text:
If you're contemplating which specific Alsatian Riesling or Pinot Gris -- or screw it, Gewürztraminer -- to bring to LudoBites, or if like us, you simply think it's entirely too hot to even consider the word "buttery" and white wine in the same sentence (CA Chardonnay, we're talking about you), perhaps it's time for a few Alsatian wine insider tips. Winemaker Anne-Laure Helfrich, whose father launched the Helfrich family winery (focusing on Alsatian whites), was up for the task.
Two generations as a winemaking family in that part of the world still counts as "Now Open" when you've got families like the Trimbachs who have been making Alsatian wines for nearly 400 years. Which means this young winemaker has been racking up a lot of airline miles recently, popping bottles for sommeliers and such who may not have tasted the family's wines.
Squid Ink asked the 23-year-old winemaker to tell us which Alsatian wines she's drinking right now, other than her own. Of course, she included those anyway. But hey, if we were making wine, we'd be drinking it, too (Helfrich's $10 Noble Pinot Gris is the wine she drinks most often when she's cooking at home with her boyfriend). The rules we gave Helfrich were simply that the wines be a good value for the quality (not hard with Alsatian wines, as there are plenty of bargain options) and that they be available in the U.S. (trickier, as many great bargain Alsatian wines are not exported). You can find many at the local retailers below, or ask your wine shop to order them for you. Get Helfrich's picks after the jump.
Note: Prices vary depending on vintage.
I like this winegrower for their innovation: The family, like mine, belongs to the "Alsatian Renaissance." They make a modern, stylish Sylvaner with mineral and white fruits flavors, deliciously spicy with ginger notes.
I couldn't speak about Alsatian wine without mentioning Trimbach, which is a reference point for many generations of Alsatians for Riesling. The style is very typical of the vineyards from Ribeauvillé, traditional, dry and mineral.
The grapes are grown in the Bollenberg vineyards in the south of Alsace [Orschwihr]. Their Riesling has a lively nose, with nice floral and mineral notes, which become elegant and robust.
I love the sweetness of this Gewürztraminer. In Humbrecht wines we [winemakers] recognize the work of winemaker Olivier Humbrecht with the delicacy of the wine.
I like Deiss for the originality and complexity of their wines -- especially the Muscat, with fresh and crispy flavors of lime and pink grapefruit.


text: Meet running buddies Liz and Annie this #dogmommonday. Annie (@theanniemoo) loves going for runs with her #dogmom and doesn’t get tired, no matter how many miles Liz is putting in! A cute companion who gives sweet post-run cuddles?? That’s almost enough motivation to keep our New Year’s resolutions! 🏃♀Visit the #dcdogmoms website to be featured with your pup!

industry_corpus2: Sports


text:
Adoption Story & Update via Story Cast!
I sat down with my friend & cohost Rebecca Renfrow on our podcast, Story Cast, and she interviewed me regarding our adoption story thus far. It is still being written and we are excited to see where this next step leads. Listen in for the latest & our new update on the journey. Thanks again to all of those who keep on praying for our Levi. Your prayers & encouragement are never taken for granted & very much appreciated!

industry_corpus2: Film & Entertainment


text: Schuler & Hohl Brewery opened in 1874 and closed in 1875 it was open for 1 years. Since it was only open for a short period of time items for this brewery can be accurately dated and are likely to be rarer than normal As a Pre-Prohibition Brewery, any advertising items or collectibles are likely to be valuable and desirable to collectors as they tend to be hard to find. Schuler & Hohl Brewery was located in Auburn, CA, which only had 2 breweries, so there are not many that that were producing breweriana items. Local collectors may pay a small premium over national or general collectors because of a lack of local items.

industry_corpus2: Others


text:
Can we just dive right in and call it a day? I’m beyond excited to share this next creation in the Saint Patrick’s Day series with you, and seriously, how did I not think of this until now? The Nutty Irishman Tiramisu may just be my favorite tiramisu with a twist yet, and you know that’s serious! Coffee, Frangelico and Irish cream all together in one luscious dessert is one cozy situation you’re going to want to get to know a little better!
That definitely planted a seed in my head, but it wasn’t until last week when I was working on a completely different idea when this gem popped into my head. There was no stopping me.
The flavors together are incredible and it’s so easy to make. In under 20 minutes, you have an incredible dessert perfect for a Saint Patrick’s Day celebration, dinner party, girl’s night, a just because night, and you never even have to turn the oven on! And no matter how many times I make tiramisu, it’s the one dessert that people always go crazy over.
So what I did was make a soaking syrup of espresso and Frangelico – hello! Then I spiked my go-to tiramisu filling with Baileys. It’s a miracle the filling ever made it in the dish… Of course I had to add a little vanilla bean paste to the party, and a zip of my favorite coffee extract sealed the deal. I use a coffee extract called Trablit, which you can get in specialty shops. You can use any good quality coffee extract you like!
I recommend making this the day before you’re going to serve it because it’s one of those desserts that needs time to mix and mingle, and it somehow gets even better the longer it sits! Another great thing about this recipe is you can cut it in half and make a smaller batch in an 8 or 9″ square baking dish. Just be prepared for people to want seconds, and I’m not just talking about me!
I hope you guys give this one a try and let me know what you think! Happy baking!
1 (14 ounce) large package of ladyfingers or 2 (7 ounce) smaller packages - I used a total of 42 ladyfingers for the recipe - I recommend using the hard ladyfingers, such as Savoiardi.
Whip egg yolks and granulated sugar on medium speed using a hand mixer until they get some volume and get pale in color. This will take about 5 minutes.
Add the mascarpone and coffee extract and mix just until combined.
In separate bowl, whip heavy cream with powdered sugar and vanilla bean paste. When mixture starts to get stiff, add in Baileys 1 Tbsp. at a time. Continue to whip till stiff.
Gently fold the Baileys whipped cream into the mascarpone mixture.
Dip 1 ladyfinger at a time into the espresso soaking syrup and arrange in neat rows till the dish is covered.
Spread half the tiramisu filling on top smoothing out with a spatula.
Repeat with the second layer of ladyfingers, arranging them in the opposite direction.
Spread remaining tiramisu filling on top and smooth out.
Cover dish with plastic wrap and refrigerate a minimum of 6 hours, preferably overnight.
Make sure you use the hard ladyfingers for this. Stay away from the soft ones.
The coffee extract I use is called Trablit and can be found at specialty shops. You can use any good quality coffee extract you like.
For the cocoa powder dusting on top, I recommend Callebaut cocoa powder. It has a wonderful taste and finishes the dessert beautifully.
This would also be fantastic topped with some chopped, toasted hazelnuts for a little added crunch!
This sounds so good!I love the frangelico in there.
I’m quite smitten myself! Thanks, girl!
Such a delicious St. Patty’s dessert! So yummy!
Oh, yeah!!! What a terrific twist on tiramisu—plus I love the sound of the cocktail!!!
You never cease to amaze me with your desserts, Meghan! I LOVE your twist on tiramisu here, and I agree – tiramisu is one of those desserts that is pretty darn easy to make, but impresses a crowd so much! This version looks absolutely divine – bravo!

