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If this is a trick, it's a spectacular one.
A video that purports to have been taken by a or similarly small camera strapped to an eagle soaring above Chamonix, France, is quickly going viral.
As France's version of The Local newssite says, "for now, the author of the video remains unknown, but until then we can only watch and admire.
We hope this is more along the lines of the very real " Decorah Eagle Cam" and not the very fake " Eagle Snatches Kid." Experts' opinions are welcome in the comments thread.
Before we leave, we do need to mention Fly Like An Eagle — just to be sure it's running through everyone's brains.
Copyright 2020 NPR. To see more, visit https://www.npr.org.


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Caring for your newborn
Taking Care of a Baby at Home After Birth: What Families Need to Do
Handling a Newborn
If you haven't spent a lot of time around newborns, their fragility may be intimidating. Here are a few basics to remember:
Wash your hands (or use a hand sanitizer) before handling your baby. Newborns don't have a strong immune system yet, so they're at risk for infection. Make sure that everyone who handles your baby has clean hands.
- Support your baby's head and neck. Cradle the head when carrying your baby and support the head when carrying the baby upright or when you lay your baby down.
- Never shake your newborn, whether in play or in frustration. Shaking can cause bleeding in the brain and even death. If you need to wake your infant, don't do it by shaking — instead, tickle your baby's feet or blow gently on a cheek.
- Make sure your baby is securely fastened into the carrier, stroller, or car seat. Limit any activity that could be too rough or bouncy.
- Remember that your newborn is not ready for rough play, such as being jiggled on the knee or thrown in the air.
Bonding and Soothing
Bonding, probably one of the most pleasurable parts of infant care, happens during the sensitive time in the first hours and days after birth when parents make a deep connection with their infant. Physical closeness can promote an emotional connection.
For infants, the attachment contributes to their emotional growth, which also affects their development in other areas, such as physical growth. Another way to think of bonding is "falling in love" with your baby. Children thrive from having a parent or other adult in their life who loves them unconditionally.
Begin bonding by cradling your baby and gently stroking him or her in different patterns. Both you and your partner can also take the opportunity to be "skin-to-skin," holding your newborn against your own skin while feeding or cradling.
Babies, especially premature babies and those with medical problems, may respond to infant massage. Certain types of massage may enhance bonding and help with infant growth and development. Many books and videos cover infant massage — ask your doctor for recommendations. Be careful, however — babies are not as strong as adults, so massage your baby gently.
Babies usually love vocal sounds, such as talking, babbling, singing, and cooing. Your baby will probably also love listening to music. Baby rattles and musical mobiles are other good ways to stimulate your infant's hearing. If your little one is being fussy, try singing, reciting poetry and nursery rhymes, or reading aloud as you sway or rock your baby gently in a chair.
Some babies can be unusually sensitive to touch, light, or sound, and might startle and cry easily, sleep less than expected, or turn their faces away when someone speaks or sings to them. If that's the case with your baby, keep noise and light levels low to moderate.
Swaddling, which works well for some babies during their first few weeks, is another soothing technique first-time parents should learn. Proper swaddling keeps a baby's arms close to the body while allowing for some movement of the legs. Not only does swaddling keep a baby warm, but it seems to give most newborns a sense of security and comfort. Swaddling also may help limit the startle reflex, which can wake a baby.
Here's how to swaddle a baby:
Spread out the receiving blanket, with one corner folded over slightly.
- Lay the baby face-up on the blanket with his or her head above the folded corner.
- Wrap the left corner over the body and tuck it beneath the back of the baby, going under the right arm.
- Bring the bottom corner up over the baby's feet and pull it toward the head, folding the fabric down if it gets close to the face. Be sure not to wrap too tightly around the hips. Hips and knees should be slightly bent and turned out. Wrapping your baby too tightly may increase the chance of hip dysplasia.
- Wrap the right corner around the baby, and tuck it under the baby's back on the left side, leaving only the neck and head exposed. To make sure your baby is not wrapped too tight, make sure you can slip a hand between the blanket and your baby's chest, which will allow comfortable breathing. Make sure, however, that the blanket is not so loose that it could become undone.
- Babies should not be swaddled after they're 2 months old. At this age, some babies can roll over while swaddled, which increases their risk of sudden infant death syndrome (SIDS).
All About Diapering
You'll probably decide before you bring your baby home whether you'll use cloth or disposable diapers. Whichever you use, your little one will dirty diapers about 10 times a day, or about 70 times a week.
Before diapering your baby, make sure you have all supplies within reach so you won't have to leave your infant unattended on the changing table. You'll need:
- a clean diaper
- fasteners (if cloth prefold diapers are used)
- diaper ointment
- diaper wipes (or a container of warm water and a clean washcloth or cotton balls)
After each bowel movement or if the diaper is wet, lay your baby on his or her back and remove the dirty diaper. Use the water, cotton balls, and washcloth or the wipes to gently wipe your baby's genital area clean. When removing a boy's diaper, do so carefully because exposure to the air may make him urinate. When wiping a girl, wipe her bottom from front to back to avoid a urinary tract infection (UTI). To prevent or heal a rash, apply ointment. Always remember to wash your hands thoroughly after changing a diaper.
Diaper rash is a common concern. Typically the rash is red and bumpy and will go away in a few days with warm baths, some diaper cream, and a little time out of the diaper. Most rashes happen because the baby's skin is sensitive and becomes irritated by the wet or poopy diaper.
To prevent or heal diaper rash, try these tips:
- Change your baby's diaper often, and as soon as possible after bowel movements.
- Gently clean the area with mild soap and water (wipes sometimes can be irritating), then apply a very thick layer of diaper rash or "barrier" cream. Creams with zinc oxide are preferred because they form a barrier against moisture.
- If you use cloth diapers, wash them in dye- and fragrance-free detergents.
- Let the baby go undiapered for part of the day. This gives the skin a chance to air out.
If the diaper rash continues for more than 3 days or seems to be getting worse, call your doctor — it may be caused by a fungal infection that requires a prescription.
Bathing Basics
You should give your baby a sponge bath until:
- the umbilical cord falls off and the navel heals completely (1–4 weeks)
- the circumcision heals (1–2 weeks)
A bath two or three times a week in the first year is fine. More frequent bathing may be drying to the skin.
Have these items ready before bathing your baby:
- a soft, clean washcloth
- mild, unscented baby soap and shampoo
- a soft brush to stimulate the baby's scalp
- towels or blankets
- a clean diaper
- clean clothes
Sponge baths. For a sponge bath, select a safe, flat surface (such as a changing table, floor, or counter) in a warm room. Fill a sink, if nearby, or bowl with warm (not hot!) water. Undress your baby and wrap him or her in a towel. Wipe your infant's eyes with a washcloth (or a clean cotton ball) dampened with water only, starting with one eye and wiping from the inner corner to the outer corner. Use a clean corner of the washcloth or another cotton ball to wash the other eye. Clean your baby's nose and ears with the damp washcloth. Then wet the cloth again and, using a little soap, wash his or her face gently and pat it dry.
Next, using baby shampoo, create a lather and gently wash your baby's head and rinse. Using a wet cloth and soap, gently wash the rest of the baby, paying special attention to creases under the arms, behind the ears, around the neck, and in the genital area. Once you have washed those areas, make sure they are dry and then diaper and dress your baby.
Tub baths. When your baby is ready for tub baths, the first baths should be gentle and brief. If he or she becomes upset, go back to sponge baths for a week or two, then try the bath again.
In addition to the supplies listed above, add:
- an infant tub with 2 to 3 inches of warm — not hot! — water (to test the water temperature, feel the water with the inside of your elbow or wrist). An infant tub is a plastic tub that can fit in the bathtub; it's a better size for babies and makes bathing easier to manage.
Undress your baby and then place him or her in the water immediately, in a warm room, to prevent chills. Make sure the water in the tub is no more than 2 to 3 inches deep, and that the water is no longer running in the tub. Use one of your hands to support the head and the other hand to guide the baby in feet-first. Speaking gently, slowly lower your baby up to the chest into the tub.
Use a washcloth to wash his or her face and hair. Gently massage your baby's scalp with the pads of your fingers or a soft baby hairbrush, including the area over the fontanelles (soft spots) on the top of the head. When you rinse the soap or shampoo from your baby's head, cup your hand across the forehead so the suds run toward the sides and soap doesn't get into the eyes. Gently wash the rest of your baby's body with water and a small amount of soap.
Throughout the bath, regularly pour water gently over your baby's body so he or she doesn't get cold. After the bath, wrap your baby in a towel immediately, making sure to cover his or her head. Baby towels with hoods are great for keeping a freshly washed baby warm.
While bathing your infant, never leave the baby alone. If you need to leave the bathroom, wrap the baby in a towel and take him or her with you.
Circumcision and Umbilical Cord Care
Immediately after circumcision, the tip of the penis is usually covered with gauze coated with petroleum jelly to keep the wound from sticking to the diaper. Gently wipe the tip clean with warm water after a diaper change, then apply petroleum jelly to the tip so it doesn't stick to the diaper. Redness or irritation of the penis should heal within a few days, but if the redness or swelling increases or if pus-filled blisters form, infection may be present and you should call your baby's doctor immediately.
Umbilical cord care in newborns is also important. Some doctors suggest swabbing the area with rubbing alcohol until the cord stump dries up and falls off, usually in 10 days to 3 weeks, but others recommend leaving the area alone. Talk to your child's doctor to see what he or she prefers.
An infant's navel area shouldn't be submerged in water until the cord stump falls off and the area is healed. Until it falls off, the cord stump will change color from yellow to brown or black — this is normal. Call your doctor if the navel area looks red or if a foul odor or discharge develops.
Feeding and Burping Your Baby
Whether feeding your newborn by breast or a bottle, you may be stumped as to how often to do so. Generally, it's recommended that babies be fed on demand — whenever they seem hungry. Your baby may cue you by crying, putting fingers in his or her mouth, or making sucking noises.
A newborn baby needs to be fed every 2 to 3 hours. If you're breastfeeding, give your baby the chance to nurse about 10–15 minutes at each breast. If you're formula-feeding, your baby will most likely take about 2–3 ounces (60–90 milliliters) at each feeding.
Some newborns may need to be awakened every few hours to make sure they get enough to eat. Call your baby's doctor if you need to wake your newborn often or if your baby doesn't seem interested in eating or sucking.
If you're formula-feeding, you can easily monitor if your baby is getting enough to eat, but if you're breastfeeding, it can be a little trickier. If your baby seems satisfied, produces about six wet diapers and several stools a day, sleeps well, and is gaining weight regularly, then he or she is probably eating enough.
Another good way to tell if your baby is getting milk is to notice if your breasts feel full before feeding your baby and less full after feeding. Talk to your doctor if you have concerns about your child's growth or feeding schedule.
Babies often swallow air during feedings, which can make them fussy. To help prevent this, burp your baby often. Try burping your baby every 2–3 ounces (60–90 milliliters) if you bottle-feed, and each time you switch breasts if you breastfeed.
If your baby tends to be gassy, has gastroesophageal reflux, or seems fussy during feeding, try burping your little one after every ounce during bottle-feeding or every 5 minutes during breastfeeding.
Try these burping tips:
- Hold your baby upright with his or her head on your shoulder. Support your baby's head and back while gently patting the back with your other hand.
- Sit your baby on your lap. Support your baby's chest and head with one hand by cradling your baby's chin in the palm of your hand and resting the heel of your hand on your baby's chest (be careful to grip your baby's chin — not throat). Use the other hand to gently pat your baby's back.
- Lay your baby face-down on your lap. Support your baby's head, making sure it's higher than his or her chest, and gently pat or rub his or her back.
If your baby doesn't burp after a few minutes, change the baby's position and try burping for another few minutes before feeding again. Always burp your baby when feeding time is over, then keep him or her in an upright position for at least 10–15 minutes to avoid spitting up.
Sleeping Basics
As a new parent, you may be surprised to learn that your newborn, who seems to need you every minute of the day, actually sleeps about 16 hours or more!
Newborns typically sleep for periods of 2–4 hours. Don't expect yours to sleep through the night — the digestive system of babies is so small that they need nourishment every few hours and should be awakened if they haven't been fed for 4 hours (or more often if your doctor is concerned about weight gain).
When can you expect your baby to sleep through the night? Many babies sleep through the night (between 6–8 hours) at 3 months of age, but if yours doesn't, it's not a cause for concern. Like adults, babies must develop their own sleep patterns and cycles, so if your newborn is gaining weight and appears healthy, don't despair if he or she hasn't slept through the night at 3 months.
It's important to always place babies on their backs to sleep to reduce the risk of SIDS (sudden infant death syndrome). Other safe sleeping practices include: not using blankets, quilts, sheepskins, stuffed animals, and pillows in the crib or bassinet (these can suffocate a baby); and sharing a bedroom (but not a bed) with the parents for the first 6 months to 1 year. Also be sure to alternate the position of your baby's head from night to night (first right, then left, and so on) to prevent the development of a flat spot on one side of the head.
Many newborns have their days and nights "mixed up." They tend to be more awake and alert at night, and more sleepy during the day. One way to help them is to keep stimulation at night to a minimum. Keep the lights low, such as by using a nightlight. Reserve talking and playing with your baby for the daytime. When your baby wakes up during the day, try to keep him or her awake a little longer by talking and playing.
Even though you may feel anxious about handling a newborn, in a few short weeks you'll develop a routine and be parenting like a pro! If you have questions or concerns, ask your doctor to recommend resources that can help you and your baby grow together.


