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Introducing a new puppy to a reactive dog: our story

02 Feb

How we transitioned our reactive dog to accept a new puppy

** Some of the order of things might be off, I don’t remember the exact order of what we did but we did the following activities.

First history: W has been fear aggressive and reactive since we got him at 8 weeks. He is a purebred border collie; we are not sure why he is this way. He was extremely reactive as a puppy to all strangers and dogs. We spent countless hours with deconditioning and positive reinforcement to turn “Cujo” into a dog that could now go on walks and ignore people and other dogs, although we always gave him a lot of space and walked into the road or a far distance when we saw people and dogs (now we just do it for dogs). He also will warm up to new people if they play ball with him and agree not to touch him. Touch freaks him out. However, dogs scare him the most because he has learned we have some control over people, but he doesn’t know what a dog is going to do.

We got a new puppy with the idea that if he didn’t accept her in 8 months, we would rehome the puppy, but we really thought he could do it. It helped a lot that we got a puppy with an amazing temperament. She is very calm and smart. She adjusts her play with other dogs based on their signals, so we were very lucky that she seemed like the perfect fit for our anxious dog. The new pup is Samoyed and I will call her M.

First couple of weeks: The first 2 weeks were all about her adjustment. We did not really try to get them together. We bought large Midwest black gates and we double gated an area for W and an area for M. They could see each other but nothing else. I would throw treats to both when they were calm and we made sure to exercise W a lot. He did get a little stressed and we would put him in his crate (which he loves) with something fun when he would get worried. But mostly, it was don’t let them see each other too much and exercise W. a lot.

After that we started working more directly. We would have W sitting on leash with my husband and I would walk M. on a leash at a safe distance where we would go in and out of sight. It is important to find the right distance, they can’t learn if they are over threshold. Everytime we were in sight, I clicked and gave high value treats to both dogs. We did this often. We did it in the house and outside.

Next, we increased having them on opposite sides of a double gated area and then a single gated area. We would click and treat often while both could see each other.

We would also do walks with W in the front with me and M behind him (out of reach) with my husband. We would treat during the walks.

We then had both on leash in the house and fed M a hotdog, very slow nibbles so she was distracted and while she did that we would throw treats near her on the ground and have W go after the treats (high value treats!). At one point he actually had to go under her body to get one. Note we started with distance and worked our way up.

We then had them outside with M on a leash and had an ecollar on W as a backup (never used) and would play ball (this is even a higher value for him than treats, he is a border collie, so when he is focused, he is FOCUSED). He would play ball and she would just be out there on leash not too close but not too far. We extended this to our 4 acre plot of land (not at our house) that we have and again let W play ball or frisbee and M was on leash the whole time, but now he had a bigger area to roam free.

Mistakes happen: During the first time, we had M. and I walk back towards the car ahead of W. We should not have had me go first. He didn’t like me leaving with her and ran right up to us, I panicked and picked her up quickly, I don’t know if he would have done anything, but I was afraid and of course, they both felt my fear (which isn’t good). We did go back the next day and do it again and I followed W. and my husband to the car and it went better.

Our next step was where we had both on leash and tried to get them to play tug together with a long tug toy. We had some success but M was nervous. We also played hide and seek (games W already knows), I would hide with M. next to me on leash. W. would wait until we were hidden and then released by my husband to go find us. When he found us, both dogs would get high value treats, and hubby would call off W. to begin again.

Tussle 1: I had them both outside and was trying to get them to play tug with a toy that was too small and brought them too close and W got nervous and dived on M. He isn’t a “let me kill you” type dog, he is a nipper (since he is a herding dog), so no harm was done except to make M more nervous about him.

We continued to play ball with W and eventually my husband let her be off leash while they played in the house (this was nerve wracking). She kept her distance, he stayed focused on play. It went well a couple times and then…

Tussle 2: She went for the ball and he would have nothing of it and another tussle happened. Same results, no real physical damage but again she is more wary of him.

We took them out to the land with both dogs off leash this time, so W would have more space. We would kick the soccer ball, he would charge to get it and she would charge after him (Yikes, I held my breath) but she would stop without getting too close. It was a success. There were times where he would run right next to her to get the ball and ignore her.

We extended the time of both off leash in the house but we had him playing ball at all times so that was his only focus. We also now tried parallel walks instead of having him in front and her behind.

