text:
On raising a son on the autism spectrum, progressive politics, pop culture, and coffee addiction.
Saturday, March 13, 2010
A hair-dryer kid in a toaster-brained world
First, I should tell you that we orchestrated it with the stealth of CIA operatives. We didn't want Bud to see me in the building, because we knew that my presence would be difficult for him. (Mom does not belong in school. Mom should only be here when she has come to take me home.) We all synchronized our watches, and as lunchtime approached, Mrs. Nee walked Bud to the lunchroom, where he was meeting another staff member, and Ms. Walker readied the classroom, while a student, Noelle, helped me slip in the side door and up the back staircase.
While we waited for a few students to return to the class with their hot lunches, Ms. Walker let me know that they'd told the children a little bit about my blog, read them a few excerpts, and let them know that people all over the world read about their classroom. The kids were delighted to know that they had fans, and even more delighted by the idea that they'd been given pseudonyms when I wrote about them. It seems they'd had some fun trying to figure out who was who.
Then, the children returned with their lunches and settled at their desks, which had been arranged in a circle. I sat down to join them, and it was time to begin.
I started by thanking them for inviting me to their class. "I hope you know," I said, "that you are really, really important people to Bud. He doesn't always show friendship the way other people do, but believe me - you are important to him. He talks about you all the time. He tells me all about his buddies. And he loves having buddies."
They grinned their response.
"I also want to thank you for asking such great questions." I held up their index cards. "Your questions were fantastic, and they tell me that you really pay attention to Bud."
Dan raised his hand. "I wasn't here the day they wrote cards," he said. "But I do have some questions."
"That's great, " I told him. "How about if I answer the questions that other people have asked first, and then if I haven't answered your questions, you can ask me more about them."
Dan agreed, and I turned to the rest of the class. "You can all ask more questions. Sometimes when something seems different, people can get nervous about asking questions, but I want you to know that I want you to ask questions. It's the best way to learn about things you don't understand."
My intro was over and it was time to get into my answers to the questions they'd written. I'd prepared ten pages of notes. I wanted to help the kids understand Bud's differences, but I didn't want to present him as "other," as though he were an alien living among them, as though there were something wrong with him, so I'd developed some analogies - some things that I hoped would help them relate Bud's experience to their own.
The first one felt the riskiest. It was my make-or-break analogy - the one on which the rest of the presentation hinged. If it didn't resonate with them - or, worse, if it seemed lame - I was afraid I'd lose them. I knew that one ill-placed snarky comment from one of the kids could make the whole thing unravel.
So I took a breath, and I started talking.
"The first question that lots and lots of you asked is: What is autism?
"Autism is something that people are born with – you either have autism or you don't have it. You can't catch it.
"Having autism means that your brain is put together differently. Your brain still works perfectly well. It just does things differently from other people's brains.
"Let's think about the brain as a machine. You know that your brain controls everything you do. You use your brain to think about things and to make your body do things. Your brain also controls things that you don't even think about. You don't have to remember to breathe, because your brain does it automatically for you. You don't have to remember to blink, because your brain does it. So, sometimes you USE your brain to do things and sometimes your brain just does things because that's what it's wired to do.
"The same thing is true in autism. Bud uses his brain for everything, too. But because there are differences in the way his brain is connected, there are differences in the way his brain reacts to things.
"Now, we all know that your brain is a machine that's made of tissue and neurons and nerve cells. But let's pretend it was a more simple machine. Let's pretend your brain wasn't made of tissue and neurons and nerve cells, but instead, it was made of metal and plastic and electrical wires. And let's pretend that when you put that metal and plastic and electrical wire together, it turned into a toaster."
Here, the class laughed - the good kind of laughter. I carried on. They were with me.
"And let's pretend that MOST of us had toaster brains. Some of us might make white toast and some wheat toast or rye toast, and some of us might make light toast and some of us dark toast. Some of us might only toast bagels, and sometimes we might even burn the toast, but for the most part, all of our brains would be able to do the same thing: make toast.
"Now, think about the pretend world that we have just created. In our world, MOST people have toaster brains. So, when we make the rules for our world and decide how we want to spend our time, what do you think we'll decide is the MOST important thing a person can do?"
Nora raised her hand. "Always try hard and do our very best?"
"Yes!" I said. "And WHEN we do our very best, we will be doing a great job making..."
"Toast!" they responded in unison.
"Yes! Because we have brains that are really GOOD at making toast - so we will want to have a world where it's REALLY important and REALLY valuable to make toast. Right?"
Heads nodded around the room.
"Now let's pretend that Bud's brain is ALSO made of metal and plastic and electrical wires, just like our brains, except that when HIS metal and plastic and electrical wires get put together, they turn into a totally different kind of machine. Instead of being a TOASTER, Bud's metal and plastic and electrical wires turn into a HAIR DRYER."
I swear, I heard gasps.
"Now, there's nothing WRONG with a hair dryer, right? Hair dryers are great! There are some things that hair dryers are really good for. There are some things that a hair dryer can do even BETTER than a toaster. But it is REALLY, REALLY hard to make toast with a hair dryer."
They laughed again, and nodded, and totally, completely got it.
"So, in our pretend world, even though Bud has a perfectly wonderful hair dryer brain, it's going to be hard for him, because we toaster-brained people have decided that the most important thing that people do in our world is make toast. And Bud probably can make toast with his hair dryer, right? But he is going to have to work a lot harder to make toast with his hair-dryer brain than we will with our toaster brains. It will probably take him a lot longer to make his toast. And no matter how hard he works, his hair-dryer toast will probably always look different from our toaster toast."
The room filled with murmurs of understanding.
"But, on the other hand - think about THIS! When we toaster-brain people have wet hair? We are REALLY going to hope that Bud and his hair-dryer brain are around."
Nathan piped in. "Because we could get ZAPPED if we tried to use our toasters!"
"Exactly," I continued. "And the same thing is true in the real world with our real brains, that are made of tissue and neurons and grey matter and, uh..."
"And important stuff," offered Travis.
"Yeah, and important stuff," I said. "Because for most of us, when that important stuff gets put together, we have a certain type of brain. And we have created a society that says the most important things are the things that most of our brains are really good at - things like:
"Talking and communicating with people;
"Making friends and spending time with people;
"Doing lots of different kinds of things, having lots of different kinds of interests, and trying new things.
"Because our brains are really GOOD at those things, we try to spend most of our time doing them. But those are all things that, because of his autism, Bud's brain has a really hard time doing.
"Language is difficult for him and he doesn't talk the same way as other people.
"Being social and knowing how to interact with people is difficult.
"Changing his routine and trying new things is difficult."
The classroom resonated with affirmation. Bud's classmates knew exactly what I was talking about. They knew, without me explaining any further, what kinds of behaviors I was talking about. I could see the understanding in their faces.
"But, remember how there were some things that the hair-dryer brains could do better than the toaster brains? There are ALSO things that Bud's brain is really GOOD at doing. There are things that HIS brain can do better than a lot of our brains can do.
"I bet you can guess what some of those things are. Can you?"
Hands flew up all over the room, and without my prompting, they recreated the list I had written in the notes in front of me.
"He's really great on the computer. He's better at it than LOTS of people."
"He has great hearing."
"He can remember lots of lots of things."
"He can remember all the words to TV shows."
"And he can remember the words to songs."
"He is very musical."
"He's a great speller, too," I added. "Once he learns a word, he usually remembers how to spell it."
"If I had a brain like that," said Nathan. "I'd read the whole dictionary and learn all the words."
"That would be a great thing to do," I said. "And it reminds me that Bud is also a really good reader."
Molly raised her hand. "And he has a great sense of humor, too."
"He does have a great sense of humor," I said. "And that's one of the ways that his brain is a lot like other people's. What are some of the other ways that Bud is just like everyone else?"
Again, the hands flew up.
"He can see just like everyone else."
"He looks just like everyone else."
"He's human."
"Yes! He's human - which means that he has all the same feelings that everyone else does. And he loves the people in his life. And he likes to play and have fun. He likes to laugh, he likes to swim, he likes to eat pizza. In lots of ways, Bud is just a regular kid."
I looked around the room at the smiling faces of Bud's classmates - his friends, with their toaster-brains firing.
"But a lot of your questions were about some of the ways that Bud is different from you and about the things that are harder for him than they are for a lot of other toaster-brained people. So, let's talk about some of those questions."
Up next: Question #2 - Why does Bud repeat things from TV?
138 comments:
- Pia said...
You are my hero.
And so are those kids.
- March 13, 2010 11:13 PM
- ghkcole said...
Forwarding his to people who need it; deep thanks for paving the way....
- March 13, 2010 11:37 PM
- Noel Murray said...
This is a really beautiful metaphor. I have a feeling I'm going to be referring people back to this series of posts for years to come, including when it comes time to explain my 8-year-old son to his little sister.
- March 13, 2010 11:46 PM
um yeah, I pretty much love you right now. Thanks for this. There are people in J's life who would like to understand him better and this will help.
Looking forward to the rest of the answers.
- March 13, 2010 11:57 PM
It's almost shameful to admit, but I'm so jealous of Bud's schooling. His classmates sound so *nice*.
