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Student Code of Conduct
The Howard County Public School System is committed to providing a safe, engaging, and supportive learning environment where all policies are enforced fairly and consistently. HCPSS policies and regulations emphasize instruction and rehabilitation rather than punishment, and are designed to foster and reward appropriate behavior and keep students connected to school so they can graduate college and career ready.
The HCPSS Student Code of Conduct provides a framework to support behavioral goals and disciplinary policies. All students are expected to be aware of and abide by this Student Code of Conduct. Parents/guardians are encouraged to read the Student Code of Conduct carefully and to discuss the information with their children. Staff will follow the Student Code of Conduct when supporting students and determining consequences for violations.
Philosophical Statement
Schools should provide the instruction and support necessary to meet students' academic and behavioral needs, and identify fair, culturally informed, and developmentally appropriate behavioral expectations for all members of the school community. Educators and other adults in the school should take shared responsibility in teaching students to behave in accordance with these policies and contribute to academic success. This is achieved by applying the Code of Conduct consistently and without bias, reinforcing positive behavior, preventing misbehavior before it occurs, supporting students in overcoming challenges, and fostering and restoring positive relationships among all members of the school community.
Research shows that students are more likely to accept responsibility for their actions and the consequences of their behavior when school discipline is administered fairly, equitably
and consistently. Schools must also employ applicable legal protections when enforcing discipline, and must not allow discipline to disproportionately impact specific groups of students based on race, color, creed, national origin, immigration status, religion, physical, mental, or educational disability, pregnancy, age, gender, gender expression, gender identity, genetic information, sexual orientation, marital status, veteran status or socioeconomic status. (Policy 1010)
Restorative Justice Practices
Restorative justice is a philosophy that emphasizes building relationships. Community-building is given high priority in a restorative culture. The tone and voice-levels of educators
should reflect a caring and supportive environment where staff and students are educational partners. All members of the school community need to be comfortable discussing race, ethnicity, and other identifying qualities that may consciously or unconsciously impact decision-making and conflict. Students, their families, and educators have a voice in school policies and procedures, which are designed in response to student needs.
When schools embrace restorative justice, educators greet students, ensure they are invested partners in the learning community, and are regularly seen having restorative conversations as the primary response to behavior which negatively impacts community relationships. If there is a need to repair harm caused by conflict and wrongdoing, restorative justice provides an opportunity for everyone impacted by an incident to come together to address their feelings and needs, and reach a resolution that heals and restores relationships. Restorative justice practices build healthy relationships between students and staff, as well as among adults within the school community.
Student Responsibilities
Students, school staff, parents, and community members share responsibility for maintaining an environment of mutual respect and dignity in the school. Students take an active role in making school a supportive, safe, and welcoming place in these ways:
- Demonstrate pride in self, in the future, and in school by arriving on time, dressing appropriately, and being prepared to focus on academics.
- Be respectful and courteous to fellow students, parents/guardians, and school staff.
- Seek the most peaceful means of resolving conflict, and obtain the assistance of teachers, administrators, parent/guardian, or school staff, when unable to resolve conflicts.
- Follow school rules and policies, and contribute to a positive school climate by behaving appropriately, even when not specifically asked to do so.
- Recognize how self conduct affects other students and school staff, and make every reasonable effort to restore relationships and correct any harm caused to others in the school community.
- Seek access to and complete make-up work while out of school for disciplinary reasons.
- Promptly share any concerns or complaints with school officials and work with school staff to address any behavioral problems they or their peers are experiencing.
- If a student is not satisfied with how the school administration or staff addressed the concern, the Formal Concern Process may be used. The Formal Concern Process is outlined in the Student and Parent Handbook and on the HCPSS website.
Staff Responsibilities
Students who have meaningful relationships with caring adults in the school are less likely to engage in disruptive behavior, be absent, or drop out of school. School staff members should take the initiative in developing positive, meaningful relationships with students.
When disruptive behavior does occur, school staff will use professional discretion when applying these consequences/responses and interventions in a progressive manner, to teach students appropriate behavior and correct any harm that results from their behavior.
Staff take an active role in making school a supportive, safe and welcoming place in these ways:
- Create and promote a positive, supportive, safe, and welcoming school environment that is conducive to teaching and learning.
- Be respectful and courteous to students, parents/guardians, and other school staff.
- Establish clear expectations for behavior, take an instructional approach to discipline, and acknowledge positive and appropriate conduct by students.
- Involve families, students, and the community in fostering positive behavior and student engagement.
- Ensure that clear, developmentally appropriate and proportional consequences are applied for misbehavior as outlined in applicable discipline policies.
- Implement graduated, progressive consequences for recurring inappropriate behavior.
- Administer discipline rules fairly, consistently, and equitably, regardless of race, ethnicity, culture, gender, color, national origin, immigration status, ancestry, religion, age, disability, sexual orientation, and/or gender identity.
- Remove students from the classroom only as a last resort, and return students to class as soon as possible.
- Promptly notify parents/guardians if their child is suspended and if there is any investigation by law enforcement or school resource officers, related to school discipline.
- Administrators and teachers make every reasonable effort to communicate with and respond to parents/guardians in a timely manner and in a way that is accessible and easily understood.
- Provide students who are suspended or expelled from school with make-up work, and allow them to complete the work for credit so they do not fall behind academically.
Parent and Community Responsibilities
Parents/guardians and community members play an important role in establishing a positive school climate where students will thrive. Parents can help students and staff members promote a supportive, safe, and welcoming school environment in these ways:
- Talk with their child about appropriate conduct at school.
- Be respectful and courteous to other students, fellow parents/guardians, and school staff.
- Read and be familiar with school policies, regulations, and rules.
- Have regular contact with school staff and make every effort to ensure that their child maintains regular school attendance.
- Be involved in conferences, hearings, and other disciplinary matters concerning their child.
- Help their child access supportive groups or programs designed to improve his/her conduct, such as counseling, after-school programs, and mental health services available in the school and community.
- Promptly share any concerns or complaints with school officials and work with school staff and administrators to address any behavioral problems their child may experience.
- If a parent is not satisfied with how the school administration or staff addressed the concern, the Formal Concern Process may be used. The Formal Concern Process is outlined in the Student and Parent Handbook and on the HCPSS website.
Behavior-Related Offenses and Responses
In accordance with Policy 9200 and HCPSS's focus on restorative justice, HCPSS believes that disciplinary responses should encourage responsible actions, promote the development of self-discipline, and change inappropriate behavior. Discipline will be administered using a continuum model that includes conferences, detention, alternative educational settings, student reassignment, suspension, or expulsion.
Factors to consider when determining the appropriate response may include patterns of behavior, impact on the school community, and the overall severity of the infraction.
Offenses included in the Student Code of Conduct apply to behaviors that occur on school property, at school-related activities, or when students are otherwise subject to the authority of the Howard County Public School System (e.g., during school field trips or athletic events or while using HCPSS electronic devices or networks). Disciplinary action may be taken for off-campus incidents if the action could have an adverse effect on the order and general welfare of the schools.
In addition to the responses in the Student Code of Conduct, loss of credit for an assignment or course may be appropriate. Restitution for loss or damage may be requested and law enforcement will be involved when appropriate.
Responses for Violations of Behavior and Discipline Policies
School staff have the responsibility for taking appropriate actions when a student is involved in a situation which disrupts the learning environment of a school. When determining the consequences, they take the following into consideration:
- The age-appropriateness of the response.
- The severity of the incident.
- A student's previous violations and/or responses for the same or a related offense.
- If the offense interfered with the responsibility/rights/privileges/property of others.
- If the offense posed a threat to the health or safety of others.
- If the student has an Individualized Education Plan (IEP), 504 Plan, or Behavioral Intervention Plan.
- The logical relationship between the offense and the response.
- The age-appropriateness of the consequence.
- Any specific responses articulated in Board of Education Policy.
The placement of a student in a supervised school setting outside of the student's regular course schedule.
In-school Intervention
The opportunity afforded a student, after the student is removed to an alternate location within the school, to continue to:
- Appropriately progress in the general curriculum.
- Receive the special education and related services specified on the student's IEP if the student is a student with a disability in accordance with COMAR 13A.05.01.
- Receive accommodations as specified in the student's 504 Plan.
- Receive instruction commensurate with the program afforded to the student in the regular classroom.
- Participate with peers as they would in their current education program to the extent appropriate.
The denial of a student's right to attend regular classes or school for a specified period of time for cause. Suspension includes extended suspension, in school suspension, short-term suspension, or long-term suspension.
- In-School Suspension – The removal of a student within the school building from the student's current education program to another location within the school building for up to but not more than 10 school days in a school year for disciplinary reasons as determined by the principal.
- Short-Term Suspension – The removal of a student from school for up to but not more than 3 school days for disciplinary reasons as determined by the principal.
- Long Term Suspension – The removal of a student from school for 4–10 school days for disciplinary reasons as determined by the principal.
