8thScience Fall Midterm Review Sheet

Comprehend the structure of molecules, including masses, electrical charges, and areas of protons, neutrons, and electrons.9790588235297>To locate the quantity of neutrons in a particle, take away the nuclear mass (adjusted to the closest entire number) less the nuclear (number of protons). Nuclear mass= nuclear number (protons) + neutronsKnow that protons decide an element’s personality and valence electrons decide its concoction properties, including reactivity.Know the distinction between and have the option to distinguish components and compounds.Be ready to think about metals, nonmetals and metalloids. Distinguish that every natural compound contain carbon. Decipher the course of action of the Periodic Table.GROUPeriodKnow that components inside a similar gathering (family) have comparative properties.Know the quantity of valence electrons for bunches 1, 2, and 13 †18.Be ready to decide the quantity of molecules of every component in concoction recipes containing subscripts.Know the confirmations of a chem ical response. Ex.- shading change, bubbles or effervescing, hasten is framed, new substance is shaped, smoke or fire, and surprising temperature change. The main sure approach to know whether a compound change happened is if another substance was shaped. Perceive whether a substance condition containing coefficients is adjusted or not and how that identifies with the law of preservation of mass.The law of protection of mass expresses that during a compound response, matter isn't made or decimated.

Prostitution the uncontrolalble Vise misc Essay Example For Students

Prostitution the uncontrolalble Vise misc Essay There are ladies who scan for affection, and there are those that look for cash. Today, the term lady basically means ones sex. It doesn't characterize her character, ethics and values, or even her calling. In any case, this was not generally the situation. Toward the finish of the nineteenth century and start of the twentieth century, during the Progressive Era, there was a drive for change. Different social issues became focuses for examination and mediation: youngster work, adolescent wrongdoing, debasement in regional government and police divisions, and prostitution. These things were newfound social issues; the main contrasts during this period were the new presumptions, techniques, and desires for a wide association of activists. Dynamic change effectively chose to take all the more a job in controlling the social government assistance of its residents, and those private and open circles of movement couldn't be unraveled. Prostitution was an issue that underscored the connection between home life and road life, wages of wrongdoing and low wages of ladies laborers, twofold sexual guidelines and transmission of venereal malady. The late nineteenth century reaction to prostitution uncovered the contending belief systems inside Progressive change movement over social equity and social control. Most endeavors to manage prostitution have comprised solely of pretty much overwhelming endeavors to smother it out and out by compelling the end of houses of ill-repute, and by expanded police exercises against singular whores and against those individual spots, for example, bars, where whores as often as possible request. This paper looks to demonstrate that the reformers couldn't get rid of prostitution during the finish of the nineteenth century and the start of the twentieth century for an assortment of variables. In the first place, I will take a gander at why ladies in the late nineteenth, and mid twentieth century became whores. The sexual orientation contrasts between sex jobs will be broke down corresponding to prostitution. At long last, the different bombed endeavors to abrogate prostitution will be talked about. Legitimately prostitution is frequently characterized as the employing out of the body for sex. Some state that the trading of cash doesn't have to happen. Albert Ellis, one notable sexologist and creator would characterize prostitution as, A lady or a man participating in sexual relations for non-sexual and non-amotive contemplations. This definition would accordingly incorporate young ladies who exchange their sexual favors for food, diversion or different endowments. Every individual may have various perspectives regarding what a whore is or how they feel about them. During the late nineteenth century and mid twentieth century reformers, for instance, needed to destroy prostitution. It was taken a gander at as the reason for all underhanded and neediness, in addition to other things. Be that as it may, it was over the spot, young ladies providing their bodies for the guys high impulse to fulfill their sexual wants. Canadas modern advancement furnished numerous ladies with outlet for their abilities and energies notwithstanding the home and other work places. With all the upgrades in transportation and interchanges, development of the urban areas is the accessibility of new shopper products gave during a time of national development. Notwithstanding, with the entirety of this came financial and social pressures. Most Canadians were worried about the nearness of certain ethnic gatherings, destitution in the urban areas and an expanding crime percentage. With this freshly discovered consciousness of social issues, came the conviction that by recognizing and grouping issues the idea of the world could be improved to safeguard a good, cultivated society. There are numerous reasons why one would pick upon a vocation of prostitution. They run from speedy cash to language hindrances (most young ladies were remote conceived or their folks were outside conceived), from interest to liquor addiction. Most whores are accepted to have begun at a youthful age and regardless of much discussion about white subjection, no cases were ever found of a ladies reluctantly kept in a massage parlor. Up until about mid route through the twentieth century a huge level of the considerable number of ladies occupied with prostitution were proficient whores, enrolled or broadly known to be such, and frequently working in houses of ill-repute. A the 1916s Unemployment Commission had watched, working young ladies appeared to be not able to stand out employments for in excess of a couple of months, and many were so pointless and unreliable that they were reasonably excused. .

