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Medical treatment of Attention Deficit/Hyperactivity Disorder (ADHD) and children's academic performance
Maria Keilow,
Roles Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Writing – original draft, Writing – review & editing
Affiliations Department of Education, VIVE–The Danish Center for Social Science Research, Copenhagen, Denmark, Mindhood–Child Mental Health Research Program, Department of Public Health, Aarhus University, Aarhus, Denmark
Anders Holm ,
Roles Conceptualization, Formal analysis, Methodology, Project administration, Supervision, Writing – original draft, Writing – review & editing
* E-mail: aholm@uwo.ca
Affiliation Department of Sociology, Western University, London, Canada
Peter Fallesen
Roles Writing – original draft, Writing – review & editing
Affiliations The ROCKWOOL Foundation, Copenhagen, Denmark, The Swedish Institute for Social Research, Stockholm University, Stockholm, Sweden
Anders Holm,
Maria Keilow Anders Holm Peter Fallesen
Attention Deficit/Hyperactivity Disorder (ADHD) is negatively associated with a range of academic achievement measures. We use Danish administrative register data to study the impact of medical treatment of ADHD on children's academic performance assessed by student grade point average (GPA). Using administrative register data on children, who begin medical treatment, we conduct a natural experiment and exploit plausible exogenous variation in medical nonresponse to estimate the effect of medical treatment on school-leaving GPA. We find significant effects of treatment on both exam and teacher evaluated GPAs: Compared to consistent treatment, part or full discontinuation of treatment has large significant negative effects reducing teacher evaluation and exam GPA with .18 and .22 standard deviations, respectively. The results demonstrate that medical treatment may mitigate the negative social consequences of ADHD. Placebo regressions indicate that a causal interpretation of our findings is plausible.
Citation: Keilow M, Holm A, Fallesen P (2018) Medical treatment of Attention Deficit/Hyperactivity Disorder (ADHD) and children's academic performance. PLoS ONE 13(11): e0207905. https://doi.org/10.1371/journal.pone.0207905
Editor: Nouchine Hadjikhani, Harvard Medical School, UNITED STATES
Received: April 17, 2017; Accepted: November 8, 2018; Published: November 29, 2018
Copyright: © 2018 Keilow et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Data Availability: Due to restrictions related to Danish law and protecting patient privacy, the combined set of data as used in this study can only be made available through a trusted third party, Statistics Denmark. This state organisation holds the data used for this study. University-based Danish scientific organisations can be authorized to work with data within Statistics Denmark and such organisation can provide access to individual scientists inside and outside of Denmark. Requests for data may be sent to Statistics Denmark: http://www.dst.dk/en/OmDS/organisation/TelefonbogOrg.aspx?kontor=13&tlfbogsort=sektion or the Danish Data Protection Agency: https://www.datatilsynet.dk/english/the-danish-data-protection-agency/contact/.
Funding: This work was supported by the Danish Strategic Research Council, grant no. 10-093105.
One in five individuals experiences the onset of mental health problems before reaching adulthood [1]. Mental health problems in childhood have substantial consequences for later life because such problems are associated with lower educational achievement and attainment. Attention Deficit/Hyperactivity Disorder (ADHD) represents one such mental health problem, which infers substantial individual and societal costs if left untreated [2]. Children with ADHD have lower grade point average (GPA), do worse on academic tests, have higher retention rates and absenteeism, and have lower high school and college completion rates [3–9].
Recent research has linked ADHD to delayed maturation of parts of the brain directly related to cognition [10–12], indicating a direct biological link between ADHD and low educational achievement. In addition, ADHD may also negatively affect the learning environment in children's homes. An emerging body of work demonstrates that undiagnosed or untreated ADHD leads to increased family instability, such as increased risk of parental union dissolution [13–14] and for entering an out-of-home placement [15]. Thus, beyond the direct effect on cognitive abilities, ADHD may cause lower educational achievement and attainment through affecting life circumstances outside the classroom, leaving affected children double disadvantaged.
One of the modal ways to address the behavioral problems related to ADHD is through medical treatment with psychotropic drugs. Although the use of these drugs is not uncontroversial [16–19], drug therapy has been consistently shown to address core symptoms among children with moderate to severe ADHD [20]. If ADHD affects educational outcomes negatively, successful treatment could reduce the negative educational consequences caused by ADHD.
This study tests whether efficient medical treatment of ADHD affects children's academic performance by utilizing a natural experiment. The medical literature documents that 25 to 30 percent of treated individuals with ADHD are nonresponders. Nonresponders are unaffected by the medication or have severe side effects, in either case causing them to discontinue treatment even though they show the same symptoms as responders prior to treatment [21]. There do not appear to be significant socioeconomic differences between responders and nonresponders [22–23] nor do individual characteristics (age, gender, IQ, ADHD subtypes and symptoms, neuropsychological characteristics) predict treatment response [24–25]. Under this assumption of no significant differences between responders and nonresponders, we compare the academic performance of children diagnosed with and treated for ADHD, who either discontinue treatment (nonresponders) or continue treatment (responders) to estimate the effect of medical treatment on academic performance. In our study, we have no selection into treatment as all individuals in our analysis initiate treatment. We may have selection out of treatment. However, as argued above, we believe that selection out of treatment is random. We substantiate this below.
We find that medical treatment has a significant and sizeable effect on long-term academic performance outcomes in terms of school-leaving GPA. The effect of medical treatment of ADHD is comparable in size to the gender differences in GPA. To test whether a causal interpretation of the results is plausible and to account for any social gradient in treatment patterns, we estimate the effect of treatment with and without a rich set of potential confounders and perform placebo regressions on a sample of children, who initiate medical treatment after graduation (i.e. after receiving their final grades). We find no significant differences in the effect of treatment with and without confounders and we find no differences in the GPA between medical responders and nonresponders in the placebo sample, indicating that the main results likely express causal effects. Our results demonstrate that medical treatment of ADHD may play a substantial role in diminishing educational disparities caused by the condition.
The remainder of this paper is organized as follows: Section 2 reviews relevant literature and theories on the effect of ADHD and ADHD treatment on educational outcomes. Section 3 presents the data for our empirical analysis. Section 4 presents our identification strategies and statistical method. Section 5 presents results. Section 6 discusses the findings and concludes.
ADHD and educational outcomes
Untreated behavioral problems may substantially impair children's learning and educational achievement [26–27]. Previous studies have found that children diagnosed with ADHD on average attain 2.2 to 2.5 years less schooling than non-ADHD peers do, and 25 percent of students with ADHD drop out of high school [5,8,9,27]. Recent work has further shown that both externalizing behaviors and attention deficits contribute to the lower educational attainment [7]. Children with ADHD also display lower cognitive achievements, lower test scores, and higher scholastic impairment [5,28], with especially attention problems predicting poorer math and reading achievement [29–30]. Thus, research consistently shows that ADHD affects a number of various educational outcomes ranging from performance and achievement measures to school behaviors. In this study, we focus specifically on student academic performance assessed by teacher evaluation and exam GPA. In the remainder of this section, we discuss biological and social mechanisms linking ADHD to decreased educational achievement outcomes, as well as how efficient medical treatment can sever parts of the link.
Double disadvantage: Biological and social consequences of ADHD and educational outcomes
The research literature on the consequences of ADHD for children's lives indicates two mutually reinforcing pathways through which the disorder affects educational outcomes: direct biological effects on cognitive development and indirect effects on children's home environment that likely affect learning.
Neurological research has shown that children with ADHD experience delayed maturation of the brain—more specifically delayed growth of the pre-frontal cortex, i.e. the part of the brain associated with the regulation of executive functions, such as complex cognition, decision-making processes, and the moderation of social behavior. In their seminal longitudinal study of 223 children diagnosed with ADHD and 223 typically developing controls, Shaw et al. [10] show substantial delay in the maturation of the pre-frontal cortex among children with ADHD. Among children with ADHD, 50 percent of cortical points had reached peak thickness at age 10.5 years, three years later than among the typically developed controls. More recent work by Sripada, Kessler and Angstadt [11] further renders probable that children with ADHD also experience delayed maturation of deeper parts of the brain's architecture and pathways, which are associated with attention, control of impulsivity, disregard of irrelevant stimuli, and other cognitive tasks. In total, there is strong evidence that delayed neurobiological development of areas of the brain that moderate behavior is important for conductive learning-behavior among children with ADHD. The neurobiological findings dovetail with studies of educational performance among children with ADHD, which find that both inattention and externalizing behavior predicts worse educational outcomes [5,7,28–30].