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(3:30pm) Welcome to Babyland
(5:30pm) Cute, Cute—and Hungry, Hungry!
The short version is that our lambing season has started several weeks earlier than originally planned, and this Katahdin hair sheep mama and her twin lambs, who were born just before we got back from town (of course), are doing just fine. The brown one is a boy, and the white one is a girl.
The longer version—in which I explain just what the heck is going on, and ply you with more lambie cuteness—will have to wait until tomorrow, as we're heading back out, in the opposite direction this time, to hunt down yet more tractor parts—for both of our vintage tractors.
The question is, Will there be more lambs waiting for us when we get home?
Can't wait for the cute? These should hold you over for a while:
Lambing Season 2006 Photos & Reports
Lambing Season 2006 Part 2
Lambing Season 2006 Part 3
Lambing Season 2007 Photos & Reports
Lambing Season 2007 Part 2
Lambing Season 2008 Part 1
Lambing Season 2008 Part 2
Lambing Season 2008 Part 3
Lambing Season 2009
Lambing Season 2009 Part 2
© Copyright 2010 FarmgirlFare.com, the doubly cute foodie farm blog where 'vintage tractors' just sounds so much nicer than 'rattly old broken down tractors,' doesn't it?


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Leslie Capin, M.D.
Aurora/Parker Skin Care Center
Aurora, Colorado
Fungal Dermatosis: Tinea or Ringworm Infections
What is tinea (or a ringworm infection)?
Tinea, also referred to as ringworm, is a common fungal infection of the skin. Fungi are widespread in the environment. There are thousands of fungal species, but only approximately 200 species regularly infect humans, causing either superficial or deeper infections, and, occasionally, both.
The body area affected by the infection classifies tinea. "Tinea capitis" is a superficial fungal infection involving the scalp, while "tinea corporis" is a superficial fungal infection involving the trunk, limbs, and face. "Tinea manuum," or ringworm, is an infection of the hands, whereas "tinea pedis" is a fungal infection the feet. "Tinea unguium," or "onychomycosis," affects the nails.
What causes tinea?
Dermatophytes, a group of fungi, cause superficial fungal infections, also known as fungal dermatosis, dermatophytosis, ringworm, or tinea.
Who gets tinea?
A dermatophyte infection of the scalp (tinea capitis) and of the general skin surface (tinea corporis) is very common during childhood. Because tinea capitis is no longer reportable to the Health Department, the true incidence is unknown. Probably, the highest incidence of tinea capitis occurs among children who are 1 to 10 years of age.
A dermatophyte infection of the hands (tinea manuum) and of the feet (tinea pedis) is more common in adulthood than in childhood. Tinea pedis is probably the most common dermatophytosis worldwide; up to 70% of the population has had this infection. Tinea pedis occurs in males and in females, and the incidence of the infection increases with age. Most cases of tinea pedis occur after puberty. Nail infection (tinea unguium) is unusual during the first two decades of life.
Tinea most commonly occurs in warm, humid, tropical climates. Certain risk factors may increase the likelihood of a person developing an infection. These predisposing risk factors include some systemic disorders and certain environmental and occupational sources. Systemic diseases that may predispose individuals to tinea infections include diabetes mellitus and those with compromised immune systems. Environmental and occupational risk factors include animal contact, especially with kittens, puppies, and horses; contact sports; use of gymnasiums and swimming pools; and outdoor occupations.
How do dermatophytes cause disease?
Dermatophytes cause infection by invading keratin, which is a protein in the outermost layer of the skin, in the hair, and in the nails. Direct contact with infected animals, soil, or humans causes tinea.
What are the common findings? Many patients with a mild tinea infection may have no symptoms. Symptoms include itching and burning, especially when the body, hands, or feet are involved. Patients also may complain of tenderness, swelling, and pain in the affected area. The more severe the infection, the worse the symptoms may become.
Tinea capitis appears as a combination of hair breakage and loss, redness, and scaling of the scalp. The extent of scalp redness and scaling varies from person to person. There can be minimal scaling and redness that resembles a mild form of dandruff, or there can be marked redness, swelling, puss formation, and hair loss. Some patients have a strong reaction in their scalp to the dermatophyte, and may develop tenderness, pain, and swelling of the lymph nodes in their neck. Rarely, patients have an elevated white blood cell count. A long-term, severe case of tinea capitis that is not treated adequately may lead to permanent hair loss and scarring.
Tinea corporis is a dermatophyte infection of the general body surface. Physical examination reveals individual and grouped round patches of red, scaly skin. These round patches, or "rings," (hence the term, "ringworm") progressively enlarge and migrate outwards from the center of the ring to form expanding rings. As the ring expands, the center of the ring often becomes clear. Tinea corporis is similar in its appearance virtually anywhere on the body.
Tinea faciei appears on the face, and tinea cruris is an infection that involves the upper thigh and groin area.
A tinea infection of the hands primarily involves the palms, with a dry scale often looking like small circular areas of scale. Occasionally, a tinea infection of the hands can have small blisters on the palms. For unknown reasons, a tinea infection of just one hand, in conjunction with an infection of both feet, is the most common pattern. Usually, tinea pedis is red and scaly between the toes and on the soles. The skin of the web spaces between the toes can become red, softened, and swollen. The redness and scaling can spread to the side of the foot. Blister formation is more common on the feet than with the other tinea infections.
A tinea infection of the nails (tinea unguium or onychomycosis) invades the nail plate, and causes the nail to lift, thicken, discolor, and become fragile.
How is tinea diagnosed?
An appointment should be made with a primary care provider or a dermatologist for diagnosis and treatment, if an individual experiences the following: hair loss, accompanied by redness and scaling of the scalp; patches of red, circular, scaly skin on the body, hands, or feet; blisters on the palms and soles; or nail changes.
The health care provider will sample a small piece of scale or blister, hair, or nail, and analyze it under the microscope for a fungal organism to establish the diagnosis. This test is called a potassium hydroxide preparation (KOH). Occasionally, the fungal branches and spores characteristic of the infection cannot be seen under the microscope, and a fungal culture will be sent to the laboratory to establish the correct diagnosis. It may take two to four weeks to obtain the fungal culture results.
How is tinea treated?
Tinea infections are treated with topical or systemic oral antifungal medications, and, occasionally, both. Anytime the infection involves the hair or the nails, an oral antifungal medication must be used. When only the skin is involved, a topical antifungal medication is usually sufficient, if the infection does not cover a large body area. If a large percentage of the body surface is involved, an oral and topical antifungal medication may be prescribed. Antifungal drugs have become increasingly effective in the treatment of tinea infections, especially the newer antifungal drugs on the market. Experience with most of the newer antifungal drugs is limited to patients over 12 years of age.
Griseofulvin was the first significant oral antifungal on the market used to treat tinea infections. It continues to be the preferred drug in the pediatric population because of its long history of effectiveness, its low cost, and its proven safety profile. Griseofulvin is used frequently to treat tinea capitis and tinea corporis in children. It also is used to treat tinea manuum and tinea pedis. Common side effects of griseofulvin include headaches and gastrointestinal upset. Rarely, allergic rashes from griseofulvin occur. Griseofulvin may make a patient more sensitive to the sun, and the patient is at risk of developing a photosensitive rash or a sunburn.
Many very effective topical antifungal medications are available over the counter, and they can be used one to two times daily to clear infections (except tinea capitis and onychomycosis). Blistering skin eruptions on the palms and soles should be treated with cool compresses, such as Burrow's solution. Large blisters should be opened and drained for comfort. The newer antifungal medications on the market, namely Itraconazole and Terbinafine, are very effective for nail infections. Your primary care provider will help you to decide which topical and/or oral antifungal medication is most appropriate for your child.
What are the complications?
