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The McKenzie Centre is an early intervention institution which provides part-time training for children with special needs and their families; Patricia Avenue School is a special education school which provides full-day teaching or children with special needs; Woodstock School is a mainstream school which provides services for all children and children with special needs. I went to each school once a week for half a day each time, which was regarded as the best way to understand the teaching practice.
In addition, I interviewed 10 professional teachers who teach autistic students in order to find out their basic beliefs about teaching autistic children. Besides, I also completed informal interviews with one lecturer in the Faculty of Education, University of Auckland to understand deeply the talent raining method of special education. Data was also collected in Changed from March 2011 to July 2011.
According to the original research design, the autistic teaching in three schools was investigated and observed in Changed. The participating centers were Examine Education Centre, Early Childhood Intervention Centre of Changed and Xi Mapping Primary School of Changed. They are an early respectively. Accordingly, a total 17 professional teachers who teach autistic students were interviewed in Changed and the teaching practices of 9 teachers were observed. All data was collected by the end of July 2011.
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The findings Hamilton and Confounder each part of the researchers as follows: 1) The value of autism teaching is interesting to note that although there are some differences between the different teachers from different schools in two cities, the root belief is in common: all teachers threat the autistic child as the same as normal child. They think every child has developmental potential and Just needs more support and teaching guidance to explore their latent capacity. T is also worth noting that teachers working in all 3 types of school in Changed have similar teaching value with teachers irking in the special education school and the mainstream school in Hamilton. Specifically, promoting the children's development and helping them to their own independent life as much as possible are the main values of autism teaching. Len their view,children's parent's and their families are not taken too much into account. By contrast, the teachers who work in an early intervention institution believe that the value of autistic teaching is to help the autistic children and their families have a better life.
In other words, they want to help autistic children through helping their parent's. Inconsequently, it seems like the difference in values is mainly due to the type of school and its teaching philosophy. 2)The aims of autism teaching. There are 4 sub- questions for this part and more similarities rather than differences are found . Primarily, both sets of participants(teachers) in Hamilton and Changed hold the idea that the final aim of autistic teaching is to help the autistic child have normal life based on his ability.
Accordingly, almost all the participants said that they have concrete aims about every session for every autistic child which conforms with the individualized education plan of each child. However, that is not to say that they lack some common teaching aims for all children. By contrast, they all think some common teaching aims would help children with autism have better development, especially for their social development. Meanwhile, the differences cannot be ignored.
Firstly, teachers in the early intervention institutions in Hamilton and in Changed argue that parent's can bring dominant and profound influences on their children's father development and thereby parent's should be regarded as an indispensable part in daily teaching. Teachers at the other centers claim that parent's household not participate in the daily teaching because the teaching value emphasizes the development of children's independence. Secondly, teachers have different ideas in terms of parent's' role in deciding their children's placement.
Generally, teachers in Hamilton believe that parent's' decisions should be given priority in deciding their children's future placement. In contrast, teachers in Changed claim that autistic children's real developmental situation should be the most significant factor to determine whether the children should enter a mainstream school or a special education school. * 3)The skills and manners of teaching. Three main sub-questions are asked about this topic in the interviews. It is obvious that there is a striking difference in the field of the skills of problem-behavior management between Hamilton and Changed.
Specifically, early intervention teachers who work in the mainstream school and the special school in Hamilton have lots of effective skills and students' reactions and behavior. However, teachers such as the speech therapist, occupational therapist and Para-professional teachers have few ideas of how to deal with the problem-behavior. As one of the participants said "if students have serious robber-behavior,' usually ask the intervention teacher or psychologist for help".
Compared with teachers in Hamilton, those who work in Changed have little skills and abilities to manage autistic children's problem-behavior and predict their reactions and behavior (no matter what are their main roles). For example, one early childhood education teacher in Changed said "it is a really tough work for me to manage the children's problem-behavior, I want to study more about this field". In addition, an enormous difference is also found in terms of teaching theories about autistic teaching.
Most of the teachers in Hamilton are familiar with ABA(Applied Behavior Inalienability's(Treatment and education of autistic and related communication handicapped children), PECS(Picture exchange communication system) and social story. They often use them together. That merman teachers prefer to use different theories in different teaching steps. Among the autistic teaching theories,PECS is the most popular one. Every teacher uses PECS everyday. However, most teachers in Changed Just know some of the theories and can not use them in an integrated way.
In other words, teachers rarely adopt more than 3 theories in their daily teaching. Among various teaching theories, PECS is still the most popular teaching method in their teaching. RD' (Relationship development intervention) and another native teaching method developed by the Weep Hong society of Honking are the second and third monstrously teaching theories and methods respectively. Although lots of differences are found in this part there is one aspect in common,it is that everyone pays attention to the importance of cooperation. All the teachers agree with the view that team work plays a dominant role in autism teaching.
Almost all the participants both in Changed and Hamilton have team meetings every week, they live that those meetings can help them teach autistic children in a more effective and scientific way. One of the interviewees in Hamilton said "we have team meeting every week,and we share all the information about our teaching and children's development so that anyone can take over my Job when I go outside or have an emergency. "4)Teaching practice: There are enormous differences in the teaching practices between the different kinds of school and between the two cities.
In this part, narratives of some teaching stories are presented in order to represent the character of the different teaching practices. The first story from Hamilton (in a special classroom in the mainstream school):Len the morning, the teacher showed the time-table to all the children when they arrived to school. The time-table included : Greeting, calendar months, daily exercises, Library,Toilet,Mortgaging, Reading,Math, Toilet, Lunch, Relaxation,Story time, Transport,Choosing,Duties,Buses, with the relevant pictures.
All the activities in that day conformed with the time-table. Two sessions are described as follows:Morning tea:Students used PECS in this part. Students chose the picture which represented their meaning first, then showed it to the teacher. The teacher supported them to do the things they wanted to do. For example, one student choose 3 pictures to express 'l want my lunch box',and then the teacher gave the lunch box to him. Let is also worth noting that the teacher made while they displayed the pictures, others Just needed to show the pictures. N addition, one girl, E did not want to eat anything and became angry. The teacher said 'stop', you must stop',but E could not control herself very well. Consequently, teacher let her stand up and go to one of the corners of the classroom. The teacher said that sometimes autistic children need some time to release. Nearly five minutes later,E came back quietly and began to eat Hereford. Daily exercises: All the caustic children went to the playground playing with the other children. They swans together, they jumped on the trampoline and so on.
When the autistic children ran around the playground, the other children (non-autistic children) accompanied them voluntarily and encouraged them until they arrived at the destination. The first story from Changed is about an autistic child in the mainstream school: Considering the fact that there is no special classroom in the mainstream school in Changed, the story bout the autistic child in the mainstream school can be described in this part. The autistic child -L was welcomed by one of his classmates at the school gate in the morning (His classmates should welcome him in turn everyday).
After a short conversation, they went into the classroom together. L sat in the first row and his best friend sat next to him. When the class began, L began to play with his finger and did not concentrate on the class, making the teacher call his name several times in the class. The next class was mathematics, L suddenly shouted in the middle of the class. His best friend accompanied him to the teacher's office where he released himself for a while under the supervision of another teacher. At the same time, other students continued to study in their classroom and were not disturbed by Line's behavior.
When L calmed down, he returned to the classroom. But he could only play alone because it was the break time of the class. At that time, most his peers played outside of the classroom because they had 20 minutes to have a rest. Like the situation in the former classes, L still could not control himself very well during the later classes. It is worth noting that the response of the teachers were similar regarding L's performance in the classroom which was Just calling his name. After the four classes, L and his classmates went to the dining room in the school for lunch. The second story from Hamilton (in the special education school): In the morning, when all the children sat in the classroom the teacher began to call the roll and gave different students different tasks, such as 'give me five', hug . Etc. ' Then the teacher demonstrated the timetable which included "Good morning, Individual time, What are we going to do today? Trace your name, Cutting skills, PECS, Toilet, Morning tea, Playtime, PL goals, TEACH, Reading and words, Songs and actions, Toilet, Lunch, Playtime, Toilet, Story, Walk, Put the chairs away, Pack your bag, Music and relax, Goodbye, Home-bus".
When the teacher introduced the time-table to the students, one student was asked to do individual study in which the learning assistant became the individual's teacher. According to the topic of the day and the level of the individual's learning, different students had different tasks, some of them counted from 1 to 5 while others counted from 1 to 20. Trace your name: The teacher used the same music as the transition from one activity to another. Before beginning the new activity, teacher pointed to the timetable and told students: "we will do trace your name two minutes later" "we will do trace your name one minute later". We are different tasks, some of them needed to write their name, some of them matched their names; others Just copied their first name. Len addition, J was a new student who had only been attending the school for one week. So it was reasonable that the teacher paid more attention to him, especially to his behavior. For example, when he ran away or could not sit very well, the teacher always used some simple words, like "sit down", 'stand up', 'l will count to 3, if you cannot stand up, I will pick you up'.
The teacher said: "It is significant for the children developing the habit which was to conform to the teacher's order". The second story from Changed (in the special education school): In the morning, when parent's or minders sent the autistic child into the classroom, most children had time to play freely. It lasted until all the children arrived at the classroom. Then the teacher asked the children to do some ironing exercises, with their parent's or minder's help and guidance. The next stage was group teaching in which the teacher taught all the children with their parent's' help.
But it is worth noting that most of the time parent's Just followed the teacher's orders and kept their children quiet. The content of teaching was to know different voices of different merman of transportation, such as abuse, train and bicycle. After watching the television, the teacher asked a child to imitate the voices or the movement of different kinds of transport one by one and gave them different praise. Then it was individualized teaching time, some children went to different rooms to receive individualized education and others stayed in the classroom to complete some occupational tasks.
The teacher said "we cannot do individualized education for every child at the same time due to the insufficiency of teachers". Nearly 45 minutes later, all the children returned to the classroom and lunch began. The third story from Hamilton (in the early intervention centre): Activity 1: A five year old girl named J came to the centre with her mother in the morning. Her work was to count from 1 to . Accordingly, 5 cushions were placed in a line with different heights in the play room. The task for J was to Jump up and down from the cushions while counting from 1 to 5 .
Although the teacher gave her clear instructions, J always forgot to count the first cushion and began to count with the second one. As guidance, the teacher kept emphasizing "one" when she Jumped on the first cushion. After several practices,] became impatient and then the teacher asked her to choose one game she liked while she talked with her mother. The teacher analyzed G's performance and pointed UT the student's progress and inadequate counting skills, then shared some teaching strategies with G's mother for teaching her at home.
It is worth noting that G's mother always participated in the class as a teacher assistant or participant. Activity 2: music time: All the children and their parent's sat in a circle, one teacher stood in the middle, and let one student choose one of the cards from her hand which were the photos and names of the children. The one who was selected had the opportunity to choose the song which was played next, as well as pick the correct toy n a large box. Every toy represented a song.
Others sang a song while the child chose the toy, which is "What is in the box, what is in the box, what is in the box, what will xx choose, what will xx choose, what will xx choose". Then all the children and parent's and teachers would play the song. When they finished one song, a new cycle began again. The third story from Changed (in the early intervention centre): A 5 year His mother was not entitled to go into the room when L had his class. The work for L was to say some words of fruit, such as "apple", "orange" and "grape".
The teacher seed L to sit in a limited space where L could not move as he pleased. Some pictures of fruit were presented in front of Line turn and the teacher tried to pronounce the names clearly and repetitively. The prize "potato chip" was given as soon as possible if L pronounced the right word. Then the teacher asked L to watch the television where different fruit was presented in turn and L was required to pronounce these. Several times later, L became impatient. The teacher tried to use simple words to stop him from shouting such as "stop' "be quiet", "l will be fine".
Several minutes eater, L calmed down and began to do the work again. Forty minutes later, L finished his class and went to the integrated sensory room to play. Some children were playing in the room individually. Although the teacher encouraged L to play with one of them, he seemed to prefer to play alone. So the teacher talked with his mother when he played in the room. He said "L can clearly say and distinguish "apple" from "grape", but cannot say "orange" and "banana". You should grasp every chance to train him to pronounce those two fruits".
After playing for a while, Line and his mother left the centre. It is worth noting that no group work can be found in there. To conclude, it is clear that enormous differences can be found in the field of teaching Practices between the different schools and different cities. Firstly, clear instruction (time table) was used in the mainstream school and special education school in Hamilton when the students arrived at school in the morning This can help autistic children clearly know what they will do in the day and help their emotional stability to some extent.
Compared with the situation in Hamilton, no clear instruction can be found in the counterparts in Changed. Secondly, teachers in Hamilton paid more attention on students' individualized teaching in group teaching – they were used to give different students different tasks while teachers in Changed Just adopted individualized teaching in the children's individualized special training time. In addition, visual teaching aids were widely used in all kinds of school in Hamilton while they were widely used in the special education centre and early childhood intervention centre in Changed.
Moreover, more teaching strategies about students' problem behavior were adopted in all kinds of school in Hamilton than that in Changed. Last but not the least, parent's in early childhood intervention centre in Hamilton was the teachers' cooperators while parent's in the special education centre and early childhood intervention centre in Changed were the executable of teachers' instructions.
It seems like the only similarity with different kinds of school and two cities is that all the teaching used simple words when they taught autistic children. 5) Assessment of learning: There is some common ground on the assessment of learning in Hamilton and Changed. First of all, all the teachers participate in the recess of assessment and the formulation of Peps (Individualized Education Plan) or PEPS (Personal Education Plan) and provide professional assessments for their students.
Secondly, all the teachers perceive their role in the assessment as "evaluators", "participants", "constitution" and plan makers. Moreover, all the teachers regarded the results of PEP or PEP as a mirror to reflect their teaching. Practically, they reflect their teaching according to the contents of PEP or PEP regularly; they also situations. Although all the teachers use professional formal assessment tools to purport their evaluation, the evaluation tools are diverse.
For example, The Carolina Curriculum for Infants and Toddlers with Special Needs-Third edition(Both the curriculum and its matched assessment are the third edition), the Assessment log and developmental progress chart, Assessment, Education and Programming system for infants and children, Preschool language scale (the fourth edition) can be found in Hamilton while Developmental Learning Package – Curriculum Guide and Development Assessment Chart (Revised Edition), Hong Kong Preschool Fine Motor Developmental Assessment (HECK-PANDA) Examiner's Manual ; Tools and Psycho- educational Profile (Third Edition) (Chinese Edition with CD-ROOM) ; Training Package for Autistic Children(which was developed by Division TEACH of the University of North Carolina in the U. S. A and the Chinese Edition was translated by Weep Hong Society) are more popular in Changed. 6) Teacher's professional development: The finding of this part is quite unexpected for the researcher; not only the opportunities for each teacher's professional development but also on the attitude of each teacher toward the professional development between two cities.
Specifically, in Hamilton, every teacher has various chances to do further study every ear. Principally, only when the teacher submits his plan of further study, does the director of the centre or school support him and give him financial support. Compared with teachers in Hamilton, the teachers in Changed have relatively less opportunity to do further study. Generally, those opportunities were often given to the excellent teachers or seasoned teachers. In addition, the motivation for teachers to complete further study is quite different. Specifically, there are two main reasons for supporting teachers to do professional development, the first is love. All the teachers love their work.
For example, one of the interviewees said: "When I Just came to New Zealand and got this Job, I thought I should go back to mainstream school one day because I had rich experiences in teaching normal students, but now my mind is totally changed, I love this Job, I love all the children, I enjoy every tiny progress the students make. I think I need to go to university to do professional study of special education. I want to be the best one. The second reason is for the needs of work. With the rapid development of special education, teachers need to keep studying to help the students as much as possible. Unlike teachers in Hamilton, teachers in Changed may consider the continuing study as an effective way to enhancing their surviving ability. This is simply because most teachers teaching autistic children lack professional knowledge.
In other words, insufficient professional knowledge and skills, together with worry about losing their Job is the main reason to promote continuing study. However, it is also interesting to note that some teachers said they have a deep desire to do a better Job in their work. It is similar to the second reason in Hamilton. The only aspect in this part in common between the two cities is that cheers are interested in a diverse range of training courses: Some of them prefer to study teaching skills/teaching theory, some want to participate in some special programmers; others have a plan to attend university in order to study special education. ) Basic demographic data: Fifty percent of the participating teachers have worked as special education teachers for nearly 1 5 years, 30% teachers have this Job interviewees include 2 early intervention teachers, 2 specialists, 2 speech therapists, 2 Para-professional teachers, 1 physical therapist and 1 occupational therapist. Seven cheers have a Diploma of Special Education and relevant majors, For example, a Diploma of Speech Therapy, while three teachers have a Diploma of Education. It is also worth noting that only 3 interviewees graduated in New Zealand universities. Others gained diplomas in Australia, UK and South Africa. Compared with the situation in Hamilton, only 3 teachers from Changed have a Diploma of Special Education while others graduated from other majors, such as elementary education, Chinese language and literature and so on.
In terms of their professional roles, there are 6 early intervention teachers, 3 specialists, 4 speech therapists, 2 physical harpists and 2 occupational therapists. All of them have worked as special education teachers less than 10 years and most of them have worked in this field less than 5 years. Overall, it is clear that more similarities are found in terms of the value of teaching, the aims of autism teaching, assessment of learning while more differences are found in other fields when comparing the situation of autistic teaching in Hamilton and Changed. The teachers' abilities of problem-management and using teaching strategies in Hamilton were more effective than those used in Changed.
This is simply because autistic children in Hamilton have less problem behavior and are calmer in the class when comparing with their counterparts in Changed. Obviously, various reasons can be taken into account. In this research, teachers' learning background, teachers' chances of professional development cannot be ignored. In the future, the researcher can do in-depth research to explore the root reason of those differences and similarities. | 2. | A description of your experience of the protectorate were the highlights? What went really well? What problems did you have? Did you meet your proposed timeshares? If you have disseminated your research, what feedback have you had?
I I In August 2010, before this project was approved, the principal researcher Zion CIA began to do observations in 3 the schools in Hamilton, so at the end of October, the observation lasted more than 2 months. After the project was approved by the Winter research office at the end of September, the researcher began to do interviews with teachers in 3 schools. At the end of October, the researcher had collected all the data and information that the project proposed. From November, the researcher began the data analysis and repaired to write the final report (New Sealant's part). During the process, I received support from the School of Education and Winter Research Office, also from the 3 schools. With this help, the project could be carried out successfully. The observations in schools went very well.
During the process, the researcher and schools/teachers gradually built up a good relationship. The schools showed a lot of interest in the situation of special education in China. So we promised that the schools would have appropriate access to the information arising from this project. The interviews also went well. Most of participants told the researcher that the interview made them reflect on their own value of autism teaching, which helped them to build more concrete educational ideals. Like the situation in Hamilton, all the schools and teachers observed and interviewed in Changed said that the research helped them reflect on their teaching.
They also expected the outcome of the some problems about ethical issues, which was mainly because the principal researcher was not familiar with the regulations in New Zealand, but with the help of the Human Ethics Committee of Winter and School of Education, those problems were resolved. However, unfortunately, we did not meet our proposal timeshare. Although the research in Hamilton went very well in Hamilton, the part in Changed was not finished as expected. This is simply because the principal researcher had not enough time to analyze the data after collecting them in Changed. Consequently, the final report was delayed. | 3. | Your research output(s). Please clearly indicate what research output(s) you have obtained and whether it is the same as your planned output(s). Explain any difference. I I At present, the research output is the final report.


