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Valentine Rowell of Mancetter, England and Salisbury, MA
Valentine Rowell was the son of Thomas and Margaret Milner Rowell. He,presumably named for his Grandfather Valentine, was baptized 22 June 1622 in Mancetter, Warwickshire, England. He traveled with his father to America. None of his siblings made the crossing.
Valentine like his father was a carpenter by trade. He settled in Salisbury with his father. He was granted lands in 1640, in the original division, and his name appears on the list of admitted "townsmen" in 1650. He too, bought and sold land during his lifetime. Although he took the oath of fidelity in 1646 he never took the Freeman's Oath, nor did he become a full member of the church.
his wife joanna
St. Mary's Cambridge
Joanna Pinder was the daughter of Henry and Mary Rodgers Pinder of Ipswich. It is not known when Henry Pinder came to America but he presumably came by 1635. His wife and children came in the boat the "Susan and Ellen" in 1636, Joanna was then fourteen years of age. Henry Pinder was born about 1580 and was married to Mary Rodgers at St. Mary the Great in Cambridge, England on 22 May 1614. Henry lived in Ipswich until his death in February 1661. His wife Mary died sometime before 1655 and he remarried the widow of Robert Andrews. Joanna and Valentine, both aged about 21, married in Salisbury on 14 Nov 1643.
children of valentine and joanna, all born in salisbury
Thomas b. 7 Sept. 1644, m. 8 Sept. 1670 Sarah Barnes, d. 1684
John b. 1645/6, d. 1649
Philip b. 8 March 1647/8, m. 5 Jan 1670/71 Sarah Morrill, d. 7 July 1690 killed by Indians
Mary b. 31 Jan 1649/50, m. 18 Sept. 1673 Thomas Freame, d. Unknown
Sarah b. 16 Nov. 1651, m. 26 Oct. 1676 Thomas Harvey, alive in 1716
Hannah b. Jan 1653, m. 16 Sept. 1674 Thomas Colby, d. 9 Aug 1707
John b. 15 Nov. 1655, d. 18 Feb 1655/56
Elizabeth b. 10 August 1657
Margarite b. 8 Sept. 1659
At least two of their children died very young, both sons named John. Nothing is known of the last two children, both girls, other than their births. In March of 1673, their daughter Mary and Thomas Freame were accused of having premarital sex and sentenced by the court: he to a whipping of 15 lashes and a fine of 4 pounds and she to 10 lashes and a fine of 40s. To avoid their punishment, they choose to marry.
In the mid 1640's settlers began crossing the river Powwow and building home sites there. Eventually it was decided that the town would be divided and a new town called Amesbury would be established. Valentine Rowell was one of the first settlers to establish the new town. On the "first of the third, 1655" Valentine signed an agreement to remove to the new town. In May of 1658 he received 40 acres of land. The map, below, from the 1800's gives you and idea about the location of Salisbury, the Powwow river and Amesbury.
Valentine does not appear to have held any town offices, he is most often mentioned in land deeds and conveyances. His son Thomas received land in Amesbury in what was known as the Children's lot, one child from each family was allow land in that division.
Valentine died May 17, 1662, in his prime, aged about 40. His oldest child was 18 and his youngest was three. His widow, Joanna administered his estate. Joanna remained a widow for some years, this was fairly unusual as most widows with young children remarried quickly. She married (second) September 18, 1670, William. Sargent, and (third), October 26, 1676, Richard Currier. Joanna died in October 1690.
My Rowell Family Ancestry with links:
Thomas Rowell of Mancetter, England
Valentine Rowell and Joanna Pinder
Phillip Rowell and Sarah Morrill Phillip Rowell and Anne Carr
John Rowell and Elizabeth Colby
Enoch Rowell and Mirriam Converse
Enoch Rowell and Rachel Worthen
Samuel Duncan Rowell and Mary Moore
William Rowell and Sarah "Sally" Leavitt
Enoch Converse Rowell and Viola Rowell
Jennie Clover Rowell and John C. Thornton
Paul Rowell Thornton and Elizabeth Marjory Bowker
- February 23, 2014 No comments: Links to this post
Thomas Bradbury of Salisbury, Massachusetts
I started writing this blog a little over two years ago. It began as a way for me to record my family history for a small circle of my own family. Since I began, I have been surprised by the number of people who have read my blog, over 88,000 and counting. I get frequent comments from readers, mostly positive, thank goodness, but I have had the occasional negative comments as well. One thing that I have come to realize is that to defend my writing against those who disagree with my content, I need to do a much, much better job of annotating my findings. With that in mind, I have decided to rewrite almost all my blog postings and include a bibliography. So to all you folks who having been dying for my next installment of the Munning family, (VBG) I'm afraid you will have to waiting until I get this mess cleaned up.
My first blog article was about my ancestor Mary Perkins Bradbury who lived in Salisbury, Massachusetts. In 1692, after being accused of being a witch, she narrowly escaped with her life during the Salem Witch Trials. I decided to begin this rewriting of my blog with her husband, Thomas Bradbury of Wicken Bonnet, England and Salisbury, Massachusetts. So, here goes.....
Thomas Bradbury of York, Maine and Salisbury, Massachusetts was identified as early as 1869 as the Thomas Bradbury who was baptized at Wicken Bonhunt, Essex, England on 28 Feb. 1611. (1) Although there are no documents that tie Thomas the Colonist to the Bradbury family of Wicken Bonhunt, there are multiple factors that make this identification possible.
Thomas Bradbury traveled without any apparent family member to New England by 1635 and his May 1636 marriage to Mary Perkins, implies that he had reached his majority by that time, making him the right age.(2) Thomas Bradbury of Wicken Bonhunt was the son of Wymond and Elizabeth Whitgift. (3) The first child, a son, of Thomas and Mary was also given the highly unusual name of Wymond.(4) Each of their subsequent children share the name of a family member of either Thomas or Mary.
A third argument for Thomas' identity is his relationship to his employee, Sir Ferdinando Gorges. Robert Charles Anderson and John B. Threlfall, both noted genealogists, believe that Thomas and Sir Ferdinando Gorges were second cousins, three times removed through marriage. Gorges' first wife was Ann Bell, the daughter of Margaret Barley who was the daughter of Phillipa Bradbury and John Barley. Ann Bell Gorges' brother, Edward, was well known to Wymond Bradbury.(5) Anderson and Threfell do not believe that Margaret Bell, the wife of William Whitgift and possibly Elizabeth's mother, was the sister of Ann Bell, but rather it seems, her mother. All very confusing! John Threlfall writes that Margaret Bell, whatever her identity, was probably a second wife and therefore not the mother of all of William's children. A third Bradbury Family researcher, Marshall K. Kirk, believed that Margaret Bell might have been a sister of Sir Robert Bell of Norfolk, he points out that the Visitation of Essex calls her Margaret, daughter of Unknown Bell of Norfolk. (6 )
wicken bonhunt
Wicken Bonhunt, also know as Wicken Bonnant, is a small village to the south of Saffron Walden, bordering the villages of Newport and Claverings. In Saxon times it was two separate manors, Wicken and Bonhunt, but it was combined into a single unit in Elizabethan times for tax purposes.(7) The Manor of Wicken was purchased in 1557 by Matthew Bradbury, Thomas' great-grandfather and would become the family seat for several generations.
The parish church of Wicken Bonhunt is St. Margaret's, but the village is also home to the Chapel of St. Helen, a 10th century building that one of the oldest surviving buildings in the east of England. The chapel would have been over 500 years old when Thomas was born. The family also made use of the parish church in the nearby village of Newport Pond; Thomas' siblings William and Anne were both baptized there.
The Chapel of St. Helen on Bonhunt Farm
© Copyright Robert Edwards and licensed for reuse under this Creative Commons Licence.
About 1600 William Bradbury built a house on his property for his son Wymond, it was and is called The Brick House. On 24 June 1605, Wymond married, in London, at St. Michael's church on Crooked Lane, the twice widowed Elizabeth Whitgift Cole Gill. Wymond's brother Matthew was married to Jane Whitgift, her sister.
The Whitgift girls have an interesting ancestry which has been traced to Whitgift, Yorkshire, England. Elizabeth's ancestor John Whitgift, Gentleman, is said to have established his sons in various careers. His son Henry, Elizabeth's grandfather, became a wealthy merchant in Great Grimsby, Yorkshire. Another son, Robert, found a career in the church and was the last abbot of the monastery of Wellow in Yorkshire which was dissolved by King Henry VIII in 1536. (8) Henry Whitgift married Ann Dynewell and had sons John, William, George, Phillip, Richard and Jeffery.(9)
John Whitgift
Henry's eldest son John is said to have begun his education at Wellow Abbey and later attended Cambridge University. Like his Uncle William he chose a career in the church, not the Catholic Church of his uncle but the newly formed Protestant Church of England. He became an ordained minister and would rise through the ranks, eventually becoming the Archbishop of Canterbury in 1583. As Archbishop he would be the confessor to Queen Elizabeth I and was at her bedside when she died. He also crowned her successor King James I. John Whitgift never married and he shared the wealth he accumulated with his family, including Elizabeth Whitgift.
children of Wymond and Elizabeth
Wymond and Elizabeth had at least four children who were named on her tomb, they were:
1. Jane b. 1606 believed to have died in childhood(10)
2.William b. 1607 m. Mary Rogers, d. prior to 1650 (11)
3. Anne b. 1608/9 m. 1. Nicholas Troughton and 2. ____Stubbs, she was the executor of her father's estate in 1651(12)
4. Thomas b. 1610 m. Mary Perkins, d. 1694/5 Salisbury, Massachusetts
thomas bradbury in england
Nothing much seems to be known about Thomas' life prior to his emigration to New England. We do know that his mother died when he was quite a young child. There is no indication that his father remarried, but that doesn't rule it out. His parents married in London and his father was living in London when he died, so it is entirely possible that Thomas too lived in London. It is also not known how or when Thomas met and became employed by Sir Ferdinando Gorges.
Gorges' signature
Gorges was a career soldier who was knighted for his service at the Siege of Rouen in 1591. He was the Governor of the Fort at Plymouth for many years. In 1606 King James I founded the Plymouth Company with the intent of establishing settlements in New England, Gorges became a shareholder in the company. In 1622 he and John Mason were given an enormous land grant which they split between them. Gorges' half became the state of Maine. Sir Ferdinando Gorges never traveled to New England but employed several men to act there as his agents. Thomas Bradbury was one of those men.
Sir Ferdinando Gorges' interest in New England seems to have been for financial gain and not religious fervor. Was that the same for Thomas? The first evidence of Thomas in York, Maine is a deed he wrote on 5 May 1636.(13) It is not known when or where he met Mary Perkins or when or where they married but, their first child was born 1 April 1637, so they were at least married by mid 1636.(13) It is probable that at least the first two of their children were born in York, Maine. By 1640 he was living in the Massachusetts Bay Colony in the newly founded plantation of Salisbury.
On 13 May 1640, Thomas swore an oath and became a freeman of the Massachusetts Bay Colony. (14) In order to become a freeman, Thomas had to have been a member of the church. It would be interesting to know if he had previously been of the puritan persuasion, had he come to believe it or did he just recognize the need to belong to the church in order to get ahead. It is interesting to note that his Great Uncle, the Archbishop of Canterbury despised Puritans. In any event Thomas immediately became a very active and important man in Salisbury and the Colony itself. He was the town clerk and recorded some of their earliest documents. He was a school teacher, soldier, justice of the peace, juryman, judge and county recorder.(15) He was known as Mr. Bradbury in deference to his status. In fact he seems to have been the ideal immigrant.
children of thomas and sarah
1. Wymond b. 1 April 1637 prob. in York, Maine(16), m. 7 May 1661 Sarah Pike d/o Robert
Pike, he d. 7 April 1669 on the Island of Nevis, age 32.
2. Judith b. 2 Oct 1638 prob. in York, Maine, m. 9 Nov 1665 Caleb Moody
3. Thomas b. 20 Jan 1640/41 Salisbury, d. unmarried
4. Mary b. 17 March 1642/43 Salisbury, m. 15 Dec 1663 John Stanyan of Hampton
5. Jane b. 11 May 1645 Salisbury, m. 16 March 1667/68 Henry True in Hampton
6. Jacob b. 17 June 1647 Salisbury, d. 1669 in Barbados age 22
7. William b. 15 Sep 1649 Salisbury, m. 12 March 1671/72 Rebecca Wheelwright Maverick in
8. Elizabeth b. 7 Nov 1651 Salisbury, m. 12 May 1673 Rev. John Buss
9. John b. 20 April 1654 Salisbury, d. unmarried 24 Nov 1678 age 24
10. Anne b. 16 April 1656 Salisbury, d. 1659 age 3
11. Jabez b. 27 June 1658 Salisbury, d. 28 April 1677 Salisbury age 19
As successful as Thomas and Mary were, they could not protect their children from the ravages of early death. Of their 11 children, six died by the time they were 32. Two son died on islands in the Caribbean in the same year. Although this was not unusual for the time, it must have been extremely difficult to bear.
Unlike some of their children Thomas and Mary both lived to a great old age. Thomas died first on 16 March 1694/5 at the age of 85. Mary outlived him by five years and died on 20 Dec. 1700, she too was 85 years old at her death.
I deliberately left out Mary's ordeal during the Salem Witch Trials as she is the subject of my first blog article, which I will like to once I have rewritten it.
If you think I have anything wrong here, please let me know, in a nice way! Thank you for reading and please do not copy this article.
(1) Bradbury, John M. Esq, "The Whitgift Bradbury Family", The New England Historical and Genealogical Register, Vol. 23, 1869, p. 263.
(2) ibid
Robert Charles Anderson and John B. Threlfall in their article, Ancestor Table for Thomas Bradbury, state that Thomas and Mary Perkins were married about 1636.
(4) Anderson, Robert Charles and Threfall, James B. "Ancestor Table for Thomas Bradbury of Agamenticus and Salisbury (1611-1695)", The American Genealogist, Vol. 55, January 1979, p.2
(5) ibid, p. 3.
(6) Kirk, Marshall K. "A Probable Royal Descent for Thomas Bradbury of Salisbury, Massachusetts", The New England Historic and Genealogical Register, Vol 161, 2007, p. 27-36
(7) "Local History of Wicken Bonhunt Village in Essex." Local History of Wicken Bonhunt Village in Essex. N.p., n.d. Web. 14 Feb. 2014.
(8) Rivington, J. G. and Rivington, F., Ecclesiastical Biography: Or lives of Eminent Men, Connected with the History of Religion in England from the commencement of the Reformation to the Revolution, Vol. 3, 1836, p.553
(10) Threlfall, John Brooks. The Ancestry of Thomas Bradbury (1611-1695) and His Wife Mary (Perkins) Bradbury (1615-1700) of Salisbury, Massachusetts. Madison, WI: J.B. Threlfall, 1988. Print.
(11) Ibid (there are no page numbers in this book)
(12) Ibid
(14) Anderson, Robert Charles, George Freeman Sanborn, and Melinde Lutz. Sanborn. The Great Migration: Immigrants to New England, 1634-1635. Boston: New England Historic Genealogical Society, 1999. Print. Vol 1, A-B, p. 375-381
(15) Hoyt, David Webster. The Old Families of Salisbury and Amesbury, Massachusetts: With Some Related Families of Newbury, Haverhill, Ipswich, and Hampton, and of York County, Maine. Baltimore: Genealogical Pub., 1982. Print.p.70-72
(16) Ibid 14, Anderson says that on 13 May 1637 Thomas Bradbury and William Hooke wrote to Governor John Winthrop asking for a Minister for York, Maine.
Learn how to cite your sources like a professional with Elizabeth Shown Mills Stripped Bare Guide to Citing Sources available at Amazon.com by clicking the link.
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Valentine Rowell of Mancetter, England and Salisbu...