industry_corpus2: Hospitality & Catering


text:
Want to directly email someone at J 24 but don't know their address?
We're still trying to figure out the format for email addresses at j-24.vc-graz.ac.at for sure. We've got the following addresses though for employees currently at the firm. Does this get you any further on your quest?

industry_corpus2: Subject Education


text:
When astronomer Nancy Grace Roman ’46, H’76 died Dec. 25, her pioneering spirit and scientific legacy were memorialized across the globe. One of the first female executives at NASA, Roman was instrumental in the development of the Hubble Space Telescope.
“We were always questioning,” she said. Lego even created a Women of NASA collection featuring Roman.

industry_corpus2: Aerospace


text:
We’re used to random health care insurance increases of 10% to 20% every year or so. But in December my policy was simply terminated without anything changing on my part.
When I applied for a new policy I found out the reason. It was too affordable. The lowest price I got was 44% higher. Is this due to Obamacare or just continued insanity in health care costs?
It’s likely that it’s both.
Just a few weeks ago, I read an interesting article in Time magazine “What I Learned From My $190,000 Open-Heart Surgery,” by Steven Brill on January 19.
I’ve often suggested that the insurance system should revolve around catastrophic care and then people use their saved premiums to pay for their recurring and routine care so the patient becomes more accountable for the costs vs. the benefits. In the typical system where insurance covers 80% or more, the patient has the incentive to ask for more care, not less — and of course, the doctors and specialist providers love that.
Do you know that only 12% of health care costs are paid out of pocket? It was 50% in 1960. No wonder there’s no accountability!
I also favor a one-payer system for the most routine and basic services, which would save massive overhead and create greater economies of scale. Households that want more can always pay for it through insurance or directly.
You think it’ll happen? No. It just isn’t going to happen in this country… even though it’s been proven efficient and effective in many others.
What I like about this approach is that it levers the free market system that we already favor and it brings in a new angle. Have the care providers be responsible for both the quality and the costs.
They are, after all, the sophisticated party in a complex arena of knowledge — more so than most patients that are biased by the extreme fear that accompanies any health threat.
As patients, we just aren’t rational most of the time, even perhaps with the right incentives, and that’s why we overspend and do so many things that aren’t proven to be effective and can be very expensive. We’ll pay anything when our life is threatened, or to keep a loved one alive for a few extra months.
And again, the doctors and providers only benefit while our insurance costs keep going through the roof.
It’s well-known now that our costs per capita of health care are roughly double that of other western countries. We spend $3 trillion each year and it’s constantly increasing. That is more than the next 10 countries combined: Japan, Germany, France, China, the U.K., Italy, Canada, Brazil, Spain and Australia.
We overuse care and expensive machinery. We have 31.5 MRI machines per 1 million people vs. 5.9 in the U.K. It is the largest industry and employs 1/6 of the workforce. And not surprisingly, it spends twice as much on lobbying as the next largest military-industrial complex.
In his article, Brill uses the examples of some of the up-and-coming industry leaders in quality and in costs.
He starts with the Cleveland Clinic whose heart program dominates his region while attracting clients from all over the world. Toby Cosgrove runs this $6 billion franchise, but claims he can’t grow too much or the FTC would be all over him. Brill suggests that we should encourage the dominance of specialty firms like this instead of restrict them. Such specialists are the answer to quality care.
He got his best insights from Jeffrey Romoff, CEO of the University of Pittsburgh Medical Center (UPMC). After growing to dominate his market, he’s starting his own insurance company and looking to divorce from Highmark Insurance. His in-house company will provide insurance that provides full access to his broad range of facilities.
The promise is local, high-quality care — and UPMC foots the bill… so there is finally an incentive against inflating costs or overtreating! There would also be substantial savings in overheads and bureaucracy, more like the single-payer approach.
In fact, this is more like a decentralized and free market version of single payer.
There would have to be a minimum of two such dominant providers in each region, no monopolies, only oligopolies. Larger markets like New York or L.A. should have four or more.
Cap the operating profits at 8% vs. 12% on average currently.
Cap the professional salaries at something like 60 times the lowest paid workers.
A streamlined process for appeals by patients who believe they were denied appropriate care.
The CEO must be a licensed physician, not just a bean counter, to ensure quality of care is paramount.
Such sanctioned oligopolies would be required to insure a certain percentage of Medicaid patients at a stipulated discount and charge no more to uninsured patients than they would charge the competing insurance companies that they accept. Brill estimates these changes should save at least 20% of health care costs, or $400 billion a year.
All of this won’t get us to where most western systems are at, but that sounds like a pretty good start to me. It’s about making the free market system both more consolidated for scale and more accountable for care and costs.

industry_corpus2: Health & Medicine


text:
Buffalo Wings recipe by Hina Sajid at DesiRecipes.com.
All purpose flour 1 cup.
Coat this flour to chicken wings.
Then deep fry until brown.
On the other hand mix oil and hot sauce.
After frying the chicken , toss this chicken into the mixture of hot sauce and oil.
Spicy and tasty wings r ready to serve.
Serve hot with any salad of your choice.Enjoy!!!


text:
The Giants have completed a series of transactions that affect the team’s 53-man roster as well its practice squad. Most notably, wide receiver Jerrel Jernigan and cornerback Walter Thurmond have been placed on season-ending injured reserve, according to the club. Thurmond’s season-ending pectoral injury had been previously reported. As for Jernigan, he has a mid-foot sprain, but won’t undergo surgery.
Listed below are the Sunday roster moves for the four NFC East teams. Following the 53-man roster cutdown deadline yesterday, many teams will make slight tweaks to their rosters, claiming players off waivers or signing guys who clear waivers. Those transactions are noted below.
Signed to practice squad (officially announced): Micah Pellerin, CB (via Aaron Wilson on Twitter); Ryan Williams, RB (via Archer on Twitter); Tim Benford, WR; Kenneth Boatright, DE; Ronald Patrick, C; Keith Smith, LB; Will Smith, LB.
Signed to practice squad (officially annoucned):Nick Becton, OT; Michael Cox, RB; Chandler Fenner, CB; Dan Fox, LB; Bennett Jackson, CB; Jordan Stanton, DE; Julian Talley, WR. The team has also added offensive lineman Mark Asper, reports Dan Graziano of ESPN.com (via Twitter), though the team has yet to officially announce the signing.
Signed to practice squad (officially announced): Emmanuel Acho, LB; Josh Andrews, OL; Kevin Graf, OT; Wade Keliikipi, DT; Will Murphy, WR; Quron Pratt, WR; Ed Reynolds, S; Matthew Tucker, RB. The team has also signed wide receiver Teddy Williams, reports Geoff Mosher of CSNPhilly.com (via Twitter), though the team has not officially announced the signing.
1:10pm: Since the initial post, the Giants have made additional moves, including placing wideout Mario Manningham on injured reserve.
JANUARY 7TH: The Giants signed quarterback Ricky Stanzi to a reserve/futures deal, according to Jordan Raanan of the Star-Ledger (via Twitter). Combined with their signing of kicker Chris Boswell from earlier today, the tally is now up to 13 for Big Blue.
Of those 11 players, nine were on the team’s practice squad at season’s end. Jackson and Malone are the new additions, while cornerback Victor Hampton was the only taxi squad player not to receive a new deal.


