit hole …


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"Loneliness is baked into the cake as far as a modern society goes with the kind of infrastructure and social setup we have." ~Charles Eisenstein
Author - Chris Agnos
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California English Journal
At the ALAN Breakfast at the NCTE Fall 2001 Convention in Baltimore, Christopher Paul Curtis mentioned that he did not have a particular audience in mind when he wrote The Watsons Go to Birmingham-1963 and Bud, Not Buddy. I had already come to appreciate this fact, for Curtis' Bud Caldwell and Kenny Watson had become welcomed guests in my reading classes at East Carolina University. Curtis' story lines and protagonists are so rich and multi-faceted that I have been able to use the books in a variety of ways with both my graduate and graduate students. My students and I agree: Bud and Kenny deserve five stars!
Star # 1: READING JOURNALS WITH BUD, NOT BUDDY IN THE UNDERGRADUATE READING METHODS COURSE
Bud, Not Buddy lends itself well to journaling. My students read the book during class throughout the semester, maintaining a reader's journal in which they noted their thoughts and feelings about the story. The journal itself was unique in that it was in the shape of a small suitcase, tied with twine, making it very similar to Bud's suitcase. (Photo 014) The journal was purposefully small, making it less intimidating than a large spiral notebook! I collected the journals several times throughout the semester so that I could read what the students had to say, as well as to provide feedback. As would be expected, some of the students began by using their journals as vehicles for book reports, rather than for reflection. To model the appropriate reflective response, I wrote back to the students with comments such as, "How did that make you feel?" and, "Has that ever happened to you?" Additionally, I read aloud in class several journal entries that exemplified this deeper level of connection with the story. It was exciting to see how quickly my students came to connect emotionally with Bud, making real text-to-self connections. Let me share some of the feelings they noted:
Fear: I'm so scared
that something bad is going to happen to Bud
I just pray it doesn't!
Another important
concept I wanted my pre-service teachers to understand had to do with
the importance of students learning to make text-to-text connections.
In this particular semester, however, we talked about making text-movie
connections! Since the first Harry Potter movie came to the theaters
in mid-November, I assigned my students to see the film and then to
complete a Venn diagram, comparing and contrasting Bud and Harry. They
quickly came to see how alike
Star #3: BUD AND
Additionally, Bud, Not Buddy and The Watsons Go to Birmingham-1963 provided a wonderful model of how to use a graphic organizer for a during-reading activity. The students worked in groups of three or four in which both texts were represented. As a mixed group, the students discussed Bud and Kenny, filling in a Venn diagram entitled, Looking at Bud and Kenny, as their discussion moved along. It was interesting to "listen in" to the talk during this activity: "Let me tell you what Bud did one time!" "Kenny has such a great sense of humor!" "What about Bud's parents?" After completing the graphic organizer as a small group, the students worked as a whole group to fill in our class diagram. As we did this, the students came to understand that their own students could discuss books together, without having read both texts. Also, by hearing some of the story, many of the students became interested in reading the "other" story next! They had quickly become interested in finding out more about Bud or Kenny.
One other point worth noting is that the fact that I provided class time for reading Curtis' books was not lost on my students: "Reading in the classroom was an excellent idea. I have taken many classes and I have never had a professor who allowed time to read in class. You modeled in our classroom what teachers in our schools should do, i.e., give students time during the day to read!"
Star #4: BUD AND
At the end of summer school I asked my students to write an evaluation of this assignment. One student mentioned that this was one of the "few assignments that was fun to d .It made reading the books more exciting and I began thinking about what I wanted to say to my e-pal as I read the book!" Several of the students noted that having e-pals enabled them to understand another person's point of view about the story they were reading, calling it an "exciting and valuable" experience. E-pals added another dimension to the reading. As one student put it, "I believe I got more out of this assignment and reading than I would have if we had just read and discussed the book as an entire class." Also, "I felt as if I were chatting with a friend, rather than doing an assignment!"
