Scenario- Trent Trent is a 4-year-old male who is an only child of two.pdf
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Scenario: Trent Trent is a 4-year-old male who is an only child of two professional parents. They often leave him with a babysitter or in day care when he finishes preschool. In the last few months, he has developed some motor tics, especially in his right eye. He seems to blink continuously and is often not aware of it. Further, his preschool teacher reported that he has been making noises during quiet and playtime. When asked to control the noises, Trent seems confused. He is unaware of the noises that he makes. His parents have also noticed that he has become very clingy during the drive to preschool each morning and that he is developing fears of water and heights. They are worried about him as he was not like this as a baby. Their doctor referred them to a child neurologist for an evaluation. What disorder does Trent likely have (according to your reading)? How will the child neurologist test Trent to make a diagnosis? Explain which parts of the brain are involved in his involuntary actions and describe how this disorder might be treated..
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Tomas is a 4-year-old male who is an only child of two professional .pdf
Tomas is a 4-year-old male who is an only child of two professional parents. They often leave
him with a babysitter or in day care when he finishes preschool. In the last few months, he has
developed some motor tics, especially in his right eye. He seems to blink continuously and is
often not aware of it.
Further, his preschool teacher reported that he has been making noises during quiet and playtime.
When asked to control the noises, Tomas seems confused. He is unaware of the noises that he
makes. His parents have also noticed that he has become very clingy during the drive to
preschool each morning and that he is developing fears of water and heights. They are worried
about him as he was not like this as a baby. Their doctor referred them to a child neurologist for
an evaluation.
Discussion Topic 1 of 1
What disorder does Tomas likely have (according to your reading)? How will the child
neurologist test Tomas to make a diagnosis? Explain which parts of the brain are involved in his
involuntary actions and describe how this disorder can be treated.
Solution
Tomas has Tourette syndrome.
Symptoms
Tics which are sudden, brief, intermittent movements or sounds are the distinguished symptoms
of Tourette syndrome.
Simple tics include - eye blinking, head jerking, eye darting, nose twitching, etc
Vocal tics include - grunting, coughing, barking,etc.
Tomas seems to have both simple and vocal tics.
Vocal and simple tics can sometime be not the reason for Tourette Syndrome. Hence, to rule out
the possibility, it is necessary to do blood tests and especially MRI scans.
There\'s no specific treatment for Tourette syndrome. Treatment controls tics that interfere with
functioning.
edications to help control tics or reduce symptoms of related conditions include:
Therapy
Causes-
Tics result from dysfunction in the central nervous system especially in the cortical and
subcortical regions, the thalamus, basal ganglia, and frontal cortex of the brain. Failures in
circuits connecting the brain\'s cortex and sub-cortex is an implicated reason for Neuroanatomic
models. Studies show that abnormal activity of the brain chemical, or neurotransmitter,
dopamine, is involved. Dopamine excess or super-sensitivity of the dopamine receptors is also an
underlying mechanism of Tourette syndrome..
Decision TreeNumber of Pages 5 (Double Spaced)Number of s.docx
Decision Tree
Number of Pages: 5 (Double Spaced)
Number of sources: 5
Writing Style: APA
Type of document: Research Paper
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions:
Assignment : Practicum: Decision Tree
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.
Learning Objectives
Students will:
•
Evaluate clients for treatment of mental health disorders
•
Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders
The Assignment:
Examine Case the case study: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision #1: Differential Diagnosis
o
Which Decision did you select?
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
Decision #2: Treatment Plan for Psychotherapy
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
Decision #3: Treatment Plan for Psychopharmacology
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
•
Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
The Case study: Anxiety disorder, OCD, or something else?
BACKGROUND
Tyrel is an 8-year-old black male who is brought in by his mother for a variety of psychiatric complaints. Shaquana, Tyrel’s mother, reports that Tyrel has been exhibiting a lot of worry and “nervousness” over the past 2 months. She states that she notices that he has been quite “keyed up” and spends a great deal of time worrying about “germs.” She states that he is constantly washing his hands because he feels as though he is going to get s.