Tinea infections may lead to secondary bacterial infections, hair loss, and scarring. Occasionally, patients will have swollen lymph nodes that may persist.
How is tinea prevented?
A cool, dry environment, as well as avoiding exposure to infected animals, soil, and humans, may help reduce infections. Good personal hygiene, thorough drying of the hands and feet, absorbent socks, and wearing breathable natural materials may help prevent infection. For patients that experience recurrent tinea pedis infections, light, ventilated footwear or sandals and a medicated foot powder may be helpful. Sprays or powders with antifungal activity applied into footwear also may help prevent reinfection. Treatment is usually permanent, although the infection may recur.
- Buttaro, T., Trybulski, J., Bailey, P., Sandberg-Cook, J.: Primary Care: A Collaborative Practice, ed. 1, St. Louis, 1999, Mosby, Inc.
- Hurwitz, S.: Clinical Pediatric Dermatology, ed. 2., Philadelphia, 1993, W.B. Saunders Company
- Weston, W.L., Lane, A.T., and Morrelli, J.G.: Color Textbook of Pediatric Dermatology, ed. 2, St. Louis, 1996, Mosby, Inc.
Leslie Capin, M.D.
Dr. Capin received her medical education and completed her dermatology residency at the University of Colorado. A Fellow of the American Academy of Dermatology, she is board certified in Dermatology. She has been in practice at the Aurora/Parker Skin Care Center for twelve years, and recently opened CARA MIA Medical Day Spa in Parker, Colorado. She enjoys teaching, and often has students with her during office hours. She is experienced in medical and surgical dermatology, as well as cosmetic dermatology. She is often asked to participate in conferences, and speaks internationally.


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By Tami Abdollah
Associated Press
LOS ANGELES — The O.J. Simpson murder trial cast a harsh light on police and forensic work, and gave law enforcement a textbook example of what not to do at a crime scene.
At the trial two decades ago, Simpson's defense attorneys poked gaping holes in the prosecution's case by exposing problems the Los Angeles Police Department had in handling evidence. Among the lessons: follow procedure, make sure evidence is always accounted for and properly logged and be brutally honest to a jury even if it hurts.
"If your mission is to sweep the streets of bad people ... and you can't prosecute them successfully because you're incompetent and can't do your job, you've defeated your primary mission," said Mike Williamson, an attorney and a former veteran LAPD officer.
After Simpson was acquitted of killing his ex-wife, Nicole Brown Simpson, and her friend, Ronald Goldman, the LAPD made significant changes in the scientific investigation division, which defense attorney Johnnie Cochran referred to as "a cesspool of contamination" for sloppy evidence-handling.
As a result of the headlines, the crime lab was provided more funding and additional staff, and it was also accredited in 1997.
"One of our major learning points in the Simpson trial was when we were taken to task. It was difficult to point to notes that we had taken in order to demonstrate that work was done in a certain way," said Doreen Hudson, who now heads the crime lab.
Analysts began to take more detailed notes so that information was memorialized and not left to memory.
Henry Lee, the defense forensic expert during the trial, said that although there was lots of evidence, the source of evidence wasn't always explained and it wasn't closely tracked.
During the case, no one noticed any blood on a pair of socks collected from Simpson's bedroom until two months later at the crime lab. Defense experts suggested blood was smeared on them while they were lying flat not while someone was wearing them.
Police forensic technicians were also faulted by the defense for improperly packaging evidence samples and then leaving them in an overheated van on a summer day. A rookie technician had collected most of the evidence.
The lab now uses barcodes to scan and track evidence. And crime scenes are also more tightly controlled. Trainees like the one who helped at multiple crime scenes in the Simpson case now can only observe the work done by two fully trained criminalists.
"We're more cognizant of contamination or the possibility of contamination or the appearance of contamination — that a jury might toss out some evidence," said Cmdr. Andrew Smith.
Teams of criminalists overseen by a crime scene manager, who coordinates with detectives, now respond to high-profile and complex crimes, Hudson said.
Another criticism during the trial dealt with a vial of blood taken from Simpson. Police Detective Philip Vannatter drew Simpson's blood at the LAPD on June 13, the day after the killings. But instead of booking it into evidence, Vannatter put the blood vial in his pocket and went to Simpson's home where criminalists were collecting evidence.
Jurors questioned why he would have carried it around for hours rather than booking it and the defense argued it may have been used to plant evidence such as blood drops on Simpson's front walkway.
That would never happen today, Hudson said. Officers still get sidetracked following a suspect or victim to a hospital, for example, before returning to the scene, but today they wouldn't be allowed to re-enter a crime scene with evidence.
Looking back on the case, Hudson said, "the only thing you can do is when something really bad happens is to try to make something good out of it."
Copyright 2014 The Associated Press


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In North Carolina, now this could be the last day of testimony in the John Edwards trial. At a federal courthouse, the former presidential candidate is being tried on six counts of campaign finance violations. Prosecutors say Edwards used nearly a million dollars to conceal an affair and hide the child he fathered with a mistress. The defense says Edwards wasn't fully aware of the cover-up and that any money connected with it did not come from campaign contributions.
Jeff Tiberii of North Carolina Public Radio has more.
JEFF TIBERII, BYLINE: A handsome middle-aged man who tried to hide an affair from his dying wife, John Edwards, sits at the defense table. In just days the former Senator could be convicted of campaign finance violations, or could simply walk out of the Greensboro courthouse a free man.
The trial has already seen 30 witnesses with plenty of emotional testimony and salacious details that while possibly exposing the character of Edwards, have little to do with campaign finance law.
Former federal prosecutor Kieran Shanahan is now an attorney in Raleigh who has been observing the trial.
KIERAN SHANAHAN: Every witness that the government called obviously had something good and helpful to their case. I think in cross-examination they did a very good job of scoring points on behalf of John Edwards. And the jury is going to be instructed that the burden of proof at all times rests with the government, then I think it's advantage of the defense.
TIBERII: The prosecution alleges Edwards was part of a plan to hide his mistress Rielle Hunter and the child he fathered with her by using more than $930,000 from two wealthy donors. At the heart of the case is whether or not that money was a campaign contribution or a private gift.
HAMPTON DELLINGER: It's going to be hard for this case to stand under this statute, the Federal Election Campaign Act, which requires a knowing and willful violation.
TIBERII: Hampton Dellinger is a lawyer who used to teach Campaign Election Law at Duke University. None of the witnesses for either side have testified that Edwards was a knowing and willing participant in the cover-up.
Earlier this week, the defense called a former Federal Election Commission chairman to testify. The judge put strict limitations on what Scott Thomas could say before the jury. Dellinger says Thomas still helped the Edwards defense.
DELLINGER: But they got a key statement from him, that in his 35 years of election law, no one had ever raised the issue of payments from one third party to another, payments to cover-up a mistress, being one that had to be reported. That may be vital; it may be all Edwards needs from the regulator.
TIBERII: Even after Edwards was indicted last June, the FEC ruled that money from those two donors didn't need to be included in financial reports because the organization didn't consider it a campaign donation. However, the judge didn't allow the jury to hear that piece of testimony.
Overall, law experts say the evidence against Edwards is largely circumstantial, but a conviction is still possible. Edwards didn't write any checks and none were made out or sent to him, but some witnesses have said the former Senator was aware that a cover-up was taking place.
After 14 days of government witnesses, the defense has taken less than a week and could rest today.
For NPR News, I'm Jeff Tiberii in Greensboro, North Carolina.
GREENE: Now, we should add that it was thought that John Edwards himself might take the stand in this case. But this morning, attorneys for the defense announced that neither Edwards nor his former mistress, Rielle Hunter, will be called to testify.
GREENE: This is MORNING EDITION from NPR News. Transcript provided by NPR, Copyright NPR.


