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Cinnamon Granola Bars Recipe
- 1/4 cup butter, softened
- 1 cup packed brown sugar
- 1 egg
- 2 tablespoons ground flaxseed
- 2 tablespoons honey
- 2 cups old-fashioned oats
- 1 cup all-purpose flour
- 1 teaspoon ground cinnamon
- 1/2 teaspoon baking soda
- 1/2 cup raisins
- In a large bowl, beat butter and brown sugar until crumbly, about 2 minutes. Add egg; beat well. Stir in flax and honey. In a small bowl, combine the oats, flour, cinnamon and baking soda; stir into creamed mixture just until blended. Gently stir in raisins.
- Press into an 11-in. x 7-in. baking dish coated with cooking spray. Bake at 350° for 14-18 minutes or until set and edges are lightly browned. Cool on a wire rack. Cut into bars. Yield: 1 dozen.
Reviews for Cinnamon Granola Bars
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Really yummy. Easy to prepare with my children. A big hit with my family. We added sunbutter and wheat germ in place of the flax seed. Definitely plan on making again.
These are wonderful! To make them healthier I substituted 1 whole banana for the butter and applesauce for the egg. I also used whole wheat flour instead of white! Made them very moist.
Our family loves this recipe! Simple yet delicious and satisfying. I've substituted dried blueberries and cherries for the raisins, dependent on what's at hand. They are always a big hit and they pack and ship well for college student care packages or gifts.
Very tasty granola bars, quick and easy! I won't be buying boxes of granola bars ever again thanks to this recipe! They are soft but do not crumble, a perfect combination.
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Trioscapes have released their sophomore album worldwide on Metal Blade Records! After the album's first week of release, it has landed on the Billboard Current Traditional Jazz albums chart at #4.Read More
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Hookers and Blow is excited to add longtime friend and world renowned stand-up comic DON JAMIESON (VH1's THAT METAL SHOW) as the 'Master of Ceremonies' for their upcoming East Coast dates.Read More
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Birmingham extreme metal miscreants and recent Metal Blade signees, ANAAL NATHRAKH, are pleased to infect the masses with their anticipated new full-length this Fall title 'Desideratum'.Read More
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In addition to releasing their thirteenth full-length album, 'A Skeletal Domain,' the death metal icons will also be releasing their official autobiography on September 16th, 'Bible of Butchery The Official Biography'Read More
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Progressive powerhouse Between the Buried and Me will be releasing 'Future Sequence: Live at the Fidelitorium' next month on Metal Blade Records.Read More
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subset: commoncrawl


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THE LEADING MEN: Rob McClure, the Little Tramp of Broadway's Chaplin
By Michael Gioia
Rob McClure, who originated the title role in the La Jolla Playhouse production of Chaplin — then under the title of Limelight — revisits the baggy pants of the "Little Tramp" for Chaplin's Broadway bow.
Rob McClure was always told that he resembled silent film star Charlie Chaplin. It wasn't until he put on the tight coat, baggy pants, bowler hat, oversized shoes and tiny mustache — the iconic Chaplin attire — that he noticed the uncanny similarities. Now, following an out-of-town tryout of Christopher Curtis and Thomas Meehan's Charlie Chaplin musical at California's La Jolla Playhouse — as well as a turn in the title role of Where's Charley? for City Center Encores! — McClure returns to Chaplin for Broadway. (It's a job where the Broadway marquee indicates something rare: "Introducing Rob McClure.") In between rehearsals and "Chaplin Boot Camp" — consisting of roller-skating lessons, violin lessons, tightrope-walking lessons and voice lessons — we caught a few minutes with the show's leading man before Broadway performances begin Aug. 21 at the Barrymore Theatre.
Charlie Chaplin is an icon. Where did you begin to create him?
But in terms of my process, it started with the movies. I just watched every movie I could get my hands on. What I was really surprised to learn… I expected to watch him and think, "Oh, God, how am I going to fall down like that?" or "How am I going to do that crazy stunt?" or "How am I going to get his walk down?" And, what I very quickly learned was that everyone back then was falling down. The teeny-tiny, romantic nuances really set him apart. The stunts were impressive, the comedy was amazing, but it was the tiny things that he was doing with his eyes or that mustache or the nuances that I quickly became afraid of. I [thought], "Oh! That's the thing that is so specific." So I dove into writing those down and finding what each moment meant. I remember when I was learning the walk — the iconic Tramp shuffle — I noticed that he had little explosions of energy. A shoulder would pop or a knee would kick out, and I thought, "Oh, that's interesting. I want to incorporate some of that into my performance." I [wanted] to find out when and why those little pops [would happen] or if they were random — at first I thought they were random. It wasn't until I watched a moment in the film "Circus," and he gets turned down by a woman that he's had his heart set on, and as he walks away, the shoulder pops and the knee kicks out. I thought, "Oh my God. You know what it is — it's him shaking it off." And, for the first time, I started to develop the physical vocabulary. And, I've read several books on the subject and talked to some clown — and specifically Chaplin — experts. Identifying each of those little ticks specifically was really important because nothing he did was accidental or a throwaway. I quickly learned that everything was a deliberate, amazingly-specific choice.
These ironic moments began to happen before you joined the production at La Jolla Playhouse?
Chaplin was quoted as saying that once he put on the mustache and the clothes, the character of the Tramp took over. Do you feel the same?
Did you ever study mime?
I hear through mutual friends that you're very good at impressions. You list "dinosaur impressions" under your special skills on your resume?
We studied at the same college — Montclair State University in New Jersey.
You also worked at New Jersey's Paper Mill Playhouse?
Getting back to Chaplin, can you give me a sense of the production? How does the show balance drama and comedy?
How has Chaplin evolved since its run at La Jolla? I'm sure that you've been through changes for Broadway.
Tell me about the choreography. Is it in the Chaplin vein? Is your staging choreographed as well?
On your Twitter account profile, it says that you — much like Chaplin — also write, direct and compose.
What was your first brush with theatre? You grew up in New Jersey?
How are you feeling at this point in rehearsals for Chaplin? Are you ready for Broadway?
(Playbill staff writer Michael Gioia's work appears in the news, feature and video sections of Playbill.com. Write to him at firstname.lastname@example.com.)
Send questions and comments to the Webmaster
Copyright © 2014 Playbill, Inc. All Rights Reserved.


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By PENNY CLUTE, The Law and You
---- — When tenants do not pay the rent or continue to live in an apartment or house after expiration of the lease, the landlord must bring a summary proceeding in City Court or Justice Court in order to evict them.
If the judge grants the request to evict for non-payment or "holdover," the judge will sign a warrant of eviction, which the sheriff then serves on the tenants. The tenants have three days to move out after served with the warrant, or the sheriff will forcibly remove them and their belongings.
There are very strict procedures that a landlord must follow to bring a summary proceeding, including rules about how and when different documents must be served on the tenants, as well as time frames. If these are not done correctly, the judge may have to dismiss the case, and the landlord would have to start over. People can represent themselves in evictions or hire a lawyer. There are helpful resources available online for both landlords and tenants. The Plattsburgh City Court website has a Landlord Summary Proceedings Handbook for non-payment cases, which includes forms with instructions that also can be used in any New York town or village court. Simply go to the City Court website, click on Forms, then at the bottom of the list click on Summary Proceedings Handbook.
A summary proceeding is not limited to cases where there is a landlord-tenant relationship. A landlord or tenant can use that procedure to evict a "licensee" who originally moved in with the consent of the tenant, but now that permission has been revoked. Or the person may be a "squatter," who never had permission, but is staying there and won't leave. Other cases include if the non-tenant is committing illegal acts, has moved in unlawfully or remains in the home after foreclosure or when housing was part of employment but now the employment is terminated. However, in most circumstances, the landlord cannot evict someone who is there with the tenant's permission.
In all non-tenant cases, the landlord can legally direct the person to move out without having a judge's warrant. But using this "self-help" must be "peaceable." If it is not, if there is any force or intimidation, the landlord could be ordered to pay treble damages to the person. Thus, it is very risky for a landlord to try to evict someone without going to court. It is far safer to bring a summary proceeding, which can be done with or without a lawyer by filing the correct forms with the court clerk.
An eviction cannot be used against a co-owner or co-tenant. So, if both parties are on the lease or own jointly, one cannot force the other out through a summary proceeding. However, a person who is not a tenant can be evicted even if he or she originally had permission to live there. This even applies to family members, such as siblings or adult children, former intimate partners or anyone else who was allowed to move in but will not leave now that permission is revoked.
It does not matter how long the non-tenant was living there, whether they pay some bills or receive mail there. If they are not actually a tenant on the lease, then they do not have the right to stay if the rightful tenant wants them out.
A tenant who decides to revoke consent previously given should notify the person in writing that there is no longer permission to remain in the residence. Doing so in a letter is fine, but be sure to date and sign it and keep a copy. Then someone should hand it to the person you want out; it is best if you have another person do this. Even if the non-tenant will not accept the letter, your witness and the letter are proof in court that you revoked permission.
This will provide grounds to bring an eviction, and it will also provide the basis to make a trespass complaint to the police, who can charge the person with a criminal violation for refusing to leave after being told to do so.
Penny Clute has been an attorney since 1973. She was the Clinton County district attorney from 1989 through 2001, then Plattsburgh City Court judge until she retired in January 2012.


