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  • Vice Chair of Radiology Enterprise Integration
  • Associate Professor of Radiology and Radiological Science

https://www.hopkinsmedicine.org/profiles/results/directory/profile/10004927/jenny-hoang

A number of researchers have found that children who can use non-coercive strategies are more likely to impotence trials france caverta 50 mg otc have a successful resolution erectile dysfunction hypertension drugs generic caverta 50 mg overnight delivery, whereby a compromise is reached and neither child feels slighted (Ram & Ross erectile dysfunction medication covered by insurance purchase caverta amex, 2008; Abuhatoum & Howe erectile dysfunction doctor in jacksonville fl buy generic caverta 50 mg on-line, 2013). Not surprisingly, friendly relationships with siblings often lead to more positive interactions with peers. A child can also learn to get along with a sibling, with, as the song says, "a little help from my friends" (Kramer & Gottman, 1992). Vygotsky and Piaget saw play as a way of children developing their intellectual abilities (Dyer & Moneta, 2006). Parten (1932) observed two to five-year-old children and noted six types of play: Three labeled as non-social play (unoccupied, solitary, and onlooker) and three categorized as social play (parallel, associative, and Source cooperative). Younger children engage in non-social play more than those older; by age five associative and cooperative play are the most common forms of play (Dyer & Moneta, 2006). Children play by themselves, do not interact with others, nor are they engaging in similar activities as the children around them. They may comment on the activities and even make suggestions but will not directly join the play. Children play alongside each other, using similar toys, but do not directly act with each other. Children will interact with each other and share toys but are not working toward a common goal. Some studies include only invisible characters that the child refers to in conversation or plays with for an extended period of time. Other researchers also include objects that the child personifies, such as a stuffed toy or doll, or characters the child impersonates every day. Estimates of the number of children who have imaginary companions varies greatly (from as little as 6% to as high as 65%) depending on what is included in the definition (Gleason, Sebanc, & Hartup, 2000). Imaginary companions are sometimes based on real people, characters from stories, or simply names the child has heard (Gleason, et. In addition, research suggests that contrary to the assumption that children with imaginary companions are compensating for poor social skills, several studies have found that these children are very sociable (Mauro, 1991; Singer & Singer, 1990; Gleason, 2002). However, studies have reported that children with imaginary companions are more likely to be first-borns or only-children (Masih, 1978; Gleason et al. Although not all research has found a link between birth order and the incidence of imaginary playmates (Manosevitz, Prentice, & Wilson, 1973). Moreover, some studies have found little or no difference in the presence of imaginary companions and parental divorce (Gleason et al. Young children view their relationship with their imaginary companion to be as supportive and nurturing as with their real friends. Gleason has suggested that this might suggest that children form a schema of what is a friend and use this same schema in their interactions with both types of friends (Gleason, et al. For children age six and under, two-thirds watch television every day, usually for two hours (Rideout & Hamel, 2006). Even when involved in other activities, such as playing, there is often a television on nearby (Christakis, 2009; Kirkorian, Pempek, & Murphy, 2009). An additional concern is the amount of screen time children are getting with smart mobile devices. While most parents believe that their young children use mobile devices for a variety of activities, the children report that they typically use them to play games (Chiong & Schuler, 2010). Studies have reported that young children who have two or more hours per day using mobile devices show more externalizing behaviors (aggression, tantrums) and inattention (Tamana, et al. The immaturity of the cognitive functions in infants and toddlers make it difficult for them to learn from digital media as effectively as they can from caregivers. For instance, it is often not until 24 months of age that children can learn new words from live-video chatting (Kirkorian, Choi, & Pempek, 2016). Since more women have been entering the workplace, there has been a concern that families do not spend as much time with their children. The Economist Data Team (2017) analyzed data from of ten countries (United States, Britain, Canada, France, Germany, Denmark, Italy, Netherlands, Slovenia and Spain) and estimated that the average mother spent 54 minutes a day caring for children in 1965, but 104 minutes in 2012. Men continue to do less than women at 59 minutes per day in 2012, but they provided more care than in Source 1965 when they averaged only 16 minutes a day. In 1965 mothers with and without a university education spent about the same amount of time on child care. This study is considered the most comprehensive child care study to date, and it began in 1991 when the children were one month of age. The study included an economically and ethnically diverse group of 1364 children assessed from 10 sites around the country. By design the study involved single parents, minority backgrounds, and differing formal education levels.

