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Aristotle's misleading ad
Posted by Political Mammal in Company history
This month's Campaigns & Elections Magazine sports a fake front cover with a claim by Aristotle that "FEC Docs Reveal Huge Fundraising Advantage Tied to Software." Democrats and Republicans, they say, "raised up to $324,620.04 more by using Aristotle" than if they had used NGP. They base their ad, they say, on electronic filings by congressional campaigns in the 2006 cycle. I understand that Aristotle has also emailed the same ad, as well.
Does this fundraising disparity based on software sound like a plausible claim to you?
Their figures are derived by adding up all campaigns using information from FEC reports that also indicates which compliance software package the campaign uses.
It took me only a few minutes to discover why their figures are misleading.
I broke those same numbers down by party:
For Democrats: (NGP chooses not to service Republicans)
Average dollars raised by candidates using NGP (N=175) $1,269,307.75
Average dollars raised by candidates using Aristotle (N=33) $960,777.91
Conclusion: Far more Democratic candidates used NGP and NGP clients raised significantly more money than Aristotle clients on average.
For Republicans: (Aristotle serves either party)
Average dollars raised by candidates using NGP (N=0) $0.00
Average dollars raised by candidates using Aristotle (N=143) $1,568,806.08
Conclusion: Republican candidates in 2006, more incumbents, majority party, did well.
Ouch for them, a reverse of their big claim:
where there is a fair comparison, NGP clients raise more.
Note that, even though looking at their data by party and following Aristotle's logic (look up ecological fallacy) eviscerates their claim to superior software results, I do not maintain here that the numbers necessarily prove anything about software. As anyone who knows anything about political fundraising can attest, the dollars raised by a campaign is the result of many factors. What explains variation in fundraising by congressional candidates? Some important variables include:
1. Party (in the 2006 cycle, Republicans were advantaged by being in power)
2. Incumbency (plenty of studies show that incumbents have easier access to money)
3. Competitiveness of the race (heck, it is easier to raise money if it matters)
4. Tenure in Congress (I imagine that members who have been around longer can raise more)
5. Committees (membership in certain committees helps raise PAC funds)
6. Sponsorships (backing by groups like the National Rifle Association help)
7. Ideology (certain political positions make it easier to fundraise)
8. Candidate skills and experience
9. Other: (fundraising tools, employment of professional fundraisers, professional website, willingness of candidate to make fundraising calls, etc.) A multivariate regression that controlled for these variables might shed some light; though you would have to be sure to correct for simultaneity, because it is just as likely (or more likely) that good fundraisers choose good software, as that good software makes good fundraisers.
My educated guess about what explains why more Democrats use NGP than Aristotle is that over the course of a decade candidates have found us to be more helpful. Numerous candidates, including some of the biggest names in politics, have switched from Aristotle to NGP. And I would further guess that our candidates raise more on average because candidates in races that were close overwhelmingly chose NGP in the last cycle.
If you have made it through all these words, then I congratulate you and leave you with this parting thought -- consider what an advertisement like this tells you about the company that designed and paid for it.
Reader Comments (2)
This is indeed, Simpson's Paradox (of which the ecological fallacy is a variant). See Bickel and Docksum's article on gender and graduate admissions to UC Berkeley.
Steve Ansolabehere
Political Science


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Community Trekker
Nov 23, 2015
I have 50 thickness data points off 50 wafers from machine A1 and machine A2. Let's assume 25/machine.
I have 50 sheet resistance data points off the same 50 wafers used above but on machine B1 and B2. Let's assume for the time being that wafers measure on A1 were measured on B1 and A2 on B2, for simplicity.
What is the best way to analyze this data for correlation between thickness and sheet resistance? Simple y by x/any other method that takes into account the sensitivity of these 2 different tool sets (A/B) so that I have more precise resolution?
Thanks in advance
Jun 23, 2011
I think the answer very much depends on exactly what you are trying to accomplish (what any results would be used for), and the details of how the data is collected.
Looking at your 'simple' case (machines A1 and B1 only), I assume that you are able to identify which wafer is which. You mention that you have 50 measurements of thickness and 50 measurements of resistivity for each wafer. Important considerations are whether or not both measurements are made at the same physical location on the wafer (the same site), and whether or not you can identify and record which site is which. If so, then I would simply start with a scatterplot of resistivity against thickness, and use colours, markers and a local data filter to look for patterns of variation within and between wafers. What you see will help you to determine what kind of formal analysis may be required.

subset: commoncrawl


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Saturday, November 26, 2011
True Beauty
Posted by Megan Rogers at 12:39 AM 5 comments
Thursday, November 3, 2011
Posted by Megan Rogers at 12:55 PM 3 comments
Thursday, September 29, 2011
Tillmann Fam
Posted by Megan Rogers at 8:33 PM 2 comments
Thursday, July 28, 2011
Angry Birds
Posted by Megan Rogers at 7:07 PM 4 comments
Monday, July 11, 2011
I'm sure you've seen The Incredibles. Well, Harrison is Dash. On the go and super fast! You can imagine what my life is like! Always chasing a little boy.
Posted by Megan Rogers at 9:44 AM 5 comments
Tuesday, June 7, 2011
Stretchy Pants
Being a stay at home mom has it's pros and cons. Some pros include being able to play with your son, being outside in the sun and getting some "me" time during nap time. Pros are laundry- it never ends, feeling like you aren't contributing to society and little adult interaction. There is one thing that is giving me problems and it falls under both categories: Stretchy Pants. They are a pro because hey, there are days when you just throw them on and get your work done. Why would stretchy pants be a con? I'll tell you- they make you fat!! Yep. They do. After months of wearing my stretchy pants I have gained some weight. When you put them on you have no idea that your thighs might be expanding (like mine). I put on my black pencil skirt for church on Sunday and it was snug. It has never been snug. It was a big eye opener. So.... no more stretchy pants for me! My diet starts tomorrow :)
Posted by Megan Rogers at 8:19 PM 4 comments
Wednesday, April 20, 2011
Feeling Inadequate
We all go thru times when we just don't feel good enough. I am stuck in one of those ruts. I feel like I can't get anything right. There are days I don't feel like a good mother, wife, housekeeper- everything. Do I even have talent? Maybe it's just the weather, maybe I need a really great vacation. Whatever the reason, I am blue. Please leave me some words of encouragement!
Posted by Megan Rogers at 1:50 PM 13 comments
Labels: m
Monday, March 28, 2011
Pump It!
Working out can be so rewarding- once you get the motivation to get up off the couch! Tonight I actually did it! I left Brian and Harrison at home and headed off to Crossroads fitness. It felt amazing to push play on the Ipod and just pump it! I felt like I was the only one there. What would we do without our Ipods? It would be really hard for me to get going. Music can just get the blood boiling and revving to go. My recommended song for an intense, dare I say extreme, workout? Imma Be by the Black Eyed Peas. Download it and you won't be sorry! Hopefully I can keep the momentum going!
Posted by Megan Rogers at 9:39 PM 4 comments
Labels: workout
Sunday, February 13, 2011
Making Changes
Yes I know, New Years was a month and ago, but it's never too late for resolutions!
I have been making changes here and there. The first place is my living room. Strange, I know. You probably expected something like weight loss. Don't worry- I'll get to that. Back to the living room.... I have never loved my living room. It's only been so so for me. I decided that I really need to get it to where I like it. It's the room I spend most of the day in with Harrison, so it needs to be enjoyable. I also want it to be a pretty, calming room for Brian to come home to at night. So why not change it up and make it a place I really want to be. I'll probably be happier and more productive. I am currently in the process of a re-do. So far, so good. I'll post pics when it is all done.
My second change is fitness. Let's face it, we all could do better with taking care of our bodies. I could do a LOT better! I really need to get into gear. Brian and I are going to join over at Ogden Athletic club this month. I am pretty excited. One of the biggest motivators for me is just feeling tired all the time. I can't stand it! Other motivators- jiggling thighs, tight jeans and The Sleeping Beauty. The Sleeping Beauty? Yes. I made Brian to the ballet with me this weekend. You should know that I secretly want to be a ballerina. And secretly I think that I probably would have made a really good one. You can laugh now, as long as you aren't making fun of me :) But watching the ballet made me really want to tone it up- they are so long and lean! So after we get over our colds, it's off to the gym! I'll keep ya posted on my fitness progress.
Last change (for now) is incorporating more gospel discussions in our house. We haven't really done FHE, but now that Harrison is getting older, I realize we really need to get in gear. Not just for him, but for us. Having gospel discussions in our homes is so important. It invites the spirit, increases our knowledge and helps us grow closer to our Father in Heaven and our Savior.
I've got some changes happening in my life and it feels great. I'll try to keep updating you all about how things are going. I'll need your support to keep me going! Wish me luck!
Oh, and Happy Valentines Day!
Posted by Megan Rogers at 7:48 PM 3 comments
Tuesday, January 18, 2011
Well, it's been about a month since I last posted. It's been a while because I thought that no one really cared about my blog anymore. No comments= no readers in my book. But I have been requested to make a post, so I guess there are some people who care about our happenings.
This past weekend we went down to California for Jeff and Amanda's sealing. The trip was a fairly complicated one, but well worth it in the end. We were able to be there for Jeff and Amanda on their big day. It was a beautiful sealing in the Newport temple. I just love sealings. It always reminds me of my wedding day and being sealed to my best friend!
We also got to go to the beach. It was Harrison's first time and he loved it. We had to drag him away kicking and screaming! The weather was absolutely gorgeous- we couldn't have asked for anything better. I found my bliss laying on the sand.
Our last day we went to Griffith Park. Harrison went on a pony ride there. He was a little nervous at first, then loved it. He had a ton of fun, but was pretty worn out and tired at the end of the trip (me, too). It was fun to have a good little trip, but it also feels great to be at home.
Here are a few pics from our weekend in the sun. Sorry if there are a lot, you know me, I am obsessed with pictures!
Posted by Megan Rogers at 7:11 PM 6 comments