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By SCOTT WEISSER
The weather outside is frightful, a yuletide tune tells us.
That vaguely ominous holiday warning doesn't apply just yet, but it will soon enough. This is northern Indiana, and it's winter.
Now is the time to rediscover the wonder of the great indoors, in other words. But how best to spend that time?
"Doing something productive," some will advise. "No," responds at least one staff writer with The Goshen News.
For this News scribe, the post-autumn/pre-spring period lends itself to leisure in the form of movies, TV, books and music. A short list of recommendations — some familiar favorites, other more recent finds — he now shares with you, dear reader, in the giving spirit of the season.
Holiday classics
"A Christmas Story" (1983) — This tale of a boy who really, really wants a Red Ryder BB gun for Christmas is charming and laugh-out-loud funny even after repeated viewings.
Ralphie is thwarted by his elementary school teacher. Even Santa gives him the boot. Will Ralphie prevail? Will he, in fact, shoot his eye out?
Watch and see.
"A Charlie Brown Christmas" (1965) — Nearing the half-century mark, "A Charlie Brown Christmas" remains warm, witty and wise. Linus' speech ("Lights, please ...") is the highlight, and Vince Guaraldi's soundtrack sets a lovely tone.
Aside from maybe the Grinch, Charlie Brown is the top dog in the holiday TV special pack. Take that any way you want to, Snoopy.
Not at all Christmas-y
"V/H/S" (2012) — Has your yuletide ebbed? Feel Halloween was over too soon? Then check out "V/H/S," a horrorfest that finds fresh scares in the "found footage" formula that was dangerously close to being played out.
This is an anthology that could stand to lose one of the weaker stories. When "V/H/S" succeeds, though, it does in spades. In one of the best tales, buffoonish guys out on the town meet a young woman who's chock full of surprises. In another, a couple on a road trip is greeted by a mysterious visitor.
Caution: "V/H/S" is not for the squeamish. At the family get-together, go with "A Christmas Story" instead. Or at least warn grandma.
How about a book?
"Gone Girl" (2012) — Man and woman meet, fall in love, marry. They get to know each other better — for worse. Then "Girl" goes missing.
Author Gillian Flynn builds on the promise of "Sharp Objects" and "Dark Places" and trumps expectations. She's got a gift for observing human folly and frailty. Suspense? "Gone Girl" is wound tight, and Flynn's expanding fanbase can't wait to see what she'll do next.
"You & Me" (2012) — Two guys talk, continue talking and talk some more. There are indications that they drink, continue drinking, etc.
That's it, pretty much, but worth your time. Author Padgett Powell has crafted a joyride occasionally philosophical, often daffy and always fun. Powell's last book, "The Interrogative Mood: A Novel?", was made up of a series of questions. Oddly enough, it worked. So does "You & Me."
Turn it up
Rush, "Clockwork Angels" (2012) — Buckle up. These Canadian prog-rock veterans have chops and musical drive to burn on "Clockwork Angels." Need proof? Give a listen to "Headlong Flight," clocking in at a prog-tastic 7:20. Then listen to the rest of the album.
Gary Clark Jr., "The Bright Lights EP" (2011) — Soulful, bluesy and rocking, there is not one thing wrong with this piece of work.
Clark is a new-generation guitar hero, and no doubt he can pull off the blinding runs. Clark's tone and feel are what shine on "Bright Lights," though. Check out the stomp and grit of the album-opening title track and the extended acoustic workout on closer "When My Train Pulls In."
Clark released a new full-length album this year. It's probably not half-bad, either.
A quick bite
Jack White, "Sixteen Saltines" (2012) — Remember The Riff? The kind of big, lunkheaded/brilliant sonic force that cannot be played loud enough and demands reckless driving?
"Sixteen Saltines" is that. It's a choice cut off Jack White's solo outing "Blunderbuss" that will almost make you not miss The White Stripes.
Scott Weisser is the entertainment editor at The Goshen News. He wonders if he's being Scrooge-like for not including "Elf" on the list.