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I like Sunlight Saving Time. I like the additional enjoyable hour of night time that it supplies. I like that it heralds the onset of spring. For my part, it's on the subject of the most efficient conceivable use for an hour. And let's face it: An hour isn't a lot.
However Sunlight Saving Time, which begins Sunday, March 10, this yr, has its detractors. Simply as alarmists feared that fluoridation of the water provide used to be a communist plot (a plot, it appears that evidently, for American citizens to forestall affected by cavities), some other folks declare that Sunlight Saving Time harms well being via disruption of circadian rhythms, or results in extra power use, or just represents a misplaced hour of sleep. A number of governments, significantly the ones in Saudi Arabia, North Korea and Arizona, don't acknowledge Sunlight Saving Time.
However, for the sake of thoroughness, let's revisit the ones conceivable well being problems. Particularly, as a result of I'm a veterinarian, let's communicate in regards to the doable well being problems your puppy might undergo because of Sunlight Saving Time.
Are cats suffering from the one-hour time alternate all over Sunlight Saving Time?
My revel in of the results of one-hour time adjustments in pets is that this: They're negligible. It's something to fly your cat from Seattle to Mumbai (or Hawaii to Japan). She's going to revel in important jet lag, to not point out tradition surprise. It's some other factor to transport the clock forward or again through an hour. In my revel in, maximum pets merely don't realize. And why would they?
Let's get started with the worst a part of Sunlight Saving Time: It's important to rise up for paintings at a time that seems like an hour previous for a minimum of every week. Ostensibly, your cat may additionally must rise up previous (even supposing I'll guess many pets merely stay drowsing — I do know my canine does). Regardless, I doubt your cat has to fret about attending to paintings on time. Waking up early isn't so unhealthy if, fairly than heading into the place of business, you get to living room round all day like maximum cats do.
For those who steadily sleep six to 8 hours an evening after which must high-tail it to paintings, that misplaced hour hurts. However what for those who're a cat and also you most often sleep 16 to 18 hours out of each 24? If it's worthwhile to return to sleep for so long as you sought after after the alarm went off (most likely after first consuming breakfast), would you in point of fact realize if the alarm went off an hour previous, by no means thoughts the scrambling and complaining your proprietor used to be doing?
Cats and canines are extremely adaptable. A part of their activity is to regulate to our schedules. Do you and your cat get up at exactly the similar time on a daily basis? I without a doubt hope now not. For those who do, I hereby diagnose your puppy's lifestyles as uninteresting. (I'm precluded through regulation from diagnosing your lifestyles as uninteresting, however you'll be able to draw your personal conclusions.) If so, I like to recommend that you simply attempt to shake issues up a little. You and your cat will likely be happier for it.
If you must cross into paintings early, Leave out Tibbs adapts. For those who get to sleep in on a Saturday, Fluffy sleeps in too. Cats and canines can roll with those kinds of adjustments, and for the massively vast majority of them, an hour right here or there received't be a large deal.
Remember the fact that each species had been domesticated prior to people had invented the idea that of time. Out of doors of the tropics, photoperiods (the lengths of on a daily basis) range with the seasons. Human schedules differed with the period of on a daily basis, and our pets' schedules various proper along side ours.
How does Sunlight Saving Time have an effect on cat drugs?
That mentioned, there's one veterinary-specific side of the time alternate that are supposed to be addressed: drugs. Many puppy meds are prescribed to be given at durations of 8, 12, or 24 hours. In case your cat typically receives her thyroid drugs at eight a.m. and eight p.m., what must you do when the time adjustments? Proceed to manage it eventually week's time, or alter to the alternate and administer it at nine and nine till Usual Time returns?
Within the vast majority of instances, it doesn't subject. With uncommon exceptions (which usually contain drugs that typically can be administered most effective in an ICU atmosphere), giving your kitty her drugs an hour early or overdue received't make any distinction in any respect.
There are, then again, a few exceptions. The primary is insulin, which is used to regard diabetes. For those who give your cat her dose too early, it might result in unhealthy low blood sugar ranges. The excellent news is that, even for insulin, the hazards of adjusting the timing of management through an hour are very small. It most probably received't subject. On the other hand, in case your puppy is diabetic, take a look at together with your vet about how this drug must be administered after the time alternate.
Every other exception is furosemide, sometimes called Lasix, which is used to regard middle failure. Once more, for many pets, an hour's distinction in timing most probably received't subject. However if you wish to be protected, talk about it together with your vet this week.
A couple of ultimate ideas on Sunlight Saving Time
For those who're nonetheless nervous that Sunlight Saving Time is unhealthy, I've two propositions. First, and most easily, why hassle converting the clock in any respect? This is able to do away with time adjustments and the minor headaches they reason.
If year-round Sunlight Saving Time is unpalatable, then I've an concept that everybody no doubt would settle for. Let's alternate the timing of the time alternate.
As an alternative of boringly switching over at 2 a.m. on Sundays, wouldn't or not it's higher to "spring ahead" at four p.m. on Friday? It'd without a doubt make the weekend get right here sooner. And shall we then "fall again" at five a.m. Monday. The brand new timing would result in one higher Friday and one higher Monday each and every yr, with out a drawback that someone would realize. And, like the present time alternate routine, it could have negligible impact on our pets.
Thumbnail: Images through Gelpi / Shutterstock.
This piece used to be in the beginning printed in 2017.