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Arts digest: Museum of Art, Art of a Life
The El Paso Museum of Art will be featuring Jan Wisbrun Dreher's Encaustic paintings along with the artwork of 10 other teaching artists for the EPMA School Classes and Camps for adults and children.
Arts digest: Museum of Art, Art of a Life The El Paso Museum of Art will be featuring Jan Wisbrun Dreher's Encaustic paintings along with the artwork of 10 other teaching artists for the EPMA School Classes and Camps for adults and children. Check out this story on ElPasoTimes.com: http://www.elpasotimes.com/story/life/arts/2016/12/25/arts-digest-museum-art-art-life/95799652/
El Paso Times Published 12:00 a.m. MT Dec. 25, 2016
Zapatos Rojos, a public art installation aims to show solidarity towards victims of gender violence, was on display on Saturday in Downtown El Paso.(Photo: Sara Sanchez/El Paso Times)Buy Photo
El Paso Museum of Art
The El Paso Museum of Art continues to feature Jan Wisbrun Dreher's Encaustic paintings along with the artwork of 10 other teaching artists for the EPMA School Classes and Camps for adults and children. Our original artwork includes paintings, drawings, ceramics, stained glass, calendars, prints, jewelry, and unique clothing. The exhibit opened Dec. 3 and continues.
Art of a Life
The Eldridge Hardie: Art of a Life in Sport exhibit is continuing in the El Paso Museum of Art's Peter and Margaret de Wetter Gallery. It will continue until March. The exhibit began in October.
Hardie has been painting the outdoors sportsman lifestyle, in which he has been an active participant, for more than 50 years. This exhibition includes more than 20 oil on canvas and watercolor paintings as well as drawings selected from the artist's long career.
Hardie is a Texas-born artist who grew up hunting and fishing in the El Paso area. As a young man, Hardie moved to Saint Louis to study painting at the Washington University School of Fine Art and graduated with a Bachelor of Fine Arts in 1964. After college Hardie met Tom Lea, who arranged several portrait commissions. Since 1966 Hardie has lived and worked in Denve. Hardie has exhibited at the National Museum of Wildlife Art, the Gilcrease Museum, the C. M. Russell Museum, and the American Museum of Flyfishing. Hardie's 2001 painting In Rough Country won the Texas Quail Stamp Award in 2002.
Plein Air Painters of El Paso
The "Lost Treasures-Saving History" by the Plein Air Painters of El Paso has one week left at the Downtown Library. The exhibit opened Nov. 30 and runs through Jan. 2. The show will feature paintings done on site. It is about the old buildings in El Paso that have been torn down or are in danger of being taken down and also about how some buildings are being restored or re-purposed.
Officially formed in 1997, the Plein Air Painters of El Paso started off as a small group of Plein Air enthusiasts, but grew steadily until they were exhibiting at such locales as The International Museum of Art and The Chamizal National Memorial, as well as the Department of Interior Museum in Washington, D.C. Member artists exhibit their works, all created on site at locations throughout the area.
Artists in the show will be Dorian Clouser, Judy Crumley, Melinda Etzold, Winfrey Hearst, Candy Mayer, Krystyna Robbins, Rami Scully, Nina Walker and others.
For more information on the group, go to www.pleinairpaintersofelpaso.com.
Read or Share this story: http://www.elpasotimes.com/story/life/arts/2016/12/25/arts-digest-museum-art-art-life/95799652/
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How the Celtics fumbled their way from…
How the Celtics fumbled their way from contenders to another rebuild
Boston Celtics' Marcus Morris watches from the bench during the second half of Game 5 of a second round NBA basketball playoff series against the Milwaukee Bucks Wednesday, May 8, 2019, in Milwaukee. The Bucks won 116-91 to win the series. (AP Photo/Morry Gash)
By Steve Bulpett | stephen.bulpett@bostonherald.com | Boston Herald
PUBLISHED: June 19, 2019 at 7:16 pm | UPDATED: June 20, 2019 at 7:27 am
You will some day reach an age, if you haven't already, where the thought will hit you: How did I get to be (insert even modest number you still thought was wicked old when you were a kid)?
That's sort of the way I see the Celtics today. Last September, they loaded up their party bus, said their welcome backs to Kyrie Irving and Gordon Hayward and headed off to certain glory. The sign above the front windshield read "2019 NBA Finals Express."
How would you grade #DannyAinge 's drafts with @celtics since 2003?#nbadraft2019
— Boston Herald (@bostonherald) June 20, 2019
But as they drove through the last playoff miles in May, the windows of the bus had papered over and the banner read "Destination: Utter Disappointment."
The Celtics had made the trip from "Almost Famous" all the way to "Infamous" in eight mind-bending months. They will spend Thursday night's draft looking for players and trades to pull them out of the ditch, when they instead expected this to be adding icing to their cake with three first-round picks.
Performing an autopsy a month and a half after the 2018-19 Celtics expired may seem meaningless at first, but with the now apparently imminent departures of Al Horford and Irving, there clearly are lessons that must be learned from this past year, or else it will have no value at all.
OK, so how did the Celts get there? Looking back, the answers were revealing themselves regularly through the course of the season, and, to be fair to the media that covered the team on a daily basis, those trespasses were duly recorded. People were admonished. Many a laptop came crashing down off the top rope onto the Celtics after embarrassments such as blowing leads of 18 and 28 points in consecutive home losses to the Lakers and Clippers, respectively, and getting run out of the United Center by the longing-for-the-lottery Bulls.
But a measure of just how bad it was may have gotten lost in following them through the maze. I'll admit that I may not have grasped the larger picture while simply finding it hard to believe a team with this many good players could willfully screw up such a good thing. There continued to be signs that a corner was being turned, but always their better angels would be overruled.
I transcribed not only Kyrie Irving's quotes, but also his teammates' eye rolls in response. We all noted the periodic dressing room chill and the cryptic comments that occasionally dribbled out.
But then the Celtics would blast the Warriors in Oakland. Instead of following Brad Stevens' mantra to largely ignore the results and simply get better each day, they seized on such outcomes and instead seemed to latch onto the belief of philosopher Irving that the regular season didn't mean diddly, and the playoffs would be where the Celts' talent would rise to the top. And there was even room to believe him when they played more consistently as a collective than they had all year and swept Indiana in the first round then mugged Milwaukee by 22 in Game 1 of their conference semifinal.
But at the first sign of trouble in Game 2, the Celtics shattered into all their individual pieces and found that, while bickering and waiting for postseason salvation, they had failed to build the foundation necessary to overcome the Bucks' counterpunch.
So who is to blame?
Irving is the easy target, and a worthy one at that. His supernatural talents and strong statistical year notwithstanding, his failed attempts at leadership poured just enough toxicity into the Gatorade that the Celtics were never truly comfortable.
I honestly believed (and wrote) when Irving arrived that he would take full note of what he did and, more importantly, didn't like in LeBron James' manner and, armed with this knowledge, would carve his own positive path. It never worked out this way, even when it became evident that his mates craved the Good Kyrie, the one who could bring them together. I wrote before the playoffs that Irving appeared to be more engaged with his colleagues, and players told me even in private conversations that such was the case. But then it went away again, as it had throughout the season. And when the Celts tired of riding the emotional roller coaster, it wasn't as if they could just get off at the next stop.
But the younger players who so often were in Irving's crosshairs weren't without their issues. They and the NBA cognoscenti overvalued their 2018 playoff run to a degree. It had come against a far lesser East than this year's, and had they been what they believed, they wouldn't have scored just 79 points and lost Game 7 at home against Cleveland.
But after that breakout, those who had starred seemed less willing to shrink back into needed roles. The interesting thing is that Hayward, often on the floor with the Celtic Youth after he was pulled from the starting lineup, had no problem with it. He wasn't the same as he returned from his horrible injury, but he remained willing to move the ball even after he'd dropped 30 a couple of times.
As for Stevens, I'm not sure he was completely ready for what he got. He'd always been able to bring his teams together and get them to be greater than the sum of their parts. But now he had great parts, and the lesser elements of human nature did a number on this team once cracks appeared.
In the end, I see it as a matter of trust. And that's everything in basketball.
I was somehow given the opportunity to speak to the University of Dayton team when I was back at the alma mater teaching for a week last September. The best I could think to tell the players was that I'd seen enough in the NBA to know they'd win when they played for each other — when they worked hard and together because they wanted each other's respect and because they couldn't bear the thought of letting a teammate down.
I never expected to witness so frequent an absence of this approach when I returned home.
The Celtics would leave practices and pregame talks knowing that what they were being asked to do worked. They saw it in games when they held true and remained on the same page. But too many times when a Celt would dribble off instead of finishing a play or would miss a defensive rotation, trust would depart. The ball wouldn't move as needed on offense; the defense wouldn't work enough as a unit when uncertainty created slower close-outs.
Perhaps Stevens could have benched everyone when these moments arose, but when the players know a plan wins and still don't have enough confidence in each other to follow it, things are not bound to end well.
I remain convinced that Irving, through force of his transcendent talent, had the greatest opportunity to alter the course of this season, but, from speaking with staffs and rosters of his former teams, as well, that just wasn't going to happen consistently.
And all of this is why a team that was expected to contend for a championship this year and the next several will be in reconstruction mode on draft night.
Steve Bulpett
Steve Bulpett is in his 34th season covering the Celtics. In addition to being the dean of NBA beat writers in continuous service with a team, he's also followed the Celtics as a home and away beat longer than anyone in franchise history. The native of Lynn and Swampscott is a graduate of the University of Dayton, where he pursued dreams of playing basketball and becoming a lawyer. Reality intervened on the court, but he found a way to stay involved in the game. He left UD with an intramural hoop championship (teammates with sportscaster Dan Patrick) and a journalism degree.
Follow Steve Bulpett	@SteveBHoop
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HA-XC50T Frequently Asked Questions
Below are some frequently asked questions on the HA-XC50T XX True Wireless Earbuds
Click on a question to reveal the answer. If you still need help please contact our Technical Team, and we will be happy to assist.
See the range of HA-XC50T XX True Wireless Earbuds.