- March 14, 2010 12:55 AM
- pixiemama said...
i LOVE your analogy & i'm in more than a tiny bit of awe.
- March 14, 2010 3:21 AM
- Beth Allums said...
I love this and I love you for facilitating this, and no doubt that will be the new link we all use for "a way of explaining autism" Beautiful - thank you - anxiously awaiting more...
- March 14, 2010 3:32 AM
- Judy Jeute said...
For a mom of "toaster brained" children this is a wonderful eye opener. It may sound silly to those of you with children of "hair dryrer" brains, but there are times these lessons are good for us as well. Children need to learn to love the differences of one another no matter what they are. Thank you for sharing your experiences with us in such a concise manner.
- March 14, 2010 8:40 AM
- *m* said...
Breathtaking -- them, and you.
- March 14, 2010 9:03 AM
- Niksmom said...
*sigh* It's pouring rain outside, the river is rising (we're safe from flooding, whew!)...but I SWEAR the sun is shining right now.
I am eagerly awaiting more of this story. (Like THAT was a mystery, huh?) And,um, the book. I htink you and Bud's class should write a book about this. SERIOUSLY.
- March 14, 2010 10:43 AM
- Brenda Rothman (Mama Be Good) said...
I LOVE YOU! And I LOVE THIS POST! I can't wait to read more.
- March 14, 2010 11:26 AM
- Jordan said...
This is absolutely amazing - I love it and can't wait to share it! Will you remind me what grade Bud is currently in? Thanks for posting this, can't wait for part 2!!
- March 14, 2010 11:55 AM
- kirsten said...
wow. wow. wow!!!
- March 14, 2010 12:18 PM
- Stimey said...
What a great way to explain this. In a million years, I would never have thought of this, but it makes so much sense. I just printed out this post because when the time is right, I am going to use this analogy. I look forward to hearing about the rest of your day with the kids.
Those are some amazing kids, by the way.
- March 14, 2010 12:28 PM
- Unknown said...
Brilliant, and beautiful.
- March 14, 2010 1:13 PM
- tulipmom said...
This is such an incredible analogy and is going to help SO many people. Yes, you should write a book "Toaster Brained Children in a Hair Dryer World." Wow!! Thank you.
- March 14, 2010 1:57 PM
- DRS Are The Best said...
Thank you so much for sharing this. My son regularly asks questions about why his younger brother and sister (autistic twins) are "different" and I've been at a loss of what to tell him. This helps me in so many ways.
- March 14, 2010 2:18 PM
- Joeymom said...
Great job. And my Joey DOES read the dictionary.
- March 14, 2010 3:00 PM
- Kate said...
Wow. That is an amazing analogy. Kudos to you for thinking of it. Kate
- March 14, 2010 4:17 PM
- KAL said...
You are brilliant. I love your analogy and now have something to go for when trying to explain differences to others. Oh, btw, your post is circulating... I first saw mention of it on my FB newsfeed by a non-mutual friend! Watch it go viral :)
- March 14, 2010 4:39 PM
Well, WELL done. I'm an O.T. by profession and spend a good portion of my career breaking concepts down into chunks that people can understand. You ROCK! Between a great school, great teachers, great classmates and a great mom, he has got to be one the luckiest hair dryer-brained kids on earth. ;-)
- March 14, 2010 5:47 PM
- Professor Mother said...
I'm with Niksmom- this series of blogs is so important... and your analogy is absolutely breathtaking in its simplicity and clarity. You NEED to expand your experiences and insights beyond this blog- wonderful and cited as it is. (But only expand- keep up the blogging- it's too much fun to read!)
Thank you... for giving the words to so many others.
- March 14, 2010 7:01 PM
- jess said...
Yes. Hell yes. Go on (please).
- March 14, 2010 8:32 PM
- MothersVox said...
Awesome. This is awesome. The toaster-hairdryer analogy is brilliant. So happy to read this! Can't wait to read more.
- March 15, 2010 12:56 AM
i LOVE IT!!!! yay! toaster brains and hair drier brains! you are BRILLIANT!
- March 15, 2010 9:58 AM
- Beth Allums said...
This is a book!!!
Your explanations are wonderful. I have printed these posts and are sharing them with other parents, teachers I work with, and my son's own teachers.
I cannot wait to hear the rest.
This is brilliance. Thank you once again and again - for the gift of your words. You have an eloquence with words and can articulate in a way most of us cannot.
Thank you.
- March 15, 2010 10:32 AM
- Sheila Sullivan said...
This is amazing. You should do a school road show! It shows that most kids are understanding and caring as long as they "get it." God bless!
- March 16, 2010 11:35 AM
- johndarden said...
Amazing and simply magical. This is one of the most imaginative, creative, fun, spot-on-target things that I have read in a very, very long time. Your analogy is simply genius! If you ever right a book about your son, you have the title right here. Kudos!!
- March 16, 2010 10:26 PM
- Caitlin Wray said...
I am not at all sure that "blog" is an adequate term for what you are doing here. No offence to "blog", but surely there is a more poetic phrase to be found. Thank you for this gift of love for your son that is so brilliant it shines on the rest of the world. Caitlin at www.welcome-to-normal.com
- March 17, 2010 3:26 PM
- Laurie said...
This is awsome!
I'm the mom of a (recently diagnosed) high functioning autistic child. It's great reading things like this!
- March 17, 2010 4:22 PM
- Melissa said...
As a mom to a son recently diagnosed with Aspergers, this brought tears to my eyes! Thank you. I'm sure I'll be sharing it with lots of people!
- March 18, 2010 4:41 PM
Everything that explains your son...he's musical, has a great memory, a great speller, great on computers, is my 5 year old son 100%! Thanks for sharing :)
- March 21, 2010 11:08 AM
- Maddy said...
Thank you so much for this post, and thanks to the person who posted the link on Autism Speaks' fb page or I never would have seen it. It is such a perfect analogy, and I'm sure many of us will refer to it for years to come.
- March 21, 2010 10:21 PM
- Photographics said...
This is wonderful!!! You did a great job with those kids! this is going on my Facebook page right now!
- March 22, 2010 10:15 AM
- Elyse Orecchio said...
This is great, thanks, I can't wait to read more. I teared up when the kid said "human."
-Mom of a sweet 6-year old hair dryer brained boy.
- March 22, 2010 10:27 AM
- Ko-Leen said...
Thanks, I have hair dryer boy aswell, and this is a great to read!
- March 22, 2010 10:33 AM
I got to the bottom of this and realized that I had tears running down my face. Those kids are absolutely amazing and your son is so very blessed to have them in his life! I could only imagine how lucky my son would be if the kids in his class were half as wonderful.
- March 22, 2010 10:34 AM
- Sarah B said...
My son who has Aspergers asked me the other day what Autism was because he said sometimes he just thinks he's a freak. It made me so sad to know he felt that way and I had trouble finding the right way to explain it all to him.
THIS he will understand. This moved me...and will without a doubt be on the reading list tonight :) I appreciate your words...
- March 22, 2010 10:38 AM
- Unknown said...
WOW! Can I share your post with Son's teachers and child study team? this is SO AWESOME!
Thank you for sharing and I can't wait to read about the other questions!
- March 22, 2010 10:43 AM
- Cris Lopes said...
Perfect Metaphor!!!
- March 22, 2010 10:59 AM
- Unknown said...
Absolutely great! Loved every second of your experience! It is so important to realize that without Hairdryer brains world would not function either!
Your preparation about change in routine hits home so well for me.
My son lost his balloon and it took him a long time to get over it! It inspired me to write a book about it. As I know you inspire many with your insightful posts. thank you so much.
- March 22, 2010 11:27 AM
I am sitting in tears. I think I may do this with my son's class. I absolutely love it.
- March 22, 2010 11:43 AM
- March 22, 2010 11:54 AM
Thank you so much for sharing your wisdom here! My son was recently diagnosed with PDD. We are now homeschooling as a result of his "hair-dryer brain" not connecting at the toaster school.
I have forwarded your blog to his past teachers. I hope that someone will be touched by it and have the nerve to share it with others. So many kids get left behind in so many ways.
- March 22, 2010 12:44 PM
- PJ said...
This literally brought tears to my eyes. I have never been able to come up with the words to explain to my son's peers just what you did in this post. Thank you for making me see that it is possible to reach out and give them understanding.
- March 22, 2010 12:48 PM
- Unknown said...
I LOVE this analogy!
- March 22, 2010 1:21 PM
Anyone that has been touched by a gifted child has been touched by this story as well as the comments. The story will be passed on in my future as well as my children and anyone that knows us. Thank you!
- March 22, 2010 1:43 PM
- Mandy- Read. Write. Mom! said...
Lots of admiration (and yes, plenty of tears!) from me after reading this. You have given these children the power of knowledge.
- March 22, 2010 2:27 PM
I am forwarding this to my son's teacher and the school social worker. I hope they read your wonderful story and learn from the incredible connection you made with Bud's classmates. And I am crying right now, just wishing I could do the same for my little guy who is miserable this year. He's suffering from the teasing he is receiving and a general lack of understanding.
Anyway I'm hoping for the best. Until then, here's a toast to you and for Bud, I'm blowing a hair-dryer kiss too.