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Presentations of causal-comparative and correlational research methods in educational research textbooks are critiqued. The first major contention in this paper is that, ceteris paribus, causal-comparative research is neither better nor worse than correlational research in establishing evidence of causality. The second contention is that the terms causal-comparative research and correlational research are outdated, and researchers should use more current and accurate terminology. The two most effective ways to classify quantitative, nonexperimental research are, first, based on the primary research objective (i.e., description, prediction, and explanation) and, second, based on the time dimension (i.e., cross-sectional, longitudinal, and retrospective). Another classification dimension is based on the scaling of the independent, dependent, and control variables. Because of the importance of nonexperimental research in education, it is essential that we work toward the development of defensible nonexperimental classifications that make sense in an interdisciplinary research environment.
Authors of several popular educational research methods books make a distinction between two nonexperimental methods called causal-comparative research and correlational research (e.g., Charles, 1995; Fraenkel & Wallen, 1996; Gay, 1996; Martella, Nelson, & Marchand-Martella, 1999). According to these authors, a primary distinction between these two methods is that causal-comparative includes a categorical independent and/or dependent variable (hence the word "comparative" implying a group comparison) and correlational only includes quantitative variables. Most of these authors also suggest that causal-comparative research provides better evidence of cause and effect relationships than correlational research. The following quotes from Gayís (1996) popular text demonstrate these points:
Like correlational research, causal-comparative research is sometimes treated as a type of descriptive research since it too describes conditions that already exist. Causal-comparative research, however, also attempts to determine reasons, or causes, for the current status of the phenomena under study. (P.321) Causal-comparative studies attempt to establish cause-effect relationships, correlational studies do not. (P.322) Correlational research attempts to determine whether, and to what degree, a relationship exists between two or more quantifiable variables. (P.15) Causal-comparative and experimental research...both attempt to establish cause-effect relationships; both involve group comparisons. (P.16) In correlational research...each variable must be expressible in numerical form, that is, must be quantifiable. (P.318) The purpose of a correlational study may be to determine relationships between variables, or to use relationships in making predictions...Variables that are highly related [in correlational research] may suggestcausal-comparative or experimental studies to determine if the relationships are causal. (p.296) (emphasis added)
Charles (1998) says, "Causal-comparative research strongly suggests cause and effect..." (p.305) but that correlational research may sometimes be used to "examine the possible existence of causation" (emphasis added) (p.260). In one of the newer educational research methods books on the market, Martella, Nelson, and Marchand-Martella (1999) contend that "correlational research has a lower constraint level than causal-comparative research. There is not an active attempt to determine the effects of the independent variable in any direct way." (emphasis added) (p.20)
The next quote is from Fraenkel, the first author of the leading selling educational research text (Fraenkel &Wallen, 1996). Fraenkel appears to agree with Gay and the others quoted above.1 In the following message (available on the AERA Division-D archives, February 11, 1998), Fraenkel answers the question, "Why do educational researchers ... seem to believe that evidence for cause and effect will be any stronger in causal-comparative research than in correlational research?":
Causal-comparative research involves comparing (thus the "comparative" aspect) two groups in order to explain existing differences between them on some variable or variables of interest. The only difference between causal-comparative and experimental research is that the groups being compared in causal-comparative research have already been formed, and any treatment (if there was a treatment) has already been applied. Of necessity, the researcher must examine the records of the two groups to see if he or she can offer a reasonable explanation for (i.e., what "caused") the existing differences between the two groups...Correlational research, on the other hand, does not look at differences between groups. Rather, it looks for relationships within a single group. This is a big difference...one is only entitled to conclude that a relationship of some sort exists, not that variable A caused some variation in variable B...In sum, causal-comparative research does allow one to make reasonable inferences about causation; correlational research does not. (emphasis added)
Based on the above quotations, and the space allocated to these two methods in popular textbooks, it should not be surprising that almost 80 percent (n=330) of the participants in an Allyn and Bacon (Fall, 1996) survey of teachers of educational research said that the distinction between causal-comparative research and correlation research should be retained. Although the majority supported the distinction, only a minority of those replying to a follow-up open-ended question (asking why they felt the distinction was needed) indicated a clearly faulty view of causality in nonexperimental research. Nonetheless, it is a problem when any teachers of educational research have a faulty view of causality!
If the primary distinction, in design, between a causal-comparative and a correlational study is the scaling of the independent variable (and not the manipulation of this variable), then, the obvious question is "Why can one supposedly make a superior causal attribution from a causal-comparative study?" The answer is that the contention is completely without basis. Fraenkelís point that one approach compares groups but the other only looks at one group has absolutely nothing to do with establishing evidence of causality using nonexperimental research. Likewise, the fact that some writers choose to label the independent variable a "predictor" variable in correlational research but not in causal-comparative has nothing to do with establishing evidence of causality.
To illustrate the point about variable scaling, consider the following example. Suppose one is interested in learning whether two variables, "time spent studying per day" during the past week before a test (based on a self-reported, retrospective question) and actual "test scores" (as recorded by the teachers), are associated. If time spent studying is measured in minutes per day, then a "correlational" study results. If, however, time is artificially dichotomized into two groups--10 minutes or less per day and more than 10 minutes per day--a "causal-comparative" study results. The only true distinction between these two studies is the scaling of the variables. This is a trivial distinction and does not warrant the claim that the causal-comparative study will produce more meaningful evidence of causality. Third variables (i.e., confounding extraneous variables) such as ability, age, and parental guidance could be affecting study time and exam scores in both of the above studies. For another example, there is no reason to believe a stronger causal claim can be made from a study measuring the relationship between gender and test grades (a causal-comparative study) than from a study measuring the relationship between time spent studying for a test and test grades (a correlational study). (Note that the researcher could calculate a simple correlation coefficient in both of these cases.) The point is that only a relationship between two variables would have been demonstrated.
The first contention of this paper is that, ceteris paribus, causal-comparative research is neither better nor worse in establishing evidence of causality than correlational research. When you compare apples to apples (e.g., the simple cases of causal-comparative and correlational research) and oranges to oranges (e.g., the more advanced cases), you simply cannot conclude that causal-comparative research is any better than correlational research for making causal attributions. I am defining the simple cases of causal-comparative and correlational research here as studies that include two variables and no controls, and advanced cases as studies where controls are included. It is essential that we understand that what is always important when attempting to make causal attributions is the elimination of plausible rival explanations (Cook & Campbell, 1979; Huck & Sandler, 1979; Johnson & Christensen, 2000; Yin, 2000). It is also very important to understand that one can attempt to eliminate selected rival explanations in both causal-comparative and correlational research. The second contention of this paper is that the terms causal-comparative and correlational research are outdated and should be replaced by more current terminology. Suggestions for an improved nonexperimental quantitative research terminology are provided below.
What are the Similarities and Differences Between Causal-Comparative and Correlational Research Methods?
Causal-comparative and correlational methods (as defined in educational research textbooks) are similar in that both are nonexperimental methods because they lack manipulation of an independent variable which is under the control of the experimenter and random assignment of participants is not possible. This means, among other things, that the variables must be observed as they occur naturalistically. As a result, the key and omnipresent problem in nonexperimental research is that an observed relationship between an independent variable and a dependent variable may be spurious. That is, the relationship is not a causal relationship; it is a relationship that is the result of the operation of a third variable (see Figure 1). For an example of the third variable problem, note that self-reported "gender role identification" and high school "algebra performance" may be related. However, that relationship would probably largely be due to the joint influence of the third variable of "gender-role socialization."
Because of the lack of manipulation of the independent variable and the problem of spuriousness, neither causal-comparative nor correlational research can provide as strong of evidence for causality as can a study based on a randomized experiment or a strong quasi-experimental design (such as the regression discontinuity design or the time series design). Indeed, even the more sophisticated theory testing or confirmatory approaches relying on structural equation modeling (which are "correlational") provide relatively weak evidence of causality (when based on nonexperimental data) as compared to the evidence obtained through randomized experiments.
Causal-comparative and correlational studies differ on the scaling of the independent and/or dependent variables. That is, according to popular textbooks, causal-comparative studies include at least one categorical variable and correlational studies include only quantitative variables. The most common type of independent variable used in causal-comparative and correlational studies (i.e., in nonexperimental research) is an attribute variable (Kerlinger, 1986). These rarely manipulable variables are called attribute variables because they represent characteristics or "attributes" of different people. The concept of attribute variable can easily be generalized to non-human units of analysis (e.g., schools, books, cultures, etc.). Some categorical independent variables that cannot be manipulated and might be used in a "causal-comparative" study are gender, parenting style, learning style, ethnic group, college major, party identification, type of school, marital status of parents, retention in grade, type of disability, presence or absence of an illness, drug or tobacco use, and any personality trait that is operationalized as a categorical variable (e.g., extrovert versus introvert). Some quantitative independent variables that cannot be manipulated and might be used in a "correlational study" are intelligence, aptitude, age, school size, income, job satisfaction, GPA, amount of exposure to violence in the media, and any personality trait that is operationalized as a quantitative variable (e.g., degree of extroversion). Again, the key characteristic of the independent variables used in causal-comparative and correlational studies is that they either cannot be manipulated or they were not manipulated for various reasons (e.g., because of ethical concerns or a lack of resources).
Causal-comparative and correlational studies are similar in that both are used to examine relationships among variables. The data from both of these approaches are typically analyzed using the general linear model (GLM), and it well known that all special cases of the GLM are correlational (e.g., Kerlinger, 1986; Tatasouka, 1993; Thompson, 1999) where the relations between variables are modeled. Given this, it is misleading to suggest, as is sometimes done in educational research texts, that only correlational research examines relationships.
Causal-comparative and correlational studies are similar on the techniques available for controlling confounding variables. For example, one can statistically control for confounding variables in both approaches by collecting data on the key confounding extraneous variables and including those variables in the GLM. Likewise, one can eliminate the relationship between selected confounding and independent variables (regardless of their scaling) using matching or quota sampling approaches. Today, statistical control is usually preferred over individual matching (Rossi, Freeman, & Lipsey, 1999; Judd, Smith, &Kidder, 1991).
According to some authors, causal-comparative and correlational research have different research purposes. In particular, Gay (1996) suggests that the purpose of causal-comparative research is to examine causality and the purpose of correlational research is to examine relationships and make predictions. This is misleading because, first, one can also examine relationships and make predictions in the presence of nonmanipulated categorical variables (i.e., in causal-comparative research), and, second, some evidence of causality can be obtained by controlling for confounding variables and ruling out plausible rival hypotheses in both causal-comparative and correlational research. However, the idea of making a distinction within nonexperimental quantitative research between approaches dealing with causality and those that do not deal with causality does have merit. This idea is explained below, but, first, I examine the origin of the belief that causal-comparative research provides stronger evidence for causality than correlational research.
Where Did the Idea that Causal-Comparative is Superior Come From?
The term causal-comparative appears to have originated in the early 20th century (see Good, Barr, & Scates, 1935). The early writers did not, however, contend that evidence for causality based on causal-comparative research was superior to evidence based on correlational research. For example, according to Good, Barr, & Scates (1935),
Typically it [causal-comparative] does not go as far as the correlation method which associates a given amount of change in the contributing factors with a given amount of change in the consequences, however large or small the effect. The method [causal-comparative] always starts with observed effects and seeks to discover the antecedents of these effects. (P.533) The correlation method...enables one to approach the problems of causal relationships in terms of degrees of both the contributing and the dependent factors, rather than in terms of the dichotomies upon which one must rely in the use of the causal-comparative method. (P.548)
It was also known at the time that selected extraneous variables could be partialled out of relationships in correlational research.2 This idea is illustrated in the following quote (from Good et al):
For the purpose of isolating the effects of some of these secondary factors, a technique generally known as partial correlation is available. It has various names for special forms, including part correlation, semi-partial correlation, net correlation, and joint correlation...That is, the influence of many factors upon each other can be separated so that the relationship of any one of them with the general resulting variable (commonly called in statistics the dependent variable) can be determined when this relationship is freed from the influence of any or all of the remaining factors studied. (P.564)
The fallacious idea that causal-comparative data are better than correlational data for drawing causal inferences appears to have emerged during the past several decades, and it has been popularized in some of the educational research texts during that time (e.g., Gay, 1996).
There may be several sources that have led to confusion. First, some may believe that causal-comparative research is superior to correlational research for studying causality because a causal-comparative study looks more like an experiment. For example, if a researcher categorized the independent variable it may look more like an experiment than when the independent variable is continuous because of the popularity of categorical independent variables in experimental research.3
Second, perhaps the term causal-comparative suggests a strong design but the term correlational suggests a simple correlation (and hence a weak design). I sometimes ask my beginning research methods students which approach is stronger for studying cause and effect: causal-comparative or correlational research. Many respond that causal-comparative is stronger. When I ask them why they believe causal-comparative is stronger, they frequently point out that the word causal appears in the term causal-comparative research but not in the term correlational research.
Third, the term correlational research has sometimes been used as a synonym for nonexperimental research over the years in education and in the other social and behavioral sciences. Unfortunately, this use may lead some people to forget that causal-comparative also is a nonexperimental research method. Causal-comparative research is not experimental research; it is not even quasi-experimental research. Causal-comparative research, just like correlational research, is a nonexperimental research method.
Fourth, perhaps the confusion is linked to a faulty view about the difference between ANOVA (which is linked to causal-comparative research) and correlation/regression (which is linked to correlational research). For example, some writers appear to believe that ANOVA is only used for explanatory research and correlation and regression is limited to predictive research. It is essential to understand that multiple regression can be used for explanatory research (and for the control of extraneous variables) as well as for descriptive and predictive research, and, likewise, ANOVA can be used for descriptive and predictive research as well as for explanatory research (Cohen & Cohen, 1983; Pedhazur, 1997). ANOVA and MRC (multiple regression and correlation) are both "special cases" of the general linear model, and they are nothing but approaches to statistical analysis. The general linear model "does not know" whether the data are being used for descriptive, predictive, or explanatory purposes because the general linear model is only a statistical algorithm.
Fifth, perhaps some students and researchers believe causal-comparative research is superior because they were taught the mantra that "correlation does not imply causation." It is certainly true that correlation does not, by itself, imply causation (it is a necessary but not sufficient condition). It is equally true, however, that observing a difference between two or more means does not, by itself, imply causation. It is very unfortunate that this second point is not made with equal force in educational research textbooks. Another way of putting this is that evidence for causality in the simple case of causal-comparative research (two variables with no controls) and in the simple case of correlational research (two variables with no controls) is virtually nonexistent. One simply cannot draw causal conclusions from these simple cases. Some evidence of causality can be obtained by improving upon these simple cases by identifying potential confounding variables and attempting to control for them.
How Should Nonexperimental Quantitative Research Be Presented in Educational Research Methods Books?
First, the terms causal-comparative research and correlational research should be dropped. The use of these terms is no longer justifiable because too often they mislead rather than inform. The term causal-comparative suggests that it is a strong method for studying causality (Why else would it include the word "cause?"), and the term correlational places the focus on a statistical technique rather than on a research technique (Correlational statistics are also used in causal-comparative and experimental research). Writers should have followed Thomas Cook and Donald Campbellís advice on this issue. Over twenty years ago, in their book on quasi-experimentation and field research, Cook and Campbell (1979) made the following point: "The term correlational-design occurs in older methodological literature...We find the term correlational misleading since the mode of statistical analysis is not the crucial issue." (p.6, emphasis in original).
It is telling that Fred Kerlinger (1986), who was one of educationís leading research methodologists, made no distinction between causal-comparative and correlational research (or between "ex post facto" research and correlational research). Kerlinger used the term nonexperimental research, which is the term that I believe educational methodologists should readily adopt.4 Here is how Kerlinger defined the inclusive term nonexperimental research:
Nonexperimental research is systematic empirical inquiry in which the scientist does not have direct control of independent variables because their manifestations have already occurred or because they are inherently not manipulable. Inferences about relations among variables are made, without direct intervention, from concomitant variation of independent and dependent variables. (p.348)
Although Kerlinger originally (1973) called this type of research ex post facto research (which some believe is a synonym for the term causal-comparative research), Kerlinger later (1986) dropped the term ex post facto (probably because it apparently excludes prospective studies). An examination of Kerlingerís examples also clearly shows that Kerlingerís nonexperimental research classification is not limited to studies including at least one categorical variable. Kerlinger was an expert on the general linear model, and he would never have contended that causal-comparative studies were inherently superior to correlational studies for establishing evidence of cause and effect.
Students and beginning researchers need to learn how to think about causality and understand that the scaling of a variable (categorical or quantitative) has nothing to do with evidence of causality. For example, when an independent variable is categorical, the comparisons are made between the groups. When an independent variable is quantitative, comparisons can be made for the different levels of the independent variable; the presumed effect can also be described through a functional form such as a linear or quadratic model. It is generally a poor idea to categorize a quantitative variable because of the loss of information about amount and process (Kerlinger, p.558; Pedhazur & Schmelkin, 1991, p. 308).5
When interest is in causality, researchers should always address the three necessary conditions for cause and effect (Cook & Campbell 1979; Johnson & Christensen, 2000). The first necessary condition is that the two variables must be related (i.e., the relationship or association condition). The second necessary condition is that proper time order must be established (i.e., the temporal antecedence condition). If changes in Variable A cause changes in Variable B, then A must occur before B. The third necessary condition is that an observed relationship must not be due to a confounding extraneous variable (i.e., the lack of alternative explanation condition or the nonspuriousness condition). There must not remain any plausible alternative explanation for the observed relationship if one is to draw a causal conclusion. A theoretical explanation or rationale for the observed relationship is also essential to make sense of the causal relationship and to lead to hypotheses to be tested with new research data. Generally speaking, nonexperimental research is good for identifying relationships (condition one), but it is weak on necessary conditions two (time order) and three (ruling out alternative explanations). Nonexperimental research is especially weak on condition three because of the problem of spuriousness.
A potential problem to watch for when studying relationships is that commonly used statistical techniques may miss the relationship. For example, a Pearson correlation coefficient (or any other measure of linear relationship) will underestimate or entirely miss a curvilinear relationship. Model misspecification can also result in failure to identify a relationship. For example, if there is a fully disordinal two-way interaction (where the graph for two groups forms an "X") there will be no main effects, and, therefore, if one of the independent variables is excluded from the study and the interaction is never examined, it will appear that there is no relationship between the included variables (even experimental manipulation and randomization are to no avail here). Another important form of model misspecification is when one or more common causes are excluded from the model, resulting in the failure to purge an observed relationship of its spurious components (Bollen, 1989; Davis, 1985). Simpsonís Paradox (Moore & McCabe, 1993, pp. 188-191) can result in a conclusion (based on a measure of bivariate association) that is the opposite of the correct conclusion. One must also be careful in interpreting a relationship when suppression is present (see Cohen & Cohen, 1983, pp. 94-95; Lancaster, 1999).
Researchers interested in studying causality in nonexperimental research should determine whether a functional relationship (that is presumed to be causal) disappears after controlling for key antecedent or concurrent extraneous variables that represent plausible rival explanations of the observed relationship. The more tests of this sort a theoretically derived model survives, the better the evidence of causality. Researchers must be careful, however, when interpreting the reduction in an observed relationship between two variables after controlling for another variable because controlling for either a confounding variable (i.e., one that affects both the independent and dependent variables) or an intervening variable (i.e., one that occurs after the independent variable and before the dependent variable) will reduce the magnitude of the observed relationship (Pedhazur, 1997, p. 159). It is essential that this process be guided by theory in nonexperimental research.
The following strategies are also helpful in establishing evidence for causality: collection of longitudinal data, explication of intervening mechanisms, evidence of a dose/response relationship, explicit use of one or more control techniques (e.g., matching, statistical control, etc.), empirical tests of theoretical predictions with new data, replication of findings to rule out chance and sample specific factors, cross-validation on large samples, evidence of construct validity, evidence of convergence obtained through triangulation (methods, data, and investigator triangulation), pattern matching (see Trochim, 1989), selection modeling (see Rindskopf, 1992), comparisons of competing theoretical models, and extensive open and critical examination of a theoretical argument by the members of the research community with expertise in the research domain. Little can be gained from a single nonexperimental research study, and students and researchers must always temper their conclusions. Greater evidence can be obtained through meta-analytic research studies (assuming that the included studies are of acceptable quality; see Cordray, 1990) and through the development of theories that have survived numerous disconfirmation attempts (e.g., Bollen, 1989; Maruyama, 1998). The strongest nonexperimental quantitative studies usually result from well controlled prospective panel studies and from confirmatory structural equation (theoretical) models (Johnson & Christensen, 2000).
Developing a Better Classification of Nonexperimental Research
One effective way to classify quantitative, nonexperimental research is based on the major or primary research objective. Studies can be usefully classified into the categories of descriptive research, predictive research, and explanatory research. To determine whether the primary objective was description, ask the following questions: (1) Were the researchers primarily describing the phenomenon? (2) Were the researchers documenting the characteristics of the phenomenon? If the answer is "yes" (and there is no manipulation), then apply the term descriptive nonexperimental research. To determine whether the primary objective was predictive, ask the following question: Did the researchers conduct the research so that they could predict or forecast some event or phenomenon in the future? If the answer is "yes" (and there is no manipulation), then apply the label predictive nonexperimental research. To determine whether the primary objective was explanatory, ask the following questions: (1)Were the researchers trying to develop or test a theory about a phenomenon to explain "how" and "why" it operates? (2) Were the researchers trying to explain how the phenomenon operates by identifying the factors that produce change in it? If the answer is "yes" (and there is no manipulation), then apply the term explanatory nonexperimental research.
Nonexperimental, quantitative research should also be classified according to the time dimension. Here the types of research include cross-sectional research, longitudinal research, and retrospective research. In cross-sectional research the data are collected from research participants at a single point in time or during a single, relatively brief time period and comparisons are made across the variables of interest. In longitudinal research the data are collected at more than one time point or data collection period, and the researcher is interested in making comparisons across time. Data can be collected on one or multiple groups in longitudinal research. Two subtypes of longitudinal research are trend studies (where independent samples are taken from a population over time and the same questions are asked) and panel or prospective studies (where the same individuals are studied at successive points over time). The panel or prospective study is an especially important case when interest is in establishing evidence of causality because data on the independent and control variables can be obtained prior to the data on the dependent variable. This helps to establish proper time order (i.e., necessary condition two). In retrospective research, the researcher looks backward in time (typically starting with the dependent variable and moving backward in time to locate information on independent variables that help explain differences on the dependent variable).
The two dimensions just presented (research objective and time) provide important and meaningful information about the different forms nonexperimental research can take (Johnson & Christensen, 2000). Use of these terms will convey important information to readers of journal articles and other forms of professional communication. In short, the use of these terms will more clearly delineate what was done in a given research study. Notice that the two dimensions can be crossed, forming a 3-by-3 table and resulting in nine very specific forms that nonexperimental research can take (see Table 1).
Table 1
Types of Research Obtaained by Crossing Research Objective and the Time Dimension
|Time Dimension
Two specific examples of the study types shown in Table 1 are mentioned here. First, in the article "Psychological Predictors of School-Based Violence: Implications for School Counselors" the researchers (Dykeman, Daehlin, Doyle, & Flamer, 1996) wanted to examine whether three psychological constructs could be used to predict violence among students in grades five through ten. The psychological constructs were impulsivity, empathy, and locus of control. This study is an example of Type 5 because the research objective was predictive and the data were cross-sectional. A second example is the study titled "A Prospective, Longitudinal Study of the Correlates and Consequences of Early Grade Retention" (Jimerson, Carlson, Rotert, Egeland, & Stroufe, 1997). The researchers in this study identified groups of retained and nonretained students that were matched on several variables and then followed these groups over time. Statistical controls were also used. This study is an example of Type 9 because the research objective was explanatory and the data were longitudinal.
The third and last component of the classification of nonexperimental quantitative research involves the scaling of the independent, dependent, and any control variables that may be included. All three of these variable types can be viewed as being either categorical or quantitative (for simplicity). Table 2 shows the variable combinations for the case of one independent variable, one dependent variable, and one control variable. Although a study may include multiple independent, dependent, and/or control variables, Table 2 demonstrates one set of combinations.
Table 2
Types of Research Obtaained by Crossing Independent Variable Type and Dependent Variable Type By Control Variable Type*
|Control Variable
|Independent Variable
|Independent Variable
* Table entries were formed using the following order: dependent variable, independent variable, and control variable. The letter C stands for categorical, and the letter Q stands for quantitative.
It is important to remember that the scaling of the variables has no necessary relation to the strength of the design for the different research purposes (description, prediction, explanation). The variables may also be measured at one point in time or at more than one point in time regardless of their scaling. The importance of examining the scaling of the variables is for determining the statistical model and type of statistical analysis that is appropriate for each variable combination. For example, if all three variables are categorical (type C-C-C), a three way contingency table or a loglinear model could be used. ANCOVA would be appropriate for type Q-C-Q. It is left as an exercise to the reader to identify the appropriate statistical analysis techniques for the other entries shown in Table 2 and for the construction of other tables for different variable combinations.
The terms causal-comparative and correlational are dated and misleading and they suggest a false dichotomy. Textbook authors should stop misleading educational researchers in-training with the suggestion that causal-comparative research provides better evidence for causality than correlational research and get down to the more important issues surrounding causality and how to design relatively strong nonexperimental designs. Time spent making the causal-comparative versus correlational research distinction will be wasted (think of the opportunity costs). Leading authors in other (non-education) disciplines apparently agree because they have found no need for the distinction between causal-comparative and correlational research (e.g., Babbie, 1998; Checkoway, Pearce, & Crawford-Brown, 1989; Christensen, 2001; Davis & Cosena, 1993; Jones, 1995; Judd, Smith, & Kidder, 1991; LoBiondo-Wood & Haber, 1994; Neuman, 1997; Frankfort-Nachmias & Nachmias, 1992; Malhotra, 1993; Pedhazur & Schmelkin, 1991; Singleton, Straite, & Straits, 1993). Educational researchers currently participate in an increasingly interdisciplinary environment, and it is important that they use terminology and research classifications that are defensible and make sense to researchers in related fields (e.g., psychology, sociology, political science, anthropology, business). Because of the importance of nonexperimental research in education, it is essential that we provide meaningful distinctions among the different forms of nonexperimental research, design nonexperimental studies to meet the intended research purpose, and conduct defensible nonexperimental research studies when experimental research studies are not possible.
Babbie, E. (1998). The practice of social research (8th ed.). Belmont, CA: Wadsworth.
Bollen, K.A. (1989). Structural equations with latent variables. New York: Wiley.
Charles, C.M. (1995). Introduction to educational research (2nd edition). White Plains, NY: Longman.
Checkoway, H., Pearce, N., & Crawford-Brown, D.L. (1989). Research methods in occupational epidemiology. New York: Oxford.
Christensen, L.B. (2001). Experimental methodology (8th ed.). Boston: Allyn and Bacon.
Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (second edition). New York: Wiley.
Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Chicago: Rand McNally.
Cordray, D.S. (1990). Strengthening causal interpretations of non-experimental data: The role of meta-analysis. In L. Sechrest, E. Perrin, & J. Bunker (Eds.), Research methodology: Strengthening causal interpretations of nonexperimental data (pp. 151-172). Washington, D.C.: U.S. Department of Health and Human Resources.
Davis, D., & Cosena, R.M. (1993). Business research for decision making. Belmont, CA: Wadsworth
Davis, J.A. (1985). The logic of causal order. Beverly Hills, CA: Sage.
Dykeman, C., Daehlin, W., Doyle, S., & Flamer, H.S. (1996). Psychological predictors of school-based violence: Implications for school counselors. The School Counselor, 44, 35-44.
Fraenkel, J.R. (1998, February 2). Professor Johnson--Reply. Available at Http://www.AERA.net/resource/
Fraenkel, J.R., & Wallen, N.E. (1996). How to design and evaluate research in education (third edition). New York: McGraw-Hill.
Frankfort-Nachmias, C., & Nachmias, D. (1992). Research methods in the social sciences (4th ed.) New York: St. Martinís.
Gay, L.R. (1996). Educational research: Competencies for analysis and application (fifth edition). Englewood Cliffs, NJ: Prentice-Hall.
Good, C.V., Barr, A.S., & Scates, D.E. (1935). The methodology of educational research. New York: Appleton-Century-Crofts.
Huck, S.W., & Sandler, H.M. (1979). Rival hypotheses: Alternative interpretation of data based conclusions. New York: Harper and Row.
Jimerson, S., Carlson, E., Rotert, M., Egeland, B, & Sroufe, L.A. (1997). A prospective, longitudinal study of the correlates and consequences of early grade retention. Journal of School Psychology, 35(1), 3-25.
Johnson, R.B., & Christensen, L.B. (2000). Educational research: Quantitative and qualitative approaches. Boston: Allyn and Bacon.
Jones, J.L. (1995). Understanding psychological science. New York: Harper Collins.
Judd, C.M., Smith, E.R., & Kidder, L.H. (1991). Research methods in social relations (6th edition). Fort Worth, TX: Harcort Brace Jovanovich.
Kerlinger, F.N. (1973). Foundations of behavioral research (2nd ed.). New York: Holt, Rinehart & Winston.
Kerlinger, F.N. (1986). Foundations of behavioral research (3rd ed.). New York: Holt, Rinehart & Winston.
Lancaster, B.P. (1999). Defining and interpreting suppressor effects: Advantages and limitations.
In B. Thompson (Ed.) Advances in Social Science Methodology (pp. 139-148). Stamford, CT: JAI Press.
LoBiondo-Wood, G., & Haber, J. (1994). Nursing research (3rd ed.). St Louis, MO: Mosby.
Malhotra, N.K. (1993). Marketing research: An applied orientation. Englewood Cliffs, NJ: Prentice Hall.
Martella, R.C., Nelson, R., & Marchand-Martella, N.E. (1999). Research methods: Learning to become a critical research consumer. Boston: Allyn and Bacon.
Maruyama, G.M. (1998). Basics of structural equation modeling. Thousand Oaks, CA: Sage.
Moore, D.S., & McCabe, G.P. (1993). Introduction to the practice of statistics. New York: W.H. Freeman.
Neuman, W.L. (1997). Social research methods (3rd edition). Boston: Allyn and Bacon.
Pedhazur, E.J. (1997). Multiple regression in behavioral research: Explanation and prediction (3rd ed.). New York: Holt, Rinehart & Winston.
Pedhazur, E.J., & Schmelkin, L.P. (1991). Measurement, design, and analysis: An integrated approach. Hillsdale, NJ: Lawrence Erlbaum.
Rindskopf, D. (1992). The importance of theory in selection modeling: Incorrect assumptions mean biased results. In H. Chen & P.H. Rossi (Eds.), Using theory to improve program and policy evaluations (pp. 179-191). New York: Greenwood Press.
Rossi, P.H., Freeman, H.E., & Lipsey, M.W. (1999). Evaluation: A systematic approach. Thousand Oaks, CA: Sage.
Singleton, R.A., Straits, B.C., & Straits, M.M. (1993). Approaches to social research. New York: Oxford.
Tatsuoka, M. (1993). Elements of the general linear model. In G. Keren & C. Lewis (Eds.) Data analysis in the behavioral sciences (pp. 3-41). Hillsdale, NJ: Lawrence Erlbaum.
Thompson, B. (1992). Misuse of ANCOVA and related "statistical control" procedures. Reading Psychology: An International Quarterly, 13, iii-xvii.
Thompson, B. (1999). Five methodology errors in educational research: The pantheon of statistical significance and other faux pas. In B. Thompson (Ed.) Advances in Social Science Methodology (pp. 23-86). Stamford, CT: JAI Press.
Trochim, W. (1989). Outcome pattern matching and program theory. Evaluation and Program Planning, 12(4), 355-366.
Yin, R.K. (2000). Rival explanations as an alternative to reforms as experiments. In L. Bickman (Ed.) Validity and social Experimentation. Thousand Oaks, CA: Sage.
1. Fraenkelís message is one of many in an extensive discussion taking place on the AERA Division-D Internet Discussion Group, spanning several weeks, about the relative strengths of causal-comparative and correlational research. You can access the archives of the discussion from the AERA homepage. The discussion began on February 6, 1998 with a message posted by Burke Johnson and ended on March 5, 1998 with a message posted by Michael Scriven. The discussion took place under several headings including "research methods question," "causal-comparative vs. correlational," "causal-comparative and cause," "Professor Johnson," "the correlation/causal-comparative controversy," "correlational/C-C questionnaire," and "10 reasons causal-comparative is better than correlational."
2. The early writers were also, perhaps, overly optimistic about the power of statistical techniques for control. For example, partial effects are difficult to interpret in the presence of random measurement error for predictor variables (e.g., Cook & Campbell, 1979, pp., 157-164; also see Thompson, 1992).
3. Although the simple causal-comparative design looks much like the static group comparison design (which is a weak or preexperimental research design), the simple causal-comparative design has even less going for it than this design.
4. If, given the context, it unclear that a study is quantitative then use the term nonexperimental quantitative research.
5. The practice of categorizing quantitatively scaled variables may have developed prior to the widespread use of computers as a result of the ease of the mathematical computations in ANOVA (Tatsuoka, 1993).


