CASE WESTERN RESERVE UNIVERSITY May, 2020
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2020 Question Book
2020 QUESTION BOOK 13TH EDITION WHO WE ARE Welcome to the thirteenth edition of the Ninja’s Guide to PRITE! Loma Linda University Medical Center is located in sunny Southern California. about 60 miles east of Los Angeles. A part of the Adventist Health System, we provide patient care in one of the largest non-profit health systems in the nation. Loma Linda's mission is to excel in medical education, global healthcare, and community outreach, all under a central tenant: "To Make Man Whole." At the Loma Linda Department of Psychiatry, our residents are trained in many diverse patient care settings. As an official World Health Organization Collaboration Center, our department funds resident electives in Global Mental Health at locations around the world. Additionally, our residents can participate in national and international disaster relief on the LLU Behavioral Health Trauma Team. We were proud to welcome our first group of Child and Adolescent Psychiatry fellows in the Summer of 2019 and work collaboratively with 3 other residency programs within the region. Our residency didactic education is constantly evolving based upon resident feedback, and our residents have the opportunity to aid in course development. More than anything, our residency fosters an environment where residents and faculty treat each other like family. Our faculty are dedicated to resident education and professional development. We believe in "taking 'No' off the table", encouraging innovative change, and passionately supporting our residents to achieve anything they set their minds to. For over a decade our residents have volunteered their time to create The Ninja's Guide to PRITE at our Annual Ninja PRITE Workshop. -
Spoiled Child Syndrome Bruce J
Spoiled Child Syndrome Bruce J. McIntosh Pediatrics 1989;83;108-115 The online version of this article, along with updated information and services, is located on the World Wide Web at: http://www.pediatrics.org PEDIATRICS is the official journal of the American Academy of Pediatrics. A monthly publication, it has been published continuously since 1948. PEDIATRICS is owned, published, and trademarked by the American Academy of Pediatrics, 141 Northwest Point Boulevard, Elk Grove Village, Illinois, 60007. Copyright © 1989 by the American Academy of Pediatrics. All rights reserved. Print ISSN: 0031-4005. Online ISSN: 1098-4275. Downloaded from www.pediatrics.org at Nova Southeastern University-Health Professions Division Library on April 15, 2009 SPECIAL ARTICLE Spoiled Child Syndrome Bruce J. McIntosh, MD From the Family Practice Residency Program, St Vincent’s Medical Center, Jacksonville, Florida ABSTRACT. People often speak of children as being Most standard pediatric texts make no reference to “spoiled,” and many parents worry about the possibility the condition, and even sources dealing specifically ofspoiling their infants and children. Many pediatricians, with the management of behavior disorders fail to however, are uncomfortable with this term because it is mention it.25 A search of the literature during the a poorly defined and derogatory expression. Some would even deny that infants and children can be spoiled. Avoid- past 10 years revealed only one article specifically ing the use of the expression spoiled can create difficulties including the term spoiled in the title.6 Dr Benjamin in communicating with parents concerned about their Spock,7 who is frequently criticized for encouraging children’s behavior. -
Adaptive Fuzzy Pid Controller's Application in Constant Pressure Water Supply System
2010 2nd International Conference on Information Science and Engineering (ICISE 2010) Hangzhou, China 4-6 December 2010 Pages 1-774 IEEE Catalog Number: CFP1076H-PRT ISBN: 978-1-4244-7616-9 1 / 10 TABLE OF CONTENTS ADAPTIVE FUZZY PID CONTROLLER'S APPLICATION IN CONSTANT PRESSURE WATER SUPPLY SYSTEM..............................................................................................................................................................................................................1 Xiao Zhi-Huai, Cao Yu ZengBing APPLICATION OF OPC INTERFACE TECHNOLOGY IN SHEARER REMOTE MONITORING SYSTEM ...............................5 Ke Niu, Zhongbin Wang, Jun Liu, Wenchuan Zhu PASSIVITY-BASED CONTROL STRATEGIES OF DOUBLY FED INDUCTION WIND POWER GENERATOR SYSTEMS.................................................................................................................................................................................9 Qian Ping, Xu Bing EXECUTIVE CONTROL OF MULTI-CHANNEL OPERATION IN SEISMIC DATA PROCESSING SYSTEM..........................14 Li Tao, Hu Guangmin, Zhao Taiyin, Li Lei URBAN VEGETATION COVERAGE INFORMATION EXTRACTION BASED ON IMPROVED LINEAR SPECTRAL MIXTURE MODE.....................................................................................................................................................................18 GUO Zhi-qiang, PENG Dao-li, WU Jian, GUO Zhi-qiang ECOLOGICAL RISKS ASSESSMENTS OF HEAVY METAL CONTAMINATIONS IN THE YANCHENG RED-CROWN CRANE NATIONAL NATURE RESERVE BY SUPPORT -
2015 Touro College & University System Faculty Publications
