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Do we really want more social mobility?
What would it take to give every child in the UK a fair chance to succeed? What does that kind of equality of opportunity even look like?
I debated that question on Start the Week with four people who had plenty to say on the subject. What struck me, most, was how little the debate has changed in the past 60 years.
David Kynaston's latest volume of postwar social history, "Modernity Britain" covers the last few years of the 1950s, when the word "meritocracy" was first being heard - along with CND, the Today programme and Bruce Forsyth.
As he reminded us, people were ambivalent about the move to a "meritocracy" even then; an ambivalence flagged up very clearly in Michael Young's classic book on the subject, published in 1958.
Turfed out
But everyone did claim to want greater social mobility, and the confident post-war planners thought they had the answer in the form of tower blocks and the 11-plus.
Disadvantaged families would be turfed out of the slums and put into high-rise flats (as Kynaston writes, usually over the loud objections of the families themselves).
And, those who did well on the day of that crucial exam would get the chance to improve their lot in life with a grammar school education.
Of course, things were not so simple, and by the 1960s, both the tower block and the grammar school were in retreat. But progress on social mobility continued, at least until the 1970s.
After that, the evidence suggests that social mobility stalled; a child from a poor background was no more likely to move up the social ladder than in the previous generation. In fact, some of the (mixed) evidence on this suggests that social mobility actually fell.
Comprehensive defence
When you talk about the reasons for that lack of progress, the debate always seems to gravitate to the loss of grammar schools in many parts of the country, and the advent of comprehensives.
But neither Kynaston nor the others on the programme thought the evidence for that was clear-cut. In fact, we had a spirited defence of comprehensives from the Independent columnist Owen Jones and the novelist Zadie Smith.
Smith writes vividly about the way school, background and postcode combine to shape people's life chances in the corner of London she grew up in, in her latest novel NW.
Neither she nor Owen Jones liked the assumption hidden in all the talk about "social mobility" and providing "ladders out" - that the working class was always and everywhere something people should want to escape from.
In NW, the character who has "escaped" her background to become a barrister is pretty miserable. She missed the communal experience on offer in the community in which she grew up.
Talent needed
This gets us to a larger point, which is that when we talk about wanting more social mobility, we are often not really talking about making it easier for some to go up and others to fall. We are talking about what I mentioned at the start: Giving every child a fair chance to realise their potential (whatever that means).
As David Willetts reminded us on the programme, it's not just a problem for society if people are getting trapped at the bottom, it's bad for the economy as well. We need all the talents we can get.
But, it strikes me there is a very good reason we are still talking about this problem so many years after those optimistic social engineers of the post-war era thought they had it cracked.
The problem is most people - and certainly, most middle class people - only want "equal chances" for everyone else's children. Deep down, they'd rather like their own children to get a leg-up.
As Willetts spelled out in his book, "The Pinch", the baby boomers have been especially good at carving out the best opportunities for themselves and their children. They also had an added, structural advantage, that they came of age in an era when the economy was losing low skilled, blue collar work and growing the middle class.
Put simply, there were more people going up than going down.
Fewer opportunities
That is no longer true. In fact, in Britain and many other advanced economies the change is often going the other way. In that sense, it is almost a matter of arithmetic that upward social mobility - narrowly defined as the capacity to move up from one social class to another - should have declined since the 1970s.
There are simply fewer "good" jobs for working class people to move into.
So, there may be structural reasons why social mobility has not progressed as far as people might have hoped, back in the late 1950s.
But one conclusion you might also draw from our post-war history is that British voters and policy makers may care about advancing social mobility, but they care about other things more - particularly the freedom for parents to help their children.
The freedom to send your child to a private school has always been protected. You can also give them a deposit to get onto the housing ladder, and leave them a tidy sum when you die.
Neither Labour nor Conservative governments have messed with those things - for very good reasons. But, as long as families can do all of these things, it's pretty difficult for the government or anyone else to level the playing field.
Less mobility
Successive governments have also encouraged the empowerment of women in this period. Yet, as David Willetts has pointed out, this has probably inadvertently raised income inequality and cut social mobility, because well educated women marry other well educated men and take jobs that might otherwise have gone to upwardly mobile working class men.
That doesn't mean that feminism was a mistake (!) It does suggest that empowering them has had consequences that have partly come through in reduced social mobility.
It's a matter of judgment whether successive governments could or should have done more to increase life chances at the bottom, or improve social mobility.
Clearly there are uncontroversial ways to approach that goal, like investing in early years education, which are supported by all parties and do not get in the way of every parents' desire to help their kids.
But when push comes to shove, in a world of hard choices and competing priorities, the lesson of the past 50 years would seem to be that British voters and policy makers do not have much desire to put social mobility first.