text:
AMD’s “Sea Islands” graphics card lineup is set to arrive as the Radeon HD 8000 series in the second quarter of 2013, according to supply chain sources talking to DigiTimes. The Taiwanese website says Southern Islands’s successor was originally scheduled to land by the end of the year, but was pushed back as AMD focuses on its ongoing business reorganization. Other reports had pegged the launch for Q1 next year, which would have been in line with this year’s retail launch of the Radeon HD 7970 in January.
There aren’t many details available at this point, besides the fact that the Radeon HD 8000 series will be based on the 28nm GCN 2.0 architecture (Graphics Core Next 2.0), which includes improvements to overall performance per watt as well as HSA (Heterogenous System Architecture) enhancements.
The single-GPU flagship HD 8970 is expected to arrive first followed by the HD 8950, codenamed Venus XT and Venus Pro, respectively. Later on in Q3 2013, Mars and Oland based cards are set to take the stage, covering the performance and mid-range segments in notebook and desktop markets. If previous releases are any indication we should be looking at 15 - 20% performance gains from one generation to the next.
While AMD’s next-generation graphics chips are still a few months away, it seems the company has already kicked off the HD 8000 label with a few rebranded mobile parts. Late last month a couple of retail listings cropped up for an Asus VivoBook U38DT with "Radeon HD 8550M" graphics -- likely a rebadged HD 7550M. Unsurprisingly, its main rival Nvidia appears to be recurring to the same tactics during the holiday shopping season, with a GeForce GT 730M-equipped Acer notebook showing up at a different online store.

industry_corpus2: Computing & Telecommunications


text:
Discussion in 'Education news' started by Teslasmate, Feb 7, 2019.
Which planet is the author from where pupils take too much ownership when they fail?
In my world, pupils usually assume everything is the fault of someone else. They have no responsibility and it's because the teacher is parc / the school is parc / they don't have the latest iphone / there's a y in the month.
Mind you the article looks very confused. It starts off complaining about the curriculum, then segues into 'young people feel responsible for socio political events'. Doubt it.
fraisier, Jamvic, emeralds and 5 others like this.
Rather highbrow for TES News and, while I acknowledge in the abstract some points made by Ms Pleasance, I abhor the smuggling into the classroom, at any stage, of politics disguised as compassion.
Pomza, bevdex and agathamorse like this.
Certainly my experience was that SMT blamed teachers for failure. To this end, the wider system set up a number of shortcuts to sacrifice education on the altar of failure prevention.
Whether the kid themselves saw their failure as someone else's fault, I'm not so sure. My stock speech welcoming each cohort of GCSE Eng resit students was always: you didn't get the grade, it may be your fault, it may be legitimately someone else's fault, but only you can do anything about it now.
In my own education can point to underperformance that is 100% on me. I can also point to a couple of occasions where abysmal teaching was a contributing factor. But overall, I own my failures. I wonder if kids actually internalise ownership of their failures (regardless of the whole "It's not my fault" that they say).
fraisier and agathamorse like this.
The author of this piece is on another planet. Kids blame everyone and everything but never themselves.
emeralds, thekillers1 and agathamorse like this.
There is a lengthy game of bullsh|t bingo to be had with that article.
fraisier and thekillers1 like this.
I don't know how TES can publish such nonsense, honestly. If you were to unpick that shoddy piece of "research", you just wouldn't know where to start.
It's clickbait. One of the mods will open a thread with the title of an absurd tes article. We all pile in indignant and the click rate goes up, impressing the advertisers.


text:
Blip.fm is internet radio made social. It's easy to search for, play, and discover free music recommended by real people. Join today to create your own free station and start listening to @Fab5Eddy.
Fab5Eddy some golden age.. real quick some shots!! brrrraa!
Fab5Eddy FUNK TIME! so bad that 90 procent of the songs is unplayable anytime shortcut anyone to play good music?
Fab5Eddy just a few ones!
Fab5Eddy this one works.. what happend with this blip.fm thing? too long out..
Fab5Eddy salute premo! here we go!!!
Fab5Eddy long time no hear! playing a lot of D&D! it closed yesterday... but first.


text:
May 31, 2018. Debt collectors must provide a debt validation letter to confirm details of the debt, including how much is owed, and the name of the debt.
May 24, 2017. Rob does not have comprehensive car insurance. Rob tried to resolve the dispute with Mick and sent him a letter of demand to pay for the cost.
Aug 10, 2012. What is a Letter of Guarantee? A Letter of Guarantee is typically requested by an insurance company when a vehicle is deemed a total loss due.
Nevada Car Insurance. Nevada car insurance law requires all drivers to carry liability insurance and validates all drivers’ insurance with an online verification system. Drivers who do not have valid auto insurance are subject to fines and other penalties. Read below to find out more about required and optional car insurance, and ways to find affordable insurance.
Apr 6, 2018. Sometimes you can't do it all. A Letter of Authorization allows someone else to take care of a task (like registering your vehicle) on your behalf.
Definition of certificate of insurance (COI): Document issued by an insurance. and is unacceptable under the terms of a letter of credit and in making a claim. of insurance to provide proof of insurance such as in the case of car insurance.
Did you receive an uninsured notice letter? Yes No. If no, you did not receive an uninsured notice letter. Please take a minute to browse.
SATISFACTION LETTER. This is to certify that the vehicle bearing registration No. under policy No. has been fully repaired up to my satisfaction and also is.
What should I do if my insurance policy is no longer suitable for my needs?. are a company car user who is moving to your own insurance, we require a letter. This page is confirmation of your cover, and will display your policy number and.
The Mandatory Insurance Law (625 ILCS 5/7-601)requires the Office of the. of license plate registrations to determine if the vehicle has liability insurance.
Here's everything you need to know before canceling your car insurance to avoid. Find their details online and send a letter, fax or email outlining your intention. ask for confirmation and written notice to prevent any fees or complications in.
Individuals who wish to cancel an insurance policy will need to do so in writing. The letter will then be mailed to the insurance company via the postal service. This is the best method to contact car insurance companies and effectively communicate intentions.
4 days ago. e.g. your insurance company asks for this record as it shows more than moving violations. Accident. Driver confirmation letter. e.g. you are.

industry_corpus2: Finance & Economics


text:
This programme has been specifically designed to meet the need for expert radiographers who undertake reporting for the NHS and independent health organisations. It incorporates the criteria of the Society of Radiographers for advanced practice and will be taught by a range of local, national and international experts in the reporting field.
The programme offers you the opportunity to develop and apply knowledge and skills to report, inform and eventually lead a range of clinical and professional situations. You will develop radiographic reporting skills as well as leadership and research knowledge designed to meet the challenges of service delivery in advanced healthcare.
You will learn how to use a range of information, data, tools and techniques to improve the quality of reporting, patient care and health outcomes as well as demonstrate impact and value, including aspects of patient safety, risk assessment and risk management within a clinical governance context.
This programme has been designed to meet the increasing demand for expert Advanced Clinical Practitioners in radiography who can safely undertake ‘reporting’ in an advanced role providing safe diagnostic reports and important information to inform clinical decision making across the NHS and private and independent care providers.
You will become an autonomous practitioner who can work in advanced and specialist roles with high levels of accountability.


