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When searching for a used car in Colorado, the task can feel daunting. While Denver and Colorado Springs offer a number of dealerships, why not make the most efficient use of your used car search by doing what thousands of other Colorado residents have done -- search at CarsDirect from the comfort of your living room.
Your used car search in Colorado may have you looking for the family-friendly versatility of an SUV or a sports sedan that adds some zest to the morning commute. At either end of the spectrum, CarsDirect is sure to have a vehicle that suits your needs in its 1.5 million listings. Just enter a zip code and as much -- or as little -- search criteria as you wish. The more you enter, the more specific the results of your used car search, and the closer you get to finding that perfect used car.
Once you have results of your used car search in Colorado through CarsDirect, and have found the right car at the right price, our services can continue to assist you complete the transaction. We can provide you with an accurate quote on the value of your current vehicle to avoid a potentially costly and embarrassing mistake at the dealership. Lastly, once the deal is done and it's time to finalize your purchase, CarsDirect can guide you to several financing resources that provide great rates and terms for all types of credit.Show More »
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DENVER (AP) — Some people convicted of possessing small amounts of marijuana can ask for those convictions to be thrown out under the law that legalized recreational marijuana in Colorado, the state's second-highest court ruled Thursday.
The Colorado Court of Appeals said people whose cases were under appeal when Amendment 64 on recreational marijuana took effect in December 2012 are eligible to have their convictions reversed.
Brian Vicente, one of the amendment's authors, called the ruling a "huge victory." Vicente said Colorado prosecuted as many as 9,000 cases a year for marijuana possession. After pot was decriminalized, a number of appeals were still in the courts.
Tom Raynes, director of the Colorado District Attorneys' Council, said it would be difficult to quickly pin down how many cases would be affected by the ruling, but he believed the number would be small.
Attorney General John Suthers said his office likely would appeal, noting it is well-established that laws cannot be applied retroactively unless lawmakers or voters clearly indicate they should be.
"That was not the case with Amendment 64," Suthers said in a statement.
The ruling came in the case of Brandi Jessica Russell, who was convicted in Grand County of possessing one gram or less of methamphetamine, possession of marijuana concentrate and possession of less than an ounce of marijuana.
Her attorney, Brian Emeson, said Thursday the ruling is another indication the "tide is turning" on the nationwide attitude toward possession of small amounts of pot.
Emeson said he still handles a number of marijuana appeals, which shows prosecutors have not backed off.
"This ruling shows it would be wise for them to focus on more pressing matters," he said.
Amendment 64 decriminalized the possession of an ounce or less of marijuana and covers regular marijuana as well as concentrate.
Russell was sentenced in August 2011 to four years of supervised probation and 192 hours of community service, plus a suspended 90-day jail term. The appeals court overturned the convictions and sentences for possession of marijuana Thursday and sent the case back to the trial courts.
Russell and prosecutors in her case couldn't be immediately reached for comment.
In the ruling, the judges said Amendment 64 didn't include a provision for throwing out convictions imposed before its passage. However, they said state law allows a defendant to received post-conviction relief "if there has been a significant change in the law."
They compared Amendment 64 to lawmakers' decision in the 1970s to make marijuana possession a misdemeanor punishable by up to a year in jail, down from a maximum sentence of 15 years, under a statute passed a decade earlier. At the time, the court said defendants were entitled to appeal their convictions after that change.
"Amendment 64, by decriminalizing the personal use or possession of one ounce or less of marijuana, meets the statutory requirement for a significant change in the law," the judges ruled.
Marijuana advocates cheered the ruling but said it won't affect most marijuana convicts.
"If I had a marijuana conviction 10 years ago, that doesn't go away," said Sean McAllister, a spokesman for the Colorado chapter of the National Organization for the Reform of Marijuana Laws, or NORML.
McAllister is a criminal defense attorney who said most people don't appeal pot convictions.
"This is the right legal decision, but we are talking about people who are disproportionately poor, minorities, unlikely to pursue an appeal," McAllister said.
Read the decision, http://bit.ly/1nUL7Kp

subset: commoncrawl


text: Professional dog walker Ellie Engleman may have a psychic connection with dogs, but she was hoping she would not get roped into dealing with the wet-nosed guests at the Hamptons wedding she's been invited to. But soon she's chasing her tail over trouble of the two-legged variety. Before the bride can say, "I do," someone is murdered. And Ellie and her yorkiepoo Rudy must put their noses to the ground to sniff out the killer.


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I'd like to stay up to date with Starcraft community developments. I watch some Husky replays on youtube, so I know when MLG things happen, but don't know much about the actual league, how tournaments work, etc.
I would prefer good editorial content, such as "PlayerX was awesome at MLG", or "Zerg sucks cause...", or "Lower Protoss upgrades? WTF?" Especially good discussion of how updates change/fix/break the game, how it would affect low level/high level play specifically, etc.


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I have spent most of my life in the great outdoors and have on many occasion removed ticks from various parts of my anatomy. Sometimes I have removed up to 10 at a time and never thought about the dangers associated with tick bites.
I clearly remember nearly two years ago having a tick bite that was different. It was attached to my right leg and it quickly became red and swollen with a strange rash. Over a period of a few days I developed flu like symptoms and became rather unwell with a fever and headaches. I never associated this with the tick bite and after a week or so the swelling in my leg went down and I felt better.
A few months passed and I started having bouts of sleeplessness, fever, hot joints and had bouts of extreme tiredness. I did see a doctor but he said it was probably a virus and would go away. It did after a few weeks and I felt normal again.
Another few months passed and I developed muscle spasms, cramps, muscle twitching and felt generally tired and unwell. I did return to the doctor and he said it was probably a virus or I was overdoing it! He advised me to take it easy for a while. Sure enough after a month the symptoms nearly disappeared apart from the muscle twitching. All the voluntary muscles in my body twitched at various stages throughout the day. They were clearly visible and quite alarming so I returned to the doctor who carried out routine blood tests . These all came back negative!
Over the next few months the symptoms got worse and I also developed sensitivity to temperature and sound and had bouts of tinnitus (ringing in ears). I returned to the doctor who was worried it might be a major neurological disease . I spent 6 weeks waiting on an appointment convinced I had Motor Neurone Disease or Myasthenia Gravis or something similar. Trying to self diagnose yourself on the internet is a really bad idea and not advised for your sanity!!!!
I eventually seen a neurologist who was concerned with the amount of muscle fasciculations (twitching) in my body combined with general fatigue and weakness. He sent me for further tests (nerve conduction) that confirmed I did have severe muscle fasciculations and general weakness but there was no muscle wasting that would indicate one of the major neurological diseases. He informed me that it could have been triggered by a virus and would probably go away in time!
A few months passed and I did start to feel a bit better but one day I became very ill with a headache and high temperature and was rushed to hospital. I was given a lumbar puncture and told that it was viral meningitis. I was discharged feeling better after a few days .
Over the following months I had bouts of feeling generally unwell and was still concerned enough to return to the doctor and ask for a second neurological opinion. This happened within 6 weeks and his opinion pretty much reflected the first one!!! He gave me a diagnosis of Myokymia (benign muscle twitching) that would go away through time!
The only thing keeping me sane was my canoeing and I enjoyed every paddle and hoped it would not be my last!.
Not long after the first Tweed trip that I posted on the forum I experienced breathing difficulties and was rushed into hospital and was screened for the usual illnesses that would cause this symptom. Sure enough after a few days monitoring I was discharged from hospital leaving a few doctors puzzled.
Another stage of general wellness passed and I spent most weekends paddling away. This was short lived and I became very ill with really bad muscle twitching, disruptive sleep, fatigue, weakness, tightness in the chest, muscle pain, Carprial tunnel syndrome, tinnitus, difficulty swallowing, sore throat, sore neck and joints and a few more to mention. So I returned to the doctor and by luck my normal GP was off so I saw a new doctor who looked at my case notes and history and asked me have you been tested for Lyme disease . Thank the gods of paddling I went to the surgery that day!!!
There are only a few people in the country that specialise in Lyme disease and I have just recently returned from seeing one and started long term treatment.
Here is a few facts:
- Most people who develop Lyme disease dont remember the bite or a rash
- Most tick bites are harmless but some ticks carry the Lyme Borreliosis which causes Lyme disease.
- There is one main test carried out in the UK (Western Blot Test) to detect Lyme disease but its not very reliable .
- There are 2000 new cases diagnosed in the UK every year and Lyme disease is on the increase and there is thought to be twice as many more undetected.


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Pierre Balmain
Celebrated French fashion house Balmain presents its diffusion line, Pierre Balmain, established in 2011. The diffusion line has been dubbed the understated younger sister of Balmain opting for clean lines and simple silhouettes, that will become timeless classics. Pierre Balmain for men offers tailored, structured pieces that stand out while remaining simple and modern.
There are currently no products available for Pierre Balmain.
Please select another designer or sign up below to receive email updates on new product arrivals, special offers and exclusive events.


