text:
Ethical Guidelines
Ethical guidelines are the cornerstone of professional practice. APBA is committed to promoting the highest standard of ethical conduct for applied behavior analysts who provide services. The Board of Directors of APBA has adopted the BACB® Guidelines, for all of its members. To underscore the importance of these ethical guidelines, they are reproduced below in their entirety.
For Behavior Analysts
(August 2004)
Revised June 2010 in accordance with the 4th Edition Task List for behavior analysts
Portions of the BACB certification examinations relating to ethical and professional practices are based on the following Guidelines. The Guidelines address ethical and professional concerns particular to BACB certificants, as well as concerns that are salient to the interactions between behavior analysts, the people they serve, and society, in general. The Guidelines are provided for general reference to practitioners, employers and consumers of applied behavior analysis services. For concerns about specific practices by a BACB certificant, please refer to the BACB Professional Disciplinary and Ethical Standards. The Guidelines may be referenced in complaints alleging violation of Section 6 of the BACB's Disciplinary and Ethical Standards; these Guidelines, however, are not separately enforced by the BACB.
The behavior analyst maintains the high standards of professional behavior of the professional organization.
1.01 Reliance on Scientific Knowledge.
Behavior analysts rely on scientifically and professionally derived knowledge when making scientific or professional judgments in human service provision, or when engaging in scholarly or professional endeavors.
1.02 Competence.
(a) Behavior analysts provide services, teach, and conduct research only within the boundaries of their competence, based on their education, training, supervised experience, or appropriate professional experience.
(b) Behavior analysts provide services, teach, or conduct research in new areas or involving new techniques only after first undertaking appropriate study, training, supervision, and/or consultation from persons who are competent in those areas or techniques.
1.03 Professional Development.
Behavior analysts who engage in assessment, therapy, teaching, research, organizational consulting, or other professional activities maintain a reasonable level of awareness of current scientific and professional information in their fields of activity, and undertake ongoing efforts to maintain competence in the skills they use by reading the appropriate literature, attending conferences and conventions, participating in workshops, and/or obtaining Behavior Analyst Certification Board certification.
1.04 Integrity.
(a) Behavior analysts are truthful and honest. The behavior analyst follows through on obligations and professional commitments with high quality work and refrains from making professional commitments that he/she cannot keep.
(b) The behavior analyst's behavior conforms to the legal and moral codes of the social and professional community of which the behavior analyst is a member.
(c) The activity of a behavior analyst falls under these Guidelines only if the activity is part of his or her workrelated functions or the activity is behavior analytic in nature.
(d) If behavior analysts' ethical responsibilities conflict with law, behavior analysts make known their commitment to these Guidelines and take steps to resolve the conflict in a responsible manner in accordance with law.
1.05 Professional and Scientific Relationships.
(a) Behavior analysts provide behavioral diagnostic, therapeutic, teaching, research, supervisory, consultative, or other behavior analytic services only in the context of a defined, remunerated professional or scientific relationship or role.
(b) When behavior analysts provide assessment, evaluation, treatment, counseling, supervision, teaching, consultation, research, or other behavior analytic services to an individual, a group, or an organization, they use language that is fully understandable to the recipient of those services. They provide appropriate information prior to service delivery about the nature of such services and appropriate information later about results and conclusions.
(c) Where differences of age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic status significantly affect behavior analysts' work concerning particular individuals or groups, behavior analysts obtain the training, experience, consultation, or supervision necessary to ensure the competence of their services, or they make appropriate referrals.
(d) In their work-related activities, behavior analysts do not engage in discrimination against individuals or groups based on age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, socioeconomic status, or any basis proscribed by law.
(e) Behavior analysts do not knowingly engage in behavior that is harassing or demeaning to persons with whom they interact in their work based on factors such as those persons' age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic status, in accordance with law.
(f) Behavior analysts recognize that their personal problems and conflicts may interfere with their effectiveness. Behavior analysts refrain from providing services when their personal circumstances may compromise delivering services to the best of their abilities.
1.06 Dual Relationships and Conflicts of Interest.
(a) In many communities and situations, it may not be feasible or reasonable for behavior analysts to avoid social or other nonprofessional contacts with persons such as clients, students, supervisees, or research participants. Behavior analysts must always be sensitive to the potential harmful effects of other contacts on their work and on those persons with whom they deal.
(b) A behavior analyst refrains from entering into or promising a personal, scientific, professional, financial, or other relationship with any such person if it appears likely that such a relationship reasonably might impair the behavior analyst's objectivity or otherwise interfere with the behavior analyst's ability to effectively perform his or her functions as a behavior analyst, or might harm or exploit the other party.
(c) If a behavior analyst finds that, due to unforeseen factors, a potentially harmful multiple relationship has arisen (i.e., one in which the reasonable possibility of conflict of interest or undue influence is present), the behavior analyst attempts to resolve it with due regard for the best interests of the affected person and maximal compliance with these Guidelines.
1.07 Exploitative Relationships.
(a) Behavior analysts do not exploit persons over whom they have supervisory, evaluative, or other authority such as students, supervisees, employees, research participants, and clients.
(b) Behavior analysts do not engage in sexual relationships with clients, students, or supervisees in training over whom the behavior analyst has evaluative or direct authority, because such relationships easily impair judgment or become exploitative.
(c) Behavior analysts are cautioned against bartering with clients because it is often (1) clinically contraindicated, and (2) prone to formation of an exploitative relationship.
The behavior analyst has a responsibility to operate in the best interest of clients.
2.01 Definition of Client.
The term client as used here is broadly applicable to whomever the behavior analyst provides services whether an individual person (service recipient), parent or guardian of a service recipient, an institutional representative, a public or private agency, a firm or corporation.
2.02 Accepting Clients.
The behavior analyst accepts as clients only those individuals or entities (agencies, firms, etc.) whose behavior problems or requested service are commensurate with the behavior analyst's education, training, and experience. In lieu of these conditions, the behavior analyst must function under the supervision of or in consultation with a behavior analyst whose credentials permit working with such behavior problems or services.
2.03 Responsibility.
The behavior analyst's responsibility is to all parties affected by behavioral services.
2.04 Consultation.
(a) Behavior analysts arrange for appropriate consultations and referrals based principally on the best interests of their clients, with appropriate consent, and subject to other relevant considerations, including applicable law and contractual obligations.
(b) When indicated and professionally appropriate, behavior analysts cooperate with other professionals in order to serve their clients effectively and appropriately. Behavior analysts recognize that other professions have ethical codes that may differ in their specific requirements from these Guidelines.
2.05 Third-Party Requests for Services.
(a) When a behavior analyst agrees to provide services to a person or entity at the request of a third party, the behavior analyst clarifies to the extent feasible, at the outset of the service, the nature of the relationship with each party. This clarification includes the role of the behavior analyst (such as therapist, organizational consultant, or expert witness), the probable uses of the services provided or the information obtained, and the fact that there may be limits to confidentiality.
(b) If there is a foreseeable risk of the behavior analyst being called upon to perform conflicting roles because of the involvement of a third party, the behavior analyst clarifies the nature and direction of his or her responsibilities, keeps all parties appropriately informed as matters develop, and resolves the situation in accordance with these Guidelines.
2.06 Rights and Prerogatives of Clients.
(a) The behavior analyst supports individual rights under the law.
(b) The client must be provided on request an accurate, current set of the behavior analyst's credentials.
(c) Permission for electronic recording of interviews and service delivery sessions is secured from clients and relevant staff of all other settings. Consent for different uses must be obtained specifically and separately.
(d) Clients must be informed of their rights, and about procedures to complain about professional practices of the behavior analyst.
(e) The behavior analyst complies with all requirements for criminal background checks.
2.07 Maintaining Confidentiality.
(a) Behavior analysts have a primary obligation and take reasonable precautions to respect the confidentiality of those with whom they work or consult, recognizing that confidentiality may be established by law, institutional rules, or professional or scientific relationships.
(b) Clients have a right to confidentiality. Unless it is not feasible or is contraindicated, the discussion of confidentiality occurs at the outset of the relationship and thereafter as new circumstances may warrant.
(c) In order to minimize intrusions on privacy, behavior analysts include only information germane to the purpose for which the communication is made in written and oral reports, consultations, and the like.
(d) Behavior analysts discuss confidential information obtained in clinical or consulting relationships, or evaluative data concerning patients, individual or organizational clients, students, research participants, supervisees, and employees, only for appropriate scientific or professional purposes and only with persons clearly concerned with such matters.
2.08 Maintaining Records.
Behavior analysts maintain appropriate confidentiality in creating, storing, accessing, transferring, and disposing of records under their control, whether these are written, automated, or in any other medium.
Behavior analysts maintain and dispose of records in accordance with applicable law or regulation, and corporate policy, and in a manner that permits compliance with the requirements of these Guidelines.
2.09 Disclosures.
(a) Behavior analysts disclose confidential information without the consent of the individual only as mandated by law, or where permitted by law for a valid purpose, such as (1) to provide needed professional services to the individual or organizational client, (2) to obtain appropriate professional consultations, (3) to protect the client or others from harm, or (4) to obtain payment for services, in which instance disclosure is limited to the minimum that is necessary to achieve the purpose.
(b) Behavior analysts also may disclose confidential information with the appropriate consent of the individual or organizational client (or of another legally authorized person on behalf of the client), unless prohibited by law.
2.10 Treatment Efficacy.
(a) The behavior analyst always has the responsibility to recommend scientifically supported most effective treatment procedures. Effective treatment procedures have been validated as having both long-term and short-term benefits to clients and society.
(b) Clients have a right to effective treatment (i.e., based on the research literature and adapted to the individual client).
(c) Behavior analysts are responsible for review and appraisal of likely effects of all alternative treatments, including those provided by other disciplines and no intervention.
(d) In those instances where more than one scientifically supported treatment has been established, additional factors may be considered in selecting interventions, including, but not limited to, efficiency and cost-effectiveness, risks and side-effects of the interventions, client preference, and practitioner experience and training.
2.11 Documenting Professional and Scientific Work.
(a) Behavior analysts appropriately document their professional and scientific work in order to facilitate provision of services later by them or by other professionals, to ensure accountability, and to meet other requirements of institutions or the law.
(b) When behavior analysts have reason to believe that records of their professional services will be used in legal proceedings involving recipients of or participants in their work, they have a responsibility to create and maintain documentation in the kind of detail and quality that would be consistent with reasonable scrutiny in an adjudicative forum.
(c) Behavior analysts obtain and document: (1) Institutional Review Board (IRB), and/or local Human Research Committee approval; and/or (2) confirmation of compliance with institutional requirements when data gathered during their professional services will be submitted to professional conferences and peer reviewed journals.
2.12 Records and Data.
Behavior analysts create, maintain, disseminate, store, retain, and dispose of records and data relating to their research, practice, and other work in accordance with applicable laws or regulations and corporate policy and in a manner that permits compliance with the requirements of these Guidelines.
2.13 Fees, Financial Arrangements and Terms of Consultation.
(a) As early as is feasible in a professional or scientific relationship, the behavior analyst and the client or other appropriate recipient of behavior analytic services reach an agreement specifying compensation and billing arrangements.
(b) Behavior analysts' fee practices are consistent with law and behavior analysts do not misrepresent their fees. If limitations to services can be anticipated because of limitations in financing, this is discussed with the patient, client, or other appropriate recipient of services as early as is feasible.
(c) Prior to the implementation of services the behavior analyst will provide in writing the terms of consultation with regard to specific requirements for providing services and the responsibilities of all parties (a contract or Declaration of Professional Services).
2.14 Accuracy in Reports to Those Who Pay for Services.
In their reports to those who pay for services or sources of research, project, or program funding, behavior analysts accurately state the nature of the research or service provided, the fees or charges, and where applicable, the identity of the provider, the findings, and other required descriptive data.
2.15 Referrals and Fees.
When a behavior analyst pays, receives payment from, or divides fees with another professional other than in an employer-employee relationship, the referral shall be disclosed to the client.
2.16 Interrupting or Terminating Services.
(a) Behavior analysts make reasonable efforts to plan for facilitating care in the event that behavior analytic services are interrupted by factors such as the behavior analyst's illness, impending death, unavailability, or relocation or by the client's relocation or financial limitations.
(b) When entering into employment or contractual relationships, behavior analysts provide for orderly and appropriate resolution of responsibility for client care in the event that the employment or contractual relationship ends, with paramount consideration given to the welfare of the client.
(c) Behavior analysts do not abandon clients. Behavior analysts terminate a professional relationship when it becomes reasonably clear that the client no longer needs the service, is not benefiting, or is being harmed by continued service.
(d) Prior to termination for whatever reason, except where precluded by the client's conduct, the behavior analyst discusses the client's views and needs, provides appropriate pre-termination services, suggests alternative service providers as appropriate, and takes other reasonable steps to facilitate transfer of responsibility to another provider if the client needs one immediately.
Behavior analysts who use behavioral assessment techniques do so for purposes that are appropriate in light of research. Behavior analysts recommend seeking a medical consultation if there is any reasonable possibility that a referred behavior is a result of a medication side effect or some biological cause.
3.01 Behavioral Assessment Approval.
The behavior analyst must obtain the client's or client-surrogate's approval in writing of the behavior assessment procedures before implementing them. As used here, client-surrogate refers to someone legally empowered to make decisions for the person(s) whose behavior the program is intended to change; examples of client-surrogates include parents of minors, guardians, and legally designated representatives
3.02 Functional Assessment.
(a) The behavior analyst conducts a functional assessment, as defined below, to provide the necessary data to develop an effective behavior change program.
(b) Functional assessment includes a variety of systematic information-gathering activities regarding factors influencing the occurrence of a behavior (e.g., antecedents, consequences, setting events, or motivating operations) including interview, direct observation, and experimental analysis.
3.03 Explaining Assessment Results.
Unless the nature of the relationship is clearly explained to the person being assessed in advance and precludes provision of an explanation of results (such as in some organizational consultation, some screenings, and forensic evaluations), behavior analysts ensure that an explanation of the results is provided using language that is reasonably understandable to the person assessed or to another legally authorized person on behalf of the client. Regardless of whether the interpretation is done by the behavior analyst, by assistants, or others, behavior analysts take reasonable steps to ensure that appropriate explanations of results are given.
3.04 Consent-Client Records.
The behavior analyst obtains the written consent of the client or client-surrogate before obtaining or disclosing client records from or to other sources, including clinical supervisor. 3.05 Describing Program Objectives. The behavior analyst describes, in writing, the objectives of the behavior change program to the client or client-surrogate (see below) before attempting to implement the program. And to the extent possible, a riskbenefit analysis should be conducted on the procedures to be implemented to reach the objective.
The behavior analyst (a) designs programs that are based on behavior analytic principles, including assessments of effects of other intervention methods, (b) involves the client or the client-surrogate in the planning of such programs, (c) obtains the consent of the client, and (d) respects the right of the client to terminate services at any time.
4.01 Describing Conditions for Program Success.
The behavior analyst describes to the client or client-surrogate the environmental conditions that are necessary for the program to be effective.
4.02 Environmental Conditions that Preclude Implementation.
If environmental conditions preclude implementation of a behavior analytic program, the behavior analyst recommends that other professional assistance (i.e., assessment, consultation or therapeutic intervention by other professionals) be sought.
4.03 Environmental Conditions that Hamper Implementation.
If environmental conditions hamper implementation of the behavior analytic program, the behavior analyst seeks to eliminate the environmental constraints, or identifies in writing the obstacles to doing so.
4.04 Approving Interventions.
The behavior analyst must obtain the client's or client-surrogate's approval in writing of the behavior intervention procedures before implementing them.
4.05 Reinforcement/Punishment.
The behavior analyst recommends reinforcement rather than punishment whenever possible. If punishment procedures are necessary, the behavior analyst always includes reinforcement procedures for alternative behavior in the program.
4.06 Avoiding Harmful Reinforcers.
The behavior analyst minimizes the use of items as potential reinforcers that maybe harmful to the long-term health of the client or participant (e.g., cigarettes, sugar or fat-laden food), or that may require undesirably marked deprivation procedures as motivating operations.
4.07 On-Going Data Collection.
The behavior analyst collects data, or asks the client, client-surrogate, or designated others to collect data needed to assess progress within the program.
4.08 Program Modifications.
The behavior analyst modifies the program on the basis of data.
4.09 Program Modifications Consent.
