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Accreditation is built on and ref lective of the core values of the academy.
- Rolf Chambers
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2 The Future of Accreditation All of this activity establishing an organization, setting standards, self-review, peer review, and accreditation judgment is funded and managed by colleges and universities. Typically, an accrediting organization has a paid staff of modest size to carry out its functions and a volunteer decision-making body or commission responsible for both judgment about accredited status and the governance of the accrediting body. A large cadre of volunteer academics is used to conduct peer reviews, with some 19,000 serving in During that year, accrediting organizations collected and spent more than $98 million in fees to fund more than 760 full- and part-time professionals and thousands of volunteers who reviewed or took other actions (e.g., special visits, review of special reports) on approximately 3,000 institutions and more than 4,600 programs (Council for Higher Education Accreditation 2010). Accreditation is built on and ref lective of the core values of the academy. Accreditation has been a very successful enterprise, part of a schema of quality review that has served higher education well. Colleges and universities in the United States are acknowledged throughout the world as having achieved an extraordinary level of access and degree of quality in both teaching and research. Accreditation has been part of preserving the diversity of higher education institutions and the many types of educational experiences available to students; it has also played a role in maintaining healthy competition among colleges and universities. Accreditation in the United States is one of the most powerful examples of successful nongovernmental oversight of a major social institution in any society. Two Relationships that Define Accreditation Accreditation is both built on and reflective of the core values of the academy: peer review, the centrality of mission, institutional autonomy, and academic freedom. Peers judge institutional quality based on respective institutional missions. Review of quality is collegial, primarily qualitative, formative, and focused on improvement. Accreditation both requires and supports institutional autonomy and self-determination in making academic judgments concerning curriculum, faculty, and academic standards. It is committed to academic freedom to assuring that faculty have appropriate discretion with regard to what is taught, who is taught, who teaches, and what standards are applied. Two relationships have defined accreditation over the years. The first and older relationship is with higher education institutions, dating back to the 19th century. As described previously, colleges and universities established the first accrediting organizations and to this day own, finance, and operate these bodies. It is this relationship that has determined the core values on which accreditation was built and continues to operate. While accreditation s relationship with institutions has been rich and productive, it has sometimes involved strain and tension no one seeks regulation, even if you pick the regulators. There have been periods of some discord and disagreement. However, the basic authority of accreditation has not been seriously challenged. Institutions, as members of accrediting bodies responsible for setting standards and determining review practices, have generally supported and remain strongly invested in the role that accreditation plays. Accreditation s second and younger relationship is with the federal government, dating back some 60 years. During the 1950s, the federal government and accrediting organizations entered into an agreement in which the government, rather than developing its own oversight of higher education, chose to rely on nongovernmental accreditation as its reliable authority on academic quality. As higher education enrollments and the number of higher education institutions grew significantly following World War II, the federal government sought to financially assist college and university students, especially veterans. As part of making federal funds available to students and institutions, the government required institutions to be accredited by an accrediting organization that it deemed appropriate. Accredited status was the key indicator that the government s expectations of threshold quality had been met. This public-private partnership prevails to this day. A core feature of this partnership was the agreement that accrediting organizations, although nongovernmental bodies, accept some federal oversight. This relationship has become known as the gatekeeping role of accreditation. Accreditation s Fundamental Challenge It is this relationship with government that is posing perhaps the most fundamental challenge that accreditation Planning for Higher Education Search and read online at: 9
3 Judith S. Eaton has confronted to date. This challenge has two features: (1) government moving to take on at least some of the academic decision making that has, historically, been left to accreditation and (2) the emergence of an approach to academic decision making and accreditation that is regulatory in nature and based on assumptions and values that do not align with accreditation s traditional collegial values and practices. Today, government is poised to alter core accreditation practice something that has not happened since the establishment of the public-private partnership in the 1950s. The traditional collegial practices of accreditation are increasingly eclipsed by regulatory practices imposed by government, both in the scope and the attention to the details of accreditation practice. The collegial practices of accreditation are increasingly eclipsed by regulatory practices imposed by government. Factors encouraging greater governmental authority. Several factors have combined to lead the federal government to press more vigorously for greater authority over accreditation than at any time in the past. The first is the growing federal financial investment. As part of its ongoing effort to assure access and equity in higher education, the federal government has invested more and more tax dollars in student grants, loans, and other funds. By 2010, the federal investment in higher education funding had reached $175 billion. The sheer volume of federal money in colleges and universities has created an imperative for both the Congress and the White House and is a primary justification for greater oversight. In 2010, the U.S. Department of Education (USDE), already managing federal grant monies, established authority over all student loans, ending the role of private-sector banks and consolidating federal control over much of the public money essential to access. The second factor is the cost of tuition or the price of higher education. For decades, costs to students have continued to rise, now even outpacing the increased costs of healthcare. The rising price of higher education for both students and taxpayers was made even more conspicuous by the recession, intensifying the concerns about college affordability already prevalent in society and attracting the attention of federal officials. Public accountability is a third factor driving the expansion of governmental authority. It is not only the government but also the press and the general public who want more accountability from accreditation in the form of greater evidence of student achievement and institutional performance as well as increased transparency. The focus on public accountability has emerged as society has grown to expect universal access to higher education. This expectation reflects a consumer-like interest in what higher education is supposed to provide. Where at one time society valued higher education as an opportunity and prized open access even if it did not always result in academic