Battle of Champion Hill in the American Civil War

Clash of Champion Hill in the American Civil War  Battle of Champion Hill - Conflict Date: The Battle of Champion Hill was battled May 16, 1863, during the American Civil War (1861-1865). Armed forces Commanders: Association Significant General Ulysses S. Grant32,000 men Confederates Lieutenant General John C. Pemberton22,000 men Clash of Champion Hill - Background: In late 1862, Major General Ulysses S. Award initiated endeavors to catch the key Confederate fortification of Vicksburg, MS. Arranged high on the feigns over the Mississippi River, the town was basic to controlling the waterway beneath. In the wake of experiencing various challenges in moving toward Vicksburg, Grant chose for move south through Louisiana and cross the waterway beneath the town. He was aided this arrangement by Rear Admiral David D. Watchmen flotilla of gunboats. On April 30, 1863, Grants Army of the Tennessee started moving over the Mississippi at Bruinsburg, MS. Neglecting Confederate powers at Port Gibson, Grant drove inland. With Union soldiers toward the south, the Confederate administrator at Vicksburg, Lieutenant General John Pemberton, started sorting out a resistance outside of the city and calling for fortifications from General Joseph E. Johnston. Most of these were sent to Jackson, MS however their movement to the city was eased back by harm delivered to the railways by Colonel Benjamin Griersons rangers attack in April. With Grant pushing upper east, Pemberton foreseen that Union troopsâ would drive legitimately on Vicksburg and started pulling back towards the city. Ready to keep the adversary wobbly, Grant rather assaulted towards Jackson with the objective ofâ cutting the Southern Railroad which associated the two urban communities. Covering his left flank with the Big Black River, Grant squeezed ahead with Major General James B. McPhersons XVII Corps on the privilege and gave orders for itâ to continue through Raymond to strike the railroad at Bolton. To McPhersons left, Major General John McClernands XIII Corps was to cut off the Southern at Edwards while Major General William T. Shermans XV Corps was to assault among Edwards and Bolton at Midway (Map). On May 12, McPherson vanquished a portion of the fortifications from Jackson at the Battle of Raymond. After two days, Sherman drove Johnstons men from Jackson and caught the city.â Retreating, Johnston trained Pemberton to assault Grants back. Accepting this arrangement toâ beâ too risky and that it gambled leaving Vicksburg revealed, he rather walked against Union flexibly prepares moving between Grand Gulfâ and Raymond.â Johnston emphasized his request on May 16 driving Pemberton to design a countermarch northeastâ towards Clinton.  Having cleared his back, Grant went west to manage Pemberton and start the drive against Vicksburg. This saw McPherson advance in the north, McClernand in the south,â while Sherman, having finished tasks at Jackson, broughtâ up the back. Skirmish of Champion Hill - Contact:â As Pemberton examined his requests on the morning of May 16, his military was unstable along the Ratliff Road from its convergence with the Jackson and Middle Roads south to where it crossed the Raymond Road.â This saw Major General Carter Stevensons divisionâ at the northern stopping point, Brigadier General John S. Bowens in the center, and Major General William Lorings in the south.â Early in the day, Confederate rangers experienced Union pickets from Brigadier General A.J. Smiths division from McClernands XIII Corps close to a barricade Loring hadâ erected on the Raymond Road.â Learning of this, Pemberton trained Loring to hold off the adversary while the military started its walk towards Clinton (Map). Hearing the terminating, Brigadier General Stephen D. Lee of Stevensons division, got worried about a potential risk up the Jackson Road toward the northeast.â Sending forward scouts, he conveyed his unit on close by Champion Hill as a precaution.â Shortlyâ after expecting this position, Union powers were spotted progressing down the road.â These wereâ the men of Brigadier General Alvin P. Hoveys Division, XIII Corps.â Seeing the peril, Leeâ informed Stevenson who dispatched Brigadier General Alfred Cummings detachment toâ form on Lees right.â To the south, Loring shaped hisâ division behind Jackson Creek and turned around an underlying assault by Smiths division.â This done, he expected a more grounded position on an edge close to the Coker House. Clash of Champion Hill - Ebb and Flow: Arriving at the Champion House, Hovey detected the Confederates on his front.