The behavior analyst explains program modifications and the reasons for the modifications to the client or client-surrogate and obtains consent to implement the modifications.
4.10 Least Restrictive Procedures.
The behavior analyst reviews and appraises the restrictiveness of alternative interventions and always recommends the least restrictive procedures likely to be effective in dealing with a behavior problem.
4.11 Termination Criteria.
The behavior analyst establishes understandable and objective (i.e., measurable) criteria for the termination of the program and describes them to the client or client-surrogate.
4.12 Terminating Clients.
The behavior analyst terminates the relationship with the client when the established criteria for termination are attained, as in when a series of planned or revised intervention goals has been completed.
Behavior analysts delegate to their employees, supervisees, and research assistants only those responsibilities that such persons can reasonably be expected to perform competently.
5.01 Designing Competent Training Programs and Supervised Work Experiences.
Behavior analysts who are responsible for education and training programs and supervisory activities seek to ensure that the programs and supervisory activities:
- are competently designed
- provide the proper experiences
- and meet the requirements for licensure, certification, or other goals for which claims are made by the program or supervisor.
5.02 Limitations on Training.
Behavior analysts do not teach the use of techniques or procedures that require specialized training, licensure, or expertise in other disciplines to individuals who lack the prerequisite training, legal scope of practice, or expertise, except as these techniques may be used in behavioral evaluation of the effects of various treatments, interventions, therapies, or educational methods.
5.03 Providing Course or Supervision Objectives.
The behavior analyst provides a clear description of the objectives of a course or supervision, preferably in writing, at the beginning of the course or supervisory relationship.
5.04 Describing Course Requirements.
The behavior analyst provides a clear description of the demands of the supervisory relationship or course (e.g., papers, exams, projects, reports, intervention plans, graphic displays and face to face meetings) preferably in writing ) at the beginning of the supervisory relationship or course.
5.05 Describing Evaluation Requirements.
The behavior analyst provides a clear description of the requirements for the evaluation of student/supervisee performance at the beginning of the supervisory relationship or course.
5.06 Providing Feedback to Students/Supervisees.
The behavior analyst provides feedback regarding the performance of a student or supervisee at least once per two weeks or consistent with BACB requirements.
5.07 Feedback to Student/Supervisees.
The behavior analyst provides feedback to the student/supervisee in a way that increases the probability that the student/supervisee will benefit from the feedback.
5.08 Reinforcing Student/Supervisee Behavior.
The behavior analyst uses positive reinforcement as frequently as the behavior of the student/supervisee and the environmental conditions allow.
5.09 Utilizing Behavior Analysis Principles in Teaching.
The behavior analyst utilizes as many principles of behavior analysis in teaching a course as the material, conditions, and academic policies allow.
5.10 Requirements of Supervisees.
The behavior analyst's behavioral requirements of a supervisee must be in the behavioral repertoire of the supervisee. If the behavior required is not in the supervisee's repertoire, the behavior analyst attempts to provide the conditions for the acquisition of the required behavior, and refers the supervisee for remedial skill development services, or provides them with such services, permitting them to meet at least minimal behavioral performance requirements.
5.11 Training, Supervision, and Safety.
Behavior analysts provide proper training, supervision, and safety precautions to their employees or supervisees and take reasonable steps to see that such persons perform services responsibly, competently, and ethically. If institutional policies, procedures, or practices prevent fulfillment of this obligation, behavior analysts attempt to modify their role or to correct the situation to the extent feasible.
The behavior analyst adheres to job commitments, assesses employee interactions before intervention, works within his/her scope of training, develops interventions that benefit employees, and resolves conflicts within these Guidelines.
6.01 Job Commitments.
The behavior analyst adheres to job commitments made to the employing organization.
6.02 Assessing Employee Interactions.
The behavior analyst assesses the behavior-environment interactions of the employees before designing behavior analytic programs.
6.03 Preparing for Consultation.
The behavior analyst implements or consults on behavior management programs for which the behavior analyst has been adequately prepared.
6.04 Employees' Interventions.
The behavior analyst develops interventions that benefit the employees as well as management.
6.05 Employee Health and Well Being.
The behavior analyst develops interventions that enhance the health and well being of the employees.
6.06 Conflicts with Organizations.
If the demands of an organization with which behavior analysts are affiliated conflict with these Guidelines, behavior analysts clarify the nature of the conflict, make known their commitment to these Guidelines, and to the extent feasible, seek to resolve the conflict in a way that permits the fullest adherence to these Guidelines.
The behavior analyst has a responsibility to support the values of the field, to disseminate knowledge to the public, to be familiar with these guidelines, and to discourage misrepresentation by non-certified individuals.
7.01 Affirming Principles.
The behavior analyst upholds and advances the values, ethics, principles, and mission of the field of behavior analysis. Participation in both state and national or international behavior analysis organizations is strongly encouraged.
7.02 Disseminating Behavior Analysis.
The behavior analyst assists the profession in making behavior analysis methodology available to the general public.
7.03 Being Familiar with These Guidelines.
Behavior analysts have an obligation to be familiar with these Guidelines, other applicable ethics codes, and their application to behavior analysts' work. Lack of awareness or misunderstanding of a conduct standard is not itself a defense to a charge of unethical conduct.
7.04 Discouraging Misrepresentation by Non-Certified Individuals.
Behavior analysts discourage non-certified practitioners from misrepresenting that they are certified.
Behavior analysts have an obligation to bring attention to and resolve ethical violations by colleagues.
8.01 Ethical Violations by Behavioral and Non-behavioral Colleagues.
When behavior analysts believe that there may have been an ethical violation by another behavior analyst, or non behavioral colleague, they attempt to resolve the issue by bringing it to the attention of that individual if an informal resolution appears appropriate and the intervention does not violate any confidentiality rights that may be involved. If resolution is not obtained, and the behavior analyst believes a client's rights are being violated, the behavior analyst may take additional steps as necessary for the protection of the client.
The behavior analyst promotes the general welfare of society through the application of the principles of behavior.
9.01 Promotion in Society.
The behavior analyst should promote the application of behavior principles in society by presenting a behavioral alternative to other procedures or methods.
9.02 Scientific Inquiry.
The behavior analyst should promote the analysis of behavior as a legitimate field of scientific inquiry.
9.03 Public Statements.
(a) Behavior analysts comply with these Guidelines in public statements relating to their professional services, products, or publications or to the field of behavior analysis.
(b) Public statements include but are not limited to paid or unpaid advertising, brochures, printed matter, directory listings, personal resumes or curriculum vitae, interviews or comments for use in media, statements in legal proceedings, lectures and public oral presentations, and published materials.
9.04 Statements by Others.
(a) Behavior analysts who engage others to create or place public statements that promote their professional practice, products, or activities retain professional responsibility for such statements.
(b) Behavior analysts make reasonable efforts to prevent others whom they do not control (such as employers, publishers, sponsors, organizational clients, and representatives of the print or broadcast media) from making deceptive statements concerning behavior analysts' practices or professional or scientific activities.
(c) If behavior analysts learn of deceptive statements about their work made by others, behavior analysts make reasonable efforts to correct such statements. (d) A paid advertisement relating to the behavior analyst's activities must be identified as such, unless it is already apparent from the context.
9.05 Avoiding False or Deceptive Statements.
Behavior analysts do not make public statements that are false, deceptive, misleading, or fraudulent, either because of what they state, convey, or suggest or because of what they omit, concerning their research, practice, or other work activities or those of persons or organizations with which they are affiliated. Behavior analysts claim as credentials for their behavioral work, only degrees that were primarily or exclusively behavior analytic in content.
9.06 Media Presentations and Emerging Media-Based Services.
(a) When behavior analysts provide advice or comment by means of public lectures, demonstrations, radio or television programs, prerecorded tapes, printed articles, mailed material, or other media, they take reasonable precautions to ensure that (1) the statements are based on appropriate behavior analytic literature and practice, (2) the statements are otherwise consistent with these Guidelines, and (3) the recipients of the information are not encouraged to infer that a relationship has been established with them personally.
(b) When behavior analysts deliver services, teach or conduct research using existing or emerging media (e.g. Internet, e-learning, interactive multi-media), they consider any ethical challenges presented by media-based delivery (e.g. privacy, confidentiality, evidence-based interventions, ongoing data collection and program modifications) and make every effort possible to adhere to the ethical standards described herein.
9.07 Testimonials.
Behavior analysts do not solicit testimonials from current clients or patients or other persons who because of their particular circumstances are vulnerable to undue influence.
9.08 In-Person Solicitation.
Behavior analysts do not engage, directly or through agents, in uninvited in-person solicitation of business from actual or potential users of services who, because of their particular circumstances, are vulnerable to undue influence, except that organizational behavior management or performance management services may be marketed to corporate entities regardless of their projected financial position.
Behavior analysts design, conduct, and report research in accordance with recognized standards of scientific competence and ethical research. Behavior analysts conduct research with human and nonhuman research participants according to the proposal approved by a local Human Research Committee, and/or Institutional Review Board.
(a) Behavior analysts plan their research so as to minimize the possibility that results will be misleading.
(b) Behavior analysts conduct research competently and with due concern for the dignity and welfare of the participants. Researchers and assistants are permitted to perform only those tasks for which they are appropriately trained and prepared.
(c) Behavior analysts are responsible for the ethical conduct of research conducted by them or by others under their supervision or control.
(d) Behavior analysts conducting applied research conjointly with provision of clinical or human services obtain required external reviews of proposed clinical research and observe requirements for both intervention and research involvement by client-participants.
(e) In planning research, behavior analysts consider its ethical acceptability under these Guidelines. If an ethical issue is unclear, behavior analysts seek to resolve the issue through consultation with institutional review boards, animal care and use committees, peer consultations, or other proper mechanisms.
10.01 Scholarship and Research.
(a) The behavior analyst engaged in study and research is guided by the conventions of the science of behavior including the emphasis on the analysis of individual behavior and strives to model appropriate applications in professional life.
(b) Behavior analysts take reasonable steps to avoid harming their clients, research participants, students, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable. Harm is defined here as negative effects or side effects of behavior analysis that outweigh positive effects in the particular instance, and that are behavioral or physical and directly observable.
(c) Because behavior analysts' scientific and professional judgments and actions affect the lives of others, they are alert to and guard against personal, financial, social, organizational, or political factors that might lead to misuse of their influence.
(d) Behavior analysts do not participate in activities in which it appears likely that their skills or data will be misused by others, unless corrective mechanisms, e.g., peer or external professional or independent review, are available.
(e) Behavior analysts do not exaggerate claims for effectiveness of particular procedures or of behavior analysis in general.
(f) If behavior analysts learn of misuse or misrepresentation of their individual work products, they take reasonable and feasible steps to correct or minimize the misuse or misrepresentation.
10.02 Using Confidential Information for Didactic or Instructive Purposes.
(a) Behavior analysts do not disclose in their writings, lectures, or other public media, confidential, personally identifiable information concerning their individual or organizational clients, students, research participants, or other recipients of their services that they obtained during the course of their work, unless the person or organization has consented in writing or unless there is other ethical or legal authorization for doing so.
(b) Ordinarily, in such scientific and professional presentations, behavior analysts disguise confidential information concerning such persons or organizations so that they are not individually identifiable to others and so that discussions do not cause harm to identifiable participants.
10.03 Conforming with Laws and Regulations.
Behavior analysts plan and conduct research in a manner consistent with all applicable laws and regulations, as well as professional standards governing the conduct of research, and particularly those standards governing research with human participants and animal subjects. Behavior analysts also comply with other applicable laws and regulations relating to mandated reporting requirements.
10.04 Informed Consent.
(a) Using language that is reasonably understandable to participants, behavior analysts inform participants of the nature of the research; they inform participants that they are free to participate or to decline to participate or to withdraw from the research; they explain the foreseeable consequences of declining or withdrawing; they inform participants of significant factors that may be expected to influence their willingness to participate (such as risks, discomfort, adverse effects, or limitations on confidentiality, except as provided in Standard 10.05 below); and they explain other aspects about which the prospective participants inquire.
(b) For persons who are legally incapable of giving informed consent, behavior analysts nevertheless (1) provide an appropriate explanation, (2) discontinue research if the person gives clear signs of unwillingness to continue participation, and (3) obtain appropriate permission from a legally authorized person, if such substitute consent is permitted by law.
10.05 Deception in Research.
(a) Behavior analysts do not conduct a study involving deception unless they have determined that the use of deceptive techniques is justified by the study's prospective scientific, educational, or applied value and that equally effective alternative procedures that do not use deception are not feasible.
(b) Behavior analysts never deceive research participants about significant aspects that would affect their willingness to participate, such as physical risks, discomfort, or unpleasant emotional experiences.
(c) Any other deception that is an integral feature of the design and conduct of an experiment must be explained to participants as early as is feasible, preferably at the conclusion of their participation, but no later than at the conclusion of the research.
10.06 Informing of Future Use.
Behavior analysts inform research participants of their anticipated sharing or further use of personally identifiable research data and of the possibility of unanticipated future uses.
10.07 Minimizing Interference.
In conducting research, behavior analysts interfere with the participants or environment from which data are collected only in a manner that is warranted by an appropriate research design and that is consistent with behavior analysts' roles as scientific investigators.
10.08 Commitments to Research Participants.
Behavior analysts take reasonable measures to honor all commitments they have made to research participants.
10.09 Ensuring Participant Anonymity.
In presenting research, the behavior analyst ensures participant anonymity unless specifically waived by the participant or surrogate.
10.10 Informing of Withdrawal.
The behavior analyst informs the participant that withdrawal from the research may occur at any time without penalty except as stipulated in advance, as in fees contingent upon completing a project.
10.11 Debriefing.
The behavior analyst informs the participant that debriefing will occur at the conclusion of the participant's involvement in the research.
10.12 Answering Research Questions.
The behavior analyst answers all questions of the participant about the research that are consistent with being able to conduct the research.
10.13 Written Consent.
The behavior analyst must obtain the written consent of the participant or surrogate before beginning the research.
10.14 Extra Credit.
If the behavior analyst recruits participants from classes and the participants are provided additional credit for participating in the research, nonparticipating students must be provided alternative activities that generate comparable credit.
10.15 Paying Participants.
The behavior analyst who pays participants for research involvement or uses money as a reinforcer must obtain Institutional Review Board or Human Rights Committee approval of this practice and conform to any special requirements that may be established in the process of approval.
10.16 Withholding Payment.
The behavior analyst who withholds part of the money earned by the participant until the participant has completed their research involvement must inform the participant of this condition prior to beginning the experiment.
10.17 Grant Reviews.
The behavior analyst who serves on grant review panels avoids conducting any research described in grant proposals that the behavior analyst reviewed, except as replications fully crediting the prior researchers.
10.18 Animal Research.
Behavior analysts who conduct research involving animals treat them humanely and are in compliance with applicable animal welfare laws in their country.
10.19 Accuracy of Data.
Behavior analysts do not fabricate data or falsify results in their publications. If behavior analysts discover significant errors in their published data, they take reasonable steps to correct such errors in a correction, retraction, erratum, or other appropriate publication means.
10.20 Authorship and Findings.
Behavior analysts do not present portions or elements of another's work or data as their own, even if the other work or data source is cited occasionally, nor do they omit findings that might alter others' interpretations of their work or behavior analysis in general.
10.21 Acknowledging Contributions.
In presenting research, the behavior analyst acknowledges the contributions of others to the conduct of the research by including them as co-authors or footnoting their contributions.
10.22 Principal Authorship and Other Publication Credits.
Principal authorship and other publication credits accurately reflect the relative scientific or professional contributions of the individuals involved, regardless of their relative status. Mere possession of an institutional position, such as Department Chair, does not justify authorship credit. Minor contributions to the research or to the writing for publications are appropriately acknowledged, such as in footnotes or in an introductory statement. Further, these Guidelines recognize and support the ethical requirements for authorship and publication practices contained in the ethical code of the American Psychological Association.
10.23 Publishing Data.
Behavior analysts do not publish, as original data, data that have been previously published. This does not preclude republishing data when they are accompanied by proper acknowledgment.
10.24 Withholding Data.
After research results are published, behavior analysts do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release.
Copyright © 2001-2010 by the BACB® All rights reserved. Reprinted by permission. Minor revisions made to the Guidelines August 2004 and June 2010.


