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So… baking. That thing I used to do all the time. Well, I'm getting back into it! It has been (and will probably continue to be) a slow process getting back into the swing of things, but I think it's finally back to stay. I've made a lot of excuses for the past several months about being too busy to get into the kitchen, but the stuff making me busy has rarely been fun. So, if I can make time for un-fun, often stressful and rather unpleasant things, then I sure as heck can make time for some fun, right? Plus baking has this magical way of making a bad day seem less awful, or turning a terrible mood into something more manageable. So please take these cookies as a re-commitment of myself to this space. I can't promise I'll be here all the time, but I can promise not to disappear completely again. (more…)
Fall is a season full of good things. Apples and pumpkin and sweaters and spices, bright leaves and blue skies and chilled cheeks and sunshine. It's a wonderful time of year. Just over a month ago now, one of my good friends flew out to visit from California, and knowing that the traditional autumnal activities just aren't the same in Southern California, we went on an apple picking excursion. I came home with a full bag (and belly!), brimming with peaches and apples, and one perfectly round sugar pumpkin. My bounty sat on the counter for a week or two while I contemplated what to do with it, but inspiration wasn't striking. The peaches started to rot, the apple stash dwindled as it become a part of my daily lunches, and I was sad that these sweet treats weren't being baked into oblivion. Then, an evening full of baking with a friend introduced me to this pumpkin cookie recipe, and my world was changed. (more…)
I don't think I've talked at length on this blog about my aspirations to someday have my own baking business, but it's something that is always in the back of my mind. I try not to put too much pressure on myself because I never know where life will take me, but if given the time and resources I'd build an online bakeshop and spend the rest of my days baking. Sounds pretty divine, right? But since right now that isn't so realistic, I love seeking out and supporting individuals like myself, who have followed their passions and built businesses that I really admire. (more…)
When I logged on to write this post today, I was feeling like it had been forever since I published something new. And guess what? It has been forever! Clearly my mind has been elsewhere, and I can't say that today that sentiment is much different. In addition to planning a wedding (which is fast approaching), Kevin and I have decided to tackle the task of buying our first home… before our lease runs out August 1st. Add in typical spring/summer activities, a smattering of wedding events (mine and others), baby events (including the birth of my maid of honor's first little girl!), and the regular 9-5, and it's all I can do to sleep 6 hours every night and not lose my head when I'm awake. I'm happy, and there are a lot of big, exciting, life-altering events coming up, but this blog? It's taking a backseat again. (more…)
It's a COLD one out there today! I hope wherever you are, you're staying warm. I've got loads of layers on, and my tiny little space heater cranked up, which I am so so grateful for on days like today. Even with the heat on, I still feel a chill in the air. If only I had some of these cookies to cheer me up… (more…)
I'm finally resurfacing after a long holiday weekend, filled with family, fun, and of course lots of great food. It was a time for being grateful and enjoying the company of those closest to me – a time when I was reminded of just how blessed I really am. I hope your holiday celebration was as wonderful as ours! (more…)
What a whirlwind this holiday season has been! Christmas is a week away, I've still got some gifts to buy, there are about 10 posts in my blog queue, and I'm averaging about 5 hours of sleep a night to get in all the things I need to at the end of the day. But if it sounds like I'm complaining – I'm not! I LOVE the holidays. People always seem a bit kinder, merriment is almost tangible in the air, and of course – Christmas music is completely acceptable. I've been listening to it since Thanksgiving… (more…)


text:
Savage Love
Published: April 23, 2014
So have a conversation with your son, WORRIED, but first familiarize yourself with the technology and the phenomenon that is camming. The New York Times wrote a great story on the risks and rewards of camming ("Intimacy on the web, with a crowd," Sept. 21, 2013), and the first episode of HBO's Real Sex reboot, Sex//Now, focuses on camming. Checking out both might help you have a more informed, less freaked conversation with your son about how he's paying for his booze, cigarettes and pot.
I'm a girl in my mid-20s living in a large city. After listening to some of your older podcasts, I decided to hop on Craigslist to see if there were any boys that might like to buy my used undies. I posted a few ads and got tons of responses. Money has been tight, so why not? I met up with a guy and exchanged a pair for $50. Score! I went home and replied to a few more and met another guy the next morning for another $50. Both guys seemed nice, and I felt exhilarated after I walked away. But once I got home, I was extremely paranoid about the risk of being followed. I was up most of the night and constantly looking out the windows to make sure no one was there. My boyfriend is OK with me doing this; he just wants me to be safe about it. I think I was pretty safe. I set up a separate email account, and I met them in public in the daytime. My boyfriend offered to go with me to meet these guys and hang back where he wouldn't be seen. I'm fine with this, but we work different schedules, so it's not realistic. And I don't think having someone with me would ease my concern about being followed home. I looked into the sites that allow you to sell the goods online and mail them, but those don't really work for me. You have to pay to use all of those sites. You also have to pay to set up a P.O. box and have a way to accept payments. (PayPal also displays some of your personal info.) I don't really have a lot of time to dedicate to selling my panties. I just want to do it every once in a while for some spare cash. So is there anything else I could do to feel a little safer? Will this paranoid feeling go away after a few interactions? Or is my brain trying to tell me that I'm not cut out for this kind of thing? And exactly how dangerous is this?
Pensive And New To Intense Exciting Salaciousness
There are thousands of women out there selling their used panties online, and you never read about one being stalked or murdered by a collector, but the news is full of stories of women being murdered by their boyfriends and husbands. I don't mean to downplay the risks – or play fast and loose with the math (there are tens of millions of women with boyfriends and husbands) – and most women who sell their panties online aren't meeting their customers face-to-face. But if you don't want to go the website route, here's how you can sell your panties in person more safely: Get the Uber app on your phone and order a car after you make a sale. Having a driver drop you a mile away will cost you $5 or $10, PANTIES, but the peace of mind will be worth the price.
Get a whole year of Savage Lovecast magnums at savagelovecast.com.
> Email Dan Savage
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subset: commoncrawl


text:
|My Wayfair
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Blanco Diamond 32" x 19.25" Equal Double Bowl Undermount Kitchen Sink
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Blanco's decorative sinks feature a no-hassle limited lifetime warranty. The Diamond Collection uses spacious elegance with its uniquely slim bowl divider. This sink's premium quality is non-porous, hygienic, rust free, and durable.
Blanco Diamond 32" x 19.25" Equal Double Bowl Undermount Kitchen Sink
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|Finish: Anthracite, Biscotti, Biscuit, Cafe Brown, Metallic Gray, White
|Material: Stone
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|Chip Resistant: Yes
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|Non-Porous: Yes
|Number of Basins: 2
|Sink Shape: Rectangular
|Drain Assembly Included: No
|Faucet Included: No
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About the ManufacturerInspired by the kitchens of Europe... A world leader, since 1925, Blanco has more than 30 million sinks produced in three factories world-wide. In 1952, Blanco pioneered the use of stainless steel for kitchen sinks. These stainless steel sinks remain a top seller for Blanco today. Following their innovation trend, Blanco pioneered the concept of ergonomically designed sink system and accessories in 1970. Then in 1980, Blanco began using hard composite materials for sinks.
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Blanco Diamond 32" x 19.25" Equal Double Bowl Undermount Kitchen Sink
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OUR SKU # BLC1235Diamond 32" x 19.25" Equal Double Bowl Undermount Kitchen Sink is also sometimes listed under the following manufacturer numbers: 440182, 440183, 440184, 440185, 440186, 441223


text:
"Lyophyllum decastes fine powder (60 packages) is easy to drink,polysaccharides such as Beta -1, 3, β 1, 6 glucan contains many overtones, vitamins, minerals abundant see lyophyllum decastes' extract to hot water extraction and.
|About the safety of "the Hatake champignon"
|◆"Hatake champignon 1, Oji" is a champignon of domestic no pesticide which succeeded in artificial cultivation for the first time in the world, and there is a great deal of content of the β-glucan, and vitamins minerals are rich.