- Extended-Suspension – The removal of a student from school for 11–45 school days for disciplinary reasons as determined by the Superintendent/ Designee.
Alternative Education Setting
A setting outside of the home school designed to accommodate the needs of students who have demonstrated the need for significant academic or behavioral support. (Policy 9200) Alternative education settings include but are not limited to:
- Evening School – An interim disciplinary placement providing educational opportunities for selected middle and high school students that takes place after normal school hours.
- Gateway Program – an alternative education program within the Homewood Center, established for students with significant behavioral and academic difficulties whose needs cannot be met in the home school.
- In-school Alternative Education Program – an alternative education program within a comprehensive school that provides participating students with academic and behavioral support, opportunities to learn conflict resolution and anger management strategies, social skills instruction, intensive case management services, and enhanced family outreach and support services.
The exclusion of a student from the student's regular school program for 45 school days or longer as determined by the Superintendent/Designee.
New for 2017–18: In accordance with Maryland Law, students in prekindergarten, kindergarten, grade 1 and grade 2 may not be expelled from school unless required by federal law. Students in these grades may be suspended for up to five school days only if the school administration, in consultation with a school psychologist or other mental health professional, determines that there is an imminent threat of serious harm to other students or staff that cannot be reduced or eliminated through interventions and supports.
Corporal Punishment
HCPSS prohibits the use of corporal punishment, which is defined as physical punishment or undue physical discomfort inflicted on the body of a student for the purpose of maintaining discipline or to enforce school rules.
Restricted Access
Limitation of a student's presence on school property.
Policies can be viewed in their entirety at www.hcpss.org/board/policies or requested from teh Policy Office at 410-313-8954.
Level of Responses
The following examples constitute a listing of possible responses and interventions that may be used by an HCPSS staff member in responding to a student's inappropriate behavior. The responses within each level are examples and are not listed in a particular order of use.
Level I
Examples of Classroom, Support, and Teacher-Led Responses
These responses are designed to teach appropriate behavior, and build and restore relationships, so students understand their impacts on others and can learn and contribute to a safe environment. Teachers are encouraged to try a variety of teaching and classroom management strategies. When appropriate, teachers may engage the student's support system to ensure successful learning and consistency of responses, and change the conditions that contribute to the student's inappropriate or disruptive behavior. These responses should be used in a progressive fashion.
- Classroom-based responses (e.g., verbal correction, written reflection/apology, reminders/redirection, role play, daily progress sheet)
- Positive Behavioral Interventions and Supports (e.g. check-in/check- out, behavior charts, data collection)
- Parent outreach (Contact parent via telephone, note, email or text)
- Social-emotional skills instruction
- Student conference with teacher
- Social-emotional skills instruction
- Student conference with teacher
- Restorative justice practices (e.g. circles, conferencing, peer mediation)
- Conference with Student Services personnel
- Temporary loss of privileges
Level II
Examples of Classroom, Support, and Teacher-Led Responses
These responses are designed to teach appropriate behavior and build and restore relationships, so students behave respectfully, understand their impact on others, and can learn, and contribute to a safe environment. Many of these responses engage the student's support system, and are designed to alter conditions that contribute to the student's inappropriate or disruptive behavior. These responses aim to correct behavior by stressing its severity and acknowledging potential implications for future harm, while still keeping the student in school. These responses should be used in a progressive fashion.
- All Level I responses
- Parent/guardian and student conference with teacher
- Temporary removal from class
- Loss of privileges/removal from extracurricular activities
Level III
Examples of Support, Removal, and Administrative Responses
These responses engage the student's support system to ensure successful learning, to build and restore relationships, and to alter conditions that contribute to the student's inappropriate or disruptive behavior. These responses aim to correct behavior by stressing its severity and acknowledging potential implications for future harm, while still keeping the student in school. These responses may involve the short-term removal of a student from the classroom. Such a removal should be limited as much as practicable without undermining its ability to adequately address the behavior. These responses should be used in a progressive fashion.
- All Level 1 and Level 2 responses
- Parent/guardian and student conference with administrator
- Behavioral contract created with student input
- School service
- In-school intervention
- Detention/Extended school day
- In-school suspension
Level IV
Examples of Support, Removal, Administrative, and Out-of-School Exclusionary Responses
These responses address serious behavior while keeping the student in school, or when necessary due to the nature of the behavior or potential implications for future harm, remove a student from the school environment. They promote safety of the school community by addressing self-destructive and dangerous behavior, and should be used in a progressive fashion.
- All Level 1, Level 2, and Level 3 responses
- Prompt written parent/guardian notification required
- Restricted access
- Short-term suspension
- Referral to Student Support Team
- Request for alternative education setting
Level V
Examples of Long-term Administrative, Out-of-School Exclusionary, and Referral Responses (May be Administrator or District Staff-led)
These responses remove a student from the school environment for an extended period of time because of the severity of the behavior and potential implications for future harm. They may involve the placement of the student in a safe environment that provides additional structure and services. These responses promote the safety of the school community by addressing self-destructive and dangerous behavior, and should be used in a progressive fashion.
- All Level I, Level 2, Level 3, and Level 4 responses
- Long-term suspension
- Extended suspension
- Expulsion
- Recommend for further action
Prompt written parent/guardian notification/documentation required
Offense Information
Academic Dishonesty/Plagiarism
Academic dishonesty through cheating, copying, plagiarizing, or altering records, or assisting another in such actions. Plagiarizing, such as by taking someone else's work or ideas (for students grades 6-12); forgery, such as faking a signature of a teacher or parent; or cheating. Action taken by a student that is deemed inappropriate based on information, rules, guidelines, or procedures found in Policy 8120
Consequence Range: I to V
Alcohol Violation
Possession or use of any alcoholic substance, including constructive possession and possession with intent to sell, deliver or distribute. (Policy 9230)**
Consequence Range: III to V
Arson/Fire Violation
Attempting to, aiding in, or setting fire to (or in) a school building or to other school property.**
Consequence Range: III to V
Assault and/or Battery on Staff (includes threat against and/or physical attack on staff)
Assault – Any attempt or threat to inflict harm upon another person that gives the victim a reasonable fear of physical harm. An assault may be communicated in a behavioral, oral, written, or electronic manner. Assault includes sexual assault which is unwanted sexual contact or threat. Battery – The touching of another person by the aggressor or by some substance or force put in motion by the aggressor, which is not consented to by the other person and results in a reasonable feeling of apprehension or discomfort; may be accompanied by circumstances which reflect the student's blatant disregard for the safety of employees or other persons evidenced by, but not limited to, the student's intentional conduct, disregard of directions, or the fact that the battery resulted in serious bodily harm.
Consequence Range: III to V
Bullying, Cyberbullying, Harassment or Intimidation
Intentional conduct, including verbal, physical, or written conduct, or an intentional electronic communication that creates a hostile educational or work environment by substantially interfering with a student's or employee's educational or employment benefits, opportunities, or performance, or with their physical or psychological well-being and is:
- A real or perceived power imbalance; or,
- Repeated; or,
- Motivated by an actual or a perceived personal characteristic including race, national origin, immigration status, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attributes, socioeconomic status, family structure, or physical or mental ability or disability; or,
- Threatening or seriously intimidating; or,
- Occurs on school property, at a school activity or event, or on a school bus; or,
- Sent via electronic communication; or,
- Substantially disrupts the orderly operation of a school or workplace. (Policy 1060) This includes cyberbullying, which is harassment, humiliation, intimidation, and/or threats to others transmitted by means of any electronic device, including but not limited to the use of social media sites, telephones, cellular phones, computers, or tablets. Md. Code. Ann. Criminal Law, § 3-805 (2019).
Consequence Range: I to V
Class Cutting
Failing to attend a class, after arrival at school, without an excused reason. Missing class for more than 20 minutes will be treated as an absence for that class (Policy 9010). Persistently failing to attend a scheduled class, after arrival at school, without excused reasons.
Consequence Range: I to III
Destruction of Property/ Vandalism
Causing accidental or intentional damage, destruction or defacement (including graffiti) to school/other's property.**
Consequence Range: I to V
Conduct and/or behavior related to race, color, creed, national origin, immigration status, religion, physical, mental, or educational disability, pregnancy, age, gender, gender expression, gender identity, genetic information, sexual orientation, marital status, veteran status or socioeconomic status that creates a hostile or offensive educational environment or substantially interferes with an educational environment; or otherwise limits a student's ability to participate in or benefit from their educational program. (Policy 1010)
Consequence Range: II to V
Making intentional and harmful gestures, verbal or written comments, including profane language, or symbols to others. Being insubordinate: repeatedly or persistently disrespectful, in defiance of authority.
Consequence Range: I to III
Intentionally engaging in behavior distracting from the learning environment or school related activities including behavior that originates off campus and/or affects the safety of others. (This can include the use of technology and social media.)