text:
Are you transgender or gender non-conforming? Are you interested in pairing up with a peer mentor? What about becoming a mentor yourself? There’s a program for you!
Created by Pace’s very own LGBTQA and Social Justice Center on the NYC Campus, the Trans Mentorship Program provides open conversation, advice, and support to individuals who are transgender or gender non-conforming. Whether you’re interested in being paired with a peer mentor or becoming one yourself, this is an excellent opportunity to share your experiences in a safe and supportive environment. Who knows? You might even make a life-long friend!
For more information about this program, please email Graduate Assistant Emmett Griffith. The Center is looking forward to hearing from you!
Be sure to keep an eye on all their upcoming events as well. There’s always something new and exciting happening there.


text:
Have you read the now-classic book How to Talk so Kids will Listen and Listen so Kids will Talk? Ever wished there was a version that would help you with younger children who perhaps aren’t quite ready for a detailed problem-solving session?
Well now there is! Adele Faber is a co-author of the original book; Adele’s daughter Joanna and Joanna’s childhood friend Julie King have teamed up to write the new version of How to Talk so LITTLE Kids Will Listen, packed with examples of how real parents have used the information they’ve now been teaching for over 30 years.
Join me for a chat with Julie King as we work to understand the power of acknowledging children’s feelings and some practical tools to help engage your younger children to cooperate with you.
Update 5/10/17: An eagle-eyed listener noticed that Julie mentioned her 10-year-old son wanting to sit on the front seat of her car, while the Centers for Disease Control and Prevention (CDC) recommends that children 12 and under should sit in the back seat. Julie was recounting an episode that happened long before there were CDC recommendations on where children should sit in the car, so please don’t take this as an ‘OK’ to put your 12-and-under child in the front seat. Thanks!
Jen: 00:21 Welcome to the Your Parenting Mojo podcast. I’d like to welcome my guest today, Julie King, who is one half of the writing duo behind the new book, How to Talk so Little Kids Will Listen, and if that title sounds familiar, it’s because it’s part of what seems to have become a family of books around the classic How to Talk so Kids Will Listen and Listen so Kids will Talk by Adele Faber and Elaine Mazlish. Julie has been educating and supporting parents and professionals since 1995 and in addition to her work with individual parents and couples, she also leads How to Talk workshops and gives parent education presentations to schools, nonprofits, and parent groups. Julie received her AB from Princeton University and a JD from Yale Law School. She lives in the San Francisco Bay area and is the mother of three. Welcome Julie.
Jen: 01:14 It actually does feel a little odd to welcome you when we’re in your own home. Julie was kind enough to invite me to her home today to have this conversation. So thanks so much for taking the time.
Julie: 01:23 Oh my pleasure.
Jen: 01:24 So I wonder if you can tell me a little bit about the genesis of this book because it kind of runs in the family a bit, right?
Julie: 01:30 Okay. So to tell you the whole story, I have to go back in time to when I was six months old.
Jen: 01:37 This is going to be a long story!
Julie: 01:38 I’m not going to go through all the details, I promise, but when my parents moved into the house that they still live in when I was born, right before I was born and my mother didn’t know very many people in the neighborhood. I was six months old. She was looking out the kitchen window and she saw another mom with two little kids the same age as me and my brother and she invited that woman in. That was Adele favor and the two of them became very good friends. Joanna. Joanna was the baby and her brother Carl was the older boy and she and I went to nursery school together. Adele took these, what they call Child Guidance Workshops with Haim Ginott and used to call my mother daily and discuss what she was learning and they would talk about what they were going to try on Joanna and her older brother and her younger brother and me and my older brother and younger sister.
Jen: 02:27 So you were a Guinea pig for the original book?
Julie: 02:30 That’s right. I was a Guinea pig. Um, so she and I became very good friends. We went to school from nursery school all the way through high school together. And um, I was aware that her mother was writing these books as a teenager. I remember going to her house and seeing her mother and Elaime Mazlish writing on yellow legal pads on the kitchen table by hand, and in the eighties when the one of the books came out or was coming out. I got to copy edit the book and I think I found a coma out of place and I felt very proud of my contribution, but I never actually expected to be doing anything with the work until I had my own child and he was in preschool at the San Francisco JCC and they were looking for a more than one time event for parents. They used to bring people in to speak, but they wanted to do something that would be ongoing and I at the time was studying group facilitation and group development and of course I knew this material very well, having grown up with it. So I volunteered to lead a group which was originally scheduled as an eight week group and halfway through everybody said, well, we need another eight weeks to really learn this. At which point I panicked because I wasn’t quite sure what I would do. Well we turned it into an ongoing support group and that first group met for four and a half years. The other people heard about it and asked me to bring the workshop to private groups into nonprofits and that’s how I got into leading the groups originally and my friend Joanna, who is still a good friend of mine who still lives in New York, and I moved out to California…This will happen in New York originally. She started leading workshops in New York, so we would talk to each other about what we were doing and what we were discovering and quite a few years ago when I was still mostly working with parents of preschool-aged kids. People said to me, we love this book, but we need more examples, and so I said, I know what to do. I called Adele and I said, I have your next book for you. She’s written one for teens and she’s written ones for kids at school. I said, now you have to write one for little kids, and she said, more or less. I quote, Julie, I’m too tired. You have to write it. So I called Joanna and I said, Joanna, we have to write this book. So we’ve been collecting material for many years and working very hard for the past two years to really polish it up and create this book.
Jen: 04:49 Yeah. Awesome. I did a little comparison between the new book, which as we’re recording has not been released yet, but once, once you hear this interview, you will be able to get the book on Amazon and other bookstores. So I have an advanced copy and I did a little comparison between that and the classic How to Talk so Kids Will Listen and it seemed to me as though the overall concepts are quite similar. The certainly a big focus on handling emotions and engaging cooperation and praise. There’s a little less than the new book on encouraging autonomy, which surprised me a little bit, and you have a spanking new chapter on working with differently wired kids, which we’re going to talk more about in a little bit. I’m guessing that a fair number of my listeners have already read or maybe even own the original book. And maybe that was, you know, they bought it for their first child and maybe they have a toddler in tow now. And I’m wondering if you can help us understand what they would get out of this book that they wouldn’t necessarily get if they have already bought or read the original.
Jen: 06:48 Or another book!
Julie: 06:49 Another book, right – no, not another chapter for this book; this book is done. So that’s the answer to the autonomy question. And your other question was, what’s different about this book?
Julie: 07:01 There are a number of differences. I think the biggest reason for people to get this book is because every example is about little kids. If you get the original book, there are little kid examples are 10 examples. We, we just are offering you lots and lots of ways to use these tools from stories that were given to us by actual real life people, parents and teachers. And in my experience, the tools make sense to people. But when you’re in the heat of the moment, it’s hard to think of what to do. Yeah. And if you have somebody else’s example and when you have, when you can picture it in your mind, when you can sort of rehearse it a little bit ahead of time, that’s when you can pull up the tool more easily and use it in the moment. So I think that’s the biggest advantage of, of. I mean, I, I love the original book, obviously… People should read both probably, but if you have little kids that make sense to read a book, just about little kids.
Jen: 07:56 Yeah, that makes sense to me. I often find when I read books that the principles are aligned with what I’m thinking, but you know, the, the examples and the language they talk through, I’m thinking what would really happen if I said that to my two and a half year old when she really get that? Would you understand it? And so what you’re saying is that because the examples in your book are geared towards younger children, they’re more easy for parents to apply, is that right?
