text: Children with ADD/ADHD North Fingal ADD/ADHD Parents' Support Group A booklet to assist parents of children with ADD/ADHD Our aim with this booklet is to take away the fear and uncertainty that parents feel when they suspect that their child may have ADD/ADHD or when the child is diagnosed as having such. We have tried to answer the questions that parents would most often ask. We hope that this information will be easy to understand and that it will answer the questions you might have. We have done our utmost to ensure that all the information in this booklet is correct and up to date. We would like to thank the National Lottery Grant Funding 2004 and Comhairle for making it possible for us to produce this booklet. We would also like to acknowledge the continued support of Co-operation Fingal, (North Fingal Community Partnership) to the North Fingal ADD/ADHD Parents' Support Group. Special thanks must go to Sarah Musharakh from Co-operation Fingal for all the work and enthusiasm they have invested in this project. North Fingal ADD/ADHD Parents' Support Group. CONTENTS 1. DEFINITIONS 2 2. WORKING YOUR WAY THROUGH A DIAGNOSIS 4 3. OPTIONS FOR THE TREATMENT OF ADD/ADHD 7 4. RIGHTS AND ENTITLEMENTS 11 5. EDUCATION 15 6. RESEARCH AND DEVELOPMENT 20 7. ADDITIONAL SUPPORT SERVICES 24 8. NOW, WHAT CAN I DO? 25 9. TIPS FROM PARENTS 27 10. SIDE EFFECT RATINGS SCALE 28 11. SUPPORT GROUPS AND CONTACTS 29 1 1. DEFINITIONS What is ADD/ADHD? ADD/ADHD stands for: Attention Deficit Disorder (ADD) and Attention Deficit Hyper kinetic Disorder (ADHD). ADD/ADHD is a neurological-based medical condition and is not caused by poor parenting and diet. ADD/ADHD is a genetic disorder that can co-exist to a greater or lesser degree, with any one or other disorders (e.g. dyslexia, autism, learning disorder, dyspraxia, conduct disorder, oppositional defiance disorder). ADD/ADHD would seem to be more prevalent among boys than girls. Girls would more often be diagnosed as having ADD. There is a belief though that many young people with ADD often go undiagnosed because their attention deficit does not present itself as outwardly as the hyperactivity/impulsivity that exists in ADHD. Often these young people are the ones that sit at the back of the class without disrupting it, but unable to participate fully as they have an attention deficit. For the purpose of this booklet we will refer to the child as him, his, etc. What are the signs and symptoms of ADD/ADHD? 1. INATTENTION (ADD) Symptoms of Inattention: • Fails to give close attention to details or makes careless mistakes. • Has difficulty sustaining attention in tasks or play. • Does not seem to listen when spoken to directly. • Does not follow through on directions and fails to finish schoolwork, chores. • Has difficulty organising tasks or activities. • Avoids or dislikes tasks that require sustained mental attention, such as schoolwork or homework. • Loses things necessary for tasks or activities (e.g., pencils, assignments, homework copy). • Is easily distracted. • Is often forgetful in daily activities. 2 Children with ADD CAN pay attention, they just don't know HOW to pay attention. One suggestion is when giving instructions to children, simplify the instruction and break it down so that they can follow the instructions step by step. Sam Goldstein, Ph.D. said "Children with ADD aren't clue-less… they are cue-less!" In other words, they know what they should do, brush their teeth for example, but they can't pick up on the cue to brush their teeth. They will go to the bathroom but forget what they went there to do. The cue to brush their teeth didn't kick in. 2. HYPERACTIVITY/IMPULSIVITY (ADHD) Symptoms of hyperactivity: These symptoms are generally more common in boys. • Fidgets with hands or feet or squirms in seat. • Leaves seat in classroom or in other situations where remaining seated is expected. • Runs and climbs excessively when it is inappropriate. • Is always on the go or acts as if "driven by a motor". Often talks excessively. Symptoms of Impulsivity: • Blurts out answers before questions have been completed. • Has difficulty waiting his turn. • Interrupts or intrudes on others (e.g., butts into conversations or games). The severity of the condition can vary i.e. mild, moderate or severe. As mentioned above, ADHD can co-exist to a greater or lesser degree, with any one or other disorders (e.g. dyslexia, autism, learning disorder, dyspraxia, conduct disorder, oppositional defiance disorder). How common is ADD/ADHD in Ireland? It is estimated that 3.5% of the population of Ireland suffer from ADD/ADHD. The preliminary total for the population enumerated on census night 28 April 2002 was 3,917,336. Therefore 3.5% of our population (Barkley 1990) = 137,106.76. 3 2. WORKING YOUR WAY THROUGH A DIAGNOSES How do I know if my child has ADD/ADHD? Unfortunately, ADD/ADHD cannot be detected by means of a blood test or x- ray. All children will be inattentive/impulsive or hyperactive at some time. They're children! If however your child's behaviour creates a real problem in at least two areas such as school, home or in social settings, and if your child has been behaving like this for 6 months or more, then perhaps you need to look into the possibility of your child having ADD/ADHD. Likewise ADD/ADHD is said to exist from the time of birth, so it may be that your child has always been displaying these symptoms. I feel my child is displaying these symptoms. What do I do now? If your child is not yet in school, talk to your GP about your concerns. It might be useful to keep a diary of your child's behaviour. Note down the things that concern you and how often your child would behave in this manner. Also, make a note of whether he is just like this at home or if this type of behaviour persists in other settings also, such as in the supermarket or when you are visiting friends. If your GP feels that these symptoms need further investigation, he/she will most likely refer you to the Mater Child and Adolescent Mental Health Service in Swords. If your child is in school, talk to his teachers about your concerns. You will be able to help your child a lot more if you and the teacher can work together. If you feel that your concerns are not being taken seriously or being misunderstood, speak to the school Principle or again, talk to your GP. If your child's teacher agrees there is a problem, he/she will consult with you and if you are in agreement, your child's school will contact NEPS. NEPS stands for the National Educational Psychological Service Agency. Your child will be referred to NEPS for an educational assessment. An Educational Psychologist will carry out this assessment. Nothing will be done without your consent and you will be kept informed of what's happening throughout the procedure. The child may then be referred to the Mater Child and Adolescent Mental Health Service. 4 Who will I see the first time I attend the Mater Child and Adolescent Mental Health Service? You may see the following professionals: • Social Worker • Speech Therapist • Psychologist • Senior Social Worker • Senior Registrar/Psychiatrist These different professionals will work together as a team, discussing your child's progress and deciding, as a team, how best to help your child. At your first visit to the Mater Child and Adolescent Mental Health Service in Swords you may see a Social Worker and a child Psychiatrist. Please don't be scared or intimidated by these titles. These people are there to ensure that your child gets the proper care and attention and advice he needs. Don't be afraid to ask questions. If you don't understand something… ASK. If your child is under 5 years he will most likely see a Psychologist and/or Speech and Language Therapist. What will happen at this first meeting? You will be asked questions about your child's home life, friends, and past illnesses. This is to enable the people who are treating your child to make a holistic assessment of your child. It's important to get a picture of the child's developmental milestones. The services available will be explained to you. You will be asked who first referred you. How have you dealt with the problem so far? Do other family members display the same symptoms? How have you coped with this and other problems in the past? How do you normally resolve issues such as depression etc.? Who and what helped? What, if any, other stress factors are there in the family i.e. separation, money problems etc? How is your child with siblings, peer group? 