text:
Q: Regex - find all optional group occurrences I'm creating regex in JavaScript that find all groups occurrences, all optional. I found many questions, but none of answers works for me.
I'm using xregexp package, but for simplicity I've create online demo.
Input:
new-rooms-3-area-50
new-foo-rooms-3-area-50-bar
new-qwe-more-rooms-3-asdads-anything-area-50-uiop
new-blah-more-area-50-else

Requested output:
["rooms-3", "area-50"]
["rooms-3", "area-50"]
["rooms-3", "area-50"]
["area-50"]

I have now
new-(rooms-\d+)?.*(area-\d+)

regex. Probably I shouldn't use .* set, but I don't know how can I skip some unneeded parts.
Online demo: https://regex101.com/r/QvmYN0/2/
You can fork and save fixed solution at regex101 site.

A: You may use
new-(?:.*?(rooms-\d+))?.*?(area-\d+)
    ^^^^^^^^^^^^^^^^^^^

See the regex demo
The point is to make the capturing group obligatory but put it into an optional non-capturing group. The last * greedy quantifier is converted to a lazy one, but it is not necessary.
Details:

*

*new- - matches an obligatory new-

*(?:.*?(rooms-\d+))? - an optional (1 or 0 occurrences, greedy match, i.e. the regex engine will try to match the pattern of the group) sequence of:

*

*.*? - any 0+ chars other than line break chars as few as possible (that is,
lazy matching, the pattern is skipped and the subsequent patterns are tried first,
and is only expanded once the subsequent patterns fail)

*(rooms-\d+)  - Group 1: rooms- and 1+ digits (now, it is not optional, must match or the whole non-capturing group will match an empty string)

*.*?  - any 0+ chars other than line break chars as few as possible

*(area-\d+) - Group 2: area-  and 1+ digits.


A teaser video for Chris Howard's excellent informational tour. Chris is one of the leading experts and authors on relocating and retiring in Costa Rica.
Un video para el tour dirigido a los que buscan vivir o pensionarse en Costa Rica. Chris es uno de mas reconocidos expertos y autores en la materia de pensionarse en Costa Rica.
Feb 2013 EDIT! I've Created a video with the pictures from the gallery but also including sounds from the Farmers' Market that I think helps put the photos and the article in context. Thanks!
Inspired by the The Costa Rica Star's recent articles, and frustrated by the poor quality of the bell peppers at my local supermarket (you know the one that starts with "W" and ends in "almart") my girlfriend and I decided to visit the Farmers' Market in Heredia. I had heard that I should arrive early for the best products, so when we arrived at a leisurely 9:30 am we expected things to have cleared out. Nope. It was packed. About 600 meters worth of packed. Noises smells and bumping elbows everywhere. Good thing I packed my cameras.
As we continued to wander around I got bolder and pulled out my film camera. I also paired it with my one of my favorite lenses. The lens that really helped me grow as a photographer. An 85mm f1.8. For those not versed in photo-speak that is a fixed length lens with a large maximum aperture, which allows it to be used in low-light, as well as to allowing for reduced depth of field. This type of lens is known as a "prime" lens and if you use an SLR camera you should have one. These lenses can be a bit frustrating in the beginning since you are "stuck" with one field of view. Your feet become your zoom. You get over this problem quickly because these lenses let you compose in a whole new way. Not only can you compose withing the four walls of the frame, now you can choose your depth too, like thinking in 3-D.
Being able to selectively blur things helps you emphasize what is important in your shot, it can also be useful to blur out distracting backgrounds or sometimes even distracting foregrounds. And when it the light gets low prime lenses can let you keep shooting before you have to go to a flash. Sometimes—and especially with candid photography, you don't have time to move your feet to recompose, so you have to use that selective focus to your advantage. It takes some time and practice and a lot of missed shots to get the hang of it. The first few times I used that lens I got tons of shots that weren't focused in the right place. Once I got a feel for it though, well… I always have a prime lens with me. These days it's a 50mm f1.4, which is the lens that cameras all used to come with. Newer zoom lenses are more practical, but a prime lens WILL improve your photography in a hurry.
A prime lens will improve your photography, while a trip to the farmers' market will improve your supper and your appreciation for proper produce. If you don't live here, it's still worth a trip since you get a dose of how locals live, shop and interact. You are also likely to encounter a number of fruits and veggies that you won't find at the supermarket. Also do buy the glorious bell peppers, don't buy the Chinese garlic. Do get yourself a prime lens, don't hesitate.
Boutique Mademoiselle (Plaza Rohrmoser) aprovechó el variado escenario de Studio Hotel en Santa Ana, además de la participación de Melissa Mora para hacer una sesión para el lanzamiento de su presencia en Internet. También pueden ver un breve video.
Boutique Mademoiselle (in Plaza Rohrmoser) took advantage of the varied scenery at Studio Hotel in Santa Ana, as well as the presence of Melissa Mora to set up a shoot for their initial web presence. You can also watch a short video from the shoot.
Marcos fue otro de los ganadores de una sesión de fotos en mi página de Facebook. Tras varios intentos de coordinar nuestras agendas, por fin logramos ir a Fraijanes a tomar estas fotos. Pueden ver un video de esa sesión.
Marcos was another of the winners of a portrait session through my Facebook page. After a few tries at matching up our schedules we were finally able to get together for this session in Fraijanes. You can see a short video from this session.
La mayoría del video cubre lo difícil que fue hacer esta foto. Most of the video deals with just how tough it was to make this shot.