We also made sure to give both dogs plenty of time without the stress of the other. We had plenty of time in the crates for both. We always kept our sessions together relatively short. I also continued to treat with them side by side, a piece for one and now a piece for the other dog.

This was another point in our training where I wasn’t sure how to make the leap from W. has to be playing when M. is out to just co-existing. We no longer carried her from place to place and would walk her through the house to her “gated spot,” at first we would tell W. to go to bed and then we just started saying, “backup” when we would bring her in (remember this is different because he is not focused on his ball). We slowly allowed them to sniff each other (rear side only) during these transitions as well.

Finally, we had to make another leap where W would just be out with M but we would not be playing with him the whole time. We put each on leash but we didn’t control their actions, we let them do their thing and we just followed them but we could stop them at any time. She was good about keeping her distance on her own so we then dropped her leash and just followed
W until we then tried dropping his leash. We always let the leashes dangle so we could intervene. We made sure no resources were around too. We still treated often and gave pets when they were side by side.

She is still nervous, actually more than he is now, but we figure the longer they go with positive experiences the more relaxed both will get. We still make sure there is time when no one has to be stressed and will divide the house with the gates to give them both a break.

One of the BIGGEST things that helped our success was reading their body language, especially W’s. We could see how tense he was in the beginning, so we knew we couldn’t push things further, then gradually he relaxed more and more and there were times when we had them separated that he would see her and wag his tail. (There were also times when he gave her “the stink eye” and we knew that we had to separate immediately) All of these clues were essential to the pace that we followed. We also had the expectation of 8 months, so we didn’t feel pressure to do it quickly, so 2 months time was a bonus! It isn’t perfect yet, but we are feeling that eventually they will co-exist nicely or maybe even be friends!

 

Introducing a new puppy to a reactive dog

29 Dec

If you read about Whiskey, you will see the struggles we had with him since he came to us. He is our “project dog,” but we love him. He was fine living with our Golden Retriever, Ares, who was already here when Whiskey arrived. Ares passed away in April and by Christmas, we thought we would like another dog in the house. But, would it work? Could we get Whiskey to accept another dog when he is so afraid of and reactive to dogs? Well, we went into this knowing the worst case scenario is that we have to rehome to newcomer but we are going to try our best to get over this hurdle, we have gotten over so many others with this dog! Our new puppy, Mochi, a Samoyed, came to us at 4 months of age. She has been with us 3.5 weeks. Our planned introduction is SLOW SLOW SLOW.

1. First week: we didn’t do too much, just let them out at different times in the house and crated the other, they got used to the smells, etc.
2. Second week: we started counterconditioning (did some in week 1 too), click and treat both dogs when they see each other. At first, Whiskey was very weary and would give Mochi the Border Collie eye and look like he wanted to eat her. At one time, when switching dogs, he got close to her and would have nipped, had I not pulled him away.
3. Third week: Had more time so we did BAT training with him, walk near, click and treat, and walk away. We have them on either side of a gate, focused on getting treats from me but could easily see each other.
4. Fourth week: We moved to a couple new things this week, play is very motivating for Whiskey, so we had him chasing a ball in the house with Mochi on leash nearby and both could see each other. We then moved it outside, Mochi was just tied to a tree (with a long line) and Whiskey was on leash, playing ball. We then even went to taking Whiskey off leash, but he had the ball to distract him and he ignored her (even though he was free to charge her if wanted). We had an ecollar on as a backup but never needed it. We followed that with him and her together outside near each other (on leash) and just being relaxed. We will keep trying to get a little closer as we hope to convince him that she is not going to hurt him.

 
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Review of Enloe High School Wake County Magnet School

24 Oct

Are you thinking about Enloe high school for your child? There are so many glowing reports, right? Well, I am going to give an honest good and bad review of the school.

Good:
1. This is really good – teacher quality overall seems very good, better than the average my kids have experienced at other schools.
2. There is a lot of arts for kids to take classes in: Theater, Dance, Visual Arts, Band, etc.
3. They have a great Computer Science 4 year program (IF your child can get a spot…)
4. They offer a lot of AP classes with quality AP instructors.
5. The school has great diversity with a mixture of multiple races: Asian (including Chinese and Indian), Hispanic, White, Black
6. The school offers many different foreign languages, not just 2 or 3.