text:
MSI Radeon R9 290X Lightning Overclocked Video Card Review
Unigine Heaven Benchmark
Version and / or Patch Used: 3
Developer Homepage: http://www.unigine.com
Product Homepage: http://unigine.com/press-releases/091022-heaven_benchmark//
This new benchmark grants the power to unleash the DirectX 11 potential in the gift wrapping of impressively towering graphics capabilities. It reveals the enchanting magic of floating islands with a tiny village hidden in the cloudy skies.
While Heaven has tended to always favor the NVIDIA offerings thanks to the heavy emphasis on Tessellation, you can see above the strong overclock from the MSI R9 290X 4GB Lightning OC means we're able to come out ahead of everything at both resolutions.
PRICING: You can find products similar to this one for sale below.
United States: Find other tech and computer products like this over at Amazon's website.
United Kingdom: Find other tech and computer products like this over at Amazon UK's website.
Canada: Find other tech and computer products like this over at Amazon Canada's website.
- Page 1 [Introduction and Package]
- Page 2 [The Card and Specifications]
- Page 3 [Benchmarks - Test System Setup]
- Page 4 [Benchmarks - 3DMark 11]
- Page 5 [Benchmarks - 3DMark Fire Strike]
- Page 6 [Benchmarks - Unigine Heaven Benchmark]
- Page 7 [Benchmarks - Phantasy Star Online 2]
- Page 8 [Benchmarks - Lost Planet 2]
- Page 9 [Benchmarks - Just Cause 2]
- Page 10 [Benchmarks - F1 2012]
- Page 11 [Benchmarks - Metro Last Light]
- Page 12 [Benchmarks - Dirt Showdown]
- Page 13 [Benchmarks - Nexuiz]
- Page 14 [Benchmarks - Sniper Elite V2]
- Page 15 [Benchmarks - Sleeping Dogs]
- Page 16 [Benchmarks - Hitman Absolution]
- Page 17 [Benchmarks - Tomb Raider]
- Page 18 [Benchmarks - BioShock Infinite]
- Page 19 [Benchmarks - Battlefield 4]
- Page 20 [Benchmarks - High Quality AA and AF]
- Page 21 [Temperature Test]
- Page 22 [Sound Test]
- Page 23 [Power Consumption Test]
- Page 24 [Pricing, Availability, and Final Thoughts]
- We at TweakTown openly invite the companies who provide us with review samples / who are mentioned or discussed to express their opinion of our content. If any company representative wishes to respond, we will publish the response here.
Related Tags
Latest News Posts
- NASA shows Mars 2020 rover concept
- Microsoft Studios now named MS Studios Global Publishing
- Tesla's Chatbot Elon will help you manage your car
- How Mario Rabbids crossover is a big missed opportunity
- Battlegrounds' new patch: Early Access beats AAA games
Forum Activity
- C2750D4I won't get passed initializing 55
- Asus active pen (for T303UA)
- Alienware 15 R3 Laptop Storage Performance Investigation
- ASUS RT-AC1900p Wireless Router Review
- ASUS RT-AC1900p Wireless Router Review
Press Releases
- Western Digital sets new standard with latest generation in popular HGST-brand Ultrastar SAS SSD family
- AMD raises expectations for server performance, unveils EPYC processor brand for the datacenter
- HighPoint's SSD7101 PCIe board-sized drive series integrate Samsung 960 NVMe SSDs to deliver groundbreaking performance over 12GB/s
- Micron accelerates all-flash storage speed, performance and value with new flexible petabyte-scale enterprise data center solution
- Qualcomm Snapdragon 660 and 630 mobile platforms drive advanced photography, enhanced gaming, integrated connectivity and machine learning

