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Whenever possible medicine wheel wyoming order topiramate 200mg online, the goal 24 Interventions to Promote Executive Development in Children and Adolescents 441 Table 24 medications jock itch buy discount topiramate online. But where viewpoints diverge medicine 6 year in us discount 100mg topiramate mastercard, parents agree to help the teen address a problem situation of their choosing Step 2: Parent asks teenager to describe a plan for tackling the problem Parents are often very comfortable with the problem-solving role and want to jump in and offer a solution or their own ideas for how the problem situation should be tackled symptoms 5dp5dt fet buy 200mg topiramate overnight delivery. They should resist this impulse, both because it reduces any sense of ownership their child may have in the plan and because learning how to problem solve is, of itself, an important executive skill Step 3: Parent and teenager negotiate any modifications to the plan to make it acceptable to the parent Whenever possible, parents should accept the plan as laid out by the teenager. When this is not possible, they lay out their reservations about the plan as stated and ask for how it could be modified to address their concerns. They can suggest modifications and compromises if their child is unable to Step 4: Parent proposes the use of an incentive to enhance the plan the effort required to acquire new habits is often substantial. The incentive should be something the teenager would like to work for that the parents are willing to supply. Parents ask their teen to decide what data they will collect to show that the plan is working. We recommend that the parent role be confined to meting out consequences rather than increasing levels of supervision or monitoring. Consequences are most often a loss of privilege or restricted access to a desired possession. These points are played out as parents and teens develop plans for addressing problems that arise from weak or immature executive skills. At its core, it involves creating a plan of attack that is acceptable to both parent and child. He is inconsistent in doing his homework; he procrastinates, which leads him to miss deadlines 442 P. The end result is constant tension at home as Marcus and his parents end up having shouting matches as they attempt to get him to take his school work seriously and Marcus yells at them to back off or resorts to lying about assignments to avoid their nagging and scrutiny. With a younger child-say a 4th or 5th grader-parents can set up rules about homework (no video games until the homework is done, homework gets done after an hour of free play and before dinner) and can impose those rules without significant push-back from the child. When parents of teenagers impose these kinds of rules, it involves a fair amount of stress, so we tend to hold off recommending this strategy until other efforts have failed. They asked how Marcus felt school was going and whether he was happy with his grades. They then asked Marcus what he would need to do in order to earn the grades he was willing to try for. He said he needed to become more consistent about getting his homework done and handed in, particularly in math and science, where he had nightly assignments and where the homework was graded. They knew he really wanted the latest version of iPhone and they were willing to finance it for him in exchange for improved school performance. They suggested that he could earn points for every week he handed in all his homework and for grades of B- or better on tests and quizzes, with higher grades earning more points than lower grades and tests earning more points than quizzes. Together he and his parents worked out the point system and he created a spreadsheet where he could keep track of points on a daily basis. His parents said they would use the school website to verify that all his homework was handed in and to verify test and quiz grades. They asked if Marcus wanted any cues or reminders from them, such as help keeping track of long-term assignments or prompts to start working on his homework. Marcus answered rather testily that that was exactly what he hated them doing now and if they continued to do that, the whole plan was likely to fail. If Marcus averaged 80 % homework completion per week and a 75 average grade on all tests and quizzes, they would consider the plan a success. If he fell below those percentages, they would move to the next level, which in their mind was to find a coach to work with Marcus on staying on top of homework assignments and developing good study habits. Marcus reluctantly agreed to this, in part because he felt he was going to be successful enough that the more intrusive plans could be avoided. The use of a coach to work with teenagers with executive skill deficits is a common recommendation we make to parents and educators. The job of a coach is to help students stay on top of assignments, make good decisions about how they will spend their time, and break down longterm assignments into smaller pieces. Coaches typically use the time to help the student (1) review all homework assignments, including daily homework, upcoming tests, and long-term projects or papers; (2) break down long-term assignments into subtasks and develop timelines; (3) create a study plan for tests; (4) make a homework plan for the day; and (5) monitor how well the plan is followed and track assignment completion. Coaches typically check in with teachers at least weekly (on Friday) to track any missing assignments and to doublecheck long-term assignments. Coaching includes an instructional component so that the student can gradually take on more and more of the coaching tasks with less input from the coach.

