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Last month, President Biden had a very direct message for colleges and universities looking to navigate through the choppy waters of state politics in the face of the recent US Supreme Court decision to overturn Roe. v. Wade. As Idaho state legislators get to work rolling out its “trigger ban,” President Biden bashed the University of Idaho over its new guidance against offering birth control for students. “Folks, what century are we in? What are we doing? I respect everyone’s view on this — personal decision they make. But, my lord, we’re talking about contraception here. It shouldn’t be that controversial,” Biden said during last month's meeting of the White House Task Force on Reproductive Healthcare Access. Image: White House Task Force on Reproductive Healthcare Access Meeting However the new policy by the University of Idaho goes further and advises employees not to speak about reproductive rights at work and warns they could face a felony conviction for promoting abortion, The Washington Post reported. While President Biden warned other universities to not enact the same policies. and said that Education Secretary Miguel Cardona will look at steps to protect college students and school employees in Idaho or other states where access to contraception is at risk, these events are sparking a larger debate around academic freedom. With such a polarized political landscape dividing much of the country on key issues such as abortion, should we be worried about what’s next? How do these actions in effect suppress important research and informed perspectives provided by academics? While state governments as critical funding sources for higher education have wielded considerable influence, these more overt actions to sanction freedom of speech is a disturbing trend. Academics, researchers and staff within an institution require rights and privileges essential to the fulfilment of primary functions: instruction; the pursuit of knowledge and service to the community. Central among these rights is the freedom, within the law, for faculty experts to pursue what seems to them as relevant avenues of inquiry, to teach and to learn unhindered by external or non-academic constraints, and to engage in full and unrestricted consideration of any opinion. Critics argue that suppression of these freedoms, whether by the government, the officers of the institution, or the actions of private individuals, would prevent a University from carrying out its primary functions. A core principle of scholarship is the freedom to express ideas through respectful dialogue and the pursuit of open discussion, without risk of censure. Other Universities Have Taken a Different Stance... Vanderbilt University This argument has been supported by other schools and the examples they have set. School officials at Vanderbilt University in Tennessee, where a near-total ban on abortions took effect within the state in August, coordinated a reproductive-health task force and announced stronger support for reproductive health and parenting, even appointing a new leader to convene these resources for the University, The Washington Post reports. Elsewhere we are also seeing similar support by State University Officials in Michigan where a 1931 ban has been ruled unenforceable by the courts. The University of Michigan In the lead-up to the Roe V Wade reversal, The University of Michigan created an abortion-care task force of experts to reduce the potential impact of a state-wide ban, created by Mary Sue Coleman, the president of the University of Michigan, as reported by The Detroit News. Coleman wrote “I will do everything in my power as President to ensure we continue to provide this critically important care.” in a statement in June, after the Supreme Court ruling. The president told The Detroit News that "we have a female-dominated institution; we care about our own communities as well as those we serve through clinical care and education," Coleman said. "I am deeply concerned about how prohibiting abortion would affect UM's medical teaching, our research, and our service to communities in need.” Concerns regarding the imminent crackdown on University campuses on the discussion and offer of birth control to students were expressed by many University officials in the months leading up to Idaho’s guidance on the matter. Dee Fenner, co-chair of the task force and chair of the Department of Obstetrics and Gynecology at Michigan Medicine spoke of the clinical and educational impacts of an abortion ban in Michigan, as reported by The Detroit News. "The most serious consequences will be felt in the university’s clinical care realm, by patients without financial or logistical resources to access out-of-state abortion care — disproportionately people of colour, adolescents and those in rural Michigan," Fenner said. “But the impact will be felt in our classrooms as well, where pregnancy, undesired birth or complications of unsafe abortion may impact educational attainment.” Another consideration will be the additional “brain drain” that institutions in these states will experience with faculty experts leaving for institutions with less restrictive policies. It also could have a significant impact on recruitment as more students choose schools where their reproductive rights are protected. Speaking to the Michigan Daily, a sophomore at the University of Michigan, Miya Brado describes the day that it was announced Michigan had enough signatures as “one of the best days ever”, with the hard work “finally paying off.” We must recognize this fundamental principle and must share responsibility for supporting, safeguarding and preserving this central freedom. Behaviour that obstructs free and full discussion, not only of ideas that are safe and accepted but of those which may be unpopular, vitally threatens the integrity of our educational and research institutions.