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Expressive 2016 Lexus RX350 on the Way
- September 11, 2015
- Lexus, New Model Introductions, On The Road: Driving Impressions, Technology & New Features, More Categories...
- Posted by George Peterson
- Leave your thoughts
Lexus Spindle Grille Gets Even Bigger You might have noticed that Lexus products are getting a bit more expressive as the brand tries to broaden its customer base. A bit more expressive may be an understatement for the new RX350. The now-trademark Lexus spindle grille goes to new lengths in the 2016 Lexus RX350. The gaping snout is so large that it impinges on the approach angle of the crossover SUV. It is gigantic! This is the fourth generation RX350. If you can remember back to 1998, the RX350 was the first premium brand crossover SUV. It started a trend that almost every premium brand has since copied – car-based, unit body, good ride, maneuverable, fuel efficient, quiet, good performance.
The predecessor to the 2016 Lexus RX350 was clearly a derivative of the Toyota Camry/Lexus ES350. In fact the instrument panel was so plain it looked like it was right out of a Camry. The styling was essentially characterless, but it remained the top selling Lexus.Bouncy Castle Pentagon Princess buy
New RX350 Designed to Broaden Appeal Lexus' top engineer described the new RX as being derived from the Toyota Highlander, but contends it is dramatically different. Compared with its predecessor, the new Lexus is about 5-inches longer with a 2-inch longer wheelbase. The character of the vehicle has been moved up a notch and the 2016 Lexus RX350 looks like it will easily remain the top selling Lexus nameplate. In addition to the grille, the exterior styling approaches "wild". It has a "floating roof" where a black glass panel crosses the D-Pillar to give the impression that the roof hovers above the rear quarters. There are character lines swooping from the front fenders, the rear quarters, the rocker panels. Busy, busy, busy.
All of this new "interest" is designed to broaden the appeal of the RX. Previously, the RX was primarily a woman's car. It was a car that took kids to school and to soccer practice and was seen parked in front of the beauty salon. But the new RX is designed to also appeal to younger males while not turning off the traditional RX buyer. Brian Bolain, the Lexus Corporate Manager of Marketing, says that research conducted by Toyota Motor Sales confirms that they have met the objectives: 1) keep traditional buyers, 2) attract more males, 3) attract younger buyers, 4) and with the F-Sport attract buyers wanting a more sporty look that is different from the base vehicle.
Its instrument panel looks like it is out of a Lexus GS350 rather than a Camry. The ingress/egress is easy. Visibility is pretty good. The seats are comfortable. The interior trim is upgraded compared with its predecessor. All in all, the 2016 Lexus RX350 comes across as completely new crossover SUV with more distinction inside and out that should appeal to a wider range of buyers.
Power Upgraded The base vehicle is powered by a 295-horsepower 3.5L V6 engine that operates on either Otto cycle or Atkinson cycle depending on engine loads. The V6 is mated to an eight-speed automatic transmission. The hybrid RX450h has 259-horsepower V6 that when combined with the hybrid motors yields a total 308-horsepower. The sporty F-Sport package is available on both the RX350 and RX450h. The F-Sport has upgraded interior trip, sports seats, unique grille and exterior ornamentation. The F-Sport chassis is upgraded and an optional adjustable suspension is available.
Mark Levinson Clari-Fi Premium Audio As usual, Lexus has teamed with Harman Automotive's Mark Levinson sound system team for a very high quality premium audio system. Using Mark Levinson's Clari-Fi technology, the system analyzes and improves the audio quality of all types of compressed, digital sources like SiriusXM radio or MP3 tracks. The idea is to fill in the up-to-90% of the original audio content lost through compression. The system works very well delivering clear, full music, but what would you expect from an 835 watt, 15 speaker/12 location, 10-channel system.
Dynamics – Seamless Driving the 2016 Lexus RX350 is seamless. The ride is smooth, handling flat. Performance is adequate. It is very quiet in the cabin except when some road surfaces excite the Michelin Ever Grip Technology tires. Ergonomics are good. Circling back around to performance. The F-Sport package is a trim and chassis option only. There is no performance upgrade with F-Sport. To really appeal to the younger, more enthusiastic male buyer it would be appropriate for the F-Sport to have power output above the 308-horsepower hybrid. A 10% power bump from 295 to 325-horsepower would be nice.
The one bitch several members of the media voiced was that a navigation system should be standard on any vehicle base priced over $30,000. Optional on the 2016 Lexus RX350.
Base price for the 2016 Lexus RX350 will be below $45,000. The vehicle is still assembled in Cambridge, Ontario. It will be in dealerships beginning in November 2015.


text: Collegiate Flags > George Mason Patriots Flag George Mason Patriots 2x3 Flag View All George Mason Patriots Flag ITEMS Quantity $22.95 Out of Stock Add to Cart IN STOCK Standard & Express Shipping Available Order by 2pm CST (M-F) — Ships Same Day Item ID#: SW-2x3P-GMP Tweet Wish Our George Mason Patriots 2x3 Flag is constructed of 100% polyester, measures 2'x3', has four-stitched fly ends, and metal grommets. The Official George Mason University 2x3 logos are screen printed into our flag so the logos will not peel.This flag is viewable on both sides with the opposite side being a reverse image.Use this flag as a large boat flag or fly under your USA Flag on any of our 3 sizes of tailgate flagpoles. Customers Also Bought... Flag & Pennant Accessories USA 3x5 Ft. Flag $28.95 Out of Stock Add To Cart


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- Owners: Lauren Hopson & Bryan Heydeman
- Office Hours:
Mon-Fri 8am-4:30pm
Sat & Sun: Closed
We are available 24 hours a day 7 days a week to answer your calls. Please call us anytime to speak to a live representative.
(506) 852-6243
Professional Cleaning Services Provided In
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MOLLY MAID Moncton won the Reader's Choice Award for 'Number One Cleaning Company' in the Times and Transcripts. Congratulations! Keep up the good work!
On Sunday, December 5th at 5:20pm, MOLLY MAID Moncton appeared on CTV, to present the Christmas Daddies Campaign with a donation. The Christmas Daddies campaign is a non-profit organization that provides gifts to less fortunate children during the Christmas season. Visit the URL below on Sunday, to view the live segment:
MOLLY MAID Moncton showed their support by teaming up with the West End Food Bank to collect non-perishable food items for those in need.


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Indiana Distributor Takes on Slovakian Fab-Equipment Lines
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Sunday, May 1, 2011
The line of shears and folding equipment manufactured in Slovakia by HM Transtech will be exclusively marketed in North America by S Tech, LLC, Chesterton, IN. HM Transtech manufactures machines rated to 10-gauge by 72-in. capacity.
See also: S Tech LLC
Related Enterprise Zones: Fabrication
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|Search Results (64 videos found)
|Radio and Television
View of the radio industry as it existed in 1940, showing potential occupations at every level. Introduces the new industry of television, emphasizing its need for specially skilled workers. Useful...
Genre: Ephemeral
Keywords: Occupations: Broadcasting; Media: Radio; Media: Television;
Duration: 00:10:30
Popularity (downloads): 351
|ambientROOM: Integrating Ambient Media with Architectural Space
Video demonstration from the 1998 CHI conference.
Genre: Educational
Keywords: Media; Architecture; Space; CHI;
Duration: 00:05:30
Popularity (downloads): 1652
|mediaBlocks: Tangible Interfaces for Online Media
Video demonstration from the 1999 CHI conference.
Genre: Educational
Keywords: Media; Interface; Online; CHI;
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Popularity (downloads): 512
|VisualFlow: A Media Browser
Video demonstration from the 2001 CHI conference.
Genre: Educational
Keywords: Visual; Media; Browser; CHI;
Duration: 00:01:40
Popularity (downloads): 644
Shows writing and editing jobs for newspapers and magazines in the deep analog era.
Genre: Ephemeral
Keywords: Occupations: Media;Communication: Writing;Media: Newspapers;
Duration: 00:10:38
Popularity (downloads): 817
|Dan Gillmor: We the Media, Grassroots Journalism for the People, by the People
Genre: Educational
Keywords: Dan Gillmor; journalism; blogging; blogs; media; social networks; innovation; communications;
Duration: 00:56:07
Popularity (downloads): 17
|Competent Women, Caring Men: Images that Inspire
Discusses how the mass media can change the roles of men and women by presenting images of strong, competent women and caring men. By using entertainment to educate specific audiences,...
Genre: Educational
Keywords: Gender; Media; Education; Family Planning; Jakarta International Women's Film Festival; 1994 Population Conference in Cairo; Johns Hopkins
Duration: 00:11:50
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|ACM CHI 1988 Issue 58 - specialist help using multiple media
Genre: Educational
Keywords: CHI;
Duration: 00:07:21
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|Magic in the Air (1941)
How TV works and the promise of its youth.
Genre: Ephemeral
Keywords: Media: Television;Electronics;
Duration: 00:07:58
Popularity (downloads): 685
|ACM CHI 1989 Issue 45 - Cruiser: A multi-media system for social browsing
Genre: Educational
Keywords: CHI;
Duration: 00:06:24
Popularity (downloads): 449


