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27 Apr 2018
April 27, 2018 Chris
Sticky Post By MICHAEL Michael Kors Dani Bootie VhTOc
On April 27, 2018

Easily one of the best independent deli’s in Berlin, DEREK LAM Java Caged Block Heel Sandal W8BxdUgvN7
is a superb destination to pick up high-quality cheeses and exceptional cured fresh meats alongside some great value bio-dynamic natural wines too! We love how they source from small suppliers, most of whom they know personally and are clearly passionate about the quality and craft that goes into each product they sell. We popped a few questions to Manuela Rehn to hear a little more about how it came to be…

Vom Einfachen Das Gute Manuela Rehn

(c)Ashley Ludaescher

What inspired you to open Vom Einfachen Das Gute? Was this always your passion?

What inspired you to open Vom Einfachen Das Gute? Was this always your passion?

We actually have always been all about food and how it is produced! The inspiration for Vom Einfachen das Gute was really the wish to create a shop in which we would personally love to shop, without compromises, in taste or ethics! And also a shop where we know exactly where every single product comes from!

(c) Manuela Rehn

Finding the best quality produce is your top priority! How do you go about finding these amazing producers and how important is the personal contact with them?

Especially at the beginning we had to do a lot of “quality searching” as in Germany Wurst and Schinken still is a little behind when it comes to real quality – at least in comparison to countries like Spain or Italy.

Nowadays we are lucky as in that the producers and products find us, as they might have heard about the shop and follow the same philosophy as us.

Producers either send us samples or come by personally and then we can try their produce together .

Do you have a product or two you are particularly proud to sell?

Oooh that changes very often and depends whether it’s summer or winter. At the moment I love our freshly ground nut spreads. We have a brandnew nut mill with which you can make amazing spreads from different nuts.

I mean the hazelnut spread in particular, it’s sooo addictive!!!

What were the biggest struggles in setting up Vom Einfachen Das Gute?

The struggles never really end.

Our biggest one – still – is actually finding the right till system that works with our scales. As most of our products come straight from the cold counter we have to weigh them rather than just scan in a code. So far we haven’t found any modern system that works with our “old-school” scales and we’ve tried all systems known in gastronomy…

Whether race- or income-based, multiple studies have documented substantial and persistent differences in performance among population subgroups. These works tend to agree that gaps originate early in life, persist over time, and are measurable throughout a person’s lifetime. 6 On average, a black student’s academic score is about 75 percent the score of a white student, and the difference is visible among children as young as three or four years old (Jencks and Phillips 1998). Indeed, one of the main findings in Lee and Burkam’s 2002 report is that children from different racial and ethnic groups begin school on very unequal terms. For children starting kindergarten in 1998, math achievement was 21 percent lower for blacks than for whites, and 19 percent lower for Hispanics than for whites. These sizable race-based gaps are described in-depth in recent volumes edited by Magnuson and Waldfogel (2008) and Duncan and Murnane (2011a).

Along with a review of tentative explanations for the evolution of the gaps, Rothstein (2013) describes changes in the black-white gap since the 1970s. His study highlights a reduction of the gap among these groups, driven by increases in educational achievement among black students that are greater than increases of their white peers in the 1970s and in the early 2000s. In part, the relative convergence was explained by a relative improvement of black parents’ educational attainment and subsequent occupational status and income levels, and by reductions in family size (fewer children per family) over those decades (Grissmer et al. 1994; Rothstein 2013). Barton and Coley (2010) agree with the assessment, and highlight that the convergence stalled at the end of the 1980s. They review the impact of school-level policies (such as reductions in class size) or other public policy stimuli (such incentivizing neighborhood desegregation, etc.), which also partially contributed to the narrowing of the gap during the decades when this positive phenomenon occurred. 7