text: HomeWhat We MakeWhere to BuyDiscover Our Breweries Tours: Brewery tours are available! Inquire by phone before your visit. Kegs: Sorry, we don't offer keg sales at this location. Upcoming Events see all events Burger Month Monday, June 01 Established: January 1997 2016 Brewery Production: 2.5 barrels • 5 kegs • 620 pints Our Centralia brewery at 'Oly' Club opened in 1997 as part of McMenamins' renovation of this notorious and storied gentleman's resort. During Prohibition, this place was the palace of Centralia's King of the Bootleggers. Today, with the same renegade soul and minus the firearms and brass knuckles, the Oly Club's Brewery produces microbrews in small batches. Craft beer connoisseurs converge here in the Spring for the annual Olympic Club Brewfest, a regionally focused collection of micros presented in a casual, fun setting. 33rd State IPA 5th Floor IPA Black Widow Porter Hammerhead Jam Session IPA Kris Kringle Lola's Hazy IPA Mannschaft Kölsch McMenamins Irish Stout Purple Haze Red Riser IRA Resilience Butte County Proud IPA Ruby Ale Sabertooth Haze Sleepy Hollow Nut Brown Sunflower IPA Susan B. Hazy IPA Terminator Stout Thundercone Fresh Hop Ale White Tiger IPA Winter's Hollow Nut Brown Bring in your growler for these fills from our taps: (or purchase a glass growler at any of our locations) Beer Hard Cider 32 ounce $8-$12.50 32 ounce $9-$14 64 ounce $16-$25.00 64 ounce $18-$28 Get fills on special at the Pubs: Growler Mondays: $5 off* *certain beers may be additional charge Crowler Tuesday: $2 off* *certain beers may be additional charge Cider Wednesdays: $3 off* *this price applies to standard Edgefield Cider – regular apple or seasonal only Check out what's ON TAP at WHICH LOCATIONS on the free McMenamins app. Cans Our cans of signature Ruby and Hammerhead are available at all locations. Ask about seasonal and limited-edition cans and bottles as well. Crowlers Offered at our 23rd Avenue Bottle Shop, Cedar Hills, Cornelius Pass Roadhouse, Elks Temple Bottle Shop, Roseburg Station Pub & Brewery and Winery Tasting Room (just for cider), a Crowler is a 32-ounce vessel that we fill fresh from an ale or cider tap of your choice and seal up. Kegs/Cornelius Can Shipping Beer Now shipping to anywhere in Oregon Call the Edgefield Gift Shop to order: 503-492-5470 7 am –7 pm Pacific Time Max 24 cans per order per state law Why can't you ship elsewhere? While Oregon law allows us to ship outside of the state, individual state laws prohibit us to ship beer directly to consumers.


