Presented With The Complaints Of Depression Psychology Essay

Presented With The Complaints Of Depression Psychology Essay The purpose of this case study is to describe the case of a patient known as Ellen Farber. Ms. Farber, an insurance company executive, arrived at a psychiatric emergency room at a university hospital with numerous complaints in regard to her overall well-being. It is apparent that Ms. Farber has been affected by her symptoms to a large degree. This case study will discuss the complaints provided by Ms. Farber and will provide a detailed discussion of how her symptoms fit the criteria provided in the DSM-IV-TR for several disorders such as Major Depressive Disorder, Single Episode; Eating Disorder Not Otherwise Specified; and Impulse-Control Disorder Not Otherwise Specified. This paper will also discuss differential diagnoses as well as co-occurring disorders that may be present. The final portion of this paper will discuss a possible treatment plan as well as an indication of the patients prognosis based on known information about her diagnosis. Ellen Farber is a 35 year old woman who presented with complaints of depression, the thought of driving her car off of a cliff, and numerous other symptoms. Upon closer evaluation of Ms. Farbers symptoms it appears that she is suffering from a Major Depressive Episode. The symptoms that she has exhibited that allow for this conclusion are a lack of energy for the past six months; a lack of pleasure for the past six months; increasingly persistent depressed mood for the past six months; oversleeping in amounts of 15-20 hours per day; overeating to the extent that she has gained 20 pounds over the past few months; and thoughts of suicide with a specific plan (Barlow Durand, 2012, p. 206). According to the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; DSM-IV-TR; American Psychiatric Association, 2000), the presence of a single manic depressive episode in the absence of another disorder, such as schizophrenia, indicates that Ms. Farber can be diagnosed with Major Depressive Disorder, Single Episode. It is also clear that Ms. Farber has never experienced a prior Major Depressive Episode indicating even further that Major Depressive Disorder, Single Episode is the proper diagnosis for her (DSM-IV-TR, 2000, p. 375). It is essential to point out that Ms. Farber is also a candidate for other diagnoses because she has engaged in binge eating and impulsive spending. Ms. Farber has reported that she has engaged in eating binges since she was an adolescent. During these binges she reports that she eats anything that she can find. Although she has engaged in intermittent binge eating since adolescence she has done so without using compensatory methods to rid her body of the excess calories. According to the DSM-IV-TR (2000), Ms. Farber should be diagnosed with Eating Disorder Not Otherwise Specified (Binge-Eating Disorder) because she does not engage in the compensatory behaviors that are typically characteristic of Bulimia Nervosa (p. 595). Fin ally, Ms. Farber has engaged in shopping sprees that she refers to as buying binges. This excessive and impulsive spending has resulted in a large amount of debt, about $250,000, that has arisen from illegal practices such as unauthorized use of her employers credit cards and over drafting bank accounts to open new accounts, a process she calls check kiting. Since the money was used on impulsive purchases and cannot be accounted for by another disorder, such as substance dependence or a paraphilia, it appears likely that Ms. Farber is also a candidate for a diagnosis of Impulse-Control Disorder Not Otherwise Specified (DSM-IV-TR, 2000, p. 677). According to the DSM-IV-TR (2000), the following diagnoses are relevant for Ellen Farber: Axis I: Major Depressive Disorder, Single Episode Eating Disorder Not Otherwise Specified (Binge-Eating Disorder) Impulse-Control Disorder Not Otherwise Specified Axis II: Borderline Personality Disorder Axis III: Moderately Overweight Axis IV: Unemployed, financial difficulties Axis V: GAF = 35 (current) On Axis II, Ellen received a diagnosis of Borderline Personality Disorder for several reasons. First, she has reported that she has experienced lifelong feelings of emptiness, chronic feelings of loneliness, chronic feelings of sadness, and chronic feelings of isolation. In order to satisfy her feelings of emptiness she has engaged in weekly buying binges which established her current level of debt. Ellen has also engaged in daily episodes of binge eating without compensatory behaviors. She