Education General

You may not find many things that World War I pilots and surfers can agree on – except that Ugg Boots are one of the warmest things you can put on your feet. For winter buy outdoor ugg boots online to avail some lower prices this December.

Ugg boots were originally worn by World War I pilots who called the sheepskin boots “ug,” which is Australian slang for ugly. They were not the most attractive – or complicated – kind of footwear. They were made of two pieces of sheepskin sewn together with no sole on the bottom.Decidedly simple, but they kept the pilots’ feet warm.Decades later, it was Australian surfers who discovered that these “ug” boots warmed their feet when they came out of the ocean.

The rest is history. Today, they are a fashion staple that warms your feet the way they always have. Worn barefoot, the fleece lining traps your body heat and insulates them from the cold weather. Fast forward to warmer temperatures and the wicking actually draws away the perspiration and keeps your feet cool.Today, these made-in-America Ugg boots keep your feet as warm as they ever did. But they look a lot different than when they were formed from two pieces of sheepskin. They are still genuine fleece, but they have added a sole that makes them as durable as they are comfortable.

Classic Collection

If you are just buying your first pair of Uggs, check out the Classic Collection. They come in tall and short versions of the sheepskin boot, in a variety of colors and with the same Ugg sole. Among other colors, they come in classic chestnut, chocolate brown, sand, black, gray, metallic gold, marbled nickel, Raspberry Rose and even a sand paisley sheepskin upper.

Tall Uggs have an 11-inch shaft. The boot can be worn up to the knee or cuffed down to show off the fleece lining. It has a molded EVA light, flexible outsole that softens your step and keeps you sure-footed. The circumference at the mid-calf is a roomy 12½ inches. Because it is not form-fitting, this style of Ugg boot often runs large and you will want to order anywhere from a full size to a half-size smaller than you normally wear.The classic short boot has an 8-inch shaft. It too is fully lined in fleece. Like the taller version, the classic short boot has a reinforced heel, classic raw seams and the signature UGG Australia label on the outside heel.

Bailey Button Triplet

For a different look, check out the Ugg Bailey Button Triplet boot, with its wooden Ugg logo buttons and elastic band closures. With an 11½-inch shaft, this boot can be worn up or cuffed down. It features the Ugg raw edges, suede heel guards and nylon binding. It comes in chestnut sheepskin with off-white Ugg buttons, chocolate with matching buttons, grey with matching buttons, black with matching buttons, sand with off-white buttons and Deep Atlantic (blue-green) with off-white buttons.

Classic Cardy

Just as a favorite sweater can be the warmest thing you put on, so too are the Classic Cardy wool Ugg boots. Made of a heathered merino wool, the shaft of this boot has three etched wooden buttons, each with the Ugg logo. With a 14½-inch shaft, these boots are meant to slouch down. You can pull them up to the knee or push them all the way down for the most extreme slouch look. It has a soft foam insole covered with genuine sheepskin to keep you warm or provide the moisture-free zone of other Ugg boots. This style also tends to run large. It comes in black and gold, chocolate and gold, and charcoal and silver threads. It also comes in a more solid weave in crème, moss and black.

Something Different

With so many friends wearing Ugg boots, you may want a look that isn’t easily duplicated. Check out the Classic Argyle Knit, made of merino wool. This cable knit classic looks like your favorite sweater from the Northern Isles. Its 13½-inch shaft is made to cuff down – either halfway down your shin or down to the ankle. Its 13-inch circumference makes it a little bigger around than the sheepskin models, which might suit some women better. It comes in an off-white cream, stout, charcoal and black.Mix leather and knit with the Suburb Crochet model. This recent addition has a leather upper and a polyester and wool knitted shaft. Around the top of the shaft is a leather tie strap that lets you adjust the opening.

The boot is lined with an off-white fur fleece. The sheepskin footbed makes this boot comfortable and flexible.On the heel is a new decorative label. It is available in black and heather brown. If you are looking for a shoe to muck around the house in, try the Byron, a house slipper made of leather and sheepsk in with the same warm sheepskin lining. If you have to run outside, don’t fret as the outsole is made of molded rubber for a good grip and flexibility.Uggs offers styles for all walks of life and every member of the family. Find the perfect pair now!

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Why Can’t Female Artists Have it All?

Many tv storyboard are hand-drawn, but some creators or animators choose to use storyboarding software to speed up the work. Some thoughts on Anne-Marie Slaughter’s article in the June 2012 of The Atlantic, “Why Women Still Can’t Have It All”. The article has struck a chord in our society and has attracted the attention of talk-shows and, I am sure, many female readers. I hope, though, that this article gets male readers, employers, Human Resources officials to contemplate solutions to this problem of biology-driven inequality in the workplace.