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Peer-mediated approaches involve teaching peers to cheap 100mg kamagra effervescent amex erectile dysfunction nursing interventions model specific desirable behaviours purchase 100 mg kamagra effervescent free shipping erectile dysfunction protocol book pdf. This approach tends to be most effective when teachers reinforce peers for their efforts. Encourage independence Students with autism spectrum disorders need opportunities to develop independent behaviours. If students are constantly supported, they may never develop the capacity to act independently. This is often referred to as prompt reliance or 46/ Teaching Students with Autism Spectrum Disorders 2003 � Alberta Learning, Alberta, Canada prompt dependence. Students with autism spectrum disorders can become over-reliant on teaching staff. It is critical that teacher assistants consistently encourage students to complete tasks and participate in classroom activities as independently as possible. An effort should be made to fade adult support as students develop specific skills and abilities. This involves two distinct steps: fading assistance or prompting, and fading physical presence or 32 supervision. More intrusive levels of prompting should only be used after less intrusive prompts have proven ineffective. It is also important that student progress be carefully monitored and communicated to all staff in the classroom to ensure that prompting is consistent, and that prompt reliance and dependency are not inadvertently reinforced. It is often helpful to incorporate visual aids to decrease reliance on physical and verbal prompts. Similarly, visual organizational aids, such as schedules, task outlines, check lists and charts, can facilitate the development of independence during specific classroom routines and transitions. Teaching staff should point out the environmental/contextual cues associated with certain tasks. Fade physical presence Once students have the skills necessary to complete specific tasks or activities, teaching staff should fade their physical presence. During any given school day, teaching staff alternate between actively supporting students and monitoring them from a distance. Constant shadowing, and unnecessary prompting and support can adversely affect students� abilities to function independently. Teaching staff should closely monitor the progress of students, and fade assistance and presence as new skills emerge. During peer interactions, students may require adult assistance to initiate and structure activities. Once an activity has started, it may be possible for teaching staff to fade out of the immediate environment. Classroom Instruction /47 � Alberta Learning, Alberta, Canada 2003 Peers can be enlisted to reduce dependence on adult supports. Students with autism spectrum disorders should be encouraged to look to their peers when they are unsure what they should be doing. This helps ensure that students learn to respond to peer directions as well as those of adults. Effective Teaching Practices Usetaskvariation the individual schedules for students with autism spectrum disorders should fit comfortably into the overall classroom schedule.
The authors report that 6 of the 7 patients demonstrated a C2�C3 angulation of more than 862 Section Fractures a c d e f Case Study 2 this 47-year-old male patient fell from a donkey at the age of 12 years buy kamagra effervescent uk impotence zinc. The intra operative radiographs (e generic 100 mg kamagra effervescent with amex erectile dysfunction after 70, f)showthere i j position and the position of the hardware as well as the needles used for the intraoperative neurological monitoring (e). A higher incidence of neurological deficit is associated with combined atlas and axis fractures. In most cir cumstances, the specifics of the axis fracture will dictate the most appropriate management of the combination fracture injury. In cases where the posterior arch of C1 is not intact, both incorporation of the occiput into the fusion construct (occipitocervical fusion) and posterior C1�C2 transarticular screw fixation and fusion have been successful [7]. However, important differences in lateral mass anatomy and in the course of the vertebral artery exist between the mid and lower cervical spine. Based on 165 cases, Allen and Ferguson [16] described common groups for: compres sive flexion, vertical compression, distractive flexion, compressive extension, distractive extension, and lateral flexion. A systematic classification of the lower cervical spine was proposed by Aebi et al. Frequency of fracture types in subaxial injuries n=448 Total percentage Percentage within the types Type A 66 14. Operative Management Operative stabilization of unstable fractures (especially for Type B and Type C injuries) is gaining increasing acceptance because it facilitates aftertreatment without disturbing external supports. Today, lit erature reviews indicate that anterior fixation of fractures of the lower cervical Cervical Spine Injuries Chapter 30 867 a c d Figure 20. Posterior fracture stabilization a, b Lateral mass screw fixation according to the technique of Magerl [113]. Similarly, posterior fusion that uses wiring techniques is more likely to result in late displacements with kyphotic angulation when compared to posterior 868 Section Fractures a c d Figure 21. Care must be taken not to push the vertebral wall against the spinal cord during this preparation. Combined anterior posterior approaches are necessary in cases with: irreducible facet joint dislocations remote fracture dislocations with evidence of osseous/fibrous fusion very unstable fractures. Cervical Spine Injuries Chapter 30 869 Management Recommendations In a systematic review of subaxial spinal injuries published in 2002 [11], 42 arti cles were identified that include sufficient information on the treatment of patients with subaxial injuries with or without facet joint dislocation. Type A Injuries In Type A1 (impaction fractures) stability is not impaired and these injuries can Type A fractures can usually usually be treated conservatively with a rigid collar. Similarly, Type A2 injuries (split fractures) can usually be treated conservatively. Frontal split fractures should be treated operatively in the presence of [11]: neurological symptoms dislocation of a posterior vertebral fragment substantial kyphosis �Simple� burst fractures (Type A3), i. Type B Injuries Pure distraction injuries (Type B1) can be treated conservatively with a rigid col larintheabsenceof[11]: neurological deficits significant injuries of the anterior column Conservative treatment results in a considerable number of late discoligamen Type B fractures frequently tous instabilities. In the case of a �tear-drop� injury [170], corpectomy, two-level interbody fusion and plate fixation is indicated (Fig. Transosseous disruption or ruptures of the dorsal ligament complex combined with bony defects of the anterior column (Type B2) areveryunstablefracturesandshouldthereforebetreatedoperatively[11]. Because of their instability, hyperextension injuries (Type B3) are usually treated operatively with an anterior interbody fusion and plating [11].
Several studies have examined neurotoxic effects of manganese in drinking water or administered by gavage purchase generic kamagra effervescent on-line erectile dysfunction protocol formula. A significant in crease in activity during the first month was found at both doses buy 100 mg kamagra effervescent otc impotence nasal spray. Activity returned to normal for months 2 through 6, but in the seventh and eighth months, activity was less than that of control subjects in both groups. They observed decreases of norepinephrine in striatum and pons of rats treated with the lower dose. Increases in the dopamine metabolite dihydroxyphenylacetic acid were found in striatum and hypothalamus at both doses. Homovanillic acid (another dopamine metabolite) decreased in striatum of the lower dose group. Changes in serotonin and its metabolite, 5-hydroxyindole acetic acid, were seen in some brain regions in the high dose group. As with the Komura and Sakamoto (1992) study, the actual doses of manganese in this study can only be approximated. Assuming that a 300 g rat ingests about 30 mL/day of water, then the daily dose of manga nese in this study was about 10 mg/kg/day. Manganese levels in brain regions were elevated, and learning in a T-maze task was retarded. The learning impairment was asso ciated with hypercholesterolemia, and the impairment was not seen Copyright � National Academy of Sciences. While no animal data exist showing that the neonate exhibits neurotoxic effects at lower doses of manganese than do adults, effects could be more severe in the developing brain. Pappas and colleagues (1997) exposed dams and litters to 2 or 10 mg/mL of manganese (as MnCl2) in drinking water from conception until postnatal day 20. Thinning of the cerebral cortex was observed in neonates exposed to both low and high doses. Keen and colleagues (1994) and Fechter (1999) suggested that the developing neonatal brain of animals may be more sensitive to high intakes of manganese. This sensitivity could be due to the greater expression of transferrin receptors in developing neurons or to an immature liver bile elimination system (Cotzias et al. Transfer of manganese to the fetus appears to be limited by the placenta (Fechter, 1999); therefore, the lack of development of manganese transport and elimination mechanisms is probably in significant in the fetus. There is some indication that high manganese intake in drinking water is associated with neuromotor deficits similar to Parkinson�s disease. Kondakis and coworkers (1989) studied people 50 years of age or older in three villages in Greece exposed to 3. People drinking the water with the highest concentration of manga nese had signs and symptoms of motor deficits. Kawamura and coworkers (1941) reported severe neurological symptoms in 25 people who drank water contaminated with manganese from dry cell batteries for 2 to 3 months. Vieregge and coworkers (1995) found no evidence of toxicity in people living in northern Germany (mean age of 57. None of these studies measured dietary intakes of manganese, and so total intake is not known. However, it is possible that manga nese in drinking water is more bioavailable than manganese in food (Velazquez and Du, 1994), and it is also possible that manganese in drinking water could be more toxic in people who already consume large amounts of dietary manganese from diets high in plant prod ucts. Also, in the animal studies in which manganese was administered in food or water (Bonilla and Prasad, 1984; Komura and Sakamoto, 1992), only approximate doses or average doses can be established. A conservative approach was followed in order to protect against manganese neurotoxicity. Greger (1999) re viewed information indicating that people eating Western-type and vegetarian diets may have intakes as high as 10.
However purchase line kamagra effervescent impotence ginseng, this Owen effective 100mg kamagra effervescent erectile dysfunction treatment prostate cancer, McCann, Rayner, Devereaux, Sheehan & Quarmby 40 Supporting students with Autism Spectrum Disorder in Higher Education situation is being reviewed given the increasing numbers of students accessing the service. The mentor provides between one and two hours of assistance per week to the students during semester. This includes assistance with time management, study organisational skills, linking in with other student support services as required, support with negotiating their Learning Access Plan with Course Coordinators, assistance with on-line resources, and familiarising students with the campus facilities. The �A Skills� program is run for 1 hour per week for eight weeks, with each program accepting up to 8 students per semester at each campus. The program has since been expanded across the Toowoomba and Fraser Coast Campuses, and is likely to be offered at the Ipswich campus in the near future. It is grounded in self determination theory (see Ryan & Deci 2000), and co-facilitated by two senior students. Facilitators are provided with training in autonomy-supportive facilitation, which emphasises guiding participants rather than information delivery, and are paid two hours a week for ten weeks. Whilst participants have choice in the topics covered, there is a focus on organisation and time management, strategies to manage the university context, communication with lecturers and other Owen, McCann, Rayner, Devereaux, Sheehan & Quarmby 41 Supporting students with Autism Spectrum Disorder in Higher Education students, identifying values and learning styles, and identifying where and how to seek additional support when required. Students registered with the Disability Practitioners are sent information and it is disseminated through the University�s website. Whilst the �A-Skills� Program is promoted as a study skills program, participants have also reported the benefits of the program in the ability to share experiences and foster relationships with other students. Other feedback indicates improved wellbeing and increased competence in managing study goals. David (pseudonym created for this report) had successfully completed an Advanced Diploma with the Chisholm Institute, however was experiencing difficulties in his Bachelor degree course. These included talking/singing aloud to himself, walking around the classroom making repetitive statements regarding his lack of understanding of the subject material, and generally interrupting the teacher and other students with constant noises and questions. These meetings identified David�s concerns and frustrations, and tapped into some of the strategies he used outside the classroom to deal with situations. The involvement of David�s mother was instrumental in providing strategies and engendering a greater sense of self-awareness of the impact of his behaviours on the classroom dynamics. Owen, McCann, Rayner, Devereaux, Sheehan & Quarmby 42 Supporting students with Autism Spectrum Disorder in Higher Education Through this external and internal consultation effective strategies were developed to support David and improve the learning dynamics of the classroom for all. Strategies included techniques for David to increase his concentration when required, creating a system where all students� questions were addressed during an allocated time, and the provision of handouts for additional information covered in the lectures that were not outlined in the computer notes. Owen, McCann, Rayner, Devereaux, Sheehan & Quarmby 43 Supporting students with Autism Spectrum Disorder in Higher Education 4. It has the highest number nationally of commencing domestic undergraduates with a disability (8. The University has a number of campuses, with the majority of students concentrated on the main Sandy Bay campus in the south (Hobart) and the Newnham campus in the north (Launceston). As described on the University�s website: this centre houses resources and specialised equipment in a fully accessible study environment. The Disability Adviser provides access to this centre for students whose needs cannot be met through other generic facilities on campus. Peer mentoring has also been provided to some students on a case-by-case basis, although there is no formal program of delivery. Other supports available on an as-required basis include: � case management provided by trained counselling staff and in conjunction with the relevant Disability Adviser; � referral to a Student Adviser for individual assistance with time management, organisational skills and assistance with staff interactions; � staff consultation regarding individual student concerns, issues or behaviour management; � consultation with community service providers regarding individual students. The photographs may also assist the students to communicate during the interviews by providing a visual image that aids in expressing feelings, thoughts, wants, or needs. Further, the approach enables information to be collected at a time that is convenient for the participants, minimising intrusion in their lives (Warren, 2005), but happening in the reality of their experience (Wang & Burris, 1994). Participants were initially sought by contacting those registered with disability support services via their university email address.
Thematic analysis was first compared to discount 100 mg kamagra effervescent with visa erectile dysfunction doctor kolkata alternative methods of analysis to kamagra effervescent 100mg with mastercard doctor who treats erectile dysfunction ensure that it was the most appropriate technique (see Appendix 34). Thematic analysis was considered to be the most appropriate method of analysis because it can be used within a range of theoretical approaches (Braun & Clarke, 2006) and was therefore suitable for the Page | 111 post-positivist paradigm adopted in this study. Conversely, in an inductive method of analysis codes and themes emerge from the data. Thematic analysis was conducted following a hybrid approach to thematic analysis (Fereday & Muir-Cochrane, 2008). Whilst previous research has made suggestions about the theoretical assumptions that underpin motivation to engage in Lego Therapy, previous research has not explored or tested such assumptions. The research questions were underpinned by psychological theory; namely systemising and intrinsic motivation. Inductive coding of the data enabled themes to emerge freely without being limited to existing theories. Table 9: Stages followed in thematic analysis Stage Details of process (from Braun and Clarke, 2006) 1. This involved merging themes together and deleting or merging themes with insufficient data to support theme. Defining and naming Definitions for each theme were generated themes and names of themes were altered to reflect what each theme represented 6. Further amalgamation of themes occurred at this stage, and names and definitions were amended to reflect the changes to themes. The meaning attached to the codes was comparable so the decision was made to proceed with the analysis. Page | 114 Informed consent was sought from the child�s school (Appendix 9), a parent or guardian (Appendix 8), and the child (Appendix 39). Children were informed of the aims of the research and interview, the time that the interview would take, who the interview would be shared with, limits of confidentiality, and how results will be shared with them. Electronic data were anonymised when inputted, and all data were stored on a password protected laptop. Participants were informed that they could leave at any time throughout the interview, and parents were informed that they could withdraw their child�s data from the study if they wished. The researcher emphasised that participation was optional to ensure that participants did not feel that they were expected to take part. The children were also told that there were no right or wrong answers to reduce anxiety and acquiescence in responses. All participants were given the opportunity to ask questions at the end of the interview and were verbally debriefed. Contact details of the researcher were given to both parents and school staff in case any follow up questions emerged. The themes will be presented according to the research questions for this study, and additional illustrative data for each theme can be found in Appendices 40-43. Table 10:Key them es, definitions and illustrative data:factors associated w ith enjoym entin Lego therapy Key Them e D efinition Illustrative data Positive social Children described w orking w ith others �It�snotjustaboutm e building, it�sabouteveryone building. Icould Children perceived them selvesto be build a candy m achine thatw orks, like you putcandy in the top good atbuilding Lego, and betteratLego and then you putm oney in� than otherchildren. Page | 118 Inherent interest and ability in Lego There was a sense of passion and enthusiasm conveyed when children spoke about Lego. Comments made suggested that children were inherently interested in Lego as a medium and it was an activity that they felt they were successful in. Many children spoke about spending time building Lego at home, suggesting that it is an activity that they engage in out of choice in their free time. And I�m going to need a lot of the red� Children enjoyed the flexibility of Lego as a medium and there was the sense that Lego was perceived to be enjoyable because of the infinite building opportunities it affords.
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https://www.abpi.org.uk/media/1627/guidelines_phase1_clinical_trials.pdf
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redpajama_set_name: RedPajamaCommonCrawl


