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STUDENT DIGITAL NEWSLETTER ALAGAPPA INSTITUTIONS |
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Emile G. Daoud, MD, FACC
At 72 hours postinfestation depression symptoms guilt lexapro 10mg on-line, NexGard demonstrated >97% effectiveness against Amblyomma americanum for 30 days depression symptoms in men buy cheap lexapro 5mg online. In two separate depression light lexapro 10 mg fast delivery, well-controlled laboratory studies anxiety log order lexapro 20 mg, NexGard was effective at preventing Borrelia burgdorferi infections after dogs were infested with Ixodes scapularis vector ticks 28 days post-treatment anxiety problems cheap lexapro 10mg with amex. Animal Safety: In a margin of safety study depression anger test cheap lexapro 5mg online, NexGard was administered orally to 8 to 9-week-old Beagle puppies at 1, 3, and 5 times the maximum exposure dose (6. There were no clinically-relevant effects related to treatment on physical examination, body weight, food consumption, clinical pathology (hematology, clinical chemistries, or coagulation tests), gross pathology, histopathology or organ weights. Vomiting occurred throughout the study, with a similar incidence in the treated and control groups, including one dog in the 5x group that vomited four hours after treatment. No adverse reactions were observed from the concomitant use of NexGard with other medications. How Supplied: NexGard is available in four sizes of beef-flavored soft chewables: 11. Each chewable size is available in color-coded packages of 1, 3 or 6 beef-flavored chewables. The most frequently reported adverse reactions include vomiting, pruritus, lethargy, diarrhea and lack of appetite. The safe use of NexGard in pregnant, breeding, or lactating dogs has not been evaluated. For more information, see the full prescribing information or visit NexGardClinic. B E S T Safety P R A C T I C E S Hitting/Biting/Kicking Teacher Parents Students 56 59 63 Satisfying Interactions Power Struggles Teacher Parents Students 65 67 69 Staying in Designated Area Leaving Area Teacher Parents Students 71 75 77 Waiting to Talk Talk-Outs Teacher Parents Students 79 81 83 References. Teachers complain about not having the knowledge base, skills, or confidence to teach these students. This shortage of teachers is also coupled with a high burn-out rate among existing teachers, since students with emotional and behavioral disorders are especially challenging to teach. Our goal in writing this manual is to provide current and future teachers with information regarding effective practices for working with students that are demonstrating emotional and behavioral disorders in the classroom. We hope that the knowledge presented will help teachers feel more confident in working with these students and help teachers be more effective in their practices. This will result in more students with emotional and behavioral disorders receiving the help they need. Resource Guide Structure Part I of this guide gives an overview of best practices for teaching students with emotional and behavioral disorders. This overview begins with a discussion of issues and causal factors relating to students with emotional and behavior disorders. Selected proactive interventions are then described, followed by a discussion of individualized behavioral programming. These chosen problem areas are those that practicing teachers at Oak Grove Elementary and Firwood Secondary Schools (see below) designated as the most important issues they feel teachers face today in their daily interactions with students with emotional and behavioral disorders. The interventions listed are from the voice of the teachers, as the interventions are designed by teachers themselves. The guide ends with an extensive reference list, which can be a valuable resource for those looking for additional information. Development this best practices manual is a result of work funded by a Special Education Improvement Grant awarded in 2002 by the Office of the Superintendent of Public Instruction in the State of Washington. The grant provided funding to establish a training site for the teaching of students with behavior disorders and to form a best practices design team in order to develop a best practices guide for classroom teachers. One focus of the Special Education Graduate Program at Seattle University is to train teachers to work with K-12 students in special education who demonstrate significantly challenging behaviors. Throughout the 2002-2003 academic year, six 2-hour workshops were conducted with the best practices design team. During these workshops, contributors met, brainstormed, and wrote about current issues teachers face in regard to problem behavior and effective ways to intervene. These brainstorming sessions captured actual knowledge gained from the "hands-on" experience of teachers and faculty members who have been in the field for many years. The knowledge captured in the brainstorming sessions was organized and formatted to fit this manual. During the 2003-2004 school year, the content of this manual was further refined and edited. Contributors the contributors to this guide include school professionals from the Oak Grove Elementary and Firwood Secondary Schools and faculty from the School of Education at Seattle University. Each of the school professionals contributing to this manual have more than 20 years experience in this field; thus, the recommendations provided are the result of tried and true practices. University faculty involved in this project have many years of "hands-on" experience in working with youth in need, as well as having the research knowledge to help guide practice. Thus, the advice given in this manual comes from school professionals and faculty members who have seen it all. These educators spent much time and effort in the identification of common problem behaviors and the development of descriptions of previously successful interventions. We would also like to thank the Seattle University School of Education Dean Sue Schmitt and Principal Carolyn Watkins for their wonderful support and leadership. These teachers would most likely state there are at least one or two students in their classrooms who are exhibiting especially challenging behavior. In addition, concerns about student behavior in schools have escalated during recent years, most likely due to school shootings, such as the tragic incidents at Columbine (U. In a 2003 Gallup Poll, the public listed "lack of discipline" second only to "lack of financial support" as the biggest problems the schools face today (Rose & Gallup, 2003). Definitions are subject to teacher perception, preparation, experience, cultural values, and other factors. To one teacher, a student may be seen as very challenging, but to another teacher the same student will be seen as only slightly challenging. These disorders include all types of emotional and behavioral disorders, including internalized disorders. Students included within this 2% are primarily those students who have trouble following directions, are oppositional, and who become aggressive toward others. Within the special education system, about 1% of the total student population is identified as having an emotional and/or behavioral disorder and is in need of specialized services (U. As noted above, within each school, there is likely to be a substantial percentage of children/adolescents with significant mental health issues. A much smaller percentage will demonstrate challenging behavior that requires special education services. The remainder of the students with mental health issues is educated in the general education system under the primary responsibility of the general education classroom teacher. An additional 23% of these students spent between 21 to 60% of their school day outside the general classroom setting. However, these educators often report lacking the knowledge, confidence, and/or skill to provide effective programming for these students. Disruptive behavior exhibited by these students takes much teacher time and even more time when teachers do not have the knowledge base, practiced skills, or confidence in working with these challenging students. Lack of knowledge, skill, experience, and confidence to effectively intervene, coupled with fear of the student, leads to teachers not being able to effectively work with these students. School disruption 2 B E S T P R A C T I C E S and violence have been of much concern to teachers and others, but