5 Some of the above questions will be to establish where your strengths lie in dealing and coping with problems when they arise. We all have strengths we can build on. After all that, you will be on the way to learning how best to help your child! It is important to take your child for treatment. Without early identification and proper treatment ADD/ ADHD can have serious consequences including school failure and drop out, depression, conduct disorders and failed relationships. Why does it take so long to have my child assessed and diagnosed? As we mentioned above, ADD/ADHD cannot be diagnosed through a blood test or similar. A psychologist will have to eliminate other possibilities before he/ she will diagnose your child as having ADD/ADHD. You can appreciate that this cannot be done in an hour or even a week. Unfortunately, these things do take time. This could take up to a year. I have been given a questionnaire to fill in. My child's teacher has also been given this questionnaire. What is this and what is it for? This is called a Conner's report. It contains a list of questions and answers. These answers are graded 0 - 3. This will help your child's doctor to see a consistency of behaviour both at home and at school. This report will also help your doctor to ascertain the level of difficulties your child is faced with on a daily basis. This report will also give a baseline on which to grade any future improvements on. 6 3. OPTIONS I've been told my child needs medication. What is this medication? The most common type of medication prescribed for the treatment of the symptoms of ADD/ ADHD is Ritalin and Concerta. These medicines are stimulants. They are not sedatives. They do not slow down a child's mind. If successful, they will "enhance" an inattentive child's natural abilities. Ritalin LA*: Ritalin will be administered to your child twice a day. It is a short acting drug. It has been reported that the medication starts to show benefits between 15 - 30 minutes after it has been administered. It stops being effective after 3 - 5 hours. (*LA stands for Long Acting) Dexedrine: Dexedrine affects the neurotransmitter Norepinephrine primarily, and secondarily Dopamine, which is significantly different than Ritalin, and can produce very different results for patients. Dexedrine is only similar to Ritalin in that the same type of side effects can occasionally be seen. Dexedrine also appears to stay in the blood longer than Ritalin reducing the frequency of the dose. (www.adders.org) Concerta XL: In February 2003, doctors began prescribing Concerta, a once a day capsule. Concerta is a reformulation of Ritalin. Whereas, the effects of a single pill of Ritalin last a maximum of four hours, a single dose of Concerta lasts more than 12 hours in the body. Referring to Concerta, Fiona McNicholas, professor of child psychiatry at University College Dublin, said: " The real winners with Concerta are the children who don't have to worry about their medication for the whole day and can enjoy after-school sports and do their homework, just like everyone else." (The Sunday Times, Feb 2nd, 2003) Straterra: What separates Strattera (atomoxetine) from the rest of the ADHD medications pack is that Strattera is the first non-stimulant medication for Attention Deficit Disorder. Strattera is an oral capsule prescribed in a once or twice daily dose, which also eliminates the need for school children to medicate during the school day. Straterra would also be prescribed for adults. This drug is not yet licenced for use in Ireland. Parents have reported that some children are fine on Ritalin, some are fine on Concerta. Remember that your child is an individual. One parent may tell you how great life is now that junior is taking Concerta or Ritalin. You may find that one or the other doesn't work for your child. Go with what's best for YOUR child. The decision on whether or not your child should be put on medication will be made after your child's team of professionals or your child's key therapist meet and discuss the case. 7 Before your child is placed on medication he may need to have blood tests done and also an EEG brain scan. This is to eliminate the possibility of other conditions, apart from ADD/ADHD. These tests will be carried out either in Temple Street Children's Hospital or the Mater Hospital. If you have concerns about putting your child on medication, go back to your prescribing doctor with a list of questions. He/ she will appreciate your interest in your child's well being. Feel free also to talk to your local pharmacist and ask about any side effects to your child's medication there may be. Remember that taking medication relieves the symptoms of ADD/ADHD but that's only part of the picture. The feeling that your child gets when he knows that you love, accept and appreciate him does not come in a pill. It should be noted that some over the counter medicines should not be taken while being treated with methylphenidate. These include decongestants such as pseudoephedrine and phenylephrine, which are common ingredients in cough and cold medicines and sedating antihistamines such as chlorpheniramine and diphenhydramine, also included in cough and cold medicines as well as some hay fever and allergy medicines. The action of methylphenidate on the brain can be enhanced by these medicines which, in the case of the decongestants, can lead to over- stimulation and reduced effectiveness of the drug in ADHD, as well as a potential raising of blood pressure and, in the case of sedating antihistamines, a lowering of the seizure threshold in individuals subject to seizures. Prescribing and dispensing of methylphenidate prescriptions is governed by the Misuse of Drugs Regulations 1988 - 1993. These regulations outline the strict requirements applying to the writing and dispensing of prescriptions for methylphenidate. Of relevance to parents of children taking methylphenidate medications are the following: 1. A prescription cannot be dispensed before the date specified on it or later than fourteen days afterwards. 2. A doctor cannot write that the prescription is to be repeated for a period of time or on a number of occasions. The doctor, however, can request that the prescription be dispensed in instalments. In the case of instalments, the first instalment cannot be dispensed later than fourteen days from the date on the prescription and no instalment can be dispensed later than two months after that date. 8 3. Doctors must write all details on a prescription in their own handwriting. The preparation of the drug, the strength of the drug, the dose to be taken, and in both words and figures, either the total quantity of the drug or preparation or the number of dosage units to be dispensed. In the case of prescriptions for a total quantity of drug intended to be dispensed by instalments, the doctor must specify the quantity, the number of instalments and the intervals to be observed when dispensing the instalments. Whether to medicate or not is a question that only you and your child can answer. Get advice and make a well-informed decision. What about Complimentary Approaches? A growing number of people are trying complimentary medicine in all walks of life. Some parents have experienced positive changes in their children by using the following: FISH OIL helps maintain eye and brain function which is important for anyone in a learning environment. It contains essential fatty acids necessary for brain function and may be beneficial for individuals with ADD or ADHD. Again, you should discuss this with your doctor, remembering that every child is an individual. QUANTUM TOUCH is a gentle non invasive hands-on energy healing method that has been described as a "SIGNIFICANT BREAKTHROUGH IN HANDS-ON HEALING" in the Alternative Medicine Magazine USA. The Practitioner uses breath and body awareness techniques to raise the vibration of their hands to a very high frequency, the vibration of the person receiving the healing also naturally rises up to match or entrain to that of the Practitioner, allowing healing to take place on a very deep level, it allows the body to heal itself. Quantum-Touch is highly effective with Scoliosis, Hernias, ADD/ADHD, Burns, Migraine, Sciatica, Stress, Sinusitis, TMJ and much more… For an appointment or to enquire about Quantum-Touch workshops please contact James Laverty on: Phone: 042-9329082 Mobile: 087-9966151 E-mail: email@example.com Web: www.quantumtouch.com 9 Bi-Aura Therapy (also known as Bio-Energy) is a non-invasive, totally holistic energy healing method. It reactivates the body's own capacity to heal. Ailments that have responded favourably to this therapy include Stress, Tension, Insomnia, Depression, Hypertension and many more. For further details contact Berni Manning at (01) 837 3243, or visit the website at www.bi-aura.com. BEHAVIOUR MANAGEMENT TECHNIQUES Mark Harrold formerly of St. Michaels's House & Mark Mulrooney from St. Michael's House Psychology Department have put together an excellent booklet entitled "Challenging Behaviour". There are some great tips in there to help you deal with your child. You can call Mark Mulrooney on 01 - 8840200 and he would be only too glad to send you a copy of this booklet. The Mater Child and Adolescent Mental Health Service in Swords occasionally runs a Parent Plus Programme at different times throughout the year. This is for any parent of a child between the ages of 4 to 10 and 11 to 16 years of age. The course is open to parents from all backgrounds. It is also open to carers, grandparents and whoever else might be caring for children. For more information contact the Mater Child and Adolescent Mental Health Service, the Health Centre, Bridge Street, Swords. Telephone (01) 890 7151. Always remember that what you say to your child will have a great influence on him. Your child will have something in his life that he does really well. Encourage your child to develop this talent or ability or interest. We all love a pat on the back and to hear how well we're doing! 