success, this is diminishing. Degrees are valued mainly to the extent to which they result in good paying jobs, diminishing the once primary emphasis on expanding intellectual capacity. If colleges and universities fail to graduate students or assist with the achievement of other educational goals, then they are viewed as inadequate. Universal access also now means that higher education must meet a test of convenience as manifested in steadily growing enrollments in online learning, with part-time students seeking to combine education and work. A broader context. Two additional trends affecting many parts of U.S. society also impact the government s perception of accreditation: (1) the expanding nationalization of public policy and (2) the growing application of electronic technology. The expanding nationalization of public policy means that, with greater and greater frequency, policy determinations are being made at a federal or national level. National trumps state and local, with an emerging national culture fueled by electronic technology that influences both, whether initially through the web or, more recently, through social networking. Technology has created the expectation of instant information, hastening the eclipse of personal and institutional privacy and rendering all judgments equal whether from informed professionals or newcomers to an area of inquiry. National also trumps institutional and the traditional leadership role that faculty and academic administrators have played in making academic judgments, a role that has been central to the success of higher education to date. Institutions and their programs are the units of analysis for accreditation scrutiny and judgment, driven by their commitment to mission and thus a diverse higher education enterprise. If the price of nationalizing is a diminution of the traditional institutional leadership role, then this raises serious questions about sustaining the strength and success that higher education has enjoyed to date. 10 April-June 2012 Search and read online at:
4 The Future of Accreditation Nonetheless, the nationalization of public policy as it relates to accreditation was reaffirmed for federal officials when they became familiar with the European Bologna Process. Beginning in 1999, European government ministers have worked to implement the Bologna Process as a means to create a European Higher Education Area : a space with significantly enhanced student mobility, faculty cooperation across borders, and mutual understanding and acceptance of academic credentials among countries. Although universities and students were very much involved, regulation by the ministers was the key driver for creating this space. Enormous progress has been made in developing a European-wide regulatory structure for quality assurance with quality standards and policies to be applied throughout the Bologna countries. The structure now includes a European qualifications framework, European standards and guidelines, a credit transfer system, a European classification system, and the beginnings of a European ranking system. Given the similarity in population size between Europe and the United States, U.S. government officials were attracted to what they viewed as a potential model for the national regulation of accreditation. Further, the growing application of electronic technology has played a large role in what has been happening to accreditation practice. Public expectations for access to information about any social institution including accreditation and higher education have expanded dramatically. Whether it concerns government, corporations, charities, athletics, or universities, there is a growing public sense of impatience and entitlement about being informed and making one s own judgments. Electronic technology is rendering the private dimension of accreditation its process and the information available about results quaint. It makes the time that accreditation review takes less and less acceptable. It throws into question why professional judgment should be viewed as superior to consumer judgment. Technology is also an enabler of alternative tools for judging higher education, such as ranking systems and comparability systems. Accredited status and reputation, the two longstanding indicators of the quality of a college or university, now have competition. For some, U.S. News & World Report s rankings are the de facto indicators of quality not accreditation. For others, provides an external basis for judging the quality of faculty, something that accreditation does not do. The Education Trust, a nongovernmental national organization in Washington, DC, has established College Results Online, a web-based interactive tool that enables students and the public to compare colleges and universities, including graduation rates, admissions, and financial aid. The USDE offers College Navigator, another web-based interactive tool that enables comparisons of colleges and universities: locations, enrollments, degrees awarded, tuition, and test scores. Both have attracted broad public interest while accreditation, to date, has chosen not to address comparability. The federal money at stake, the price of higher education, the expectation of universal access, the press for greater public accountability, the nationalizing of public policy, and the immediacy created by electronic technology have all contributed to an expanded government role in accreditation that is profound. Government now approaches accreditation driven by: A belief that colleges and universities are accountable and trustworthy to the extent that they are regulated. A belief that changes in accreditation require a greater federal role. The greater attractiveness of a regulatory model of quality assurance in place of the prevailing collegial model long characteristic of higher education. A strong interest in the standardization of higher education, especially to judge degree attainment and student learning and to build capacity for comparability. A utilitarian view of higher education that emphasizes its contribution to economic development more and its contribution to intellectual development less. A view that education is a consumer good and that students who purchase it require consumer protection, especially by the government. In the current context, it is no longer enough for accreditation to (1) be answerable to the institutions and programs that are reviewed (self-regulation), (2) make extensive use of peer review, (3) provide some but not all information to the public, (4) rely heavily on qualitative judgment about academic quality, and (5) sustain a mission-based approach to quality that may not readily lend itself to the standardization of expected results. And, critics tend to overlook the value of accreditation, especially with regard to quality improvement, and to ignore the substantial contribution of accreditation to the growth and development of the higher education enterprise. Planning for Higher Education Search and read online at: 11