Yet, delayed cognitive maturation may not be the only cause driving the relationship between ADHD and low educational achievement. Neither learning nor ADHD occur in a social vacuum. Beyond the direct neurobiological effects, ADHD also places strain on children's life circumstances outside the educational system in ways that could deter learning. Untreated ADHD increases the risk of experiencing family instability, such as parental divorce [13–14] and, more dramatically, the risk of entering an out-of-home placement [15]. The association between family instability and lower educational achievement is well-established, although recent work has called (the generalizability of) causal claims into question [31–33]. Yet, for children with ADHD, family stability could likely worsen an already vulnerable learning situation. Thus, the effect of ADHD on educational achievement is likely not only driven directly by delayed maturation of the brain, but also by secondary effects of ADHD on children's life and learning circumstances. Because research has shown that medical treatment of ADHD both mitigates the direct behavioral symptoms and lowers the risk of family instability and engaging in risky behavior, treatment could also have substantial impact on educational achievement.
Medical treatment of ADHD and educational outcomes
The strong association between ADHD and the above-mentioned host of negative outcomes has given rise to a number of treatment types, with pharmacological treatment with stimulants being the most common form [20,34]. Overall the short term efficacy of medical treatment on core ADHD-symptoms is well documented for the age group 6–18 years by over 200 clinical RCT's since the 1960s [20]. Short-term medical treatment effects on academic achievement outcomes have also been studied extensively and show positive effects [35], whereas long-term studies of the effects on education are scarce and effects are generally more diverse, smaller, or less significant than short-term effects [36]. In their recent review, Baweja et al. [3] conclude that the evidence for a positive effect of medical ADHD treatment on school performance remains more substantial for acute than long-term indicators of academic performance. Baweja et al. [3] also note that evidence is strongest for the effect of stimulants to improve teacher ratings of behavioral outcomes. Methodological problems, such as sample attrition, are a probable explanation for the lack of empirical support for long-term effects, wherefore the want of research on this matter is substantial [35]. Nevertheless, as outlined above, the substantial number of both clinical and non-clinical findings on the impact of medical treatment of ADHD on domains of children's lives connected with education do suggest that medical treatment could increase educational achievement among affected children.
We use data from Danish administrative registers collected by Statistics Denmark. The primary data sources are the Danish Registry of Medicinal Product Statistics (RMPS) and the national registers on educational attainment (REA). Danish registers offer extensive individual-level information on all educational courses commenced in the public educational system and various academic performance measures. Register data has almost no sample drop out or attrition and validity and coverage is very high; e.g. in 2008, 96 percent of the Danish population aged 15–69 have non-missing education information [37]. From 2002, REA contains teacher evaluation grades and exam grades of students, who graduate the compulsory level of schooling (ninth grade in Denmark). From these school-leaving grades, we create our outcome measures by calculating standardized overall teacher evaluation and exam GPA.
Data from RMPS contain detailed information on all legal purchases of prescription drugs in Denmark (date, type of drug, dosage, etc.). The prescription data are linked to the individual identification number of the patient through the Danish health insurance system [38]. By using register data we avoid bias from refusal of participation, which is often a problem for survey data studies of ADHD [39–40] as well as recall bias from self-reported information on medical treatment patterns and academic performance. The RMPS is found to have a high completeness and validity, which is mainly due to reimbursement-driven record-keeping with automated bar-code-based data [40–41].
Operationalization of treatment patterns
In order to determine the effect of medical treatment of ADHD, we use longitudinal data from RMPS and define three types of pharmacological treatment patterns of use in the analysis: Discontinued Pharmacological Treatment (DPT), Ambiguous Pharmacological Treatment (APT), and Continuous Pharmacological Treatment (CPT). The difference between these three types of treatment allows us to estimate the effect of treatment by comparing the outcome across the three different treatment patterns with the DPT acting as a control group and the CPT as a treatment group and the APT as a partial compliance group. The definition of discontinuation (DPT) follows strict restriction rules: we define DPT as having purchased medication for maximum three months within the data window, which just allows for initial medicine trial and dose titration. Likewise, the definition of continuous treatment (CPT) is restricted to those, who have a regular and stable use of medication with purchases being no more than three months apart. The patterns of the remaining group, the APTs, are then per definition ambiguous as they cannot be convincingly placed in either the DPT or CPT category. These are children, who repeatedly enter in and out of medical treatment. All three categories are mutually exclusive. In all analyses, CPT is reference group, whereby we investigate inverse treatment effects of DPT and APT (discontinuation and ambiguous treatment) compared to CPT (continuous treatment).
Sample criteria
We sample all children diagnosed with and treated for ADHD from the total population of children, who completed Danish compulsory schooling from 2002 to 2011. To identify medically treated children (irrespective of their subsequent treatment pattern), we select children, who redeem at least one prescription for any type of ADHD medication (methylphenidate, atomoxetine, or modafinil) between age twelve and prior to school-leaving exams (treatment sample). Note that amphetamine salts were not introduced in Denmark for treatment of ADHD until 2013 due to official national restrictions and that these types of drugs are therefore not included in our sample criteria. We exclude children, who begin treatment before age twelve because scholastic impairment is likely less traceable among children at this age and because they more likely suffer from hyperactivity than attention problems (the latter of which especially predict lower academic achievement). All analyses were also conducted for the total sample yielding very similar results. We define an additional sample of children, who start treatment after school-leaving exams and use this as a placebo sample (we elaborate on this in section 4 on methods).
We restrict both samples further using the following criteria. First, children who either discontinue medical treatment within the first three months of the RMPS data window or begin treatment during the last three months of the data window are excluded from analyses, as the treatment patterns of these children cannot be convincingly determined. Second, the sample is restricted to cases with valid information on main outcome variables; teacher evaluation and exam GPA. In our data, 92 percent of all children have valid information for GPA, compared to 70 percent of children diagnosed with and treated for ADHD. For students in public schools, the school-leaving examinations are obligatory, but exemptions can be applied for (reasons for exemption could be severe functional impairments) [42]. Exams are not obligatory in private schools, though a school-leaving diploma is required for almost all upper secondary educational tracks.
Third, we exclude children, who commence treatment around the time point of exams to minimize the risk that we include children, whose (expected) poor exam performance causes them to commence treatment to boost future academic performance [43]. These restrictions result in a treatment sample consisting of 2659 individuals from the birth cohorts 1984–1996, and, correspondingly, a placebo sample of 3785 individuals from the birth cohorts 1983–1994.
To account for any effect of the duration of medical ADHD treatment, severity of symptoms, or potential correlations between age and treatment response [36], we control for individual age at treatment start. Age at graduation is included to control for grade retention. We further control for the medical dosage using the number of Defined Daily Doses (DDD) [44] for the individuals' first and third purchase of ADHD medication. The severity of ADHD symptoms (which is unobserved) may both influence dosage and whether an individual child continues treatment [24–25]. Controlling for dosage titration may break the correlation between severity of the condition and treatment continuation. Hence, if controlling for medication dosage alters the estimated effect of treatment continuation this is evidence that severity and continuation are correlated. To control for comorbidity issues [45], we also include information on use of psychoactive medication for conditions other than ADHD. Data on any comorbid diagnoses are not, however, available.
To account for the event that treatment patterns (DPT and APT versus CPT) vary across child and family characteristics, we include a rich set of control variables. Individual level information includes gender, immigrant status, birth weight, and gestational age. Studies show that birth characteristics predict ADHD symptoms [46–47] and correlate with academic performance measures such as GPA [48]. We also include a dummy indicator for whether or not the child was graded using a new Danish grading scale introduced in 2008 [49] to account for any impact of this change on our results. (Grades from before 2008 are converted to the grade scale for 2008 using the official grade conversion table. The dummy variable thus captures any potential differences in grading across 2007/2008 that are not fully accounted for by the conversion of grades. The estimate of the dummy variable is insignificant in all analyses).
We measure parental characteristics one year prior to the birth of the child to avoid post treatment confounding. We control for parental income (including dummies for negative income generated by negative income from self-employment), unemployment, educational level (ISCED code dummies), parent age at the birth of their child, and whether either parent has an ADHD diagnosis.
Table 1 presents the descriptive statistics of all background variables. We show data for the population of the full population sample of 2002–2011 graduates and for our restricted treatment and placebo sample. Of the most notable differences, the proportion of males and non-immigrant Danes are higher in both the treatment and placebo sample compared to the population. The gender difference is most pronounced in the treatment sample, however. The overrepresentation of males and ethnic Danes is consistent with clinical accounts of diagnostic patterns for ADHD. Parents of children in the ADHD samples are slightly younger, more likely to have an ADHD diagnosis, have higher unemployment rates, lower income, and a greater proportion of parents have lower educational attainment levels. For several characteristics, there are notable differences between the treatment and placebo sample. However, as we show in the results section, these differences do not seem to alter how medical treatment affects the outcome. We offer explanations as to why below.
