text: If you have been to Winter Park during the ski season but haven’t been here during summer, you’re missing out! When the snow-capped peaks melt away to flowing rivers and lush valleys, Winter Park transforms into a summer playground for outdoor enthusiasts who love hiking, biking, horseback riding, rafting, fishing, zip lining and more.
  In addition, there are over 200 summer events throughout the valley. Be sure to check out our signature summer events before your next visit!
  Are you Colo-ready? Before heading out on your Colorado adventure, check out these tips and insights from the Colorado Tourism Office to prepare for you trip.
  1. The main two things that I look for in a client are respectfulness and that are you a safe person to spend time with.
  Please do not email me or my assistant with any sexually explicit questions or requests. You will automatically be disqualified for an appointment if you do.
  3. My fees are for my time and companionship only. If anything else happens it is a matter of coincidence and choice between consenting adults. Anything implied or inferred within these pages is not to be taken as an inducement for payment for anything other than time and companionship.
  4. My typical client is a sweet, mild mannered, respectful gentleman who is interested in exploring his sensuality, and experiencing a genuine connection with me. He is respectful of me, my time and my boundaries.
  I have a particular fondness for men who are a bit shy or insecure about their sexuality or body. I love providing a safe place for you to explore your sensuality, where you know that you are completely accepted for who you are. I am by nature a loving and nurturing person.
  5. I occasionally see couples, and once in a great while I have seen a single female. If you are a couple seeking a session with me, please keep in mind that my sessions focus on sensuality and are not a porno-style threeway.
  6. I see clients of all ages (21 and older). Gentlemen who are around my age or older appreciate spending time with a mature woman that they can communicate with more easily than with someone who is young enough to be their daughter or granddaughter. Gentlemen who are younger than me often enjoy the company of an older woman who can bring a new type kind of experience into their life.
  7. Please read my website thoroughly before emailing my assistant with any questions. Most questions you might have will be answered by reading the website first. If you still have questions, please feel free to email my Assistant Heather and ask.
  It is essential that you fill out every question on the form. It is especially important that you read and agree to the cancellation policy. By filling out the form, you are automatically agreeing to the cancellation policy.
  9. After you book your appointment, you can have a short get acquainted chat prior to our meeting. This gives us a chance to hear each other's voices and get a sense of each other's personalities before we meet. This is not a sexually explicit phone call.
  10. I have scent sensitivities, so it's very important that you do not wear cologne or scented underarm deodorant. (Those things give me a bad headache.)
  11. Hygiene is extremely important to me, so, after you arrive for your appointment, you will take a short shower so that you are squeaky clean. When you shower, you will be given a washcloth and soap. Please use both the washcloth and soap. It has been my experience that you can not get clean enough just using your hand and soap alone without the washcloth.
  As I mentioned before I am very scent sensitive, so it is imperative to me that you are extremely clean. You don't have to get your hair wet, but please use the soap and washcloth very thoroughly on your underarms, genitals and especially your behind. This way, we will both be very happy. I will go over the shower etiquette again right before you take a shower.
  - I do not socialize with my clients outside of our session. I do not go out to meals with my clients (not even as part of our session). Our session will take place behind closed doors only.
  15. If you are looking for specialties such as domination, role-play, or fetish play, I do not provide these types of services. However, my good friend Nina Hartley, is great with things like that, so I definitely recommend her for those types of sessions.
  My sessions are focused on each of us being ourselves and sharing sensuality and a genuine connection. If that is what you are looking for, then I am the woman for you.
  16. After you have had your first appointment with me, you may send me a text me when you want to book another a session. I prefer a minimum of 24 hours notice, but sometimes I can accommodate you on the same day with 4 hours notice. Please do not text me and ask for a same day appointment with less than 4 hours notice.
  17. Texting is for booking appointments only. I do not engage in or allow sexually explicit texting. If you are just thinking of me and want to say hi, I'd prefer if you email me rather than text. Please text me only to book an appointment.
  I am so lucky that I attract the most wonderful clients. I love my clients and I love my work. I love helping people explore their sensuality. I love the beautiful connection that I have with my clients during our session. It makes me really happy, and I love making my clients happy.