career-spanning compilation (featuring two new songs), titled Twenty, available now on Craft Recordings.
York's Terminal 5 (November 15–16).
for both legs of the North American tour. For tickets and VIP packages, visit: TakingBackSunday.com/tour.
concept, when the tour was first announced in 2018.


I am Katlego Motau, nicknamed Pablo by my father, due to my artistic ability as a kid growing up. An introvert, born and raised in Soweto. i work for a company called DGB ( Douglas Green Berlingham) as a promotions merchandiser , and most recently a sales representative. I grew up as a very active young boy, participated in numerous sports like boxing, soccer, tennis, long jump, basketball and most recently, running.
I think when exercising becomes a habit and not a necessity, you miss it when you don't do it. Balancing has been the biggest challenge for me especially because i work in the liquor industry which requires long peculiar hours. My formula is simple, have a plan even, even if it's mental, that way your body prepares.
I started around February 2016. I want to be a tri-athlete, and running was the easiest step to take first.
My biggest motivation is my cousin, Khotso Motau, who dragged me to gym every day as a toddler to learn how to box. Another reason is just a sense of gratitude towards my health.
32km, a race called Tough one.
I feel as though we, as the youth, particularly of colour, are not exposed to numerous sports at a young age. This has caused a ripple effect. People need to understand that as much as you can be here one moment and gone the next, you need to start doing things that your older self will thank your younger self for.
I recently ran the Soweto half marathon for the first time. It was my first race, and first experience running with other people. I achieved my goal of sub 2 hours, did it in 1:47 which i am extremely proud of.
Research as much as you can before starting. When you do start, remember run at your own pace, but, do not underestimate the pace at which you are capable of running.
Search Katlego Pablo Motau on facebook, instagram and twitter.


Turns selected text into hyperlink. User can find words or phrases on the internet without copy pasting the text to browser. Choises of search engines are Bing and Google. Options are "Web", "Images", and "Videos". Helpful for online research, especially when you have many phrases to look up.


Two swirling universes of silver or gold with sparkling stars. (Shown here with cornflower blue Sapphires). The smaller universe supports the larger one. They move; They give pops of color and flashes of light; and the brushed silver make them special. The small spiral is 1/2" and the larger one has a drops of 2". Just over 2ct of stones!


You can pick and choose from these health care provisions to include the information you want in your parenting plan. These example provisions are flexible and you can include parts of them and or/alter the wording to fit your situation. You can also write additional provisions for your plan.
Check your state custody guidelines to find out if your state requires certain medical provisions to be in your parenting plan. Typically your plan can have extra provisions along with the state required ones.
Mother/Father/Both parents shall provide health care for the minor child if it is available through their employer at a reasonable cost.
If health insurance is not available through their employer at a reasonable cost, Mother/Father/Both shall obtain or continue private insurance.
Each parent will be provided with a copy of the child's medical insurance card.
The parent who incurs a medical expense shall provide the other parent with the original or copies of all medical bills within 30 days of the bill.
The other parent shall reimburse the parent incurring an expense or pay directly to the health care provider that parent's percentage share of the bill within 30 days of receipt of the bill.
Any health care for the child, whether covered by insurance or not, must be approved in advance, in writing, by both parents or by prior court order if it would result in an actual out-of-pocket expense of over $100 to the parent who did not incur or consent to the expense.
Each parent is responsible for providing the name, address, and telephone number of the other parent to health practitioners who examine or treat the children.
Each parent must advise the other parent within a reasonable time when the minor child visits the doctor, hospital, or place of medical treatment (including checkups), including the date of the visit, the name and address of the doctor, the condition treated, the results of the treatment, and a description of any follow-up appointments made.
The parents will alternate the responsibility of taking the children to routine health-care appointments when the appointments interfere with their respective work schedules.
Neither parent shall submit the child to any extended course of medical, dental, orthodontic, psychiatric, or psychological treatment/counseling without the consent (preferably written) of the other parent.
Both parents agree to follow the advice of the child's pediatrician or health care provider.
Both parents are required to administer any prescribed medications for the children.
If a child is too ill to attend school, s/he shall remain at the residence of the parent with whom s/he is scheduled to be with to receive care.
Before participating in any out-of-home activities, a child who has been ill must be symptom-free for 12 hours.
Each parent is authorized to take any and all actions necessary to protect the health and welfare of the children, including but not limited to consent to emergency surgical procedures or treatment.
The parent authorizing emergency surgical procedures or treatment must notify the other parent as soon as possible of the emergency situation and of all procedures or treatment already administered and to be administered to the children.
Father/Mother/Child shall participate in a psychological evaluation.
Mother/Father/Both parents are allowed to see and obtain copies of the minor child's medical records.
The term "medical expense" or "medical records" shall include but not be limited to medical, dental, orthodontic, optical, surgical, hospital, major medical, psychological, psychiatric, outpatient, doctor, therapy, counseling, prosthetic, and/or all other expenses/records including preventative health care expenses/records related to the treatment of the human body and mind.