TOURO COLLEGE & UNIVERSITY SYSTEM 2015 FACULTY PUBLICATIONS FACULTY 2015 & UNIVERSITY SYSTEM COLLEGE TOURO TOURO COLLEGE & UNIVERSITY SYSTEM 2015 FACULTY PUBLICATIONS TOURO COLLEGE & TOURO COLLEGE & UNIVERSITYUNIVERSITY SYSTEM SYSTEM Where Knowledge and Values Meet Where Knowledge and Values Meet TOURO COLLEGE & UNIVERSITY SYSTEM 2015 FACULTY PUBLICATIONS Compiled by the Touro College & University System Libraries touro.edu/library 2 TOURO FACULTY PUBLICATIONS 2015 Midtown Main Campus of Touro College 27-33 West 23rd Street, New York, NY 10010 he Touro College and University System is a Jewish-sponsored independent institution of higher and professional education serving the larger TAmerican community. Approximately 18,000 students are currently enrolled in its various schools and divisions. Touro College is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104, phone number (267) 284-5000. The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the United States Secretary of Education and the Council for Higher Education Accreditation. All Touro branches in California and Nevada are accredited by the Accrediting Commission, for Senior Colleges and Universities of the Western Association of Schools and Colleges, 985 Atlantic Avenue, #100 Alameda, CA 94501, phone number (510) 748-9001. For more information on the Touro College & University System, please visit us on the web at: www.touro.edu or call (212) 463-0400. TOURO FACULTY PUBLICATIONS -
P020110307527551165137.Pdf
CONTENT 1.MESSAGE FROM DIRECTOR …………………………………………………………………………………………………………………………………………………… 03 2.ORGANIZATION STRUCTURE …………………………………………………………………………………………………………………………………………………… 05 3.HIGHLIGHTS OF ACHIEVEMENTS …………………………………………………………………………………………………………………………………………… 06 Coexistence of Conserve and Research----“The Germplasm Bank of Wild Species ” services biodiversity protection and socio-economic development ………………………………………………………………………………………………………………………………………………… 06 The Structure, Activity and New Drug Pre-Clinical Research of Monoterpene Indole Alkaloids ………………………………………… 09 Anti-Cancer Constituents in the Herb Medicine-Shengma (Cimicifuga L) ……………………………………………………………………………… 10 Floristic Study on the Seed Plants of Yaoshan Mountain in Northeast Yunnan …………………………………………………………………… 11 Higher Fungi Resources and Chemical Composition in Alpine and Sub-alpine Regions in Southwest China ……………………… 12 Research Progress on Natural Tobacco Mosaic Virus (TMV) Inhibitors…………………………………………………………………………………… 13 Predicting Global Change through Reconstruction Research of Paleoclimate………………………………………………………………………… 14 Chemical Composition of a traditional Chinese medicine-Swertia mileensis……………………………………………………………………………… 15 Mountain Ecosystem Research has Made New Progress ………………………………………………………………………………………………………… 16 Plant Cyclic Peptide has Made Important Progress ………………………………………………………………………………………………………………… 17 Progresses in Computational Chemistry Research ………………………………………………………………………………………………………………… 18 New Progress in the Total Synthesis of Natural Products ……………………………………………………………………………………………………… -
The Road from Estrangement to Reconciliation
The Road From Estrangement to Reconciliation The Road from Estrangement to Reconciliation 15 Week Program Participant Name: ___________________________________ Date: _____________________________________________ Twitter: https://twitter.com/#!/Gatehouse_The Facebook: https://www.facebook.com/TheGatehouseChildAbuseInvestigationSupportSite YouTube: https://www.youtube.com/user/GatehouseThe?feature= Instagram: @thegatehousetoronto 1 The Road From Estrangement to Reconciliation Contents WEEK ONE – The Road From Estrangement to Reconciliation ............................................................................. 4 Introduction ............................................................................................................................................................. 5 4 Possible Outcomes .............................................................................................................................................. 5 The Pain of Estrangement ..................................................................................................................................... 6 The Roots of Estrangement................................................................................................................................... 6 Embracing Paradox ................................................................................................................................................. 7 WEEK TWO: Building a Self: The Importance of Autonomy ................................................................................ -
Positive Guidance: the Key to Effective Classroom Management