- March 22, 2010 2:31 PM
- michelle said...
as many said before me, you are amazing! we have just discovered that we need to explain to a group of 6yr olds why our son is different, but how is the question that has been on my mind...
well your blog came across my computer, thought i would check it out. and now i know there was a reason why your post hit my screen. you are the answers i have been looking for! thank you so much for sharing the toaster/hair dryer story, and i look forward to reading more about it!
ps...yes i cried too!
- March 22, 2010 3:14 PM
My girlfriends son is autistic and daily i try to figure out how it works what it affects and how to work with it. Honestly I have never met a more beautiful child. This blog is great thank you very much!!!
- March 22, 2010 4:09 PM
- Missy said...
Wow. I am amazed at your ability to come up with this metaphor for others to understand. Your son is lucky to have you in his corner.
I came upon your blog from United States of Autism on Facebook. I will definitely be following you now.
I am always trying to find a better way to explain my son's autism so people can understand it better. I will be using this analogy.
- March 22, 2010 6:58 PM
- Squillo said...
Belatedly chiming in to tell you how wonderful this is! Might have to steal it for my kid's class (with attribution, of course.)
Thanks for blogging it.
- March 22, 2010 11:14 PM
This is just stunning. I love the analogy for its simplicity and accuracy.
- March 24, 2010 7:02 AM
- Jen said...
Loved this. Do you mind if I use your analogy with my differing ability presentation that I do at my daughters's school. They are both Aspies. I will reach close to 800 kids and this is my third year of doing it. Also I am new to the blog world how do I get signed up to hear the rest of the story:)
- March 25, 2010 10:26 AM
- LaurenAct513 said...
This was amazing. I am also the mom of a toaster brained kid. You explained things better then I ever could! Thank you so much!
- March 25, 2010 12:14 PM
- LaurenAct513 said...
Oops, I meant a hair dryer kid. Actually, I have one of both and your explanation is great if my daughter ever asks questions about my son.
- March 25, 2010 1:49 PM
- Eva / Sycamore Street Press said...
Wonderful explanation. Thank you.
- March 25, 2010 6:59 PM
- sarah said...
I just found your blog through Kirsten's blog. This was just *amazing* to read. Thank you for sharing...I'm looking forward to reading about the rest!
- March 29, 2010 7:39 PM
I found your post on the Austism Speaks facebook page. Thank you, Thank you, Thank you! The comparisons are amazing. I'll pass this on to many others.
- March 29, 2010 10:37 PM
- Unknown said...
I went ahead and shared your post link on my Blog and my Amplify channel so more people can be educated and inspired. Thanks again.....Re-read the post again and still find it fascinating! :)
- March 30, 2010 1:42 AM
- Pie Maker said...
- April 01, 2010 9:32 AM
- Jen C said...
This is one of the best analogies I have ever run across. I used to work with preschoolers in an early intervention program where we did ABA therapy.
Part of my job was to go to colleges and talk to students about autism. I explained it as being dropped into a foreign country where the customs and language were completely new. Your lesson is much more illuminating and accurate.
This morning I sat my 7 year old daughter down to explain autism to her as part of world autism day.
I'd only ever explained autism to psych 101 students not kids. So I spent the morning sifting through sites. That's how I ran across yours. And I am so happy I did.
I don't want my kids to fear or pity people with autism. I just want them to be patient, kind and accepting.
Thank you for this brilliant piece and for sharing something so personal.
- April 02, 2010 9:48 AM
- Peter said...
What a wonderful analogy! I really like it! Thank you!
Recently I started posting interestnig analogies I found on the web on blog.ygolana.com. I thought it could be a good idea to create a place where people can share useful analogies.
- April 04, 2010 9:23 AM
Love it. Thanks for giving all of us a script. I love toast and dry hair, as well.
Can I add you to my blogroll for April, and then, probably never change it?
- April 04, 2010 2:38 PM
- Meredith said...
Thank you. What a wonderful way to explain neurodiversity to kids, and what a fantastic group of children Bud has for classmates. Sharing this with the world.
- April 06, 2010 11:15 AM
- Doc Meek said...
Does anybody know the tune for "A hairdryer kid in a toaster-brained world?" I predict that, like "Rudolph the Red-nosed Reindeer," this Mom's "Hair-dryer kid in a toaster-brained world," will go down in history. I've been helping kids mitigate learning and attentional problems for over thirty years now, and it is an axiom with me that "Mother knows best." This Mom makes that point sharper than a surgical needle, right? - Doc Meek, Learning Consultant, May 7, 2010, Sherwood Park, Alberta, CANADA
- May 07, 2010 11:38 AM
- Writeart said...
I just want to say THANK YOU - over and over and over!!!!! This entry and subsequent ones about your presentation to the children was more than a light bulb moment - it was like suddenly emerging from a blinding fog into brilliant sunshine and clear skies. You GET IT and not only that you can EXPLAIN IT so that others can understand it too. After about 5 1/2 years of stumbling in the fog and trying to figure out the path myself we are just now getting confirmation of what I pretty much knew all along. Our sweet Hannah has PDD, probably Asperger's, ADHD, Sensory Integration Disorder - and maybe even early onset Bipolar - other alphabet soups acronyms may attach themselves over time. I am going to read your blog from Day 1 and follow you faithfully. Please keep writing and bringing us all out of the fog into the sun of understanding and empathy for our wonderful and in many ways mysterious children!!!
- August 21, 2010 12:40 PM
- Nina said...
thank you for this. I posted it on my blog - http://parentplanet.wordpress.com/2010/09/09/great-sites-9-9/
- September 12, 2010 8:26 PM
Big hugs for sharing this! I love, Love, LOVE what you told the kids. It resonates and explains so well! It should be required reading for every teacher! Thanks also to bloggger "Diary of a Mom" for the links to your posts. :)
Lisa D.
- October 04, 2010 10:44 AM
- kim mccafferty said...
Wonderful post, fantastic metaphor, and coming from a former educator, what a phenomenal contribution to our schools. Good for you!
- October 04, 2010 1:16 PM
This is a great blog. Reading your description takes me back to when my daughter was 6 and I was going through what you are now. But also lets me appreciate my child who somehow manages to make toast with her hair-dryer brain.
- October 12, 2010 7:26 AM
- buttonlass said...
Wow. That was brilliant. I'm forwarding it on to other moms I know.
My son Nico is 3 and has Down Syndrome. This analogy can also be used very effectively for him. I hope you don't mind if I use it with his classrooms later.:)
- October 13, 2010 3:33 PM
- tangenjill said...
Brilliant! Thanks for translating...I can see this as a scene that if filmed would be a great teaching device, too:)
As a mom I'm grateful to those who open their hearts and share what works...bridging worlds and revealing common humanity.
- November 18, 2010 8:21 AM
- tangenjill said...
...and maybe the blender-(read: smoothie-maker) brained kids are those who bridge the gap b/w their hairdryer-brained sibs and the toasters-at-large world;)
- November 18, 2010 8:24 AM
- Unknown said...
Love this. I am gonna share it with a mom I just met. Her son has autism and she has been frustrated lately. I keep telling her that he has this amazing brain, and would knock her socks off with his knowledge, but can't communicate it as well.
I love your analogy. Autistic people are such a blessing to so many.
- February 07, 2011 11:11 PM
What a great way to explain autism to kids. This NEEDS to be written as a children's book!!! I know I would definitely use it in my classroom.
- April 01, 2011 10:10 PM
- Babs said...
Wow. Wow, wow, wow. I am the mother of an ASD child (Aspergers) and appreciated this so much. It's brilliant, and moving, and unbiased and totally understandable by toasters AND hair dryers. :) Thank you for this.
I agree with those who suggested a children's book be made of this. Even if you did it yourself with an e-book... I would buy it!!!
- May 25, 2011 9:37 PM
This is really awesome, thanks for sharing. I laughed when you talked about sneaking into the school. I used to come in sunglasses to try to hide from my son (like a movie star hiding from their fans). I love the talk you had with the kids and your attitude in general.
- June 14, 2011 9:31 AM
- Khaidyn's Mum said...
I wish i had bumped into your brain when i struggled to make people understand what autism was and how it affected my eldest son. You are simply amazing to put it into such an eloquent analogy. I have decided to follow you and refer parents of newly diagnosed children with autism back to your blog because they way you broke the grey areas down can only help them, to gain a positive fair perspective on their own situations and not drift off into despair over what may be in the future.
- June 14, 2011 9:33 AM
that was beautiful! I didn't do that at my daughters last school, but I'm gonna do it at her new one, Thank you for all your hard work
- June 14, 2011 9:37 AM
- Autismthroughaparentseyes said...
What a fantastic way to describe such a complex concept. Thank you so much and I am sharing this one.