text:
The Read-at-Home Kids Report: April 2019
This past weekend, I got the two older girls to help me, and we re-shelved all the books that had been left hanging around after my mom brought us a bunch of new ones right before Easter. We also emptied the bookshelf in the girls' room and refreshed its contents so that the books in it are ones they actually want to read and which actually fit in the shelf when standing up. It was a job well done, and it has caused a lot of old books to feel new again.
Family Read-Alouds
Most of our family read-alouds this month have been read by my husband after dinner. He finished Rufus M. by Eleanor Estes and has now moved on to The Moffatt Museum. The older girls love this series, but the baby can get kind of fussy waiting for the end of a chapter, so I often spend time with her and miss out on the story. I will probably need to read the entire series on my own at some point.
For a while in March and early April, I was doing separate read-alouds for the older two girls, but whenever one girl was hearing her book, the other was left unsupervised and got into trouble, so now we're back to reading all together. For a couple of weeks, we did some short books here and there: a couple of Beatrix Potter titles (The Tale of Two Bad Mice and The Tale of the Flopsy Bunnies), The Headless Horseman Rides Tonight: More Poems to Trouble Your Sleep by Jack Prelutsky and Arnold Lobel, and Nobody Hugs a Cactus by Carter Goodrich, which is a review copy.
Now I'm back to reading aloud a longer book at the lunch table. We just started is Inside the Ark and Other Stories by Caryll Houselander, which is a collection of children's stories with Catholic themes from the 1950s.
We also had our first poetry picnic of the season this month, during which I read Please Bury Me in the Library by J. Patrick Lewis, The Little Bitty Man by Halfdan Rasmussen, and Handsprings by Douglas Florian. The older two girls ran away from me during the picnic, so we may not be doing anymore for a while, but they did enjoy the books before their bad behavior overtook them.
Little Miss Muffet, Age 5
Our main read-aloud book for school this month was Follow My Leader by James B. Garfield. Miss Muffet has become interested in Braille, and this book follows a young boy from the time he is blinded in an accident until he brings home his guide dog. I found the text really dry, so it took us a while to get through it, but she really loved the story and especially enjoyed acquiring new facts about blindness and blind people.
Now that we have abandoned dinosaurs for the time being, we have returned to reading from The World We Live In. We have covered the desert and the arctic tundra, and now we're focusing on the rainforest. It seemed like it was too much to read both this and The Fantastic Flying Journey at the same time, so that one is on the book burner until we finish this one.
For history, we've started reading The Caves of the Great Hunters, about the young French boys who discovered the cave paintings at Lascaux. She's fascinated by it already, so her interest in cavemen is still going strong.
Miss Muffet has also been busy reading independently. She's revisited some old favorites (Back to School with Betsy and Betsy and Mr. Kilpatrick by Carolyn Haywood, and Surprises by Lee Bennett Hopkins, which is an I Can Read book of poetry) and discovered some new favorites (Attaboy Sam by Lois Lowry, The Treasure Hunt by Meriol Trevor, and How Many Teeth?, which is a vintage Let's Read and Find Out About Science book by Paul Showers.) Additionally, she is reading an omnibus edition of The Wishing Chair series by Enid Blyton, the latest Sophie Mouse book (#14, The Great Bake-off) and she has become interested in wordless picture books, especially Journey by Aaron Becker.
Little Bo Peep, Age 3.5
This child is much more likely to find a set of books she loves and stick with it, so she is still enjoying "Ell-oh-nee" (Eloise) Wilkin and the Alfie books by Shirley Hughes, and I don't see her ever moving on from those. She has varied her repertoire a little bit this month, however, throwing in Christina Katerina and the Box by Patricia Lee Gauch as well as a few of the new picture books we received for review: A Piglet Named Mercy by Kate DiCamillo, Rosie & Rasmus by Serena Geddes, and A New Home by Tania de Regkl. She's also enjoying a new-to-us used copy of A Child's Garden of Verses illustrated by Gyo Fujikawa.
For Easter, Bo Peep's godparents also gave her a picture book about St. Jerome, whose feast day falls on her birthday. St. Jerome and the Lion has lovely illustrations, and our copy is even signed by the author! Bo Peep was thrilled to receive a book of her very own and she enjoyed the story even though it was a bit on the longer side.
Little Jumping Joan, Age 18 months
This little girl is in full-blown toddler mode, walking around the house and exploring everything, including books - both those she should handle and those she should not. She has learned to say "book," too, so she can both label them as she walks by and request one by saying "booook" (pronounced to rhyme with Luke) repeatedly until someone finds a board book and hands it over.
Like Bo Peep, she is fascinated by babies and has been drawn to the same collection of Eloise Wilkin stories. (Thankfully, Grandma replaced it for us again, because the cover of the second copy has now been stripped of its cover.) She also loves Spring Babies and Summer Babies, both of which I received for review from Peachtree Publishing, and The Baby's Catalogue, which was originally a birthday gift from Miss Muffet to Bo Peep.
Bo Peep also loves the new Wheels on the Bus board book published by Nosy Crow which Grandma brought when she visited. It has moving parts, and only three verses of the song so it actually holds her interest and I'm able to get through an entire book with her before she takes it away from me and wanders off. At nap time, she likes to take either Goodnight, Gorilla by Peggy Rathmann or Babies on the Farm (a lift-the-flap book published by Cottage Door Press), to bed with her.
Labels: rahk report
Book Review: Follow My Leader by James B. Garfield
In this vintage middle grade novel originally published in 1957, Jimmy Carter (no relation to the man who would later become president) is a Boy Scout and a baseball player. All of that changes, however, when one of his friends sets off a firework and Jimmy is blinded. Determined to resume his old activities, Jimmy works hard to learn new ways of reading, writing, and navigating the world without his sense of sight. His efforts ultimately lead to his being matched with a guide dog to act as his eyes.
My five-year-old is very interested in understanding how people who are blind live their lives, and this book, despite its very "after school special" style really engaged that interest. Though some of the information about disability laws and such has change in 60 years, the details about Braille, using a cane, and interacting with a guide dog were mostly still relevant. She loved having me read the book to her, and she continues to speak of Jimmy and his dog, Leader, in a way that suggests they felt very real to her.
For me, this was not a favorite read-aloud. The text is very dry, and the dialogue sounds like it might have been lifted from Leave it to Beaver. Jimmy is also a bit too perfect and generally takes all of his setbacks in stride, which is an admirable quality, but feels a bit false when there are no flaws to add depth to his character. I probably would have preferred to learn about the blind from a memoir or other nonfiction book, but my story-oriented daughter likes having a character to latch onto, and it was enjoyable to observe her reactions to the book. I also thought about my dad a lot when I was reading. He would have been 11 in 1957, the same as Jimmy, so in some ways, this felt like a little window into his childhood as well, even though I don't think he knew any child who was blind.
Posted by Katie Fitzgerald at 12:00 AM 1 comment:
#YearOfHarryPotter: Goblet of Fire, Chapters 1-4
I have read Harry Potter and the Goblet of Fire exactly once in my life before this, so I've really been looking forward to this re-read. Last week, I read chapters 1 to 4 ("The Riddle House," "The Scar," "The Invitation," and "Back to the Burrow.")
I have always thought of this book as the turning point in the series where everything starts to get a bit deeper, darker, and more mature. Reading the first chapter, though, I also noticed a change for the better in the quality of the writing. The opening chapter is very different from the beginnings of the first three books, starting with a scene in which a Muggle overhears Voldemort and Wormtail having an argument. This is a much more engaging way to start the book than simply dropping in on Harry as he suffers through another summer with the Dursleys.
I also like the fact that, from the start, the reader knows more than Harry does about the reasons his scar is hurting. Though it sometimes makes me feel anxious to know something a character doesn't, in this case prior knowledge is helpful because it makes the stakes clear, helps us to know that Harry should be taken seriously, and gives the story an undercurrent of suspense leading up to Voldemort's return to power at the end of the book.
I had forgotten completely about the Weasleys coming to Privet Drive and trying to use floo powder in the Dursleys' blocked-up fireplace. I love any scene where all the Weasleys are together, and this one is especially amusing because of how unfamiliar (and fascinated) they are with the Muggle way of life. I'm a little bit weary of the fat jokes at Dudley's expense, so I wasn't that enamored of the way Fred and George tricked him, but there is still something so comforting about the idea of this big, loving family sweeping in to whisk Harry away to the Quidditch world cup.
Speaking of the Quidditch world cup, that's up next! I'm looking forward to revisiting that setting. A big part of my enjoyment of these books is the world-building, and lots of details about wizarding life come out as Harry observes the crowds. Similarly, I'm looking forward to the introduction of the other wizarding schools that will participate in the Tri-Wizard Tournament.
Labels: year of harry potter
Book Review: Hitty: Her First Hundred Years by Rachel Field (1929)