Pre-school children’s emotional eating partly shaped by innate food drive - research
New research at Aston University is helping to unpick the complex connections between the eating habits of children and their mothers. The research, by PhD student Rebecca Stone, surveyed 185 mothers of young children aged between three and five, asking about their eating habits and those of their children. The findings are published in the Journal of the Academy of Nutrition and Dietetics. Children pick up lots of behaviours by copying their parents – and this is true of their eating habits as well. The aim of the new research was to see how much of children’s emotional eating is explained by the way mothers use food as part of their parenting practices as well as the children’s own attitudes to food more generally. ‘Emotional eating’ is when we turn to food, such as cakes, chocolate and snacks, not because we’re hungry but to compensate for when we’re feeling sad, low or anxious. The survey included questions for mothers about how much they and their children ate in response to emotional states. It also asked about how much children were motivated by food and driven to eat or ask for food throughout the day, which is known as ‘food approach’ behaviour. Stone also asked mothers about the feeding practices that they used with their children – in particular about whether they used food to reward children for good behaviour, or visibly restricted their child’s access to foods, for example having foods in the house but forbidding them. These practices have been shown to make children more interested in food and have also been linked to greater emotional eating in children. When Stone analysed the responses, she found that children who were very motivated by food were more likely to pick up emotional eating behaviour from their parents. Stone used a complex statistical method, known as moderated mediation analysis, to decipher how the different aspects of the relationship interacted: emotional eating in the mother, how she parented the child around food, the child’s food approach tendencies and emotional eating. Professor Claire Farrow, who was one of Stone’s PhD supervisors at Aston University, said: “This study demonstrates that the way that children develop eating behaviours is very complex, and that emotional eating appears to be shaped in part by an innate drive towards food. "In this study we found that parenting practices interact with children’s eating tendencies and that children who are the most driven to approach food are the most influenced by feeding practices that can lead to emotional eating. These findings suggest that a ‘one size fits all’ approach to child feeding isn’t always appropriate and that some children are more susceptible to the influence of behaviours that can lead to emotional eating.” Stone agreed: “Our findings suggest that children who were more motivated to eat were more predisposed to associate food with emotions. Our research supports the idea that emotional eating is a learned behaviour which children often develop in pre-school years, but that some children are more vulnerable to developing emotional eating than others” Although common amongst parents, the research also highlights that using food as a reward or visibly restricting the child’s access to certain foods - even in children as young as three – can be problematic. Giving a piece of chocolate as a reward or telling children they can only have one biscuit as a ‘treat’ is likely to create an emotional response in the child which they then connect to those foods. Stone said: “The research suggests that restricting food in front of children who are already more motivated by food tends to backfire and makes children crave restricted foods even more. What seems to work best is known as ‘covert restriction’ - not letting children know that some foods are restricted (for example, not buying foods that you do not want your child to eat) and avoiding instances where you have to tell children that they are not allowed certain foods.” The researchers suggest parents looking for practical advice on healthy eating and fussy eating should check out the Child Feeding Guide, a free online resource created by Professor Claire Farrow, Professor Emma Haycraft & Dr Gemma Witcomb at Aston and Loughborough Universities.
Covering World Breastfeeding Week? Our experts are here to help
August 1-7 is World Breastfeeding Week, and the University of Mary Washington has the ideal expert for any journalist looking to learn more or cover this important topic. Did you know that breastfeeding is one of the top maternal priorities for many organizations, including the World Health Organization (WHO), the American Academy of Pediatrics (AAP) and the Centers for Disease Control and Prevention (CDC)? Assistant Professor of Communication Elizabeth Johnson-Young has done extensive research on women’s intentions to breastfeed and how the communication they receive during pregnancy and postpartum from various sources such as doctors, lactation consultants, friends and family, magazines, books and parenting groups can impact the decision to breastfeed. She's also explored the connections between breastfeeding and body satisfaction. Dr. Elizabeth Johnson-Young is a published expert on health communication, especially maternal and family health. She is ready to help if you are looking to cover this topic - simply click on her icon now to arrange an interview today.