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Cheers (1982)
1 continuity mistake in Woody Interruptus
Starring: George Wendt, John Ratzenberger, Rhea Perlman, Shelley Long, Ted Danson, Woody Harrelson, Kelsey Grammer
Continuity mistake: In the scene where Sam talks to Henri, we can see Sam wearing a wedding ring. Of course, in the show, as a great lady's man, Sam is not married. (From 6:39 to 7:57).bojoual
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We exist to support clubs and bowlers across Coventry and North Warwickshire.
The Association covers Coventry, Nuneaton & Bedworth, Kenilworth and the surrounding areas and:
- is affiliated to the British Crown Green Bowls Association and promotes its interests in our region.
- is committed to developing bowls clubs and new bowlers.
- runs senior mens, veteran mens, and junior county teams.
- organises 12 County competitions each season.
Senior Citizens Comp 2018
After prelims held over 2 days at Walsgrave the 8 qualifiers played off on a very warm Friday afternoon on the very quic...


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Products Center
- ATC HSK Wood spindle Square Electro Spindle 12KW 24000rmp
- DECI ISO30 WOOD SPINDLE MOTOR WITH AUTO TOOLS CHANGE FUNCTION -9KW 24000rmp ISO30
- ER32 wood engraving machine spindle motor- 9KW 24000rmp ER32 manual tools change
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- DC-100PG2 Polishing spindle motor ----1.3KW 6000Rmp Water Cooling Double Head
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- 60000Rmp Water Cooling spindle ER11 collect 1.8W DC-60D1 for engraving machine
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The most competitive spindle motor- Europe quality China price
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is a joint-venture company with 10+ years TOP 500 company partner experience. EEJA main mission is :provide Customized Europe quality China price goods. Product including :Spindle motor, machining, casting spart parts, air cylinder, hydraulic joint connetor....etc
[[TD-Lastest News]]
- [Nov 06, 2017]Protective Effect Of Aluminum Casting
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From where can I get a Hero Honda CD 100 एसएस?
Can I get it?
The Hero Honda CD 100 SS has been discontinued. The CD 100SS was a commuter motorcycle powered by a 97.20 cc engine producing a power of 7.5 BHP @ 8000 RPM and a peak torque of 0.73 [email protected] 5000 RPM. If you're interested in this bike, your best bet would be to scavenge through the second hand bike markets. There are quite a number of CD 100 bikes available on OLX
कृपया लॉगिन या पंजीकरण करे.


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Gladstone welcomes new hotel: Oaks Grand Gladstone
The highly anticipated launch of the brand new Oaks Grand Gladstone hotel in Queensland has arrived, with the impressive 4.5 star property officially open for business.
A visually striking development in its own right, the 144-room hotel spread across nine levels offers travellers with a fresh accommodation choice in a supremely central location, perfectly complemented by some of the best views in town, superior leisure facilities, popular onsite dining establishments and state of the art conference and event venues that renders the hotel in a class of its own within the Gladstone hotel portfolio.
Steeped in rich history, the hotel pays homage to Gladstone's fascinating heritage with a custom-designed 6-panel mural extending around the property's exterior. A talented team of professionals, Kris Kowalski Architects in association with Urban Art Projects Studio, created, engineered and installed the aluminum masterpiece, which has received much attention and positive feedback from locals and visitors alike during the comprehensive construction phase.
Inspired by the 'waves' of settlement and rich local history, intricately plotted onto a sequential timeline, the 40-metre artwork chronicles the voyage of Captain Matthew Flinders and other explorers during the 1800s and the discovery and subsequent establishment of Gladstone, while also referencing the traditional landowners. The narrative continues into the late 19th and early 20th century when Gladstone Harbour came into its own as a lucrative and safe shipping port, exporting cattle and livestock to South Africa and India and playing a significant role in the Australian east coast defense line during WWII; the region's first railway is also hallmarked. Other significant events within Gladstone's evolution are also recognised; from the establishment of meat works to the first Brisbane to Gladstone Yacht Race, beginning of Gladstone's Industrial era, and most recently, the mining boom that has helped shape Gladstone into the populous region it is today.
Oaks Grand Gladstone offers the choice of studio and one bedroom apartments featuring modern décor, king beds, full kitchen facilities, LCD TVs with cable channels, reverse-cycle air conditioning and Wi-Fi internet access.
The property's onsite leisure facilities include a swimming pool, well-equipped gymnasium and two restaurants to suit all tastes and dining moods – Ribs & Rumps and The Coffee Club.
In addition to featuring extensive and mouthwatering food and beverage menus for everyday dining, each restaurant also doubles as a state of the art function space with the ability to host up to 150 guests – perfect for special events. The recently refurbished Grand Hotel features state of the art conferencing and meeting facilities and a gaming lounge, conveniently located opposite the hotel.
General Manager of Sales for Oaks Hotels & Resorts, Daniel Csortan, said the new Oaks Grand Gladstone heralded the arrival of a new accommodation standard in the area.
"Gladstone is a popular holiday, conferencing, dining and event destination in its own right and now travellers can combine all four with a visit to Oaks Grand Gladstone – whether for a leisurely long weekend, week away or extended stay with family, friends or colleagues."
Oaks Grand Gladstone is just minutes from the Gladstone Entertainment Centre, train station, shopping centre, Gladstone Airport and Gladstone Marina. Studios start from $179 per night.
Further information is available at www.oakshotelsresorts.com


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Question of the Day: Leadership and Influence
Some of us are in a position where people are underneath us, but how many of them are truly following? If your not the…Read More
Some of us are in a position where people are underneath us, but how many of them are truly following? If your not the…Read More
What are your I AM statements? Most of us are not aware how often we say them. They sound like. I can't do it….Read More
Do you see opportunity to grow and become better in every situation? Even the ones that seem to really suck at the time? On the…Read More
Where is your focus, on yourself or on others? Sometimes we get caught up in what is 'not' working for us. What's going wrong….Read More
What are you beliefs around giving back? Do you give and expect something in return? Do you give be-grudgingly? Do you give joyfully? Do…Read More
When was the last time you gave yourself permission to look stupid, silly, or let loose? I was driving next to a younger guy…Read More
When was the last time you screamed at the top of your lungs? Call me crazy but it is very freeing. As children we…Read More
What came first, the chicken or the egg? What came first, your character or your reputation? I would venture to say your character. If…Read More
How comfortable are you with your naked body? I am not just talking to the women here! My husband and I were just discussing…Read More
What if everything you disliked in others, was a reflection of something you didn't like about yourself? What if it really was not about…Read More


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Summer Schedule
Here is the schedule of the KU Fit classes (PDF) offered this summer. Classes begin on Tuesday, June 5th.
No Classes:
- July 4
To get a KU Fit Pass, please stop in the Admin Office. A summer pass is only $25 for the entire summer. Or, you can purchase a single class for $3.
For a map of all KU Fit class locations, click here! (PDF)