Julie: 08:22 And then there’s are several other differences. One of the, the differences that I think will be very helpful to parents is around the idea of taking action. So in the original book there’s a, there’s a skill called take action without insult and doing the workshops. What I found is a lot of parents get confused. Well, what actions should I take? How do I know what to do? I mean, I’ve tried acknowledging his feelings. You know, you’re in the mood to draw. I’ve given them information. Walls aren’t for drawing on; I’ve given him choices. You can, you can draw on this box, you can draw on this paper. But he still took the, took the Sharpies. One of my parents groups, you know, I don’t know why…and started drawing on the walls so, you know, so I felt like I had to say, no, I’ve told you, I’ve told you you can’t do that, you bad boy. I’m taking this away from you. You may not. Now you’re not going to get a chance to see. I’ve already told you that sort of language. And they’re like, well that’s taking action. Isn’t it? Well, the, and you’re nodding your head. Yes it is, and it’s, it’s also we want to offer an alternative, um, in which we protect ourselves or we protect property without attacking the child. So the action is going to look the same. I’m still going to take those Sharpies away, but, but what I’m going to say is I don’t like my walls drawn on. For now, the sharpies are going away and the child knows that I was drawing on the wall. Now I can’t, but you’re not doing it to me, the child. You’re not doing this to make me suffer. You’re doing to protect yourself and protect the walls. Right. So I think that’s, that’s. I think we explain that in the book in a way that’s a little easier for parents to figure out, okay, what do I do in this next situation?
Jen: 10:04 Yeah. That makes a lot of sense. I’m wondering if I can selfishly talk a little bit about situation that I’m having around acknowledging feelings. Yes, because I think that that’s, it’s a really central theme in the book and Joanna actually wrote that chapter and she described a scenario where she videotaped to show for a five year old and a three year old wants to know why she didn’t a tape a show for him when he had asked her to tape it and she says to her, a missed TV show doesn’t really seem as though it’s qualifies as being worthy of a meltdown. But to her son it really was because it was important to him, or, it had become important to you and so it seems as though the best way to help him get over it was to help him get through it is the advice that’s given in the book.
Julie: 10:47 And so, you know, when my daughter’s having that kind of meltdown, let’s just clarify, to get, to help him means to say, Oh, you LOVE that show! You would have liked me to tape that one for you too.
Jen: 10:58 Or a different show that wasn’t taped.
Jen: 11:01 Um, and so, you know, if, if my daughter is asking for ice cream at bedtime and I say you really, really want ice cream, she seems as though she gets kind of hopeful and it feels to me as though I’m sort of getting your hopes up and then, you know, sorry, you still can’t have ice cream and I’m, I doing something wrong when I’m doing that or…?
Jen: 11:18 Or partly no.
Julie: 11:24 I think the point is what you do after that? So when you, when you acknowledge the feelings that that child has for something that you can’t grant, like I can’t make that TV show rebroadcast. Right? So that’s in a way easier.
Jen: 11:38 Yeah, it is. I wish I could have, I wish I had known I would have done it. You really wanted me to record it? Oh that’s so disappointing. Yeah, it’s a natural limit. It’s not one that I have set.
Julie: 11:51 But she knows that there’s ice cream in the and you could get it if you wanted to. So that’s a different situation. And so we can’t just stop at, Oh, you really want to ice cream because I think, yes, I do. So could I have it? So that’s one. So that’s when you have to follow up with some of these other tools that we have in the book to have ice cream before bedtime. It’s not good for your body. It’s my job to help keep your body healthy. What’s, let’s make a, let’s make a plan for when you can have ice cream. How about tomorrow afternoon and when you get home from daycare or you know as a snack or whatever it is that would be acceptable to you so that she knows that you get it, that there’s, that she’s, she’s going to get it at some point, maybe you write it down on a piece of paper so she knows that there’s a plan and a commitment to her. And it’s not that any of these upper, you know, if you use any of these tools, she’ll say, oh thanks mom. It’s okay. She might, she may or may not still cry about it. It’s important that she knows that when you feel strongly about something you don’t cave just because she is distressed about it. Yeah. I think sometimes we get upset with our kids when they get upset with a limit and that’s just natural. I’m not getting what I want. I feel frustrated and we can empathize with that, with the frustration, without caving to what they did is they want. So in the ice cream case, you know, someday she will get ice cream and maybe it would help to know when that’s going to be. It is a lot easier to acknowledge feelings when you don’t have to also say sorry.
Jen: 13:19 Yeah, this is my limit that I’m putting on you. Yeah. So the second chapter of the book is on tools for engaging corporation, which seems to me to sort of be another way of saying how do we get our children to do what we want them to do. Um, and so this conversation I’m having with you follows hot on the heels of an episode that I recently recorded that was named exactly that, that was based on Alfie Kohn’s work, and the premise that the relationship with our children is really core to engaging cooperation and so I’m on board with that and with setting up the conditions that make my daughter want to cooperate with me. And after reading the book I use some of the tools that you described to get my daughter to stop playing and brush her teeth, you know, and she said she didn’t want to do it, she wanted to keep playing. And I said, well, do you want to walk or hop to the bathroom? And she said, I want to hop to the bathroom. I said, great, let’s go. But it just, it strains my brain every time she says no to something to have to think, oh, is it walk or hop now or is it, you know, what other creative thing can I come up with to make her want to do this thing with me that I want her to do? Because brushing your teeth is important, you know, it’s not something that I’m arbitrarily saying we must do this now. Right? Um, so does it get any easier that having done this for a year or two now, does it get easier?
Julie: 14:32 So the, the short answer is yes, absolutely. You know, and the more that you engage her in play, which is how I hear, you know, she, she, she didn’t want to stop what she’s doing, do some chore. She wanted to have fun. And so you said, well, let’s have fun doing this. Let’s hop. As she gets older, she’ll understand better why she needs to brush her teeth. She’s just too young to really understand about cavities and teeth.
Jen: 14:56 She’s two and a half years old now, so yeah.
Julie: 14:59 But for now, instead of getting into a battle about it, you’re connecting with her that you’re, your strengthen your relationship with her and she’s, she’s learning that. It’s fun. It’s nice to make things fun. You know, if you have to, when when I have to clean up or I have to fold laundry, sometimes I’ll put on a podcast. Maybe yours now… Because you know, otherwise sometimes that yours not that exciting. So parents do often ask me this question like how long does this go on?
Julie: 15:30 And my answer is usually, well it’s usually goes on a little bit longer than you really feel like you can stand it. At least speaking for myself.
Jen: 15:37 Hm…seems transferable to a lot of situations in parenting.
Julie: 15:54 But then he was like, you know, I’ve done that a few times. Boring I don’t want to do that anymore. And he said no as two year olds are want to do. Yeah. And I have to admit, I think at first I did something like, well you can’t have dinner unless you wash your hands. And of course this was late in the day and he was tired and he was hungry and just didn’t really work very well because then he just dug his heels in deeper and we got into this little conflict.
Julie: 16:18 So I switched gears and I sort of in desperation, this is how I always come up with these things. I said, Oh, you know what? I just heard an and for the story you have to know that Asher was really into Sesame Street. I just heard that big bird is missing and they think he’s hiding in children’s bathrooms. Should we go take a look? Hey looked at me like, yeah. So we run off to the bathroom and I can look around. You see him? He’s like, no. Well let’s put the water on and see if he comes out. Put your hand under… Did you catch them now? Of course. Now by this point he’s figured out it’s a game, right? Let’s try this soap. Is he in the south? No. Look at your hands above your head. No, he’s not there. Well, I don’t know.
Julie: 17:00 Try the water again. Should we look at… We looked in the towel. Got His hands washed, was so much fun. The next day. Dinner Time. That was going to be my question. We look for big bird again several days in a row. We looked for big birth, then we branched out, Cookie Monster, Bert, Ernie. We ended up at some point I remember thinking, what am I going to do? Yeah, there are a limit to the number of sesame street where we branched out to other books. He was reading Winnie the Pooh. Then we started pretending like, I think you do you want to wash your hand in Spaghetti water. We’re having spaghetti for dinner, so I would just pretend that it was spaghetti water and this went on for not just days, not just weeks, definitely months. I mean, I can’t actually remember how long it went on. I just remember once coming home and thinking, oh, I forgot to think of how I’m going to get his hands washed, and he was with the babysitter. I’m like, can you think of something that we haven’t done it, but if we did it, if we played, he was totally on board and it was. It turned out to be sort of a fun thing as long as we could get ourselves into it, right. So, well, by the time I told this story too, I remember some, some group of parents, he was in middle school. I’m like, well, at least now he’s, he does wash his hands before dinner and we don’t have to play a game, you know, it didn’t go on forever, but it does feel…at the time. You think, are they ever going to just do this? And the answer is yes.