The article deals with the difficulties women still face in balancing home and workplace. She addresses these difficulties in various demographics: women in positions of power, single mothers, very educated women, less educated women, etc. Flexible schedules and a more extensive use of technology are two of the solutions she offers, which would allow women to care for their families (children, parents, etc.) while still ethically and professionally discharging their obligations towards their employers.

This article struck a chord with me, too. Apart from being a dedicated, hard-working, ambitious Artist, I just need to BE an Artist. If I don’t paint, my inner colors fade. And although I do not have children (two-legged, that is), I do have a husband, pets, a house to care for and the myriad details that these entail.

It would probably be easy for anyone to assume that being an Artist involves keeping my own hours, having a very flexible schedule, hopping between the house and the studio while humming a song. The best of both worlds, right?

Well, not quite. Let’s talk about Creativity, for example. Creativity is a complex subject and as such it works differently for everyone. I assume it works differently for women as it does for men and I am sure it is different among women artists themselves. One thing, though, can be stated and it applies to all creative people: a great deal of the time creativity requires time-off from the left side of the brain activities such as doing your taxes, having the faucet repaired or cleaning up after a pet. Creativity requires stretches of “time out”, dream-time, disconnect-time.

Of course, artists’ processes and type of work differ widely. Some aspects of creating a piece of art are less demanding on the right side of the brain and, in fact, benefit from an active, on-its-toes left side. But I am talking about coming up with ideas, often ex-nihilo; how to develop them; composition, design, etc., based on a thin thread of inspiration or none at all. And the “competition” is always breathing down our necks, those of women artists, that is: the train of thought often goes like this: what color should I use on this shape, something that brightens the painting up and still does not obscure the shape on the lower left I wonder if my dog is feeling better today hmmm this color seems to be good here, I think I will try it but I haven’t yet planned what’s for dinner, what am I going to do? I like the results here, I think I’m on the right track; I wonder if so and so will call back, we do need to solve this problem. Etc., etc. Do men artists go through this process, too? Perhaps they replace the domestic digressions with another. We cannot possibly assume that men artists are 100% focused on the work at hand all the time. Perhaps the stereotypical view that men are unable to multitask does work in their favor; at the very least it would be interesting to conduct a study to learn how men’s focus on the task at hand works and if that biological trait is sharp enough to break all glass ceilings.

I propose, therefore, that women in the workplace, be they powerful or not, as well as women artists, do face the issue of balancing careers and homes. Women in the workplace need to focus on their jobs, their careers (power-driven or not), while keeping domestic/emotional concerns at bay. Instead of looking within, where their children require her attention and the husband is upset with their lack of personal time, they must look up and keep their eyes on the ceiling that is still made of glass despite societal progress in so many areas.

Having to balance home and careers may affect the quality of their work if women in any field do not learn to disconnect from the different demands placed upon them by both home and work. The lucky ones, such as Ms. Slaughter, can count on help either from husbands or others. How does this dichotomy affect women’s careers and the dream of having it all? Is this a biological constraint that will never be overcome as long as women place any importance at all in home-making, child-rearing, or is this a society-imposed constraint that should be abolished to accommodate a natural need of society itself (and not necessarily of women only) to have family structures with all that this implies?

Women artists also face a kind of glass ceiling in the marketplace. What’s the percentage of male artists who are granted more and easier access to the “limelight” as compared to that of women artists? I don’t have this information but all I have to do to get a feel for the answer is go through galleries, institutional websites, and other sources of information on and exposure of artists to see the discrepancy between the genders represented. Is this due to the fact that men are able to disconnect from the demands of home (should they have a family) and have laser-beam focus on their work that bears no distraction? I often think of Picasso who had his every need fulfilled by a series of women who dedicated themselves to his every whim and wish while he created without any concern for anything at all around him.

Would it, therefore, be fair to say that Anne Marie Slaughter’s point of view and personal experience spills over into the Art territory? Can women artists have it all?

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Taking up a management courses Sydney is not just for banking jobs but you can also be employed in a private school. Whether you choose private or public education you need to be assured that your child is receiving maximum support in school. Often procedures and programs are overwhelming. In order to make informed decisions, it is important to understand the special education process and to know your rights. Although schools differ slightly when identifying children who qualify for special education services the process is fairly consistent between states. If your child is experiencing difficulties in any area of learning, your involvement benefits your child in many ways. The better informed you are as a parent the more effective the interventions become. The types of concerns addressed may include academics, behavior, social/emotional, and health issues. You may be the first to express a concern, or the school might notify you. Before your child can be identified as having special education needs, however, schools must follow certain guidelines. Pre-referral is an important part of the special education process.