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Philippine cargo throughput in the first half of the year went up 6.17% due to higher volume of foreign cargoes, particularly exports, according to latest data from the Philippine Ports Authority (PPA).
Volume from January to June reached 89.565 million metric tons (mmt) from 84.357 mmt in the same period last year.
Foreign cargo volume increased 11.40% to 53.054 mmt from 47.624 mmt while domestic volume dipped 0.60% from 36.732 mmt to 36.510 mmt for the period in review.
Of the foreign cargo throughput, export volume advanced 20.66% to 25.520 mmt from 21.151 mmt; imports rose 4.01% from 26.473 mmt to 27.534 mmt.
Container traffic saw a 6% growth to 2.530 million twenty-foot equivalent units (TEUs) from 2.390 million TEUs.
Foreign container throughput accounted for 1.527 million TEUs, up 3.21% from 1.480 million TEUs handled in the same period last year.
Domestic boxes grew faster at 10.11% to 1.002 million TEUs from 910,299 TEUs.
Of the total foreign containerized cargo, imports represented 795,044 TEUs, a 7.75% jump from 737,836 TEUs; and exports, 732,820 TEUs, a 1.31% decline from 742,519 TEUs.
For the first six months of the year, passenger traffic grew slightly by 0.37% to 27.231 million from 27.130 million in the same period last year.
Domestic passengers accounted for 27.204 million or 0.39% more than the 27.099 million registered in 2011 while foreign passenger traffic represented 26,777, a decline of 13.76% from 31,049.
Shipcalls rose 1% to 175,573 in January-June 2012 from 173,715 calls last year. Domestic vessel calls went up 1.29% to 170,463 from 168,290; foreign calls went down 5.81% to 5,110 from 5,425.
June throughput
For June alone, cargo volume improved 10.62% to 17.176 mmt from 15.527 mmt in the same month last year. Of the latest total, foreign volume ate up 11.355 mmt, an advance of 24.23% from 9.140 mmt last year. Domestic cargo made up 5.821 mmt, a slip of 8.85% from 6.386 mmt.
Export volume jumped 47.16% in June to 6.815 mmt from 4.631 mmt; import cargo inched up 0.67% to 4.539 mmt from 4.509 mmt.
Container traffic posted a 6.72% hike to 430,120 TEUs from 403,024 TEUs.
Foreign boxes totaled 262,395 TEUs or 6.92% higher than the 245,415 TEUs registered last year. Import containers rose 7.33% to 135,586 TEUs while export boxes went up 6.49% to 126,809 TEUs.
Domestic container throughput improved 6.42% to 167,725 TEUs from 157,610 TEUs.
Photo courtesy of Asian Terminals, Inc


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A common consumer misconception is that product cost is equal to material costs. In truth, the vast majority of products made by companies are the cumulative results of multiple organizations working together to produce an end product or service. In other words, a "supply chain" is essential for producing or delivering products and services. It is the role of supply chain managers to optimize customer value while ensuring that companies sustain a competitive edge. Without effective supply chain management, the links between each step in the production process of a product or service would be uncoordinated, inefficient, and would not lead to the best end result for customers or for businesses.Synchronizing the Efforts of Multiple Organizations
A product supply chain involves a number of parties, including manufacturers, suppliers, distributors, and dealers. When a company has to buy supplies, move supplies, produce products, sell products, and hire employees and utilize equipment for every one of these steps, it's easy to see how the process can quickly become very complicated. This is where a supply chain manager comes in.
It's the job of supply chain managers to synchronize all of these efforts in order to minimize total effort and costs. It is their role to ensure that the end product is what the customers want; that the product is available when the customers want it (and as often as they want it); that the product is available at a reasonable cost; and to accomplish all of this while still ensuring that the multiple organizations involved in producing and delivering the product are able to make a profit. To meet these goals, advanced skills and knowledge in the world of supply chain management must be obtained.
Staying Ahead of the Curve with Modern Management Tools
Modern supply chain managers must guarantee flawless communication between all levels of the supply chain across all organizational boundaries. Modern technology has allowed these managers to more effectively set up seamless communication between every link in the production and delivery chain so that all parties are finely attuned to one another.
Supply Chain Management Software (SCMS) broadly describes software tools used to execute the comprehensive production and delivery process for products/services. SCMS tools assist in the following:
- Inventory management
- Warehouse management
- Supplier management
- Delivery management
- Customer requirements
- Much more
The benefits of using such software include faster response to changes in supply and customer demand; reduced operational costs; reduced transportation and delivery costs; improved market visibility; improved organization of inventory; and tighter control of warehouse efficiency. All of these benefits ultimately lead to greater customer satisfaction and greater profits.
Essential Tips for Improving Supply Chain Management
There are countless methods used to improve the overall function of a supply chain. The following information will give you a few ideas of how to improve the efficiency of your supply chain.
Utilize industry-specific supply chain solutions. While it is a savvy decision to use innovative supply chain software, be wary of products that are not industry-specific. For the best results, research your options for software packages that are designed for your industry.
Get employees involved. In addition to involving management teams at every level of the supply process, it is equally important to close the link by involving employees in optimizing customer and organization needs.
Establish metrics. Obtaining quantifiable measurements of the individual and overall performance of your supply chain will help you in making necessary changes and in identifying the strong points of your supply chain.
Improving your management skills involves a wide variety of tactics that will be used to create a seamless supply chain process. The end goal is to manufacturer the best products and services possible for the benefit of customers and for all of the links in the supply chain.