Syndromes

  • CT scan of the head
  • Nausea
  • Fever
  • Pneumocystis jiroveci pneumonia
  • Purple marks (1/2 inch or more wide), called striae, on the skin of the abdomen, thighs, and breasts
  • Large neck or collar size (17 inches or more in men and 16 inches or more in women)
  • Rolaids
  • Special education, to address learning disabilities and attention deficit problems the child may have 

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Identify tools for generating ideas and focusing thought with overview relevant programs trimix erectile dysfunction treatment purchase 100 mg caverta visa. Identify programs or curricula that can serve as initiatives for fostering creativity (Odyssey of the Mind impotence stress caverta 50 mg discount, Future Problem Solving erectile dysfunction world statistics buy caverta canada, Invent America impotence causes and treatment discount 100mg caverta with amex, Artifacts Box, mentoring). Demonstrate an understanding of the process of invention and identify the steps of moving from an idea through the patent process. Using the identified characteristics of the creative individual, plan appropriate teaching strategies and groupings that support the development and expression of abilities. Examine the role of self-assessment, including portfolio development, in the evaluation of creative processes and products. Describe characteristics and appropriate criteria used to assess creative outcomes and products. Develop plans to integrate creativity within and across the content areas focusing on process and product. Design and implement a personal plan for establishing a classroom environment to nurture and develop creativity. Create pathways/opportunities for developing individual student creativity (mentorship, community resources, contests, clubs, special lessons/ classes, dual enrollment, distance learning. They will examine policies and procedures to screen, identify, and provide appropriate modifications to curriculum for these diverse gifted students. Instructors Selection of instructors for the Gifted Endorsement Add-on Endorsement Program will be based on the following minimum selection criteria: Current Florida teaching certificate (or the equivalent) with gifted endorsement, Background of successful staff development and/or adult training expertise, Minimum three years successful teaching experience in gifted education, Commitment to carry out the number of hours of instruction, individual participant consultation, and follow-up specified in each training module, Commitment to use and maintain the integrity of the published training materials known collectively as the Gifted Add-On Endorsement, and Commitment to the District Alternative Program for Add-On Certification: Gifted Endorsement and training program, and to the delivery of training at times and places convenient to the participants. Program Completion Satisfactory completion of all required training activities in each module/component and demonstration of mastery of all competencies within is required for program completion. Satisfactory completion of individual components for add-on purposes may be demonstrated through: 1. Successful completion of a college or university course documented by official transcript, where reasonable equivalence can be established between the component and the course through review of the course catalog description and course materials. Competency Verification Verification of competencies other than through the procedures stated above is not an option for the Gifted Add-on Endorsement Program. Evaluation Plan Program assessment techniques, training components, and competency acquisition by individual participants will be used to evaluate the Gifted Endorsement Program. The budget for Gifted Endorsement will mostly be borne by the participating educators. In some cases, a school district will reimburse the participant for successful completion of the endorsement program. Descriptive Data Number of teachers who are out-of-field in Gifted Number and percentages of out-of-field that have enrolled in the add-on program Number of program completers 2. Client Satisfaction Data Attitudes of candidates will be surveyed to determine the extent to which: the program is meeting candidate needs. The pace, quantity, and quality of assessments are compatible with their primary coaching responsibilities. Supervisory Evaluation Data the add-on certification program is meeting school and program needs. The data collected during the annual review will be used to determine overall program performance and the carry-over effects of the inservice education and training into the Gifted classroom arena. Candidate Application and Admission the individuals designated above will share the process for application, admission, and verification of the Gifted Endorsement Program. Enrollment preference will be given to educators who are currently classified as in need of Gifted Endorsement to meet employment requirements. Other participants will be admitted to the Gifted Endorsement Program as part of their Individual Professional Development Plan or to earn inservice credit for recertification purposes. Advisement Each applicant will receive Add-On Certification information, and orientation will be provided. Continuing advisement will be provided by the appropriate district office personnel on matters related to certification add-on offerings, training requirements, and progress toward completion of the Gifted Endorsement Program. The district will ensure that staff members are available to assist candidates with the initial program orientation, the developments of a Plan of Study (if required), inservice training information, and follow-up advisement for successful program completion. Excused absence class hours must be satisfied through a schedule approved by the instructor. Successful completion of all components will be verified by the district which then notifies the Florida Department of Education. Transfer and Utilization of Credit (College or Inservice) Credit earned in college courses from an accredited institution of higher education may be considered for transfer of credit to this add-on certification program. Participants must request an official college transcript from the institution of higher education for courses they wish to transfer; course syllabi will be analyzed to determine correlation to the appropriate Gifted inservice course within the chosen plan of study. Inservice credit earned in other school districts may be applied to the Gifted Endorsement Program provided that (1) the component is of equivalent or higher content level, and (2) the component was earned as part of an approved Add-on Certification Program for Gifted. Certification of Completion When participants have completed all program completion requirements thereby demonstrating mastery of competencies and objectives, program completion is verified. Since records are kept during each step of the Gifted Endorsement Program by district staff development personnel, a professional development tracking system, or other inservice tracking systems, documentation is easily accessed by district staff to verify successful completion of all components.