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U.S. Sen. Kay Hagan on Friday said that she is supporting a bill that would encourage states to enact laws that allow a rape victim to terminate her rapist's parental rights if there is clear evidence that a child was conceived through rape.
Under current state law, parental rights can be terminated if the father is convicted of rape. The proposed legislation would give states additional grants as an incentive to pass new laws to give women the right to petition if there is clear and convincing evidence of rape.
"This legislation would enable rape survivors to protect themselves and their children from their attacker's pursuit of parental rights, which rapists often use as a tactic to force the mother to drop rape charges. We cannot allow rapists to pursue parental rights and inhibit the mother's ability to heal and to raise her child in a healthy environment," Hagan, a Democrat from Greensboro, said in a statement.
Courts often are reluctant to terminate a person's parental rights, even when there is clear evidence of an attack, her office said in a news release.
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26 things to know before school year starts
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Are you all set for the new school year? Check out these 26 tips before the first bell rings.
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Applying the Agile Manifesto in Practice
Just today I came across a post referring to the agile manifesto. We have it framed on the wall just beside the door to our office. It usually doesn't get much attention.
We started a new sprint yesterday and a fellow team member was giving out about another (non-scrum) team regularly changing the database schema which we share. It doesn't happen often but when it happens it usually breaks our continuous integration build. My scrum team is a small sub project as part of a bigger project. We're basically developing a set of components for a specific customer. Most of the components work automatically in the background and process data relevant for the customer. In our sub project we're developing a multi tiered GUI client based on the Rich Client Platform and we're basically the only agile project in the entire project. The only interface to the other projects is a massive database.
Anyway, back to my ranting colleague. I was discussing with him and the rest of the team if it's worth putting this on the impediment list but the tenor was, 'well, uhm actually it's not that bad but in the last sprint we had this happening two times and it doesn't really fit into the agile process. If they want to change something they should tell us and we can plan it into the next sprint'.
This didn't sound very much like scrum to me. 'They' and 'us' is always an indication that something is wrong with communication. And I can't imagine the other teams being happy about waiting up to two weeks before we can integrate the system. So I remembered the good old agile manifesto and there was the solution, based on two of the four principles:
Individuals and interaction over processes and tools - talk to the guys, we're all working on the same thing. The customer doesn't care that we have multiple projects. Even though we have a agile process based on scrum, talking to the individuals is much more important than following the process by the book. It's much easier to just talk to the other folks and ask them to inform us whenever they plan to change the shared database schema so that one of us can change our persistence layer.
Responding to change over following a plan - change in the form of changing database schemes is apparently necessary in the entire project so the best thing is to 'embrace change'. Ok if it really is stopping somebody in the team from working it should be put on the impediment list and resolved soon, but this isn't really the case. It takes a minute or two to implement the changes necessary to make our software compatible to the database changes.
I thing this is a very good example where going back to the agile manifesto was a good idea. No need to discuss a lengthy process of applying database changes nor any tiring email discussions. Being agile and pragmatic works :-)
(Note: Opinions expressed in this article and its replies are the opinions of their respective authors and not those of DZone, Inc.)
James Sugrue replied on Fri, 2008/12/12 - 9:24am
Great post Tom. As I mentioned on your blog, I'm sure we're all getting too hung up on how to get a process working and forgetting the real principles behind the agile manifesto. If we kept referring to these principles as best practises for working, we'd have a stronger industry. But I think we're getting there!
Tom Meier replied on Fri, 2008/12/12 - 10:08am in response to: James Sugrue
Hopefully! Understanding the meaning of agile development is an important step towards improving software quality and delivering on time. I've seen processes that were labeled as agile but actually were very far from it if you compare the process against the principles of the manifesto. Cheers to anyone signing it :)
Slava Imeshev replied on Sat, 2008/12/13 - 5:48pm
Good post. I have a question - have you tried to understand in wich ways the changes to the db by other teams break your stuff? Is it possible that your part is over-coupled with the db schema?
My solution to this problem so far has been keeping the DB schema and test data sets in a version control system. Whoever makes changes to schema gets to run a fullclean build and tests before checking is the changes. If the changes break something (your project in this case), the owner of changes gets to fix the breakage before check in.
DBUnit is a great helper when it comes to maintaining test datasets.
Slava Imeshev
Cacheonix - Distributed Cache for Java
Tom Meier replied on Sun, 2008/12/14 - 12:54pm
Yes we do have a customer and product owner. As long as the planned stories are done at the end of each sprint everything is fine. The thing that was causing problems here was outside our scrum team, due to the fact that the other team(s) don't use scrum or agile methodologies at all.
Our application is very strongly coupled to the underlying database, something we can't change soon. But your suggestion on using dbunit as a mechanism to automatically enforce compliance is really good and I'll discuss that with the team. Constant improvement is good :)