has also experienced chronic uncertainty with whom she wants to be friends and about what she wants to do in life. We also know that she has been in numerous brief and intense relationships with both men and women. In these relationships, Ellen exhibits a quick temper that has frequently led to arguments and physical fights. Based on a comparison of Ellens symptoms and the diagnostic criteria for Borderline Personality Disorder provided in the DSM-IV-TR it is clear that Ellen suffers from Borderli ne Personality Disorder (DSM-IV-TR, 2000, p. 710). Ellen has not presented with any other medical conditions other than the fact that she is moderately overweight. Since this is the only condition of concern it was listed on Axis III. Axis IV includes relevant information about psychosocial and environmental problems that may be affecting Ellen. Since Ellen is unemployed and is experiencing a large amount of debt as a result of her spending binges this information is listed under Axis IV (DSM-IV-TR, 2000, p. 33). On Axis V I have included a GAF score of 35. After evaluating the information provided in the DSM-IV-TR it seemed apparent that Ellen fell within the 40-31 range on the GAF scale. She fell into this range as a result of her suicidal thoughts with a specific plan and because she is currently unemployed but unable to work as a result of her depression. Within the scale it appeared that Ellens level of functioning was not severe enough to receive a GAF score of 31 but her func tioning was not well enough to receive a GAF score of 40. Based on this scale, it seems that Ellen fits in the middle of the 40-31 scale so I assigned a GAF score of 35 (DSM-IV-TR, 2000, p. 34). According to the DSM-IV-TR (2000), there are several common differential diagnoses present for Major Depressive Disorder, Single Episode. These disorders include Bipolar I Disorder; Bipolar II Disorder; Mood Disorder Due To a General Medical Condition; Substance-Induced Mood Disorder; Dysthymic Disorder; and Schizoaffective Disorder (DSM-IV-TR, 2000, p. 373). In the process of diagnosing Ellen, I made a differential diagnosis between Dysthymic Disorder and Major Depressive Disorder, Single Episode. The primary way that this differential diagnosis was made was comparing the length of time that Ellen reported experiencing her symptoms and comparing them to the length provided in the DSM-IV-TR. For Dysthymic Disorder, a period of at least two years must be met for depressed mood (Barlow Durand, 2012, p. 209). Symptoms for Major Depressive Disorder, Single Episode are only required to be present for a period longer than two weeks (Barlow Durand, 2012, p. 206). From the information that is known about Ellen, it only appears that Ellens symptoms have differed from her normal level of functioning for six months. Since Ellen did not meet the minimum two year requirement for depressed mood it seemed apparent that her symptoms only met the criteria for Major Depressive Disorder, Single Episode. Eating Disorder Not Otherwise Specified also presented with a differential diagnosis, Bulimia Nervosa. This was easily distinguished because Ellen did not engage in compensatory behaviors in order to control her caloric intake, and a diagnosis of Bulimia Nervosa requires that a person engage in inappropriate compensatory methods to prevent weight gain (DSM-IV-TR, 2000, p. 589). It is not uncommon for other mental disorders to co-occur with Major Depressive Disorder, Single Episode. These common mental disorders include Substance-Related Disorders, Panic Disorder, Obsessive-Compulsive Disorder, Anorexia Nervosa, Bulimia Nervosa, and Borderline Personality Disorder. Axis II presents the personality disorders that Ellen has presented with and Borderline Personality Disorder is listed. Ellen has presented with chronic feelings of loneliness, emptiness, sadness, and isolation. She has also experienced chronic uncertainty about what she wants to do in life and with whom she wants to be friends. She has engaged in numerous intense relationships with both men and women that have often resulted in arguments and physical fights as a result of Ellens quick temper. In order to cope with her chronic symptoms she has engaged in weekly buying binges and daily episodes of binge-eating. Based on this information, as stated previously, Ellen meets the criteria for Borderline Personality Disorder (DSM-IV-TR, 2000, p. 710). There are no conditions listed in the DSM-IV-TR that co-occur with Eating Disorder Not Otherwise Specified (Binge-Eating Disorder) or Impulse-Control Disorder Not Otherwise