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Professional Ethics Prereq: Permission (1 cr) Major ethical issues in the conduct of research and teaching symptoms anxiety topiramate 200mg overnight delivery, Topics identified by the National Academy of Science as critical to responsible research: the acquisition and maintenance of research data treatment 3rd metatarsal stress fracture buy topiramate no prescription, including issues of informed consent and rules about safety and animal use; responsible reporting of research medications for ocd order 200 mg topiramate with visa, including authorship issues, duplicate and fragmented publication, and reporting in the public media; peer review, including issues of confidentiality and conflict of interest; and the ethical training and supervision of students, including the assignment of mentors, appropriate supervision and fair performance evaluation, and the avoidance of exploitation. Tips for writing successful grants, for identifying funding sources, and for making effective use of program officers. Insights in developing professional careers through invited lectures and colloquia. Finding a mentor and negotiating a graduate program, the scholarly publication process, developing professional networks, building and working in interdisciplinary teams, applying for jobs, university and industry collaborations, and developing a research and teaching program. Career concerns teams, applying for jobs, university and industry collaborations, and developing a research and teaching program. Career concerns of students from groups under-represented in their field of study and to students interested in pursuing careers outside of the academy. The courses are designed to foster discussion about and develop skills necessary for the broad range of academic and non-academic careers. Description (Interdepartmental Area of Specialization) Director: James Stubbendieck Advisory Committee: Professors Archer, Brandle, Crews, Edwards, Hayden, Horst, Kaye, R. Wunder; Assistant Professors Demers, Garza, Heng-Moss Majors Participating (Masters): Agricultural Economics; Agricultural Leadership, Education and Communication; Agronomy; Anthropology; Architecture; Communication Studies; Community and Regional Planning; English; Geography; Geosciences; History; Natural Resource Sciences; Teaching, Learning and Teacher Education; and Textiles, Clothing and Design Majors Participating (Doctoral): Agricultural Economics; Agronomy; Communication Studies; English; Geography; Geosciences; History; Natural Resource Sciences; and Human Sciences (Textiles, Clothing and Design) the objective of the Great Plains Studies Interdepartmental Area of Specialization is to provide an understanding of the complex and unique features of the Great Plains. Regional inquiry invites an analysis of the relationships between the natural and managed environment and the cultures brought to it by various indigenous and immigrant populations, as well as the implications of these relationships for the future. The specialization is facilitated by the Center for Great Plains Studies, which is the oldest and largest interdisciplinary, intercollegiate, regional research and teaching center in the United States. Masters-level Specialization Requirements: the specialization is available to any student accepted to pursue a masters degree within a participating department. For example, when a student completes Option I (thesis), that thesis should present some issues(s) relevant to the Great Plains. Doctoral-level Specialization Requirements: the specialization is available to any student accepted into a doctoral program within any of the participating departments or interdepartmental areas. A doctoral degree in one of the participating departments or interdepartmental areas. Major wars of this period, emphasizing such themes as the professionalization of the officer corps, the relationship between war and technology, and civil-military relations. Discusses major wars of this period, but also emphasizes such themes as the professionalization of the officer corps, the relationship between war and technology (especially nuclear weapons), and civil-military relations. Reasons behind these creations, what purposes they served, and the enormous effect on white-Native relations. Medieval Culture (3 cr) Historical context of changes in religion, literature, philosophy, and the arts, 400-1450. Enforcement of a national identity and values through religion, social legislation, and provincial governance policies. The Italian Renaissance (3 cr) Intellectual and artistic achievements of the Italian Renaissance, relating them to the political developments and social changes which occurred throughout the Italian peninsula between ca. Emphasis placed on the development of humanism and its role in the transition from medieval to modern values. Cultural and intellectual developments of the German Reformation against its social background. Transition from medieval to modern Christianity, considering the transmission and revolutionary nature of evangelical doctrines, and the gradual institutionalism of the new churches. The Scientific Revolution (3 cr) Emergence of modern science in the sixteenth and seventeenth centuries and the impact of this new intellectual force on the social, political, and scientific thought of the Enlightenment. The philosophical, religious, and social background to the Scientific Revolution examined, and the institutional bases of the new science considered. Role of mysticism and alchemy in the rise of modern science and to the relationship between science and religion which developed during the period of the Scientific Revolution. Personalities and careers of some of the great scientists of the age-Copernicus, Galileo, Newton-used to illuminate these and other issues. European Enlightenment (3 cr) Survey of European intellectual history from Locke and Bayle to Kant and Condorcet.