Consequence Range: I to IV
Dress Code Violation
Wearing attire, including wearable technology, that is disruptive to the school environment, that promotes illegal or harmful activities, or that could endanger the health or safety of that student or others during school hours and school-related activities. (Policy 9210)
Consequence Range: I to II
Drug Violation
Possession or use of (including constructive possession and possession with the intent to sell, give, or distribute) any inhalants or other intoxicants; controlled dangerous substances including prescription drugs, over-the-counter medicines/products look-a-likes, and substances represented as controlled dangerous substances; or drug paraphernalia. (Policy 9230) **
Consequence Range: II to V
Electronics, Computer/Communication Misuse
Any unauthorized use of computers, software, internet, network or other technology; accessing inappropriate websites; misuse of account credentials; disrupting the normal operation of a technology system. (Policy 3040, Policy 8080) **
Consequence Range: I to V
Electronics, Personal Communication Device
Behavior not in compliance with the responsible use of the Technology Agreement policy 8080 and or Personal Communication Device guidelines laid out in the Student Handbook. Inappropriate use of any electronic device carried, worn, or transported by a student to receive or communicate messages.
Consequence Range: I to IV
Possession, sale, distribution, detonation, or threat of detonation of an incendiary or explosive material or device. **
Consequence Range: III to V
The process of obtaining property from another, with or without that person's consent, by wrongful use of force, fears, or threat. **
Consequence Range: II to V
Failure to Serve Assigned Consequences
Failure to serve detention, suspension or other assigned consequences. **
Consequence Range: II to IV
False Alarms/Threats
Initiating a warning of a fire or other catastrophe without valid cause or discharging a fire extinguisher. Making a bomb threat or threatening a school. **
Consequence Range: III to V
A hostile confrontation with physical contact involving two or more persons
Consequence Range: I to V
Gang Activity
Committing, attempting to commit, or soliciting of two or more crimes; or
acts by a juvenile that would be a crime if committed by an adult. (Policy 9290) **
Consequence Range: II to V
Participation in any intentional or reckless act directed against another for the purpose of initiation into, affiliation with, or maintenance of membership in an organization. (Policy 1060)
Consequence Range: IV to V
Indecent Exposure
Exposure of the private parts of the body in a lewd or indecent
Consequence Range: II to IV
Leaving School Grounds Without Permission
Leaving school grounds during regular school hours without written or verbal permission from a parent or another emergency contact. **
Consequence Range: III to V
Physical Attack
Unwelcome, aggressive action, with physical contact, directed at another person, student or non-student, on school grounds or at a school-related activity; or substantially disrupts the orderly operation of a school or workplace. **
Consequence Range: III to V
Serious Bodily Injury
Causing an injury that involves a substantial risk of death; extreme physical pain; protracted and obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ, or mental faculty. (Policy 9200)
Consequence Range: III to V
Sexual Activity
Behavior of a sexual nature including public displays, consensual sexual activity, possession of pornographic materials. **
Consequence Range: II to V
Sexual Discrimination, Sexual Harrassment, and Sexual Misconduct
Discriminatory and/or unwelcome behavior of a sexual nature including but not limited to sexual discrimination, sexual harassment, and sexual violence. Sexual misconduct can be
committed by a person of any gender identity and it can occur between people of the same or different gender, gender identity, or gender expression. Policy 1020) **
Consequence Range: II to V
A malicious course of conduct that includes approaching or pursuing another where the person intends to place, knows or reasonably should have known the conduct would place another in reasonable fear of; serious bodily injury or death; Assault in any degree; Sexual assault in any degree; or which might cause a third party to suffer from any of the above actions.
Consequence Range: IV to V
Reporting late to school or class when the day/period begins. Missing class more than 20 minutes equals one class absence. Extended tardiness may be counted as a partial or full day absence from school. (Policy 9010)
Consequence Range: I to III
Taking or obtaining the property of another without permission or knowledge of the owner.
Consequence Range: I to IV
Threat to Students
Threatening language (verbal or written/electronic; implicit or explicit) or physical gestures directed toward another student or group of students.**
Consequence Range: I to V
Tobacco Violation
Possession or use, or sale, of any tobacco or tobacco products, cigarette rolling papers, nicotine-dispensing devices or electronic cigarette products. (Policy 1050)
Consequence Range: III to V
Trespassing Violation
Entrance onto school property by a currently registered student at the school who has been suspended or expelled from the property or student who has been denied access to the property as a result of administrative action. (Policy 3020)
Consequence Range: III to V
An absence for a school day or any portion of a school day for any reason other than those cited as lawful and/or failure to bring a note written by a parent to verify a lawful absence. (Policy 9010)
Consequence Range: I to III
Weapons Violation (Firearms, Other Guns, Other Weapons)
Possession of an object or implement capable of causing harm or used to cause harm to another. This includes all guns, knives, and any implement, visible or concealed, possessed under a circumstance that would reasonably lead a person to believe it was a weapon or would be used as a weapon. Weapons are prohibited on school property, school buses, vehicles on school property, and at school-related activities. (Policy 9250) **
Consequence Range: III to V
**Apply extended suspension and expulsion only to Grades 6-12.


text: Dozens of people have died after drinking a cough syrup in Pakistan. Most of the dead are believed to be drug addicts who drank the medicine to get high. It is not the first drug-related death in the country, highlighting the need for much needed reform in Pakistan's pharmaceutical regulations. Al Jazeera's Osama Bin Javaid reports. SOURCE: Al Jazeera Asia Pakistan

subset: commoncrawl


text:
Fall on Rock—Handhold Came Off, Failure to Test Hold, Arizona, Camelback Mountain
FALL ON ROCK-HANDHOLD CAME OFF, FAILURE TO TEST HOLD Arizona, Camelback Mountain
On December 26 K.P. (female-46), L.R. (male-53), and T.N. (female -50ish) went out to climb on Camelback Mountain, a park area located centrally in Phoenix. L.R. is a very experienced lead climber and K.P. and T.N. had been lead climbing for about a year. K.P. and T.N. completed leads on The Monk, starting on the 5.7 variation for the East Face route. It was a beautiful day and they were having lots of fun. The group of three then went about 100 yards over to the Camel's Head to do Hard Times on Gargoyle Wall, a bolted 5.7. After K.P. and L.R. each led the first pitch, T.N. took her turn on lead. About 45 feet up, T.N. decided to move laterally, maybe five feet, to move onto easier looking terrain where T.N. saw a juggy nice hold. She was right below the next bolt on the route. She had both hands on the hold and began to pull herself up without testing the hold. The hold broke. Unfortunately, she was ten feet from the last bolt, so between the pendulum and the rope stretch, she fell about 25 feet, struck the rock, and broke both legs at the ankles.
There was enough rope to lower her to the ground, where cell phone contact was made with emergency rescue personnel. Another out-of-state climber who is a paramedic was nearby and helped stabilize both ankles. T.N. did a crab walk/crawl about 200 yards to the top of the Headwall where a rappel was made to an area accessible to hikers. At the bottom of the cliff members of the Tactical Rescue Squad of the Phoenix Fire Department placed T.N. on a stretcher and hand-carried her to the parking lot about half a mile from the accident site.
For interested climbers: Camelback Mountain consists of a mudflow breccias and fluvial sediments described as "petrified mud" in Opland's guidebook Phoenix Rock II. The nature of the rock and the scouring summer sun can take their toll on rock quality. (Source: Erik Filsinger, Secretary, Arizona Mountain Club)


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Please add more options for social media such as an RSS feed (blog) and Houzz (interior design specific). In addition, please "lock in" the social media icons per email campaign. For example, I create email campaign 1 and set up the social media icons. Then I create email campaign 2 with the social media icons linking to different social sites. As soon as I save the social media profile for email 2 it changes the social media links in email 1. This is VERY frustrating as we have 6 different brands that we send emails out for and we cannot use our email templates due to this issue.
We tried to create our own social media icons by using images however, we cannot place more that two images side by side like we could in the old interface. Also, please put back the ability to add a table into the new user interface - you took away this feature! Having the ability to add a table would allow me a workaround to my first issue. UGH! Very frustrating - this is making us re-consider our decision to use Constant Contact for our email campaigns.
Can Vimeo be added as an option for social media icons?
please add a full suite of social platforms and icons to your templates.
Please add the ability to add our own social media icons and links to the social media widget.
The 'blog' button is not included in the new Social Share options, can you please add it back in?
PLEASE, pretty please, add the Soundcloud icon in the social block settings!!
A simple request:
PLEASE, pretty please, add the Soundcloud icon in the social block settings!!
Thanks in advance.
Please add a yelp button as well.
More choices of colors would be much appreciated.
Hello @LynneW7,
Thanks for letting us know what social media icon you would like to see added next. Is it only the Google My Business icon you would also like to see in the future?
Please add an icon for Remind and GroupMe to the Social Media blocks included at the bottom of emails.
Please add Telegram, Reddit and others
Hello @CarlaS314,
Are you looking for more than the following social media icons below to select from in the editor?
What happened?! Please add a Flickr icon back to the Social Block Settings in your new editor. Thank you!