5 Judith S. Eaton The Path to Expanded Governmental Authority When the federal government decided some 60 years ago to look to accreditation as a reliable source of information about academic quality, there were a half-dozen requirements an accrediting organization had to meet to be on a federal list published by the U.S. Office of Education. These included evidence of operation over a multiyear period, financial sustainability, and promulgation of the standards used in accreditation review. Requirements for accrediting organizations were not in law or regulation, but were less formal, grounded in government practice that worked to preserve the public-private partnership. As the years progressed and federal requirements for accrediting organizations found their way into regulation and, eventually, into law, the requirements expanded in scope, detail, and number. Today, little in accreditation is too unimportant to avoid regulation. As requirements expanded, so did a federal review process for accrediting organizations known as recognition. At present, accrediting organizations are subject to 10 standards in the law, 37 pages of regulation (U.S. Department of Education 2012a), and 82 pages of guidance (U.S. Department of Education 2012b) or subregulatory assistance an extraordinary growth in oversight and a long distance from the original six obligations that governed the initial era of the partnership. Accrediting organizations must be reviewed at least every five years by the USDE in order to maintain federal recognition. The most recent and dramatic changes to accreditation emerged from the actions of the federal government that began with the U.S. Secretary of Education s Commission on the Future of Higher Education. This commission, made up of academics, business leaders, and the public, was charged with examining higher education and offering recommendations for its future, focusing on access, affordability, and accountability. Its work set the tone for the government s future approach to accreditation. The commission s report made the case for greater public accountability from accreditation and especially for greater attention to evidence of student learning and transparency. It offered a very public criticism, viewing accreditation as being lax on standards and failing to take adequate responsibility for student learning, and pointed to results of national research purporting to provide evidence that students were not gaining very much from a collegiate experience. Crucially, in light of the perceived shortcomings of accreditation, the report urged the government to become more involved in the academic activity of colleges and universities. In many ways, these recommendations used the same lens to examine and judge higher education that was applied earlier to elementary and secondary education through the No Child Left Behind Act of The commission s report was influential in the formulation of subsequent law and regulation. The reauthorization of the Higher Education Act, completed in 2008, is a powerful example of the report s impact, resulting in a larger government footprint in both accreditation and academic areas heretofore untouched by government action: transfer of credit, textbooks, student achievement, and distance learning. For accreditation operation, the law penetrated areas such as accreditation confidentiality, the accreditation appeals process, and the use of attorneys in accreditation proceedings all areas untouched in prior reauthorizations. The negotiated rulemakings (required consultations with the public when the federal government writes regulations to implement new law) held in 2009 and 2010 went even further with regard to the government s role in academics developing rules that provided greater control for government in regard to the awarding of academic credit, thus striking at the heart of judgment by academics in the awarding of degrees. The new rules also strengthened the role of government in judging the integrity of information provided by institutions to the public and pushed for a stronger state role in authorizing institutions to operate that, at times, was either duplicative or eclipsed at least some of the work that accrediting organizations had been doing for individual states for years. Difficulties experienced by for-profit higher education in 2010 and 2011 served as additional justification for greater governmental involvement. Through Congressional hearings, the sector s default rates, graduation rates, student recruitment and marketing practices, and level of student debt were put on public display, often accompanied by public condemnation. These were institutions that, although private, were heavily dependent on federal funds and they were accredited. The conclusion reached by some in government was that accreditation was no longer adequately reliable with regard to the fundamental soundness of an institution. Significant additional regulations were developed aimed primarily at the for-profit sector, and there were indications that additional federal oversight would be required for accreditation as well. This included attention 12 April-June 2012 Search and read online at:
6 The Future of Accreditation paid to the compensation of employees as well as the employability of students and their capacity to repay government loans. By 2011, accreditation s historical role in assuring academic quality, as well as a certain deference accorded by government for the judgment of quality by academics, was giving way to more and more government intervention that directed the activities of accreditation and made independent judgments about quality. Nowhere was this more striking than in the emerging governmental efforts to duplicate or even second guess the judgments of accrediting organizations concerning individual institutions or co-accreditation. For example, in the last 18 months: Institutional Accreditor A was informed that the USDE disagreed with the accreditor in its judgment regarding changes in the general education curriculum at one of its institutions, thus challenging the judgment of the accreditation commission. Institutional Accreditor B, beginning in 2010, was required by the USDE to report all accreditation of institutions new to the accreditor to the USDE on an annual basis. Institutional Accreditor C was informed by the USDE that the manner in which the accreditor selects its commission members the body making accreditation decisions required modification. In addition, the USDE, through the National Advisory Committee on Institutional Quality and Integrity (NACIQI), a body that advises the U.S. Secretary of Education with regard to the recognition of accrediting organizations, has initiated a policy review of accreditation and its effectiveness. This is part of the USDE s preparation for the next reauthorization of the Higher Education Act in 2013 or While the committee membership includes a significant number of academics, the committee has approached accreditation from a perspective that assumes there are significant problems with the enterprise that must be solved and that expanded federal regulation is required to bring this about. The work of the committee to date breaks dramatic new ground by expanding the federal interest in accreditation in a manner that can result in further subordinating accreditation to governmental goals and judgments about quality: Accreditation standards, requirements, and processes are, in the future, to be shaped by a federal agenda. Federally mandated fiscal integrity and performance measures are to be established for higher education institutions and monitored by accreditation. Federal goals for higher education are to be developed for the use of federal funds. Accreditation has reached this point of fundamental challenge as a result of a series of government actions dating back to the initial establishment of the accreditationfederal government relationship in the 1950s, but especially as a result of actions taken over the last six years. Over time and as the result of a variety of forces and conditions, governmental authority over accreditation and higher education has expanded and continues to expand. At stake is the giving way of the highly successful collegial system of peer review and institutional leadership in academic judgment to a system of greater governmental authority dominated by a regulatory model of control over accreditation and higher education. Building the Future of Accreditation The future of accreditation depends on what is done to render a government-driven regulatory model less of a defining factor in its work. Can the collegial model flourish in the context of the government s assertiveness and the impact of nationalization and technology? How? While actions are unlikely to fully reverse the extensive role that government is taking in accreditation, it may be feasible to contain the government s impact. Four actions may be helpful. These include greater advocacy for accreditation; reaffirmation of the traditional role of institutions, not government, in providing academic leadership and judgments about quality; robust institutional steps toward greater public accountability; and changing the community s approach to influencing government policy. First, if the academic and accreditation communities do not make the case for the values and effectiveness of accreditation, who will? The need for greater advocacy is urgent and compelling. For more than a century, accreditation s overall performance has been part of the creation of a higher education enterprise that is unsurpassed in both access and quality, whatever its limitations. Peer review is effective. Self-regulation works. The values on which accreditation was built and those it reflects have been fundamental to the past success of higher education and remain critical to future success. Planning for Higher Education Search and read online at: 13