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side mirror for truck and bus
- Model No.
- Request for Quotation
- Type:Side Mirror
- size:22*22 cm
Key Features
1.Clear and Non-distorted
2. Durable Mirror Housing
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Packing detail
our company
LIH WOEI IND. Co., Ltd with its brand, MEC was established in 1974. Specialized in Auto Lamps, Auto Mirrors and Style/Tuning Parts. we not only provide satisfying after-market parts to our clients but also manufacture, design for OEM/ODM customers and tuning market.
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Sincerity and Honesty are the principle and core value of our business. we satisfy our clients with quality products, custom services, professional design and marketing strategies.
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Did you also know that wearing the wrong size glove could cause the golfer multiple issues, including blistering or calluses on the hand? As well as a shortened life span of the glove?
We estimate that nearly one in three golfers fall victim to this sizing conundrum! The majority of this group is wearing a size that is far too big for their hand.
To combat this we have created a video outlining the importance of proper fit and how to find that all important size.
(Please visit the site to view this video)
Former University of Georgia product, Brendon Todd cruised to a two shot victory at the HP Byron Nelson Championship. Todd's final round was blemish free, not making a single bogey to four birdies for a four-under par round of 66.
Beginning his day in a tie for the lead, Todd made birdies at 2, 5, 9 and 10 to race to 14-under par on the week. Todd made several crafty par saves on his way to the clubhouse including a left handed, back of the wedge shot on the par-3 13th that set up perhaps the best up and down of the week. None of his chasers could catch him giving Todd his first PGA Tour win in 77 starts.
Todd relied on DryJoys Tour golf shoes and the Pure Touch Limited golf glove throughout his winning performance.
The win gives Todd a two year exemption on the PGA Tour as well as an invite to the 2015 Masters.
HP Byron Nelson Championship Shoe Count
Nearest Competitor -22%
Glove Count
Nearest Competitor - 12%
FJ Wins, You Win - Click here for your chance to win a pair of DryJoys Tour golf shoes and a Pure Touch Limited golf glove!
NO PURCHASE NECESSARY. Void where prohibited. Open to US residents 18 years or older. Sweepstakes will begin at 12:01AM ET on 05/19/2014 and end 05/22/2014 at 11:59PM ET.
On the Web.com Tour, 2013 NCAA D1 individual champion, Max Homa shot a brilliant 8-under par 63 to win by one shot in the BMW Charity Pro-Am.
"I didn't win a lot in college and to come out and do it quickly means a lot to me and gives me a lot of confidence for wherever I may wind up at the end of the year." Homa said post round.
He relied on FJ ICON golf shoes and the StaSof golf glove en route to his first professional victory.
BMW Charity Pro-Am Shoe Count:
Nearest Comp - 19%Glove Count:
Nearest Comp - 14%
Kenny Perry captured his third straight Champions Tour major by winning the Regions Tradition at Shoal Creek in Birmingham, Alabama. The 53-year-old took a one shot lead into the final round and shot a closing even par round of 72 to win by one.
Perry wore DryJoys Tour golf shoes and the SciFlex glove en route to victory.
Regions Traditions Shoe Count:
Nearest Comp - 21%
Glove Count:
Nearest Comp - 7%
WGC-Bridgestone Invitational
Hunter Mahan won for the second time this year, coming from four shots back to start the day to win the World Golf Championship - Bridgestone Invitational. Mahan ran off five birdies on the front nine to take the lead, then had three clutch par saves down the stretch to finish off a 6-under 64 and a two-shot victory over fellow FJ player, Ryan Palmer (FJ ICON style #52005). While both players wore FJ ICON golf shoes, Hunter went with a custom design through the MyJoys program. Hunter also wore a StaSof glove while Palmer opted for SciFlex. Mahan's victory locked up a spot on the United States Ryder Cup team as he is now No. 2 in points with only this week's PGA Championship remaining before the top eight Americans qualify. Hunter has played on the last three U.S. teams as a Captains Pick."That was my goal at the beginning of the year, to make the team on my own," Mahan said.Hunter shot a final round 6-under 64 to finish with a 12-under 268 total. He became the third American with multiple victories on the PGA TOUR this year, and likely will move to a career-best No. 12 in the world.Turning Stone Resort ChampionshipMeanwhile at the Turning Stone Resort Championship, it was a major accomplishment of a different sort for FJ player Bill Lunde (FJ ICON). Less than five years after he quit competitive golf, he earned a spot in next week's PGA Championship by winning the Turning Stone Resort Championship. Lunde shot a final round 6-under 66 to rally for a come-from-behind victory with a 17-under 271 total. "All these guys out here, you're never far from playing good. You can sit here and say, 'I'm playing awful, I don't know how I'm going to break 80 today,' but you're never that far off."Lunde made the weekend cut by one stroke and but trailed by only four heading into the final round following a 64 on Saturday. Lunde climbed to the top of Sunday's leaderboard with six birdies and a 30 on the front side. None of the success seemed possible to Lunde in 2005 when he stopped playing after a tough year on the Nationwide Tour. He went to the PGA TOUR's Q-School in November and didn't qualify for the second stage so found a job in real estate in Las Vegas. He returned to the Nationwide Tour in 2008 and took advantage of his second chance. He won the Nationwide Children's Hospital Invitational that year and finished fifth on the money list, which earned him a spot on the PGA TOUR in 2009."I tried to make an agreement with myself when I started playing again to ... if I could just have a better attitude right off the bat, I'd become a better player than I ever was before," he said. "And that was kind of my goal. Obviously it doesn't happen every day, but it's definitely better than it was and something I'll probably battle for the rest of my life. I'm just so competitive. I can't handle not playing well or bad breaks. It gets me down."
FootJoy ambassador Steve Stricker closed with a final round 1-under 70 to narrowly defend his title at the John Deere Classic. Stricker, who wore custom DryJoys through the MyJoys program and a Pure Touch Limited glove, saw his six shot overnight lead wilt to just two but was able to hold on and defeat fellow FJ player Paul Goydos (FJ ICON style #52062, SciFlex). Inclusive of Stricker and Goydos, 13 of the top 14 players on the leaderboard trusted FJ. Playing without the same razor sharp precision that had allowed him to record the lowest 54--hole total in PGA Tour history, Stricker played safe most of the day. However, he came through with a clutch birdie after driving into the trees on No. 17 and finished with a 26-under 258 total - a new record for the tournament."You don't want to give shots away and then you end up playing a little safer than you normally do and it leads to tougher birdie putts," Stricker said. "Then they creep in closer because they were playing some good golf."Goydos, who dazzled the golf world with his 59 in the opening round, shot a solid 66 but still fell short of dethroning Stricker, who won for the ninth time in his career. Both players boarded a plane Sunday night for Scotland and will compete in the Open Championship at St. Andrews this week. "Strick was hard to catch," Goydos said. "I tried and kept pushing and chipping and grinding and biting at him and doing what I could. But in the end, the putt he made on 17 was a world-class putt. That's what top five players do, that's what Ryder Cup players do."
Paul Goydos (FJ ICON black smooth calfskin bicycle toe, SciFlex glove) became just the fourth person to fire a 59 on the PGA Tour when he scorched TPC Deere Run yesterday during the first round of the John Deere Classic. Goydos birdied every hole on the back nine except for No. 15, where he holed a six-foot par putt to keep a sub-60 in sight. He finished off with three birdies, the last one from seven feet to join the most exclusive club in golf. You can read all about the round on pgatour.com or hear about it from Goydos himself in the video below (click here if video does not appear). One of the most amazing aspects of the day yesterday, in addition to Goydos' feat, is that it was nearly matched by the man who previously help the course record, Steve Stricker (Custom all-white DryJoys MyJoys, Pure Touch Limited glove). Needing an eagle at the last to reach 59, Stricker's approach appeared headed for the cup but curled around at the last second, leaving him a 2-footer for birdie and a first round 11-under 60. With a morning tee time on Friday, Stricker will have first crack at a repeat performance and also the opportunity to set the tone heading into the weekend. Stay tuned, this could get pretty wild!


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From a flashy car to an accepted movie masterpiece, the word classic carries with it a special connotation. Years of dedication to an art form, exceptional performance, and unexpectedly enjoyable results can earn the label of "classic," and the same is true for classic flatware. Simple, yet sophisticated, classic flatware can help accentuate your catering kit or dining room decorations without breaking the bank. Picking out a set that suits your style or that you find aesthetically pleasing is important, which is why we've given you so many options to choose from. Browse around, mix and match, and add some gorgeous classic flatware to your kitchen kit today!
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3825 Walnut Street Unit E, Boulder, CO 80301. v 2016.32.7219.18787


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Experience Oroville with Us
Pet-friendly hotel located near Feather River and local attractions
Strike gold at our Days Inn Oroville hotel near Chico. Our pet-friendly hotel near Feather River and Oroville Lake is the perfect destination if you are a water sports enthusiast. Our hotel was designed with your comfort in mind, and we feature thoughtful amenities to brighten your stay.