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Certainly it could and it will erectile dysfunction nerve buy cheap caverta, but it does so anyway erectile dysfunction and diabetes ppt purchase caverta 50 mg on line, however much we try to adderall xr impotence order 100mg caverta prove our unimpeachable morality-it does us no good erectile dysfunction beat buy 100mg caverta with visa, for it only drives the victims of capitalism into the arms of political reaction because they do not feel we understand them. In its eyes we are thieves because we want to abolish private owner ship of the means of production. Everything, without exception, which today bears the name of morality and ethics serves the oppressors of working human ity. We can prove both in theory and in practice that our new order of social life, just because it will be an amoral one, is capable of replacing the chaos of today by real order. Everything that contradicts the bourgeois order, everything that contains a germ of rebellion, can be regarded as an element of class consciousness; everything that creates or maintains a bond with the bourgeois order, tha t supports and reinforces it, is an impediment to class consciousness. When, during the November 1 9 1 9 revolution, the masses were demonstrating in the Tiergarten in Berlin, most of the demonstrators took great care not to walk on the grass. This story, whether it is true or merely well invented, sums up an important aspect of the tragedy of the revolutionary movement: the bourgeoisi/ication of those who are to make the revolution. We are concerned here only with those psychical facts which are oriented either to the left or to the right, not with those which are politically indifferent and could benefit any political orientation-e. The examples which follow could be multiplied at will; these particular ones were established by me with the help of two young people. In Juven iles (During and A fter Puberty) Political parties of all hues have always struggled for possession of the young, not only because the young have a future before them (unlike most adults, who, as the witticism goes, "have a future behind them"). Its capacity for enthusiasm and its readiness to take action, which, in turn, is the result of sexual maturation, make youth the most active age group. The church, for example, has a larger number of juvenile fol lowers than the left-wing parties. Yet it is not difficult to discern elements within the life experience of young people which drive them politically toward the left or right. In every juvenile there is a tendency toward rebellion against authoritarian oppression, especially against the parents, who are usually the executors of the authority of the state. It is this rebellion, first and foremost, which usually draws the young into politically left-wing movements. It is always connected with a more or less conscious and more or less urgent desire for the realization of their sexual life. The more clearly developed the natural heterosexual inclinations of a juvenile are, the more open he will be to revolutionary ideas; the stronger the homo sexual tendency within him and also the more repressed his awareness of sexuality in general, the more easily he will be drawn toward the right. Sexual inhibitions, fear of sexual activity and the guilt feelings which go with it, are always factors which push the young toward the political right, or, at the least, inhibit their revolutionary thinking. Bondage to parents and the parental home is a grave, irre versible inhibiting element. Parental bondage may have a positive effect in such a case; but in practice, it often leads to a reactionary mentality as a protest against the parents. There is one particular need that moves young people more than any other, a need whose satisfaction would mean more than anything else to them, and yet which is not to be found in any manifesto or program for youth: the need for a place of their own to live. This need may be bracketed with antiparent rebellion as a positive element of class consciousness. Moreover, it is a desire which can never be satisfied by the kind of order that political reaction wants to establish or maintain. The desire for life in a youth collective is a further positive element, but this is generally opposed by family bonds, "love of a home life," etc. A few exceptionally talented youth organizers in Germany have occasionally been successful in this respect. Today, both the collective instinct and the attraction of the dance hall are of considerable advantage to the political reaction in Germany, which has organized these elements-the Christians in the form of Kriinzchen (social gatherings), the Nazis, without doubt, in their collective youth associations. The following report has been received from Germany: I talked recently with a seventeen-year-old schoolgirl from Berlin who was spending her holidays here. She attends school at Wilmersdorf and a few things which came out casually in our conversation will surely strike you as interesting. In the past, no girl of school grade would have dared to be seen with a boyfriend picking her up after classes. Even in the past, boys would come to the school door to fetch their girlfriends, if not, perhaps, at that particular school. The freedom that the young people of Dahlem [a middle-class residential area of Berlin] are acquiring today has been taken for granted for a long, long time in Neukblln [a working-class area]. If we want to get an overall view, we must first see the deeply contradictory situation of the Hitler Youth: on the one hand, an extremely severe, authoritarian military training and segregation of the sexes, and on the other hand, destruction of family bondage through the collectivization of youth; the violent perturbation of family morality along with the insistence on rigid fascist family ideology. German revolutionaries must follow closely the development of these contradictions and explain them to the persons concerned. In this specific case we must welcome the separation of the young from their homes; yet we must clearly analyze the contra diction between this separation and the official ideology of Fuhrer and family.