  Special education programs and services are provided for students classified as educationally disabled from preschool, ages three to five, through senior high school (age 21). The district child study team provides diagnostic evaluations of the individual child, interpretation of findings to parents and staff, placement of pupils for whom a specialized program may be necessary, remedial instruction, speech therapy, and other related services. Requests for evaluations can be made if a student is suspect a having disability.
  A referral is a written request for an evaluation that is given to the school district when a child is suspected of having a disability and might need special education and related services. In most instances, the student suspected of having a disability should first be referred to the Intervention and Referral Services Team. If as a result of the interventions recommended by the team, the student continues to experience difficulties in the general education classroom, the I&RS Team will determine the next course of action which could include amending the Action Plan, determining 504 eligibility, or referring the student to the Child Study Team for evaluation.
  When students are not making progress in the general education setting, intervention strategies may begin with a conference with the teacher, principal, and/or the school-based intervention team, called the Intervention and Referral Services Team (I and RS).
  In some cases, the intervention trialed may not be successful and a referral for special education to the Child Study Team may be initiated. Even in these cases, the prior period of intervention is valuable. Prior intervention is needed to document the effectiveness of the interventions will illustrate whether the referral is appropriate and it will help inform the Individual Educational Plan (IEP) team about strategies that have or have not produced success when it comes time to develop a more formal written plan for the IEP if found eligible.
  Once a referral is acknowledged, a meeting needs to take place within twenty days from when the referral is received. The participants of the meeting are the parent(s), the classroom teacher, and the Child Study Team members. The Child Study Team consists of a learning disability teacher-consultant, school psychologist, and the social worker. For a referral for a child between the ages of three and five, a speech therapist will be included in the meeting. A case manager is assigned upon the written request for an evaluation and an evaluation plan is developed. During the evaluation process, the student is considered to be potentially educationally disabled. The evaluation process may take as long as ninety days, involving the collection of data, test results, observations, interviews, and any other pertinent information that was agreed upon in the evaluation plan, and concluding in an eligibility determination meeting and, if eligibility criteria has been met, an Individualize Education Program developed with the IEP Team Members.
  Under state and federal law, children with disabilities in any of the following categories, who are also found that the disability impedes on educational progress, and is in need of special education services or programs:
  If a child has a) one of these disabilities, b) the disability is impacting upon educational, meaningful progress, and c) the student requires special education programs or services, they would be eligible under one of the above classifications as Eligible for Special Education and Related Services.
  If the disability is solely in Speech and Language, it is possible for a student to be found Eligible for Speech Language Services.
  The special services staff includes specialists in psychology, social work, learning disabilities, speech therapy, occupational and physical therapy, special education, reading, and supplementary instruction. Special Education programs can include: Self-contained Language/Learning Disabled Class programs, Out of Class and In Class Resource programs, Preschool Disabled programs just to name a few. Additional evaluations, services and programs are provided if recommended by the CST/IEP team. The Pompton Lakes School district also coordinates a joint autism program that includes the Pompton Lakes, Ringwood and Wanaque School Districts in order to provide comprehensive Pre-K through 12th grade public school programming for our students who present with autism spectrum disorders. More information regarding this program can be found by clicking on the Autism Program Tab.
  In addition to a full continuum of special education programs and services, the district through its Child Find Project, helps to identify un-served and handicapped children three to five years of age. Parents are encouraged to contact the office of Special Services, if they have concerns about their child's development and whether a preschool program may be of benefit.
  If you are concerned that your infant or toddler is developing or learning differently, you can call an Early Intervention Service Coordinator. The number to call is toll free 1-888-NJEIINFO. When you call, a service coordinator will talk with you about your concerns and offer referral information if needed. If a developmental evaluation is indicated, the service coordinator will work with you to schedule a multidisciplinary evaluation of your child's developmental levels and needs. This evaluation service is provided at no cost to parents. If appropriate, certain early intervention services may be recommended. The Pompton Lakes Public School District's Department of Special Services maintains Child Find procedures to locate and provide services for those children ages 3 to 5 who may have physical, mental, language or emotional difficulties. Information is also available on how and where to obtain services for special children, birth to 3 years.