Specified. The treatment of Ms. Farber is complicated by her thought of driving her car off a cliff. This indicates that she possesses suicidal desire, capability, and intent. As a result, she should be asked to agree to, or sign, a no-suicide contract. This contract is essentially a promise that she will not attempt suicide without contacting the mental health professional overseeing her case first. If she declines to agree to the terms, or if there is doubt about her sincerity, hospitalization may be required (Barlow Durand, 2012, p. 251). Considering that Ms. Farber has presented with several co-occurring conditions, treatment for her Major Depressive Disorder would be most effective if she undergoes combined treatment. The first aspect of her treatment should be a medication based treatment, particularly treatment with a selective-serotonin reuptake inhibitor (SSRI). This medication functions by blocking the presynaptic reuptake of serotonin causing a temporary increase in the levels of se rotonin at the receptor site. All antidepressant therapies provide some form of benefit to about fifty percent of the patients who receive them (Barlow Durand, 2012, p. 236). In combination with the prescription for SSRIs, I would also recommend cognitive-behavioral therapy. A cognitive-behavioral approach, such as Lynn Rehms self-control therapy, could assist Ellen in gaining control over her moods and daily activities while incorporating cognitive therapy to assist her in identifying and correcting errors of thought, shifting her thought pattern from a depressive thinking pattern to a more realistic thinking pattern (Barlow Durand, 2012, p. 240). Ms. Farber should also undergo treatment for her diagnosis of Eating Disorder Not Otherwise Specified (Binge-Eating Disorder). The most appropriate treatment for Ms. Farber would be a technique that involves therapist led treatment. It seems appropriate that she should undergo guided self-help therapy in which she would meet with a ther apist periodically to review a self-help manual. This approach would be the most effective for her because she presented with several diagnoses (Barlow Durand, 2012, p. 375). The prognosis for Ms. Farber appears to be relatively positive in regards to the alleviation of her Major Depressive Episode; however, there are some risks within the first two years following her diagnosis of Major Depressive Disorder, Single Episode that may alter her prognosis level to fair. Approximately 67%, or two-thirds, of patients experiencing a Major Depressive Episode may experience complete remission of their symptoms. One-third, or 33% of individuals suffering from a Major Depressive Episode may only experience partial remission of their symptoms or may not experience any alleviation of their symptoms at all. At least 60% of individuals with Major Depressive Disorder, Single Episode will experience a second episode and 5%-10% will subsequently develop a manic episode, meeting the criteria for Bipolar I Disorder (DSM-IV-TR, 2000, p. 372). In the first year following an episode there is a 20% risk of reoccurrence. In the second year the risk of reoccurrence increases as hi gh as 40% which would qualify Ms. Farber for a diagnosis of Major Depressive Disorder, Recurrent (Barlow Durand, 2012, p. 208). By undergoing combined treatment for her depression her chances for remission may increase slightly over receiving medicinal treatment alone (Barlow Durand, 2012, p. 243). At this point it is impossible to determine the exact course of Ms. Farbers symptoms. At best we can expect a more positive prognosis with treatment than without any treatment at all. Ellen Farber presented with several co-occurring conditions and psychosocial and environmental problems that have potentially affected the onset and severity of her symptoms. The purpose of this paper was to discuss Ms. Farbers symptoms, provide diagnoses based on the DSM-IV-TR, and discuss the appropriate means of treatment for her conditions. Ms. Farber has been affected immensely by her symptoms and requires appropriate treatment immediately in order to prevent her condition from worsening. In the end, her prognosis ranges between fair and relatively positive based on the available knowledge about her diagnosis. It appears that if Ms. Farber receives the appropriate treatment she is at a greater likelihood for remission of her symptoms and continuing treatment may reduce the risk of a reoccurrence of her symptoms. Only time can definitively show how Ms. Farber will be affected by the course of her co-occurring disorders.