subset: commoncrawl


text:
Yves Behar:
Designing objects that tell stories
Designer Yves Behar digs up his creative roots to discuss some of the iconic objects he's created (the Leaf lamp, the Jawbone headset). Then he turns to the witty, surprising, elegant objects he's working on now — including the "$100 laptop."
Similar topics
- One Laptop Per Child
- Business
- Computers
- Creativity
- Design
- Sex
- Society
This talk was presented at an official TED conference, and was featured by our editors on the home page.
Related talks
60 comments
Enthusiastically agree? Respectfully beg to differ? Have your say here.
Log in to comment Don't have an account? Sign up now — it's fast and free.
Sort comments by
There are currently no comments for this talk.


text:
UNT Insider
We celebrated commencement this month with a great new tradition, a UNT Graduation Block Party that served up gifts, games, food and fireworks for graduates, their families and the UNT community. Scrappy led the conga lines and I worked the T-shirt cannon -- now that's what I call a celebration.
See more photos.
Dear alumni and friends,
I'm excited to bring you the May 2017 issue of UNT Insider, my monthly e-newsletter about the latest happenings on campus. In this issue, you'll read about our record-breaking number of new graduates, our latest ranking from Forbes, milestone programs, and standout faculty and students.
And don't forget to follow me @UNTPrez on Twitter for more highlights about our community.
UNT Proud,
Neal Smatresk
About UNT Insider
The UNT Insider, a monthly e-newsletter, connects UNT alumni and others to the university by letting you hear directly from the president.
The UNT Insider is brought to you by the Office of the President in conjunction with the Division of University Relations, Communications and Marketing.