apparently instances of youth violence have actually decreased in the State of Washington over the past several years (Warnick, 2003). Even with this reduction in violence, it is our experience that teachers still struggle with students demonstrating challenging behavior in their classrooms and often feel frustrated. They will resort to more punitive measures in reaction to these difficult behaviors rather than design a more proactive therapeutic intervention. We clearly need an increase in well-trained general and special education teachers to work with these students in need. We believe that the techniques are available to help these children/adolescents, but that many school professionals have not had adequate training and lack the resources to obtain these skills. Causes of Misbehavior Understanding the developmental factors associated with challenging behavior greatly helps intervention efforts with these youth. It is difficult to understand why someone performs even simple behaviors, let alone why someone engages in more complex emotional and behavioral difficulties. Over the ages, a variety of theoretical paradigms have been developed to explain why youth engage in certain behaviors. Examples of these paradigms include (a) the psychoanalytic model (Freud, 1946), which proposes that pathological development is primarily due to unresolved psychological conflicts; (b) behaviorism/social learning theory, which suggests that behavioral difficulties are primarily due to the effects of the environment (Watson, 1913; Skinner, 1953); and (c) the biological model, which proposes that emotional and behavioral disorders are primarily due to constitutional factors. As scientific knowledge has progressed, researchers have come to conclude that emotional and behavioral disorders are much more complex than that explained by any single model alone. We cannot attribute a particular difficulty solely to biology, the environment, or the family. Most often difficulties are an ongoing dynamic between biological, dispositional, 3 B E S T P R A C T I C E S environmental, sociocultural, and other factors. According to Wicks-Nelson and Israel (2003), "Developmental psychopathology is a general framework for understanding disordered behavior in relation to normal development. It acts as a way of integrating multiple perspectives or theories around a core of developmental issues and questions. The developmental psychopathological perspective states that emotional and behavioral difficulties are most often the result of a complex interplay of multiple factors. This model helps teachers steer away from simplistic explanations of challenging behavior and instead focus more on the developmental pathways that led up to the challenging behavior in the first place. Risk factors are variables that increase the likelihood of future behavioral difficulties. Resilience factors are those that decrease the likelihood of emotional and behavioral difficulties developing in the face of adversity. Coie, Miller-Johnson, & Bagwell (2000) have categorized developmental risk factors into the following categories: (a) constitutional factors. Examples of resilience factors include (a) good intellectual functioning, (b) easygoing disposition, (c) a close relationship with a caring parent figure, (d) authoritative parenting. Youth with many of the above risk factors are more prone to emotional and behavioral disorders. Thus, when working with youth, it is important to assess what risk and/or resilience factors are present in their lives. There are certain disorders that have specific causes, such as Fetal Alcohol Syndrome, which is associated with excessive alcohol intake at critical periods of prenatal development (Clarren, 1978). However, in the vast majority of cases, no single cause of an emotional or behavioral disorder will be found. Possible causal factors are numerous, and it is beyond the scope of this guide to discuss all of 4 B E S T P R A C T I C E S these factors. For more discussion in this area, see works completed by WicksNelson & Israel (2003), Kauffman (2001), and Lewis (2002). These programs involve a variety of professionals, including (a) special education teachers, (b) psychologists, (c) psychiatrists, (d) social workers, (e) psychiatric childcare counselors, (f) nurses, and (g) recreation therapists. This multidisciplinary effort allows professionals to draw from multiple theoretical paradigms, which encourages the conceptualization of problems from multiple angles. When working with youth who display complex and challenging behavior, it is extremely helpful to have input from a diverse group of professionals in order to explain the behavior in question. Kaufman (2001) notes that professionals can identify and implement classroom conditions that make behavioral difficulties less likely to occur. The conditions that promote positive behavior in the classroom are becoming increasingly clear (Algozzine, Audette, Ellis, Marr, & White, 2000; Frieberg, 1999; Jones & Jones, 2004; Nelson and Roberts, 2000; and Sugai & Horner, 1999). Conditions that promote positive behavior in the classroom include (a) clear behavior expectations, (b) the teaching of expected behaviors, (c) consistent and sound responses to rule violations, and (d) individualized programming for more chronic behavioral difficulties. The community of support will be developed when (a) learning and behavioral expectations are clear; (b) rule violations are addressed immediately and effectively; (c) learning is personalized and demystified; (d) quality teacher-student and peer relationships are encouraged; (e) smaller, more 5 B E S T P R A C T I C E S personalized learning settings are formulated; and (f) individualized behavioral programs are instituted for students with more chronic behavioral difficulties. These smaller learning settings can be set up within the larger classroom community, since the reduction of class sizes is most likely a distant reality for many school districts. This has prompted researchers to identify effective interventions to promote a positive school environment, free from school violence and disruptive behavior. A recent and popular model to emerge from major government and educational research programs is positive behavior support (Bradley, 2001; Sugai & Horner, 2001). Primary prevention involves schoolwide interventions aimed at decreasing the number of new cases of problem behaviors. These interventions include the use of effective school-wide disciplinary practices, classroom-wide behavior management strategies, and effective instructional practices. Interventions at this level include more focused individual or small group interventions, such as anger management or problem solving skills training. Tertiary prevention involves interventions with students demonstrating initial signs of behavioral difficulties. Intervention at this level includes the development of specially designed instruction and individualized behavioral intervention plans. Comprehensive Classroom Management the model of Comprehensive Classroom Management by Jones and Jones (2004) emphasizes the importance of positive teacher-student and peer relationships in managing student behavior. This model includes many of the components of positive behavior support: (a) development of general behavior standards, (b) development of clear classroom procedures and rules, (c) systematic response to rule and procedural violations, and (d) the designing of individual behavior change plans for students with significant behavioral difficulties. However, central to the model is a focus on (a) instructional excellence, (b) active student involvement in creating and learning classroom/school behavioral norms, (c) problem-solving skills, (d) working with parents, and (e) the creation of a community of caring and support. The importance of student relationships and being part of a caring community has been clearly supported by researchers in the field (Farmer, Farmer, & Gut, 1999). As an example, the work on developmental assets suggests that students who are more connected to their schools and families are significantly less likely to engage in behaviors that are dangerous to their physical and mental health. In their book Developmental Assets, Scales and Leffert (1999) state, "The research consistently shows, for example, that schools that nurture positive relationships among students, and among students and teachers, are more likely to realize the payoff of more engaged students achieving at higher levels" (p 142).