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Access References Section of DSD Guidelines
Classification: Bibliographies
The References Section of Clinical Guidelines for the Management of Disorders of Sex Development in Childhood is an excellent bibliographic resource, with many clickable links. Depending upon what you are looking for, this may be more manageable than the larger bibliography hosted here at ISNA.
Bibliography of articles accessible online
Classification: Bibliographies | Library
60 minutes (australia) breaking the silence: Sexual reassignment (antoinette briffa), 2000. Directed by Anon. . Sydney. June 25. Available from: http://sixtyminutes.ninemsn.com.au/01_stories/2000_06_25/story_185.asp.
Anon. . 2000, Fall. Letters (intersex). Whole Earth, 100-101. Available from: http://www.findarticles.com/cf_0/m0GER/2000_Fall/66240481/print.jhtml.
Anon. . 2000, August. Frau und mann - alte mythen nuen rollen. Geo Wissen (special issue on intersex), 26. Available from: http://www.geo.de/magazin/wissen/2000/02.html.
Bibliography sorted by Author
Classification: Bibliographies | Library
Anon. . 1980, July. Letter to the editor. Ms., 9, 12.
Geraldo: Hermaphrodites, 1989. Directed by Anon. . New York: The Investigative News Group. July 27.
I'm not a man; i'm not a woman (sally), 1989. Directed by Anon. . New York. September 29.
Anon. . 1994, 26 September. Dr. Elders' medical history. New Yorker, 70, 45-46.
Anon. . 1994, Oct/Nov. The intersexed--who are they? What do they want? Genderflex, IV, 13.
Anon. . 1995. Intersex society. The Society Newsletter (Society for the Scientific Study of Sexuality), Spring p. 3.
Bibliography sorted by Year
Classification: Bibliographies | Library
Meyer-Bahlburg, H. F. L., in press. Gender assignment and reassignment in intersexuality: Controversies, data, and guidelines for research. In: Zderic, S. A., Canning, D. A., Synder Iii, H. M., and Carr, M. C. eds. Pediatric gender reassignment: A critical reappraisal. New York: Plenum.
Rosin, M., forthcoming 2005 April. Intersexuality and universal marriage. In: Law and sexuality: A review of lesbian, gay, bisexual, and transgender legal issues: Tulane University Law School.
Anon. . forthcoming. Colombia constitutional court decisions regarding intersex. In: Minter, S., Currah, P., and Juang, R. eds. Transgender rights: History, politics, and law. Minneapolis: University of Minnesota.
Download Bibliography (EndNote 6 format)
Classification: Bibliographies
Want to manipulate or search our bibliography yourself? Use our citations
in your publications? Download our entire bibliography in EndNote 6 format. (Updated 7/23/04.)
Learn more about EndNote, or try out the 30 day free trial version (for Mac or PC). After 30 days, the free trial version becomes a free viewer, so you will be able to continue to view ISNA's bib
Medicalization of Intersexuality: History Resources
Classification: Bibliographies | History | Library
Most of the history of medicalization of intersexuality has yet to be investigated. This is pretty close to a complete list of the sources available as of July, 2000.
Some of these books are out of print; if not available at your library, you can often find them available for purchase via ABE Books.
Late Victorian Period
- Dreger, Alice Domurat. 1998. Hermaphrodites and the Medical Invention of Sex. Cambridge: Harvard University Press. Focusing on events in France and Britain in the late 19th century, Dreger takes us inside doctors' chambers to see how and why medical and scientific men construed sex, gender, and sexuality as they did, and especially how intersexed bodies—when combined with social exigencies—forced peculiar constructions.
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Welcome. We are in the process of transitioning schoolpsychiatry.org to a new, updated website. While we build it, however, some materials may not be available or may have moved to a new location. Please bear with us and check back. We apologize for the inconvenience.
This page is a joint project of the Massachusetts General Hospital School Psychiatry Program and the Mood & Anxiety Disorders Institute Resource Center. We are committed to enhancing the education and mental health of every student in every school.
This site contains a curriculum for teaching emotional self-regulation tools, as well as information about common mental health conditions that affect young people.
See the curriculum Explore mental health conditions
The site's collaborators include:
Thank you to the individual and foundation donors who helped make this project possible.
This section was created for high school teachers and mental health professionals. It provides materials that build aspects of emotional and behavioral competence into the high school English/language arts curriculum.
Literature in the English/language arts curriculum provides an excellent starting point for classroom discussions about managing thoughts, feelings and behavior. Using literary characters as examples, you can start students thinking about how the skillful management of feelings, thoughts and behavior can lead to more positive outcomes in daily life.
A natural next step after examining how the characters in literature manage thoughts, feelings, and behavior is to encourage students to reflect on their own experiences. These lessons offer strategies for students to more effectively manage their own thoughts and feelings, consider others' perspectives, resolve conflicts and make good choices even when feelings run high.
These lesson plans are designed for a team-teaching approach in collaboration with adjustment counselors, guidance counselors, school psychologists and other mental health clinicians.
You can use the lesson plans to:
The lesson plans can be used to analyze virtually any piece of literature depicting characters facing emotional situations and interpersonal conflict. We encourage you to tailor the lesson plans for use with any literature of your choosing. You can use the four lessons either as a unit or individually.
Student Manual: Assigned readings are drawn from this manual, and each lesson is paired with a corresponding thematic unit in the manual.
Brain Driver's Education: Operator's Guide to Using Your Brain to Get Where You Want to Go
Lesson on Emotional Regulation: "How hot or cold does your emotional 'engine' run?"
Lesson on Self-Calming Methods: "Downshift to a lower gear, with help from your body"
Lesson on Reframing Feelings: "Slow down and look around you"
Lesson on Conflict Resolution: "Find the best route to your destination"
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These lessons and readings, which were developed by a team of child and adolescent psychiatrists, educators, and parents, draw from widely accepted, evidence-based therapies and approaches for achieving mind/body wellness and healthy interpersonal relationships, including the following sources:
This site contains descriptions of mental health conditions and disorders commonly seen in children and adolescents. The information about each disorder provides answers to these questions:
The mental health conditions described are:
To contact us, please email email@example.com.
We are unable to provide clinical advice or to recommend or endorse programs for a specific child. For assistance with a specific child, we encourage you to contact your local school's special education department, your state education agency or your local mental health providers. For urgent or emergency communications, please contact your local mental health provider or your local emergency room.
For information about how to receive clinical care in the Mass General Department of Psychiatry, please call:
For Children and Adolescents: 617-726-2725
For Adults: 617-724-7792
To learn more about clinical research studies at Mass General, please visit the Research at the Department of Psychiatry page.
Anxiety disorders are one of the most common mental health conditions in children and adolescents. While everyone may have occasional moments of feeling anxious or worried, an anxiety disorder is a medical condition that causes people to feel persistently, uncontrollably worried over an extended period of time. The disorder may result in significant distress in a number of settings, such as school, peer relationships, and home life, and it may dramatically affect people's lives by limiting their ability to engage in a variety of activities.
Anxiety that occurs in multiple settings, involving excessive apprehension about a number of situations on most days, is known as a generalized anxiety disorder. Generalized anxiety disorder (GAD) affects approximately three to four percent of children. Other anxiety disorders, which are triggered by more specific situations, include:
The tendency to develop any anxiety disorder involves complex genetic and environmental factors, and it is possible for one person to have more than one anxiety disorder.
Children with generalized anxiety disorder are often preoccupied with worries about their success in activities and their ability to obtain the approval of others. These children may have persistent thoughts of self-doubt that they are unable to control, and they constantly criticize themselves. Children may be preoccupied with being on time to events and insist on doing a task "perfectly." In contrast to the ordinary, occasional worries or fears experienced in childhood, generalized anxiety disorder persists for at least six months and affects children throughout the day (at home, at school, and with friends).
Children may appear inflexible or excessively worried about conforming to rules, or they may not be able to enjoy hobbies or other recreational activities. Some children may appear shy when, in fact, they are preoccupied with significant worries. Even if children are aware that their worries are more intense than is warranted by a situation, they may not be able to stop the worry. A trained clinician (such as a child psychiatrist, child psychologist or pediatric neurologist) should integrate information from home, school, and the clinical visit to make a diagnosis.
Separation anxiety disorder is a medical condition that is characterized by significant distress when a person is away from parents, another caregiver or home. Unlike the occasional, mild worries that children may feel at times of separation, separation anxiety disorder can dramatically affect a person's life by limiting the ability to engage in ordinary activities. Children with the disorder become extremely upset whenever they separate from their primary caregiver, whether that person is a parent, relative, nanny or other caregiver. Unlike children who are simply shy, children with separation anxiety disorder may become severely anxious and agitated even when just anticipating being away from their home or primary caregiver.
Separation anxiety disorder affects approximately two to five percent of children. These children, who often have additional anxiety disorders, frequently have other family members with anxiety disorders. The tendency to develop separation anxiety disorder involves complex genetic and environmental factors.
A certain level of separation anxiety is an expected and healthy part of normal development that occurs in all children to varying degrees between infancy and age six. Healthy separation anxiety is typically first seen around 8-10 months of age, when an infant becomes anxious when meeting strangers (this is called stranger anxiety). Children also may become mildly anxious around 18-24 months of age, when they are increasingly exploring their world but wanting to return to their caregiver frequently for security.
In contrast, children with separation anxiety disorder have separation worries that are excessive and much greater than their peers. These worries can overwhelm a child, even when they involve brief separations, such as leaving to go to school, going to sleep, or staying behind at home when a parent runs an errand. The child's fears may appear to be irrational, such as the fear that the parent may suddenly die or become ill. Young people with separation anxiety disorder often go to great extremes to avoid being apart from their home or caregivers. They may protest against leaving a parent's side, refuse to play with friends or complain about physical illness at the time of separating. Frequently, a child tolerates separation from one parent more easily than separation from the other parent.
Diagnosing separation anxiety disorder can be challenging because children with separation anxiety disorder may have more than one anxiety disorder. Children with separation anxiety disorder frequently have physical complaints, which also may need to be medically evaluated. A trained clinician (such as a child psychiatrist, child psychologist or pediatric neurologist) should integrate information from home, school, and the clinical visit to make a diagnosis.
Social phobia (also known as social anxiety disorder) is a medical condition characterized by extreme and consistent fear of meeting new people or embarrassing oneself in social situations. Social phobia is different than the occasional nervousness or shyness a person may feel before a big social event, and it may dramatically limit a person's ability to engage in ordinary social activities.
Social phobia, one of the most common anxiety disorders in adults, is thought to affect about one percent of children. It is possible that the incidence is higher than one percent because children's symptoms may incorrectly be attributed to a shy personality rather than a treatable condition. The tendency to develop social phobia involves both genetic and environmental factors.
Young people with social phobia are frequently preoccupied with negative views of themselves. These children are afraid they will speak or act foolishly, be rejected by peers, or publicly fail when performing school tasks. Children with social phobia may in fact be less adept in social interactions. When social phobia develops in childhood, the symptoms generally last at least six months, which distinguishes it from the temporary social awkwardness that many children briefly experience in new environments. Peer relationships, school functioning and attendance, and family functioning may all suffer as a result of a child's social phobia.
Social phobia may look different in young people than in adults. While adults recognize the excessiveness of their discomfort in social situations, children may not have that understanding. Younger children with social phobia may protest when forced to leave a parent's side, have a tantrum when facing a social encounter, refuse to play with friends, or complain about physical illness at the time of a social event. In contrast, adolescents may simply avoid group gatherings or express little interest in friendships. Childhood social phobia is often identified around age 12, at a time when children are expected to increase their social activities with peers and in school.
Diagnosing social phobia can be challenging, and children with social phobia may have more than one anxiety disorder. A trained clinician (such as a child psychiatrist, child psychologist or pediatric neurologist) should integrate information from home, school and the clinical visit to make a diagnosis.
Panic disorder is a medical condition that causes a person to experience recurrent panic attacks and persistent concerns about having future attacks. A panic attack is a brief period of intense fear or discomfort accompanied by distinct symptoms. An attack usually comes to an end gradually on its own and rarely lasts beyond 10 minutes. Symptoms may include heart palpitations, chest discomfort, sweating, trembling, nausea, numbness or tingling, hot/cold flashes, feeling short of breath, feeling dizzy, feeling disconnected from one's self, fear of losing control or fear of dying. These symptoms, which feel very real to the person, likely reflect the body's intense response to a strong "fight or flight" signal that is beyond the person's conscious control.
Unlike the occasional, mild worries that children often experience, panic disorder may dramatically affect a child's life by interrupting his or her normal activities when an episode occurs or when the child becomes preoccupied with worry about possible future panic attacks. Some individuals with panic disorder avoid places where they think panic attacks might occur, or worry about being trapped in places where help might be unavailable if an attack occurred. This behavior of worrying about certain places or avoiding them is called agoraphobia. Young people who have panic disorder with agoraphobia most often avoid places with large numbers of unfamiliar people, such as school auditoriums, large parties, and restaurants.