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|Re: Where to Buy a Cellular Phone Jammer?
|Dale Farmer (email@example.com)
Sun, 26 Jun 2005 23:49:03 GMT
Fred Atkinson wrote:
> On Sat, 25 Jun 2005 21:05:50 GMT, Bruce L. Bergman
>>> The operation of transmitters designed to jam or block wireless
>> Bruce L. Bergman, Woodland Hills (Los Angeles) CA - Desktop
> Don't miunderstand me here. I basically agree with your position.
> I do think that perhaps use of such jamming devices (if properly
> Fred
And here you fall into that common fallacy. 'We can't have these
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Dr. Michael L. Freeman, a reproductive medicine physician, infertility and IVF fertility expert with Florida Institute for Reproductive Medicine, is board certified in OB/GYN and Reproductive Endocrinology/Infertility and based in Jacksonville, FL
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Escort Pump Action Tactical Black Syn 12GA 3" 18"
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You cannot Auto Post carousel image sets to Instagram, but there is a way to do it when you use SMS Notification or iOS Notification to post.
The best way to do this is to schedule the first image (or a 'dummy' post) for the time you'd like to publish to Instagram as normal through Tailwind. Be sure to set the dummy post as as SMS Notification or iOS Notification, as this won't work for the Auto Post method.
If you are using the reminder method and have the extra images already on your phone, follow these steps:
- Schedule the first image (or a 'dummy' post) for the time you'd like to publish to Instagram as normal through Tailwind. Make sure you set your post to SMS Notification or iOS Notification.
- When you get your reminder from us that it's time to post - tap 'Post to Instagram'. This will open the Instagram app and the image you scheduled will save to your photo library.
- In Instagram, choose to post to your story/feed and then tap the 'X' in the top left corner.
- Next, start a new post using the '+' button at the bottom of your screen. Select the saved image, and add the additional other images to post as a carousel photo set.
This way you will be reminded when it's time to post, and be able to quickly post your images as a carousel photo set!
Learn more about the three methods of scheduling Posts to Instagram in our Knowledge Base article: Should I use Auto Post, SMS Notification, or iOS Notification to Post to Instagram?


text: 9 out of 10 gary liverpool passionate about music. Good Points+ Accurate chords and rhythms Bad Points− I had to return the product because the first track on the disc was skipping. I am still waiting for a refund or replacement. 21/10/2014 Confirmed purchase: 07 October 2014 Published on: 30 October 2014 Jane Richardson , Sales Manager Dear Gary Thank you for your comments and feedback. I have looked into your return, and see you were refunded on 24 October. If you would like a replacement, please feel able to reorder this on our website. Best regards Jane Richardson, Customer Service Manager


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See Also


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After the busiest year in the history of the NABBC, it is time to reflect, review new challenges, and to celebrate our achievements. Our 2014 Convention is now fully prepared and will take place on Saturday 29th & Sunday 30th March at The Holiday Inn, Crest Way Barnwood, Gloucester, GL4 3RX.
The weekend's seminars will focus specifically on compositions, new arrangements and how to successfully communicate an entertainment programme to various audiences. Whilst composer Gavin Higgins will be reflecting on new inspirations for compositions the art of writing reports for publication will be considered by the much respected Iwan Fox – a skill which many of us have much to learn.
Performances from two of our most successful bands, the City of Cardiff (Melingriffith) Brass Band directed by Gareth Ritter and, the Clifton & Lightcliffe Brass Band directed by John Clay will feature new music and an open rehearsal of the Spring Bank Senior Trophy piece 'Les Francs Juges' (Berlioz, arr. Frank Wright). Both these bands have superb banding structures within their local communities and we all have much to learn much from both directors.
The band sessions will be overseen by NABBC president Mr Russell Gray who will ensure we all have much to think about when preparing bands for performance and when rehearsing bands with new repertoire.
We are also fortunate to have Dr Jon Hall to discuss the issues many instrumentalists and conductors have when performing. These sessions are always thought-provoking. And then, we have the return of Jim Shepherd's Versatile Brass. This will certainly be one of the highlights of the weekend.
As ever, we welcome all existing and new members. We also welcome brass and percussion instrumentalists who may wish to enjoy a variety of music making with new friends, colleagues and brass band enthusiasts.
NABBC Conference 2014 - Programme
Saturday 29th March
|Tea, Coffee
|All Exec Members
|The Art of Composition
|Composer Gavin Higgins presents what motivates him when composing. He will reflect on past, present and future compositions and identify how he structures his unique compositions.
|Tea, Coffee
|Submitting a Press Release
|Led by Iwan Fox, Director of 4barsrest. A time to reflect on our PR and, directives on how to improve our existing communication and interaction skills from the best read editor of the banding community.
|Lunch (Buffet)
|Psychological Considerations
|Confidence, Communication, Awareness & Performance led by
Dr J Hall. A précis of Jon's much respected university seminar.
|Open rehearsal of the Spring Bank Senior Trophy contest piece
|City of Cardiff (Melingriffith) Brass Band directed by Gareth Ritter will rehearse the fabulous contest item 'Les Francs Juges' (Berlioz, arr. Frank Wright). Observations and support to be offered by Russell Gray.
|Tea, Coffee
|An opportunity to hear members' new arrangements and the bands' celebratory programme
|The City of Cardiff (Melingriffith) Brass Band will be led by NABBC members through items they have recently arranged. Gareth Ritter will then conclude with a celebratory programme whilst reflecting on the strengths of the the bands 'set up' in South Wales.
|Daytime events conclude
|Time to relax in the hotel pool or gym or to walk into Gloucester.
|Evening Dinner
|Dress code - smart casual – Jacket & Tie please
|Jim Shepherd's Versatile Brass
|Formal Concert
Sunday 30th March
|Tea, Coffee
|The NABBC New Website
|Thoughts, reviews and opinions.
|Choosing a successful entertainment programme
|Clifton & Lightcliffe Brass Band directed by John Clay. Open rehearsal of recently released new music led by Mr Russell Gray and, a reflection on the bands structure.
Book Your Place at the NABBC National Convention
To attend the convention click here


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Your dog has a choice of accommodations when vacationing at Lucky Dog Resort…
Let us know when you reserve.
We are constantly at your dog's bark and call, ensuring she's having a great stay, 24 hours a day.
The Lucky Dog House:
We've designed the house to be just like home! Here, dogs chill-out on couches, relax in chairs, and can even sleep in real beds with Lucky Dog staff! Our fenced-in grounds provide ample room for an afternoon stroll or a romp with friends!
Dogs must be able to respectfully socialize with other Dogs in order to reserve their stay in the Lucky Dog House.
Our Luxury Suites, aka "The Bungalows"
Unlike typical overnight dog kennels, we offer premium, resort quality day and night pet care. Our Suites are designed to provide comfort and luxury! Tempered glass doors, chandeliers and doggy artwork make them gorgeous! Climate control, hospital-grade air-filtration and UV sanitizing technology make them state of the art!
Private Suites
…are best for Dogs who are unaltered (not spayed or neutered and more than 6 months old), dogs who need more rest than play, and dogs who don't enjoy the company of other dogs. We'll still give them plenty of love, attention and outside time!