1. Connect the charging cable provided to start charging
Insert the USB AC adapter into the AC outlet to start charging.
The indicators flash and light up in white indicating that charging has started.
The charging time for the charging case is approx. 3 hours.
2. Indicators on the charging case
Flash and light up in white during charging. When charging is complete, the light of indicators goes out.
After charging is complete, unplug the USB charging cable.
The charging case may stop charging if the temperature exceeds the charging temperature range (5 °C (41 °F) to 40 ℃ (104 °F)). (All the indicators on the charging case will flash.) Charging will resume automatically in an environment where the temperature is back within the charging temperature range.
1. Open the charging case.
2. Insert the L and R earphones correctly and firmly into the charging case.
The indicator on the earphones lights up in red during charging, and the indicators on the charging case light up in white.
After charging is complete, the indicators for both the earphones and charging case will turn off.
The charging time for the earphones is approx. 2 hours.
After the earphones are inserted into the charging case, the power of the earphones will automatically turn off.
When the charging case runs out of battery while the earphones are charging, the earphones are turned on. In this case, turn the earphones off manually.
When the charging case is fully charged, it can be used to recharge the earphones fully up to 2.5 times.
When the battery of the charging case runs low while the earphones are charging, the indicators on the charging case flash in white.
When the charging terminals of the earphones and charging case are dirty, it may affect the charging performance. Gently wipe the charging terminals regularly with cotton swab.
The earphones may stop charging if the temperature exceeds the charging temperature range (5 °C (41 °F) to 40 °C (104 °F)). (All the indicators will flash.) In such a case, remove the earphones and then re-insert to resume charging in an environment within the charging temperature range.
1. Take out both the L (left) and R (right) earphones.
After the earphones are taken out, the L (left) and R (right) indicators light up in white for 1 second, and the power turns on automatically.
When the L and R earphones are connected with each other, the R indicator starts to flash slowly in white.
After a short while, the L indicator starts to flash quickly and alternately between red and white, and a voice message saying "pairing mode" can be heard.
When there is an interval between the timing when the L and R earphones are taken out from the charging case, connection between them may fail. In this case, put the earphones back into the charging case, wait till their power goes off and repeat the steps again.
For this product, the L earphone is the master unit. In other words, the L earphone is used to connect to a device as well as the R earphone.
2. Turn on the Bluetooth function of the BLUETOOTH device.
3. Select "JVC HA-XC50T" from the device list.
After connection is established, both the L and R indicators will flash slowly in white, and the earphones can now be used for listening to music.
During the pairing process, the BLUETOOTH device may require input of a PIN code. In such a case, enter "0000" as the PIN code for the System.
If connection (pairing) is not completed within 5 minutes after the indicator starts flashing, the System automatically turns itself off.
Pairing for the first time - pairing earphones when they are not inside the charging case
1. Press and hold the button on the L (left) and R (right) earphones for about 3 seconds.
2. The power of the L and R earphones turns on. When the L indicator starts to flash quickly and alternately between red and white (or when a voice message saying "Pairing mode" is heard), release your fingers from the buttons.
If the L indicator does not flash alternately between red and white, turn off the power of the earphone and repeat the steps.
Pairing the second and subsequent devices with the earphones taken out from the charging case
1. Turn off the Bluetooth function of the device that was last paired.
After the earphones are taken out, the L and R indicators light up in white for 1 second, and the power turns on automatically.
4. Select "JVC HA-XC50T" from the device list.
Pairing the second and subsequent devices when the earphones are not inside the charging case
1. With the power of the earphones turned off, press and hold the button on the L (left) earphone for about 5 seconds.
Pressing and holding the button on the L earphone for about 10 seconds initializes the pairing (device registration) information. In this case, perform pairing (device registration) again. Pressing and holding the L button for about 20 seconds initializes the pairing (device registration) information and deletes the connection information of the L and R earphones. When this occurs, reset the earphones to the factory default state.
2. When the power of the L earphone turns on and the L indicator starts to flash quickly and alternately between red and white (or when a voice message saying "Pairing mode" is heard), release your finger from the button.
When the L earphone is successfully connected to the device, the L indicator starts to flash slowly in white.
5. Press and hold the button on the R (right) earphone for about 3 seconds. Release your finger after the R indicator lights up in white. The R earphone turns on and gets connected to the L earphone.
After connection between the L and R earphones is established, the R indicator will flash slowly in white, and the earphones can now be used for listening to music.
Pressing and holding the button on the R earphone for about 20 seconds initializes the settings of the earphones. In this case, perform pairing (device registration) again after the L and R earphones are initialized.
Reconnecting to a device with the earphones taken out from the charging case
Turn on the Bluetooth function on the device to connect, followed by taking both earphones from the charging case. The power of the earphones turns on automatically, and they are automatically reconnected with the last connected device.
If reconnection cannot be established, operate the BLUETOOTH device to connect.
Reconnecting to a device when the earphones are not inside the charging case
1. Check that the power of the earphones is off.
2. Turn on the BLUETOOTH function of the device to connect, followed by pressing and holding the button on the L and R earphones at the same time for about 3 seconds.
- The indicator on the earphone lights up in white for 1 second and the power turns on.
- When the indicator starts to flash slowly in red, the earphones will attempt to establish connection with the last connected device.
- After connection is established, the L indicator starts to flash slowly in white.
- When the indicator starts to flash slowly in red, it will attempt to establish a connection.
- After connection is established, the R indicator flashes twice in white and switches to a slow flash.
The earphones reconnect with the device that was last connected and can now be used for listening to music.
If the R indicator is flashing in red, this means the L and R earphones are not connected to each other. In this case, turn off the power of both the L and R earphones, followed by turning on their power again at the same time.
Pressing and holding the button of the L earphone for about 5 seconds switches the L indicator light to a quick flash that alternates between red and white. If this occurs, turn off the power of the earphone and repeat the steps from the beginning.
Pressing and holding the button on the L earphone for about 10 seconds initializes the pairing (device registration) information. In this case, perform pairing (device registration) again.
Pressing and holding the button on the L earphone for about 20 seconds initializes the pairing (device registration) information as well as the connection information of the L and R earphones. In this case, perform pairing (device registration) again after the L and R earphones are initialized.
Using only L side of the earphones
After the Bluetooth function of the device to connect is turned on, the L earphone can now be used on its own.
Take out the L earphone from the charging case. The power of the earphones turns on automatically, and they are automatically reconnected with the last connected device.
To use only the L earphone when it is not inside the charging case, press the button of the L earphone for about 3 seconds to turn on the power.
If pairing has not been performed, do so before using.
To use both sides of the earphones, take out the R earphone from the charging case.
Note that the R earphone cannot be used on its own.
1. Identify the left and right headphones.
2. Choose an earpiece that best fit in your ear from the S, M and L sizes.
The standard medium-size silicone earpieces are attached when purchased.
Attach the earpiece securely as shown in O in the figure.
To enjoy better sound quality, use earpieces that fit well in your ears. Incorrect earpiece size can result in sound leakage and lack of bass.
If the earpiece is not securely attached, it may slipped off when in use and remain in your ear. If the earpiece remains in your ear, be careful not to push it further into your ear.
Operating the remote control
Launch the music player app on the BLUETOOTH device connected, to start playback.
Play/Pause ( ) - Press the button on L or R earphone once quickly.
Volume adjustment ( / ) - To raise the volume, press the button on the R earphone twice quickly. To lower the volume, press the button on the L earphone twice quickly.
Skip to the next track ( ) - During playback, press and hold the button for about 1 second and release your finger when a beep is heard. The next track will be played after the playback of the current track has ended.
Skip to the previous track or beginning of the current track ( ) - During playback, press and hold the button for about 1 second and release your finger when a beep is heard. The previous track or beginning of the current track will be played after the playback of the current track has ended.
When the remaining battery power becomes low, a beep sound is heard repeatedly from the earphone that had ran out of battery.
When watching movies with the earphones, a slight time lag may occur in the audio output.
We do not guarantee all operations of the BLUETOOTH device.
Identify the L and R sides of the earphones and put them on correctly.
The same operation can be performed by pressing either the L or R button (except the voice operation recognition function).
Press the button once quickly when receiving a call.
Ending the call
Press the button once quickly during the call.
Rejecting a call
When there is an incoming call, press continuously for about 1 second until a beep is heard. Once the beep is heard, release your finger.
Switching between the earphones and the smartphone during a call
During a call, press about 1 second continuously until a beep is heard. Once the beep is heard, release your finger.
Using voice assistant function (Siri etc)
Press the button on the L earphone 3 times quickly when not using the phone function.
After using the earphones, place them back into the charging case. The power of the earphones will turn off and charging will start automatically.
The earphones start charging.
If the battery power of the charging case has run out, the power of the earphones will not turn off automatically even when they are placed back into the charging case. When this occurs, charge the charging case.
Press the button on the L or R earphone continuously for about 3 seconds.
Release your fingers after the both indicators light up in red. The indicator light goes off and the power turns off.
When the power for the L or R earphone is turned off, the other side will automatically power off.