◆The manufacturing method extracts the useful ingredient of the Hatake champignon in heated water and condenses.
◆I do not use a pesticide and the preservative in a process of the manufacture from mushroom cultivation at all.
◆About the safety of the Hatake champignon extract, I confirm it in the acute toxicity test using the mouse, a subacute toxicity test.
◆About the safety for the Homo sapiens of the Hatake champignon extract, I confirm it by the examination for the normal adult.
◆It is given a presentation on the effect of the Hatake champignon in a society, and there is the proof of data.
|Characteristic of the Hatake champignon
|What kind of mushroom is the Hatake champignon?
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The following credit and debit cards can be used:
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text:
Feb 012013
Home > Tyne & Wear > Jarrow
We have uploaded a video if some news footage of the new Tyne Tunnel aka Tyne Crossing opening to our YouTube channel. You can take a look at the video here…
If you're looking for hotel accommodation near Jarrow, South Tyneside, NE32 our bed and breakfast price and availability is here.
Check Room Prices & Availability And Book Direct Online At Our Lowest Rate


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Filter by:
Content type:
Stage 1&2
Stage 2&3
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Stage 4&5
Challenge level:
Choose any two numbers. Call them a and b. Work out the arithmetic mean and the geometric mean. Which is bigger? Repeat for other pairs of numbers. What do you notice?
Is it possible to rearrange the numbers 1,2......12 around a clock
face in such a way that every two numbers in adjacent positions
differ by any of 3, 4 or 5 hours?
Three frogs hopped onto the table. A red frog on the left a green in the middle and a blue frog on the right. Then frogs started jumping randomly over any adjacent frog. Is it possible for them to. . . .
An irregular tetrahedron is composed of four different triangles.
Can such a tetrahedron be constructed where the side lengths are 4,
5, 6, 7, 8 and 9 units of length?
Can you see how this picture illustrates the formula for the sum of
the first six cube numbers?
The picture illustrates the sum 1 + 2 + 3 + 4 = (4 x 5)/2. Prove the general formula for the sum of the first n natural numbers and the formula for the sum of the cubes of the first n natural. . . .
A blue coin rolls round two yellow coins which touch. The coins are
the same size. How many revolutions does the blue coin make when it
rolls all the way round the yellow coins? Investigate for a. . . .
How many moves does it take to swap over some red and blue frogs? Do you have a method?
Here are four tiles. They can be arranged in a 2 by 2 square so that this large square has a green edge. If the tiles are moved around, we can make a 2 by 2 square with a blue edge... Now try to. . . .
If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable.
Decide which of these diagrams are traversable.
ABC is an equilateral triangle and P is a point in the interior of
the triangle. We know that AP = 3cm and BP = 4cm. Prove that CP
must be less than 10 cm.
Can you discover whether this is a fair game?
Is it true that any convex hexagon will tessellate if it has a pair
of opposite sides that are equal, and three adjacent angles that
add up to 360 degrees?
Imagine a large cube made from small red cubes being dropped into a
pot of yellow paint. How many of the small cubes will have yellow
paint on their faces?
Some puzzles requiring no knowledge of knot theory, just a careful
inspection of the patterns. A glimpse of the classification of
knots and a little about prime knots, crossing numbers and. . . .
Use the interactivity to listen to the bells ringing a pattern. Now
it's your turn! Play one of the bells yourself. How do you know
when it is your turn to ring?
Show that among the interior angles of a convex polygon there
cannot be more than three acute angles.
Mathematics is the study of patterns. Studying pattern is an
opportunity to observe, hypothesise, experiment, discover and
Use the interactivity to play two of the bells in a pattern. How do
you know when it is your turn to ring, and how do you know which
bell to ring?
Draw a pentagon with all the diagonals. This is called a pentagram.
How many diagonals are there? How many diagonals are there in a
hexagram, heptagram, ... Does any pattern occur when looking at. . . .
Square numbers can be represented as the sum of consecutive odd
numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
A huge wheel is rolling past your window. What do you see?
Triangle numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
A useful visualising exercise which offers opportunities for
discussion and generalising, and which could be used for thinking
about the formulae needed for generating the results on a
Starting with four different triangles, imagine you have an
unlimited number of each type. How many different tetrahedra can
you make? Convince us you have found them all.
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
On the graph there are 28 marked points. These points all mark the
vertices (corners) of eight hidden squares. Can you find the eight
hidden squares?
A package contains a set of resources designed to develop pupils'
mathematical thinking. This package places a particular emphasis on
"visualising" and is designed to meet the needs. . . .
Can you mark 4 points on a flat surface so that there are only two
different distances between them?
In the game of Noughts and Crosses there are 8 distinct winning
lines. How many distinct winning lines are there in a game played
on a 3 by 3 by 3 board, with 27 cells?
How could Penny, Tom and Matthew work out how many chocolates there
are in different sized boxes?
What happens to the perimeter of triangle ABC as the two smaller
circles change size and roll around inside the bigger circle?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle
contains 20 squares. What size rectangle(s) contain(s) exactly 100
squares? Can you find them all?
Imagine starting with one yellow cube and covering it all over with
a single layer of red cubes, and then covering that cube with a
layer of blue cubes. How many red and blue cubes would you need?
What would be the smallest number of moves needed to move a Knight
from a chess set from one corner to the opposite corner of a 99 by
99 square board?
ABCD is a regular tetrahedron and the points P, Q, R and S are the midpoints of the edges AB, BD, CD and CA. Prove that PQRS is a square.
You have 27 small cubes, 3 each of nine colours. Use the small cubes to make a 3 by 3 by 3 cube so that each face of the bigger cube contains one of every colour.
Can you find a way of representing these arrangements of balls?
Can you cross each of the seven bridges that join the north and south of the river to the two islands, once and once only, without retracing your steps?
Seven small rectangular pictures have one inch wide frames. The
frames are removed and the pictures are fitted together like a
jigsaw to make a rectangle of length 12 inches. Find the dimensions
of. . . .
ABCDEFGH is a 3 by 3 by 3 cube. Point P is 1/3 along AB (that is AP
: PB = 1 : 2), point Q is 1/3 along GH and point R is 1/3 along ED.
What is the area of the triangle PQR?
What is the shape of wrapping paper that you would need to completely wrap this model?
The diagram shows a very heavy kitchen cabinet. It cannot be lifted but it can be pivoted around a corner. The task is to move it, without sliding, in a series of turns about the corners so that it. . . .
In a right angled triangular field, three animals are tethered to posts at the midpoint of each side. Each rope is just long enough to allow the animal to reach two adjacent vertices. Only one animal. . . .
Four rods, two of length a and two of length b, are linked to form
a kite. The linkage is moveable so that the angles change. What is
the maximum area of the kite?
How many different symmetrical shapes can you make by shading triangles or squares?
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
Blue Flibbins are so jealous of their red partners that they will
not leave them on their own with any other bue Flibbin. What is the
quickest way of getting the five pairs of Flibbins safely to. . . .
Generate three random numbers to determine the side lengths of a triangle. What triangles can you draw?


text:
Address correspondence to the author, at the Department of Psychology, Temple University, Philadelphia, PA,
or by e-mail, at email@example.com
This morning, I'd like to discuss the major findings that have emerged over the past several decades from research on adolescent development in the family context and examine the implications of this research for working with and developing programs for families at risk - more specifically, families with teenagers who are at risk for developing emotional and behavioral problems.
Over the past two decades, no area of inquiry within the field of adolescent development has generated as much enduring interest as the study of the family. While fads and fashions in other topic areas have come and gone, research on parent-adolescent relationships has maintained a constant presence in the literature, dominating the scientific journals, overwhelming the review panels of funding agencies, and capturing the lion's share of popular publications on teenagers and how to ensure their health and well-being.