10 4. RIGHTS AND ENTITLEMENTS What are my child's rights? Under the Education Welfare Legislation Act 2000, children must be educated until the age of 16. If your child has been expelled or suspended from school, ask for written confirmation stating the reasons for the school's action. You should then contact the Vocational Education Welfare Board at (01) 873 8626. • Your child has the right to a full and detailed assessment of needs at the time of diagnosis. • The right to an education geared to the potential and abilities of the person. • The right to training and to meaningful work where appropriate. • The right to be free from discrimination and from economic, sexual, or other forms of exploitation. • The right of people with disabilities, their parents, guardians and siblings to participation and consultation in the formulation and implementation of all policies which affect the lives of people with a disability. • The right of people with disabilities, their parents, guardians and siblings to elect their own representatives onto the boards of all service providers, including all statutory agencies, to ensure effective representation. • The right of parents, guardians and siblings of people with a disability to counselling, support and respite care when needed, and to information and consultation about the needs of their child, irrespective of age. What are my entitlements? You MAY, at the discretion of your local Health Service Executive be entitled to the following: DOMICILIARY CARE ALLOWANCE The allowance for the domiciliary care of severely physically or intellectually disabled children is a monthly cash payment to the mother/father or guardian in certain circumstances, of such a child between the age of 2 and 16 years. The age limit may be extended from 16 to 18 years if the child is still 11 attending school. Over 16 years of age, an individual may apply for a Disability Allowance from the Department of Social, Community & Family Affairs, Government Offices, Ballinalee Road, Longford. If the Disability Allowance is granted, any further payments of the Domiciliary Care Allowance will cease. Recipients of a Domiciliary Care Allowance may also be eligible for Carer's Allowance or Carer's Benefit. CARERS ALLOWANCE Carers Allowance is a means tested payment for carers on low income, who live with and look after people who need full time care and attention. For information and forms, apply to your local Health Service Executive, or contact Swords Information Centre. Tel: (01) 840 6877 Application forms are available from your local Health Service Executive. CARER'S BENEFIT To qualify: You must have at least 156 PRSI contributions paid (Class A, B, C, D, E or H) and (a) 39 contributions paid in the relevant tax year or (b) 39 contributions paid in the 12 months immediately before the start of Carer's Benefit or (c) 26 contributions paid in the relevant tax year and 26 paid in the relevant tax year prior to that. Conditions: You must leave employment temporarily to look after someone in need of full-time care e.g. a person with a disability or a child for whom the Domiciliary Care Allowance is being paid. You must have been employed for at least 34 hours a fortnight before starting full-time caring duties. You may be able to avail of Carer's Leave which allows you to retain your employment rights while you are caring and to return to your job or a similar job when you finish caring. It will be paid for up to 15 months and increases will be paid for child dependants. If you are looking after more than one person an additional 50% will be payable. The conditions about full-time care, living with the person being cared for and taking on part time work are basically the same as the conditions which apply to the Carer's Allowance. 12 Apply to: Carer's Benefit Section, Social Welfare Services Office, Government Buildings, Ballinalee Road, Longford. Tel: (043) 40087 or (01) 704 3000 LONG TERM ILLNESS BOOK You may be eligible for free prescribed drugs and medicines under the Long Term Illness Scheme. Application forms are available at General Practitioner's surgeries and at Health Service Executive local offices. If you or your dependant is deemed eligible you will be supplied with a Long Term Illness Book. This book lists the drugs and medicines to which you or your dependant will be entitled to free of charge from your retail pharmacist. 13 WHAT I'M GREAT AT... Make a list of things that you're good at in the top left box. In the other boxes, as other people (your teacher, your parents, your friends) to put down what you're good at. WHAT I'M GOOD AT: 3 ...................................................... 1 ...................................................... 4 ...................................................... 2 ...................................................... 5 ...................................................... WHAT ................. THINKS I'M GOOD AT: 3 ...................................................... 1 ...................................................... 4 ...................................................... 2 ...................................................... 5 ...................................................... WHAT ................. THINKS I'M GOOD AT: 3 ...................................................... 1 ...................................................... 4 ...................................................... 2 ...................................................... 5 ...................................................... 5. EDUCATION What will happen to my child at school? If your child is displaying learning difficulties, he may be assigned a Learning Support teacher. These teachers used to be called Remedial Teachers. This teacher will take a group of children who need that extra bit of help. Your child may be assigned a Resource teacher. This teacher deals with your child on a one to one basis but sometimes may teach a group of children together. Another alternative is a Special Needs Classroom Assistant [SNA]. The Classroom Assistant would act as your child's "reminder" for example, helping him to stay focused on the task at hand. The school Inspectorate will inform your school's Principle of the number of hours with one of the above-mentioned your child has been allocated. What is the role of NEPS? National Educational Psychological Service The National Educational Psychological Service agency (NEPS) was established in 1999 to develop and provide an educational psychological service to primary and secondary schools. The NEPS mission is to "support the personal, social and educational development of all children through the application of psychological theory and practice in education, having particular regard for children with special educational needs." The service provided by NEPS has four main strands • Casework with individual children and young people • Consultation and support for teachers and parents • Project work in schools • Promotion of mental health in schools Private assessments Those primary schools which do not yet have access to NEPS may commission private assessments under a scheme administered by NEPS. Each school may commission a number of assessments - broadly one assessment for every 50 students. Under this scheme, individual psychological assessments may only be 15 administered by psychologists whose names appear on a panel compiled by NEPS. The Regional Directors of NEPS also have a limited discretion to meet exceptional needs. The contact details for the NEPS regional offices, information on the commissioning of individual psychological assessments and NEPS publications are on the Department of Education and Science website: www.education.ie If you have any queries regarding your child's assessment etc. they should be submitted to National Education Psychological Service (NEPS) in writing. Mark your queries for the attention of Principal Psychologist. National Educational Psychological Service, 24-27 North Frederick St., Dublin 1. Tel: (01) 889 2700. Under The Education Act 1998, the Government is obliged to make appropriate education available to everyone, including people with disabilities and those with special needs. In practice, this means that children with disabilities are entitled to free primary and secondary education and are entitled to compete for and access third level education places on the same basis as others. Adults with disabilities are entitled to education services on the same basis as other adults. Students with specific learning disabilities may be able to get an exemption from some of the usual academic requirements - for example, if you have dyslexia, you may be able to get an exemption from the general requirement to study Irish and/or a continental language; this however, has proven to be very difficult to gain. Special arrangements may also be made for sitting examinations. For more information about these exemptions speak to the Principle of your Childs school. Legislation The Education for Persons with Special Needs Act was passed in July 2004. The aims of the Act are: • To make further provision for the education of people with special educational needs • To provide that their education takes place, as far as possible, in an inclusive environment • To provide that they have the same right as everyone else to avail of, and benefit