Bad:
1. Your child will live and breathe school work – for some that may be a plus, for me, I believe in balance and my child spends too much time on academics
2. The school is competitive, not directly but more indirectly because teacher expectations are so high and the student body is a high achieving student body, it puts pressure on kids
3. There is not a lot of choice in classes – students HAVE to pick all these alternatives (some they may not even really want but are forced to pick a certain number of alternatives) and if put in one of those alternatives, they CANNOT ask for a change to other classes.
4. There is very little flexibility in scheduling and in the school in general because it is so overcrowded.
5. Courses like C&C which high achieving students will be encouraged to take will grade very harshly and on things such as the ability to cut other students off in seminar circles and if your student doesn’t have the right personality for that, well, too bad, they do poorly. They also will give an outrageous amount of work to students, freshman C&C is more like a 200 level college course than a high school freshman course – students can gain a lot from it but they will WORK for it.
6. Your student may choose to attend the school for a specific program like computer science and then not get a spot in the class.
7. If your child isn’t a “star” in areas of theater, etc. they may never get a chance to explore and grow by being on stage in a production (or so I have been told).
8. I have emailed my child’s counselor twice and never get a response, I have emailed the principal about an issue and he never got back to me, so parent communication is not a high priority.
9. There have been guns brought to school, “death lists” created, and staff has not done a good job of making parents feel secure about how these issues are handled.

My kid has friends so she wants to stay, for now, we will but we have had better experiences at other schools. In fact, we liked Southeast Raleigh Magnet HS a lot, it had problems too but we found ways around those issues by using dual enrollment instead of AP classes (their AP teachers were terrible) – I hope this review helps people know both the good and the bad about the school.

 
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How to get accepted to NCSU College Engineering

23 Jan

Disclaimer: This is my personal opinion after research and experience with the college. I was a former advisor at the college a long time ago.

The College of Engineering is very competitive. You have to be a top student to attend. Students who get accepted usually have unweighted GPA’s around 3.8 and Weighted GPA’s 4.8 and higher (these will adjust lower with NC’s new quality point scale). So good grades is a must.

Additionally, you must have a strong standardized test score. Many students with good grades will get deferred if their SAT or ACT scores are not strong enough. You want to see an ACT be at least 30 (a 29 might do it but I would suggest a 30 or higher) and it’s equivalent in SAT (1375 or so). Without a good score here, you severely limit your chances of acceptance, many deffered students are kids with SAT’s in the 1200’s or ACT’s like 26.

Numbers are not the only things the school looks at though. If you have great grades but only took the basic math track: Math 1,2,3, and College Math and has never taken any physics classes, they are not going to be as competitive with a kid who took Math 3,Pre Calc, Calc AB, Calc BC, and AP Physics C and AP Chem, even with the same or slightly lower scores.

The moral of the story is fill up on all the STEM classes in high school. You should take: Calculus AB and BC or Calc 1 and 2 at a community college, take Physics 1 and 2 (preferably, AP Physics C, if not offered, take Calculus based Physics 1 and 2 at your community college), take AP Chem or Community College Chemistry,

Showing up with 2 years of Calculus, 2 years of Physics, 1 year of Chemistry shows the college you are ready for engineering. It also gives you lots of credits to give you a head start in your course work.

Remember the EC’s, be well rounded, join things that use engineering, like Robotics team and join things that showcase who you are, a great musician, actor, artist, etc.

Show personality in your essay, tell a story that shows who you are, make it fun and detailed but also link it to something that shows your passions.

Remember your junior year is the most important year! Make your grades shine that year.

 
 

What if… we did math right?

24 Oct

What if we made developmentally sequencel goals that we want our children to reach.

what if these goals includes procedures and concepts?

what if we designed learning material to help students achieve these goals and had multiple approaches to teaching allowing the child to work with the easiest approach for their learning style.

What if the students got lots of practice and teacher feedback.

what if students could pretest themselves to see if they need more time or are ready for a test.

what if we provide more time and resources when a child isn’t yet ready instead of just having then fail a test.

what if they take a test and we spend time afterwards, helping them correct and understand what they got wrong.

what if we don’t move on to the next unit until we have a certain level of mastery with the current unit.

what if we continue to include previous material in new units so students don’t forget older topics and retain their mastery.

why don’t we focus on quality over quantity and not worry about kids memorizing formulas but instead can they correctly use and apply them.

teachers can be guides and facilitators  in the classroom, kids who are further along can help give lessons to their peers, online resources can be used to free up the traditional approach.

