Glossary of Recreation Therapy and Occupational Therapy
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The Effect of Aversion Therapy on Students’ Attitude Towards Cigarette Smoking in Anambra State Prof
GSJ: Volume 7, Issue 9, September 2019 ISSN 2320-9186 1336 GSJ: Volume 7, Issue 9, September 2019, Online: ISSN 2320-9186 www.globalscientificjournal.com THE EFFECT OF AVERSION THERAPY ON STUDENTS’ ATTITUDE TOWARDS CIGARETTE SMOKING IN ANAMBRA STATE PROF. NWANKWO, C. A PROFESSOR OF COUNSELLING PSYCHOLOGY NNAMIDI AZIKIWE UNIVERSITY AWKA- ANAMBRA STATE AND NWOSU IKECHUKWU AUGUSTINE DEPARTMENT OF GUIDANCE AND COUNSELLING FACULTY OF EDUCATION NNAMIDI AZIKIWE UNIVERSITY AWKA- ANAMBRA STATE AND AKPOJIVI, OVIE BRIGHT NIGERIAN POSTAL SERVICE [email protected] Cigarette smoking is fast becoming an addictive behaviour among senior secondary school students which is responsible for their unprecedented rise into maturity on the wrong path. This study investigated the effect of aversion therapy on students’ attitude towards cigarette smoking in Anambra state. one research questions guided the study and one null hypotheses were tested at 0.05 level of significance. The design for the study was pure experimental. The study has a population of 1800 SS 2 students in secondary school in Awka South Local Government Area of Anambra State. A sample of 62 SS2 students with positive attitude towards cigarette smoking was selected through purposive sampling technique. Instrument for data collection was the Cigarette Smoking Questionnaire (CSQ) developed by the researcher. Data collected were analyzed using mean and analysis of co-variance (ANCOVA). Findings of the study indicated that aversion therapy is ineffective in modifying cigarette smoking attitude. Based on the findings, it was recommended among others that aversion should not be adopted by counsellors as treatment for modifying cigarette smoking attitude of secondary school students in Anambra state. -
Reforming Recreation Rob Whitehead Iowa State University, [email protected]
Architecture Publications Architecture Spring 2014 Reforming Recreation Rob Whitehead Iowa State University, [email protected] Follow this and additional works at: http://lib.dr.iastate.edu/arch_pubs Part of the Architectural History and Criticism Commons The ompc lete bibliographic information for this item can be found at http://lib.dr.iastate.edu/ arch_pubs/67. For information on how to cite this item, please visit http://lib.dr.iastate.edu/ howtocite.html. This Article is brought to you for free and open access by the Architecture at Iowa State University Digital Repository. It has been accepted for inclusion in Architecture Publications by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Reforming Recreation Abstract A college campus is always in motion, and its students are rarely still. In this surrogate village, certain buildings have only a particular set of uses and users, so students are constantly moving around to find the av rious places, spaces, and faces that offer them the knowledge, rest, sustenance, and entertainment they need—ideally a little bit of each, conveniently offered in various locations, throughout their day. Disciplines Architectural History and Criticism Comments This article was originally published in the Iowa Architect magazine, the official magazine of the American Institute of Architects, Iowa Chapter. For more information contact AIA Iowa at 515.244.7502. This article is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/arch_pubs/67 words: rob whitehead, aia, leed ap images: dimension images architect: rdg planning & design recreation Iowa State's new student recreation building is centered on campus quality of life. -
A Study Op the Occupational Therapy Program of Aidmors Convalescent Home
A STUDY OP THE OCCUPATIONAL THERAPY PROGRAM OF AIDMORS CONVALESCENT HOME ATLANTA, GEORGIA A THESIS SUBMITTED TO THE FACULTY OF THE ATLANTA UNIVERSITY SCHOOL OF SOCIAL WORK IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SOCIAL WORK BY THEODOSIA RUSSELL JOHNSTON ATLANTA, GEORGIA AUGUST 1948 il TABLE OF CONTENTS Chapter Page I. INTRODUCTION 1 Purpose of this Study 4 Scope 4 Method of Procedure 4 II. THE HISTORY AND DEVELOPMENT OF OCCUPATIONAL THERAPY.. 5 III. THE HISTORY AND DEVELOPMENT OF AIDMORE 13 IV. THE OCCUPATIONAL THERAPY PROGRAM OF AIDMORE 21 V. SUMMARY AND CONCLUSION 31 APPENDIX 35 Schedule • 3 6 BIBLIOGRAPHY 38 CHAPTER I INTRODUCTION "An organic disability becomes an actual disability only when the individual senses a defect and feels a consciousness of that defect reflected in his environment."