7 Judith S. Eaton This advocacy needs to highlight the compelling role that accreditation currently plays in society. As the primary signal of the basic academic acceptability of colleges, universities, or programs, students, the public, and the government rely heavily on accreditation. Is it accredited? is often the first question of prospective students and their families, employers, and foundations when deciding to attend or invest in a college or university. It is the first question of institutions examining the prior education of students seeking to transfer or to enter graduate school. Accreditation also plays a vital role in the directing of federal funds to colleges and universities and in decisions about state funding of higher education. Second, higher education s long tradition of leadership in the judgment of academic quality at the institutional level needs to be reinforced. Faculty and academic administrators have historically been the primary sources of judgment about what counts as effective education, student achievement, and paths to success in teaching, learning, and research. With governmental oversight expanding into the academic arena, this role of institutions may be diminished. Presidents, academic deans, and faculty need to acknowledge what is happening and make the case for the greater value of academic judgments made by academics rather than by government officials with little or no academic experience. The academy leaves its future up to others by not leading. The academy leaves its future up to others by not leading. Third, accreditation needs to more fully engage the public accountability imperative in order to influence it. Institutions and accreditors need a stronger voice. Efforts over the years to ignore the growing emphasis on public accountability and there have been many have proved futile. Initiatives that attempted to essentially finesse accountability using assessment have not succeeded. The public is interested in disclosure, not assessment. Disagreements within the community have also been a significant barrier to moving forward. Yet, the utilitarian approach to higher education that now dominates public policy needs to be challenged. The price of failing to act with regard to accountability continues to grow. Accrediting organizations, colleges, and universities need to provide more information to the public about performance and what counts as basic academic effectiveness. For example, each college or university can agree to a short list of performance indicators, developing evidence of achieving success in these areas and publishing the information. This might include information about graduation, achievement of other educational goals, transfer, entry to graduate school, and, where appropriate, job placement. This effort would assure more attention to student learning and transparency, two key demands of public accountability. It would also provide the public with a better sense of the likely results of investing in a college education. It would not interfere with the work of faculty and their academic freedom. It would leave judgment about student achievement where it belongs with the faculty. Fourth, strategies that are currently used to influence government policy need a fresh look. These strategies have been around for a long time. For the most part, both the academic and accreditation communities have approached growing governmental authority by learning what the government wishes to do and attempting to accommodate it in a way that minimizes any likely negative impact. This has not been working with regard to accreditation. The challenge is too great, too fundamental, for an incremental approach. What is discussed here a program of strong advocacy for accreditation, a renewed commitment to the role of institutional leadership, and the development of a public accountability that works for accreditation can figure effectively into our influencing. Ideally, accreditation can reach a point where the government is willing to affirm the value of the key characteristics of higher education and accreditation: institutional autonomy, peer review, academic freedom, and, above all, institutional academic leadership. Government can acknowledge that judgments about student learning are the work of faculty not of government or accreditation. It can streamline recognition review. It can acknowledge that much of the current oversight of accreditation does little to improve accreditation organizations or their review of institutions and therefore does little to improve the quality and effectiveness of higher education. Summary Accreditation in the United States is undergoing a major change as governmental regulatory authority to judge quality expands, eclipsing accreditation s collegial model of quality review. The enormous growth of public and private money in higher education, the commitment to universal 14 April-June 2012 Search and read online at:
8 The Future of Accreditation access and the accompanying calls for greater public accountability, the growing nationalization of public policy, and the impact of electronic technology have all contributed to this change. Especially over the last six years, this shift has challenged the core values of both accreditation and higher education and now threatens heretofore successful academic practices such as the judging of quality by academics and institutional self-determination. While fully countering the expansion of governmental authority is unlikely, action from the academic community is essential to contain the expansion and preserve core academic values. These actions include greater advocacy for accreditation, a renewed emphasis on the role of institutions in providing academic leadership, an enhanced commitment to public accountability, and a rethinking of approaches to working with the federal government. References Brittingham, B Accreditation in the United States: How Did We Get to Where We Are? In Accreditation: Assuring and Enhancing Quality, ed. P. M. O Brien, San Francisco: Jossey-Bass. Council for Higher Education Accreditation Almanac of External Quality Review Washington, DC: Council for Higher Education Accreditation Database of Institutions and Programs Accredited by Recognized United States Accrediting Organizations. Retrieved January 23, 2012, from the World Wide Web: Orlans, H Private Accreditation and Public Eligibility. Lexington, MA: Lexington Books. U.S. Department of Education. 2012a. Accreditation in the United States. Washington, DC: U.S. Department of Education. Retrieved January 15, 2012, from the World Wide Web: www2.ed.gov/print/admins/finaid/accred/accreditation.html b. Guidelines for Preparing/Reviewing Petitions and Compliance Reports. Washington, DC: U.S. Department of Education. Retrieved January 12, 2012, from the World Wide Web: www2.ed.gov/admins/finaid/accred/agency-guidelines.doc. Planning for Higher Education Search and read online at: 15
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Because my brother-in-law is a genius...