Do you plan to provide an icon for Vimeo?
Can you include Spotify logo next to YouTube's on the "follow us" banner?
Also need an option for podcasts in the social setting
Please ad more and make this function more flexible.
@Caitlin_M Yelp please!
Es cierto hay otras redes sociales que puedes a;adir que no son tan famosas pero que pueden a;adir autoridad a tu web como folk o diigo
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Order information
Delivery of your order
Orders can be shipped to your postal home address or another address. (e.g. your workplace, packstation, etc), so that the shipment can be received.
Despite our efforts to ship and delivery your order as fast as possible, it might happen that there are some delays, depending on the local postal service.
Cancellation of orders
You can cancel an order at any time.
Please contact our customer service either by telephone or email. One of our friendly assistants will take care of your cancellation.
Or you can go to our website, click the button "contact" and leave a short notice.
Return of products
You can return each product within 14 days and receive back the purchase price, in case you are not content with it. Please see our AGB (in German).
Please contact us before you return it to us, in order to find the best possible solution for you.
Return address for your parcel:
Binder Marketing
Tulpenstr. 12/1
76307 Karlsbad-Langensteinbach


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Saturday, 30 April 2016
High Rise
Starring the ubiquitous Tom Hiddleston I thought that this would be a safe bet as a good movie to watch. Besides it was a cover feature in the April 2016 edition of Sight & Sound. I should have twigged that as I watched a couple of trailers for upcoming horror films before the main feature, that High Rise was going to be a challenge. Tasha Robinson reviewing the film in The Verge said "In J.G. Ballard's High-Rise, the metaphor eats the story and Tom Hiddleston eats the metaphor". I'm not sure I fully understand her comment - but then I'm pretty sure I didn't understand all of the film either! But it seems about right for me.
I understand that Ballard's novel is an important piece of literature that has social, historical and political capital. I thought I understood the premise of the novel going into the film - coming out I wasn't so sure I did at all. What could have been an in depth thought provoking exploration of class structure and aspiration in a free-market economy descended into a dark place that only delivered an expose of nihilism. If you value life - don't watch this film! Not even the acting performances - and they were good - redeem this film.
Dr Laing (Hiddleston) attempts to escape the rat race of the city and applies to move into the High Rise. His application is accepted and he moves into apartment 2505 in this 40 storey block. Designed by the architect Royal (Jeremy Irons) the block, built in the early 1970s, is a self-contained society with the lower classes on the lower floors and the architect occupying the entire top floor penthouse. The block contains a gym, swimming pool and supermarket - but residents still have to go out to work - all driving their late 60s and early 70s cars (wonderful nostalgia!). The basic activity is to throw parties that are resonant in style with the social status of the floor the host occupies. On the lower floors it is disco, booze and drugs. In the penthouse it is regency fancy dress! In any case, the thing they have in common is much booze and much bonking.
Laing is clearly a man who presents one thing on the outside and lives another on the inside (don't we all?). In this sense Hiddleston delivers a strong performance. His sister has recently committed suicide and he has also recently divorced. His grey suits, grey character and in time his grey flat all point to someone happy with their status in the mid levels who is merely seeking a degree of anonymity.
As the story progresses the infrastructure of the block begins to fail and sends the residents into a mirroring downward spiral. Anarchy and class wars break out and the film descends into a drunken, violent, abusive orgy. A state it seems to celebrate and wallow in for far too long. I'm used to confronting dystopian apocalyptic worlds but they usually contain some element of hope. High Rise is devoid of hope and presents only self-gratification as a valid way to live. Some of the roles of the women in the film - and the children, offer occasional glimpses of hope of things being otherwise, but in the end everyone turns to violence. Why did the film have to end with an archive speech from Margaret Thatcher about Free Market Capitalism and the need for the government's not to interfere?
Several folk walked out. I almost joined them and afterwards wished I had. I'm all for exploring ideas that push boundaries but this film is a waste of time and effort - and the £22 I spent on tickets. Why it only had a 15 Certification I do not understand. Parts were brutal beyond belief. This is a film you do not need to see. I'm not even going to give it a score!
Posted by Duncan Strathie at 21:08 No comments:
Wednesday, 27 April 2016
Lars and the Real Girl
This film can be watched on different levels (can't they all?) For those with eyes to see that enable them to get past an oddball goofy comedy, this film is a gift as it offers an invitation to reflect on why we have become the person we are - and what we might work at - if we feel the need. It is impossible to discuss this film in any way without revealing what happens - but I think that won't detract much from seeing it for the first time as the mastery is in how it is done.
Set in a remote town on the Wisconsin prairie with a population the majority of whom seem to have Scandinavian ancestry, this is a tender tale that sees Ryan Gosling in the lead role as Lars Lindstrom. The first time I have seen him play a role I liked. What the film points out, and for this it made it an uncomfortable watch for me, is how much we are a product of our family and our upbringing. To engage with this film requires us to reflect on how we have become who we are.
Lars's mother died delivering him. His father could not escape the grief this caused and lived his life deeply affected by it. Consequently Lars and his brother Gus (Paul Schneider) had a difficult upbringing - I imagine Lars felt a strong sense of guilt. Gus left home at the first opportunity to escape the brooding darkness of a continuing grief, leaving Lars with dad. Following the death of their father, Gus lives in the former family home with his wife Karin (Emily Mortimer) and Lars, who has become a withdrawn and an almost completely socially dysfunctional internalised man, lives in the garage.
Lars is unable to touch as to him the touch of other people feels like burning - perhaps stemming from his father's all-consuming grief? He is fearful for the fate of his sister-in-law who is pregnant and in his view may die. He is unable to act within normal social parameters and at the opening of the film cannot commit to even going across to the house of Gus and Karin to have breakfast. Lars is however a regular worshipper at the local church where many of the congregation are also co-workers from his office. (It's a pity there's no exploration or explanation of how Lars is able to hold down a job.)
Lars shares a cubicle with Kurt (Maxwell McCabe-Lokos) who through the internet introduces him to an anatomically fully functional sex doll that can be designed and ordered online. Meanwhile another co-worker, Margot (Kelli Garner) clearly is attracted to Lars despite his odd behaviour, but he is unable or unwilling to see this.
Then one day a large packing case is delivered to the garage containing 'Bianca' - a former missionary, raised by nuns, very religious, who is half Brazilian, half Danish. Lars interacts with Bianca as though she were real. To begin with this is very difficult as he takes her, in her wheelchair, to have supper with Gus and Karin. Lars interacts with Bianca much as a child would bend to listen to imaginary speech which is then relayed to those gathered around. Things are okay while Bianca's existence is contained within the home but when Lars begins taking her out problems occur!
Gus and Karin arrange a family meeting with the doctor - Dagmar (Patricia Clarkson) who happens to also be a trained psychologist. Knowing the family and recognising what is going on, she goes along with things subjecting Bianca to a series of tests resulting in a diagnosis requiring a weekly treatment in her surgery - which is the pretext to help Lars process what is going on. I am told by someone who knows about such things that Bianca performs the role of Transitional Object for Lars and sure enough in time he begins to socialise, take Bianca to parties, she becomes well known around town, gets a part time job and visits folk in hospital.
The community come together to help Lars emerge from his cocoon and grow in confidence and the ability to interact socially. Love is costly and that motif is repeated throughout the film - but as is the case with love, the cost is willingly borne sacrificially both by family and the wider community.
One evening Lars declares that Bianca is unresponsive and sick, he calls 911 and Bianca is rushed to hospital by ambulance where the prognosis is not good. Some of the older women come to the house to knit, cook for Lars and keep him company. He asks them why they are there and gets the response "That's what they [people] do when tragedy strikes - they come and sit". After a while, Lars declares that Bianca has died. She is buried with all the townsfolk in attendance and so the death of Bianca enables the rebirth of Lars.
This film has so much going for it - and it's only 102 minutes long so it doesn't string things out for the sake of it. There is much to reflect on.
- How families and communities can help those it is in their power to help.
- How important it can be to help on the terms of those who need the help rather than the help-giver.
- The usefulness of psychological insight and transitional objects.
- A positive portrayal of a clergy person in Revd Bock (R. D. Reid).
- How honesty in relationships can establish a good foundation for growth and development.
- The film avoids any mocking of Lars and also any smuttiness around Bianca's intended function.
- Lars' honourable treatment of Bianca.
Alissa Simon of Variety stated, "Craig Gillespie's sweetly off-kilter film plays like a Coen brothers riff on Garrison Keillor's Lake Wobegon tales, defying its lurid premise with a gentle comic drama grounded in reality." That is a very apt description. This film only just clawed back its production costs at the box office and through disc sales. I'm glad I have contributed to the process and would encourage you to do the same - perhaps we have a cult sleeper here! I'll give it 8/10.
Posted by Duncan Strathie at 15:39 No comments:
Monday, 25 April 2016
Eye in the Sky
This is an intelligent piece of cinema that engages with a pressing contemporary issue. The film invites you to be the decision-maker as to whether or not the trigger is pulled. I saw it with a bunch of friends and the debate over pizza afterwards was intense.