Table 1. Descriptive statistics for all background variables.
Population sample of compulsory school graduates from years 2002–2011 and the ADHD sample.
Table 2 presents descriptive statistics on outcome measures. Teacher evaluation GPA reflects students' academic performance in class as evaluated by the teacher, whereas exam GPA reflects assessments made by the students' teacher as well as an external examiner during the school-leaving exams (oral and written). Whereas teacher evaluation GPA thus reflects students' behavior as well as their academic performance, exam GPA can be interpreted as an estimate of student academic performance. Because exams include an external assessment as well as written exams, student behavior that is unrelated to their actual achievement less likely influences these assessments. Grades are assessed using the Danish 7 point grading scale, which corresponds to the European Credit Transfer and Accumulation System (ECTS)-scale [49]. All empirical models use GPAs standardized within the population sample. Both the main ADHD sample and the placebo sample have substantially and significantly lower GPAs than found for the full population.
Table 2. Descriptive statistics for unstandardized and standardized dependent variables.
We estimate the effect of medical treatment on school-leaving GPAs for a sample of children diagnosed with ADHD, who initiate medical treatment. Our design has the advantage of circumventing selection into diagnosis and treatment of ADHD, as all children in the sample have been diagnosed and have initiated treatment. However, selection out of treatment may be an issue. As mentioned previously, we exploit evidence from medical research showing that individual response towards ADHD medication regarding the improvement of core symptoms is arbitrary with respect to individual characteristics of the patient [22–23,25,36]. Consequently, among a group of individuals diagnosed with ADHD, whether or not the medication reduces individual symptoms is from a medical perspective as good as random.
Analytical setup
To measure the effect of medication on students' school-leaving GPA we estimate the following regression: (1) where GPAi is student GPA, Xi is a vector of individual characteristics, β is a vector of corresponding regression coefficients, DPT and APT are binary indicators of discontinued treatment and ambiguous treatment. ei is the error term. The regression coefficient γ1 measures the average difference in outcomes between those continuing medication (CPT) and those discontinuing medication (DPT) from the onset of diagnosis and until completing compulsory school, where GPA is measured.
The interpretation of γ2 is less clear-cut, but captures the average difference in outcome between a continued treatment pattern and the average ambiguous treatment pattern (APT). The effect thus both depends on the effectiveness of the medication (generating a difference between those with an ambiguous and a continuous medical consumption) and it depends on the distribution of the ambiguous treatment patterns in the data. If APT patterns on average are close to full compliance, children in this group should have the same outcome as the CPTs. If, however, they, on average, are close to a full discontinuation of treatment, children in this group should, on average, have the same outcome as the DPTs. At any rate, a negative estimate of γ2 indicates that medication is effective.
Although random nonresponse is supported by empirical evidence, drop out from medical treatment in observed data may be nonrandom for a number of other reasons. Take-up rates of prescriptions have a social gradient due to economic constraints for poorer families to finance medication consistently, and at-risk families may be less inclined to follow medical advice or to comply with medical treatment despite negative side effects. Studies find that this applies for health care in general [50–51] and for mental health care and ADHD treatment in specific [52–53]. Such social gradient patterns may also help explain the existence of APT patterns in data. However, for differences in background characteristics to be important confounding factors, background characteristics should both correlate with the allocation into treatment patterns and simultaneously have a direct effect on the GPA outcomes [54].
To evaluate the extent that omitted variables bias our results we estimate Eq (1) both with and without observed covariates. If the differences between CPT, APT, and DPT are unaffected by including observed covariates, this indicates either that observed background characteristics are uncorrelated with our treatment indicators or with our outcome of interest. If so, this may also suggest that the observed differences in outcomes across CPT, APT, and DPT are unaffected by unobserved covariates as well, which in turn makes a causal interpretation of the treatment estimates more likely.
During the last 20 years, the number of medical products available has increased, while existing medical products have been enhanced [55–56]. Such developments may increase the probability that individuals continue medical treatment for ADHD once they start. However, the observed changing rates of DPT, APT, and CPT across time may also reflect a changing composition of the students in our data (students diagnosed with ADHD who commence treatment) across births cohorts. This could lead to selection bias. To control for this, we use a two-stage Heckman selection estimator to correct for sample selection into our data across birth cohorts [57]. As exclusion restrictions, we use children's residential region at age three and their birth cohort in the selection equation only [58]. The propensity to prescribe medication differs across Danish regions [15,59], wherefore region of residence at a young age likely affects the propensity to enter medical ADHD treatment. As medical treatment has become increasingly more widespread, birth cohort may also affect the propensity to enter medical treatment. Birth cohort does not affect GPA because grades are by construction independent across cohorts in accordance with the grading legislation of the Danish compulsory schools [60]. We control for region of residence at graduation in the main equation to allow for the effect of unobservables across regions.
To further test whether we can view treatment patterns as an exogenous indicator of nonresponse to medical treatment, we use the availability of a placebo treatment group: students, who commence medical treatment after graduation (thus after receiving their grades) and for whom we should expect no treatment effect on their GPA (see Johansen et al. [61] for a similar design). Estimating Eq (1) on the placebo sample should yield no effect unless nonresponders (DTP) are selected on unobservables compared to responders (CPT) and ambiguous responders (APT). Children in the placebo and the treatment sample do on average differ in the timing of their treatment, and this may imply additional underlying differences in their background characteristics, as Table 1 shows. However, as we show in the result section the differences across DPT, APT and CPT are statistically insignificant indicating that estimated effects are unaffected by the inclusion of covariates in the treatment sample. Hence, it is unlikely that the differences in estimated effects with and without controls are important for comparing the differences between DPT, APT and CPT across the treatment and placebo sample. Moreover, from our data we find that students in the treatment sample and placebo sample are equally negatively affected by having an ADHD diagnosis in terms of their academic performance. This speaks in favor of comparability of the treatment and the placebo sample.
In this section, we present main results estimating Eq (1) on the sample of children diagnosed with ADHD.
Panel A in Table 3 shows estimation results for standardized exam GPA, whereas panel B shows estimation results for standardized teacher evaluation GPA. We replicate all treatment sample estimations in the placebo sample for both outcomes. However, as the results for the placebo sample are almost identical we only show the more statistically efficient estimates with adjustment for selection.
Table 3. Estimation results for treatment variables and select control variablesa.
OLS regression models and Heckman two-stage sample selection model. Outcome is (A) Standardized Exam GPA and (B) Standardized Teacher Evaluation GPA. Treatment and placebo ADHD sample.
Model 1 in panel A reports differences across treatment patterns, such that children who follow continuous treatment (CPT) have significantly higher exam GPAs compared to those, who discontinue treatment partly (APT). The effect of DPT (full discontinuation) is -0.13, yet insignificant, and the effect of APT is -0.12 and significant. Including control variables (model 2) further increases these effects to -0.22 for DPT and -0.13 for APT, albeit estimates with controls are not significantly different from the estimates without controls. Nevertheless, controlling for background characteristics we thus find more than a fifth standard deviation difference between DPT and CPT and more than a tenth of a standard deviation difference between APT and CPT. Controlling for selection into our sample of initially treated students (model 3) has virtually no impact on the estimated effects across treatment groups, hence sample heterogeneity across birth cohorts seems negligible.
For the placebo sample (model 4), we find no differences across treatment groups, indicating no selection bias on unobservables for the placebo sample into DPT, APT and CPT. If we are willing to assume that this also applies for the treatment sample—supported by the fact that including controls did not change parameters in the treatment sample—the results support a causal interpretation of the effect of medication on GPA. One may argue that the placebo sample is not entirely comparable with the treatment sample, as they are diagnosed a considerable time after their exams. However, restricting the placebo sample to a narrower age range (only including students beginning treatment no later than age 24 or students beginning treatment no later than five years from graduation) does not alter our conclusions.
Inspecting the effect of the covariates on the outcome, we find much the expected sizes and signs: Males have lower exam GPA. Parent educational attainment level is positively correlated with exam GPA. Children whose mother is diagnosed with ADHD have a slightly higher GPA. The reason for mothers (and partly fathers) diagnosis being positively associated with GPA could be the fact that we study a selected sample; those diagnosed with ADHD (irrespective of their subsequent treatment pattern in terms of DPT, APT or CPT). Within this sample, parental experience with a diagnosis may prove to be beneficial. For the total population, however, the association is reversed; on average, students, whose parents have ADHD, obtain lower grades than students, whose parents do not have an ADHD diagnosis.