Julie: 19:05 Well the toothbrushing thing. Okay. I had to do the same thing. Yeah. And I have three kids so I had to come up with a lot of ideas. One of the things I like about leading the workshops is that parents get together and they share their ideas. Yeah. And I encourage people to steal each other’s ideas. I mean, it’s just exhausting to come up with these things. Right? So one of the things that worked for me for awhile, it was an also, I came up with this one out of desperation and it’s going to sound really bizarre, but it worked well with my kids. I said, do you know that I heard all the zoo animals have escaped and they’re hiding in kid’s should be looking at your mouth. And suddenly the kid who wouldn’t open his mouth is like, ahhhh.
Jen: 19:47 I’m doing that tonight.
Julie: 20:04 I had another, another um, parent who they would pretend that they were going to the dentist office and they would, they would make a big deal. Like, would you like to sit in my dentist’s chair, my lady. And you know, there’s all kinds of games you can play and you’re right, you run out of ideas like, well, okay, so tell me, tell me, you’re making me feel bad because we, we had to cut seven chapters out of this book.
Jen: 20:34 Parents are going to be so disappointed.
Jen: 20:43 I guess the lesson that is to try and apply from, from what is in the book, because that was one I got out of the book was, you know, there’s a big new section on seeing the tools in action. And so there’s this toothbrushing must’ve been part of that when I read it, I felt like I was sitting in a parenting class with you and then there were five other people in the room and they were all talking about what worked and what didn’t work is not everything works for everyone. And so I was wondering was that, was that the intent?
Julie: 21:07 Yes. In the workshops, people get a lot out of hearing from each other. Like I say, I had a mom in my very first group who got a lot of traction by using a Donald Duck voice. I can’t imitate it so I’m sorry I can’t do it for you, but she could do it. You know what?
Jen: 21:24 We’ll imagine it.
Julie: 21:25 In the back of your throat. I can’t do it. Anyway, she, she said if I said it’s time to go get your backpack. They didn’t do it, but if Donald Duck told them they would do it. So I took that idea and I’m like, well I can’t do Donald Duck, but I can pretend. And I again, I was so nervous about doing this in public. I pretended to have a British accent, which I can’t really do.
Julie: 22:41 So they don’t care. I used to. I also used this saying to them, okay, I’m telling you what my most embarrassing stories. I used to pretend I was an opera singer and then they would do things that if I just asked them to do in regular, they wouldn’t… [Sings] “It’s time for bath.” I would just shock them so much. So I tell people in my groups, you don’t have to be an opera singer; you don’t have to be good at English accents, you don’t have to be able to do Donald Duck, which I can’t do, but if you can attempt any of these, it changes the mood, the mood, and it makes it more fun and as long as you have to do these things anyway, you might as make it. Might as well make it fun.
Julie: 23:23 Oh, but then it wouldn’t have that R problem.
Jen: 23:26 Yes. So I know you have three children. I only have one and frankly that’s the way I’m planning on having it stay. But I know that a lot of parents who are listening to the show have more than one child and maybe most interested in the chapter that you have on resolving conflict. And so if, uh, if there was one nugget of wisdom that you could distill out of that chapter for the parents who have more than one child, but would that be?
Julie: 23:53 Well, that chapter is not about more than one child. I’m going to answer your question about more than one, which is don’t take sides. It’s really tempting to say, come on, just give it to the baby. She’s just, she’s too little. She doesn’t understand. But that kind of response can really build up resentment between siblings. So, um, some people call it the sportscasting sometimes it could just be helpful to say, Oh, you’re not ready to share that. You’re not finished with it. Oh, the baby saying I want it, I want it. What do we do in a situation like this? So I’m not just saying, okay, kids, good luck. You figure it out. I’m leaving, I’m out of this. But I’m also not going in and saying, no, you’ve had it for 10 minutes now.
Julie: 24:35 Give it to the baby or give it to the other one, whichever one. I do a lot of acknowledging feelings. So that’s the theme of the book as you noticed. And I’m going to do that even when there’s two kids who are fighting and sometimes there’s an act of conflict and sometimes I’m just, I’m just thinking about a conflict that my kids had. They were, they were a range of age, like six years between the oldest and the youngest. The youngest was definitely in the two to seven range and I think the middle was in the two to seven range. My oldest was a little bit older when they, we used to have a, used it, we have a hook in the ceiling and we used to have a T bar that they could hang from and when we would get home they would fight over who got to use it.
Julie: 25:14 And I remember once saying to them before we got in the door, okay, what should we do? Everybody wants to use the T bar first and there’s only one T bar, what should we do? And they negotiated and talked about it and came up with a system that I thought was pretty clever. The oldest one was probably the instigator because he realized that the youngest didn’t want to wait, so she got to go first for two minutes. And then the middle one who could wait a little longer, you get to do four minutes. And then the, the oldest who would be willing to wait longer, he would get six minutes on it and they all signed onto it.
Jen: 25:49 I would never have come up with that.
Julie: 25:53 When we help them problem solve a situation like that, they often will come up with solutions that we wouldn’t have even thought of.
Jen: 26:01 Yeah. At what age do they start? Do they start being ready to do that, do you think?
Julie: 26:04 Not at two.
Jen: 26:05 Yeah, because, you know, I my daughter’s two and a half and when I asked her a question, she doesn’t seem to understand. She just says, hmm, that’s, you know, if I try something like that, she’ll just kind of say, hmm. So at what point can you sort of start expecting a response to come back? And you know, the tennis ball to get hit back to you?
Julie: 26:22 Well, I, I remember when Asher was three and Rashi was just a baby, so up until about problem solving, which you can do with a single child. The reason I remember this story is because some reporter called up Adele and said, can you use problem solving with really little kids? And she said, I don’t know; call Julie.
Julie: 26:46 I think he couldn’t get Joanne on the phone. He called me because I was in California. And I thought, do I use problem solving? I’ll have to think about it. I’m like, well, I guess this morning I did because Rashi was, he was just a month or two old. And um, I really wanted to take a shower, which was challenging, right? And so Rashi had fallen asleep. And I thought this is my chance if I can get Asher on board. So I went to tell Asher, let’s go in the bathroom. And he’s like, no, let’s play with the magic mitts. And I remember thinking if I just try to strong arm him, he will scream. The baby seemed kind of fussy so I wasn’t sure he was gonna stay asleep. And I wasn’t gonna get my shower, so I did a very simplified version. I said, Oh Asher, you want to play with the magic mitts? I want to take a shower. What should we do? And he thought about it and he said, hm, maybe I’ll take my sesame street’s tapes in the bathroom, which we had done in in times past and I, I said, that’s a great idea, let’s do it.
Julie: 27:48 And I got my shower. So it was not a high conflict situation. But I try to look for opportunities to use that language with him. Like, we have a problem, you want this, I want that. What should we do? And I would encourage you to use that kind of language with your kids. Even at age two, you can, she can, she can understand, oh, you want that? And I want that one.
Jen: 28:08 And so do I start now. You know, when I’m starting to do that now, do I start by proposing a couple of solutions and then picking the one that I think is fairest, like verbally going through that process or how do you build to the point where the child can come up with her own solutions?
Julie: 28:22 Well, you’re going to be working with simple problems. It’s like, no, you want the blue cup and I was going to drink from it. What should we do? Right. And she’ll probably say I drink from it and you might say, okay, how about you drink from it and I drink from it next. And if and if she says, okay, you can say, oh well we figured out a solution. So she just gets the idea that this is what we do when we’re in conflict and that’s what chapter three is all about. When you’re in conflict, not necessarily between two kids. It could be parent and child. What do we do? And that’s, that’s one way to teach her about problem solving, which is when one of the ways we can resolve conflicts.
Julie: 29:00 Yeah. And so that’s, that’s a tool that I can use as a parent of one child and also the parents of multiple children can use with their children and also the children, we assume we’ll learn to negotiate among themselves when the parent is not around, ideally, I’m remembering another, another time when I used it, Asher was four, he had a friend named Matthew and matthew came over to play after school and then I was driving them to music class and we’re going to meet his mom. His mom was gonna pick him up a music class. And this is in the days when we didn’t know about airbags in the front seat. So kids were allowed to sit there.
Julie: 29:35 Oh, the things we used to do!