text:
Notice: On March 31, it was announced that Statalist is moving from an email list to a forum. The old list will shut down on April 23, and its replacement, statalist.org is already up and running.
[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
Re: st: RE: Mean test in a Likert Scale
Yuval Arbel <firstname.lastname@example.com>
Re: st: RE: Mean test in a Likert Scale
Thu, 6 Sep 2012 11:55:56 +0300
Maarteen, I didn't quite follow the statement you made regarding free
lunch and restricted models. I thought the less restrictive the model
is the more powerful it is. It is well known, for example, that
estimation of unrestricted models always yield higher R-squares and
higher log-likelihood - so the LR statistics (or F-Statistics) for
testing the validity of a restriction imposed on a model have to be
On Mon, Sep 3, 2012 at 11:21 PM, Cameron McIntosh <email@example.com> wrote:
> This paper might also be of interest:
> Wu, C.-H. (2007). An empirical study on the transformation of likert-scale data to numerical scores. Applied Mathematical Sciences, 1(58), 2851-2862.
> http://www.m-hikari.com/ams/ams-password-2007/ams-password57-60-2007/wuchienhoAMS57-60-2007.pdf
> Cam
>> Date: Mon, 3 Sep 2012 15:44:30 -0500
>> To: email@example.com; firstname.lastname@example.com
>> From: email@example.com
>> Subject: Re: st: RE: Mean test in a Likert Scale
>> At 11:00 AM 9/3/2012, Maarten Buis wrote:
>> >On Mon, Sep 3, 2012 at 4:54 PM, Yuval Arbel wrote:
>> > > Nick and Maarten, Note, that Kmenta's message is to prefer models with
>> > > less restrictions.
>> >
>> >As always, there is no such thing as a free lunch. Less restrictions
>> >typically cost statistical power, and if the restriction works well
>> >for a particular applications, not using it will be a waste. Moreover,
>> >such statements are in practice used to prefer models with less known
>> >restrictions over models with well known restrictions. For example, I
>> >have seen it used to prefer an -oprobit- over an -ologit- because
>> >-ologit- implies the proportional odds assumption and -oprobit-
>> >implies an equivalent assumption with a less memorable name.
>> I had a fairly prominent econometrician make that argument to me
>> once. My response was that both ologit and oprobit require what has
>> been called the parallel lines or parallel regressions assumption to
>> be met. It just so happens that, with ologit, if parallel lines holds
>> then proportional odds will hold too. But it isn't like ologit has an
>> additional hurdle to clear; it is just that if it clears the parallel
>> lines hurdle, it simultaneously clears the proportional odds hurdle too.
>> > > Moreover, are you suggesting we can deal in the same manner with
>> > > quantitative values and ordinal variables? if our independent
>> > > variables are what subjects marked on a questionnaire on a scale
>> > > between 1 to 5 is the statistical treatment within a regression
>> > > analysis framework should be identical to an independent variable
>> > > measured in US dollars?
>> >
>> >No, all I am saying is that I do not rule out that there exists an
>> >application where treating a ordinal variable as having a linear
>> >effect works well enough and that it is worth checking whether that is
>> >the case, as you can safe a lot of power that way. Moreover, an amount
>> >in dollars may not be as cardinal as one might hope; often respondents
>> >round their answers considerably even if asked to provide exact
>> >answers.
>> Maybe this has already been mentioned, but pages 421-422 of Long &
>> Freese (2006) show how to test whether an ordinal independent
>> variable can be treated as though it were interval. See
>> http://www.stata.com/bookstore/regression-models-categorical-dependent-variables/index.html
>> -------------------------------------------
>> Richard Williams, Notre Dame Dept of Sociology
>> EMAIL: firstname.lastname@example.com
>> WWW: http://www.nd.edu/~rwilliam
>> *
>> * For searches and help try:
>> * http://www.stata.com/help.cgi?search
>> * http://www.stata.com/support/statalist/faq
>> * http://www.ats.ucla.edu/stat/stata/
> *
> * For searches and help try:
> * http://www.stata.com/help.cgi?search
> * http://www.stata.com/support/statalist/faq
> * http://www.ats.ucla.edu/stat/stata/
Dr. Yuval Arbel
School of Business
Carmel Academic Center
4 Shaar Palmer Street,
Haifa 33031, Israel
e-mail1: firstname.lastname@example.com
e-mail2: email@example.com
* For searches and help try:
* http://www.stata.com/help.cgi?search
* http://www.stata.com/support/statalist/faq
* http://www.ats.ucla.edu/stat/stata/


text:
Police: Machete-wielding man shot in Allentown
ALLENTOWN, Pa. - A bizarre confrontation in Allentown ended with a man dead Thursday.
Officers shot a machete-wielding man who was walking near the West End Cemetery and Chew Street, said Lehigh County District Attorney Jim Martin, who noted that the shooting appeared to be justified.
Police were alerted to the man roaming the area with a machete in hand just after 11:30 a.m.
"The initial call came in that the individual was walking down the street, walking northbound on 12th Street carrying a machete," explained Asst. Chief Joe Hanna, Allentown Police Dept.
Officers swarmed the streets and alleys looking for the man. Bystanders directed them to Howard and Oak streets.
"There were a bunch of them just running toward the intersection," described Fred Moyer.
The man was carrying a knife close to two feet long, swinging it around within seven to 15 feet of officers, investigators said.
"Making wild motions, mumbling and generally behaving in a combative and aggressive manner," explained Martin.
When the man wouldn't calm down, officials said two Tasers were deployed. One missed, the other one hit the man, but it had no effect, possibly because of his thick clothes, officials said.
The man then used the machete to cut the wires of the stun gun. That's when one officer started shooting, officials said.
"I heard these bang, bang, bang," shared Wes Schraden. "Then there was like a pause and then bang, bang, bang, again."
"Saw the police down the corner, pretty sure I seen their guns raised," added Moyer. "As I was running back through the yard, the shots just kept going and going."
"He continued to be very combative, bringing the machete over his head and advancing with what's being described as a chopping motion toward the officers," said Martin. "These officers were in peril. They were in jeopardy."
According to authorities, another Taser was fired and two other officers fired multiple shots at the man. Neighbors reported hearing between five and 10 shots fired. Martin said 13 shell casings were found at the scene.
"They were laying on top of him, holding him down," shared Schraden. "He was resisting 'cause there was at least five cops."
"I seen some guy being handcuffed and laying on the ground," described Moyer.
"Even though he was handcuffed at the scene, he was still combative and still thrashing about," added Martin.
The man was taken to a nearby trauma center, where he died around 2 p.m. Two officers were taken to the hospital after they touched the man's blood. Investigators said four officers -- two who fired stun guns and two who discharged handguns -- have been placed on administrative leave until the investigation is complete.
"At this time, this appears to me to have been a totally justifiable response by law enforcement," stated Martin.
The man was described as being Hispanic and in his 30s or 40s. His girlfriend was being questioned by authorities Thursday night
Investigators said Allentown officers encountered the man Wednesday, a half-mile from Thursday's shooting scene. We're told police followed him to his nearby home.
"He was acting what was categorized as strangely," explained Martin. "Appeared to have had some mental health issues. They were concerned about him."
The machete is being processed for fingerprints and other evidence.
This Week's Circulars
Lehigh Valley News
ACCHS, Southern Lehigh boys advance to District 11-2A finals
The Allentown Central Catholic and Southern Lehigh boy's lacrosse teams punched their tickets to the District 11-2A championship game on Tuesday night at Emmaus.Read More »
- Pivetta, IronPigs end Indianapolis' 8-game winning streak
- The "Textalyzer" could be coming to a police station near you
- Police search for missing Pottstown man
- Liberty softball gets past Nazareth in D11-6A quarterfinals
- Northampton DA investigates trooper-involved shooting
- Giraffe arrives at Lehigh Valley Zoo
Latest From The Newsroom
- APD looking for woman who yelled "sorry" after dragging boy on bike behind car
- The "Textalyzer" could be coming to a police station near you
- XO Communications cutting more than 50 jobs in Berks
- 11 people seated on Cosby jury; defense sees race bias
- Northampton DA investigates trooper-involved shooting
- Fidget Spinners causing controversy in schools
- Giraffe arrives at Lehigh Valley Zoo
- BCAP holds open house at new location in downtown Reading
- Report: MGM/Sands sale falls through
- Leesport VFW honors young soldier home from service


text:
IBM Certified Associate System Administrator - AIX 7
Job Role Description / Target Audience
Note: This certification will be withdrawn on 12/31/2015.
An IBM Certified Associate Administrator is a student who has completed recommended courses and lab work, gaining experience in working with Power Systems servers running AIX 7. The qualified candidate may not have actual job role experience, but by virtue of hard work in the classroom has gained the skills validated by this certification. As such, the successful candidate has an objective, unbiased measure which they can offer prospective employers as evidence of their skill.
This certification requires 1 test(s).
Test(s) required:
Click on the link(s) below to see test details, test objectives, suggested training and sample tests.
Member Site
Not sure what the Member site is? Find out the benefits of being a certified professional.
Premium Wallet Card
Receive a premium wallet when you order your Premium Certificate.