E-Book Trauma Safe Schools - Overview of Trauma Safe Schools
This class offers developmental learning for educators working with children who have been exposed to overwhelming life events. This can occur in up to 25% of children in certain contexts. Traumatic experiences change neurobiological, social and educational development. Addressing the impact of trauma on learning can impact the long-term possibilities in a child's life
11 NeurodevelopmentalDisordersBowdenimagesiStockThinksto.docx
11 NeurodevelopmentalDisorders
Bowdenimages/iStock/Thinkstock
Chapter Objectives
After reading this chapter, you should be able to do the following:
• Explain how developmental psychology contributes to our understanding of psychological disorders
among children and adolescents.
• Describe the main psychological disorders first observed in childhood and adolescence.
• Explain the effects of a childhood disorder on other family members.
• Describe how childhood and adolescent disorders can be treated.
get83787_11_c11_305-324.indd 305 2/16/18 4:49 PM
© 2018 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
306
Understanding Developmental Psychopathology Section 11.1
11.1 Understanding Developmental Psychopathology
It is stressful for any family when one member has a psychological disorder; it is especially
stressful when the affected person is a child. Children are changing constantly. Unfortu-
nately, because of disease, genetics, or traumatic experiences (to name just three possible
factors), some children find the road to adulthood full of obstacles. Unless they are helped,
such children are at risk for psychological disorders. In addition to the at-risk children, their
parent(s) and/or caregivers are also at risk. To gain a better picture of children’s issues, and
those of their caregivers, we will examine the members of the University Hospital Parent Sup-
port Group. This group was organized by psychologist Stuart Berg. Its members are parents
of children under treatment for psychological disorders. Let’s look at Part 1 of the support
group’s case study.
Case Study: Support Group: Part 1
Parent Support Group Transcript
DR. BERG: My name is Stuart Berg. I am a clinical psychologist working here at University
Hospital. I want to welcome each of you to this first support group meeting. I know some of
you, and I will look forward to meeting and working with all of you in the weeks to come.
The goal of this support group is to help you help your children and yourselves. You are all
here because you have a child in treatment and because you indicated an interest in mutual
support. Although these meetings will be unstructured, they do have a goal—to help you
cope with having a child who has a psychological disorder. Some of the issues we discuss will
be practical: how to access government assistance programs, how to find a babysitter, how
to get your child to the dentist. Because some parents whose children develop psychological
disorders feel guilty and ashamed, as if they were the cause of their child’s problems, we will
also try to educate ourselves about what causes psychological disorders in children and what
we can do about them. Because this is our first meeting, I thought it might be a good idea to
go around and have each of you introduce yourself to the others. Let’s begin on my left.
JOHN CHENEY: My name is John Cheney. I am a doctor, a radiologist, in this hospit.
Recommended
Tomas is a 4-year-old male who is an only child of two professional .pdf
Tomas is a 4-year-old male who is an only child of two professional parents. They often leave
him with a babysitter or in day care when he finishes preschool. In the last few months, he has
developed some motor tics, especially in his right eye. He seems to blink continuously and is
often not aware of it.
Further, his preschool teacher reported that he has been making noises during quiet and playtime.
When asked to control the noises, Tomas seems confused. He is unaware of the noises that he
makes. His parents have also noticed that he has become very clingy during the drive to
preschool each morning and that he is developing fears of water and heights. They are worried
about him as he was not like this as a baby. Their doctor referred them to a child neurologist for
an evaluation.
Discussion Topic 1 of 1
What disorder does Tomas likely have (according to your reading)? How will the child
neurologist test Tomas to make a diagnosis? Explain which parts of the brain are involved in his
involuntary actions and describe how this disorder can be treated.
Solution
Tomas has Tourette syndrome.
Symptoms
Tics which are sudden, brief, intermittent movements or sounds are the distinguished symptoms
of Tourette syndrome.