text:
Q: Integral of convex set Let $D$ be a convex set and $X_1,\dots,X_d$ be integrable random variables. If $X= (X_1,\dots,X_d)$ is in $D$ almost surely,
why is it true that the vector $a= (\mathbb{E}X_1,\dots,\mathbb{E}X_d)$ belongs to $D$ almost surely also?
Here $\mathbb{E}$ denotes the expectation with respect to a probability measure.

A: The true reason is that the mean of every measure is in the convex hull of its support, hence if the support is included in a convex set then the mean is in the convex set.
An elementary approach is to consider an i.i.d. sequence $(X^n)_{n\geqslant1}$ distributed like $X$. For every $n\geqslant1$, $M_n=\frac1n\sum\limits_{k=1}^nX^k$ is a barycenter of $n$ points of $D$, hence $M_n$ is in $D$ almost surely. Since $M_n\to a$ almost surely, this shows that $a$ is in the closure of $D$.
If $a$ is not in $D$, there exists a closed semi-space $\{x\mid\langle x,u\rangle\geqslant\langle a,u\rangle\}$ which does not intersect $D$. Since $X_1$ is in $D$ almost surely, $Y^1=\langle X^1-a,u\rangle\lt0$ almost surely, which implies that $E[Y^1]\lt0$. Considering $Y^n=\langle X^n-a,u\rangle$ for every $n\geqslant1$, the law of large numbers applied to the i.i.d. sequence $(Y^n)$ implies that $\langle M_n-a,u\rangle=\frac1n\sum\limits_{k=1}^nY^k$ converges almost surely to $E[Y^1]\lt0$ although $M_n-a\to0$ when $n\to\infty$. This is absurd, hence $a$ is in $D$.

A: Here is a lemma we need: When D is convex, the distance function $f(x) = \inf_{ y \in D}\|x-y\|$ is convex.
Then by Jensen's inequality $ f(E[X]) \leq E[f(X)]$. Since $f(X)=0$ almost sure, we get the distance from $E[X]$ to D is zero, thus the final conclusion.
In some cases(when $D$ is not closed) we add some "almost surely" arguments to avoid  $E[X] \in \partial D$ and $E[X] \not \in D$

redpajama_set_name: RedPajamaStackExchange


I was fortunate to be able to attend the Game Developers Conference in San Francisco this year. Thanks to our organizers and IT staff for all the hard work they put into making everything run so smoothly.
This was the first year Mozilla had an actual booth on the show floor and we put it to good use demoing our Developer Tools alongside some fun games. We showed off our new Canvas Debugger (should be landing next week!), the Shader Editor as well as our Debugger and our other inspection tools. People were really receptive to the Canvas tool. The Shader Editor got a fair number of positive comments as well. I was also able to show off our Network panel as a temporary solution for inspecting game assets like textures.
Another well-received demo was a setup where I paused my desktop JS Debugger when receiving a device orientation event on my phone. I loaded the three.js DeviceOrientation demo on my phone's browser (Firefox for Android). I then connected the phone via USB to my laptop and launched our remote tools via the "connect" option. Opening the Events panel, I was able to pick "deviceorientation" as a category and selecting that caused execution on the phone to immediately pause with my desktop debugger showing the exact location.
Debugging device events is easy to do on a mobile device. I was also able to demo our Shader Editor running on mobile which was pretty cool. Editing shaders in real-time running on a remote device is some real science fiction level stuff.
Having the kind of immediate feedback for WebGL (and soon WebAudio) that our tools provide is kind of a big deal for people who aren't used to living in a dynamic environment like a web browser. There is lots of opportunity in this space to make tools for game developers that are fun to use and interactive. You can literally program your game while playing it.
This feels like a tipping point for games on the web. There are now multiple engine developers offering the Web as a bona fide deployment target. Three big engines have reduced their pricing models to the point of being effectively free for most developers and that happened just this week. This is a big deal and I think we're going to start seeing a lot of game publishers shipping games to the web very soon.
We also weren't the only booth showing off HTML5-related game technology. Nintendo is shipping a "Web Framework" around a bundled WebKit shell for deployment on the WiiU and had a pretty sizeable installation to show it off. Unity is also making that a deployment target. Various other booths were demoing HTML5 games and tech.
In the emerging technology department, head-mounted displays were in full-evidence. Sony just announced a new piece of head-gear for the PS4 and there were some other vendors kicking around similar technologies. At this point, it seems obvious that head-displays are going to be very real, very soon. The lines of people at Oculus' displays were a constant stream of humanity.