Many children and adolescents have an isolated panic attack, which does not require intervention because it does not recur. A smaller number of children and adolescents develop panic disorder. The tendency to develop panic disorder involves complex genetic and environmental factors. Panic disorder affects as many as 5% of adolescents, and is less common in younger children.
Panic disorder often looks different in young people than in adults, because children tend to report the physical symptoms accompanying panic attacks rather than the psychological symptoms. Children having a panic attack may appear to be suddenly frightened or upset with no easily identified explanation. This behavior is often confusing to others.
Sometimes children having a panic attack incorrectly explain their symptoms as a response to an external trigger (for example, "It started when I saw that dog"). These children, particularly if they are very young, may not be able to articulate the intense fears they experience during a panic attack. Adolescents are generally better able to describe what they experience, particularly after a panic attack has ended.
Panic disorder is distinguished by the unpredictability of the panic attacks. If a child is predictably frightened by a particular situation (such as meeting a new person) or predictably panics when seeing something he or she finds upsetting (such as a spider), the child may have a phobia rather than panic disorder. Phobias are intense fears predictably triggered by particular situations or objects. Phobias include social phobia (associated with intense fear when exposed to new people) and specific phobia (associated with intense fear when exposed to a particular situation or object).
If left untreated, panic disorder can lead to considerable worry or limitations in other areas of the child's life. Peer relationships, school functioning, and family functioning may suffer, or depression may develop. In some situations, in response to extreme anxiety, social isolation, or limited activities, a child may develop thoughts of self-harm or not wanting to be alive. A trained clinician (such as a child psychiatrist, child psychologist or pediatric neurologist) should integrate information from home, school, and the clinical visit to make a diagnosis.
Obsessive-compulsive disorder (OCD) is a medical disorder that causes repetitive, unpleasant thoughts (obsessions) or behaviors (compulsions) that are difficult to control. Unlike ordinary worries or habits, these obsessions and compulsions may consume significant amounts of time (more than an hour per day), may interfere with a person's daily schedule, and may cause significant distress. OCD affects approximately 1% of children and adolescents. The tendency to develop this disorder involves complex genetic and environmental factors.
Examples of obsessions include recurrent concern about germ contamination, persistent worry that a family member may become sick, or excessive preoccupation with perfection or tidiness. Compulsions, also known as rituals, include repetitive behaviors (such as washing hands, checking locks) and repetitive thoughts (such as silently counting, praying, or repeating words) that the person feels must be completed. A person who has compulsions believes that performing these rituals will prevent a frightening event (for example, "If I count to three every time I talk to my mother, then she won't die").
People with obsessive-compulsive disorder may try to ignore these thoughts or avoid the behaviors but are generally unable able to do so. Whereas adults with OCD may recognize that their obsessions or compulsions are not rational, a child or adolescent may not have that awareness.
The thoughts and behaviors associated with obsessive-compulsive disorder are often perplexing to parents, teachers and peers. Recognizing the symptoms of obsessive-compulsive disorder may be challenging, as the symptoms can easily be misinterpreted as willful disregard, oppositionality or meaningless worry. In addition, children and adolescents may try to hide their symptoms or may not know how to express their underlying worries. Often, a parent or teacher only sees the end result of the symptom (hours in the bathroom, extended time alone in the bedroom, or tantrums when the child cannot do something his or her way).
Symptoms may vary over time and may change in the way they appear, which can further complicate diagnosis. Children may be able to resist the obsessions and compulsions at school but not at home. The symptoms may fluctuate, with more symptoms at stressful periods and fewer symptoms at other times. Other medical conditions can mimic the disorder, and other conditions may co-occur with the disorder.
If left untreated, the condition may lead to considerable worry or limitations in other areas of the child's life. Peer relationships, school functioning, and family functioning all may suffer. Depression may develop. In some situations, in response to the extreme anxiety, social isolation, and limited activities, a child may develop thoughts of self-harm or not wanting to be alive. A trained clinician (such as a child psychiatrist, child psychologist or pediatric neurologist) should integrate information from home, school, and the clinical visit to make a diagnosis.
Depression is a medical disorder that causes a person to feel persistently sad, low, or disinterested in daily activities. While everyone may have occasional moments of feeling sad or "blue," or a temporary period of sadness in response to a major loss, a depressive disorder causes those feelings to continue for an extended period. The tendency to develop depression involves complex genetic and environmental factors.
Depression in a child or adolescent is usually in the form of a major depressive disorder, in which multiple, significant symptoms of depression persist nearly every day for at least two weeks. Major depressive disorder affects about two percent of children and about five percent of adolescents. It can develop in response to a stressful situation or it may develop on its own.
Many children have symptoms of a milder depression, known as dysthymic disorder, that last for at least one year and impair their functioning at home and at school. Another type of depressive disorder is seasonal affective disorder or seasonal depression, which is diagnosed when the depression is triggered each year by the change of seasons (most often, during fall or winter). Symptoms or episodes of depression can also be seen in children or adolescents with bipolar disorder.
Depression in young people often looks different than it does in adults. In some cases, children or adolescents with depression may look sad or tearful more frequently than they had previously. In other cases, they may be constantly irritable, or they may be tired, listless, or uninterested in favorite activities. In general, depression is an episodic condition in which a child has symptoms for several weeks or months, which may then gradually resolve. A child or adolescent may have recurring depression or a single episode.
Treatment for depression usually speeds the process of decreasing symptoms, reduces recurrence, and diminishes the time the child may be at risk for suicide or other consequences of the depressive episodes (such as school failure, loss of friends, or family conflict). Variations in the course and presentation of depressive episodes can make diagnosing depression a challenge. A trained clinician (such as a child psychiatrist, child psychologist, or pediatric neurologist) should integrate information from home, school, and the clinical visit to make a diagnosis.
Bipolar disorder, also known as manic depression, is a medical disorder that impairs the brain's ability to sustain a calm, steady mood. People with bipolar disorder experience a variety of intense emotional states, including elation and grandiosity, explosiveness and irritability, and periods of extreme sadness and low energy that they cannot easily control. Moods may shift abruptly many times per day, or they may persist for weeks, months or even years and may seem inappropriate responses to actual circumstances and stresses.
Bipolar disorder is distinguished from depressive disorders by the presence of manic episodes (mania) in addition to depressive episodes (depression). Symptoms of mania and depression can also occur simultaneously, and these periods are called mixed episodes. In some individuals, particularly children and adolescents, the disorder produces chronic irritability or explosiveness with no discernible pattern and few periods of wellness. During mild manic episodes (known as hypomania), many individuals experience periods of tremendous productivity and creativity.
Bipolar disorder is a complex illness that tends to worsen over time if left untreated or if improperly treated. Without effective treatment, young people with bipolar disorder are at risk for substance abuse, school failure, accidents, incarceration and suicide. Although there is no cure, the symptoms can be managed with proper treatment, understanding, and lifestyle and environmental modifications. For reasons that are not understood, bipolar disorder is occurring with growing frequency at younger ages in children and adolescents. About one percent of the total population is affected by bipolar disorder. The tendency to develop bipolar disorder involves complex genetic and environmental factors.
Bipolar disorder may look different in young people than it does in adults. Children with bipolar disorder often have mood swings that shift rapidly over hours or even minutes, while adults' mood swings typically shift over days to weeks. Whereas adults with bipolar disorder generally have discrete periods of depression and discrete periods of mania, children with bipolar disorder are more likely to have moods that are not distinct. Children who develop the disorder very young are particularly likely to experience irritability and frequent mood shifts rather than discrete periods of mania and depression.
The first episode of bipolar disorder that a child or adolescent experiences may be in the form of depression, mania, or a combination of both. It may be difficult to identify a child's "first episode" of bipolar disorder if mania and depression occur at the same time, or if these moods occur chronically rather than during discrete periods of time.
During a depressive episode, children or adolescents may look frequently sad or tearful; they may be constantly irritable; or they may be tired, listless, or uninterested in favorite activities. Children or adolescents having an episode of mania often have more prominent irritability, aggression, and inconsolability than adults having an episode of mania. In a manic or mixed state they may be excessively giddy, happy, or silly; they may be intensely irritable, aggressive or inconsolable; and there may be changes in their sleep patterns. They may be restless, persistently active, and more talkative than usual; they may display behavior that is risky or hypersexual beyond what is age-appropriate; and they may have grandiose thoughts, such as the belief that they are more powerful than others; they may also hear voices. Explosive outbursts may involve physical aggression or extended, rage-filled tantrums.
Children with bipolar disorder have moods that often seem to occur unexpectedly and appear unresponsive to normally effective parenting efforts. Parents often become discouraged and exhausted by their child's difficult and erratic behaviors. They may try almost anything to avoid or stop the severe tantrums that can last for hours, and often end up feeling helpless to alleviate their child's suffering. They may feel guilty when neither "tough love" nor consoling the child works. Worst of all, children with bipolar disorder are frightened and confused by their own moods and often feel remorseful for the hurt they cause others when "under the influence" of a powerful mood.
A child or adolescent who first experiences symptoms of depression may in fact turn out to have bipolar disorder. Studies of children with depression show that 20% or more will go on to develop bipolar disorder, depending on the characteristics of the study population and the length of time they were followed. Since it is uncertain whether a child with a first episode of depression will later develop symptoms of mania, children with depression must be carefully monitored for the emergence of mania symptoms.
Because doctors only recently began to identify bipolar disorder in children, researchers have little data with which to predict the long-term course of the illness. It is not known if early-onset bipolar disorder with rapidly shifting moods, if untreated, evolves over time into the more classic, episodic form of the disorder as the child reaches adulthood, or if this outcome can be prevented by early intervention and treatment. Puberty is a time of high risk for the disorder to develop in individuals with genetic vulnerability.
If bipolar disorder is left untreated, all major realms of the child's life (including peer relationships, school functioning, and family functioning) are likely to suffer. Early treatment with proper medication and other interventions generally improves the long-term course of the illness. A trained clinician (such as a child psychiatrist, child psychologist, or pediatric neurologist) should integrate information from home, school, and the clinical visit to make a diagnosis of bipolar disorder.
Attention Deficit/Hyperactivity Disorder, or ADHD, is a medical condition that makes it hard for people to regulate their attention, organize themselves, and control their impulses. For some people with the hyperactivity component of ADHD, keeping quiet, staying seated, or stopping all body movements is nearly impossible. While everyone may have occasional moments of daydreaming, fidgeting, or forgetfulness, someone with ADHD experiences these difficulties often, in multiple settings, such as home and school, over a period of at least six months.
The symptoms of ADHD are clustered into three main types of the disorder:
ADHD may significantly affect a child's life by impairing academic activities, peer relationships, and home life. Estimates of the prevalence of ADHD among children range from 3 to 12 percent. The tendency to develop ADHD involves complex genetic and environmental factors. Although the disorder occurs more frequently in boys than in girls, its prevalence in girls is greater than previously thought.
During the toddler and pre-school years, difficulties with paying attention, staying still, and controlling impulses are expected in children. For example, children ages two to three are expected to be curious about their environment and to shift their attention from one toy to another. Similarly, young children are expected to move frequently as they explore their world. As children progress through childhood, however, most of them develop the ability to regulate their behavior and sustain concentration on tasks as needed. Children with ADHD, in contrast, do not attain age-appropriate levels of self-control, organization, and concentration. ADHD symptoms generally appear before age seven, although for a variety of reasons, some children are not diagnosed until later.
Children with the inattentive type of ADHD are often not identified until a pattern of concentration problems leads to lower academic performance. These children face a variety of challenges, including frequent forgetfulness and boredom, trouble remembering instructions and responsibilities, problems with focusing and an aversion to mentally challenging tasks. The same child with significant difficulties sustaining attention, organizing tasks, and completing homework, however, may be able to focus attention for long periods of time on pleasurable activities that require focused attention, such as videogames or artistic pursuits.
Children with inattentive symptoms may be described as "daydreamers" or "spaced out." Often, these children are more socially withdrawn and have more frequent problems with mild anxiety than children with the hyperactive/impulsive type of ADHD. Symptoms of inattentiveness may be difficult for others to detect, and many children–especially girls–with the inattentive type of ADHD are diagnosed much later or are never identified. Girls are more likely to have the inattentive type of ADHD, and for a variety of reasons girls are less likely to be diagnosed with ADHD or treated for their symptoms.