Julie: 29:37 Yes, right? The wild and crazy times. So we were going down to the car and Asher and Matthew started arguing about who would get to sit in the front seat. And fortunately the doors were locked so we got to the car and they hadn’t resolved it. And I, I remember being tempted to say, well Asher, he’s the guest. You should really let him sit in front. Um, but I, but I just want to do that really. So I said, oh, this is a problem. You both want to sit in the front seat, but there’s only one front seat. What should we do? I think Asher for said, well, I should be able to sit in the front seat because it’s my car. And Matthew said, well, I should be able to sit in the front seat because I’m the guest. And I said, well, it sounds like there’s something about sitting in the front seat that you both really like. And Matthew said, I like to be able to see out the window. You can see better in the front seat. And Asher said, well, I like to be able to choose the music. You can reach the cassette tape, aging myself, a player in the front seat. And there was a pause and Matthew said, I can sit in the front seat and I’ll put on your music. And Asher said, oh, okay. And you know, it was the perfect solution that I never would have been able to figure out it had I not reflected back to them. Oh, so you want the front seat because you want to see and you went the front seat because you would have decide what music we listened to.
Jen: 31:02 It’s not that they both want the front seat is that they want different things about being in the front seat and both of those needs can be satisfied.
Julie: 31:08 So I was lucky. I mean in the sense that. And I didn’t know where it was going to go when I said, well two people, one front seat, what do we do? I honestly didn’t know how it was going to be resolved, but I think that by doing it that way, first of all, we, we preserve their relationship. Had they gotten into a big fight about it, when you can just imagine that next, the next day they’re not playing with each other. Who knows what. Right.
Julie: 31:34 They would have been mad at me and they would have felt it was unfair and Matthew wouldn’t have wanted to come over again. Like, who knows. Right. So I think that’s one of the benefits of involving them in the problem solving.
Jen: 31:47 Yeah. Okay. So the chapter on children who are differently wired is written in your voice. I’m wondering if you can tell us a bit about your experience because I think a lot of times when I read parenting books kind of geared at mainstream parents, there really seems as though that the parent has to do the work themselves of figuring out how to make it applicable to their differently wired child. Can you tell us a bit about your experience in how the techniques described in the book can be applied to children who process information differently?
Julie: 32:16 I think one of the messages we want parents to get from this book is that all of these tools can be used with all children. Because underlying all these tools is the idea that all kids want to be understood, all kids want to be respected, all kids have a drive to do things for themselves. And what makes it tricky for kids who are differently wired is understanding as a parent, how they’re experiencing what their feelings are, how, what their experience is and how to acknowledge that. Because it’s because it’s often so different from our own experiences as people. So I’ll give you an example. In one of my early groups, I had a dad who had a little boy who used to put up a big fight if he didn’t get to be used one of his three favorite pairs of socks.
Julie: 33:15 And in the morning, they would use those three pairs of socks early in the week and they would run out and she’d have his other socks. And the dad tried all the usual look, they’re the same. It’s, you know, this one’s red. That’s when it’s red. Like, what’s the difference? We have to go get your socks on. We don’t have time for this nonsense. All that kind of thing. Came to the group and I told them about my oldest, who, when he was very little with what they say, hypersensitive in his lower extremities, which is to say he couldn’t stand to be touched on his feet and his legs were very, very sensitive. So, and if you can’t touch your feet to the floor, you can’t learn to walk. So we needed to desensitize them, but he really felt a lot of things that most of us, if we feel them, they, they’re not noxious.
New Speaker: 34:57 Because the behavior is the problem, right?
Julie: 34:58 Because the behavior’s the problem. Exactly. And you know, one of the big messages of our book is that there’s a connection between how kids feel and how they behave and if we want them to behave well, it benefits us to pay attention to how they feel and how we talk to them influences how they feel. So the, some of the tools in that chapter on kids who are definitely wired, are a way for parents to tune into how their kids are, are different in terms of their experience of sensory issues, social issues, all the ways in which kids are different. So it’s not a book about how to do therapy for kids who are definitely wired, it’s really to how to use the same communication tools for those kids. Yeah. So, so I hope that all parents read that chapter and not just kids who have been identified as being differently wired.
Julie: 35:50 The first tool that we introduced in that in that chapter is the idea of joining the child in their world. And I think that’s something that can be really challenging, especially for kids who are on the autism spectrum who don’t appear to want to interact with us as much as our other kids and it can feel like rejection and can feel like there’s no way to connect with that kid and the kid doesn’t want to connect. So in my workshops, I encourage people to figure out what is comfortable and interesting to that child and connect that way, before you try to engage their cooperation and solve problems. And one of the most touching stories I heard, which we include in the book, was from a mom who son spent a lot of time alone in a tiny little tent playing on his iPad, not talking to anybody, not interacting.
Julie: 36:41 And when we suggested this idea of joining him in this world, she said, I didn’t really know how this was going to go or whether it was at all possible, but she went home and she tried to do her homework there. He was in his little tent and she said she went up and she knocked on the tent, which was fabric. So it was very, very quiet. And she realized that he was very sensitive to sound. So she very quietly said, can I watch you while you play? And he nodded his head and so she just, she said it was a small tents and she couldn’t go in it, but she just watched. And then she asked him what he was playing and he answered her and he’s playing the bubble game, which she said was surprising because he usually wouldn’t have even answered her. And so she watched him play this little bubble game and then she asked me if she could play and they ended up passing the iPad back and forth, and he showed her how to play. He had never done this before with him. It gives me goosebumps just to think about it, you know.
Jen: 37:36 And we assume previously that she had been focused on getting him out of the tent.
Julie: 37:39 Exactly: come on, let’s do this. We have a puzzle. I’ve got blocks come, come, come. Yeah. So, not that we don’t have things that we want all our kids to do that we have to do every day, but if we don’t find that time to connect with them, if we don’t have that, those moments where it’s just about being together and enjoying each other and then we’re going to have a lot harder time getting them to do all those others things that we need to do. It reminds me of a phrase that’s coming and respectful parenting circles: your child isn’t giving you a hard time. She’s having a hard time. They don’t do these things just to annoy us. Feel as though they are, that there are real reasons for them doing these things and if we can better understand what those reasons are, then we can be in a better position to make a connection that moves the relationship forward.
Julie: 38:32 Yeah. Yeah. So when people come to me and they say, how do I my kid to [fill in the blank].
Julie: 38:39 Yeah. I will often…so tell me like, how is the child’s feeling about it? Because if I, if I don’t know that I don’t, I, I don’t know where to go yet. I love what you’re doing. Taking the research and bringing it to parents of young kids and I also want to remind people that you can read that it’s important to acknowledge feelings, to give kids choices, to invite them to problem solve with you and you can know all these things intellectually, but when you’re in the heat of the moment, when you’ve got to get out the door because you have a job to get you and you have to drop them off at school or daycare and they’re crying because they don’t want to put their shoes on and the baby’s crying and, and you’re running late. It’s very hard to figure out what do you do in that moment? What feelings do I acknowledge? Sometimes you feel like I don’t even want to acknowledge feelings. I just need to get out the door. So what we’re trying to do is to give parents lots of examples so that when they’re in the heat of the moment, they can think, oh, you’re not in the mood to go to school. You wanted to play with that. Let’s put that somewhere special so we can find it when we get home and we’re relying less on, I don’t care. We’re going, I’m grabbing you.
Jen: 39:58 Which may, as long as the child is small enough to get the job done, but it doesn’t really help to build a relationship or, or engender cooperation for the longer term.
Julie: 40:07 And it leaves everybody frazzled in the morning. Right?
Jen: 40:09 Yeah, yeah, yeah. We are definitely seeing that as well. Now we’re in a daycare environment. Getting out the door in the morning is a key.
Julie: 40:17 It’s a huge stress on parents getting out the door. Yeah. Well, thank you so much for taking the time to talk with us today. I really appreciate it. You’re welcome.


