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Onze producten
FELCO joins forces to build the future
A leader in pruning shears and cutting tools, FELCO SA is merging with FELCO Motion SA, a spin-off entity founded in 2010 specializing in electric pruning tools and digital solutions. From July 1st 2020, the new FELCO SA entity will be managed by two Co-CEOs to strengthen industrial operations and customer development. As for the Board of Directors of this new entity, it will now be chaired by a woman for the first time.Read more
COVID-19 : Availability of FELCO tools
During this difficult period, we want to reassure you about the supply of FELCO products and their availability in the market.
From this week we have implemented increased measures to reduce risk at our offices and factory by undertaking various initiatives to adapt our working habits and, of course, ensuring all best practices known in preventing virus propagation.Read more


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Beginning Friday, March 5, 2010 at 8 am, medical students have alternative study space located in the old hospital cafeteria on level A of the School of Medicine.
The study space:
- is temporary until the library building re-opens.
- has about 12 carrels and wireless networking via UConnect and UGuest.
- Offers 24/7 access but is not secured. Students are advised not to leave belongings unattended.
- Reminder: only UCard access after-hours to the School of Medicine building, from approximately 6pm – 6am.
"We are very grateful to the Hospital administration for creating this space and making it available. We are also grateful to the Library leadership for the furnishings. Please treat the area with respect…" – message to medical students from David J. Bjorkman, M.D., M.S.P.H.

subset: commoncrawl


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ORLY Epix Flexible Color Intermission Nail Polish - .6 oz.
Take your manicure on a breezy vacation in this classic pink mauve shade of Flexible Color nail polish. free of DBP, formaldehyde and toluene extended wear of over a week when worn with Flexible Sealcoat, smudges self-repair until fully dry made in America How to use: Shake well. Apply two coats and finish with one coat of Flexible Sealcoat. For extended wear, re-apply Sealcoat after 3 days. JCPenney limits the sale of all salon products and salon special purchases to 8 of any one item, up to a maximum of 12 items, per customer, per month.
Browse all deals at JCPenney
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Barbecue Ham Sandwiches
Busy Fogelsville, Pennsylvania cook Constance Eddy writes, This tangy sauce freezes well and is even better when it's reheated. "It's great on hot dogs, too! You can also fix it ahead...and keep it warm in the slow cooker if you make a larger amount for picnic or party fare."
Total TimePrep/Total Time: 25 min.
Makes2 servings
- 1/4 cup chopped celery
- 2 tablespoons chopped onion
- 2 teaspoons butter
- 2/3 cup reduced-sodium tomato juice
- 4-1/2 teaspoons ketchup
- 1 tablespoon brown sugar
- 2 teaspoons lemon juice
- 1 teaspoon Worcestershire sauce
- 1 teaspoon prepared mustard
- 1 to 2 drops hot pepper sauce
- 1-1/2 teaspoons cornstarch
- 1 tablespoon water
- 1/4 pound shaved lean deli ham
- 2 sandwich rolls, toasted
- In a small saucepan, saute celery and onion in butter. Add the tomato juice, ketchup, brown sugar, lemon juice, Worcestershire sauce, mustard and hot pepper sauce. Bring to a boil. Reduce heat; simmer, uncovered, for 5 minutes.
- Combine the cornstarch and water until smooth; stir into tomato mixture. Bring to a boil; cook and stir for 1 minute or until thickened. Add ham; stir until coated. Cook 5 minutes longer or until heated through. Serve on rolls.
Nutrition Facts1 each: 358 calories, 8g fat (3g saturated fat), 35mg cholesterol, 1066mg sodium, 53g carbohydrate (0 sugars, 2g fiber), 17g protein.
Recommended Video
Feb 6, 2012
So yummy....I tripled the recipe and froze some of the filling to defrost/heat up at a later time. Definetly a keeper.
Dec 31, 2006
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It is our aim for you to leave HSC Clinic looking great and feeling fantastic!
We will never compromise on quality and will always source the best products available to ensure the best results. Our clients' welfare and how they feel is of utmost importance to us and we have a continued commitment to our clients' care.
Marzieh Tasbihi RGN INP (Independant Nurse Prescriber) is the proprietor and has over 23 years nursing experience and over 10 years experience in Aesthetic Nursing. She regularly attends master classes and conferences and is committed to being at the top of her game. Marzieh is also a member of the Royal College of Nurses & British Association of Sclerotherapists.
Welcome to the Hair & Skin Cosmetic Clinic
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Authorities are searching for a man who attempted to abduct a young girl Saturday afternoon at a U.S. Open tennis event for children.
The 11-year-old girl and her family were watching a practice match during Arthur Ashe Kids' Day when she was approached by a man from behind, police said.
The suspect grabbed the girl's wrist and demanded that she go with him and threatened to harm her, according to police.
The girl pulled her arm away from the man and kicked him, police said. The suspect fled.
The girl wasn't physically harmed, police said.
Police describe the suspect as a man between the ages of 25 and 35, weighing about 200 pounds. He was dressed at the time in a red striped shirt, khaki shorts, sunglasses and has a tattoo with words on his right wrist.
The annual kids event at Arthur Ashe Stadium in Flushing mixes sports and entertainment and takes place the Saturday before the U.S. Open. This year, it was attended by tennis stars Venus Williams, Novak Djokovic, and Rafael Nadal, as well as music stars Flo Rida and Troye Sivan.
Organizers for the event did not immediately respond to a request for comment.
On Monday, the NYPD said that it is going to be out in force this week for the tennis tournament.
Still, some parents said they were going to keep a close eye on their loved ones when they attend the matches.
"Not letting my son out of my sight," said Debbie Yadegari.
Anyone who may have information about the suspect is asked to call the NYPD Crime Stoppers Hotline at 1-800-577-TIPS.
--Marc Santia contributed to this report.