- June 14, 2011 9:40 AM
I can see the kid is quite clever and knows what is going on to have such good detectors for his own strict criteria on life. I can see too that the other kids seem to be very judgmental. Is this a phenomenon of human development? But...please don't say that his brain is "normal." It isn't, in my opinion. It's like a machine, but with a part or two missing that keep it running, but with deficiencies that one can learn to compensate for, just as a blind person can develop a more acute sense of hearing. I may have some signs of what the doctors call Asperger's Syndrome. Some people may say I am a neurotypical and just faking it. I did have my own preoccupations when I was younger and did have a stronger sense of order: my immediate environment had to be "just so." I still have those desires in the background. I learned to compensate for these things on my own. I had to because I am too old for the special treatments that federal government mandates eventually brought about and now cost us serious taxpayer money. A questions remains for me: Is this really some kind of sickness (possibly because if the autism is really bad that the kid shuts himself off so much that survival is in question), or is this the system of values some of us feel we are born with and will give them up only with great difficulty? Probably both, this is not a simple "yes or no" question.
- June 14, 2011 9:40 AM
- Faithful said...
I am so glad that I read this blog. It is such a wonderful and unique way to explain the differences of autistic children. You are awesome, and Bud is a lucky boy to have you as a mom. Thank You!
- June 14, 2011 9:43 AM
- penguinconqueso said...
This series of entries meant so much to me. My son is PDD-NOS and "Konnichiwa" especially...I just read that one and cried. I'm so glad your son is in that classroom. And I adore the Amazing Platypus. :)
- June 14, 2011 10:00 AM
I'm going to follow up and say that the author did well to show how most things that one may call "mental illness" (regardless of Thomas Szasz) are FUNCTIONAL disorders, using, as it were, the wrong tool for the job, rather than an ORGANIC disorder. It brings me to mind one of the "larger questions of life," that having to do with "social deviance." It's easy to say with kids, the American cultural values being the way they are, that they are "innocent." When that person grows up, still has autism, and will be obviously "deviant," is it now intentional? And the big question is, "How much of social deviance is a result of sickness and how much of it is intentional? This is something governments have to deal with on a daily basis because we all want to be "tough on crime," yet what's the good of punishing one who will not be responsible for their actions, whatever the reason?
- June 14, 2011 10:00 AM
- hollyctr said...
Wow!!! This was perfect! Thank you so much for sharing this! I will probably use the same idea in my Son's new class next year!!
- June 14, 2011 10:35 AM
I'm not typically a blog reader/follower but this one caught my eye. Thank you for this wonderful post. I loved that you were able to help the other children connect with your son and how is brain is "wired".
- June 14, 2011 10:50 AM
- ~ B ~ said...
Thank you! Inexplicably moved to tears, thank you!
- June 14, 2011 10:58 AM
- ~ B ~ said...
Thank you! Inexplicably moved to tears, thank you!
- June 14, 2011 10:59 AM
- Unknown said...
I loved this post, I will translate in portuguese language and post in my blog ....can I??
- June 14, 2011 12:57 PM
- Patricia said...
Please give me the courage to have this conversation with my son's new 6th grade class. I've always wanted to do this but was just so darn intimidated.... I know I shouldn't but it's been a long time since I was in middle school....but we are new to the area and I think we've finally managed to settled in with a nice group of class mates for Terry....I really want to do this next year as he starts middle school.. I know it's a tough year for ALL kids which makes it more frightening...
- June 14, 2011 8:18 PM
I truly love how you explained this to the kids. i really wish I could do that sometimes. some kids just dont understand why my son does the things he does. they dont realize he does them out of impulse. He really is a great kid, and secretly I cry at night wishing for his sake that he could be normal, if just for a day. and then I have to remind myself of all the wonderful things about him. So thank you for writing that. i will be sharing it with others.
- June 14, 2011 9:10 PM
- Michael said...
What a wonderful analogy! From a hair dryer dad with a hair dryer son.
- June 15, 2011 12:09 AM
- Teglene said...
What an awesome post that I will be sharing far and wide! Why did I start crying when near the end one of the kids said, "He's human"? So amazing, especially for the mother of a child on the autism spectrum.
- June 15, 2011 4:19 PM
- Unknown said...
Your brought tears to my eyes. What a beautiful and simple explanations and what a great school to allows the kids to be exposed to all this!
- June 15, 2011 6:15 PM
- Belle said...
I came here from Autism Normal and I have to say your post was more than worth the read.
What a great way of explaining and helping to understand autism!
Great job!
- June 20, 2011 7:36 AM
I can think of only ONE WORD right now. WOW.
- July 23, 2011 10:09 PM
- Ashevilleautism.com said...
I absolutely love your analogies. I would love to use this example during one of my presentations. I provide educational services to children on the Autism Spectrum. I also provide teacher and parent support. I am helping to set up a program for kids with Autism in a private school in Miami, Florida. I am presenting to ALL of the teachers next week, and wanted to find ways to help them explain Autism to their students...thank you! You are helping an entire school. Rest assured that I will cite your blog...you should be getting more members soon!
Thank you for everything that you do!
Jennifer S. Lingle, M.Ed.
Director of Autism Consulting and Training, Inc.
- August 07, 2011 7:22 AM
- Teresa said...
I believe you should write this into a story/book for others to use when trying to integrate their child into mainstream classes!
- September 09, 2011 12:19 AM
Your analogy is pure genius. I will adopt it, both as a teacher in Junior High and as a mom with a Junior High age Asperger son.I always stumbled with my explanations because emotions got in the way. You helped me and I will quote you. Thanks and good luck.
- September 10, 2011 3:20 AM
- K.D. said...
I recently found your blog while researching ways to teach typically developing kids about autism. I work with kids on the spectrum in the hospital setting daily....and I now consider myself a Mom-NOS addict.....and I'm ok with that. Anyway, this post is genius and reminded me of a favorite Albert Einstein quote, "everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid."
Keep it up Mom-Nos!!! I can't wait to share your blog with some of the mothers I work with!!!!
- October 17, 2011 8:11 PM
- Mar said...
I am an autism consultant...Love the way you explained this....I'm sharing it with some of my colleagues. Thanks for putting it in simple words
- October 19, 2011 12:23 PM
- Tara Kaberry said...
Okay I have just come across this and it is a brilliant analogy, right down to explaining that hairdryers can in fact make toast only they have to work harder. It's also a completely accurate description of my son, right down to pizza and spelling. I love it and I hope you don't mind me using it.
- November 14, 2011 1:09 AM
- sarah said...
Oh wow, awesome! I am so impressed by you, and by those kids.
- November 26, 2011 12:15 AM
My son is PDD-NOS (among other things), and I am diagnosed with Aspergers. I also am a special ed teacher that works regularly with Spectrum students.
You are an awesome person, an amazing Mom, and your blog is a blessing. Bravo!
- December 11, 2011 10:53 AM
As a general ed teacher, with several autistic students in my classes, this is really helpful! Thank you for sharing this great explanation.
- January 30, 2012 10:16 PM
I have a hair dryer kid!! Thank you so much! This brought me to tears. My son is severely autistic and I get these questions a lot from other kids at church, cousins, school etc. So, do my friends from their children. AND from his older toaster-brained sister! I don't always know what to say...It's hard to explain! You did it beautifully. Genuinely from my heart, THANK YOU
- February 17, 2012 1:34 PM
From a toaster-brained Mom of a hair dryer brained kid...
- April 02, 2012 8:35 PM
- rg2 said...
We are just going through screening for our son right now and am struggling to communicate with our 7 year old daughter what this looks like for us and to help her understand why things are a little upside down. I googled talking to kids and found my way here to what seems like a lifeline for me! Thank you!!!! I am a new follower!
- September 11, 2012 1:11 AM
- Unknown said...
Pieces like this are so important -- they're usually forwarded to me by friends who have had an "a-ha" moment while reading them.
I find it so encouraging that people want to better understand our beautifully unique children.
Thank you for your hard work & willingness to share.
I'll be following MOM-NOS from now on :)
- September 15, 2012 2:56 PM
i wish i was able to put into words how much you and your beautiful little hair dryer have helped me with this post. i am in the process of trying to find the right way to explain my little "coffee pot" and his behaviors and traits to his soon to be step siblings. you are beyond amazing and i hope you know that the things you've said will change far more lives than you can possibly imagine. thank you, thank you, THANK YOU! lots of love to you and Bud.
- November 23, 2012 7:20 PM
Wow! What an amazing way to put things in perspective. I teach at an After School Program and would love to use this as a way for my students to understand autism. Thank you so much!
- January 01, 2013 2:18 PM
This is a beautiful way to tell children about autism. I love this and will use this myself for my son's classmates. Right now he i s in a singular classroom setting. Hopefully he will be back with his classmates soon. Thank you for this great analogy.
- January 04, 2013 1:59 AM
- agapeautism said...
Agape autism is a site about the causes and treatment of autism.The purpose of the site is provide parents with information on how to treat autism with a natural approach.
- February 18, 2013 9:01 PM
What an amazingly simple, yet powerfully effective way to explain autism. I will definitely share this with my son's class.
Thank you!
- March 06, 2013 12:08 PM
This is too good. You made it so simple and convincing. Gr8.
- March 08, 2013 12:05 AM
Absolutely the best analogy of autism I have ever heard.
- April 01, 2013 12:40 PM
- Abez said...