Students reading different books said "it was great to learn about the other novel" and to be able to compare the characters. As I hoped, talking about the "other book" encouraged the students to read both of Curtis' novels: "Thanks to these discussions, I will be reading Bud, Not Buddy during our break, since I've already finished The Watsons Go to Birmingham-1963." Others didn't wait until break: "In fact, I read both books, and my e-pal did too!"
The e-pal assignment promises to have an impact on my students' classrooms this fall. Many of the students mentioned that they would be using one of Curtis' books with their own students: "I teach middle school language arts and I believe that my students will really enjoy the book just as much as my e-pal and I did!" Additionally, others talked about using the e-pal idea with their students: "As a high school English teacher, I can definitely foresee using the e-pal activity in my classroom. E-mail offers a familiar venue for high-schoolers to explore and communicate with each other."
Some students talked about the notion that discussing the books via e-mail made the discussions more special than face-to-face conversations, in that "there's something to be said about writing down one's thoughts and questions and getting a reply." Also, one student noted that "no matter what I was thinking about the book, I knew my e-pal would listen!"
Star #5: BUD,
The seminar was the highlight of the course. The open-ended questions framed by the students enabled them to facilitate a thought-provoking, interesting conversation. The seminar began the posing of the opening question: What do you see as the theme of Bud, Not Buddy and why? By opening the door to a variety of responses, the facilitators were able to smoothly segue to the core questions: Some of Bud's Rules and Things for a Funner Life and for Making a Better Liar of Yourself are left out the book. Write an additional rule you think Bud might have written and explain your thinking. This brought some light-hearted, but wonderful, responses, sounding as if Bud had written them himself.
Rule #148 When someone
shouts, "Hey you!" pretend like you don't hear and leave
as fast as you can!
Finally, as a closing question, the students reminded us that one of Bud's prized possessions was his pebble collection. They gave us each a pebble and asked that if we were to give a pebble to someone, what would we inscribe on it. This question produced very heartfelt answers, helping all to focus on what truly is important, as Bud does.
Bud and Kenny played an important part in my university level reading classes over the past year. We were able to enjoy Christopher Paul Curtis' books on a variety of levels in many different ways. We would certainly concur that young adult books aren't only for young adults!
the Author:
Fills the Holes in a Language Arts Curriculum
Students who decry the study of literature come, ironically, from many age groups. Younger students who have not experienced success in early reading find comfort and stagnate in unchallenging levels, whereas older students engage in the avoidance tactics so classic of a "bored" audience that has been media-mesmerized. Because these layers of behavior tend to solidify with each instructional year, literature enhancement within the curriculum often presents a gaping "hole" in communication between what teachers believe students should experience and how that hope gets diminished within the confines of classroom instruction. What further exacerbates the problem is the good teacher-bad teacher guilt trip that festers when educators try to balance the limited reading selections mandated by school districts with literature that today's young students will actually read.
We have all lived the life of spewing out line-by-line interpretations of assigned classics. This method only widens the gap of communication between the literature selections that teachers force upon students and the subjects that students independently choose.
The distinction here is important, especially in a nation where a child's standardized test score replaces the serendipity of discovering a great piece of literature. Many of my former ninth grade students would react negatively when they saw novels that college prep or honors students studied in class. These students struggled with more than just the aspects of school work; they grappled with the relevance of school in their daily lives.
As a result, these young people felt out of place in the classroom as well as out of touch with books that "only the smart classes were allowed to read." Their assumptions carried the divisive, ability tracking stigma that most books were too difficult to read and understand, let alone enjoy. And as a teacher, I consistently felt the pressure that allowed my teaching assignment to dictate the book choices and methods rather than asking, "Do levels and test scores really matter if my students aren't even opening up the books?" Furthermore, how will my students ever become literate if they never read?
Rosenblatt tells us that literature should be "lived through by the reader"(277), and although the literature a teacher chooses for the older child may be more deliberate, there is no reason why it should not also carry the magic of early children's literature.
So how do we entice individuals of all ages into good books and good talk? How do we rekindle the experience of satisfaction through reading? This article shares several approaches to engage students at the middle and secondary levels by initiating a community of literacy through Louis Sachar's Holes.