When re-estimating regressions including an interaction between duration and treatment pattern, we find that duration (measured in months) in itself has a very small yet significant positive influence on our outcome, but the interactions are nonsignificant. Thus, we do not find evidence that our main effects of treatment patterns vary with duration.
Comparing the covariate estimates for the treatment and placebo sample reveals similar sizes of the estimates for most control variables. This indicates that the selection process into the two samples is similar. Had they been different, we should have seen marked differences between the estimates because different selection processes would have yielded different selection bias in the estimated coefficients.
Panel B in Table 3 presents results for standardized teacher evaluated GPA. Treatment estimates are of similar magnitude compared to the estimates for exam GPA, i.e. .18 for DPT and .11 for APT (model 2). In addition, the control variables have similar effects on both GPA outcomes.
In sum, we find evidence of a positive effect of medical treatment on school-leaving exam and teacher evaluation GPAs for students diagnosed with ADHD, who enter treatment. Our results are robust to the inclusion of control variables and selection into the group of treated students. Moreover, there are no differences in GPA outcomes across treatment patterns for students beginning treatment after receiving their school-leaving GPA, which support our main results.
In this study, we find that increased efficiency of medical treatment of ADHD can alleviate a substantial part of the GPA gap between children diagnosed with ADHD and their peers. Our empirical analyses show substantial and significant negative effects from discontinued pharmacological treatment (DPT) and ambiguous pharmacological treatment (APT) on school-leaving teacher evaluation and exam GPAs compared to consistent treatment (CPT). Treatment effects are synonymously negative, in the sense that both DPT and APT lower GPA across various model estimations and are robust to the statistical control for a large set of covariates and selection models.
Teacher evaluation GPA likely reflects both academic performance and student behavior in class. In this respect, teacher evaluated GPA reflects non-cognitive skills over and above the cognitive skills reflected in exam GPA. Finding that treatment effects are similar for teacher assessed performance (teacher evaluation GPA) and exam performance (exam GPA) supports the notion that medical treatment raises student academic performance and not merely alters student behavior in class.
Our main findings support an overall beneficial effect of medical treatment on long-term individual academic performance of children diagnosed with ADHD. Relying on the fact that national guidelines only recommend medical ADHD treatment for moderate to severe cases, children in the sample likely have moderate to severe symptoms, in which case benefits may exceed negative side-effects of treatment. In addition, Danish treatment rates of ADHD are more than 80 percent lower than, for example, US treatment rates [15]. Although due consideration should be given to the necessity of medicine versus alternative modes of interventions or combined treatment, medication may help certain children diagnosed with ADHD to function in an everyday school context when baseline-treatment levels are of a moderate size.
As medical treatment affects school-leaving GPA of individuals diagnosed with ADHD, treatment likely influences subsequent educational and vocational tracks as well; for example choice of post-secondary tracks, dropout rates, unemployment propensity, adult profession, and adult income as these are all strongly correlated with school-leaving GPA. International studies have also found evidence of such effects from ADHD diagnosis. However, due to interdisciplinary gaps between social and medical studies, research is needed that can adequately account for diagnosis and treatment as well as for the endogeneity when studying long-term social outcomes of children diagnosed with ADHD.
This study finds that medicine exerts a profound influence on the educational outcomes of children diagnosed with ADHD. Methodologically, our analysis rests on the stable unit treatment value assumption, implying that potential individual outcomes are unrelated to the treatment status, outcomes or characteristics of other individuals. However, children with ADHD are part of social contexts—school classes, families, etc.—and the individual effects of treatment presented should ideally be construed in its context. Therefore, additional research should study the impact of ADHD treatment on peers and families. A few recent studies suggest that ADHD and medical treatment hereof affects academic outcomes of non-ADHD siblings [8] and classroom peers [62]. Further, our effects are found in a context where only severe or moderate cases of ADHD are recommended to initiate pharmacological treatment. Hence, further studies are needed to assess the effects of treatment on long-term academic outcomes in contexts where less severe cases are also treated.
More than four decades of sociological research has voiced concerns about medicalization, social control, and the social construction of problem behaviors [16–18]. Recent research shows that increasing medical treatment rates of ADHD in populations with high baseline-treatment levels likely has adverse consequences for children [63]. Yet, it remains a well-documented fact that children with behavioral and mental health problems, such as ADHD, have poorer later life outcomes than their peers. In addition, research from countries with low baseline-levels of ADHD treatment consistently shows that in this context, medical treatment lowers problem behavior [59]. Our study adds to this research and our results indicate that medical treatment can improve the educational trajectories of children diagnosed with moderate to severe symptoms ADHD. Furthermore, in our theory section we outline two distinct but interrelated pathways through which ADHD likely affects educational outcomes—a direct, neurobiological impact on cognition and attention, as well as an indirect pathway changing learning environments. Further knowledge on the importance of each of these pathways in shaping children's educational outcome could provide valuable insight into how to best address the educational challenges faced by children with behavioral problems, and should be the subject of future research.
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63. Currie J, Stabile MB, Jones LE. Do Stimulant Medications Improve Educational and Behavioral Outcomes for Children with ADHD? National Bureau of Economic Research. 2013.
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A. Duie Pyle is the Northeast's premier integrated supply chain solutions provider ideally equipped in servicing the congested Northeastern metropolitan region. Family-owned since 1924 and with over 3,000 employees, A. Duie Pyle specializes in providing engineered logistics solutions and consultative services utilizing our vast network of LTL Service Centers, strategically located warehouses, custom dedicated fleet operations and specialized truckload services through our Brokerage Solutions.
Custom Dedicated Group, a of A. Duie Pyle, Inc. is looking for a Part Time Dedicated Drivers for its Operation in Vineland, N.J.
Custom Dedicated Group offers a unique alternative for the Northeast. Our dedication to serving a single region within the U.S. has spanned more than 8 decades. Custom Solutions Group continues to operate today with the greatest knowledge of our customer's shifting supply chain logistics, and the know-how to respond to a Northeast footprint with demanding, time-sensitive needs that can change every day.
A. Duie Pyle's Dedicated division hires drivers for a primary account. As a member of the Dedicated division you may be required to fill in at other dedicated accounts to help cover surge, or to help supplement your pay during slow periods. We will try to give you ample notice of the changes and do our best to keep you on your current schedule. We in the dedicated division pride ourselves on delivering the best customer service in the industry. We accomplish this with having the most flexible and professional drivers in the industry.
Pyle People Deliver! Ask a Pyle driver about our Company and Culture.
Company leaders know your name.
4th generation of family ownership.
Family owners and Senior Leadership regularly visit every location to listen to employees.
Committed to assuring a secure future for the 3,000 families that depend upon Pyle for their livelihood.
Terraboost Media, a national advertising company focused on selling wellness sponsorships on gigantic hand sanitizing wipe dispensers that sit at the front door of prominent supermarkets/ retailers in the Vineland/Cumberland County, NJ area where we focus on selling advertising inside major grocery and drug store chains such as Stop & Shop, Acme and other awesome locations. We have been in business for 13 years and service over 72,000 kiosks nationwide.
NOW HIRING 1 selling superstar to support our outstanding growth in the Vineland, New Jersey area.
You will be pitching health care professionals/ urgent care centers, realtors, insurance agents, dentists, and a wide variety of prominent local businesses.
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WHY JOIN OUR GROWING TEAM OF SALES PROFESSIONALS?
Pay for Performance- Competitive plans based on you the individual; your experience, value, and of course, results.
Base Salary (Not draw) determined from your past sales experience, industry, and potential.
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*IF YOU JUST MEET YOUR MINIMUM GOALS YOU WILL ACHIEVE ANNUAL COMPENSATION IN THE $75-$80K RANGE- WE DON'T WANT SALES REPS CONTENT WITH AVERAGE- IF YOUR GOAL IS TO MAKE OVER $100K IN YOUR FIRST YEAR AND $150K+ IN YOUR FUTURE YEARS WE WILL HELP YOU GET THERE!
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Successful history with one call close sales, preferably in advertising, where you have a proven your ability setting your own appointments, "fearless" prospecting, and asking for the sale with class and respect.
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Hammonton Center for Rehabilitation and Healthcare is a 240 bed rehabilitation and skilled nursing facility located in Hammonton, New Jersey. Our size enables a warm, nurturing environment, which allows each resident to maintain his or her individuality. Our staff is committed to ensuring the highest quality of life for all our residents, by maintaining each resident's dignity and independence. Hammonton Center is a proud member of the Centers Health Care consortium.
Hammonton Center for Rehabilitation and Healthcare is seeking a full-time RN Nurse Manager for our skilled nursing facility in Hammonton, NJ.
Establishes a compassionate environment by providing support to Residents and families.
Provides information to Residents and health care team.
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Maintains documentation of Resident care services.