^ If we look around us, we see many fine persons who have some physical handicap which we fail to note after a first acquaintance because their engaging personalities erase their physiques from our minds. If we acquaint ourselves with the childhood of these individuals, we would perhaps find that they as children received the kind of love, attention and understanding which enabled them to take advantage of opportunities and substitute for handicaps. At one time or another, most normal children go through a period when they feel lonely, bitter and suspicious because of physical attributes which make them appear different from other children - a long nose, chubbiness, gawkiness or large ears. The personalities of these children are not permanently damaged, however, because these handicaps are not sufficient to cause continuous frustration, or because the children, in time, acquire a sense of values in which slight differences do not matter.2 ^Georgia Ball, "Case Work With Crippled Children," The Family. -
Understanding Inpatient Brain Injury Rehabilitation
Understanding Inpatient Brain Injury Rehabilitation At the 18-bed Brain Injury Recovery Center (BIRC) at Penn Rehab, we help patients after they have been discharged from acute care, but before they are ready to return home. Our Brain Injury Recovery Center patients come from all walks of life and have experienced variety of conditions. Everyday we call attention to strategies to help prevent brain injury, advocate for the rights of those living with brain injury, and honor those who have traveled the long road to recovery following brain injury. As a Certified Brain Injury Specialist, I’ve walked that road with my patients, and believe me, it is a long one. At Penn Rehab, therapists make a big effort to get to the core of who that person is and we try to let that come through no matter what. If we can let that shine through and design interventions around what the core of that person is, then we can bring them back even when they have limitations once their inner self has emerged. Coaching is being able to see the big picture when the player doesn’t always. Through inpatient rehabilitation, people who have experienced a brain injury work alongside an entire team dedicated to helping them regain their independence so that they can return home and go back to doing the things they love. Our patients are beginning to respond to their environments and are on the road to recovery from conditions such as: Concussion Contusion Complicated Stroke Cerebral Hemorrhage Traumatic Brain Injury Spontaneous Hemorrhage Brain Tumor Anoxic Encephalopathy From the staff providing around-the-clock care on the unit, to the equipment used with patients, to the layout of the unit, the BIRC is designed to meet the unique cognitive, behavioral, medical, and mobility needs of patients following brain injury. -
CASE NO. 2014 CR 00368 Vs. : Judge Mcbride ADAM
COURT OF COMMON PLEAS CLERMONT COUNTY, OHIO STATE OF OHIO : Plaintiff : CASE NO. 2014 CR 00368 vs. : Judge McBride ADAM PATRICK CHRISTMAN : DECISION/ENTRY Defendant : Carol A. Rowe, assistant prosecuting attorney for the State of Ohio, 76 S. Riverside Drive, 2nd Floor, Batavia, Ohio 45103. Rapp Law Office, Joshua R. Crousey, counsel for the defendant Adam Patrick Christman, One E. Main Street, Amelia, Ohio 45102. This case came before the court for trial on January 20, 2015. At the conclusion of the trial, the court took the issues raised at trial under advisement. Upon consideration of the record of the proceeding, the evidence presented for the court’s consideration, the oral arguments of counsel, and the applicable law, the court now renders this written decision. The defendant is charged in a one-count indictment with Gross Sexual Imposition in violation of R.C. 2907.05(A)(1), a felony of the fourth degree. 1 FINDINGS OF FACT On June 11, 2014, Kimberly Barber took her daughter and the defendant Adam Christman’s son to vacation bible school. Around noon that day, Barber picked the two children up from the church and drove to the defendant’s house. The defendant’s son exited the car and ran inside the house, yelling to his father that he was home, and Barber followed him into the house. The defendant came from the hallway into the front room of the house and Barber handed the defendant his son’s papers from the bible school. Barber bent down and took off the VBS T-shirt the defendant’s son was wearing because Barber took the shirts to and from the church. -
The FACTS About the Sex Ed Mandate Bill SB 2128: “An Act Relative to Healthy Youth”