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The topic of parenting with an intellectual disability has received much attention in the research literature (Lightfoot & Slayter, 2014). Parents with intellectual disabilities have been noted to have specific risk factors for child maltreatment (Emerson & Brigham, 2013, Emerson & Brigham, 2014). Also, parents with intellectual disabilities are thought to be more likely to be involved in child maltreatment cases (Llewellyn & Hindmarsh, 2015). A number of parenting-related interventions have been reported upon in the literature vis-à-vis their application to parents with intellectual disabilities (Llewellyn, McConnell, Russo, Mayes & Honey, 2002). Commentary on the need for parenting supports to be included as life tasks on individual service plans have also been noted as many conversations on this topic are negative, and not strength-based (Lightfoot & LaLiberte, 2011). This post highlights existing knowledge about parents with disabilities involved in the child welfare system, and presents best-practices for work in support of this population of people with disabilities.
Much is known about risk factors for child maltreatment (Gilbert, Widom, Browne, Fergusson, Webb & Janson, 2009; Algood, Hong, Gourdine & Williams, 2011). Generally, risk factors are categorized into three groups (Stith, Liu, Davies, Boykin, Alder, Harris, Som, McPherson & Dees, 2009). First, parental characteristics (separate from the child) are considered. Second, the characteristics of the child are considered. Third, the parent-child relationship is considered. As Lightfoot and Slayter (2014) discuss, "while parental disability is often viewed as a risk factor for child maltreatment, and many state child protection laws direct child protection agencies to view parental disability as a risk for maltreatment (Lightfoot, LaLiberte & Hill, 2010), there has been little research into the correlation between parental disability and child maltreatment." While it has been suggested that parents who have disabilities may be more likely to have child maltreatment risk factors– it has also been suggested that disability itself may not be the primary risk factor (Lightfoot & Slayter, 2014; McConnell, Feldman, Aunos & Prasad, 2010).
Four specific risk factors that are commonly associated with child maltreatment are poverty, behavioral health challenges, domestic violence and level of social supports. First, one of the primary (and best studied) risk factors for child maltreatment is poverty – a risk factor that is much more common in populations with disabilities (Batavia & Beaulaurier, 2001; Parish, Rose, Dababnah, Yoo & Cassiman, 2012) Second, behavioral health concerns are also primary risk factors for child maltreatment – concerns that may be more prevalent in populations with disabilities. Substance abuse, for example, is a noted problem in populations with disabilities (Moore, Greer & Li, 1994). People with intellectual disabilities are noted to have disparities in accessing treatment for such conditions in particular (Slayter, 2016; Slayter, 2010). Third, intimate partner violence is also a risk factor for child maltreatment and is a noted high prevalence problem for women with disabilities (Nosek, Foley, Clubb, Hughes & Howland, 2001; Slayter, 2009; Young, Nosek, Howland, Chanpong & Rintala, 1997, Brownridge 2006). Fourth, experiencing low levels of social support and/or social isolation can be a risk factor for child maltreatment. In the literature, this is a major concern held by clinicians working with parents with intellectual disabilities (Collings & Llewellyn, 2012; McConnell, Dalziel & Llewellyn, 2008; McGaw, Ball & Clark, 2002). One study has demonstrated that access to social supports can predict parenting practices as well as child well-being (Wade, Llewellyn, & Matthews, 2008).
Involvement of parents with intellectual disabilities in the child protection system
A recent Canadian study drew on a national data set to determine that 10.1% of all child maltreatment cases opened for investigation (vs. substantiated cases) involved parents with cognitive disabilities (McConnell, Feldman, Aunos & Prasad, 2011). In a case record review of child protection cases in four courts in Northern England, one in six cases involved at least one parent with an intellectual disability (Booth, Booth & McConnell, 2005a). In a two-country study of Australia and England, disproportionate representation was found for the involvement of parents with intellectual disabilities in child protection proceedings in court (Booth, Booth & McConnell, 2005b).
There are a limited number of studies that provide information about the experiences of parents with intellectual disabilities in the child protection system. This section details those findings in the order of a child protection case. In one Canadian national study, parents with intellectual disabilities who were involved in child maltreatment investigation were most likely to have neglect as the maltreatment type they were charged with (McConnell, Feldman, Aunos & Prasad, 2011). Evidence that parents with intellectual disabilities experience discrimination during both the investigation of potential child maltreatment and in child protection proceedings exists (Llewellyn, McConnell & Ferronato, 2003; Swain & Cameron, 2003; Cleaver & Nicholson, 2007)
Three studies about parents with intellectual disabilities suggest that once involved in the child protection system, on average 40% of the children of parents with intellectual disability were no longer living with their biological parents (Aunos, Goupil & Feldman, 2004; Booth & Booth, 2004a; Booth & Booth, 2004b; Llewellyn and Hindmarsh, 2015). More specifically, one English study explored the relationship between parental intellectual disability and the placement locations of the subject children in child maltreatment cases, finding that out-of-home care (i.e. not with extended family or in foster homes) was more likely. This study also examined the outcomes of the children of parents with intellectual disabilities and found that they were more likely to be placed for adoption (41.7 %) as compared to those whose parents did not have an intellectual disability (28.9 %) (Booth, Booth & McConnell, 2005a). Parental disability is also considered grounds for the termination of a parent's rights to their child in some states (Lightfoot, Hill & LaLiberte, 2010).
Approaches to the support of parents with intellectual disabilities in the child welfare system:
The following suggestions are excerpted from The Arc, an advocacy organization for people with disabilities. The Arc's original guidance on this matter is located here. The Arc states that "McConnell, Llewellyn & Bye (1997) surveyed service providers and identified four principles associated with effective services to parents with I/DD."
- Services need to be responsive to the parents' individual needs and focus on the whole family to ensure that interests of both parents and children are served.
- Services must include long-term, ongoing supports because the needs of children change and parenting skills must change as children mature.
- Services must consider the special learning needs of the parent. Learning must occur in the home, be repetitive, use demonstration and use resources that require little or no reading.
- Services must assist parents in becoming part of their community.
The Arc suggests that "examples of supports that help parents provide appropriate care and stimulation to their children include:"
- In-home visits to teach parenting skills and to assess parenting competency
- Parent training adapted for parents with intellectual disability
- Help with shopping and money management
- Service coordination
- Health care, learning to deal with doctors
- Child care, early intervention services
- Mental health counseling
- Counseling for substance abuse and other addictions
- Basic academic education for parents
- Transportation for families
- Play groups for children and parents
- Crisis intervention services
The Arc also suggests that parents with intellectual disabilities "may need varying kinds and levels of support at different times in their child's life. Grandparents, aunts and uncles, friends and other family members often provide a lot of the help and support. Early intervention and/or Head Start can link families of young children to community and natural supports. However, the family may not even qualify for case management services, which means someone needs to be creative in helping the family find positive environments and help for the child. There is a great need for community service agencies to create and provide individualized services based on each family's needs."
In discussing how these services can be provided, The Arc states that "several service approaches have been shown to be effective individually and in combination in supporting parents and teaching parenting skills. These include home visiting programs, parenting groups, center-based programs and shared parenting models described below (Anderson & Lakin, 1998)."
Further, they tell us that "in-home programs provide an opportunity to model and teach parenting skills in the setting where parents will use them. This makes the skill easier for the parents to learn. The service providers can provide appropriate supports focusing on nutrition, cleanliness, safety issues and other issues related to the home. Parenting groups can instruct families meeting together on such topics as discipline techniques, child development, health and safety issues and decision-making skills. Studies show that parents consistently gain skills in this type of instruction. They are most successful when the class is followed by home visiting. This allows parents to practice in the home what they have learned in class under the support and observation of their instructor. Center-based programs provide a variety of services to parents and children at a program site. They can provide services to the parent and the child jointly and separately at the same site. They are most effective when supplemented with in-home training. They typically offer a variety of services and instruction such as parenting skills, cooking, financial management, etc. Shared parenting provides full-time support when the parent and child live in foster care together. The foster provider acts as a "co-parent" to ensure the needs of children are met."
For additional resources on supporting parents with intellectual disabilities, please look at these links:
Article on supporting parents with intellectual disabilities in Social Work Today
Resource guide for work with parents with intellectual disabilities
Academic References
Aunos, M., Goupil, G. & Feldman, M. (2004). Mothers with intellectual disabilities who do or do not have custody of their children. Journal of Developmental Disabilities. 10, 65–79.
Booth, T. & Booth, W. (2004a) Parents with learning difficulties, child protection and the courts: A report to the Nuttfield Foundation. Sheffield: The University of Sheffield; 2004.
Booth, T. & Booth, W. (2004b) Findings from a court study of care proceedings involving parents with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities. 1,179–81. doi: 10.1111/j.1741-1130.2004.04032.x.
Booth, W., & Booth, T. (1996). Supported parenting for people with learning difficulties: Lessons from Wisconsin. Representing Children, 9, 99–107.
Booth, T., Booth, W., & McConnell, D. (2005a). The prevalence and outcomes of care proceedings involving parents with learning difficulties in the family courts. Journal of Applied Research in Intellectual Disabilities. 18, 7–17. doi: 10.1111/j.1468-3148.2004.00204.x.
Booth, T., Booth, W., & McConnell, D. (2005b) Care proceedings and parents with learning difficulties: comparative prevalence and outcomes in an English and Australian court sample. Child and Family Social Work. 10, 353–60. doi: 10.1111/j.1365-2206.2005.00378.x.
Collings, S., & Llewellyn, G. (2012). Children of parents with intellectual disability: Facing poor outcomes or faring okay? Journal of Intellectual and Developmental Disabilities. 37:65–82. doi: 10.3109/13668250.2011.648610.
Dakil, S., Sakai, C., Hua, L., Flores, G. (2011). Recidivism in the child protection system: Identifying children at greatest risk of re-abuse among those remaining in the home. Archives of Pediatric Adolescent Medicine. 165(11), 1006-1012.
Emerson, E & Brigham, P. (2013). Health behaviours and mental health status of parents with intellectual disabilities: cross sectional study. Public Health. 2013;127(1),111–6. doi: 10.1016/j.puhe.2013.10.001.
Emerson, E. & Brigham, P. (2014). The developmental health of children of parents with intellectual disabilities: Cross sectional study. Research in Developmental Disabilities. 35, 917–21. doi: 10.1016/j.ridd.2014.01.006.
Feldman, M. A. (2010). Parenting education programs. In G. Llewellyn, R. Traustadóttir, D. McConnell, & H. Sigurjónsdóttir (Eds.), Parents with intellectual disabilities: Past, present futures (pp. 121–136). West Sussex, UK: Wiley-Blackwell.
Feldman, M. A., Ducharme, J. M., & Case, L. (1999). Using self-instructional pictorial manuals to teach child-care skills to mothers with intellectual disabilities. Behavior Modification, 23, 480–497.
Garbus, L., & Kennedy, R. (Producers/Directors). (1999). Different moms [motion picture]. United States: Moxie Firecracker Films.
Glaun, D., & Brown, P. (1999). Motherhood, intellectual disability and child protection:
Characteristics of a court sample. Journal of Intellectual and Developmental Disability,24(1), 95–105.
Hodes, M. W., Meppelder, H. M., Schuengel, C., & Kef, S. (2014). Tailoring a video-feedback intervention for sensitive discipline to parents with intellectual disabilities: a process evaluation. Attachment & Human Development, 16(4), 387-401. doi:10.1080/14616734.2014.912490
James, H. (2004). Promoting effective work with parents with learning disabilities. Child Abuse Review, 13, 31–41.
Kleefman, M., Reijneveld, S. A., & Jansen, D. C. (2015). Prevalence and determinants of need for formal parenting support among parents raising a child with a borderline to mild intellectual disability. Journal Of Intellectual & Developmental Disability, 40(1), 49-56. doi:10.3109/13668250.2014.956659
Knowles, C., Machalicek, W., & Van Norman, R. (2015). Parent education for adults with intellectual disability: A review and suggestions for future research. Developmental Neurorehabilitation, 18(5), 336-348. doi:10.3109/17518423.2013.832432
Lightfoot, E. & DeZelar, S. (2015). The experiences and outcomes of children in foster care who were removed because of a parental disability. Children and Youth Services Review. Pre-publication manuscript retrieved from: http://www.sciencedirect.com/science/article/pii/S0190740915301432
LaLiberte, T. L., & Lightfoot, E. (2013). Breaking Down the Silos: Examining the Intersection Between Child Welfare and Disability. Journal Of Public Child Welfare, 7(5), 471-479. doi:10.1080/15548732.2013.865962
Lewis, C., Stenfert-Kroese, B., & O'Brien, A. (2015). Child and family social workers' experiences of working with parents with intellectual disabilities. Advances In Mental Health & Intellectual Disabilities, 9(6), 327-337. doi:10.1108/AMHID-03-2015-0013
Lightfoot, E., Hill, K., & LaLiberte, T. (2010). Disability in the termination of parental rights and other child custody statutes. Child Abuse and Neglect, 34, 927–934. doi:10.1016/j.chiabu.2010.07.001
Lightfoot, E., LaLiberte, T., & Hill, K. (2007). Guide to creating legislative change: Disability status in termination of parental rights and other child custody statutes. Minneapolis: University of Minnesota. Retrieved from http://www.cehd.umn.edu/ssw/CASCW/attributes/PDF/LegislativeChange.pdf
Llewellyn, G. and Hindmarsh, G. (2015). Parents with an intellectual disability in a population context. Current Developmental Disorders Report. 2(2), 119-126.
Llewellyn, G., & McConnell, D. (2002). Mothers with learning difficulties and their support networks. Journal of Intellectual Disability Research, 46, 17–34.
Llewellyn, G., McConnell, D., & Ferronato, L. (2003). Prevalence and outcomes for parents with disabilities and their children in an Australian court sample. Child Abuse and Neglect, 27, 235–251.
Llewellyn, G., McConnell, D., Russo, D., Mayes, R., & Honey, A. (2002). Home based programs for parents with learning difficulties: Lessons from practice. Journal of Applied Research in Intellectual Disabilities, 15, 341–353.
McConnell, D., Feldman, M., Aunos, M. & Prasad, N. (2011). Parental cognitive impairment and child maltreatment in Canada. Child Abuse and Neglect. 35(8):621-32.
McConnell, D., Dalziel, A., Llewellyn, G., & Laidlaw, K. (2008). Strengthening the social relationships of mothers with learning difficulties. British Journal of Learning Disabilities. 37,66–75. doi: 10.1111/j.1468-3156.2008.00526.x.
McGaw, S., Ball, K., & Clark, A. (2002). The effect of group interventions on the relationships of parents with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 15, 354–366.
McConnell, D., Feldman, M., Aunos, M., & Prasad, N. (2010). Child welfare process andoutcomes, caregiver cognitive impairment: Secondary analysis of the Canadian Incidence Study of Reported Child Abuse and Necglect (CIS-2003). Edmonton: Family and Disability Studies Initiative, University of Alberta.
Meppelder, M., Hodes, M., Kef, S., & Schuengel, C. (2015). Parenting stress and child behaviour problems among parents with intellectual disabilities: the buffering role of resources. Journal Of Intellectual Disability Research, 59(7), 664-677. doi:10.1111/jir.12170
Scott, J. (2008). Supporting parents with psychiatric disabilities: A model reunification statute. Philadelphia: University of Pennsylvania, Collaboration on Community Integration. Retrieved from http://tucollaborative.org/pdfs/Toolkits_Monographs_Guidebooks/parenting/A_Mo del_Reunification_Statute.pdf
Singh, S., Piescher, K.N., LaLiberte, T., Lightfoot, E., & Hong, S. (2012). Parental disability and termination of parental rights in child welfare.Minn-LInK Brief No. 12 (Accessed January 18, 2016 from Center for Advanced Studies in Child Welfare: http://www.cehd.umn.edu/ssw/cascw/research/minnlink/minnlinkpublications.asp).
Slayter, E. (2010a). Medicaid-covered alcohol and drug treatment use among people with intellectual disabilities: Evidence of disparities. Intellectual/Developmental Disabilities. 48(5), 312-330.
Slayter, E. (2010d). Disparities in access to substance abuse treatment among people with intellectual disabilities and serious mental illness. Heath and Social Work. 35:1, 49-60.
Slayter, E. and Steenrod, S. (2009). Addressing alcohol and drug addiction among people with mental retardation: A need for cross-system collaboration. Journal of Social Work Practice in the Addictions. 9(1), 71-90.
Slayter, E. (2008). Understanding and overcoming barriers to substance abuse treatment access for people with mental retardation. Journal of Social Work in Disability and Rehabilitation. 7(2), 63-80.
Stith, S., Liu, T., Davies, C., Boykin, E., Alder, M., Harris, J., et al. (2009). Risk factors in child maltreatment: A meta-analytic review of the literature. Aggression and Violent Behavior, 14, 13–29.
Tarleton, B., & Ward, L. (2007). "Parenting with "support": The views and experiences of parents with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities, 3, 194–202.
Taylor, C., Norman, D., Murphy, J., Jellinek, M., Quinn, D., Poitrat, F., et al. (1991). Diagnosed intellectual and emotional impairment among parents who seriously mistreat their children: Prevalence, type, and outcome in a court sample. Child Abuse & Neglect, 15, 389–401.
Wade, C., Llewellyn, G., & Matthews, J. (2008). Review of parent training interventions for parents with intellectual disability. Journal of Applied Research in Intellectual Disabilities. 21, 351–66. doi: 10.1111/j.1468-3148.2008.00449.x.
Wildeman, C., Emmanuel, N., Leventhal, J., Putnam-Hornstein, E., Waldfogel, K & Lee, H. The prevalence of confirmed maltreatment among U.S. children 2004-2011. (2014). Journal of the American Medical Association – Pediatrics. 168(8), 706-713.
Wilson, S., McKenzie, K., Quayle, E., & Murray, G. (2014). A systematic review of interventions to promote social support and parenting skills in parents with an intellectual disability. Child: Care, Health & Development, 40(1), 7-19. doi:10.1111/cch.12023