One of the first ways to ignite the spark of Sachar's work is to entice even the most reluctant students to hear his work read aloud. Most teachers would confirm that getting the students "hooked" into the book is a large part of the literacy battle, so why not let the immediacy of Sachar's technique cast the first lure? Reading aloud serves two purposes. It invites the accomplished reader to solve the mystery by scattering bits of a story puzzle that leave the reader searching for one more piece of information. At the same time, it scaffolds the reluctant reader to think, "Okay, I'll just read the next really short chapter to see what happens." Students quickly notice that Sachar's second chapter is only one-page in length. So the reader gets hooked and subtlety becomes reeled into the excitement of reading in several unique ways.
At first, reading aloud can be uncomfortable, and I found that my high school students initially cringed at their traditional perceptions of the idea. But once I dropped a direct teaching façade and invited my students to perform a readers' theater from the first two pages of the story -- which happen, ironically, to include the entire first chapter - our read aloud was well on its way.
My students, instinctively, remarked that Sachar's writing style "sounded like school rules." Why are the sentences so short? Why did he indent so much? Why do some things happy "usually"? Why do they happen "always"?
As if I had planned it that way, the fifteen students present in my at-risk English class that day decided to take "one sentence each" In addition, the six ESL students in the group further participated by re-reading the clipped style sentences in their native language.
Students reacted to this experience in a meaningful way when they realized that the simple words Sachar used were put together in a way that allowed the mood to come through, even when we used word from a different languages. One student said, "Sachar writes like people think." This surprised me because I had always had difficulty trying to convince students that syntax and diction are essential to an author's voice and style. And instead of telling students this was so, they had an opportunity to discover it through the reading experience.
For young people and adults, an author who begins a story by saying, "There is no lake at Camp Green Lake"(3) also gives us a sense that he is "real," and he understands the irony of world in which we live. Sachar establishes Stanley Yelnats, a sympathetic hook upon whom we can hang the cloak of our naiveté.
Another important feature about using Holes in the classroom lies in the "reading sense of satisfaction" it offers to audiences of all ages. It provides one of Mem Fox's sixth necessities for books through its ability to present "readers with real rewards for the effort of reading them"(99). Students believe that Stanley is real because Stanley's reasoning about events in life reconciles the frustration and irony of events in their own lives. We live in a nation where Stanley's logic: "If you take a bad boy and make him dig a hole every day in the hot sun, it will turn him into a good boy" (5) can be juxtaposed with the reality of our students' educational realities: "If you take a poor student and make him take a high stakes test every year and publish the results, he will turn into a good student."
This introduction to the text through Chapter 1 sets the stage for the next step where students at all grade levels are asked to speculate through dialogue about the book. In my experiences, this has opened the door for fourth graders to collaborate with the fifth graders across the hall. Secondary teachers have gathered students of all ability groups into literacy centers for peer discussions. The basic skills students and the honors students collaborate. The playing field is level because, for the first time in many of our students' lives, the ability levels are leveled.
Finally, preservice teachers from a local university have frequently shared in guiding this literacy process because facilitating Holes in a field-based setting has become a vital performance assessment in the language arts methods curriculum for elementary and secondary education majors.
It is exciting to see the community of learners that begins to take shape as students of all grades and ability levels see others carrying the exact same book to class. Holes does not require a "simplified" version, nor does it suggest that grownups are too mature to read it. What's most important is the implication that this literature selection is for everyone. Students actually bring the book to class because they are not embarrassed by the size of the type or the fact that they are the only grade or ability level enchanted by the ease of Sachar's writing. One middle level student thought it was "cool" that the student teacher from a local university was reading the same book as her fourth grade class.
Teachers expressed surprise when Whitin's "literature circles and sketch to stretch" activities became more extended because their students had actually done the reading. They delighted in orchestrating from the sidelines rather than threatening or planning sneaky pop quizzes to ensure the students had really read the assigned chapter. Probably the most refreshing comment came from teachers who said, "We actually talked with our students about the story rather than teaching at them."