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Continuing Education for Professionals
Professionals seeking Continuing Education Credit for integrative education and training are delighted with this opportunity. Course seminars are self-contained units of study on topics meaningful to those wanting to incorporate a more holistic orientation and learn the techniques demonstrated to be effective in this regard.
Transformations Incorporated has been approved by the NBCC as an Approved Continuing Education Provider, ACEP No. 6092. Programs that do not qualify for NBCC credit are clearly identified. Transformations Incorporated is solely responsible for all aspects of the programs.
Transformations is an approved continuing Education Provider for the National Association of Alcohol and Drug Addiction Counselors
All continuing education programs are authored and conducted by Jim Morningstar, PhD, clinical psychologist and Director of Transformations.
Who benefits and what are the goals?
Transformations Incorporated has been approved by the NBCC as an Approved Continuing Education Provider, ACEP No. 6092. Programs that do not qualify for NBCC credit are clearly identified. Transformations Incorporated is solely responsible for all aspects of the programs.
Transformations is an approved continuing Education Provider for the National Association of Alcohol and Drug Addiction Counselors
All continuing education programs are authored and conducted by Jim Morningstar, PhD, clinical psychologist and Director of Transformations.
Who benefits and what are the goals?
Receiving Credit for CE courses ▼
To receive Continuing Education Credit Certificate:
To receive Continuing Education Credit Certificate:
- Select and purchase the course(s) you want.
- Listen to the course recording, read any handouts and do any exercises involved.
- Take the Content Evaluation for each course (enclosed in CE course package).
- Complete CE Credit form and Evaluation of Satisfaction form (enclosed in CE course package).
- Print your Certificate of Completion.
Course Description and Prices
Includes course recordings, materials and tests for credit.Click on Course for description and individual classes.
Includes course recordings, materials and tests for credit.Click on Course for description and individual classes.
Jim Morningstar, Ph.D.
This series of seminars lays the foundation for a holistic approach to life. Six major life areas are examined to infuse a greater sense of self-responsibility, creativity and thus balanced healthy approach to well being.
Being unaware of the belief systems which shape one's reality often keeps one searching for knowledge in endless variations on outmoded themes. Having the tools to more objectively witness one's structure of thought, alter basic patterns and then analyze the results is a profound step in human development. This allows one more choice in infusing spiritual principles in place of unconscious patterning. These seminars take students step by step through this process in life areas which hold the most meaning and emotional charge. Thus it is more than a how-to manual, but teaches group and individual support techniques to make effective change.
It is expected that students will be able to:
a. Infuse creative thinking into major areas of life purpose through analysis, affirmation and effective goal setting,
b. Understand and use the body as an energy conducting system, means of communication and product of one's thoughts,
c. Work effectively with prosperity principles including earning, spending, saving and investing,
d. Recognize major psychological and emotional patterns in relationships and apply creative thought principles to change,
e. Explore realms of conscious awareness beyond consensus reality,
f. Address psychological factors that undermine spiritual fulfillment including birth trauma, parental disapproval syndrome and the unconscious death urge.
These seminars can be taken individually, but it is recommended they be taken in order given for best understanding and application.
|(24 CE credits)
|$275 for all
Taking responsibility for knowing the spiritual basis upon which one lives and using the mind as a positive tool in the process of meeting challenges on one's journey are the subject of this seminar. Exercises to examine one's defining beliefs, initiate conscious changes and manifest positive results are given. The text, Spiritual Psychology, Milwaukee, WI: Transformations Incorporated, Revised Third Edition, 1998, by Jim Morningstar, Ph.D., is an adjunct to completion of exercises and further reading.
Course objectives:
*Identify one's attitudes toward self responsibility,
*Use the analysis principle to uncover limiting core beliefs,
*Construct personal affirmations for belief change,
*Begin effective use of the goals principle.
|(4 CE credits)
Engaging one's body as a greater source of guidance and positive feedback is the purpose of this seminar. The body will be studied as an energy conducting system, means of communication and a product of one's thoughts. Exercises for reading and releasing holding patterns will be demonstrated and practiced.
Course objectives:
*Learn basic bioenergetic grounding exercise,
*Chart energy zones around one's body,
*Read messages from sensations and structure of one's body,
*Identify parental influences on one's body attitudes,
*Develop tool to alter limiting personal law about the body.
|(4 CE credits - with Video)
Early life influences toward prosperity will be put in context of current behaviors. How one's attitudes effect habits of earning, spending, saving and investing and how this impacts one's overall sense of safety and happiness will be explored. Many practical exercises and practices will be given to identify and alter ineffective patterns.
Course objectives:
*Specify family attitudes toward prosperity and their present influence,
*Learn tools for altering behaviors around earning, spending and saving,
*Distinguish between wealth and accumulation,
*Create specific affirmation for attitude change toward prosperity.
|(4 CE credits)
The lifelong influence of primary parental relationships is well documented. This seminar will give insight into the personal patterns in one's relationships that are having the most profound impact. Psychological and emotional exercises will assist in becoming more objective and effective in making conscious loving changes to increase fulfillment and pleasure in relationship with partners, family and friends.
Course objectives:
*Identify eight familial relationship patterns,
*Specify one's current projections of early perceptions,
*Engage in clearing exercise on parental attitudes,
*Create personal tool for positive change of limiting beliefs.
|(4 CE credits)
Expanding conscious awareness and exploring the boundaries of memory are topics for this mind-altering seminar. Now we begin to open the doors to other levels of "reality" for the purpose of enriching our present, learning lessons in alternate dimensions and deepening the sense of purpose and gratitude for this life.
Course objectives:
*Learn two tools for improving and enriching memory,
*Experience and use the technique of multilevel awareness,
*Delineate personal themes through alternate "realities,"
*Expanding concepts of self-definition beyond present roles.
|(4 CE credits)
Strengthening the sense of self-acceptance and fullness while engaging fully in life goals is the aim of this work. Uprooting the self-defeating effects of birth drama, the parental disapproval syndrome, specific negatives, multilevel patterns and the unconscious death urge is undertaken with lecture and exercises. Participants confront their major excuses for perpetuating their sense of incompletion.
Course objectives:
*Name five "biggies" of incompletion,
*Know dynamics of parental disapproval syndrome,
*Identify symptoms of "need/obligate pattern,"
*Specify fears behind personal death urge,
*Create effective tool for life affirmation.
|(4 CE credits)
These holistic practices have been developed over the past 30 years. Students will be introduced to the theory and practice of reading and releasing characterological and their corresponding physical energy holding patterns. Cues from the body, family history, symptomology and behavior of the client will be interrelated. This gives the practitioner several avenues of intervention in helping increase the client's self-awareness and self care. Specific verbal, postural, movement, and attitudinal interventions are demonstrated to assist in effecting positive changes more readily and more permanently than just verbal or physical intervention alone. Bio-spiritual energetic awareness and many of the techniques can be integrated effectively into clinical practice.
These seminars can be taken individually, but it is recommended they be taken in order given for best understanding and application.
The video with demonstrations of exercises for all BAS classes comes with Seminar #1.
|(34 CE credits)
|$375 for all
The prenatal period into the first year of life will be studied to identify how our basic sense of security is held in mind and body. How lifelong anxiety (e.g., "I'm not safe in my body or my world.") is structured into the organism and how this effects self image are demonstrated. The family messages, body language and adaptive and compensating defenses are examined. Innate strengths and coping mechanisms which when built upon lead to reintegration and a flowering of psychic and artistic talents as well as spiritual capabilities are revealed.
Course Objectives:
*Identify goals of the Bio-spiritual energetic approach
*Specify Psychic Sensitive holding patterns and life themes
*Bio-spiritually assess the P/S strengths and weaknesses *Delineate treatment goals for clients with strong P/S traits
*Learn exercises and interventions specifically for P/S clients
|(6 CE credits with BAS Video #1-#6)
Development of the generalized life themes of deprivation/abundance during the first year of life is examined (e.g., "I'll never get enough." "If I love enough I'll be loved."). How one's body posture and expression daily reinforces the felt experience of self-sufficiency is shown. The family messages, body language and adaptive and compensating defenses are examined. How to utilize the E/N strengths and avoid collusion with the limiting E/N themes is discussed in assisting maximal integration.
Course Objectives:
*Specify Empathetic Nurturing holding patterns and life themes
*Bio-spiritually assess the E/N strengths and weaknesses
*Delineate treatment goals for clients with strong E/N traits
*Learn exercises and interventions specifically for E/N clients
|(6 CE credits)
How Inspirational Leader themes (e.g., "To give into feeling is weak.") are developed especially during the first to third year of life is shown. The two variations of "overpowering" and "seductive" are explained and their body structure examined. The family messages, body language and adaptive and compensating defenses are given. The challenges of working with I/L clients and accessing of their strengths en route to their integration are explained.
Course Objectives:
*Specify Inspirational Leader holding patterns and life themes
*Bio-spiritually assess the I/L strengths and weaknesses
*Delineate treatment goals for clients with strong I/L traits
*Learn exercises and interventions specifically for I/L clients
|(6 CE credits)
Freedom of expression versus closeness can become a lifelong struggle for Steadfast Supportive individuals. Themes like "No one appreciates me." can undermine all relationships and personal aspirations. How these themes are emphasized and structured into the body during the second to forth year of life is displayed. The family messages, body language and adaptive and compensating defenses are examined. Therapeutic pitfalls and favored approaches are given in the process assisting the S/S client to achieve freedom of expression and eliminate humiliation and guilt as major life motivations.
Course Objectives:
*Specify Steadfast Supportive holding patterns and life themes
*Bio-spiritually assess the S/S strengths and weaknesses
*Delineate treatment goals for clients with strong S/S traits
*Learn exercises and interventions specifically for S/S clients
|(6 CE credits)
During the third to fifth year of life gender identity is being reinforced. How role confusion is introduced and themes like "If I assert myself spontaneously, I'll be rejected," are taken on and perpetuated is explained. Both male and female patterns of exaggerated compensation are displayed. The family messages, body language and adaptive and compensating defenses are examined. Working with G/B clients to lead to sexual integration is demonstrated.
Course Objectives:
*Specify Gender Balanced holding patterns and life themes
*Bio-spiritually assess the G/B strengths and weaknesses
*Delineate treatment goals for clients with strong G/B traits
*Learn exercises and interventions specifically for G/B clients
|(4 CE credits)