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22 Aug New Distributor in Brazil!
Posted at 15:26h in Company News, Distributor, South America 0 Comments
We are proud to announce that Pavax Comércio e Representação Ltda., as our new distributor in Brazil! Pavax has a team of experienced and knowledgeable sales and service people to support our clients. New Sales and Support in Brazil! They have participated in our training and are eager to work with our clients.
Contact them via email or phone at: email@example.com or +55 11 4789 9100


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I wanted to go to Butler University- Just like my Dad! I always wondered what a dormitory is...
Charlie and the Chocolate Factory is my FAVORITE Movie! And this is my FAVORITE Scene!
This link is one of my FAVORITES because you can make "Pokemon" in a photo editor and put it on here! Make one NOW!
This dude is my FAVORITE Violinist!
UPDATE Alex has a donor willing to match dollar for dollar, up to $10,000 until May 31! The time to donate is NOW! If you would like to donate directly to his school for his tuition, please contact Chelsea Merriman at email@example.com
This tells about my life and family.
Raymond Park Website


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Loss of Volume
At True You Skin Clinics we offer a wide range of treatments for loss of volume these include:
Please call +44(0)1133458682 for further information on how to book a consultation.
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Last updated on July 27th, 2018 at 12:51 pm
Make a C-section recovery go smoother
This post about how to make a c-section recovery go smoother contains affiliate links, please see my disclosure page for more information.
C-sections are major surgery. Recovery is going to take time, but it will go much better with these 4 tips to make a c-section recovery go smoother.
1. Start Walking ASAP!
It's not going to be right away, but definitely, start walking as soon as they let you. This helps alleviate that lower leg swelling. In the beginning, they give you cuffs to help blood flow, but your legs are probably still going to be swollen. I know mine were swollen, but walking definitely helped the swelling and helps make a c-section recovery go smoother.
2. Take Your Medicine
My first c-section, I tried to be tough and told myself I didn't really need the medicine. In reality, I should have taken it. The second time around I did, and my mobility and mood were so much better. I know one of your worries might be that you are breast-feeding, but the doctors are prescribing a dose that is safe. When in doubt, ask your doctor about any concerns you have, because taking your medicine will help make a c-section recovery go smoother. I know when I took all my medicine that was prescribed the second go around, I was back to my old self much faster.
3. Wear your belly binder
Another way to help make a c-section recovery go smoother is to wear your belling binder that they provided from the hospital, or you can find one here on Amazon.
This helps cinch your abdominal muscles back up to the way they were pre-pregnancy. In the first few weeks after a c-section, coughing/laughing/sneezing/getting out of bed can be excruciating, but wearing the binder helps alleviate some of that pain. Not only that, it also helps your uterus shrink back down to it's original size. My doctor also pointed out to me that wearing these helps your posture, to keep you from slouching.
4. Take it slow
You don't need to be wonder woman, after all you just had major surgery! In order to make a c-section recovery go smoother, it is important to take it slow. Try to sleep as much as you can. Easier said than done, but try. Tackle one thing at a time in the beginning. Pick a day to do laundry, and a day to get caught up on dishes. It's important to know that it doesn't all need to get done every day. After you have gotten the all clear from your doctor at your 6 week post-partum check up, start trying to do more. Your energy is going to increase over time. If you seem to be having trouble with energy, and your mood is not what it used to be, speak up. Talk to your doctor at the post-partum appointments. Post-partum depression is real, and it makes you feel guilty and horrible, but there is hope! I experienced post-partum depression with my daughter, but it was quickly resolved with help from my OBGYN. You can read more about my experience with post-partum depression here.
Whether your c-section was planned or emergency, these are a few things to remember so that recovery goes smooth and fast. Thank you for reading 4 tips to make a c-section recovery go smoother. I hope this helps you. I have gone through 2 c-sections (one unplanned, and one that was planned) so you could say I have some experience ;). Comment below, and subscribe!