from, appropriate education • To help children with special educational needs to leave school with the skills necessary to participate, to the level of their capacity, in an inclusive 16 way in the social and economic activities of society and to live independent and fulfilled lives • To provide for the greater involvement of parents of children with special educational needs in relation to the education of their children • To establish the National Council for Special Education • To confer certain functions on the Health Service Executive (HSE) in relation to the education of people with special educational needs What is the role of the National Council for Special Education? The role of the National Council for Special Education is • To make available to parents of children with special educational needs information relating to their entitlements and the entitlements of their children • To access and review the resources required in relation to educational provisions for children with special needs. Education for Persons with Special Needs Act 2004 This act has not yet come into full effect. The National Council for Special Education is to make a report to the Minister for Education and Science, outlining what needs to be done so that each provision of the act is implemented. Each section may have a separate commencement date. It is believed that Section 8 of the act, "Preparation of education plan at direction of Council" will be implemented before the end of 2005. National Council for Special Education, 1-2 Mill Street, Trim, Co. Meath. Tel: (046) 948 6400 What is the role of the Special Educational Needs Organiser (SENO)? If you and your Childs teacher feel there is a need to you can speak with the Special Educational Needs Organiser (SENO). The Special Education Needs Organiser is required to prepare a plan for the appropriate education of the child, once the Council has been informed by the school that the child has special educational needs. A group of persons, referred to as a team, provide advice to the SENO in relation to the preparation of the plan. The team can include • The parents of the child (unless they wish to opt out), • The principal or a teacher from the child's school, 17 • A psychologist, • Any other person whom the parents or the SENO consider appropriate. • The child in question may also be part of the team if the SENO considers it appropriate. The SENOs will be responsible for co-ordinating and facilitating delivery of educational services to children with disabilities at local level. In particular, the SENOs will be a focal point of contact for parents/guardians and schools, and will process applications for resources for children with disabilities who have special educational needs. This will also involve regular and detailed engagement with organisations such as health authorities and the Department, including administrative divisions, the Inspectorate and the National Educational Psychological Service (NEPS). In other words, they are there to help you. They will advise you on what best to do in order to help your child reach their full potential. Speak to your child's year head or principal about how you can contact the SENO assigned to your school. N.B. The Education for Persons with Special Educational Needs Act 2004 has not been fully implemented as yet. {Jan 06} Secondary [post primary] Education Children with disabilities may be educated in mainstream second level schools or in special classes in such schools or in special schools. The policy is to provide mainstream education where possible. Funding is available for the technology needs of individual students with special needs at second level. The school may apply to the National Council for Special Education's local Special Education Needs Organiser for these funds. Resource teaching posts, special needs assistant posts and additional teaching hours are allocated to second level schools to cater for special needs pupils. Each case is considered on its merits and additional allocations are made on the recommendation of the psychological service. There is an independent appeals board for teacher allocations to second level schools. When a child who has been assessed as having special needs is about to leave primary school, the parents may take the psychological reports themselves or may authorise the school to send them to the relevant post primary school. There is no automatic transfer of such reports from one school to another. 18 My child has turned 16, what now? From the age of 16, children are often referred to the Adult Psychological services. We would advise you to discuss this with your Doctor/Social Worker as the child approaches the age of 16. What happens if my child is suspended or expelled from school? If a child is expelled from school a parent can appeal the decision to the Department of Education and Science (DES). A phone call to the Post Primary Administration Section in Tullamore gets this in motion. You can call them on (0506) 243 31. If the appeal goes ahead, an arbitration panel meets both the parents and student as well as the school Principle and Chair of the board to try and come to a solution. If the school won't take the student back and no other school can be found the DES can sanction HOME TUITION until a suitable school is found. When a child is absent from school for a total 20 days, {not necessarily consecutive days} the Education welfare board must be notified. The school is required to do this, however you may report the child absent from school. The school have to notify the Education Welfare Board if the student is suspended or not in school for a period of 6 days or if they has been told not to attended as a request been made from the school, for any reason. When Welfare Officers have been appointed it will be the responsibility of the Welfare Officer to deal with and resolve issues such as this. Don't be afraid to contact the Social Worker attached to your child's Doctors team and speak to them about any difficulties your child may be having. National Education Welfare Board 16-22 Green Street, Dublin 7 Ph 01-8738600 Further information on all aspects of education for people with disabilities is available from: Department of Education and Science, Cornamaddy, Athlone, Co. Westmeath. Tel: (090) 648 3600 or (01) 889 6400 Website: www.education.ie 19 6. RESEARCH INTO ADHD AT TRINITY COLLEGE DUBLIN Background The ADHD research group at Trinity College Dublin has been investigating the genetic and behavioural aspects of the disorder over the past decade, led by Professors Michael Gill and Michael Fitzgerald. Both the genetic and behavioural studies have been very successful in furthering our understanding of ADHD. The genetic studies have identified subtle genetic changes that might increase the genetic risk for ADHD. The behavioural studies have investigated how children and adults with ADHD differ from other people in attentional control, timing estimation, spatial perception and reaction time. We have combined the genetic and behavioural studies to investigate how children with ADHD with particular genetic make-ups differ on the different behavioural tasks. The ADHD research group's work is world-leading. We are advancing our understanding of the interaction between genetics and behaviour, which will help in the future to better tailor rehabilitation strategies (both pharmacological and behavioural). Researchers A number of different researchers have been involved in the behavioural work over the past few years. Current research staff include Dr Aisling Mulligan, Ms Louise Butler, Dr Edwina Barry, Mr Redmond O'Connell, Dr Katherine Johnson, Mr Michael Daly and Ms Aoife Dáibhis. Dr Mark Bellgrove is now based in Melbourne, Australia but he is still involved in our research. Previous research staff included Dr Celine Mullins (pursuing acting career), Ms Marie Cox (studying overseas), Ms Catherine O'Kelly (travelling overseas), Dr Gina Joue (working overseas). What we understand so far ADHD is a complex disorder. We think there are a number of genes that are involved in the disorder and there may be a complex interaction between 20 particular genes (gene by gene interaction) and between particular genes and the environment (gene by environment interaction). Some recent findings Genetics: An association has been found between ADHD diagnosis and a common genetic variation in a gene related to serotonin formation. Serotonin is a hormone in the brain involved in a variety of functions including attention, sleep, memory and learning, locomotion, aggression and anxiety. Behavioural: An association has been found between performance on a sustained attention task and possession of the dopamine transporter gene (DAT1) in children with ADHD. Dopamine is a hormone in the brain involved in a variety of functions, including attention, movement, pleasure and motivation. Previous work had found an association between possession of a common genetic variation in the DAT1 gene and ADHD. Children who possessed two copies of the DAT1 performed the sustained attention task with more errors than children who possessed only one or no copies of the risk allele. Some upcoming projects Movement control in children with ADHD We are interested in seeing if children with ADHD are able to control