Simple tics include - eye blinking, head jerking, eye darting, nose twitching, etc
Vocal tics include - grunting, coughing, barking,etc.
Tomas seems to have both simple and vocal tics.
Vocal and simple tics can sometime be not the reason for Tourette Syndrome. Hence, to rule out
the possibility, it is necessary to do blood tests and especially MRI scans.
There\'s no specific treatment for Tourette syndrome. Treatment controls tics that interfere with
functioning.
edications to help control tics or reduce symptoms of related conditions include:
Therapy
Causes-
Tics result from dysfunction in the central nervous system especially in the cortical and
subcortical regions, the thalamus, basal ganglia, and frontal cortex of the brain. Failures in
circuits connecting the brain\'s cortex and sub-cortex is an implicated reason for Neuroanatomic
models. Studies show that abnormal activity of the brain chemical, or neurotransmitter,
dopamine, is involved. Dopamine excess or super-sensitivity of the dopamine receptors is also an
underlying mechanism of Tourette syndrome..
Decision TreeNumber of Pages 5 (Double Spaced)Number of s.docx
Decision Tree
Number of Pages: 5 (Double Spaced)
Number of sources: 5
Writing Style: APA
Type of document: Research Paper
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions:
Assignment : Practicum: Decision Tree
For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.
Learning Objectives
Students will:
•
Evaluate clients for treatment of mental health disorders
•
Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders
The Assignment:
Examine Case the case study: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision #1: Differential Diagnosis
o
Which Decision did you select?
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
Decision #2: Treatment Plan for Psychotherapy
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
Decision #3: Treatment Plan for Psychopharmacology
o
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
o
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
o
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
•
Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
The Case study: Anxiety disorder, OCD, or something else?
BACKGROUND
Tyrel is an 8-year-old black male who is brought in by his mother for a variety of psychiatric complaints. Shaquana, Tyrel’s mother, reports that Tyrel has been exhibiting a lot of worry and “nervousness” over the past 2 months. She states that she notices that he has been quite “keyed up” and spends a great deal of time worrying about “germs.” She states that he is constantly washing his hands because he feels as though he is going to get s.
E-Book Trauma Safe Schools - Overview of Trauma Safe Schools
This class offers developmental learning for educators working with children who have been exposed to overwhelming life events. This can occur in up to 25% of children in certain contexts. Traumatic experiences change neurobiological, social and educational development. Addressing the impact of trauma on learning can impact the long-term possibilities in a child's life
11 NeurodevelopmentalDisordersBowdenimagesiStockThinksto.docx
11 NeurodevelopmentalDisorders
Bowdenimages/iStock/Thinkstock
Chapter Objectives
After reading this chapter, you should be able to do the following:
• Explain how developmental psychology contributes to our understanding of psychological disorders
among children and adolescents.
• Describe the main psychological disorders first observed in childhood and adolescence.
• Explain the effects of a childhood disorder on other family members.
• Describe how childhood and adolescent disorders can be treated.
get83787_11_c11_305-324.indd 305 2/16/18 4:49 PM
© 2018 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
306
Understanding Developmental Psychopathology Section 11.1
11.1 Understanding Developmental Psychopathology
It is stressful for any family when one member has a psychological disorder; it is especially
stressful when the affected person is a child. Children are changing constantly. Unfortu-
nately, because of disease, genetics, or traumatic experiences (to name just three possible
factors), some children find the road to adulthood full of obstacles. Unless they are helped,
such children are at risk for psychological disorders. In addition to the at-risk children, their
parent(s) and/or caregivers are also at risk. To gain a better picture of children’s issues, and
those of their caregivers, we will examine the members of the University Hospital Parent Sup-
port Group. This group was organized by psychologist Stuart Berg. Its members are parents
of children under treatment for psychological disorders. Let’s look at Part 1 of the support
group’s case study.