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It's tempting to jump on that last 747 to MSP
Sure, it's just the retirement of a commercial airplane, but there never was anything ordinary about the 747.
November 25, 2017 — 6:51pm
LEE SCHAFER @LeeASchafer
This week is the deadline for Delta Air Lines frequent flyers to buy their way onto the last flight of the 747-400 farewell tour, a late December flight from Atlanta back home to the Twin Cities.
As of my last check, the bid stood at 211,000 Delta SkyMiles for a pair of seats and two tickets to the post-flight hangar party.
It seems awfully tempting to jump in on this offer. Sure, it's just the retirement of a commercial airplane, but there never was anything ordinary about the 747. And there will certainly be nothing left like it in American aviation when it's gone.
Even if the term "747" means nothing to you, if you spot one in the air, you would recognize it as a very special plane. A genuinely beautiful design, it's got a distinctive hump over the front part of the airplane along with four big engines slung below its wings.
The plane is such an icon that even the emoji of little jetliners on my iPhone keyboard are of the 747.
The famous hump originated in its early development in the 1960s; what became the 747 had some design traits of a military transport plane. Boeing designers needed to fit a big cargo door on the nose of the plane to get heavy equipment in and out, so they put the so-called flight deck for the pilots out of the way on top of the plane.
The hump remained in the design of Boeing's new airliner. Boeing's thinking was that the 747 might not be long-lived as a passenger jet anyway because premium air travel would get taken over by much faster supersonic jets and 747s would get turned into freighters.
Instead, Boeing delivered about four times as many 747s as it initially thought it could sell and the 747 has long outlasted the supersonic Concorde in passenger service.
The 747 wasn't just big. It changed the industry.
The most successful jet of the era that preceded the 747's 1970 launch was the Boeing 707. While that plane opened the possibility of practical intercontinental travel, 707s gave fliers a relatively cramped flight in a narrow plane at a price that was not at all affordable.
In the spacious and efficient 747, a widebody seating more than twice as many people, international air travel became accessible for a broad cross-section of business people and tourists.
Lots of air carriers bought these big planes, some just for the prestige of having their flags fly on their own Queen Mary liners. Atlanta-based Delta operated a handful of them in the 1970s, but found the planes too big for its route structure and got rid of them.
It's fitting that the final stop in the farewell tour is Minneapolis-St. Paul International Airport because when Delta talks about its 747s long tradition of reliable service, it's really referring to their use by Eagan-based Northwest Airlines, which merged into Delta in 2008.
The 747-400s Delta is retiring now were first put into service by Northwest nearly 30 years ago. At the time, the 747-400 represented a technological leap from previous versions, familiar on the outside but with many improvements under the skin. The new 400s included a "glass cockpit" of electronic displays and other technology along with a big jump in fuel efficiency.
Before the 747-400, Northwest's older 747s flying to and from Asia used to leave some seats empty to cut weight so they would have enough fuel for the long trips. The new planes had no such problem and could be loaded with more than 400 passengers.
The 747-400 was also the plane that Northwest used in the Pacific to open up new routes, because having the newest and most efficient jet in the air gave Northwest an advantage to push beyond Tokyo and Hong Kong to places like Bangkok and Guangzhou.
But that was in the 1990s. The industry has since changed a lot, both with the broad adoption of smaller two-engine jets for long routes and more point-to-point flying rather than relying on big planes flying in and out of huge hub airports.
Delta has selected the new Airbus A350-900 as its fleet flagship on long routes to Asia, flying its first revenue flight with a new A350 around Halloween. The outside of this twin-engine plane is unremarkable. But inside it features several different service levels, including 32 of the carrier's innovative Delta One premium seats, each a little micro stateroom with a privacy door.
Delta has said the retirement of the 747 in favor of newer designs like the A350 will allow the airline to go from being the highest-cost provider to the Pacific to the lowest.
Even though the case for moving on from the 747 is obviously solid, those of us who have flown a lot of miles will miss seeing this elegant old plane at airports and in the sky.
Even savvy travelers probably don't find it easy to tell which of the two-engine competitors now sending the 747s to the boneyard they have just boarded, maybe not until reading the manufacturer and model number on the safety card fished out of the seat pocket. These planes seem that interchangeable.
So here's a prediction: When it comes time to retire Delta's A350s, it won't occur to anybody to throw it a farewell party.
Lee Schafer joined the Star Tribune as columnist in 2012 after 15 years in business, including leading his own consulting practice and serving on corporate boards of directors. He's twice been named the best in business columnist by the Society of American Business Editors and Writers, most recently for his work in 2017.
lee.schafer@startribune.com 612-673-4302 @LeeASchafer
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Anybody curious about why a company like UnitedHealth Group continues to gobble up physician practices and pharmacy companies just needs to ask themselves one question:…
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Five things to know about Delta's 747 Farewell Tour, coming to MSP


It's the Family Day Long Weekend! Classes as normal over the weekend however please note that the gym will be closed on Monday 12th Feb!
Happy New Year! New 2018 Class Schedule online now!
Happy New Year!! Please check out the updated Class schedule for 2018 which includes some new class times. First classes for 2018 commence tomorrow, Tuesday January 2nd. Muay Thai Boxing at 6:30pm-7:30 and No Gi Jiu Jitsu at 7:30pm-9:00pm. Looking forward to seeing you on the mats!


Epic Games has launched a Steam like store called Epic Store. Steam has had rising competition in the recent years. You can visit the Epic store here.
Subnautica and Super Meat Boy are going to be free from December 14 - December 27.
A new game from the makers of Bastion and Transistor called Hades. Supergiant announced Hades at The Game Awards.
Hades is available on the Epic Store here for $19.99.


Out of curiosity, can you use your college ID as a form of identification when you're checking into a hotel? Or are there certain specifications for IDs that can be used for that?
According to government regulations, a valid Photo ID has to be carried by every person above the age of 18 staying at the hotel. The identification proofs accepted are Drivers License, Voters Card, Passport, Ration Card. Without valid ID the guest will not be allowed to check in. Note- PAN Cards will not be accepted as a valid ID card.
Again, it'll depend on the hotel, and sometimes the laws of the country.
Not the answer you're looking for? Browse other questions tagged paperwork hotels check-in or ask your own question.
Can I check into a European hotel without my passport?


text:
Over 30,000 Students Refuse New York Common Core Assessments
April 3, 2014 By Shane Vander Hart
As of 12:05 (EDT) on April 3rd 30,458 students have opted out of the Common Core-Aligned assessments being administered this week. You can see the spreadsheet here.
There is a network of volunteers who are tracking parents reports that they had opted their children out of the assessment. According to Joy Pullmann there are 31 10 parents who are working to keep tabs on the number of opt-outs on the group spreadsheet I referred to above.
Looking through the spreadsheet it doesn't appear that New York City Schools is included in that number so I don't believe they are done counting. Expect that number to go higher.
Pullmann also pointed out that according to NY1, the number of kids opting-out in New York City was 320 in 2013. So just a *few* more this year.
Update: Heard back from one of the Stop Common Core leaders in New York, Yvonne Gasperino, she said they are still trying to secure New York City numbers. So far, as of 1:15p (EDT), there were 30,793 opt-outs for 423 school districts.
2nd Update: There are 10 volunteers editing the spreadsheet, not 31. Below is a statement from Yvonne Gasperino about the process.
The numbers are a collaboration between several grassroots groups throughout New York State. This is all social media driven by parents. There was a call out among parents to start reporting on the confirmed number of test refusals across the state. Loy Gross from the Western New York area created the spreadsheet and worked with several parents from other groups on accumulating the confirmed test refusals from parents on the ground. Figures were then aggregated through ten parents who have direct editing access to the spreadsheet and input the numbers as they were being reported from parents across the school districts.
As of 4/4/14 at 3:28p they have 30,899 recorded.
Here is an interesting story from Western New York:
What had been a small but growing parent protest movement against state standardized tests a year ago appeared to considerably expand in pockets across Western New York on Tuesday as elementary and middle school students began the first day of the state's three-day English Language Arts exam.
In West Seneca, 27 percent of the district's 3,087 children in third through eighth grades had parents who opted out of the reading tests, according to administrators.
In Frontier, parents of about 5 percent of the roughly 2,300 potential test-takers had notified the district as of Monday that they planned to have their children refuse to take the exams.
Frontier interim Superintendent Paul G. Hashem expected the total number to be higher after the district had a final tally later this week.
Photo credit: Cybrarian77
Filed Under: Common Core Assessments Tagged With: assessment opt-out, Joy Pullmann, New York Common Core Assessments
The school district my son attendends is not on the spread sheet
Kevin Kelly says
If you have info to add to the spreadsheet email Yvonne and she will forward it. ygasperino@outlook.com