â Sending forward the units of Brigadier General George McInnis and Colonel James Slack, his powers started drawing in Stevensons division.â Slightly toward the south, a third Union section, drove by Brigadier General Peter Osterhaus XIII Corps division moved toward the field on the Middle Roadâ but ended when it experienced a Confederate roadblock.â As Hoveys men arranged to assault, they were strengthened by Major General John A. Logans Division from XVII Corps.â Forming on Hoveys right, Logans men were moving into position when Grant showed up around 10:30 AM. Ordering Hoveys men to assault, the two detachments started advancing.â Seeing that Stevensons left flank was noticeable all around, Logan coordinated Brigadier General John D. Stevensons unit to strike this area.â The Confederate position was spared as Stevenson surged Brigadier General Seth Bartons men to the left.â Barely show ing up in time, they succeeded covering the Confederate flank (Map). Hammering into Stevensons lines, McInnis and Slacks men started push the Confederates back.â With circumstance crumbling, Pemberton coordinated Bowen and Loring to raise their divisions.â As time passed and no soldiers showed up, a concerned Pemberton started riding south and surged forward Colonel Francis Cockrell and Brigadier General Martin Greens units from Bowens Division.â Arriving on Stevensons right, they struck Hoveys men and started driving them backâ over Champion Hill.â In an edgy circumstance, Hoveys men were spared by the appearance of Colonel George B. Boomersâ brigade of Brigadier General Marcellus Crockers divisionâ which settled their line.â As the remainder of Crockers division, the detachments of Colonels Samuel A. Holmes and John B. Sanborn, joined the conflict, Hovey mobilized his men and the consolidated power counterattacked. Skirmish of Champion Hill -  Victory Achieved: As the line in the north started to falter, Pemberton turned out to be progressively angry at Lorings inaction.â Possessing a profound individual abhorrence of Pemberton, Loring had realigned his division yet had done nothing to move men toward the fighting.â Committing Logans men to battle, Grant started to overpower Stevensons position.â The Confederate right broke first and was trailed by Lees men.â Storming forward, Union powers caught the whole 46th Alabama.â To additionally exacerbate Pembertons circumstance, Osterhaus recharged his development on the Middle Road.â Livid, the Confederate officer headed out looking for Loring.â Encountering Brigadier General Abraham Bufords unit, he surged it forward. As he came back to his central station, Pemberton discovered that Stevenson and Bowens lines had been shattered.â Seeing no other option, he requested a general retreat south to the Raymond Road and west to a scaffold over Bakers Creek.â While beaten soldiers streamed southwest, Smiths big guns opened on Brigadier General Lloyd Tilghmans detachment which was stillâ blocking the Raymond Road.â In the trade, the Confederate leader was killed.â Retreating to Raymond Road, Lorings menâ attempted to follow Stevenson and Bowens divisions over the Bakers Creek Bridge.â They were kept from doingâ so by Union unit that had crossed upstream and had turned south trying to remove the Confederate retreat.â therefore, Lorings Division moved south before hovering around Grant to reach Jackson.â Fleeing the field, Stevenson and Bowens divisions made for protections along the Big Black River. Skirmish of Champion Hill - Aftermath: The bloodiest commitment of the crusade to arrive at Vicksburg, the Battle of Champion Hill saw Grant endure 410 killed, 1,844 injured, and 187 missing/caught while Pemberton caused 381 killed, 1,018 injured, and 2,441 missing/captured.â A key second in the Vicksburg Campaign, the triumph guaranteed that Pemberton and Johnston would not have the option to unite.  Forced to begin falling back towards the city, Pemberton and Vicksburgs destiny were basically sealed.â Conversely, having been crushed, Pembertonâ and Johnston fizzled toâ isolate Grant in central Mississippi, remove his flexibly lines to the stream, and win a key triumph for the Confederacy.  In the wake of the fight, Grant was condemning of McClernands inaction.  He solidly accepted that had XIII Corps assaulted with power, Pembertons armed force could have been annihilated and the Siege of Vicksburg avoided.â After going through the night at Champion Hill, Grant proceeded with his interest the following day and won another triumph at the Battle of Big Black River Bridge.  Chosen Sources: Common War Trust: Battle of Champion HillBattle of Champion HillCWSAC Battle Summaries: Battle of Champion Hill