Sustaining intimate relationships can be the major challenge for many who are otherwise successful in their life. A strong theme of betrayal during the fourth to sixth year of life can initiate unconscious themes like "No one is going to hurt me again," or "I'm a loving person that no one understands." The Energetic Grounded male and female repeat relationship patterns with little insight as to how to get beyond their defensive armoring. Their family messages, body language and adaptive and compensating defenses are examined. Direct techniques to assist E/G individuals to surrender safely to love and to unite their love and their sexuality are displayed.
Course Objectives:
*Specify Energetic Grounded holding patterns and life themes
*Bio-spiritually assess the E/G strengths and weaknesses
*Delineate treatment goals for clients with strong E/G traits
*Learn exercises and interventions specifically for E/G clients
|(6 CE credits)
Jim Morningstar, Ph.D.
Integrative psychology has antecedents in the fields of psychotherapy, systems theory and communications that have paved the way to more essential contact between human beings. Some of the most clear and effective theories and practices from the psychological domain are presented here. They open the doors to and interface with spiritual traditions that have been wise enough to train the mind rather than demonize it or try to eliminate it. Students will apply these practices to their own lives and relationships and learn first hand how to tailor the tools to their psyche as well as alter them for others.
Several foundational systems approaches presenting holistic paradigms for spirit/mind integration will be studied. This will include Family Systems Theory and General Systems Theory as practiced on a personal and organizational level. Students will study their own systems as well as their personal communication patterns as well as learn the techniques for assisting those they serve.
In this course the student will learn:
* To effectively use goal setting and scheduling as tools to self-knowledge and spiritual growth
* To identify ineffective communication patterns in self and others and to remedy them
* To understand and employ family systems theory
* To use basic breathwork techniques
* To be conversant with general systems theory and levels of consciousness applications
|(14 CE credits)
|$150 for all
How to approach goal setting from a holistic perspective and utilize physical, mental and emotional energy in synchronous ways to manifesting one's heart's desires is studied. Analysis of one's personal schedule and techniques for effective change will be demonstrated. The recommended text, Spiritual Psychology, Milwaukee, WI: Transformations Incorporated, Revised Third Edition, 1998, by Jim Morningstar, Ph.D., is an adjunct to completion of exercises and further reading.
Course Objectives:
*Identify and set goals in two distinctly different ways,
*Analyze personal weekly schedule,
*Create alternate holistic schedule.
|(2 CE credits)
Students will get a foundational understanding of the theory and practice of Family Systems Therapy. Concepts of individuation, triangling, family secrets, multigenerational projection process and others will be explored. Methods for examining students' personal patterns will be presented and their influence on their life and work will be demonstrated. This study is based upon the the research and practice of Murray Bowen, known as the grandfather of family systems theory and treatment.
Course Objectives:
*Be conversant with key family systems concepts,
*Identify three dysfunctional family patterns,
*Have awareness of effect of personal family roles and secrets,
*Know basics of evaluating and treating a family system.
|(4 CE credits)
Knowing how to recognize "Risky Rascals," those commonly used messages that purport to help, but which enmesh communicators emotional systems is key to assisting self and others to increase clarity and effectiveness. Recognizing communication styles and redirecting ineffective styles is the second goal of this seminar.
Course Objectives:
*Identify solution messages, put downs and avoidances,
*Know four healthy communication options,
*Give steps of open alternative to four ineffective communication styles.
|(3 CE credits)
The basic elements of therapeutic breathwork that has been developed since the 1970's and applied to areas of therapy, medicine and spiritual growth is presented through audio download or CDs and the recommended text, Breathing in Light and Love, Milwaukee, WI: Transformations Incorporated, 1994, by Jim Morningstar." Practitioners will be introduced to theory and application. Adaptation to breathing patterns of six different body types is shown.
Course Objectives:
*Have awareness of history and development of breathwork,
*Know how breathwork is applied,
*Be conversant with six developmental themes addressed in sessions,
*Know philosophy of creative thought and use of affirmations.
|(2 CE credits)
The general systems theory of the late visionary thinker and psychologist, Claire W. Graves, Ph.D., is presented along with its profound implications for understanding and predicting human behavior. Applications in the clinical, business and political arenas are graphically demonstrated by his students in their work, Beck, D. and Cowan, C. Spiral Dynamics, Cambridge, MA: Blackwell, 1996." Students may take an inventory (The Way I See It) and get a profile of their own belief systems and know how these systems compare to the emerging systems around the planet. Students will have a foundational understanding of one of the most comprehensive tools for charting the growth of human consciousness, individually and culturally.
Course Objectives:
*Be conversant with the eight stages of consciousness researched so far,
*Know how this tool is applied to assisting human change,
*Identify the factors necessary for growth,
*Have a personal profile of one's belief systems,
*Know how learning theories and psychotherapies relate to each stage.
|(3 CE credits )
Jim Morningstar, Ph.D.
The Personal Effectiveness Principles training is a series of eight two and one half hour classes enabling participants to gain clarity about their life goals and success in achieving them. The course encapsulates concise and useful principles for mental mastery, emotional intelligence, goal setting and long term purposeful success. Techniques for effective communication, relationship building and energy maintenance through breathing fully and freely are also covered.
Course Objectives:
* Know and practice principles for thinking clearly, acting passionately and responsibly and obtaining fulfilling results in one's unique way,
* Know how to help create an internal and external environment that will sustain ongoing positive life changes for one's self and others.
These seminars can be taken individually, but it is recommended they be taken in order given for best understanding and application.
|(16 CE credits)
|$175 for all
Learn and practice the two basic time-honored principles empowering one to rewrite the formula for one's personal success.
Course Objectives:
* Know the definition of and formula for personal effectiveness,
* Know the Free Will and Creative Thought Principles.
|(2 CE credits)
Engage in the process which uncovers the hidden personal beliefs which undermine one's effectiveness.
Course Objectives:
* Know the principles and fundamental laws of the mind,
* Know how to engage in the analysis game and discover unconscious beliefs.
|(2 CE credits)
Gain expertise in creating personally designed tools for mental mastery and life change.
Course Objectives:
* Know the foundation of emotional intelligence,
* Know the four "P"s of effective affirmation writing.
|(2 CE credits)
Apply the Four P's of effective goal setting and craft a blueprint for balanced responsible accomplishment.
Course Objectives:
* Know the four challenges to to goal setting,
* Know how to apply the four "P"s to effective goal setting.
|(2 CE credits)
Monitor and maintain progress in manifesting results through challenges along the way.
Course Objectives:
* Know the six manifestation questions,
* Know the belly/diaphragmatic and the connected breathing techniques.
|(2 CE credits)
Recognize communication traps; practice healthy ways to to engage others and strengthen environmental support.
Course Objectives:
* Know how to use the "healing vision" exercise,
* Know how to identify the "risky rascals" of ineffective communication.
|(2 CE credits)
Find your "personal law" and sort out six major relationship patterns in yourself and others; use their strengths while minimizing their limiting influences.
Course Objectives:
* Know to identify one's "personal law,"
* Know to identify six relationship patterns.
|(2 CE credits)
Clarify your life purpose and complete an implementation plan for ongoing progress beyond this course.
Course Objectives:
* Know how to write a comprehensive and inspiring Statement of Purpose,
* Know how to make an effective life action plan.
|(2 CE credits)
Beyond an overview of theory this course provides a variety of learning opportunities and leadership skills for integrating spiritual principles into one's career and everyday life with psychologically grounded techniques. Topics include dream mastery, creating a statement of purpose and a yearly holistic life plan, Gestalt leadership in life groups, inculcating a daily spiritual practice and preparing an hour-long public presentation. Taking spiritual leadership out of classroom theory into life and career requires development of personal disciplines which encompass one's work and finances, intimate and social relationships, personal growth and health, as well as recreation. The tools and techniques for making spiritual leadership real in the student's life are practiced and monitored to help them be integrated. Holistic healing skills are learned and applied to oneself in order for the student to truly be able to share them with others.
|(16 CE credits)
|$160 for all
Jim Morningstar, Ph.D.
In six seminars, the issues and techniques of holistic counseling are explored and developed by Jim Morningstar, PhD. The Holistic Counseling Training is an opportunity to become more aware of how you give counsel to others and to consciously advance in your helping skills both personally and professionally. For practitioners and students who want to expand awareness and gain skills as counselors.Topics include personal purpose, successful contact and contracts, ethics, spirituality, diagnosis, establishing a practice as well as experience in current methods of effecting change in the whole person. Group and individual exercises in and out of class will enhance effectiveness as a non-intrusive change agent.
Course Objectives:
|(8 CE credits)
|$87 for all
The theory and practice of holistic counseling is presented and distinguished from general counseling practices. Topics for the training course are outlined. Holism as a worldview evolving from systems thinking is detailed along with three basic tenants. Exercises to examine one's own holistic principles and to clarify one's purpose in pursuing a holistic orientation in practice are given. Goals for holistic practice are written.
Course Objectives:
|(1 CE credit)
The quality of counselor contact with clients before, during and aftersession is examined from a holistic perspective. An exercise on counselor self perception is introduced. The issue of creating successful agreementswith clients is addressed and basic principles outlined. Exercises to explore self expectations and self observations are explored. Awareness of ones ideals as well as one's actual behavior are the basis for a holistic counselor's effectiveness in guiding clients to self acceptance and positive life changes.
Course Objectives:
|(1.5 CE credits)
Professional ethics are examined from a holistic perspective. In-session behaviors involving self-disclosure and sexual energy as well as Out-ofsession behaviors involving dual relationships are discussed. Ethics in the use of unresearched techniques and client confidentiality are also presented. Awareness of the counselors ethical basis is highlighted. Various systems of client diagnosis are presented as well as the theoretical basis underneath them. Ipsative vs. nomothetic standards are delineated and the current medical diagnoses are outlined along with its system of Multiaxial Assessment. The holistic paradigm is applied to diagnosis.
Course Objectives:
|(1.5 CE credits)
A history and overview of the development of holistic counseling is presented. Individual theories and the practices associated with them are presented. These include the Family Systems Theory of Murray Bowen, MD, Gestalt Therapy of Fritz Perls, MD, Bioenegetics of Alexander Lowen, MD, Primal Therapy of Arthur Janov, PhD, and Therapeutic Breathwork of Jim Morningstar, PhD. The newly emerging field of Positive Psychology is introduced. The holistic paradigm is viewed in a developmental perspective.
