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Will Los Angeles Lakers Rethink Approach to Free Agency?May 31, 2014
During Mike D'Antoni's time with the Los Angeles Lakers, there was a fairly obvious plan—to create an exciting, free-flowing brand of basketball while simultaneously shedding salaries and building for the future.
There were some problems along the way, however. Like a 27-55 season.
Now, the Lakers are trying to sort things out again. They've got just a handful of players under contract, one of whom is Kobe Bryant. They also have no coach and a bunch of free agents who are heading out the door.
Of that group, three are generally regarded as quality frontcourt players who will soon comprise a major portion of this summer's paltry big man free-agency pool.
Should the Lakers rethink their strategy of letting Pau Gasol, Jordan Hill and Chris Kaman abscond to the land of plentiful dollars?
There is some anecdotal evidence to suggest the Lakers' front office may be considering adjustments to their previous small ball master plan. It just takes a simple connecting of the dots.
Lakers general manager Mitch Kupchak recently talked about the importance of Bryant to the organization, as relayed by Arash Markazi of ESPN LA: "We have a player on our team who is proven in this league offensively that he can score. That certainly is a consideration; obviously I'm talking about Kobe."
Kupchak smoothly segued into the team's search for their next head coach, still referencing the Mamba:
He's under contract for two more years, and we think he's a very integral part of this team and we have to make sure whoever we hire as the coach really gets the most productivity out of him, whether it's scoring the ball or playmaking or the threat that he may score. That's probably of primary importance right now.
Next, let's consider some of the coaching candidates that the Lakers are currently interviewing.
Lionel Hollins was all about maximizing a big front court when he coached the Memphis Grizzlies—grinding out wins the old-fashioned way.
Byron Scott spoke with Sam Amick for USA Today Sports about Bryant and their mutual philosophy: "He knows that I'm an old-school coach who's very demanding on the defensive end and knows that defense and rebounding wins championships, so I think from that point of view we see eye to eye."
And as Mike Dunleavy pointed out while discussing the Lakers' coaching situation on 710 ESPN's Max & Marcellus: "For me, I play a power game. It's an advantage. I love to play that way. I thought Kaman and Gasol were a great fit."
This past season, Bryant expressed his general distaste for the new trend of basketball, per Dave McMenamin of ESPN LA:
It's more of a finesse game. It's more small ball, which, personally, I don't really care much for. I like kind of smash-mouth, old-school basketball because that's what I grew up watching. I also think it's much, much less physical. Some of the flagrant fouls that I see called nowadays, it makes me nauseous. You can't touch a guy without it being a flagrant foul.
Will the Lakers move back to what worked for them in the past? The first step is fortifying their ranks.
The only frontcourt player under contract with the Lakers for next season is Robert Sacre—the No. 60 pick in the 2012 draft and a useful guy off the bench. Management can also extend a qualifying offer to rookie Ryan Kelly, thus making him a restricted free agent.
Kelly was the team's No. 48 draft pick last year—a willowy stretch-4 who developed nicely in D'Antoni's spread-offense system.
And that's the extent of the front line.
So what is the implied solution—will corralling Gasol, Hill and Kaman solve all the team's woes?
Of course not. However, signing at least one of those guys to an affordable contract would be a good place to start. Bringing back two would be even better. And while it has been repeated ad nauseam, Gasol and Bryant have been a pretty effective duo over the years.
The Lakers might also consider drafting a player like Julius Randle—a stocky power forward who likes to bull his way to the basket.
Does anyone think that a coach like Hollins would not be able to utilize Randle?
There's also the matter of other Lakers free agents—re-signing scorers like Nick Young and Jodie Meeks would work just fine within the context of a more disciplined system. Just because Kupchak wants to maximize Bryant's productivity, doesn't mean there's no place for shooters.
Don't forget—Phil Jackson's half-court sets and inside-out philosophy allowed players like Glen Rice, Robert Horry, Derek Fisher and yes, Sasha "the Machine" Vujacic to knock down timely 3's.
Speaking of Vujacic—is he still working out at the beach and hoping for a return to the NBA? That wouldn't be a complete waste of an un-guaranteed minimum salary contract.
The Lakers should also be looking at available free-agent forwards who can play both ends of the floor, like Luol Deng if he can be had for a reasonable price or Trevor Ariza who played so well in Los Angeles a few years back.
Bryant is heading into what is presumably the final stretch of a long and glorious career. Hiring a complementary coach and adjusting a free-agency approach does not mean giving up on the future.
It simply means getting the most out of a prized asset before it's gone


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Sep 20, 2011
Operation is an old game that tasked players with removing internal organs from the game board by using a pair of metal tweezers that could not touch the metal on playing surface. This game has spawned many copycat games, and is slowly finding a similar play mechanic integrated into the realm of video games. Shadow Cave is just one such game of precision maneuvering.
In Shadow Cave, players are tasked with navigating a glowing light through a dimly light cave, with the goal being to hit the light at the end of the tunnel. The game wastes little time in breaking players into just how precise they have to be, as by the second map the tunnels are tight, and rocks are falling from the ceiling. Any collision with the walls or an impact with the obstacles, like the falling rocks or dripping water, will yield in a death and having to start all over. The game further complicates this by adding in contraptions that are controlled by sitting in one spot to activate said contraption, and then racing to the next spot. This will test the patience, and pinpoint skills of even the best surgeons out there.
It is a good thing that this game provides such an enjoyable setting to die in, as dying happens a lot. The world is full of deep dark colors, with black being the primary color of choice. The backdrop is a subdued variation of blues that moves as the guiding light is directed around the screen. The audio complements this setting extremely well. Water drips and echoes, stone doors make sounds that even Dr. Jones would enjoy, and even the rocks falling from the ceiling provides a nice crunchy thud. There may not be a smattering of Crayola crayons here, but the audio and visual work well, especially with a nice screen and good headphones.
Sadly the game falls apart due to controls and ads. First, the ad business. Having ads on the bottom of the screen on a free app is one thing, but to stop the game between levels and force the player to close the ad is rather annoying. It breaks up the game flow and helps pull gamers out of the setting. The second part that falls short are the controls. Even with the highest sensitivity, players will run out of real-estate before they meet their objective. This would not be a big issue if one could reposition their finger without the yellow orb jumping to some other part of the screen, often leading to death and a do-over. I died so many times just because the game did not register me moving through the exit, reposition my finger, and my yellow orb "teleporting" into some wall at some random place in the level. The ads are one thing, but to deal with terrible controls is unacceptable, especially when this game requires such a high amount of precision.
If it were not for the bad controls, this would be a rather enjoyable game of skill and precision, but sadly the controls and ads cripple the fun. If a patch comes out to fix the control problems, this will be a decent game, but until that time comes, it is one to skip over and keep looking for something less infuriating. However, those that want an exercise in patience can check it out for free on the Android Market.