Briefly Outline the Key Features of a Cognitive-Behavioural Approach to Counselling - Free Essay Example

Briefly outline the key features of a cognitive-behavioural approach to counselling and discuss some of the ways in which this approach differs from one of the other main approaches to counselling. In part two reflect on and write about which of the two approaches discussed in your essay you prefer and why. This essay will explain key aspects of a cognitive-behavioural approach to counselling. Revealing how this method of counselling differs from the psychodynamic approach, and demonstrating my preferred method. The first of these approaches ‘Cognitive-behavioural’ is an umbrella term for a method of counselling comprising several approaches. It evolved from behavioural psychology founded by J. B Watson; an American psychology professor whose 1919 publication entitled Psychology from the standpoint of a Behaviourist largely influenced this approach. (McLeod (2008) p. 132) The first basic premise to cognitive-behavioural counselling involves client and counsellor collaborating, breaking problems down into individual parts, examining, modifying and changing them for a successful outcome. The second is the value of a scientific approach. Just as scientists employ hypotheses, experimentation and evaluation in their work; the cognitive-behavioural counsellor does the same. This is demonstrated in the counsellors’ constant observation and evaluation of change in clients. The third is closely monitoring the cognitive process through which people observe and control their behaviour. (McLeod 2008 p132) The aim of Cognitive-behavioural counselling is to empower clients to recognise irrational thoughts, modify feelings and behaviour by changing thought processes. The Client aims to focus on specific goals but thinks in an illogical fashion, producing detrimental emotions. The connection between thought and behaviour are the epicentre of this approach; the founder of Cognitive therapy; Beck, concluded; observing how patients viewed themselves was more important than traditional psychoanalytic tactics he’d previously practised. Beck explains â€Å"I was struck by the fact a patient’s cognitions had an enormous impact on his feelings and behaviour† (McLeod 2008 p143) Beck believes a client’s emotional and behavioural problems aren’t shaped by certain events, instead; ersonal interpretation of events are key to feelings and behaviour. Albert Ellis created RET- rational emotive therapy. Focusing on the resolution of emotional-behavioural difficulties not only affecting the client but also impinging upon others and empowering people to experience lives that are more positive. To illustrate; the A-B-C method used i n RET states: A stands for the activating event leading the client to feel C, which represents the emotional or behavioural consequence of the event. Yet; Ellis believes A is not responsible for C instead, it is the individuals’ B or beliefs about the event that could include past or present or future internal or external events. The role of the cognitive-behavioural counsellor is akin to a coach encouraging clients to improve, stating confidence in clients’ abilities to succeed, motivating, praising alongside clients. There is homework, writing and role-play that must be adhered to in cognitive-behavioural therapy and failure to do so results in the counsellor assuming the client is unwilling to change their behaviour for the better. (Word count 440) The psychodynamic approach to counselling has its roots in Sigmund Freud’s psychoanalytical theories in which Freud’s analysis of clients link these premises: One-Emotional difficulties lie in a person’s childhood events. Two-We are not consciously aware of childhood experiences due to repressed memories that we cannot recognise as they live in the ‘unconscious’ part of our brain (Freud categorized the unconscious as a ‘part’ of the brain). Three-unconscious matter presents itself surreptitiously during therapy, in our fantasies and dreams and as an emotional response of transference (redirection of feelings) towards the counsellor. McLeod 2008 p130) Anna Freud; the youngest of Freud’s children; and psychoanalyst, updated her father’s theory on ‘defence mechanisms’- seven stages of forces determining behaviour manifesting themselves through defence mechanisms. Within the psychodynamic approach are various consi derations and decisions regarding how to best to help the client when the counsellor is aware of a client displaying the mechanisms of defence and the conflict it causes a client. (McLeod 2008 p 96-97) The psychodynamic counsellor will use various strategies to assist clients. One such method is ‘Transference’, the counsellor’s presenting themselves as neutral; encouraging clients’ to project feelings or behaviour onto the counsellor, brought about by experiences or relationships. The