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Report: Ellsbury offered for Santana
Seeking to land left-hander, Red Sox up ante to Twins
BOSTON -- The battle for Twins ace left-hander Johan Santana is gaining more intrigue by the day. The latest wrinkle is that the Red Sox might now be willing to include top center-field prospect Jacoby Ellsbury in their offer to Minnesota as a response to the Yankees recently putting stud pitching prospect Phil Hughes in their package.
ESPN.com -- citing sources -- reported Sunday that Boston had backed off its refusal to include Ellsbury. But if Ellsbury is to be in the deal, the Red Sox will pull back left-handed starter Jon Lester.
With the Winter Meetings set to begin in Nashville, Tenn., on Monday, the Santana sweepstakes figure to take center stage.
The Twins will have to weigh which offer entices them more: Hughes, center fielder Melky Cabrera and an additional prospect from the Yankees or Boston's offer, which could include Ellsbury, Minor League shortstop Jed Lowrie and a pitching prospect such as Justin Masterson or Michael Bowden.
There are other teams who are also in the mix, including the Angels, Dodgers and Mets, although at this point, the Red Sox and the Yankees -- rivals always -- seem to be the most heavily involved. The Yankees told Newsday that they have set a Monday deadline to complete any deal.
The Yankees and Red Sox -- who traditionally have the two highest payrolls in the Major Leagues -- would also seem to be in the best position to sign Santana to a contract extension if a trade can be worked out.
Santana, who will be 29 next season, has a no-trade clause and is all but certain to seek a contract extension before agreeing to be moved.
Several reports have stated that Santana could seek as much as $150 million over six years.
Ellsbury rose to prominence for the Red Sox down the stretch in 2007, filling in for the injured Manny Ramirez and hitting .361 in September. Beginning with Game 6 of the American League Championship Series, Ellsbury supplanted Coco Crisp in center field and the Red Sox didn't lose another game. Ellsbury stepped up in the World Series, going 7-for-16.
The Red Sox were trying to trade Crisp instead of Ellsbury, but the Twins repeatedly rebuffed those attempts.
At the end of the day, the Twins could always mull over all the offers and decide they are better off keeping Santana.
Ian Browne is a reporter for MLB.com. This story was not subject to the approval of Major League Baseball or its clubs.