subset: commoncrawl


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E-Station Pty Ltd (Balcatta, WA)
E-Station supplied the RAC Electric Highway with Circontrol Trio fast chargers
E-station was set up in Australia in 2009. Our aim is to serve the emerging Electric Vehicle market in Australia by providing low cost plug-in charge points to cities, local councils and private operators. Our belief is that the EV market will require low cost infrastructure to ensure its viability and offer a level of convenience to drivers that encourages uptake of electric vehicles.
Apart from the issues surrounding emissions and climate change, EVs will lead to better quality air in all our cities and reduce the significant health costs incurred by our current petrol based fleet. From a strategic point of view it is imperative that Australia reduces its dependence on the worlds diminishing oil reserves and is not caught with an escalating import bill as the cost of oil rapidly increases due to peak oil.
From an economic perspective it is essential that Australia changes to a vehicle fleet that improves health outcomes, reduces reliance on foreign oil and is powered by local clean energy. The infrastructure must be in place to facilitate a smooth transition to a new transport future. It is our mission to encourage the early adoption of a charge point network.
E-Station supply and install Circontrol charging equipment.
E-Station is proud to be a corporate member of the Australian Electric Vehicle Association.
Address: 4/146 Balcatta Road, Balcatta WA 6021
Phone: (08) 6102 1285
Email: firstname.lastname@example.com
Web: http://e-station.com.au/


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AJ Smith: "People who are afraid to fail will be 8-8 the rest of their life"
Discussion in 'American Football' started by nickelbolt, Feb 20, 2007.
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This website is in Romanian. This particular project has been made by this man, James Mollison, a photographer who took pictures of children and their bedrooms. It is pretty disturbing to see in what conditions some children have to live, while others are spoiled to the sky and back.
This, as I understood, is a fashion designer who wanted to make a little difference, to make people realize that there are people with serious disorders. It made me cry, the first time I watched it.
This is about carefreeness. A few people who have cancer had their make-up and hair done. They had their eyes shut and they couldn't recognize themselves when they looked in the mirror. The happiness can be read in their eyes, as a photographer captured the moment they opened their eyes. That, that happiness is priceless!
This guy's name is Vlad Coste and he has this little project 'Cred in schimbare' which means ' I believe in changes'. In this video, he's saying that he won a $250 prize and with that money he bought 6 pizzas for homeless people. At minute 2 the homeless man gets a cat out of his jacket. He calls the cat his baby. He also says that he lives on the street since 1985 with his wife. (That's just sad..) At the end of the video, Vlad meets this man whose name is Ioan Coste, which is the name of Vlad's father. How awesome is THAT?
I would like to make a sort of series with these videos because as I said, these are the ones that should be viral. I don't like "begging" but please share if not my post, then at least one of these videos. Get the word out there and try to make a difference.
I've been busy with a few projects so I'm not able to write as much as I'd like. Today, for example, I tried to get some signatures to be able to go raise some money for an orphanage and guess what? The owner of the orphanage sent me to the (I'm not sure if this is the translation) County Child-care something, which is something big, almonst as important as the town hall. Aparently, they couldn't give us the document we need to raise the money, and they sent us to our school's principal. We'll see tomorrow if we can make him guarantee for us, but I honestly have a bad feeling about it. However, I got involved in 2 other projects with one of my teachers. For the first project, we'll go to a center to play and help (as much as we can) some children with severe disorders (such as Down Syndrome, etc.). For the second one, we'll go to a school from some forgotten-by-the-world-village. To get to school, the children from that village have to go through a forest and pass a river. It's.. sad.
Anyway, my point is that sharing these might change some people's way of thinking. One man can change the world. I believe in changes. (when I'm not depressed, haha)


