...My Virtual Child, Peyton Basically, this is all about my virtual child, Peyton. That's all I will be talking about in this...I know it's exciting! Thursday, November 27, 2008 Bonus Assignment 1. Are there any issues you had with your parents, your school work, your friends, or your romantic involvements in the last year of high school that continued to be issues for you in college? First of all, don’t all teenagers have issues with their parents? I didn’t have a ton of issues with them as most kids did when I was in high school. My school work has always been pretty consistent with me staying on top of things and doing my homework when I was suppose to. My last year of high school is when I had my first real relationship and that continued into my first year of college, but it was no big thing. I really didn’t have too many issues in high school, I’m not saying that I was perfect, but I was very quiet and I only had one really good friend in high school. The only big issue that I had was I had a tough time having a good work ethic. I started working when I was 16 and let me just say I had terrible work ethics. My parents had to help me come to like to work and appreciate what I was working for. By the time I got into college, this wasn’t a problem anymore. 2. Reflect on your own personality, interests and cognitive abilities at the time you graduated high school. How did these personality characteristics and abilities manifest themselves in subsequent years? How have they...
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...eVersion 1.0 - click for scan notes DON'T SHOOT THE DOG Karen Pryor To my mother, Sally Ondeck; my stepmother, Ricky Wylie; and Winifred Sturley, my teacher and friend. Contents Foreword 1—Reinforcement: Better than Rewards In which we learn of the ferocity of Wall Street lawyers; of how to—and how not to—buy presents and give compliments; of a grumpy gorilla, a grudging panda, and a truculent teenager (the author); of gambling, pencil chewing, falling in love with heels, and other bad habits; of how to reform a scolding teacher or a crabby boss without their knowing what you've done; and more. 2—Shaping: Developing Super Performance Without Strain or Pain How to conduct an opera; how to putt; how to handle a bad report card. Parlor games for trainers. Notes on killer whales, Nim Chimpsky Zen, Gregory Bateson, the Brearley School, why cats get stuck in trees, and how to train a chicken. 3—Stimulus Control: Cooperation Without Coercion Orders, commands, requests, signals, cues, and words to the wise; what works and what doesn't. What discipline isn't. Who gets obeyed and why. How to stop yelling at your kids. Dancing, drill teams, music, martial arts, and other recreational uses of stimulus control. 4—Untraining: Using Reinforcement to Get Rid of Behavior You Don't Want Eight methods of getting rid of behavior you don't want, from messy roommates to barking dogs to bad tennis to harmful addictions, starting with Method 1: Shoot the Animal, which definitely works, and ending with...
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...9 CHAPTER PERSONALITY AND INDIVIDUAL DIFFERENCES 348 CHAPTER OUTLINE module 29 Psychodynamic Approaches to Personality Freud’s Psychoanalytic Theory: Mapping the Unconscious Mind The Neo-Freudian Psychoanalysts: Building on Freud Try It! The Life Orientation Test Projective Methods Behavioral Assessment Becoming an Informed Consumer of Psychology: Assessing Personality Assessments module 30 Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to Personality Trait Approaches: Placing Labels on Personality Learning Approaches: We Are What We’ve Learned Biological and Evolutionary Approaches: Are We Born with Personality? Humanistic Approaches: The Uniqueness of You Try It! Assessing Your Real and Ideal Self-Concept Comparing Approaches to Personality module 32 Intelligence Theories of Intelligence: Are There Different Kinds of Intelligence? Practical Intelligence and Emotional Intelligence: Toward a More Intelligent View of Intelligence Assessing Intelligence Variations in Intellectual Ability Exploring Diversity: The Relative Influence of Genetics and Environment: Nature, Nurture, and IQ Psychology on the Web The Case of . . . Mike and Marty Scanlon, the Unlikely Twins Profiles of Success: Raymond J. Matlock Full Circle: Personality and Individual Differences module 31 Assessing Personality: Determining What Makes Us Distinctive Self-Report Measures of Personality Who was the Real Bernie Madoff? To some, Bernard L. Madoff was an affable, charismatic...