Course Objectives:
|(1.5 CE credits)
The systems theory of Clare Graves, PhD and its growth into Spiral Dynamics* is presented. The historical evolution of belief systems and its effect on individual development and growth is explored. How learning systems and their physiological and psychological underpinnings have evolved is described. How therapies have been generated to utilize evolving learning systems will be explicated. The counselors own systems development and its impact on effectiveness will be discussed. An opportunity to identify ones levels of belief will be presented.
*Beck, D. and Cowen, C. Spiral Dynamics: mastering values, leadership and change.
Blackwell Publishers; Oxford,UK: 1996.
Course Objectives:
|(1.5 CE credits)
Holistic counseling by definition includes the spiritual realm of clients. How this is addresses while respecting the client's religious beliefs is addressed. Differing models of spirituality within the holistic field are presented. How the holistic counselor identifies his/her own spiritual core and connects with that of the client is explored. Composing a personal statement of purpose as a holistic counselor is undertaken. Issues involving the establishment of a practice including: institutional vs. private practice, who you represent as a counselor, accountability, reimbursement, and work setting are discussed.
Course Objectives:
|(1 CE credit)
Learning how to facilitate group energy to bring out the best in each participant, create a spiritual focus and accomplish group goals is the focus for this class taught by Jim Morningstar, PhD.
Students will study group process from a variety of theorists including making contracts and effective contact, boundary setting, handling challenges and coming to completion. In addition members will construct a group relevant to their skills and interests that they will prepare to present in their community if they choose.
As the world population increases and along with it social tensions and inner isolation, there is an ever increasing need to work effectively and lovingly together. Facilitating empowering group interaction is needed in every occupational and social sector. This training is not topic specific, but covers the dynamics that are endemic to groups with a common interest and/or goal.
Course Objectives:
|(8 CE credits)
|$87 for all
Jim Morningstar takes you on an engaging journey through 12 essential components of your life maximizing your effectiveness and joy as a human being. Each video class presents life enhancing information on one of the 12 areas of the Wellness Wheel.*
Exercises are demonstrated and practical tips given to help ground the principles of healthy living in your body and mind. Practices are detailed to explore in between classes for installing the new habits you choose for your wellbeing.
These comprehensive interactive sessions illuminate the life areas of Self-Responsibility and Love, Breathing, Sensing, Eating, Moving, Feeling, Thinking, Playing and Working, Communicating, Intimacy, Finding Meaning, and Transcending.
Course Objectives:
- 12 zip files containing one video presentation, a pdf Course Description and a file with pdf handouts for each class in areas of Self-Responsibility and Love, Breathing, Sensing, Eating, Moving, Feeling, Thinking, Playing and Working, Communicating, Intimacy, Finding Meaning, and Transcending.
* The Wellness Wheel is a component of the Wellness Inventory, one of the most comprehensive whole person assessment and promotion tools available www.wellpeople.com.
|(12 CE credits)
|$170 for all
Jim Morningstar, PhD, introduces the Life InWellness Series and the primary principles of the course: Self-Responsibility and Love. With a balance of self-responsibility (self improvement) and love (self acceptance) as the foundations of our being, living and wellness are synonymous. As we take this journey of well being together, each of us must find our optimal balance and inner wisdom, knowing when to take charge/make changes and when to adapt/go with the flow. Life gives us opportunities to do both each day. This first seminar gives us guidelines and exercises for keeping this balance, not just during the course, but for the course of our life.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #1:Self-Responsibility and Love (31:18)
- a pdf LIWS #1 Handout 1 - Personal Challenges and Goals
- a pdf LIWS #1 Handout 2 - Action steps tips
|(1 CE credit)
The Life InWellness Series would not be effective without teaching the basics of breath awareness and breath training. Over the past 25 years, there has been an explosion in the blending of ancient breathing techniques for health and spiritual awareness with contemporary growth and therapeutic practices. Jim Morningstar, PhD, who has taught breathing practices since the 1970s, shares the most useful of time honored tools passed down through the generations combined with newly evolved discoveries to improve wellbeing and life satisfaction.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #2: Breathing (39:53)
- a pdf LIWS #2 Handout 1 - Breathing Exercises
- a pdf LIWS #2 Handout 2 - Personal Challenges and Goals
|(1 CE credit)
It is through the senses -- seeing, touching, smelling, hearing, tasting -- that we come to know and enjoy the world. Our abilities to work, to feel pleasure, to communicate with others, and to impact the world are directly related to our abilities to appreciate and use our sensory input efficiently and creatively. In this class, Jim Morningstar, PhD, presents information and exercises to help us use our human sensory system to increase our potential for pleasure, satisfaction and meaning in our lives.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #3: Sensing (50:43)
- a pdf LIWS #3 Handout - Personal Challenges and Goals
|(1 CE credit)
"Let your food be your medicine, and your medicine be your food," - Hippocrates. The third energy input type in the Wellness Energy System is food. Eating is much more that the mechanical process of assimilating food, as we all know. It has layers of meaning and feelings attached to it that touch every aspect of who we are. Jim Morningstar, PhD, presents critical information and incisive exercises to help us come away from this class with practical ways to both enjoy our food more and have it better serve our wellbeing.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #4: Eating (28:55)
- a pdf LIWS #4 Eating Handout 1
- a pdf LIWS #4 Eating Handout 2
- a pdf LIWS #4 Eating Handout 3
- a pdf LIWS #4 Eating Handout 4
|(1 CE credit)
How does the fact that all life is in constant movement impact our health and wellbeing? How can we use movement consciously to maintain wellness and going in the direction we desire? Jim Morningstar, PhD, Director of InWellness presents in a 50 minute class basic aerobic, stretching and muscle building exercises that can be done right in the office or home. How to initiate an exercise program that fits the individual and how to maintain it to get the results wanted with pleasure is demonstrated.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #5: Moving (52:21)
- a pdf LIWS #5 Moving Handout 1
- a pdf LIWS #5 Moving Handout 2
|(1 CE credit)
Because feelings have been the motivating force behind the greatest heroism and the greatest atrocities in human history, they are often treated with great caution if not suppressed entirely. Yet they are an essential ingredient not just to our survival, but to the enjoyment and fulfillment we all seek. Jim Morningstar, PhD, Director of InWellness' presentation on Feeling helps you explore the role of feelings in your daily existence and practice ways to have them increase the richness and intimacy in your life.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #6: Feeling (39:14)
- a pdf LIWS #6 Feeling Handout 1 - Couples Communication Exercise (done internally)
- a pdf LIWS #6 Feeling Handout 2 - Risky Rascal and Healthy Options Review
|(1 CE credit)
Our capacity to think truly sets us apart from other life forms on the planet. But how much are we the master of our thinking or how much does our thinking master us? Psychological research tells us we think on the average 40-50,000 thoughts per day as a conservative estimate. Many of these thoughts are variations of familiar themes which populate our mind. These themes can serve us or not on our life path. Or perhaps they served us at one point, but have outlived their usefulness. The good news is that we have the capacity to examine our thoughts and the tools to change those that have overstayed their welcome. Few people, however, develop the skills to be objective enough to achieve even the simplest level of mental mastery. This class by Jim Morningstar, PhD, Director of InWellness, will give you the opportunity to practice powerful and effective tools on your thinking patterns that can have a profound influence on your life satisfaction.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #7: Thinking (53:19)
- a pdf LIWS #7 Thinking Handout 1 - The Analysis Principle and Game
- a pdf LIWS #7 Thinking Handout 2 - The Affirmations Principle and Exercise
7 Thinking Handout 3 - Homework
|(1 CE credit)
How we structure our life's activities of Working and Playing tells us much about our values. What we "have time for" is a product of what we prioritize as important as well as what is available in our environment. In our quest for a happy and healthy lifestyle, it is our attitudes toward working and playing which determine a great deal about our life satisfaction. This class by Jim Morningstar, PhD, Director of InWellness, will give you the opportunity to examine your attitudes and habits as well as some tools and incentive to create a nurturing and fulfilling balance of work and play in your life.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #8: Working and Playing (42:04)
- a pdf LIWS #8 Working and Playing Handout 1 - Being nurtured and fulfilled at work
- a pdf LIWS #8 Working and Playing Handout 2 - Time Study and Analysis
|(1 CE credit)
Jim Morningstar, PhD, Director of InWellness presents - Communicating - the ninth life area of the wellness wheel. The quality of our communication is a major factor in our interpersonal and life happiness. Communication is at the core of all our relationships and determines the degree of cooperation or conflict we experience on a daily basis. This class will give us the opportunity to examine our communication style and effectiveness as well as ways to increase our abilities and satisfaction in the process.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #9: Communicating (46:51)
- a pdf LIWS #9 Communicating Handout 1 - Triangling Exercise and Communications Style
- a pdf LIWS #9 Communicating Handout 2 - Communications Review and Action Plan
|(1 CE credit)
Jim Morningstar, PhD, Director of InWellness examines - Intimacy - the tenth life area of the wellness wheel. Intimacy with ourself and others reflects what touches us most deeply in life and gives worth to our existence. Intimacy takes us into our greatest vulnerability and also our most profound sense of pleasure and satisfaction. This class will give us the opportunity to explore how we create intimacy in our lives as well as ways to enhance and enjoy the intimacy we value most.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #10: Intimacy (1:05:03)
- a pdf LIWS #10 - Intimacy Handout 1 - Inventory of Bidding and Response Styles
- a pdf LIWS #10 - Intimacy Handout 2 - Intimacy Review and Action Plan
|(1 CE credit)
Finding Meaning, the eleventh life area of the Wellness Wheel, creates a personal context for all the wellness topics and has profound implications for our ultimate health and well being. In this class Jim Morningstar, PhD, Director of InWellness will assist us to clarify what gives our life meaning and how we can choose to lead a more purposeful existence now and in the future.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #11: Finding Meaning (47:36)
- a pdf LIWS #11 - Finding Meaning Handout 1 - Identifying Signature Strengths
- a pdf LIWS #11 - Finding Meaning Handout 2 - Statement of Purpose
|(1 CE credit)
Jim Morningstar, PhD, InWellness Director, presents Transcending, the twelfth and final life area of the wellness wheel. Transcending promotes genuine growth and is more than just going beyond or escaping what was. It involves learning and incorporating from the past and building upon it. This is a true integration that is the platform for evolving rather than just abandoning all that came before. The final transcending "leap of faith" has preparatory steps that allows the new heights to be reached, but also new roots to be grown. This effects a permanent change rather than a temporary high followed by a resounding crash. Our work in this class will allow us to strengthen those preparatory steps to our personal transcending on the physical, emotional, mental as well as spiritual levels and to integrate all the ares of wellbeing we have covered in our Life InWellness Series.