Ecosystem Services Essay -- Environmental Science

D1. What are ecosystem goods and services? People have been relying for their daily needs and well-being on nature. The natural ecosystem provides varieties of goods and services to us, for instance, fresh water, fisheries, timber, water purification etc. The benefits that people directly get from the natural systems are called ecosystem services (ES). The natural ecosystem provides both goods and services to us. The ecosystem goods are the things that people produced from soil, water and plants; Crops, Fibre, Timber, Livestock, Tourism, etc. are the example of ecosystem goods. And, at the same time people get a varieties of fundamental and life supporting services such as flood control, clean air and water, pollination of crops and other plants, natural hazard regulation, cultural, spiritual and aesthetic services which are called ES ( Kerr, G., 2010). Classification of ecosystem services The united nation was carried out an extensive study of current condition and trends of ecosystem services with the help of 1,300 experts from around the world and prepared the The Millennium Ecosystem Assessment (MEA) Report in 2005. This report classifies ecosystem services into four types. 1) Supporting services: It is a fundamental unit of ecosystem services which support other ecosystem services. The soil formation, photosynthesis, nutrient cycling and water cycling are the supporting service in ES. 2) Provisioning services: These include the goods or products obtained from ecosystem such as foods (crops, livestock, fisheries, aquaculture, and wild foods), Fibre (timber, cotton, silk, wood fuel, genetic resources, biochemical, natural ... ...then the decision. The decision maker should know the consequences of their decision in ES, for example how timber supply, making dam and extensive land use for agriculture affect in ES. The decision maker action may change the ES, they should consider the trade-offs among many option at decision making time and should chose the policies that help to foster and sustain the ES (Ranganathan, J. et al., 2008). Conclusion The benefits that we get from the nature are ES and it is indispensable for our overall development and prosperity. Works Cited Ranganathan, J. et al. (2008). Ecosystem Services a Guide for Decision Makers. World Resources Institute. Kerr, G. (2010). Ecosystem Services Approach to Inform Environmental Management, Draft. Royal Roads University, Victoria, BC.

The End of Something Analysis of Nick

Prompt: Nick is a typical, male chauvinistic jerk in â€Å"T. E. O. S. † Ernest Hemingway established a tough guy figure with great male chauvinist in the short story The End of Something using parallels and masculine egoism. Nick as the main character in the story casually broke up with his girlfriend over some seemingly unimportant matters during their fishing trip. Nick’s attitude towards Marjorie’s responses regarding fishing skills showed that he is highly uncomfortable with her knowledge on the same level as his.Nick’s masculinity was disappointed by this changing of dominance, and caused him to break up with Marjorie eventually. As a typical Hemingway short story, T. E. O. S. also uses the Iceberg theory, which indicates that the first paragraph was more than a background; it was paralleling the village’s changes with Nick’s dominance degradation. The short story T. O. E . S. starts with an introduction of how the Hortons Bay went from a lumber town to mill ruins.Hemingway cleverly parallels the relationship between Nick and Marjorie with the original Hortons Bay with the place that the woods were shipped to (and the wood being all the fishing skills that Nick taught Marjorie). The decay of Hortons Bay was a symbol of Nick’s decline of dominance in this relationship with his girlfriend. The declination of superiority in the relationship made Nick uncomfortable and less masculine. â€Å"Its open hold covered with canvas and lashed tight, the sails of the schooner filled and it moved out into the open lake, carrying with it everything that had made the mill a mill and Hortons Bay a town. (Hemingway, page 29) The last sentence in the first paragraph of the story indicates that Nick didn’t feel the same in the relationship with Marjorie as how he did before, with all the â€Å"wood† being shipped away and the contrast between how it is know and how it was before. While at the last part of the st ory, Nick repeated the same content â€Å"you know everything† for several times. The use of repetition implies that Nick is upset with the fact that Marjorie now grasps the all the knowledge of fishing that Nick once taught her and is now on the same level as him.Hemingway portrayed this tough guy figure, Nick, with high self-egoism, so when Nick found out that he was gradually losing superiority to his girlfriend and eventually they became equals, he got frustrated and annoyed. It can be told from the scenes where Nick and Marjorie were fishing, they argued on little aspects regarding whether the fish would strike, how to bait should be dealt with and where to drop and Nick would argue to prove that he is the more experienced and fights to reassure his dominance. ‘You know everything’ said Nick †,â€Å"‘I can’t help it. ’ said Nick, ‘You do. You know everything. That’s the trouble. You know you do. ’ †, "I’ve taught you everything. You know you do. What don’t you know, anyway? †(Hemingway, page 34) The failure of establishing himself as a dominating male in this relationship caused Nick’s final breakdown as he started to accuse Marjorie for knowing everything. Hemingway depicted the scene of Nick and his girlfriend Marjorie breaking up over a fishing trip to demonstrate a masculine dominated concept in Nick.The writer portrayed Nick’s frustration over losing the superiority to his girlfriend, as she became just as good a fisher as himself, so as to demonstrate that Nick is a typical male chauvinist who does not accept being equal to a woman. Hemingway paralleled Hortons Bay with Nick and Marjorie’s relationship and used repetition in the end to demonstrate Nick’s frustration, while both strategies helped to establish Nick as the tough guy figure.