Case Study: Support Group: Part 1
Parent Support Group Transcript
DR. BERG: My name is Stuart Berg. I am a clinical psychologist working here at University
Hospital. I want to welcome each of you to this first support group meeting. I know some of
you, and I will look forward to meeting and working with all of you in the weeks to come.
The goal of this support group is to help you help your children and yourselves. You are all
here because you have a child in treatment and because you indicated an interest in mutual
support. Although these meetings will be unstructured, they do have a goal—to help you
cope with having a child who has a psychological disorder. Some of the issues we discuss will
be practical: how to access government assistance programs, how to find a babysitter, how
to get your child to the dentist. Because some parents whose children develop psychological
disorders feel guilty and ashamed, as if they were the cause of their child’s problems, we will
also try to educate ourselves about what causes psychological disorders in children and what
we can do about them. Because this is our first meeting, I thought it might be a good idea to
go around and have each of you introduce yourself to the others. Let’s begin on my left.
JOHN CHENEY: My name is John Cheney. I am a doctor, a radiologist, in this hospit.
11 NeurodevelopmentalDisordersBowdenimagesiStockThinksto.docx
11 NeurodevelopmentalDisorders
Bowdenimages/iStock/Thinkstock
Chapter Objectives
After reading this chapter, you should be able to do the following:
• Explain how developmental psychology contributes to our understanding of psychological disorders
among children and adolescents.
• Describe the main psychological disorders first observed in childhood and adolescence.
• Explain the effects of a childhood disorder on other family members.
• Describe how childhood and adolescent disorders can be treated.
get83787_11_c11_305-324.indd 305 2/16/18 4:49 PM
© 2018 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
306
Understanding Developmental Psychopathology Section 11.1
11.1 Understanding Developmental Psychopathology
It is stressful for any family when one member has a psychological disorder; it is especially
stressful when the affected person is a child. Children are changing constantly. Unfortu-
nately, because of disease, genetics, or traumatic experiences (to name just three possible
factors), some children find the road to adulthood full of obstacles. Unless they are helped,
such children are at risk for psychological disorders. In addition to the at-risk children, their
parent(s) and/or caregivers are also at risk. To gain a better picture of children’s issues, and
those of their caregivers, we will examine the members of the University Hospital Parent Sup-
port Group. This group was organized by psychologist Stuart Berg. Its members are parents
of children under treatment for psychological disorders. Let’s look at Part 1 of the support
group’s case study.
Case Study: Support Group: Part 1
Parent Support Group Transcript
DR. BERG: My name is Stuart Berg. I am a clinical psychologist working here at University
Hospital. I want to welcome each of you to this first support group meeting. I know some of
you, and I will look forward to meeting and working with all of you in the weeks to come.
The goal of this support group is to help you help your children and yourselves. You are all
here because you have a child in treatment and because you indicated an interest in mutual
support. Although these meetings will be unstructured, they do have a goal—to help you
cope with having a child who has a psychological disorder. Some of the issues we discuss will
be practical: how to access government assistance programs, how to find a babysitter, how
to get your child to the dentist. Because some parents whose children develop psychological
disorders feel guilty and ashamed, as if they were the cause of their child’s problems, we will
also try to educate ourselves about what causes psychological disorders in children and what
we can do about them. Because this is our first meeting, I thought it might be a good idea to
go around and have each of you introduce yourself to the others. Let’s begin on my left.
JOHN CHENEY: My name is John Cheney. I am a doctor, a radiologist, in this hospit ...
Autism cure by_khawar_nehal_atrc_10_oct_2013-2
How to cure autism and aspergers syndrome.
Gut iron loss is the main cause of autism.
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Applied Technology Research Center
Influence of Parents’ Divorce on Separation Anxiety in Children
Children experience separation from parents as a form of anxiety from the age of six to eight months to the age of five, and beyond. In a completely new form, it can also appear in adolescents. In this article I demonstrate some neuro-psychological aspects of the anxiety which children experience regarding the divorce of their parents; then I present the elements of the anxiety in relations between parents and children/adolescents. Next I present the structure of anxiety. At the end I describe strategies to diminish separation anxiety in children and adolescents regarding the separation (divorce) of their parents.