The FACTS about the Sex Ed Mandate Bill SB 2128: “An Act Relative to Healthy Youth” This bill needlessly eliminates existing local controls over sex education curricula, exposing young children to inappropriate and offensive sexual material. There is simply NO NEED to change current law and force new standards on every school in the Commonwealth. Here’s how SB 2128 would work: 1. This is a MANDATE: According to SB 2128, every public or charter school “that offers a comprehensive sexual health education curriculum [which is the overwhelming majority of schools in MA] shall provide medically accurate, age-appropriate… education.” SB 2128 Section 1 (pg. 3, lines 37-39) (emphasis added) “Age appropriate” is vaguely defined to include the “developing cognitive, emotional and behavior capacity typical for the age or age group.” SB 2128 Section 1 (pg. 2, lines 29-31). “Medically accurate,” teachings need only be “supported by peer-reviewed research” and “if relevant, published in peer-reviewed journals.” SB 2128 Section 1 (pp. 2-3, lines 33-36) 2. BUREAUCRATS decide what is taught: The role of local parents and educators in deciding curricula is instead given to the Massachusetts Department of Elementary and Secondary Education (“DESE”). The commissioner of DESE is granted authority “to update the health curriculum framework…” SB 2128, Sec. 2 (pg 4, lines 67-70). Current law, developed in the late 1990s, allowed parents, educators and legislators to review the frameworks. Under this bill, DESE can rewrite the standards unilaterally AFTER SB 2128 is passed, effectively mandating a sex ed program that doesn’t even exist yet! 3. -
Benefits of a Strong Parks and Recreation System
A STRONG PARK AND RECREATION SYSTEM IS ESSENTIAL FOR A THRIVING COMMUNITY Four out of five North Americans use their local recreation and park system. 70% have a park or recreation facility within walking distance of their home. Our parks are such a stable influence on our lives that we tend not to give them much thought. But our effective parks and recreation facilities do not just happen on their own. They require professional care and financial support to keep them clean, safe and suitable for the community they serve. HEALTH BENEFITS: Access to parks and recreation facilities leads to healthy lifestyles for people of all ages. Strong evidence shows that when people have access to parks, they exercise more. Every time sedentary people walk a mile, they add 21 minutes to their life. On average, every hour you spend exercising increases your life expectancy by two hours. Exercise increases the brain’s capacity for learning. ENVIRONMENTAL BENEFITS: Parks, open spaces and trails play a key role in preserving water and air quality, reducing congestion and protecting wildlife. Through the provision of parks, open spaces and protected natural environment, recreation can contribute to the environmental health of our communities. Trail and pathway systems save energy and protect air quality by encouraging non-motorized transportation. COMMUNITY BENEFITS: Parks and Recreation sources give communities a vital identity. Well- maintained, accessible parks and recreation facilities are key elements of strong, safe, family-friendly communities. When citizens get involved with their parks and recreation systems, their quality of life improves. Parks and recreation opportunities encourage citizens to be engaged in their communities – as volunteers, stewards, advocates and students. -
Aversion Therapy Rodger K
Digital Commons @ George Fox University Faculty Publications - Grad School of Clinical Graduate School of Clinical Psychology Psychology 1999 Aversion Therapy Rodger K. Bufford George Fox University, [email protected] Follow this and additional works at: https://digitalcommons.georgefox.edu/gscp_fac Part of the Counseling Commons, and the Psychology Commons Recommended Citation Bufford, Rodger K., "Aversion Therapy" (1999). Faculty Publications - Grad School of Clinical Psychology. 290. https://digitalcommons.georgefox.edu/gscp_fac/290 This Article is brought to you for free and open access by the Graduate School of Clinical Psychology at Digital Commons @ George Fox University. It has been accepted for inclusion in Faculty Publications - Grad School of Clinical Psychology by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. Aversion Therapy ferred to as the "hot seat." The basic difference is ance. Often escape training is used initially, then in application. Psychodramatists encourage the pro modified into avoidance training. tagonist to confront persons, things, and self. The In escape training the target stimulus is pre Gestalt therapist uses the hot seat to help the client sented; then an unpleasant stimulus such as electric encounter parts and dimensions of the self. shock occurs. After brief exposure to the two stimuli, the individual escapes from the stimuli by making J. H. VANDER MAY a specified response. For example, a transvestite is given an article of women's clothing to put on and See GESTALT TECHNIQUES; GESTALT THERAPY. then administered electric shock. Once the clothing is removed, shock is terminated. Aversion Therapy. Aversion therapy uses anumber In avoidance training the individual is presented of techniques and stimuli to weaken or eliminate with the stimulus that elicits the problem behavior. -
Definitions of Child Abuse and Neglect
STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse. -
Special Recreation Management Areas