Chronology of the Ancestral Anasazi Pueblo People

Chronology of the Ancestral Anasazi Pueblo People The Anasazi (Ancestral Pueblo) chronology was broadly defined in 1927 by southwestern archaeologist Alfred V. Kidder, during one of the Pecos Conferences, the annual conference of southwestern archaeologists. This chronology is still used today, with minor changes within different subregions. Key Takeaways Anasazi has been renamed to Ancestral PuebloLocated in the Four Corners region of the U.S. southwest (intersection of the states of Colorado, Arizona, New Mexico, and Utah)  Heyday between 750 and 1300 CEMajor settlements in Chaco Canyon and Mesa Verde   Archaeological remains of what archaeologists call the Ancestral Pueblo are found on the southern Colorado Plateau, the northern parts of the Rio Grande Valley and the mountainous Mogollon Rim in Colorado, Arizona, Utah, and New Mexico. A Name Change The term Anasazi is no longer in use by the archaeological community; scholars now call it the Ancestral Pueblo. That was in part at the request of modern pueblo people who are the descendants of the people who populated the American Southwest / Mexican Northwest- the Anasazi did not in any way disappear. In addition, after a hundred years of research, the concept of what was Anasazi had changed. It must be recalled that, like the Maya people, the Ancestral Pueblo people shared a lifestyle, cultural material, economics, and a religious and political system, they were never a unified state. Early Origins Cutaway illustrations of pre-pueblo pithouses, built by the Ancestral Pueblo people of Colorado. Dorling Kindersley / Getty Images People have lived in the Four Corners region for some 10,000 years; the earliest period associated with the beginnings of what would become Ancestral Pueblo is in the late archaic period. Southwestern Late Archaic (1500 BCE–200 CE): marks the end of the Archaic period (which started at around 5500 BCE). The Late Archaic in the Southwest is when the first appearance of domesticated plants in the American Southwest (Atl Atl Cave, Chaco Canyon)Basketmaker II (200–500 CE): People relied more on cultivated plants, such as maize, beans, and squash and began to construct pithouse villages. The end of this period saw the first appearance of pottery.Basketmaker III (500–750 CE): more sophisticated pottery, first great kivas are constructed, the introduction of bow and arrow in hunting (Shabikeshchee village, Chaco Canyon) Pithouse to Pueblo Transition Visitors walk through the ruins of a massive stone complex (Pueblo Bonito) at Chaco Culture National Historical Park in Northwestern New Mexico. The communal stone buildings were built between the mid-800s and 1100 AD by Ancient Pueblo Peoples (Anasazi) whose descendants are modern Southwest Indians. Robert Alexander / Archive Photos / Getty Images One important signal of development in Ancestral Pueblo groups occurred when above ground structures were built as residences. Subterranean and semi-subterranean pithouses were still being built, but they were typically used as kivas, meeting places for political and religious events. Pueblo