Syndromes
Thymine in one strand pairs with adenine in the other strand mood disorder lecture buy lexapro 20mg fast delivery, and cytosine in one strand pairs with guanine in the other strand complementary base pair the specific matching of purine and pyrimidine base pairs in nucleic acids depression test by goldberg generic lexapro 5 mg on line. This matching occurs because the structure of one base precisely fits with mood disorder dsm lexapro 20 mg with amex, and bonds to anxiety xanax not working discount 10mg lexapro, another specific base episodic depression definition discount lexapro 5 mg line. It is the length of the nucleotide sequence without including any sequence repetition compound a material made up of two or more elements combined in a fixed ratio compound chromatophore a chromatophore that contains more than one kind of pigment compound eye the eye of arthropods depression test and results order 10mg lexapro amex, most highly developed in insects and crustaceans. It consists of a group of functionally related visual elements (ommatidia), each having its own refractive system and each forming a portion of an image compressed a body shape which is flattened laterally, bringing the right and left sides closer together. Lossy compression sacrifices some accuracy to achieve greater compression conchiform shell-shaped conchology the study of shells confidence interval the probability, based on statistics, that a number will be between an upper and lower limit confluent joined together congenor a member of the same genus conger eel any species of eel in the family Congridae. During the day they tend to hide in crevices and holes under rocks or coral, or burrow into sand. They emerge at night to feed conjugated protein a protein complex combining amino acids with other substances conjugation a process of sexual reproduction whereby two cells come in contact and exchange genetic material. The union of two bacterial cells, during which chromosomal material is transferred from the donor to the recipient cell. Conjugation in protozoans is a two-way process, genetic material is passed between each conjugant Spirogyra is a filamentous green alga. Certain filaments in a loose parallel bundle of Spirogyra assume the female role, and others the male. The cells of adjacent filaments develop tubular extensions which grow towards. The spheres from the male filament squeeze their way down the connecting tubes to fuse with a sphere of the female cell in the other filament. The result of this sexual union is the formation of a zygote (zygospore) within the chambers of the female filament. After a dormant period, the zygotes undergo meiosis and germinate, resulting in new filaments. One particular group, the omega-conopeptides, blocks channels on nerve cells that transport calcium ions and thereby interfering with the production of neurotransmittors. The standard establishes the names of data elements and compound elements (groups of data elements) to be used for these purposes, the definitions of these compound elements and data elements, and information about the values that are to be provided for the data elements contiguous adjacent or touching; having a common boundary; adjoining; connected without a break contiguous habitats refers to habitats that are connected to each other by sharing a common boundary continental margin the water-covered edges of continents consisting of the continental shelf, the continental slope, and the continental rise continental rise. Therefore, it requires equivalent taxonomic rank in the Linnean classification hierarchy copepod any of a large subclass (Copepoda) of usually minute freshwater and marine crustaceans that form an important element of the zooplankton in the marine environment and in some fresh waters. A common feature uniting all the copepod orders is a single simple eye in the middle of the head, at least in the larval stage. The cephalosome, a shield over the head and some thoracic segments distinguishes the free living forms from parasitic ones. Some species are ectoparasites of marine fishes copepodid postnaupliar developmental stages of copepods coprophagous pertains to feeding on fecal matter coral a general term used to describe a group of cnidarians; indicates the presence of skeletal material that is embedded in the living tissue or encloses the animal altogether Finger coral (Porites compressa) in Hawaii (Photo: M. White) coral assemblage a group of corals coral bleaching the process in which a coral polyp, under environmental stress, expels its symbiotic zooxanthellae from its body. The affected coral colony appears whitened Bleached Acropora coral in Florida. These conditions may cause sufficient stress to coral reefs to result in coral bleaching Section of a graphic depicting areas of elevated ocean temperatures that may result in coral bleaching events. The coverage can be estimated using the random point count method, and areas can also be traced, digitized, and calculated via image calibration. Changing their microbial partners would allow the corals to adapt to changing environmental conditions more rapidly (days to weeks) than via mutation and selection (many years). An important outcome of the Probiotic Hypothesis would be development of resistance of the coral holobiont to diseases" (Reshef et al, 2006. An automated system (hardware and software) that monitors select oceanographic and meteorological parameters and produces specialized alerts when conditions may result in environmental stresses conducive of coral bleaching. This venture will provide an automated, cooperative exchange of electronic data, computer processing power and remote sensing tools for the purpose of monitoring the coral reef environment on the Great Barrier Reef. It is anticipated that this effort will eventually provide a model for monitoring physical processes at other sensitive coral reef areas throughout the world. It seeks to develop a long-term coral reef monitoring system with the ability to predict coral bleaching episodes in all major U. Coral rock is consolidated material, greater than 3 cm in diameter, formed of fragments of dead coral and which may also contain cemented sand, coralline algae and other sedimentary rocks. Corallimorpharia an order of the subclass Zoantharia (Hexacorallia) of the phylum Cnidaria. They are mostly solitary species (some are colonial) that resemble true corals, but lack a calcareous skeleton coralline algae algae that form solid calcium carbonate accretions. The core is the most dense layer of the Earth, and is divided into the outer core, which is believed to be liquid, and the inner. It breaks up the oil, allowing it to decompose more quickly or evaporate before being washed to shore cornetfish any species of spiny-rayed fishes in the family Fistulariidae. Cornetfishes are elongated, depressed-bodied fishes with a greatly extended tubular snout, a very small mouth, and a long thin filament extending from the middle of the caudal fin. They are closely related to the trumpetfishes (Aulostomidae) which are more robust and lack the caudal filament. At present there are approximately five known species of cornetfishes correlate to show a relationship between entities correlation a relation between a variable and one or more related variables correlation coefficient a measure of the relationship between variables correlogram a graph illustrating the auto-correlations between members of a time series (vertical axis) for different separations in time (horizontal axis) corridor a connection between two segments of habitat that allows for the safe movement of individuals between the segments corrugated having a surface with alternating parallel ridges and grooves cortex the outer portion (layer) of an organ. If the calculated benefits exceed the calculated costs, the decision to buy an economic good or provide a public good is considered profitable costa the extension of the septa outside the calyx into the coenosteum coulombmeter an instrument for measuring electric charge Coulter counter an instrument that measures particle size distribution from the change in electrical conductivity as particles flow through a small opening A Coulter counter is an instrument used to measure the distribution of particle size. The darker dorsal surface and lighter ventral surface allows the shark to blend in with the environment when viewed from above or below. Cratons are composed of ancient basement rock which may be covered by younger sedimentary rock. The American crocodile can be found on offshore cayes and atolls, and in mainland coastal habitats. The largest American crocodile population (less than 300) in Belize is found in the Turneffe Atoll, which is one of the largest remaining nesting areas in the Caribbean. They occur as far east as the Solomon Islands