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The Haverhill Gazette
---- — If you happen to be in the mayor's office in City Hall, take a look at the five framed photographs on the wall. The images include the Essex Street Gateway Mural, the new parking garage, the courthouse and the Merrimack River and were taken by photographer Paul Greeley. They are on the display until the end of the month.
Have you seen the imposing presence on Ward Hill? It's 12 feet tall and stands out in front of Rogers Spring Hill Garden Center. From its height to appearance, this scarecrow is well equipped to do its job.
One patron who got the Lamplighter's ear the other day had nothing but great things to say about workers in the city's public library. The patron is thankful for the library's workers — especially those on the reference desk. The woman said health issues force her to remain at home most of the time, and that whenever she calls the library reference desk, workers go out of their way to help her. She planned to call the mayor's office to give the same good report, realizing that too often the city hears complaints about workers but not enough praise.
Scenes for various movies have been filmed lately in local communities, notably Andover and Georgetown. Places in Haverhill were the backdrop for movie scenes a couple of years ago. Wonder when the lights and cameras will return to the city?
The Lamplighter had an unpleasant experience at the McDonald's on Main Street near the Plaistow line on a recent Sunday afternoon. The bathrooms were flooded and unsanitary. Ttwo people, who were traveling from New Jersey and had gotten off the highway to use the bathroom, exited the restaurant immediately and went to a nearby fast food restaurant to use the facilities. Past visits to the McDonalds have been pleasants for the Lamplighter, making him wonder what happened that day.