This analogy is brilliant! I used it this morning for a school presentation and so many of the things you mentioned are totally relevant to my son too- but he doesn't read the dictionary. He reads country road atlases and maps, so now he's not only a hairdryer, he's also a GPS. :D
- April 24, 2013 1:36 PM
thank you very much. We're new to our diagnosis and I've been struggling with how to answer my daughter's heart broken questions about why her brother just screams at her when she goes near him and why he won't let her play with him...I think I can now get a start on explaining to this incredible six year old what's happening to her little brother. Now I'm crying again, I wonder when that stops?
- June 03, 2013 7:06 PM
Wow... Just wow thank you for this!!
- June 18, 2013 5:11 AM
- Julie@teachinggoodeaters said...
Please turn this into a children's book!!!
- June 18, 2013 9:55 AM
I know this happened several years ago, but I'm so glad Google led me to you! My wife and I had been considering visiting our son's first grade class to make a presentation like this, when some peer issues developed that made it more urgent. So, yesterday his teacher emailed us and asked if we wanted to do it today! I can't tell you how much content AND confidence I gained from reading your recaps. We did the presentation this morning, and I (and his teacher and aide) feel fantastic about how it went. So, THANK YOU for providing such an open, detailed narrative of your experience. It is an incredible resource and testimonial.
- September 11, 2013 3:34 PM
- Creep Creature said...
Thanks for this. I was looking for a good way to explain to my older children about the autism diagnosis my son received this week. We have known that he was a bit of an odd duck, but this analogy will help all our kids understand what is going on.
- September 25, 2013 8:52 AM
This is AWESOME! I am an Autism Resource Para in the largest school district in MN. I get to share about ASD with a second grade class - one of our students is struggling and we need to get in there and offer some information to the students in his class (and his teacher can use the presentation too, I must say). I love the metaphor and think it could really resonate with them. Hope you don't mind if I share this wonderful perspective with them all! Thank you for this... You are doing a top-notch job!
- October 25, 2013 11:35 AM
- November 05, 2013 1:01 PM
As a mother of two on the spectrum this brought tears to my eyes, well put and well done
- January 22, 2014 8:04 AM
- Serenity said...
I love this!!! Am now dumping my computer analogy (which is so overused and cliche) to the hair dryer vs toaster brain analogy. Very creative idea!
- February 05, 2014 11:29 PM
- Helen said...
Thank you so much for this series of blogs. It helped me understand better why my daughter is having such a hard time to sit still. Oh and just to let you know: your blog is currently all over Facebook in The Netherlands. I shared it, and so did some of my friends. Your blog is so helpful! :-)
- May 17, 2014 3:17 AM
- October 07, 2014 5:50 AM
- Michele Montanez said...
Hi there! I'm the mom of a 13 year old autistic boy and an NT girl. My daughter has asked me to present to her school for autism awareness month, and I'd love to borrow this analogy to use for that talk. I don't, however, wish to do that without permission. Please let me know if that would be OK :) Thank you!
- April 01, 2016 11:51 AM
- Unknown said...
Thank you for this. I never could have explained it better.
- November 17, 2017 8:37 AM
This is GOLD, so valuable! Thanks so much.
- April 19, 2018 6:53 AM
- Wet Wipes India said...
Uh-Oh… Looks like I'm going to need to buy another hair dryer for my kid LOL
- August 01, 2018 6:46 AM
- Amanda Cohen Weiner said...
Your post has inspired me for years. Your analogy is the best way of explaining my son to other kids. I've drawn on it a lot with teachers and friends. I wanted a way to put it out in the universe to educate the parents of kids without special needs. I borrowed a lot from you - you are my inspiration.
- September 24, 2018 7:06 PM
Wow what a message thank you sorry much kudos
- November 30, 2018 10:41 AM
- Darcee said...
PLEASE consider reaching out to someone and writing a children's book. I have referred this analogy MANY times and a book would be so helpful. Thanks!
- July 07, 2019 8:26 AM
- WT said...
Your post has inspired me for years. Your analogy is the best way of explaining my girl to other kids.
Check out my blog on the best air fryer toaster ovens.
- September 25, 2020 5:55 AM


text:
Must Read: CCIA Sets US IP Czar Straight On Intellectual Property
from the wow deptA few days ago, I posted the letter I submitted to the White House IP Czar, Victoria Espinel, concerning her request for comments on the strategic plan for IP enforcement. It was a bit troubling that the questions asked in the RFC focused solely on increased enforcement and the amount of harm done by infringement -- as if it never even occurred to folks that increased enforcement might not be best for culture or the economy, and that there may also be mitigating benefits to infringement. I tried to make that clear in my filing, and it was great to see folks like Public Knowledge and the EFF submit comments as well -- but the really wonderful filing came from the NetCoalition and CCIA, which we discuss below. First, though, it's worth noting that the entertainment industry also made its demands...
The RIAA, MPAA and the Screen Actors Guild teamed up to submit their own filing, and as the LA Times noted "it's a doozy." Consider it a wishlist of protectionist, anti-consumer, anti-innovation policies, basically demanding that the White House prop up their own businesses, because of their unwillingness to adapt:
Among other things, the "creative community organizations" urged that:You can read the entire entertainment industry filing below, but be ready to laugh at the highly questionable claims:
- The federal government encourage ISPs to use, and companies to develop, monitoring, filtering, blocking, scanning and throttling technologies to combat the flow of unauthorized material online;
- Copyright holders be able to combat infringement by making a database of their works available to service providers, rather than submitting individual takedown notices. And once a work is taken down, service providers should be expected to employ "reasonable efforts" to prohibit users from uploading or even linking to them again;
- Copyright owners be able to block unauthorized streams of live broadcasts without going through the formal notice-and-takedown process;
- The federal government press search engines, social networks, hosting companies, domain name registrars and online advertising and payment networks to cooperate with copyright holders on efforts to combat piracy ("Encouraging these intermediaries to work with content owners on a voluntary basis to reduce infringements, and assuring these intermediaries that such cooperation will not be second-guessed, should be top priories that call for the personal intervention of senior government officials if necessary.");
- A federal interagency task force work with industry to interdict prerelease bootlegs of Hollywood blockbusters and crack down on U.S. services that assist foreign piracy hotbeds;
- States adopt "labeling laws" that "defined unauthorized online file sharing and streaming as a felony," giving state and local law enforcement jurisdiction to go after unauthorized copying online;
- States use consumer protection laws to go after file-sharing sites that "expose consumers to intrusion, viruses and revelation of personal data."
IPEC Filing: RIAA, MPAA, SAG
- The objectivity fallacy: highlighting how the studies from the entertainment industry that pretend to be objective are anything but -- and tend to greatly, if not ridiculously exaggerate the problem.
- The lost sale fallacy: of course, demolishing the industry's desire to pretend that each act of infringement represents a "lost" sale.
- The causation fallacy: showing how the entertainment industry always places the blame for its problems on infringement, even if there's little evidence to support that any troubles in the industry were due to infringement. Instead, the filing points out that there are many, many reasons why some companies in the industry have run into trouble that have nothing to do with infringement.
- The innovation fallacy: dismantling the industry's claim that infringement destroys jobs and discourages innovation, noting that it is historically evident that competition breeds greater innovation than gov't-backed monopolies, which can be shown to create economic rents and dead-weight loss.
- The industry size fallacy: a favorite of the entertainment industry, which bundles in all sorts of unrelated industries that just sorta barely are touched by intellectual property (furniture!) to make the industry seem huge, in an effort to imply the importance of extra protectionism. But the filing points out how flawed the methodology is, pointing to the CCIA's own (awesome) use of the same methodology to show that exceptions to copyright contribute more to the economy than the "copyright industries." This part also points out that if the industry really is so big, then it should be well positioned to withstand any challenges...
- The equivalence fallacy: picking apart how the entertainment industry likes to lump all forms of infringement into one "evil" bucket, without ever acknowledging that there are very, very different types of infringement, and understanding the differences is key in determining actual harm and any "enforcement" strategies.
- The theft fallacy: once again reinforcing that infringement is a different beast than theft, and even the Supreme Court recognizes this... though the entertainment industry seems unwilling to admit it.
- The silo fallacy: elegantly highlighting how the industry loves to talk up losses in CD sales, while totally ignoring how other parts of the business, such as live performances, continue to grow. It also highlights how, despite CD and DVD sales dropping, the number of albums and movies being made has vastly increased.
- The relevance fallacy: laying out the argument that, even if you accept the industry's claims of losses, they're often submitting aggregate data that includes a variety of different factors and information that may be distorting the direct impact on specific areas, and setting policy based on such aggregate data could be quite damaging.
IPEC Comments: CCIA & NetCoalition
The conclusion of the document sums up everything nicely:
The spread of the global Internet has facilitated the unauthorized and at times infringing distribution of certain forms of intellectual property, especially copyright-protected content. The ease and minimal cost of copying makes meaningful enforcement costly and difficult. This widely recognized problem has stirred passionate debate about how the problem should be handled by copyright owners, the government, and third parties. This problem is amplified and complicated by the importance of both the content and Internet industries in the U.S. export market, as well as and demands for the U.S. to assert leadership at the international level. This creates a danger of rigid, oversimplified policies toward infringement that (a) make little sense in other intellectual property domains, and (b) undermine the perceived legitimacy of the global intellectual property system.Seriously. This is an absolute must read, start to finish.