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Click here for a downloadable PDF.
There are several post-secondary education models that young adults with autism may want to consider. Each model offers supports and classes that will provide young adults with the skills that they may need to reach their goals and dreams.
Three main types of Post-Secondary Education models include:
1. Mixed/hybrid model: Students participate in social activities and/or academic classes with students without disabilities (for audit or credit) and also participate in classes with other students with disabilities (sometimes referred to as "life skills" or "transition" classes). This model typically provides students with employment experience on- or off-campus.
2. Substantially separate model: Students participate only in classes with other students with disabilities (sometimes referred to as a "life skills" or "transition" program). Students may have the opportunity to participate in generic social activities on campus and may be offered employment experience, often through a rotation of pre-established employment slots on- or off-campus.
3. Inclusive individual support model: Students receive individualized services (e.g., educational coach, tutor, technology, natural supports) in college courses, certificate programs, and/or degree programs, for audit or credit. The individual student's vision and career goals drive services. There is no program base on campus. The focus is on establishing a student-identified career goal that directs the course of study and employment experiences (e.g., internships, apprenticeships, work-based learning). Built on a collaborative approach via an interagency team (adult service agencies, generic community services, and the college's disability support office), agencies identify a flexible range of services and share costs.
As described by the Institute for Community Inclusion: www.communityinclusion.org/article.php?article_id=178
Different post secondary educational institutions may offer one or more of the models listed above that may meet the needs of a young adult with autism. Post secondary educational institutions include:
Four Year College or University
There are more and more colleges that do provide support services for students with disabilities. However, students and their families are encouraged to research to make sure that the supports offered meet the needs of the student. College students with autism may need assistance learning the advocacy skills required to ask for
supports and accommodations. A counselor or peer-counselor may be able to assist with this, or someone from the school's office of disability services. In rigorous academic classes, a student may want to request the assistance of a tutor. Tutors are often available through the university and can be located through various
avenues. A good place to start is the office of disabilities.
Cooperative Education
An option offered at Some colleges and universities is cooperative education. In a cooperative education program, the student alternates between taking academic classes and working in the field of their choice. If available, this type of education can oftentimes be a good choice for students with autism, as it allows them to develop both academic and work skills at the same time.
Community College
Several community colleges are developing programs to meet the needs of young adults with developmental disabilities. For some students this may include life skills such as money management, problem solving, and housekeeping. For others it may be more academic subjects and for others, it is a combination of both. The good news is that community colleges recognize the needs of individuals with developmental disabilities and are tailoring programs to meet these needs. The Consortium of Community Colleges for Autism and Intellectual Disabilities has approximately 40 community colleges in its membership and they are developing best practices in supporting
individuals with developmental disabilities.
For a list of some community colleges with programs geared toward individuals with autism and other developmental disabilities, visit the Autism Speaks Resource Guide: AutismSpeaks.org/community/fsdb/search.php
Vocational or Technical Schools
Vocational or technical schools can provide individuals with disabilities with the opportunity to experience hands-on learning in a variety of fields. There are some career and technical education programs that provide this hands-on training along with academic skills such as reading, writing, math and problem solving skills. These programs also provide workplace experience such as internships and mentorships. It has been reported that participating in vocational or technical classes during the last two years of high school, especially classes that offer occupational-specific instruction, is a successful transition strategy. It may be helpful to work with your school district to find
out about programs in your area.
Even for those who may not want to attend college fulltime, or who do not possess the standard high school diploma, young adults with autism have the ability to audit classes.
504 Plans
Most colleges and universities have a department that ensures the school's compliance with both the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. It is important to become familiar with the school's disability-related resources so that your young adult can be sure to advocate for the services and supports they are entitled to.
"The Section 504 regulations require a school district to provide a 'free appropriate public education' (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability. Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of non-disabled students are met."
- Free Appropriate Public Education for Students with Disabilities: Requirements Under Section 504 of The Rehabilitation Act of 1973 www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html
Section 504 and ADA are civil rights laws. They are designed to help protect individuals with disabilities from discrimination in school, work and public accommodations. Section 504 applies to any school that gets federal funding. Students with disabilities cannot be denied appropriate services or supports that may be necessary to meet their needs, or that would be available to students without disabilities. In order to be eligible for Section 504 protections, a student has to have a physical or mental impairment that limits at least one major life activity, as well as a history of this impairment in a major life area. Reasonable accommodations can include: taped books, readers or scribes, note-takers, access to the instructors notes, extended time for assignments and tests, the use of a calculator, preferential seating and other similar supports.
You may want to keep in mind that Section 504 does NOT require an institution to compose a written plan, but most places will do this. In order for a student with autism to receive accommodations under Section 504, the student or his or her advocate must request them. Even if young adults with autism had services in high school, this does not ensure that they will have them if they go on to a post-secondary educational setting. Some post-secondary educational institutions will provide supports usually through an office set up to aid students with disabilities. However, the level of supports as well as the efficiency and effectiveness vary from school to school. It is important that you and your young adult research the supports available and determine if they will be appropriate for success in this educational setting. It is essential to remember that once your child has left high school and is enrolled in an institution of higher education, IDEA requirements no longer apply. Section 504 and ADA will protect the student, but it is the young adult's responsibility to make sure appropriate accommodations are requested in
This is the best opportunity to self-advocate. Young adults with autism would be best served by speaking up for themselves and articulating their needs. College counselors are more readily willing to listen when the student, not their parents, approaches them. Some individuals with autism will go on to college after high school. The number of 2-year and 4-year college opportunities for young adults with autism has been growing in recent years. There may be no greater opportunity for self-advocacy than during this process. You may want to remind your young adult that his or her "voice" will make a difference. It is very important to share anxieties or areas where he or she needs help. You also may want to help your young adult with autism make a list of his or her most significant concerns about college. Young adults should be encouraged to share these concerns with their advisors. Creating a solid support system may lower the chances of future problems.
Differences between High School and College
Adapted from Kay McVey, Faculty Development Specialist, PROJECT CONNECT,
Henderson State University (www.uml.edu/student-services/disability/transition2.html)
High School
- All students have the right to an education
- Individuals with Disabilities Education Act
- Section 504 of the Rehabilitation Act
- Americans with Disabilities Act
- School district is responsible for identifying the disability
- School district designs the IEP
- School district ensures that the IEP is implemented
- Teacher functions as advocate
- Fundamental alterations to program of study are made
- Personal services are provided (ex: aide)
- Success is more of a right
- Transportation to and from school is provided.
- Parent or guardian is the primary advocate. Students learn ways to become their own advocate
- College education is a privilege, not a right
- Section 504 of the Rehabilitation Act
- Americans with Disabilities Act
- Student is responsible for providing documentation that establishes verification of the learning or other type of disability
- Student identifies his/her needs in collaboration with his or her counselor.
- Student is responsible for their own progress.
- Students must advocate for themselves.
- Fundamental alterations of programs are not allowed. Classroom accommodations may not alter the fundamental nature of a course of impost an undue burden on an instructor/institution.
- Personal services are student's responsibility.
- Only the opportunity to succeed is provided.
- Transportation to and from school is NOT provided
- Students are expected to be their own advocates.
Preparing for College While Still in High School
If your young adult is planning to go to college, it is essential to remember that in order for a student to apply to college, he or she will need to obtain a high school diploma or a General Education Diploma (GED). An IEP diploma will not be recognized by institutions of higher education.
Make sure that all standardized tests have been taken, both ACT and SAT, and SAT subject tests. Some colleges will require these for admissions. If you think your child may need extra support taking standardized tests, oftentimes accommodations can be arranged. In order to ensure that the right accommodations are in place, you and your young adult should work with the school to fill out the necessary disability paperwork to make these requests. Be mindful that this needs to be done several months in advance of your child sitting for the examination.
Find out if colleges that your child may be interested in require IQ or achievement test scores to receive accommodations under Section 504 (see below). The high school may be able to arrange for this while the student is still under IDEA.
Assess if the individual needs any remedial classes before going on to college. Some students do this at college, while others spend an extra year in high school. Summer courses may be an option for your student with a college in your area. These classes can help to prepare the student for the upcoming transition.
Work closely with your guidance counselor to begin to explore all available options. One option is Dual Enrollment. A dually enrolled student is a student who is still officially a student at high school, but is also taking one or more classes at a college for credit. Transition teachers from the school will work with your young adult outside of school.
His or her weekly schedule might include taking classes, looking for a job or working, learning to use public transportation, and working out at a health club. Dual Enrollment allows the student to begin to get used to the college setting, life and workload, while still in high school.
Choosing the Right School
It is essential to ask the right questions as you explore post-secondary education options. The Autism Transition Guide: Planning the Journey from School to Adult Life by Carolyn Bruey and Mary Beth Urban gives the following advice:
- Talk to the guidance counselor at your school.
- Attend local college fairs and ask about disability support services.
- Ask your child's teacher about where some of their past students have attended college.
- Ask other parents of students with ASD.
- Consult local autism organizations to see about listings of colleges that offer supports.
- Make sure to arrange visits to any potential schools where you can speak with staff and students. The school may also be able to help connect you to other students with ASD and their families.
- Investigate if the school has the proper supports and services available for your child to have the most successful and rewarding experience possible.