Assessments can contain questions that require many different types of learning, procedural, conceptual, appplications, theorical, experimental, etc.

why can’t we change how we do math? It seems so simple.

 

 

 

 
 

Oral Conscious sedation dentistry … what is it really like?

08 Oct

I am not ashamed to admit that I have a phobia involving my mouth, teeth, and throat area.  Because of this, I avoid certain things.  Vomiting scares the crap out of me and I run from vomiting children, yes, even my own…., I panicked through a neck ultrasound that was done, and I avoid the dentist.

So, after escaping two years, I started feeling a pain I couldn’t ignore so I went in.  One of my front teeth need a root canal and crown.  Another nearby needed two fillings.  On top of that two theeth were slanted poorly, causing food to collect often that would soon lead to future problems.  So, I decided to be proactive this time in hopes of saving me more work later, I would just get four crowns on my four front teeth.and the bad one would also need a root canal.  The insurance will pick up a piece but I will be stuck with a lot because they don’t do preventative measures in these cases.

The thought of going through 4 crowns with 1 root canal seems horrible to me, so I am doing conscious sedation.  I hope it works!  The plan is no food or drink after midnight tomorrow.  Tuesday morning, I wake at 7am and take 2mg of Lorazapam.  Hubby drives me in and doctor assess if I need more meds.  Then we start…I will blog about how it goes and feels afterwards… even if I am still high on drugs and then make a,more,coherent version after… wish me luck… TO BE CONTINUED…

 

 
 

Quality over Quantity: A New idea for Math Education

08 Aug

“I can’t do Math,” you hear this said over and over by children and adults alike.  It is even “acceptable” to tout that “math isn’t your thing.  You don’t hear people saying, “I can’t read,” yet it is okay to almost brag that you can’t do mathematics.  Why is math such a hard subject for our country?  When and how does it fall apart?  As a math educator, I see so many solutions to our national math crisis that have just never been tried.  We always seem to just play around with the ideas of “the basics,” learning the concepts behind the mathematics (conceptual learning, new math, mathematical modeling), and procedural learning (very similar to the “basics” in many ways.)  All those things are important and we have a problem of tending to lean to one side vs. the other rather than keeping a reasonable balance between the two.  However, what I see as the biggest problem is looking at, “what is our ultimate goal?”  When I read an article that says a California College has done away with the requirement that all students must show mastery in Intermediate Algebra for college because non-STEM students don’t need math, it gets me thinking.

 

If non-STEM majors don’t need math, then do STEM majors no longer need to take literature classes and humanities classes required in the general education classes, these are not “needed” for their majors?  Why do undergraduate degrees require students to take general education classes in addition to their major focus?  We know the answer. It is the same reason why high schools require 4 English classes, 4 Math classes, 3-4 Science classes, 3-4 History classes, etc., in order to make a well rounded educated person.  Just like English, knowing math provides a level of competence for getting around in the world, it allows you to think critically, math is used in many places that kids don’t realize until they get to be an adult.  Adults who truly understand Intermediate Algebra, will be able to make more sound financial decisions in their own personal financial choices.

 

Additionally, Intermediate Algebra as a prerequisite for a college level math course, shouldn’t be too hard since Intermediate Algebra is a class that should be mastered in high school.  So, why is a high school math giving college students so much trouble that a college has to drop a high school remedial math class requirement?  This is because how we currently teach high school math is a failure.  Let’s face it, some students will struggle more with mathematical concepts and others will move on and take Calculus 3 before graduating high school.  There is nothing wrong with either student but we act like there is and we need to stop this.  We need to stop putting on kids on the same math trajectory and expecting it to work.  

 

My feeling is that the goal for graduation of high is to pass, with a B or better, Intermediate Algebra (which should replace tedious useless work with real world knowledge like understanding the Normal Distribution so you can talk intelligently about IQ scores and statistical research as well as linking concepts to real world like amortization tables for car loans and mortgages, these ideas are more important that long division of polynomials and adding rational fractions which is tedious.)  Students should be able to take the “slow path” to math if they need it where they learn the main topics in Algebra 1, some lighter topics in Algebra 2, and some of the basic ideas of Geometry (no geometric proofs).  The goal would be mastery of these topics at a B level.  Anyone graduating should be ready to prove their understanding to a college prerequisite test and be ready for a Pre-Calculus class, although, if they are not a STEM major, they may choose Statistics or Financial Math.  