text:
Submissions are now open for the academic conference, ‘Linking Organized Crime and Cybercrime (LOCC) 2018’, supported by the United Nations office on Drugs and Crime.
The goal of LOCC 2018 is to produce novel insights into the linkages between organized and cyber crime. Organized criminal groups have increasingly adopted technology to commit offences, and new types of crime are also made possible through new technologies. This conference is concerned with the way that organized crime, including trafficking in persons and smuggling of migrants, is enabled or supported by technology.
LOCC 2018 is generously hosted by the Hallym University and sponsored by the United Nations Office on Drugs and Crime (UNODC) under its Education for Justice (E4J) initiative. The E4J forms part of the Global Programme for the Implementation of the Doha Declaration, adopted by the Thirteenth United Nations Congress on Crime Prevention and Criminal Justice in 2015, which recognizes the fundamental role of universal education for children and youth as key to the prevention of crime, terrorism and corruption, as well as sustainable development.
◦ Including but not limited to: money laundering, corruption, obstruction of justice, trafficking in drugs as well as participation in an organized criminal group (i.e. how technology enables/facilitates/shapes/changes participation).
UNODC will cover the cost of participation of the selected authors, in accordance with UN financial rules and regulations (i.e. daily subsistence allowance and economy-class airfare).
The E4J initiative (http://www.unodc.org/dohadeclaration/topics/education-for-justice.html) aims to build a culture of lawfulness amongst children and youth through the provision of age-appropriate educational materials on topics related to criminal justice and crime prevention, including organized crime, human trafficking and migrant smuggling, cybercrime, and the integration of those materials into the curricula of primary, secondary and tertiary education levels.
This event will explore insights and produce material for tertiary education, which includes universities and higher vocational institutes. At the tertiary level, E4J aims to develop modules and materials that support academics in their teaching and research activities related to UNODC mandate areas.


text:
This is the place for you if you are searching for top offers as well as testimonial for Lawn Mower Replacement Parts The following is information concerning Troy Bilt 717-04376A Electric PTO Blade Clutch – Free Upgraded Bearings – among Xtreme Mower Clutches – High Performance Clutches item recommendation for Lawn Mower Replacement Parts classification.
Finally, when search for the most effective lawnmowers make sure you examine the spec as well as reviews. The Troy Bilt 717-04376A Electric PTO Blade Clutch – Free Upgraded Bearings is advised and also have excellent evaluations as you can inspect for on your own. Hope this quick guide assistance you to find best lawn mower.

industry_corpus2: Manufacturing