40 returning scholars will be participating in the REAP Conference together with their supervisors/ mentors on 9-11 August, at Davao City. The REAP Conference in an opportunity for scholars to receive debriefing, celebrate their Australia Awards experience and finalise REAPs. HR advisers and associates are invited to attend.


text:
Game notes: Aaron Rodgers liked what Packers' offense, O-line accomplished in Detroit
Reigning MVP appreciated work with David Bakhtiari and Josh Myers
Wes Hodkiewicz
packers.com digital reporter
Lon Horwedel, AP
Packers QB Aaron Rodgers
Aaron Rodgers made a convincing final argument for his fourth NFL MVP award on Sunday afternoon, throwing for 138 yards and two touchdowns in two quarters of work against Detroit.
But that wasn't why Rodgers wanted so desperately to play in what otherwise could be viewed as a meaningless regular-season finale against the Lions, who held off Green Bay's reserve units to beat the Packers 37-30 in front of 56,735 at Ford Field.
As cool as it was for Davante Adams to break the franchise record for single-season receiving yards, the biggest reason Rodgers wanted to play was to get work behind a Green Bay offensive line that had both left tackle David Bakhtiari and center Josh Myers back in the lineup.
For Bakhtiari, Sunday marked his season debut after tearing his anterior cruciate ligament on New Year's Eve 2020. Myers started the first five games at center before suffering a knee injury of his own against Chicago in Week 6.
It was uncertain earlier in the week whether Bakhtiari would return to the lineup against the Lions or wait until the top-seeded Packers' divisional-round playoff game, but Rodgers remained hopeful his five-time All-Pro left tackle would get a shot.
After a little coaxing on his QB's part, Bakhtiari was back on the field Sunday and played approximately 25 snaps before giving way to Yosh Nijman, who finished at left tackle.
"We talked about momentum, and that was important, but I really wanted to get out there with Dave and Josh. That was my main focus," Rodgers said. "Obviously wanted to get Davante his record, but get some rhythm within the offense, get some rhythm with those two guys especially. We've got to figure out what our best five is and what our healthiest five is."
Due to injuries and various other circumstances, the Packers have had to be incredibly flexible on the offensive line this season. In addition to Bakhtiari and Myers, the Packers also lost Pro Bowler Elgton Jenkins and Billy Turner to knee injuries. The team is hopeful to get Turner back for the playoffs, while Jenkins' season is officially over.
In Myers' stead, veteran Lucas Patrick started the past 10 games at center before sliding to right guard on Sunday next to veteran right tackle Dennis Kelly, who hadn't played an offensive snap all season until Turner went down against the Bears in Week 14.
The light has been forming at the end of the tunnel, though. Nijman stemmed the tide at left tackle, while Turner is nearing a return as well. There's also rookie fourth-round pick Royce Newman, who finished the game at right guard after Patrick relieved Myers at center.
"I think we have a lot of depth, which is a good thing to have," Rodgers said. "We'll see what Billy's status is moving forward for the playoffs, but I like where we're at offensively up front and I think that's what today was most about."
Rodgers looked good in his four offensive series, leading the Packers down the field on a 13-play, 74-yard scoring series to start the game and exiting after a seven-play, 75-yard TD drive before halftime. Both possessions ended with touchdown passes to third-year receiver Allen Lazard.
Rodgers finished his 17th NFL season having completed 366-of-531 passes (68.9%) for 4,115 passing yards, 37 touchdowns and four interceptions. His 111.9 passer rating led the league this year.
"I like what we accomplished," Rodgers said. "It wasn't too dissimilar to Week 2 against them. They were ahead 17-14 at half, I believe we ended up beating them 35-17. It felt very similar to that and we feel good about offensively where we're at and what we accomplished today."
More on Adams: With a 13-yard catch near the end of the first quarter, Adams officially broke Jordy Nelson's single-season franchise record of 1,519 receiving yards.
With six first-half catches for 55 yards, Adams finished the year with the team record for both receptions (123) and receiving yards (1,553). He's also tied with Sterling Sharpe for the most single-season receiving touchdowns, at 18 from last season.
Adams said after the game that Nelson already had texted him his congratulations, while at his son Royal's football game.
"It feels great, man," Adams said. "If I continue to rack them up and do my part, it puts us in a really good position. That's what makes me feel best about going out and being able to get a record or have a successful game."
Game recap: 5 takeaways from Packers' loss to Lions in Week 18
Packers have four possible opponents in NFC Divisional playoff
Here are the opponents on the Packers' 2022 schedule
Game Highlights: Packers vs. Lions | Week 18
Game Photos: Packers at Lions | Week 18
Photos: Best photos from Packers-Lions pregame warmups
Arrival Style: Packers walk into stadium for Lions game
Behind the scenes: Equipment staff readies Packers' uniforms for Lions game
The Green Bay Packers faced the Detroit Lions in a Week 18 matchup on Sunday, Jan. 9, 2022.
Evan Siegle, packers.com
Deguara's big catch: After the starting offense left the game, backup quarterback Jordan Love connected with Josiah Deguara on a tight end screen that turned into one of the offense's longest touchdowns of the season.
Following a good downfield block by Lucas Patrick, Deguara broke free into the Detroit secondary for a 62-yard score that gave Green Bay a 30-27 lead with 4 minutes, 49 seconds left.
"I was screaming. I had a pretty good view of it," said Lazard. "Lucas Patrick, gotta give a shout-out to him, he threw an amazing block, knocked out two guys, Josiah was able to sneak inside of him and break off one tackle … That was a huge play for him and I think it was a huge confidence boost for him."
The former third-round pick has seen a significant spike in playing time since Robert Tonyan's season-ending knee injury. He also made a few key blocks on Sunday for a Packers ground game that produced 122 yards and a touchdown on 27 carries.
Love's night: The second-year quarterback completed 10-of-17 passes for 134 yards with his TD pass to Deguara and two interceptions, which both came during the final two minutes.
While a few things could've gone differently down the stretch, Rodgers was still proud of how Love handled the opportunity, especially after taking a majority of the first-team reps the past two months while Rodgers has been nursing a toe injury.
"He's a great kid. He really is. He cares about it," Rodgers said. "He works his butt off. He asks good questions. He's got a great, wry sense of humor. He's a quiet kid, but I respect that. I was a quiet kid as a young player, too. I really enjoy his personality. I enjoy his friendship and we have a lot of fun together. I'm proud of the way he played today."
Packers-Lions Game Center
Game notes: After breaking his own record, Davante Adams still hungry for more history
Packers remain optimistic for potential late-season returns
Game notes: Barrage of INTs propels Packers' defense in win over Browns
Yosh Nijman passes another stiff test as offensive line pitches a sack shutout
Game notes: Aaron Rodgers rises above during yet another iconic performance
Packers quarterback overcomes toe injury on record-setting night vs. Bears
Game notes: Veteran Randall Cobb again comes through in the clutch
Rasul Douglas, Packers' O-line shine in win over Rams
Game notes: Next men up continue to step up for Packers' offense
Preston Smith's two sacks lead a banged-up Green Bay pass rush
Game notes: AJ Dillon's dominant fourth quarter slams door on Seattle
Packers' defense locks down DK Metcalf and Tyler Lockett
Game notes: Packers' secondary overcomes Eric Stokes' late scratch
Linebacker Krys Barnes proud of how childhood friend Jordan Love handled first NFL start
Game notes: Randall Cobb comes up clutch in the red zone
Aaron Jones and AJ Dillon carried the load for Packers' offense in Arizona
Robert Tonyan comes up big on National Tight Ends Day
'Honorable mention' tight end Allen Lazard has a fine day of his own, too
Game notes: Kenny Clark sacks Bears' hopes for a comeback
Backfield duo of Aaron Jones and AJ Dillon sparks Packers' offense