and Vanuatu crocodilefish anyof about 60 species of bony fishes in the family Platycephalidae. Crocodilefishes have distinct pits immediately behind the eyes and a concave head margin. Their eyes have iris lappets which help break up the black pupil and improve its camouflage. This process can result in an exchange of alleles between chromosomes crust (geology) the outermost layer of the Earth, consisting of relatively low-density rocks Crustacea a subphylum of Arthropoda that includes shrimp, mantis shrimp, lobsters, crabs, water fleas, copepods, crayfish and wood lice. The Crustacea are mainly aquatic, but include some semi-terrestrial and terrestrial groups A marine shrimp (Crustacea). They are very important members of a reef community in which they cement and bind the reef together. They are particularly common in high wave energy areas but can also be found throughout all reef zones. Morphology can range from smooth and flat, to rough and knobby, or even leafy. Anthony Picciolo) cryptobiosis a suspension of life processes when conditions become unfavorable. In these resistant states some animals, such nematodes, rotifers and tardigrades, as can survive extreme drying, heat, or cold, and then return to "life" when favorable conditions return cryptogenic of obscure or unknown origin cryptogenic species species whose endemic or alien status is unclear. For many species, data are lacking on their original geographic distribution, and it cannot be determined whether they are native or introduced into a particular location. The ctenes are arranged into eight longidutinal bands, from the aboral to the oral surface Light refracts off the ctenes of the comb-jelly Mertensia ovum producing stripes of rainbow color. It is thought that the combed edge helps to reduce hydrodynamic drag during swimming. A small phylum (about 50 species) whose members, known as comb jellies and sea walnuts, superficially resemble jelly fishes. These planktonic organisms are thought to have evolved from a medusoid cnidarian. The cue may be visual, acoustic, or chemical culling the selective removal of animals from a population for conservation purposes culture a population of plant or animal cells or microorganisms that is grown under controlled conditions culture medium a substance which contains nutrients and a favorable environment for the in vitro growth of microorganisms and cells cuneiform wedge-shaped curvilinear relationship a situation that is best represented by something other than a straight line cusp a point or projection on a tooth cutaneous pertaining to the skin cuticle an extracellular, protective external body covering, secreted by the epidermis, of some invertebrate animals, usually composed of fibrous material, such as chitin or collagen; the waxy layer of epidermal cells of plant parts, such as leaves, stems, and fruit Cuvierian tubules clusters of sticky tubules, located at the base of the respiratory tree, which may be discharged by some sea cucumbers (holothurians) when mechanically stimulate, as for example, when being threatened by a predator. Their great adhesivity, combined with their high tensile strength, allows the Cuvierian tubules to entangle and immobilize potential predators with which they come into contact. After expulsion, the lost tubules are readily regenerated, making them a formidable defense mechanism. Cyanobacteria get their name from the bluish pigment phycocyanin, which they use to capture light for photosynthesis. They also contain chlorophyll a, the same photosynthetic pigment found in the chloroplasts of plants. Not all "blue-green" bacteria are blue; some common forms are red or pink, resulting from the pigment phycoerythrin A bloom caused by cyanobacteria (-blue-green algae+). Cyanotoxins can accumulate in animals such as fishes and shellfish, and cause illnesses such as shellfish poisoning cybernetics an interdisciplinary field of science concerned with processes of communication and control in biological and artificial systems; the design or discovery and application of principles of regulation and communication cyberspace the whole range of information resources available through computer networks cycloid having a smooth-edged margin cyclomorphosis cyclical changes in form such as seasonal changes in morphology, as seen in some planktoic crustaceans cyclone an area of low pressure. Circulation is counterclockwise around a low pressure system in the Northern Hemisphere and clockwise in the Southern Hemisphere cyclonic. It contains iron and a porphyrin and is important in cellular respiration as an agent of electron transfer from certain cytochrome molecules to oxygen molecules. Cytochrome c is a highly conserved protein found in plants, animals, and many unicellular organisms. This, along with its small size, makes it useful in studies of evolutionary divergence cytogenetics the science that links the study of inheritance (genetics) with that of cells (cytology) and is concerned mainly with the study of the structure, and function of chromosomes cytokinesis the division of the cytoplasm of a cell during cell division cytology the study of the structure and function of cells cytometer an instrument for counting cells cytoplasm the protoplasm of a cell exclusive of that of the nucleus. It consists of a continuous aqueous solution (cytosol) and the organelles and inclusions suspended in it. The majority of damselfishes do not have particularly brilliant markings or coloration. Exceptions are the brilliantly colored anemone fishes, the banded sergant major, and the bright orange garibaldi, Many species of damselfishes are highly territorial dark-field microscope a microscope that has a special condenser and objective with a diaphragm that scatters light from the observed object. The object appears bright on a dark background dark-spots disease a coral disease characterized by darkly pigmented areas of tissue on stony corals. The coral tissue remains intact, although at times lesions and coral tissue death are observed in the centers of the pigmented areas. It provides a stable standard reference for sharing information on biological diversity Darwin Mounds two areas of hundreds of sand and cold-water coral mounds at depths of about 1,000 m, in the northeast corner of the Rockall Trough, approximately 185 km northwest of the northwest tip of Scotland. The tops of the mounds are covered with Lophelia pertusa corals and coral rubble Darwin point the latitude at which reef growth just equals reef destruction by various physical forces. This includes the planning, collection, compilation, archival, safe-guarding, listing, organization, extraction, retrieval, manipulation, and dissemination of data data mining an information extraction activity whose goal is to discover hidden facts contained in databases. Using a combination of machine learning, pattern recognition, statistical analysis, modeling techniques and database technology, data mining finds patterns and subtle relationships in data and infers rules that allow the prediction of future results data warehouse a database, frequently very large, that can access vast arrays of heterogeneous data, stored within a single logical data repository, that are accessible to different querying and manipulation methods. While the warehouse can be distributed over several computers and may contain several databases and information from numerous sources in a variety of formats, it should be accessible through a server. Thus, access to the warehouse is transparent to the user, who can use simple commands to retrieve and analyze all the information. The data warehouse also contains data about how the warehouse is organized, where the information can be found, and any connections between data. Notable dead zones in the United States include the Gulf of Mexico area surrounding the outfall of the Mississippi River, and coastal regions of the Pacific Northwest decadal refers to a climatic process that re-occurs every decade or once every few decades decapod crustacean a members of the Order Decapoda, Class Malacostraca, Superclass Crustacea, Phylum Arthropoda; has five pairs of thoracic legs. Examples are shrimps, lobsters, crabs, and hermit crabs A spider crab is a decapod crustacean. A step of 10 dB is a 10-fold increase in intensity or sound energy decibel unit for measuring sound intensity. Decompression results in a reduction of gas pressures within the body decompression chamber a hyperbaric steel enclosure used to treat victims of decompression sickness (the "bends") in which the air pressure is first gradually increased and then gradually decreased. Decompression occurs as the diver ascends decompression diving scuba diving that requires in-water stops during ascent to the surface to allow off-gassing of nitrogen decompression sickness (the bends) a