Tuesday, September 4, 2012
8 comments:
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62 Review(s)
Write a review »
Product Effectiveness: 6/10
Ingredient Quality: 6/10
No Side Effects: 9/10
Price / Value: 6/10
Customer Service: 5/10
Visit Their Website »
1. Dryness
The Aveeno Eczema Therapy Cream has a shockingly light list of moisturizing components. The cream relies heavily on its keystone ingredient; colloidal oatmeal - a remedy as old as time - to serve as a protective barrier.
2. Allergens and Bacteria
Again, Aveeno claims the colloidal oatmeal will provide an effective barrier from itchy allergies and bacteria that could further irritate the skin.
3. Rebuilding Healthy Skin
The colloidal oatmeal is said to provide a temporary barrier from irritants, so this is an important first step. Unfortunately, it doesn't contain an additional sealant which would make the protective barrier even more effective.
4. Money-back Guarantee
5. Doctor Recommended
6. 24-hour Customer Support
Our Concerns: The Aveeno Eczema Therapy cream has some good reviews, and as it is an Aveeno (enormous skincare company) product, we're a little surprised they didn't try and pack the formula with more than Colloidal Oatmeal, especially when they saw that the oatmeal was effective. Often with big skincare brands, changing the entire formula can mean millions of dollars in both ingredients and rebranding. As it stands, this lotion acts as a long-term bandaid masking the skin and protecting it from irritants, but unfortunately, it will have to be applied again and again to achieve this effect. Because of this, and the several points made above, we were forced to give the Aveeno Eczema Therapy our third place spot.
Ingredients: Colloidal oatmeal 1%. Other ingredients: Water, Glycerin, Distearyldimnoium Chloride, Panthenol, Petrolatum, Isopropyl Palmitate, Cetyl Alcohol, Dimethicone, Oat kernel oil, Steareth-20, Oat Kernel Extract, Benzalkonium Chloride, Ceramide NP, Sodium Chloride.
*It is important to always do your own research about any natural remedy and speak with a trusted healthcare professional so you can make an informed decision about your health.
Learn More or Buy at Aveeno.com »
UPDATED: January 10, 2015 AT 12:56 PM BY JAMES WEATHERS
Latest Customer Reviews
"Works! Safer than Hydrocortisone"
Posted on
by Kerry R.
Posted on by Kerry R.
Wanted to see if this will work, being that it was Steroid-free. I heard that Hydrocortisone, if you over-use, can cause "burns" resulting in scarring. Much to my surprise, it worked well, and I didn't have to worry about frequency as I use it as needed and as often as I want.
1 out of 3 people found this helpful. Was this review helpful to you? Yes(1) | No(2)
"Not very strong"
Posted on
by Janie T.
Posted on by Janie T.
I've had severe eczema since I was a kid and while it's subsided in my adult years I still get itchiness and dryness on my hands a lot and sometimes on my stomach and thighs. This stuff does about a half job for me... I'm less dry and less itchy but it's not like it goes away. It works OK in the summer when my skin isn't as bad, but in the winter is when I get flare-ups and it really doesn't help very much. I'd say if you have moderate or mild eczema this will help you, but if your eczema is severe or you've had it a very long time, either try another product or go ask a doctor for something prescription. On the plus side, this stuff applies easily and doesn't make me feel sticky or gross like some other lotions do.
7 out of 8 people found this helpful. Was this review helpful to you? Yes(7) | No(1)
"Just a regular moisturizer"
Posted on
by Lisa Anne
Posted on by Lisa Anne
Nothing fancy, does not work wonders for my eczema. I had atopic eczema for years and this cream did nothing to help. Sure, it is really gentle and non irritating, but the moisturizing effected not that long lasting. It was alright for by hands but very unsuitable for my face! When I had flare ups, I applied this, and it did not soothe my skin and it felt sticky and my face don't seem to absorb this well! When I leave it on my red, rough eczema patches on my face, it seem to stay on my face and I notice white flakes of the oil forming.. In conclusion, this lotion is not as good as it claims, neither did it heal or soothe the redness and it certainly did not help prevent flare ups for my eczema. I don't recommend this for atopic eczema sufferers, but if you have mild eczema it may work.