I (750–900 CE): residential structures are built above ground, and masonry is added to the adobe constructions. In Chaco Canyon villages are now moving from the cliff tops to the bottom of the canyon. Settlements at Mesa Verde begin as large sedentary villages built into the cliffs with hundreds of residents; but by the 800s, the people living at Mesa Verde apparently leave and move to Chaco Canyon.Early Pueblo II- Bonito phase at Chaco Canyon (900–1000): increase in the number of villages. First multi-storied rooms constructed at Pueblo Bonito, Peà ±asco Blanco, and Una Vida in Chaco Canyon. Chaco becomes a socio-political center, where some individuals and groups hold a great deal of power, seen by architecture requiring organized labor, rich and unusual burials, and large scale flows of timber into the canyon.Pueblo II- Classic Bonito phase in Chaco Canyon (1000–1150): a period of major development in Chaco Canyon. Great house sites, such as Pueblo Bon ito, Peà ±asco Blanco, Pueblo del Arroyo, Pueblo Alto, Chetro Ketl reach now their final form. Irrigation and road systems are constructed. Decline of Chaco A trail leads visitors to Spruce Tree House ruins in Mesa Verde National Park in Colorado, built between 1211 and 1278 CE. Robert Alexander/Archive Photos/Getty Images Pueblo III (1150–1300):Late Bonito phase in Chaco Canyon (1150–1220): population decline, no more elaborated constructions in the main centers.Mesa Verde phase in Chaco Canyon (1220–1300): Mesa Verde materials are found in Chaco Canyon. This has been interpreted as a period of increased contact between Chacoan and Mesa Verde pueblo groups. By 1300, Chaco Canyon definitely declined  and then was abandoned.Pueblo IV and Pueblo V (1300–1600 and 1600–present): Chaco Canyon is abandoned, but other Ancestral Pueblo sites continue  Ã¢â‚¬â€¹to be occupied for few centuries. By 1500 Navajo groups entered the region and established themselves until the Spanish takeover. Selected Sources Adler, Michael A. The Prehistoric Pueblo World, A.D. 1150-1350. Tucson: University of Arizona Press, 2016.Cordell, Linda. Archaeology of the Southwest, Second Edition. Academic Press, 1997Crabtree, Stefani A. Inferring Ancestral Pueblo Social Networks from Simulation in the Central Mesa Verde. Journal of Archaeological Method and Theory 22.1 (2015): 144–81. Print.Crown, Patricia L., and W. H. Wills. The Complex History of Pueblo Bonito and Its Interpretation. Antiquity 92.364 (2018): 890–904. Print.Schachner, Gregson. Ancestral Pueblo Archaeology: The Value of Synthesis. Journal of Archaeological Research 23.1 (2015): 49–113. Print.Snead, James E. Burning the Corn: Subsistence and Destruction in Ancestral Pueblo Conflict. The Archaeology of Food and Warfare: Food Insecurity in Prehistory. Eds. VanDerwarker, Amber M. and Gregory D. Wilson. Cham: Springer International Publishing, 2016. 133–48. Print.Vivian, R. Gwinn, and Bruce Hilpert. The Chaco Handbook. A n Encyclopedic Guide. Salt Lake City: The University of Utah Press, 2002 Ware, John. Kinship and Community in the Northern Southwest: Chaco and Beyond. American Antiquity 83.4 (2018): 639–58. Print.