We all know that we should choose beauty products that complement our skin tone, but few of us are aware that our skin type can affect how prone we are to wrinkles and visible signs of ageing, the likeliness of getting acne and even how well our scars heal. In fact, a recent survey commissioned by KELO-COTE®, found that 59% of people are not aware that different skin types (e.g. pigmentation) and particular hair colours are more likely to scar than others.
Dr Perrett explains; "The Fitzpatrick skin types are grouped according to your genetic predisposition to melanin (pigment) found in your skin cells. The scale is widely used by dermatologists and aesthetic practitioners to determine ethnic risk factors to treatments, potential hazards for sunburn, skin cancer, hyperpigmentation and scarring risks. When identifying your skin type, I would suggest looking at the shade of skin not regularly exposed to the sun, such as your stomach, to determine your true skin tone".
According to the Fitzpatrick Scale, there are six different skin types ranging from skin type 1, which is extremely pale, to skin type 6, which is very dark.
Dr Perrett adds, "Although anyone can develop an abnormal scar, the risk factors are known to be greater for those at either end of the Fitzpatrick scale. So, those with fair, freckled skin and red hair (Type 1 & 2) as well as those with darker skin types (Types 5 & 6) such as people of African and African-Caribbean heritage are more at risk of excessive scarring, especially keloid scars. Research1 also shows that Asian skin has triple the chance of hypertrophic scarring in comparison to Caucasian skin following surgery, because of the greater level of collagen present in the bed of the skin.
KELO-COTE® is an advanced formula, clinically proven silicone treatment to improve the appearance of scars resulting from surgery, C-sections, cosmetic procedures, burns, as well as general trauma.
KELO-COTE® UV Gel also contains SPF 30 UV protection. It is specially formulated to protect visible scars from sun exposure, as new scars tend to darken and discolour when exposed to UV light. Always remember to top up your sun cream every 2-3 hours.
For media enquiries, please contact Caroline Beswick/Katie Coombs on tel: 0207 112 4905 or email caroline.beswick@trinitypr.co.uk / katie.coombs@trinitypr.co.uk. For product information please contact Alliance Pharmaceuticals: medinfo@alliancepharma.co.uk.
Kim, S. et al (2013) Update on Scar Management: Guidelines for Treating Asian Patients. Plastic and Reconstructive Surgery. 132(6): 1580-1589.


I would like more information regarding the property Location and Comfort in Escazu (ID #898).
Escazu is one of the best locations in the west side of the Capital. High standard living is what characterizes this area. You will be in the middle of anything you might need, a few minute drive to grocery stores, malls, restaurants, schools, drugstores, discos, bars, cafes and more.
Not only the location is privileged but the house itself is amazing. Two storey house , with a total of 3 main bedrooms, 2.5 main bathrooms, with balcony to enjoy the incredible views you will have from your bedroom, and with Jacuzzi to enjoy a delightful bath; TV room, kitchen with granite countertops, under roof terrace, maid's quarter with full bathroom, under roof laundry room, 2 covered parking spaces, 2 pools inside the common area of the complex that you, your family and visits will be able to enjoy.
The house comes with all the appliances, attic, storage and 24 hour security.
Corporate: Costa Rica Real Estate | Site Map | Contact Us KarenRealEstate.com All rights Reserved - High Class Living in Escazu with this home.


Solomon's richly decorated interior of the family bungalow at Birchington, Kent (where his brother-in-law Delissa Joseph, had built him a second studio) depicts his wife, Ella, and youngest daughter, Iris, in the comfortable intimacy of the breakfast room. Iris is denoted only by her hand holding the newspaper and her dangling leg with its fashionable shoe. On the wall behind a selection of paintings by Solomon includes one of his older daughter, Mary, on her horse.
A fine painter in the academic style, Solomon was a founder member of the Society of Portrait Painters, the first President of the Maccabeans (later the Jewish Educational Aid Society), and became only the second Jewish Royal Academician in 1906. During the First World War he pioneered camouflage work, sometimes in the thick of the fighting, despite being 54 at the outbreak of hostilities. From 1924–1926 he was also President of the Ben Uri.


So I was doing a little research about film scanners today and came to realize that most of what's left in the market are either way too cheap and low-res (basically to preserve family photos) or too expensive and from companies I can't trust will be around in 6 months. I've been unsatisfied with scanning on my Epson 4990. It's fine for large format and even 6x6, but for 35mm I'm never happy with the results. I've tried using the film holders and end up with soft images; I've tried laying the film on the glass and then have to fight Newton's Rings.
I remember a few months ago I read a post somewhere about using your dSLR and a macro lens to shoot slides and thought about trying it with negatives as well. In the end I found this post on petapixel which was very helpful. I didn't have a light table handy, but I had a little battery powered LED light which I diffused through a stack of tissue paper, set the camera up on a tripod with a 100mm macro lens and pointed it straight down toward the film The results are very impressive. Now these are not the sharpest film shots ever, but they give you some idea of the quality you can get out. MUCH better than I've ever gotten from my flatbed and using gear I've already got.
I tried some color film as well with less than ideal results. The color temp and spectrum of the LED just wasn't up to the task. Color negative film is REALLY hard to get the color right when scanning, in my opinion. The only time I've ever gotten great results was when I rented time on an Imacon with custom profiles for each film type.
TIP: Use live view and 10x magnification to get the focus right. Also stop down on the lens a bit to get to the sweet spot and handle any slight depth of field softness.


JBA provides learning activities, such as puzzles, educational games, and additional scripture references to reinforce the Bible truths. Plus, students are engaged in a variety of things to do, keeping interest high.
Each Juniorway® product relates to the five fold ministry based on Ephesians 4:11-12 by equipping teachers with everything they need to "prepare God's people for works of service, so that the body of Christ may be built up." By exposing young people to God's word, it is our desire to influence the next generation in spiritual knowledge and maturity.