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ADHD for Educators
Identification of ADHD
Attention deficit hyperactivity disorder (ADHD) is a chronic neurobehavioral disorder that affects all aspects of a child's life, including school, home, social relations, and extra-curricular activities. A child can be diagnosed with ADHD with hyperactive subtype, inattentive subtype, or combined-type (both hyperactive and inattentive). What many people refer to as attention-deficit disorder (ADD) is actually just the inattentive subtype of ADHD; ADD is an outdated term and was formally changed to ADHD in 1994.
ADHD is one of the most common chronic disorders of childhood. In a classroom of 30 children, it would not be unreasonable to expect 3 kids to have ADHD. [U.S.: 2014] Boys are more than twice as likely as girls to receive this diagnosis. [Visser: 2014] Prevalence of ADHD is rising in the United States; it is unclear if a greater number of children have the condition, or if there is better recognition of it - or both.
Teachers are often the first to see behaviors that may be suggestive of ADHD:
- Problems waiting for his or her turn, interrupting other kids, acts without thinking
- Cannot hold still, fidgety, can't stay in seat, runs around, may show aggression, cannot play quietly, talks excessively
- Distracted easily, daydreams, doesn't finish tasks, forgetful, makes careless mistakes, doesn't seem to listen
- Creativity, brings new ideas to the classroom, artistic talent
- Ability to identify what others do not see, has a fresh perspective
- Enthusiasm and spontaneity
- Mental flexibility, intelligence
School personnel should never say, in any way, "I think your child has ADHD," or recommend that a child should see a pediatrician. Instead, when a student is suspected of having ADHD, it is wise to have regular discussions with the family about the child's observed strengths and challenging behaviors in the school setting:
- Ask parents if there are similar challenges at home or in other settings, but do not assume that the child acts the same way outside of school.
- Share with the family any testing and interventions that the school team has already implemented to support the child, and the child's response to those interventions. Encourage families to share your documentation with the child's primary healthcare provider.
- It can be helpful to explain that you are concerned that ADHD or another untreated medical condition may be keeping the child from achieving his or her full potential, but it is not appropriate for a teacher to tell a parent that their child has ADHD. (This is making a diagnosis.)
Diagnosis of ADHD
- It can take time to make a diagnosis of ADHD because the diagnosis requires impaired function in 2 or more of the child's regular settings (home and school being the most common).
- Teachers may have multiple students with ADHD or other behavioral, developmental, medical, or learning problems.
- Recognition of students with the inattentive subtype can be relatively slow because these students may present with quiet school failure or not achieving their potential, but are not necessarily disruptive to others.
- Parents often lack the perspective to know that their child has a medical problem, and can feel embarrassed or angry that their child is struggling in school.
- Parents may perceive a poor fit between the student and teacher, and may wait to see if the issues resolve with next year's teacher.
- Children with ADHD and high cognitive function may not struggle with academics until the material becomes increasingly complex.
- The school may have limited access to a psychologist who can help in this process.
- The child may not have a primary care provider (a medical home) or may lack insurance to cover medical visits or medications.
- Parents also may have symptoms of ADHD, and this can make it difficult for them to follow through on medical and school appointments.
- Many people worry about using medications to treat ADHD in children.
- Minorities and uninsured children are less likely to get a diagnosis (and therefore treatment) of ADHD.
- When children are trialing medications, frequent feedback helps ensure appropriate therapy; let the family know about improvements or side effects that you may observe.
- When a child divides time between different households, taking medication regularly can be challenging; families can arrange for medication to be given at school if needed.
- Continue working on behavioral and academic supports in the school setting. Medication can be very helpful in managing symptoms, but it does not cure ADHD. Teach children how to structure and organize their learning environment so that they can learn to manage ADHD on their own, with or without medications.
Interventions in the School Setting
Consistent behavioral plan. Use it among all school staff (teachers, librarians, therapists, coaches, etc.). When kids know what to expect, they are more successful. See Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers.
ABC's of behavior (antecedents, behaviors, and consequences). Be aware of what the child is getting out of the maladaptive behavior. Is there a better way to meet this need? Documenting can help in recognizing behavior patterns and in developing individualized interventions. The ABCs of Behavior provides more details.
Response to Intervention (RTI). Use it to develop meaningful interventions and to determine the need for additional behavioral supports. See RTI Action Network: Behavior Supports (NCLD).
Brain breaks. Use of short breaks throughout the day for children to move around and have fun improves attention spans. See Brain Breaks (Go Noodle).
Exercise. Encourage kids with ADHD to get exercise before school (e.g., walking or riding a bike to school) and to be active during recess. Exercise increases blood flow to the brain and helps kids improve their academic performance. It is counter-productive to penalize children with ADHD by taking away recess time.
Nutrition. Ensure that the child with ADHD is getting a nutritious breakfast and lunch. Stimulant medications may suppress appetite, and a noisy lunchroom can also be very distracting. Consider recess before lunch, instead of after lunch, so that children are not skipping lunch to play. Avoid caffeine and sports drinks.
Support. Be supportive and patient. Children with ADHD are not there to make your life worse. Many children with ADHD feel bad about being considered disruptive, lazy, or stupid. Messages they get from educators and school staff can help them understand that they are not bad kids. Be sure to reinforce positive behaviors and notice small steps in the right direction.
Be an ally. Kids with ADHD may appreciate special passwords or signals to indicate that they need to get up and move around. Consider asking these kids to pass out papers, sharpen pencils, take things to the office, etc. Children who take medications at school may feel embarrassed if other students know that they are leaving class to take their medicine, so develop a strategy to help protect the student's privacy.
Team approach. Document responses to interventions and share successful (and unsuccessful) strategies with other school staff who work with the same child.
- Psychologists can perform testing to understand if the child has learning disabilities or autism spectrum disorders that affect the educational setting. They may also help with evaluating the child and accessing resources such as anger management or social skills groups.
- Occupational therapists often have tools that can help children with ADHD, such as wiggly seats or balls to sit on, time-on-task buzzers/reminders, headphones, etc.
- Special educators can assist in behavioral observation and interventions.
- Nurses can provide additional information about the child's medical condition and possible side effects of medications.
- Physical therapists are good resources for children with both coordination disorder and ADHD.
- Speech therapists are helpful when there is a concurrent language disorder.
- Administrators can help with coordinating a school-wide (or district-wide) behavioral plan to ensure consistency in all the child's school settings.
- Other teachers and aides may have insights and experiences to share as well, and can be an excellent source of support.
- Parents can be great resources for how best to work with their child, and what to do when things are not going well. If you have useful strategies that work at school for a child, share these with interested parents to promote consistency across settings.
Information about ADHD Treatments
Stimulant Medications
Stimulants can decrease symptoms of ADHD, including hyperactivity, impulsivity, inattentiveness, and trouble getting along with others. Stimulants are recommended as first-line treatment for children 6 years old and older by the American Academy of Pediatrics and the American Academy of Child and Adolescent Psychiatry. [Wolraich: 2011] [Pliszka: 2007] Stimulant medications work on certain neuroreceptors in the brain. Approximately 75% of children with ADHD will respond to stimulant treatment if dosing is correct. Stimulant medications fall into two classes: (1) methylphenidates (includes Ritalin, Methylin, Metadate, Concerta, Daytrana, Focalin, Quillivant, Aptensio) and (2) amphetamines (includes Adderall, Dexedrine, ProCentra, Zenzedi, Vyvanse). Both classes have shorter- and longer-acting release formulas to make them effective for 2-12 hours.
Common side effects can include mild bellyaches and headaches, depressed appetite and weight loss, difficulty sleeping, increased blood pressure and heart rate, irritability, and anxiety. Risks for stimulant misuse include sharing or selling to other students or having medications stolen.
Non-stimulant Medications
Non-stimulants can be considered when side effects, lack of effect, or other concerns interfere with the use of stimulant medications. These medications take longer to reach full effect, so it can take a while to see if they work.
- Atomoxetine (Strattera) regulates norepinephrine in the brain. Side effects include upset stomach, decreased appetite, dizziness, mood swings, and fatigue.
- Guanfacine (Intuniv, Tenex) and clonidine (KAPVAY, Catapres) lower blood pressure and can help with attention. Side effects include dry mouth, sleepiness, mood changes, stomach discomfort, constipation, low blood pressure, and dizziness.
- Some antidepressants can be used to help with ADHD; however, little data for use in children exists, and they can have significant side effects.
Mind-Body Approaches to help with attention and self-regulation
- Yoga
- Exercise (such as martial arts)
- EEG neurofeedback (Although there is some support for use of neurofeedback for ADHD, this therapy is often not covered by insurance and has significant out of pocket expenses for the family. Effects are not maintained once treatment has been discontinued.)
- Omegas. Although treatment with stimulants was shown as more effective, some evidence supports use of high dose Omega 3 and 6 fatty acids for treatment of ADHD.
- Diet. A healthy diet with whole grains, fruits, vegetables, and lean protein sources, and maintaining even blood sugar and insulin levels by eating frequent, smaller meals, are reasonable approaches to aiding in the management of ADHD. Not a lot of evidence supports a particular diet; however, analysis of the 2011 Impact of Nutrition on Children with ADHD (INCA) study suggests that a medically supervised food elimination trial may be an approach to consider. [Pelsser: 2011] In contrast, European guidelines indicate no evidence for elimination diets unless there are GI symptoms. There is lack of evidence for exclusively organic diets to help ADHD symptoms.
- Food dyes. There is some evidence for avoiding food dyes to reduce some ADHD symptoms in some children.
- Further information. For a more in-depth review of dietary approaches to managing ADHD, see The Diet Factor in ADHD (AAP) and Complementary Medicine and ADHD (Medscape), which is available with a free account.
Popular alternative practices for managing ADHD symptoms also include herbal supplements, homeopathic treatments, vision therapy, chiropractic adjustments, yeast infection treatments, anti–motion-sickness medication, metronome training, auditory stimulation, and applied kinesiology (realigning bones in the skull). Many of these approaches are not proven effective, or are detrimental to the child's health.
Overdiagnosis or Misdiagnosis
Several other conditions can result in inattentive or hyperactive symptoms that may be mistaken for ADHD, but do not respond to traditional ADHD treatments:
|• Substance abuse
|• Sleep problems
|• Hunger or poor nutrition
|• Anxiety
|• Depression and bipolar disorder
|• Autism spectrum disorder
|• Traumatic stress through home or
community violence, homelessness or
displacement, loss or imprisonment
of a parent, etc.
|• Learning problems caused by other factors (e.g., moving and changing schools often, frequent absences, learning English as a second language)
Children with ADHD can have other conditions, complicating diagnosis and treatment: (Conditions that have a link lead to Portal diagnosis and management information.)
|• Anxiety Disorders & Attention Deficit Hyperactivity Disorder (ADHD)
|• Depression (Mood Disorders and ADHD)
|• Specific Learning Disability (SLD) and ADHD
|• Oppositional Defiant Disorder, Conduct Disorder, and ADHD
|• Coordination Disorders and ADHD
|• Autism Spectrum Disorder
|• Sleep Issues
|• Substance Use Disorders
|• Fetal alcohol spectrum disorder
|• Various genetic conditions
Communicating with the Medical Provider
Information & Support
Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices (DOE)
Instructional strategies and practices for academic instruction, behavioral interventions, and classroom accommodations for children with ADHD; U.S. Department of Education.
National Resource Center - ADHD Weekly For Teachers (CDC)
Weekly articles with topics for educators; funded by the Centers for Disease Control and National Center on Birth Defects and Developmental Disabilities.
10 Common Challenges and Best Practices for Teaching Students with ADHD (Scholastic)
Very readable resource about successful strategies to teach students with ADHD.
Have We Taken the Wrong Approach to Treating Kids with ADHD? (Huffington Post)
Article about the importance of physical movement in the academic environment for kids with ADHD.
Teacher to Teacher Workshop: Classroom Interventions for the Student with ADHD (CHADD)
Day-long workshops to identify common ADHD-related learning problems and to go over proven classroom techniques, interventions, and current research to enhance school success for students with ADHD; sponsored by Children and Adults with Attention Deficit/Hyperactivity Disorder.
ADD/ADHD Wheel (Mentoring Minds)
Classroom tool for purchase to help learners with ADHD have better participation, interactions, and self-esteem.
ADHD in the Classroom - Tips and Strategies for Educators ( 7.2 MB)
An experienced occupational therapist provides lots of visual examples of useful interventions, strategies and tools for helping children with ADHD stay focused in the classroom. Powerpoint developed by Marilyn Schneider, MOT, OTR/L. Sept 2018.
Tough Kid Tool Box (2009) and The Tough Kid Book 2nd ed. (2009) by William R. Jenson, Ginger Rhode, H. Kenton Reavis
Books with practical classroom management strategies for teachers to deal more effectively with aggression, arguing, tantrums, and lack of following directions. Tool Box contains ready-to-use reproducible materials for use in the classroom.
Lost at School: Why Our Kids with Behavioral Challenges are Falling through the Cracks and How We Can Help Them (2014) by Ross Greene, PhD
Book that helps educators and parents work together to support and manage behaviorally challenging students.
Practical Ideas That Really Work for Students with ADHD (2005) by Kathleen McConnell and Gail Reyser
Workbooks with activities that can be used to improve students' attending and organizational skills and to decrease their problem behaviors stemming from impulsivity and hyperactivity. Three versions cover grades K-12.
How to Reach and Teach Children with ADD/ADHD: Practical Techniques, Strategies, and Interventions Paperback (2005) by Sandra Rief
Book for classroom management and interventions, plus case studies, for teachers of students with ADHD.
General Student Engagement and Classroom Management Tools
Edutopia is a trusted source shining a spotlight on what works in education, including best practices and stories of innovation and continuous learning in the real world. Resources on Assessment, Integrated Studies, Problem-Based Learning, Teacher Development, Technology Innovation, and many other useful topics; George Lucas Educational Foundation.
Brain Breaks (Go Noodle)
Ideas for brain breaks in the classrooms to help get the wiggles out; free sign up.
Response to Intervention – RTI Resources (Intervention Central)
Includes academic and behavior planners, accommodations database, motivators, how-to videos, and tests for classroom use to assess and support struggling learners.
LD Online (WETA)
On-line resources for teaching students with learning disabilities and ADHD. Includes many useful articles as well as a link to an on-line learning store; WETA, an educational service of public television station in Washington, D.C.
Imagine Learning
A paid-subscription program helping students acquire, develop, and strengthen the language skills necessary to fully participate in academic settings and prepare for college and careers. This site provides a suite of adaptive digital curriculum in literacy, math, and assessment solutions for PreK–8. Includes resources for distance learning and English as second language learners.
PK-12 Education (APA)
This resource helps teachers manage behavior problems, motivate students, assist struggling learners, handle stress, support gifted and talented youth, and more. APA also supports the teaching of high school psychology.; American Psychological Association.
Behavior Doctor
Online resource for seminars and downloadable materials to help with behavior management, including classroom modifications.
Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers
This downloadable document includes an interactive map of classroom PBIS strategies, a self-assessment, examples of critical practices in elementary and secondary settings, non-examples of critical practices, descriptions of supporting evidence, links to resources, scenarios that illustrate implementation, and other guidelines for implementation; PBIS.org, a website developed under a grant from the US Department of Education.
RTI Action Network: Behavior Supports (NCLD)
Discusses how to maximize student learning and the impact of effective interventions by preventing the development, and lessening the intensity, of problem behaviors; National Center for Learning Disabilities.
Getting More Information (for School Personnel, Families, and Students)
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)
A national non-profit organization, with numerous local chapters, that provides education, advocacy, and support for ADHD; includes ADHD-focused e-learning trainings for parents and teachers, information, advocacy, and support, podcasts, newsletters, and more.
Understood for Learning & Attention Issues
An organization providing resources to young adults, parents, and teachers of children with different learning styles and attention disorders. Focusses on an initiative to create inclusive workplaces by developing and implementing best-in-class disability inclusion programs so they can hire, advance, and retain people with disabilities.
American Academy of Child and Adolescent Psychiatry Practice Parameters (AACAP)
Clinical practice guidelines for child mental health, which include topics such as obsessive-compulsive disorder, use of psychotropic medications, and gay, lesbian, bisexual, and transgender youth issues.
National Alliance of Mental Illness (NAMI)
A national organization that provides information and resources for families and professionals, including helpline, local chapter resources, and advocacy.
Healthy Children (AAP)
Offers information and advice about child development, health topics, safety and injury prevention, various medical conditions and educational issues, and parenting; American Academy of Pediatrics.
Child Development Institute
Information, products, and services related to child development, psychology, health, parenting, media, entertainment, and family activities. Helps families to connect with other parents, professionals, and organizations.
The Diet Factor in ADHD (AAP)
A comprehensive overview of the role of dietary methods for treatment of children with ADHD when pharmacotherapy has proven unsatisfactory or unacceptable; American Academy of Pediatrics.
Complementary Medicine and ADHD (Medscape)
Discusses the latest scientific evidence of the effectiveness and safety of popular alternative treatments for ADHD; free account required to view article.
Attention Deficit Hyperactivity Disorder (Medical Home Portal)
Diagnosis and management information, tools, and resources to guide clinicians in caring for children with ADHD.
FAQS: Attention Deficit Hyperactivity Disorder (Medical Home Portal)
Answers to some of the common questions that parents have about ADHD, along with links to other relevant websites.
The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children (2014) by Ross Greene PhD
Book that details a collaborative, empowering, problem-solving approach for parents to use with children who are hard to manage using traditional parenting approaches.
ADHD: What Every Parent Needs to Know (2011) edited by Michael I. Reiff, MD, FAAP
Book published by the American Academy of Pediatrics for families of children with ADHD.
Boys Adrift (2009) by Leonard Sax, MD
Book about 5 factors that are driving the growing epidemic of unmotivated boys and underachieving young men.
For Professionals
National Resource Center - ADHD Weekly For Teachers (CDC)
Weekly articles with topics for educators; funded by the Centers for Disease Control and National Center on Birth Defects and Developmental Disabilities.
ADHD Rating Scale-5 for Children and Adolescents
Child and adolescent versions with parent and teacher questionnaires, ages 5-17, the scales take <5 minutes to complete. Scoring is linked directly to DSM-5 diagnostic criteria for ADHD. Available for purchase.
Conners 3rd Edition
Screens for ADHD and comorbid disorders such as oppositional defiant disorder and conduct disorder. Administered to parents and teachers of children and adolescents age 6-18 and self-report for youth ages 8-18, English and Spanish. Updated for DSM-5. Proprietary/for purchase.
Medical Home to School Summary Form ( 40 KB)
Sample form for communication between health care providers and schools about health concerns that impact a student's education.
NICHQ Vanderbilt Assessment Follow-Up - Parent Informant - Online Version (Spanish) ( 3.6 MB)
Spanish (with English translation) follow-up forms for assessing and quantifying the impact of attention problems at home. Includes scoring instructions, no fee required; NICHQ
NICHQ Vanderbilt Assessment Scale - Parent Informant - Online Version (Spanish) ( 3.9 MB)
Spanish (with English translation) online fillable, self-calculating form for assessing and quantifying the impact of attention problems at home. Includes scoring instructions, no fee required; NICHQ
Schools Information Release Form ( 49 KB)
Sample form for a child's parent/guardian to authorize two-way communication between the health care provider and school teams, as it relates to the diagnosis/condition listed.
Screening & Surveillance Tools and Family Educational Handouts (DB Peds)
Information and checklists for a variety of developmental and behavioral disorders and related medical conditions; University of Washington Developmental & Behavioral Pediatrics.
Vanderbilt Assessment Scales - Parent and Teacher Initial and Follow-Up Scales with Scoring Instructions (NICHQ) ( 1.1 MB)
Helps to diagnose ADHD in children between the ages of 6 and 12; also screens for anxiety, depression, oppositional-defiant, and conduct disorders. Includes questionnaires for the initial and follow-up assessments for teachers and parents - and scoring instructions. No fee is required.
Page Bibliography
Pelsser LM, Frankena K, Toorman J, Savelkoul HF, Dubois AE, Pereira RR, Haagen TA, Rommelse NN, Buitelaar JK.
Effects of a restricted elimination diet on the behaviour of children with attention-deficit hyperactivity disorder (INCA study): a randomised controlled trial.
Lancet. 2011;377(9764):494-503. PubMed abstract
Pliszka S.
Practice parameter for the assessment and treatment of children and adolescents with attention-deficit/hyperactivity disorder.
J Am Acad Child Adolesc Psychiatry. 2007;46(7):894-921. PubMed abstract
Historical ADHD guideline from 2007.
U.S. Department of Health and Human Services.
Key Findings: Trends in the Parent-Report of Health Care Provider-Diagnosis and Medication Treatment for ADHD: United States, 2003—2011.
Centers for Disease Control and Prevention; (2014) http://www.cdc.gov/ncbddd/adhd/features/key-findings-adhd72013.html. Accessed on July 2015.
Study findings.
Visser SN, Danielson ML, Bitsko RH, Holbrook JR, Kogan MD, Ghandour RM, Perou R, Blumberg SJ.
Trends in the parent-report of health care provider-diagnosed and medicated attention-deficit/hyperactivity disorder: United States, 2003-2011.
J Am Acad Child Adolesc Psychiatry. 2014;53(1):34-46.e2. PubMed abstract
Wolraich M, Brown L, Brown RT, DuPaul G, Earls M, Feldman HM, Ganiats TG, Kaplanek B, Meyer B, Perrin J, Pierce K, Reiff M,
Stein MT, Visser S.
ADHD: Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents.
Pediatrics. 2011;128(5):1007-22. PubMed abstract / Full Text