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Hunterdon County Fiber Network for Business | Fiber Internet in Hunterdon, NJ
Welcome to Fiber Network in Hunterdon County! This is where we make your life easier when it comes to shopping for Hunterdon County Fiber Internet.
Use our Real-Time Hunterdon County, New Jersey Fiber Internet quoting tool to find out the best prices on Hunterdon County Internet and phone services for businesses of all sizes.
Our technology prices out all types of Internet services for businesses besides Fiber Bandwidth, from New Jersey LEC's, CLEC's, ISP's, and WISP's thoughout all of Hunterdon County and beyond!
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the ShopRite turkeys who live in fishnet sacksby g.g. trollings
THE SHOPRITE turkeys who live in fishnet sacks
are un-unfrozen and pout glossy pecs
(along, with the Tea Party's livery sanction
giblets,undressed volatile fervent)
all believe in One Place,Your Place, Under God,
yet rigidly in the wrong re: just about everything --
as if NE1 rightnow still finds digits
butter-smeared neck-sewing for dem Dems?
LOL! Though pundit faces fatly serve up
gravy on Choice A and Choice B
. . . the ShopRite turkeys do not gobble about, far from
ShopRite if sometimes outside the womb of
polyethylene and greaseless, the
microwave jabbers like a natzi of furious yams
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APA Latest workshop: Speed, Agility & Quickness Training for Sports
Below are details of the next APA Workshop on Speed, Agility and Quickness Training for Sports.
Date: May 24th
Location: Gosling Sports Park
Time: 9-12pm
Cost: £30 with 3 license points for Tennis Coaches
For those of you who made the last workshop (of the same title) I encourage you to come to this one too! I want to pick up where we left off on the theory and get stuck in to some more practical and really consolidate our learning.
For those who didn't make the last one, don't worry, I'll give you a summary of the key theory on the day so you understand the key concepts behind the drills!
Full details are at the link on the website
To wet your appetite check out this video of some of the work APA have been doing with our pro team Tennis players at Gosling Tennis Academy this winter pre-season!!


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I made this for supper last night. I can't tell you how amazing it tasted. It was totally dairy and gluten free, but tasted pretty authentic. Yum.
I appreciate good food.
Update: A reader asked me for this recipe, so I've included it below. It makes one serving (and the amounts are kind of sketchy, since I don't measure anything when I cook). Adjust as necessary for more servings.
Coconut oil
1 small yellow onion
1 potato
1/2 sweet potato
1 romaine heart (or about 1/3 to 1/2 a head of romaine)
1/2 cup sauerkraut (optional)
2 plum tomatoes or 1 large beefsteak tomato
Chili pepper or chili pepper flakes
Emeril Lagasse's Essence ("Bam!") (optional)
Chop the onion into a fine dice, and sauteé in some coconut oil until golden. Chop the potato and sweet potato into bite-sized pieces, and boil with the onion in a saucepan until the potatoes are very soft (about 20 – 30 minutes).
In the meantime, wash and cut the romaine into thin (1/2 inch) strips, and put in salad bowl. Lightly salt lettuce, and add some shreds of sauerkraut (optional).
When the potatoes are cooked, drain (save the cooking liquid if you want a runnier "cheese") and mash. Add finely chopped chili pepper or chili flakes to taste, and add a few dashes of Emeril Lagasse's Essence (optional – my dad makes me this; he uses it at the dinner table in place of salt and pepper), and salt to taste. Mix well, and then add some of the cooking liquid if you want a runnier texture. Put potato mixture on top of lettuce.
Thinly slice the tomato(es) and quickly sauteé them at high heat in a skillet with a bit more coconut oil until the tomatoes are just starting to soften. Immediately pour onto salad, on top of potato mixture. Salt to taste.
You can also add guacamole if you like…
Other stuff I made for supper, on other nights.


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Don't Ask Zuckerberg about Shadow Profiles
At a minimum, Facebook needs to reorganize the company in such a way that a single CEO can exercise effective control over its major pieces. An Alphabet-like reshuffling with a new level of management would at least signal seriousness about improvement.
Richard Bennett May 22, 2018 0
Will Rinehart Explains the Cambridge Analytica Story
Podcast: Play in new window | Download (Duration: 42:43 — 27.4MB) | Embed
Subscribe: Apple Podcasts | Android | RSS
It's obvious that some of this story is hokey, but you're not sure which part. You've come to the right place because Will Rinehart lays it all out in this podcast.
Richard Bennett March 27, 2018 0


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Good morning to Burlington County Times subscriber Michelle Haney.
Longview, Texas, is going to pay Ted Nugent $16,250 not to play at its July 4 celebration. I wonder how much Bruce Springsteen could make by not playing?
A Massachusetts man wants to change the name of his street to My Way because he loves his wife, who is named My, so much. Instead, I think he should move to Get a Life Boulevard.
Ireland is in need of 1,000 shaggy sheep for next week�s �Olympics of sheep shearing.� I think the odds of getting them are pretty baaaad.
Since I�m completely sick of snow, our Muppets of the day are the Twiddlebugs. Once you see Twiddlebugs, it�s a sure sign of spring.
Joe Mason, Twitter: @jmasonnewsbreak
Joe Mason can be reached at email@example.com?.
Follow me @jmasonnewsbreak