their movements as well as other children. We have a digitising tablet with a special pen that we bring around to people's houses to test how well the children can move the pen in response to a computer display. This experiment is good fun for the children. Functional magnetic resonance imaging of children with ADHD We have recently installed the much-anticipated FMRI scanner into the Trinity College Institute of Neuroscience building on campus. This is a high-tech scanner, with which we will be able to image a child's brain as s/he performs attentional and movement tasks. This procedure is extremely safe. The child will come away with an image of his/her brain. Would you like to take part? We are seeking children who meet the inclusion criteria below who would be willing to become involved in our studies of ADHD. The exact study that your child would become involved in would depend upon the number of children that we have already recruited for that particular study. At this stage, we would 21 ask you to return the attached form if you are willing to be contacted regarding research into ADHD. The exact study that we would request your involvement in would be explained to you at a later date once we have received permission to contact you. Naturally, returning the attached form in no way obligates you to participate in the study, it just indicates your willingness to discuss the matter further. You will find some answers to some common questions below. Q: Where will the research be conducted? A: Most of our research will be conducted in your home using portable computers. However, on occasion we may request that your child come to the Department of Psychology at Trinity College Dublin. This is particularly important for the fMRI experiment as this equipment is not portable. If we ask you to come into TCD then we would reimburse your travel costs. Q: How much time commitment will be involved? A: In most cases the research will be conducted over two sessions of 2 hours. If the research is expected to take longer than this, then we would advise you in advance. Q: Will my child need to be with withdrawn from their regular medication? A: In most cases we would ask you to withdraw your child from their regular medication 24 hours prior to meeting with our researchers. Since we are interested in how the brain might be affected in ADHD we need to see your children in an unmedicated state, since the medication may correct the type of underlying problem that we are trying to investigate. If, however, it is impossible for you to withdraw your child from medication, then this will not exclude your child from participating in our studies. Q: What Are The Inclusion Criteria? A: The inclusion criteria are: • A clinical diagnosis of either ADHD or ADD • Aged between 6 and 16. Q: Are There Any Exclusion Criteria A: Yes, if your child has any of the following conditions then they would be ineligible to participate. • Epilepsy • Fragile X • Foetal Alcohol Syndrome • Tourette's Syndrome 22 • Autism • Aspergers's Syndrome • Any history of psychosis. Q: Will there be any benefit of this research to my child. A: As many of you will be aware, there is rarely any immediate benefit to the participants of any research project. The long terms goal of our research is to understand the brain mechanisms that are involved in ADHD in the hope that we can develop treatment programmes for the disorder. Having said this, we are able to provide your family with feedback from the testing that we conduct with your child. Since many of the tests that we will administer are standardized tests, this means that we can tell you whether the performance of your child on these tests is average, or above or below average for their age. This would include assessments of Spelling and Reading, of Achievement (often assessed using IQ tests) and of Attention. In the past we have found this type of feedback is useful to families. If your child, or children, meet the above inclusion criteria and do not have any of the associated conditions that are listed under the Exclusion criteria, then we would welcome their involvement in our studies. If you are happy to be contacted regarding research into ADHD then please complete the attached form and return it to Dr Katherine Johnson in the stamped self-addressed envelope. Subsequent to receiving this letter Dr Johnson will contact you to discuss your involvement in our research further. In the meantime, if you have any questions please do not hesitate to contact Dr Johnson on 01 608 8569. On behalf of the ADHD Research Team, we thank you for your continued involvement and support. Katherine Johnson, PhD. 23 7. ADDITIONAL SUPPORT SERVICES Youth Advocate Programme (YAP) The mission of YAP Ireland is to provide in-home and neighbourhood-based programmes for young people in crisis. YAP Ireland staff use a family-focused approach to working with young people with very complex needs. Each young person and their family participates in the development of an individual service plan. Staff organise a community team of experienced people to support the family to move forward. A team may include the social worker, teacher, coach, neighbour, friends, relatives, tutor etc. Advocates are recruited from the neighbourhood where the young person resides. The advocate is a paid trainer and well supervised worker who is matched with a young person and family according to shared interests and strengths. The advocate will spend an average of 15 hours of face-to-face contact with the family each week. The average length of stay in the programme is six months. • YAP Ireland maintains a "no reject, no eject" intake policy • The programme serves 25 families at any given time and 50 for the year • Staff work closely with the social workers, teachers, parents and anyone involved with the young person. • All referrals must go through the Principal Social Workers of the Health Service Executive. 24 8. NOW, WHAT CAN I DO? What can I do to help my child? Become acquainted with the condition. Find out all you can about it. Educate yourself about the medication. Speak to your pharmacist about side effects. Developing effective behaviour management techniques works wonders. It's important to be aware of the things your child CAN do. If you need to take something away from the child as a means of disciplining him, try to leave him with the things he is competent at and take away other things. Children with ADD/ADHD often have a keen sense of Justice. They will notice and protest if a brother or sister is allowed to stay up later for example. Be careful to be fair with the treats and privileges! If you're having problems in the homework department, if he just wants to go out to play instead of doing his homework, use homework as the key to freedom - Do your homework and then you're free to play. The greatest thing you can do for your child of course is to LOVE HIM! Don't ever underestimate the power of a cuddle! You're his safe haven when his feelings have been hurt and he's feeling unloved by his friends and schoolmates. How does the future look for my child? We cannot emphasise enough how important it is NOT to ignore the fact that your child may have a condition that he needs help with. It's not shameful and your child is normal. Some people don't hear well, some don't see very well, some people have an attention deficit. If you can have your child assessed and diagnosed early, your child can have as good a future as anybody else. The important thing is to ACT NOW! Stop and think for a moment what a great kid you have. Here is a list of 25 good characteristics your child possesses: 25 25 GOOD THINGS ABOUT ADHD 1. Lots of energy 2. Willing to try things and take risks 3. Ready to talk, and can talk a lot. 4. Gets along well with adults 5. Can do several things at one time 6. Intelligent - Smart 7. Needs less sleep 8. Good senses of humour 9. Good at taking care of younger children 10. Spontaneous 11. Sees details other people miss 12. Understands what it is like to be teased or to be in trouble therefore can be understanding of other children 13. Can think of different and new ways to do things 14. Volunteers to help others 15. Happy and enthusiastic 16. Imaginative - creative 17. Articulate - can say things well 18. Sensitive - compassionate 19. Eager to make new friends 20. Courageous 21. More fun to be with than most children 22. Great memory 23. Charming 24. Warm and Loving 25. Cares a lot about families 26 9. TIPS FROM PARENTS Been there! Done that! Here are some tips other parents have passed on: • Be consistent! • Keep a diary of your child's behaviour. Is there a pattern there? • Write down anything you think may be of interest to the various professionals and take it along to the next appointment with you. Continue to do this. • Give ONE command at a time and then praise your child when the task has been accomplished. • Don't ask your child to do something you know he can't do or complete. This just leads to discouragement. • If he's doing a task, check from time to time to make sure he's sticking to it. • When something goes wrong (and it will), try to be patient, warm and maintain your sense of humour!! • When applying for various grants etc. include a COPY of the child's birth certificate. This could save time in getting the application processed. • Draw up an Education Plan each year with each new teacher. Agree on strategies for constructive punishment should school rules be broken by a ADD/ADHD child. Where possible, include the child in the planning of such strategies. • It is recommended to give the school a photocopy of the medication leaflet issued with prescribed medication for their reference. This would make it easier for the teachers to access relevant information should the need arise. 