reason for neutrality is for the counsellor’s assurance that whatever feelings are projected towards them, it’s not anything the therapist has caused due to remaining detached, the client ‘transfers’ an image of a family member or someone who influenced them onto the counsellor. Transference enables the counsellor to make clients aware of such projections so the client can recognise this and prevent it happening in future relationships. Transference is a feature of psychodynamic methodology, useful in determining clients’ histories that aid counsellors in seeing why clients repeat unhelpful patterns behaviourally. Just as a client can project transference, the therapist can experience ‘counter-transference’ whereby a client evokes feelings from the therapist akin to those of others in contact with the client. It is useful to the counsellor because counter-transference provides an insight into relationship commonalities and lifestyle of a client. There will be focus on specific issues or life events that their client has sought counselling to resolve. A client’s problems can be interpreted as developmental, childhood issues that need resolving. The person will repeat patterns of problematic behaviour and thoughts until gaining enlightenment on how to resolve recurrent difficulties. (Word count 389) As this essay has demonstrated, the two approaches outlined lead to conflicting interpretations by counsellors regarding clients. In psychodynamic counselling, a reasonable, connection between counsellor and client is regarded as an ending achievement. By contrast, cognitive-behavioural counsellors assume clients’ can be ‘taught’ practical strategies as opposed to psychodynamic methods, which use an enriching, therapeutic approach by analysing clients’ early lives. Within Cognitive-behavioural, there is little focus on (past) problems unlike psychodynamic theory, instead; ‘solution-focused’ (current) techniques help clients manage their moods quickly with new thought patterns aiming to replace irrational thoughts for rational. Psychodynamic rationale sees the counsellor as a ‘specialist’ with the knowledge to analyse people and treat accordingly consequently there’s no overt collaboration of client with counsellor as in cognitive-behavioural. Transference is a feature of psychodynamic methodology, useful in determining clients’ histories that aid counsellors in seeing why clients repeat unhelpful patterns behaviourally whereas cognitive-behavioural doesn’t recognise childhood and the unconscious and turns to the here and now. (Word count 160) I prefer the cognitive-behavioural approach because I’ve spent too much time focussing on my past that’s often hazy in memory, especially early childhood memories which are therefore difficult to recount and analyse. Although the past is relevant to who I am, I need to learn coping strategies presently. I was diagnosed with depression and anxiety 12 years ago and manage it with mild medication. To me, it is logical to change one’s cognitions in order to achieve happiness. I can’t envisage any resolution without changing something. Once learned, I could employ new techniques of CBT when needed. It would be convenient, practical and immediate which gives me hope and confidence in its potential success. I haven’t experienced a useful outcome from previous counselling that I’ve undergone for depression. I believe the reason for this is because I’m only eligible for up to a maximum of 12 sessions on the NHS and can’t afford to self fund further counselling. Although CBT is not perfect, as I‘ve demonstrated in this essay, I respect its value of the scientific approach. I like that; if a technique isn’t serving its purpose, I could re-evaluate or try another with the guidance of a CBT counsellor. The idea of positive praise, encouragement and the aforementioned immediacy, greatly appeals to me. I have a wealth of life experience, empathy and a yen to help people overcome psychological distress, or cope better with mental illness. This is what has motivated me to study a psychology degree with a view to becoming a psychologist. (Word count 255) References McLeod, J. (2008) Introduction to counselling [Ed. D. Langridge], Maidenhead/Milton Keynes, Open University Press/The Open University. Introduction to counselling, ibid, p. 132 Introduction to counselling, ibid, p. 143 Introduction to counselling, ibid, p. 130 Introduction to counselling, ibid, pp. 96 to 97 Self-evaluation The parts of the material I feel I have gotten to grips with best are the summaries and appraisals at the end of the chapters of the course book, as they are a good reminder and great clarification for anything that I might not have understood at a first read. I have found the book very deep and overly detailed in places which can sometimes confuse me. I may need help on TMA 2. I would have preferred one or two tutorials too.