During the last 10 years, for example, 28% of all articles published in the Journal of Research on Adolescence concerned family relationships, and, of all the articles on adolescence published in the journals Child Development and Developmental Psychology, a remarkable 34% focused on the parent-adolescent relationship - twice the proportion that focused on adolescents and their peers. One would think that after a period of such focused and concerted effort one would think that we would know some things. In the next hour or so, I hope to persuade you that, in fact, we do.
More specifically, I'm going to trace and summarize for you the most important ideas to have emerged from 25 years of focused research on adolescent development in the family context. My rationale for using the mid 1970s as the starting point for this journey is simple: Before that time, there was no systematic empirical literature on the family on adolescence to speak of. There were a handful of scattered studies in the journals and some widely-read theoretical treatises, but it would have been a challenge, to say the least, to stare any coherence into the published literature on adolescence and their parents, even as late as 1980. Indeed, in 1980, the first ever Handbook of Adolescent Psychology did not even include a chapter on the family.
The state of the literature today is remarkably different. Indeed, I believe that there are some questions that have been so conclusively answered that I shall suggest that we do not need further research on them, and that our efforts would be more fruitfully directed at other issues. So, rather than end my talk by calling for further research, I'm going to begin mine by calling for a halt - at least with respect to some areas of study.
I have organized my talk around the two major sets of questions, which have been the focus of my own research for the past quarter century. The first set of questions concerns the ways in which family relationships change during adolescence.
Specifically, how can we best characterize normative family relations during adolescence? How and why do relationships change as the child moves into and through adolescence? What is the extent of individual differences in this process of transformation? What do these changes mean for parents and teenagers? What are the special implications of this research for understanding development in at-risk families?
The second set of questions concern the impact of the family on adolescent development and mental health. In particular, how do variations in parent-child relationships affect the developing adolescent? Are some types of parenting "better" for the adolescent than others, in the sense that they decrease risk or increase resilience? What should we make of recent arguments, such as those in Judith Harris's book, The Nurture Assumption, that question the belief that parents have a significant influence over their children's development at all? Are there factors in the non-family environment that impinge on the parent-child relationship in ways that enhance or attenuate parental influence? What does this research tell us about programs and interventions for at risk families?
Let me begin by reviewing what we have learned about transformations in family relations during adolescence.
Prior to the 1970s, the dominant view of the family at adolescence was one that emphasized the nature and function of parent-adolescent conflict. Parents were told to expect oppositionalism and defiance from their teenager and to worry if they were not present. The absence of conflict was seen as indicative of stunted development. The focus for those who work with families was not on promoting positive youth development but on helping parents "survive" what was presumed to be an inherently difficult and tumultuous transition.
During the late 1960s and the early 1970s, these ideas came under attack by a number of empirical studies that challenged the view that conflict was desirable, or even typical. Between 1966 and 1972, several studies of community samples of adolescents, drawn from schools rather than clinics, were published. These studies found that around 75% of teenagers reported having happy and pleasant relationships with their parents. If detachment, identity struggle, and individuation were taking place, they did not seem to be taking their toll on the family. Soon thereafter, other research showed not only that the 75 percent estimate was on target, but that most of the remaining one fourth of families had histories of family difficulty that preceded their child's entry into adolescence. In other words, it looked as if there was little evidence that familial storm and stress emerged in adolescence in very many families. And, adolescent mental health was found to be better in families with close, not conflicted, parent-child relationships, casting doubt on the notion that family conflict was a necessary prelude to mental health in late adolescence.
How was one to account for the discrepancy between these empirical studies, which did not find adolescence to be a remarkably difficult time, and the earlier portrayals of adolescence as a time of storm and stress? The chief explanation was that the original writings had come from clinicians' reports, whereas the newer studies drew their conclusions from research on community samples. The error was in taking findings based on observations about families of psychologically troubled teenagers and generalizing these to the population as a whole. In other words, while storm and stress may be the norm in families of teenagers with depression or conduct disorder, conflict is not normative in average families. Despite scientists' uneasiness with the storm and stress view, the public seemed unwilling to buy this more temperate view of things. Still today, there is a dramatic disjunction between what is being said in academic circles and what is being sold to parents through the popular media. Authors of contemporary advice books aimed at parents of teenagers continue to portray the period as a difficult one.
The next time you visit your local bookseller, take a look at the titles in the child-rearing section. You'll find dozens of books on how to love your cuddly infant alongside their companion guides, on how to survive your spiteful teenager.
This poses a dilemma for those of you who are on the front lines, working with parents and developing programs for families. Should we program for parents as if adolescence is a difficult time, or should we break from this tradition and assume that what most parents need is reassurance, not assistance? Social scientists say one thing, but those who write books for parents say another. Is this simply the usual lag between scientific discovery and its popular dissemination, or is something else going on?
In the past several years, I have given dozens and dozens of talks to nonacademic audiences, mainly parents, and I have come to believe that something else is going on. I now question the wisdom of scientists' assertion that the storm and stress view is entirely off-base. At the very least, I think the story is a lot more complicated than this characterization. The answer to the question of whether adolescence is a time of conflict depends on what you mean by conflict and, more importantly, whom you ask. We need a new perspective on the family, one that emphasizes the different viewpoints and stakes that family members bring to the kitchen table. When you look at research that takes this perspective, you find that there is a need for both assistance and reassurance.
What does research tell us about conflict in the family at adolescence? We are now fairly certain that frequent, high-intensity, angry fighting between parents and teenagers is not normative. But to characterize the storm and stress view as entirely wrong - as many writers, including myself, have done - is not entirely true. The truth is that different members of the family have different views of parent-adolescent conflict and are differentially affected by it.
Just as research on siblings tells us that two siblings can experience the same family context in very different ways, research on parents and adolescents tells us that mothers, fathers, and teenagers may experience their interactions with each other in very different ways. It is my impression, as a researcher and as the father of a teenager, that parents are more bothered by the bickering and squabbling that takes place during this time than are adolescents, and that parents are more likely to hold on to the affect after a negative interaction with their teenager. The popular image of the individual sulking in the wake of a family argument may be a more accurate portrayal of the parent's than the teenager's emotional state.
Teenagers may recover from parent-child conflicts more quickly than their parents because of the different perspectives that parents and teenagers bring to their relationship. Several years ago, my wife, Wendy, and I reported on this in a book entitled Crossing Paths, which was based on a study of about 200 families with early adolescents. Although the design of the study was initially limited to questionnaire data, our preliminary analyses of these survey data led us to believe that there were aspects of the dynamics of the parent-child relationship that warranted not only a second look, but a closer look, through structured face-to face interviews.
Part of the impetus for this addition were some very interesting findings that emerged from a part of the study designed and conducted by Susan Silverberg, who was doing her doctoral dissertation with me at the time. Sue found significant relations between parental mental health and transformations in family relationships - to my knowledge, the first systematic empirical documentation of this phenomenon. We had known from other research that parents describe adolescence as a relatively more difficult time than other periods of the child's development, but we did not know how parents were affected by the family's entry into adolescence. Our findings suggested that the day to day conflicts over mundane matters that psychologists had dismissed as unimportant were in fact unimportant to teenagers but were a significant source of distress for parents.
Recent research, by other investigators, helps us understand why this may be so: Parents and adolescents have different sets of expectations and ideas about the social conventions that regulate family life. Certain aspects of parent-adolescent conflict can be understood by asking whether and how interactions between family members violate their expectations. Many of the conflicts that parents and teenagers have reflect not only differences of opinion but differences in the way that issues are framed and defined. Many of the matters that parents and teenagers argue about are seen by parents as involving a code of right and wrong - either a moral code or, more likely, a code that is based on social conventions. But these very same issues are seen by teenagers as matters of personal choice. To a parent, maintaining a clean room is something that people do because it is the right thing to do -- after all, cleanliness is next to godliness. To the adolescent, how one keeps one's room is one's own business. When individuals define issues in such different terms, differences of opinion can not be reconciled.