dangerous and potentially lethal condition of divers precipitated by rapid changes in ambient atmospheric pressure, mostly in rapid ascent from underwater, but can also result from flying in an aircraft too soon after a dive. When the diver ascends too rapidly, the blood can no longer contain this dissolved nitrogen and tiny gas bubbles begin to form in the blood. Symptoms include: body pain (mainly in the joints), headache, confusion, itchy skin rash, visual disturbances, weakness or paralysis, dizziness, or vertigo. Treatment involves the administration of oxygen and placing the patient into a decompression chamber until the nitrogen bubbles shrink and safely diffuse from the tissues. In science, deductive reasoning would involve stating an hypothesis first, and then trying to find facts that reject the hypothesis deep fore reef the deepest seaward part of a coral reef; a vertical cliff beginning at a depth of about 60 m deep scattering layer a thin sound-reflecting layer of zooplankton and nekton that ascends toward the surface at night and descends each day (diurnal vertical migration) in response to changing levels of light deep water the water beneath the permanent thermocline that usually has a low and uniform temperature deep-sea corals stony, soft, gorgonian, black, and horny corals that inhabit the colder deep waters of continental shelves and offshore canyons, ranging from 50 -1000m+ depths. They lack zooxanthellae and may build reef-like structures or occur solitarily Lophelia pertusa, a deep-sea stony coral. The number of degrees of freedom is defined as the number of observations that can be chosen freely, i. Therefore, we compare isotopic ratios in a sample with those in a standard resulting in the delta-notation: d(x) = [{Rx - Rst}/Rst] x 103, where d(x) is the delta-value of a sample, Rx and Rst are the isotopic ratios in sample (Rx) & standard (Rst). The dvalue is the relative difference in the isotopic ratio of the sample and the standard. It is expressed in part per mille (o/oo); that is why the right-hand side of the equation is multiplied by 103 (1000). It often refers to breaking hydrogen bonds between base pairs (by heat) in double-stranded nucleic acid molecules to produce singlestranded polynucleotides, or altering the secondary and tertiary structure of a protein, destroying its activity denatured alcohol ethyl alcohol (ethanol) to which a poisonous substance, such as acetone or methanol, has been added to make it unfit for consumption. The nitrate is reduced to nitrogen gas (N2), which is lost to the environment during the process dentate having teeth or tooth-like points; serrate denticle a little tooth. For example,a derived character for some mammals would be the loss of the tail, which occurs in the great apes and man. Derived characters are also called apomorphies dermal pertaining to or affecting the skin. The dermis is largely fibrous and contains collagen and elastin which are the proteins responsible for the support and elasticity of the skin. Depending upon the species, the dermis also contains tiny sensory nerve endings, blood and lymph vessels, and sweat and sebaceous glands designated Use classification specified in water quality standards for each waterbody or segment describing the level of protection from perturbation afforded by the regulatory programs. The designated aquatic life uses established by the state or authorized tribes set forth the goals for restoration and/or baseline conditions for maintenance and prevention from future degradation of the aquatic life in specific waterbodies desmocyte a cell specialized in binding soft tissues onto skeletal structures in scleractinian corals determinate cleavage cleavage resulting in blastomeres each capable of developing only into a particular embryonic structure, not into a complete organism detritus the particulate decomposition or disintegration products of plankton, including dead cells, cell fragments, fecal pellets, shells, and skeletons, and sometimes mineral particles in coastal waters Low tide along South Carolina shoreline with bits of sea shells and other detritus (Photo: Richard B.
Building and maintaining trust in a community-based participatory research partnership mood disorder organizations buy lexapro 5 mg without prescription. Partnership building: Practical tools to help you create mood disorder bc buy 10mg lexapro with visa, strengthen depression research cheap lexapro 10mg overnight delivery, assess anxiety 7dfps discount 20 mg lexapro fast delivery, and manage your partnership or alliance more productivity great depression definition quizlet purchase lexapro 10 mg with visa. The individual tools can be used during any life stage of a partnership: exploration depression symptoms returning generic 20 mg lexapro fast delivery, formation, and operation and strengthening. Once an agreement has been made to form an alliance, the tools in the formation kit should be utilized. The tools in the operation and strengthening section are intended for existing partnerships and can be used to facilitate and assess meetings between partners. What is a first step in communicating joint lessons learned to community partners and global constituencies How will all appropriate constituencies who may benefit from the project be identified and included in the plan for dissemination of findings - constituencies, funders, partners Describe the plan for providing regular updates to all partners and constituencies. Define the plan for intellectual property rights of project findings and plans for academic authorship. The background context and pertinent facts of each case are given, followed by what the organization did. These could lend themselves to be scenarios for a simulation activity, or else a springboard for discussion. Student chapters exist at many academic institutions with departments of engineering, and could be contacted for collaborative events. Interprofessional collaborative practice in primary health care: Nursing and midwifery perspectives: Six case studies. What did you learn, if anything, from the lecture series about what the other global health professions can bring to global health How, if at all, will the knowledge gained from these lectures series and interprofessional collaborative in-class discussions help you to collaborate on future projects in the global health arena with colleagues from other professions What did you learn, if anything, about interprofessional collaboration capacity to address global health challenges from your final interprofessional global health group project This interprofessional field project could range from solving a local health problem to an on-site field project in a region or country new to the group of interprofessional students completing the project. Included are facilitator guides/videos, as well as a section focused on procedural training. Stanford University Center for Global Health and the Johns Hopkins University Berman Institute of Bioethics. Modules are short and feature additional cited readings that could be assigned for more in-depth views. Retrieved from 101 Global Burden of Disease Globalization Social and Collaboration, Capacity of Health and Environmental Partnering and Strengthening Healthcare Determinants of Health Communication Ethics Professional Health Equity and Practice Social Justice Program Management Sociocultural and Political Awareness Strategic Analysis. Cultural competency training for public health students: Integrating self, social, and global awareness into a Master of Public Health Curriculum. The medical student global health experience: professionalism and ethical implications. Healing our differences: the crisis of global health and the politics of identity. Group project presentations in which interdisciplinary trainees discuss their limitations in the field of global health with their colleagues and share this presentation and discussion with the larger group 4. Potentially interviewing another health profession from a different specialty to learn about their discipline as it relates to global health Centers for Disease Control and Prevention. It is an innovative and structured approach to making collaboration work across government, business, philanthropy, non-profit organisations and citizens to achieve significant and lasting social change. They have created a global community of diverse young leaders changing the face of global health. Program participants will be prepared to leverage their skills as leaders in global health in clinical practice and in programmatic and research activities. The Partnership is comprised of more than 500 partners, including malaria endemic countries, their bilateral and multilateral development partners, the private sector, nongovernmental and community-based organizations, foundations, and