Stay-at-Home Parenting During the Pandemic
With the coronavirus-related death toll rising in the state of Pennsylvania, Governor Tom Wolf added two more counties to the growing list of those with a "stay at home" order, and thousands of parents and caregivers find themselves at home with their children indefinitely. Villanova philosophy professor Heather Coletti, PhD, spoke about the way the division of "caring labor" in traditional two-parent, male-female households might become a source of tension. Dr. Coletti points out that "[in] heteronormative households, women do the overwhelming bulk of caring labor for both children and adults—the statistics for this are consistent and slow to change. Today, most of these women have full-time jobs as well. When these heads-of-household are both working from home, very consciously trying to prove their value to their employer while working remotely, I think families are going to face very intensely the frustrations of the sexual division of labor over the next few weeks, i.e., that both heads of household are acting 'like men.'" "Are men prepared to be 'more like women' while working at home with children for a greater length of time?" Dr. Coletti asks. Unfortunately, much of the literature on the sexual division of labor suggests that this is quite unlikely. "Our society, including the women within it, do not seem to expect men to readily adopt the 'caring skills' traditionally and historically associated with women, even though women have proven that they are quite adept at adopting the 'work skills' that permeate career paths in the public sphere. But when children are present during these working hours (in the home) for these heads-of-household for several weeks... who will be interrupted to help with this or that? Break up that argument over that toy? Supervise homework that needs to get done? Who will find themselves negotiating 'five more minutes' to finish a conference call even though lunches need to be made for the 6- and 8-year-olds because it's already past noon?" According to Dr. Coletti, this task will likely still fall to mom. One of the hallmarks of the "masculine care model" (MCM) that American society is built around is the illusion that workers all have wives at home. The family becomes invisible—disappears—when we all go to work. Per Dr. Coletti, "People who 'visibilize' their families at work risk being characterized as distracted, sloppy or uncommitted to their work. This illusion has always been dangerous because we are and have always been connected to others. Denying this is, frankly, absurd." She continues, "Women are most tightly connected to their families through the patterns of the sexual division of labor and must work harder to 'invisibilize' their connections on a normal workday. Now that 'normal workdays' have been temporarily suspended... we are no longer in a position to ignore the overlap of (gendered) work in homes. I predict the coming weeks and months will challenge the illusions of both the MCM and sexual division of labor in unprecedented ways."
Baylor Expert Shares Tips to Help Kids Maintain, Improve Fitness During Time Out of School
Millions of children and teens throughout the United States are relegated to their homes in attempt to help “flatten the curve” and spread of COVID-19. As parents struggle to carve out a new normal for themselves and their children, a Baylor University professor says physical fitness should still be a priority. Paul Gordon, Ph.D., professor and chair of Baylor University’s department of health, human performance and recreation, is recognized nationally as a top expert in muscular fitness and health outcomes. His areas of expertise include physical activity and lifestyle-based research related to obesity. “Beyond improving your health, physical activity will also improve your mental state,” Gordon said. “A sense of accomplishment and satisfaction is often felt after exercise. Consequently, when you need a mood lift either from ‘cabin fever’ as a result of being shut in or the stress of our current health crisis, take an exercise break. It will help you keep your spirits up.” In the following Q&A, Gordon shares tips to help parents and children stay fit during the coronavirus pandemic. Q: With millions of kids now out of school due to coronavirus – and without the benefits of a gym class – what advice would you give parents and guardians about helping those kids maintain or improve fitness? A: With the onset of school closures and recommendations to limit groups, parents do find themselves challenged to figure out a new routine that encourages healthy living such as opportunities for exercise. Given the current challenges we are facing to prevent the spread of this dangerous disease, parents need to step up and actively oversee their children’s activities. The following points are important considerations: Engage in Active Parenting. Many