The solutions to the real and perceived problems the disruptive technology of the Internet has caused for certain entertainment and luxury goods companies cannot be solved by greater government intervention or by shifting more costs to Internet companies. Rather, the solution lies in the evolution of business models to adapt to the new realities of the marketplace.
Filed Under: enforcement, fallacies, intellectual property, ip czar
Companies: ccia, mpaa, netchoice, riaa, sag

subset: commoncrawl


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Become superuser, or assume the Primary Administrator role.
Install the configured zone s-zone by using the zoneadm command with the install -a option and the path to the archive.
global# zoneadm -z s-zone install -u -a /net/machine_name/s-system.flar
You will see various messages as the installation completes. This can take some time.
When the installation completes, use the list subcommand with the -i and -v options to list the installed zones and verify the status.
If an installation fails, review the log file. On success, the log file is in /var/log inside the zone. On failure, the log file is in /var/tmp in the global zone.
If a zone installation is interrupted or fails, the zone is left in the incomplete state. Use uninstall -F to reset the zone to the configured state.


text:
Sometimes, there just aren't words.
When this press release from the American Life League passed by my desk this evening, I couldn't even wave my usual fist, sigh my usual sigh, or give a good barbaric yawp. Screeds like this often leave me in that space, bizarrely feeling like I've been somehow redeposited in time to the McCarthy Era, but this one was a real doozy: I feel like someone dosed my dinner.
"We're Celebrating - And Planned Parenthood Knows Why, Says American Life League
WASHINGTON, July 13 /PRNewswire-USNewswire/ -- The following is an op-ed by Jim Sedlak, American Life League:
For the last week, we here at American Life League have been celebrating the enactment of a law in Missouri that deals, in part, with human sexuality education in schools. The specific wording in the new law that has us in a joyous mood is:
No school district or charter school, or its personnel or agents, shall provide abortion services, or permit a person or entity to offer, sponsor, or furnish in any manner any course materials or instruction relating to human sexuality or sexually transmitted diseases to its students if such
person or entity is a provider of abortion services.
These words will block Planned Parenthood from being able to come into Missouri schools with its sex education programs. It cannot even provide its pamphlets or brochures for use in the schools. Thus, this new law shuts off a major means Planned Parenthood uses to get to Missourians' children.
We have always maintained that the Planned Parenthood sex education programs are the supply column to the abortion centers. Children learn it is okay to have sex, as long as they use Planned Parenthood's birth control products to reduce their chances of getting pregnant, and that it's okay to have abortions when they do get pregnant. As they pass through puberty and their hormones kick in, they begin to act on what they have learned in school. They get involved in sexual activity, buy Planned Parenthood products, get pregnant and have abortions. In fact, Planned Parenthood reports that a majority of those having abortions were using birth control in the month they got pregnant. This is a cycle that frequently repeats itself.
Any measure that cuts off Planned Parenthood's ability to teach its sex education programs interrupts the supply column and slows down the abortion juggernaut.
But Planned Parenthood's human sexuality education programs are not just about abortion. They are, in fact, programs specifically designed to bring new customers into Planned Parenthood's clinics.
Permitting a profit-based organization to come into a school and be given access to impressionable students for the purpose of pushing its ideology and its products is a clear conflict. --"
There's more to read here, full of some REALLY bizarre stuff (more bizarre and equally as stupid as going on about a profit-based organization in reference to a registered non-profit, or coming to the conclusion that somehow we've managed to grossly the planet for millennia even though, according to him, only since the dawn of sex ed in schools would any young person decide to go and have sex), but that sentence right there is what stopped me in my tracks before I could even utter a word.
Let's look at it again. Let's remember where these words are coming from.
"...to come into a school and be given access to impressionable students for the purpose of pushing its ideology and its products is a clear conflict."
I gotta say, on that senetnce -- and that one alone? I'm right there with you, Jim. I'm also wondering if there are mirrors in Mr. Sedlak's home, and if he's taken a good look in one lately.
If you've never read Sedlak before, just go ahead and do read the rest of the press release: I promise, however awful it is in terms of a total disrespect for women's rights, it's outer-limits enough that you'll laugh -- or just sit here with your jaw hanging open like me, who is still slack-jawed and thinking I've heard drunken homeless men in my neighborhood be more lucid -- more than you cry. But if you want to get REALLY creeped out? Go ahead and do a blog search on Google for him, and pay attention to how very many people actually give this guy the time of day.
sorry but I have to disagree
You can't argue that Planned Parenthood doesn't have a political agenda. Of course, so does this guy. But ANY politically charged curriculum is inappropriate for a public school. Why can't kids just get the facts on how the reproductive system works, what the STDs are, and how contraception works? We don't have to endorse OR disapprove, and we certainly don't need to put a bunch of middle schoolers into the middle of the abortion debate!
RE: Sorry but I have to disagree
"You can't argue that Planned Parenthood doesn't have a political agenda."
The fact of the matter is, this is a non-profit organization that provides services for millions of low-income women. In states where PP is lucky enough to reimbursed by Medicare programs under a state family planning program, the amount of money they are given per client really doesn't match the scope of care the females are receiving.
I don't see how providing middle schoolers accurate information on STI's, contraception, and the reproductive system is "politically charged", considering the information is coming from an exhaustive network of health care providers. Planned Parenthood does not freely advertise abortion or contraception services as extensively as such groups claim -- even if they tell kids where to go, is that such a bad thing, considering a teen's other options of relying on peers for health information, or worse, crisis pregnancy centers?
I'm not terribly sure what you mean by putting middle schoolers in the abortion debate when the campaign is simply to bring them comprehensive information based in scientific, medical and practical fact. Abortion is an option; that is a fact, and not one PP endorses more than any other option. Check out their excellent "Pregnant, Now What?" piece on the main site. I'm fairly sure you'll find it surprisingly unbiased.
Actually, PP is very open and honest about having a political agenda:
My point was that, by having an abortion provider be the source of sex education in a school, it puts students in an awkward position, especially if they come from pro-life homes. As I already said, I DO want them to receive accurate information. But there is no reason why that couldn't come from a non-abortionist ob/gyn, or from a carefully studied comprehensive sex ed program within that school district. It's not like Planned Parenthood, friends, and CPCs are a teenager's only potential sources of sex ed.
Re: reply
Planned Parenthood's agenda is to protect reproductive rights; hence their backing of candidates and policies who seek to uphold these rights. (I don't, by the way, see how that makes any difference in the educational materials/teachings they provide? All of the materials I've seen have not mentioned ANY political leanings or ANY abortion controversy that is provided to clients.)
They are not "abortionist", merely providers of information and services. Pro-choice does not mean abortionist. I'd encourage you to educate yourself on their goals through their web site; you'd see if you read the link I provided you that abortion is given equal thought and balance amidst all other reproductive choices.
PP is a group of health care providers, and some of the lowest-paid ones, at that, for the work they do. A teen sometimes can't go to an independent OB/GYN due privacy or cost issues; PP not only has the same quality care one would receive from a private provider at a lower or even free cost, their commitment to confidentiality is unsurpassed, and that's what appeals a lot to women.
I agree that a comprehensive program would give teens the education they need. But it simply would not be comprehensive without full, equal coverage of all information and reproductive options including abortion, and many would agree Planned Parenthood's efforts are as close to comprehensive as it currently gets.
I'm not an idiot- of course
I'm not an idiot- of course not all pro-choice people are abortionists. I never said that!
If you have an online copy of PP's sex ed curriculum, I'd be interested in reading it. However, according to the article, their literature lists reasons to get an abortion, but does not list downsides. Their online advice to pregnant women is mostly sound, but that's no guarantee that their educational literature is unbiased.
I realize that PP does plenty of things other than abortion and that their services help many people. I'm not saying shut them down. What I AM saying is that they don't belong in the education business. Bias in education is wrong, and abortion needs to be treated as a neutral topic- a stance incompatible with being either an abortion provider or an unborn life activist.
Re: I'm not an idiot
I never suggested you were an idiot, nor that you were calling all pro-choice folks "abortionist". However, you suggested PP WAS "abortionist" by suggesting teens seek the counsel of a "non-abortionist" OB/GYN versus information provided by a PP-affiliated instructor.
I don't have a copy of the literature distributed to schools; most of it is highly individualized seeing as to how PP cooperates with countless school districts across the nation to reach agreeable curriculum to teach. I can assure you that their website and the information therein, which is much more visible and available for scrutiny, does not significantly differ from the curriculum available to students and clients except where changed by state/district policy. You are welcome to contact them and request educational materials specific to your location to review yourself; I'm sure they would be happy to oblige.
I truly cannot understand where you have come to the conclusion that Planned Parenthood is biased. That SAME PAGE I linked you to provided equal support, thought, and resources for ALL pregnancy options; abortion WAS covered in a neutral manner. Did you, for example, see the suggestion at the very top that urged folks to consider their individual spiritual and moral beliefs in any choice made? The section of the site covering abortion VERY clearly outlines all procedures in a thorough manner without with-holding information or downplaying side effects. You'll also see a VERY exhaustive section on parenting preparation as well as adoption.