research and academic institutions. The Trio consists of simulation-based case studies, a series of downloadable or streaming videos, and pre-departure curricula. It is comprised of partnerships between governments, civil society, the private sector and people affected by the diseases. The Global Fund is a financing institution, providing support to countries in response to the three diseases. It is a peer-reviewed monthly journal with a special focus on developing countries, giving it unrivaled global scope and authority. The Framework is a call for action to policy-makers, decision-makers, educators, health workers, community leaders, and global health advocates to move toward embedding interprofessional education and collaborative practice in all of the services they deliver. Relationships Matter: the role for social-emotional learning in an interprofessional global health education. The restorative philosophy incorporates the core competencies of socio-emotional learning and views conflict as an opportunity for learning. Our novel approach included three phases: direct patient care, targeted education, and utilization of the train-the-trainer model. Our end goal was an educational system that could be utilized by the local medical staff to continually improve their medical knowledge, even after our educational project was completed. We asked 14 colleagues from Uganda, Kenya, and the United States who have extensive global health research experience about what they considered the top three factors that led to or impeded successful international research collaborations. Four key factors were identified: 1) mutual respect and benefit, 2) trust, 3) good communication, and 4) clear partner roles and expectations. Initial and ongoing assessment of these factors in global health research partnerships may prevent misunderstandings and foster a collaborative environment that leads to successful research. New roles for global health: diplomatic, security, and foreign policy responsiveness. Human resources are essential to the development and maintenance of partnerships as well as the sustainability of global health programs. A public-private partnership improves clinical performance in a hospital network In Lesotho. We conclude that health care public-private partnerships may improve hospital performance in developing countries and that changes in management and leadership practices might account for differences in clinical outcomes. Collaborative practice in a global health context: Common themes from developed and developing countries. Presence of leadership and management in global health programs: Compendium of case studies. This project reviews the current evidence of the impact of leadership and management on health through a case study series. The goal was to identify and operationalize leadership and management practices as they contribute to improved health. Drawing on over 300 documents a conceptual framework was developed that linked the leadership and management principles to program cycle and health effects. Researchers also consolidated identified leadership and management principles into 81 characteristics, grouped into twelve domains, and applied them to the systematic analysis of the case studies. Linking research to global health equity: the contribution of product development partnerships to access to medicines and research capacity building. Nonetheless, ensuring broad access for these populations, particularly for the poor; and adoption at provider and end-user levels remains a challenge. All together now: Developing a team skills competency domain for global health education. The paper sets forth a preliminary set of team competencies based on existing scholarship and the results of the roundtable. The competencies offered in this paper represent a good first step toward ensuring that global health professionals are able to collaborate effectively to make the field as cohesive and collaborative as the mighty task of global health demands. Identify factors important for effective collaboration and partnership at the community, district/regional and national levels which can impact health outcomes. Identify factors that impede effective collaboration and partnership in these same areas. What are key knowledge and skills needed by the global health workforce to improve the likelihood of successful partnerships Global Citizen Level and Basic Operational Program-Oriented Level Demonstrate an understanding of and an ability to resolve common ethical issues and challenges that arise in working within diverse economic, political and cultural contexts as well as working with vulnerable populations ab dub low resource settings to address global health issues. It is critical that the trainer understand that Western philosophical paradigms of ethics are limited; the discipline of global health ethics is emerging to be inclusive of traditional philosophies and worldviews (Benatar et. However, regardless of focus or audience, learners across cultures, educational levels, disciplines, and borders, can begin this course work with a common understanding of ethics. The provided resources consistently identify three universal core ethical principles: beneficence, respect for persons, and distributive justice (Jacobsen, 2014). Codes of ethics for healthcare globally have historically been discipline specific. Codes of ethics exist for public health, healthcare administration, medicine, nursing, interpreters, community health workers, pharmacists, researchers, faculty, governments, non-profits, counselors; the list is as exhaustive as there are disciplines working in global health. The over-arching purpose of the codes of ethics included in this lesson plan is to operate in all areas, in all situations, with absolute integrity. Whichever set of ethics referenced that is accessed by the trainer or trainee, they will find universal principles to guide decision-making, assessments/surveillance/research, planning, action, and evaluation of their processes, their work, and their products. In this emerging maturity and evolution of global health, transitioning from a model of siloed international health, collaborative partnerships that are skilled and knowledgeable in multiple determinates of health and their best practices (Competency 3b), will be most able and effective to meet the underlying ethical challenge of today: equitable allocation of resources for health equity and social justice for all - while simultaneously respecting local and national codes of ethics. Of note on the discussion of global health ethics across localities and national borders are those 110 Global Burden of Disease Globalization Social and Collaboration, Capacity of Health and Environmental Partnering and Strengthening Healthcare Determinants of Health Communication Ethics Professional Health Equity and Practice Social Justice Program Management Sociocultural and Political Awareness Strategic Analysis personal standards and values carried inside each person. While many standards and codes of ethics exist for disciplines and localities, it is the code of ethics, standards, and beliefs carried inside-of the individual that will most likely determine conduct. There is an abundance of information available on standards, guidelines, and ethics to guide and evaluate professional practice, however, there is a paucity of research on the topic of personal ethics research as it determines quality and outcomes. It is reasonable to conclude that external actions are/will be aligned with internal beliefs. For health trainees pursuing short-term elective experiences, pre-trip preparation is essential. Opportunities to meet with people from the setting or those who have previously worked in the setting can be invaluable. Films, case discussions, reflective exercises, and developing a global health code of ethics can be very helpful in developing ethical awareness. Adult learners will benefit from reflective exercises that allow for discovery of meaning and values clarification. Mixed teaching methods that include online/asynchronous didactic combined with clarifying questions (such as ethical dilemma case study or scenario exercises) is a viable strategy, but requires trainer facilitating and monitoring of any live or online forums or `chat rooms. When available, learners should have access to internet searches in-order to discover national and local codes of ethics. The critical teaching strategy will be to apply the learning in a context that is relevant to the learner. Exercises, case studies, and historical cases that have been resolved will help the basic learner move from abstract concepts to applied learned concepts and principles. An example of an exercise applicable to this competency could be exploring, comparing, contrasting, and discussing