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...I'm OK-You're OK By Thomas A. Harris MD Contents: Book Cover (Front) (Back) Scan / Edit Notes About The Author Illustrations Author's Note Preface 1. Freud, Penfield, and Berne 2. Parent, Adult, and Child 3. The Four Life Positions 4. We Can Change 5. Analysing the Transaction 6. How We Differ 7. How We Use Time 8. P-A-C and Marriage 9. P-A-C and Children 10. P-A-C and Adolescents 11. When Is Treatment Necessary? 12. P-A-C and Moral Values 13. Social Implications of P-A-C References Index (Removed) Scan / Edit Notes Versions available and duly posted: Format: v1.0 (Text) Format: v1.0 (PDB - open format) Format: v1.5 (HTML) Format: v1.5 (Ubook-HTML) Genera: Self-Help Extra's: Pictures Included Copyright: 1969 Scanned: November 8 2003 Posted to: alt.binaries.e-book (HTML-PIC-TEXT-PDB Bundle) alt.binaries.e-book (HTML-UBook) Note: The U-Book version is viewable on PC and PPC (Pocket PC). Occasionally a PDF file will be produced in the case of an extremely difficult book. 1. The Html, Text and Pdb versions are bundled together in one rar file. (a.b.e) 2. The Ubook version is in zip (html) format (instead of rar). (a.b.e) ~~~~ Structure: (Folder and Sub Folders) {Main Folder} - HTML Files | |- {PDB} | |- {Pic} - Graphic files | |- {Text} - Text File -Salmun About The Author Thomas A. Harris is a practising psychiatrist in Sacramento, California. Born in Texas, he received his B.S. degree in 1938 from the University of Arkansas Medical School and his M.D. in 1940 from Temple...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...therapy, I usually ask them how they met. Maggie and Victor, a couple in their mid-fifties who were contemplating divorce after twenty-nine years of marriage, told me this story: "We met in graduate school," Maggie recalled. "We were renting rooms in a big house with a shared kitchen. I was cooking breakfast when I looked up and saw this man-Victor- walk into the room. I had the strangest reaction. My legs wanted to carry me to him, but my head was telling me to stay away. The feelings were so strong that I felt faint and had to sit down." Once Maggie recovered from shock, she introduced herself to Victor, and the two of them spent half the morning talking. "That was it," said Victor. "We were together every possible moment for the next two months, and then we eloped." Page 4 q Getting the Love You Want "If those had been more sexually liberated times," added Maggie, "I'm sure we would have been lovers from that very first week. I've never felt so intensely about anyone in my entire life." Not all first encounters produce seismic shock waves. Rayna and Mark, a couple ten years younger, had a more tepid and prolonged courtship. They met through a mutual friend. Rayna asked a friend if she knew any single men, and her friend said she knew an interesting man named Mark who had recently separated from his wife. She hesitated to introduce him to Rayna, however, because she didn't think that they would be a...
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...PN MENTAL HEALTH NURSING EDITION . CO NT ASTERY SERI ES TM N E R EV MOD IE W LE U PN Mental Health Nursing Review Module Edition 9.0 CONtriButOrs Sheryl Sommer, PhD, RN, CNE VP Nursing Education & Strategy Janean Johnson, MSN, RN Nursing Education Strategist Sherry L. Roper, PhD, RN Nursing Education Strategist Karin Roberts, PhD, MSN, RN, CNE Nursing Education Coordinator Mendy G. McMichael, DNP, RN Nursing Education Specialist and Content Project Coordinator Marsha S. Barlow, MSN, RN Nursing Education Specialist Norma Jean Henry, MSN/Ed, RN Nursing Education Specialist eDitOrial aND PuBlisHiNg Derek Prater Spring Lenox Michelle Renner Mandy Tallmadge Kelly Von Lunen CONsultaNts Deb Johnson-Schuh, RN, MSN, CNE Loraine White, RN, BSN, MA PN MeNtal HealtH NursiNg i PN MeNtal HealtH NursiNg review Module editioN 9.0 intellectual Property Notice ATI Nursing is a division of Assessment Technologies Institute®, LLC Copyright © 2014 Assessment Technologies Institute, LLC. All rights reserved. The reproduction of this work in any electronic, mechanical or other means, now known or hereafter invented, is forbidden without the written permission of Assessment Technologies Institute, LLC. All of the content in this publication, including, for example, the cover, all of the page headers, images, illustrations, graphics, and text, are subject to trademark, service mark, trade dress, copyright, and/or other intellectual property rights or licenses...