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Barry Bonds never passed Hank Aaron on the all-time home run list, or Babe Ruth, or even Larry Bowa, who hit 15 of them.
Roger Clemens never made a plate ump yodel 'Stee-rike three.' Mark McGwire never was Roger Maris, let alone Mickey Mantle. Phoenixville High School product Mike Piazza never did hit .362, or .346, or .336. So maybe that's why he was a 62nd=round draft choice.
None of it happened, because that's how history will be written. And it won't be written on bronze plaques at a central New York tourist trap.
Such was the missive Wednesday from the baseball writers, who had their say on the sport's steroid era, its users and those suspected of being users. In the first full-service opportunity to rule on the matter, the writers elected no one to the Hall of Fame, not a power hitter, not a pitcher, not a shortstop with a magnetic glove.
In that, it was the latest add-on to the Bud Selig Collection of Baseball Embarrassments, joining the missed World Series of 1994, the split World Series of 2008, the tie All-Star Game of 2002, the years of imbalanced leagues and the continuing over-punishment of Pete Rose. Nor, will it go away. Not now. Because for as long as people talk baseball and baseball stats and baseball stars, they will be reminded why some of the most accomplished players were never formally awarded fame.
Not that the commissioner is alone in his haul of shame. The writers who rejected Piazza, Bonds, Clemens, McGwire and other obvious candidates had to have been watching something other than baseball. But annually, some voter does something foolish, like refusing to make Cal Ripken Jr. a unanimous choice. This year, somebody threw in a vote for Aaron Sele, he of the 4.61 career ERA. As usual, I voted for the maximum 10 candidates, including Craig Biggio, Jeff Bagwell, Bonds, Clemens, McGwire, Jack Morris, Piazza, Rose (write-in), Curt Schilling and Alan Trammell. Clearly, some voters will think that ballot foolish, and that's how the system functions. So it is onto the next issue: The fallout. And that's what made Wednesday a dreary day for baseball, even if no one did succumb to the temptation to vote for Jose Mesa.
Unless something about the process changes --- for instance, a fresh clarification from the Hall of Fame on how the designer-vitamin era must be viewed --- there will be an emptiness in Cooperstown, and not just in Ruth's rickety locker. It is going to taunt. It is going to scream that baseball was sideways at one time, that something was dreadfully wrong, that home runs were being hit that should not have been hit, that fast balls for strikeouts were really just change-ups in costume.
The system is designed to be self-correcting. Each year, the ballot and the panel of electors changes. And players can be considered for up to 15 years. So there is the possibility that with new perspective, the all-time leading home run hitter and --- who knows? --- the all-time hits leader could someday rate Cooperstown wall space with players never as productive. But that's not the way it is headed. McGwire was the canary sent into the mine years before the first full steroid-era class, and he is receiving fewer --- not more --- votes in every election. Bonds and Clemens, just to name two, can't ignore that trend.
Next year, Greg Maddux and Frank Thomas will enter the competition, and they should receive quick approval. Tom Glavine will be a sturdy candidate, too. Morris, Lee Smith and others from the pre-steriod period will still have their game-used caps in the ring. All of which will make it more difficult for those rejected Wednesday to bob to the top.
Thus, the new history: None of what fans thought they saw actually happened --- not those home runs, not those high-and-tight heaters that blunted late-inning trouble. Nothing. So will say the Hall of Fame, which still has that final say.