national health documents that address ethics from two or more countries. Discovering and understanding that other countries have similar guiding national documents is fundamental to this competency as well as identifying variances in values or approach. Within national documents especially through their designated ministry or department that is responsible for health, you can find national priorities, goals, strategies, and resource allocation priorities that foreign workers should ethically align their efforts in order to address principles of beneficence/avoiding nonmaleficence. Each learner will possess a foundational understanding of the broader discipline of philosophy and ethics across local and national borders (built-on Competency 6a). From this broad perspective, the 112 Global Burden of Disease Globalization Social and Collaboration, Capacity of Health and Environmental Partnering and Strengthening Healthcare Determinants of Health Communication Ethics Professional Health Equity and Practice Social Justice Program Management Sociocultural and Political Awareness Strategic Analysis learner will understand the concepts of beneficence, respect for persons, and distributive justice across local and national borders. The learner will be aware of cross-national, cross-cultural, and local norms, mores, and ethics and to be able to identify how to discover and inter-relate appropriately. The learner will demonstrate understanding of how to apply these competencies pertaining to ethics in collaborative teams that include members from other cultures, disciplines, and/or socio-economic backgrounds (this competency might be demonstrated in Competencies 4 a, b, c, 5 a, b, c, d, e, or f. Refer to competency 7a, 6a and 6b for wider applications of ethical frameworks of practice. There is a minimum requirement of five members from various professional backgrounds. The content for this competency will best be taught through mixed methods: face-to-face in a group or classroom setting, and with some assignments online or self-directed. This topic will be facilitated through safe and respectful dialogue and scenarios or case studies. The trainer will best serve the adult learners need to understand why this somewhat difficult, time consuming, Western dominated, and seemingly rule-based system is relevant to their practice, in their work setting and cultural context (please see Harvard Catalyst, 2010). The trainer will not want to discourage full approvals because there exists a great need for evidenced-based practice in Low and Middle-Income Countries. A planning calendar and template or checklist will help learners more effectively plan research projects and potentially be more willing to engage in the process. Global health workers needing this education will come from all walks of life, countries, and affiliations. The Belmont Report and Helsinki Declaration are just two examples of why global health workers must remain vigilant. The annotated bibliography from Harvard Catalyst provided laws, standards, and rules form 130 countries.
Principle of Progression In order to achieve the desired training adaptations for a certain activity or skill consistently anxiety relief 5 mg lexapro for sale, the training stimulus must gradually and constantly increase mood disorder 10 trusted 20 mg lexapro. This implies that there is an optimal level and time frame for the overload to occur depression food generic lexapro 20 mg mastercard. If overload increases too quickly depression key symptoms buy 20 mg lexapro mastercard, poor technique definition depression kpa generic lexapro 5 mg fast delivery, improper muscle firing patterns depression evaluation generic 10 mg lexapro fast delivery, and injury may result. Rest and recovery must also be included in the progression, as training hard all the time could result in chronic fatigue, a decrease in performance and eventually injury. For example, at the beginning of the training program, an athlete may be able to perform three sets of ten repetitions at 135 lb. At first, this may be a tough task for the athlete to accomplish, but as the athlete consistently trains, the task will become easier and the load must be increased. The next week the load increases to 145 lb until all ten reps can be completed with correct technique. Principle of Individuality Every individual is unique and will respond differently to the same training stimulus. Some of these differences can be influenced by many characteristics; biological age, training age, gender, body size and shape, past injuries and many more. For example, a college athlete makes a copy of his exact training program and gives it to his little brother who is a freshman in high school. The younger brother does not miss a workout, and at the end of the program, he is disappointed in the results. Though many variables could play a role in the results, the primary factor is most likely the large range in biological and training age. Principle of Diminishing Returns Performance gains are related to the level of training (training age) of each individual. Athletes that have never participated in a training program before can see huge initial performance gains in their program. On the other hand, athletes that have been lifting for several years will see smaller gains over longer periods of time. As an athlete nears their genetic potential, the gains in performance will be much harder to obtain. The key is to continue to show progress in the areas in which they have weaknesses. As the athlete continues to train through the next three years, their vertical jump performance may increase from 30 in. Achieving the eight-inch improvement in the final three years is much more significant and difficult than the eight inches in the first year. Principle of Specificity Training adaptations for an individual will occur specifically to the muscle groups trained, the intensity of the exercise, the metabolic demands of the exercise, and/or specific movements and activities. In an attempt to perfect a specific skill or activity, you must perform that skill or activity with proper body mechanics to have correct technique. For example, a 100-m sprinter is not going to train for an event by running three miles at a low intensity for an extended period. Principle of Overload In order for an individual to achieve a certain training adaptation, the body must be stressed by working against a stimulus or load that is greater than that to which it is accustomed. Overload, ensures improvement by challenging changes in resistance, terrain, movement complexity, and many others. For example, if an athlete is trying to increase force production to jump higher, the athlete must train to increase overall strength and power. When training with the hang clean at three sets of five repetitions, the athlete should load the bar with a weight that will allow them to use great technique at a desired velocity. If the bar is loaded with a weight that prevents them from reaching their desired velocity, then the specific training adaptation will not be obtained. Principle of Reversibility When a training stimulus is taken away from an athlete for an extended period of time, they will not be able to maintain a certain level of performance. For example, when an athlete takes the summer off from training they can expect to become detrained. The decrease in performance is directly related to the inactivity of the muscles that have been atrophied from nonuse (5). Basics of Strength and Conditioning 9 these principles of training will guide your decisions and determine how you will accomplish the three objectives listed at the beginning of this chapter. These guidelines will help you judge the direction of different training approaches and likely outcomes. Moreover, training principles simply help reduce the universe of ideas of which you need to consider. Another aspect of strength training and conditioning is the utilization of proper energy systems. Whereas the phosphagen and glycolytic energy systems derive energy from carbohydrates for high-intensity exercise, the oxidative energy system shifts from carbohydrates to proteins and fats as energy substrates for prolonged, submaximal exercise. The oxidative energy system is dominant for activities of low intensity that last longer than three minutes. The body shifts between the various energy systems on a moment-to-moment basis in order to provide the energy necessary for movement and restoration. The energy systems respond to training specifically, as described by the principle of specificity. Since all energy systems are active all of the time, it is important to understand and differentiate when each system is dominant for each specific activity in order to design efficient and productive training programs that meet the needs of the