text:
Term used to describe the strength of a small town redneck community. More often than not users of this phrase will have a mullet haircut, be wearing overalls (in woodland camo), and be chewing some sort of tobacco.
A tornado rips through your community destroying all things you love..... From the front yard of where your trailer used to be ,you scream "MONSON STRONG" to let the world know your strong!
by Wayne zuba December 12, 2013


text: We live in the middle Georgia area and my wife and I got back into beekeeping about two months ago with two hives after having been out of it for over 20 years. We sure have a lot to learn and re-learn. It is exciting and fun. She helped me open a hive and remove some frames and examine them for the very first time last week and really enjoyed it! We hope to acquire more hives in the future. Thanks!


text:
We had been to El Tapatio's Cranston location, so we arrived with smiles and pleasant expectations. When we sat down, the gratis bowl of corn chips was not only humongous, big enough for four to share without any hands being slapped, but with two — count them: two — bowls of salsa. (Don't get me going about Mexican restaurants that charge a lot for the simple item.)
The colorful interior doesn't overdo it with thematic décor, but serapes are part of each window treatment of dangling swags. Where we sat, part of a collection of dolls in native dress was displayed and an end wall was painted floor to ceiling with a beach scene, complete with parrots and exotic botany. We took in the atmosphere along with our corn chips, to which we had added a cup of chile con queso ($4.50), a rich cheese dip fortified with bits of jalapeno.
More than two dozen beers are served, plus a variety of margaritas, although the house version ($7.50) is perfectly fine, as in perfectly strong. They bill themselves as a family restaurant, so there are a few kids' items. The list is gringo-kid-friendly, in that only half of the choices are Mexican — the others are chicken tenders, grilled cheese, and a cheeseburger — and fries can be substituted for the rice and beans on the $5.25 plates.
On our previous visit we had started with the Tapatio sampler ($11.25) and had been impressed with the bounty, enough for four to have a mini-quesadilla, a taquito, diablo wings, and some nachos. This time we wanted to start with soup. Johnnie had the black bean soup ($5.75), which oddly was listed only under the half-dozen vegetarian items. She hadn't wanted anything spicy hot but this was too plain vanilla for her, with no touches of cumin or coriander.
There was tortilla chicken soup ($7.50) and a seafood soup containing everything from crab legs to catfish, presumably meal-sized for its $18. But I was attracted to the sopa de Albondigas ($7.50). The menu description is "fresh minted pork, beef meatballs" amid vegetables in a clear broth, which reads to me like separate pieces of pork interestingly marinated. No, just and beef pork meatballs. I quickly adjusted my expectations, because it was delicious. A small potato, a length of carrot, and large piece of zucchini were there for my division into bite-size pieces. The three meatballs were delicious and the broth was scrumptious, beaded with chili oil. I highly recommend this one.
When Johnnie ordered the arroz con pollo ($13.95), I was wary but said nothing. But it was not like the simpler Puerto Rican version at all but rather a more complex dish of chicken breast pieces with mushrooms, onions, and peppers and a tasty but not spicy-hot red sauce. It is described as being served over rice, but fortunately the rice was separate and topped with melted cheese, a much more appealing presentation. There was also some shredded lettuce topped with a dollop of sour cream. Nice.
See all articles by:
All Slideshows


text:
QLIK Drops 8%: More Competition from Tableau, SAP, Etc., Says FBN
Shares of enterprise software vendor and big data poster child Qlik Technologies (QLIK) closed down $1.56, or almost 8%, at $18.72, after the company last night missed Q3 revenue and earnings expectations, and projected earnings per share this quarter, and results for the full year.
FBN Securities's Shebly Seyrafi today reiterates a Sector Perform rating on the stock, and a $20 price target, warning that the company faces rising competition, both from SAP AG (SAP), Oracle (ORCL), and International Business Machines (IBM), as well as startup Tableau software, based in Seattle, Washington.
Seyrafi sees negative rends in the breakdown of big deals, on top of a deceleration in revenue growth in Europe in the quarter from 20% growth from the prior quarter:
For the second quarter in a row, the number of deals over $100K declined by almost 20% Y/Y. There were 86 deals over $100K (down 18% from 105 the year before). Still, the number of deals over $250K grew to 20 from 15 the year before […] We are concerned that QLIK is also facing stronger competition from Tableau as well as the stack vendors (SAP, IBM, Oracle); Tableau has greater focus (and momentum) in the Americas.


text:
Hope College will be well represented at the 18th
annual NCAA Division III women's swimming and diving championship
to be held March 11-13 in Oxford, Ohio.
The national championship meet will be held at Miami
University and hosted by the College of Wooster.
The MIAA champion Flying Dutch have qualified four relay
teams along with swimmers and a diver in 10 individual events.
Coach John Patnott's Flying Dutch have finished among the
top ten Division III women's teams eight consecutive years and in
the top all but one year since 1986. The 1998 team finished
fifth as Patnott was named the Division III women's coach of the
year for the second time in his career.
The Flying Dutch return three swimmers who achieved
individual All-America designation a year ago.
Junior Erinn Van Auken of Holland (West Ottawa HS) has
qualified in three freestyle events. She is seeded seventh in
the 100-yard freestyle (:52.35), tenth in the 50-yard freestyle
(:24.21) and 15th in the 200-yard freestyle (1:55.46). Last year
she achieved All-America status by finishing sixth in both the
50-yard and 100-yard freestyle. During her career she has been a
member of nine All-America relay teams.
Sophomore Betsy VandenBerg of Beverly Hills (Southfield
Christian HS) has qualified in the 100-yard and 200-yard
breaststroke and 20-yard individual medley. The defending
national silver medalist in the 200-yard breaststroke, VandenBerg
is seeded fifth (2:22.94) heading into this year's meet. She is
seeded 20th in the 100-yard breaststroke (1:07.29) and 27th in
the 200-yard individual medley (2:12.49). Last year she was 10th
at nationals in the 100-yard breaststroke.
Junior Llena Durante of Chicago, Ill. (Whitney Young HS) has
qualified in three events. A year ago she was the silver
medalist at nationals in the 100-yard butterfly and this year is
seeded seventh (:58.58). She is also seeded 14th in the 50-yard
freestyle (:24.31) and 25th in the 100-yard freestyle (:53.61).
During her career she has been an NCAA All-American in eight
relay events.
Senior diver Kari Jackson of Canton (Plymouth-Canton HS)
will compete on both the one-meter and three-meter boards. This
season she was the MIAA champion on the one-meter board and the
three-meter runnerup. Jackson qualified for nationals in 1997,
but did not advance to the finals.
Competing in individual events for the first time will be
freshman Liz VanderVeen of Spring Lake (Holland Christian HS) and
junior Colleen Doyle of Rochester Hills (Marian HS). VanderVeen
is seeded 22nd in the 50-yard freestyle (:24.46) while Doyle is
seeded 24th in the 100-yard backstroke.
Hope has also qualified in four relays. The team is seeded
fifth in the 400-yard medley relay (3:57.61), sixth in the 200-
yard freestyle relay (1:37.07), seventh in the 400-yard freestyle
relay (3:34.52) and 11th in the 200-yard medley relay (1:50.45).
Members of the relay teams will include freshman Jenna Anderson
of Cincinnati, Ohio (Anderson HS) along with Doyle, VandenBerg,
Durante and Van Auken.
The Flying Dutch will be seeking to extend their string of
All-America performances in three relays. The 200-yard freestyle
relay has been All-American eight consecutive years while
the 400-yard medley relay has achieved the distinction seven
years in-a-row and the 200-yard medley relay five consecutive
Last year the 200-yard medley relay was third while the
400-yard medley, 200-yard freestyle and 400-yard freestyle relays
were all fifth. Hope won the national championship in the 200-
yard medley relay and 400-yard medley relay in 1994. The best
200-yard freestyle relay finish was second in 1994 and the best
400-yard freestyle relay effort was second in 1988.


text:
The rarest of the inbred race. Grunklepas are a special combination of grandfather/uncle/brother/father lookalikes in a single family. It is often hard to distinguish between the members of a grunklepa family because of the many years of breeding within the same bloodlines. Grunklepas can mostly be found wandering aimlessley through the aisles of wal-mart, or at your local wireless phone store complaining about their incredibly damaged phone not receiving calls correctly.
Look at those grunklepas. It's like "The Hills Have Eyes" all over again.
by ydavevr4 February 07, 2010