Positive Guidance: The Key to Effective Classroom Management 1. Slide: Introduction Welcome to Positive Guidance: The keys to effective classroom management. This course will focus on guidance techniques that you can implement in your classroom, based on principles of developmentally appropriate practices. We’ll take a look at the teacher’s role in guiding behavior, how development affects a child’s perspective of others and how they interact, how to help children become more independent and how to set limits in the classroom. We’ll take a look at the difference between guidance – which is generally more proactive, and discipline – which is more reactive. 2. Slide 2: Objectives As a result of this training, you will be able to: 1. Define 4 styles of caregiving and how they affect children’s behavior 2. Explain how cognitive development affects a child’s ability to relate to others 3. Define positive guidance. 4. Explain the difference between direct and indirect guidance. 3. Slide: Throughout the course you’ll occasionally be asked to answer some questions to assure your understanding. If you are unable to answer the questions correctly, you might want to back up and listen again. This will insure that you’re ready for the quiz at the end of the course. Before we begin, take a moment to print the handouts #1 and 2, found in this section. We’ll be referring to these throughout the course. 4. Slide: How course is organized Guiding children effectively requires three things: 1. Attitude: How you view children and their behavior and your willingness to use appropriate strategies at the right time 2. -
Intergenerational Estrangement Between Older Parents And
Every family: Intergenerational estrangement between older parents and their adult-children Kylie Beth Agllias BSW (Hons), UoN, AUST. A thesis submitted for the degree of Doctor of Philosophy (Social Work) University of Newcastle School of Humanities and Social Science May 2011 Declaration This thesis contains no material which has been accepted for the award of any other degree or diploma in any university or other tertiary institution and, to the best of my knowledge and belief, contains no material previously published or written by another person, except where due reference has been made in the text. I give consent to this copy of my thesis, when deposited in the University Library, being made available for loan and photocopying subject to the provisions of the Copyright Act 1968. Signed:............................................................. Date:.................................................. i Acknowledgements A mind that is stretched to a new idea never returns to its original dimension (Oliver W. Holmes) Some suggest the proof of a good thesis is when the examiner knows the student learnt something. However, the main lessons are the ones witnessed by supervisors, family, and friends, the lessons most often excluded from the text. I would like to thank the following people who witnessed and supported my doctoral journey and the associated life lessons: To my doctoral supervisors, mentors and colleagues, Professor Mel Gray and Doctor Jill Gibbons, I cannot thank you enough for your encouragement, guidance, and faith. You ‘saw me’ well before I knew myself. To my wonderfully generous, loving, amusing, and busy family, James, Kara, Paige, and Tyson, I love you. You are my world. -
The Spoiled Child: What Happened to Gwendolen Harleth?
The Spoiled Child: What Happened to Gwendolen Harleth? Margaret Loewen Reimer MUCH HAS BEEN WRITTEN about the wounded psyche of Gwendolen Harleth, the extraordinary creature at the centre of George Eliot’s Daniel Deronda. ‘Not fully explained’ is the conclusion of many critics as they seek to understand the source of Gwendolen’s hysterical outbursts and crip- pling dread which seem so disproportionate to her circumstances.1 How does one explain such hatred and such despair? She seems trapped in some nightmare realm that lies beneath the narrative of her life. While theories of Freudian hysteria or Victorian female neurosis may help to explain Gwendolen, critics seem to have missed the key to the puzzle. Notably absent from the critical discussion about Gwendolen is con- sideration of an obvious source of her dysfunction: her experience of incest at the hands of her stepfather, Captain Davilow. The idea of incest is not only an intuition based on a few delicate hints in the novel – it runs like a sinister stream through the narrative, gathering force with the author’s striking choice of words, potent images, and repeated references. It reverberates in the numerous allusions to the ‘spoiled child’ and the 1 Deirdre David, for example, labels Gwendolen’s problem ‘pre-Oedipal sexual arrest’ originating in a ‘fixation upon her mother’ (Fictions of Resolution in Three Victorian Novels: North and South, Our Mutual Friend, Daniel Deronda (London 1981) p. 178). Susan Ostrov Weisser suggests that female sexuality itself is the ‘hidden wound’ that defines this troubled heroine (‘Gwendolen’s Hidden Wound: Sexual Possibilities and Impossibilities in Daniel Deronda’, Modern Language Studies, 20/3 (Summer 1990) pp. -
Adult Child-Parent Relationships: Predicting Physical and Emotional Estrangement