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Sun Safety
POSTED BY Healthy Living | POSTED IN Seasonal Tips | POSTED ON 5-28-2015
Skin cancer is the most common form of cancer in the United States. The good news is – it's largely preventative! Be safe in the sun with these tips:
Apply Sunscreen Generously
- Apply a broad-spectrum sunscreen with SPF 30 or higher at least 20 minutes before going outdoors.
Remember Easy-to-Miss Spots
- Remember to apply sunscreen to the back of your neck, lips, ears, feet, hands and exposed scalp.
Cover Up & Seek Shade
- Protect yourself by wearing a wide-brimmed hat, sunglasses, pants and a long-sleeve shirt when possible. Limit your time spent in direct sunlight, particularly during the hours of 10AM and 4PM, when UV light is the strongest.
Avoid Burning & Tanning
- Sunburns and tanning cause wrinkles and increase the risk of developing skin cancer, even in children.
Reapply All Day Long
- Reapply sunscreen, including water-resistant varieties, every 2 hours or after swimming or perspiring.
Wear Sunscreen Every Day
- Damaging UV rays can pass through clouds and are reflected off of water, sand, snow and even concrete. UVA rays even pass through glass windows and are the main cause of premature aging. Apply a broad-spectrum sunscreen to exposed skin, especially your hands and face, every day!
- Certain medications can increase sun sensitivity. Ask your Weis Pharmacist about your medications and if they make you more sensitive to the sun.
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Shakespeare in Performance: Person
John Broome
Credited as production or crew
- Julius Caesar (1998, Stratford Festival of Canada, Canada) .... Movement Consultant
: Film production
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What do you like about the ISE? What could we do better? Please tell us in this 10-minute survey!Start Survey
: Film production
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In trying to grasp Mason's understanding of education as the science of relations we are met with her profound views of observation and its essential interconnectedness with real knowing and relationship. In past blogs I have pondered some ideas about observation, especially in the natural world and then in the last blog, Anna and I tried to lay some foundations about understanding observation by exploring the relationship between the observer and the observed. This relationship goes beyond that of gathering empirical data, or of amassing knowledge to exert power, or using the observed. Mason's expanded view of observation involves the person as a whole in a deep, interactive, experiential, caring relationship with the observed. It is this kind of observation that enables us to know personally and care deeply and I hope to peel back some layers of what it means to have relationships by considering three different examples relating to a household object, language development, and nature study. Before continuing, let me note that I do not mean to imply this kind of relationship is the same as a person-to-person relationship.
Let's consider a piece of furniture in the home. This end table is more than a piece of wood on which to sit a lamp; that is, it is more than just how useful it is to us. Perhaps you rescued it from the curb trash pile, stripped the green paint, rubbed it smooth with sandpaper while enjoying the smell of freshly sanded wood. You stained and sealed it, carefully going with the grain. You are careful to not put water or a hot iron on it that may spot it. You shake your head when you see a black marker smudge that Anna as a busy three year old left on it and see the bite marks that Corban's dog left on one leg. Seeing Granny's converted oil lamp on that table makes you smile. You can almost smell the cups of tea shared with different friends while discussing an election or admiring a new baby. When you misplace your current reading book, you always check the table. The table is there, bearing the marks and dents, holding the lamp, the books, and the various cups that bring so many conversations to mind. The day you would have to part with it would make you sad, not in the same way as parting from a loved one, but sad because it is holds so much reality from your life. Losing it will take away something that brings back certain memories and connections that you don't want forgotten.
That table cannot be reduced to just the material of the wood and screws. Yes these are necessary for you to use it as a table but what matters to you about it goes beyond the function that it serves. What I have tried to describe here is a relationship with a thing rather than a person (although many times the relationship with things involves the lives of people.) The relationship with this piece of furniture, as with all of life, is not just to observe and take it for our own control and use, but to observe, to appreciate, to savor the moment, to create, to admire, and to respect.
Now let's move to consider observation and relationship in a different sphere, that of reading development. When recently watching PBS, I saw a brief commercial about a mother ecstatic that her two year old could identify the letter R on a TV show. Now, this blog is not about the consequences of the digital age, but I do want to use this example to consider Mason's approach to observation regarding children learning letters. Mason wanted young children to have a box of letters (letter puzzles and alphabet books before this). I want to suggest that at the outset these letters are not to be used as a tool to teach children to read but as play things. The letters should be large enough that children can play with them by sticking their fingers through the holes. As the children play with these letters, they are in the process of observation and forming relationships with them. The youngsters use them to create their own imaginary games or stories, maybe turning them into soldiers or characters from a book, or replaying events of the day with them under the sheets after the lights are out, even assigning them names (that don't match the letter names). The children become upset when the letters are taken away because they have formed relationships with their letters. Once the youngsters have played with and handled these letters, experiencing them tactually, imaginatively, kinesthetically, then it is a quite natural connection to recognize those letters in print because they "know" their letters. This kind of knowing, of having a relationship with their letters then expands to words, phrases, sentences, and so on. This relationship then, develops even further and richer because as time goes on language becomes a primary tool for observation–a process that began with children playing with their letters.
Let's return to the PBS advertisement where the little one learns to identify the letter R from the TV or electronic screen. How much more distant the object of his learning is from him. This child does not develop the same kind of relationship with letters as the child does who holds the letters, plays with them, takes her box of letters to bed to play a game under the sheets. All this very real knowing and observing cannot be done with digital letters on a TV or computer screen. All this is an example of Mason's point about the science of relations as a key component of observation.
Another point is that while children at this stage are not taught directly how to read, their playing and interacting with the letters forms the background knowledge from which they learn to read which makes learning more personable and delightful and not at all tedious.
Our relationships with things may frequently be wrapped up in people but not always as in the case with Nature Study. Just as we can love that piece of furniture, we can love to study insects and come to know them, respect them and appreciate them as part of creation. By rejecting the implicitly matterialistic or utilitarian view of life which seeks to deconstruct life for our own usages, it seems to me that Mason by suggesting that all of life is about the science of relations is putting forth a certain moral responsibility (and others have referred to this as being God's viceregents of this earth) towards all of creation and thus she pushed back against observation and science when they were for utilitarian purposes. This is most clear in her approach to teaching Nature Study.
Mason (1954) says, "Certainly these note books (she is referring to Nature Notebooks) do a good deal to bring science within the range of common thought and experience; we are anxious not to make science a utilitarian subject" (p. 223). Again, she is pushing back against dualism–separating science from the rest of life and thus making it a utilitarian object. She says elsewhere, "As a matter of fact the teaching of science in our schools has lost much of its educative value through a fatal and quite unnecessary divorce between science and the 'humanities'" (p. 223). Here Mason is deliberately pushing back against such dualistic thinking. We are not to view God's creation as an "object" to possess which tends to happen when we separate one subject, such as science, from another. We are to view it relationally which requires the humanities. Children should come "to know and delight in natural objects as in the familiar faces of friends" (Mason, 1953, p. 237). This is the type of relationship I am trying to describe with the piece of furniture and the letter box. It becomes like "the familiar face of a friend," which prevents it from being separated into a box for science for utility reasons only to be deconstructed and used for our own purposes outside the moral parameters set for us in Scripture.
She (Mason, 1953) describes this more clearly by saying, "To know a plant by its gesture and habitat, its time and its way of flowering and fruiting; a bird by its flight and song and its times of coming and going; to know when, year after year, you may come upon the redstart and the pied fly-catcher, means a good deal of interested observation, and of, at any rate, the material for science. The children keep a dated record of what they see in their nature note-books, which are left to their own management and are not corrected. These note-books are a source of pride and joy, and are freely illustrated by drawings (brushwork) of twig, flower, insect, etc. The knowledge necessary for these records is not given in the way of teaching. On one afternoon in the week, the children (of the Practising School) go for a 'nature walk' with their teachers. They notice for themselves, and the teacher gives a name or other information as it is asked for, and it is surprising what a range of knowledge a child of nine or ten acquires. The teachers are careful not (italics hers) to make these nature walks an opportunity for science instruction, as we wish the children's attention to be given to observation with very little direction" (pp. 236-237). There are several things going on here.
First, observation is a self-directed activity and with this self-directed activity children are taking their steps toward appropriate dominion. Children choose what they want to paint when they go on a nature walk. Relationships cannot be worked out by others, but must be worked out by the participates: the observer and the observed. Hence the need for children to make their own choices when they go on a nature walk. Second, teachers are to be very careful not to use these nature walks as a means to teach science-no utilitarian purposes for nature study, although, science is clearly being learned. She (1953) says, "In this way they lay up that store of 'common information' which Huxley considered should precede science teaching. . .(p. 237). This common information is all the things children learn incidentally by just being outdoors. Third, there is a purpose but it is not a teacher-directed purpose (and, yet it is because it is the teacher who has the wisdom to allow them to engage with nature). Fourth, by keeping these records the children are learning to be scientist while at the same time learning to see nature as an old friend. In other words they are not learning science as just science divorced from the rest of life (dualism), but they are learning science and treating it as a friend.
I want to end this blog with this quote from Mason (1953), "Children should have relations with earth and water, should run and leap, ride and swim, should establish the relation of maker to material in as many kinds as may be; should have dear and intimate relations with persons, through present intercourse, through tale or poem, picture or statue; through flint arrow-head or modern motor-car: beast and bird, herb and tree, they must have familiar acquaintance with. Other peoples and their languages must not be strange to them. Above all they should find that most intimate and highest of all Relationships,–the fulfilment of their being" (p. 209). There is no dualism here. Education is seen as the science of relations through all of life–from the simple forms of nature to the Highest Relationship we can have–that is with God.
So, a child cannot develop these kinds of relationship with digital numbers, letters, or nature pictures on a computer screen. While images on a computer screen can certainly increase our knowledge and understanding of the world, it isn't just knowledge we are after, but it is relationship we are after. This is not to say that computers and screens are bad and cannot be used. Just as Mason lists the motor-car in her list, so we would list the computer or other types of technology. That isn't the point here. The point is that children must do the labor of the mind for themselves, that is, in order for them to establish these kinds of relationships, they need to do their own observations, their own record keeping, their own descriptions; they must make 'old friends' with the world for themselves through observation.
Mason, C.M. (1953). Home and school education: The training and education of children over nine. Oxford: The Scrivener Press.
Mason, C.M. (1954). An essay towards a philosophy of education: A liberal education for all. London: J. M. Dent & Sons, LTD.
© 2013 Carroll and Andra Smith


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No cabins, canoes, or fire-side sing-a-longs here folks! This is a Summer Camp specifically directed at introducing your child to the various assistive technologies that are out there.
The campers will become familiar with these assistive technologies and gain confidence using them. What they learn at camp will empower them to live more independently and approach the world and their life from a new perspective.
Not your average Summer Camp
We believe that knowledge (and more over its application) is power. We also strongly believe that modern assistive technology empowers all people, regardless of their disability, to both access and apply knowledge to their lives and situations.
TEK Quest is an immersive, interactive environment that exposes campers to the various assistive technologies that are available today and provides education, instruction, and support in utilizing these technologies in their daily lives.
Technology Empowers Knowledge
Our goal is to have your child look back on their time at TEK Quest and see it as more than just another fond Summer Camp experience. Yes, we want them to have fun, make friends, and create memories, but more than that, we want TEK Quest to be a doorway, a launching pad, a spring board for their journey towards self-empowerment and living life more independently.
Registration is now open. The Summer camp is Free. http://www.tekquest.org/


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9" x 27"
This is late, but was begun while travelling in Italy and that country also influenced my theme. The challenge was 'universe' so with a bit of word play I began to think along the lines of what universal might mean and remembered that the word 'catholic' also meant universal, "of interest or use to all".
In the Lord's Prayer we ask for "our daily bread" and surely nothing, in all cultures, is more universal that bread.
The fabric was printed while surrounded by wheat fields in Puglia, the bread basket of Italy.
Materials: Cotton fabric, textile ink, embroidery floss, batting, thread.
Techniques: Hand printed, hand pieced, machine stitched, hand embroidered.


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Session Information
Does getting your students to write about what they read feel like pulling teeth? Reading selections should give them a starting point, a detour from having to start a writing cold - or so we think. Attend this interactive session for ideas that get students moving, thinking, talking, … oh … and WRITING about the selections we assign them; they'll never complete another reading and tell you "I still can't think of anything to write!"
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- DC Solar was created to give our clients the best possible solar solutions at the lowest cost possible.
- DC Solar Brokers has over 20 years' experience in the renewable energy field.
- Every customer has different needs and we design your system to your specific needs.
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DC Solar is the 1st solar company to offer extended and 3rd party warranties at no extra charge to the customer
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- BonnieIrisAsked on May 19, 2014 at 10:28 AM
I want to change my form and I'm not able to copy and paste from a text box into a check box.
- EliezerNAnswered on May 19, 2014 at 12:40 PM
Do you mean that you want to copy and paste some text from a text box to a checkbox so that the text can become the options of the checkbox field? If so, what you can do is simple. Please follow these steps:
1. Copy the desired text from the Text box.
2. While editing your form in our builder, make sure to click on the Check box field.
3. Then in the top toolbar click on Options.
4. Finally paste the text/options into the text area and click OK button to save the changes.
I hope this helps. But if this is not what you are looking for, kindly provide further details about what you need so that we can give you the proper assistance.