text:
PHILADELPHIA, Pa.- North Carolina earned its third straight dual win Sunday, dominating Drexel 24-10. The Tar Heels won seven of ten matches, including a victory by technical fall for Nathan Kraisser (125).The North Carolina wrestlers will return to action Friday facing Virginia at home.
Kraisser picked up the technical fall over Drexel's Jacob Goodwin. Kraisser earned a takedown and three near fall points in the first period, pushing him out to a quick 5-0 start. The match was well in his favor by the third period with a 13-0 lead after two. He sealed the fall with a takedown in the third period, giving the Tar Heels a 5-0 lead over the Dragons
At 133 pounds, Pat Owens faced Clayton Lutzow. He dominated the early periods with a takedown and three near fall points in the first period and an escape and takedown in the second to lead 8-0. Lutzow earned a takedown late in the third period to prevent the major decision, but Owens's 9-2 victory extended the Tar Heel lead to 8-0.
Evan Henderson and Drexel's Frank Cimato battled at 141 pounds. Cimato took Henderson down late in the first period to begin the match. In the second period, Henderson escaped following choosing bottom. Henderson's third period takedown gave him the lead before ultimately falling to Cimato in a 5-3 decision. Cimato's victory put Drexel on the board with three points.
Christian Barber (149) returned the momentum to the Tar Heels as the first of five consecutive weight class wins. Barber went into overtime with Shane Fenningham after a slow 2-2 match in regular time. Barber and Fenningham each earned a point for escapes. Barber's additional point came from stalling by Fenningham; Fenningham earned a point from riding time. After a scoreless first overtime period, Barber escaped in the second to win the match 3-2 and put the Tar Heels up 11-3.
At 157 pounds, Jake Crawford defeated Austin Sommer. Crawford scored first with a takedown. In the second period, Crawford reversed Sommer and then took him down following an escape. Sommer took Crawford down in the third. Crawford and Sommer each earned a reversal in the final period before Crawford finished with an escape and the 10-5 victory.
John Staudenmayer (165) earned a major decision over Drexel's Connor Moran to push Carolina to an 18-3 lead. Moran took Staudenmayer down to start the match, but those were his only points. Staudenmayer retaliated with an escape in the first period. Staudenmayer began the second period on bottom and earned an escape, takedown and tilt to lead Moran 7-2. A takedown, two near fall points and an additional point for riding time gave Staudenmayer a 12-2 major decision.
UNC's Tanner Eitel faced Kevin Matyas at 174 pounds. Eitel went out to a quick 4-0 lead after one period before starting the second period on bottom. He reverse Matyas in the second to continue his lead before finally picking up a 9-5 decision and extended the Tar Heel lead to 21-3.
At 184 pounds, Alex Utley defeated Bryan Sternlieb of Drexel 10-4. Utley had three takedowns and two points for near fall in the first period, leading Sternlieb 8-2. After a scoreless second period, Utley escaped Sternlieb before Sternlieb took him down to finish the match. Carolina led the Dragons 24-3 after Utley's victory.
Drexel finished the dual strong, winning the last two weight classes. Frank Abbondanza fell by major decision to Brandon Palk at 197 pounds. Palk began his lead with a takedown in the first period before reversing Abbondanza in the second and earning three points for near fall in the second. Palk finished out the match with a take down and three more near fall points in the third to defeat Abbondanza 13-0 and put the score at 24-7.
Cody Klempay (HWT) faced Jon Max Wright to finish out the dual. Two Klempay escapes and a takedown for Wright put the match at a 2-2 tie after two periods. Wright defeated Klempay 5-2 after earning an escape and takedown in the third period. Wright's victory cut UNC's lead to 24-10 to finish the dual against Drexel..
The Tar Heels will next appear at home Friday in Carmichael Arena against the Virginia Cavaliers.
North Carolina (UNC) 24, Drexel (DU) 10
125: Nathan Kraisser (UNC) TF Steven Winfield (DU) 15-0
133: Pat Owens (UNC) DEC Clayton Lutzow (DU) 9-2
141: Frank Cimato (DU) DEC Evan Henderson (UNC) 5-3
149: Christian Barber (UNC) DEC Shane Fenningham (DU) 3-2
157: Jake Crawford (UNC) DEC Austin Sommer (DU) 10-5
165: John Staudenmayer (UNC) MAJ Connor Moran (DU) 12-2
174: Tanner Eitel (UNC) DEC Kevin Matyas (DU) 9-5
184: Alex Utley (UNC) DEC Bryan Sternlieb (DU) 10-4
197: Brandon Palik (DU) MAJ Frank Abbondanza (UNC) 13-0
285: Jon Max Wright (DU) DEC Cody Klempay (UNC) 5-2


text: Market View Fiscal cliff 'flip flop' hovers over markets Add to ... The Globe and Mail Published Friday, Nov. 30, 2012 10:38AM EST Last updated Friday, Nov. 30, 2012 12:12PM EST The Globe and Mail's Jacqueline Nelson updates Friday morning's top business stories Watch More Video: Why Apple now appeals to a different type of investor How Mattel moved Barbie back into her dream house 'Breaking Mad': Potential government shutdown summed up in two TV shows BlackBerry lets the numbers speak for themselves Surprise: Canada's private companies see blue skies ahead Why the BlackBerry-Fairfax deal just might work What you need to know about Canada's wireless spectrum auction National securities regulator? Mini skirts will come back first Gluskin Sheff's Bill Webb on thinking globally in 2013 The latest bump for the Blackberry roller coaster What Gluskin Sheff's Bill Webb is buying Why 'tapering' will be the most important word the market hears today Why investors should be thanking Microsoft Why Barrick's shareholders are pushing for change David Rosenberg: U.S. housing may dip, but the economy should do fine Will BlackBerry break apart? David Rosenberg: Get ready for rising inflation and a bear market in bonds Why Lululemon's stock price is wearing thin Who are Canada's 1 per cent? Pension plans say 'no thanks' to BlackBerry Comments Share via email Share on facebook Share on twitter Share on LinkedIn Print More Related to this Story Market View Video: Market View: Don't fear the fiscal cliff Market View Video: Market View: RBC profit, U.S. jobs and a RIM upgrade fuel markets Market View Video: Market View: How growing oil independence in U.S. will affect Canada's exports Follow us on Twitter: @GlobeInvestor


text:
By Kevin Siembieda
It is the Independence Day holiday weekend so I'm going to keep this Update very brief and touch on only a few immediate subjects. Besides, those of you in the USA will be on the beach or making your Christmas in July wish list orders this weekend. Be safe and have fun. And a shout out to our Canadian friends who celebrated Canada Day yesterday.
I'm afraid that Chuck Walton, Wayne, Alex and I will be working throughout the weekend (wahhh), because we are in full-tilt, wrap-up mode for Robotech®: The Expeditionary Force Marines™, and this book is going to knock your socks off. More on it in a bit.
Christmas in July – Surprise Package – 4 days left – Offer ENDS at Midnight July 6, 2015
This is your last weekend to purchase your Palladium Christmas in July Surprise Package/Grab Bag! Offer ends on Monday at midnight! Spread the word. Tell your pals before this deal is gone. I've been packing them pretty heavy – $90+ worth of goods in every one so far, I think. New books. Old books. Robotech® RPG Tactics first-timers. They have all been getting sent out as Christmas in July Surprise Packages. Have you gotten yours?