Adult Child-Parent Relationships: Predicting Physical and Emotional Estrangement Brianne Pragg Penn State University Abstract It is often assumed that the relationship between parents and children are involun- tary and stable throughout the life course. However, a growing literature on the estrangement of adult children from their parents finds that this is not always the case. The current study uses Waves I – IV of the National Longitudinal Study of Adolescent to Adult Health (Add Health) to examine the predictors of different dimensions of adult child-parent estrange- ment. Physical and emotional estrangement are rarely considered separately in quantitative studies, but this study will explore these dimensions of estrangement separately and con- sider whether the predictors vary between types of estrangement and by gender of both the children and the parents. Acknowledgements This research was supported by funding from the Eunice Kennedy Shriver National Institute of Child Health and Human Development to the Population Research Institute at The Pennsylvania State University for Population Research Infrastructure (R24HD041025) and Family Demography Training (T-32HD007514). 1 It is often assumed that parents and their children have unconditionally supportive relationships throughout the life course. However, studies on intergenerational relationships have found that the relationships between parents and their adult children are not always positive (Blake 2017). A growing literature on parent-child estrangement has found that some relationships between adult parents and their children are physically and/or emotion- ally distant, and others are dissolved entirely (Blake 2017). Depending on the measure or typology of estrangement used, studies estimate that between four and 27 percent of adult children report having strained relationships or no contact with their parents, making it a fairly common occurance over the life course (Agllias 2017; Gilligan et al. -
The Myth of the Spoiled Child: Challenging the Conventional Wisdom About Children and Parenting Pdf, Epub, Ebook
THE MYTH OF THE SPOILED CHILD: CHALLENGING THE CONVENTIONAL WISDOM ABOUT CHILDREN AND PARENTING PDF, EPUB, EBOOK Alfie Kohn | 280 pages | 16 Feb 2015 | The Perseus Books Group | 9780738217246 | English | Camnridge, US, United States The Myth of the Spoiled Child: Challenging the Conventional Wisdom about Children and Parenting PDF Book These include claims that young people suffer from inflated self-esteem; that they receive trophies, praise, and As too easily; and that they would benefit from more self-discipline and "grit. Get the science of a meaningful education delivered to your inbox. My efforts to track down data -- by combing both scholarly and popular databases as well as sending queries to leading experts in the field -- have yielded absolutely nothing. Grades are meant to be assessments of how well a child understands the material they're dealing with. May 19, Hayley DeRoche rated it it was amazing. A thought-provoking, semicontroversial scrutiny of modern parenting practices. Some claims made by author 1. He lives in the Boston area. Unless you're prepared to become a full-time Advocate fighting the Man every day for your kid, you might just have to sigh and say, well kid, you and I both know this stuff is BS, but unfortunately we don't have many options but to go along with them. Alfie Kohn. It was hard for me to swallow that with the fact that there are many instances when I love and get a high off of competition even if it's hard or I lose. Almost there! It shows that the criticism leveled at this generation are the same complaints of every decade previous, and are based on three assumptions: -rewards are necessary to motivate people -these rewards should be made artificially scarce and given only to winners, and -the best way to prepare children for future unhappiness and failure is to make them experience unhappiness and failure right now. -
Sibling Estrangements Experienced by Children in Out-Of-Home Care and Moving Towards Permanence
Relative strangers: Sibling estrangements experienced by children in out-of-home care and moving towards permanence Key terms: sibling placements, out-of-home care, sibling contact, family estrangement, permanence, sibling reunions Abstract Loss of sibling relationships is a common experience across international jurisdictions for children entering public care. This is the case despite statutory guidance that emphasizes the need to place siblings together when in their best interests, and increasingly robust evidence of the protective nature of sibling relationships when children face adversity. Research on the experiences and outcomes of siblings in care has thus far focused predominantly on placement and contact patterns, particularly of siblings in care concurrently. This study extends this research by comprehensively mapping sibling networks both within and outside the care system and measuring sibling estrangement (living apart and lack of contact) over time. Drawing on administrative and case file data within the Children’s Hearings System in Scotland, the circumstances of 204 children and young people from 50 sibling networks were examined longitudinally. The study found very high rates of sibling estrangement with seven in 10 relationships between a child in out-of-home care and a sibling classified as estranged and half of all siblings classified as strangers (siblings having never lived together and no record of any communication or meetings between the child and sibling). Moreover, sibling estrangement increased significantly as children moved through the care system. We argue that continued effort is needed to improve the accuracy with which aspects of sibling relationships of children in care are recorded and measured in order to assess the longer-term impact of state interventions on children’s lives and the capacity of child welfare agencies to meet policy goals.