children/adolescents will be engaging in remote learning formats through much, if not all, of the remaining school year. Consequently, parents will need to assist their kids, particularly the younger children, with access and supervise their work. We cannot expect teachers to have the same control as when they are in class. Similarly, opportunities for engaging in physical activity need to be planned and encouraged and where possible supervised. Some exercise is better than none. This concept is true for adults and kids alike. Don’t give up on getting exercise completely if you can’t plan a full workout. A little is good, and more is better. Remember, exercise is helpful for more than weight control. It improves cardiovascular and skeletal health as well. It can even bolster your immunity response. Q: Are there exercises that kids from kindergarten on up can do? What would you recommend in terms of time and style of exercise? A: Younger children are more likely to engage in activity if they have someone to play with. Parents should engage in active games with their children. If the parent is working from home, take short breaks and play with your child. Active games that involve running, skipping, jumping and climbing are perfect types of activities. Take them for walks in the park or neighborhood. Once children hit adolescence, they are more inclined to perform limited stationary exercises such as on a stationary bicycle or cross trainer. Throwing the ball and playing controlled games (tag, kickball, etc.) can be effective. Playing with your child is an excellent way to spend time and build memories that last a lifetime. Older children can also engage in regular calisthenics such as push-ups, jumping jacks, wall sits, etc. Make it a game or contest and you’ll likely get their involvement. Q: Do you recommend any online plans or resources for parents to follow? A: There are a number of online resources available. A few examples are listed below: GoNoodle KidsHealth.org BeActiveKids.org Q: What are the negatives associated with being sedentary – whether it’s in front of a television or sitting and spending too much time in front of a screen? A: A sedentary lifestyle has numerous untoward effects on health. In fact, even individuals who are meeting basic activity levels can be at increased risk for diseases if they are overly sedentary. Increased risk for cancer, cardiovascular disease and metabolic abnormalities (i.e., diabetes) occur from sedentary living. Obesity has reached epidemic levels in our society, and a primary factor is sedentariness. It’s important to take breaks from sitting and get up and walk around. ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 18,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT ROBBINS COLLEGE OF HEALTH AND HUMAN SCIENCES AT BAYLOR UNIVERSITY The Robbins College of Health and Human Sciences at Baylor University was established in 2014, a result of identified priorities for strengthening the health sciences through Baylor’s strategic vision, Pro Futuris, and the University’s Illuminate strategic plan. The anchor academic units that form Robbins College – Communication Sciences and Disorders; Family and Consumer Sciences; Health, Human Performance and Recreation; Public Health; and Division of Health Professions – share a common purpose: improving health and quality of life. The College’s curricula promotes a team-based approach to transformational education and research that has established interdisciplinary research collaborations to advance solutions for improving quality of life for individuals, families and communities. For more information, visit www.baylor.edu/chhs.
Do you go to the school of your choice, your parent’s almamater or as far away from home as humanly possible? Picking a college or university is a challenge at the best of times and one that impacts most American families in one way or another. A study completed by Professor of Psychology Holly Schiffrin was cited in an article in The News Minute entitled “How Much Freedom do Students have while Choosing their Undergraduate Course?” “One study in the Journal of Child and Family Studies found that parents’ excessive involvement in their children’s lives yields unfavourable results. The lead author Holly Schiffrin argues, ‘Parents are sending an unintentional message to their children that they are not competent.’ This is in turn, could result in feelings of depression and dissatisfaction.” The path to university and college is never easy and is always a journey filled with pressure and unsolicited advice. All the factors involved, well intended or not can come with consequences and outcomes. It’s an interesting topic and if you are covering, let one of our experts help. Dr. Holly Schiffrin is an internationally known expert on intensive and helicopter parenting. She is available to speak with media, simply click on Holly’s icon to arrange an interview.