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...A kid with Hepatitis A can return to school 1 week within the onset of jaundice. 2. After a patient has dialysis they may have a slight fever...this is normal due to the fact that the dialysis solution is warmed by the machine. 3. Hyperkalemia presents on an EKG as tall peaked T-waves 4. The antidote for Mag Sulfate toxicity is ---Calcium Gluconate 5. Impetigo is a CONTAGEOUS skin disorder and the person needs to wash ALL linens and dishes seperate from the family. They also need to wash their hands frequently and avoid contact. positive sweat test. indicative of cystic fibrosis 1. Herbs: Black Cohosh is used to treat menopausal symptoms. When taken with an antihypertensive, it may cause hypotension. Licorice can increase potassium loss and may cause dig toxicity. 2. With acute appendicitis, expect to see pain first then nausea and vomiting. With gastroenitis, you will see nausea and vomiting first then pain. 3. If a patient is allergic to latex, they should avoid apricots, cherries, grapes, kiwi, passion fruit, bananas, avocados, chestnuts, tomatoes and peaches. 4. Do not elevate the stump after an AKA after the first 24 hours, as this may cause flexion contracture. 5. Beta Blockers and ACEI are less effective in African Americans than Caucasians. 1. for the myelogram postop positions. water based dye (lighter) bed elevated. oil based dye heavier bed flat. 2.autonomic dysreflexia- elevated bed first....then check foley...
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...Chapter 1 SIGMUND FREUD AN INTRODUCTION Sigmund Freud, pioneer of Psychoanalysis, was born on 6th May 1856 in Freiberg to a middle class family. He was born as the eldest child to his father’s second wife. When Freud was four years old, his family shifted and settled in Vienna. Although Freud’s ambition from childhood was a career in law, he decided to enter the field of medicine. In 1873, at the age of seventeen, Freud enrolled in the university as a medical student. During his days in the university, he did his research on the Central Nervous System under the guidance of German physician `Ernst Wilhelm Von Brucke’. Freud received his medical degree in 1881and later in 1883 he began to work in Vienna General Hospital. Freud spent three years working in various departments of the hospital and in 1885 he left his post at the hospital to join the University of Vienna as a lecturer in Neuropathology. Following his appointment as a lecturer, he got the opportunity to work under French neurologist Jean Charcot at Salpetriere, the famous Paris hospital for nervous diseases. So far Freud’s work had been entirely concentrated on physical sciences but Charcot’s work, at that time, concentrated more on hysteria and hypnotism. Freud’s studies under Charcot, which centered largely on hysteria, influenced him greatly in channelising his interests to psychopathology. In 1886, Freud established his private practice in Vienna specializing in nervous diseases...
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...by SUZANNE WHITE Copyright © 1986 Suzanne White. All rights reserved. 2 Dedication book is dedicated to my mother, Elva Louise McMullen Hoskins, who is gone from this world, but who would have been happy to share this page with my courageous kids, April Daisy White and Autumn Lee White; my brothers, George, Peter and John Hoskins; my niece Pamela Potenza; and my loyal friends Kitti Weissberger, Val Paul Pierotti, Stan Albro, Nathaniel Webster, Jean Valère Pignal, Roselyne Viéllard, Michael Armani, Joseph Stoddart, Couquite Hoffenberg, Jean Louis Besson, Mary Lee Castellani, Paula Alba, Marguerite and Paulette Ratier, Ted and Joan Zimmermann, Scott Weiss, Miekle Blossom, Ina Dellera, Gloria Jones, Marina Vann, Richard and Shiela Lukins, Tony Lees-Johnson, Jane Russell, Jerry and Barbara Littlefield, Michele and Mark Princi, Molly Friedrich, Consuelo and Dick Baehr, Linda Grey, Clarissa and Ed Watson, Francine and John Pascal, Johnny Romero, Lawrence Grant, Irma Kurtz, Gene Dye, Phyllis and Dan Elstein, Richard Klein, Irma Pride Home, Sally Helgesen, Sylvie de la Rochefoucauld, Ann Kennerly, David Barclay, John Laupheimer, Yvon Lebihan, Bernard Aubin, Dédé Laqua, Wolfgang Paul, Maria José Desa, Juliette Boisriveaud, Anne Lavaur, and all the others who so dauntlessly stuck by me when I was at my baldest and most afraid. Thanks, of course, to my loving doctors: James Gaston, Richard Cooper, Yves Decroix, Jean-Claude Durand, Michel Soussaline and to all those daring...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...VOLUME EDITOR S. WALLER is an Associate Professor of Philosophy at Montana State University Bozeman. Her areas of research are philosophy of neurology, philosophy of cognitive ethology (especially dolphins, wolves, and coyotes), and philosophy of mind, specifically the parts of the mind we disavow. SERIES EDITOR FRITZ ALLHOFF is an Assistant Professor in the Philosophy Department at Western Michigan University, as well as a Senior Research Fellow at the Australian National University’s Centre for Applied Philosophy and Public Ethics. In addition to editing the Philosophy for Everyone series, Allhoff is the volume editor or co-editor for several titles, including Wine & Philosophy (Wiley-Blackwell, 2007), Whiskey & Philosophy (with Marcus P. Adams, Wiley, 2009), and Food & Philosophy (with Dave Monroe,Wiley-Blackwell, 2007). P H I L O S O P H Y F O R E V E RYO N E Series editor: Fritz Allhoff Not so much a subject matter, philosophy is a way of thinking.Thinking not just about the Big Questions, but about little ones too.This series invites everyone to ponder things they care about, big or small, significant, serious … or just curious. Running & Philosophy: A Marathon for the Mind Edited by Michael W. Austin Wine & Philosophy: A Symposium on Thinking and Drinking Edited by Fritz Allhoff Food & Philosophy: Eat,Think and Be Merry Edited by Fritz Allhoff and Dave Monroe Beer & Philosophy: The Unexamined Beer Isn’t Worth Drinking Edited by Steven D. Hales Whiskey & Philosophy:...