More importantly, the feelings that parents and teenagers have when they walk away from these sorts of unreconciled conflicts may differ. By defining these conflicts as moral debates, parents may view them as rejections of basic values that they have tried to instill in the teenager and, as such, as a violation of their expectations - expectations that their socialization efforts were successful. The adolescent, in contrast, imbues the conflict with far less meaning; it's nothing more than an argument between people who disagree. This is why it is the parent, and not the adolescent, who walks away upset and who stays upset.
These mildly upsetting interchanges over day-to-day issues are not relationship-breakers. But their repetitive nature takes a toll on parental mental health, especially among mothers, who bear the brunt of the front-line action in most households. (One described arguing with her teenager as something like "being bitten to death by ducks.") About 40% of the parents we studied experienced two or more of the following over the family's transition into adolescence: lowered self-esteem, diminished life satisfaction, increased anxiety and depression, or more frequent rumination about middle age. The distress is worse among parents whose adolescents are actively caught up in the individuation process, worse among parents whose adolescent is the same sex, worse among parents who have invested relatively less energy in work and marriage, and worse among parents who have been divorced. The deidealization of the parent by the adolescent - to borrow one of Woody Allen's expressions, placing the parent under a pedestal - is especially difficult for many parents to cope with. Part of the difficulty may inhere in the clash between the psychological issues of adolescence, and the psychological issues of midlife, with which many teenagers' parents are grappling.
We now understand that early adolescence is an incredibly important period for the negotiation of autonomy-related changes in the parent-child relationship. Perhaps what is most surprising about research on the family's transition into adolescence is that it looks as if negotiating the family's transition into adolescence is not an especially difficult challenge or a significant source of stress for most teenagers. To be sure, there are teenagers who are under stress or who have psychological difficulty, but these conditions can almost always be attributed to a major life event or chronic difficulty that would be stressful regardless of the individual's age, such as parental divorce, poverty, victimization, or the illness of a family member. In other words, some families may be at risk during adolescence, but they are not at risk because of adolescence. Indeed, even within risky contexts, many adolescents are remarkably resilient in the face of the normative challenges of the period, especially if they have the support of one or more caring adults and, as we shall see, especially if their parents or caregivers practice authoritative parenting.
In our unsuccessful quest to explain the storm and stress of adolescence, we may have been looking for the wrong phenomenon. More specifically, I believe that we have not paid enough attention to the mental health or psychological needs of parents with teenagers. The vulnerable individuals in families with teenagers may not be adolescents, but in fact may be parents, especially mothers. Many parents approach adolescence with trepidation and insecurity about their abilities. It is our job to both reassure them and empower them, but in order to do this, we need to better understand parents' own feelings, anxieties, and concerns.
There is reason to suspect that the problems parents experience during the transition of their child into adolescence are exacerbated among at risk families. I say this for several reasons. First, we know that stress has a cumulative impact; that is, the impact of any one stressor, such as having a child become a teenager, is accentuated under the presence of a second stressor, such as poverty. Second, we know that the impact of stressors are greater under conditions of diminished social support; thus, to the extent that parents in at-risk families have fewer social and instrumental resources to draw upon, they will be affected more adversely by the transition into adolescence than other parents whose support systems are more extensive. Finally, to the extent that parents in at-risk families are exposed to more stressors and have fewer supports, the impact of adolescence on them will more likely disrupt their own parenting, which in turn will adversely affect the adolescent's behavior. This will create an additional source of stress for the family that will induce more problem behavior in the adolescent, which will adversely affect the parent's mental health, further disrupting his or her parenting. When it comes to family relationships, over time, the psychologically poor get poorer.
Rather than focusing exclusively on the psychological adjustment of teenagers to adolescence, future research on transformations in family relations at adolescence needs to examine whether, why, and in what ways this transition is stressful for parents; how this sort of stress affects parental mental health; whether parents who find the transition difficult are more likely to parent in ineffective ways; and whether educational programs aimed at parents of teenagers can help alleviate some of this difficulty. As I will suggest later in my talk this morning, I believe that we need to consider a shift in emphasis in our programming for families toward an approach that educates and empowers parents.
I'd like to turn now to a second set of questions, ones that have dominated my own work for the past 10 years. These questions concern the impact of parents on adolescent development and mental health, whether certain approaches to parenting are more effective than others, and whether the impact of parenting is moderated by the broader context in which the family lives.
For some time, now, my colleagues and I have been studying what many psychologists refer to as "authoritative" parenting. Authoritative parenting is a terrible name for a wonderful construct, initially described by Berkeley psychologist Diana Baumrind. The authoritative parent is warm and involved, but is firm and consistent in establishing and enforcing guidelines, limits, and developmentally appropriate expectations.
Although these basic elements of authoritativeness - responsiveness and demandingness - are significant across different periods in the child's development, there is one added dimension that is important to assess in adolescence: the extent to which parents encourage and permit the adolescent to develop his or her own opinions and beliefs, something called "psychological autonomy-granting." Psychological control, its converse, is experienced by the child as intrusive, overprotective, and sometimes passive aggressive.
For many years, developmental psychologists have known that preschool and elementary age school children who are raised by authoritative parents fare better than their peers who are raised in other types of households, on virtually every indicator of psychological health studied. This work had not been systematically extended into adolescence, however, and, although it was suspected that this sort of parenting would benefit teenagers as well as their younger counterparts, it was not known if this in fact was the case. This was the impetus for much of the work my colleagues and I have done over the past decade.
In our work, as in the work of others who have studied parenting and its impact on development, we have compared teenagers from authoritative households with their peers from homes that are authoritarian (controlling but aloof or hostile), indulgent (warm but overly permissive), or disengaged (uninvolved or neglectful).
Perhaps the most important conclusion to emerge from our work is that adolescents raised in authoritative homes continue to show the same sorts of advantages in psychosocial development and mental health over their non-authoritatively-raised peers that were apparent in studies of younger children. Here are some examples of findings from our own work, based on data collected from a sample of about 10,000 high school students in California and Wisconsin. Adolescents from authoritative homes achieve more in school, report less internalized distress, such as psychosomatic symptoms or depression, score higher on measures of psychosocial maturity, such as work orientation and are less likely to engage in antisocial behavior, including delinquency and drug use. These findings now have been replicated over and over again, by researchers in different parts of the world using different methods, different measures, different samples, and different labels for what they are studying. I know of no study that indicates that adolescents fare better when they are reared with some other form of parenting. I am often asked about the impact of having two parents whose parenting styles differ. The brief answer is that this does not happen terribly often by the time the child has reached adolescence. The few studies that have looked at this find that mothers and fathers are in agreement about 75% of the time, partly because parents influence each other over time, and partly because those with serious disagreements may divorce. Nevertheless, it happens often enough to investigate its effects. Of course, the prevailing wisdom is that it is important for parents to agree on matters of discipline - to present a united front, as it were.
This may not be the case, however, according to our data on the subject. While it is true that having two authoritative parents is slightly better than having one, having one is better than having none, even if having one means having parents who do not see eye-to-eye. This is especially true when it comes to academic performance. When we compared adolescents with one authoritative parent with adolescents with two consistent, nonauthoritative parents, on several indicators of academic performance we found that the differences between adolescents with one versus two authoritative parents were much smaller than the differences between adolescents with only one authoritative parent versus those with two parents who agree, but who are permissive, authoritarian, or neglectful.
We have probably overstated the importance of parents presenting a united front, at least in homes with teenagers. Perhaps it is important for parents to be consistent when children are younger. But in adolescence, parental consistency is less important than having at least one parent who is authoritative. This is an important message that we ought to be communicating to parents.
My colleagues and I have also examined the over-time impact of authoritative parenting in longitudinal studies. This research is important, because it helps to firm up the notion that adolescent competence is influenced by authoritative parenting, rather than the reverse. We find that the disadvantages of nonauthoritative parenting accumulate over time; across each year of high school, adolescents from homes in which parents are neither responsive nor demanding - parents we call indifferent - lose ground to their authoritatively-reared counterparts. We have demonstrated this with regard to various aspects of antisocial behavior, academic performance, and general psychosocial development. We might think of authoritative parenting in preadolescence as placing young people on a trajectory that maintains or even increases competence and psychological well-being over the adolescent decade. In contrast, neglectful or indifferent parenting places youngsters on a downhill trajectory that makes them increasingly vulnerable to psychological and behavioral problems.