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Woodstock Fires Ltd
We are a well-established, HETAS registered company with over 40 years' experience in the trade, selling and installing a wide range of stoves, range cookers, chimney linings, stove and cooker spares and maintenance products as well as selling a large range of the best quality cookware.
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Different Treatments of Freckles, Age Spots & Pigmented Lesions
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Pigment Removal LaserThe Medlite C6™ laser is designed to treat superficial brown blemishes and is also effective in removing other brown marks like café au lait patches, Nevus of Ito, sunspots,moles freckles and flat pigmented moles. In general sunspots can be removed in one treatment while tattoos and moles can take several treatments. Resurfacing lasers such as Fraxel® can also remove pigment.
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A significant percentage of my Dermatology Conditions are diagnosed on listening to medical history of the patient alone, a further percentage on examination and the remainder on further investigation and my patients teach me the rest. It is clear to me that history and examination skills remain at the very core of my dermatology practice. Older Dermatologists like myself rely on history and physical to a greater degree than the younger dermatologists. I think that the pendulum has swung too far towards all these cosmetic procedures where the younger dermatologists are just doing cosmetic procedures and not listening to their patients. This is an important point because if the Dermatologist does not spend enough time with the patient the cosmetic procedures will not work.
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"Hey look, we stuck a sequential shifter in it...and its only $9k!" lolI just had to laugh at that Mountune video: look how the car bounces around when the car is first seen from the front/side view... no thanks
lol good eye. I'm surprised people still watch Maury though...There is a NB RS in a Danley Garage World commercial. It aired on Maury Povich Show today. This is on WGN TV Channel 9 in Chicago. Has anyone seen it?
I found it on YouTube
Here is a video I made for one of the members here showing how I attach a CTEK MXS 5.0.


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If you're already an Optus customer, or you're thinking about switching, here's a really good reason: Australia's second largest telco has released its plan pricing for the Samsung Galaxy S8.
At Optus, the cheapest Galaxy S8 will cost you $40 a month on the $40 My Plan Plus bundle with 1GB of data, plus handset repayment costs of $42 for a total minimum monthly cost of $82 a month over 24 months. The cheapest Galaxy S8+ is $87 per month.
Samsung Galaxy S8
Samsung Galaxy S8+
From Optus: "For a limited time, all new and recontracting customers who pre-order the Samsung Galaxy S8 or Samsung Galaxy S8+ will be eligible for Optus Mobile TV streaming for the life of the plan at no additional cost when they sign up to any 24 month My Plan Plus or Business plan."
You'll be able to pre-order the Galaxy S8 and the larger Galaxy S8+ from 12:01AM on Friday March 31.
In Australia, we'll initially get the Midnight Black, Orchid Grey and Maple Gold versions of both the Galaxy S8 and Galaxy S8+ at launch. Other colour variants might be launched later, but they'll likely be exclusive to one carrier or only sold outright through Samsung.
If you want to purchase the phone outright, in Australia you can pre-order the S8 or S8+ through Samsung's website from 12:01AM on March 31 until midnight on April 27, mere seconds before the Galaxy S8 actually goes on sale throughout the country on April 28.
If you do pre-order the Galaxy S8 or S8+ in Australia, you'll score yourself a few freebies. You'll get a free Gear VR headset with Samsung's first ever VR motion controller (worth $199) along with $50 of Oculus Store credit. Anyone pre-ordering their phone early, too, should get it delivered during the week of April 21, a week before the phone goes on sale in stores.
Here's Optus's plan pricing for the Galaxy S8 and S8+ in a table. Click on the image to view it at full size:


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Below find info on the Glycemic Impact plan:
Resources & Tools The Top Things to Know
1. How frequently should I eat? The Glycemic Impact Diet recommends eating five to six times a day. No more than five hours should elapse between a Glycemic Impact Diet meal or snack. You should eat meal or snack within an hour of waking and another snack within an hour of going to sleep. This schedule will help keep your insulin at an even level overnight. A meal should sustain you for about five hours, while a snack is designed to hold you over for about two hours.
2. Can I ever have bread or potatoes again? The Glycemic Impact Diet is not about completely avoiding certain foods, but more about balance and making wise choices. No food is absolutely banned on The Glycemic Impact Diet. While we do not recommend eating starchy high glycemic foods often, you can include them with your meals occasionally. As a rule, you should try to keep unfavorable carbohydrates to 25-percent or less of your total carbohydrate allotment.
3. I'm a pure vegetarian. How can I make this diet work for me? Simply add protein-rich vegetarian foods to your existing diet to maintain the correct protein-to-carbohydrate ratio. Ideal choices would be firm and extra-firm tofu, and isolated soybean protein powder. The new generation of soybean-based imitation meat products (hot dogs, hamburgers, sausages, etc.) is another excellent way of getting protein-rich vegetarian foods into your existing meals. You don't have to eat meat to achieve a healthy balance.
4. What can I drink? Water should be your primary beverage. Drink at least 64 oz. of water a day. Keep caffeine and artificial sweeteners found in coffee, tea, and diet soft drinks to a minimum or avoid them altogether since they may have a negative effect on your insulin levels. Instead, add a lemon or lime to your water or drink commercial bottled waters that have a hint of fruit flavor added to them. Remember to read the labels to be sure there are no carbohydrate calories or added sugar in them.
5. Can I have my morning coffee on The Glycemic Impact Diet? We don't recommend coffee, some teas or any other caffeinated beverages because they can have a negative affect on your insulin levels. Switch to decaffeinated coffee or limit yourself to one cup a day
Resources & Tools Meal Plan FAQs
What is The Glycemic Impact Diet?
The Glycemic Impact Diet helps you achieve ideal metabolic balance every time you eat. Following a diet that consists of lean protein, low glycemic index unrefined carbohydrates, and healthy fats allows you to achieve balance with The Glycemic Impact Diet. And once you've started The Glycemic Impact Diet, positive changes you can expect include:
Level Blood Sugars: This will improve your mental acuity.
Enhanced Performance in Daily Activities: You will experience peak performance in everything you do as a result of increased oxygen transfers to your muscle cells.
Leaner Muscle Tone: With The Glycemic Impact Diet, you'll lose excess fat and become more fit.
Satisfaction: Say goodbye to those hunger pains. By balancing your diet with The Glycemic Impact Diet, avoid the blood sugar fluctuations that can lead to bingeing and weight gain.
Why do I need The Glycemic Impact Diet?
Attaining a healthy weight is a must if you want to enjoy a long life. As your weight increases, so does your risk for heart disease, cancer, diabetes and several other chronic illnesses. Being overweight not only affects your physical health, but your mental health as well.
Research shows that following a weight loss plan and losing 10 percent of your body weight (if you weigh 180 pounds, that's just 18 pounds) can improve your quality of life in a number of ways, including lowering your cholesterol and blood pressure. You'll look better and feel better when you make the choice to follow a diet that can get you on the right track.
Your Glycemic Impact Plan - How is it different from the Glycemic Index?
Your meal plan is based on the glycemic impact rather than the glycemic index of foods. The glycemic impact provides a fuller picture than the glycemic index alone. The glycemic impact indicates the affect that carbohydrates in a food have on blood sugar; the glycemic index value tells you only how rapidly carbohydrate turns into sugar for a specific food. The glycemic index does not address the total amount of carbohydrate in the food, and it does not take into account the other components of the meal or snack.
The way specific foods affect blood sugar can vary from person to person and in different situations. Whether the food is eaten alone or combined with other foods, how the food is eaten (raw or cooked) and even "ripeness" of a food can have an effect on blood sugar levels. For this reason, a list of glycemic index foods is not a complete picture. By following a low glycemic impact meal plan, it takes into account all of the above mentioned factors.
Some foods that have a lower glycemic index than others can be less healthy than you think. For example, soda has a glycemic index value of 90, while cranberry juice is 105. If you were to only look at index, soda would be considered the better choice, as it is a lower value. But when you take into account the other factors, this is not true.
Take the example of carrots vs. chocolate cake. Carrots have a glycemic index value of 47 and chocolate cake has a value of 38. If you are only looking at the number, 38 numerically is lower than 47, but clearly chocolate cake is not healthier than carrots. The overall impact of carrots would be less than the chocolate cake when looking at total carbohydrates in a serving. Chocolate cake contains a higher number of carbohydrates than a serving of carrots.
Bananas are also a good example. Bananas are considered to have a relatively high glycemic index of 42-48 (depending upon how ripe the banana is), but a low glycemic impact or glycemic load of 11-12. Therefore, this would be a healthy choice to include on the Glycemic Impact plan.
The recommendation of the Glycemic Impact plan it is to select unrefined complex carbohydrates which are high in fiber and low in simple sugars having a desirable (lower) impact on blood sugars.
Resources & Tools Meal Plan Substitutions
Your Glycemic Impact Diet is designed to help keep your blood sugars stable, to prevent cravings for refined sweets, and to enhance your energy and immunity. This plan contains about 40 percent of the calories from unrefined carbohydrate foods, and about 30 percent from healthy, lean proteins and about 30 percent of calories from healthy fats.
Your substitution list defines each nutrient group by portion size. Use this list to choose foods that are high in fiber (at least 5 grams per serving) and low in refined sugars. If you're choosing packaged foods, the ingredient label should not list sugar in any form as the first or second ingredient. Corn syrup, honey, maltose, dextrose, sucrose or fruit juice are all sugar-sweeteners, for example.
Your Glycemic Impact Diet does not necessarily include only foods that are low glycemic index. The glycemic index is a list of 600 carbohydrate-containing foods, tested to determine their potential to raise blood glucose levels. However, the GI is not the ultimate answer to a healthy diet, because it doesn't include other factors, including how the food is processed, cooked, and how many grams of fiber the food contains; as well as the other foods eaten with that food (fat and protein).
In general, high GI foods are highly processed, such as breads and cereals, mashed potatoes and white rice. Lower GI foods include vegetables and fruits, legumes, unprocessed grains including oatmeal and long-grain brown rice, and of course, dairy and meats. However, foods you'd think are unhealthy may have a lower GI than other, healthier foods.
The glycemic index does not tell you how many carbohydrates are in a serving. According to the GI, soda has a GI of 90, which appears better for you than cranberry juice, with a GI of 105. Carrots have an extremely high GI value, 131, but since the GI is based on 50 grams, that means eating approximately 1/2 pound or carrots, more than the average serving, and carrots are often part of a healthy recipe or meal, of course.
For your Glycemic Impact Diet, we recommend foods that will balance your meal plan, and are high in fiber and low in saturated fat. The best advice from the American Dietetic Association and American Diabetes Association is to enjoy a balanced meal plan, with an emphasis on unrefined carbohydrate foods, including whole grains and whole grain breads and cereals, and whole servings of fruit instead of juice. The skin of fruits and vegetables contain healthy fiber too, so scrub and eat! When choosing packaged foods, read the ingredient label, and make sure the first ingredient is "whole grain" whether the product is made from wheat, oats, corn or other grain. Portion size is important, so pay to your personalized eDiets meal plan, and choose similar portion sizes when you go out to eat.
Use this Substitutions List to make healthy choices when you want to change the item on your meal plan.
Portion Size
All foods are listed with their portion serving size, such as one cup or one ounce, etc, usually measured after cooking. Begin your program with eDiets.com by measuring and weighing your food for a week or so, to learn what a three-ounce serving of meat looks like, for example. This way you'll be able to go out to eat, choose your portions and stay with your plan.
Interchangeable Meals
All eDiets meals in your meal plan are interchangeable. We suggest that you print out and keep your favorite menus and recipes for reference. You can use them as substitutions if you'd like to replace any meal.
Frozen Entrees
If you're on the convenience or combination plan, you'll find frozen entrees on your meal plan for lunch and/or dinner. You may not like or perhaps you're unable to find the particular entree listed on your meal plan, but you can substitute!
Here are some guidelines:
Frozen entrees come in different calorie amounts. When you pick a substitute frozen entree, check the calories per serving. For example, if you pick an entree that has 200 calories per serving, you need to add fruit and other items to your meal to balance that meal. Below you'll find itemized meal plans for different frozen entree calorie levels.
If you pick a 200-calorie entree, add:
1 fruit
1 cup of salad
1 Tbsp. of dressing
1 cup of yogurt
If you pick a 250-calorie entree, add:
1 fruit
1 cup of salad
1 Tbsp. of dressing
1 cup of milk
If you pick a 300-calorie entree, add:
1 fruit
1 cup of salad
1 Tbsp. of dressing
0.5 whole-grain cereal bar
If you pick a 350-calorie entree, add:
1 fruit
1 cup of salad
1 Tbsp. of dressing
If you pick a 400-calorie entree, add:
1 cup of salad
1 Tbsp. of dressing
How to Substitute Within Each Food Category
Within each food category, Starches, Meats, Milks, Fruits, Vegetables, & Fats, there are many different food items. The items in each food category are interchangeable, and we show you the portion size for one serving of each food item.
For example, in the Starches category, you'll find the Breads & Crackers section. If your meal plan calls for a serving of bread of choice, you can choose either one slice of whole wheat bread, or 2 slices of "diet" bread, or 1/2 English muffin, etc. If you don't want bread or crackers, you can choose 3/4 cup of cold cereal (from the Cereals & Grains list) or even 1/2 cup of cooked corn (from the Starchy Vegetables list).
Each serving in the starch group has approximately 60-90 calories, 15 grams of carbohydrate, 3 grams of protein and 0-1 grams of fat per serving. The foods in this section are all interchangeable.
Breads & Crackers
Whole grains and whole-grain breads, pancakes and waffles are the best choices; they contain the most fiber and best nutrition. Look for "whole wheat" or whole grain" as the first ingredient. Most of the items below may be found as whole-wheat versions.
All of the following servings of bread or crackers are interchangeable. (Each of the following servings equals approximately 1 ounce or 28 grams.)
1 slice bread (white, including French or Italian, whole wheat, pumpernickel or rye)
2 slices 40-calorie "diet" bread
1/2 small bagel (approximately 1/2 "Lender's"-type 2.5 to 3 oz. bagel)
1/2 English muffin
1/2 hamburger or hot dog bun
1/2 pita bread, approximately 6 inch across
2 Wasa Light Bread (type of flat-bread cracker)
4 Melba Toast
6 saltine crackers
2 4-inch rice cakes, approximately 35 calories each
1 tortilla (corn or flour, approximately 6-8 inch across)
2 low-fat pancakes (approx. 4 inch diameter; frozen or prepared
1 low-fat waffle (approx. 2.5 oz., 4 inch square; frozen or prepared)
1 slice low-fat French toast; (frozen or prepared)
1 "board" of matzo, (approx. 1 oz.)
Bread sticks, crisp (4-4" x 1/2" breadsticks or ~2/3 ounce total)
Bread sticks, soft, plain (3/4 stick or ~1 ounce total)
Cereals, Grains and Pasta
For cereals, serving sizes vary depending on the brand and type of cereal. Most cold cereal packages show a serving size of one ounce on the Nutrition Facts label, and we are providing the measurement amount for your convenience. For best nutrition, choose high fiber/low sugar cereals with at least 2 grams of fiber per serving, and choose a cereal with less than 8 grams of sugar per serving.
3/4 cup flaked or "Chex"-type cereal: low sugar, ready to eat, like bran flakes or wheat Chex
1 1/2 cup puffed cereal like puffed wheat or puffed rice
1/2 cup cooked hot cereal like oatmeal, Wheatena or farina
1/3 cup nugget-type cereal like Grape-Nuts
1/4 cup low-fat granola
1/2 cup cooked kasha, millet, grits, barley or couscous
1/2 cup pasta, cooked
1/3 cup cooked white or brown rice
1 (4 Tbsp.) oz. Wheat Germ