27 10. SIDE EFFECT RATINGS SCALE Name: ................................................................................................................................ Date: From: ................................................ To: .......................................................... Please rate the severity of each behaviour/symptom from 0 to 10, for example: • 0 means you have noticed the behaviour/symptom during the past week, but didn't think it was too bad. • 10 means that you have noticed it and believe it to be either very serious or to occur very often. BEHAVIOUR None Very Often COMMENT: Insomnia 0 1 2 3 4 5 6 7 8 9 10 Nightmares 0 1 2 3 4 5 6 7 8 9 10 Talks less 0 1 2 3 4 5 6 7 8 9 10 Loss of interest 0 1 2 3 4 5 6 7 8 9 10 Decreased appetite 0 1 2 3 4 5 6 7 8 9 10 Irritable 0 1 2 3 4 5 6 7 8 9 10 Headaches 0 1 2 3 4 5 6 7 8 9 10 Emotional 0 1 2 3 4 5 6 7 8 9 10 Anxious 0 1 2 3 4 5 6 7 8 9 10 Unusually happy 0 1 2 3 4 5 6 7 8 9 10 Tics 0 1 2 3 4 5 6 7 8 9 10 Dry mouth 0 1 2 3 4 5 6 7 8 9 10 Constipation 0 1 2 3 4 5 6 7 8 9 10 Rash 0 1 2 3 4 5 6 7 8 9 10 Dizziness 0 1 2 3 4 5 6 7 8 9 10 Any other 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10 28 10. CONTACTS Are there support groups in the area where I can go and be with other parents who know and understand how I feel so we can exchange concerns and share tips with each other? YES THERE IS! AND HERE'S WHERE YOU CAN FIND THEM: North Fingal ADD/ADHD Parents and Adult Support Group Contact: Noreen Colgan (Community Development Co-ordinator) or Sarah Musharakh (Disability Project Co-ordinator) BEaT Centre, Stephenstown Industrial Estate Balbriggan Co. Dublin Tel: (01) 802 0484 Drogheda ADD/ADHD Parents Support Group Contact: Geraldine Lennon Drogheda Disability Resource Group Workspace Unit 7 Mayoralty Street Drogheda Co. Louth Tel: (041) 984 6614 TRADD (Tralee & Regions Attention Deficit Disorder) 18 Shankill Monavalley Tralee Co. Kerry Tel: (087) 756 7998 Finglas Cabra Partnership Contact: Pauline Hazel c/o 27/28 Annamoe Terrace Cabra Dublin 7 Tel: (01) 868 3806 29 Which social groups in the area could cater for my child's needs? Remember Us This is an integrated social group for children with special needs, their family and friends. It comes highly recommended by some support group members. Contact: Nora Roban Tel: (087) 250 8642 / (01) 841 1470 Contact: Maurice O'Connor Art Club Development Office Tel: (087) 917 4562 www.arthclubs.com Fit For Fun Contact: Paul Barnett Tel: (01) 841 1061 (087) 411 1406 Cryptic Youth Service (Balbriggan)(over 12's) This is a social group for all children. Activities include social nights, "War Hammer" club and summer activities. 35 Dublin Street, Balbriggan, Co. Dublin Tel: (01) 841 5135 Fax: (01) 841 6382 USEFUL CONTACTS CITIZENS INFORMATION CENTRE HADD (Hyperactive/Attention 58 Dublin Road Deficit Disorder) Swords, Co. Dublin Family Support Group - DUBLIN Tel: (01) 840 6877 Carmichael House Fax: (01) 840 9714 Nth Brunswick Street, Dublin 7 Email: firstname.lastname@example.com Tel/Fax: (01) 874 8349 MATER CHILD AND ADOLESCENT DYSLEXIA ASSOCIATION IRELAND HEALTH SERVICE Suffolk Chambers Health Centre 1 Suffolk Street, Dublin 2 Bridge Street Tel: (01) 679 0276 Swords, Co. Dublin Fax: (01) 679 0273 Tel: (01) 890 7151 www.dyslexia.ie 30 ASPERGER SYNDROME ASSOCIATION SPECIAL EDUCATION NEEDS OF IRELAND - ASPIRE ORGANISER (SENO) Carmichael House National Council for Special Education Nth Brunswick Street, Dublin 7 c/o Pobalscoil Neasáin Tel: (01) 878 0027 Baldoyle 9.30am - 12.30pm Mon to Fri Dublin 13 Fax: (01) 873 5737 Tel: 01 816 7732 www.aspire-irl.com NATIONAL EDUCATIONAL IRISH SOCIETY FOR AUTISM PSYCHOLOGICAL SERVICE (NEPS) Unity Building Frederick Court 16/17 Lr. O'Connell Street, Dublin 1 24/27 Nth Frederick Street Tel: (01) 874 4684 Dublin 1 Fax: (01) 874 4224 Tel: (01) 889 2700 www.autism.ie Fax: (01) 889 2755 Email: firstname.lastname@example.com THE DYSPRAXIA OF IRELAND 69a Main Street, Leixlip, Co. Kildare DEPARTMENT OF SOCIAL, Tel: (01) 295 7125 COMMUNITY AND FAMILY AFFAIRS www.dyspraxiaireland.com Social Welfare Services Office Government Buildings DEPARTMENT OF EDUCATION Ballinalee Road AND SCIENCE Longford Malborough Street, Dublin 1 Tel: (01) 704 3000 / (043) 45211 Tel: (01) 889 6400 www.welfare.ie www.education.ie HEALTH SERVICES EXECUTIVE YOUTH ADVOCATE PROGRAMME (YAP) Northern Area Head Office Contact: Fiona Duignan Swords Business Campus Programme Dirtector Balheary Road 1st Floor Offices, Swords 43-44 Lower Dorset Street, Dublin 1 Co. Dublin Tel: (01) 887 9745 Tel: (01) 813 1800 Fax (01) 813 1870 Other sections include: Email: email@example.com APPEALS UNDER SECTION 29 OF THE DR. STEEVENS' HOSPITAL EDUCATION ACT 1998 Tel: 1800 520 520 (Refusal to Enrol, Expulsions & Email: firstname.lastname@example.com Suspensions) Appeals Administration Unit BALDOYLE FAMILY RESOURCE c/o Dept. of Education & Science CENTRE Portlaoise Road, Tullamore, Co. Offaly 1 Seapoint Avenue Tel: (0506) 24377 Baldoyle (open Mon-Fri 10am-12.30pm, Dublin 13 2.30pm-4pm) Tel: (01) 832 6115 31 ASSOCIATED WEBSITES www.adhireland.com www.samgoldstein.com Irish ADHD website. Community Dr. Sam Goldstein in America is one of forum for issues surrounding ADHD. the leading speakers on child development, ADD/ADHD and www.addresources.org neuropsychology. Attention Deficit Disorder Resources helps people with ADD or ADHD www.adders.org achieve their full potential. This is an A U.K. website on Attention American website. Deficit/Hyperactivity Disorder. www.addresource.com www.chadd.org An American directory and search An American website on Children and engine on ADD/ADHD and Learning Adults with Attention- Disabilities. Deficit/Hyperactivity Disorder. www.rollercoaster.ie An Irish website with a special needs section. ACKNOWLEDGEMENTS We would like to acknowledge the following for the time they have taken to help us out with advice, tips, talents and information: The 4th year students of Loreto Convent Balbriggan for their wonderful poetry and illustrations. The teacher of these great students: Yvonne Laffey. For all the Support Groups, locally and nationally, especially Drogheda Support Group, North Fingal Support Group, Ballyfermot Support Group and HADD. Mark Herrold, formerly St. Michael's House. Vincent Cronin, Cronins Pharmacy, Balbriggan. Antoinette Cavanagh on the Dr. Steeven's Hospital help line. Noel Kelly from Northside Partnership. Andrew McCann and the staff in the Citizens Information Centre, Swords. Declan Coogan. Senior Social Worker, Mater Child and Adolescent Mental Health Service, Swords. Co-operation Fingal. Special thanks must also go to Ellen Guild & Cathy Gaffney for their hard work in researching and designing this resource booklet. Without their tremendous commitment this resource would not have come to being. Information contained in this booklet is compiled for reference purposes only, and is correct at time of going to press. 32 TheDesignStation - (01) 847 7397 North Fingal ADD/ADHD Parent & Adult Support Group


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I'd like to give a try at growing a vine or two for use next year (after the initial year of root production). Sounds like I missed the boat on purchasing online. Would a local brew store carry these (I didn't see any when I went to mine), or are these specialty only?
EDIT: Oh I'm in SE PA if anyone happens to read this that is local and has a source.
Check fresh hops and also check with your lhbs . They might know someone who has extras.
What's your hobby Ray? Drinkin. Want a beer Buddy?
I believe Northernbrewer has some left.
Midwest supplies still has some.
Rhizomes have to be planted within a few weeks. You can keep them a bit longer, if they are cool & moist.
3 ft is only enough room for one plant. Recommended spacing is 5-7 ft. If you think you might have more room next year, I'd get a bunch of 1-2 gallon pots and plant 4-5 varieties.
As to which ones: what do you like?
Remember one unassailable statistic, as explained by the late, great George Carlin: "Just think of how stupid the average person is, and then realize half of them are even stupider!"
"I would like to die on Mars, just not on impact." Elon Musk
So I just checked out Freshhops and they still seem to have quite a bit in stock. After some research and careful thought I put an order in for 2 Nugget rhizomes. I chose the Nugget due to the description of being a high producer, high alpha acid content (since from my very limited knowledge realize that bittering hops are normally used in larger quantities than aroma hops, and even if my yield is poor hopefully the high AA allows for at least a batch or two the first year), but most importantly the resistance to mold. In PA I see quite often mulch with the tell-tale signs of powdery mildew and would not want to lose the plant.
So hopefully with putting an order in for 2, at least 1 is acceptable for planting, and then maybe I can find another place for the second one (possibly a pot as many of you have suggested in other threads). Also wanted to comment on the shipping rate which was fantastic for priority shipping (<$5). Can anyone comment on whether these will actually be shipped?
The site said, "Click here for what is currently in stock" but I went through that with the local place.


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Welling-born singer Kate Bush delighted fans and caused a massive stir online last week with the surprise announcement of a series of live shows - 35 years after she retired from touring.
To celebrate Bush's return to the stage, we take a look back at simpler times to show how very different the world was when she last toured in 1979.
1. Charles and Diana were merely courting
2. Unleaded petrol hadn't been introduced yet
Picture via Photobucket user Martin Chamberlain
3. There were only three TV channels
4. Margaret Thatcher became Britain's first female prime minister
5. Art Garfunkel was No. 1 in the UK with Bright Eyes
6. The Jubilee line of the London Underground had just been opened
7. The internet didn't exist!
8. Kylie was a 13-year-old living in Australia
9. The Channel Tunnel hadn't even been conceived
10. Nobody had an iPhone!
11. John Lennon was still alive
This list is reproduced with the kind permission of the official Ticketmaster blog
Kate Bush will play a series of 15 shows called Before the Dawn at London's Eventim Apollo, Hammersmith starting on August 26. For more details and tickets head over to the Ticketmaster site here
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- 11 ingredients to make Christmas dinner for just £2.66 per person
- Stat Chat: Tenth of people claim never to have told a lie - the liars!


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Otter Cliff At Dawn
Juergen Roth
Photograph - Seascape Photography
Famous Otter Cliff in Maine Acadia National Park at dawn during fall foliage October.
Classic seacoast photography view of Otter Cliff and the rocky shoreline in Acadia National Park ... was happy to still find fall colors and great light all week long! Acadia National Park is a National Park located in the U.S. state of Maine. It reserves much of Mount Desert Island, and associated smaller islands, off the Atlantic coast. Originally created as Lafayette National Park in 1919, the first National Park East of the Mississippi, it was renamed Acadia in 1929. The park is one of the most visited wildlife areas in the United States and a paradise for every photographer and outdoor enthusiast. The park loop road provides easy access to many of the iconic photography subjects, such as Monument Cove, The Beehive, Sand Beach, Jordan Pond and the Bubbles, Bubble Pond, Otter Cliff to name only a few. The carriage roads and hiking trails provide further access to more remote locations where the park continues to inspire and unfolds its full magic. It is a heaven for macro, seascape, and landscape photography that makes for great wall art decoration. Especially sunrise and the light of the golden hours paint the sky in beautiful blue and orange and brings out the beauty of the pink granite rocks.
October 18th, 2011
Viewed 3,123 Times - Last Visitor from York, ON - Canada on 11/22/2014 at 1:50 AM
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More from Juergen Roth
Salt Lake City, UT - United States
Wonderful tones! Beautiful! Featured in US Forests and Wilderness group!
Brookline, MA - United States
Thank Joyce ~ so glad you like this Otter Cliff at dawn image from my Maine Acadia Images and gallery! My best, Juergen @naturefineart
Anderson, CA - United States
Such a wonderfully composed image Juergen; I love this beautiful presentation - promoted on Twitter :-)
Brookline, MA - United States
Thanks a ton for your fine coment and visiting my fine art photography portfolio Nicole .... very much appreciated ... glad you like this dusk photo from famous Otter Cliff in #Maine Acadia National Park!
Bronx, NY - United States
Stunning sight! (V/f)
Brookline, MA - United States
Thanks so much for stopping in and commenting on my Acadia National Park photography Lynn .... appreciate the positive feedback and wonderful comment!
Simi Valley, CA - United States
Very pretty scene, Juergen! Love the soft pastel colors in it!
Brookline, MA - United States
Thanks so much everybody for commenting on my latest Maine Acadia National Park photo gallery addition ... glad you all like this landscape from famous Otter Cliff!
Livonia, Mi - United States
The lovely soft colors of sky and sea complement the craggy point of wilderness beautifully, Juergen.
Clarence, NY - United States
Very stunning.
Iola, WI - United States
A very stunning capture, Juergen! I love the soft contrasts and the brilliantly capture scenic view! Very well done!
Fort Myers, FL - United States
I must put Acadia National Park on my bucket list, Juergen! Your latest autumn shots are simply beautiful!
Lake Country, BC - Canada
Everything about this seascape photograph is magnificent- fine work, Juergen!!
Calgary, AB - Canada
Really Really Nice work Juergen! Love it !!
Please Wait...
Beverly Hills, CA (United States)
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Shot on a trip to Portland Oregon.1930's draw bridge crossing the Willamette river.
olympus 565uz, tri-pod, 3 exposures, edit w/ photomatix pro and corel paint shop
great post processing!
Nice work!
– pdsfotoart
"Excellent! Thank you for submitting your work to the Art & Collectables Sales Group.
Thank you for sharing your artwork with the Photomatix HDR Group!
nicely done
thank you
– pdsfotoart
Fantastic image, full of depth and definition! Congrats on your feature! dee
thank you
– pdsfotoart


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Astrology-based dishes may bring about optimal bliss. Depending on the planetary alignment, the Sun and the Moon, we can prepare delicious recipes to help the capriciousness of the Stars!
The Ides of March, which indicates the half of the month, used to be a Roman holiday dedicated to Mars, the god of war. It was celebrated with a large military parade and with a lot of splendor. This time I will celebrate it my way by making one of my favorite dishes. It is by no means a military parade but I bet you I could conquer the world if I were to serve this. Enjoy fellow Pisceans!
Check out my shirred eggs video recipe on Facebook.com/HarryPagancoss during my Hometown visit. In the meantime, let us get cooking.
Shirred Eggs
1 teaspoon salted butter
2 teaspoons heavy whipping cream
2 large eggs
salt and freshly pepper
Share a free sample 2015 Numerology Forecast. Make 2015 your best year ever! Get a free overview including your Personal Year Number!
1 tablespoon Parmesan cheese
1 cup leftover mashed sweet potatoes
Preheat oven to 375°.
Coat a 6-oz. ramekin with butter. Add a few teaspoons of the sweet potato mash and cover the bottom to make a layer. Add the cheese.
Pour whipping cream into ramekin.
Crack eggs into ramekin, coaxing yolks toward the center, using a spoon if necessary.
Season eggs with salt and pepper.
Using a water bath, bake for 12 minutes. Sprinkle with paprika and enjoy.
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text:
woodchatLine breaks: wood|chat
Pronunciation: /ˈwʊdtʃat /
(also woodchat shrike)
Definition of woodchat in English:
A shrike of southern Europe, North Africa, and the Middle East, having black and white plumage with a chestnut head.
- Lanius senator, family Laniidae
Example sentences
- Although the same size as a red-backed shrike, the woodchat gives an impression of being smaller and more compact.
- The songbird family of shrikes that is responsible for such carnage is well represented by the woodchat shrike, pictured here grappling with a lizard.
- However I did log a woodchat shrike, numerous barn and red-rumped swallows, a veritable swarm of common swifts, and a common buzzard.
Definition of woodchat in:
- US English dictionary
What do you find interesting about this word or phrase?
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Word of the day peart
Pronunciation: pərt
lively; cheerful


text:
User Profile: 2ndAmdmt
Member Since: April 11, 2011
[24] October 13, 2014 at 9:26am
I'm sure that exactly like the bakery owners, this company has provided their service to gays in the past. Now, several in the gay community are trying to force the company to provide a product it doesn't offer and never has. That is not discriminating against ANYBODY, it is refusing to provide a desired product. Why don't the gays try buying plain t-shirts there to see if they are discriminated against? That would prove whether it's the person or the product.