Why does authoritative parenting work?
To answer this, it helps to think of authoritative parenting as an emotional context rather than a compilation of specific parenting practices. Parenting practices are best seen, not as instantiations of authoritativeness, but as specific actions that often have different meanings depending on the emotional climate in which they occur, a climate that is determined by the style of parenting. Authoritative parenting works because it does three things: First, the nurturance and parental involvement make the child more receptive to parental influence, enabling more effective and efficient socialization. Second, the combination of support and structure facilitates the development of self-regulatory skills, which enable the child to function as a responsible, competent individual, even when parents are not around. And, third, the verbal give and take characteristic of parent-child exchanges in authoritative families engages the child in a process that fosters cognitive and social competence, thereby enhancing the child's functioning outside the family. For example, research shows that adolescents whose parents encourage their child's psychological autonomy are more competent in their interactions with peers. Perhaps the most interesting thing about authoritative parenting is the way in which it changes the impact of parents' practices. We tested this notion by looking at what is more or less considered to be a given in the study of adolescent development - that parents' academic encouragement and involvement in adolescents' schooling is beneficial for their school achievement. In the aggregate, this turns out to be true - students whose parents attend school functions, monitor course selection, stay on top of children's school performance, and encourage their achievement do better in school than their peers whose parents are less actively involved.
However, the relation between parental school involvement and adolescent achievement varies as a function of how authoritative the family's style is. Parental encouragement and involvement have a much stronger impact when parents were authoritative than it did when parents were not. In fact, within nonauthoritative families, parental encouragement and involvement are statistically unrelated to students' school performance. In other words, it is not just what parents do that matters but the emotional context in which they do it. Researchers interested in socialization need to study not only what parents do, but how they do it.
Now let me address the Judith Harris book. Harris claimed that much of what we attribute to parental influence is actually genetic, and that when adolescent development is influenced by the environment, it is peers, not parents, who are the most important influence agents. I agree with her basic argument that we have under-emphasized both the role of genes and the role of socialization agents other than parents in shaping youngsters' development. But it seems highly unlikely to me that parents have no or even little impact on their adolescents' values, attitudes, and personality. Indeed, the basic logic behind Harris's position makes no sense at all: How could it be that adolescents' development is influenced by the people with whom they interact - as Harris admits, by pointing to the importance of peer influence -- just not by the people who have lived with them, raised them, and tried to influence them since the moment they were born? Is it conceivable that evolution would have led to the development of a human organism that is influenced by everyone other than his or her parents? Given what we know about modeling, observational learning, and social influence, the proposition that children are influenced by everyone and everything except their parents is preposterous.
As for the argument that it is all genes, I can only say that Harris, like the behavior geneticists upon whose work she relies, overestimates the role of genes, underestimates the role of the environment, selectively attends to findings that support the view that genes always trump environment, and ignores the fact that the statistical models employed in this research conveniently ignore the fact that genetic and environmental influences are intercorrelated and interactive in their impact. Accordingly, it is not as simple as one might think to separate genetic and environmental influences, and to estimate which is stringer than the other. Genes and environment influence each other and work together to affect behavior and development. To pretend that we can estimate pure genetic or pure environmental effects is to engage in a fantasy.
The problem with Harris's argument that peers are more influential than parents is that she draws conclusions about development from a snapshot taken at the end of a long trajectory. The traits, values, and inclinations she attributes - or should I say, misattributes -- to peer influence are largely in place before the teenager's friendships have been established, if not as fully developed entities, then as strong predispositions. And they are in place not solely because of genes, but as a result of the interactive forces of genetic and familial influence, set in motion long before adolescence. Adolescents pick their friends because of these inclinations. Peers undoubtedly play a role in strengthening these pre-existing characteristics, which is precisely why peers are important. But it is unlikely that peer influence leads to the initial emergence of these traits.
One of the most important and controversial questions my collaborators and I have asked is whether the benefits of authoritative parenting transcend the boundaries of ethnicity, socioeconomic status, and household composition. The brief answer is that, yes, they do. Studies of American samples show that, as a general rule, adolescents fare better when their parents are authoritative regardless of their racial or social background or their parents' marital status. And this finding has now been confirmed in samples from virtually all over the world, not just in the United States and Canada, but England, Italy, Germany, China, India, Pakistan, Hong Kong, Israel, Singapore, and Australia, from Iceland to Argentina. I'm not sure what more evidence one would want.
It is often asserted that certain groups of youngsters - African-American youngsters and Asian-American youngsters - fare better with authoritarian parents than with authoritative parents. I have gone back to the studies that have been cited as demonstrating this, and have found that, in general, they do not find what people think they do. What these studies, and some of our own work, show is that African-American and, to a lesser extent, Asian-American, youngsters are not as harmed by authoritarian parenting as are white youngsters, but this is not the same as saying that black and Asian adolescents benefit from authoritarianism. In fact, our data show that minority youngsters raised in authoritative homes fare better than their peers from nonauthoritative homes with respect to psychosocial development, symptoms of internalized distress, and problem behavior. We should not be encouraging authoritarian parenting among any group of parents.
So let me crawl out on what I believe is a very sturdy limb: I believe that we have enough evidence to conclude that adolescents benefit from having parents who are authoritative: warm, firm, and accepting of their needs for psychological autonomy. Moreover, the same constellation of traits has been shown to characterize effective teachers, school principals, coaches, work supervisors, and organizations. We can stop asking what sort of parenting most positively affects adolescent development. We know the answer to this question. The challenge ahead of us, instead, involves finding ways of educating adults in how to be authoritative and in helping those who are not to change. I think this research is enormously important to people in this audience, because it suggests that the very same style of parenting that works among affluent and well-functioning families also works among families at risk.
We may need different dissemination strategies to reach at risk parents, but the three-part message we disseminate to them should be the same. First, parents make a difference - what you do matters. Second, parents continue to make a difference when their children are teenagers - it's never too late to become a good parent and never time to stop being one. And, third, teenagers fare better when their parents are authoritative - responsive and demanding.
I know that there are some of you who believe that any attempt to define parental effectiveness according to some absolute standard -- ?either in the behavior of the parent or in the development of the child ??is arrogant and insensitive to issues of cultural diversity. Given the diversity in parental attitudes and values in today's society, is it possible to even talk about what is, and what is not, "good" parenting?
I think it is. I think it is possible to specify some broad parameters of effective parenting and desirable child outcomes that accommodate cultural diversity without being paralyzed by cultural relativism.
There is no question that authoritative parenting is associated with certain kinds of developmental outcomes, not all of which are adaptive in all contexts. But in present-day contemporary industrialized societies, the characteristics fostered by authoritative parenting - self-reliance, achievement motivation, prosocial behavior, self-control, cheerfulness, and social confidence - are highly desired and highly desirable. Unless these characteristics become maladaptive in our society - a highly unlikely possibility - parents who do not raise their children with these goals in mind are placing their children at a disadvantage. Frankly, I believe that oversensitivity to issues of diversity has impeded our ability to help parents be better at what they do. We have become so immobilized by political correctness that we have been unwilling to provide the sort of clear-cut direction that parents want and need. As professionals and practitioners with the foundation of a strong research base, we should be able and willing to take a stand as long as we have a firm research foundation for it.
This does not mean that we should abandon the study of parent-adolescent relationships. There are many unanswered questions that deserve our research attention. But we must move our research beyond the immediate family. Now that we have a firmer understanding of how parenting affects adolescent development, we should turn our attention to understanding how forces outside the family accentuate or undermine the impact of authoritative parenting on adolescent development. Authoritative parenting takes place within a broader context, and that context can strengthen or undermine processes of parental influence. Three examples from our work serve as nice illustrations of starting points for this sort of analysis.