 

Right now, in NC, we require students to take 4 years of math.  They start learning Algebra 1 concepts as early as middle school so that once in high school, they are already learning topics in Algebra 1, Geometry, and some starter Statistical topics.  By Math 2, they are being introduced to Trigonometry, Algebra 2, Probability, more Geometry, including proofs, and a small amount of what used to be in Pre-Calculus.  By Math 3, the students are finishing Algebra 2, finishing Geometry, taking on more topics from Pre-Calculus, and adding in more Statistical topics.  After Math 3, students must take a fourth math course.  Most non Honors students take Intro to College math, which ends up being a review of Algebra topics or Discrete Math, which goes into Probability, Statistics, and Decision Making.  If students were mastering all these topics, this would be wonderful but students are barely grasping all of this.  We need to slow it down and cut out the fourth class, cut stuff from Math 1-3, and although still require 4 full years (not semester blocks) of math for the non-Honors track but focus on QUALITY of instruction and MASTERY of learning, rather than QUANTITY of material we can “say” they were exposed to.  We will have students who learn more, are less stressed, and have a higher success rate in future math courses in college.

 

Students who are on the Honors track, can continue to be on their own schedule as they should not be slowed down.  They can meet that high school requirement while in middle school, take the “test” showing mastery and once they get to high school, they can be moving on to learning the missing pieces from Algebra 2, Geometry (with proofs), and move into modeling classes or Pre Calculus, Calculus, Statistics, and beyond.

 

Written by:

Lynne Gregorio, Ph.D. Mathematics Education

 
 

Freshman year for free… pay for only 3 years of college

11 Jul

College is expensive.  It can be a lot of work too and for many, they get stuck taking classes that just don’t interest them to meet their general education requirements.  IS there a way that you could either

  1.  only need 3 years of those high college bills
  2. go four years but with 20% less work each semester so you have time for a job, college theater, sports, or other interests.
  3. avoid many of those gen ed classes you are not interested in

The answer is yes!  Just follow this easy plan.  Depending on the type of student and opportunities available, you may need to pick and choose which options work best for you.

My first recommendation is that you, as a student, know what school you want and what major your looking to do.  This helps target the plan and makes it more successful.

Secondly, look at the school or schools on your list and see what credit is given for:

CLEP test, AP tests, and any other advanced credit options

Next, look at what courses are required at your school and see if the classes you plan to work on will be able to receive credit and at what score.  If you are considering dual enrollment, look to see if the classes you are taking will transfer.

Once you have all that information (mostly found on admissions page), you can look at your program of study and see how you can replace required classes with test or dual enrollment.

Lets do an example:  In  the Colleges of Engineering at NCSU, they  have a common first year for all COE majors. R. Wants computer science which is in the college of engineering.  He will need all those courses plus general education classes, some of which are specifically for his major, like Economics has to be taken as your social science.

To get a head start, he takes the Calculus CLEP test.  Passing this gives him 4 credits and allows him to sign up for dual enrollment and take Calc 2 at the community college.  He could have taken Calc AB and BC and then took the exam but he felt dividing it up into 2 different test situations was better, rather remember 2 full classes for one test.  He also needed As to get into the computer science major.  Additionally, he took AP computer science (not offered at his school but found it online) the year before and scored 4.  This will allow him to skip the first CSC class at NCSU.

Next, he notices NCSU required Calc based Physics 1, 2, Chemistry 1, and another science course beyond that.  So, although he chose to just take Honors Earth Science, he knew enough to take the AP Environmental Science test, scored a 4 and gets his “extra science ” class out of the way.  The AP Physics class offered in his school was not Calculus based, so he took it as an overview and then self-studied the Calc based Mechanics class, scoring a 4.  This gives him credit for Calc Physics  1 and its Lab.    He tried to do the AP Chem test but his score was not high enough, he needs an A (5) in order to meet requirements of the computer science major.

Now R. hates non – STEM classes, so it is in his best interest to get those done quickly and painlessly.  Therefore, he chose to get some things of his social science done with CLEP testing.  First he chose sociology.  This just requires you to memorize vocabulary and then be able to relate those words to an example.  It was a quick study of two weeks and his test was passed.