Select a company that relies on excellent transportation performance (.pdf
Select a company that relies on excellent transportation performance (not Amazon or DELL).
Review the criteria listed in exhibit 17.4 and select the one that you think is the most critical for
that company. Then suggest another criterion that is not in the list that you think this company
can use to evaluate the performance of their transportation function.
Exhibit 17.4 Criteria Used to Measure Transportation Performance:
Total Cost: In addition to the fee charges, total cost includes the cost of extra inventory,
warehousing, buffer stock, and, in the case of international shipments, broker fees, customs, etc.
Other cost factors such as extra managerial time may also have to be factored in.
Speed: Measured as time from when the shipment is released at the supplier's facility to the time
of receipt at the buyer's receiving dock.
Reliability: Sometimes described as fill rate. Refers to the ability to deliver on time. Can be
measured in different ways, but is typically a window of time when the delivery must be made.
The measure is thus the percentage of deliveries made within the specified window.
Capability : Refers to the ability of the carrier to move the material, including special materials,
hazardous materials, etc.
Accessibility: Refers to whether the carrier is capable of picking up the shipment and delivering
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Nile, not the Mississippi river).
oral history
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Panel B has an error that has confused students in previous years. What is the error? The blue
temperate line should be above the red tropical line. There is no problem with this panel If only
time available for diversification differs, both temperate and tropical species diversity should be
plotted on the same curve. Tropical should be plotted on the curve at younger times. If only time
available for diversification differs, both temperate and tropical curves should have the same
asymptote (reach the same level of species richness). FIGURE 18.14 Hypotheses Proposed to
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accumulated species faster. (B) The tropics have had more time for diversification than
temperate areas have, so they have accumulated more species. (C) Because their productivity is
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coexist there. (After G. G. Mittelbach et al. 2007. Ecol Lett 10: 315-331.) Most lineages (species,
genera, and broader clades) in North and South America have very different evolutionary
histories since North America (Nearctic region) was once part of the supercontinent Laurasia.
Laurasia was separated from Gondowana (the supercontinent that contained South America
(Neotropic region) for more than 100 million years. Choose is the best explanation for this
pattern. The long separation limited dispersal until 60 million years ago. Different lineages
evolved on each continent. North and South America were separated until 6 million years ago,
limiting dispersal. Different lineages evolved on each continent. North and South America have
different abiotic conditions (different biomes), so different lineages have evolved on each
continent. Most species in North and South America have very similar evolutionary histories, but
North America has experienced a higher extinction rate due to habitat fragmentation and thus has
fewer species than South America. Terrestrial (on land) biodiversity is higher in tropical (near
the equator) than in temperate (midlatitude) regions. Which of the following best explains the
reason for this pattern? (Check all statements that you think apply.) Tropical regions have had a
longer evolutionary history than the northern and the southern hemispheres since the tropics
worked as a refuge during several ice ages. A longer evolutionary history means that species
have been able to diversify over a longer time. The annual average temperature in tropical
regions is more variable than in the northern and the southern hemispheres. Higher temperature
variability is likely to generate a wider variety of species. Tropical regions are more pristine,
with less human development and thus less species extinction. Tropical regions.
Security- One of the most appealing features of Linux systems are the.pdf
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compromised. If you can find one, explain how the security features were circumvented..
Section 3- Ancient languages Question 13 0pts You will answer all the.pdf
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pattern of reasoning, or sol that you thik was persculdety important to the dedphement? Descrbe
in ane sentence:.
section 9 is highlighted- 3- Focus on Section 9- How can researchers.pdf
section 9 is highlighted.
3. Focus on Section 9. How can researchers and conservationists test for the presence of the
prion associated with CWD? Why is testing difficult? What is the treatment? Do your answers to
these questions make sense given your knowledge of protein structure and folding? for CWD
transmission to humans, one report rectal mucos, and brain in CWD positive elk. indicates
nonhuman primate susceptibility to alhough one of seven elk with early CWD CWD.