Course Objectives:
Included in this course package are:
- a video file Life InWellness Series #12: Transcending (51:42)
- a pdf LIWS #12 - Transcending Handout 1 - Practices of Transcending
- a pdf LIWS #12 - Transcending Handout 2 - Acknowledgment and Further Growth
|(1 CE credit)
Application of spiritual principles in one's chosen life work is the theme of this course. Inner work will include the clearing and strengthening of one's energy centers as a regular practice. Outer work will entail the presentation and analysis of ones career autobiography and the completion of a major project relevant to manifesting purpose in life work.
Living and applying the spiritual principles which nourish our souls is the foundation for a sense of purposeful existence. This does not happen by chance. Unless the time and focus is given to this intention, we will continue to operate on cultural and familial survival patterns. Some research indicates the only measurable factor positively correlating with longevity is "job satisfaction." If the work we do on a daily basis is not building our vital energy, it is depleting it and decreasing our ability and motivation to work and play wholeheartedly. This course is directed to clarifying and infusing our life work with our highest purpose and supportively integrating the practices to do so.
These seminars should be taken in order given for best understanding and application.
Course Objectives:
|(16 CE credits)
|$160 for all
During this course students will learn and practice the techniques which best realign their body, mind and spirit. Students will identify their core issues and strengths of each of their chakras and use the most effective Bioenergetic, yogic, sound, and inner reflective exercises to get them humming with harmony. This material is based on the clinical expertise of Jim Morningstar, Ph.D. and wisdom of Anodea Judith, Ph.D. foremost authority on the chakra system and energy work.
This course involves practicing new life affirming exercises that improve the quality of lives daily, building upon what is done each class to truly grow in mastery, and develop tools which will continue to be useful throughout one's life.
These seminars should be taken in order given for best understanding and application.
Course Objectives:
|(16 CE credits)
|$160 for all
Jim Morningstar, PhD.
The theory and practice of breathwork will be presented along with readings and techniques for integrating the practices into ones life and profession. Since the 1970s, there has been an explosion in the blending of ancient breathing techniques for health and spiritual awareness with contemporary growth and therapeutic practices. The result has been the evolution of powerful and incisive healing and consciousness changing modalities. This has given birth to the field of breathwork that has promoted significant advances in medical, psychological and spiritual domains. The call for professional training and supervision in theory and practice is immanent as breathwork is emerging as a primary technique in the practice of Spiritual Psychology. The Breathwork Practicum is a foundational course in this training.
These seminars can be taken individually, but it is recommended they be taken in order given for best understanding and application.
|(16 CE credits)
|$160 for both
Students will be exposed to the core theory and techniques of breathwork. Adaptation to one's current professional service will be addressed. Should a practitioner choose to additionally complete all the Level 1 Breathworker requirements including direct supervision, certification at that level could be obtained. The recommended course text is: Morningstar, Jim (1994), Breathing in Light and Love, Your Call to Breath and Body Mastery. Wisconsin: Transformations Incorporated.
Course Objectives:
*Define breathwork as a healing art,
*Be conversant with the applications of breathwork,
*Create effective healing contracts,
*Identify healthy and unhealthy breathing patterns,
*Relate body types to breathing styles,
*Address resistance in a breathwork session.
|(8 CE credits)
This series of classes is designed for students who are ready to or have begun to practice breathwork under supervision. Dealing with the major issues that arise in practice and hearing other students' challenges and feedback to them is central to this work. This can prepare the student for Level II and Level III (professional practitioner) training.
Course Objectives:
*Be able to guide a client through six sessions under supervision,
*Know how to establish a breathwork practice,
*Practice ethically,
*Be conversant with credentialing in Breathwork.
|(8 CE credits)
Jim Morningstar, Ph.D. and TBTP Staff
The Breathworker Training Modules focus in depth on specific aspects of being a competent and successful breathworker. Each module highlights different techniques for guiding oneself and others through the many and varied applications of breath for healing and growing. This ranges from breathwork's use in professional practice, water and group breathwork, pre-birth stages and the physiology and history of the use of breath mastery throughout the ages. Finally the finer points of body and energy reading as a breathworker are covered. This material when combined with clinical practicum is all applicable to certification as a professional breathworker according to the standards of the International Breathwork Training Alliance.
Course Objectives:
*Know the basic principles of breath coaching for dry, wet and group settings,
*Be conversant with the ancient and modern roots of breathwork,
*Have an understanding of the physiology and psychology of breathing,
*Be aware of the energetic dynamics, body themes and potential of being a breath facilitator,
*State the neuropsychological approach of Therapeutic Breathwork in healing trauma,
*Elucidate the ethical challenges of working with non-ordinary states of consciousness.
|(60 CE credits)
|$555 for 1-8
The purpose of this training is to introduce breathwork skills to professionals in the healing arts. Breathwork is a conscious breath monitoring process which is used by health care professionals around the world to explore, release and integrate mental, emotional and physical material that maybe impeding a clients ability to:
-Resolve chronic holding patterns in mind, body and spirit,
-Release emotional material stored within the cellular memory,
-Unravel relationship patterns that interfere with a sense of personal well-being,
-Experience self love in their bodies.
Course objectives:
*Identify ineffective breathing patterns,
*Teach healthy breathing skills,
*Use breathwork to address issues of depression, anxiety and addictions,
*Integrate breathwork into standard clinical practice,
*Monitor and release personal holding patterns that interfere with clarity as a clinician in the healing arts.
|(12 CE credits)
Recommended course text; required for Continuing Education and Certificate Program credit (not included): Taylor, Kylea (1994), The Breathwork Experience.
This training prepares the practitioner to give wet breathwork sessions. Both theory and supervised experience are given in profoundly moving method of healing and growth. The stages of pre natal growth, recognizing and releasing patterns which develop from them are detailed.
Course objectives:
*Identify four prenatal stages
*Conduct a breathwork session in water
*Identify effects of birth trauma in breathing patterns
*Select proper equipment for wet breathwork
|(8 CE credits)
Recommended course text; required for Continuing Education and Certificate Program credit (not included): Grof, S. Psychology of the Future. State University of new York Press, Albany: 2000
Understanding and working with group dynamics, creating group sessions, use of music, movement, art, successful teamwork, and supervision in facilitation will all be addressed in this day long training.
Course objectives:
*Name principles of group breathwork
*Know types and styles of facilitation
*Utilize music and artwork in group setting
*Organize and orchestrate a group session
|(8 CE credits)
Recommended course text; required for Continuing Education and Certificate Program credit (not included): Minett, G. Exhale. Floris Books, Edinburgh: 2004
Participants will learn the foundational mechanics of healthy breathing and how to coach positive changes in dysfunctional patterns. The schools and styles of breathwork techniques will be presented and experienced so practitioners may choose the methods that fit themselves and their clients best.
Course objectives:
*Name main traditional sources of breathwork practices
*Know two modern schools of dyadic breathwork
*Outline anatomical features of diaphragmatic breathing
*Specify what chemical imbalances are related to deregulated breathing
|(8 CE credits)
Recommended course text; required for Continuing Education and Certificate Program credit (not included): Morningstar, J. Breathing in Light and Love. Milwaukee, WI: Transformations Incorporated, 1994.
Participants will be trained in hands on and hands off energetic release work, reading body types and facilitating exercises for maximizing their strengths and integrating these techniques into the breathwork session. Application from infancy through adulthood will be addressed.
Course objectives:
*Know the breathing patterns of the six body types
*Facilitate release exercises for each body type
*Sensitively enter a client's body energy field
*Identify one's own body type strengths and weaknesses
|(8 CE credits)
The aim of this Module is to elucidate the role that trauma plays in our development on all levels and the importance of the use of breathwork in healing the effects of trauma, as well as to engage in exercises and learn techniques which can safely and effectively be employed when working with trauma in a healing session to assist in integrating clarity and passion into one's life.
Course Objectives:
*Identify traumatic from non-traumatic events
*List three from first category and three from second category of common causes of trauma
*Specify three symptoms from each of the three types of trauma symptoms
*Locate brain centers involved in trauma
*Articulate Therapeutic Breathwork's role in healing trauma
*Know how to use thirteen approaches and techniques in conjunction with Breathwork
*Identify one way spirituality can assist in trauma healing
*Name the Basic Treatment Principles in client work
*Enumerate two ways to prevent Compassion Fatigue
|(8 CE credits)
This Module explores the ethical principles of Therapeutic Breathwork through didactic presentation as well as experiential exercises. Particularly highlighted are the ethical concerns in dealing with a holistic approach and non ordinary states of consciousness. Also considered are the challenges of client and practitioner safety and sexuality. The Global Professional Breathwork Alliance practice principles and ethical standards are presented.
Course Objectives:
*Identify how ethics are approached differently from a holistic approach to healing
*Articulate three challenges in using non ordinary states of consciousness
*Specify circumstances when practitioner self-disclosure is appropriate and when it is not
*State protocol for using newly evolving techniques in treatment
*List four categories of experiences in non ordinary states according to Grof
*Identify guidelines for dealing with sensuality and sexuality in sessions
*State procedures for keeping client information confidential
*Articulate conditions in which a client should be referred to another practitioner
|(8 CE credits)
Break Through with Breathwork is approved for 10 Continuing Education credit hours by the National Board of Certified Counselors and the National Association of Alcohol and Drug Addiction Counselors through Transformations Incorporated; Director, Jim Morningstar, PhD.
Register to take Content Evaluation, with unlimited tries to pass, and print out a certificate for 10 Continuing Education credit hours.
Preview of Test Questions:
1. Research suggests that __________ percent of the U.S. population suffers from breath-related illness every year.
4. Faster than normal breathing can give counselors the following, both personally and professionally:
9. The principle of Heart-Centered Contact in therapeutic breathwork:
16. "Ontology recapitulates phylogeny" is a way of saying that the growth of each individual reflects:
22. Trauma is caused by:
30. A body theme is an enduring constellation of structural and characterological positions a person takes toward their life which reflects:
38. In the course of therapeutic breathwork when a client's storehouse of past trauma, incomplete relationships, and holding patterns have been significantly reduced:
40. "Continue to develop personally, practicing the technique that I offer to others while nourishing passion and reverence for my calling, and keeping a healthy balance in my work and self care," is one
|(10 CE credits)