Children with hyperactive/impulsive symptoms of ADHD have difficulty controlling their actions. Their impulsive tendencies are often misunderstood as rudeness, disregard for others, or willful disobedience. These children tend to explore new settings with enthusiasm and touch objects without asking for permission. Their unrestrained behavior may lead to careless accidents (broken possessions or physical injury), the disapproval and irritation of others (due to difficulties waiting one's turn or respecting others' rules), and potentially dangerous situations (for example, darting across the street before looking both ways). Because this behavior is often disruptive to others, ADHD with hyperactivity and impulsivity is typically identified more easily than the inattentive type. The hyperactive type of ADHD appears to be more prevalent in boys than in girls.
All children with ADHD may struggle with low frustration tolerance and trouble following rules. Often they are "poor sports" in games, and they may seem intrusive or bossy in their play. As a result, children with ADHD face social challenges because their peers may perceive them as immature and annoying. They may be taunted by peers or tricked into getting into trouble with adults. Whereas older adolescents are able to describe their difficulties due to ADHD, children frequently have trouble identifying their underlying difficulties. Instead, children with ADHD are often only aware that they get into trouble more often than their peers, leading to self-doubt and low self-esteem.
Generally, as a person with ADHD goes through adolescence into adulthood, symptoms of hyperactivity and impulsivity decrease. Until recently it was therefore assumed that ADHD is outgrown in childhood, but it is now known that many children with ADHD continue to experience impairing symptoms into adulthood. When children are diagnosed with the disorder, it is not uncommon for parents to discover their own symptoms of ADHD that were never previously recognized or identified.
Early identification of the underlying disorder and a comprehensive treatment plan can help avert many difficulties. A trained clinician (such as a child psychiatrist, child psychologist or pediatric neurologist) should integrate information from home, school, and the clinical visit to make a diagnosis.
An autism spectrum disorder (ASD), also called a pervasive developmental disorder (PDD), is a biological brain disorder that significantly affects an individual's ability to understand people, interpret events, communicate, and interact with others. These disorders are described as occurring on a spectrum because of the wide variability of impact they may have on everyday functioning. The scope, variety, and severity of symptoms differ in each individual, but in general, autism spectrum disorders are characterized by the following:
Symptoms of ASD are usually identified by age three, and researchers are now identifying ways to detect early signs during the first year. Early detection and intervention can significantly lessen a child's symptoms. The tendency to develop autism spectrum disorders involves complex genetic and biological factors that are still being determined. ASD occurs in boys four times more often than in girls. In the past, about 75% of children with autism were presumed to have mental retardation because of their low performance on standard IQ tests. It is now understood that because of the communication and perception deficits associated with ASD, these tests may not be able to provide an accurate measure of intelligence in an individual with ASD. As children with ASD become more verbal, they sometimes perform better on these tests.
It is widely believed that there has been a marked rise in the occurrence of ASD worldwide. Estimates of the incidence of ASD have increased over past decades from 1 in 2,000 children to current estimates of 1 in 250. This steep increase is due not only to the higher incidence, but also to a growing understanding of the disorder, such that:
Certain rare medical conditions can be associated with autism spectrum disorders. Families should talk with their child's clinician about medical conditions such as Fragile X (a chromosomal abnormality) or tuberous sclerosis (a condition that causes benign tumors), particularly if other family members have had unusual medical conditions or symptoms of ASD.
Five subcategories of ASD have been identified:
The most prevalent conditions (autistic disorder, Asperger's disorder and PDD-NOS) are discussed here. Rett's disorder and childhood disintegrative disorder occur very rarely, but families should ask their clinician about them if a diagnosis of ASD is being considered.
A diagnosis of autistic disorder is made when a child displays six or more of 12 symptoms of impairment across all three major areas affected by ASD by age three:
Individuals with autistic disorder often appear aloof and uninterested in interacting with others, and they experience delays in speech development. They also often have severely impaired abilities to communicate, participate in social interchanges and attend to things identified or pointed out by others.
Asperger's disorder is a condition with social and behavioral problems similar to autistic disorder, but with minimal or no apparent speech delay during the first three years of life. Communication skills are also less affected. Some children with Asperger's disorder have narrow and intense interests (such as fascination with weather conditions, train schedules or historical dates) that lead them to develop extensive knowledge of a particular subject
. In addition, these children may be less interested in the breadth of activities typical of their peers, which further contributes to their social challenges. Asperger's disorder is less impairing than autistic disorder and it may go undetected until middle school, when the preoccupations and social difficulties become more impairing.
Some people with Asperger's disorder have a neuropsychological profile known as nonverbal learning disability (NVLD). NVLD has also been called "Right Hemispheric Insufficiency" since the affected skills are thought to be predominantly associated with the right side of the brain. Individuals with NVLD often have difficulties with a variety information-processing skills, including the following:
People with NVLD are usually quite articulate speakers, but often have trouble putting their thoughts in writing. Students with these discrepancies in their abilities may experience frustration in both academic and social situations, especially as the complexities in both domains increase sharply in middle school. As a result of their perceptual and related difficulties, people with NVLD sometimes have difficulty in sports, may feel socially isolated and may be accused of stubbornness and laziness when seemingly manageable work overwhelms them. NVLD sometimes leads to depression and anxiety disorders.
The diagnosis of PDD-NOS is given to children who meet some, but not all, criteria for a specific autism spectrum disorder. Since this diagnosis hinges on a child not meeting "full" criteria for an ASD, it usually reflects a less severe disorder. This diagnostic category is used when there is significant impairment in the development of reciprocal social interaction or communication skills, or when stereotyped behavior, interests and activities are present. As with all of the autism spectrum disorders, the symptoms vary considerably from one person to another.
Clinicians and researchers continue to refine the criteria for these disorders. In the interim, families, clinicians and researchers must contend with variation in the way diagnostic terms are used for ASD. Talking with a clinician about symptoms and clarifying diagnostic terms is often helpful for families.
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not sure what upsets me more: pappy gentrifier with the "i feel i'm too rich and white to send my kids to the public school" or the anecdotal, short-sighted, overly self-righteous response.i'm with jake dobkin (the columnist) on this one.i don't really have any sympathy for the letter writer. he really should have done his research on the local schools before buying in the area.
Ask me the 5 things most damning to American students are they would be: 1. Charter schools/vouchers 2. Private schools 3. Standardized testing 4. Scripted curriculum 5. Lack of community involvement in the schoolI agree with 3,4 and 5 and disagree with 1 and 2. There have been private schools in existance for over a hundred years in NYC. The idea that parents choosing to opt out of public schooling for religious, academic, or other reasons is killing the public schools doesn't comport with the fact that the number of private school seats in the city has not significantly increased in 30-40 years. Charter schools are more of a game changer, but there have always been schools in NYC that "creamed" kids (all of the public schools that required tests, auditions, or selection processes to get in). Those schools and programs don't have special ed representation that matches the remainder of the districts in which they are located or the city as a whole, and yet that's never been a problem.
But how do we help this? How do we get real diversity (race, economics, learning abilities, parental involvement, etc…) in schools in places like East Flatbush or Brownsville?I would say busing, but that would prompt those who can afford it to pull even more kids from public school and send them to private school. Screw them.I encountered diversity in my high school. My high school had two special programs which were open to students city-wide in addition to being a zoned school. My elementary school (in District 17) was de facto segregated but that was because of the demographics of the neighborhood. My junior high school was not zoned (it was a gifted and talented school), but it was largely black and Latino because that happened to be the type of student body it attracted. That said, there were handful of white kids and Asian kids in my graduating class.I was supporting Jake Dobkin's answer because I know from personal experience that having your kid start out at the zoned public school in your (so-so) district doesn't have to doom your kid to an underachieving academic career. A number of my elementary school classmates went outside our home district to the above-mentioned gifted and talented school because we and our parents were less than impressed with the local junior high school. (That junior high school by the way, no longer exists.) We were the beneficiaries of parental involvement (the good old PTA!). Our parents found out about alternatives to the zoned junior school, had us pursue them, and had to get the variances to attend a school outside of our district.Of course, once a student gets to the high school level, there are more public school options available city-wide, including the three specialized science high schools. I suspect that the person who wrote the letter to Jake Dobkin at Gothamist would be the type of parent who would take an active role in his child's education and would work the NYC public school system in however way necessary to get the best education for his child...if he were to choose to enroll his kid in a public school. I got the impression that he just didn't want to try.
http://nypost.com/2014/02/23/students-defend-murry-bergtraum-hs-in-error-filled-letters/That's one school and that's on the high school level.
This is why parents choose to opt out of the public school system.
And these are schools that your kid could end up end because there isn't a seat in your school of choice, a program has been abolished, zones are redrawn, or you happen to live in a place where most of the schools in the district are low performers.Your original example cited an example on the high school level and students have more choices available to them aside from the zoned schools by the time a student gets to that point.
Well, there's this...That's my point, though. You say "my kids deserves better" and you put them into some other school -- even though your kid has capable parents who will be actively involved in the system through all of the means you listed. Those kids (who didn't get to chose their parents) will never be brought upwards if the kids with involved parents never attend their school. It just seems selfish to me to only think of your individual kid and not kids at large. Unless your child is going to be physically harmed at school, there is no way it's so bad you can't be the help those educators and those other kids need while your own child still gets an education.
Please understand that I'm not by any stretch saying that every public school is as bad as these two. But these are the schools that serve those students whose parents aren't actively involved in the system through PTAs, special fundraising, advocating at the Department level, and involving local politicians. In other words this is what the bottom quartile (approx. 425 schools) of all schools in NYC looks like. And these are schools that your kid could end up end because there isn't a seat in your school of choice, a program has been abolished, zones are redrawn, or you happen to live in a place where most of the schools in the district are low performers.
"It has become clear to this blogger that PS375, the Jackie Robinson School, a/k/a the school that most Lefferts and Caledonian families are zoned for, is problematic. Possibly, even corrupt. The principal, assistant principal, and the superintendent of the District are all culpable in keeping the school from changing with the times. And by times, I don't just mean being open to integration, i.e. welcoming newcomers to the school, or heaven forbid, holding an open house or school tour. I mean that one-by-one Brooklyn elementary schools are recognizing that they must create an internet/social media presence and actually market themselves and whatever strengths they have so that choosy parents - the ones most likely to help bring positive change - attend and get involved. (I know I'm stepping into a landmine here, but screw it. This school has sucked for long enough and it's time someone called them out. I look forward to being proven wrong, but I'm not hopeful.)"
It's not even lack of marketing as it is the absolute inability of some of these schools to provide a document listing what the students will be learning over the course of the year--fractions, penmanship, biomes, anything! Maybe these documents exist but they are definitely not offered to prospective parents in advance of registering their kids for classes or during the 'school shopping' period. An open house would be so nice. PS 705 is doing a great job with open houses and marketing, and I wish the other schools (ps 138, I'm looking at you!) did the same. I hear 705 is actually starting a discussion re maintaining a certain percentage of seats for students who qualify for free lunch; gentrification moves so quickly these days....if it's a public school then here is what they'll be learning: http://www.corestandards.org/ It tells you exactly what kids are learning in each grade in math and in reading/writing.
xlizellx, if you feel there is a moral obligation to send your children to their local school, don't you then have that same obligation to teach within your district?I taught in my district for years. I didn't leave because I didn't like many aspects of it - but because there are no progressive schools in the district.
heightsmom, I'm not sure that quote means that the principal accused the parents of being racists.I too would recommend talking to a current PTA/PA and attending SLT meetings if possible to see how the school you're interested in would receive change
tate, what is it you are looking to do? do you have one particular zoned school in mind? or do you have a school in mind that would require people getting in from out of zone or by lottery? or are you looking to create a new program within a school? all different, some requiring more advance work with the school, some less. but either way I would think you would want to meet with the principal. so you can tell people that s/he is on board, and also so it doesn't seem like some "project" that is separate from the school itself and its current community.
not to get into the whole gentrification discussion, but I think one of the things that makes it hard is when "new people" don't do anything to avoid the impression that they have just parachuted in to build a new world around themselves. i am not saying anyone has a moral obligation to make nice, but I do think that if you want it to work in the long term, it's a good idea to try to get the lay of the land and explain what you are all about. a PTA meeting would be a good place to start. once you've met some people and the admins know you, you could ask to sit in on a school leadership team (SLT) meeting, as an observer. that will give you a good idea of how a school is functioning, what it's considering in terms of curriculum, etc.


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JOB TITLE: Operations Manager, Careworks
LOCATION: Scenery Park CPS, State College, PA
DEPARTMENT: Careworks
WORK SCHEDULE: Days
WORK TYPE: Full Time
Job Summary:
The Operations Manager, Careworks provides management of all activity in the Careworks clinic sites as well as supporting all initiatives throughout the Careworks Service Line. He/she is responsible for the operational accountability for assigned areas and develops a cooperative and supportive relationship with clinical departments, chairperson, vice-president and administrative staff; develops an effective relationship with Directors, VP and other member of the management team throughout the Geisinger System. He/she serves as department liaison with outside constituents and as an active participant in assigned management forums. Oversees the process to develop, revise and audit all department policies associated and ensures clinic compliance with all mandated regulations set forth by JCAHO, DOH and Infection Control guidelines. He/she is responsible for patient safety and performance improvement.
The Manager serves as an active participant in the development and implementation of strategic, tactical and business plans (i.e. budgets, facilities and capital analyses, market analyses, growth plans, operational contingency plans, information systems) and serves as liaison to all departments and staff in resolving facility concerns.
The Manager is accountable for creating and maintaining standards, operational activities and performance measurement tools that meet operational and market needs in operational efficiency, quality, access and patient satisfaction.
The Manager is responsible for financial performance; developing, submitting and managing budgets, for all Careworks clinic sites and initiatives, managers human capital and reviews unit operations to determine areas for increased efficiency and determines action plan for such; educates employees in the need to develop a cost-conscious approach to quality care and /or service delivery.
Competencies and Skills:
· Demonstrates strong analytical, strategic and tactical planning skills.
· Demonstrates excellent oral and written interpersonal communication skills.
· Demonstrates leadership, facilitation, coaching and networking skills.
· Demonstrates decision-making and problem-solving skills.
· Demonstrates a working knowledge of all relevant software for clinical and business software systems.
Education and/or Experience:
Bachelor's Degree in nursing, healthcare, business or related field required. Master's Degree in business or related field preferred.
Minimum of three to five years of business-related experience required. Minimum of one (1) year supervisory and/or management experience in a healthcare setting required. Physician relations experience required.
Working Conditions/Physical Demands:
Work is typically performed in an office environment. Frequent, long distance travel is required.
The specific statements shown in each section of this description are not intended to be all-inclusive. They represent typical elements considered necessary to successfully perform the job.
OUR PURPOSE & VALUES: Everything we do is about caring for our patients, our members, our students, our Geisinger family and our communities. KINDNESS: We strive to treat everyone as we would hope to be treated ourselves. EXCELLENCE: We treasure colleagues who humbly strive for excellence. LEARNING: We share our knowledge with the best and brightest to better prepare the caregivers for tomorrow. INNOVATION: We constantly seek new and better ways to care for our patients, our members, our community, and the nation.
ABOUT GEISINGER: Geisinger is a physician-led health system comprised of approximately 30,000 employees, including nearly 1,600 employed physicians, 13 hospital campuses, two research centers, and a 583,000-member health plan Geisinger is nationally recognized for innovative practices and quality care. Geisinger serves more than 3 million people in central, south-central and northeast Pennsylvania and also in southern New Jersey with the addition of National Malcolm Baldridge Award recipient AtlantiCare, A member of Geisinger. In 2017, the Geisinger Commonwealth School of Medicine became the newest member of the Geisinger Family.
We offer healthcare benefits for full time and part time positions from day one, including vision, dental and domestic partners.* Perhaps just as important, from senior management on down, we encourage an atmosphere of collaboration, cooperation and collegiality. For more information, visit www.geisinger.org, or connect with us on Facebook, Instagram, LinkedIn and Twitter.
** Does not qualify for J-1 waiver. We are an Affirmative Action, Equal Opportunity Employer Women and Minorities are Encouraged to Apply. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of disability or their protected veteran status.
*Domestic partner benefits not applicable at Geisinger Holy Spirit.