redpajama_set_name: RedPajamaCommonCrawl


Coming into office at a time when the Nigerian economy faltered and flailed precariously, the sharp fall in global crude oil prices leading to significant revenue shortfall, Godwin Emefiele's appointment as Governor of the Central Bank of Nigeria in 2014 was greeted with cautious optimism. Yet, he had a great track record; as his last position was as Group Managing Director of Zenith Bank. But the CBN was a bigger kettle of fish.
How would he meander the landmines that had pushed the Nigerian economy to the precipice? He did admit at the outset of his appointment that the effect of the global shock on the economy was massive. "By August 2014, the crude commodity price was about $110 to a barrel and our reserve was about $37billion, dropping to 36. So, by the time the government (of President Muhammadu Buhari) came in May 2015, reserve had come down to 29," he said.
Emefiele admitted that the drop in crude prices had impacted adversely on Nigeria's reserves. Also, geo-political tensions between Russia and Ukraine; and between Saudi Arabia and Iran, had had effects on the flow of capital between the emerging and developed economies. Emefiele also came into office on the heels of the controversial ouster of his predecessor, MallamSanusi Lamido Sanusi. Crucially, it was also in the months leading up to the 2015 elections.
In the midst of the prevailing uncertainty, he trudged on with a bullish devotion to build a resilient financial system that can serve the growth and development needs of the country. He and his team came up with different measures to check inflation, stabilize the Naira and put the economy on a right footing.
The CBN was prompted to take drastic action by introducing the multiple forex system after some initial trials. The system created the Inter-bank/Wholesale, Invisible, Small & Medium Enterprise (SME) and the Investors/Exporters' windows. The Bureau De Change and Parallel market segments also existed in the new forex regime, which brought great stability to the forex market, leading to remarkable acreage in foreign reserves (about $47.3 billion in April, 2018) and rise in capital inflow – $12.2 billion in 2017, representing an increase of $7.104 billion, compared with the figure recorded in 2016.
Indeed, his retention as CBN Governor was a testament to the fact that he was doing something right and the president could see through the ballyhoo of dissenting voices. Earlier in 2016, the opening of the Investors & Exporters' Forex Window was particularly exciting to foreign investors who took full advantage of it. In a period of six months, the window attracted about $10 billion in inflows into Nigeria.
As a result of his prudent management of the forex regime, albeit in an unprecedented fashion, Nigeria's foreign reserves increased from 26.7 billion dollars in January 2017 to 40.4 billion dollars in January 2018. The monthly import bill came down drastically from about 5 billion dollars in 2015 to 1.5 billion dollars in 2017. This was achieved without compromising growth in GDPs as depicted in the growth in agriculture and other non-oil sector.
With a commitment to his philosophy of 'Produce, Add Value and Export' (PAVE), Emefiele also encouraged the diversification of the economy by stimulating growth in the agriculture sector in line with President Buhari's plan. Thus, the innovative agric credit plan, Anchor Borrowers' Programme, was put in place and it has transformed the agric sector significantly. "Before we introduced the ABP, farmers go to farm rice and all the yield they were getting was one to 1.5 metric tonnes per hectare. But today farmers are getting yield as high as eight metric tonnes per hectare, reducing their costs and making it possible to make their money in rice cultivation," he said.
The efforts of Emefiele's CBN have not gone unnoticed. He has received several awards at home and abroad notably the "Best of Africa Achievement Award" given to him by Forbes in Washington DC, United States of America. Forbes Emerging Markets honours a person whose achievements fall within the mission of the organization, which is to promote further investment in Africa by United States investors. The only other Nigerian who had received the award is Aliko Dangote.


text:
Q: R combine list items I have a R list as following
mlist <- list(name = c('id','value'), type = c('bigint','float'))

I want to combine it in a way which I can end up with the following string
id bigint,value float

I searched but could not find a way to do that. Can someone let me know how can I do that without looping over rows, I want to be able to use something like apply function

A: With purrr, we can also do:
library(purrr)

toString(pmap(mlist, paste))
# [1] "id bigint, value float"

Another Base R approach:
toString(Reduce(function(x1, x2){
  mapply(function(x2, y2){
    paste(x2, y2, collapse = " ")
  }, x1, x2)
}, mlist))
# [1] "id bigint, value float"

A: We can use Map
do.call(Map, c(f = c, unname(mlist)))
#$id
#[1] "id"     "bigint"