subset: commoncrawl


text:
1. fall_apart - verb
· lose one's emotional or mental composure; "She fell apart when her only child died"
Synonym(s): go_to_pieces
Hypernym(s): break_down, lose_it, snap
2. fall_apart - verb
· go to pieces; "The lawn mower finally broke"; "The gears wore out"; "The old chair finally fell apart completely"
Synonym(s): break, wear, wear_out, bust
Hypernym(s): decay, crumble, dilapidate
3. fall_apart - verb
· break or fall apart into fragments; "The cookies crumbled"; "The Sphinx is crumbling"
Synonym(s): crumble
Hypernym(s): disintegrate
4. fall_apart - verb
· become separated into pieces or fragments; "The figurine broke"; "The freshly baked loaf fell apart"
Synonym(s): break, separate, split_up, come_apart
Hypernym(s): change_integrity
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text:
I'm a little late to this princess party, but this was something I took personally. I was a bit of a feisty tomboy with a princess streak growing up, and it's been interesting to watch where each of my six daughters has fallen on the spectrum. But like me, they weren't as concerned about how a heroine looked. It was about her character. We admired that each Disney princess was a strong, independent woman, even if she did end up falling for her Prince Charming.
Then along came Merida in the Oscar-winning "Brave." She was head and shoulders above the others in her determination no to be put on the typical princess track -- so much like my daughter, Deirdre. (Though she is not a fellow ginger, Deirdre even has the long curly -- often tameless -- locks that Merida has.) Now I was not a mom who shunned Barbie dolls or princess parties -- I'm teaching my girls that a woman can be smart and beautiful, rugged and feminine -- but it was disappointing to discover that Disney had given Merida a glam makeover.
The creator and co-director of "Brave" -- who thanked her daughter for being an inspiration when accepting the Academy Award for animated feature film -- called the makeover "atrocious." The new image also seemed in direct contrast to the promotional video that Disney put out at the same time entitled "I Am a Princess" that celebrates being "normal" while still doing great things.
Sure, you could argue that the new image was simply Merida a few years older. But how could you argue that a young girl who couldn't be bothered with the constraints of fashion would suddenly look like a runway model? She sprouted luxurious eyelashes, lost her normal-sized waistline -- and where the devil was her bow, quiver, and arrows?!
Now, being the strong, independent girl that she is, Deirdre rolled her eyes at this development and didn't let it bother her. But she agreed that we should still speak up and let Pixar and co. know that we feel they have betrayed the very essence of Merida's story. That the heroine of "Brave" is all about breaking the mold, not conforming to it.
And it seems Disney has responded to the backlash. If you go to her page on their website now, there is no sign of the made-over Merida. The original may look a little out of place in the line-up of doe-eyed princesses, but that's the way we like her. Power to the "normal" princesses.
UPDATE: Apparently the success of the petition regarding Merida by change.org has prompted them to take on another Disney princess. They are now asking that Mulan be returned to her normal appearance.


text:
Clue: Model Parkinson
We have 1 answer for the clue Model Parkinson. See the results below.
Possible Answers:
Related Clues:
- Primatologist Fossey
- Zoologist Fossey
- Naturalist Fossey
- Gorilla researcher Fossey
- Anthropologist Fossey
- Fossey who did gorilla research
- Gorilla watcher Fossey
- "Gorillas in the Mist" author Fossey
- Sigourney's role in "Gorillas in the Mist"
- "Gorillas in the Mist" subject Fossey
Last Seen In:
- New York Times - September 13, 2003
Found an answer for the clue Model Parkinson that we don't have? Then please submit it to us so we can make the clue database even better!


text:
We partnered with the Pennsylvania Beef Council to host live cattle handling demonstration and training sessions on March 24 and 25, 2017! The dairy-focused day was hosted on Star Rock Farm in Conestoga, Pa.
Dr. Höglund, veterinarian and educator with the Livestock Trust Institute lead the hands-on cattle stockmanship clinic attended by farm owners and employees. Attendees were introduced to how cattle learn and some low-energy cow handling techniques to improve the outcome for both people and heifers being milked for the first time. Participation qualified for Beef Quality Assurance Re-Certification and/or Level 2 training.
Emily Yeiser Stepp, National Milk Producers Federation, joined the group to discuss the FARM Animal Care Version 3.0 evaluation. Farmers received a comprehensive look at what the FARM Animal Care evaluation entails and left with numerous resources to help prepare for their evaluation.
Questions? Please contact Stephanie Roscinski at 717-346-0849.


text:
Source: PWInsider
The Undertaker is backstage at WWE Monday Night RAW, according to PWInsider. While it was expected that he would be at tonight's show since it is the go-home RAW for this Sunday's WrestleMania 33 pay-per-view, he had not been advertised for it.
Follow Raj Giri on Twitter at @RajGiri_303. Got a news tip or correction? Send it to us by clicking here.


text:
Sony has locked in the release dates for the next two Amazing Spider-Man films that will come after the now-in-production Amazing Spider-Man 2.
Which is to say that what we all thought was going to be a trilogy is now at least a quadrilogy (thanks Alien series!). The untitled films, which we'll just call Amazing Spidey 3 and 4 at this point, will be released on June 10, 2016, and May 4, 2018, respectively. (The Amazing Spider-Man 2 hits on May 2, 2014.)
Start speculating now about villains and story arcs… I'm personally hoping for a Tobey Maguire alternate-reality Spider-Man crossover in Part 4!
Check Out All of Director Marc Webb's Photos from the Set of Amazing Spider-Man 2 on our Wiki Page!
Talk to Senior Editor Scott Collura on Twitter at @ScottIGN, on IGN at scottcollura and on Facebook.


text:
Hell in the Pacific (1968)
Movie Info
as American Pilot
as Captain Tsuruhiko Kuroda
Critic Reviews for Hell in the Pacific
All Critics (15) | Top Critics (2) | Fresh (10) | Rotten (5) | DVD (1)
Hell in the Pacific grapples with the arresting relationships of character, communication and survival, but succeeds only fitfully in dramatically projecting these elemental qualities.
The acting is acceptable but is as extravagant as the script, and Boorman's direction is repetitive and ponderous, beating that single antiwar theme to death long before the adversaries do.
Two WWII enemies face off, but then depend on each other. Fascinating Boorman.
Audience Reviews for Hell in the Pacific
Great concept, and as usual, John Boorman's execution is just as stellar.
Super Reviewer
this is a solid film. with only two actors in the entire film performances needed to be great to carry the movie, i felt that marvins performance lacked a little but mifune more than made up for it. the dynamic of the characters was great and the decision to not use subtitles in order to give the audience the same feel of confision that the characters felt was a great one. really good movie.
Super Reviewer
Highly disappointing, I'm not buying this as a classic. The only reason I watched this was for Mifune, but you never learn how they arrived or how long they've been on the island--you don't even learn their names. Lee Marvin is a bitch to Toshiro Mifune for some unknown reason, but Toshiro doesn't really have to exert himself this movie. I give it credit for the ending, though; it seems that every 60's adventure/scifi movie ends that way (La Jetee, Beneath the Planet of the Apes, etc). The last 20 minutes were more interesting than the entire first hour and a half, we finally start to humanize the story.
Super Reviewer
Hell in the Pacific Quotes
There are no approved quotes yet for this movie.


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CAPE GIRARDEAU, MO (KFVS) - The holidays are creeping closer, meaning one of the biggest shopping days of the year, Black Friday, is right around the corner.
Do you hunt the sales, or plan what you're looking for?
Jenny Martin is in Cape Girardeau scoping out the Black Friday sales.
"Monsters University is what I'm going for and that's supposed to be $10 too, I mean that's a good deal," said Martin.
Martin said she's looking for gifts for her kids, a son and daughter ages two and five.
The toy going for $10 on Black Friday usually runs between $20 and $70.
"I love the sales, I just don't love the fact that it's cutting into Thanksgiving 'cause that's the day you spend with your family and you're thankful for them," said Martin.
Martin said while she'll look at the ads on Thanksgiving Day, she's sticking to shopping on Black Friday.
"I'm going to get up at six, seven in the morning and hope that I get what I want," said Martin.
And she's not the only one, Linda Singleton-Lock of Portageville said she doesn't participate in Black Friday and never has. She said she prefers looking for gifts for her 3-year-old on Cyber Monday.
Matt Phillips in Poplar Bluff, said his family has shopped Black Friday for almost 30 years. They make a plan on Thanksgiving Day and hit the shopping in full force on Friday.
Some stores said they're already prepping for the big shopping days. Walmart mangers said they're getting in extra trailers to store and prep Black Friday merchandise. And Target reps are monitoring inventory to make sure they're all stocked up.
"I have my daughter sit down and write the list out of what she wants," said Martin.
Even if it's still two week away, Martin will continue to search for deals and prepare for Black Friday Holiday shopping.
You might have heard of some of the toys your kids want this holiday season, but do they really work? Are they worth it?
Tune in to Heartland News Breakfast Show and 5 p.m. newscast the week of November 18-22 to see what Heartland kids think of the hottest toys this season.
Copyright 2013 KFVS. All rights reserved.


text:
We aim to make the travel arrangements for our holidays as flexible as possible. Because we handle each booking individually, you can, for the vast majority of our holidays, choose the travel method, departure point and route that are right for you; our expert reservations staff will be happy to offer advice.
If you are flying to your holiday, we can offer a very wide range of airlines and routes. Similarly, if you are taking your car across the Channel ('self-drive'), you can choose from a range of cross-Channel operators and routes. For holidays by rail, you can choose to board the Eurostar at St Pancras or Ebbsfleet International, and can upgrade to first class for extra comfort on board.


text:
Storage Unit Costs & Sizes
Storage Units in Jackson, MI
Our Jackson self storage facility offers a variety of storage unit sizes, from small 5 by 5 units the size of a closet, to mid-sized 10 by 10 units, to large units that can store the contents of a four- to five-bedroom house. So whether you need to store kid number one's toys until kid number two is big enough to use them, your grandmother's antique furniture, or your excess inventory of appliances, we have the right size unit for you.
Climate and humidity control protect your temperature- and humidity-sensitive furniture, documents, vehicles, and electronic equipment from weather extremes, and individually-alarmed units protect your items from would-be intruders.
Ground-floor, drive-up storage units have wide doors for easy access. In addition, we have 18-wheeler access for large deliveries and a cargo lift. Our self-storage facility is kept impressively clean—so you don't have to worry about tripping over someone else's inadvertently-left-behind debris.
We rent our storage units in Jackson, MI, on a month-to-month basis to give you maximum flexibility; we can easily accommodate students needing a place to store their belongings over summer break, businesses seeking long-term storage for important records, and homeowners who don't know how long it's going to take them to sort through their boxes of who-knows-what!
Access your Jackson storage unit during our extended access hours.


