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.
Disappear Fear 2018.ppt
Anxiety disorders are the most common mental health disorders in America, affecting around 40 million adults each year. While highly treatable, only about 36% of those affected receive treatment. The document provides statistics on various anxiety disorders such as social anxiety disorder, panic disorder, and generalized anxiety disorder. It also presents case examples that illustrate symptoms of anxiety disorders in children and adolescents. The document discusses treatment options for anxiety disorders including cognitive-behavioral therapy and medication. It provides details on panic inoculation treatment involving psychoeducation, breathing retraining, cognitive restructuring, and exposure exercises.
answers to questions on anxiety disorders.docx
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
autismpowerpoint-110314221843-phpapp01 (2).pdf
Autism is a developmental disorder that appears in the first 3 years of life and affects social and communication skills. It is characterized by repetitive behaviors, lack of pretend play, and difficulties with social interaction and communication. Symptoms vary but can include lack of speech, avoidance of eye contact, narrow interests, and sensitivity to sensory stimuli. While the cause is unknown, early diagnosis and a customized treatment plan including ABA therapy, occupational therapy, and speech therapy can help children with autism develop important skills.
HEALTH CARE GRADE 10 FIRST QUARTER LESSON
The document discusses a health class that focuses on identifying different healthcare professionals and their fields of specialization. The class is divided into groups and participates in two activities. The first activity involves identifying healthcare professionals from pictures of body parts. The second activity gives scrambled letters of healthcare professionals and has the students identify the correct professional based on the body part and definition provided. The class discusses the importance of knowing the different healthcare professionals and when to consult each one. It concludes with an assessment activity where students match pictures of medical conditions/professionals to their correct title. The overall purpose is to help students learn about the various medical fields and professionals so they understand who to see for different health issues.
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.
Disappear Fear 2018.ppt
Anxiety disorders are the most common mental health disorders in America, affecting around 40 million adults each year. While highly treatable, only about 36% of those affected receive treatment. The document provides statistics on various anxiety disorders such as social anxiety disorder, panic disorder, and generalized anxiety disorder. It also presents case examples that illustrate symptoms of anxiety disorders in children and adolescents. The document discusses treatment options for anxiety disorders including cognitive-behavioral therapy and medication. It provides details on panic inoculation treatment involving psychoeducation, breathing retraining, cognitive restructuring, and exposure exercises.
answers to questions on anxiety disorders.docx
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
autismpowerpoint-110314221843-phpapp01 (2).pdf
Autism is a developmental disorder that appears in the first 3 years of life and affects social and communication skills. It is characterized by repetitive behaviors, lack of pretend play, and difficulties with social interaction and communication. Symptoms vary but can include lack of speech, avoidance of eye contact, narrow interests, and sensitivity to sensory stimuli. While the cause is unknown, early diagnosis and a customized treatment plan including ABA therapy, occupational therapy, and speech therapy can help children with autism develop important skills.
HEALTH CARE GRADE 10 FIRST QUARTER LESSON
The document discusses a health class that focuses on identifying different healthcare professionals and their fields of specialization. The class is divided into groups and participates in two activities. The first activity involves identifying healthcare professionals from pictures of body parts. The second activity gives scrambled letters of healthcare professionals and has the students identify the correct professional based on the body part and definition provided. The class discusses the importance of knowing the different healthcare professionals and when to consult each one. It concludes with an assessment activity where students match pictures of medical conditions/professionals to their correct title. The overall purpose is to help students learn about the various medical fields and professionals so they understand who to see for different health issues.
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 ...
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Asperger syndrome is an autism spectrum disorder characterized by difficulties with social skills and nonverbal communication, as well as restricted interests. It is more common in boys than girls. While individuals with Asperger syndrome are of normal intelligence, they may exhibit repetitive behaviors, have trouble reading social cues or showing empathy. Treatment focuses on developing social skills through psychotherapy and medications can help with related conditions like anxiety or depression. Asperger syndrome affects about 1 in 500 individuals worldwide.
Ptsd in the inner city
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How to cure autism and aspergers syndrome.
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Influence of Parents’ Divorce on Separation Anxiety in Children
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Tirp teens fall 2010
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T I R P Teens Fall 2011
The document provides information about teenage brain development and behavior. It discusses how the frontal lobes of girls mature faster than boys during puberty, allowing girls to "connect the dots" better. However, it takes boys longer - until around ages 20-28 - to catch up to girls' brain development. The document then covers several key aspects of teenage brain development and behavior, including their vulnerability to stress, rewards, and risky behavior; greater sensitivity to rewards but less awareness of effects; lessened ability to read and manage emotions; and poorer future orientation compared to adults.