Hitty, the title character of this 1930 Newbery Medal winning novel, is a doll made of mountain-ash wood who lives in the present day (1929) in a Maine antique shop. Because she has access to pen and paper, Hitty has decided to write her memoirs, which trace the first one hundred years of her life story. Hitty starts out living with a young girl named Phoebe Preble and survives several harrowing adventures under her care, before being lost and bouncing from owner to owner down through the decades. As Hitty moves around from place to place, she witnesses changes in technology and transportation, clothing and customs, resulting in a unique perspective on history.
I had planned to read this book on my own, but then took a chance that my five-year-old daughter might enjoy it and read it aloud to her instead. Though some things undoubtedly went over her head, it wound up being a good idea to share the book with her, as she became immediately invested in Hitty's adventures, and as a result, received some great insights into life during the late 19th and early 20th centuries. She is also young enough that some of the predictable and coincidental elements of the plot that drove me crazy with their unlikelihood were genuine surprises for her.
The writing in the novel is strong, and distinctive, and for the most part I thought it was a worthwhile story. I was a little surprised to come across the phrase "making love" during a scene late in the book, even though it only referred to kissing, and though I didn't censor that line (I make it a point to always read an author's words as written), I did quickly gloss over it so I didn't have to explain it. My daughter didn't seem to notice and has yet to ask me, so it wasn't a big deal for us, but I think it would have been helpful to know that was coming. There are also some sections of the book that contemporary values would deem inappropriate with regards to racial stereotypes. I don't condemn books for being products of their time, and I mostly just made a few editorial comments to explain how times have changed and kept moving through the story.
Hitty is a real doll, and there is a lot of information on this website to enrich the reading experience after finishing the book, including photos. My daughter didn't seem that impressed, as I think the Hitty of her imagination looms larger than any doll of the real world ever could, but I found it interesting to learn some of the real-life influences that contributed to Field's writing of the book.
What does not enrich the reading experience quite as much (or at all) is Rosemary Wells's retelling of this book, published as Rachel Field's Hitty: Her First Hundred Years in 1999. Though Wells claims in her "Note to the Reader" to have loved this book as a child, she also expresses concern about how infrequently it is read, and seems to believe that the way to reach a wider audience is to rewrite the book, editing out much of the original plot and adding in a whole new storyline of her own. She likens this process to "weeding a beautiful garden" but from what I can tell in my copy of this book (purchased before we knew better), it looks like she mostly just trampled the life out of it. Reader, beware.
#YearOfHarryPotter: Prisoner of Azkaban, Chapters 20-22
This week, I read Chapter 20 ("The Dementor's Kiss"), Chapter 21 ("Hermione's Secret"), and Chapter 22 ("Owl Post Again"), and I have now finished Harry Potter and the Prisoner of Azkaban! (Spoilers for this book, and for the series, beyond this point.)
This has been the most satisfying re-read of the series so far. I don't think this book was as magical to me the second time because there were no surprises, but I really love the way the relationship between past and present starts to emerge as Harry gets to know Black and Lupin and to understand how his parents were betrayed.
In these final chapters, what I enjoyed most was the use of the time turner. I love books that play with time, and the scenes where Harry and Hermione go back and watch themselves living out earlier events held up well for me. While it's a bit easy for Rowling to magically produce this previously unknown object at the end of the story just when the major problems of the book need to be resolved, it's mostly easy to forgive because of all the references throughout the book to Hermione's strange behavior and her impossible class schedule. It's a little unfair that the reader can't figure out the mystery because we don't know there's such a thing as a time turner, but it's still a pretty neat twist to the story.
The other thing that stood out to me is Dumbledore's behavior. Dumbledore is one of my favorite characters, but his judgment is often dubious, and it does require some suspension of disbelief. It's just not logical that a grown man - and powerful wizard - would entrust the task of rescuing Buckbeak and Sirius to two students. It's also ridiculous that he puts them up to it, but then doesn't really explain what he wants them to do. Granted, Hermione is smart enough to figure it out within a few seconds of arriving in the past, but still. It's amusing to me how Dumbledore is always either overprotecting Harry or sending him off into dangerous situations on the spur of the moment with virtually no protection.
In any case, I'm really excited for book four. I only ever read it once, and I think I've only seen the movie once or twice, and it's a really long book, so I know I've forgotten a lot of what happens. I'm especially looking forward to the Quidditch World Cup and the Yule Ball.
Book Review: Solo by Kwame Alexander with Mary Rand Hess (2017)
Solo by Kwame Alexander with Mary Rand Hess is the story of seventeen-year-old Blade, a musician, whose mother has died, and whose rock star father struggles with addiction. While Blade's sister, Storm, is able to remain hopeful in the face of all this adversity, Blade has a more difficult time. When he suddenly learns that he is adopted, and that Chapel, his girlfriend, has been dating someone else behind his back, Blade is blindsided and devastated, so he flees to Ghana both to escape his personal problems and to locate his birth mother, who has been living among the people of a small Ghanaian village for ten years. While in Africa, Blade works through a lot of the issues that have been plaguing him, and begins to figure out that he can't run away from his family.
Though some of the themes in this book push the envelope a little bit, this is, for the most part, a wholesome read for teens. The issue of drug addiction is treated tastefully, with an emphasis on the fact that this is a disease against which Blade's father is fighting for his life. There is the slightest hint of sexual innuendo, but the potential romantic relationships in Blade's life are mostly very chaste, and Joy, a girl he meets in Ghana, even says that the most important basis for any relationship is friendship. Characters also make casual references to attending church as though this is a typical and normal part of their lives.
The writing is solid, and the 457 pages of verse go by in a flash. Like The Crossover, this is, at its heart, a story about families, the way they sometimes fall apart, and the uncanny way they also fit back together again. I really enjoyed the book, and I think anyone who loves Kwame Alexander's middle grade work will be pleased with this one as well, though I recommend saving this particular book for older teen readers.
Eating Poetry: How I Read and Appreciate Poems
Ink runs from the corners of my mouth.
There is no happiness like mine.
I have been eating poetry.
These lines come from "Eating Poetry" by Mark Strand. As a whole, the poem is pretty surreal and disturbing, but this opening stanza sums up how I approach reading poetry. When I read a poem, what I want to do is simply take it in, and allow whatever joy it can offer me as a reader to fill me up. I read poetry solely for pleasure, and not to analyze, criticize, or otherwise tear apart each stanza. This may seem strange for someone who majored in English, but I mostly avoided poetry courses in college, and I think that is why I still have such a love for it today.
Billy Collins, my favorite contemporary poet, has a poem entitled "Introduction to Poetry," which expresses his frustration with poetry students who "want to tie the poem to a chair with rope / and torture a confession out of it" while Collins would prefer that they "...waterski / across the surface of a poem / waving at the author's name on the shore." I also like to appreciate poetry at the surface level, and allow the deeper meanings to wash over me without having to agonize over each word. As I think about the ways I approach a poem in order to gain this appreciation, it becomes clear that there are three main ways I connect with poetry: through its sound, through its use of language, and through its resonance with my emotional experiences.
I have come to some of my favorite poems purely by my sense of sound. Often, the rhyme and rhythm of a poem will appeal to me and engage me before I have any idea of what the words are saying. My father read "Casey at the Bat" and "The Cremation of Sam McGee" to me when I was less than ten years old. I knew little about baseball, and nothing at all about gold mining in the Yukon, but both of these poems have such wonderfully playful meters to them that it's impossible not to get caught up in them, even if you're not catching every word.
The outlook wasn't brilliant for the Mudville nine that day:
The score stood four to two, with but one inning more to play,
And then when Cooney died at first, and Barrows did the same,
A pall-like silence fell upon the patrons of the game.
[Casey at the Bat]
There are strange things done in the midnight sun
By the men who moil for gold;
The Arctic trails have their secret tales
That would make your blood run cold;
The Northern Lights have seen queer sights,
But the queerest they ever did see
Was that night on the marge of Lake Lebarge
I cremated Sam McGee.
[The Cremation of Sam McGee]
The rhythm and rhyme of these poems has become so familiar to me that I've read them again and again as I've aged, and their words have also become easier to comprehend and appreciate because of how often I have been exposed to them.
In college, I had a similar experience with some of the poems of William Butler Yeats, which I did briefly study in an Irish literature class. To this day, I don't really understand a word of "The Song of Wandering Aengus," but I still love the way it sounds:
I went out to the hazel wood,
Because a fire was in my head,
And cut and peeled a hazel wand,
And hooked a berry to a thread;
And when white moths were on the wing,
And moth-like stars were flickering out,
I dropped the berry in a stream
And caught a little silver trout.
And if nothing else, there is always the fun exercise of singing Emily Dickinson's poems to the tunes of "The Yellow Rose of Texas" and/or "I'd Like to Teach the World to Sing" and/or the theme from "Gilligan's Island." (Try it with "'Hope' is the thing with feathers" - it's so satisfying.)
Another thing that will draw me into a poem is the way it plays with words and structure. Though there are many poems by e.e. cummings that go right over my head, he is also the author of some of my favorites. My favorite of his for playing with language is "anyone lived in a pretty how town." At first glance, this poem sounds like nonsense:
anyone lived in a pretty how town
(with up so floating many bells down)
he sang his didn't he danced his did.
But as you slowly take in each stanza, it becomes clear that this is a poignant meditation on the lives of anonymous residents of a typical American town. I couldn't articulate exactly what a "pretty how town" is, nor do I have any idea why cummings included phrases like "up so floating many bells down" or, later in the poem, "dong and ding" and yet, as a whole, I instinctively understand the mood the poem means to convey. In this poem, cummings's experimentation with words brings artistry and universality to mundane daily life.
Another cummings poem that I really like, "in Just-" plays with language and the arrangement of words on the page:
in Just-
spring when the world is mud-
luscious the little
lame balloonman
whistles far and wee
This poem includes wonderful descriptions for the season of spring - "mudluscious," "puddle wonderful" - and the way the words dance across the page also evokes a feeling of springtime joy and excitement. Again, I'm not sure what it really means to be a "goat-footed balloonman" as he is called near the end of the poem, nor could I explain the meaning of "far and wee," but the poem evokes spring beautifully, and I love to read the poem each year as the seasons change.
Another poet who plays with words and structure in a similar way is Douglas Florian, author of collections of poetry for children about seasons, animals, insects, and other favorite topics. His poetry is a bit more accessible than cummings, but equally as satisfying.
Emotional connection
The third way I connect with poetry is through emotion. Poems that reflect experiences I have had or circumstances I have gone through tend to become favorites. One such poem is "Lanyard" by Billy Collins, in which he riffs on the idea of a child giving his mother a lanyard as a gift, as though it might make up for everything she has done for him. I first heard the poem in 2004 when Collins gave a reading at Vassar, and I very much resonated with the child's point of view, and connected to the poem through the nostalgia I associated with making lanyards at Girl Scout camp. Now, as a parent, I view the poem through the mother's eyes and see reflected in the lanyard the art projects my own children make for me. Collins, in general, writes very relatable poetry, giving new insight into ordinary everyday events.
Another poet whose work resonates with me on an emotional level is Edna St. Vincent Millay. I started reading her as a teenager, when relationships with boys were often at the forefront of my mind. When I experienced my first break-up, her poem "Time does not bring relief; you all have lied" (also called Sonnet II) reflected my feelings:
There are a hundred places where I fear
To go,—so with his memory they brim.
And entering with relief some quiet place
Where never fell his foot or shone his face
I say, "There is no memory of him here!"
And so stand stricken, so remembering him.
This seems a little melodramatic to me now, but the melancholy feeling this poem reflected to me as a teen has been replaced now with a strong sense of nostalgia for more innocent times. And these days, others of her poems with a more positive outlook appeal to me. One example is "Afternoon on a Hill":
I will be the gladdest thing
Under the sun!
I will touch a hundred flowers
And not pick one.
I love the way this poem expresses the thrill of being outside on a beautiful spring day.
Another example is a sonnet from her collection entitled Fatal Interview, which includes the following beautiful stanza:
Love in the open hand, no thing but that,
Ungemmed, unhidden, wishing not to hurt,
As one should bring you cowslips in a hat
Swung from the hand, or apples in her skirt,
I bring you, calling out as children do:
"Look what I have! - And these are all for you."
This is my favorite poem of all time, solely because of that final image, which appeals to our memories and impressions of childhood to explain the purity of the speaker's love.
Advice for Reading Poetry
I have come to appreciate all of these poems on my own without any specialized knowledge or guidance. Even if you have been made to feel that poetry is beyond your reach, there is no reason you can't overcome that roadblock and find some poems that speak to you. My advice is simple:
Don't panic. One of the wonderful things about being an armchair reader of poetry is that no one is going to grade your analysis of any poem that you read. Maybe one poem in an entire collection speaks to you - if that's the case, enjoy that poem and continue your search for more in another volume. There are many poems which are beyond me, and which I don't want to work to decode. So I don't read those, and I don't worry about it.
Start small. A lot of short poems pack a big punch, and even poems that are ostensibly for children can be excellent gateways into poetry appreciation for adults. Shorter poems tend to feel less intimidating, both because they won't waste much of your time if you don't like them, and because their meanings are usually pretty easy to grasp at a glance.
Read poetry aloud. Much of a poem's meaning comes from how it sounds. Reading poems aloud, even just to yourself in a quiet room, can make them seem less mystifying. Recordings of authors reading their own work (which can often be found on YouTube) can also help you become attuned to the way they intended the poems to sound, which can also help elucidate their meanings.
Don't give up. Poetry can take time to appreciate; even if it's not clicking for you after trying several poets, this does not mean that you are in some way defective as a reader. If you are person who loves the written word, there is a poem out there somewhere that will make sense and become important to you. You just have to have the patience and perseverance to keep looking until you find it.
Things are getting exciting as the end of Harry Potter and the Prisoner of Azkaban approaches! In last week's chapters ("Professor Trelawney's Prediction," "Cat, Rat, and Dog," "Moony, Wormtail, Padfoot, and Prongs," and "The Servant of Lord Voldemort"), we finally sort out all the details of how Lupin and Black are connected, and how Pettigrew betrayed the Potters and then allowed Black to take the fall for him.
This part of the book was pretty clear in my memory, so there weren't a lot of surprises on this re-reading. It was fun to see the scene in the Shrieking Shack play out, knowing the outcome, but as has been the case with several Snape scenes in this book, I felt he was too cartoonishly cruel. Given his role in the final two books of the series, it's almost not believable for him to be so gratuitously mean to his students. I know we're seeing him through Harry's eyes, but even so, it feels over the top.
What does feel very real, though, is Sirius's indignation toward Pettigrew on behalf of James and Lily. I wanted to stand up and cheer at this moment:
"You don't understand," whined Pettigrew. "He would have killed me, Sirius!"
"THEN YOU SHOULD HAVE DIED!" roared Black "DIED RATHER THAN BETRAY YOUR FRIENDS, AS WE WOULD HAVE DONE FOR YOU!"
These words really drive home the fact that Pettigrew was their friend, something that is a bit hard to believe given how deplorable he appears in this book. This line also highlights one of the reasons I don't object to Catholic kids reading these books. Rowling reinforces what Jesus says: "Greater love hath no man than this, that a man lay down his life for his friends."
I'll be finishing the book this week, and then I'll be spending two months with book four!
The Read-at-Home Kids Report: March 2019
I had so many book reviews to squeeze in at the end of March that this post got pushed back a few days, but I still want to share all the books the girls enjoyed in March.
We finished Miss Hickory (which was peculiar, yet charming) and then I decided to start reading to the two older girls separately so each could listen to a book tailored to her own interests. Little Miss Muffet just finished listening to Hitty: Her First Hundred Years by Rachel Field, which is the story of a doll's adventures with a series of owners. It's written at a much higher level than she could read on her own, but she has comprehended it well and learned a lot of history in the process. With Little Bo Peep, I'm switching back and forth between The Milly-Molly-Mandy Storybook and Old Mother West Wind. She has not been especially attentive, but she is enjoying them from what I can tell. In the evening, my husband is reading them the Moffats series. He finished The Moffats and The Middle Moffat, and now they're hearing Rufus M..
We also undertook a couple of reading challenges on Instagram leading up to St. Patrick's Day for which we read five picture books of a different color every day for six days. The big girls each chose two books, and I chose the fifth, and we read them aloud after breakfast. This was a great way to revisit some old favorites and to discover some books on our shelves that we hadn't read yet. Little Bo Peep was especially into this idea, and she is still looking at some of the books we read even two weeks later.