Conceivably medicine joint pain purchase topiramate 200mg on line, consciousness (and the correlation) might gain its place in our conceptual repertoire as a nonobservational term of some folk theory symptoms 4 days post ovulation buy topiramate 200 mg cheap, but the zombiphile must surely reject this suggestion because it leaves the door wide open to standard eliminativist moves (Churchland 1979) medications lexapro purchase 200 mg topiramate with mastercard, that is medicine 93832 purchase topiramate 200 mg without prescription, to the possibility that consciousness, like phlogiston, just does not exist, that we might be zombies. Furthermore, given the notorious difficulty of integrating it into our scientific world view, consciousness would make an unusually appropriate target for such elimination. Thus, zombiphiles normally (and plausibly) insist that we know of our own consciousness directly, noninferentially. Even so, there must be some sort of cognitive process that takes me from the fact of my consciousness to my (true) belief that I am conscious. Because my zombie twin is cognitively indiscernible from me, an indiscernible process, functioning in just the same way, must lead the zombie from the fact of its nonconsciousness to the equivalent mistaken belief. Given either consciousness or nonconsciousness Page 174 (and the same contextual circumstances-ex hypothesis, ceteris is entirely paribus), the process leads one to believe that one is conscious. Such a process, like such a gauge, is worse than useless; it can be positively misleading. If the process by which we come to believe that we are conscious can be like this, we can have no grounds for confidence that we ourselves are not zombies (unlike the empty car, there will be no behavioral evidence to indicate otherwise). If mistaken zombies are possible, the whole motive for ever considering such beings is undermined. Moody (1994) suggests that zombies should be thought of as discussing not consciousness, but rather consciousnessz, and likewise for other mental words. Thus, Moody tells us, "consciousz" ("conscious" as used by a zombie) means simply "responsive to the environment. However, the very fact that we can explain the putative difference between consciousness and consciousnessz carries the seeds of incoherence. If we can express the difference, so can zombies; the zombie twin of anyone who explicitly claims to be conscious in the full sense, to be more than just environmentally responsive, will also make such a claim. It is not possible to construe this claim as true just by strewing around more superscripts. I can see no hope of motivating a distinction between qualiaz, for example, and qualia in the "ordinary" sense- qualia are meant to be precisely those aspects of consciousness that are subjective and experiential and not informational and behavioral. Even if we did find a way to draw some such distinction, the problem would simply iterate-zombies would always be as ready as their human counterparts to lay claim to qualitative consciousness in its fullest, least attenuated sense, but they could not be telling the truth because then they would not be zombies. Despite their indicative form, perhaps their claims have no truth value being, in effect, claims without meaning. However, mere nonreferring terms will not get us meaninglessness, at least not the right kind. It is controversial whether the fact that there are no jabberwocks makes an assertion such as "I have a jabberwock in my pocket" meaningless or just plain false; nevertheless, it seems clear that if I do assert it, I am either lying or mistaken. It is not like saying, "Blieble blieble blieble," or "I have a blieble in my pocket. Surely "consciousness" is similarly going to have sense for a zombie (if anything does). My zombie twin hears, reads, and utters far more about consciousness than I (or it) ever do about jabberwocks, and most of this at least appears to be a good deal more intelligible than Jabberwocky. If a zombie can know or assert things at all, its claims to be conscious are meaningful enough to run us into the sorts of problems already discussed. After all, Searle (1992) argued, on quite independent grounds, that intrinsic intentionality, the meaningfulness, of our thought (on which he takes the meaningfulness of our linguistic behavior to depend) itself depends on our consciousness. If we accept this "connection principle," or something like it, (and I think there is a lot to be said for doing so), it would seem that we not only can, but indeed must, acknowledge that zombie speech acts in general, and, in particular, zombie claims to be conscious, are without meaning. This would, finally, seem to provide a coherent account of the truth value of zombie claims to consciousness. However, the zombiphile is now committed to saying that although many of the sounds and inscriptions that I make are meaningful, when my zombie twin makes exactly the same sounds or inscriptions in identical circumstances and with exactly the same effects on its fellows zombies, these noises and marks have no meaning whatsoever. This seems to conflict with basic notions about what it is for language to be meaningful.