The other social science class required by engineering is Microeconomics.  R. Has been self studying for that test, although it has s harder since it isn’t just memorizing, you have to have a sense of the relationships between different parts of the supply and demand concepts.  Hopefully, the plan for s that R. will CLEP out of microeconomics as well.  You don’t get a grade, it is just pass /fail.  And a C is passing.  He gets to avoid all the homework and only has one test to focus on and if he doesn’t pass, he can also retake it again in two months or he will be well prepared for the actual class.

Finally, R. Has time in his high school schedule to take some additional classes.  If they were 3 credit class, it would be easier to schedule and he might make two but with 4 credit classes, it doesn’t leave you much else, so he usually take one 4 credit class plus two high school classes and if time, self studies other things.  For the coming year R. Will take Calc 3 and Physics 2.

Assuming he passes all, this is how it will look when he applies to and attends NCSU.

NCSU first year coursess

  1.  Calc 1. MET
  2. English 1
  3. Enginnering / computers 1
  4. Gen ed class – Sociology- MET
  5. Chemistry 1
  6. calc 2 – MET
  7. Physic 1 with lab – MET
  8.  Csc 116 – first computer class –  MET
  9. Microeconomics –  MET
  10. Basic Sxience elective  – MET

plus he will have Physics 2 and Calc 3 which are softmore classes met.

Total Credits:

Calc 1,2,3 — 12 credits

Physics 1, 2 — 8 credits

APES – basic science- 4

APCS – first csc class- 3

sociology – 3

Microeconomics – 3

————————-

Total: 33 credits

This will allow him either to graduate in three years or take 12 credits instead of 15-16 per semester.

A second example, C. had AP credit for English Composition, he didn’t want to do all the extra work required to take an AP class, so he self studied and got a 4.  He also took AP Computer Science and got a 3. He took APES and got a 4.  But he only has 3 AP tests.  He did take a lot of dual enrollment classes, he was going for a degree in simlation and game design and took two iintroductory classes in this but they did not transfer.  He did take both Calc 1 and Business Calculus.  He took Macroeconomics and two programming classes one in C ++ and the other in Java.  He had 29 credits to transfer.  He went in as a freshman but took 16 credits his first semester and tha numbers him to a second semester sophomore.  He was able to graduate in 3 year and save his family an entire tear of tuition, room, and board.  If C. Had known about CLEP tests, he would have tried coming in with more of his gen ed courses met.

Stdents can manage even more than one year but I think one year is good, it gives them options, doesn’t put them too far ahead of their peers, is doable during the four years that f high school without overloading the child to try and do a year of high school and college at the same time unless they are in an early college program that has them all in college classes full time by senior year.

Remember, if you don’t get a merit scholarship, taking a semester or a year from payments can offer similar financial advantages.

 

 

 

Your kids about to drive… how can you keep them safe? Cars to consider

08 Jul

My son got his permit at age 15, fast forward a year, he barely drives.  He doesn’t really want to drive and isn’t very good at it.  Six mnths later, we realize we need to get him driving more.  We increase the frequency but still, no one feels good about it.  More time ticks away and now we are down to a few months before the start of school.  He HAS to drive by the end of the month.  He has no transportation to his college classes from his high school.  We start driving daily.  He drives in our car.  It has a blind spot warning, which I love and precollission warning and breaking.  But, the car is big, hard to park, and doesn’t have other safety features I wanted.  So I started showing around.  I wanted to spend under $20k and it had to have:

  1.  Lane keep assist, this will beep if you leave your lane
  2. Steering Assist, this steers you back into your lane if you go out
  3. backup camera
  4. pedestrian brake assist, will brake automatically if radar spots pedestrian
  5. high speed and low speed break assis – if you are going to crash, car will notify you and auto brake (may just slow you down so your crash isn’t as hard or completely stop you, depending on speed)
  6. blind spot detection mirrors can be installed ($650)
  7. adaptive cruise control, car auto brakes based on distance between cars and set speed

The 2017 Toyota Corrola LE met these goals and came in just over $18k when all costs are added in plus 8 years of oil change package I bought.

The car was sporty look, we got white with grey inside.  It gets decent gas mileage, it drives well for a lower end car.  And most importantly it was the only car I could find with all the safety options on a low end car.  Many other models were missing one of the things on my list, they might have all but no,adaptive cruise control or another might have a funky blind spot camera for one mirror but not he other.  Or the cars didn’t have steer assist or they wouldn’t auotbreak in all settings.