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The week in review
Worst week for Rush Limbaugh: The conservative talk radio host resigns October 1 from an ESPN pre-game show after commenting that Philadelphia Eagles' quarterback Donovan McNabb isn't that good, and that "the media has been very desirous that a black quarterback do well." Limbaugh then finds himself part of a drug investigation for his alleged use of OxyContin.
Worst week for Siegfried and Roy: Illusionist and animal lover Roy Horn is mauled by a white tiger during the duo's Las Vegas act October 3. Horn remains in critical condition.
Best apology: Arnold Schwarzenegger admits "bad behavior" toward women. Fifteen have accused the actor/California gubernatorial candidate of groping them.
Best news for the field of Democratic presidential candidates: And then there were nine... Florida governor Bob Graham exits stage left.
Best sting: Thirty-three locals are indicted October 3 for drug distribution and sales, including 15 UVA students. Five of the arrested Wahoos are nabbed when the Jefferson Area Drug Enforcement task force sets up a fake secret society called Zeta Tau and invites the suspects to join, according to the Daily Progress.
Worst Hurricane Isabel tab: $250,000 for Charlottesville, although much of that is reimbursable through the Federal Emergency Management Agency.
Best Isabel benefit for watermen: The Chesapeake Bay is teeming with crabs.
Worst state dust-up: Former mayor and environmental lawyer Kay Slaughter resigns from the State Water Control Board after Republicans allege a conflict of interest.
Best news for some UVA faculty: A four percent merit raise, effective around Thanksgiving.
Worst news for in-state students: Their tuition could go up 23 percent next year.
Best news for researchers: UVA's Board of Visitors commits $60 million for research.
Second best endowment: UVA's is ranked second after Harvard's.
Best scientific discovery: Researchers in London figure out why a cookie crumbles... but not how.
Worst nicotine fits: 150 cartons of cigarettes are taken from Haney's Market on Seminole Trail some time during the evening of October 3, 200 cartons are stolen from Caul's Grocery on U.S. 29 September 30, and 10 cartons disappear from Maupin's Grocery in Free Union September 26, the Progress reports.
Worst parenting style: Samantha Lynn Morris is charged with two felony counts of child neglect when her five- and two-year-old sons, the latter naked and feces smeared, are found wandering alone in a trailer park, according to Reed Williams at the Progress.
Worst shooting oneself in the foot: Albemarle police officer David Wallace, a firearms instructor, accidentally shoots himself in the leg October 2 while unloading his service pistol at a shooting range, according to another Williams' story.
Best ticket sales: The Virginia Festival of the Book's keynote speaker, Clyde Edgerton, sells out the festival luncheon in less than 24 hours.
Best week for Disgrace: Its author, South African J.M. Coetzee, wins the Nobel Prize for literature.
Best week for Quentin Tarentino fans: The Pulp Fiction director's first movie in six years, Kill Bill, opens October 10.
Best dictionary addition: "Frog-march," as in former U.S. ambassador Joseph Wilson's desire to see Bush strategist Karl Rove "frog-marched out of the White House in handcuffs."


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Adam & Eve Stores was voted Employer of the year in Hillsborough/Orange County in 2005 & 2006.
The company officially began in 1970 as the nation's first mail order contraceptive business. Founded by Phil Harvey and Dr. Timothy Black, the company became a leader in promoting birth control services through non-medical channels.
Today, Harvey divides his time between A&E located in Hillsborough, NC, and DKT International, his not-for-profit organization located in Washington, DC. DKT International is a continuation of Harvey's original mail order business, providing family planning, health care, and sex education materials to nine Third World countries in Asia, Africa and Latin America. It ranks among the top international family planning and AIDS prevention organizations worldwide.
Harvey's close work with international family planning and AIDS prevention, and social marketing of information, motivational messages and condoms has been called one of the most effective front-line strategies against the spread of AIDS by international family planning experts.
The public's positive reaction to condoms-by-mail provided Harvey to investigate ways to provide American adults an avenue to purchase adult-positive materials. Thus Adam & Eve Stores was born.
Since its beginnings, A&E has strived to ensure it sells only the highest quality products. Since its inception, Adam & Eve Stores has been successful in raising the standards in the American adult themed industry. The company also goes to great lengths to assure customer satisfaction by performing regular quality assurance inspections, offering a non-conditional money-back guarantee, and answering customers' questions and complaints.
The company employs nearly 375 men and women, making it one of the largest local employers in Hillsborough, NC.


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Jim Deeming teaches a simple rendition of the military trumpet tune "Taps."
Taught by Jim Deeming in Songs with Jim Deeming seriesLength: 5:56Difficulty: 2.0 of 5
Learning songs is a great way to put your guitar knowledge to use and expand your horizons.
Lesson 1
Jim teaches the first part of a beautiful Christmas medley. This installment features "I Saw Mommy Kissing Santa Claus."Length: 31:00 Difficulty: 4.0 Members Only
Lesson 2
In this second part of the Christmas medley, Jim Deeming adds the song "Rudolph the Red-Nosed Reindeer."Length: 15:30 Difficulty: 4.0 Members Only
Lesson 3
In the 3rd part of the Christmas medley, Jim Deeming adds "Grandma Got Run Over by a Reindeer."Length: 28:00 Difficulty: 4.0 Members Only
Lesson 4
Jim Deeming covers the classic song "Alice's Restaurant" by Arlo Guthrie.Length: 18:00 Difficulty: 3.0 Members Only
Lesson 5
Jim Deeming teaches "On Jordan's Stormy Banks", a gospel tune from his CD First Fruits.Length: 30:00 Difficulty: 3.0 Members Only
Lesson 6
In this lesson Jim Deeming teaches a beautiful fingerstyle version of "Take Me Out to the Ballgame."Length: 22:29 Difficulty: 3.0 Members Only
Lesson 7
In this lesson Jim covers his version of "Windy and Warm," a song written by John Loudermilk and performed by Chet Atkins.Length: 23:43 Difficulty: 3.0 Members Only
Lesson 8
Jim teaches an arrangement of "Waltzing Matilda," a popular Australian folk song. He teaches the song in the style of Tommy Emmanuel.Length: 38:28 Difficulty: 3.0 Members Only
Lesson 9
In this lesson Jim Deeming teaches a performance version of "Yankee Doodle Dixie." This version features both the verse and chorus of "Dixie" on top of "Yankee Doodle."Length: 30:21 Difficulty: 3.5 Members Only
Lesson 10
Jim Deeming teaches a fingerstyle version of the classic folk song "Red Wing."Length: 15:34 Difficulty: 3.0 Members Only
Lesson 11
Jim teaches "Wildwood Flower," a well-known bluegrass folk song. While it was made popular by the Carter Family, this song originated in the 1860s. Jim teaches you his own version which blends the familiar...Length: 30:04 Difficulty: 3.5 Members Only
Lesson 12
Jim teaches Chet Atkins' arrangement of the "Stephen Foster Medley." He adds his personal touch to this three song medley.Length: 40:17 Difficulty: 3.0 Members Only
Lesson 13
Jim Deeming teaches the song "Last Steam Engine Train" by John Fahey.Length: 15:47 Difficulty: 3.5 Members Only
Lesson 14
Jim Deeming teaches "The Claw" by Jerry Reed.Length: 39:51 Difficulty: 4.0 Members Only
Lesson 16
Jim Deeming teaches a simple version and an advanced fingerstyle version of "Away In A Manger".Length: 19:38 Difficulty: 1.5 Members Only
Lesson 17
Jim Deeming teaches a beginner version and a more advanced fingerstyle version of "Silent Night."Length: 20:05 Difficulty: 2.5 Members Only
Lesson 18
Jim Deeming teaches a warmed over arrangement of "The Little Drummer Boy."Length: 36:19 Difficulty: 2.5 Members Only
Lesson 19
Jim Deeming teaches "Freight Train" by Elizabeth Cotten.Length: 13:02 Difficulty: 2.0 FREE
Lesson 20
Jim Deeming teaches a fingerstyle arrangement of "Amazing Grace."Length: 12:27 Difficulty: 2.5 Members Only
Lesson 21
Jim Deeming teaches a fingerstyle interpretation of the classic "Auld Lang Syne."Length: 28:18 Difficulty: 2.5 Members Only
Lesson 22
Jim Deeming teaches a fingerstyle arrangement of the traditional folk song "Red River Valley."Length: 11:09 Difficulty: 2.0 Members Only
Lesson 23
Jim Deeming teaches a medley of songs from the five main branches of the United States Armed Forces.Length: 40:37 Difficulty: 3.0 Members Only
Lesson 24
Jim Deeming teaches the Christmas song "Good King Wenceslas."Length: 27:05 Difficulty: 3.0 Members Only
Lesson 25
Jim Deeming teaches both a fingerstyle and flatpicking version of the classic tune "The Water Is Wide."Length: 31:59 Difficulty: 2.5 Members Only
Lesson 26
Jim Deeming teaches his original fingerstyle masterpiece, "A Pick in My Pocket".Length: 51:07 Difficulty: 4.0 Members Only
Lesson 26
Jim Deeming teaches a fingerstyle arrangement of the classic tune "Farewell My Bluebell." Originally written by Edward Madden and Theodore F. Morse, the tune has been popularized by artists such as Merle...Length: 20:44 Difficulty: 3.0 Members Only
Lesson 27
Here is Jim's fine arrangement of the patriotic classic - "The Halls of Montezuma" a.k.a. The Marine Corp Hymn. This arrangement taught on acoustic guitar is reminiscent of something Chet Atkins or Jerry...Length: 14:14 Difficulty: 3.5 Members Only
Lesson 28
Jim Deeming teaches a simple rendition of the military trumpet tune "Taps."Length: 5:56 Difficulty: 2.0 Members Only
Lesson 29
Jim Deeming teaches both a simple and advanced version of the classic American tune "My Country Tis of Thee."Length: 12:02 Difficulty: 3.5 Members Only
Lesson 30
Jim teaches the traditional Army song, which is typically also called "The Army Song" or "Caissons Go Rolling."Length: 9:32 Difficulty: 3.5 Members Only
About Jim Deeming
View Full Biography
Jim Deeming got his first guitar when he was only six years old. His Dad was taking fingerpicking lessons, and Jim wanted to be just like him. The Mel Bay books didn't last very long before he strapped on a thumb pick and added the Chet part to Red River Valley so it sounded better.
Most of Jim's early learning was by ear. With unlimited access to his Dad's collection of Chet Atkins albums, he spent countless hours decoding his favorite songs. They were never "right" until they sounded just like Chet. Around the age of 12, Jim heard Jerry Reed for the first time and just knew he had to be able to make that "Alabama Wild Man" sound. The styles of Chet & Jerry always have been a big influence on his playing.
More recently he has pursued arrangements by Tommy Emmanuel and Doyle Dykes, in addition to creating some of his own and writing originals.
Jim has performed in front of a variety of audiences, including concerts, competitions, weddings and the like, but playing at church has always been a mainstay. Whether playing in worship bands or guitar solos, gospel music is deep in his roots and is also the driving theme behind his debut CD release, titled "First Fruits".
Jim has been playing for about 38 years. He also has taught private lessons in the past but believes JamPlay.com is an exciting and better venue with many advantages over the traditional method of weekly 30 minute sessions.
Jim lives in Berthoud, Colorado with his wife, Linda, and their four children. Although he still has a "day job", he is actively performing and is already back in the studio working on the next CD. If you wonder how he finds time, look no further than the back seat of his truck where he keeps a "travel guitar" to take advantage of any practice or song-writing opportunities he can get.
The opening song you hear in Jim's introductory JamPlay video is called, "A Pick In My Pocket". It's an original tune, written in memory of Jim's father who told him early on he should always keep a pick in his pocket in case he ever met Chet Atkins and got the chance to play for him. That song is slated to be the title track for his next CD, which will feature several more originals plus some of his favorite covers of Chet and Jerry arrangements.
Our acoustic guitar lessons are taught by qualified instructors with various backgrounds with the instrument.
Learn a simple mini song that illustrates just how intertwined scales and chords really are. Dave uses a G chord paired...Free LessonSeries Details
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Michael "Nomad" Ripoll dives deep into the rhythm & blues, funk, and soul genres that were made popular by artists like Earth...Free LessonSeries Details
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Joel Kosche talks about creating and composing a guitar solo. He uses his original song "Sunrise" as an example.Free LessonSeries Details
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Take a minute to compare JamPlay to other traditional and new methods of learning guitar. Our estimates for "In-Person" lessons below are based on a weekly face-to-face lesson for $40 per hour.
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Mike H."I feel like a 12 year old kid with a new guitar!"
I am 66 years young and I still got it! I would have never known this if it had not been for Jamplay! I feel like a 12 year old kid with a new guitar! Ha! I cannot express enough how great you're website is! It is for beginners and advanced pickers! I am an advanced picker and thought I had lost it but thanks to you all, I found it again! Even though I only play by ear, I have been a member a whopping whole two weeks now and have already got Brent's country shuffle and country blues down and of course with embellishments. Thank you all for your wonderful program!
Greg J."With Jamplay I can fit in a random session when I have time and I can go at my own pace"
I'm a fifty eight year old newbie who owns a guitar which has been sitting untouched in a corner for about seven years now. Last weekend I got inspired to pick it up and finally learn how to play after watching an amazing Spanish guitarist on TV. So, here I am. I'm starting at the beginning with Steve Eulberg and I couldn't be happier (except for the sore fingers :) Some day I'm going to play like Steve! I'm self employed with a hectic schedule. With Jamplay I can fit in a random session when I have time and I can go at my own pace, rewinding and replaying the videos until I get it. This is a very enjoyable diversion from my work yet I still feel like I'm accomplishing something worthwhile. Thanks a lot, Greg
Bill"I believe this is the absolute best site for guitar students."
I am commenting here to tell you and everyone at JamPlay that I believe this is the absolute best site for guitar students. I truly enjoy learning to play the guitar on JamPlay.com. Yes, I said the words, ""enjoy learning."" It is by far the best deal for the money.