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As I suspected would happen, the U.S. Supreme Court declined to get involved in the New Jersey Senate race ballot dispute, as did a federal district court. The Republicans had a couple of reasonable arguments, but I think the Democrats had the stronger position on this one point, from their Supreme Court brief:
The Applicant has failed to meet his burden of proving irreparable harm in every way. He alleges no harm of his own, and he shows no real potential of harm to others – except Senator Lautenberg and the Democrats of New Jersey. Given that there is currently no voter from the State of New Jersey whose ballot condition will not or cannot be fixed over the next month, there is no need for this Court to intervene.While Doug Forrester's election chances were seriously harmed by this decision, that's not the kind of harm the court is going to rectify. That doesn't mean I agree with the Democratic position, though. The real harm was not to Forrester, but to the rule of law. It sounds reasonable to say that statutes should be interpreted "liberally" in order to preserve voter choice. Why let some minor technical administrative details get in the way of a full electoral process? Why? Because that's the law. It's true that rules can sometimes operate in ways that seem rigid. But there's an advantage to "rigid" rules that doesn't apply when one construes the rules "liberally." There's no possibility of bias. Exceptions aren't made by formula; human beings have to decide to grant exceptions. And those people aren't deciding in a vacuum; they know the effects of their decisions when they make them.
When the legislature wrote the law in question, they didn't know whether a Democrat or Republican would benefit. They didn't know whether the Senate would be closely divided. Their choice of a deadline, while arbitrary, was unbiased. When the New Jersey Supreme Court rewrote the law in question, they knew they were benefiting the Democratic Party. There's just too much temptation for abuse. There's the appearance of impropriety, even if the judges are trying to be fair. All we have to do is look at Bush v. Gore to see this problem. Republicans were convinced the Florida Supreme Court was biased. Democrats were convinced that the U.S. Supreme Court was biased. And it was all because people were ignoring the law in favor of ad hoc decisionmaking.
Aside from that, when exceptions are made, its inevitable that they'll be made to benefit the powerful, not the weak. Does anybody believe that the court would have extended the deadline for the Socialist Party, or the Libertarian Party, or the Greens? (In this case, the New Jersey Supreme Court even admitted it: this decision was made in part as part of a policy "to preserve the two party system.")
Pre-established rules, no matter how arbitrary, treat everyone equally. Exceptions don't. Exceptions can't.


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How to Get Rid of Searchnewworld.com Hijacker
There are various browser hijackers out there in the market that are targeting the users' computers and tracking their browsing habits redirecting them to their respective homepages and Searchnewworld.com is no different than the other browser hijackers. It is considered as an adware because of the activities it shows on the users' devices after being installed. Searchnewworld.com redirect your browser homepage to its own and introduce invasive threats that may harm the security and performance of your device. This homepage redirect adware is deemed as invasive challenge for the browser applications like Google Chrome, Firefox, Internet Explorer, Safari, and Edge as well as computer and the data stored on it. The presence of Searchnewworld.com on the computer brings immediate disorder and issues to internet programs and starts invading homepage, new tab, and default search engine.
Other than hijacking homepage, Searchnewworld.com and other similar relevant adware gets installed on your computer to gather certain data by monitoring your browsing habits, websites you visit, keywords you search, and other personal information that you share online. The authors and distributors of Searchnewworld.com and similar other applications collect users' and visitors' information to misuse and generate online revenue in illegal manner. The primary aim of Searchnewworld.com is to monetize users' activities and redirect homepage so that excessive ads, banners, redirects, full page, and popups can be displayed on the users' computer.
The kind of activities it performs on the users' computers keep them in the category of unwanted applications. It shows the ads that never pass-through extensive safety checking and when you click on them, you will end up in a malware infested sites. Though Searchnewworld.com is not as hazardous as computer viruses, but users cannot undervalue it as it may leave your computer in compromised state. So it is important that you scan your computer with anti-virus and anti-malware applications to locate and delete malicious files brought by and left by Searchnewworld.com or relevant adware.
How do you get Searchnewworld.com?
Often freeware and shareware are the main source of getting Searchnewworld.com and most redirect adware. Hackers and cybercriminals use freeware for bundling and distributing Searchnewworld.com without users' approval. Freeware and shareware are the program capable of packaging adware and similar programs into one installer file and when users click on them to download the main application, these files get executed and entire package gets installed on the users' computer without their permission. Searchnewworld.com browser hijacker inflicts into most of the major browser application including Google Chrome, Firefox, Internet Explorer, etc. After the successful installation of Searchnewworld.com on the user's computer, you will see its own homepage and search page because it changes the default setting. It is a threat for the privacy of the user if Searchnewworld.com is present there on your computer.
Presence of Searchnewworld.com is very annoying for the computer users because it interrupts the experience of them by displaying advertisements and pop-ups when they surf browser and the internet. Authors and code writers of Searchnewworld.com and such adware do so to boost the internet traffic to the client's site with the intention of generating online revenue. This approach is dishonest, illegal, and creates mess for the protection as well as the performance of the computer. So if you want to get rid of it, detect its presence using a potential application and remove it. There are many applications that may serve your purpose well and eradicate this as well as malicious browser extensions, malicious files, and other adware objects from your device.
Here is the guide given to assist you in getting rid of Searchnewworld.com and other adware from users' computers. Just bear this thing in mind that you follow the steps in the given manner as they are given to ensure the complete removal of Searchnewworld.com.
There are two methods given here to get rid of Searchnewworld.com: one is with the help of security application and other is manual.
The first process the automatic removal of Searchnewworld.com using defencebyte AV Pro
Method 1: Searchnewworld.com Removal Procedure
Scan Searchnewworld.com Adware with defencebyte AV Pro and Delete it
- Download and install the defencebyte AV Pro on your device.
- Save the file at a convenient location on the desktop from where you can access it easily.
- Once the download is completed, Windows will prompt about download.
- To run the program, click on Run button or browse the location of the folder by double clicking on the file defencebyteAVPro_.exe.
- To carry on the remaining process, accept the license terms and follow onscreen instructions.
- To find adware, browser hijacker, plug-ins, add-ons, PUP, harmful programs, and other malicious entities, run a scan on your machine.
- Follow the on-screen instructions to carry on with the remaining removal process.
- As soon as scan and removal process gets completed, reboot your system for everything to take effect.
Method 2: Alternative Method to make your Internet Browser free from Searchnewworld.com
While dealing with Searchnewworld.com and any other types of browser hijackers and adware, it is important to clean your internet browser from clutter and unwanted add-on/extension. So here is the procedure discussed for resetting various browsers to their default state.
How to Reset Google Chrome Settings to Get Rid of Searchnewworld.com?
- Open Google Chrome browser application.
- Type the string: chrome://settings/ in the address bar and then, hit Enter key on keyboard.
- Scroll down the page until you see Show aadvanced settings… and click on it.
- Then until you see Reset Settings section, keep scrolling to the bottom of the page.
- There click on Reset Settings button and if it prompts for confirmation, proceed by clicking Reset.
Resetting Chrome will reset your home page, search engine, new tab page, and other areas affected by Searchnewworld.com and also remove unwanted extensions from the browser without affecting your bookmarks, history, and other saved data.
How to Reset Mozilla Firefox Settings to Get Rid of Searchnewworld.com?
- Open the Firefox application and head to the top of it to navigate to Firefox menu and access the Help area. There click on Troubleshooting Information.
- Now you will see a new tab and there on upper-right corner of the screen, you will notice a section stating Reset Firefox to its default state. Click the Reset Firefox button.
- Click Reset Firefox to continue if confirmation window appears.
- Firefox browser will close and start the resetting process. Once it is done, it will show a list of restored data and by now Searchnewworld.com home page hijacker will be gone. Open a fresh version of Firefox by clicking Finish.
Resetting Firefox will remove unwanted extension that may be related to Searchnewworld.com as well as other adware. This process helps in fixing browser issue without affecting your essential information such as browsing history, bookmarks, passwords, and Internet cookies on the browser.
How to Restore Internet Explorer to Default Settings to Get Rid of Searchnewworld.com
- Open Internet Explorer application and navigate to top menu. There click Tools, and then Internet Options.
- On Internet Options window, choose Advanced tab.
- Click the Reset button given on the lower part of the Window under Reset Internet Explorer Settings area.
Your data like bookmark, favorites, and history will remain intact to the browser after restoring Internet Explorer to default settings. However, if you perform this process, it may delete malicious add-ons as well as add-ons by Searchnewworld.com and other unknown objects.