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"I haven't died yet," said Michael Arrington, the founder and co-editor of TechCrunch.... Mr. Arrington says he has gained 30 pounds in the last three years, developed a severe sleeping disorder and turned his home into an office for him and four employees. "At some point, I'll have a nervous breakdown and be admitted to the hospital, or something else will happen."
"This is not sustainable," he said.
AND: Isn't this the truth?
Have you ever seen such shameless traffic-baiting from the failing New York Times? Are they really feeling the Pinch this badly? And yet, I'm touched. So here's a sympathy link.It's really a dilemma. Should one link to these pathetic, absurd things? And aren't we pathetic to link to them when they talk about us?
I'm seeing a bunch of posts mocking the NYT article — mainly for pitying bloggers who complain about their working conditions. For example, noting the tales of bloggers getting heart attacks, Dr. Helen writes:
Funny, I had a heart attack before I started blogging. Now I am fine. Coincidence? I think not. Some bloggers actually see their craft as therapeutic. Perhaps it depends on your mindset. And as I have said before, I think many people who blog don't feel well to begin with. If they did, they might be out doing less sedentary things. So, some, though not all, may come to the keyboard already with health problems.I think the mindset that makes blogging oppressive is doing it for money. I don't think Dr. Helen is blogging for a living, and I'm not blogging for a living. I get money from ads, but blogging wouldn't be so fun and fulfilling if I was depending on it for my livelihood. Some of the bloggers described in the article were working for someone else and getting paid $10 a post. At my rate of blogging — which is pretty intense and 365 days a year — that deal would bring in less than $30,000 a year. That would in fact be not sustainable. I'd feel like an idiot working this hard, getting this many readers, and only making that much money. Warning alarms would be going off in my head constantly: You have a terrible job! Feelings of self-doubt and regret would torment me. Friends and family would tell me I'm crazy, and I'd have a special segment of my brain playing a tape loop: Am I crazy? Am I crazy?
So is blogging "a young man's game"? If it's a game, it's several games. One is for young men and women: Use it as a calling card. Get some recognition and leverage it into a job in journalism, a nice book deal, or something else more substantial. Blog hard, but not for too long, and make it work as a means to an end. An older person changing careers might do this too. But there are many other games to be played through blogging: You can amplify another career (a career that brings you real income). You may care passionately about your cause and or your beliefs, something that you might otherwise contribute money to. You can do it with no idea of improving your income but purely for personal satisfaction.
Know why you are doing it and pay attention to whether it is doing what you want it to do for you. That's good advice for anything you do by choice. I think the stress people feel — in blogging, as in many other things — comes from the unattended-to knowledge that what they are doing doesn't make sense.


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Blue Jays - 100 102 000 - 4 10 1Crappy game. Beckett (7-10-4-2-4, 111) pitched like poop and the Sox wasted a number of scoring chances. They left the bases loaded in the second, stranded two men in both the sixth and seventh, wasted a leadoff single in the eighth, and left the potential tying run at third in the ninth.
Red Sox - 010 002 000 - 3 11 1
One huge gaffe was Ryan Kalish getting picked off first base by Jose Molina with one out in the ninth. Victor Martinez followed with a stand-up triple to left-center, though there is no guarantee that would have happened had Kalish been able to get back to the bag.
Another error was the Globe's Julian Benbow reporting that Jays closer Kevin Gregg "caught [Kalish] napping". I guess Benbow was also snoozing. Maybe if he wasn't busy thinking of ways to slyly insult various Sox players ("a well-rested JD Drew"), he could have actually followed the game.
The Yankees beat the Orioles 11-3 and the Rays beat the Angels 4-3 in 10 innings. ... Boston is 8 GB in the East and 7.5 GB in the WC with 14 games to play.Ricky Romero / Josh Beckett
Beckett's only start against Toronto this year was back on April 26, on my only trip to Skydome this season. He faced 21 batters in 3+ innings, allowing nine hits and eight runs. The Red Sox won the game 13-12.Scutaro, 2B
McDonald, CF
Martinez, 1B
Beltre, 3B
Ortiz, DH
Lowrie, SS
Drew, RF
Hall, LF
Saltalamacchia, C
AL East, 7 PM:
Yankees/OriolesSeptember 18:
1977 - Boston's Ted Cox goes 4-for-4 in his major league debut and the Red Sox beat the Orioles 10-4. Cox starts the next day's game with two hits, setting a record for the most consecutive hits at the start of a career. (I can remember listening to this game on the radio. I would have sworn it was on a weekday night, but it was played on a Sunday afternoon.)
1993 - New York's Mike Stanley flies out to left field, ending the game and giving the Red Sox a 3-1 win in the Bronx -- but the umpires rule that time had been called because a fan had run onto the field. Stanley gets back in the box against Greg Harris, and singles to left. Wade Boggs singles, Dion James walks, and Don Mattingly singles, and the Yankees win 4-3. (I was at this game. In fact, I had moved down to the third or fourth row on the third base side, past the dugout, and was sitting on the aisle when he came running down past me. If only I had stuck out my left foot...)