Baylor research reveals effects of time, age, education and income on birth mothers’ satisfaction following ‘life-altering’ decision research findings from Baylor University’s Diana R. Garland School of Social Work could change the adoption landscape for birth mothers struggling with the life-altering decision to place their children. There is consensus among adoption researchers that for many birth mothers the experience of placing their children for adoption brings feelings of grief, loss, shame, guilt, remorse and isolation. Any level of satisfaction (or lack thereof) in such a decision varies. But how is that level of satisfaction – that feeling that the right decision was made – affected by time? “Little is known about the interaction of these two variables,” said Elissa Madden, Ph.D., associate professor of social work at Baylor and lead author of the study, "The Relationship Between Time and Birth Mother Satisfaction with Relinquishment." Much of Madden’s research focuses on the birth mother experience in the adoption process – an area, she said, has historically been underrepresented. “This article seeks to address a clear void in the literature,” she said, “and we hope it has some implications for future practices and adoption policies.” The research, published in the journal Families in Society, centers on data from an online survey of 223 birth mothers who had relinquished an infant for adoption during the last 25 years. This time period was selected because it reflects an increased acceptance and emphasis on open adoption arrangements between birth and adoptive parents, according to the study. Of those surveyed, nearly seven out of 10 reported periodic contact with the adopted child; most parents (94 percent) reported only a single child relinquished; a majority (56 percent) parented other children after the relinquishment; and on a scale of 1 to 5, participants reported a mean satisfaction with relinquishment score of 3.11. Among the study’s findings: 1. Satisfaction is not static. While many birth mothers reported satisfaction with their decision, the findings show that the more time that has passed since the birth mothers placed their child, the less overall satisfaction some birth mothers felt. Some prior research suggests birth mothers’ grief and adjustment attenuates with the passage of time. However, the researchers note “the findings of this analysis highlight the importance of not confusing birth mother’s satisfaction with her decision and the feelings of loss that she may feel about the placement.” A birth mother may feel she made the right decision regarding placement and yet still experience ongoing feelings of loss and grief even years later, Madden said. 2. Age had an inverse relationship with satisfaction. “As with time since the relinquishment, age of the respondents predicted an incremental decrease in satisfaction for every year they have aged,” researchers wrote. “It may be that the distance afforded by time, along with the internal resources and perspective that often comes with age, may have provided an opportunity for birth mothers to look back and reflect on what could have been.” 3. Higher education and higher income led to decreased satisfaction. “It is possible that birth mothers who have achieved educational and/or financial success may now feel dissatisfaction with their decision to place their child as they now believe, in retrospect, that they would have been able to acquire sufficient resources necessary to successfully parent their child,” researchers wrote. Additionally, the researchers noted that some birth mothers may feel that educational and financial success may have been achieved “at the expense of their opportunity to parent their child.” 4. Birth mothers who have current contact with their child were more likely to express satisfaction with their decision. “Prior research suggests that for some birth mothers, having contact with the child helps reduce feelings of anxiety about the child’s life and well-being, worries they may be having about the child feeling abandoned, and/or guilt about their decision,” the researchers wrote. 5. Birth mothers who work full-time were more likely to express increased satisfaction. “While the rationale for this finding is not immediately clear,” the researchers wrote, “it is possible that birth mothers who are employed full-time have achieved personal fulfillment or otherwise found success through their employment. It is also possible that for some birth mothers, there is recognition that they have less time or perhaps fewer resources for parenting and thus are more satisfied with their decision to place their child.” What are the implications of this research? Madden said there are long-term consequences for all members of the adoption triad – birth mothers, those seeking to adopt, and adoptees. She said, specifically, that adoption professionals need to be well-versed in the positive and negative repercussions for birth mothers. “Adoption professionals must be especially attuned to the needs and concerns of expectant mothers who seek their counsel, as many lack a full understanding of their options,” Madden said, reflecting on her earlier research. Madden and her fellow researchers believe this study and others like it could lead to changes in the adoption process. They suggest: Annual “grief and loss” training for adoption professionals State and federal policies ensuring birth mothers have access to ongoing post-relinquishment support services Free grief support groups for all birth mothers Adoption of national standards to ensure that expectant mothers and prospective adoptive parents receive standardized information detailing the benefits of ongoing post-adoption contact Stipends for expectant mothers to hire independent legal counsel to represent the mothers at the relinquishment and during sensitive discussion regarding post-adoption contact ABOUT THE STUDY "The Relationship Between Time and Birth Mother Satisfaction with Relinquishment" is published in the journal Families in Society. Authors are Elissa Madden, Ph.D., associate professor, Diana R. Garland School of Social Work, Baylor University; Scott Ryan, Ph.D., professor and dean, School of Social Work, University of Texas at Arlington; Donna M. Aguiniga, Ph.D., associate professor, School of Social Work, University of Alaska – Anchorage; Michael Killian, Ph.D., assistant professor, School of Social Work, University of Texas at Arlington; and Brenda Romanchik, L.C.S.W., independent practitioner. ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 17,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 80 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT DIANA R. GARLAND SCHOOL OF SOCIAL WORK Baylor University’s Diana R. Garland School of Social Work is home to one of the leading graduate social work programs in the nation with a research agenda focused on the integration of faith and practice. Upholding its mission of preparing social workers in a Christian context for worldwide service and leadership, the School offers a baccalaureate degree (B.S.W.), a Master of Social Work (M.S.W.) degree and three joint-degree options, M.S.W./M.B.A., M.S.W./M.Div. and M.S.W./M.T.S., through a partnership with Baylor’s Hankamer School of Business and George W. Truett Theological Seminary, and a Ph.D. program. Visit www.baylor.edu/social_work to learn more.