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At PurelyCoffeeBeans, learn how to buy the best coffee beans, make the best possible drinks from whatever machine or method you use, and enjoy yourselves, too!
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Introduction | Discover Coffee | Five (5!) Simple Steps
Ground or Beans? | FAQ (answers, too) | Our Newsletter
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If you're worried about losing this page, or want to return to this page, just click 'home' or look at the sidebar to see where you want to go next!
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What types of beans you need to use… and I'll answer: What types of Coffee Beans are there? Where do they come from? What you should know about the best beans before you buy them!
Step 2: Roast 'em (if they're green)
How to do your own roasting, what ways you can roast your own beans, what it does to flavors, how to tell which taste great, and I'll provide some tips on how to roast coffee beans at home.
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How to use a coffee bean grinder for the best flavor, as well as how to choose a grinder, how to buy one and some advice on making the most of your grinder at home or the office, even.
Manual or Electric? Blade or Burr? Don't worry.
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Once you are making progress, you can read about the best makers on the market. Look at the five best machines available: How do you choose? What are the pitfalls? Which makes the best?
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Get your coffee beans ready!
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How? By choosing great beans. It's that simple. In the supermarket, you'll see many types of beans and brands on the shelves. But how do you choose which ones are suitable for you, and which you should leave on the shelf? We will take a look at the typical purchases you can make.
Ground, Beans, or Brands?
Even choosing whole coffee beans offers a better experience, a fuller flavor and are much more affordable than buying a fresh cup of coffee on a daily basis. Check out Kirkland Coffee (from Costco) or Starbucks Coffee for a wider variety of coffee beans.
Many other wonderful brands are also available, some of which might even be in your own cupboard, some of which you might not even have looked at. Do take a look at the different coffee brands before you decide.
Can whole beans really make that difference?
In short, YES!
Once you find out about the different types of beans from around the world, you'll really begin to wonder about what has been at the bottom of your cup for all the years before! No more instant, no more 3-in-1 packs!
You will need to do a little shopping before you can really make your favorite Americano, Espresso, or Single Origin, including the right equipment, real beans, and a few odds and ends to help the process along. A few supplies are essential. But we'll help with the shopping, too!
Coffee Questions: Do you have any? Ask here!
Would you like to ask some coffee questions about coffee, coffee beans, coffee making or much more? If so, this is the place to do it.
We'll work really hard to answer your coffee question as accurately and informatively as we can. I hope that you find previous questions helpful. You can also help out by posting your own answers so readers better answers, faster! To see the complete FAQ, click on the Readers' Questions link.
In the meantime, if you have any questions, share them with me in my Readers' Questions or drop me a line!
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Apple marketing chief Phil Schiller said that no matter what Samsung launches on Thursday afternoon, it will be a pale imitation of the iPhone .
Schiller spent Wednesday giving interviews about how Android was fragmented and known for being a "free replacement" for feature phones, according to the Wall Street Journal. He also said that companies manufacturing Android phones are inferior to its superior iPhone 5.
The interviews appeared to be little more than iPhone propaganda just a day before Samsung was launching its Galaxy S4 in New York City Thursday. Schiller highlighted data that Android users switched to iPhones four times as much than to another Android phone. He cited that Android users were tired of running old operating systems that weren't updated and intimated that an iPhone was an upscale model. "The (Android) experience isn't as good as an iPhone," he told the WSJ.
Neither Google nor Samsung commented on Schiller's remarks.
Apple's bravado comes at a time when 70 percent of global smartphone shipments in 2012 were Android phones. The iPhone was 19 percent, according to IDC. Android tablets are also expected to surpass Apple's iPads this year.
"There's going to be an incredible amount of pressure on Apple once the Galaxy S4 is out," Van Baker, an analyst at research firm Gartner told the WSJ. "The Galaxy S3 is already a very strong offering, and the S4 will obviously offer more things that appeal to users."
If anything, we think Samsung should take the news that Apple is trying to badmouth its launch as a good sign. It means that Apple is a bit scared of Samsung and its ability to recreate its product with each new launch. Apple believes it has achieved perfection with the iPhone and simply must update it accordingly, while Samsung completely redesigns its offerings to appeal to the largest amount of people. Eventually that means that Samsung's innovation and design could eclipse the iPhone.