[14] October 13, 2014 at 9:18am
You seem to be confused. There are plenty of businesses that provide services to the public that "discriminate" based simply on what somebody is wearing (gang affiliations, sports jerseys, hats, etc) or not wearing (no shoes, no shirt, no service). Like it or not, agree with it or not, deal with it and stop crying.
[1] October 10, 2014 at 11:54am
'Well, the city's not responsible for your daughter's disability,'" Torres told KCAL. "They said, 'Your Tiffany is not our problem.'"
The city manager said he's concerned about the family's health and safety due to clutter around the play area, KCAL reported.
What? Why is one private citizen "not our problem" but another citizen causes the city to be concerned about their well being?
[9] October 9, 2014 at 7:14pm
Funniest thing I've read all day—a nude dude saying "It's not exactly something I want to tell somebody with a loaded bow."
In reply to the story (Video) Hunter Stumbles Across Something on the Way to His Stand That Left Him 'Scared': 'Please Don't Shoot Me!'
Responses (2) +
[5] October 9, 2014 at 7:19pm
grimmster responded:
[3] October 9, 2014 at 8:23pm
DZ-015 responded:
[1] September 29, 2014 at 7:37pm
GER—When your post begins with "Back when the bible was written…" and ends with "..people who didn't know how to write." , I think it's become clear that your method of reasoning is a bit sub par. Also, shouldn't you have a D on the end of your handle? GER is not a complete acronym with the Disease part left off.
September 29, 2014 at 7:19pm
That's not a question that I can answer and no, that's not what I said. It may or may not be true, but I didn't say it either way. My response was not ambiguous and is in plain English. I think that people who decide not to read an obvious part of the Bible (no man knoweth the hour…) OR the words "most" and "99%" in my response are misinformed in their respective positions. Reading comprehension is important.
[7] September 29, 2014 at 5:26pm
What an intellectual you are. Assuming your (non) belief is correct, what exactly do you plan on "watching"? How will you know when to start laughing at the "funny" events that aren't occurring? Did you laugh yesterday because nothing happened? Most Christians…..well over 99%…. are quite aware that no specific day/date/year can be "calculated", so your statement is ridiculous at best and dangerous at worst.
In reply to G.E.R's comment on the story Is the Rapture Biblical — and Will Non-Christians Really Be 'Left Behind'? Theologians Battle Over End Times Prophecy
Responses (3) +
[-1] September 29, 2014 at 6:15pm
G.E.R responded:
September 29, 2014 at 7:19pm
2ndAmdmt responded:
[1] September 30, 2014 at 10:09am
shogun459 responded:
September 25, 2014 at 10:21pm
Yes….all of them. Until they can learn that it is not acceptable to rape whomever they please, mutilate genitals, perform "honor killings", behead people, strap bombs on their children, fly jets into buildings killing thousands, treat women like dogs, etc. They need to something dropped on them that causes instant global warming by several thousand degrees. The children are raised by their bomb making parents to kill anybody and everybody that they consider an "infidel" so the favor should be returned.
[8] September 24, 2014 at 11:17pm
Too bad the headline isn't- "Video: One moment it's an islamic country, seconds later it's reduced to a sheet of glass."
In reply to the story Video: One Moment, It's an Islamic State Compound. Seconds Later, It's Barely More Than a Pile of Rubble.
Responses (3) +
September 24, 2014 at 11:37pm
DadRocked responded:
September 25, 2014 at 12:29am
DadRocked responded:
September 25, 2014 at 1:31am
Josm2028 responded:
[2] September 23, 2014 at 7:49pm
Maybe there's hope for Alaska….America…not so much.
[37] August 10, 2014 at 10:10am
Looked to me like he tried to fishtail AWAY from the kid because his car turns to the right after the engine rev. I'm guessing he knew the rear end was going to hit him so he gunned it in an attempt to swing the back end away from the kid. That explains the rev and the direction change. Guys that drive 200 mph on an oval with other cars inches away for a living don't "misjudge" where something is when they are only going 25 mph.
[7] August 4, 2014 at 1:03pm
Couldn't you just plug the charger into a Currant bush?
In reply to the story This Gadget Can Charge Your Phone in the Middle of the Woods Using Only Water and a Flame
Responses (3) +
August 4, 2014 at 1:28pm
prov1 responded:
August 4, 2014 at 1:31pm
Maji responded:
August 4, 2014 at 1:58pm
Sapper-7 responded:
[3] July 16, 2014 at 2:15pm
They are going to blamed for everything regardless of these videos. In addition, the terrorists will soon learn that all they have to do to keep a target safe, is to position people around it. They need to light up the entire neighborhood. The fewer civilians left to accuse them of targeting civilians…the better.
In reply to the story Two New Videos From the Israeli Army That May Pose a Big Problem for Critics
[38] June 26, 2014 at 1:56pm
blue–Cops get killed when "a subject touches them" in holding cells while they are surrounded by multiple other armed officers? I must claim ignorance on that also. There are WAAYYYY TOO MANY of these assaults BY law enforcement officers caught on camera. How often does it occur off camera? My guess is that it occurs at unprecedented levels because LE knows that 99% of the time, it will be considered "justified". In the majority of the videos, it is obvious to anybody with eyes that the subject is not "resisting" anything, but 17 cops continue to crucify the person while yelling "stop resisting, stop resisting!" You know it, and we know it but you aren't willing to have an honest conversation about it, so this is all a waste of time. I'll stop typing so you can go beat the hell out of an elderly woman with your night stick and then taze her for "resisting arrest". Those damn elderly jaywalkers!
[5] June 21, 2014 at 5:14pm
"They were thinking the hotel was abandoned and closed" the hotel manager said.– Even if it was, somebody still OWNS it meaning it's the private property of an individual or a bank. What gives them the right to just take over somebody's private property?
In reply to the story The Feds Wanted to Turn This Hotel into a Refugee Camp...But They Made a Major Error
Responses (1) +
[1] June 21, 2014 at 5:26pm
WGINGRAM1 responded:
[3] June 20, 2014 at 5:32pm
LibSoc—An agenda is a plan or goal. The GLBT community by definition MUST have an agenda because their beliefs of "marriage" have not been socially acceptable at any point in the history of the world. The "Christian right", as you call them is actually the vast majority of the entire world (left/right, Christian/non-Christian). We believe that marriage has a definition, and that definition does not include gay marriage. There is no agenda (plan or goal) because marriage has ALWAYS been defined as between 1 male and 1 female. Deal with it.
[3] June 20, 2014 at 10:54am
If they have "accomplished roads", why are they pushing for a 12 cent raise of the gas tax to fix roads (16 cents for me with a diesel)?
In reply to the story Shouting Match Erupts at Chris McDaniel Event After Democratic Voter Crashes It: 'Answer Me, Sir!'
Responses (1) +
[1] June 20, 2014 at 4:19pm
OUTLAW_WEALTH responded:
June 16, 2014 at 9:27pm
[3] June 16, 2014 at 7:44pm
I like it better. My problem is with the "search" box on top. Since they changed it, I can't type a single letter in it, much less search for an article. I have tried on multiple computers all to no avail.
[31] June 13, 2014 at 3:27pm
"This place is the worst run government office in the entire United States." No, it isn't. That would be 1600 Pennsylvania Ave.
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text:
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text: http://forums.fedoraforum.org – I want use LDOCE4 program from Pearson Longman, but getting error during start-up: ./ldoce4-bin: error while loading shared libraries: libgtk-1.2.so.0: cannot open shared object file: No such file or directory Searched for problem solutions and found only for Ubuntu by installing GTK-1.2 ... Is is possible to install GTK-1.2 on FC12? How? Thanks (HowTos)


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Jack had merely schmeglets left of his sack to smoke.
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