For school this month, we've been exploring many different topics. We started (but decided not to finish) a disappointing nonfiction title about fish (Classifying Fish by Louise Spilsbury). Then we reviewed some of our natural history lessons by comparing the timeline in A Brief History of Life on Earth by Clemence Dupont to the illustrations in Life Story by Virginia Lee Burton. We're also still occasionally dipping into Dinosaurs: The Most Complete, Up-to-Date Encyclopedia for Dinosaur Lovers of All Ages, though her interest in dinosaurs is starting to fade a little bit. My plan is to read aloud The Fantastic Flying Journey by Gerald Durrell next.
Independently, she is also reading a variety of titles, including books of Norse myths (Adventures with the Giants and Thunder of the Gods), collections of Irish fairy tales (Favorite Fairy Tales Told in Ireland by Virginia Haviland and Tales from Old Ireland by Malachy Doyle), series books (the latest Sophie Mouse and book 3 of the Heartwood Hotel series), and audiobooks (the usual favorites - Muggie Maggie, Mitch and Amy, and The Year of Billy Miller.) During school time, she is also reading a biography of Louis Braille on Open Library.
Little Bo Peep, Age 3
Little Bo Peep has been enjoying peeking into her sister's Sophie Mouse collection and she likes to look at the omnibus edition of the first four books in the series. She also likes to have her sister read aloud to her, and I've caught them together on the couch sharing such books as Fin M'Coul by Tomie dePaola and Ten Little Fingers and Ten Little Toes by Mem Fox and Helen Oxenbury.
Bo Peep has become more interested in playing with toys than looking at books during naptime, but she does like the occasional audiobook. Just the other day, she listened to Tops and Bottoms while acting the story out on the flannel board at the same time. Her Eloise Wilkin book was confiscated because she wasn't treating it nicely, and that seems to have diminished her interest in her for the moment, though I'm sure the loss of interest isn't permanent. The other books she has been carrying around the house with her are our two Catholic children's Bibles: The Catholic Children's Bible by Sister Mary Theola and The New Catholic Picture Bible by Lawrence G. Lovasik.
I'm also teaching Bo Peep the consonants and their sounds using The Ordinary Parents' Guide to Teaching Reading. We have done B, C, D, F, and G so far.
Little Jumping Joan has fallen in love with word books: Happy Baby Colors by Roger Priddy, Richard Scarry's Just Right Word Book, DK's My First Words, and DK's My First Word Board Book. She is especially intrigued by animals, and likes to growl at bears and anything she perceives to be similar to a bear.
She is also completely obsessed with both The Babies on the Bus by Karen Katz and Ten Little Babies by Gyo Fujikawa (both of which she has basically destroyed), as well as Atinuke's new picture book, B is For Baby. She refers to each of these books as "babies" and mostly just walks around the house with them. I keep trying to read them to her, but mostly she howls at me until I agree to just let her hold them. She also likes to point to babies' toes in the illustrations and say "feet."
Jumping Joan is also beginning to notice that we have a lot of bookshelves in our house and she walks around the living room, visiting each one and asking "whassat?" I have no doubt she will be a book lover like her sisters.
I'm moving right along with Harry Potter and the Prisoner of Azkaban. Last week, I read Chapters 12 to 15: "The Patronus," "Gryffindor Versus Ravenclaw," "Snape's Grudge," and "The Quidditch Final." Spoilers ahead, as always.
One nice thing about re-reading this series is getting to see all the supporting characters enter the story with a new appreciation for their significance. In this book, we meet Cedric Diggory and Cho Chang through Harry's interactions with them on the Quidditch pitch, but for re-readers who know their role in the later books, the first moments they appear are heartwarming (and in Cedric's case, heartbreaking!) I also really enjoyed Oliver Wood and Lee Jordan in these chapters - both are written with great humor.
Another thing that is standing out to me in this book is how scary the dementors are! In my mind, the first three books of the series are the "tame" ones, but really, I'd be a little nervous about letting a little kid read about these soul-sucking beings. My kids are pretty unflappable, but dementors are intense!
I also took note of a moment where, despite my loyalty to Harry, I felt a little sympathy for Snape's point of view. On page 209, he says, "Everyone from the Minister for Magic downwards has been trying to keep famous Harry Potter safe from Sirius Black. But famous Harry Potter is a law unto himself. Let the ordinary people worry about his safety! Famous Harry Potter goes where he wants to, with no thought for the consequences." Harry definitely has this attitude throughout the series. The worst of it hasn't even come yet, so it's understandable why Snape just doesn't have patience for him.
Another moment I loved is a quick awkward glimpse into the slowly developing romance of Ron and Hermione. When they get the news that Buckbeak is to be executed, Hermione gives Ron an unexpected hug, and he reacts by patting "her very awkwardly on the top of the head." Poor clueless Ron. He will always be my favorite.
Finally, I think some of the best writing of the series so far is in the chapter about the Quidditch final, in which Gryffindor finally wins the Quidditch Cup. There is a lot of sadness ahead for Harry, so the moment of triumph he feels as the match ends is especially meaningful. I also love the image of McGonagall sobbing over a sporting event.
The Read-at-Home Mom Report: March 2019
I read an insane number of books in March. My original plan was to make it a slower reading month than February, but then a variety of things made it busier than usual.
For one thing, between review copies and a few local book sales, we added a lot of picture books to our collection this month, and I read a lot of them with the kids as soon as they came into the house. I also participated in two picture book challenges on Instagram, one focused on the rainbow, and one where the goal was to read five picture books per day for a week. Though we read a lot of books we'd previously read (which I didn't count on Goodreads), we also read some books we owned but had never read before. So nearly half the books I read this month were picture books.
The other major factor contributing to the huge number of books I read is that it was also #MiddleGradeMarch on Instagram. I originally set out to read just five books, but once I saw what other people were reading, I got inspired to read more and doubled that number. Additionally, I did some Lenten reading and finished two books for book club, and then finished out the month with a two-day read-a-thon (#8intwo). When I counted it all up, I had read 27 novels and nonfiction books.
I really hope to have a much slower reading month in April, even if it is nice to be a bit ahead of the game on some of my goals. But here is my list of March reads, which I'll be linking up for It's Monday! What Are You Reading? with The Book Date and Unleashing Readers/Teach Mentor Texts and for the March 2019 Monthly Wrap-Up Round-Up Link-Up at Feed Your Fiction Addiction.
Lily Lo and the Wonton Maker
by Frances Lee Hall
Genre: Realistic fiction (middle grade)
Source: Ann Jacobus
Review: On Instagram (⭐⭐⭐⭐)
Life of Fred: Apples
by Stanley F. Schmidt
Genre: Math textbook
Source: Inter-library loan
Review: On Goodreads (⭐⭐⭐⭐)
Corned Beef and Casualties
by Lynn Cahoon
Format: Audiobook, read by Susan Boyce
Genre: Cozy mystery (novella)
Source: Public library (Hoopla app)
Review: On Goodreads (⭐⭐)
The Porcupine Year
by Louise Erdrich
Genre: Historical fiction (middle grade)
Source: Personal collection
Review: On the blog (⭐⭐⭐)
A Girl from Yamhill
by Beverly Cleary
Genre: Memoir (middle grade)
Review: On the blog (⭐⭐⭐⭐⭐)
The Night Watchmen
Genre: Fantasy (middle grade)
From Potter's Field
by Patricia Cornwell
Format: Paperback/audiobook, read by C.J. Critt
Genre: Mystery/thriller
Field Notes on Love
by Jennifer E. Smith
Format: Digital ARC
Genre: Romance (YA)
Review: On Goodreads (⭐⭐⭐⭐⭐)
Restaurant Weeks Are Murder
by Libby Klein
Miss Hickory
by Carolyn Sherwin Bailey
Review: On the blog (⭐⭐⭐⭐)
The Gentle Traditionalist
by Roger Buck
Genre: Religious/Catholic
by Erin Entrada Kelly
Genre: Realistic fiction
Source: Public library (Libby app)
Review: On the blog (⭐⭐)
Format: Audiobook, read by C.J. Critt
Sweeping Up the Heart
by Kevin Henkes
Source: Edelweiss+
The Canterbury Tales of Geoffrey Chaucer: Special Edition for Young Readers
Selected and Adapted by A. Kent Hieatt and Constance Hieatt
Illustrated by Gustaf Tenggren
Genre: Classic
Source: Home library
Review: On Instagram (⭐⭐⭐⭐⭐)
by Pope Paul VI
Source: Formed.org
Review: On Goodreads (⭐⭐⭐)
Searching for and Maintaining Peace
by Fr. Jacques Phillipe
by Kwame Alexander
Format: Audiobook, read by Corey Allen
Genre: Realistic fiction/novel in verse (middle grade)
Three Children and Shakespeare
by Anne Terry White
by S.C. Perkins
by Charles Dickens
Genre: Classics
Source: Used book sale
Park's Quest
by Katherine Paterson
A Beautiful Mystery
Noah Green: Junior Zookeeper and the Garage Sale Pet
by Carolyn Leiloglou
Source: Carolyin Leiloglou
In This House of Brede
by Rumer Godden
Source: Personal Kindle collection
Murder Lo Mein
by Vivien Chien
Murder with Peacocks
by Donna Andrews
Format: Audiobook
Picture Books (with links to Goodreads reviews):
Noah Builds an Ark by Kate Banks, illustrated by John Rocco (⭐⭐⭐⭐⭐)
Birds by Carme Lemniscates (⭐⭐)
B is for Baby by Atinuke (⭐⭐⭐⭐⭐)
You Are Light by Aaron Becker (⭐⭐)
Canticle of the Sun by Fiona French (⭐⭐⭐⭐)
Circle by Mac Barnett (⭐⭐)
Snakes Are Hunters by Patricia Lauber (⭐⭐⭐)
How We Learned the Earth is Round by Patricia Lauber (⭐⭐⭐)
Rock Collecting by Roma Gans (⭐⭐⭐)
No Measles, No Mumps for Me by Paul Showers (⭐⭐⭐⭐)
Sunshine Makes the Seasons by Franklyn M. Branley (⭐⭐⭐)
Fireflies in the Night by Judy Hawes (⭐⭐⭐⭐)
Danger -- Icebergs by Roma Gans (⭐⭐⭐)
Shadow Story by Nancy Willard, illustrated by David Diaz (⭐⭐⭐)
Once There Was a Tree by Natalia Romanova, illustrated by Gennady Spirin (⭐⭐⭐)
Dudley Pippin by Philip Ressner, illustrated by Arnold Lobel (⭐⭐⭐⭐⭐)
A Brief History of Life on Earth by Clemence Dupont (⭐⭐⭐⭐)
A Green Place to Be: The Creation of Central Park by Ashley Benham Yazdani (⭐⭐⭐)
Angry Cookie by Laura Dockrill, illustrated by Maria Karipidou (⭐⭐⭐)