Example one comes from my work concerns the power of the peer group. One exception to the general rule that authoritative parenting works was a curious finding from our research on parenting and academic achievement. As we reported in our book, Beyond the Classroom, we found that African-American teenagers who are raised authoritatively do not perform any better in school than their peers who are raised in nonauthoritative households. (The teenagers from nonauthoritative families don't do any better than the ones from authoritative homes; it's just that they do not do any worse.) Because so many studies have shown that authoritative parenting has such a strong and consistent positive effect on school performance among white adolescents, the absence of this effect among black youngsters is puzzling. How can this be? Why aren't Black students from authoritative homes achieving more than their peers from nonauthoritative homes?
The answer, we discovered, is that for many black adolescents, the influence of their peer group, against academic achievement, offsets the potential positive influence of parental authoritativeness. Parental authoritativeness is important, but these data show that it is possible for peers to undermine parental influence. We do not need more research on the benefits of authoritative parenting, but we do need more research on how parent and peer influence work together. One implication of our research for those of you who work with at risk families is that, while parents should be the focus of your work, we should not ignore the peer group.
Example two comes from our research on the social networks of adolescents. We studied whether adolescents benefit from having friends whose parents are authoritative, and we found that this in fact is the case - not surprising, perhaps, because these friends themselves had many of the characteristics that we associate with authoritative parenting, and, as Judith Harris pointed out, adolescents are influenced by the company they keep. A more interesting question is whether having authoritatively-reared friends compensates for having nonauthoritative parents, or whether it strengthens what is already taking place at home. The answer is that the efficacy of authoritative parents is amplified when their children have friends who report that they have been raised in a similar fashion. In other words, authoritative parents get "more bang for their buck" when their children hang around with other adolescents who have been raised in authoritative homes. So, while we don't need more research on the impact of authoritative parenting, we do need more research on why exposure to authoritatively-reared peers is more likely to make the psychologically rich richer than it is to compensate for less than optimal parenting at home. Helping parents understand that the peers their child spends time with matter is as an important component of parent education as is teaching parents about their own behavior at home.
The final example comes from some work we have done on communities and neighborhoods. We looked at a similar question as that in the study I just mentioned, of authoritativeness in adolescents' social networks, but we broadened the focus to look at the impact of the type of parenting practiced in the community - even among families that were not part of the adolescent's family's network of acquaintances. We asked whether the efforts of authoritative parents are strengthened by living in a neighborhood in which there are large numbers of other authoritative parents. The findings from this study were similar to what I reported a moment ago, about adolescents' social networks: Authoritative parenting works even better when other parents in the community are authoritative, too, probably because this fosters the development of a more positive peer culture. Parents' involvement in their children's schooling has nearly twice the effect on student performance in neighborhoods where other parents are also involved in school than it does in neighborhoods where they generally are not. This, it seems to me, is an enormously important finding for those of you who are developing programs for at risk families. One of the complaints I hear often is that when parent education programs are offered, the parents we most want to reach do not attend them. My reaction to this is, "don't worry." It would be great to get these parents to attend our programs, but the fact that they do not should not discourage us. Our research shows that their children will benefit by improving the parenting of other children's parents.
I'd like to conclude with what I think are some implications of the findings from these studies of the family at adolescence for policy and practice.
Over the past 25 years, our understanding of adolescent development and the family's role in promoting adolescent health and well-being has expanded at a rapid pace. Much is known about the normative changes of the period. Much is known about what parents need to do to facilitate healthy adolescent development. ?And much is known about the ways in which the family system changes during adolescence.
Unfortunately, this significant increase in our knowledge about adolescence has not, for the most part, benefited those who might most profit from it most - parents. Parents tell us that they want information on how to keep their teenagers healthy, but they often do not have access to the best and most scientifically grounded advice. Much of the information that parents receive about raising teenagers is conflicting and confusing. Misinformation and erroneous stereotypes about adolescence fill bookstores, flood the Internet, and dominate portrayals of teenagers and their parents in the news, on television, and in film. If we are to increase the capacity of parents and other caregivers to improve adolescent health, we must start by providing these adults with accurate and user-friendly information. Parents need to know what healthy adolescence is, how to assess whether their child is on a healthy trajectory, how to facilitate their adolescent's healthy development, and how to get help when problems arise.
My focus on the family in this talk is not intended to minimize the importance of influences outside the family, such as the peer group, school, neighborhood, or mass media. Nor do I believe that the influence of parents over their children's development is limitless. But it is this very exposure of our adolescents to the influences of so many individuals, institutions, and forces outside the family that makes parents more important today than ever before. We need to change the way parents of teenagers view themselves and their role in their adolescent's development and counter the misleading claims in the popular media that parents do not matter. Indeed, the most important message we can convey is that what parents do does matter, even after their children have entered adolescence.
It is not sufficient to tell parents just that they matter, however. We also need to identify a small number of basic messages about the parenting of adolescents on which there is widespread agreement among researchers and practitioners - the sorts of information I presented today - as well as examine the unintentional and erroneous messages about adolescence that are communicated through the mass media.
Parents and other primary caregivers need three types of information. First, they need basic information about the normative developmental changes of adolescence, so that they can better understand and respond to their children's behavior. Second, they need basic information on the principles of effective parenting during the adolescent years, so that they can adapt to the changing needs and characteristics of their teenager. And third, they need some understanding of how they and their family, in addition to their child, are changing during the adolescent period. Parents from different cultural and socioeconomic groups will incorporate this information into their family life in different ways, but the need for this information cuts across ethnic and economic lines.
What I am calling for, then, is a systematic, large-scale, multifaceted, and ongoing public health campaign to educate parents about adolescence that draws on the collective resources and expertise of health care professionals, scientists, governmental agencies, community organizations, schools, religious institutions, and the mass media. This is what we need to do to reach all families, including families at risk.
It is time for us to be as vigorous and serious in our efforts to educate parents of teenagers as we have been in past efforts to educate parents of infants. The wealth of knowledge generated over the past quarter-century has provided the scientific foundation to realize this important goal. It is now up to people like you to bridge the gap between research and practice.


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Sunday 23 November, 2014


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text: Company Outing View full-size image < previous next > Is this photo a winner? "We had a company outing to a Twins game at Target Field. Everyone very happy with the shirts - looked great." - http://www.idinsight.com - ID Insight (Jun 30, 2011) Share this photo on: Twitter Facebook Pinterest Similar Photos: business | company outing | professional | services | twins game | target field | colorful Feeling inspired? Visit the CustomInk Design Lab to start your own group order. Design Your Own


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Sunday, May 6
Sunday Love.
13 comments:
- zoe Sanders said...
these pictures! I just die how is she so precious~
- May 06, 2012
- Anna H. said...
love how you look at life you are truly admirable
- May 06, 2012
- Anonymous said...
she's darling!!
- May 06, 2012
- Elisha(: said...
I loove these!! and her braid!
- May 06, 2012
- bridget anne said...
you're so sweet to teach the kiddos! xo.
- May 06, 2012
- Carrie Peterson said...
she's georgeous!!!!! great post
- May 06, 2012
- samantha Reese said...
loving these pictures ell makes me want to have it be summer thanks for lighting up my sunday
- May 06, 2012
- Céline said...
wow i love your pictures!
I just started following you, hope you'll take a look at my blog as well!
- May 07, 2012
- Tali said...
Aw so cute! Love the pictures <3
I'm following, If you have time check out my blog & maybe follow back ? :$
XX Tali
- May 07, 2012
- His Little Lady said...
sounds and looks like a beautiful sunday!!! and all of these images are just perfect! i miss blowing bubbles! :)
xo TJ
- May 07, 2012
- Vanisha @ Vanishas Life In...Australia said...
These photos are beautiful, I love the light, so relaxed! I've just added you on Instagram :) (I'm @vanishavakaoti)
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Thelma Faye Harms Charitable Co Trust fbo Barton Co Community College Overview
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adequateSyllabification: ad·e·quate
Pronunciation: /ˈadəkwət /
Definition of adequate in English:
Satisfactory or acceptable in quality or quantity: this office is perfectly adequate for my needs the law is adequate to deal with the problem adequate resources and funding
More example sentences
- They point to figures that show current oil supplies are more than adequate to satisfy demand.