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Much is known about when and where various tissues and organs develop erectile dysfunction pump cheap caverta 50 mg amex, and developmental biologists are beginning to erectile dysfunction doctor visit caverta 50mg for sale unravel the Ectoderm Notochord Endoderm Mesoderm Closing Neural Groove Somite Intermediate Mesoderm Somites Primitive Gut Lateral Plate Mesoderm Figure 3-4 why alcohol causes erectile dysfunction cheap 100 mg caverta visa. These will give rise to smoking and erectile dysfunction statistics generic caverta 100mg on-line the muscles and bones associated with the vertebral column. Lateral to the somites is the intermediate mesoderm, which will differentiate into tissues of the urogenital system. Most laterally, the lateral plate mesoderm will become part of the gastrointestinal wall and body wall. A) Lateral plate mesoderm splits early in development, creating the coelom (early body cavity). B) the external layer associates with overlying ectoderm, while the internal layer associates with endoderm of the developing gut. C) Ectoderm plus the external layer of lateral plate mesoderm constitutes the somatopleure; it will become the body wall. The internal mesoderm and endoderm are called splanchnopleure, which becomes the wall of the gastrointestinal tract. The Germ Layer Origin of Tissues Ectoderm Epidermis, including cutaneous glands, hair, nails (claws, hoofs), lens Epithelia of sense organs, nasal cavity, paranasal sinuses, oral cavity Dental enamel Nervous tissue Adenohypophysis Chromaffin cells of adrenal gland Mesoderm Muscle (all types) Cartilage Bone Blood, bone marrow Endothelium Mesothelium (lining of serous cavities) Epithelium of kidney and ureter Epithelium of gonads, genital ducts Adrenal cortex Synovium Endoderm Epithelia of: Pharynx, including root of tongue, auditory tube, tonsils Larynx, trachea, lungs Thyroid, parathyroids, thymus Digestive tube and glands Urinary bladder Vagina, vestibule Urethra and associated glands molecular and genetic events that underlie development. For instance, cell surface molecules that instruct cells to migrate and aggregate have been identified, as have others that cause cells to change the expression of their genes. Once a cell has altered the expression of its genome so as to assume a more specialized role, it is said to be committed. Each of the three germ lines is committed to form certain kinds of tissues (Table 3-1). Embryonic stem cells are capable of differentiating into multiple tissue types, a characteristic called pluripotency. Unlike most differentiated tissues, they can survive in long-term culture (outside the body). Embryonic stem cells are profoundly interesting to biomedical researchers, as it appears that cultured stem cells can be induced to differentiate into a wide variety of tissue types. This technique offers promise of a novel way of treating diseases involving loss of normal tissue. Research with human embryonic stem cells is fraught with contentious ethical considerations, since these cells are generally acquired from aborted embryos and fetuses. Research using animal embryos tends to be less ethically problematic, but it will naturally lead to intense debate as techniques developed in animal models are extrapolated for use in human medicine. The skeleton gives a basis for the external structure and appearance of most vertebrate animals as we know them. All mammals share a basic body plan with striking similarities in skeletal structure. The skeleton of a living animal is made up of bones that are themselves living structures. They have blood vessels, lymphatic vessels, and nerves; they are subject to disease; they can undergo repair; and they adjust to changes in stress. The functions of bones include providing protection, giving rigidity and form to the body, acting as levers, storing minerals, and forming the cellular elements of blood. T Functions of Bones Protection of vital organs is one of the important functions of bones. The central nervous system is protected by the skull and vertebral column; the heart and lungs, by the rib cage; and internal parts of the urogenital system, by the pelvis. In the vertebrates, locomotion, defense, offense, grasping, and other activities of this type depend largely upon the action of muscles that attach to levers. Almost without exception, these levers are made of bone and are integral parts of the skeleton. Distal phalanx Olecranon tuber Xiphoid process Talus Fused central and 4th tarsal b. Atlas (C1) Axis (C2) Spine of scapula Scapular cartilage Scapula T1 Nuchal crest Temporal b. These minerals are deposited and withdrawn as needed in the ongoing homeokinetic process. Blood formation is not strictly a function of bone itself but of the marrow within the cavity of long bones and the spongy substance of all young bones. Compact (dense or cortical) bone is the hard layer that constitutes the exterior of most bones and forms almost the entire shaft of long bones. Cancellous (spongy) bone is composed of spicules arranged to form a porous network.

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