All we can resolve to do is provide information based on current scientific and medical fact; abortion, parenting, and adoption are ALL options, and what difference does it make who delivers the message as long as the information provided can be verified? More to the point, if it's not PP in the classrooms teaching, it's other instructors with the exact same format based on the same facts, and anyone who disagrees with current knowledge or has religious/moral leanings against abortion as an option -- or, perhaps, a child-free-by-choice teen offended by the option of parenting -- may choose to sit out.


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The European Commission has relaxed the requirements of the 2004 anti-trust order against Microsoft - the software giant no longer needs its behaviour watched by a full-time "monitoring trustee".
Brussels said it no longer needed a permanent observer to ensure Microsoft was obeying a European Union order to share technical information with its rivals that would help them make their products interoperable with MS servers.
"In light of changes in Microsoft's behaviour, the increased opportunity for third parties to exercise their rights directly before national courts and experience gained since the adoption of the 2004 decision, the Commission no longer requires a full time monitoring trustee to assess Microsoft's compliance," said the EC.
It said that assistance from technical consultants on an "ad hoc" basis would be sought instead.
In 2004 the Commission ordered Microsoft to offer a version of Windows without a bundled media player and it had to appoint a trustee, Professor Neil Barrett, to oversee its continued compliance with Brussels' demands.
Microsoft was fined €1.68bn ($2.13bn) by the EC after it found the company guilty of abusing its dominant position in the PC and workgroup operating system market.
The firm mounted an unsuccessful legal challenge against the anti-trust wing of the EC in 2007 when it claimed regulators had forced it to hand over intellectual property to its competitors.
In a separate anti-trust case in January this year, the Commission accused Microsoft of stifling competition by bundling its Internet Explorer web browser with the Windows operating system.
Redmond was given eight weeks to reply to the charges. ®


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It was a remarkable creative brief, delivered during my interview for the newly minted position of creative director of Metro, ten years ago.
"Make Metro cool."
"That's it?" I asked my two future colleagues, Chief Communications Officer Matt Raymond and DEO of Creative Services Maya Emsden.
"That's it," answered Raymond.
It turns out there was a great deal more to be done than that, but looking back now, those three words really encapsulated the essence of our challenge. And—once accomplished—they became the essence of our success as the in-house design group serving Metro.
But first things first. What is Metro?
Metro is the Los Angeles County Metropolitan Transportation Authority. It is unique among the nation's transportation agencies, in that it serves as transportation planner, coordinator, designer, builder and operator for one of the country's largest, most populous counties. Nearly 10 million people—one-third of California's residents—live, work and play within its 1,433-square-mile service area in Los Angeles County.
Metro's bus and rail operators handle nearly 1.3 million boardings each weekday, making Metro the third largest transit system in the United States. In addition to operating its own service, Metro funds more than a dozen municipal bus operators and a wide array of transportation projects, including the nation's largest vanpool network, bikeways and pedestrian facilities, local road and highway improvements, goods movement strategies, Metrolink commuter rail, the Freeway Service Patrol and 511 motorist aid programs. The agency has nearly 10,000 employees and an annual budget of approximately $4.5 billion.
The story of how Metro's in-house design program played a key role in fostering LA's transportation revolution starts with timing. Just over ten years ago, a new CEO was recruited to head the agency (which at the time was commonly known as the MTA). In turn, he hired Matt Raymond, a native Angeleno, as chief communications officer. With support from the top and a clear vision, Raymond set about structuring a full-service agency-within-an-agency. He pooled all of the communications functions and the budgets that fueled them, and he centralized the work. He convinced Emsden, who had been directing the MTA's public art program, to oversee a new creative services group. She, in turn, shopped for new creative leadership in order to elevate the organization's graphic design program.
And change was needed. The MTA's approval rating was mired in the low 40s, and press coverage was overwhelmingly negative. Construction of the nascent Metro Rail system had generated cost overruns, delays and even a very public methane gas-related explosion. Labor relations were tense, and strikes were a regular occurrence. On top of a general sense of distrust among the public, a well-organized campaign by the Bus Riders Union had effectively painted the growth of Metro Rail as "transit racism" that ignored the needs of lower-income groups who were heavily dependent on public transportation.
In the midst of these challenges, Art Director Neil Sadler and I, along with a small existing team of dedicated designers, embarked on a rebranding program that, in short, reimagined anything and everything visual for the MTA. At first, the scope of what we hoped to tackle seemed daunting. There were already so many "jobs" coming into or flowing through the studio, it sometimes seemed like a river full of fish all swimming so fast we could hardly grab them. But grab we did.
We decided to start with a bang, transforming a formerly drab bus fleet with new paint colors, badging and service names. The transformation didn't happen overnight, but it was nearly cost-neutral, as our buses regularly required repainting. Soon, California poppy-colored Metro Local buses, along with candy apple red Metro Rapid buses and buttoned-down blue Metro Express buses were crisscrossing Los Angeles County. And as the agency purchased new buses, they arrived in the shiny paint colors we had selected as well. Today, the eye-popping Metro buses are part of the fabric of urban LA, moving millions of passengers each month and serving as bright brand ambassadors.
Next, we implemented another significant change: the agency's common name, MTA, was changed to Metro, to align our brand with the service name already familiar to our bus and rail passengers. We crafted a new logo, and a county-wide ad campaign reintroduced Metro to customers and potential riders.
Raymond's team now included a design studio, a thriving public art program, a press agency, a team of marketing account executives, a business-to-business sales force, customer service reps, a print shop, special events planners, a research group, community relations officers and a governmental relations team. All these functions were handled in-house, essentially giving Raymond a drawer full of tools with which to raise public awareness and introduce new fare products and pass programs.
An early project sheds light on the challenges our nascent design crew faced in winning work. I was asked to "give advice" to a woman from our planning group on a document she was preparing. After introductions (we had not yet met), she showed me Metro's "Long Range Transportation Plan." As she thumbed through it, she noted that she already had an outside design firm in place to update the plan. "So I wanted to know what you think," she said. "Last time, we did three columns of type. But do you think we ought to do two columns of type this time?"
I took a deep breath and started asking questions, none of them about type. Who is the audience? What story are we telling here? How do people experience this "plan"? Print only? Online? How will the update differ from this version in terms of information? An hour's worth of conversation later, I understood that this long range plan was one of the most important stories Metro would tell, but I also didn't feel as though that narrative was coming through.
So I asked my new colleague if we could take a crack at it. "Give us three weeks," I said. "We'll show you a couple of ideas for how we can visualize this story. If you like them, let us design the update from scratch."
She agreed and we went to work. We conceived three design directions. We invited her team to meet in our own conference room, crafting a formal presentation as any consulting design firm would, and insisting that we present on our own creative turf. Two more presentations followed—to her boss, and then her boss's boss. And we won the business.
The resulting "Long Range Transportation Plan" was a success, both in terms of readership and in helping us to establish our chops within the agency. I learned the importance of asking for work, even within an organization where the flow of projects seems guaranteed, because our in-house team, like any other, thrives and survives best by serving as a valued communications partner for our company's key efforts. The challenge is to find those projects and make them your own.
In the ten years since, Metro's design studio, interactive design team and customer environments group have fueled a creative transformation that includes fleet design, ad campaigns, a complete signage program, branded merchandise, fare media, maps, timetables and Metro's website and mobile apps. Every aspect of the agency's internal and external communications has been redesigned or visually aligned to reinforce the Metro brand.
We still have to work to win work. Trust is essential, and we can only establish trust by first understanding our clients' work, their needs and the big picture of the agency. We have become small "e" experts on a surprisingly wide range of issues, and this hard-earned knowledge gives us the ability to make the case for why surprising, creative work is the smartest way to go. We continue to push creative solutions just outside the comfort zone of our clients.
The results have been consistently successful. Through a combination of annual public surveys, onboard rider questionnaires and polling assessments, we have tracked a clear reversal of negative perceptions about the agency as well as steadily increasing support among our customers and constituents. Here are a few key markers from surveys conducted two years into the brand transformation:
- Metro's "strongly favorable" rating climbed 17 percent
- Our "unfavorable" rating dropped from 27 percent to 12 percent
- 45 percent of those asked had noticed Metro advertising
- Among those who had seen our design, favorable ratings increased from 43 percent to 61 percent
- 84 percent said that Metro's image was improving, and 82 percent said our service was improving
- When people see our ads, they are 24 percent more likely to try our service
The last decade has seen steady growth in Metro ridership, including gains in discretionary riders (those who have a car but choose public transportation instead). Metro has also garnered significant increases in federal funding for new construction and for pilot projects such as Metro ExpressLanes. For every new initiative, program or service improvement, Metro's design presence has been central to communication and persuasion.
Yet even amid these markers of success, political uncertainty and a dwindling pool of state and federal funding threatened to stall Metro's progress. And so, in 2008, the agency decided to test the brand in a very big way. A pair of carefully orchestrated campaigns asked Angelenos to imagine a better transportation future and also positioned Metro as the solution to congestion woes in Southern California.
At the same time, the Metro Board gathered its collective will and placed Measure R, a half-cent sales tax increase, on the November 2008 ballet. A "yes" vote from two-thirds of those who cast ballots in Los Angeles County would be needed to pass the measure. On November 5, 2008, America had elected a new president, Barack Obama, and Measure R squeaked by with 67.93 percent approval. The county had secured a steady stream of unassailable funding for two-dozen transit and highway projects, some $40 billion projected over 30 years.