Intracerebral inoculation of squirrel was tonsil positive, but rectal mucosa negamonkeys (Saimini
sciureus) demonstrated a tive [82]. positive CWD transmission [49]. Among non- PrP detection
in CWD-infected deer human primates, however, the Pmp sequence: blood has been a challenge
to develop as an anof the new world monkeys are the most dis- temortem diagnostic tool. Prptic
was recently tant from humans [72], and therefore may not reported as detectable in deer blood
using an indicate that human prion protein conversion antibody ELISA with signal amplification
of would be induced by CWD PrP S c . antibody conjugated DNA catalyzed by T7 RNA
polymerase [15]. 1. CWD DIAGNOSTICS Protein misfolding cyclic amplification (PMCA) can
be used to amplify PrPir from Clinical kigns of CWD in deer and elk CWD-infected deer, and
should be valuable are unspecific and-subtle in cariy disease and for Prpes detection from tissues
and body flucommonly include weight loss and behav- ids containing low levels of infectivity.
for foral changes such as isolation from the herd improved understanding of CWD pathogeneand
depression. Other signs may include hy: improved understanding of CWD palso to detect
animals in early stages persalivation, polydipsia/polyuria, ataxia, and of infection [43]. Atarashi
et al. [3] developed occisionally increased regurgitation and/or of infection [43]. Atarashi ct al.
[3/ developed esophageal distension. Therefore sensitive, nique whereby recombinant, natively
folded specific, and rapid ante-mortem CWD ascays Pique whereby recombinant, natively folded
are eritical for accurafe diagnosis. Removal PrP monomers is used to amp 50 ag of PrPs was
detectable. Therefore of infected animals from a berd, pairticularly methods for sensitive
detection of Prpe are in US National Parks where culling of only subatantially improvingl known
infected individuals is often the preferred method of management ( M . Wild, personal
communication). To survey and man- 10. TOOLS FOR CWD RESEARCH: CELL. age CWD in
Rocky Mountain National Park IINES AND CERVID PrP EXPRESSING and adjacent Estes
Park in Colondo.male TRANSGENIC MICE deer were anesthetized, radiocollared, and ton-
Until recently, few techniques were availsil biopsies collected and tected (M. Wild, able to detect
CWD prion infectivity, or to personal communication: [941) Any prion: test compounds to
disrupt prion conversion. A infected animals were then located by ra- CWD-susceptible cell line
derived from cervid diotelemetry and euthani.
section 5-4 Suppose that there are 27 sophomores and 14 juniors in a P.pdf
section 5.4
Suppose that there are 27 sophomores and 14 juniors in a Physiology class. Two students are
chosen at random to participate in a class demonstration. What is the probability of choosing two
students at random and the first is a junior and the second one is a sophomore? Round your
answer to four decimal places, if necessary..
Section 1- DNA Technology - 30 marks Definitions- 1-1 A collection of.pdf
Section 1: DNA Technology - 30 marks Definitions: 1.1 A collection of clones that contain a
variety of DNA copies of mRNAs expressed in a particular cell type or tissue type. 1.2 An
enzyme that can cleave a DNA molecule at any site where a specific short sequence of
nucleotides occurs. 1.3 A clone of a DNA copy of an mRNA molecule. 1.4 The process whereby
two complementary nucleic acid strands form a double helix. 1.5 Small, circular DNA molecule
that replicates independently of the genome and can be used for DNA cloning. 1.6 A relative
molecular mass size marker used to identify the approximate size of a DNA molecule run on a
gel during electrophoresis..
Search for a single- specific current issue associated with tropical c.pdf
Search for a single, specific current issue associated with tropical coral reefs within the last year.
It should not be difficult to locate an issue, there are numerous publications and organizations
that are dedicated to the marine environment and will provide no shortage of current issues. 1)
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format at the end..