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Anna Schnatzmeyer's face is taut with concentration as she slowly maneuvers the Riverine assault boat away from the dock, using the complex controls to try and inch the 34-foot craft straight back without sliding sideways.
Her instructor, standing next to her, orders her forward again, and despite the slow, careful creep, the Navy boat knocks into the pier.
It's the first time she's ever piloted a boat. She's in full battle gear and the sun is beating off Mile Hammock Bay on the edge of Camp Lejeune. A stiff wind is tossing waves against the nearby shore. And the pressure is mounting.
By year's end, Schnatzmeyer and five others are expected to become the first women formally assigned to a Riverine combat company, a battlefront Navy job that is just now opening up to women. The three Riverine Delta Company units are used for combat operations, often called on to move quickly into shallow waters where they can insert forces for raids, or conduct rescue missions.
The Delta Company jobs are some of the first combat positions in the military to formally accept women, and breaking through the barriers hasn't been easy. So, here, in this tangle of coastal waterways, Schnatzmeyer and the two other women in the crewman course know all too well that the world is watching.
She's already passed the combat skills course, allowing her to be part of a Delta Company crew, as an intelligence analyst or maybe a gunner who controls one of the machine guns mounted on the boat, jobs that weren't open to women before. But this Riverine crewman course would allow her to be a boat captain or coxswain — crew leaders who drive the boat or direct the fight.
"Ever since I was little, this is what I wanted to do," said Schnatzmeyer, who was in grade school when terrorists attacked on 9/11. "My dad would take me to air shows and I would tell my family I wanted to be a soldier."
She was drawn to the combat, to the guns.
"Growing up you want to join the branch and you want to do what you can to help, and then you realize, 'I can't go into combat,'" Schnatzmeyer said. "You think, what's the purpose of me being in the military? To sit at a desk?"
By lifting the ban on women in battlefront combat jobs, she said the Pentagon is now giving her and other women a chance. Riverine combat units, for example, went to war in Iraq. They were not used in Afghanistan, where river combat operations weren't really needed.
At 23, the El Paso, Texas, native has been in the Navy just one year and is a master at arms 3. Neither she nor her boat buddy, Danielle Hinchliff, had any boating experience before they climbed aboard for the seven-week crewman course, which includes late night drills that require night-vision goggles and radar to pilot the craft across the dark and murky waters.
"There's a lot of eyes on us, you know. And we do have to … uphold a lot of standards. We have to make sure that we do everything that we're supposed to," Hinchliff said. "For me, the hard part is driving the boat."
Watching from the dock, Lt. Michael Diehl agreed that learning to pilot the boat is a challenge.
They need to conquer a difficult mix of controls — the steering wheel, the throttle and the two rear buckets that can be angled up and down over the boat's jet drives allowing the captain to stop on a dime or move the craft laterally when needed.
"If you can't drive the boat slow, you definitely can't do the fun stuff and drive it fast," said Diehl, site director for the Riverine training. "This is where they build their mettle — being able to control the boat in a tight confined space, with other boats around, wind, currents and tides."
The difficulty was evident in the final result: All three women, including Schnatzmeyer and Hinchliff, and six of the men failed to pass the seven-week crewman course that would allow them to command the boats and the crews — more than a third of the 26-member class.
The military services are struggling to figure out how to move women into battlefront jobs, including infantry, armor and elite commando positions. They are devising updated physical and mental standards — equal for men and women — for thousands of combat jobs and they have until Jan. 1, 2016, to open as many jobs as possible to women, and to explain why if they decide to keep some closed.
The common requirements for men and women for each post would be based on specific tasks. Military officials say standards will not be lowered in order to bring women into any combat posts.
The Navy — which has nearly 69,000 women on active duty — is about to open up about 270 jobs in the Coastal Riverine Force to women. The service plans to let women serve in all but a "very limited number" of Navy positions. The bulk of the 22,000 Navy jobs closed to women — roughly 19,000 — are on older ships where it would be too costly to build new, separate facilities for women. The remaining 3,000 are in special operations units, which may be more difficult to fill because of the strenuous physical requirements.
Over the spring and summer, in highly public fashion, women in successive attempts washed out of the Marine's grueling infantry officer course. The fact that dozens of men also failed gets little notice.
The military men watching the transition offer public support, but often add subtle caveats that belie an underlying uncertainty. Most are young and are willing to see women competing for the combat jobs, but they want to be sure that those who get in are worthy.
Instructor Jerry Gray is a former Marine and has been teaching the Riverine course for seven years. As far as he's concerned he has 26 students who either make the grade or don't.
"There's a standard for combat, there's a standard for a combat billet. As long as they are required to perform the same standards as a guy, good on them and let them go," said Gray, adding that the men in the class seem to accept the women. "It's going to be up to the individual once they are in a combat situation, how they handle it. But a guy's going to crack just as easily as anybody else."
Would he want a woman in combat next to him?
"I'm not going to lie, I would accept it, but I know myself, I would be much more protective, it's just my nature. Chivalry is not dead," Gray said. But, he added, "I haven't seen it in this class. They seem to accept them as a peer, with the same expectations of them as they do of any of the guys."
Further down the dock, Dalton King, one of 23 men in the course, wraps up his first training session piloting a boat. So far, having women in the course doesn't faze him.
"When they do the same stuff we're doing, same PT (physical training), same grades, when they're proving themselves that they can hang out with the big boys, that's very understandable and that's all we care about," said the E-4 sailor from Fort Worth, Texas. "I feel that if they can do the things it takes to save one of our lives as much as we're going to do the same for them … I mean, it's all equal opportunity."
Senior Navy leaders acknowledge that the women at Camp Lejeune may have a better chance of moving into the Navy Riverine jobs than other women have in passing the Marine's infantry officer course or achieving some of the Army's armor and infantry jobs.
"I think for us, we have probably an easier ability with the physical standards for service in our environment than you would in ground combat," said Adm. Mark Ferguson, vice chief of naval operations. Women in the other services may have a more difficult time meeting some of the upper body strength demands and other physical requirements for Army and Marine combat jobs, he said.
Altogether, 15 women have passed the Riverine combat skills course since they were first allowed to participate about a year ago. Six of those women — including Schnatzmeyer — have been assigned to Delta Company in Coastal River Squadron 2, based in Portsmouth, Va. They have begun training with the unit with the expectation that they will be formally admitted later this year.
The combat course pushed Schnatzmeyer to her limits. The physical training, with its constant runs, situps, pushups, obstacle course and slogs through night navigation and shooting made her "sore for days straight." It was OK to be last, she said, "but you can't stop, you can't give up."
Navy leaders say they're not concerned about the failure rate on the crewman course because the sailors can eventually be taught to handle the boat. And even though she's already getting a spot in the Delta company, Schnatzmeyer says she's not giving up on that crewman course.
"I would like to go for it again," she said, adding. "For us, the biggest stress is proving to the guys we can hack it. They support you, they push you, it makes it easier."
Copyright © 2013 Capitol Hill Blue
Copyright © 2013 The Associated Press


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All synthetic turf putting greens installed within the backyards are porous meaning that they allow the drainage of water creating permeable, SuDS compliant surface enabling you to practice your putt and pitch skills throughout the year. Golfing enthusiast across the UK are now opting to install an artificial golfing course in their back yards and claim that they have become a big factor in helping improve their game. This type of surfacing can also be incorporated into kids' playground areas in Aberangell http://artificialgrass-syntheticturf.co.uk/garden-grass/fake-grassed-garden-playground-play-area/gwynedd/aberangell/ for a multi functional space. The recreational leisure backyard lawn synthetic grass golfing greens come with a large host of benefits including:
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This banana bread is moist and delicious, made with white whole wheat flour, sweet roasted strawberries and ripe bananas, with just a smidgen of butter, so you can enjoy a slice without the guilt!
I had some bananas that were getting brown and I was really in the mood for banana bread, so I combined the two for a delicious quick bread. You can turn these into muffins if you prefer. In the past I attempted this recipe, but the strawberries released too much liquid which made the bread a little too moist. Roasting the strawberries is the perfect solution, most of the liquid dries out from roasting so you get the flavor of the strawberries in every bite.
Roasted Strawberry Banana Bread
Servings: 16 • Size: 1 slice • Old Points: 2 pts • Weight Watcher Points+: 2 pt
Calories: 88 • Fat: 2 g • Carb: 19 g • Fiber: 2 g • Protein: 2 g • Sugar: 10 g
Sodium: 111 mg • Cholest: 4 mg
- 1-1/4 cups strawberries, diced
- 3 ripe medium bananas, mashed
- 2 tbsp unsweetened apple sauce
- 1 1/4 cups white whole wheat flour
- 3/4 tsp baking soda
- 1/4 tsp salt
- 2 tbsp butter, softened
- 1/2 cup light brown sugar (not packed)
- 2 large egg whites
- 1 tsp vanilla extract
- baking spray
Preheat oven to 350°F. Lightly spray a loaf pan with baking spray. Place the strawberries on a baking sheet and roast for 25 minutes, remove and set aside.
In a medium bowl, combine flour, baking soda and salt with a wire whisk. Set aside.
In a large bowl cream butter and sugar with an electric mixer. Add egg whites, bananas, apple sauce and vanilla, and beat at medium speed until thick. Scrape down sides of the bowl.
Add flour mixture and blend at low speed until combined, do not over mix. Fold in strawberries and pour batter into the prepared loaf pans; bake in the center rack for about 50 minutes, or until a toothpick inserted in the center comes out clean.
Let the pan cool at least 20 minutes, bread should be room temperature before slicing.


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One day later than had been scheduled, the Kony 2012, Part II video is online.
As you'll see, it's partly an explainer about Invisible Children — the organization behind the original Kony 2012 video that has now been watched more than 100 million times. It also recaps the story of Joseph Kony, the Lords' Resistance Army warlord who stands accused of killings, kidnappings and other atrocities in and around Uganda. And it's a promotional tool for Invisible Children's Cover the Night — a plan to have supporters around the nation gather on April 20 to perform acts of community service.
It only indirectly mentions the controversy generated by the first video, which critics said oversimplified the conflict in Uganda. In clips, some news reports mentioning the criticism are shown. The Part II moves on to focus on what Invisible Children says it has been doing and why.
Copyright 2021 NPR. To see more, visit https://www.npr.org.


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Attention Deficit Hyperactivity Disorder (ADHD)
Topic Overview
What is attention deficit hyperactivity disorder (ADHD)?
Attention deficit hyperactivity disorder (ADHD) is a condition in which a person has trouble paying attention and focusing on tasks, tends to act without thinking, and has trouble sitting still. It may begin in early childhood and can continue into adulthood. Without treatment, ADHD can cause problems at home, at school, at work, and with relationships. In the past, ADHD was called attention deficit disorder (ADD).
What causes ADHD?
The exact cause is not clear, but ADHD tends to run in families.
What are the symptoms?
The three types of ADHD symptoms include:
- Trouble paying attention. People with ADHD are easily distracted. They have a hard time focusing on any one task.
- Trouble sitting still for even a short time. This is called hyperactivity. Children with ADHD may squirm, fidget, or run around at the wrong times. Teens and adults often feel restless and fidgety. They aren't able to enjoy reading or other quiet activities.
- Acting before thinking. People with ADHD may talk too loud, laugh too loud, or become angrier than the situation calls for. Children may not be able to wait for their turn or to share. This makes it hard for them to play with other children. Teens and adults may make quick decisions that have a long-term impact on their lives. They may spend too much money or change jobs often.
How is ADHD diagnosed?
ADHD is often diagnosed when a child is between 6 and 12 years old. Teachers may notice symptoms in children who are in this age group.
First, the child will have tests to make sure that he or she doesn't have other problems such as learning disabilities, depression, or anxiety disorder. The doctor will use guidelines from the American Psychiatric Association to diagnose ADHD. The doctor may also look at written reports about the child's behavior. Parents, teachers, and others who have regular contact with the child prepare these reports.
How is it treated?
There is no cure for ADHD, but treatment may help control the symptoms. Treatment may include medicines and behavior therapy. Parents and other adults need to closely watch children after they begin to take medicines for ADHD. The medicines may cause side effects such as loss of appetite, headaches or stomachaches, tics or twitches, and problems sleeping. Side effects usually get better after a few weeks. If they don't, the doctor can lower the dose.
Therapy focuses on making changes in the environment to improve the child's behavior. Often, counseling and extra support at home and at school help children succeed at school and feel better about themselves.
How does ADHD affect adults?
Many adults don't realize that they have ADHD until their children are diagnosed. Then they begin to notice their own symptoms. Adults with ADHD may find it hard to focus, organize, and finish tasks. They often forget things. But they also often are very creative and curious. They love to ask questions and keep learning. Some adults with ADHD learn to manage their lives and find careers that let them use those strengths.
Health Tools
Health Tools help you make wise health decisions or take action to improve your health.
The exact cause of attention deficit hyperactivity disorder (ADHD) isn't known. But it may run in families. Ongoing research is focused on finding the genes that cause a person to be likely to get ADHD.
A mother's use of cigarettes, alcohol, or other drugs during pregnancy may increase the risk for ADHD. Also, exposure to lead may cause symptoms linked with ADHD.footnote 1
Although many parents believe that foods with sugar and food additives make their children more hyperactive, these foods haven't been shown to cause ADHD.footnote 2
The three types of ADHD symptoms include:
- Trouble paying attention (inattention). People with ADHD are easily distracted. They have a hard time focusing on any one task.
- Trouble sitting still for even a short time (hyperactivity). Children with ADHD may squirm, fidget, or run around at the wrong times. Teens and adults often feel restless and fidgety. They aren't able to enjoy reading or other quiet activities.
- Acting before thinking (impulsivity). People with ADHD may talk too loud, laugh too loud, or become angrier than the situation calls for. Children may not be able to wait for their turn or to share. This makes it hard for them to play with other children. Teens and adults may make quick decisions that have a long-term impact on their lives. They may spend too much money or change jobs often.
These symptoms affect all people who have ADHD. But typical behavior varies by age.
- In preschool-age children, symptoms are often the same as normal behavior for young children.
- In children between the ages of 6 and 12, signs of ADHD are more obvious than in other age groups.
- In teens between the ages of 13 and 18, problems that began in earlier years may continue or get worse.
- Symptoms of ADHD in adults may not be as noticeable as in other age groups.
What Happens
Attention deficit hyperactivity disorder (ADHD) may be hard to identify in a young child. It can be hard to tell the difference between normal behavior and ADHD symptoms in young children.
But after a child starts school, ADHD becomes more noticeable. ADHD is most often diagnosed in children ages 6 to 12. During this time, ADHD can disrupt many aspects of a child's life. Learning, adjusting to change, sleeping, and getting along with others are all potential problem areas.
About 60 to 85 out of 100 children with ADHD still have symptoms during the teen years.footnote 3 These children may be less mature than their peers. They may lag behind in reaching milestones typical for the age group.
Teens with ADHD may also have more problems when they are driving cars. They get more speeding tickets and have serious car accidents more often. They should be watched closely by a licensed adult when they are learning to drive.
Adults with ADHD may have trouble focusing, organizing, and finishing tasks. But they are often able to adjust to the workplace better than they did in the classroom as children.
People with ADHD often have one or more other disorders. These include dyslexia, oppositional defiant disorder, conduct disorder, anxiety, and depression.
Effects on family
Raising a child who has ADHD can be a challenge. Parents must consistently watch their child. They must respond to problem behavior in the right way. If other issues are causing stress within a family (such as divorce, violence, or drug or alcohol use), it may be even harder to deal with a child who has ADHD.
Treatment can help control symptoms. It can allow a child to grow and develop normally.
What Increases Your Risk
The greatest risk factor for ADHD is having an inherited tendency for the condition. Environmental factors, such as certain parenting methods, may influence how symptoms of ADHD are expressed. But they don't cause ADHD.
When should you call your doctor?
Call a doctor if:
- Your child is showing signs of ADHD that are causing problems at home or school. These signs include inattention, impulsivity, and/or hyperactivity. Parents and teachers often notice this behavior during the child's first few years in school.
- Your child shows signs of other mental health disorders, such as depression or anxiety, that last more than a few weeks or seem to be getting worse.
- Your child is having academic or behavioral problems at school.
Ask your doctor about his or her training and experience related to ADHD. The doctor must be able to identify and distinguish behaviors that can be subtle and complicated. Also, make sure that your doctor has enough time to evaluate you or your child. Accurate diagnosis and successful treatment of ADHD takes repeated office visits and observations. Your doctor should also be able to coordinate between other health professionals, family members, teachers, and caregivers.
Who to see
Health professionals who can diagnose and treat attention deficit hyperactivity disorder (ADHD) with medicine include:
- Family medicine doctors.
- Pediatricians (may specialize in developmental problems).
- Psychiatrists(may specialize in adults or children and adolescents).
- Neurologists (may specialize in child or adult nervous systems).
- Nurse practitioners who specialize in psychiatry or pediatrics.
Health professionals who do not prescribe medicines but can provide behavior therapy or family counseling include:
- Psychologists. Psychologists also frequently diagnose ADHD.
- Behavioral specialists.
- Social workers.
- Psychiatric nurse specialists.
- Licensed professional counselors.
- Family therapists.
Exams and Tests
A doctor relies on a combination of exams, tests, and other information to diagnose attention deficit hyperactivity disorder (ADHD). The doctor will look at guidelines created by the American Psychiatric Association (APA). The diagnosis will be based on:
- An interview with the child.
- Medical history. The doctor will ask about the child's social, emotional, educational, and behavioral history.
- A physical exam.
- Behavior rating scales or checklists for ADHD. These are used by parents and teachers to evaluate the child's symptoms.
Before meeting with your doctor, think about at what age your child's symptoms began. You and other caregivers should record when the behavior occurs and how long it lasts. An important part of evaluation for ADHD is thinking about the kinds of problems caused by the behaviors. How much do they affect schooling and social behavior?
Tests for related problems
Your child may have verbal and written tests to find out if behavior problems are caused by other conditions with similar symptoms.
For example, children with ADHD may have a hard time learning to read, write, or do math problems. Testing for these learning disabilities will help teachers form the best plan for a child with these problems.
If you are concerned about how your child's temperament, learning skills, and behavior are developing, talk with your doctor during your next visit.
Treatment Overview
Treatment of attention deficit hyperactivity disorder (ADHD) relies on a combination of medicines and behavior therapy. Treatment with medicine depends on the age of your child. The first step is an accurate diagnosis of ADHD and an understanding of your child's strengths and weaknesses. Learning about ADHD will help you and your child's siblings better understand how to help your child.
The following medicines may be used for ADHD:
- Your child's doctor may recommend that your child take a stimulant medicine. These medicines include amphetamine (for example, Adderall or Dexedrine) and methylphenidate (for example, Concerta, Metadate CD, or Ritalin). Stimulants improve symptoms in about 70 out of 100 children who have ADHD.footnote 1
- If stimulant medicines have bothersome side effects or aren't effective, your child's doctor might recommend a nonstimulant medicine such as atomoxetine (Strattera), clonidine (Kapvay), or guanfacine (Intuniv). These medicines may be used alone or in combination with stimulant medicines.
Behavior therapy
Through behavior therapy, parents learn strategies, such as positive reinforcement, to improve a child's behaviors. Children learn skills for problem solving, communication, and self-advocacy. Behavior therapy is more helpful when used with medicine than when used by itself.
Some children with ADHD also have other conditions, such as anxiety or oppositional defiant disorder. Behavior therapy can help treat some of these conditions.
Counseling may help children and adults who have ADHD recognize problem behaviors and learn ways to deal with them. For both parents and children, counseling can be a place to air frustrations and deal with stress. To learn more, see Other Treatment.
There are many things you can do to help your child at home and at school. To learn more, see Home Treatment.
ADHD in adults
Many adults don't realize that they have ADHD until their children are diagnosed. Then they begin to recognize their own symptoms. Some adults with ADHD learn to manage their lives and find careers in which they can use their intellectual curiosity and creativity to their advantage. But many adults have difficulties at home and work.
Like children with ADHD, adults may benefit from medicine combined with psychological support. This support includes education about the disorder, support groups and/or counseling, and skills training. Skills training may include:
- Time management training.
- Organizational techniques.
- Academic and vocational counseling.
Medicines that may be used for ADHD in adults include:
- Stimulant medicines. These medicines can help a person focus better. And they can help decrease hyperactivity and impulsivity.
- Other medicines, such as atomoxetine (Strattera), clonidine (Kapvay), and guanfacine (Intuniv). Your doctor might recommend these if stimulant medicines have bothersome side effects or aren't effective.
Certain antidepressants are sometimes also recommended. These include bupropion (for example, Wellbutrin) and tricyclics (for example, desipramine, imipramine, and nortriptyline).
What to think about
There are several myths that can get in the way of understanding ADHD. It is important to understand that ADHD is a medical problem that is best managed with treatment. Your child is more likely to control symptoms when he or she actively takes part in treatment, such as taking medicines on time.
There is no known way to prevent attention deficit hyperactivity disorder (ADHD). But use of cigarettes, alcohol, or other drugs during pregnancy may increase the risk for ADHD.
Home Treatment
There are many things you can do at home to help your child who has attention deficit hyperactivity disorder (ADHD)—and to help yourself.
Tips for self-care
- Take care of yourself. Caring for your own physical and mental health is an important part of helping your child. And it will help you have the energy you need to take care of your child.
- Educate yourself about ADHD. You will be better able to help your child if you understand the condition.
- An important part of behavior management is teaching your child that actions have consequences.
Tips for your child
- Help your child build self-esteem. Encourage a sense of belonging, confidence in learning, and an awareness of his or her own contributions.
- Help your child get the most out of school. Promoting school success will help your child academically, socially, and developmentally.
- Help your child get things done. Your patience, persistence, and creative thinking can help your child learn skills and accomplish tasks at home and at school.
Help at school
In the classroom, more demands are placed on children to sit still, pay attention, listen, and follow class rules. So elementary school teachers are often the first to recognize ADHD symptoms. Many times teachers advise parents to have their child tested or to see a doctor.
Most children with ADHD qualify for educational services within the public schools. If your child qualifies, you will meet with school personnel to identify goals and plan an individualized education program (IEP). This usually means that your school will try to accommodate your child's extra needs. This may be as minor as placing your child at the front of the class. Or it may be as involved as providing classroom staff to help your child.
Your doctor will talk with you about setting realistic and measurable goals for your child's behavior at school and at home. Your child's specific problems and needs will be taken into account.
Helping your teen
Regular communication among parents, teachers, and doctors benefits a teen who has ADHD.
You'll need to stay closely involved with your teen. The teen years present many challenges, such as increased schoolwork and the need to be more attentive and organized. Making good decisions becomes especially important during these years when peer pressure, emerging sexuality, and other issues surface.
Use consequences that are meaningful to your teenager. These may include losing privileges or having increased chore assignments. Parents and teens can work together to establish reasonable, obtainable goals. And they can negotiate rewards when those goals are met.
Medicines are used to help control the symptoms of attention deficit hyperactivity disorder (ADHD): hyperactivity, impulsivity, and inattention. The American Academy of Pediatrics (AAP) guidelines recommend medicine and/or behavior therapy to treat children who have ADHD.footnote 4
Children should be closely watched after they start medicines. The doctor can assess whether your child is receiving the correct dose. Side effects usually decrease after a few weeks on the medicines. Or the dosage can be lowered to offset side effects.
Be sure that medicine for ADHD is taken consistently. You will also need to keep track of the effects of the medicine and communicate closely with your child's doctor.
Medicine choices
Medicines to treat ADHD include:
- Stimulants. These medicines include amphetamine (for example, Adderall or Dexedrine) and methylphenidate (for example, Concerta, Metadate CD, or Ritalin). Stimulants usually reduce hyperactivity and impulsivity and improve focus.
- Atomoxetine (Strattera). This is an approved nonstimulant medicine for children, teens, and adults.
- Clonidine (Kapvay) and guanfacine (Intuniv). These are nonstimulant medicines approved to treat aggression, inattention, and impulsivity not controlled by other ADHD medicines.
- Antidepressants. Certain antidepressants are sometimes also recommended.
Stimulant medicines
Most often, stimulant medicines are used to treat ADHD. These medicines are effective for people of all ages. But more research is needed on how adults respond. In general, stimulant medicines improve symptoms. There are often quick and dramatic improvements in behavior.
Nonstimulant medicines
If stimulant medicines have bothersome side effects or aren't effective, your child's doctor might recommend a nonstimulant medicine such as atomoxetine (Strattera), clonidine (Kapvay), or guanfacine (Intuniv). These medicines may be used alone or in combination with stimulant medicines.
What to think about
Medicines may also be used to treat other mental health conditions that often occur along with ADHD. One condition is anxiety disorders.
If your child is taking medicine for ADHD, consider:
- All of a child's behavior problems may not be controlled by medicine. And it hasn't been proved that medicine improves the long-term educational, occupational, and social functioning of a person who has ADHD.
- Stimulant medicines may be related to slower growth in children, especially in the first year of taking the medicine. But most children seem to catch up in height and weight by the time they are adults. Your doctor will keep track of your child's growth and will watch for problems.footnote 1
- Some medicines used to treat ADHD (such as stimulants) can be abused. Make sure that your child knows not to sell or give medicine to other people. An adult should supervise the medicine.
- Some parents worry about their children becoming addicted to stimulants. Research has shown that these medicines, when taken correctly, don't cause dependence.
Other Treatment
Managing behavior
Treatment depends on the age of your child. Children ages 4 to 5 years are treated first with behavior therapy. Your child's doctor will talk to you about medicine if your child's symptoms do not improve. Children ages 6 to 11 years are treated with medicine or behavior therapy or both. Children ages 12 to 18 years are treated with medicine and usually also with behavior therapy.
Behavioral therapy helps train parents, teachers, and other adults responsible for a child who has ADHD. These programs focus on establishing routines and rules for behavior and closely watching how a child responds.
The adult consistently delivers rewards or consequences depending upon how the child complies with the rules. This type of treatment has been shown to be more effective than cognitive-behavioral therapy. Cognitive-based therapies depend more upon the child to self-direct changes in behavior. A child with ADHD isn't likely to have the skills to change his or her behavior without help and guidance from adults.
Behavioral programs most often used to help treat ADHD in a child include:
- Behavior management. Time-out and reward systems can help a child who has ADHD learn appropriate behaviors for the classroom and home. Parents learn behavior management skills during a series of 6 to 12 counseling sessions of 1 to 2 hours a week.
- Social skills training. These techniques help the child learn to be less aggressive and impulsive. Children learn to manage anger and behave in a more socially acceptable way.
- Counseling, including family therapy. All household members can benefit from learning how to deal effectively with ADHD behavior.
Behavioral intervention for adults focuses on help with organizational skills and healthy relationships.
Complementary medicine
Complementary medicine is used by some therapists and other health professionals. These therapies have not been proven effective in treating ADHD. But a person with ADHD may benefit. For example, acupuncture or biofeedback may help relieve stress and muscle tension and improve a person's overall well-being and quality of life.
If you are thinking about using complementary therapy for ADHD, be open with your doctor about the subject. He or she can help direct you to a method that is safe to use in combination with proven techniques. Only those therapies that best help control ADHD symptoms without causing physical or emotional harm should be used.
- Greenhill LL, Hechtman LI (2009). Attention-deficit/hyperactivity disorder. In BJ Sadock et al., eds., Kaplan and Sadock's Comprehensive Textbook of Psychiatry, 9th ed., vol. 2, pp. 3560–3572. Philadelphia: Lippincott Williams and Wilkins.
- National Institute of Mental Health (2008). Attention Deficit Hyperactivity Disorder (NIH Publication No. 08-3572). Available online: http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/adhd_booklet.pdf.
- American Academy of Child and Adolescent Psychiatry (2007). Practice parameter for the assessment and treatment of children and adolescents with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 46(7): 894–921.
- American Academy of Pediatrics (2011). ADHD: Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 129(5): 1023–1029.
Other Works Consulted
- Cooper WO, et al. (2011). ADHD drugs and serious cardiovascular events in children and young adults. New England Journal of Medicine, 365(20): 1896–1904.
- Greenhill L, et al. (2006). Efficacy and safety of immediate-release methylphenidate treatment for preschoolers with ADHD. Journal of the American Academy of Child and adolescent Psychiatry, 45(11): 1284–1293.
- Greenhill LL, Hechtman LI (2009). Attention-deficit/hyperactivity disorder. In BJ Sadock et al., eds., Kaplan and Sadock's Comprehensive Textbook of Psychiatry, 9th ed., vol. 2, pp. 3560–3572. Philadelphia: Lippincott Williams and Wilkins.
- Molina BS, et al. (2009). The MTA at 8 years: Prospective follow-up of children treated for combined-type ADHD in a multisite study. Journal of the American Academy of Child and Adolescent Psychiatry, 48(5): 484–500.
- National Institute of Mental Health (2008). Attention Deficit Hyperactivity Disorder (NIH Publication No. 08-3572). Available online: http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/adhd_booklet.pdf.
- Rappley MD (2005). Clinical practice: Attention deficit—hyperactivity disorder. New England Journal of Medicine, 352(2): 165–173.
- Sadock BJ, et al. ( 2007). Attention-deficit disorders. In Kaplan and Sadock's Synopsis of Psychiatry, Behavioral Sciences/Clinical Psychiatry, 10th ed., pp. 1206–1217. Philadelphia: Lippincott Williams and Wilkins.
- Stubbe D (2007). Attention deficit hyperactivity disorder. Child and Adolescent Psychiatry, pp. 57–68. Philadelphia: Lippincott Williams and Wilkins.
- Swanson J, et al. (2006). Stimulant-related reductions of growth rates in the PATS. Journal of the American Academy of Child and Adolescent Psychiatry, 45(1): 1304–1313.
- Wilens TE, et al. (2004). Attention-deficit/hyperactivity disorder in adults. JAMA, 292(5): 619–623.
Current as of: May 28, 2019
Author: Healthwise Staff
Medical Review:Adam Husney MD – Family Medicine & Kathleen Romito MD – Family Medicine & Louis Pellegrino MD – Developmental Pediatrics
This information does not replace the advice of a doctor. Healthwise, Incorporated, disclaims any warranty or liability for your use of this information. Your use of this information means that you agree to the Terms of Use. Learn how we develop our content.


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Amanda Bynes -- Signs of Schizophrenia
Amanda Bynes Signs of Schizophrenia
Amanda Bynes is exhibiting signs of schizophrenia ... and medical professionals and others WILL seek a 2-week extension on her 5150 psychiatric hold so doctors can properly diagnose her ... sources familiar with the situation tell TMZ.
We're told ... ever since Amanda was taken into custody Monday night -- after she lit a fire on an elderly woman's driveway in Thousand Oaks, CA -- people close to Bynes are convinced she's suffering from mental illness, specifically schizophrenia.
Sources tell us ... Amanda's parents will now ask a judge to put the 27-year-old in a conservatorship, a la Britney Spears, because they believe she is unable to care for herself and could be a danger to others.
Amanda's parents have wanted to take action for the past couple of months -- but they didn't have the goods because Amanda's conduct was not so over the line that a judge would take away her freedom.
Now, after the driveway fire incident ... the circumstances may have changed enough to convince a judge Amanda needs help and supervision.


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This morning, House Republicans unveiled a new budget plan on Capitol Hill. And like President Obama's budget document last month, the GOP's version is as much a political statement as an actual road map. NPR's Tamara Keith has that story.
TAMARA KEITH, BYLINE: In some ways, this budget is a sequel. This time last year, House Budget Committee Chairman Paul Ryan unveiled a controversial budget document that passed the House with strong GOP support.
KEITH: That's Ryan, a Wisconsin Republican, in a three-minute web video posted yesterday afternoon. It has a feel that's part movie trailer, part campaign ad, part wonky infomercial.
KEITH: When it comes to Medicare, this plan would allow seniors in the future to choose between government coverage and private insurance. It's somewhat less severe than what the House GOP proposed last year. And in fact, Ryan has been working with a Democrat in the Senate on this concept. But already, the Democratic Congressional Campaign Committee is using the proposal to go after vulnerable incumbents, with robo-calls that charge this new budget chooses millionaires over Medicare. Rep. Tim Griffin, a freshman Republican from Arkansas, says he's willing to put up with the inevitable negative campaign ads.
REP. TIM GRIFFIN: If you came up here to just perpetuate yourself in office, then that may be your main concern. But a lot of us came up here to actually - trying to make changes. And I think if you want to deal with our fiscal situation, you have to deal with Medicare.
KEITH: But dealing with Medicare last year didn't go entirely well for House Republicans. That budget was dead on arrival in the Senate, and Democrats were able to use the Medicare issue to win what had been a solidly Republican House seat in New York. Stan Collender is a partner at Qorvis Communications and a longtime budget watcher. He says this budget should satisfy the GOP base.
STAN COLLENDER: The Republican problem is that they've got to appeal to the base now, but then they're going to have to broaden their appeal to independents and hopefully, some Democrats, later in the year. And that's going to be very difficult to do when you're attacking Medicare.
KEITH: The pitch House Republicans are going to have to make is that they're saving Medicare, not attacking it. Of course, that's the same pitch they tried to make last year, with mixed results. Tamara Keith, NPR News. Transcript provided by NPR, Copyright NPR.


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Let William G Mechling Insurance Agency help you choose a policy that will fit your individual needs. Protecting your assets, whether personal, business, or both, is our goal. A well-chosen policy can lessen the impact of some of life's most common, yet unforeseen perils. We're here to help when you are considering Church coverage.


text:
Awerbach: Chess Tactics for Advanced Players
Autor: Awerbach, Juri
Verlag: Ishi Press
Erscheinungsjahr: 2012
Sprache: Englisch
Buchumschlag: paperback
Seiten: 330
Any chess enthusiast knows how important tactics is in the "royal game" and how crucial it is to make a. thorough study of this aspect of the game. But up to now opinion has been divided on the best way of studying tactics. The well-known Soviet international, grandmaster and chess author Averbakh has developed an entirely novel approach, which is expounded in the present work. His main aim was to create a theoretical basis with whose aid the learner can effortlessly study the numerous and manifold tactical problems facing the chess player. Averbakh begins by examining the simplest situations resulting from confrontations between different pieces. He then proceeds to analyze more complex situations and demonstrates the importance of the double attack. With instructive examples he proves that double attacks in the broadest sense are the basis of most tactical operations. This discovery prompted Averbakh to focus his attention on the double attack in the first part of the book. The second part is devoted to combinations. The author delves into the question of what lies hidden behind the mysterious concept of harmony of pieces. The astonishing simplicity of the answer he finds to this question enables him to reduce the bulk of the combinations to a handful of basic elements. From this Averbakh derives a convincing definition of the term "combination" and introduces a new, promising system of classifying different combinations.
All this is explained with the aid of numerous practical examples including complete games and chess problems. The book contains special chapters with numerous exercise problems for the reader to test and consolidate his newly-acquired skill. In this way Averbakh's work is both very instructive and easy to understand.
330 Seiten, kartoniert, 2012


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void XrmPutFileDatabase(database, stored_db)
XrmDatabase database;
char *stored_db;
XrmDatabase XrmGetStringDatabase(data)
char *data;
char *XrmLocaleOfDatabase(database)
XrmDatabase database;
XrmDatabase XrmGetDatabase(display)
Display *display;
void XrmSetDatabase(display, database)
Display *display;
XrmDatabase database;
void XrmDestroyDatabase(database)
XrmDatabase database;
The XrmPutFileDatabase function stores a copy of the specified database in the specified file. Text is written to the file as a sequence of entries in valid ResourceLine format (see section 15.1). The file is written in the locale of the database. Entries containing resource names that are not in the Host Portable Character Encoding or containing values that are not in the encoding of the database locale, are written in an implementation-dependent manner. The order in which entries are written is implementation-dependent. Entries with representation types other than ``String'' are ignored.
The XrmGetStringDatabase function creates a new database and stores the resources specified in the specified null-terminated string. XrmGetStringDatabase is similar to XrmGetFileDatabase except that it reads the information out of a string instead of out of a file. The string should contain a sequence of entries in valid ResourceLine format (see section 15.1) terminated by a null character; the database that results from using a string with incorrect syntax is implementation-dependent. The string is parsed in the current locale, and the database is created in the current locale.
If database is NULL, XrmDestroyDatabase returns immediately.
The XrmLocaleOfDatabase function returns the name of the locale bound to the specified database, as a null-terminated string. The returned locale name string is owned by Xlib and should not be modified or freed by the client. Xlib is not permitted to free the string until the database is destroyed. Until the string is freed, it will not be modified by Xlib.
The XrmGetDatabase function returns the database associated with the specified display. It returns NULL if a database has not yet been set.
The XrmSetDatabase function associates the specified resource database (or NULL) with the specified display. The database previously associated with the display (if any) is not destroyed. A client or toolkit may find this function convenient for retaining a database once it is constructed.
ResourceLine = Comment | IncludeFile | ResourceSpec | <empty line> Comment = "!" {<any character except null or newline>} IncludeFile = "#" WhiteSpace "include" WhiteSpace FileName WhiteSpace FileName = <valid filename for operating system> ResourceSpec = WhiteSpace ResourceName WhiteSpace ":" WhiteSpace Value ResourceName = [Binding] {Component Binding} ComponentName Binding = "." | "*" WhiteSpace = {<space> | <horizontal tab>} Component = "?" | ComponentName ComponentName = NameChar {NameChar} NameChar = "a"-"z" | "A"-"Z" | "0"-"9" | "_" | "-" Value = {<any character except null or unescaped newline>}
Elements separated by vertical bar (|) are alternatives. Curly braces ({...}) indicate zero or more repetitions of the enclosed elements. Square brackets ([...]) indicate that the enclosed element is optional. Quotes ("...") are used around literal characters.
IncludeFile lines are interpreted by replacing the line with the contents of the specified file. The word ``include'' must be in lowercase. The file name is interpreted relative to the directory of the file in which the line occurs (for example, if the file name contains no directory or contains a relative directory specification).
If a ResourceName contains a contiguous sequence of two or more Binding characters, the sequence will be replaced with single ``.'' character if the sequence contains only ``.'' characters; otherwise, the sequence will be replaced with a single ``*'' character.
A resource database never contains more than one entry for a given ResourceName. If a resource file contains multiple lines with the same ResourceName, the last line in the file is used.
Any white space characters before or after the name or colon in a ResourceSpec are ignored. To allow a Value to begin with white space, the two-character sequence ``\space'' (backslash followed by space) is recognized and replaced by a space character, and the two-character sequence ``\tab'' (backslash followed by horizontal tab) is recognized and replaced by a horizontal tab character. To allow a Value to contain embedded newline characters, the two-character sequence ``\n'' is recognized and replaced by a newline character. To allow a Value to be broken across multiple lines in a text file, the two-character sequence ``\newline'' (backslash followed by newline) is recognized and removed from the value. To allow a Value to contain arbitrary character codes, the four-character sequence ``\nnn'', where each n is a digit character in the range of ``0''-``7'', is recognized and replaced with a single byte that contains the octal value specified by the sequence. Finally, the two-character sequence ``\\'' is recognized and replaced with a single backslash.