Movie Analysis Assignment The Hoods N The Boyz - 825 Words

Movie Analysis Assignment: The Hoods N The Boyz (Movie Review Sample) Content: Students NameInstitutionCourseDateTHE HOODS N THE BOYZThe Hoods N the Boyz is a very emotive film showing the life of the blacks in the ghetto. Tre is raised by both her single mother and later his father Furious. The firm focus on the education of the children in the ghetto, the hard and criminal life that is practiced by teenagers such as the Doughboy who is a friend to Tre, the engagement of the teenagers in sexual behaviors, the police brutality in the society and the values in bringing children in the society where Furious is able to bring up Tres to be a good and respectable young man.The protagonist Tres is a young man in his teenage ages who first seems hard-headed but later on reforms. He is able to work hard in his education and pursues his college education. The firm brings out the role of the parents in up-bring children in the ghetto. In South Central California, Furious the father of Tres takes up the role of upbringing his young boy. He not only gives h is good advice that later on Tres is able to reflect on as he pursues vengeance but is also a good parent. Her mother is able to cope with the bad behaviors of Tres at a tender age of 10 years which forces him to send him to his father.The good parental hood is exhibited by Furious despite the fact that this boy has got a bad company in the ghetto he is able to shape him into a fine young man (Dyson, pg.125-126).Police are a protector of the people and their main role is to maintain law and order in the society. In the ghetto, the scenario is totally different. The police use their powers as a show of might and strength at the expense of the poor people. The police who come to help Furious after he is attacked by a burglar a black police and a white one. The white policeman is courteous and respectful while the black policeman is disrespectful. This causes one to wonder where one should seek help if the police can be disrespectful to a victim (Dyson, pg.127-130).The young people are the future our society. They are the people to take the society to the next level. This is after their parents are dead. Tres, Chris, Doughboy, Ricky, Brandi, and Brenda are young people. The society looks up to them to take their generations to come to the next level, but the young people are lost in criminal gangs. At a tender age, the young boys Doughboy and Chris are arrested for shoplifting to the worst case scenario Chris on being released from prison is already paralyzed. The young men Ricky, Doughboy, Ferries and other young men lose their lives to the criminal activities. The two gangs collide and at the end lives that were the future is lost. It just brings the point that the society would face a lot of difficulties where only the parents are left as they bury their children. Its a dilemma for the posterity of the given society (Dyson, pg.132-136).Education is light for a society. Every parent wishes that the best gift they would give their children is proper education. T his is not the case for the children in the ghetto. They have to struggle to get a good education. Their parents cannot be able to af...