Some of the most interesting responses resulted when several teachers and multiple classes read the book over the same period of time. This simple change in the scope and sequence of the curriculum initiated the transformation to a community of readers. Further, the lines of demarcation between ability levels tended to blur quite quickly as one group of students hiked to the outside commons area to plot out a hole that "must be five feet deep, and five feet across in every direction"(Sachar 13).
This group pondered the mathematical calculations for volume and space. They plotted space, then taped it off, then roped it off. The key, however, was in the magic of this "imaginary hole" becoming the focal point of discussion for students, teachers, staff, administrators, and visiting community members. Everyone had to offer an opinion, and everyone empathized with Stanley in Chapter 7 when he looked helplessly at his shovel and thought, "It wasn't defective. He was defective"(27).
At this point in the novel, one student who was receiving special needs services, came to my classroom and said, "When Stanley said he had only 'ten million more [holes] to go'(28) I know exactly how he feels. That's what I feel like when I try to read." Genuine, honest talk centered around many aspects of Sachar's book.
One group of students chose to work as biologists to investigate lizards, especially the validity of Stanley's belief that "Being bitten by a scorpion or even a rattlesnake is not the worst thing that can happen to you but you don't want to be bitten by a yellow-spotted lizard"(4). We talked about the process of canning fruit and speculated about wild onions. Instructions and family traditions for canning preserves became a part of classroom writing. The sensory experience of holding, touching, and smelling onions permeated the learning atmosphere. I often wondered if our eyes watered from the onions or from the sheer joy of the literary journey that enveloped us.
The enchantment of discovery through the lens of Stanley's situation eroded the tough veneer that children and adults tend to place between themselves, their classmates, and their teachers. It also served to blend the hierarchy of perceptions in terms of what students think teachers value as good books or schoolwork and what children instinctively enjoy through good literature and inquiry. This common ground holds importance, especially as a teacher's instructional goals outside the classroom must compete with the immediate graphics and allure of MTV, skate boards, and video games. Students have commented that they are so "into" the action of this book that they have actually read it at home!
Parents who see their child reading Sachar comment about the innocence in Holes that allows us to giggle, ponder, and twist our hair with Stanley's frustrations. We don't feel so compelled to know it all, have it all, or be it all. One high school mom commented that she actually talked "with" her son about the book, rather than talking "at" him about his grades. She asked me what I was doing in my English classes that seemed to "cure his apathy" about school.
Sachar addressed this mom's question in an interview with the Houston Chronicle. Basically, he said that Holes was "meant to be enjoyed. If there's any lesson at all, it is that reading is fun"(Nilsen and Donelson 203). What's ironic, however, is Sachar's admission that fun and enjoyment were not on his mind when he was writing Holes. In fact, his purpose in writing was to "put all the elements of the story together: plot, character development, theme, etc."(203).
For teachers of English,
this paradox illustrates an important lesson. It nudges us to balance
all of the standards and benchmarks of our "content stuff" with
the spark and enthusiasm so vital in sustaining life long literacy
skills. To this end, a literature selection like Louis Sachar's Holes fills
the relevance gap that educators crave as we look to refresh an outdated
curriculum or shed a monotonous teaching approach. Most importantly,
the infusion of this 1999 Newbery Medal into our nation's traditional
canon carves a respectable, academic niche for young adult literature.
the Author:
I am the daughter of dreamers.
I know by heart the
tale of my grandfather
My grandmother told
me about her life as a girl,
I am the daughter of dreamers.
My life and my friendsâ lives,
Who brought these
lives to us?
Dreamer Forgotten
The sun rises--
He packs his bags,
A second chance.
He departs down the
Before him he sees
Now is the time to
move on.
Progressing forward,
never looking back
Never again,
He whispers to himself
Remember Joy and
For you shall never
He continues his
A place where pain
is nonexistent.
A new beginning.