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◊ July 23rd LA Times Editiorial Board came out in support of SB 812, Dept. of Toxic Substances Control reform.
◊ June 26th Provisions in Assembly Bill 2145 that would have stripped communities of the right to choose to use clean energy were removed.
◊ June 18th Assembly Bill 371 received unanimous support in its first committee vote.
Climate Justice
Addressing the disproportionate impact of climate change on
low-income communities and communities of color
CRPE uses its unique blend of community organizing and litigation to address the dual threats that low-income communities and communities of color face: disproportionately suffering from the effects of climate change, and the effects of policy decisions to address global warming. Our efforts have focused on California and the Native Village of Kivalina.
Fracking. Currently CRPE's climate justice work in California is focused on the fight to ban fracking. The Central Valley sits on the US's largest known reserve of shale oil which is being extracted quickly, quietly and carelessly through a technique know as fracking. We are providing impacted communities with vital information the oil companies and local governments have purposely denied them, so they can then develop their own action plan. We believe the residents most impacted must lead the conversation and make the decisions.
California Environmental Justice Alliance (CEJA). Through our membership in CEJA CRPE unites with other environmental justice organizations throughout California to work toward statewide level policy changes. In 2012 we sponsored Assembly Bill 1990, a "Solar for All" bill that would have created small-scale clean energy projects in low-income communities and communities of color. We continue to work on legislation that will benefit our communities.
Previous Climate Justice campaigns have included:
California's Cap and Trade Program and Assembly Bill 32 - Cap and Trade is an unjust system because it does not require major polluters to reduce their carbon emissions, as well as the accompanying harmful air pollution emitted by refineries, power plants, and other major polluters . Cap and Trade has a disproportionate negative impact on communities of color because those communities do not receive the benefits of on site-reductions when major polluters buy pollution reductions from somewhere else. CRPE advocates for alternatives to Cap and Trade that won't compromise the needs and rights of low income communities and communities of color.
The Green Paper. Applying our "from the ground up" philosophy to issues of economic development, reducing pollution, and protecting public health, CRPE worked with grassroots leaders from low-income, rural communities in the Valley to develop their vision of the green economy. View the green paper in English or Spanish.
Go to Climate Justice in Kivalina main page
Kivalina is a small island in Northwestern Alaska that is seeing the effects of climate change first hand. As sea ice has melted, the island has become more susceptible to harsh winter storms and erosion because the ice no longer buffers waves or storm surges. Because of these effects of climate change Kivalina needs to relocate.
CRPE is a member of the legal team representing Kivalina in the Native Village of Kivalina v. Exxon Mobil. The lawsuit is against the twenty-four largest oil and electric companies. It alleges that these corporations are the top global warming polluters in the U.S. and are substantially contributing to global warming and the resulting damage to Kivalina. The lawsuit also alleges that a group of defendants led by ExxonMobil has engaged in a conspiracy to mislead the public about the causes and effects of climate change. Kivalina seeks monetary damages for the necessary relocation of their village.
Kivalina News
UPDATE: Native Village of Kivalina to Appeal in Landmark Climate Change Case (9.21.12)
UPDATE: Ninth Circuit Court of Appeals Hears Climate Change Lawsuit (11.28.11)
"Courts as Battlefields in Climate Fights" via New York Times (1.26.10)


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Winchester hospital praised for work in South Sudan (From Hampshire Chronicle)
When news happens, text CHRON and your photos or videos to 80360. Or contact us by email & phone.
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Winchester hospital praised for work in South Sudan
Updated 9:08am Wednesday 6th February 2013 in Winchester By Wesley Rock
STAFF from the Royal Hampshire County Hospital have been visited by a government minister who praised their work in one of the world's poorest countries.
Lynne Featherstone, a junior minister at the Department for International Development (DFID), was in Winchester yesterday (February 4) to hear a presentation on their efforts to reduce infant mortality in South Sudan, the world's newest country.
The team of volunteers consisted of midwives, doctors, surgeons, as well as 'fixers' – volunteers who helped with maintenance work at the hospital in the city of Yei, in the far south of the country, and outlying primary care centres.
Peter Kemp, a product manager from Bursledon, travelled to Yei as a fixer with his wife Terri, a midwife at RHCH. Mr Kemp said: "It was very basic out there. It was quite challenging but also quite satisfying. With the work I was doing I was tucked away, but some of the conditions in things like the operating theatres were quite upsetting and quite distressing."
The coalition's policy of continuing high-levels of overseas aid has sparked fierce debate, but Ms Featherstone said the DIFD grants used to fund the project were essential.
"Anyone who thinks the government aid programme should somehow not be spent, let them come here and talk to the volunteers at the RHCH.
"People say 'what about people struggling in this country', and of course that's an incredible challenge. But when you go to South Sudan and see what it's like, you see there's no comparison. It's making an incredible difference," she said.
Winchester and Chandler's Ford MP Steve Brine said after the meeting: "UK aid is about so much more than money and this is an excellent example of that. We have some highly trained and motivated health professionals in Winchester and I for one am really proud they are able to travel to other parts of the world and literally save lives."
Paediatric consultant Simon Struthers, who co-led the team of volunteers in November, said: "Clearly we go out there to help, but people coming back are then better able to cope with adversity, to cope with change and they are invigorated. You can get stale but this kind of thing gives them added belief about the value of care."
Formal links between the RHCH and the hospital Yei were established in 2010, since when there have been five trips.
Comments (3)
Please log in to enable comment sorting
7:24pm Tue 5 Feb 13
wackyracer says...
ors,consultants to Sudan at a time when people here are being denied certain treatments and operations because of cuts is a nonsense. The personnel mentioned being 'stale' here, perhaps they're doing doing enough work here
11:16am Wed 6 Feb 13
Yves1977 says...
wackyracer wrote:Why dont you read the story? They were volunteers. They were not 'sent' to Sudan. They went in their own time.
Yes we all are aware of people in more need than us, but sending nurses,midwives,doct
ors,consultants to Sudan at a time when people here are being denied certain treatments and operations because of cuts is a nonsense. The personnel mentioned being 'stale' here, perhaps they're doing doing enough work here
8:20pm Wed 6 Feb 13
nussie says...
if you have never experience life in a developing country such as Sudan, perhaps it is about time to broaden your horizons or keep your opinions to yourself!
Comments are closed on this article.


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Cactus Cottage/ Parking/LOW MONTHLY in San Francisco
- bedrooms 1
- baths 1
- sleeps 2
- pool no
- hot tub no
- pets allowed no
- type Apartment
- community
- rates (USD) $ 1,800 - $ 2,000 / month
vacation rental description
PET FREE & Spotlessly Clean
Located on a quiet, safe street, in up-scale district, easy street parking , public transportation MUNI/BART about 3 blocks away only 15 minutes to downtown SF or the Airport (rides to the airport or Bart may be arranged) 3 minute drive to freeways taking you to San Jose, Santa Cruz, Carmel, Big Sur or the Bay Bridge to the East Bay, Golden Gate Bridge to Sunny Marin and the wine country. Nearby Golf.
Easiest ride to Silicon Valley from SF. Two minutes to freeway #280 the fastest route.
We're near Ocean Beach and the Zoo and wonderful museums.
The apartment is private with your own entrance, charming, spacious and super clean!
The bedroom has a brand new, top of the line queen matress for a great night's sleep after your busy day. The kitchen is fully equipped with gas stove & oven. There is a small office room.
Fireplace for cozy winter days.
Please no pets or smoking this is a pet allergy free environment.
vacation rental location
property availability
- dates with deals
- unavailable dates
Last modified on 03-23-2014 at 10:51 AM.
email owner view full calendar
Property Owner
apartment rental amenities
Wireless Internet
TV with cable
Iron/hair dryer
Coffee maker
Laundromat, dry cleaners, shopping & restraurants nearby within walking distance.
activities and attractions in San Francisco San Francisco Bay Area
vacation rental rates
30 day minimum Check out time 11 a.m.
Check in time 3p.m.
$1800-$2000 per month
Cleaning fee is an additional $75/mo. Owner will clean once a month. Replace sheets & towels as needed.
Regular weekly cleaning service available for an extra fee.
Fresh sheets & towels as needed.
Minimum $250 or greater security deposit will be collected. The amount depends on the length of your stay. Long term guests will be charged larger cleaning/damage deposit. This deposit will be easily be refundable in full as long as there no damages.
25% deposit will confirm your dates. A $75 fee will be charged if cancellation notice is 30+ days prior to your check in date. The charge for less than 30 days notice of your cancellation will incur loss of your deposit unless we can book other guests for your same period.
Rates subject to change without prior notice. Holiday rates may be slightly higher.
Property Owner
accepted payment methods
Prior to paying a reservation deposit, always verify payment instructions by calling the phone number displayed on this listing page. By contacting the owner directly and paying by an approved method - credit card, paypal, check or bank transfer - your reservation payment will be protected up to $1,000.Learn more in our Security Center


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Great Gift Wrap Organizers
December 16, 2010 at 2:13 pm , by Beth Roehrig
I don't know about you, but between Christmas and birthdays, I've been doing a whole lotta wrapping lately. Right now I have a drawer stuffed full of tissue paper and spools of ribbon, and loose rolls of paper that are smushed into my closet. While I would LOVE to have an entire room devoted to crafting and wrapping a la Martha Stewart (she's even introducing a furniture line based on her own craft room next month at Home Decorators Collection), that's just not in the cards for me.
But for those of us without that kind of space to dedicate, there are other smart ways to keep your supplies organized. Read more
Categories: Home, Ladies' Lounge | Tags: container store, gift wrap, Home Decorators, Martha Stewart, organizer, wrapping paper organizer | 1 Comment