Metro's design program has, ten years on, reached every audience touchpoint, and public awareness of Metro now stands at 95 percent. From emergency phone signs to TAP (the five-county regional fare card), from bus and rail seat fabrics to road warrior coffee mugs, from Metro's new employee orientation experience to retirement tributes, all of these brand moments—large and small—are possible because we keep our design in-house. Over the past decade, we've completed some 25,000 projects. Even when the amount of work verges on overwhelming, our first in-house instinct is always, "Let's do that ourselves!"
We do ask consultants to tackle certain design projects, but we are a strong and decisive client, one who has a clear sense of what will advance our customer's experience. And we always work closely with outside creative teams to achieve that vision.
Successful brand transformations are about creating and reinforcing an essence, a "voice" and a promise that is experienced again and again. With Metro, that essence comes down to simplicity, clarity and reliability. There is information in everything we do in-house, and much of our work must first and foremost answer a question. But "just the facts" is not enough to break through the intense visual clutter that is LA. So we add color to mirror the bright lifestyle of Southern California. Whenever appropriate, we infuse Metro's work with a wit that respects the audience even as it educates or motivates them.
I think back to our first days, and the goal that Neil Sadler set for us all: "Nothing boring."
And I think back to that first interview, and Matt Raymond's directive: "Make Metro cool."
The takeaway, for those who have persevered to the end of this story? Cool is more than just cool. Cool means business.
Tags strategy sustainability branding social issues INitiative print design design thinking signage experience design identity design graphic design environmental design interaction design information design service design editorial design


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Pretty much everything that's behind the Rozendal label is exceptional. Long a grape grower and wine producer, Kurt Amman took the family farm in Stellenbosch on the southwest coast of South Africa organic in 1994, then biodynamic in 2001. From the method of conversion from wine to the decision not to pasteurize (to protect the positive acetobacters) to the many years of patient maturation to the careful selection of herbs and flowers for the infusion into the vinegar—flavor, spirit, and environment are all honored in the Amman's work.
Fynbos vinegar starts with natural conversion of the Amman's own well-made, nicely matured wines. The natural conversion takes months and protects the flavors of the wine and also the natural health benefits of the vinegar. The herbs are then added to the vinegar and the infusions are allowed to mature another four or five years. Fynbos is infused with an array of the region's herbs and flower—South African honeybush, buchu, wild olive, wild rosemary, and rose geranium. The total maturation is about 12 years, all done in oak barrels.
The results are superb! Imagine maybe a great balsamic: the complexity, the soft, round, sweetness, the long lingering finish, all are there in force. Then there's big, slightly tingly, subtly sweet, fantastic flavors with great complexity and a very, very long, very lovely, finish. It's so good that you can—and I have a number of times—sip it straight from the bottle. Like sipping a super long aged bourbon, there's a loveliness, a long lingering sweetness, vanilla undertones from the oak, a succulence and smoothness that's hard to explain. I'm starting to think it should be called "kissing vinegar"—truly, kissing anyone who just sipped it would be a pretty sensual (sorry if I'm getting anyone blushing) experience.
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Utah State University veterinary medicine student, David Payne, and four of his veterinary colleagues, stepped into the room where their client and his sickly cat were waiting. After talking to the client the group was informed the cat spent most of its time outdoors and hadn't been seen by a veterinarian in about four years.
These facts they gained from the client paired with some of the cat's symptoms, led the group to wonder if the cat was suffering from Feline Immunodeficiency Virus, commonly known as FIV. The virus is one that weakens the immune system while also hindering a cat's ability to protect itself from other infections.
This encounter, although very similar to the daily on-goings at a veterinary clinic, was a part of Washington State University's Diagnostic Challenge held in Pullman, Wash. this past November. As a WSU regional program of veterinary medicine, Utah State University joined WSU in Pullman as all of USU's second-year veterinary medicine students participated in this unique and valuable learning opportunity.
Once at WSU, USU students were divided into groups and given their cases. The challenge began the following day with a client interview.
"We had a foal who was nine-months-old that was losing weight and had a little bit of diarrhea," said USU student Hayley Ball. "The foal had a bunch of red herrings like a heart murmur and he couldn't breathe sometimes. We went through several rounds of diagnostics."
After students received their cases and conducted their first client interview, they proceeded as a real clinician would by running tests and physical exams on their animals to find a correct diagnosis. This is where the help of a facilitator, a USU or WSU professor, came in. Since the animals used in the cases were stuffed animals, the facilitators told students what they would have felt or seen while examining the animal. This helped students practice conducting a physical exam while still understanding the signs and symptoms a real animal would have had.
"My case was a dog, " said USU student Chiara Velotta. "The dog was presented to us with coughing and lethargy. After the first day we still had no idea what was going on with him."
When all of the needed information was gathered from the client and exams, the students started researching to find out what the problem could be.
"We researched a lot in that first day," Payne said. "We had some ideas of what we were going to do and what we wanted to do, and then by the third morning we really started to narrow it down."
The challenge was ongoing and the students filled their time with client appointments, facilitator meetings, lab submissions and researching until, as Payne said, the diagnosis was narrowed down and the group were certain of the problem. With the guidance of a facilitator, each group correctly diagnosed their animals.
"It's great to see students' thinking processes advancing and growing," said facilitator and USU veterinary medicine professor Chris Davies. "It's so exciting to see them putting the pieces together. The process helps students apply the knowledge they've been gaining and to put the coursework they're still taking into perspective. It also helps them see how they would use their skills in a future clinical setting."
The challenge provides students the experience of working in a clinical situation with a team, filling out the appropriate forms and client communications, Davies added.
"You need to have a lot of basic science knowledge to be a good vet, but you also have to have a lot of other talents or capabilities," he said.
For Payne, gaining an understanding of those "other talents" was helpful.
"[The best part was] discovering for myself some of my deficits in talking to a client, so it was kind of nice to be introduced to that," Payne said.
Velotta agreed.
"A major part of a veterinarian's job is being able to communicate effectively what's going on with the pet," she said. "Most people don't have a whole lot of medical background and don't understand the medical jargon and words that get thrown around by a lot of vets, so being able to bring it down to a level that a normal person could understand is part of our job."
Writer: Allie Jeppson Jurkatis, firstname.lastname@example.com, 435-797-7406


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Senator Ted Cruz tells Glenn that mail-in ballots are typically disqualified during recounts at a far higher rate than in-person, Election Day ones. He explains why this is 'good news' for Trump, even though the president DOES have an uphill battle to overturn several states.
Far-left elites are using COVID to 'reset' America to socialism
Both Governor Newsom (California) and Governor Whitmer (Michigan) currently are being challenged by their state courts and governments for tyrannical policies issued during the COVID pandemic. And that's GREAT news because the 'Great Reset' continues to be pushed by far-left elites around the world…and Biden's team is in full support. Glenn explains how the Great Reset — a plan issued by the World Economic Forum — aims to use our current pandemic as a means to an end; they'll use COVID as an excuse to push 'stakeholder capitalism,' something similar to the economic system used today in China or the one used in 1930s Germany. Listen, as Glenn explains the TERRIFYING details to their plan…
Megyn Kelly UNCENSORED: It's Not Time to Unify, It's Time to FIGHT | Ep 88
As America grows divided and afraid to disagree with the Democrats' woke plan for America, Megyn Kelly is ready to fight back for the truth. For nearly two decades, she navigated the volatile and broken world of the media. But as America leans on independent voices more than ever, she's breaking new ground with "The Megyn Kelly Show." Now, Megyn and Glenn break down what's coming next after the election: Black Lives Matter is mainstream, Leftists are making lists of Trump supporters, the Hunter Biden scandal is on the back burner … and is Fox News finished? Megyn and Glenn reminisce on their cable news days (including her infamous run-in with Donald Trump) and also give a look into the chaotic and shady world of journalism and the growing entitlement it's bred. And the best takeaway from her time at NBC? "Jane Fonda was an ass."
How the downfall of socialist Yugoslavia is STRIKINGLY similar to America today
Glenn shares a now-viral video of a woman from Yugoslavia, who says she wants to warn Americans about what could become of our free nation soon. She details the history of her country and explains how leaders there used different tactics and phases to implement socialism so that they could gain total control. And, terrifyingly, the phases she describes are STRIKINGLY similar to the events and changes we've experienced in America over the past year.
Glenn SNAPS over Dem corruption: 'It's NOT OVER!'
Glenn has had enough of exposing scandal after scandal, just for everyone to look the other way: Benghazi, Hillary Clinton's emails, Joe and Hunter Biden's dealings in Ukraine and China...the list goes on, but no consequences are ever paid. So while the mainstream media has called the election for Joe Biden, and insists no one can question it, Glenn gives a rallying cry to conservatives. Many of the over 71 million people who voted for President Trump are split between frustration and an urge to do something. The multiple allegations of election fraud are largely out of our hands, and Donald Trump's legal team must be allowed to go through the process to ensure our voting systems are fair. But that doesn't mean we have to sit on our hands.
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