When I began junior high school in September of 1963-John F. Kennedy was still alive, Martin Luther King had only a week before delivered his great "I Have A Dream" speech from the steps of the Lincoln Memorial, and Bob Dylan's "Blowin In The Wind" as sung by Peter, Paul, and Mary, had reached the same level of popularity as teenage love songs.
By the time I began my senior year in high school in the later summer of 1968-John F. Kennedy was dead, Martin Luther King Jr., too, had been murdered, and Robert Kennedy had had his life ended by an assassin's bullet in Los Angeles. We had 500,000 soldiers in Vietnam, whose average age was 19-including former classmates and teammates of mine-and racial riots had broken out across the nation. A drug epidemic had swept from the streets to the colleges and to the high schools. And when my English class took a bus that fall to see Hamlet in San Francisco, we saw hundreds of kids our age and younger, panhandling and living on the streets.
By the mid 1960's and into the 1970's California English teachers, partially in response to the social crisis and partially out of the idealism of the early 1960's-transformed the teaching of English in California. While keeping standards intact, English teachers expanded the curriculum to include the study of film as literature and to study, too, the lyrics of Dylan, Paul Simon, John Lennon and Paul McCartney as poetry. California English teachers expanded the canon to include contemporary authors like James Baldwin, Ken Kesey, and Joseph Heller, among many others. While not jettisoning standards, students were encouraged by teachers to move beyond the five-paragraph essay-and to write personal essays, short stories and poems while not neglecting grammar or vocabulary. Creative Writing and Journalism programs were not given short shrift. And reform minded California teachers were part of a national movement to understand that children from ghetto and barrio and poverty schools came to school with special needs and problems.
wo men who emerged from the social crisis of the 1960's, James Moffett and Jonathan Kozol, offer us today a way to combine "results" based instruction with teaching methods and curriculum that achieves creativity and integrity. Moffett died six years ago this December and he, I am sure, would never have made peace with the high stakes testing and accountability movement. Kozol is very much alive and he has never been known to compromise his principles. Be that as it may, it is my belief that Moffett and Kozol's ideas can lead us out of an impossible impasse in the debate between old time reformers and the current standard based traditionalists.
Those of us who are opposed to the high stakes testing and the accountability movement need to admit, however, that the current sad state of affairs has emerged from genuine grievances. These include: thirty years of grade inflation, a belief in the most shallow aspects of the self esteem movement, magical thinking related to the benefits of computer technology, widespread loosening of discipline related to violent and disruptive behavior, and utopian schemes to make school a place of no failure and no pain for every student.
Reformers need to be cognizant of the justice of many of the traditionalists complaints just as traditionalists need to understand that students are not and cannot be all cut from the same cloth. Implementation of Moffett's ideas about writing and understanding Kozol's plea for children raised in deprivation can be integrated into the traditionalist concern for standards.
James Moffett was an editor, an essayist, and a teacher whose contributions to the teaching of writing are invaluable. One of his greatest insights was the idea of student writers using professional writers as role models in terms of practicing the writing process of drafting, editing, and final publication. Moffett demonstrated in "Coming on Center" as well as numerous other essays-that the best writing emerges from listening to one's inner voice, something inimical to high stakes writing tests like the timed A.P. writing exams or the 20 minute SAT writing sample. As Moffett stated: "The processes of writing cannot be realistically perceived and taught as long as we try to work from the outside in. The most fundamental and effective way to improve compositional "decisions' about word choice, phrasing, sentence structure, and overall organization is to clarify, enrich, and harmonize the thinking that predetermines the student's initial choice of these. We must never forget, no matter how much a technocratic mentality and uncontrolled educational-industrial complex bullies us the other way, that the heart of writing beats deep within a subjective inner life that, while neither audible nor visible at the time the most important action is occurring, governs all those choices that a composition course tries belatedly to straighten out."
If we must prepare our students for timed writing exams, we must also instruct students in process writing. Students can and will learn strategies for both.
"Coming On Center" is not the book of a utopian or of a writer who wants to make children the center of the universe. Mofett wanted students to read great literature in order to link their inner lives with the lives of others. Moffett propose non traditional methods in order to make a point traditionalists can agree with: "?