  The Pompton Lake's Special Education Parent Advisory Council (SEPAC) that began to meet with parents last year will again meet on a bi-monthly basis, five times a year, to discuss current topics in special education. Notifications of dates and times of the SEPAC meetings are posted on the district calendar as well as posted within each building and sent home to our families when appropriate; we will continue to hold these meetings at the Lakeside School.
  You will also be able to stay informed by signing up to receive the Special Education E-Newsletter, by clicking on: mfenwick@plps.org and writing JOIN ENEWSLETTER in the email SUBJECT then hit SEND, where monthly updates will be sent to those interested.
  We encourage you to view the appropriate school's web information for Events (if your child is not currently being educated at the school and you'd like to attend these events, please do not hesitate to contact us or the school directly), Media Center (some great websites and supports are available), PTA (please join as well in addition to our Special Education Parent Advisory Committee - SEPAC). As you can see, there are great benefits to viewing the website with your child.
  As part of the Rehabilitation Act of 1973, Congress passed Section 504. This civil rights law protects people with disabilities by eliminating barriers and allowing full participation in areas of life such as education and the workplace. Section 504 is intended to prohibit disability discrimination by recipients of federal financial assistance and by public entities.
  A 504 Plan is for students who have a disability, have a record of a disability, or are treated as having a disability but do not qualify for special education services under IDEA. For example, let’s say that a child has cerebral palsy. If it does not interfere with the student’s progress in the general curriculum, however it does require the child to use special equipment to access his/her education, in such a case, this student would qualify for a 504 Plan.
  It’s important to realize that eligibility under Section 504 isn't consolation for students who do not qualify for special education services under IDEA. Before deciding whether a student is eligible for this type of plan, the child must be assessed and the school team must agree that the child has a) a substantial and pervasive impairment, and b) that it is impeding upon progress in the general education curriculum in order to be eligible for reasonable accommodations under this federal law.
  The purpose of a 504 Plan is to "level the playing field" and allow a child to get the accommodations and modifications needed to access the curriculum at the same level as his or her peers.
  Good morning! I’m delighted to welcome you all to the 2015 University Convocation! Whether you are a part of the entering class of 2019, a student joining us with some college experience already behind you, or an exchange student here for a shorter time … we are pleased to welcome you to this community of Lutes.
  Now it is time, in this convocation, this calling together of the community, for you to be formally inducted into our academic community. This ceremony, with its ritual elements recalling the medieval ceremonies of the first European universities, welcomes you as worthy colleagues. In addition to your fellow students, seated around you are the faculty, staff, administrators, and regents of PLU, together with elected representatives of the 581 congregations of the Evangelical Lutheran Church in America in the Pacific Northwest who serve in a body called the PLU Corporation, which confirms the members of our governing body, the Board of Regents. We assemble this distinguished company to welcome you to the serious and noble work of this University—and to pledge our commitment to your success.
  It is a rite of passage inviting you to subscribe to the mission and common values of this place: Thoughtful inquiry, service, leadership and care – for other people, for their communities and for the Earth. The values that have shaped this university – and this region – are vitally present in PLU today. I hope you will reflect on these values in the months ahead and incorporate their principles into your learning—and your actions.
  Today, I’d like to delve a bit deeper into what we mean by “care for other people and their communities.” Last month, I was invited to deliver a sermon at St. Marks by the Narrows on the first anniversary of the shooting death of 18-year-old Michael Brown in Ferguson, Missouri. I’d like to share parts of that sermon with you, as I think the message is very relevant to the challenges we face as a community and as a country.
  Some of you may have seen billboards on the highways or posters on campus bulletin boards in the past year that reference the “My Language, My Choice” campaign, which started in PLU’s Diversity Center as a way to call attention to words and expressions that are hurtful to other people. It started with a poster campaign featuring pictures of students—many of them student-athletes—holding large pieces of paper with a hurtful word or phrase on them. They are tearing the papers to indicated their disapproval of the expressions. Examples include “Retard,” “That’s So Gay,” “You’re Too White,” “You’re Too Black,” “Homo,” and questions like “No, where are you REALLY from?” and “What Are You?”—and even one that left me nonplussed, because I hadn’t thought about how it might be offensive to someone who is disabled: “Lame” or “That’s So Lame.”