Most recipes will display measures of pasta, rice and grains uncooked. The rule of thumb for cooking is: most pasta, grains and hot cereals double in volume, and rice triples in volume when cooked: Here is information to assist you in preparing portions for one:
Starch Uncooked Cooked
Oatmeal or Grits 3 Tbsp. 1/2 cup
Farina 2 Tbsp. 1/2 cup
Spaghetti & Macaroni 1/4 cup 1/2 cup
Dried Beans & Dried Peas 1/4 cup 1/2 cup
Lentils 3 Tbsp. 1/2 cup
Rice 2 Tbsp. 1/3 cup
Starchy Vegetables
Starchy vegetables have 15 grams of carbohydrate per serving which is higher than vegetables like broccoli and spinach, which have only 2 grams. That's why starchy vegetables are included in the starch group.
1 small potato or 1/2 medium potato, baked or boiled (about 3 oz.)
1 small sweet potato or 1/2 medium sweet potato, baked or boiled (about 3 oz.)
1/2 cup mashed potatoes
1 cup winter squash (butternut or acorn)
1/2 cup cooked plantain or cassava
1/2 cup cooked corn
1 small (5 oz.) piece corn on the cob
2/3 cup cooked lima beans
1/3 cup baked beans
1/2 cup cooked dried beans and peas such as kidney, black, pinto, or white beans
1/2 cup cooked lentils, split peas or black-eyed peas
1/2 cup cooked soybeans
1/2 cup green peas
Convenience Breakfast Foods and Snacks
The serving size given for each of the items below has about 60-90 calories, about 10-15 grams of carbohydrate, and about 2-5 grams of fat.
If you're on the convenience plan, choose low fat breakfast bars and snacks. If you cannot find the item that's listed in your meal plan, you can substitute with another low fat cereal bar that has 3 grams of fat or less per serving. Select a bar that doesn't have some form of sugar in the first two ingredients if possible. Notice that the serving size of some cereal bars and snack bars is 1/2 of the bar.
2 Snackwell's Devil's Food cookies
8 Animal Crackers
1 Barbara's Fruit Bar
1 Health Valley Peanut Crunch Oatmeal Cookie
3 graham crackers, 2.5-inch square
3 cups air popped popcorn
1/4 bag "light" microwave popcorn
15-20 (3/4 oz.) fat-free baked potato chips or baked tortilla chips
3/4 oz. pretzels
1/2 Kellogg's NutriGrain Bar (Replace with any low fat snack bar)
1 Nature Valley Bar (Replace with any low-fat snack bar)
1/2 Quaker Oat Bar (Replace with any low-fat snack bar)
1/2 Health Valley Energy Bar (Replace with any low-fat snack bar)
1 Health Valley Crisp Rice Bar (Replace with any nonfat or low-fat toaster pastry)
1/2 Health Valley Scone (Replace with any low-fat snack bar)
1/2 Health Valley Healthy Tart (Replace with any nonfat or low-fat toaster pastry)
These starchy foods count as a serving of starch plus one serving of fat
1 biscuit (2 1/2 inches across)
1 cup croutons
1/4 cup regular granola
1/3 cup of stuffing
2 taco shells
16-25 small French fried potatoes
1/2 cup Chow Mein noodles
Meat and Meat Substitutes, including Poultry, Seafood, Cheese, Eggs and Soy Products
Each serving of lean meat has approximately 7 grams of protein, 1-5 grams of fat and 55-75 calories per item. All meat is not created equal! Choose lean cuts of meat such as loin, round and flank -- they have one third of the fat of ribs. Ground "beef" generally has three times the fat as the top round. Choose ground turkey breast instead of ground turkey, and always remove the skin from all poultry. All types of fish are interchangeable, as are shellfish. Tofu and soy products are available in regular and "lite" versions. Processed and canned meats and fish and meat substitutes are generally higher in sodium than fresh. Amounts shown are yield after cooking: when buying meat, fish and fowl, don't forget about shrinkage: four ounces of raw meat, poultry or fish generally yields three ounces after cooking. Three ounces looks like a deck of cards.
1 oz. lean meat, veal, or pork. Trim off visible fat before or after cooking
1 oz. skinless poultry, including chicken, turkey or Cornish hen. White meat is leanest.
1 oz. game meat such as venison, ostrich or buffalo
1 oz. fish, including fresh or frozen cod, flounder, halibut or fresh tuna
1 oz. of shellfish, including clams, shrimp, crab, lobster, scallops or imitation shellfish
1 oz. water packed canned tuna, salmon or sardines
1 oz. low fat sausage or turkey sausage
1 whole egg
2 egg whites
1/4 cup egg substitute (liquid, not "vegan": contains eggs) Powdered egg substitute: 1 1/2 teaspoons to 2 tablespoons of water = 1 egg
1/4 cup nonfat or 1 percent cottage cheese
1/3 cup nonfat or low-fat ricotta cheese
1 oz. low fat or nonfat cheese (feta, mozzarella, cheddar, etc.)
2 Tbsp. grated Parmesan
1 slice Luncheon meat: (Choose Healthy Choice brand or Louis Rich Low Sodium brand, or any other brand that contains 3 grams or less of fat per serving and approximately 160 milligrams or less of sodium per serving.)
1 oz. tofu or 2 oz. low-fat tofu
1 oz. tempeh (soybean cake)
1 vegetarian burger = about 2 oz lean meat: Morningstar Farms Prime Patties are interchangeable with Garden Burgers or Boca Burgers or any vegetarian burger. Choose a veggie burger with 3 grams of fat or less of fat per serving.
Milk and Milk Substitutes
Nonfat and 1 percent milk provides 12 grams of carbohydrate, 8 grams of protein, about 0-3 grams of fat and approximately 90-110 calories per 8 ounce cup serving. For best nutrition, choose dairy products and dairy substitutes that are enriched with vitamin D and calcium. You can find many milk substitutes in your local grocery store or natural foods store.
1 cup low-fat (1 percent) or nonfat (skim) milk
1 cup low-fat or nonfat buttermilk
1/2 cup evaporated nonfat milk
1/3 cup dry nonfat milk
1 cup low-fat or nonfat soy yogurt
1 cup pudding made with nonfat milk (sugar-free if desired)
1 cup low-fat or nonfat yogurt: (sweetened with nonnutritive sweetener or aspartame if desired.)
1 cup low-fat or nonfat soy milk (enriched with calcium and vitamin D)
1 cup low-fat or nonfat rice milk (enriched with calcium and vitamin D)
1 cup low-fat or nonfat Lactaid milk (low-fat or nonfat)
1 cup low-fat or nonfat almond milk
1 cup low-fat or nonfat oat milk
All fruits are "good" fruits, but pay attention to the serving size. Each serving of fruit has approximately 60 calories and 15 grams of carbohydrate.
1 small (4-5 oz.) apple, orange, peach or pear
1 cup cubed melon (for example: cantaloupe, mango)
1 cup berries (blueberries, blackberries, sliced strawberries, etc)
1/2 medium banana
17 small grapes
12 (3 oz.) sweet fresh cherries
1/2 large grapefruit
4 ounces fruit juice, fresh, from concentrate, or frozen from concentrate: no sugar added
1/2 cup canned fruit�canned in juice or water, not syrup
1 kiwi fruit
2 Tbsp. raisins, 4 dried prunes or 5 dried apple rings
4 apricot halves
Salads & Vegetables
A serving of vegetables is 1/2 cup cooked or 1 cup raw and provides approximately 25 calories and 5 grams of carbohydrate...your meal plan will include at least 2 servings per day, and you may add at least 2 servings of cooked vegetables and unlimited raw salad daily
A salad is at least 2 cups of your choice of salad greens and you can may add any vegetable of choice, except starchy vegetables like corn, peas, dried beans and potatoes, turnips, and winter squash. Starchy vegetables are counted as servings of starch, and can be found under "Starches" at the beginning of this page.
These vegetables are all interchangeable: 1 cup raw or 1/2 cup cooked:
A: artichokes, asparagus
B: beans (green beans, snap beans), bean sprouts, beets, broccoli, Brussels sprouts
C: cabbage (all types), carrots, cauliflower, celery, collards, cucumber, chives,
D: dandelion greens
E: eggplant, endive, escarole
F: fennel
G: garlic
H: horseradish
J: jicama
K: kale, kohlrabi
L: leeks, lettuce (all types)
M: mushrooms, mustard greens
O: okra, onions (all types)
P: peppers (yellow, red, green), parsley, pea pods
R: radishes
S: seaweed, snow peas, spinach, summer squash, sorrel, shallot, sprouts (bean sprouts, alfalfa sprouts)
T: tomatoes
W: watercress, water chestnuts
Z: zucchini
1 fat = 5 grams of fat and 45 calories tsp. = teaspoon; Tbsp. = tablespoon
1 tsp. butter
1 tsp. oil: canola, olive, peanut, safflower, soybean, etc.
1 tsp. margarine or mayonnaise
1 Tbsp. "light" butter or mayonnaise
1 tsp. salad dressing
1 Tbsp. "light" dressing
2 tsp. peanut butter
1 Tbsp. cream cheese
2 Tbsp. reduced-fat cream cheese
3 Tbsp. nonfat cream cheese
1 Tbsp. regular sour cream
3 Tbsp. low-fat sour cream
8 olives
1 oz. of avocado (although a vegetable, avocado is quite high in (healthy) fat; so use sparingly)
All Nuts are high in fat, but generally it's "good" unsaturated fat. Be careful of the serving size, one ounce is generally one serving, and read the label to see how many pieces equals one ounce:
6 almonds, cashews (170 calories per ounce)
10 peanuts (170 calories per ounce)
4 pecan halves (190 calories per ounce)
Shelled pistachio nuts (170 calories per ounce)
Like nuts, seeds are high in fat, mainly polyunsaturated oil:
1 Tbsp. sesame seeds (160 calories per ounce
1 Tbsp. sunflower seeds (160 calories per ounce)
Herbs & Spices
Dried spices and herbs may be used in place of fresh. If your shopping list calls for fresh, and it's unavailable, use dried 1/4 tsp. dried to 1 tsp. fresh. All seasonings may be used in unlimited amounts; however, if you're sodium sensitive and need or want a lower sodium diet, make sure your dried herbal seasonings and spice mixes are sodium-free.
Canned Soups
We recommend canned soups that contain 3 grams or less of fat per serving, and approximately 500 mg. or less of sodium per serving. Some healthy choices include Healthy Choice, Health Valley and Campbell's Healthy Request soups.
Free Foods
Your beverage of choice should be water... It's the best for hydrating you and quenching your thirst. Recommendations are for eight 8-ounce glasses daily. We advise you to limit caffeinated beverages to one or two cups daily. You can replace 2-4 glasses of your water with any of the below:
Low-sodium bouillon or broth
Sugar-free drink mixes
Sodium-free club soda or seltzer
Herbal tea or decaffeinated tea
decaffeinated coffee
Water (add a squeeze of lemon or lime for flavor)
1 sugar-free gelatin dessert (limit to 3 daily servings)
jam/jelly sugar free (2 tsp.)
Nonfat sugar free whipped topping (2 tbsp.)
Sugar-free gum (1-5 sticks daily)
(You can buy many of these items as low sodium items.)
Ketchup, horseradish, mustard, dill pickles, salsa (1 Tbsp.)
Lemon and lime juice
unlimited raw salad (see Salad & Vegetables)
nonstick cooking spray
We do not advocate drinking alcohol. Alcohol is "empty" calories, is metabolized like fat and contains no important nutrients. Protein and carbohydrates provide 4 calories per gram, fat provides 9 calories per gram, and alcohol 7 calories per gram. So moderation is the answer, and you should consider that when you're in weight-loss mode it's better to avoid alcohol.
Although there may be a place for alcohol in a healthy diet, when you're watching your calories and trying to balance your scale in your favor, stay away from drinking. When you're trying to be frugal with your calories, drinking can decrease your inhibitions and you may be tempted to eat more than you need. We've seen research that has shown, however, that small amounts of alcohol may be beneficial, so once you've achieved your goal, you may include alcohol as part of your meal plan -- but don't sacrifice good nutrition for alcohol. Make sure you review your alcohol intake with your personal physician.
1 serving of any of the following alcoholic beverages provides approximately 80-100 calories:
8 oz regular beer
12 oz light beer
4 oz wine
1.5 oz distilled spirits (whiskey, scotch, gin, vodka, rum)
Keep in mind that mixed drinks, made with regular soda, juice, or mixes, will have double or triple the calories. Use sodium-free club soda or sugar-free tonics or sodas to control the calories.
Brown Bag Lunches
If you want to bring or "brown bag" your lunch, or just want a guideline for choosing portions when eating out, choose this "brown bag lunch". Here you'll find the portions of food for lunch or dinner that will keep you on your meal plan. The calories in your "brown bag lunch" equal approximately 30 percent of your calories for the day, and are based on your personal profile requirements. Each food item in your lunch is interchangeable with any other items in its food category; for example, 3 oz. of luncheon meat is interchangeable with any other serving of meat in the "Meat" section above.
2 slices of whole-wheat or whole-grain bread
1 large whole-wheat pita
2oz. bagel OR 12 Saltine crackers
2 oz. fat-free luncheon meat
4 oz. tuna, packed in water
3 oz. chicken or turkey breast
1 salad with 2 Tbsp. of fat-free dressing
1 cup of raw vegetables
1/2 cup of cooked vegetables
1 fruit
Soft Diet
You've had some dental work, and now your mouth is so sore! No crunchy cruciferous vegetables for you, no whole fruit for a while. Here are some suggestions for a "soft" diet, while your mouth heals, and you'll avoid straying from your healthy meal plan!
1. eDiets Healthy Shake
1 cup non-fat milk
1/2 cup non-fat plain yogurt
1 cup berries or melon (frozen or fresh) strawberries, blueberries, kiwi, cantaloupe, mango, or 1/2 banana
Sweetener of choice: Sweet'N Low, Equal or 1-3 tsp. sugar or honey (about 16 calories per tsp.)
Crushed ice
Whip it up in the blender
2. Hot Cereal and nonfat milk and/or yogurt
3. Scrambled eggbeaters with hot cereal
Hot Soup and soft cooked vegetables, bean or beef chili
Dessert -- fruit compote or applesauce
Nonfat or low-fat yogurt (not fruit on bottom)
Tofu and soft-cooked vegetables and rice, soft-cooked fruit and yogurt.
A easy way to soft-cook vegetables and fruit is in the microwave in a glass or Pyrex bowl, or on the stove top in a non-reactive (non-copper or aluminum) pot with just a little water. Use lemon, spices, ginger, garlic and pepper to liven up the taste.