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Carrie Underwood doesn't need the fancy luxuries of life.
Just give the country megastar some time to work on her fitness, and she's good. Carrie recently told a group of Nashville reporters why exercise is both her physical and emotional solitude. "I feel like it's my therapy every day," the "Love Wins" singer says. "I don't go get massages, I don't go get facials. That would be great. I might get a massage twice a year – some Mother's Day present or something, which I literally have a gift card for that, that's like two years old that I have not used for Mother's Day."
Carrie works with celebrity personal trainer Erin Oprea and adds exercise is her "thing." "I don't need vacations even. I'm like, 'Honey, you can give me like an hour, I'm good. You don't have to take me out. It's fine.' That's kind of my therapy. I feel like a lot of what I do is physically demanding."
The physical demands for Carrie continue when she launches The Cry Pretty 360 Tour on May 1, 2019. Her new album, Cry Pretty, drops Friday (9/14).
Photo: Getty Images


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So Bloglines, the blog reader service I've been using for at least a year to keep track of all your brilliant posts, is shutting down as of the end of the month. Which means I have four days to find another reader. I briefly looked online for other options, got overwhelmed and decided to bypass all the research and just ask you what you use.
What's the best blog tracker site out there?
Sunday, September 26, 2010
Blog Readers
So Bloglines, the blog reader service I've been using for at least a year to keep track of all your brilliant posts, is shutting down as of the end of the month. Which means I have four days to find another reader. I briefly looked online for other options, got overwhelmed and decided to bypass all the research and just ask you what you use.
Posted by Good Egg Hatched at 6:22 PM 9 comments Links to this post
Monday, September 20, 2010
As the Uterus Turns
Something happened after I had a baby: I became a normal mom. Okay, maybe not completely normal. Definitely a bit more neurotic than some. Maybe walking around with just a little baggage from my experience with infertility (but more like a small carry-on). But more or less just another mother of an infant, obsessing over feeding and sleeping and trying to stay sane on the tough days. It's been nice. I've been pretty cautious about bringing up IVF, especially with the new mom friends I've made, those with whom the common bond is having an infant. We're on an even playing field -- we both have babies and it really doesn't matter how they came to be -- and I haven't wanted to disturb that equation with an injection of assisted reproduction chatter.
Well. It's been fun. Last week I inadvertently got off the normal train and boarded the infertility express and now I don't know how to stop it.
I got my period last Saturday, which was an unexpected but welcome event. Based on my history I had every reason to expect that it would never come back on its own post-childbirth. But there it was, just 1.5 mos after weaning H from nursing, just like a normal person. Yay, right? Not so fast. It was extremely light, and on Sunday a lightbulb went off in my head: Wasn't it just like it was after my D&E? And didn't we learn that was because I had uterine scarring? And can't you get more scarring from a c-section, which was one of several reasons I didn't want one?
The next morning, I called my OB, who emailed my RE, and before I knew it I was back in the stirrups on Thursday for an office hysteroscopy. My RE (who is still fabulous) swore it was not going to be Asherman's, since only one other patient in her career got it from a c-section. Do I even need to tell you what she found (while I was trying desperately to breathe through searing pain that hit me harder than contractions)? I was right. I'm the one-percent girl. Again. (If anyone needs me to come over and provide a diagnosis, give me a call.)
So all of a sudden I'm having an operative hysteroscopy in a few weeks. Because if I ever hope to be pregnant again -- and especially if I want to give my body a chance to do it on its own -- the scar tissue has to go.
I am just feeling weird about the whole thing. It feels so optional this time. My whole life doesn't feel like it hangs in the balance of a test result or a procedure. I mean, do I want a second child? Yes (though this answer is complicated too). Do I want H to have a sibling? Absolutely. Will I mourn if it doesn't happen? Yup. But it sort of feels like I could have just waited a couple of months to have it checked out, like I didn't have to force the issue right this moment. I kind of feel like saying wait a minute, I didn't mean it, and returning to my previously scheduled life as a mom.
But how can I? I want to pursue this second baby at some point soon, because it could be a long process, I'm not getting any younger and I just kind of want to finish the whole reproduction thing sooner rather than later. The first necessary step is this surgery, which I know from experience is not a big deal. And then maybe, just maybe that will be all the help I need. I'm not banking on it, but a girl can hope.
Posted by Good Egg Hatched at 11:07 AM 4 comments Links to this post
Monday, September 6, 2010
The Summer Wind
I love this time of year, early September. It hangs delicately between the unfinished business of summer and the softer light and air on its way in. It makes me want to soak everything up, to linger a bit.
The past couple of months have been wild, and I feel like I've done no lingering at all. Where the summer used to be about moving from pastime to pastime between the anchors of Memorial and Labor Days, this one has been about moving from baby milestone to baby milestone. About figuring out the essentials like eating and sleeping, and keeping up with my boy, who is already two steps ahead of me -- all while keeping the rest of our lives afloat as well.
Let me bring you up to speed:
-Baby H is crawling. The real deal. This began almost the day he turned six months, followed quickly by his learning to pull himself up on all manner of surfaces -- coffee table, crib, upholstered chair, and especially anything unstable or pointy.
-We're trying to sell our house, and on the hunt for a new one. We currently live in a very nice, close-in suburb of Boston that I would like to remain in for decades to come. But I'd also like more of the trappings of suburban life, many of which were once anathema: a huge family room, with (horrors) carpeting -- somewhere to put H down and let him roam safely. A huge yard with a swing set. Room to grow. So we're looking in the real suburbs, where these things come more affordably. And let me tell you something about trying to sell a house when you have a baby: It sucks. Please, please, please let it sell soon.
-My freelance work has taken off in ways I never anticipated when I got up the nerve to walk in and quit my full-time job after one post-baby month back. I work pretty much every night and weekend, and sometimes long for a little downtime. But it is well worth it to continue to contribute to the household income while relishing every day at home with my boy.
-My husband left on July 25 for a business trip to Tokyo and Canberra, Australia. When he walked back in the house 12 days later, I knew instantly that something was seriously wrong. Gaunt, pale and weak, he looked like death warmed over; I learned that after dinner in Tokyo nearly a week prior, he went to the bathroom and essentially hadn't been able to stray far from a toilet since. I won't bore you with the full rundown, but the rest of the story involves a fever, four nights at Brigham and Women's Hospital, a CAT Scan, finally a diagnosis (campylobacter infection) and enough antibiotics to open a small pharmacy. I'm not sure I can put into words how stressful and surreal it is to have your husband on the infectious disease floor of a hospital (the docs suited up and everything) after a long business trip while you care for a fussy baby and keep your house clean for showings by your realtor. I'm grateful, in more ways than one, that he's back in fighting form.
-To prove further how much we seem to love doctors and hospitals, I learned last week that the foot that's been throbbing for two months since an ill-fated walk through the mall (in Jack Rogers sandals whose loose fit, I knew, would one day cause me pain) is actually broken. So I'll be hobbling around in a big, black boot-cast for two months. How do these things happen to me? Seriously, if you see me on the street, run the other way. I have redefined the notion of "shop until you drop."
-Other H updates: Solids seem to be going well -- he's enjoying them more and more, though still only the jarred variety (Earth's Best), as he seems to have an aversion to chunkier foods and I can't smooth anything out to his liking with the Cuisinart (which is fine with me). He's more social now, loves other babies and smiles and laughs nonstop. He still loves his Baby Bjorn -- I spent the whole summer carting him around open houses, supermarkets and other destinations strapped to my middle, a tiny madman grabbing at packages and laughing spontaneously out loud. He instantly became the mayor of anywhere we went, loving the attention. We're still working on sleep -- that's a long story worthy of a separate post. We did manage to get away for a few days in Maine, an exhausting but fun trip that included H's first time at the beach.
All told, it's been a good summer, though I can't help but feel that it slipped away too quickly. It's amazing to me that this baby who took so long to arrive is now growing and changing so much, so fast. It's hard not to remember that this time last year, I was expanding by the minute and registering for baby gear, most of which I had only the most abstract idea how to use. Now, as I watch H become more and more independent, I want to somehow bottle it all up so I can relive it someday when I need the warmth of these moments. I am trying to focus on the fact that he's still only seven months old, still just a small baby. That someday this time that I'm in, right now, will be the longed-for memory.
I didn't know it would be this fun, that I would be this happy. Didn't know that a voice inside would whisper: This is the time of your life.
Posted by Good Egg Hatched at 3:00 PM 4 comments Links to this post


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Research Statement
Arthritis can be caused by diverse processes, such as inflammation, cartilage degeneration, crystal deposition, infection and trauma. The Arthritis Biology program covers basic research in a number of arthritic diseases, including rheumatoid arthritis (RA), juvenile idiopathic arthritis (JIA), Lyme arthritis, viral arthritis, gout, calcium pyrophosphate deposition disease (CPDD), and spondyloarthropathies. The program supports studies of the biology, biochemistry and molecular biology of the synovium, cartilage, and bone and their involvement in disease initiation and perpetuation; studies of lymphoid and inflammatory mediators in pre-clinical and disease onset, analysis of disease triggers and mechanisms in existing and new animal models of disease; studies of manipulation of the immune and inflammatory responses to ameliorate or prevent diseases; the development of imaging and other experimental diagnostic modalities, and new therapeutic modalities in animal models of diseases. The mission of the program is to better understand the molecular mechanisms underlying disease pathogenesis, with the goal of developing treatments and improving patient outcomes.
The following are supported research areas:
- Study the role of components of the innate and adaptive immune systems, and associated signaling pathways, on the initiation and propagation of arthritis.
- Study the involvement and the cross-talk of a wide range of hematopoietic and other cell types in arthritis.
- Explore joint tissue remodeling pathways to better understand the mechanisms of tissue damage, and to identify new therapeutic targets.
- Study the contribution of dysregulated cellular processes (e.g., programmed cell death, necrosis, autophagy) to the etiology and pathogenesis of arthritis.
- Develop animal models to study the immune and inflammatory mechanisms of arthritis, as well as the pathogenic pathways identified by GWAS and other human genetics research.
- Couple animal models with systems biology approaches, to identify critical cellular and molecular pathways involved in pathogenesis, and to facilitate identification of therapeutic targets.
- Investigate comorbidities of arthritis using animal models to dissect mechanisms of extra-articular organ involvement.
- Investigate the use of non-invasive imaging technologies in functional studies of disease prognosis and disease course.