#$value
#[1] "value" "float"

If it needs to be a single string, use paste
do.call(Map, c(f = paste, unname(mlist)))

If we need to get a vector as output use unlist
unlist(do.call(Map, c(f = paste, sep="_", unname(mlist))), use.names = FALSE)
#[1] "id_bigint"   "value_float"

Or in tidyverse
library(purrr)
transpose(mlist) %>%
     map(flatten_chr)
#[[1]]
#[1] "id"     "bigint"

#[[2]]
#[1] "value" "float"

A: Similar to @avid_useR
library(purrr)
pmap_chr(mlist, paste)

redpajama_set_name: RedPajamaStackExchange


text:
'The Twilight Zone': Chris O'Dowd To Star In Episode Of CBS All Access Reboot
By Erik Pedersen
Erik Pedersen
More Stories By Erik
HBO Alum Len Amato Named Chief Content Officer At MasterClass
Cancellations/Renewals Scorecard: TV Shows Ended Or Continuing In 2021-22 Season
Society of Composers & Lyricists' SCL Awards Rescheduled For March – Update
Chad Kirkland/Deadline
Get Shorty's Chris O'Dowd is set to star opposite Amy Landecker in "The Blue Scorpion" episode of CBS All Access' reboot The Twilight Zone.
The actor joins previously announced host and narrator Jordan Peele and cast members including Ike Barinholtz, Zazie Beetz, John Cho, Taissa Farmiga, Betty Gabriel, Ginnifer Goodwin, Greg Kinnear, Luke Kirby, Sanaa Lathan, Kumail Nanjiani, Seth Rogen, Adam Scott, Rhea Seehorn, Alison Tolman, Jacob Tremblay, Jessica Williams, DeWanda Wise and Steven Yeun.
No character details are being revealed for the series, which premieres April 1.
O'Dowd plays Miles Daly on Epix's Get Shorty and next stars opposite Rosamund Pike in SundanceTV's upcoming comedy series State of the Union. His film credits include Bridesmaids, Molly's Game and voicing Shamus the Coachman in Mary Poppins Returns.
CBS announced in 2017 that it would revive The Twilight Zone for streaming service CBS All Access with Peele's Monkeypaw Productions and Simon Kinberg's Genre Films. It will be a modern reimagining of Rod Serling's original, which premiered in 1959 and continued through 1964. It ranks No. 3 on the WGA's list of 101 Best Written TV Series.
The Twilight Zone is produced by CBS Television Studios in association with Jordan Peele's Monkeypaw Productions and Simon Kinberg's Genre Films. Jordan Peele and Simon Kinberg serve as executive producers along with Win Rosenfeld, Audrey Chon, Glen Morgan, Carol Serling, Rick Berg and Greg Yaitanes.
'Buffy' Star Charisma Carpenter Responds To Joss Whedon, Saying He Is Still Unable To "Just Apologize"


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Home > News > The Budget 2018 – What does it mean for the property sector?
The Budget 2018 – What does it mean for the property sector?
With housing being one of the key issues on the UK political landscape at present, Chancellor Phillip Hammond announced several measures in the 2018 Budget in order to fix the market and boost UK living standards and productivity.
What does the 2018 Budget say about property?
First-time buyer's relief from Stamp Duty Land Tax extended to include buyers of "Shared-Ownership" properties i.e. when the buyer buys 25%-75% of the home and rents the rest of it.
This will only apply to properties worth up to £500,000.
The relief can be backdated so that anyone who has bought a shared-ownership property since last year's budget can claim the relief.
The Help-to-Buy Scheme which has propped up the residential property market over the last few years has been extended and will now come to an end in April 2023.
A £675 million fund put towards helping councils transform their retail zones, with a possible relaxation of the planning rules with regards to converting commercial properties into residential. The government sees this as key to use up the "wasted space" above high street shops.
A £500 million fund put towards the Housing Infrastructure fund which the Council can apply to for help to build additional homes.
A removal of the cap which limits councils ability to build council homes.
£1 billion worth of British Business bank guarantees to encourage more small and medium-sized enterprises building homes.
What does this mean for the property sector?
Overall, this is a mildly positive budget for the property sector but lacked any reduction in the higher rates of SDLT which the sector has been calling for to ease the stagnation at the top end of the housing market. The budget is however consistent with the current Government's commitment to deliver more affordable housing.
If you would like to discuss this article or any other property law matter then please get in touch with the team here or call +44 (0)118 959 7711.


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Q: Removing a row from a javascript dataset and carrying it over into another dataset? Essentially, I have 2 datasets and a function. (The numbers after the name are stats, and are just placeholder but I need them to carry over exactly)
var randomIngredientsList = [["Bread", 1, 2], ["Water", 5, 2]]
var ingredients = [["Mustard", 2, 3]]

When I'm supposed to get a random ingredient, I want to carry over from randomIngredientsList, remove that specific part, and put it into ingredients.
There will also be different randomIngredientsLists with different tiers and stats so i need it to be able to differentiate them.
My function now looks something like this:
function generateRandomIngredient(nameOfArray){
        var randomValue = Math.floor(Math.random() * nameOfArray.length) //grabs a random number from 0-the length of the dataset
        console.log(randomValue)
            if(nameOfArray.length = 0){     // if ingredient  list is empty
            exploreLogger.unshift("You seem to have picked clean all the ingredients in this tier. Good job!"); //explorelogger is a log at the end of the screen, which shows events
            } else { //if it's not empty
    ingredients.push(nameOfArray[randomValue]) // add it to the ingredients list
    nameOfArray.splice(randomValue, 1) //remove the row from the dataset
            }
}

When it run it with generateRandomIngredient(randomIngredientsList) it deletes all objects in randomIngredientsList and adds an undefined value to ingredients. I don't know what to do, I've spent 2 hours on this issue and found nothing about it online. Thanks to anyone who provides any help or answers.

A: You are assigning 0 to the array's length instead of comparing.
if(nameOfArray.length = 0){

should be changed to
if(nameOfArray.length === 0)


text:
Report: Jamal Murray, Nuggets Agree to Five-Year, $170 Million Contract Extension
The new deal will run through the 2024-25 season.
By Alaa Abdeldaiem
Jamal Murray has agreed to a five-year, $170 million maximum contract extension, The Athletic's Shams Charania reported on Sunday night.
Murray, 22, has one year left on his rookie deal, which runs through the 2019-20 season. Murray's extension will begin afterward and run through 2024-25.
Murray was drafted by the Nuggets with the seventh pick of the 2016 NBA draft and was named to the NBA All-Rookie Second Team.
The guard averaged 16.7 points per game during his sophomore campaign. He finished the 2018-19 season with an average of 18.2 points and 4.2 rebounds per game.
Murray joins Nikola Jokic and Gary Harris as the latest piece of the Nuggets' core with multi-year commitments.
jamal murray
nba free agency 2019


text:
Q: Java: for loop is not working properly Hello guys I'am beginner of the Java and my English is not good, i hope you will understand my problem:
public static void main(String[] args) {

    int i, a, b, c, d, yil = 1999, rt = 0;

    do{
            //loop searching for 1976
            for( i = 1900; i < 2000; i++){
            //separate "i" to the digits
            a = i / 1000;
            b = i % 1000 / 100;
            c = i % 1000 % 100 / 10;
            d = i % 1000 % 100 % 10;
            rt = a + b + c + d;
            }}
            //while rt=23 and i=1976 equation will be correct then exit the loop and print the 1976.
            while( rt == yil - i );
        System.out.println("Yıl = " + i );

}

But when i run the program it always show 2000 not 1976.