text:
Wow, this is a weird intersection between science and art: Jacket Grows From Living Tissue. About the two conceptual artists involved:
Calling themselves conceptual artists who create working prototypes, they say their aim is to bring to the forefront the philosophical implications of making living organisms tools for our own purposes.Well, they certainly achieved their aim with me.
back to dsng.net - the daryl sng blog


text:
Stone Veneer Porch Columns – Within the varying styles of porches, the ones attracted to mind most frequently are the calm country porches. The porches with simple, comfy furniture like rockers or porch swings – sipping lemonade and talking with the neighbor on a hot and hazy afternoon.
Nation porches are reminiscent of yesteryear and have lived as a favorite layout due to their simplicity of design and performance. Also known as a farmhouse porch, many a country porch boasts a wrap-around style on one or two sides of the home and usually spans the front part of the home completely. There's generally a shortage of fancy or overly ornate trim, although some do have railings and balusters too.
stone front porch columns
They make great places to amuse as they keep your guests out of sunlight and there's tons of space to maneuver about. Nation porches are usually supplied with rocking chairs or porch swings, however you will frequently see wicker furniture, rugs, country curtains, chairs and tables and other beautiful furnishings and decorations gracing many porches too.
boost your curb appeal
A country porch has become a place to actually relax and spend time with friends and family and could be more of an additional space for the summer. Because of this, the relaxing feel can make this kind of porch a bit of a challenge to create. This kind of porch may take on many appearances but the main idea is for this to be lived in and used.
The feel that you want to go for with a country porch is that of a mini holiday. If you're there it should seem like a place you want to be to have some fun. It needs color, space to maneuver in and enough seats for guests to join you. As a refuge from sunlight and a cozy place to forget your problems, it ought to provide a space to just be you.


text:
In this week's Anangu Lands Paper Tracker radio program, we talk with Mr Keith Peters from the Far West Coast community of Yalata about his thoughts on a number of developments that are affecting his community.
We talk about control over land and decision making in communities.
The program includes the song, "Dancing with my spirit" sung by Archie Roach off the album, 'Speaking Out', produced by the ABC.


text:
Steel Mill Chili
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Ingredients50 m servings 315
Original recipe yields 6 servings
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Directions{{model.addEditText}} Print
- Heat a large skillet over medium-high heat. Cook and stir beef and onion in the hot skillet until browned and crumbly, 5 to 7 minutes; drain and discard grease.
- Mix black beans, diced tomatoes, and sweet corn into beef mixture; add chili seasoning mix, cumin, chili powder, and salt and mix well. Bring liquid to a boil; reduce heat and simmer until chili is cooked through and flavors have combined, about 30 minutes.
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Nutrition Facts
Per Serving: 315 calories; 12.8 31 19.9 46 1215 Full nutrition
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Steel mill chili haiku: "easy and tasty. Only small swap that I made, frozen corn for canned." I didn't want to use a full 15 oz can of corn (I think beans or meat should be the star of chili, n...
The recipe didn't say to drain the black beans and corn, but I did. I really believe this recipe could have benefitted from another can of tomatoes. I used fire roasted because it's all I had, b...


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Steven A. Wasserman is the author of 'Campbell Biology + Masteringbiology With Iclicker' with ISBN 9780321945402 and ISBN 0321945409.[read more]
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An important part of the teacher's role is to balance lectures with team activities. In classrooms where GL is used, the teacher is not just someone who talks and provides information. The GL teacher is considered a facilitator or coach, a mentor or colleague, a guide and a research partner.
During the activities in GL classrooms, the teacher has to go from team to team, watching them interact, listening to conversations and intervening whenever it's necessary. The teacher has his eyes on the teams and makes suggestions about how to proceed or where to find information. To supervise the teams, the teacher can follow these steps (Johnson and Johnson, 1999):
♦ Plan a route in the classroom and calculate how long it will take to watch each team in order to guarantee that all teams receive supervision during the session.
♦ Use a formal record filled with observations of proper behaviors.
♦ At the beginning, the teacher shouldn't try to count too many types of behaviors. He could focus on particular skills or he could simply keep a record of the people who talk in the group.
♦ Add notes about the students' specific actions to these records.


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