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One of the highlights from Tyson Fury's Twitter. He's also taken mean-spirited shots at Kermit Cintron and Audley Harrison, called Derek Chisora a "man-lover," praised Danny Williams, and gotten into a brief Twitter battle with Andre Dirrell, who actually might not know who Tyson Fury is. Fury called Dirrell a ballerina and an actor.
The Boxing Bulletin is trying something new tonight. We'll be providing round by round updates of Ortiz/Campbell and Khan/Malignaggi on twitter. Click here to follow The Boxing Bulletin on Twitter For detailed round by round coverage and discussion of tonight's fights, check out Bad Left Hook's fight night coverage.
"I believe I'm the faster fighter. If I get hit on chin, I'm not going to wobble. If Amir Khan starts wobbling, I hope they have a pillow for him in the corner, because he's going to sleep. I'm going to enjoy sinking my punches into Khan. Some fights are just business, but not this one. I'm going to enjoy every punch I land." --Paulie Malignaggi (27-3, 5 KO) (Photo by Chris Hutty - Hoganphotos/Golden Boy Promotions)
Paulie Malignaggi put "Amir Con" shirts for sale on his website. I have a feeling these ones might continue to sell well long after the fight is over. They're available for purchase at Official Malignaggi.com
WBA junior welterweight titlist Amir Khan and Paulie Malignaggi got together for a press conference in London. The two meet on May 15 in New York. Oscar de la Hoya called the matchup the "Fight of the Year." In other news, Oscar de la Hoya is insane.
Paulie Malignaggi, challenging the British Khan by asking him to swing at the soccer field he and Lou DiBella have thrown.
The poster for Diaz-Malignaggi II on December 12 at the UIC Pavilion in Chicago. A press conference in the Windy City was held yesterday. Photo from DiBella Entertainment.
Diaz-Malignaggi Presser. Man, Malignaggi gives that suit a horrible name. http://www.fightnews.com/?p=16583
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Get this recipe courtesy of John Doyle, Director of Development of Detroit Cristo Rey High School.
Learn more about a trivia event benefit at the Red Fox English Pub in Royal Oak on Feb. 13 at www.detroitcristorey.org. Ingredients2 pounds boneless chicken breastTikki chicken marinade:1 teaspoon cumin1/4 cup yogurtpinch of salt1/4 cup minced ginger1/4 cup minced garlic1 tbs cumin1 tbs garam masala1 tsp fenugreekTikki Sauce:4 cups Tomato sauce1 teaspoon fenugreek 1 teaspoon salt2 teaspoons sugar2 tablespoon Garam Masala1/4 cup minced ginger1/4 cup minced garlic1 cup chopped white onions3 cup heavy cream1 cup corn oil 1/4 cup coconut milk To make sauce:Heat oil in large sautee pan on a low flame. Add onions to oil until they soften. Add tomato sauce , fenugreek, garam masala and cumin. Let simmer for five minutes. Then add heavy cream and the rest of ingredients to sauce. Let simmer for ten minutes. Your sauce is done. To make the chicken:First, dice chicken into medium pieces. Set chicken aside. Next , mix all other ingredients together. Marinate chicken in the sauce for two hours. Next, Bake in oven at 300 degrees for 15-20 minutes. Final direction, heat Tikki chicken and Tikki sauce in a sautee pan, let simmer on a low flame till everything's nice and hot. Finally top with 1 cup of basmatti riceServe with 2 cups of basmatti rice (boiled until soft)
WHBQ-TV | Fox 13 485 S. Highland St.Memphis, TN 38111Main Station: (901) 320-1313Newsroom: (901) 320-1340


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It's not too late to sample P.F. Chang's summer menu. Learn more online at www.pfchangs.com.Ingredients:Ponzu2 tbs soy sauce1 tbs rice vinegar2 tsp lime juice1 tsp lemon juice2 tbs extra virgin olive oilSalad1/2 lbs. heirloom tomatoespinch kosher saltpinch black pepperGarnishFresh basil leaves to tasteMethodPrepare the ponzu in a clean mixing bowl, combine all ingredients and stir well. Set asideBuilding saladWash and cut the tomatoes (slice, dice, or wedges)Arrange on plate as desiredSeason with salt and pepperDrizzle desired amount of ponzu over the tomatoesGarnish by randomly placing basil leaves generously over tomatoes.
KTTV FOX 111999 S. Bundy Dr.Los Angeles CA 90025Main: (310) 584-2000News Tips? (310) 584-2025


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Famers say they need EU grants as letter sent to Prime Minister
Conservation groups and farmers in the West Country have sent a letter to the Prime Minister urging him to do all he can to encourage the European Parliament to continue offering them environmental grants.
They're used by many of our farmers to look after the countryside and wildlife, and many say their very survival depends on getting them. Our reporter John Andrews went to meet one man who relies heavily on the current grants on offer.


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Ocean Front Luxury 2 bedroom Condo 4th floor in Jaco
- bedrooms 2
- baths 2½
- sleeps 4
- pool yes
- hot tub no
- pets allowed no
- type Condo
- community
rates (USD)
/ night
$ 1,200 - $ 2,100 / week
$ 3,500 - $ 5,500 / month
vacation rental description
This luxurious brand new 2 bedroom property is absolutely beach front and it's located in the fourth floor affording amazing views of the ocean. Feel the Pacific breeze from its ample terrace, watch the surf and enjoy the signature Jaco sunsets at one of the nicest ocean front condominiums available in Jaco.
vacation rental location
property availability
- dates with deals
- unavailable dates
Last modified on 09-2-2014 at 4:18 PM.
email owner view full calendar
Best in Jaco (506) 2643-3435
condo rental amenities
It features:
* Spacious living room with comfortable leather sofas, large flat screen TV and dining table.
* 2 ample suites, the master with a king size bed and the second with a queen size bed. Each bedroom has a private full bathroom.
* Half bathroom in the living room.
* Large terrace that overviews the ocean.
* Fully equipped kitchen with stainless steel appliances, large fridge with ice maker, microwave, range with oven and dish washer.
* Clothes washer and dryer.
It also has:
* High efficiency chiller cooling system
* Phone with free local calls
* High speed internet access
* Cable TV
* DVD player
* Concealed safe
* Insulated windows
* 24 hours security
activities and attractions in Jaco Costa Rica
This ocean front vacation rental is located at Diamante del Sol right in the center of Jaco.
Diamante del Sol is one of Jaco Beach largest and newest beachfront condominium projects. All Jaco condo rentals are absolute beachfront, affording spectacular ocean views from heights of up to 10 stories. An impressive development, Diamante Del Sol offers innovative living for Jaco, Costa Rica vacations in the heart of downtown Jaco Beach, Costa Rica. It's location allows you to be steps away from all the main attractions that make Costa Rica famous: world class surfing right outside your door; adventure tours like ziplining, rafting, ATV's; nature tours like birdwatching, rainforest jungle exploration, a wide variety of restaurants with international menus, nightlife and shopping.
vacation rental rates
$200 in low season, $250 in high season and $350 in peak season (plus 13% sales tax).
Special Offer: Rent 6 nights and stay for 7!
Best in Jaco (506) 2643-3435
accepted payment methods
Prior to paying a reservation deposit, always verify payment instructions by calling the phone number displayed on this listing page. By contacting the owner directly and paying by an approved method - credit card, paypal, check or bank transfer - your reservation payment will be protected up to $1,000.Learn more in our Security Center
Top things to do in Jaco
- Surfing
- Zip Line tour
- Manuel Antonio National Park
- White Water Rafting
- Sport Fishing
Top things to do on a budget
- Surfing
- Horse Back Riding
- Kayak
- Turtle Tour
- Bird Watching
Top things to do with a family
- Arenal Volacano and Hot Springs
- Tortuga Island Catamaran
- Atv Tour
- Crocodile Boat Tour
- Monkey Tour
Best in Jaco , owner


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Continuing Professional Education [1]
Do you work in a regulated occupation? Are you required to retain licensure or certification? Have you kept up with technological advances in your field?
PHSC will help you meet the requirements of your professional career and remain competitive in your field. Continuing professional education courses are designed for busy working students and are offered at convenient times.
Corporate Training [2]
PHSC offers a variety of continuing workforce education courses that promote and support professional and personal development in the workplace. Training can be provided onsite or at one of our locations.
Our staff works closely with business and industry partners to help identify training needs and solutions. Our instructors are highly qualified, professional trainers who are committed to achieving outstanding results.
Encore Academy [3]
PHSC believes that students of any age should have access to higher education and promotes the concept of lifelong learning. Encore Academy focuses on serving adults over the age of 50. This program offers learning opportunities in most academic areas, including those in college credit and technical credit programs, noncredit courses, and other selected monthly activities.
Personal Enrichment [4]
Personal hobbies and interests are what make life enjoyable. It's about having fun and making friends. PHSC's Continuing Education personal enrichment courses offer an array of courses that you'll want to take—just because!