  We then approached Clear Channel Communications, owners of billboards across the country, to propose that they turn it into a pro bono public service campaign. The success of the billboard campaign then inspired a graduate of the class of 2015, Nicole Jordan, to take the campaign to students at neighboring Keithley Middle School. And once again, Clear Channel created special billboards featuring Keithley students tearing up their own words, such as “Stupid,” “Go back to your own country,” “Poor Ghetto Kids,” and “You’re such a girl.” In fact, the middle schoolers managed to propose a few mean-spirited words that were new even to college students: one of which was the word “Ratchet.”
  I’m proud of our students for this campaign, and while we might pat ourselves on the back for such efforts, the fact that they are needed is an indication that our work as a community, and as an educational institution, is nowhere near complete. While the My Language, My Choice campaign seemed like a pretty robust response to issues of diversity in our campus community, it paled in comparison to the upwelling of concern and anger over racial issues that have arisen in the past year.
  I needn’t remind you of all the racial violence that has ensued since 18-year-old Michael Brown was shot dead by a police officer in Ferguson, Missouri, on August 9, 2014. Since that day, our society has struggled to come to grips with our collective failure to right the wrongs we thought we were well on our way to righting. Since Ferguson, we’ve seen racially motivated incidents in Baltimore, Staten Island, Charleston, Cleveland, Tulsa, and Charleston again. This sad series elevated the campaign for “Black Lives Matter” that had its beginnings in 2013 with the shooting death of Trayvon Martin in Florida.
  One of the many ways that PLU students and faculty have responded to this renewed concern with racism has been a series of conversations about race in America. One of the rules of these meetings has been “no solutions, just stories.” The idea is that we—especially those in the traditionally privileged white community—need to hear and understand stories about the experience of racism long before we can sit down and think effectively about what to do about it.
  I started one such race chat with a story from a conference I attended last winter. I was sitting with a small group of college presidents, discussing these issues, when one woman told the story about being at a weekend workshop for college presidents. Her seatmate was a black male college president, and they complained to each other that the agenda for the day was too full—it started too early and ended too late. The man said he was annoyed not to be able to get a chance for a run. Well, the workshop wound up ending earlier than scheduled that evening; so the woman said to the man, “Maybe you can get your run in now?” And the man said, “Black men do not run at night in America.” The woman said that comment gave her a chill up and down her spine—not just due to what it means for black men in this country, but also because that had never occurred to her, and she felt herself to be a sensitive, forward-looking, compassionate person.
  Our campus race chats have yielded many such stories. Black women and men have remarked on how often white people will touch their hair or skin. Or how often police cars slow down whenever they pass by them. Or even how emotionally draining it is for faculty of color to be the de facto advisors for virtually every student of color on campus—because they naturally seek out people whose life experiences might mirror their own. And, I’ve teared up with a room full of tears as a young black female student told us, “Because of all this, I don’t know if I want to have children.”
  Jonathan Adams '16 presented the Student Address at PLU's 2015 Convocation on Sept. 8. (Photo: John Froschauer/PLU)
  The most recent story of racist tragedy is this summer’s mass murder of the Charleston Nine at Emmanuel AME Church in Charleston, South Carolina. You’ll all remember that the murder of the Charleston Nine led to the debate in the South Carolina legislature about the official flying of the Confederate battle flag on the grounds of the State Capitol. This series of events had particular resonance with me, as my wife, Patty, and I were in South Carolina at the time, caring for my mother.
  It wasn’t just the coincidence that I happened to be in South Carolina while these events took place, but it mattered to me because my parents had devoted many years of effort to eradicating racism in the U.S. Armed Forces. My father had helped found the Army Community Service, which included many resources for combating racism and helping the Armed Forces become the first major American institution to desegregate.