activity. For example, a football lineman should not perform long-distance runs to train for competition because the demands of training do not match the demands of the activity. Overview of Energy Systems the following section will review the energy systems associated with the production and use of energy within the body. The most efficient and effective strength training and conditioning programs are designed with an understanding of the transfer of energy between all of the biological energy systems. It is beyond the scope of this manual to define the specific chemical reactions and processes within the body that generate and replenish energy. For more complete information about the energy systems, please refer to the "Essentials of Strength Training and Conditioning" (3rd ed. This molecule is classified as a high-energy molecule because it stores large amounts of energy in its chemical bonds. All of the energy systems are active all of the time; however, the contribution of one energy system may be dominant based on the intensity and duration of a specific activity. Conclusion While you are confronting the large number of demands that you will face as a relatively new strength training and conditioning professional, keep in mind that your primary tasks are safety, vigilant supervision, and a watchful eye of the implementation of the designed training program. The watchful eye comes from using the principles of training as a sort of criteria gauntlet through which any training decision should pass. Moreover, you can use the information in this chapter as a frame or context within which the following chapters fit. This energy system is considered anaerobic because it does not require the presence of oxygen to metabolize energy. Glycolytic System the glycolytic system has a much higher capacity for storing energy. Medical aspects and administrative concerns in strength training, in: Strength training for sport. Program design is an overview perspective on what strength training and conditioning coaches should do to prepare athletes for their preparatory and competitive seasons. Properly designed strength training and conditioning programs are vital to any athletic preparation. Strength training and conditioning programs can improve athletic performance, decrease the likelihood of injuries, and allow for the development of sound weightlifting and basic resistance training techniques (18,22,23,30,35). Development of these attributes allows athletes to gain a strong foundation of fundamental strength training and conditioning practices, and be adequately prepared for advanced strength training and conditioning programs. Macrocycle the terms "macrocycle" and "annual plan" have occasionally been used synonymously (17). The macrocycle, for our purposes, is the linking of the general physical preparation phase, the specific preparation phase, the pre-competitive phase, the competitive phase, and the peak phase. As such, often it is convenient to link together all of the work leading to a single championship contest. If there is more than one major competition per year, then the year may need more than one macrocycle, typically one for each major season. For example, spring ball and fall ball in football, and the indoor and outdoor seasons of track and field will need to be considered two macrocycles per annual plan (or year). Training theory uses models of training application that have evolved over 60 years. A model is a simplification or simulation of a real-world complex process (8,9,10). One should know that a model is never exactly like the real-world situation, but attempts to simulate the most important aspects that need attention while ignoring those factors that are considered unimportant. The term used to describe the special planning that occurs with athletic training is "periodization. Training is divided into "periods," and these periods are cyclic in that various aspects of training are repeated and form a system (31). A mesocycle is an intermediate duration of time planning that usually lasts from weeks to a few months. The mesocycle is perhaps the first functional unit for training planning where specific training goals may be assigned and achieved during a particular mesocycle. For example, a pre-competitive mesocycle for basketball might be a period of a month or so where the dominant form of training is scrimmaging. Or, a mesocycle may be assigned to a shot putter in the early season to use strength training and conditioning to enhance his/her maximal strength. Microcycle Training Design Terminology As with every other area covered in this manual, we have had to cover new terms that are a part of the knowledge area, and sometimes the culture of a particular facet of strength training and conditioning. The following list is a summary of some important terms that will be needed to carry on further in the study of training design. The microcycle is the smallest unit of planning in which we can expect to see the beginnings of relatively stable adaptations. Typically, it takes about a week of consistent training demands for the body to be pushed or forced to adapt, and thus change its chemistry, biomechanics, and/or skills to adapt to the training demands. A training lesson is a single bout of training where the athlete begins a session with a warm-up, practices some aspect of the sport or strength training and conditioning, and then ends the session with a cool-down. A single training lesson is relatively powerless in influencing the adaptation of an athlete. Program In the strength training and conditioning world, a program is the actual exercises, sets, repetitions, resistances, inter-set rest periods, inter-lesson rest periods, and so forth. Annual Plan Basis of Program Design Decisions Training theory goes to considerable lengths to describe the time dimension in designing training tasks. An annual plan is the calendar-based approach used to place the various demands of training within a calendar year. Usually, the annual plan begins immediately following the last competition of the previous season, and ends after the last competition of the succeeding season. You will find nearly all program design literature to be triphasic (3 phases), or have three periods/stages. The alarm phase occurs when the athlete is presented with a large enough stressor to evoke fatigue (16,17). Stress is defined as anything that causes an organism, or in this case an athlete, to react (49,50). The alarm stage is distinguished by markers of fatigue, reduced performance abilities, and decreased physical capacities. The resistance phase occurs when the body temporarily adapts to the applied stressor and is able to cope physically with the demands. The resistance phase indicates that the athlete has achieved a level of adaptation that is actually greater or better than his/her previous homeostatic level. Finally, if the stressor is too great to continue to resist, the stimulation increases, or the athlete is not allowed to rest, then the body slips into the exhaustion phase. During the exhaustion phase, symptoms of the alarm phase return but the magnitude is greater and the fatigue much more profound. Training Load Prescriptions Training theory is not useful unless it can be applied to the real world of training. Note that the principle of progression is important when prescribing training loads throughout a program to ensure proper, and desired, adaptations. Rules for Exercise Selection and Prescription the field of strength training and conditioning is driven by research-based information that allows for the proper utilization of sets, repetitions, volume, and rest periods to elicit desired physiological adaptations. The information surrounding these topics has been a topic of discussion for many years. Professional organizations have guidelines and recommendations associated with these variables that allow strength training and conditioning coaches to target specific adaptations to the physiological system (based on the guidelines provided) (3,4,5,24,26). It is imperative that strength training and conditioning coaches understand these guidelines, and the application of these guidelines, to induce the desired adaptations for the athletes that they work with. These guidelines and recommendations not only promote certain training adaptations, but also decrease the likelihood of injuries during training. Direct access to these guidelines and recommendations should be available to strength training and conditioning coaches at any facility. Access to this information will not only decrease the chance of injuries (due to improper programming) but also provide correct prescription to target physiological variables progressively during the course of a training macrocycle.
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