Filmed in South Africa but set mainly in Kenya the story follows a British led drone surveillance operation tracking some of Al Shabab's most wanted in the hope of capturing them alive. Among their number are both British and American nationals. The mission changes and the film tracks, in real time, the chain of decision-making that tries to integrate military, intelligence and political imperatives to deliver an outcome. The plot offers an exploration of normative ethics in a real-life situation as utilitarianism is employed to justify certain actions.
The military imperative is clear but the potential for collateral damage means that political decisions are not easy. Meanwhile, a drone pilot in a cabin in the Nevada desert sits with his finger poised on the trigger taking orders from a UK Colonel in Northwood in North London while she is receiving intelligence from Hawaii and liaising with troops on the ground in Nairobi. Her General is in a COBRA meeting in Whitehall with the politicians ensuring that any proposed action is legal. Going into the meeting the General is preoccupied with buying the right doll for a little girl. It is another little girl and her playful activities that come to be the centre of the plot.
The acting is tight. The way the edits jump between the different locations demonstrate how global, warfare now is. The film also drives home how clinical and focused warfare today has become and how sci-fi has become mainstream as a man in Las Vegas targets people in one room of a house in a Nairobi suburb. In a way it makes it even more detached from my reality than 'old-fashioned' warfare with fronts and armies and arrows on maps. If we live in a democracy we are in effect asking these people to carry out these killings on our behalf. The alternative is equally distressing. The morals of war are being muddied as new technologies make surgically precise missions more possible. That surely is a good thing - isn't it?
Helen Mirren is in the lead role as Colonel Katherine Powell and in his final performance Alan Rickman gives full force to his character Lieutenant General Frank Benson. His voice as he delivers the final speech to the simpering politician Angela Northman "Never tell a soldier that he does not know the cost of war."(Monica Dolan) could cut through plate steel like a laser!
The screenplay offers a contrasting view of how men and women, politicians and military, Americans and Brits all approach the same difficult question. The part of Powell had originally been cast for a male actor but Mirren makes it all her own in her combat fatigues in her underground bunker barking orders at her subordinates. Had it not been for Northman's early intervention the film would have been a lot a shorter. The British politicians are depicted as being impotent and facile whilst the Americans are shown to be decisive and unwavering. For those with an interest in personality types, the main debate explores the tension between those who have a preference for being 'Feelers' and those whose preference is to be a 'Thinker'!
The film is not without its flaws but these are more than compensated for in the bravery of tackling this subject in such a direct and engaging way. I really liked it and will be adding it to my collection of discs when it becomes available. Do go and see it - and think about how happy you are that people in the Nevada Desert are protecting your safety by killing people in Kenya. Sadly a scenario becoming increasingly common around our shrunken globe. I'll give it 8/10.
Posted by Duncan Strathie at 13:41 No comments:
Monday, 18 April 2016
American Sniper
The fact that this film was nominated in six categories for an Oscar and won only one in the sound editing category probably sums up what this film's main problem is - it somehow fails to deliver what it truly promises. In saying that I am in no way minimising the horrors of war or the sacrifice of too many (on all sides) who have fought in and been impacted by them. Bradley Cooper is in the lead role of Chris Kyle and delivers a performance worthy of his Oscar nomination. There is an even stronger performance from Sienna Miller as his long suffering wife, Taya.
The story is biographical - painfully so. There are no real winners in war. The story really begins with a young Kyle growing up with his younger brother in Texas. The film briefly and crudely shows his father instilling in him the virtue of protecting your own at all costs. It also shows the young Kyle is quite a marksman with a hunting rifle. These scenes reminded me strongly of the family dynamics in Tree of Life. Kyle grows up riding broncos on the Texas rodeo circuit - and doing well from it. He exalts that he is living the American dream. The film is Directed by Clint Eastwood who leans towards a jingoistic, patriotic view of American identity. Not something that looks altogether appealing, particularly in light of the current Presidential nomination contests!
All is well until 9/11 and Kyle's immediate response is to enlist at the age of 29 so that he can protect his own. He joins the SEALS to train as a sniper. He survives the brutal boot camp training and along the way hitches up with the intriguing, beautiful and inscrutable Taya. On his wedding day he gets the order to deploy to Iraq.
Many commentators who served in Iraq commend the film for its realistic portrayal of the horror of door-to-door close combat warfare where everyone has to be viewed as a potential enemy and where even children wield RPG launchers. The film paints a picture of a theatre of war where the individual soldier is left to make the moral judgement of when to pull the trigger. The only time there appears to be any institutional morality is when there are US casualties and an investigation is needed to discover how they happened.
The film throws up lots of moral and ethical issues and depicts a form of warfare that is messy, spontaneous and unequal. It creates a universal 'us versus them' scenario where grey doesn't exist and everything is rendered in high-contrast black and white. It also comes full circle in that Kyle's mission becomes the elimination of an Al Qaeda sniper who is becoming too successful in eliminating American servicemen. It is like a parallel rodeo or hunting confrontation. Who will win?
What the film does portray extensively and with great sensitivity is the effect that operating in such theatres of war can have on the combatants. Becoming America's deadliest sniper not only attracted a $180,000 bounty placed on his head by Al Qaeda, but through PTSD turned Kyle into a distracted, insular and absent human being. This is where Sienna Miller's performance is so good. Her patient loyalty to the husband she loves sustains her when he returns home and his behaviour is barely recognisable. Everyday sounds transport him in an instant back to the theatre of war when pneumatic wrenches are heard as weapons of torture and a lawn mower becomes the sound of an attack helicopter. War changes people.
I won't say any more about the story - I don't think I've spoiled things too much in what I've said above. What the film does show is the terrible cost in collateral damage that modern warfare seems to rack up without really trying. It also shows a self-justifying set of rules of engagement where perceiving a threat is taken to be sufficient justification for killing anyone. A sniper fights a clinically detached war 1000 yards from his victim. It also shows an 'enemy' who does not operate by traditional 'Western values' of warfare and is happy to coerce children and women into war through torture and threat. Two blind ideologies going head-to-head cannot have a good outcome.
Whilst this film has many parts that are excellent and worthy of engagement, as a piece of drama it also has many flaws. For me this makes it simply 'another war film' as Hollywood tries to justify an unjustifiable war. Great performances from the two leads but in the end not a film I need to see again. I'll give it 6/10.
Posted by Duncan Strathie at 14:45 No comments:
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"Well, I'll be a monkey's uncle" has now taken on a new meaning. Scientists studying marmosets have discovered that over half the males carry their brother's sperm.
Marmosets, small monkeys that live in South America, have long been a genetic enigma. Marmoset mothers almost always give birth to fraternal twins, which develop from two eggs and are thus genetically distinct. In 1962, scientists at Dartmouth Medical School discovered that almost all marmosets carry some blood-generating stem cells that began in their twin sibling.
Animals that carry cells from another individual are known as chimeras. Aside from marmosets, chimeras have been discovered in humans, cats and cows. But scientists have long thought that chimerism was a rare fluke.
Marmosets were different. Almost all of them had chimeric blood, and they were all healthy. It appears that they swap cells so often because of their peculiar development. In the womb, their placentas grow quickly and fuse, creating a network of blood vessels through which cells can travel from one twin to the other.
In 1991, Jeffrey French, a primatologist at the University of Nebraska, Omaha, set up a colony of marmosets. He and his colleagues have tracked their family history ever since. Recently one of his graduate students, Corinna Ross, set out to find a paternity test for marmosets. She developed a method much like the test used to identify human fathers. Small regions of DNA known as microsatellites are very prone to mutating, creating a kind of genetic fingerprint that's different from one family to another.
"We were hoping that we could use hair for paternity analysis, but that's not quite how it worked out," Dr. Ross said. "The initial results were very odd."
Different hairs from the same marmoset had different genetic fingerprints. Some of it matched the DNA of the marmoset's twin.
Working with Dr. French and Guillermo Orti, a University of Nebraska geneticist, Dr. Ross then studied other tissues from marmosets. "We found chimerism throughout everything," she said.
The pattern was different from one marmoset to the next. "A single individual might be chimeric for hair and liver, for example, and not for anything else," Dr. Ross said.
One of the most surprising results of the study is that over half of male marmosets have chimeric sperm. Dr. Ross and her colleagues discovered cases in which the DNA of male marmosets turned up in babies supposedly fathered by their fraternal twins. In other words, the sperm came from one male, but it had the DNA of the male's brother. A paternity test would show that the baby's genetic father was actually its uncle. The scientists were not able to isolate DNA from marmoset eggs, but they did find that 2 out of 21 marmoset ovaries were chimeric. It's possible that a female marmoset can give birth to nephews and nieces.
The discovery of rampant chimerism in marmosets led the Nebraska scientists to wonder if it affected how parents treated their children. Primates can recognize their offspring by distinctive odors. But a marmoset with chimeric skin would give off two odors — its own, and that of its twin sibling.