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(Naropa.edu) In 2013, Naropa and the Royal University of Bhutan signed an agreement for Naropa to be the gateway university in North America to offer a semester-long study abroad program for undergraduates. Exchange students will be fully immersed in Bhutanese culture.
Naropa Study Abroad in Bhutan
|Bhutanese courtyard, Bhutan (naropa.edu)
The Naropa University Bhutan Study Abroad Program is a unique opportunity for international studies at the Royal University of Bhutan (RUB), nestled just beneath Tibet and to the east of Nepal, high in the Himalayas.
In this student travel program, open to all students currently enrolled at a U.S. university, participans will spend a semester at RUB, fully immersed in Bhutanese culture, experiencing the arts, [Buddhist/Bon] spirituality, sustainable practices, mythology, education, happiness, and extraordinary landscapes similar to those in Nepal and Tibet.
|Asia has the world's biggest mountains in Pakistan (K2), Nepal (Mt. Everest)
|Chortens, small stupas or reliquaries
As one engages in cross-cultural explorations and encounter diverse views, one will be introduced to effective tools for intercultural work, including environmental studies, contemplative practices, deep listening, and holding complex realities. Through international studies and student travel experience, one will gain a sense of leadership, finding a confident voice and understanding of one's role as a global citizen.
As a RUB student, dress in traditional Bhutanese clothing, live with Bhutanese students in campus dorms, eat in the cafeteria, and more, immersed in a culture based on happiness and anchored in Buddhist traditions that originated in Tibetan or Vajrayana Buddhism.
|When in Bhutan, see the Giant Buddha (ST)
Students from other U.S. universities should consult with their academic adviser to see how these credits will apply.
English is the language of instruction in most Tibetan and Bhutanese schools and universities. Following a three-week orientation training with Naropa faculty, participants will spend the semester in residence at a selected RUB campus taking international studies courses and completing NU courses, including a research project. Read "Circling Back to the Source" in the spring issue of Naropa Magazine as an example.
2015 Blog
2015 Blog
Be sure to check out Anne Parker's blog (Spring 2015 lead faculty in Bhutan).
|When in Bhutan, visit the Himalayan Yetis.
Dates for Spring 2015 semester: Jan. 18-June 11
View the Bhutan Study Abroad Student Handbook for more detailed information.
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Last summer, I found golf, for the second time. I had attempted to play the game at a much younger age when I had no idea about how to swing a golf club. One day, I decided that if I was getting better distance on the throwing of my clubs then the swinging of my clubs, it was time to stop. Before I hurt someone.
But I picked it up again last summer. I golfed with the same handful of guys and found that it didn't matter if you had a bad day golfing. Because, regardless of how poor I played, I was still outside and playing golf. So, life can not be all that bad. Not bad at all.
I am not the richest person, so my golf game is also fueled by the almighty dollar, and my ability to stretch it. My ability to find discount rounds at odd times and still get a cart, or but "previously owned" equipment, made me feel a little bit better.
Trying to find used golf equipment is key to this potentially very expensive game. Because you don't take out the new Lexus when you are preparing for your drivers permit. You practice on your dad's 1968 Ford pick-up that is an automatic with gears that shift like making change in the Catholic church and is missing at least one side-mirror and the rear-view mirror.
Here is my golf fact sheet:
- I paid $100 for quality Ben Hogan Clubs from a friend. This is what started it all.
- The spikes I use were given to me.
- I do not have a membership to a course, have no plans to purchase in the near future.
- I have no clue where I rate in the world of handicaps, because I do not know mine.
- I bought my bag for less than $60 and I took the green/black option because my wife prefers green and my chances of not sleeping on the couch were much better than if I would have gone with black.
- I would love to play more than once a week and more than just 6 months out of the year, but time and location make it difficult. It is April and we still have snow on the ground.
- I use ezlinks.com to find discount prices. Maybe the single greatest site for my golf life.
- I am getting better at reading the pitch and knowing where the ball needs to be in my stance, but I struggle knowing which club to swing.
- I am a very inconsistent driver, I am confident and solid with my irons, and a slightly below average putter.
- I have a subscription to Golf Digest. I read the articles if I have nothing else to read before bed, but I always turn to the "how to improve your wing" or "swing basics" looking for trade secrets. Not sure it is helping.
- I will watch some golf on TV – it is very pretty in HD, but have never been to a live event that featured pros. I am sure it would be a better experience.
- I feel great about getting par, and I am not sure if I had more than 3-4 birdies last summer.
- I plan on re-gripping my clubs to help with the tendentious in my arms and wrists.
- I watched a good chunk of the Masters. It was pretty crazy.
That is the state of my golf game, nothing too crazy.
Today, I received an e-mail from the park district. There is a chance that a couple courses could open April 20th. Here is to dry weather and sunshine.


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Cranberry-Pear Apple Crisp
Total TimePrep: 20 min. Bake: 1 hour
Makes12-14 servings
- 8 medium pears, peeled and sliced
- 4 medium tart apples, peeled and sliced
- 2 cups fresh or frozen cranberries, thawed
- 1 cup sugar
- 3/4 cup all-purpose flour
- 1 cup packed brown sugar
- 3/4 cup all-purpose flour
- 3/4 cup quick-cooking oats
- 1/4 teaspoon ground cinnamon
- 1/2 cup butter
- In a large bowl, toss the fruit, sugar and flour. Pour into a greased 13-in. x 9-in. baking dish. For topping, in a bowl, combine the brown sugar, flour, oats and cinnamon. Cut in butter until mixture resembles coarse crumbs. Sprinkle over fruit mixture.
- Bake at 350° for 60-65 minutes or until fruit is tender and topping in golden brown.
Nutrition Facts1 each: 323 calories, 7g fat (4g saturated fat), 18mg cholesterol, 73mg sodium, 65g carbohydrate (45g sugars, 5g fiber), 3g protein.
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Aug 29, 2016
Oh it's just soooooooooooooooooooooooooooooooooo good. Mmmmm!!
Jan 13, 2016
If there was a 5 that is what I would give this recipe. A refreshing change from chocolate. And the cranberries add a little tartness that is delightful.
Jan 9, 2016
Wow, what a great dessert! Easy to make, fun to serve. Made this for a party last night and it was a huge hit. Making it again tonight for one last holiday party. Yum!
Nov 14, 2013
Can't wait to make it again! We also ate it with whipped cream...first warm, & then cold. Sooooo good! Husband wants me to make it for a dish to pass at his work. Only made a half batch last time to try it, but making a double batch this next time. Yum-Yum-Yum!
Jan 9, 2013
Comforting and just what I was looking for. I served with whipped cream instead of ice cream and made it in separate ramekin dishes since I was serving it as dessert after entertaining friends. Crisp portion could have used a bit more butter and oats in my opinion.
Sep 19, 2011
Everyone loved this recipe-I liked the tartness of the cranberries and thought adding the pears with the apples made a great combination. I served this at my bridge club with a small scoop of vanilla icecream.
Sep 19, 2011
I made this recipe for my bridge club and everyone loved it. I served it warm with a small scoop of vanilla ice cream, The cranberrys made the dessert tart and not so sweet. I liked the combination of the pears and apples and not all apples.