A: Your messed increments may hide it, but you have no way out of your for loop. It always goes to the end, that is i=2000.
for( i = 1900; i < 2000; i++){
   ... // no break in there
}
...
System.out.println("Yıl = " + i );

There is no reason for having two loops in your case. It seems that what you want is
        int i, a, b, c, d, yil = 1999, rt = 0;
        //loop searching for 1976
        for( i = 1900; i < 2000; i++){
            //separate "i" to the digits
            a = i / 1000;
            b = i % 1000 / 100;
            c = i % 1000 % 100 / 10;
            d = i % 1000 % 100 % 10;
            rt = a + b + c + d;
            if (rt==yil-i) break;
        }
        System.out.println("Yıl = " + i );  }

This outputs
Yıl = 1976


text:
Q: Deleting qgis setup.exe from download folder I need to clean up the download folder in order to liberate space in C drive, but I have realised that the file qgis setup.exe is in this folder.
Can I delete the qgis setup.exe file from the download folder without affecting qgis software?
I guess that yes, but I wanted to be sure before making a possible mistake.

A: QGIS will not store anything in the downloads folder.
You should be safe to delete it.
Although the actual installer for the current version of QGIS on Windows is:
QGIS-OSGeo4W-3.26.3-1.msi
From: https://qgis.org/en/site/forusers/download.html


Confused about how to use the Clover Pom Pom Maker? Then read my step by step tutorial Pom Poms Made Easy. Clear picture tutorial on how to make pom poms, pom pom maker, .much better than the Loops & Thread Pom Maker.... This Clover Pom-Pom Mom maker is very easy to use. I suggest that you go online and watch a few tutorials. It's so simple and quicker than you might think.
Clover Super Pompom Maker This listing is for 1 set pompom maker. You can choose from 5 different sets. Set 1 : 20mm & 25mm Set 2 : 35mm & 45mm Set 3 : 65mm & 85mm Set 4 : 115mm Set 5 : 35mm, 45mm, 65mm, 85mm Shipping : We ship worldwide We use Japan Post Airmail Small Packet. Close. Beginning of a dialog window, including tabbed navigation to register an account or sign in to an …... Making pom poms is super easy kids and adults will love it. All you need are yarn, string and scissors to complete your pom-pom and fluff balls.
Pompom Kits. These Pompom kits are full of fun possibilities! Whether you use them to make something new like a garland or use them to update an existing product - for instance, stitching/tying them onto the corners of a cushion, you'll be spoilt for choice!
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text:
<?php

namespace App\Console\Commands;

use Illuminate\Console\Command;
use Illuminate\Foundation\Inspiring;
use Log;

class Inspire extends Command
{
    /**
     * The name and signature of the console command.
     *
     * @var string
     */
    protected $signature = 'inspire';

    /**
     * The console command description.
     *
     * @var string
     */
    protected $description = 'Display an inspiring quote';

    /**
     * Execute the console command.
     *
     * @return mixed
     */
    public function handle()
    {
        Log::debug(Inspiring::quote());

        // $this->comment(PHP_EOL.Inspiring::quote().PHP_EOL);
    }
}

redpajama_set_name: RedPajamaGithub


text:
Florida home of Kitty Litter and Tidy Cat founder lists for $15M
By Sheila Volkner
Sheila Volkner
Long River Ranch spans 1,025 acres in Arcadia. Edward Lowe and his wife, Darlene Lowe, kept part-time residence there while maintaining a residence in their home state of Michigan.
New markets require new approaches and tactics. More than 250 experts and industry leaders will take the stage at Inman Connect New York in January to help you navigate the market shift — and prepare for success in 2023. Register today and get a special offer $1099 ticket price.
The Arcadia, Florida, ranch once owned by Edward Lowe, the inventor of modern cat litter, is selling for $15 million, The Wall Street Journal reported.
Lowe founded the litter brands Kitty Litter and Tidy Cat and passed away in 1995.
The property, known as Long River Ranch, spans 1,025 acres in Arcadia roughly 40 miles east of Sarasota. It includes a 13,300-square-foot main house, three barns, fountains and gazebos, a pool and cabana house and stocked fishing ponds, according to the listing description.
The main house features a great room with a 30-foot ceiling, a glass-walled dining room, two libraries and what Darlene Lowe, Edward's wife, called a "country-inspired" kitchen.
Paul Meador and Trent Saunders of SVN Saunders Ralston Dantzler hold the listing. Meador told The Journal that if the property sells close to its list price, it will set a new record for the area where home prices typically cap around $5 million.
The Lowes were originally from Michigan and previously owned a winter home located on an island off of Sarasota, Darlene Lowe told The Journal. During the 1980s and 1990s, the Lowes spent about $6.4 million buying up roughly 1,200 acres near Arcadia and built a house on the property, which was completed in 1993. At that time they sold their house near Sarasota.
As animal lovers, the Lowes had their own cattle grazing on the estate, but Darlene Lowe now rents out the fields to area ranchers, The Journal reported.
"My favorite thing is to sit on my screen porch and watch the cows," Darlene Lowe told The Journal. "I call them my girls."
The ranch is also home to a 20-acre orange grove and a forest that includes about 2.5 miles of riverfront. The woods are home to white-tail deer, Osceola turkey, Florida hogs, armadillos and gopher tortoises, according to the listing description.
The main house | SVN Saunders Ralston Dantzler
An outside view of the glass-walled dining room | SVN Saunders Ralston Dantzler
Part of the property is located along the Peace River | SVN Saunders Ralston Dantzler
The woods on the property are home to lots of wildlife, including Osceola turkey. | SVN Saunders Ralston Dantzler
Following Edward Lowe's passing at the age of 75 from complications from surgery for cerebral hemorrhage, Darlene Lowe continued to live part time in Florida and Michigan. Now she has decided to sell the ranch — aside from about 200 acres of the Arcadia property that won't be included with this listing — in order to spend more time with family in Michigan.
Edward Lowe was working at his father's industrial absorbents company in Cassopolis, Michigan, in 1947 when he was inspired by a neighbor's need for something to replace the ashes that were currently in her cat's litter box, which led to the cat tracking soot all over her floors, according to the Edward Lowe Foundation website.
The neighbor originally requested some sand, but Edward Lowe suggested she try clay. Soon, the woman would only use clay since it was more absorbent and didn't get all over the house like the sand. Edward Lowe decided to bag up some clay, write "Kitty Litter" on it and bring it to the local pet store to see if other cat owners would take a chance on the clay. At first, he offered it for free, but once demand grew he sold five-pound bags for $0.65.
In 1949, Edward Lowe bought his father's company and began selling Kitty Litter nationally, ultimately developing innovation and product-development centers to test out new products and launching a cat-care clinic and animal behavior facility.
Later in life in 1985, Edward Lowe developed a nearly 3,000-acre campus for entrepreneurs in Michigan and donated the estate for the headquarters of the Edward Lowe Foundation in 1991.
Email Lillian Dickerson
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text:
Richard Longhurst and the Box that Ate Time (Windows)
MISSING COVER
Richard Longhurst and the Box that Ate Time
DOS | Combined View
Graphic Adventure, Puzzle elements
Richard Longhurst and the Box that Ate Time is a humorous point-and-click adventure game. The player controls Richard Longhurst, a garishly dressed individual who one day finds himself in an abandoned zoo without memories of what happened, and afterward keeps being tossed forward and backward in time - all because of the titular antagonist, The Box, whose schemes must be foiled.
The game offers controls standard to games made with Adventure Game Studio: there are several commands - walk, examine, interact, talk - which can be cycled with the right mouse button or with a menu on top of the screen, and there is an inventory where items can be kept.
Game Engine: Adventure Game Studio (AGS)
Adventure Game Studio
February 2003 – Pick of the Month
[edit trivia]
Richard Longhurst and the Box that Ate Time (official website)
JudgeDeadd (25662) added Richard Longhurst and the Box that Ate Time (Windows) on May 01, 2015
Other platforms contributed by JudgeDeadd (25662)