text:
Application of a CHILD WITH A DISABILITY, by his parents, for review of a determination of a hearing officer relating to the provision of educational services by the Board of Education of the City School District of the City of New York
Advocates for Children of New York, Inc., attorney for petitioners, Sonia Mendez Castro, Esq., of counsel
Hon. Paul A. Crotty, Corporation Counsel, attorney for respondent, Lorie E. Alman, Esq., of counsel
Petitioners appeal from the decision of an impartial hearing officer which upheld the recommendation by respondent's committee on special education (CSE) that petitioners' child be enrolled in one of respondent's specialized instructional environment-III (SIE-III) classes in P.S. 37, for the 1994-95 school year, and which denied petitioners' request for tuition reimbursement for the private school in which they unilaterally enrolled their child. In this appeal, petitioners request that respondent be directed to place the child in a regular education class, with an appropriate transition program and supplemental supports and services, and to reimburse them for the child's tuition during the 1994-95 school year at the private school. The appeal must be dismissed.
Petitioners' son is six years old. At the time of his birth, the child reportedly had the umbilical cord around his neck, and he was described as gray in appearance. He has been diagnosed as having transient hypogammaglobulinemia, which impairs his immune system, and has a history of repeated ear infections. Epileptic-like activity was reportedly noticed in an earlier electroencephalogram of the child, but he was described as seizure-free when seen by a psychologist in 1993. The child reportedly attained his developmental milestones within normal limits, except for speech which did not start until he was three years old, and toilet training which also occurred at the age of four.
Petitioners enrolled the child in an early intervention program, the Toddlers and Infants Program for Special Education (TIPSE), when the child was approximately one and one-half years old. The child was reportedly identified as other health impaired, and began to receive speech/language therapy at TIPSE in January, 1991. The child's eligibility to be enrolled in TIPSE ended in June, 1992, because of his age. During the 1992-93 school year, the child was enrolled in a center based preschool program, Our Place, where he continued to receive speech/language therapy. He also received physical therapy and occupational therapy while in the Our Place program.
In a neuropsychological evaluation performed in July, 1993, the child, who was four years old, was described as lacking an awareness of the existence or feelings of others. His speech was described as stereotypic and repetitive. The child was able to say simple words, but was unable to speak in sentences. He exhibited a preoccupation with objects, and was
described by his mother as having an unreasonable insistence upon following routine. The psychologist opined that the child presented symptoms consistent with the diagnostic criteria for autism. On September 9, 1993, respondent's committee on preschool special education (CPSE) recommended that the child be classified as autistic. The CPSE also recommended that the child be enrolled on a ten-month basis in another center based preschool program, with small group and individual speech/language therapy and individual occupational therapy, for the 1993-94 school year.
Petitioners did not accept the CPSE's recommendation for the child's placement. Instead, they unilaterally enrolled the child in the Little Miracles preschool program, which the child's mother helped to be established at the Eden II School, a private school which uses a behavior modification program known as the Lovaas method for the instruction of developmentally disabled children. The child reportedly received 1:1 instruction in the Little Miracles program during the 1993-94 school year. The child also attended a regular education preschool program at the Bayley Seton Hospital for one hour per day, before arriving at the Little Miracles preschool. The child's mother testified at the hearing in this proceeding that the child made significant progress behaviorally and academically in the Little Miracles program.
The boy passed from the jurisdiction of the CPSE to the CSE, because of his age, for the 1994-95 school year. In a social history prepared for the CSE in May, 1994, petitioners reported that their son was able to ask for something to eat or drink, and to feed himself. They indicated that the child was learning to dress himself. Petitioners also indicated that the child conformed to a behavior management plan at home in which there was no "down time", and that he was redirected to other activities when he had temper tantrums. The child's pediatrician, who reported that the child had normal vision and hearing, indicated that the child had mental retardation - autism.
On May 19, 1994, the child was evaluated by one of respondent's school psychologists, who reported that the child achieved a composite score of 70 on an IQ test. On the various subtests of the IQ test, the child received scores ranging from 92 in quantitative reasoning down to 67 in verbal reasoning and in short-term memory. Although the test results were comparable to those which the child had achieved in 1992, the composite of 70 was 20 less than the score he had achieved on a test of his non-verbal cognitive skills in 1993. At the hearing in this proceeding, the school psychologist testified that the composite score of 70 was probably a low estimate of the child's cognitive skills, and noted that the child's receptive and expressive language skills were significantly delayed. Based upon information about the child's adaptive behavior provided by petitioners, the school psychologist reported that the child received standard scores of 73 in communication, 60 in daily living skills, 63 in socialization, and 55 in motor skills. The school psychologist noted that the child exhibited some features of mild autism, and reported that the child's delayed social functioning was commensurate with his cognitive abilities.
On May 9, 1994, one of respondent's educational evaluators tested the child. The evaluator reported that the child was extremely distractible and motorically hyperactive. She also reported that the child manifested many behaviors which were autistic in nature, such as directing his interactions toward inanimate objects. The educational evaluator estimated that the child's receptive language skills were delayed by up to two years, and that his expressive language skills were delayed by at least that many years. She reported that the child could follow one or two-directives with reinforcement by verbal and physical cues. She also reported that the child could recognize most colors, and had a fundamental understanding of qualitative proportions and positions in space, but did not have an understanding of one-to-one correspondence in mathematics. The educational evaluator also reported that the child's visual motor integration skills were delayed by at least two years. The educational evaluator recommended that the child receive an intense behavior-modification based program that was focused upon readiness, pre-academics, language acquisition, pre-vocational and socialization skills.
One of respondent's speech/language therapists evaluated the child on June 1, 1994. The therapist reported that the child did not make any speech articulation errors, but had exhibited echolalia throughout the evaluation. When tested, the child was five years and two months of age. His receptive vocabulary skills were reported to be at a 3.2 age level, while his expressive vocabulary skills were reported to be at a 2.0 age level, or slightly more than three years below his actual age. In a test of his auditory comprehension of language skills, the child achieved age equivalent scores ranging from two years and six months to three years of age. The therapist noted that the child had made errors with regard to nouns, verbs, word relations, prepositions, derivational suffixes, noun number, interrogatives, and negatives. She also reported that the child had exhibited difficulty in making choices, and in establishing and maintaining eye contact. The therapist recommended that the child receive speech/language therapy in a group of no more than two children three times per week, and individual speech/language therapy twice per week.
On June 8, 1994, the child was observed for approximately 45 minutes in the Little Miracles preschool program by another school psychologist. He was observed receiving behavior based instruction on a 1:1 basis during which he was able to count to 20 with prompting, and to read several words from flash cards. Although the child did not exhibit negative behaviors, the observer reported that the child appeared to be unfocused at times, but could be returned to the task at hand when behavior management techniques were applied. A progress report from the Little Miracles preschool program, dated June 2, 1994, indicated that the child had been working on responding to questions, naming objects, engaging in reciprocal conversations, understanding expressive and receptive prepositions, counting objects to 20, beginning phonics, copying letters on paper, and improving his motor skills.
When they met with the CSE on June 9, 1994, petitioners expressed their preference for the child to be educated in the Eden II program for school-age children. The CSE recommended that the child be classified as autistic, and that he be placed in a SIE-III class in P.S. 37 on a 12-month basis for the 1994-95 school year. The CSE also recommended that the child receive speech/language therapy in a group of no more than two children three times per week, and individual speech/language therapy twice per week. The child's IEP which the CSE prepared on June 9, 1994 included annual goals for academics, speech/language, and socialization.
Petitioners did not accept the CSE's recommendation, but did not request that an impartial hearing be held to review the recommendation. They enrolled their son in the Eden II School for the 1994-95 school year. Petitioners also enrolled the child on a part-time basis in a regular education preschool program at the Wagner College Early Childhood Center. At the hearing in this proceeding, the Director of School Services at the Eden II School testified that the child's behavior at the Wagner preschool program had deteriorated when he was not accompanied by a paraprofessional from Eden II. In a letter dated October 31, 1994, the child's teacher at the Wagner College preschool program reported that the child had difficulty making a transition from one activity to another, and following directions. She also reported that although the child had been enrolled in her class with the understanding that he would have an aide to assist him in achieving independence, it had not occurred.
In preparation for another meeting of the CSE the child was observed on November 3, 1994 by one of respondent's educational evaluators at both the Eden II and the Wagner College preschool program. The evaluator, who observed the child for approximately five hours, reported that the child played quietly by himself, although he was aware of others around him. During a language lesson with one other child, the child reportedly had difficulty maintaining eye contact, but responded correctly to his teacher's questions. He was also able to identify correctly upper and lower case letters, and the numbers 1 through 20 and counted by rote to 30. The evaluator reported that the child appeared to have difficulty with his graphomotor skills. Notwithstanding the fact that the child had screamed, and at one instance kicked his teacher, during the transition between activities, the teacher reported to the observer that the child usually had a much more difficult time making routine transitions. The child was accompanied by his Eden II teacher at the Wagner College preschool program, where he also had difficulty making the transition from one activity to another in a class with 9 other children. The observer opined that although the child was academically able to do the tasks which were expected of him in the preschool program, he was nevertheless unable to function in a large group because of his behavior. The Wagner College teacher reportedly advised the observer that it had been the child's best day notwithstanding his inappropriate behavior. In an update of the child's social history, petitioners reported that the child's socialization and communication skills had improved, as had his daily living skills.
On November 15, 1994, the CSE met with the child's mother and his teacher. The CSE reaffirmed its earlier recommendation that the child be placed in an SIE-III class with a 6:1:1 child to adult ratio, and individual and small group speech/language therapy. On the same day, petitioners requested that an impartial hearing be held to review the CSE's recommendation.
The hearing in this matter was held on November 30, 1994. Petitioners indicated that they did not challenge the child's classification as autistic, which is also not disputed in this appeal. However, they asserted that their child was ready for inclusion in a regular education kindergarten program, with an appropriate transitional program to be provided by the Eden II School. In her decision, dated January 9, 1995, the hearing officer held that respondent had met its burden of proving that the SIE-III class recommended for the child was appropriate to meet the child's needs. With regard to petitioners' contention that only the Lovaas method of behavior modification could be successful with the child, the hearing officer found that the personnel at P.S. 37 were familiar with that method, and could use it with the child, if appropriate. The hearing officer further found that the child's most significant need was socialization, and that he would be grouped with children having similar needs and abilities in the proposed SIE-III class in P.S. 37. The hearing officer declined to direct that a specific inclusion program be developed for the child, and directed respondent to determine if the child was an appropriate candidate for inclusion and to implement a program at the appropriate time. The hearing officer also ordered respondent to conduct physical therapy and occupational therapy evaluations of the child.
At petitioners' request, the hearing officer held an additional hearing on February 2, 1995 to ascertain whether the matter should be reopened. Petitioners asserted that there were two factually erroneous statements in the hearing officer's decision. The first statement was that respondent's CSE had recommended that the child be included in a regular education program while enrolled in P.S. 37. In fact, the CSE made no such recommendation, although respondent's representatives at the earlier hearing had discussed the possibility of developing an inclusion program. The second statement by the hearing officer was that the child's mother had been advised by the professionals who worked with the child that the child required an inclusion program "which would be in addition to his regular school day." On February 2, 1995, petitioners asserted that they sought only one program for the child, an inclusion program. On March 2, 1995, the hearing officer issued a second decision, in which she reopened the matter for the purpose of amending both of the challenged statements in her original decision. Those statements were modified to be factually accurate.
In their reply to respondent's answer, petitioners ask that I disregard Exhibit 2 annexed to the answer. Exhibit 2 is a copy of a license as a teacher of health conservation issued by respondent to the educational evaluator who was a member of the CSE which met on November 15, 1994. Petitioners argue that respondent is precluded from attempting to correct its failure to document the credentials of the educational evaluator at either the CSE meeting or the hearing by submitting evidence of the evaluator's licensure status in this appeal.