So, this we think is he safest affordable car out there and my son will be trying for his license this month in his new Toyota Carolla.

 
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Tips for rehabbing a fear aggressive dog- Solid K9 please help!

04 May

We started with a severe case of fear aggression in an 8 week old full bred border collie pup.  He was fearful of everything, he was weary of playing, he was unsure of our other dog, he growled at half the people in the family such as the two young girls and one son. He would growl at every stranger he saw and he didn’t like to be held or touched.  At a dog park, he stayed with his big brother at first and did okay but as he got more afraid, he started getting aggressive and started attacking the other dogs.  We tried him with a muzzle and he muzzle slammed them.  We had people try to pet him with his muzzle on and he would try to bite them. Off leash he would stay with us but started venturing further out to scare away the bad guys, barking and showing teeth.  One man just laughed since he just a puppy and I came and got him but a child got scared and ran and that made him run after him and nip his leg.  Nothing too major but it made things clear to us, he needed help!

We hired 3 different trainers.  Fired the first one on the first day.  The second one was an e collar trainer and he went to a board and train but he took a very harsh stance and Whisky is very fearful, so harshness breaks trust so although we learned somethings, he regressed because he was too heavy handed for his temperament.  The third trainer was a positive trainer, she didn’t do e collars but we encorperated what she taught us that heled his anxiety, that was working, along with what was working with the ecollar to find a mix that seemed to work for him.  We used it lightly for small things and use it for big things that were serious at medium but not use it for every command that he would follow anyway without the collar anyway.  Too much collar causes great anxiety for him, so overuse is a problem for him but used correctly for him, it is a great tool.

We work on densenitisizing him to many things that triggered him, one at a time and on obedience at the same time.

  1.  Easily crate trained
  2. when guests come over, he will want to go to door but will go to bed on command.
  3. sleeps by self in gated area near open crate
  4. will wait for dinner politely if asked
  5. will take turns pulling meat off  a bone with his brother while I hold it
  6. can take any food from him
  7. will play ball with strangers (wouldn’t when young, was too afraid of them)
  8. Ignores people on walks (barked and lunged when young)
  9. can ignore people in house IF I can trust they will ignore him(most people I don’t trust the people, they think they know better), so we crate or gate him 90% of time
  10. cant have people touch him, big no, will bite.  Not too hard but enough… after he has bonded with someone consistently for a few months, he will approach them and make it clear, they can touch, he might climb in their lap.  He loves touch from us.
  11. he will do touch games for treats with strangers
  12. dogs are a big trigger, on a walk, he will ignore 75% of time unless other dog initiatiates.
  13. dogs walking by his yard, set him off big time, he can be called away, if alone, will usually listen on first call, if his brother is out there barking (brother never listens), he won’t listen until 4th call.  I reward every time.  If collar is on, he comes right away.  He will distract himself from the stress by bringing us a ball or frisbee to throw.  It is all anxiety.
  14. if a dog comes to edge of gate, He will try to bite him and goes crazy.  Harder to call him off, collar I can on high, words, not until up to six tries or if I throw a ball.
  15. His brother is a huge instigater, he acts much better when his brother is not out there but we don’t have control over brother, old sick dog, didn’t do well with e collar.
  16. He can chase our cats, getting better.  Cats mostly stay upstairs and dogs stay down.  Sometimes cat decides to come down, dog rushes cat, 95% dog listens and I call him and he listens and cat runs up stairs, once he caught cat.  We separated them, no damage done to either.  He also chases bunnies that he could catch but chooses to,run slow,because he likes the chase and doesn’t really want the catch part.
  17. Goals:  Trust him consisting with people (but that means trusting people to follow his rules, no look, no talk, no eye contact, and NO Touch, and no fast movements)which may not be realistic?
  18. Goals:  Get him conditioned to,accept other dogs, he lives with one fine now and he likes,to play, he just needs trust and coping mechanisms, but how,do,we get there, saw videos but I don’t have access to calm beta dogs to practice with…
  19. Goals:  be able to take a vacation again!! please!  Everyone says kill the dog, but we love him.

would love to hear from Jeff Gellmen at http://solidk9training.com/about/