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Other neural proteins are just slightly anesthetic-sensitive 5 medications post mi order topiramate 200 mg with visa, but widely distributed and heavily prevalent throughout the brain medicine you take at first sign of cold discount 200 mg topiramate free shipping. These include voltage-gated ion channels treatment menopause buy cheap topiramate 100mg on line, presynaptic vesicle-release proteins medicine to treat uti buy cheapest topiramate, and microtubules. As Franks and Lieb (this volume) point out, slight anesthetic effects on many sites could be important, particularly if those sites are essential for consciousness. Like consciousness, anesthesia appears to be a global, collective phenomenon involving multiple sites. At anesthetic concentrations just sufficient for loss of consciousness, hydrophobic pockets in a class of neural proteins (ion Page 204 channels, receptors, second messengers, enzymes, microtubule tubulin, actin, etc. Anesthesia and Microtubules Tubulin, the component protein of microtubules, has a hydrophobic region comprising aromatic and other hydrophobic amino acids. The first studies of anesthetic effects on microtubules were performed by Allison and Nunn (1968, Allison et al. They studied the heliozoan actinosphaerium, a tiny urchin with hundreds of delicate spines (axonemes, or axopodia). The internal structure of each spine axoneme is a parallel array of microtubules interconnected in a double spiral (Figure 37. Allison and Nunn found that adding an anesthetic like halothane to the medium caused the spines to withdraw as the microtubules disassembled. The amount of anesthetic required for complete axoneme disassembly was equivalent to about four times that required for clinical anesthesia, although axoneme shortening began at only twice the clinical dose. The esteemed authors suggested that anesthesia might be caused by reversible disassembly of brain microtubules. Subsequent studies in nerve preparations, however, failed to show effects of clinically relevant doses of anesthetic on microtubule assembly (Hinkley and Green 1970, Saubermann and Gallager 1973) and axoplasmic transport (Kennedy, Fink, and Byers 1972), and the "microtubule hypothesis" fell on hard times. Hinkley and Samson (1972, Hinkley 1978) clearly demonstrated that halothane caused microtubules in vitro to reassemble into "macrotubules"-larger (48-nm vs. In myelinated axons, Livingston and Vergara (1979) showed significant decrease in microtubule numbers and density after 20 millimolar (mM) halothane. Vergara and Livingston (1981) later studied binding of halothane to tubulin from rat brain. Hinkley and Telser (1974) and Uemura and Levin (1992) showed that very low concentrations of halothane cause disruption of actin gelation. Concentrations of gas anesthetics within cells are difficult to determine due to poor solubility in the aqueous phase, but it appears that at clinical concentrations anesthetics do bind to tubulin (without causing microtubule disassembly) and to actin in addition to membrane proteins. The most intriguing question is why protein hydrophobic pockets are essential to consciousness. Consciousness and Quantum Effects in Hydrophobic Pockets the collective locus of anesthetic effect is an array of hydrophobic sites in various types of proteins throughout the brain. They have a common Page 205 hydrophobic solubility parameter that can best be described as similar to that of olive oil. Thus we have an ordered array of discrete, tiny olive-oil pockets in strategic neural sites throughout the brain. This condition requires delocalization: electrons must be mobile and relatively free to roam within the pocket among resonance orbitals of nonpolar amino acid groups. Isolated from water, hydrophobic pockets are ideal settings for electron quantum effects. In quantum theory, however, individual electrons (or electron pairs) can also be in a state of quantum "superposition" in which both positions are occupied (and the protein assumes both conformations-e. Anesthetics bind in hydrophobic pockets by weak van der Waals forces that are attractive couplings among quantum fluctuations in the electron clouds of anesthetic and pocket. It may be concluded that anesthetics act by preventing quantum-coherent superposition in hydrophobic pockets of (1) membrane proteins, (2) tubulins, or (3) both. Another possibility is that anesthetics disrupt actin gelation required for quantum-state isolation.