text:
Dr. Martin Luther King Jr. and The Public Imagination
On August 28, 1963 Martin Luther King Jr. did what he'd done countless times before: he began building a sermon. And in his sermons King relied on improvisation, drawing on sources and references that were limited only by his imagination and memory. It's a gift — and a tradition — on full display in the "I Have A Dream" speech, but it's also in conflict with the intellectual property laws that have been strenuously used by his estate since his death. In a segment originally aired in 2011, OTM producer Jamie York speaks with Drew Hansen, Keith Miller, Michael Eric Dyson and Lewis Hyde about King, imagination and the consequences of limiting access to art and ideas.
Charles Mingus - Prayer for Passive Resistance (Live at Antibes)
BOB GARFIELD: Late in the afternoon of August 28th, 1963 a young preacher stepped to the podium on the steps of the Lincoln Memorial and looked out over the assembled crowd. Then, Martin Luther King, Jr. did what many preachers do, but never quite so memorably. Using a blueprint he'd prepared in advance, he built a sermon.
The circumstances were exceptional, 250,000 people, a time tactically chosen, a show of strength and purpose, an implicit threat. But for King, it came down to a moment and a process he'd spent a lifetime learning, how to borrow and transform the work of others. To mark Martin Luther King Day, we're replaying a piece that examines precisely that process, this from On the Media's Jamie York.
JAMIE YORK: Working for his notes, King started moving quickly through themes and invocations he'd used many times before, starting with the Emancipation Proclamation and the Gettysburg Address, a reference to the Gospel of Matthew and, by the fourth paragraph, the idea of the uncashed check. This was an idea invoked most recently by James Baldwin and Malcolm X, the check uncashed, a debt still owed.
DR. MARTIN LUTHER KING, JR.: In a sense we've come to our nation's capital to cash a check. When the architects of our Republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir.
JAMIE YORK: Then King moved on, deploying the full range of his voice through a series of references to Gandhi's soul power, back to the Bible, repeating key phrases and pausing to hear the crowd's response, so he could react accordingly. In those pauses, he came to grips with the conclusion he'd outlined in his notes, and around minute 11 he decided to improvise.
DREW D. HANSEN: He's able to sit there, listen to what the crowd is saying and realize that his conclusion is terrible. I mean, it's not gonna work.
JAMIE YORK: Drew D. Hansen is author of an analysis of the speech entitled "The Dream."
DREW D. HANSEN: And so right there, he's looking out at the crowd. Mahalia Jackson's behind him, saying, "Tell them about the dream, Martin, tell them about the dream, Martin."
And he just - he looks up from his text and says, "And so, I say to you today, my brothers, that even though we must face the difficulties of today and tomorrow -
DR. MARTIN LUTHER KING, JR.: I still have a dream!
DREW D. HANSEN: - I still have a dream.
WOMAN: Yes!
DR. MARTIN LUTHER KING, JR.: It is a dream deeply rooted in the American dream.
DREW D. HANSEN: And Clarence Jones who's one of his aides, one of his speechwriters, is looking at - he's following along with the text, and he looks up at that point and goes, he's off now, he's on his own now. And he just flies.
DR. MARTIN LUTHER KING, JR.: - that my four little children –
MAN: Yes!
DR. MARTIN LUTHER KING, JR.: - will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today!
JAMIE YORK: On the one hand, King had acted on a spark of inspiration and, on the other, was employing a skill he'd practiced and honed. What many scholars believe King did in that moment was to abandon his written remarks and draw on one of hundreds of ideas, references and sources that he'd committed to memory. In this case, an idea he'd been work-shopping in front of audiences, the idea of a dream, a prophecy, joined with a riff on the song, "America, My Country 'Tis of Thee," with lyrics Samuel F. Smith wrote in 1831.
DR. MARTIN LUTHER KING, JR.: This will be the day when all of God's children –
MAN IN CROWD: Yes.
WOMAN IN CROWD: Yes!
DR. MARTIN LUTHER KING, JR.: - will be able to sing with new meaning, "My country 'tis of thee."
AUDIENCE MEMBERS: Yes.
DR. MARTIN LUTHER KING, JR.: Sweet land of liberty, of thee I sing!
WOMAN: Oh, yes!
DR. MARTIN LUTHER KING, JR.: Land where my fathers died, land of the pilgrim's pride.
JAMIE YORK: There was a tradition of referencing the song's irony in the face of racism. Ida B. Wells and W.E.B. DuBois had both done it. But King wasn't going that far back. King was recalling a speech black judge and clergyman Archibald Carey had given 11 years prior at the Republican National Convention –
DR. MARTIN LUTHER KING, JR.: Let freedom reign.
JAMIE YORK: - another memorable riff on America by Samuel F Smith.
DREW D. HANSEN: There's no question, you look at the two together, King's depending on that as his source. I mean, in some speech, King talks about how he gets this line from quote, "a great orator," closed quote. I mean, he doesn't try to hide it. But then you look at what King does, and the material's totally different. I mean, Carey talks about the green mountains and white mountains of Vermont and New Hampshire. Well, that's a handful of words, if you ever saw one. King makes it "the prodigious hilltops of New Hampshire" right? He gets the internal rhyme on the short "i" of prodigious and hilltops. It's this nice, quick little phrase. I mean, there's no repeated phrase in Carey's original. Well, King takes it and he puts in "Let freedom ring" -
DR. MARTIN LUTHER KING, JR.: Let freedom ring -
MAN: Yes.
DREW D. HANSEN: - "from the prodigious hilltops of New Hampshire."
DR. MARTIN LUTHER KING, JR.: - from the prodigious hilltops of New Hampshire!
WOMAN: Ah-ha!
DR. MARTIN LUTHER KING, JR.: Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snowcapped Rockies of Colorado!
DREW D. HANSEN: He'd spent his entire life studying techniques of preaching. And for the rest of his life, I mean, he and his friends from seminary kept on this running correspondence about the preacher's art. You know, one of them would write to him and say, hey, I tried the ladder sermon, where you take an idea and you gradually increase the level of your examination at it, or the jewel sermon, where you look at a theme from a number of different angles like facets of a jewel, rabbit in the bushes, where if you start going on an idea and you feel the audience responding, then you keep shootin' at it, just like a hunter would keep shooting at the bushes –
DR. MARTIN LUTHER KING, JR.: - free at last, free at last.
DREW D. HANSEN: - when he sees them rustle to see if there's a rabbit in there.
DR. MARTIN LUTHER KING, JR.: Thank God almighty, we are free at last!
JAMIE YORK: But what are the ethics of constructing your sermons from the raw material of any ideas you encounter? Keith Miller is the author of Voice of Deliverance: The Language of Martin Luther King Jr., and Its Sources.
KEITH MILLER: There were hundreds of books and sermons published by liberal Protestants before 1950, 1960, and in my research I traced not only King's use of sources but these, these preachers were borrowing from each other. So you can read one book of sermons and there's a quotation from Shakespeare, and you, and you might think that the person was staying up all night reading Shakespeare, but actually the same quotation from Shakespeare shows up in book after book after book of sermons by different people.
JAMIE YORK: And that's just the references found in the published sermons of white and black preachers. King, of course, came out of a parallel oral tradition of African-American preaching.
KEITH MILLER: There's a long tradition of African-American folk preaching starting in slavery. Most slaves were forbidden by law to learn how to read and write, so they developed this oral tradition of songs and sermons. And the sermons, some of the sermons during slavery were still being preached in the thirties, forties and fifties and were recorded on blues labels and sold. Somebody would find an unusual piece of scripture that people hadn't used much before and then they'd float from one book of sermons to another, and one imagines from one oral sermon to another in different contexts.
DREW D. HANSEN: King saw the whole world as his sourcebook. He didn't make some great fine distinctions between what was his originally and what was someone else's. He would take the material and he would transform it into his own, no matter where it came from.
JAMIE YORK: Preaching then is an art, whose first and foremost aim is to exalt God and move those in the pews. King used his oratory to construct common ground, drawing on references to political and religious morality that spoke to both blacks and whites. But the rules of preaching are in profound conflict with the rules governing intellectual property.
King himself copyrighted the "I Have a Dream" speech in 1963. He directed all proceeds to the civil rights movement. But since his death, his estate, first his widow and now his children, have struggled with how to apply the law to King's legacy. Lewis Hyde is the author of Common as Air: Revolution, Art and Ownership. He says it's a real puzzle deciding how to treat Martin Luther King, Jr.'s famous speech.
LEWIS HYDE: Whether it should be a public, like a public park open to all of us, or whether it's a piece of private real estate that it's appropriate to charge fees to enter. I guess I first knew about this because it came up in regard to the famous civil rights documentary, "Eyes on the Prize." And in that instance, you find one case in which people wanted to use Martin Luther King's speaking and image and found it difficult to clear the rights for a reasonable amount of money.
JAMIE YORK: "Eyes on the Prize" is but one example of King's estate monetizing and restricting access to King's written words, speeches and likeness. Likewise, the estate has sued or demanded steep fees from academics, journalists and news organizations, charging intellectual property violations. And, almost without exception, they've won.
LEWIS HYDE: Martin Luther King's heirs have treated his created work as a commercial property. They have used King's work, sold it to advertisers. One example is a cellphone company.
JAMIE YORK: A cellphone ad from 2000 in which King's speech is juxtaposed with Kermit the Frog –
HOMER SIMPSON: Doh!
JAMIE YORK: - and Homer Simpson.
LEWIS HYDE: And [LAUGHS] so this is a reformulation of King's image and message, moving it from the political and spiritual sphere, in which it began, into a completely commercial sphere.
ANNOUNCER: Before you can inspire.
DR. MARTIN LUTHER KING, JR.: We hold these truths to be self-evident –
ANNOUNCER: Before you can touch.
DR. MARTIN LUTHER KING, JR.: - that all men are created equal.
ANNOUNCER: You must first connect. And the company that connects more of the world is Alcatel, a leader in communication networks.
DR. MARTIN LUTHER KING, JR.: I have a dream!
JAMIE YORK: Hyde makes the point that the snippet of that speech that was sold to Alcatel is only 65% King's. The rest of the words are Thomas Jefferson's. No one I spoke to disputes that the King family have every legal right to make a living from the estate they've inherited, and where the line of commercialism should be drawn is a complicated debate. A 2008 study found that the speech was more recognizable to Americans than any other, and 97% of American teenagers recognized the words as King's.
But authors like Michael Eric Dyson, author of I May Not Get There with You: The True Martin Luther King, Jr., fear that the recognition is actually counterproductive, if documentarians, journalists and researchers are denied reasonable access to the rest of King's legacy.
MICHAEL ERIC DYSON: As a scholar and as interested citizens, certainly I think that it would serve Dr. King's ultimate interests for the broader public to have access to his intellectual vision, and I think that's critical if we're going to combat some of the vicious mythologies about Dr. King that prevail.
JAMIE YORK: Lewis Hyde thinks the risks are greater still, that King's speeches, the tradition he comes out of, makes an even larger point about how ideas and ownership enable or disable certain ways of being human.
LEWIS HYDE: And, in particular, I'm interested in collective being. I'm interested in making it easier for people to be public and social selves, as Martin Luther King certainly was. The risk is that if we turn everything into private property, it becomes harder and harder for us to have these common or collective selves, which is something we need.
In anthropology, there's an interesting resurrection of an old word, which is the word "dividual." So we live in a nation that values individuality. We live in a nation of individuals. But a dividual person is somebody who is imagined to contain within himself or herself the community that he or she lives in. So it would be nice if we began to have a better sense of how to own and circulate art and ideas, such that we could be present in our dividuality, as well as our individuality.
JAMIE YORK: King was a genius as an activist, poet and preacher who, to [LAUGHS] borrow a phrase, "made hope and history rhyme." But for Hyde, genius like King's can only be fully realized when it has access to the world of art and ideas that King swam in and sampled from. This is our public selves, where our unique gifts contribute, not simply to our individuality but to better our community. And for Hyde, this potential is lost when we confuse categories and place ideas like King's, ideas he himself thought were divinely inspired, solely into the category of commerce.
For On the Media, I'm Jamie York.
BOB GARFIELD: That's it for this week's show. On the Media was produced by Jamie York, Alex Goldman, PJ Vogt, Sarah Abdurrahman, Chris Neary and Doug Anderson, with more help from Khrista Rypl. And it was edited - by Brooke. Our technical director is Jennifer Munson. Our engineer this week was Rob Frankel.
BROOKE GLADSTONE: Katya Rogers is our senior producer. Ellen Horne is WNYC's senior director of National Programs. Bassist composer Ben Allison wrote our theme. On the Media is produced by WNYC and distributed by NPR. I'm Brooke Gladstone.
BOB GARFIELD: And I'm Bob Garfield.