Pre-referral helps to make certain that your child is provided with appropriate modifications and accommodations before being referred for special education testing. These strategies may include, but are not limited to, physical placement in the classroom, presentation and modification of materials, as well as individualized behavior plans. Often the modifications and strategies that are recommended provide your child with enough support that academic performance is improved and special education services are not required.

Different states refer to the child study team by different names. In some states the team is a function of general education, in others, the team is a part of the special education program. In any case, it is a school site committee whose primary function is to ensure that each child receives the most appropriate classroom support. The meetings are usually held in your child’s classroom or in an office at the school site, before or after school, allowing your child’s teacher to participate. By providing early identification and intervention for students who are experiencing difficulty in school, the child study team serves as a problem solving forum. The team works together in order to determine your child’s strengths and areas of difficulty. Your participation is very important. This is your opportunity to ask questions and provide critical information about your child. Members of the team will brainstorm in order to develop strategies and an action plan. Later the members will monitor, assess, and discuss the effectiveness of the implementation of the plan that was developed by the team. You have the right to ask questions and call additional meetings, if necessary. Team meeting notes will be taken and copies should be distributed to all members of the team. This documentation demonstrates that the school is providing your child with the legally required general education interventions. Team members vary depending on numerous factors. Often the general education teacher will be involved, as will a counselor, school psychologist, and/or an administrator. Teams may also include special education and related service providers. As the parent, you are an integral part of the team. While the school has the responsibility to invite you at a convenient time it is not absolutely required that you attend. It is however highly recommended as you have a wealth of information regarding your child’s preferred learning styles, health and educational history, behavior, personality traits, areas of difficulty, and strengths.

Typically a meeting is scheduled when there is a concern regarding behavior or academic performance. Anyone who works with a child may make this referral, frequently in written form. Often it is the classroom teacher who requests the meeting. As a parent you also have the right to request a meeting by contacting your child’s teacher or the school principal. Each team member may provide information and make suggestions. The team begins by discussing your child’s strengths and interests, information is shared, and specific concerns will be addressed. The team will review interventions that have already been implemented and how successful they have been. The team will then brainstorm possible additional interventions and will determine which strategies will be put into action. Team members will then be assigned tasks that they will help implement or research. A time-line will be determined by the team. There will be a follow up meeting in order to assess the successfulness of the strategies. The team may determine that sufficient progress has been noted and that testing for special education is not needed at this time. It may be determined that the team will reconvene in order to implement new strategies and monitor progress. If insufficient progress has been noted, a referral for special education assessment may be recommended in order to evaluate whether or not your child may have some type of learning disability.

The pre-referral process is one step in the special education process. It provides an excellent opportunity for you to collaborate with a team in order to insure that your child receive the most effective instruction designed to meet his or her unique needs. The process is most successful when it identifies and utilizes all available resources in order to appropriately support your child.

The administrator or designee supports the team by presenting the agenda, directing the meeting, answering questions, providing information, and offering support to you and other team members. The general education teacher provides up to date information regarding your child. They will listen to information, help to clarify concerns, and participate in the development of behavioral and academic interventions.

As the parent, you are a vital member of the team. Your presence at the meeting is invaluable as you will be asked to provide information pertaining to your child. These areas may include academic history, health and development, family matters, and social/emotional concerns. The information that you provide is confidential.

Having your child attend depends on the appropriateness and relevance to the meeting. Your child may share his/her own perspective regarding areas of difficulty and specific needs.

Special Education (SPED) support staff members may participate in both pre-referral and IEP meetings. During the pre-referral meetings, SPED and support staff members often participate due to their training and experience. Team members may include a school counselor, psychologist, nurse, speech pathologist, occupational and/or physical therapist, adapted physical education teacher, behavior specialists, and members from outside agencies. The team members may differ depending on the school but are available to provide information, answer questions, and gather resources that are designed to support your child. The gathering of information may include obtaining and reviewing records, consultations with you or staff members who work with your child, other teachers, and outside agencies. They may also observe your child in the classroom or outside on the playground. School support staff members make recommendations regarding strategies for designing and implementing interventions and modifications. SPED team members may also share information about eligibility, referrals, and documentation.

While the special education process differs from state to state, the procedures are designed to help you and your child receive the maximum benefit from the educational system. Please check with your school and district to find out more about the specific procedures followed in your state and remember that you are your child’s best advocate.

Note: There is a great deal of information available regarding special education resources and special needs education on the internet and in local bookstores.

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