5 out of 5 people found this helpful. Was this review helpful to you? Yes(5) | No(0)
"Not so great"
Posted on
by Stephanie Brooks
Posted on by Stephanie Brooks
I thought this would be a heavier cream and it is really light. It does nothing for our daughter's eczema.
4 out of 7 people found this helpful. Was this review helpful to you? Yes(4) | No(3)
"eczema got worse"
Posted on
by Joey R.
Posted on by Joey R.
I bought this and the eczema body wash, used both for a week, and my sons skin started to clear up....after the week - it got worse. I've been using it for 2 months and his skin is worse than it was when we started. It is soft on the skin, but unfortunately didnt help with his eczema at all.
2 out of 4 people found this helpful. Was this review helpful to you? Yes(2) | No(2)
View more reviews »
Top 3 Reviewed Eczema Products
1.) Dermaced™ Deep Therapy Cream Extra Care
2.) Aveeno™ Eczema Therapy Cream
3.) Eucerin™ Eczema Relief
Read full review »
234 Review(s)
9.5/10 Rating
75 Review(s)
7/10 Rating
62 Review(s)
6.5/10 Rating
Read full review »
Read full review »
The information posted on this site should not be considered medical advice, and is not intended to replace consultation with a qualified dermatologist. All trademarks are the property of their respective owners. Read Our Disclaimer
© DermaReport.com


text:
125 Grams (4.4 Oz), Alpha-GPC 50% Powder with Scoop included Packaged in the USA. In-House Lab Tested for Identity and Purity. High Quality Ingredients at Value Prices. FDA Registered Facility. More
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text:
Ratings based on 598 Verified Reviews
4.0 Room cleanliness
3.8 Service & staff
3.6 Room comfort
3.7 Hotel condition
Expedia Verified Reviews
for Everyoneby A verified traveler from UK
Perfect locationPosted Feb 22, 2017
Perfect for what we needed . Close to everything and staff wonderful very friendly and nothing too much trouble --we had a toddler with us .Evening meal in restaurant limited to Pizza / Pasta bit otherwise really good.
by A verified traveler from Southampton UK
Review of hotelPosted Jan 22, 2017
Pros: location to central station, about 5 mins...Breakfast was nice
Cons: The rooms were dated, not really like the pictures. The room service and restaurant needs to massively expand the choice of food.
This is classed as a 4* hotel, however there is nothing about this hotel that is even close to that star rating. My room was really very basic, two twin beds pushed together with 2 single duvets! 1 sachet of coffee only and you have to request more. Bathroom needed a fresh. Reception staff were really pleasant and welcoming. Room service very quick but a EXTREMELY limited menu, the hotel has a Italian restaurant.. however the food is extremely basic and limited. Breakfast is buffet and nice range of options but not worth £19 euro's. If this hotel was labelled as a 2* then I would be pleased, but very disappointed with this hotel. My room was nothing like those shown, no colourful rooms, dated etc. Location is handy for the central station but there are better hotels even closer. This hotel is ok for a couple of nights (but don't expect 4*) but would not stay for longer...
for Business Travelersby A verified traveler
Good location, clean and air conPosted Jan 21, 2017
Pros: Location Air con
Cons: Gym facilities
Staff were very friendly, gym a little limited, but great location
for Everyoneby A verified traveler
Vacation to see grandson sing over in Munich and sPosted Jan 4, 2017
Pros: Close to train station,subway, nice staff,
Cons: Size of room was a little small. Would have liked some kind of dresser?
Location: Too many to list here.. from the food,beer,and castles!!
Lovely city, warm and friendly. The tours I took were exactly as advertised. Easy walking to everything from this hotel
for Everyoneby A verified traveler
Great location.Posted Dec 25, 2016
Second time there, right by HBahnhof, massive bed, clean and comfy!
for Everyoneby A verified traveler from cambridge, england
lovely place for a little breakPosted Dec 6, 2016
Very close to the city centre! Lovely breakfast and fun pool table :)
by A verified traveler
Ok hotel. Not a nice part of townPosted Dec 5, 2016
Only 15 minutes walk from main tourist area but not a very nice area to walk through after dark.
for Everyoneby A verified traveler
Spacious roomPosted Nov 8, 2016
Pros: Close to city centre and central rail station. The room is spacious. Breakfast is satisfactory.
Cons: Curtains are poorly fitted and left a 3-5 cm gaps.
by A verified traveler
Lovely hotel and good locationPosted Nov 7, 2016 on Hotels
Lovely hotel in a great location. Quiet at night but not too far away from the city centre. Lovely rooms which were spotlessly clean. Breakfast was buffet style but plenty of choice for all.
by A verified traveler
RecommendedPosted Nov 7, 2016 on Hotels
Convenient city centre location and is walkable to main station


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My spin Sure you can live with out it – quite well in fact. BUT if everyone else is using it, it's best to (unfortunately) follow the crowds. I've used Word Perfect for years and have a "gold" beta version of Word Perfect Office 11 I have yet to install.
News Clip: Spring has sprung (the roses are blooming, at least where I live) and the betas are popping out all over. So I'm writing today's column in not one, not two, but three different word processors, all currently in beta.