Appendix E Special Recreation Management Areas Final Environmental Impact Statement Table of Contents Introduction .......................................................................................................................................... 1 Cortez Special Recreation Management Area................................................................................... 1 Dolores River Special Recreation Management Area ...................................................................... 7 Durango Special Recreation Management Area ............................................................................. 13 Silverton Special Recreation Management Area ............................................................................ 17 Figure E-1. Cortez SRMA ..................................................................................................................... 21 Figure E-2. Dolores River SRMA .......................................................................................................... 22 Figure E-3. Durango SRMA .................................................................................................................. 23 Figure E-4. Silverton SRMA .................................................................................................................. 24 Volume III Appendix E – Special Recreation Management Areas E-i San Juan National Forest Final Land and Resource Management Plan Tres Rios Field Office Proposed Land and Resource Management Plan This page intentionally left blank. Volume -
Intravenous Iron Replacement Therapy (Feraheme®, Injectafer®, & Monoferric®)
UnitedHealthcare® Commercial Medical Benefit Drug Policy Intravenous Iron Replacement Therapy (Feraheme®, Injectafer®, & Monoferric®) Policy Number: 2021D0088F Effective Date: July 1, 2021 Instructions for Use Table of Contents Page Community Plan Policy Coverage Rationale ....................................................................... 1 • Intravenous Iron Replacement Therapy (Feraheme®, Definitions ...................................................................................... 3 Injectafer®, & Monoferric®) Applicable Codes .......................................................................... 3 Background.................................................................................... 4 Benefit Considerations .................................................................. 4 Clinical Evidence ........................................................................... 5 U.S. Food and Drug Administration ............................................. 7 Centers for Medicare and Medicaid Services ............................. 8 References ..................................................................................... 8 Policy History/Revision Information ............................................. 9 Instructions for Use ....................................................................... 9 Coverage Rationale See Benefit Considerations This policy refers to the following intravenous iron replacements: Feraheme® (ferumoxytol) Injectafer® (ferric carboxymaltose) Monoferric® (ferric derisomaltose)* The following -
Study Guide Medical Terminology by Thea Liza Batan About the Author
Study Guide Medical Terminology By Thea Liza Batan About the Author Thea Liza Batan earned a Master of Science in Nursing Administration in 2007 from Xavier University in Cincinnati, Ohio. She has worked as a staff nurse, nurse instructor, and level department head. She currently works as a simulation coordinator and a free- lance writer specializing in nursing and healthcare. All terms mentioned in this text that are known to be trademarks or service marks have been appropriately capitalized. Use of a term in this text shouldn’t be regarded as affecting the validity of any trademark or service mark. Copyright © 2017 by Penn Foster, Inc. All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Requests for permission to make copies of any part of the work should be mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton, Pennsylvania 18515. Printed in the United States of America CONTENTS INSTRUCTIONS 1 READING ASSIGNMENTS 3 LESSON 1: THE FUNDAMENTALS OF MEDICAL TERMINOLOGY 5 LESSON 2: DIAGNOSIS, INTERVENTION, AND HUMAN BODY TERMS 28 LESSON 3: MUSCULOSKELETAL, CIRCULATORY, AND RESPIRATORY SYSTEM TERMS 44 LESSON 4: DIGESTIVE, URINARY, AND REPRODUCTIVE SYSTEM TERMS 69 LESSON 5: INTEGUMENTARY, NERVOUS, AND ENDOCRINE S YSTEM TERMS 96 SELF-CHECK ANSWERS 134 © PENN FOSTER, INC. 2017 MEDICAL TERMINOLOGY PAGE III Contents INSTRUCTIONS INTRODUCTION Welcome to your course on medical terminology. You’re taking this course because you’re most likely interested in pursuing a health and science career, which entails proficiencyincommunicatingwithhealthcareprofessionalssuchasphysicians,nurses, or dentists.