The scientists found that mothers carried babies with chimeric skin less than they carried babies with only one set of skin cells. Fathers, on the other hand, carried chimeras over twice as much as non-chimeras.
Scientists have long noted that marmosets are unusual among primates for their doting fathers. Chimeras may be the source of their attention. It's possible, Dr. Ross suggests, that chimeras give off a wider range of odors that signify that they are related to a father, increasing his attention.
The results of the marmoset study appear this week in The Proceedings of the National Academy of Sciences.
"It's potentially a really interesting finding," said David Haig, an evolutionary biologist at Harvard. Dr. Haig is particularly intrigued by the genetic relatedness of chimeric twins. On average, two normal fraternal twins would share about half their genes. Marmoset twins are more closely related because they have more genes in common.
That common bond might drive the evolution of unusual kinds of behavior. Dr. Haig notes that in a band of marmosets, only the oldest female can reproduce, while the younger individuals help raise her offspring.
Dr. Ross, who now works at the South Texas Centers for Biology in Medicine, is continuing to study the marmosets to understand the effects of chimerism. The questions she hopes to answer are not just scientific, but philosophical.
"This changes how we think of marmosets as individuals, but it also changes how we think of the term at all," she said. A male mates with a female, who gives birth to his brother's offspring. "But most of his body also has his brother's genes. So what is he as an individual?"


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Mortal Engines (PG-13)
Hundreds of years after civilization was destroyed by a cataclysmic event, a mysterious young woman, Hester Shaw (Hera Hilmar), emerges as the only one who can stop London - now a giant, predator city on wheels - from devouring everything in its path. Feral, and fiercely driven by the memory of her mother, Hester joins forces with Tom Natsworthy (Robert Sheehan), an outcast from London, along with Anna Fang (Jihae), a dangerous outlaw with a bounty on her head.
Showtimes for
Sunday, May 31
SciFi/Fantasy , Action/Adventure
2 hr. 8 min.
Christian Rivers
Peter Jackson
Fran Walsh
Hera Hilmar
Robert Sheehan
Leila George
Ronan Raftery
Colin Salmon
Patrick Malahide
Regé-Jean Page
Stephen Lang
Hugo Weaving


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A great story of human triumph for another sports champion by the name of Mo. Only this time, it is not the famous Olympic champion Mo Farah, but our National Wheelchair Pairs Curling Champion Mo Simpson, who secured the winning championship title for the second consecutive year with her curling partner Ian Donaldson.
Get intu Coaching!
The Braehead Curling Development Group is pleased to announce the launch of the new Coaching Structure being offered to Curlers of all levels and experience from Beginners to the more advanced Elite level Curler.
Details of this exciting new Coaching Structure can be found here.
The intu Juniors Section is an exciting new Initiative at intu Braehead to assist in the Development of our next generation of Curlers, to get involved details can be found here.
For the outright beginners why not get involved in our Saturday Sweep, details and booking arrangements can be found here.
We have our Improvers Course arranged for Friday 10th January 2014, again details can be found here.
The intu Coaching Section is currently being fully developed, more existing initiatives and information to follow.
All Coaching related queries should be directed to email@example.com
The Braehead Curling Development Group is pleased to announce they will be running a Curlers Improvers Course on Friday 10th January 2014 from 5.30pm to 8.30pm.
This is an excellent opportunity to kick start the New Year and Improve on your basic skills.
The Course will be tailed to suit your experience and ability.
Limited spaces are available and to avoid disappointment please either book online here or email David Horne direct at firstname.lastname@example.com
New Brushes for New Players
The Royal Caledonian Curling Club was awarded 60 new performance brushes by the World Curling Federation under the "Curling Equipment Programme". The decision was made to award these 60 new brushes to the first 60 curlers who join an affiliated Virtual Curling Club in the 2013/2014 season.
Braehead is proud to have SIX new Virtual CC members who received the new brushes!
Norman Cathcart, a founding figure of the Virtual Curling Club movement, was on hand to award the shiney new brooms to their deserving recipients.
intu Braehead Open Mixed Doubles
The competition was held over two evenings at Braehead Curling Rink and attracted the strongest field over the last few years. Teams included several current & previous Scottish, European and world champion players. However, there was still room for ordinary club members giving them the chance to take on the big guns. One of Braehead's newest curlers, Margarita Sweeney- Baird a member of The Virtual club and only in her second year of curling, was delighted to take part and along with David Horne, The CDO at Braehead, even managed a victory.
Teams were split into three divisions as shown above and a round robin of games were played in each section with the winning team + The next best team progressing to the semi finals. In the well know Braehead tradition all other teams were still involved in a middle or low road competition. Top of the three groups were Logan Gray's team : Graham Shedden's team and Judith McCleary's team with the next best team going to Ben Fowler's team. One of the favorite's Andrew Craigie and Anna Sloan, previous winners in 2010, lost out to English Internationalist Ben Fowler along with student Rebecca Steven, (already an accomplished curler in her own right) by the virtue of being on the same points and ends but scoring one less shot.
In the semi's The Mcleary team got past the Gray team and Graham Shedden, along with Vicki Adams, replacement player for the second night run out winners against Ben and Rebecca by 7 shots to 4. The final, played over six ends was very tense and went all the way to the very last Stone. In the final end, with the game at peels it was Graham and Vicki lying one shot and half hidden behind a long guard. Lee McCleary with last stone just caught the guard as he attempted a take out to win the game so the spoils and The Trophy went to Graham Shedden : Naomi Brown and reserve player Vicki Adams. Gary Macfarlane, Chairman of The Braehead Curling Development group, thanked everyone who helped make the competition a success but Special mention to Leslie Ingram-Brown for his continual sponsorship of the event.
Report and photo by
David Horne
CDO Braehead
Clubs at Braehead
Steven Harte from the Development Group has been hard at work putting together a list of clubs that play at Braehead. Not only is there a list of club names, but great details like when the club plays what sort of club it is, if there are any entry restrictions to joining the club and of course how to get in touch.
The Clubs at Braehead list will be invaluable to new curlers, especially those moving on from Virtual Club, to help choose what club (or clubs) to join more permanently. The list can also be very handy if your circumstances change and you're not able to curl at the same time as you used to, great for finding a club that suits when you're free. (Or even if you're just looking to curl more!!)
Have a browse through the clubs list, share your thoughts, if anythings incorrect or your club is missing there are links at the bottom of the list to help you out.
Submit your own news stories
The new look curlbraehead is all about providing valuable and up to date information to Braehead Curlers.
However the BCDG can only do so much, we need you to fill in the blanks!
Any news you have, big or small, about a single player of the whole club, while at home or away, we want to hear about it, and so do the other readers of the website!
You can click here to send us your story and include pictures too, and we'll upload it all to the news page, here, on curlbraehead.co.uk!


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Wimmera Football League defeated by Bellarine Football League | AFL Victoria Community Championships
A DOMINANT final term and ability to spread from the contest saw Bellarine Football League claim a 37-point win against the Wimmera Football League on Saturday.
The Bellarine side held Wimmera at bay after building an 11-point lead in the second-quarter lead before running away with a 12.11 (83) to 6.10 (46) win.
The win was redemption for the away-team after it had been beaten by Wimmera in 2015.
Coach Mark Hildebrandt said he felt as those his side would remain strong in the final term based on its most recent interleague contest.
"It was two-or three goals difference at three-quarter time when we played Heathcote and District in 2016, then in the last quarter we won by 10," he said.
"We've got a young, fit and hungry group of players. We knew we were getting a lot of possesion and it was going to come our way, we just didn't know when."
The first quarter of the match set a high standard as both teams attacked the contest hard.
The home side was first on the board before Bellarine hit back with two goals of their own and a late Wimmera goal meant the scores were locked at 2.2 (14) apiece at the first break.
Each side was able to continue to create opportunities during the second quarter but it was Bellarine who were able to capitalise.
Missed opportunities hurt the Wimmera side while Jordan Erskine was a big target up forward for the away team.
Wimmera Football League chief-commissioner offers his thoughts at halftime. He's really hoping the WFL can turn it around. #WimmeraFooty@AFL_WM@firstname.lastname@example.com/lykOGCac1Q— Stuart McGuckin (@s_mcguckin) May 19, 2018
The first two goals of the third quarter allowed the Wimmera League side to close the 11-point half-time deficit to just three points while it was Bellarine's turn to miss opportunities in front of goal.
Momentum again shifted midway through the quarter and a goal after the three-quarter time siren meant Bellarine's lead had grown to 15 points.
After Hildebrandt had urged his team to keep going for one final quarter a quick goal made a Wimmera comeback seem very unlikely. Ryan Kemp hit back to kick a third of the day in order to reduce the margin to 14 points but it was the last shot the home side fired before Bellarine completed the victory.
Opposing ruckmen Andrew Jarvis and Warwick Stone were named best on ground for their respective teams in a sign of just how critical winning the contested ball had been.