How to Use Google to Create a Winning Resume

How to Use Google to Create a Winning Resume So you found the perfect job posting and think you really want to make the plunge this time and apply. But what’s stopped you in the past is likely what’s making you take pause now- you (of course) need to provide a resume, and the thought of updating yours or creating a new one from scratch is just too daunting to tackle. Hmm, maybe you don’t  need to apply to this job? Nonsense. Do it. No idea how to start building (or rebuilding) your resume? Lucky for you there are a ton of templates out there that can serve as a useful starting point. You don’t just have to sit there with a new Word document, the cursor blinking at you on the blank page.Next time you’re stuck, turn to Google Docs. Their template archive is a wealth of possible head starts for you to make a gorgeous and professional looking resume. And all you need is a Google account to get started- it’s completely free. And the best part is, you’ll be able to access your docume nt from anywhere, on any computer, in any document format.Here are a few tips on how to use Google Docs resume templates to your best advantage.1. Search for exactly what you want and like.The template gallery is huge- and includes more than just resumes. Use the search function to narrow things down. Just enter the word â€Å"resume† and start browsing through what’s available that suits your needs.And if you don’t have a sense of the type or style that you want? Really, don’t let the numbers overwhelm you. Find the first one that looks clean and classy and professional. Pick that one- done and done. Use the preview function to make sure you’re happy with your choice. If you don’t love it, keep looking for clean and classy. If you do, simply click â€Å"Use this Template† and get started.2. Personalize it piece by piece.Your template will be full of dummy text for a fake job applicant, and you’ll have to go in and change all o f the information to your own. Enter your details by clicking on each section as you edit it. The most convenient part? Your changes are automatically saved in Google Docs. (Though, in general, please practice saving as you go- it’s a great habit.)To save a copy to your computer, simply â€Å"Download as† then choose your file extension of choice. You can then attach your file to an email if needed, or print your file directly from Google Docs.3. Choose a good file name.Simply click on the title of the Google Doc to rename it. Remember to make it something you’ll be able to search for easily, and that will not confuse a hiring manager- something like â€Å"Smith Resume 2017 July† will do. If you’re making multiple versions for multiple positions, be sure to make the file names specific enough to find later when you need them.Honestly, the toughest part of this whole process is getting started. It’s hard to picture filling up a whole page of information when you have an expanse of white space sitting in front of you. A template seems like a simple thing, but trust us when we say that having set boxes to fill in is often all it takes to get your fingers typing, your brain moving, and the information about your work history into those neat little compartments.

The Wechsler Intelligence Scale for Children Essay

The Wechsler Intelligence Scale for Children - Essay Example The WISC-III was standardized on a representative sample in North America based on U.S.A. census data for 1988 (N = 2,200) (Canivez, Neitzel, & Martin, 2005). The sample was stratified across age, gender, ethnicity, geographical region, parental occupation, and urban-rural residency (Kaplan & Saccuzzo, 2001). A four-factor model of index score is widely supported (i.e., Verbal Comprehension, Perceptual Organization, Freedom from Distractibility, and Processing Speed) (Canivez, Neitzel, & Martin, 2005). The WISC-III has high internal consistency for all three IQ scores and the four factors, ranging from .80 to .97 (Canivez, Neitzel, & Martin, 2005; Kaplan & Saccuzzo, 2001). This reflects the 11 subtests (Symbol Search and Coding excluded) reported moderate to excellent internal consistencies, of .61 to .92 (Kaplan & Saccuzzo, 2001). Split-half reliabilities for the three IQs in 1991 were found to be .96 (FSIQ), .95 (VIQ), and .91 (PIQ) (Kaplan & Saccuzzo, 2001). Standard errors of measurement for FISQ, VIQ and PIQ average at 3.20, 3.53, and 4.54 respectively (Kaplan & Saccuzzo, 2001).

Students With Disabilities Are Not Meeting the State Mandated Essay

Students With Disabilities Are Not Meeting the State Mandated Requirements. The Disability Achievement Gap - Essay Example States should ensure that the school systems have in place reasonable accommodation that addresses the needs of children with disabilities. Evidently, children with disabilities require support provided by the entire school system if they are to benefit from education. In addition, individualization of the support cannot be underestimated because it is required to ensure maximized learning. In the United States, the No Child left Behind Act of 2001 was passed in an effort to ensure that all children including those with disabilities have access to quality education. Each state and county  are  required to develop education policies that conform to the act. However, there is evidence that these efforts have not filled in the disability achievement gap. This paper will discuss how students with disabilities are still left behind in the education sector. The No Child left Behind Act of 2001 was developed to address barriers that had been identified that served to prevent children with disabilities from accessing education opportunities. Before the act was passed, many states did not have any specific policies regarding the education of children with disabilities (Colker, 2013). Although some states had some policies, they proved to be outdated and ineffective to address the existing barriers of educating children with disabilities. Many of the school systems did not provide any support services for children with disabilities. There was a social stigma associated with disability, which affected the learning process for children with disabilities. Since disability and poverty are interlinked, many children with disabilities, and from poor backgrounds were the worst affected by the barriers to education. Notably, school budgets did not allow the schools to invest in facilities that could offer children with disabilities the relevant su pport in the education system (Shriner & Ganguly, 2007). Worst still,