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...FROM THE AUTHOR OF THE BESTSELLING BIOGRAPHIES OF BENJAMIN FRANKLIN AND ALBERT EINSTEIN, THIS IS THE EXCLUSIVE BIOGRAPHY OF STEVE JOBS. Based on more than forty interviews with Jobs conducted over two years—as well as interviews with more than a hundred family members, friends, adversaries, competitors, and colleagues—Walter Isaacson has written a riveting story of the roller-coaster life and searingly intense personality of a creative entrepreneur whose passion for perfection and ferocious drive revolutionized six industries: personal computers, animated movies, music, phones, tablet computing, and digital publishing. At a time when America is seeking ways to sustain its innovative edge, Jobs stands as the ultimate icon of inventiveness and applied imagination. He knew that the best way to create value in the twenty-first century was to connect creativity with technology. He built a company where leaps of the imagination were combined with remarkable feats of engineering. Although Jobs cooperated with this book, he asked for no control over what was written nor even the right to read it before it was published. He put nothing offlimits. He encouraged the people he knew to speak honestly. And Jobs speaks candidly, sometimes brutally so, about the people he worked with and competed against. His friends, foes, and colleagues provide an unvarnished view of the passions, perfectionism, obsessions, artistry, devilry, and compulsion for control that shaped his approach to business and...
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...C h a p t e r 1 Prewriting GETTING STARTED (OR SOUP-CAN LABELS CAN BE FASCINATING) For many writers, getting started is the hardest part. You may have noticed that when it is time to begin a writing assignment, you suddenly develop an enormous desire to straighten your books, water your plants, or sharpen your pencils for the fifth time. If this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader,...
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...Made By Jason & Franklin. This Document Is Strictly Prohibited For Commercial Purposes Without Authorization. List 1 GRE Verbal 750 Quantitative 800, AW 5.5 2008 10 Princeton, MIT, M. Fin Unit 1 ABANDON A B D I C AT E ABASE ABERRANT ABASH ABET A B AT E A B E YA N C E A B B R E V I AT E ABHOR abandon [ 1 n. ] carefree, freedom from constraint added spices to the stew with complete abandon unconstraint, uninhibitedness, unrestraint 2 v. to give (oneself) over unrestrainedly abandon herself to a life of complete idleness abandon oneself to emotion indulge, surrender, give up 3 v. to withdraw from often in the face of danger or encroachment abandon the ship/homes salvage 4 v. to put an end to (something planned or previously agreed to) NASA the bad weather forced NASA to abandon the launch abort, drop, repeal, rescind, revoke, call off keep, continue, maintain, carry on abase [ 1 v. ] to lower in rank, office, prestige, or esteem was unwilling to abase himself by pleading guilty to a crime that he did not commit debauch, degrade, profane, vitiate, discredit, foul, smirch, take down elevate, ennoble, uplift, aggrandize, canonize, deify, exalt abash [ 1 vt. ] to destroy the self-possession or self-confidence of ,disconcert, embarrass Nothing could abash him. discomfit, disconcert, discountenance, faze, fluster, nonplus, mortify embolden abate [ 1 v. ] to reduce in degree or intensity / abate his rage/pain taper off intensify 2 v. ...
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