"People see what Andrew does in the ruck but they might not notice his ground work, his hands and what he does in terms of blocking," Hildebrandt said. "It doesn't get him on the scoreboard but what he did around the ground was crucial."
Stone had to shoulder much of the Wimmera's ruck load by himself after injuries prevented Minyip-Murtoa's Kieran Delahunty and Nhill's Ben Jones from taking part in the game.
Wimmera coach Shayne Breuer said he had done a fantastic job.
"I think most of our guys had a good go and we probably didn't have anyone that was super outstanding – it was his effort on the day to ruck on his own that stood out," he said.
Breuer said Bellarine'e s ball use and spread was difficult to overcome.
"Bellarine were a terrific outfit and the side's workrate was fantastic," he said. "They had some really good quality players and their ball use was probably a little bit better than ours as well. Credit to our guys though because they had a dip all day – I couldn't be more proud of them."
Hildebrandt said it was his side's on-ball pressure which set the win up.
"Our intesntity to tackle and pressure the Wimmera side made them come undone a bit," he said. "We went for a smaller team and just wanted to get the ball to the ground and our on ball crew was really clean with their hands."


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Funeral Home Human Resource Management
Foresight has been and continues to be at the forefront of Human Resource Management consulting for funeral homes and cemeteries throughout the United States. We understand that employees are the most valuable asset of any funeral home and the number one cost of running your business. To help you protect your investment, we have created an extensive pool of appropriate policies and procedures for independent funeral home and cemetery business owners.
We help our clients deal with the complete cycle of HR matters from hiring to firing, compensation, training, employee manuals and procedure manuals and giving reviews.
We have established our Human Resources ("HR") services to be flexible to meet your individual needs. Some funeral home owners want a complete Human Resource Management package while others may want us to prepare specific documents or specialized training for their staff. We can do as much or as little as you desire.
There are two keys differences to our HR Service.
- First, we customize our services to meet each individual funeral home or cemetery needs. We work closely with you not only to develop the necessary documentation but also on how to effectively apply the policies within your business.
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My close friend and fellow Psych Congress Steering Committee member Rakesh Jain, MD, has been riding high lately. He and I have an ongoing friendly, but intense, debate about the relative importance of genetic versus environmental factors in the etiology of psychiatric disease. He is a hardcore genetic determinist, convinced that eventually all mental illness will be shown to derive from our genes. While I certainly recognize the power of genes, I maintain that environmental factors play a far larger role in the pathogenesis of mental illness than the good Dr. Jain would ever allow.
Lately science appears to have been favoring Dr. Jain's position, something he has noted in repeated gleeful emails to me over last month. In particular, two landmark studies have shown conclusively that genes play a definite role in the risk for major mental illness, in this case schizophrenia and autism. Using very large sample sizes and complex, high-tech analytic methods, one of these studies reports that approximately 60% of the risk for autism comes from our genes and the other finds that 108 single nucleotide polymorphisms (SNPs) contribute significantly to the risk for schizophrenia.[1,2]
I say these studies appear to favor Dr. Jain's position because they establish definitively that genes play a major, and perhaps the major, role in risk for two of our most serious mental illnesses. But as an "environmentalist" I could not have been more thrilled by the study results.
I want to suggest that these two recent studies are game changers for psychiatry not because they demonstrate the primacy of genes, but because of what kind of genetic changes they find to be most important for disease risk. Specifically, the genes that most powerfully increase the risk for schizophrenia and autism point straight back to the environment.
To understand how this can be the case, we have to step back a bit from the details and quickly visit what I think is the primary debate within psychiatric genetics. The crux of this debate boils down to the question of whether serious mental illnesses are more likely to be caused by rare mutations that have large effects or very common forms of genes that individually have very small effects but that together add up to produce disease. [3]
The results from the recent studies in autism and schizophrenia are unequivocal: these diseases are mostly caused by the combination of many common SNPs, any one of which has only a minor effect. Although rare mutations may have huge effects in any given individual (say someone born with a new deleterious mutation), their overall contribution to disease burden is small, for example 2.6% of the genetic risk for autism.
It is apparent both from data and common sense observations that both schizophrenia and autism reduce Darwinian fitness, meaning that afflicted individuals are less likely to leave viable offspring to pass along the genes that promote these disorders. It turns out this simple fact has huge implications, because it immediately raises the question of why genes that contribute to these catastrophic conditions should have been retained in the human gene pool.
There are only two possible answers to this question. One is that although autism and schizophrenia are common, the genes that cause them are not. In this scenario, these diseases result from any of a large number of different rare, and highly deleterious, mutations. These mutations occur, cause the disease, and then vanish when the afflicted individual fails to reproduce, only to reappear "de novo" in other individuals where they suffer the same fate. However, although many subtly different rare mutations exist and cause the disease states we now recognize as schizophrenia or autism, any one of these "killer" mutations must be rare—in general never existing in more than 1% of the population.
But this possibility is essentially dismissed by the recent studies. Rather than being caused by rare but very powerful mutations, schizophrenia and autism are far more often caused by the summed total effects of many different very common forms of genes. And here is where the environment comes roaring back in.
Any given form of a gene (i.e. a SNP) can only be common if it is interacting with the environment (or did so in the past) in ways that had a survival and/or reproductive benefit. Genes that are wholly deleterious never exist at rates higher than about 1% of the population because they are quickly culled by natural selection from the gene pool.
This means that while schizophrenia and autism are manifestly not good for survival or reproduction, the genes that cause the illnesses are, or were, of some benefit across most of human history. Indeed the genetic risk factors for schizophrenia and autism are common because they must confer benefit, but are not ubiquitous because these benefits come at a cost, a phenomenon known as balancing selection. [4]
The key point is that the genes for schizophrenia and autism are not "bad". They are not errors like the ones that cause rare genetic diseases. They are genes that the environment has actively selected as being of value. In this way these genes can be seen as the residues of our species' long history of interactions with past environments. In a way, these genes are past environments, crystalized now within the structure of our DNA.
So what benefits could possibly explain how common each of these risk SNPs (or alleles) is in modern populations?
Again, the answer boils down to two general, non-exclusive possibilities. One possibility is that the symptoms of the diseases themselves are of some survival or reproductive benefit. Or, more likely, that conditions such as schizophrenia and autism represent the extreme end of continuous traits that enhance fitness when present to a lesser degree. This is the most common argument advanced by those seeking to account for the high prevalence of risk alleles, and much evidence supports this possibility. To take just one example among many, a recent study found that children with autistic spectrum disorders had substantially better motion perception (something of potential survival relevance in ancestral environments) when compared to normal children. [5]
A second possibility that might account for the high prevalence of risk alleles for psychiatric conditions goes by the technical name of pleiotropy, which means that the same gene can have a multitude of different biological/behavioral effects, some of which—like promoting schizophrenia and autism—may be deleterious to survival, while having other effects that might promote fitness. The prevalence of any given SNP in human populations then reflects to a large degree the balance of these costs and benefits.
This is the tack my research group has taken in most of our work exploring evolutionary factors that drive the development and maintenance of genes for psychiatric disorders. In particular, we have argued that genes that promote depression in particular may have evolved because they enhanced our ability to survive infections in the long eons before modern sanitation, refrigeration, public health education, and medicine did much of this job for us. [6]
Interestingly, the evidence for a link between immune function and disease is even stronger for schizophrenia and autism than for depression. For example, of the 108 SNPs associated with schizophrenia, most of them fall into two main camps. Many are linked to signaling in the central nervous system. Many of the others are, remarkably, found in genes that regulate the immune system.
So how would an "environmentalist" summarize the recent findings in autism and schizophrenia?
First and most importantly, the genetic alleles most relevant to these disorders are not "bad genes". They exist because of their benefit in prior environments. This complicates any simple ideas that gene therapy will ever be a simple cure for disorders such as schizophrenia or autism (and even less so for depression). In the first place, for most individuals with the disorders, any specific SNP will only contribute a miniscule amount of the risk. Second, if the genetic variation that increases the risk for mental illness is stripped from the human genome we will likely be leaving ourselves less adapted as a species to the world in which we live.
The second point an environmentalist would take from the recent findings is that genes and environment are like the yin and yang of traditional Chinese thinking—really separate sides of the same complex coin.
Genes only exist as responses that have worked to prior environments or as genuine worthless flubs. Some cases of autism and schizophrenia result from flubs, from simple mistakes. The majority result from forms of genes that have been endorsed by the environment to various degrees as winning strategies for what it means to be human.
1. Gaugler T, Klei L, Sanders SJ, et al. Most genetic risk for autism resides with common variation. Nat Genet. Aug 2014;46(8):881-885.
2. Schizophrenia Working Group of the Psychiatric Genomics C. Biological insights from 108 schizophrenia-associated genetic loci. Nature. Jul 24 2014;511(7510):421-427.
3. International HapMap C, Altshuler DM, Gibbs RA, et al. Integrating common and rare genetic variation in diverse human populations. Nature. Sep 2 2010;467(7311):52-58.