Right now, I've got beta versions of Microsoft Office 2003, OpenOffice.org 1.1, and Corel's WordPerfect Office 11 loaded on my system. My summary judgment: There are things to like and dislike about the word processors in each of these suites, but they really vary only by small degrees. (full story)
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Routledge Applied Linguistics is a series of comprehensive textbooks, providing students and researchers with the support they need for advanced study in the core areas of English language and Applied Linguistics.
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This highly-successful text introduces and explores the dynamic area of intercultural communication, and the updated third edition features:
• new readings by Prue Holmes, Fred Dervin, Lei Guo and Summer Harlow, Miriam Sobré-Denton and Nilaniana Bardham, which reflect the most recentdevelopments in the field
• refreshed and expanded examples and exercises including new material on the world of business, radicalisation and cultural fundamentalism
• extended discussion of topics which include cutting-edge material on cosmopolitanism, immigrants' intercultural communication and cultural travel
• revised further reading.
Written by experienced teachers and researchers in the field, Intercultural Communication, Third edition provides an essential textbook for advanced students studying
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Dallas, TXUSA
Hometown: Small Town in Texas
August 6, 2011
It began with a thought about how I was born with curls so why wasn't I embracing my curls. I then started researching natural hair care. I came across many youtube channels. They helped reassure me that yes the journey would be confusing/hard at times, but it is possible.
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Hi. My name is Leslie. I did a Big Chop on August 4, 2011. I was really excited. I love my natural hair!!!
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Home Depot's comparable sales also topped Wall Street estimates. » Read More
HSBC blames 'largely unexpected economic and political events' for 62 percent drop in annual pre-tax profit
By: Reuters with CNBC
HSBC Holdings' 2016 pre-tax profit fell 62 percent, below analysts' estimates, as it grappled with slowing economic growth in its core markets. » Read More
Net income attributable to Campbell fell to $101 million, or 33 cents per share, in the second quarter ended Jan. 29. » Read More
Cheaper private-label coffee is eating into demand for Smucker's Folgers brand. » Read More
Deere & Co reported a rise in quarterly revenue and expects stronger growth during 2017.
Kraft Heinz the maker of Velveeta cheese, Heinz ketchup and Oscar Mayer meats, reported a higher-than-expected adjusted profit, helped by lower costs.
The waste management company posted earnings of $1.00 per share on revenue of $906.4 million for the fourth quarter.
Las Vegas casino giant MGM Resorts saw its stock plummet 9 percent after fourth-quarter results fell short of analysts' estimates.
Molina blamed Obamacare for a fourth-quarter loss and 2017 profit forecast far below estimates.
TripAdvisor's total revenue in the fourth quarter was $316 million, missing the average analyst estimate of $326.5 million, according to Thomson Reuters.
Cosmetics maker Avon Products reported fourth-quarter revenue and profit that missed estimates as demand slipped in all but one of its markets.
Shares of NetApp rose in early trade Thursday after the data storage company announced an earnings beat.
U.S. burger chain Wendy's reported higher-than-expected quarterly sales at established restaurants as it attracted more diners with its value meals.
Time Inc. reported a 1.1 percent fall in quarterly revenue on Thursday due to a stronger dollar.
PepsiCo reported a better-than-expected profit, as the company benefited from its cost-cutting programs and higher demand for its healthier products.
But Credit Agricole, France's biggest retail bank, beat forecasts with a smaller than expected earnings drop in the fourth quarter.
Akzo Nobel NV reported on Wednesday a 12 percent drop in fourth-quarter operating income excluding incidental items (EBIT).
American International Group (AIG), the largest commercial insurer in the United States and Canada, reported a bigger quarterly loss than last year.
Jim Cramer spoke with CEO John Legere on his untraditional approach to disrupt the technology industry.
Restaurant Brands reported a profit that more than doubled from a year ago, when it recorded a one-time charge related to the merger of the two brands.
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The c3 Sicilian
By (author) John Emms
Format: Paperback
Normal Price: $47.46
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c3 Sicilian by John Emms
Book DescriptionThe c3 Sicilian is a logical and sensible way of meeting Black's most popular defence to 1 e4. With his second move, White sets about constructing a strong pawn centre and cleverly sidesteps the labyrinth of opening theory associated with open Sicilians. Positions that are reached can be either tactical or positional in nature, and the c3 Sicilian particularly appeals to players who enjoy open positions with active piece play and clear objectives for both sides.In this book, c3 Sicilian expert John Emms goes back to basics: he explains in depth the reasoning behind the critical early moves - something that is often neglected - and uses instructive games to demonstrate key plans for both White and Black."Everyman Chess' Starting Out" series has firmly established itself as the leading guide to studying openings for up-and-coming players. These books are distinguished by their easy-to-read layout, the lucid explanations of the fundamentals, and the abundance of notes, tips and warnings to help the reader absorb vital ideas. "Starting Out" opening books are ideal for enthusiastic chess players who have little experience of the openings in question and who wish to appreciate the essential principles behind them.This book is written by a well-known c3 Sicilian specialist. All the main lines are covered. It is ideal for improvers, club players and tournament players.Grandmaster John Emms revisits the fundamentals of the c3 Sicilian. He explains, in depth, the reasoning behind the critical early moves and uses instructive games to demonstrate key plans.