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Collections Online
Playbill for Christmas performances, 1883
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The Bowditch Family Christmas Celebrations
The elaborate Christmas plays staged by the Bowditch family, who referred to themselves as "the Management" in their playbills, were done with utmost attention to detail. Each Christmas, the Bowditch family began their celebrations by sending out printed invitations. Then the script was written, the characters assigned, costumes and scenery created, and playbills printed. The Bowditch family Christmas traditions became more elaborate and important with each passing year, marking the day with merriment, spirit, enthusiasm, and great creativity. The family tradition began with the introduction of a Christmas tree from a European relation, but swiftly evolved into an intricately planned celebration.
A 1926 letter from a family member (in the Wigglesworth Family Papers at the Historical Society) attests to the importance of the family Christmas traditions:
In the woods we all of us have seen and enjoyed a very old pine tree around whose base seedlings have grown up. It seems to us that this is just what is happening about our very old Bowditch Christmas tree. Many seedlings have grown and are growing up about it.
...It's a long cry, too, to the incoming of the Christmas tree brought to us by the coming of Aunt Olivia from England when Uncle Henry brought her home as his bride. We have been told that ours was the first Christmas tree hereabouts....
...I've learned to know our Uncles and Aunts through their playing with us and joining in the frolics. It was all very simply carried out. An unbroken record of ninety annual meetings for one family circle we think cannot be duplicated and its influence has been and still is of real importance to us all....
...We older ones see how full the day is with your immediate family celebrations plus the Bowditch Tree, so we want to be the ones to offer a plan for the future. Why not recognize in all our individual family Christmas trees that each is a seedling from the old tree and around these trees carry on the customs and influences that have meant so much to us, all these years that we have joined together in our Bowditch celebrations?
The Bowditch Family Christmas Collection
This playbill is part of the Bowditch Family Christmas Collection, donated to the Society in 1996, which includes playbills, programs, songs, poems, ribbons, and manuscripts from 1843 through 1936. There also is a typescript reminiscence of Christmas in 1857, a pamphlet on the fiftieth anniversary of the Bowditch Family Christmas tree in 1886, and a 1936 script from the centennial anniversary of the first celebration in 1836. This collection of memorabilia captures a century of Christmas celebrations by members of the Bowditch, Dixwell, and Wigglesworth families and their many close friends and relations. Among family members featured in their theatrical debuts are Charles P. Bowditch, Richard Bowditch Wigglesworth, Henry I. Bowditch, and J. Ingersoll Bowditch.
The Historical Society also holds Bowditch Christmas materials in the Wigglesworth Family Papers including poems, a schedule for Christmas day, 1936, scripts for Christmas plays, and letters between family members trying to determine the best future for the Bowditch family Christmas tradition, once the family became too large to celebrate together.
Amateur Theater
The eleven playbills in the Bowditch Family Christmas Collection form part of the Society's collection of over 200 amateur theatrical playbills. The majority of the playbills date from the nineteenth century when amateur theater became a popular pastime for affluent Bostonians. Private theatricals were also used for charitable or fundraising purposes. In addition, the Society holds hundreds of playbills and programs from professional theater companies operating in Boston and elsewhere that are being added to the MHS online catalog, ABIGAIL. Playbills for both amateur and professional performances offer a glimpse into the fascinating theatrical scene in nineteenth-century Boston where theater bloomed late, as public theatrical performances were banned until after the American Revolution.
This playbill is more ornate than most, as the Bowditch family whimsically printed their program inside a real program from the Boston Bijou Theatre, the largest theater in the city in 1883. The cast of the 1883 Christmas production features members of the Wheeler, Bowditch, Dixwell, Howe, and Miller families. The notes at the end of the playbill indicate the spirit of the occasion: "William requests that the good-looking members of the audience wear mistletoe." One can only imagine the fun that was had on that Christmas evening in 1883 as the curtains were drawn and the Bowditches, with all their friends and family, laughed the night away.
Sources for Further Reading
View the catalog record for the Bowditch Family Christmas Collection.
View the finding aid for the Wigglesworth Family Papers, including genealogical materials relating to the Bowditch family (box 14).
Doherty, Katherine M. "Playbills in the Massachusetts Historical Society of Amateur Theatricals, 1775-1921: A Preliminary Checklist," in Proceedings of the Massachusetts Historical Society, Volume 91, 1979 (Boston; MHS 1980) p. 101-211.
Nissenbaum, Stephen. The Battle for Christmas. New York: Alfred A. Knopf, 1996.


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Disease Possibilities in Mo. Crops Increase Amid Rain
LAMAR (AP) - The University of Missouri Extension is warning that recent wet weather increases the chances of diseases developing in corn and soybeans.
Agronomy specialist Jill Scheidt says rain carries funguses in the air, making it easier for the funguses to spread. She says diseases like rust, gray leaf spot, northern corn leaf blight, brown spot, crazy top and stalk and ear rots develop best in wet and humid conditions.
The Extension Service says in a news release that fungicides that suppress these diseases are most effective if applied while corn is in the vegetative stage, or before silking. If corn already has silks, plants will not respond as well to a treatment.
Other foliage diseases that affect soybeans during wet conditions are septoria brown spot, downy mildew and bacterial blight.


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Amy Yasbeck
Amy has had starring roles in the sitcoms Wings, Alright Already, and Life on a Stick and in movies such as Pretty Woman, Problem Child, Problem Child 2, and The Mask. She has twice worked with Mel Brooks, in 1993's Robin Hood: Men in Tights and 1995's Dracula: Dead and Loving It, She has guest starred on many television shows including: Hot in Cleveland, Just Shoot Me, The Cosby Show, Designing Women and Hollywood Squares. Amy has established the John Ritter Foundation for Aortic Health and has also cofounded the John Ritter Research Program in Houston Her book "With Love and Laughter, John Ritter" was published in 2010.
Amy Yasbeck's Upcoming Shows
Amy Yasbeck is Known For


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Mar 6, 2012
Tornadoes Sweep across Midwest and Appalachians
acquired March 2, 2012download large image (3 MB, JPEG, 3600x3000)
acquired March 2, 2012download web resolution animation (9 MB, QuickTime)
acquired March 2, 2012download high definition animation (29 MB, QuickTime)
Severe thunderstorms and tornadoes swept across the U.S. Midwest and Appalachians on March 2, 2012. According to CNN, at least 36 people were killed, with the majority of victims in Indiana and Kentucky. By March 5, the death toll had risen to 39, Weather Underground reported.
This animation is a combination of thermal infrared (heat) and visible imagery from the Geostationary Operational Environmental Satellite-East (GOES-East), and a color map from the Moderate Resolution Imaging Spectroradiometer (MODIS). The animation begins at 12:01 a.m. Eastern Standard Time (0501 Universal Time) March 2, and continues until 12:01 EST (0501 UTC) March 3.
Tornadoes are hardly unheard of at this time of year, but there have been an unusually high number of tornadoes so far this year, according to the National Oceanic and Atmospheric Administration. NOAA reported that the January 2012 tornado total of 95 was much higher than the 1991–2010 average of 35. As of March 5, the National Weather Service Storm Prediction Center reported 128 tornadoes occurring on March 2. This preliminary figure was subject to change, but it put the March 2–3 outbreak in second place for the greatest two-day total of early-season tornadoes since recordkeeping began in 1950. And because the March 2–3 outbreak followed another set of tornadoes on February 28–29, the five-day total for February 28 to March 3 could rank as the most severe outbreak since recordkeeping began, according to meteorologist Jeff Masters.
On his Weather Underground blog, Masters explained the March 2–3 outbreak as a result of warm, wet air from the Gulf of Mexico mixing with cold, dry air aloft. Warm conditions set or tied daily temperature records at 28 airports in seven states. That warm air near the ground was wedged below much colder air aloft, creating an unstable environment where warm air rose rapidly in thunderstorm updrafts. Fast-moving jet stream winds—changing speed and direction with altitude—supplied the updrafts with spinning motion, leading to tornadoes.
Why has there been such an unusual start to tornado season? Masters speculated: "The tornado database going back to 1950 doesn't show an increasing trend in strong tornadoes in recent decades...[But] one thing that climate change may be doing, though, is shifting the season earlier in the year." It is possible that tornado season could start sooner but also end sooner each year. However, an early start to tornado season does not necessarily meanthat the rest of the 2012 season will be severe, according to NOAA meteorologist Harold Brooks.
Castillo, M., CNN. (2012, March 3). Early tornadoes not predictors for future twisters. Accessed March 5, 2012.
CBS News. (2012, March 2). What's behind the early tornado activity? Accessed March 5, 2012.
CNN. (2012, March 3). Rescuers scour for survivors after string of killer storms. Accessed March 3, 2012.
Masters, Jeff. (2012, March 3). High risk of a major tornado outbreak today; 13 dead from Leap Day outbreak.Accessed March 3, 2012.
Masters, Jeff. (2012, March 5). The March 2–3 tornado outbreak: one EF-4, 39 deaths. Accessed March 5, 2012.
State of the Climate. (2012, February 7). Tornadoes January 2012. National Oceanic and Atmospheric Administration. Accessed March 5, 2012.
Storm Prediction Center. (2012, March 5). SPC storm reports for 03/02/12. National Weather Service. Accessed March 5, 2012.
Weather Forecast Office, Huntsville, Alabama. (2012, February 29). The sixtieth anniversary of the February 29, 1952, tornadoes. National Weather Service. Accessed March 5, 2012.
Images by Marit Jentoft-Nilsen, NOAA-NASA GOES Project. Animation by Robert Simmon. Caption by Robert Simmon and Michon Scott.
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