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Introducing Sea Patrol pups to the rescue! Now you can re-enact real Paw Patrol Sea Patrol rescues with Marshall and his transforming Sea Patrol Vehicle. The vehicle transforms from boat to land vehicle with real working wheels that fold out to take you from sea to land! Race to the ruff-ruff rescue with Marshall and his Sea Patrol Vehicle! Together, your child's imagination will light up with pup inspired rescue missions full of friendship, teamwork and bravery. Save the day with Marshall's Sea Patrol vehicle!
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Around 4:00pm about 60 local climbers and the Boulder Mountain Parks met at the top of Flagstaff Mountain. Gloves and tools were handed out to eager volunteers after they signed a release form and put their name 'in the hat' for the prize drawings that followed the cleanup. Then people broke into groups and headed off to the
major "trashed" areas. There were people using vacuums (powered by small generators) to clean off the tops and cracks of the rock while others were raking and shoveling around the bases and trails.
About two hours later there was about 1000 pounds of glass and debris that had been cleaned up. After the cleanup, Willie Mein addressed the volunteers saying, "The other day, after pulling down on one of the finest bouldering traverses
in Colorado, my peace of mind was rudely interrupted by the painful zinging
sensation that a burning cigarette butt causes when landing on your bare
After venting at the unsuspecting butt-flicker enjoying the views on the
rock above me, it occurred to me that I could bitch about the trash on
Flagstaff forever, or I could make a real difference by taking an hour to
clean it up. The conditions around the backside of the Monkey Traverse, and all around
Cloudshadow were the worst ever. I knew we could get a lot done, but this is amazing!"
Then the fun began. The volunteers washed down the food (provided by Boulder Mountain Parks) with generous helpings of soda and beer (donated by a local brewing company). Afterwards, there was a drawing where just about everyone present went home with a prize (or two). In all it was a huge success. (Word has it that this will become an annual event. The exact date for next year's Trash Bash is yet to be determined and the location will likely be somewhere in the Boulder area.)
We at Camp4, challenge you to do something similar in your community. We are sure that somewhere near you is a crag in desperate need of a clean-up.
Tools Needed: this list will get you started in the right direction.
Spread The Word: you would be suprised how many people would like to be involved at cleanup events so be sure to tell the following...
Comments are closed.


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WebMD recommends doing Kegel exercises to tighten the pelvic floor's muscles as a treatment for mild to moderate bladder prolapse. MuTu System, however, suggests that Kegel exercises are inadequate and instead recommends another type of pelvic floor exercise.
In response to a prolapsed bladder, MuTu System calls for an exercise that involves sitting on an exercise ball, pulling the navel to the spine, then lifting the pelvic floor without moving the tailbone. The exercise can be made more effective by tying a resistance band around the knees and trying to spread them apart while doing the pelvic floor lift. Another recommended exercise recommended by MuTu System is the squat, which helps to strengthen the gluteal muscles and loosen the sacrum, both of which are helpful in preventing bladder prolapse.


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Definition of entoil
v. t. - To take with toils or bring into toils; to insnare. 2
The word "entoil" uses 6 letters: E I L N O T.
No direct anagrams for entoil found in this word list.
Words formed by adding one letter before or after entoil (in bold), or to eilnot in any order:
a - elation toenail c - lection d - lentoid g - lentigo h - hotline neolith p - potline topline r - retinol s - entoils u - elution outline v - violent w - towline
Shorter words found within entoil:
el elint eloin en enol eon et in inlet into ion it lei leno lent lento let li lie lien lin line lino lint lion lit lite lo loin lone lot loti ne net nil nit nite no noel noil not note oe oil ole olein on one tel teloi ten ti tie til tile tin tine to toe toil toile tole ton tone
List shorter words within entoil, sorted by length
Words formed from any letters in entoil, plus an optional blank or existing letter
List all words starting with entoil, words containing entoil or words ending with entoil
All words formed from entoil by changing one letter
Other words with the same letter pairs: en nt to oi il
Browse words starting with entoil by next letter
Previous word in list: entoderms
Next word in list: entoiled
Some random words: lyard pe soigne acknowledge fitly ureotelic opaque
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My Back Up
My eldest daughter is very much into jogging, we agreed to jog today but when I woke her up, Faith woke up too and told her to stay because she have no one to cling to on the bed. So I went out alone and besides we will have our annual checkup that I need to go after I jog so I am sure that Mj will get bored only to find out I still need her to go to the office because I forgot my ID. Good thing, I left some money at home, supposedly for sister Merlyn and an E-Load and she can give me the rest however it turns out to be her fare since she needs to go to the office in a taxi because if not, I may not going to finish the check up right away. I don't want to go back there, going to every room for some check up. Mj is indeed my savior in times I need a back up.


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I think that banks and other lending institutions have every right to see if you have any medical debt. It is unfortunate that medical debt happens, but they need to know if there is any major reason why you would be able to pay your bills in the furture, medical debt definitely can be one of those reasons.
The decision of FICO to exclude medical debt from its credit scoring model reflects better on the true nature of a person's credit. Major medical debt is typically unplanned and catastrophic to both a person's credit and family life. This decision at least gives a person the chance to keep their credit profile in order.
FICO was not wrong to exclude medical debt from credit scores. This is because medical debt has to do with survival, and when someone is fighting to survive, it means that they need every bit of a chance they can get to improve other parts of their financial lives. If someone is closer to a survival situation it means they should not be kicked when they are down.
If you think medical debt has already disappeared from your score think again. There's no hard fast rule that these new suggestions have to be adopted and chances are they won't be. Medical debt shouldn't be held against a person. Health care should be provided to all people. The medical field should be more concerned about doing their job and less concerned about profit. Period!


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Habitat for Humanity
Dow Products and People are Helping to Build Sustainable Homes with Habitat For HumanityPLAY VIDEO
Working Side by Side
For more than 30 years, Dow Building Solutions has been a proud partner of Habitat for Humanity. We work with Habitat affiliates around the world, donating our products and expertise in building science to create stable and secure homes for families and communities.
Meeting a Global Need
Since 1983, Dow has supported the construction of more than 50,000 Habitat for Humanity homes in nearly 20 countries. Through our partnership, we're continuing to address the global need for safe, sustainable and affordable housing.
Putting Our Products to Good Work
Beyond financial and volunteer contributions, Dow supplies Habitat projects with energy-efficient insulation, air sealant and weatherization products, helping homeowners reduce the energy costs and carbon footprint of their homes.
Get Involved
Dow lends support to Habitat in many ways, including financial, product and volunteer contributions towards new home builds and renovation projects. house sponsorships, product donations and employee volunteer work crews at builds.


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Corpses were hanging from palm trees and people died trapped in their submerged homes in the devastated Haitian town of Mapou, according to relief officials, who struggled Friday to bring aid to an area where flash floods have brought a rising and still undetermined death toll.
Haitian officials said that hundreds were reported missing in Mapou and about 25 in the surrounding hamlets of a remote and severely deforested region near the border with the Dominican Republic, about 30 miles southeast of this capital city. They said the flooding was the worst natural disaster to hit the island of Hispaniola in years.
Bernard Barrett, a spokesman for the International Committee of the Red Cross, said all casualty figures were preliminary, but that almost 1,500 people were missing or dead in both countries, based on compiled reports. In the Jimani area of the Dominican Republic, 361 bodies have been recovered and 352 were missing, he said. In Mapou, 650 were missing and "while we can presume many are dead" the bodies had not been recovered. In the neighboring Haitian town of Fond Verettes, 158 were missing and many were presumed dead, he said.
"The population there is in a state of shock," said John Bevan, a U.N. official in Haiti, whose teams are tending to survivors in Mapou and Fond Verettes.
Cristina Estrada, a spokeswoman for the International Red Cross in the Dominican Republic, said that many of the victims from Jimani were washed downriver into Lake Enriquillo, which she said was the only lake in the country with crocodiles. She said that would complicate recovery of the corpses.
Kate Scannell Michel of the relief organization World Vision said officials who have visited Mapou and Fond Verettes estimate that the floods have affected 10,000 to 20,000 people, either leaving them homeless or destroying their belongings, crops or schools.
"The whole area around Mapou looks like a big lake, and when you look closer you can see all the houses under the water," said Scannell Michel, who flew over Mapou in a helicopter on Thursday. "There are lots of bodies still trapped within the houses and stuck in trees, so there is a very serious health risk there."
U.S. and Canadian military helicopters made about 20 flights to the area on Friday, carrying about 19,000 pounds of rice, beans, soap and other supplies to Fond Verettes and 64,000 pounds of rice, beans, water and cooking oil to Mapou, said U.S. Marine Lt. Col. David Lapan.
The military operation was conducted by the 3,600-member multinational interim force, which was sent to Haiti earlier this year after violence erupted following the resignation of embattled President Jean-Bertrand Aristide.
The military forces evacuated at least three of the injured to Port-au-Prince on Thursday and Friday, Lapan said. Lapan said a 14-year-old boy was evacuated with deep cuts across his neck, shoulders and ears. .
On Friday, the rescuers also flew out a 10-year-old boy, whose mother and seven siblings were killed in the floods. The boy suffered a severe head wound when floodwaters from heavy rains rushed down the deforested hills on Tuesday and blasted through Mapou, a collection of flimsy shacks built in a dry riverbed.
"He had a large patch of flesh missing from the back of his head where he got snagged on some sort of tree limb," said U.S. Marine Lt. Col. Duane Perry, who saw the boy in Mapou before he was airlifted out. "But whatever he got snagged on actually saved his life, because it kept him afloat."
Inigo Alvarez, at the United Nations World Food Program in Haiti, which provided much of the aid airlifted by the military helicopters, said that about 4,000 people who had built homes in the riverbed area were now homeless. He said they required plastic tarps and tents for shelter from rain forecast for the weekend.
"People are desperate. Most have lost relatives, their houses," he said. "Their animals are dead. Their food reserves are gone."
Felipe Donoso, head of the Red Cross in Haiti, said a team that landed in Mapou found seven bodies in its first few minutes.
"The drama is that it is a difficult place to get to, so it is hard to reach the victims," he said.
Donoso said many people who survived the floods had scrambled up hillsides to higher ground, where they remain trapped. The Red Cross said it would use boats to try to reach them on Saturday. Scannell Michel of World Vision said her organization planned to transport a truckload of plastic sheets, blankets, water containers and water-purification tablets on the road toward Mapou on Saturday. She said they hoped to take boats from the point where the roads were blocked.
Haiti, the poorest nation in the Western Hemisphere, is particularly vulnerable to floods and mudslides because of severe deforestation. Poor people around Mapou have cut down many trees for charcoal. Alvarez, of the World Food Program, said about 90 percent of Haitian forests has been wiped out in the last decade.
"It should be stressed, this was heavy rain, not a storm or a hurricane," said Bevan, the U.N. official. "This shows the precarious nature of Haiti." With the tropical storm season still ahead, he said, "there is a lot of reason for pessimism."
Correspondent Mary Jordan in Mexico City contributed to this report.