At the same time, as noted above, education gaps by income (or, more broadly, socioeconomic status, which includes income and other indicators of education attainment, occupation status, or wealth or possessions) are increasingly noticeable. In Lee and Burkam’s study, cognitive achievement of children in the highest socioeconomic group is 60 percent higher than that of children in the lowest socioeconomic group, as measured by test scores (and cognitive skills are much less closely related to race/ethnicity after accounting for socioeconomic status). In terms of the evolution of the income gaps, a review of research on trends in education gaps by income gradient offers two complementary views. The intergenerational mobility approach (Reardon 2011) suggests that the academic achievement gap between children at the 90 th and at the 10 th percentiles of the income distribution increased in recent decades; Reardon estimated that the gap was between 30 and 40 percent larger among children born in 2001 than among children born in 1975.

The genesis of this literature review was a desire to construct a list of progressive conditions that most would agree are not CP, to assist nonphysician field staff reviewing and abstracting medical and education records in a community setting as part of the Autism and Developmental Disabilities Monitoring Network. This Network is a multisite, collaborative program funded by the Centers for Disease Control and Prevention to monitor the occurrence of developmental disabilities, including CP, in 8-year-old children across the United States. 8 In this exploratory effort, our goal was to identify a list of brain disorders of childhood that by nature of their underlying pathophysiology and prognosis would not meet the nonprogressive component of the definition for CP. In this report, we present the methods for creating our list of progressive brain disorders of childhood and the table of such conditions identified to date.

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As our first goal, we developed criteria for progressive disorders to apply in our literature review ( Arche Socqui tKTnPd7
). Since this activity was focused on a case definition for public health surveillance of CP, in particular for the Autism and Developmental Disabilities Monitoring Network, we concentrated on disorders with progressive features typically occurring by 8 years of age. 8 By definition, we did not consider conditions that are purely myopathies, disorders only involving the spinal cord, or peripheral neuropathies (neuromuscular disorders), since the primary pathology in these conditions is not in the brain. Progressive features were defined primarily by loss of motor skills or milestones, although descriptions of disorders often more broadly described generalized regression, deteriorating clinical courses or neuropathological findings, or normal early development with subsequent developmental delay. If a disorder was clearly a neurodegenerative condition, we decided to list it for the purposes of exclusion from surveillance, even if some of the neurologic findings progressed and others did not. Another important feature that we considered was childhood mortality; lethality alone was not a criterion for progressiveness, since some genetic conditions known for mortality due to malformations or pathophysiologic processes outside of the central nervous system can have static or even improving neurologic manifestations.

Public Health Surveillance Criteria for Progressive Brain Disorders of Childhood

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The criteria took into account what is typical or described in the majority of children with disorders in question. The rationale for this principle was our belief that when neurologic deterioration is a rare feature, typical children with certain diagnoses who might have CP-like features for reasons unrelated to the disorder should not be excluded categorically. In practice, a limitation of applying this principle was the inadequate precision of literature quantifying the occurrence of CP-like features in rare genetic conditions. The issue of the effects of available therapies on natural history also is problematic, including the spectrum of interventions from diet and medications to enzyme replacement and stem-cell transplantation. Unfortunately, with our routine surveillance procedures, without a special study it is typically difficult to ascertain variables such as treatment regimens and timing of therapies that might be important in assessing the adequacy of treatment and its relationship to the clinical outcome of a particular child. 9 For our list of progressive disorders, we did not review the core disorders on the Recommended Uniform Screening Panel for newborns in the United States, 10 since the typical outcome for these conditions has changed because treatment is routinely instituted shortly after birth, thus preventing progressive features, eg, hypotonia and intellectual disability with congenital hypothyroidism. For other conditions with more potential variability in treatment in the general population, we did not consider the effects of such therapies on natural histories, eg, hematopoietic stemcell transplantation in Krabbe disease. The rapid progress expected in the diagnosis and treatment of progressive disorders, with concomitant changes in newborn screening panels as well as clinical practice, is another caveat for the need to continuously update surveillance practices.

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