4. Turelli M, Barton NH. Polygenic variation maintained by balancing selection: pleiotropy, sex-dependent allelic effects and G x E interactions. Genetics. Feb 2004;166(2):1053-1079.
5. Foss-Feig JH, Tadin D, Schauder KB, Cascio CJ. A substantial and unexpected enhancement of motion perception in autism. J Neurosci. May 8 2013;33(19):8243-8249.
6. Raison CL, Miller AH. The evolutionary significance of depression in pathogen host defense (PATHOS-D). Molecular Psychiatry. 2012;Epub.
Charles L. Raison, MD, is an associate professor in the Department of Psychiatry, College of Medicine and the Barry and Janet Lang Associate Professor of Integrative Mental Health in the Norton School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Arizona, Tucson, AZ. He is also the behavioral health expert for CNN.com, and he is a Psych Congress Steering Committee member.
The views expressed on this blog are solely those of the blog post author and do not necessarily reflect the views of Psych Congress Network or other Psych Congress Network authors.


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Mark C. Taylor
On his book Field Notes from Elsewhere: Reflections on Dying and LivingCover Interview of October 29, 2009
A close-up
Field Notes lends itself to browsing, starting and stopping here and there. One of the interesting things about early responses to the book is that people's interests and concerns draw them to different sections. Instead of trying to summarize various sections that might attract different people, it is possible to get a better sense of the book by reading the chapter from which the book takes its title, "Elsewhere."
I have been elsewhere. The distance is short though its crossing takes a lifetime. Elsewhere is not far – it is near, ever proximate, never present. It is a place or placeless place that is strange because it is so familiar. Rather than beyond, elsewhere is between the places I ordinarily dwell or think I dwell. When journeying elsewhere, you do not leave the here-and-now; it is as though elsewhere were folded into the present in a way that disrupts its presence. The everyday world does not disappear when you linger elsewhere – all you care about approaches from a distance that increases as it diminishes. Gradually you begin to realize that nothing is merely itself –everything, everybody is always also something else, someone else, somehow else, somewhere else. >
When you are elsewhere, vision, and with it awareness, doubles and, as you recognize this doubling, doubles yet again. Far from confusing, this doubling and doubling of doubling clarifies by disclosing an elsewhere that is always there by not being there – like a looking-glass world into which you can always slip but can never leave. The mind is split, divided, torn not between consciousness and the unconsciousness but within consciousness itself. Two in one, one in two – neither separated nor unified, neither many nor one. Just as the everyday does not disappear when you are elsewhere, so elsewhere does not vanish when you attempt to come back. Once you have been elsewhere, you can never come back because elsewhere always returns with you. >


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Chinese firms get $94M Turkana power line tender
Kenya: A consortium of Chinese companies has been awarded a $94 million contract by Kenya Electricity Transmission Company (Ketraco) to complete the transmission line linking Lake Turkana Wind Power to Kenya's national grid by August 31, following the termination of the contract with a Spanish firm last year.
The 428 km power line that will evacuate the wind electricity from the northern town of Marsabit to Suswa substation in Narok is currently 70 percent completed, reports Daily Nation.
The project also includes building a substation in Marsabit.
The Lake Turkana wind farm, the largest in Africa, will have a capacity of 310 MW, enough to power up to one million homes.
Source: Daily Nation


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Memo to people planning to leak music: Don't do it under your own name. And don't do it with Guns N' Roses' tracks. Because GNR will call the Feds. And the Feds will arrest you.
Two months ago, Kevin Cogill posted nine GNR songs, supposedly from Chinese Democracy, the GNR album that's always rumored to be forthcoming but never shows up. GNR quickly demanded he take them down, then somehow got the FBI to question him. Cogill admitted he was the leaker; this morning he was arrested on charges of copyright infringement.
Since the band did decide to include one of their upcoming songs on this fall's Rock Band 2, they do seem to understand the value of digital promotion. But don't even think about doing it for them!
See Also: Guns N' Roses Finally Releasing 14-Years-In-Making "Chinese Democracy" Track...On Video Game
Guns N' Roses $13 Million, 14-Years-In-The-Making Album Almost Done?
Guns N' Roses Album Leaker Hassled By FBI


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Welcome to Fun with Hats. This blog site is the home of the Fun with Hats history podcast presented by Pete and Paul. And this blog introduces episode 1 which you can listen to here.
So first things first, this is not a fashion podcast. If you knew us, this would come as no surprise. We are two of the least fashion conscious people you could ever meet.
Fun with Hats is intended to be an alternative and slightly quirky route into history, with some (hopefully) interesting stories about hats.
In our first podcast episode we talk about how the Panama hat got its name, the origin of bowler hats in Bolivia and debate whether the Vikings really had horns on their helmets.
We also introduce a couple of 'Random Hat Facts'. We find out where the phrase 'hat-trick' comes from. We also discuss Paul Young's cover of the Marvin Gaye song 'Wherever I lay my hat'.
If you have any interesting hat stories you'd like to share we would love to hear them. We may even add them to the line up for a future episode.


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It took all summer for the big finale to come together in the movie "Dirty Dancing." Eli Manning and Odell Beckham Jr. learned the routine in two days.
In a National Football League ad that quickly went viral, the Giants' quarterback and wide receiver recreated that film's final scene with some help from a Broadway choreographer. With its potent mix of comedy, pop-culture nostalgia and sympathy for a quarterback who had a rough season, the ad captured the imagination of fans.
The advertisement, created by the agency Grey New York, was in a way a celebration of celebrations. The 2017-18 season was the first since the N.F.L. lifted its ban on dancing after touchdowns, and all season, teams outdid one another with entertaining routines in the end zones. One team mimicked playing hide-and-seek using the goal post. Others got in formation for leapfrog and duck-duck-goose. There were pretend naps — and versions of the popular dance move, the Floss.
"We had so many breakout moments where players showed their creativity together," said Dawn Hudson, the chief marketing officer of the N.F.L. "We wanted to keep that fun going for the Super Bowl and give our fans something to smile and laugh at."
But Sunday night's ad raised the bar. The tagline "To all the touchdowns to come" appears as Beckham is held aloft in the classic "Dirty Dancing" lift by Manning. (And no, that moment did not involve body doubles, said Jeff Stamp, a deputy chief creative officer of Grey New York.)
To help turn football players into dancers, the ad's director Aaron Stoller brought in a choreographer, Stephanie Klemons, an original cast member and associate choreographer of the Broadway musical "Hamilton." (She is now supervising the show's dancers on stages beyond New York.)
As a choreographer, Klemons has given dance steps to all kinds of movers, including puppets, on a coming episode of "Sesame Street," and Victoria's Secret models. With the Giants, she was able to get the job done quickly: She had one day to work with the full group, and an extra rehearsal with Manning. In that limited time, she said, the players exhibited dancerlike speed in absorbing the movement and repeating it as instructed.
Why the Giants? They were selected from a list of possible teams partly because of Manning and Beckham's personalities, Stamp said. Manning's comic timing had proven effective in past Grey ads, and a recent locker-room video showed him dancing, with modest flair. "Who doesn't love someone earnest trying to get down?" said Stamp. And Beckham's cool, modern edge made a great pairing with Manning.
Below are edited excerpts from a conversation with Klemons on the morning after the Super Bowl.
You work with professional dancers all the time. How do professional athletes compare?
They are so coachable and have so much physical acuity. Their ability to go on the field and memorize plays is totally akin to the way a Broadway performer's brain works. I thought, 'Wow, you have an exceptional set of physical and mental skills.'
Did you have to break the dance into successive shots, or did the players memorize the steps so you could shoot straight through?
They had to memorize the choreography, and at first they thought they would need separate shots. But once we got to dancing, they had it.
What was Eli like to work with?
I love working with people who don't identify as dancers. Maybe his outward movements aren't as smooth as Patrick Swayze's, but they way he was able to execute the moves, on the beat? That's not easy!
And Odell?
He was up for whatever. When it came to getting the lift, it was important that we got that shot, and so we started with that. You see why these guys are so great under pressure. When the camera was on, it was like 3, 2, 1, and it was perfect.
And they danced well together?
They are unbelievable partners. I saw the relationship between this quarterback and a wide receiver right in front of me. It was so present in their interaction. They were better together.
How closely do Eli's moves reflect Patrick Swayze's steps?
It's based on the original choreography. It just looks so different because of the way he and Patrick do it. Everything from the floor work is based on the moves that Patrick Swayze did, and Eli added his own touch.
Did anyone object to anything?
There was some day-of negotiation. There were a couple moments that Odell felt were questionable. He recently had reconstructive ankle surgery, and it was about figuring out how to execute these classic movements.
About that lift, how did you teach the mechanics of it?
I have to keep that to myself [laughing].
And Odell was O.K. with being in the Jennifer Grey role?
Grey and the N.F.L. had the whole thing planned. They decided that for them. This was their brainchild.