From reading and
reacting together to literature, children learn that many of their
feelings, experiences, and wonderings have been written about by people
now adults. They can feel
A student centered English class, thus, is one whose intent is to bridge the gaps between students and adult society. A student centered English class, if I understand Moffett correctly, is an induction of students into the greater world shared by teenagers and adults, something traditionalists also believe.
Jonathan Kozol's "Amazing Grace" is a heart breaking description of the South Bronx community befriended by the author. The boys and girls in "Amazing Grace" are not stupid, quite the opposite, but they are poor and deprived of many things-though not of loving hearts.
Kozol listens to
stories of children who mostly share a common fate-abandoned by fathers,
mothers often dying of AIDS, victims of violence -in an America that
seems to have deserted them. Yet the children are natural storytellers
and truthtellers and one believes, with Kozol, that if these stories
were harnessed in writing, as some of them already have-these children
could teach us all the meaning of courage and devotion and love. One
must ask the traditionalists and devotees of testing: what measure
can a test place on these stories Kozol has recorded?
Can we combine a
standards movement with classrooms that encourage innovative and creative
learning? We can. Starting thirty-nine years ago I was taught by English
teachers who prepared us for college and standardized tests and yet
taught the writing process, who allowed us to write of personal experiences,
yet who made us read great literature
This issue of California English is the second volume addressing the subject of Young Adult Literature. Submissions for the September magazine were so excellent that the CATE Board decided to extend our treatment of this topic.
My own opinion is that teachers should offer young people two very different kinds of books. One kind act as mirrors - reflecting students' own experiences with peers, parents, sex, drugs, and school. Young people need stories in which someone who looks and thinks as they do and has handled these problems, for better and for worse. I believe that apart from a lively book talk to interest them in picking up the volume, teenagers don't need a teacher's help with "mirror" books. In fact, our penchant for discussions about foreshadowing, symbolism, and themes tend to ruin such stories for kids.
Students also need books that act as windows. These stories offer readers access to other worlds, other times, other cultures. Few young people think they have much in common with Odysseus until an artful teacher helps them see how we are all on a journey towards self-discovery. Few relate to Pip until they walk for a while in Dickens' fictional world and begin to understand their own great expectations. It's not a matter of either/or. Students need both kinds of books. Of course, teenagers need help looking through the window of most classical texts. At first glance a classic seems opaque, full of incomprehensible references and unfamiliar language. It is the teacher's job to clear the window pane so students that can peer through - helping them learn to unpack inverted sentences, approach unfamiliar vocabulary, and pronounce characters' names. Often students need background information about foreign customs and cultures.
Many have abandoned the classics for more user-friendly titles. I feel this is a mistake. Just because students can't read a book on their own doesn't mean they can't and shouldn't read it with help. Instead of choosing more seemingly "relevant" stories, we should be showing students how classic heroes struggle with the very same monsters we face today. If I were in charge of the world, I would mandate that every ninth-grader read Robert Louis Stevenson's The Strange Case of Dr. Jekyll and Mr. Hyde. How better to help young people consider the dark side that lurks within us all? The short novel is rich and layered, unfolding like a mystery story. Teachers shouldn't be put off by the fact that many students would find the text difficult. I have stopped telling students that they are going to love this text and instead tell them that what they are about to read may at first seem quite hard. I even warn them that, at first, they may hate it. I promise to help them through and also assure them that in my professional opinion, they will ultimately feel that the struggle was worthwhile.
It seems misguided to me that schools should reserve the classics for honor students. Ignoring the elitism that such a curricular decision betrays, teachers defend a simplified reading list for "regular" students by explaining to themselves and others that most teenagers simply can't understand the difficult vocabulary. Besides, they argue, today's kids won't read anything that is old. I worry that in our determination to provide students with literature they "relate to" we end up teaching works that students actually don't need much help with. And I worry that we do this at the expense of teaching classics that they most certainly do need assistance negotiating. This is not to suggest that we stop putting contemporary literature into students' hands, but only to remind ourselves that we should be teaching in what Lev Vgotsky calls the zone of proximal development. He wrote that, "The only good kind of instruction is that which marches ahead of development and leads it." If students can read a book on their own, if this is a mirror book, it probably isn't the best choice for classroom study. Classroom texts should pose intellectual challenges to young readers. These texts should be books that will make students stronger readers, stronger people for having studied.