- Allocation of adequate resources for research in these fields is highly desirable.
- The band simply didn't have the time or resources to find an adequate replacement for Frank.
sufficient, enough, requisite
acceptable, passable, reasonable, satisfactory, tolerable, fair, decent, quite good, pretty good, moderate, unexceptional, unremarkable, undistinguished, ordinary, average, not bad, all right, middling
equal to, up to, capable of, suitable for, able to do, fit for, sufficient for
early 17th century: from Latin adaequatus 'made equal to', past participle of the verb adaequare, from ad- 'to' + aequus 'equal'.
- 1
adequately adverb
- Example sentences
- I can dine quite adequately with no more than two plates and a knife and fork.
- Our youngsters seem to cope quite adequately not giving two hoots about an apostrophe.
- Thanks to the dairy farming he has been able to provide for this family fairly adequately.
Definition of adequate in:
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Word of the day vicarious
Pronunciation: vɪˈkɛːrɪəs
experienced in the imagination through another person's feelings…


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Once last weekend's State Democratic Convention wrapped up, things began to heat up both outside and in a number of races as the candidates shifted their focus to September's primary election.
On Monday, Attorney General Martha Coakley visited Dorchester for the first time since before the Dorchester Day parade. Some in the neighborhood have not forgiven her for her absence from the annual march earlier this month that saw State Treasurer and fellow Democratic gubernatorial candidate Steve Grossman and GOP front-runner Charlie Baker parading along the route.
Coakley came by to speak with fast-food workers at MassUniting, a Dorchester-based state-wide group fighting for a $15 minimum wage and union rights. For Coakley, it was a kickoff to a two-week tour promoting an economy that gives everyone a "fair shot" at economic success. When asked why she decided to discuss these issues in Dorchester, Coakley answered, "We're going to spend the next 12 weeks in this primary both talking about turning this economy around on our terms, but also really hearing from folks because that's where the issues are."
She plans to come back to the neighborhood many times before the Sept. 9 primary, her campaign said.
Intra-party jockeying over September's ballot came to a head in Worcester, where Grossman (35 percent), Coakley (23 percent), and former health care executive Don Berwick (22 percent) all crossed the 15 percent threshold for delegate votes to earn a primary ballot slot. Joe Avellone and Juliette Kayyem failed to reach the magic number, with Kayyem, at 12 percent, barely missing out, and disappointing one prominent Dorchester Democrat.
State Sen. Linda Dorcena Forry told the Reporter that although she was not endorsing Kayyem outright, she had cast a vote for the former Homeland Security advisor to keep her voice in the race. Dorcena Forry also introduced and voted for attorney general candidate Warren Tolman, who won the party's endorsement, edging out Maura Healey, 52-48. They will face off in the primary.
Tolman received a number of high-profile endorsements leading up to and following the convention, including boosts from Mayor Martin Walsh on Saturday morning before the convention opened, and from US Rep. Stephen Lynch on Monday afternoon.
"It's all about September," Tolman told the Reporter on Monday before Lynch arrived at Greenhills Irish Bakery. Even though he carried a majority of the delegate vote, Tolman said he still has a lot left in his arsenal, noting that, unlike Healey, he did not contact delegates ahead of the convention with campaign mail, and yet he still gained the endorsement.
Boston City Councilors Michelle Wu and Frank Baker, state Rep. Daniel Cullinane, and Suffolk Sheriff Steven F. Tompkins joined Tolman and Lynch at the bakery.
Like Tolman and Cullinane, Tompkins, too, has received the mayor's stamp of approval with an official endorsement. The Tomkins blessing was just Walsh's third endorsement since he took office at City Hall, not counting the endorsement/fundraising e-mail he sent out earlier this month in support of a gubernatorial candidate in Maine.
The mayor announced his support for Tompkins at the sheriff's Roxbury campaign headquarters on Wednesday. Tompkins is running for reelection against challenger and fellow Democrat Douglas Bennett.


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Rio Tinto wins ruling to keep others off iron ore railway
Rio Tinto said an Australian regulator has ruled that the firm's key iron ore rail lines do not have to be opened to rival miners, reinforcing the world No.2 iron ore miner's grip on the global market.The fresh ruling by the Australian Competition Tribunal marked the latest defeat for Fortescue Metals Group in a fight it has been waging since 2004 to force Rio Tinto and BHP Billiton to open their rail lines to others.
"This is great news," Rio Tinto's acting iron ore chief Paul Shannon said in a statement.
Fortescue is considering its position, spokeswoman Yvonne Ball said, although the company has long since built its own multibillion dollar rail line to become the world's no.4 iron ore miner.
The mega miners have long argued that their rail networks are integral parts of highly efficient mine, rail and port operations and allowing other companies' trains on the lines would hurt their businesses.
The tribunal had previously said Fortescue could use Rio's Robe rail line but not its Hamersley line in a ruling on an appeal by Rio against a 2008 decision by Federal Treasurer Wayne Swan ordering Rio to open both those rail lines and requiring BHP to open its Goldsworthy line.
The case went all the way to the High Court, which last year ordered the Australian Competition Tribunal to rule again on Rio Tinto's appeal against Swan's decision.
Fortescue expressed disappointment with the tribunal's move to to dismiss Swan's decision.
"It is regrettable that the Competition Tribunal did not see the merits of providing third party access to this infrastructure to enhance competition," Chief Executive Nev Power said in a statement, adding that Fortescue would let others use its railway. (Reuters)
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For more shows throughout the weekend, check out our New York Concert Calendar, which is updated daily.
Enjoy rockers old and new
Yes In My Backyard is a semiweekly column showcasing MP3s from new and emerging local talent. Brooklyn duo Coasting have accidentally boogie-boarded their way into a not-so-chill wave of ecstatic local surf-punk, adding their own distorto-crunchy twist. Less bubblegum than Beachniks, more lo ... More >>


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Sync Music
Secret Cinema
The Macallan 1824 Masters Series
Esprit Spring 2014
Captain Morgan
Kailis Pearls
Esprit Autumn / Winter
The Macallan M Decanter
O2 Guru
MOP - Rankin Edition
Honda BTCC
Kailis Jewellery
is a word that describes obtaining a thrill through a natural high - film making, music & photography is ours!
We connect brands with their audience through the power of beautifully crafted images & creative compelling storytelling.
Our team is dedicated to creating high-end online content, music & photography for all contemporary image requirements.


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November 25, 2014
FREMONT, Calif. (AP) - A Northern California man charged with kidnapping and intending to rape a 16-year-old girl at knifepoint says he accidentally climbed into her car and only wanted to get out.
The Oakland Tribune reports that 23-year-old Aron Roy was arraigned Wednesday on charges of felony kidnapping with intent to commit rape, second-degree robbery and cocaine possession.
Fremont police say Roy climbed into the back of the girl's car at a supermarket and ordered her at knifepoint to drive to a remote area, where she managed to escape. He was later arrested at a Best Buy in Dublin where he worked.
According to court documents, Roy said he accidentally entered the wrong car and laid down. He allegedly told investigators when he rose, he "freaked out" after the girl screamed and tried to direct her to where he could get out.
Copyright 2014 Associated Press. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
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Pivot Strategies for Technology Companies
Technology companies (product or service-based) often get stuck at $5M-10M in annual revenue. I help these companies pivot and start growing again. These pivots can take various forms -- from finding adjacent markets to developing new products and services to redefining key processes.
My Approach to Pivot Strategies
How I Help
Adjacent Markets Pivots
Problem: "We're stuck. Our service is commodified and customers aren't willing to pay what they once did. What do we do?"
Solution: I can define, size and validate the various "adjacent market" options and choose the ones that are most promising.
Product & Service Pivots
Problem: "Our product and service offerings are out of step with what customers want. We're no longer their only option."