When the Choice Is Given Handwriting vs. Typing

Do you have good handwriting? Do you even know if it is good? We are all used to scribbling little notes: post-it notes on a fridge, a signature on a document, a short shopping-list. But when was the last time you actually wrote a full-fledged text with pen and paper? A real, handwritten letter, stamped and posted? An academic text, perhaps? Something else? Latest studies show that an increasing number of people leave handwriting in favor of typing completely. Most people never write more than a dozen words with their own hand at any single time, considering long texts to be the prerogative of a keyboard. And it is easy to understand them. After all, from its very beginning about 4000 BC the main goal of writing was to make the distance between the thought and its implementation as short as possible. Writing on clay tablets was slow and awkward, but it was better than memorizing every word. Parchment was unwieldy and cumbersome, but still better than clay. It was the same with every new development in the sphere of writing. The first advantage of typing is speed. No amount of handwriting practice will allow one to write faster than even a rather mediocre typist – let alone a professional who can produce 500-600 symbols per minute, thus almost completely eliminating the interval between thought and word. It is easier. It is cleaner. It is more productive. One wonders, what’s not to like about it? As it turns out, there are a lot of people who bemoan the decline of handwriting. With typing practice replacing good old pen and paper even at school, they say, we are losing a precious tradition, an art, a way of expressing ourselves. Moreover, some studies seem to show that children learning to write by hand show better results at remembering letters than those that learn written word by typing. Other studies show that making notes by hand allows you to better memorize what you are jotting down. Perhaps it is true, perhaps not – studies of this subject are too few and far between to make any conclusions. But something similar was always said when some new invention in the sphere of writing appeared in the past. The invention of the printing press led to massive outcry of traditionalists and those who were in danger of losing their jobs, i.e., scribes who were the sole source of books prior to that. They said that printing press would kill the art of creating handwritten books, with all their decorations, carefully drawn pictures and beautifully written capitals. And it really happened – but are we really worse off because of it? No doubt, when writing was first invented there was a lot of talk about how it would ruin people’s memory because they will no longer have to memorize anything, how it would kill the art of storytelling and so on. Luckily for us, back then nobody listened to these doomsayers.

Overview of the National Association for Down Syndrome

National Association for Down Syndrome The National Association for Down Syndrome is governed much like a traditional corporation, with a board of directors and staff members, although it is a nonprofit. NADS is the oldest organization in the country serving individuals with Down syndrome and their families. It was founded in Chicago in 1961 by parents who chose to go against medical advice and raised their children with Down syndrome at home (About NADS, 2012, NADS). From its inception, NADS was designed to provide support for parents of children with Down syndrome and their offspring. Its key stakeholders are parents and children, and it strives to educate the larger community about the disorder and to cultivate community resources to better enable parents to raise their children in a supportive and loving environment that caters to the childrens special needs. Information-gathering and dissemination, support, and advocacy on a national and local level are all part of the organizations mission. The direct support we provide to families through our Parent Support Program, our Mentoring Program, the Work Experience Program, and other individualized services is at the core of our mission within the Chicago area, where the governing body of NADS is based (About NADS, 2012, NADS). However, we do not have the staff or the resources to provide those services outside of the Chicago metropolitan area (About NADS, 2012, NADS). For the wider community outside theShow MoreRelatedPremenstrual Dysphoric Disorder ( Pmdd ) Is A Severe Form Of Premenstrual Syndrome1452 Words   |  6 PagesPremenstrual Dysphoric Disorder Jennifer R. Goehring Psychology 612B National University Premenstrual Dysphoric Disorder Overview of Premenstrual Dysphoric Disorder Premenstrual Dysphoric Disorder (PMDD) is a severe form of premenstrual syndrome. 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With the prevalence of these disorders being at an all time high, there is a pressing need for highly trained professionals who are concerned about the well being of those who are affected. Overview Definition and Characteristics The American Psychiatric Association (2014) defines Autism Spectrum Disorder as â€Å"a range of complex developmental disorders that can cause problems with thinking, feeling, language, and the ability to relate to others†. The terms, â€Å"autism† and â€Å"Autism