Buy c3 Sicilian book by John Emms from Australia's Online Bookstore, Boomerang Books.
Book DetailsISBN: 9781857445701
(229mm x 152mm x 13mm)
Pages: 192
Imprint: Everyman Chess
Publisher: Everyman Chess
Publish Date: 1-Sep-2008
Country of Publication: United Kingdom
Books By Author John Emms
Chess Tactics Detection Workbook, Paperback (September 2013)
The reader assumes the role of a tactics detective, checking for mistakes and missed opportunities in games. This training method resembles the real board situation far more realistically than traditional chess puzzles.
Dangerous Weapons: The Ruy Lopez, Paperback (July 2012)
Well-known opening experts take a innovative look at the Ruy Lopez and select a wealth of 'dangerous' options for both White and Black.
Sicilian Taimanov: Move by Move, Paperback (March 2012)
Grandmaster John Emms examines his favourite Sicilian variation, the Taimanov. He shares his experience and knowledge from over 15 years playing the opening at grandmaster level, and offers answers to the all the key questions.
Nimzo-Indian: Move by Move, Paperback (October 2011)» View all books by John Emms
Grandmaster John Emms revisits the Nimzo-Indian, his favourite opening for over 30 years. He shares his experience and knowledge, and continually challenges the reader to answer probing questions, thereby encouraging the learning and practising of vital opening skills.
» Have you read this book? We'd like to know what you think about it - write a review about c3 Sicilian book by John Emms and you'll earn 50c in Boomerang Bucks loyalty dollars (you must be a member - it's free to sign up!)
Author Biography - John Emms
John Emms is one of the UK's leading Grandmasters and has captained the English Team at two Chess Olympiads. He's an experienced coach who has worked with many top players, including World Championship finalist Michael Adams. He's also a highly respected writer; previous works for Everyman Chess include The Scandinavian and the best-selling Starting Out: The Sicilian.
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Release Date: 2016-02-26
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SERVICES IN SANTA MONICA More than 1/3 of Santa Monica residents are over the age of 50, and the percent of adults 65 and older will increase dramatically over the next 10 to 15 years. In anticipation of this demographic shift, the City's Evaluation of Services for Older Adults outlines recommendations for innovative ways to meet the needs of current seniors, as well as the emerging needs and interests of the 50+ set as they make their way into older adulthood.
This evaluation has already resulted in great things for Santa Monica's seniors, an expanded Dial-a-Ride program, new programs, and improved coordination of services.
With the development of a one-stop center for senior programs at the Ken Edwards Center, 1527 4th Street, the City partners with WISE & Healthy Aging and other community organizations to serve older adults. Please click on the links below to learn more about services available:
WISE & Healthy Aging
Meals on Wheels West
Westside Center for Independent Living
The City will continue its work to implement recommendations and programs that respond to the changing needs of our 50+ and older adult population. If you have any questions, click below or call the Human Services Division at (310) 458-8701.


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- Ahmet Baştuğ
- 2004
—The payload increase of watermarking channels via the use of low-density parity check (LDPC) codes is considered. The bit error rate and payload size problem is addressed in the light of the performance of typical transform-domain spread-spectrum watermarking techniques. Simulation results indicate that the information payload can be doubled via judicious… (More)
In this paper we consider iterative receiver techniques for the downlink in WCDMA systems (UMTS FDD mode). We start from the linear MMSE receiver (at symbol level), which is time-varying and hence too complex to implement. By applying polynomial expansion (PE) to the LMMSE receiver, an iterative soluton is obtained in which the complexity per iteration… (More)
— We consider a chip level decision-directed NLMS equalization scheme which targets estimating the total transmitted base station chip sequence in a decision-directed manner and using it as the desired response for equalizer adaptation. For this purpose, we explicitly use only the knowledge of the user-assigned HSPDSCH codes in order to obtain reliable… (More)
- Ahmet Baştuğ, B S In
- 2002
A general method for user dedicated downlink channel estimation in WCDMA receivers is addressed, particularly suited in the presence of dedicated channel transmit beamforming. A three-step dedicated channel estimation procedure is derived which exploits all the existing pilot sequences as well as the structured dynamics of the channel. In the first step,… (More)
In third generation CDMA-based cellular mobile systems, loading fraction is going to be less than one due to interference limitations. In other words, to achieve an acceptable BER, the number of served users and hence used codes will be less than the spreading factor. Accordingly, the existence of unused codes implies the existence of a noise subspace,… (More)
— We consider high speed packet data access service (HSDPA) which is introduced with the Release-5 of UMTS-FDD standard. Signal to interference + noise ratio (SINR) and throughput bounds from the usage of channel matched filter (RAKE in FIR form) and LMMSE equalizer + correlator type mobile terminal receiver structures are obtained for the high speed… (More)
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Shelnic Kitchens & Granite - Boksburg
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Globel stone supply and fit granite and marble counter tops and we believe in a sound work ethic and am committed to ensuring every job has been completed...
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Bellisimo Bathrooms has been renovating bathrooms and kitchens since 2004. Most bathrooms are being completed within 10-15days (this is dependent on the size of...
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Fit & finish ready bamboo is the new wood - ideal for cladding, drill & deliver - ready for on-site fit and finish. No wasting money & time on preparation,...
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