Solution: I can help define the product and service opportunities that get you into new markets and get the business growing again.
Execution Leadership
Problem: "We know what we need to do. Strategy is defined, but we need leadership help to make the execution work."
Solution: I can help align key processes with your strategic drivers to make sure everyone is working toward the same set of goals.


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Casey Fryda
GREEN BAY – Individuals considering a new career can learn about the energy industry and "try out" some of the skills involved next week
Northeast Wisconsin Technical College will offer Utility Preview Day on Wednesday, Oct. 10 at the NWTC-Green Bay campus. The day is designed to help potential students and new program applicants decide whether a power distribution career is a good fit—and if so, which career path is best. Participants may attend one or both sessions.
Electrical Power Distribution prepares students to install, maintain, and operate systems to supply electricity to residential, commercial, and industrial customers, and joint gas and electric underground generation facilities.
Class No. 87974
Time: 8:00 a.m. – noon, Wednesday, Oct. 10
Gas Utility Construction and Service prepares students to install, maintain, and operate natural and propane gas distribution systems used to supply residential, commercial, and industrial customers.
Class No. 87975
Time: 1:00 p.m. – 5:00 p.m., Wednesday, Oct. 10
NWTC-Green Bay, Building & Construction Trades Center, Room BC108
Call (920) 498-5444 or (888) 385-NWTC or visit www.NWTC.edu/signup.
Participants are expected to dress for the weather and bring work gloves and boots. The College will provide hard hats and safety glasses. Lunch will be provided. Parents and family are welcome.
Local and national surveys of power companies show that employers are facing the retirement of one-third to one-half of their workforce within the next five years. They expect the industry to provide abundant career opportunities—generally year-round, long-term, full time jobs with competitive salaries and benefits.
The supply of technicians, however, is not expected to keep up with demand. Employers from throughout the United States are recruiting NWTC's Electrical Power and Gas Utility students before they graduate. Shortly after graduation in 2011, about 95 percent of graduates of the two programs were already employed. Average starting salaries were approximately $39,000 to $46,000.
© 2013 Northeast Wisconsin Technical College. All Rights Reserved, 2740 West Mason Street,
P.O. Box 19042, Green Bay, WI 54307-9042, 920-498-5444 or 1-800-422-NWTC
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Linking up to Finish it up Friday.
Saturday, April 12, 2014
Flocks of HSTs
Linking up to Finish it up Friday.
18 comments :
very nice quilt and love the backing too. Interesting seeing how you attach the binding, beats hand stitching it, I have machined it on the right side then turned over and hand stitched, a much slower way. Re your wadding also interesting, have ordered some Hobbs 80/20 but our local place is now selling cotton bump for wadding, not sure if this would be okay but it is much cheaper, only £5 a yard, what do you think?ReplyDelete
I love the texture and binding. It is really nice quilt.ReplyDelete
It is gorgeous! The colours are so calming and also joyfull! The HST are so pretty! You did a wonderful job!!!ReplyDelete
esthersipatchandquilt at yahoo com
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You've done a super job! All the best with baby...get some cat naps whenever you can and try to keep your energy up!ReplyDelete
lovely. I have the same Juki and I use the walking foot to machine bind my quilts. sew the binding to the back,flip to the front, and line up the edge of your binding to the inside edge of the left toe of the walking foot. good luck!ReplyDelete
This turned out lovely. I was wracking my brain trying to figure out the block assembly with flying geese LOL. I'm also a Hobbs 80/20 fan. I will buy the warm/natural when my local big box fabric store has their 50% off sale though.ReplyDelete
I use this binding method as well but if I don't want the binding line to interfere with the quilting (even on the back) I stitch in the ditch on the front. I struggled pretty hard with not always catching the binding in the back until I starting pressing when I turned over my binding and pinning. It's a bit more work but if I'm concerned enough to use this method then I don't mind the extra time :)
it's gorgeous! Glad to hear you are still alive ;-)ReplyDelete
Great quilt!!! I've had problems with bearding with my 2 rolls of Hobbs 80/20 - 1 king and 1 queen sized. Really frustrating so I am moving to Quilter's Dream batting - love all the different kinds they make, great hand and they quilt up beautifully. Since I quilt for others, I can't have batting that doesn't perform consistently. Enjoy your new baby...they grow up way too fast!!ReplyDelete
So gorgeous! Pellon Nature's Touch is my favorite too - I just finished (as in its in the wash right now for a baby shower tomorrow) a quilt using two layers of it. So squishy! And that's exactly how I do binding too, ever since I read Wasn't Quilt in a Day's binding tutorial. So easy and much more consistent too.ReplyDelete
Lovely quilt. I have never been too successful with the stitch in the ditch binding either so will have to give your method a go next time.ReplyDelete
I love this quilt! Also love how the Architextures print works as the binding. I love that print and actually hoarded about 8 yards of it to use as binding on several upcoming quilts. So glad it works so well. Also, thanks for the tip about the Pellon batting. I've been using W&W/N.. and I like the thinness of it for some quilts but have been wondering about a thicker option for others....so I just ordered some. Thanks again!ReplyDelete
Beautiful finish Amy! I do my binding the way you used to and also used to miss a bunch of spots. You may already do this, but once I started using the iron to press out the binding and then flipped it and pressed it over so that it covered the seam line...I found it went perfectly! It just naturally stayed in place and didn't even have to pin. I like it this way too, but the other is probably my fave. Hope you and Gus are doing well:)ReplyDelete
Good to know! I'm going to have to try that batting. AND your machine binding method. It makes WAY more sense to me. I can never get all of my stitches to land on the binding either.ReplyDelete
Very sweet finish. Thanks for the batting and binding tips. Enjoy your new baby (best advice I ever got when I had a newborn: "sleep when baby sleeps.")ReplyDelete
This is a really beautiful quilt!ReplyDelete
I tried the Pellon's Nature's Touch recently and really liked it. Too bad I still have a roll of Warm N Natural to use up before I can buy more.ReplyDelete
Love this quilt.
Beautiful stitching and great detail on the quilt. I prefer Hobbs batting as well and always use the 80/20.ReplyDelete
This is a gorgeous quilt. I do my bindings the same way. I think it looks so much better. I haven't tried the Natures Touch but I am going to. I have lately decided that my go to W&N isn't thick enough for me either.ReplyDelete


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"Shook up my way of thinking"
This audiobook is tough to follow at first because the ideas are very abstract. But once you begin to unwind yourself in it, the real magic unfolds. It is very interesting and definitely a worthwhile listen. =]
"Professor Tichener is brilliant!"
The history of the Romans is nicely summarized in this audiobook. You will learn facts about the Romans you may not have known such as: The Colosseum was built next to a Colossal statue of emperor Nero [that was destroyed], hence giving it its name. A wonderful listen, and I plan on hearing it many times over.
"Quite enjoyable and informative."
I love Thucydides
The narrator, professor Kaplan, begins his analysis of political science with the ancient Greeks and leads up to modern Game theory. It between, you take a trip through many of the great authors that deal with the subject of political science such as: Machiavelli, Rousseau, John Locke, et cetera. This is one of my favorite audio books, and I plan to listen to it many more times.
"Left me with a desire for more."
The narrator is not very engaging, but the allegory pulls its own weight. If you like the allegory as much as I do, than you can deal with the narration.
"Great principles"
This is a book that will help you get into a state of mind for earning large sums of money. However you must take action, and grab the bull by the horns if you expect any of them to work. Like they say "old habits die hard". the hardest part is always replacing habits that have been nurtured for a long time. If you are willing to take action and apply new behaviors then this book is for you.
"Very practical"
This book is very helpful to those who wish to have a fundamental lesson in life portrayed. You will be able to see the contrast between acting proactively and reactively while in search of something we all desire: happyness. Some of lifes lessons can never be learnt too thoroughly, and therefore can never be said too often. I see in this book the application of many tools that can lead one to happyness and also into despair. try to examine your behaviors and see which character from the story you reflect.
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