- Keep in mind that there are many different types of institutions that your child could possibly attend. These include: vocational school, community college, technical institutes, state schools, liberal arts schools and also the variation of 2-year versus 4-year programs.
- Factors that come in to play when selecting a college can also include location and finances.
- Students and their parents should not hesitate to visit the selected college and the one they will eventually attend as many times as they need to in order to familiarize the student with the college.
Below is a checklist of topics that families may want to take into consideration when
discussing transition from high school to college. The checklist is adapted with
permission from Jerri Roach Ostergard, Transition Specialist, Worcester MA Public
Schools as found on the Think College website. You can also see the checklist at:
- Help your student know what choices they have. Visit programs, talk to other students, families, watch videos, etc.
- Set post-secondary education and career goals through the use of personcentered planning.
- Ensure that your son/daughter is enrolled in academic courses throughout high school, which will prepare him/her for college courses. While not a requirement, experience tells us that students with more inclusive academic experiences in high school do better once in college.
- Know the difference between the laws that govern education at the secondary level (IDEA = entitlement) and at the college level (ADA = otherwise qualified). Encourage your son/daughter to participate in and, if possible, lead their own IEP. Participation means planning the meeting, working with a teacher to identify their own goals and supports, presenting their goals at the meeting, welcoming the team, learning about the forms.
- Help your son/daughter learn to advocate for him/herself while in high school, which will prepare him/her for whenit needs to be done in college.
- Obtain college catalogue(s) and review them carefully with your son/daughter and with support from high school staff (e.g. guidance counselor, transition coordinator) as needed. Visit campus activities while in middle or high school, sports, recreational, entertainment activities. Have a currently enrolled student get involved in the campus visit or activity.
- Ensure that documentation of your son/daughter's disability is up-to-date. This may be required by the college.
- Discuss with your son/daughter the nature of their disability and how it affects their school work. Practice how they refer to their disability and identify what supports they need.
- Encourage teachers to document what accommodations and technology your son/daughter uses now and what they may need in college (e.g. reader, note taker, scribe, books-on-tape, speech-to-text software, screen reader, tape
- recorder, PDA, etc.) Create a list of these accommodations and supports.
- Visit colleges together so that your son/daughter has good information to make a final choice.
- Your son/daughter should meet with college Disability Services Office (DSO) staff to talk about documentation and learn about how accommodations in college are different from high school.
- If there is a specific program on the campus for students with intellectual disabilities, arrange to meet with the staff. Find out how participants in the program participate in general college life and academics.
- Discuss goals, learning needs, and how to access specific accommodations, including academic supports, that are available for all students (e.g. tutoring, writing support) with your son/daughter and DSO staff before classes begin.
- Figure out and setup transportation prior to the start of school (e.g. driving, carpooling, learning to use public transportation, travel vouchers).
- Be aware of financial aid resources available to your family and make sure that funding for all costs is arranged before school starts (e.g. tuition, books, fees, transportation). Identify how financial support your child may receive impacts other benefits (e.g. SSI, SSDI).
- Know what services are available through adult human service agencies (e.g. vocational rehabilitation – tuition, books, transportation, employment supports; One-Stop Career Canters, Individual Training Accounts, Developmental Disability agencies). Representatives from these groups should be at the transition IEP, PCP, etc. Your son/daughter should have the phone numbers for relevant agencies in their cell phone.
- Be prepared for the fact that you, the family member, need written consent from the student to obtain access to their records at the college level.
Key Skills, Common Issues and Concerns
Self Advocacy and Post-Secondary Educational Opportunities
Once your young adult with autism had been accepted into an educational institution, he or she needs to start relying on his or her own self-advocacy skills. Most institutions do not have a way for parents to advocate for their young adult. This leaves the responsibility in the hands of the students.
Leaving high school and participating in new educational opportunities may be challenging, partially because the mandatory supports that were in place are no longer there. In addition, as a parent you may have advocated for your young adult throughout his or her school years, and will no longer able to do so. Young adults with autism in
college become solely responsible for themselves. It is now up to them to ask for what they need in all situations, both academic and social. It may be a good idea to review the types of services that were helpful in high school to prepare your young adult for what will be helpful in college. This transition is most likely a major change for both you and your young adult, so it's important to develop self-advocacy skills while still in high school.
Aside from the necessary services, there will be other areas in which young adults with autism need to communicate and advocate for themselves. These areas can include: knowing how and when to disclose their autism diagnosis, understanding their rights, and asking for assistance when necessary.
While in college, the ability to ask for what you need, find out about new situations, and navigate the complex social world can often be difficult. Working on these skills and ideas in advance can help students use them when necessary. Some things that students have found helpful are:
- Creating a disclosure letter with disabled student services.
- Learning when, how, and how often to ask for accommodations.
- Seeing professors during office hours.
- Talking about what is not working, giving/receiving feedback.
- Resolving problems.
Stephen Shore outlines the four main components to think about before entering college and work on while you are there:
- Coursework
- Living
- Organization
- Social
Independent Living Skills
Many students may worry about living skills such as organization and time management upon entering college. It is important for you to work with your young adult to begin to develop these skills in the transition plan while still in high school. These skills can include: managing time, setting priorities and organizing assignments and free time.
It is very important for your young adult with autism to maintain structure in his or her life in college. Structure is still there in college, but it needs to be more self-imposed. There is quite a bit more free time in college. Very often, the amount of time spent on homework and studying exceeds the amount of time spent in the classroom. Young adults with autism need to be able to create new routines to adjust to the many changes in daily life that happen between high school and college. Self-advocacy is essential.
Young adults with autism living on their own may need to cultivate skills relating to independent living skills such as cleaning, managing finances, solving problems and doing laundry. It is essential to note that these types of independent living skills should be worked on prior to leaving high school.
This is a blog entry written by Autism Speaks staffer Kerry Magro. Kerry, an adult who has autism, is a rising senior at Seton Hall University, majoring in Sports Management. He started an Autism Speaks U Chapter: Student Disability Awareness on campus to help spread awareness and raise funds for those affected by autism. Autism Speaks U is a program designed for college students who host awareness, advocacy and fundraising events, while supporting their local autism communities.
One issue, in my opinion, that isn't addressed enough on college campuses, is accommodations within the residence halls for those with disabilities. Yes, from time to time you will see a residence hall with an elevator, maybe bed shakers for those who are hearing impaired, but does that make a residence hall "disability friendly?" I don't think so. A disability friendly residence hall should be accommodating to all disabilities, especially autism.
For people just starting college, living away in a dorm can be a difficult transition. For an individual with autism who is affected drastically by change it can make that transition almost impossible. The argument to this, is that those affected by autism who actually attend college are just a small enough quota where it doesn't really matter. The thing is, most accommodations for those with autism in the dorms just rely on having a good and understanding friend. It's easy in college to fall into a pattern of anti-social tendencies when work builds up on you.
I have seen this from every angle imaginable. My freshman year in the dorms, I was a resident. During my sophomore and half of my junior year, I was a Resident Assistant (RA) who helped residents while living in the dorms. Living in the residence halls wasn't much of a difficulty for me, but that was because I had great friends early on who supported me in everything that I did. Being able to socially get my way through that first year, where I was seen as enough of a leader to be one of the only autistic RA's not only in New Jersey, but in the country.
So what can autistic individuals living in the dorms do to make themselves ready for the transition? Firstly, strongly consider requesting a single room. Most colleges are very willing to give someone with a registered disability a single. I have lived alone and have loved the benefits. Mainly, the best benefit is that you have your own place to unwind. You don't have to worry about whether you get along with other individuals. The pros outweigh the cons in most cases.
Secondly, make sure you get yourself out there. Most residence halls have programs within the first couple of weeks of school to get people meeting your fellow peers. Most residence halls will also have a peer support group for those with disabilities where you can interact with others who have similar difficulties within the dorms. We also live in a technology related world, so if you don't feel comfortable with face to face conversations, virtual communication (Facebook, instant messaging, texting) is a great way to practice your social capabilities. Just make sure it doesn't become a habit, if you are never leaving your room!
Take some time to meet with the director of your dorm. If you are open with them about having a disability, they can't turn you away, and have to give you proper accommodations. You need to force yourself out of your comfort zone because that's where the most progress can be made.
Now, this is a process. There is no game plan to every disability. You have to create your own plan of attack. Independence is not learned overnight either, so take the steps needed to make your own personal plan and then follow through.
Post-Secondary Education Resources
Think College! College Options for People with Intellectual Disabilities
College Coach: Excellence in Educational Advising
WNY Collegiate Consortium of Disability Advocates
U.S. Department of Education Office for Civil Rights: Protecting Students with Disabilities
The Autism Transition Guide: Planning the Journey from School to Adult Life
by Carolyn Thorwarth Bruey, Psy.D. and Mary Beth Urban, M.Ed.
Living with Autism: Life After High School
Autism Society
The Health Resource Center at the National Youth Transition Center
Online Clearinghouse on Post-Secondary Education for Individuals with Disabilities
Free Appropriate Public Education for Students with Disabilities: Requirements Under Section 504 of the Rehabilitation Act of 1973
The Syracuse Community-Referenced Curriculum Guide for Students with Moderate and Severe Disabilities
by Alison Ford
Understanding Asperger Syndrome: A Professor's Guide
More General Transition Resources
Transition to Adulthood: Guidelines for Individuals with Autism Spectrum Disorders (ASD)
by the Ohio Autism Task Force with the support of the Ohio Center for Autism and Low Incidence (OCALI) Transition to Community Task Force
Guiding Your Teenager with Special Needs Through the Transition from School to Adult Life: Tools for Parents
by Mary Korpi
Life's Journey Through Autism, a Guide for Transition to Adulthood
Organization for Autism Research, Southwest Autism Research and Resource Center and Danya International, Inc.
Growing Up on the Spectrum: A Guide to Life, Love and Learning for Teens and Young Adults with Autism and Asperger's
by Lynn Kern Koegel, Ph.D. and Claire LaZebnik
Autism Into Adulthood — Making the Transition
by Jennifer Van Pelt, M.A.
Social Work Today