text:
Media releases - Swiss Medtech Website
Berne, March 28, 2018 - For many medtech companies, the time period granted for the necessary adaptations until 2020 will probably be insufficient, and certain products may become unavailable. At the MDR/IVDR conference of Swiss Medtech and the SVDI representatives of industry and authorities will discuss possible solutions and cooperation models. Read more
Bern, 19. Januar 2018 – Im Swiss Medtech-Kodex sind seit Juni 2017 die Interaktionen der Mitgliedsunternehmen des Verbands mit medizinischen Fachkräften und Einrichtungen geregelt. Seit 1. Januar 2018 ist neu deren direkte finanzielle Unterstützung für die Teilnahme an von Dritten organisierten Bildungskonferenzen nicht mehr möglich. Weiter hat die Branche Transparenzrichtlinien zur Dokumentation und Offenlegung von Ausbildungszuwendungen eingeführ. Read more (in German)
Berne, June 13, 2017 - MaxiVAX SA won the CTI Swiss Medtech Award 2017, worth CHF 15,000, at Swiss Medtech Day 2017. The biotech company MaxiVAX and the university hospitals of Geneva were awarded the prize for developing a new vaccine intended to strengthen cancer patients' immune system against their own tumour cells. Read more (in German)
Berne, June 12, 2017 – At their annual general meetings on 12 June 2017, the two largest Swiss medical technology organizations agreed to merge and form the new SWISS MEDTECH association. The combined activities of FASMED and Medical Cluster will increase the clout of the medtech industry - which is already an important sector for Swiss healthcare and the economy. Read more
Berne, April 11, 2017 - Approximately 70,000 cases of infection occur in Swiss hospitals and nursing homes annually. The Swiss Medical Device and Diagnostics Associations are now joining forces to improve patient safety: Member companies want to actively support the implementation of the federal government's NOSO strategy with targeted medtech solutions in order to prevent, diagnose, and treat hospital infections and antibiotic resistance. Read more (in German)
Berne, March 23, 2017 - The aim is to further increase patient safety through the EU's new regulation of medical devices (MDR) and in vitro diagnostics (IVDR), which are expected to come into force mid 2018. The introduction will have significant implications for the whole medtech sector - from industry through to end users. Read more (in German)
Zurich / Berne, September 6, 2016 - The Swiss medtech industry has been leading GDP performance since 2010 and showing constant annual sales growth of around six percent. However, increasing revenues and higher employee numbers are also facing growing pricing and regulatory pressures, in addition to the strong Swiss franc. Read more


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The cradle includes a thin mattress 3 cm -siege auto with hood and covers legs. Chassis very light and occupies little space when it is firm. Swivel wheels - central cut. Can be installed face mom or facing the rou. Adjustable position retractable to 3.
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2 stroller with covers and hood. 2siege auto with covers legs and hood.
80 cm to 115 cm adjustable. The offer includes the irys wheel model with solid tire. If you want the inflatable wheels are 20 euro plus por the omega model. (Attention, the color of car seats will be coordinated with the stroller).
All our products are first class. And with the certificates for security. We want the best for your child!
The item "stroller for twin freestyle trio strollers + cradles + car seats black + white" is on sale since Thursday, June 22, 2017. It is in the category "baby, childcare \ strollers, systems, access. The seller is "sweetbaby2016" and is located in ponzone, al. This item can be shipped to the following country: France.


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This time of the year is a very "in-between" moment in many lives of people. Students have finals, teachers must grade them and submit last grades for the year. Parents are preparing for parties to celebrate achievements and graduations. And for the believer, these are the days between the Ascension and the coming of the Holy Spirit which will be, not only the birth of the Church, but the culmination of the Easter promises!