Documentary evidence not presented at a hearing may be considered in an appeal from a hearing officer's decision, if such evidence was unavailable at the time of the hearing, or the record would be incomplete without the evidence (Application of a Child with a Disability, Appeal No. 93-22; Application of a Child with a Disability, Appeal No. 94-5). Exhibit 2 to the answer could have been offered for evidence at the hearing, as Exhibit 1 to the answer could have been. The latter exhibit is a copy of the teacher of health conservation issued to the educational evaluator who was a member of the CSE which met on June 9, 1994, when the child's IEP for the 1994-95 was originally prepared. Although respondent should have offered both exhibits as evidence at the hearing, I find that the record would be incomplete without the information which they contain, because petitioners challenge the validity of their child's IEP on the ground that it was not prepared by a CSE which included a representative of the school district who is qualified to provide or supervise the provision of special education, in addition to the child's teacher (cf. 34 CFR 300.344[a][1]; 8 NYCRR 200.3[c][3][ii]). Therefore, the qualifications of the educational evaluators must be included in the record before me. Respondent represents in its answer that a license as a teacher of health conservation, which it formerly issued when it had its own teaching credentials, is valid to teach special education. Petitioners do not contravene that assertion. I find that the CSE was validly constituted when it prepared the child's IEP on June 9, 1994, and when it reviewed the IEP on November 15, 1994.
Petitioners assert that the educational program which the CSE recommended would not meet the individual needs of their child. The board of education bears the burden of demonstrating the appropriateness of the program recommended by its CSE (Matter of Handicapped Child, 22 Ed. Dept. Rep. 487; Application of a Child with a Handicapping Condition, Appeal No. 92-7; Application of a Child with a Disability, Appeal No. 93-9). To meet its burden, the board of education must show that the recommended program is reasonably calculated to allow the child to receive educational benefits (Bd. of Ed. Hendrick Hudson CSE v. Rowley, 458 U.S. 176 [1982]), and that the recommended program is the least restrictive environment for the child (34 CFR 300.550 [b]; 8 NYCRR 200.6[a][1]). An appropriate program begins with an IEP which accurately reflects the results of the evaluation to identify the child's needs, provides for the use of appropriate special education services to address the child's special education needs, and establishes annual goals and short-term instructional objectives which are related to the child's educational deficits (Application of a Child with a Disability, Appeal No. 93-9; Application of a Child with a Disability, Appeal No. 93-12).
Petitioners assert that respondent failed to obtain an adequate physical examination of the child. On May 9, 1994, the child's father signed a release authorizing the child's pediatrician to provide medical information about the child to the CSE. Although the record does not disclose when the pediatrician completed the medical information form, it was available to the CSE when it met on June 9, 1994. However, petitioners assert that it was incumbent upon respondent to seek an additional medical evaluation, after its school psychologist noted in his report of the June 8, 1994 observation that the child had a "fixed gaze [which] was reminiscent of a mild seizure" (Exhibit 8). The school psychologist's observation was only briefly alluded to at the hearing, when petitioners' representative cross-examined the school psychologist about his remark. The school psychologist testified that the child "...would just sit and gaze off into nothing in particular" (Transcript, p. 33). He explicitly disclaimed any opinion that the child was in fact having seizures. In a private psychological evaluation completed approximately six months before the June, 1994 observation by respondent's school psychologist, the private psychologist reported that the child did not have seizures. Upon the record before me, I find that petitioners' assertion about the adequacy of the physical evaluation obtained by the CSE is without merit. I further find that the child's IEP accurately describes the results of the child's evaluations to identify his needs.
Petitioners also assert that their child's IEP annual goals and short-term instructional objectives are not specific, measurable, or attainable. Annual goals are intended to be statements which describe what a child with a disability can reasonably be expected to accomplish within a twelve-month period (34 CFR Part 300, Appendix C, Question 38). Short-term instructional objectives are measurable, intermediate steps between a child's present levels of educational performance and the child's annual goals (34 CFR Part 300, Appendix C, Question 39). The child's IEP includes such annual goals as the child "...will continue to develop early writing abilities," and "...will complete the kindergarten social studies curriculum parallel to the mainstream." Neither annual goal is specific enough to provide direction to the childs' teachers concerning the CSE's expectations (Application of a Child with a Disability, Appeal No. 93-24). However, I find that the child's short-term instructional objectives provide sufficient specificity to afford a basis for developing a detailed instructional plan for the child. Accordingly, I find that the imprecise IEP annual goals do not afford a basis for concluding that respondent has failed to offer an appropriate program (Application of Child with a Disability, Appeal No. 93-48; Application of Children with Disabilities, Appeal No. 94-7; Application of a Child Suspected of Having a Disability, Appeal No. 94-8). In the future, respondent should prepare more specific IEP annual goals for the child.
Petitioners contend that the IEP is deficient in failing to have annual goals for developing the child's spontaneous speech and improving his behavior. I disagree. The child's speech/language annual goals include improving his socio-pragmatic language functioning, one of the objectives of which is for the child to participate in a conversation for three or more reciprocal terms. The child's IEP of November 15, 1994 includes annual goals for the child to reduce inappropriate behavior during work sessions, and to develop the ability to relate to adults and peers. In addition, there are other provisions of the IEP which relate to the child's behavioral needs, such as one of his speech/language objectives which provides that the child will follow oral directions.
Petitioners further assert that the educational program recommended by the CSE is inappropriate because the CSE did not provide for the use of the Lovaas method with the child. They contend that the child has made many academic gains while attending the Little Miracles preschool program, and argue that he has benefitted from the one-to-one behavior management approach used in the Little Miracles preschool program. At the hearing in this proceeding, the Director of School Services for the Eden II School testified that the Lovaas method of behavior management is used predominantly in the preschool, i.e., the Little Miracles program, while an "applied behavioral analysis" approach, based on Dr. Lovaas' research, is used in the Eden II lower grades. She also testified that the child's behavior was managed pretty well through the use of tokens, i.e., the child receives a token for behaving acceptably for a specified period, and may use the tokens he receives to engage in activities which he enjoys. The Director further testified that the child's social needs were more of an issue than his academic needs, and that the child needed to learn social skills using a very specific behavioral model. A private psychologist, who evaluated the child in 1993 and recommended that the Lovaas method be used, testified that the child appeared to have made progress between 1993 and 1994 and opined that there was no reason to change the child's educational program.
I find that neither the testimony of these two witnesses nor the rest of the record establishes a basis for finding that the Lovaas method must be used in order for the child to benefit from instruction. The precise teaching methodology to be used by a child's teacher is a matter to be left to the teacher (Matter of a Handicapped Child, 23 Ed. Dept. Rep. 269,; Application of a Child with a Disability, Appeal No. 93-46; Application of a Child with a Disability, Appeal No. 94-26). Respondent's school psychologist testified the SIE-III teachers in P.S. 37 use a variety of techniques in the classroom. The Acting Coordinator of the SIE-III program is P.S. 37 testified that the SIE-III teachers used a variety of behavior management techniques, one of which was a version of the Lovaas method, and that very individualized behavioral interventions were designed for the children in the SIE-III classes. Upon the record before me, I find that the program recommended by the CSE is appropriate, notwithstanding the fact that the child's IEP does not explicitly provide for the use of the Lovaas behavioral management technique.
Despite their contention that the child requires an intensive behavior modification program, petitioners argue that the recommended placement for the child in a SIE-III class in P.S. 37 would violate the requirement that the child be placed in the least restrictive environment. They assert that the child would be deprived of the opportunity to be educated with non-disabled children, because all of the children in the recommended SIE-III class and all of the children in P.S. 37 have disabilities, and that their child should be placed by respondent in a regular education class, with appropriate supports and services.
The relevant Federal regulation provides:
"That special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or the severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." (34 CFR 300.550[a][2])
The Courts have held that although there is a strong preference in favor of mainstreaming, that preference is to be weighed against the mandate imposed by Federal law that each child receive a free appropriate public education (Roncker v. Walter, 700 F.2d 1058 [6th Cir., 1983], cert. den. 464 U.S.864[1983]; Daniel R. v. State Board of Education et. al., 874 F2d 1036 [5th Cir., 1989]; Briggs v. Bd. of Ed. State of Connecticut et al., 882 F.2d 688 [2nd Cir., 1989]). The relevant inquiry is not whether a child with a disability would learn at the same rate, or master as much of the regular education curriculum as his or her non-disabled peers, but whether the child can achieve the goals of his or her IEP within a regular education program with the assistance of supplementary aids and services (Mavis v. Bd. of Ed. South Lewis CSD, 839 F. Supp. 968 [N.D. N.Y., 1994]; Application of Bd. of Ed. Schalmont CSD, Appeal No. 90-19; Application of a Child with a Disability, Appeal No. 93-4). A CSE must consider the unique benefits, academic and otherwise, which the child may receive from placement in a regular education class, e.g. language development and role modeling with non-disabled peers (Greer v. Rome City Sch. Dist., 950 F. 2d 688 [11th Cir., 1991]). It must also consider what effect the presence of a child with a disability in a regular education class would have on the other children in that class (Daniel R. v. State Bd. of Ed. et al., supra; Greer v. Rome City Sch. Dist., supra).
The record reveals that the child requires specialized education. For example, he is described in his IEP as being unable to remain on task for more than two or three minutes, and requiring verbal and physical prompts. In addition, his curricular needs are substantially different from those of other children in regular education. He requires more intensive instruction in language and daily living skills than his non-disabled peers. The child's social skills are underdeveloped to the extent that he needs specialized instruction to attain appropriate social skills. There is little, if any, evidence that the child has benefitted from interacting with his peers in either the Eden II School or the regular education preschool program of Wagner College.
By all accounts, petitioners' child has significant management needs which limit his ability to benefit from instruction. The record reveals that the child has received intensive, essentially one-to-one, instruction during the last year and one-half. Although petitioners assert that their son has made significant progress while enrolled in the Little Miracles preschool program and the Eden II School, the report by the educational evaluator who observed the child on November 3, 1994 in both the Eden II School and the Wagner College preschool program indicates that the child continued to have substantial difficulty making transitions and functioning successfully in a group of children. For example, the child had tantrums three times during a "large group" language lesson in the Eden II School. The record reveals that there were only six children in the group, and three adults. As the result of his behavior, the child was removed from the group and given one-to-one instruction. Later that day in the Wagner College preschool program with nine other children, the child threw himself on a boat which the other children had constructed of blocks, wandered into another classroom, and screamed until he was removed from the group, despite the fact that his teacher in the Eden II School was present. The observer reported that she saw only one brief instance in which the child attempted to approach another child.
Upon the record before me, I find that there is no basis in fact for finding that this child could attain his IEP goals in one of respondent's regular education classes. Indeed, given his extensive language, social, and behavioral needs which must be addressed with specialized assistance, I am unable to find that the child would benefit at this time from placement in a regular education program on either a full-time or part-time basis. Therefore, I find that a self-contained special education class is the least restrictive environment for the child.
In meeting its burden of proof with regard to the appropriateness of the placement in the SIE-III class in P.S. 37, respondent must also show that the child would be appropriately grouped with the other children in the class with regard to their levels of academic achievement and learning characteristics, levels of social development, levels of physical development, and the management needs of the children (8 NYCRR 200.6[a][3]). Respondent has provided a class profile with information about the needs and abilities of the other children in the proposed class. The profile reveals that the other children are at the readiness level in reading and mathematics, and have below average communications skills. The children also have below average social development. At the hearing the Acting Coordinator of the SIE-III program in P.S. 37 and its educational evaluator each opined that petitioners' child would be appropriately grouped with the children in the proposed class. The child's mother and a teaching coordinator in the Eden II School, having spent 20 to 30 minutes in the proposed classroom, each testified that the children in the proposed class appeared to be functioning at a lower level than that of petitioners' child. I find that respondent has met its burden of proof.
I have considered petitioners' other contentions, which I find to be without merit. In view of my finding that respondent has demonstrated that it offered an appropriate program for petitioners' child during the 1994-95 school year, it follows that petitioners are not entitled to be reimbursed for the cost of the child's tuition at the Eden II School (School Committee of the Town of Burlington v. Department of Education, Massachusetts, 471 U.S. 359 [1985]).
Daniel W. Szetela
CSE Process›CSE Composition
Educational Placement›Special Class›6:1+1
Preliminary Matters›Additional Evidence/Record Issues
Related Services›Speech-Language Therapy (Pathology)