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19 June 2014
Top Five Places Off the Beaten Track to Visit in Colombia
We are sure you have heard about the most popular destinations in Colombia. We have told you about several of them ourselves. However, today we want to tell you about five places off the stereotypical tourist radar that we consider worthy of a visit.
Bahía Solano
Located in the Colombian department of Chocó on the Colombian Pacific Coast, the municipality of Bahía Solano is home to some of the best beaches in Colombia for surfing and scuba diving. In addition to offering some incredibly unique scuba diving and surfing experiences, Bahía Solano offers you the chance to get up close and personal with whales that migrate along the coast between the months of June and October as well as the opportunity to watch the incredible journey of baby sea turtles as they hatch along the coast and make their way into the sea. If you are a real nature enthusiast, you can also check out Utria National Park, located at the western tip of Bahía Solano where you can trek through tropical rainforest and check out some breath-taking waterfalls.
Bahia Solano
San Augustín
San Augustín Archaeological Park is a UNESCO World Heritage Site located in the Colombian department of Huila. What makes this site unique is the collection of around 500 pre-Columbian sculptures that compose the park. As you walk through the park, you can learn about the history of the indigenous groups that inhabited the area as well as their significance in Colombian history and culture as you marvel at the size and potency of the sculptures around you.
San Agustin
Popayán is a beautiful city located in the eastern Colombian department of Cauca. The city has come to be called the "white city" as its most defining characteristic is streets lined with striking white colonial buildings and houses. Recently, Popayán was named the first City of Gastronomy in the world by UNESCO due to its variety of traditional foods and traditional cooking methods as well as its strong influence on Colombian cuisine and culture.
Macuira National Park
Macuira National Park is located at the extreme northern tip of Colombia in the department of La Guajira within the municipality of Uribia. Even though it is located in the middle of a desert landscape, Macuira National Park is home to a cloud forest as well as a host of dwarf trees that are able to thrive in the area due to the unique moisture brought by trade winds that blow through. Because of this unique environment, you can observe a host of flora and fauna found only within the confines of the park. Bear in mind that when travelling through the park, it is best to hire a guide who knows the area, normally someone belonging to the Wayuu indigenous group that inhabits the area.
Caño Cristales
Located in the Colombian department of Meta, Caño Cristales is still considered a recently discovered natural wonder. A normal river for most of the year, between June and November Caño Cristales transforms into "the river of paradise," "the river of five colours," due to the presence and blooming of several different species of algae.
Happy travels,
The Uncover Colombia Team


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In celebrating the National Water Week 2015 the Department of Water and Sanitation and WRC launched the newly developed interactive website based on a comprehensive water assessment study (WR2012) that will be assisting water managers and decision-makers at all levels of government to make informed choices about policies concerning South Africa's water resources. The WR2012 study, which was launched in 2012, is the sixth comprehensive national water resource assessment to be undertaken in South Africa since the first was completed in 1952.
Wandile Nomquphu, Research Manager at WRC, says, "The study has, for the first time, created a publicly-accessible, web-based and interactive reporting system to continually quantify both the surface and groundwater resources of South Africa. While it was originally planned for the website to only be up and running once the project was completed in 2016, the high level of interest in the information the project has to offer has prompted the Commission to bring the date forward."
It is well known that water is South Africa's scarcest resource, and that the country counts amongst the world's parched, with a mean annual precipitation of approximately 465 mm and an average annual runoff of less than 50 000 million m3. As a result of this inherent scarcity, the country uncomfortably walks a tightrope between socio-economic development and protection of its water resources. This makes quantifying exactly how much water the country has one of the most important tasks to be undertaken in the water sector.
According to the WRC CEO, Mr Dhesigen Naidoo, undertaking regular water resource quantification assessments not only informs the country of its available water resources, but helps to augment decision-makers' and specialists' understanding of how the natural hydrological cycle behaves.
The study is being executed by a consortium of consulting engineering firms, led by Royal Haskoning DHV (RHDHV). One of the most important aspects of the study is the improvements made on the WRSM2000 catchment model (popularly known as the Pitman Model), which is widely used in the South African water resource assessment process.
"The WRSM2000 model is undergoing some major improvements," reports project leader Allan Bailey from RHDHV. "As this model has links to the models of the Department of Water Affairs for analysing yield of dams (WRYM model) and future water resource planning (WRPM model), it is extremely important that all three models are continually improved."
Enhancements to the WRSM2000 model include the inclusion of a number of statistical graphs for checking the consistency of catchment rainfall and natural streamflow and storage yield; grouping of runoff models with similar hydrology for more rapid calibration; addition of an observed storage trace to the reservoir plot so that reservoirs with only storage data can be calibrated; extended time-series output link to the WRYM model which now has the Sami surface water–groundwater interface; time-series of groundwater abstractions; and added daily time-step functionality for both naturalised runoff at any point in a network adjusted for land use.
Compared to the previous water resource study, WR2005, the level of detail of water resource information in the WR2012 study has been broadened to include information on reservoirs, land use/water use and other water resource aspects. New spreadsheets have been compiled which provide details of land use/water use, which will make the future updating easier. The project also intends to continually incorporate recent work by other consultants on various catchments, and to update all data.
Other progress for the year includes the creation of land use/water use spreadsheets for all 19 water management areas (which have recently been reduced to 9 water management areas), with worksheets with data on dams, abstractions and return flows, irrigation, alien vegetation and afforestation. The project team has also started to determine the optimal water resource observation network (i.e. rainfall, streamflow, reservoir records) which has to be maintained at all costs in order to continuously enhance the assessment and understanding of the country's water resources.
As part of capacity building, the research team has presented a number of training courses on the newly improved WRSM2000 model at several universities, with great success. The purpose of the training is to broaden awareness of the various water resource models available, and how to set up and use the WRSM2000 model for a water resource system.
"Deteriorating monitoring of South Africa's rainfall and streamflow as well as groundwater levels remains the biggest challenge to the successful completion of the project", notes Nomquphu. "Spatially representative, long-term consistent records of rainfall, streamflow, groundwater levels and water quality data are essential for achieving a high-level of understanding about water resources. Good quality data are a serious impediment to the sustainable management of South Africa's water resources", explains Nomquphu. "Not only are the observation networks shrinking, the quality is deteriorating".
"Apart from the troubling rainfall, streamflow and groundwater level data issues, which have been reported on, the research team has also discovered that reservoir data records – key to analysing the water resources of South Africa – have declined alarmingly, with quite a number of missing data points and suspect readings." However, the WRC is exploring ways to establish a central home for water data from all its projects in which hydrological data are collected.
The WR2012 study is due for completion in April 2016.
Contact: Wandile Nomquphu, Research Manager Water Resources Management, email email@example.com or cell: 0723069659


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I recently took a "staycation" from work and decided to take a trip to the beach with my son. Although it is really cold here now, we had a long warm period recently. Since it was pretty warm, I packed our beach bag and we headed to the beach. It's always a little cooler when I'm actually on the ocean, but I was surprised at how cool it was compared to where we live, about 15 minutes away. Fortunately, I had packed Lincoln a sweatshirt and a long-sleeved shirt for myself, which was great because we needed them once we got on the beach.
We had such a great time. This wasn't Lincoln's first trip to the beach, but it was definitely a first. This was the first time he could walk while there and he really took everything in. He walked towards the seagulls and pointed at them, saying "dis?". He usually says that when he wants to know what something is. We took in the view of the ocean and made sure to not get caught by the waves. We also played in the sand and, of course, he was curious as to what it tasted like. Here are some of my favorite moments from our quick trip to the beach.
XOXO Jess