Toddler tantrums and behavior guidance
Tantrums are common emotional outbursts that occur in children between 1-4 years old, especially around age 2. Research shows that tantrums typically last 1-5 minutes and involve crying, screaming, defiance, anger and other negative behaviors. Triggers for tantrums include frustration, overwhelm, hunger, and fatigue. Parents can help prevent or shorten tantrums by keeping children well-rested, distracted, and prepared for changes in routine. If a tantrum occurs, parents should remain calm and avoid confrontation, punishment, or trying to stop the emotion.
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
it door to door..
Select 5 of the 12 IDs listed below (not repeating more than one ID)-.pdf
Select 5 of the 12 IDs listed below (not repeating more than one ID). Provide a paragraph length
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response. Most importantly, is to define the term and contextualize it within the scope of this
African History course (i.e. if the term was "river" it would be to discuss African rivers: Niger,
Nile, not the Mississippi river).
oral history
Venture Smith
European gaze of Africa
door of no return
Christianity in Africa
Okonkwo
technology and colonization
Mau Mau
W. E. B. Du Bois
colonial impact
Pan-Africanism
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See figure 18-14- which summarizes hypotheses for why species richness.pdf
See figure 18.14 , which summarizes hypotheses for why species richness is higher in the tropics.
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
Explain the Latitudinal Gradient in Species Richness (A) The tropics have a higher
diversification rate (speciation rate - extinction rate) than temperate areas do, so they have
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
higher, the tropics have a higher carrying capacity than temperate areas, so more species can
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
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with less human development and thus less species extinction. Tropical regions.
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section 9 is highlighted.
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communication). To survey and man- 10. TOOLS FOR CWD RESEARCH: CELL. age CWD in
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Once user clicks on List students
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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.
JOHN CHENEY: My name is John Cheney. I am a doctor, a radiologist, in this hospit ...
Aspergers
Asperger syndrome is an autism spectrum disorder characterized by difficulties with social skills and nonverbal communication, as well as restricted interests. It is more common in boys than girls. While individuals with Asperger syndrome are of normal intelligence, they may exhibit repetitive behaviors, have trouble reading social cues or showing empathy. Treatment focuses on developing social skills through psychotherapy and medications can help with related conditions like anxiety or depression. Asperger syndrome affects about 1 in 500 individuals worldwide.
Ptsd in the inner city
PTSD can develop after experiencing or witnessing a traumatic event. Symptoms include reliving the event through memories or flashbacks, avoiding reminders of the trauma, feeling numb or hyper-aroused. Community violence is common in poor urban areas and can negatively impact children through direct or indirect exposure, increasing risks for PTSD, other mental health issues, and family problems. Treatments include psychotherapy like CBT or EMDR, medication, and stress relief techniques such as meditation, music, and prayer.
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.
http://atrc.net.pk
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.
Tirp teens fall 2010
The document provides information about teenage brain development and behavior. It discusses how the frontal lobes of girls mature faster than boys during puberty, allowing girls to "connect the dots" better. However, it takes boys longer until around ages 20-28 to fully catch up to girls' brain development. The document then covers several key aspects of teenage brain development and behavior, including their vulnerability to stress, rewards, and risky behavior; greater sensitivity to rewards but less awareness of consequences; lessened ability to read and manage emotions; and poorer problem-solving skills and future orientation compared to adults.
T I R P Teens Fall 2011
The document provides information about teenage brain development and behavior. It discusses how the frontal lobes of girls mature faster than boys during puberty, allowing girls to "connect the dots" better. However, it takes boys longer - until around ages 20-28 - to catch up to girls' brain development. The document then covers several key aspects of teenage brain development and behavior, including their vulnerability to stress, rewards, and risky behavior; greater sensitivity to rewards but less awareness of effects; lessened ability to read and manage emotions; and poorer future orientation compared to adults.
Toddler tantrums and behavior guidance
Tantrums are common emotional outbursts that occur in children between 1-4 years old, especially around age 2. Research shows that tantrums typically last 1-5 minutes and involve crying, screaming, defiance, anger and other negative behaviors. Triggers for tantrums include frustration, overwhelm, hunger, and fatigue. Parents can help prevent or shorten tantrums by keeping children well-rested, distracted, and prepared for changes in routine. If a tantrum occurs, parents should remain calm and avoid confrontation, punishment, or trying to stop the emotion.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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