  And my father, with my mother’s important help, founded the Defense Race Relations Institute to train professionals to deal with racism and bias. As a child, I remember protesters waving the Confederate flag and spitting invective at my parents and their coworkers.
  The murders in Charleston happened on the day that my mother entered hospice care for her final illness, an illness which had come on very suddenly and shockingly to us. She had been at PLU just a couple of weeks earlier, attending the Commencement events and the visit of the King of Norway. As I stayed by mother’s side through her final days, she and I had a number of conversations about these race relations issues.
  As it turned out, the South Carolina legislature ordered that the flag be taken down on Friday, the 10th of July, which happened to be the day that my mother died. So, it seemed somehow personal to me, and to my family, that the flag came down on the day of my mother’s death.
  The personal connection to these issues in Charleston touched me again closer to home. Some of you may be aware of the “Hate Won’t Win” campaign launched by two granddaughters of the murdered pastor of Charleston’s Mother Emmanuel AME Church, the Rev. Daniel Simmons. I think the whole country was astounded when the relatives of the murder victims declared their forgiveness of the murderer at his arraignment in court. Alana Simmons said to the murderer: “Hate won’t win. … My grandfather and the other victims died at the hands of hate. Everyone’s plea for your soul is proof that they lived in love and their legacies live in love.”
  The “Hate Won’t Win” campaign started as a social media effort to extend that spirit of forgiveness and love. Alana Simmons called on people to “show an act of love to someone who is different from you. Someone of a different race, someone of a different religion, gender, even generation, just someone different from you, who you may even hold a bias toward, show an act of love to them …” as Alana said, “we want to change people’s hearts, and that’s how we intend on doing it, by getting the masses to participate in love.”
  Thanks to the help and sponsorship of PLU, Bethlehem Baptist Church, St Marks’s by the Narrows Lutheran Church, and a host of others, Tacoma became the first city in the country to host an in-person event to promote the “Hate Won’t Win” campaign just a few weeks ago. So once again, I was reminded that issues of racial equity are all around us.
  I started out these remarks by quoting our PLU mission statement. I like to point out that the word “care” is an unusual one in a university mission statement, and we emphasize it unusually strongly by repeating “care for other people, care for their communities, and care for the earth.” This triple repetition of care aligns perfectly with the principles of diversity, justice, and sustainability. And one other way we remind ourselves of our mission to care is in our distinctive University Seal: note here on the lectern and on the inside front cover of your program, how the “L” in “Lutheran” reaches out under the “U,” suggesting the mission to care for you.
  I hope that as you make your way through this place and become a worthy member of our Lute community that you, too, will find ways to contribute to the culture of care. As you do so in this particular time in our society’s life, please focus on ways to overcome our racial divisions, and help heal our communities, large and small, and to be kind and compassionate to one another. I hope that you will find caring faculty members and fellow students who are committed to doing the important work of — once and for all – righting the wrongs of our society and paving the way to a world where all are treated with respect and dignity. I wish you great success at PLU, and I look forward to hearing how your stories will unfold with us.
  Novelion Therapeutics, Inc. is a biopharmaceutical company that develops new standards of care for individuals living with rare diseases. Through wholly-owned Aegerion Pharmaceuticals, Inc., the firm has two commercial products: Metreleptin and Lomitapide. Metreleptin, a recombinant analog of huma.....
  Novelion Therapeutics, Inc. is a biopharmaceutical company that develops new standards of care for individuals living with rare diseases. Through wholly-owned Aegerion Pharmaceuticals, Inc., the firm has two commercial products: Metreleptin and Lomitapide. Metreleptin, a recombinant analog of huma.....See More See More
  Westinghouse Air Brake Technologies Corporation, dba Wabtec Corporation, is a provider of technology-based equipment and services for the global rail industry. It develops products such as railway braking equipment, freight car truck components, draft gears couplers and slack adjusters, air compres.....
  Westinghouse Air Brake Technologies Corporation, dba Wabtec Corporation, is a provider of technology-based equipment and services for the global rail industry. It develops products such as railway braking equipment, freight car truck components, draft gears couplers and slack adjusters, air compres.....See More See More
  The firm offers employees benefits, including career development, training and tuition reimbursement.