Smile: How Young Charlie Chaplin Taught the World to Laugh (and Cry) by Gary Golio, illustrated by Ed Young (⭐⭐⭐)
Rosie and Rasmus by Serena Geddes (⭐⭐⭐)
A Piglet Named Mercy by Kate DiCamillo, illustrated by Chris van Dusen (⭐⭐⭐)
A New Home by Tania de Regil (⭐⭐⭐⭐)
Hello! I'm Here! by Helen Frost, illustrated by Rick Lieder (⭐⭐⭐)
Inside Outside by Anne-Margot Ramstein (⭐⭐⭐)
Blog Posts Published
5 Reasons I Listen to Audiobooks at Double Speed
Challenge Progress
Alphabet Soup: 0 read in March, 18 of 26 read total
Alphabet Soup Author Edition: 3 read in March, 18 of 26 read total
#CathLit: 4 read in March, 8 of 19 read total
Cloak and Dagger: 8 read in March, 23 of 55 read total
Craving for Cozies: 5 read in March, 15 of 51 read total
Library Love: 4 read in March, 19 of 60 read total
Mount TBR: 8 read in March, 23 of 36 read total
RMFAO Audiobooks: 4 read in March, 18 of 25 read total
Goodreads Goal: 52 read in March, 119 of 400 read total
Posted by Katie Fitzgerald at 12:00 AM 10 comments:
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Yet another Common Agricultural Policy Reform? The False Promises of the European Green Deal
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March 23, 2021 April 12, 2021 by Admin
In her 2020 State of the Union address of 16 September, Commission President Ursula Von Der Leyen called for a more ambitious EU environmental policy and the reinforcement of the European Green Deal. One of the areas covered by this new green agenda, is the Common Agricultural Policy. I argue that the reforms of the Common Agricultural Policy is anything but ambitious and throws Von Der Leyen's promise of a European Green Deal into question.
What is the Common Agricultural Policy and why does it need reform?
The Common Agricultural Policy is an EU policy that provides financial support to its farmers. Its main objectives, set out in Article 39 of the European Union Treaty, are to: increase agricultural productivity, ensure a fair standard of living for farmers, stabilise markets, ensure the availability of supplies and ensure reasonable prices for consumers.
The policy is often criticised for not adequately integrating environmental concerns into the area of agriculture and rural development. Environmentalists such as Marco Contiero, Greenpeace's EU agricultural policy director, argue that the Common Agricultural Policy has been blind to farming's impact on nature and has encouraged farmers to expand their activities. This is because the Common Agricultural Policy's first pillar, which provides direct income support to farmers, consists in a system of payments based on the amount of land a farmer own. This gives them a financial incentive to expand their farming operations. Agriculture has been continually intensified in EU countries, which has led to losses of semi-natural habitats, crop diversity and landscape.
The Common Agricultural Policy has also been criticised for failing to reduce EU's greenhouse gas emissions in agriculture. The sector contributes approximately 10% of the EU's total greenhouse gas emissions. Agriculture is also responsible for additional 'hidden emissions' attributed to other sectors such as machinery production and the manufacturing of fertilisers and pesticides. Reforms to the Common Agricultural Policy to reduce emissions are therefore very much needed.
Reforms to the Common Agricultural Policy
The reforms of the Common Agricultural Policy (CAP) currently under discussion aim to make more money available for environmental practices. The main changes include: making 10% of the Common Agricultural Policy budget available for landscapes that benefit biodiversity; making 35% of the budget available for environmental and climate-related measures; and the setting up of direct payments for eco-schemes.
Proponents of these reforms, such as the Council of the EU (which represents EU member states), argue that the changes will hold "farmers to higher environmental standards" and will encourage more environmentally friendly farming practices. The German food and agricultural minister Julia Klöckner claim that these reforms are a "milestone for Europe's agricultural policy" and that they would make it "greener, fairer and simpler". Environment Commissioner Virginijus Sinkevičius took a more pragmatic approach in his defence of the reforms, arguing that it was a compromise that serves both farmers and the European Green Deal.
Problems with the Reforms
While on the surface, the reforms to the CAP look impressive, major problems remain that have attracted criticisms from environmentalists. Many have criticised the reforms for ultimately providing few substantive changes and they do have a legitimate point given the damaging aspects of the CAP left untouched. For instance, proposals to cut factory farming subsidies and to protect grasslands were rejected by the European Parliament. This means that environmentally damaging factory farming is still being financially supported. In addition as Ariel Brunner, the head of policy for Birdlife, points out, non-environmental spending has been ringfenced and protected, meaning vast sums of public money will still being going to big farming polluters. This he argues, will destroy the chances of a green transition.
There are also concerns that some already existing environmental protections may actually be weakened by the reforms. Dr Guy Pe'er, ecologist at the German Centre for integrative Biodiversity Research, points out how 'enhanced conditionality' requirements would reduce ambition on protected areas from 10%, under the existing farm-to-fork strategy, to 3-5%. This, Pe'er argues, is because the CAP's second pillar, which purpose is to combat climate change and ensure environmentally sustainable farming, is being financially cut back. Moreover, while 'enhanced conditionality' has been expanded to a set of new sustainable agricultural practices, sanctions for non-compliance have been abandoned. And so have measures such as those limiting the negative impacts of irrigation, in contrast with the 2014-2020 financial period of the CAP. He also warns that the proposal for counting hardy terrains as green, and therefore contributing towards the target of 40% green subsidies, will significantly curb the amount of money that goes to genuine environmental protection.
Lastly, even if you were to view the reforms from a pragmatic point of view, they are not even a 'good enough' compromise. As Ariel Brunner argues again, these reforms represent a case where everybody loses, including the farmers. Firstly, the reforms do not change the CAP subsidy allocation where the biggest farmland owners take an overwhelming majority of the funds. This means that even if farmers were to benefit financially from weaker environmental reforms, most of them – especially the smaller farmers who need support the most – would not even see most of this money. Secondly, the need for strong environmental reform is needed by everyone, including farmers, as they will be the first victims of climate change and biodiversity collapse.
An Early Death for Ursula's Green Deal?
The recent environmental reforms to the Common Agricultural Policy certainly leave a lot to be desired. This is especially disappointing considering the emphasis put on environmental issues in Ursula Von Der Leyen's State of the Union address. The reforms do not change some of the most pressing environmental problems with the Common Agricultural Policy, such as factory farming subsidies, and in some instances, would even result in a backpedalling of already existing environmental protections. This puts Ursula's promise of a European Green Deal into question, and as Marco Contiero claims, may turn out to be a death sentence for it.
Ross Gower is a second year International Relations and Politics Students at UEA. His main interests are EU Politics and International Political Economy.
Image credit: Karla Salp, Washington State Department of Agriculture
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Justia Dockets & Filings Ninth Circuit California Northern District Peter B, Inc. et al v. Schantz et al Filing 174
Peter B, Inc. et al v. Schantz et al
ORDER Re. Costs Charged By Special Master as to Plaintiffs' Disputes with Plaintiffs' Counsel (jwlc3, COURT STAFF) (Filed on 3/8/2011)
Peter B, Inc. et al v. Schantz et al Doc. 174 1 2 3 4 5 6 7 8 v. 9 Reid P. Schantz, et al., 10 Defendants. Peter B. Inc., et al., Plaintiffs, IN THE UNITED STATES DISTRICT COURT FOR THE NORTHERN DISTRICT OF CALIFORNIA SAN JOSE DIVISION NO. C 09-00360 JW ORDER RE. COSTS CHARGED BY SPECIAL MASTER AS TO PLAINTIFFS' DISPUTES WITH PLAINTIFFS' COUNSEL / Presently before the Court is Defendants' letter regarding further expenses incurred by the Special Master in adjudicating the dispute over Plaintiffs' attorneys fees and division of the settlement funds. Defendants request an order, affirming the Court's statements on the record at the Conference, that all further costs charged by the Special Master regarding Plaintiffs' disputes with Plaintiffs' Counsel be borne by Plaintiffs. On February 14, 2011, following a Further Case Management Conference regarding settlement, the Court issued an adopting the Special Master's Report Number Two, and directing the Special Master to close the Settlement and to hold all proceedings until all disputes are settled between Plaintiffs and their counsel regarding fees. (See Docket Item No. 169.) However, in that Order, the Court neglected to affirm the Court's statements on the record that future fees and expenses charged by the Special Master in regards to the dispute between Plaintiffs and Plaintiffs' Counsel over fees shall be borne solely by Plaintiffs. IT IS SO ORDERED. United States District Court 11 For the Northern District of California 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Dated: March 8, 2011 JAMES WARE United States District Chief Judge Dockets.Justia.com 1 2 3 4 5 6 THIS IS TO CERTIFY THAT COPIES OF THIS ORDER HAVE BEEN DELIVERED TO: Donald James Pool donp@wtcap.com Hal David Goldflam hgoldflam@frandzel.com Kevin John Mirch mirch@charterinternet.com Marie C. Mirch bobogriz@aol.com Dated: March 8, 2011 Richard W. Wieking, Clerk By: /s/ JW Chambers Elizabeth Garcia Courtroom Deputy 7 8 9 10 United States District Court 11 For the Northern District of California 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28