Screen 1 -- display index page Once user clicks on List students.pdf
Screen 1 -> display index page
Once user clicks on List students
Takes you to screen 2
Clicking on details takes user to screen 3
Instructions :
Use JDBC to retrieve information from the database
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Use best practices for naming conventions, packaging structure and code style.
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11 NeurodevelopmentalDisordersBowdenimagesiStockThinksto.docx
11 NeurodevelopmentalDisorders
Bowdenimages/iStock/Thinkstock
Chapter Objectives
After reading this chapter, you should be able to do the following:
• Explain how developmental psychology contributes to our understanding of psychological disorders
among children and adolescents.
• Describe the main psychological disorders first observed in childhood and adolescence.
• Explain the effects of a childhood disorder on other family members.
• Describe how childhood and adolescent disorders can be treated.
get83787_11_c11_305-324.indd 305 2/16/18 4:49 PM
© 2018 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
306
Understanding Developmental Psychopathology Section 11.1
11.1 Understanding Developmental Psychopathology
It is stressful for any family when one member has a psychological disorder; it is especially
stressful when the affected person is a child. Children are changing constantly. Unfortu-
nately, because of disease, genetics, or traumatic experiences (to name just three possible
factors), some children find the road to adulthood full of obstacles. Unless they are helped,
such children are at risk for psychological disorders. In addition to the at-risk children, their
parent(s) and/or caregivers are also at risk. To gain a better picture of children’s issues, and
those of their caregivers, we will examine the members of the University Hospital Parent Sup-
port Group. This group was organized by psychologist Stuart Berg. Its members are parents
of children under treatment for psychological disorders. Let’s look at Part 1 of the support
group’s case study.
Case Study: Support Group: Part 1
Parent Support Group Transcript
DR. BERG: My name is Stuart Berg. I am a clinical psychologist working here at University
Hospital. I want to welcome each of you to this first support group meeting. I know some of
you, and I will look forward to meeting and working with all of you in the weeks to come.
The goal of this support group is to help you help your children and yourselves. You are all
here because you have a child in treatment and because you indicated an interest in mutual
support. Although these meetings will be unstructured, they do have a goal—to help you
cope with having a child who has a psychological disorder. Some of the issues we discuss will
be practical: how to access government assistance programs, how to find a babysitter, how
to get your child to the dentist. Because some parents whose children develop psychological
disorders feel guilty and ashamed, as if they were the cause of their child’s problems, we will
also try to educate ourselves about what causes psychological disorders in children and what
we can do about them. Because this is our first meeting, I thought it might be a good idea to
go around and have each of you introduce yourself to the others. Let’s begin on my left.
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How libraries can support authors with open access requirements for UKRI fund...
Jose-Rizal-and-Philippine-Nationalism-National-Symbol-2.pptx
Jose-Rizal-and-Philippine-Nationalism-National-Symbol-2.pptx
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
The Art Pastor's Guide to Sabbath | Steve Thomason
The Art Pastor's Guide to Sabbath | Steve Thomason
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity G...
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity G...
Sectors of the Indian Economy - Class 10 Study Notes pdf
Sectors of the Indian Economy - Class 10 Study Notes pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Scenario- Trent Trent is a 4-year-old male who is an only child of two.pdf
- 1. Scenario: Trent Trent is a 4-year-old male who is an only child of two professional parents. They often leave him with a babysitter or in day care when he finishes preschool. In the last few months, he has developed some motor tics, especially in his right eye. He seems to blink continuously and is often not aware of it. Further, his preschool teacher reported that he has been making noises during quiet and playtime. When asked to control the noises, Trent seems confused. He is unaware of the noises that he makes. His parents have also noticed that he has become very clingy during the drive to preschool each morning and that he is developing fears of water and heights. They are worried about him as he was not like this as a baby. Their doctor referred them to a child neurologist for an evaluation. What disorder does Trent likely have (according to your reading)? How will the child neurologist test Trent to make a diagnosis? Explain which parts of the brain are involved in his involuntary actions and describe how this disorder might be treated.