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SUEZ has a network of over 100 sites and facilities. Find your nearest SUEZ site using our Interactive Map.
Our association with Kookaburra Kids began in 2013, when we partnered with the Australian Kookaburra Kids Foundation as a major corporate sponsor. We committed $150,000 over three years to fund much needed respite camps for children living in families affected by mental illness. In addition to funding.
Whilst our financial support of this inspiring organisation continues today, our team at SUEZ also plays an active role with the Kookaburra Kids, participating in fundraisers, donating prizes, attending events, providing venues and support for camp days and through employee volunteering.
Find out more about the Kookaburra Kids Foundation here.Back


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ALERT FOR INVESTORS AND DEVELOPERS RARELY AVAILABLE (((C-15 Commercial zoning))) 8000 sq ft lot in the Center of CLOVERDALE READY TO BE DEVELOPED. This is one of 3 properties side by side More than 24,000 Sq Ft land available. Great Investment Opportunity knocking. Develop Now or Hold for Future. HURRY before to It's too LATE !!!!!
Taxes (2017): $2,855.48


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ColdFusion Components are essential building blocks used in creating tiered, structured, and scalable applications. ColdFusion Components combine the power of objects with the simplicity of CFML.
Unlike Custom Tags, which are primarily used to encapsulate processing, and UI abstractions, ColdFusion Components are designed to black-box processing, transactions, back-end integration, and the like.


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Calendars and fingers aren't strictly necessary for calculating the number of annual editions of Charlotte Squawks that have been presented uptown at various Blumenthal Performing Arts Center venues - including the current production at Booth Playhouse. Eight Misbehavin', the show's subtitle, handles that chore for us and helps describe the topical musical revue's evolution from the Dark Ages of its tender, tenuously naughty beginnings when the satire was qualified with such descriptions as With Luv and Pleads the Fifth. The break with timidity probably occurred with Six Degrees of Desecration when I thought it was still charitable to steer clear of reviewing the production.
The series had certainly taken a hairpin turn when I checked out Seven Year Bit©# last year, though the euphemistic typography sent me a warning signal. Misbehavin' is the bravest, most challenging, most eclectic Squawks yet, building on Bit©# while borrowing from it. "Greenway," based on Paul Anka's "My Way," "They Will Screw Ya," based on Leonard Cohen's "Halleluja," and "Hey, Big Lender" are effective repeats that have remained relevant, while "We're Chiquita Banana" sounds rushed into service without the benefit of Squawks writer Brian Kahn's top parody form.
On the other hand, "Why Not Wed Gays," based on the Village People's "YMCA," and "Convention," parodying "Tradition" from Fiddler on the Roof, have all the currency and bite you could ask for. "I Will Govern You," a parody of Boyz II Men's "I'll Make Love to You" targets Mayor Pat McCrory's second run at the governor's office the best of a series of political salvos aimed at Bev Purdue, Mitt Romney, Newt Gingrich, Barack Obama, Jennifer Roberts, and somebody named Harold.
With over 30 songs, plus two "Squawks News" segments, I haven't named half the topics Kahn, emcee Mike Collins, and a talented cast tackle. Yes, it's not likely that anyone in the audience will be as versed as Kahn on all the songs he parodies if he or she has been keeping as abreast of local, statewide, and national politics as he has with stopovers on the Bobcats, Cam Newton, the Greek Crisis, Facebook, and NBC's Dateline.
There were a couple of technical snafus on the second night of the run, but Collins has the poise to make those part of the fun. Terry Denise Henry, Robbie Jaeger, Susan Roberts Knowlson, Kevin Harris, Maret Seitz, and Patrick Ratchford are among the best musical performers in Charlotte, and with Jeana Neal Borman conducting, every ounce of mirth that can be squeezed from Kahn's parodies, strong or weak, comes across.
Three other elements have elevated Squawks. Collins' stage direction provides a higher level of polish while Kahn's PowerPoint projections add extra punch. Best of all, two of the politicians parodied in the show participate live or on tape. Mayor McCrory's segments are especially choice nuggets that I look forward to every year, and for Misbehavin', Commissioner Roberts jumped aboard.
On the night I attended, Harold Cogdell was actually in the audience, and Collins went after him with everything he and Kahn had put into the Squawks script. For once, I thought Squawks had crossed the line. So what took them so long?


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In honor of Father's Day, I am sharing this pie recipe with you today.
Now, let's get a couple things straight:
1. I am not a pie person. The main reason being that I don't like pie crust (I know, I know . . . please don't think less of me!).
2. I would rather have a big piece of chocolate cake over a fruity dessert any day.
3. My dad is a pie person, and since today is his day, I am making this for him!
Now, as I mentioned, I don't really care for pie crust. HOWEVER- if you can make the pie crust taste like a delicious buttery oatmeal/brown sugar cookie, I am totally in. And that is exactly what is going on with this recipe. 🙂 I still love chocolate cake more than any other dessert, but this was pretty dang good! And, my dad loved it, so it was perfect.
Serves: 8
This Dutch Apple Pie is a family favorite! The crust is the best part- it tastes like a buttery oatmeal/brown sugar cookie. It doesn't get any better than that!
20 minPrep Time
45 minCook Time
1 hr, 5 Total Time
- 2 cups all-purpose flour
- 1 cup light brown sugar, packed
- 3/4 cup butter, melted
- 1/2 cup oats (I used quick oats)
- 2/3 cup white sugar
- 3 tablespoons cornstarch
- 1 1/4 cups cold water
- 3 cups apples, diced and peeled (I use Granny Smith or Golden Delicious apples)
- 1 1/2 teaspoons vanilla extract
- Preheat oven to 350 degrees.
- In a large mixing bowl, combine flour, brown sugar, butter, and oats. Measure out 1 cup of the mixture and set aside for later; press remaining crumb mixture into a 9? ungreased pie pan. Set pan aside.
- In a large saucepan over medium high heat, mix together the sugar, cornstarch and water until smooth. Bring to a boil and let boil for 2 minutes (or until mixture is thickened), stirring the entire time. Remove saucepan from heat and stir in the diced apples and vanilla.
- Dump covered apples into the pie pan and top with the 1 cup of reserved crumb mixture. Place in oven and cook for 40-45 minutes (the crust will be a golden brown when it?s done). Let cool before serving.


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hi! Im valerie cowell, yes i know what your thinking...
- by NiallzGurl004
- Rating:
- Published: 8 Sep 2012
- Updated: 2 Feb 2013
- Status: In Progress
Emily Cartillio is a straight A student in her senior year in high school until she meets someone who is supposed to be the love of her life but she finds someone else that she adores a little more
Join MovellasFind out what all the buzz is about. Join now to start sharing your creativity and passion
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Takee was born in Baltimore City and is a product of the Baltimore City Public School System, graduating from Western Senior High School.Takee earned her B.A. in Communications from Howard University and her Masters in Teaching from Coppin State University. Takee has held several positions at Baltimore City Schools—including: Carver Vocational-Technical High School, Edmondson High School, and Creative City Public Charter School. She is also the founder and executive director of a mentoring program for young ladies entitled GLAM (Girls Leadership Academics Mentoring) Program Inc. She believes education is the passport to success and is passionate about advocating its value and ensuring her students are gaining exposure to college and career possibilities so that they are able to identify their purpose.
Mergenthaler Vocational-Technical High School
Email: email@example.com
Phone: 443-677-1699


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United Blood Services will award 16 college scholarships at the 12th annual Celebration of Life Awards and Scholarship Banquet.
Approximately 9,100 units of blood were donated during the 2011-2012 school year by students in Clark County and neighboring school districts as part of the United Blood Services High School Challenge. More than 50 schools participated in 140 blood drives throughout the year. To say "thank you," United Blood Services will award 16 scholarships at the 12th annual Celebration of Life Awards and Scholarship Banquet. Scholarships totaling $10,500 will be awarded based upon the number of blood units collected at each high school during the blood drives.
The banquet will be held at 11:30 a.m. May 24 at the Gold Coast, 4000 W. Flamingo Road.
Founded in 1963, United Blood Services of Las Vegas is a nonprofit organization that provides blood and blood products for hospitals in Southern Nevada, California and Northern Arizona. Visit unitedbloodservices.org for more information.


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The traditional vital signs workflow is a common setup for physician offices with paper-based patient record systems.
Patient weight and height are captured manually in the hallway. Elderly, disabled, and overweight patients may need extra time for transitions. Shoes and clothes may also require temporary storage, which can cause delays with patient flow in the hallway.
Pulse, temperature and blood pressure are taken inside the exam room.
For traditional vital signs, weight and height are measured in the hallway, reducing patient privacy and comfort.
The patient is then escorted to the exam room and directed to a side chair or to the exam table, possibly causing transition delays.
If the blood pressure cuff is manual and not attached to the wall, the patient is typically seated in a chair next to the work surface for paper-based patient records.
Conveyance 42
(H) Height 22
(W) Weight 18
(P) Pulse 30
(T) Temp 17
(BP) Blood Pressure 58
Total Time: 187 Seconds
The traditional workflow requires an average of more than three minutes from the time the patient is called.
All content © Midmark Corp. 1999-2012 | Privacy Policy |1-800-MIDMARK | Contact Us | Downloads


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Don't Take Chances – We Have a 100% Success Rate
We specialize in humane removal of . . .
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Feeling frustrated? You're not alone!
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Did You Read Gary's Expert Articles In The Boston Newspapers??
Our esteemed owner, Gary Paduch, is interviewed by Bella English of the Boston Globe about keeping bats out of your house.
Check out the articles right now featured at Boston.com!
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Special Note: Don't be alarmed by the futuristic picture of Gary in a bio suit. He's actually a very friendly guy. (Wouldn't YOU be wearing that suit if you had to touch a bat?)
Mouse Season Is Upon Us – And There Is NO End In Sight!!
Phones have been ringing off the hook since July… The mouse population in MA and RI is *BOOMING* this year! We're definitely seeing more mice than normal. The calls started coming in this past July and there really is no end in site. With the onset of cooler weather, what I call the yearly "Mouse… [Continue Reading]
Exterior Damage Is A Good Indicator
If you see damage on the outside of your home, it's a good indicator that some kind of animal family is living on the inside! This new season calls for squirrels, raccoons, skunks (though they're on the way out), and bats. As the month of May approaches, so does the activity of bats in MA… [Continue Reading]
With Spring Fast Approaching So Does The Activity Of Squirrels, Raccoons, and Bats
Here in MA we get plenty of squirrel calls between March and May. Typically that's when baby squirrels (as well as their parents!) are jumping around the attic. By the first of March the squirrels have usually finished building their nest and chewing holes into the attic. You may hear some subtle scratching (or maybe… [Continue Reading]


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At Muskoka Woods, we know every age has special ideas of what makes camp unforgettable. Our three age groups are: EXPLORER (Ages 6 - 7), RANGER (Ages 8 - 9) and MAVERICK (Ages 10 - 12). "Cabin groups" of 12 to 16 guests are led by counsellors especially in tune with their age group to ensure each guest experiences life-changing fun, growth and accomplishment. Groups are based on the age your child will be as of December 31, 2018.
[Born 2012, 2011] Explorers enjoy special adventures like water sports, athletics and arts activities, plus silly games, songs and stories just for them.
[Born 2010, 2009] Rangers graduate to a more challenging level of activities. We incorporate leadership and character building into awesome activities like bazooka ball, skateboard tricks and more.
[Born 2008, 2007, 2006] Mavericks have the run of the camp with their counsellors leading the way. No activity is too big or bold. This group gets inspired to change their world while having the time of their lives.


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Hika-chan: Okies decided on the POV(a while ago now.. but whatever)... both! Some chapters (probably all of them) will start off with a brief First person interlude, before going on into the chapter.
Also this story begins about two years after Sesshoumaru adopts Rin, so the two have changed a bit due to the time they have spent together. As far as he is concerned Rin is his daughter, even though he doesn't act like a typical human father (duh). This is also after Naraku's defeated and the shards completed (whoa a rhyme) and all that. Though that has little to do with the story b/c I don't currently intend on any other IY chars showing up... but you never know...
-don't own 'em
An InuYasha Fanfiction By Hika-chan
Chap 2: Bye to the Boogie-Man
I can't say I was surprised when Sesshoumaru said we could stay. I knew he was way too practical to refuse us just because of the girl.... It's strange though, I don't really remember her, even though I know it was my fault she was hurt. Her scent had the briefest familiarity to it though I could not truly place how. When I returned to Sesshoumaru's castle I asked him about her. I had noticed the little girl, Rin was her name, peeking in the room behind me. I didn't see the runt, but I could smell her and her fear. Lord Iceman told me where he met her and where he found her. Thinkin' back I figured I "met" the kid not long before I met Kagome and Inukoro. I swear fate is really messed up sometimes. Then again so is Sesshoumaru, I asked him what he wished of us. He said to protect the lands and howl as much as we like... What the f-
In terms of helping Rin, allowing the wolves to stay in his lands was likely one of the best things Sesshoumaru could have done, and one of the hardest. At first it was very hard for her as he tried to get her to not sleep beside him. The wolves were far enough away from the castle to cause Rin little worry but once a month, and sometimes for several nights in a row, when their howls could be heard in celebration or ritual. So to wean her off Sesshoumaru had a futon put into his room, allowing her to sleep there, but not in his bed. Those nights he did not expect to sleep as he was constantly picking the girl up and laying her back on the futon when she would try to crawl up to him. Then he moved the futon to the other side of the room, causing Rin to fitfully toss and turn before she would, occasionally, fall asleep from exhaustion.
Of course while the upsides had their merits, his conscience was currently torturing him with the consequences of teaching Rin to face her fears...alone. He had told her last week that she would no longer be allowed to come into his room when dreams and the wolves plagued her and now she sat outside his bedroom door this night, hands over her ears and slight whimpers escaping her lips. She really sounds like a pup, he found himself musing as the howls continued to echo. Sesshoumaru stared at the ceiling as he lay in bed; he had been teaching her how to fight, starting with hand-to-hand before going into the weapons she chose. Her strength and agility were improving greatly, but the confidence he had been teaching her often wavered on these nights, as was made obvious by the frightful child sitting outside his bedroom door. He sighed and stood, grabbing a night robe on his way to the door. He opened it revealing his tired and frightened ward. She gave an odd combination of a whimper and a happy noise as she wrapped her arms around his leg.
The youkai lord felt a slight twinge of guilt in his heart for the pain he was putting her through, but it was a necessity. He knelt down and picked her up. "Are you going to stay with me tonight Sesshoumaru-sama?"
Sesshoumaru shook his head as he opened the door to her room. "No Rin."
"..hai.." she said in a small voice as he put her down on her bed.
He tucked her in, feeling somewhat out of place in doing so, then sat on the edge of the bed. "Rin, where are you?"
"In my room."
"And where is that?"
"In Sesshoumaru-sama's castle."
"Do you not feel safe in your own home?"
"I do but... Ri- I am scared," she said pulling the covers closer to her.
"I am more than close enough to keep you safe. Do not fear the noises of those that are so far off. Oyasumi Rin."
Rin smiled and jumped up, hugging the taiyoukai around the neck and giving him a peck on the cheek, "Oyasumi Sesshoumaru-sama!"
Sesshoumaru blinked in surprise at the gesture but said nothing feeling all the more strange as he tucked the girl in again. Closing her door and heading back into his room he tried to think of other ways to help the girl loose her fear. Perhaps some meditations, he thought, She does well enough at them already, she is extremely patient for a human child. Of course he knew she was, at least when it came to him, Rin had always waited faithfully for him when he left her with Aun and Jaken.
Sesshoumaru added visualizations to the child's training the very next day, he had a particular exercise in mind for her, but getting her to that point took some preparation. She learned quickly and eagerly, often practicing her fighting (and occasionally her meditations) even after the youkai dismissed her. Within a month she could sense the imbalance in her chakras, by the next she could balance them for the most part. In another three she could generate a weak charge of her ki. Not enough to do any damage, but enough for him to sense it and teach her to focus it, to use it to protect herself as a shield. She could also see some things that other humans would only register as a chill or a feeling. It was at this point he would teach her a new lesson.
"Sit here," he instructed. The child did so, confused as to why she was sitting in the dojo this late at night, she should be getting ready for bed.
"Sesshoumaru-sama, what are we doing? Am I not supposed to be getting ready for bed?"
"This is a special lesson tonight Rin. Tonight you will learn to control your fear."
"How Sesshoumaru-sensei?" She asked, the honorific fitting to his tone.
"Remember those visualization techniques I taught you?" The girl nodded. "You will meditate here, alone, hands open, without putting a protection around yourself, and you will focus on those things you most fear. I will return in an hour. Do not move till I return." With that the Lord turned and left, leaving the dojo door open.
He left her? To face her fears alone? At least he had said he was coming back but.. She could just say she did the exercise, but he would know, and she never lied to Sesshoumaru. Reluctantly she got into position. Sitting on her heels, one hand upon the other palms up and open in a position that welcomed anything that would come. Rin closed her eyes and took a deep breath.
It wasn't as calming as it usually was.
Ok try again, in with good, out with bad, in with good, out with bad. In with courage, out with fear.... wait. She shook her head resisting the urge to focus her ki into a positive aura around herself. Sesshoumaru-sensei said not to do a protection. Now what do I do? She did not need to think very long, her lessons from the past five months very fresh in her mind. 'Clear your thoughts,' her mentor's voice could be heard in her head. And so she began to do just that. She was about to reach that spot, that moment of peacefulness, it was almost within her grasp...
Then the wolves began to howl.
Her eyes burst open, her concentration shattered as fear gripped her heart. How could she have forgotten!? It was a full moon and the wolves always howled on the full moon! Her eyes eagerly darted over to the open doorway. If one walked by they would see her there, meditating and likely helpless. Who knew what they would do then. 'You anticipate too much.' The memory of Sesshoumaru told her. Though the comment had been directed to her fighting at the time the fact that it came to her now must have meant something. Maybe she could get up and close the door...
But Sesshoumaru-sensei told her not to move.
While Sesshoumaru-sama could be very forgiving and may try to make it up to her later, Sesshoumaru-sensei was not so nice. Oh he would never hurt her, but something along the lines of a hundred pushups or running laps in place of a lesson was not so far fetched. She did not like it but she did not hate Sesshoumaru-sensei either... after all Sesshoumaru-sama had told her he was only so hard on her because he wanted her to be strong. And she wanted to be strong. She wanted to be just like her father, just like Sesshoumaru.
So once again the girl reluctantly closed her eyes but with new resolve. She tried to reach that calm before going into it, but somehow trying to block out the howls while inviting in her fears seemed counter-productive. Ok, she told herself, basics first right Sesshoumaru-sensei? That decided she would go into her calm state first, then she would visualize her fears like Sesshoumaru-sensei had told her. With the howling outside it took her a little longer to reach her calm, but she managed it after a little while. She took one more deep breath to ready herself, and then it would be time to plunge headfirst into the lake of fear.
Sesshoumaru sighed from where he sat across the garden well outside the range of her sixth sense watching her. He wondered if he was pushing her too soon. Was he just doing it for his own convenience? So that she would not whine and keep him up at night? Or was she really ready for this? The girl was perhaps only nine or ten, and she was human… but a human who had seen much for her short life. The youkai lord was very confident in her potential, and had no doubt that she could eventually do this… But could she do this now?
From where he sat, concealed by the garden between them, he watched. He was not going to interfere, not unless she truly was in danger. No matter how much she cried, or whined, or screamed he would not move. The he saw it, saw her relaxed shoulders stiffened slightly. Now the hard part was about to begin, for both of them.
The first thing she heard under the howls was padded feet on dirt behind her, always behind her, slowly getting closer and closer. Then growls, and the foliage falling around their path as they kicked up the dirt and debris. Breathing, their breath, and hers, fast paced, in anticipation, in fear. She could feel their hunger, their bloodlust, they were coming for her! She almost screamed out when she stopped herself. No, she thought, I'm not in the woods. I'm in the dojo. There is nothing chasing me, and I am not running. She took a moment trying to calm herself before she felt a presence nearby. It was not Jaken nor Sesshoumaru-sama… nor anyone else familiar. Next there was a nearly silent footstep, it was outside the door. It was coming for her. One of the howls seemed closer than before. She heard the steps coming closer, wolf steps, then another set joined the last.
They were close, very close, she could hear their breathing. She could almost see them, their tongues hungrily lolling outside their mouths, saliva thick and dripping from their fangs. Fangs, sharp, sharp teeth that wanted to rend the flesh from her bones. Just like last time, just like before. They were going to do it again, and again. She felt the hot breath on the back of her neck and in her face, she gulped slightly and the first of her tears started rolling down from her eyes. But she wasn't going to move, she was told to meditate on her fears and that's what she was going to do!
… That's what she was already doing.
"Rin. You can stop now." Slowly the girl's eyes opened and she turned to her mentor and father. She bit her lip and he noted the tear tracks down her face. Another pang of guilt struck him, but he was also very proud of her. He could smell the fear in the air, all of which had come from her, but she had remained and fought through it all. "You stayed here the whole time Rin, which was very of you." He knelt beside her and placed his hand atop her head. "I am very proud of you."
She wanted to smile, knowing this was her father talking more than her mentor, but she just felt so exhausted. "Sesshoumaru-sama," she whined slightly before throwing herself against him crying.
"Shh…" he said picking her up (another act that he found unfamiliar) "Come along now, it is time you got ready for bed."
By the time the youkai lord got her to her room the child was already asleep. Gently he placed her in the bed and covered her in the fur he usually had wrapped around his arm. She sighed contentedly in her exhausted sleep and curled up deep within it. Rest well Rin, you have earned it. He stopped at the door then, realizing he could still hear some of the wolves howling in the distance, turning back again he noticed that the child did not display any forms of fear or discomfort. "You did very well tonight indeed," he said quietly as he closed the door behind him leaving the girl to dream.
Hika-chan: Oh yeah, short F'in chapter! I usually write twice as much as this but… well, this is a self contained chapter, there needs to be little else added to it. I'm thinking next chapter will be one of those fast forward chapters, you know so that way Rin is of a proper age for this to not be creepy or gross. I'm also thinking of changing the name of this fic. I just don't like "Little Rin Riding Hood" anymore… shrug oh well, it's not exactly a high priority right now. For a status report on this and other fics o' mine please see my Profile on (author name Hika-chan1).
Kouga: Well I think that was a boring chapter.
Hika-chan: grinning Why? Because you didn't make a pompous ass of yourself?
Kouga: deadpan No
Hika-chan: Because you didn't get to beat up Inuyasha?
Kouga: Well I didn't, but no.
Hika-chan: You mean because you weren't in it at all except for the little excerpt thingy in the beginning?
Kouga: Pretty much, yeah.
Hika-chan: looking sorry Well you know what?
Kouga: What?
Hika-chan: TOO DAMN BAD! Sticks out her tongue and scurries off
Kouga: HEY!


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株式会社 朝日広告社
Dexion are participating for a health/safety award nomination
Dexion is an international company with operations throughout the Asia Pacific region and the Middle East.
Dexion manufactures and markets a broad range of shelving, Racking and materials handling products.
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15 Sale Street Auckland
Biz Dojo 38, Vivian Street CBD Wellington
435 China Basin St, San Francisco, CA 94158


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Open to the Public
Plan Your Visit
Trail Map View All
Get Directions
Saco Heath - Honored by Down East magazine as Maine's "Best Overlooked Gem!"
Saco Heath formed when two adjacent ponds filled with decaying plant material called peat. Eventually, the two ponds filled completely and grew together to form a raised coalesced bog, where the surface of the peat is perched above the level of the groundwater. Located in a rapidly growing area of southern Maine, the 1,223-acre preserve features a self-guided hike along a woodland trail to a boardwalk through the heath's varied peatland communities. In the spring, the heathland plants bloom, spreading a carpet of lavender, pink and white across the heath.
Saco, Maine
1,223 acres
Natural Maine Minute: Saco Heath
Watch a video
Dawn to dusk
The preserve is accessible through a 1-mile trail and boardwalk. The terrain is relatively level and easy.
Preserve Guidelines
To learn more about the logic behind these rules, please read our complete list of preserve use policies.
- Foot traffic only
- Please stay on the trail and boardwalk to protect this fragile ecosystem
- No collecting of plants or animals
- No pets
- Carry out all litter
- No fires, smoking or camping
What You'll See
The Heath features a unique assemblage of plants that are adapted to thrive in its nutrient-poor soils. These include Labrador tea, leather-leaf, rhodora, cottongrass, sheep laurel and scattered pitch pine, Atlantic white cedar, black spruce, and tamarack. These plants grow on a mat of sphagnum moss. The woodland areas of the preserve include red maple, white pine, hemlock and black gum trees. This is the southernmost example of this type of raised bog and the only place where Atlantic white cedar grows on a northern raised bog.
The Atlantic white cedar at Saco Heath is one of the largest stands in Maine and supports one of only two populations of Hessel's hairstreak butterfly in Maine. The caterpillars of this species feed exclusively on Atlantic white cedar. The Heath is also home to deer, moose, snowshoe hare and a variety of other wildlife. The acidity of the heath keeps mosquito numbers low by making the abundant standing water inhospitable to mosquito larvae.
Download a map of the trails at this preserve.
Download a brochure of this preserve.
Take Exit 36 (formerly exit 5) off I-95/Maine Turnpike. Take the first exit after the tollbooth and turn left onto Industrial Park Road. Turn right onto Route 112, Buxton Road. Follow Route 112 about two miles. The parking lot for the Saco Heath Preserve will be on your right in a wooded area.
Have you been to this preserve? Are you thinking of visiting? See what others are saying about their experiences and add your comments below.
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Photographing a home inside and out can be a fascinating task, but interior pictures are often more difficult to take than exteriors. Problems are often encountered with lighting and limited working space.
Light intensity may vary considerably from one part of a room to another as when it comes through a window in an otherwise darkened room. The light meter reads that light and makes an underexposure. If the meter reads the darkened area, the light area will be overexposed. With hand-held meters both readings must be taken, preferably by using a gray card and averaging them to get the best exposure.


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Babies being diapered by smiling staffers called G.O.s . . . Pizza Hut executives brainstorming around a swimming pool . . . silver-haired couples learning to play golf . . . air conditioners . . . carpets . . . English speakers . . . G.M.s (members, i.e., guests) who book in for only a weekend. . . .
This is the Club Med? Now it is.
This definitely is not the Club Med that burst onto the American vacation scene 20 years ago this month, with the launching of the first Western Hemisphere village, Fort Royal on Guadeloupe. What we have now, at least in what the club calls its American and Asian zones, is a comparatively un-French, unraucous, unracy updating of the original concept. In the Western Hemisphere and Pacific Basin, vacation villages and marketing efforts are under the corporate banner of Club Med Inc., a publicly held Cayman Islands corporation traded on the New York Stock Exchange (in 1987, prices bounced between 29 1/4 and 9 1/4). Seventy-three percent of its stock is owned by its Paris-based parent, Club Mediterranee, which trades its own stock in the Paris and Luxembourg exchanges.


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My youngest, Thing 4, recently turned 16 (though she thinks she's going on 24). Where has the time gone? I looked through old pictures of her…missing her two front teeth, first day of kindergarten, and the list goes on.
It was a bittersweet day, as she shares her birthday with her recently-departed grandmother who she was very close to. So, while we celebrated her birthday, we mourned the loss of her grandma.
I took her and one of her good friends to Chicago where we spent the day. We checked out Noodles & Company, where we discovered their servings are huge! The three of us could have shared one bowl of noodles rather than each of us getting our own. For those of you who've never been there, I recommend sharing a meal if you go.
Afterwards, we headed out to the Nutella Cafe where we were met with a line that went around the building! I think we waited for at least an hour to get in, but Thing 4 had her heart set on going. We had the waffle with a side of ice-cream, which both were delicious. The waffle had fresh berries on top. It was a nice size in that the three of us were able to share that too.
The only store she made purchases at was Lush. Even though she had a decent amount of spending money, she decided she didn't want to buy just anything in Chicago since she could get clothes and whatnot back home, but we don't have a Lush close by so that was the only store she really wanted to go to. Other than that, we walked around and she took a ton of pictures, which a few of her pictures are going to be featured in an upcoming photography contest/show. Unfortunately I don't have access to those pics so I can't post them!
All in all, it was a fun albeit exhausting day! I wore very comfy sandals so my feet didn't hurt, but her feet were killing her by the time we left. She wasn't happy that my cheap Walmart sandals were more comfortable than her expensive Vans. -snerk.- I tried telling her not to get the Vans considering there isn't much arch support in them, but I was basically talking to empty air.


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On Jan. 18, 1778, the Hawaiian Islands were discovered and named the Sandwich Islands by English explorer James Cook.
In 1782, U.S. statesman Daniel Webster was born in Salisbury, N.H.
In 1788, the first English settlers arrived in Australia to establish a penal colony.
In 1862, John Tyler, the 10th president of the United States, died at the age of 71. He had left office 17 years earlier.