I am still musing over this quote my friend posted on FB because it speaks to the heart of this "in between" time. I share it with you here.
This way of Jesus ascending is not the final farewell. Rather this Second Mystery of the Holy Rosary is a reflection of how Jesus remains with us in a way in which we will never be disappointed, in an eternal sense. He will give us his spirit. He will breath his spirit upon us to strengthen and renew us, to bring about a new joy-filled life where reconciliation and unity is made the only reality.
The Spirit comes gently and makes himself known by his fragrance. He is not felt as a burden, for he is light, very light. Rays of light and knowledge stream before him as he approaches. The Spirit comes with the tenderness of a true friend and protector to save, to heal, to teach, to counsel, to strengthen, to console. The Spirit comes to enlighten the mind first of the one who receives him, and then, through him, the minds of others as well. ~Catechetical Instruction by Saint Cyril of Jerusalem, bishop
During this in-between moment, let us pray and wait with great anticipation for the fulfillment of promises!


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Students will develop the writing skills that will assist them to communicate their ideas in an academic setting (e.g. how to write a term paper), complete an incident report at work, and make oral presentations (e.g. public speaking skills) for both the work and college environment. For this last area, students will prepare and deliver a multimedia presentation on a self-selected topic.
This course will give the student tools and concepts helpful for managing the interpersonal effectiveness of their work, family and social relationships. Course topics include the impact of perception on communication, non-verbal communication, the self concept, communicating emotions effectively, managing defensiveness, and conflict resolution. Students will also learn the practical skills of checking perceptions, listening effectively and both giving and receiving feedback. This course replaces DCSP-1059 Interpersonal Communication A and DCSP-2002 Interpersonal Communication B.
Students will be provided with a general overview of a healthy physical state as well as alterations from a healthy physical state. They will describe the knowledge and practical skills necessary to provide personal and health related care to individuals with disabling conditions. They will identify when to consult with appropriate health care professionals. They will also recognize and describe skills needed to support individuals with special medical issues and needs related to their specific disabling condition. Emphasis is placed on the provision of care while attending to such factors as privacy, safe practice, and individual preference and ability.
Students will practice a variety of strategies that will assist people with disabilities to incorporate literacy into their everyday life experiences. Students will work directly with a learner to develop an individualized literacy plan.
This course introduces students to a school setting for children or young adults with disabilities. This experience will enable students to observe and practice the skills required to work as an Educational Assistant in different types of school settings. This course is a mandatory course in the program. Students will spend 140 hours in an educational setting in Semester 3.
In Practicum Seminar 3, students will examine the structure of services and the role of profit and not-for-profit agencies in the provision of support for persons with disabilities. Students will review personal and professional development areas relating to employment. They will also prepare for Practicum-Education.
This course assists students in exploring the variety of creative opportunities for meaningful involvement in community life such as theatre, music, and art. Students will explore their own creative potential and consider strategies for assisting individuals to be included in artistic aspects of their homes and communities.
Practicum Seminar 2 assists students in planning for Practicum-Residential and Practicum-Employment/Day Service. The principles of group dynamics and team work as well as how to plan for life-long personal and professional growth will be covered in this course.
This course enables students to have some choice in deciding where to complete their final practicum. Options may include residential, employment, or day service, and educational, advocacy, or community development. Students will be guided in making this decision by the practicum co-ordinator based on their career plan, as well as their academic record, general aptitude, and interest in a particular setting. The practicum co-ordinator reserves the right to make the final decision. This practicum may also be a paid practicum if the student has been offered employment during Semester 4 of the program. This course is a mandatory course in the program. Students will spend 173 hours at their site in Semester 4.
Students will demonstrate employment preparation skills such as resume writing, career planning, and interview skills. Students will discuss practicum experiences, how knowledge and skill could be applied in the workplace, and plan for Practicum-Final.
Practicum Seminar 1 provides an orientation to practicum and assists students in planning for Practicum-Residential and Practicum-Employment/Day Service. Students will also demonstrate strategies related to time and stress management.