Helping or Hovering? The Effects of Helicopter Parenting on College Students’ Well-Being
Want to help your child succeed in college? Resist the urge to hover. “Ask how classes are going, let them know that you love and support them, but let them take the lead on how much information to share,” says helicopter parenting expert Holly Schiffrin. “It’s not your job to remind your child to complete assignments, help them with their work or try to resolve their roommate issues for them.” A developmental psychologist, Dr. Schiffrin has conducted extensive research on helicopter parenting and achieving happiness. Her works have appeared in such scholarly publications as the Journal of Child and Family Studies and the Journal of Happiness Studies. She is co-author of Balancing the Big Stuff: Finding Happiness in Work, Family and Life and has co-authored a chapter in Intensive Mothering: The Cultural Contradictions of Modern Motherhood. “The biggest gift parents can give their children is the opportunity to make their own decisions,” says Dr. Shiffrin. “Parents who “help” their children too much stress themselves out and leave their kids ill-prepared to be adults.” Dr. Schiffrin is available to speak with media regarding this topic. Simply click on his icon to arrange an interview. Source:
Second Annual SUU Child Behavioral Health Conference
The second annual Southern Utah University Child Behavioral Health Conference is happening this week, May 17-18, 2018. Representing expertise across the field of child and pediatric behavioral health, the invited presenters include Gregory Snyder, Lindsey Ricciardi, Julia Thompson, and Kelsie Hendrickson. Dr. Michelle Grimes, Assistant Professor of Child Clinical Psychology at Southern Utah University and founder of the Child Behavioral Health Conference, wanted to create an opportunity for the professional community by bringing a continuing education event focused on evidence-based behavioral healthcare to southern Utah. “So often, behavioral health providers in rural areas have to invest a significant amount of time and financial resources travelling to conferences to receive continuing education. This ongoing training is necessary to stay current in the field, and also to maintain professional licensure. My goal for the SUU Child Behavioral Health Conference is to match the high quality you would find at a national event, while increasing the accessibility to healthcare providers in our community and surrounding areas.” Last year’s conference focused on common behavioral health disorders of childhood and adolescence. This year the conference will include a variety of topics relevant to adolescents, children, and parenting; broadly focusing on addressing complex cases in an outpatient setting. “We are focusing on complex clinical cases and added a seminar on ethical issues that arise when working with youth. The seminar will emphasize ethics related to adolescents and risk behavior, eating disorders, and trauma.” The conference welcomes all healthcare professionals from psychologists and pediatricians to social workers and treatment center staff. “We have attendees from Idaho, Utah, and Nevada and various behavioral health and medical disciplines are represented. This also serves as a professional development opportunity for students; we are pleased that students from SUU and other universities throughout Utah have registered. We hope to continue to build a regional interdisciplinary focus. We look forward to holding this event annually.” Dr. Grimes is a licensed psychologist with specialized training in clinical child psychology. Her clinical and research interests focus on behavior disorders of childhood, sibling conflict, and pediatric sleep disorders. She is familiar with the media and available for an interview. Simply visit her profile. Source:
