Archives for April, 2008
Apr 25, 2008 | Uncategorized
Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioral disorder of childhood. It is commonly estimates that from 3% to 6% of the child and adolescent population in the United States is diagnosed with ADHD. However, a recent report issued by the American Psychiatric Association (APA) suggest that ADHD may affect as many as 8% to 17% of America’s youth. The APA report indicating a greater public health threat than previously thought.
Children and adolescents with ADHD are at a significantly higher risk for numerous emotional and social problems than those without ADHD, including academic and occupational underachievement, violence and criminality, increased suicide and risk-taking behavior. Children with ADHD are also at risk for depression, interpersonal difficulties, and family disruption (J. Kendall, 2003). Although studies have demonstrated that family dysfunction is common in families with ADHD children. Also, family members may suffer serious psychological effects, however, knowledge is noticeable lacking as to how to help these families cope with the daily challenges ADHD.
Article of interest Recently I read an article titled, Working with the Family of a Child with Attention Deficit Hyperactivity Disorder (ADHD). The authors of this article are: D.J. DeMarle, L. Denk, and C.S. Ernsthausen. I recommend this particular article for several reasons the most important being that it is replete with great ideas; and some very good suggestions that sets the framework for addressing family members’ relevent concerns about ADHD and make recommendation for effective treatment and support system. Most practitioners understand ADHD as a medical condition. I don’t agree with that assessment. It is true that ADHD has a biological and a physiological component. However, I believe that ADHD is a psychological, behavioral, and medical disorder. When we view ADHD as a single entity we run the risk of treating part of the symptoms. For example, if we focus on the medical aspect ADHD, the medical practitioner is commonly consulted to determined if the child meets the criteria for ADHD as required by the Diagnostic and Statistical Manual of Mental Disorder (DSM IV). The evaluating physicians are also called upon for advice and to prescribe treatment for the disorder. However, most physicians with a very active practice cannot devote the time that is necessary with the family to review the nature and causes of ADHD and the multi-disciplinary approach to treating the disorder. Therefore, there is an elevated risk that the doctor may inadvertently reinforce existing fears and misconceptions about ADHD in the minds of family members.
With this in mind we can understand how crucial the multi-disciplinary team and their experiences working with and supporting families throughout the interviewing and consulting process. Research shows that family’s reaction may directly influence parental attitudes, the child, and their actions with him or her. It is an accepted fact that parents’ attitude is affected by the information received, compassionate understanding, and the level of attention shown by the physician and other professionals sharing the news. This article, in my opinion, is a road map that can guide families through the process and help the team to develop strategy to reduce family members’ anxities.
Because ADHD has received mass media attention in recent years many in the general public have reached an opinion about ADHD that is not supported by scientific facts. I offer this brief quote from the article to established a foundation for the unsupported, but wide, belief about ADHD. The authors described the verbal exchange between Don and Mary Butler (pseudonym) who had just been told by their pediatrician that their son Tommy had ADHD and suggests Ritalin as the appropriate treatment. Don turns to Mary and said, “See I told you he was just a lazy and rotten kid, even the doctor thinks so; that’s why he is putting him on medication.”
ADHD Real or Imagined? Don is expressing a widely held belief that ADHD is not a legitimate medical illness. It has been suffested that many in the medical community has strayed from the scientific path and created a disorder to ease teachers and parents’ anxieties regarding childhood inappropriate behavior by routinely drugging children into proper behavior. Those who continue to believe that ADHD is a medical myth must ignore a mountain of scientific studies and research literatures that documents the existence of ADHD as a ligitimate and serious disorder. Based on the criteria established by the DSM IV, ADHD accounts for the greatest number of referrals to child mental health clinic than all other psychiatric and behavioral problems of childhood adolescent.
The continued questioning of the validity of the diagnosis of ADHD has caused uncertainties about its management in the minds of many clinicians and the public at large. Inaccurate beliefs about the validity of ADHD may hinder the appropriate care of some patients and cause confusion about the need for approved treatment. As stated above, critics describe ADHD as a means to label difficult children who are not ill but whose behavior is the problem. They further contend that, far from having a biological basis, ADHD results from improper parenting and poor, ineffective, teaching practices. These attitudes further stigmatize patients and their families, and increase the burden of this debilitating disease. There is overwhelming medical evidence that ADHD not only cause specific disabling symptoms that often persist into adulthood, but many studies shows a biological connection and a characteristic response to approved treatment.
Rodney Dangerfield, the well-known actor/comedian, often said “I get no respect.” The thought that came to my mind was ADHD gets no respect. That is certainly the conclusion one might reach after reading so many insidious statements that ADHD is not an authentic and debilitating disorder. Many of us, including this author, who work with children diagnosed with ADHD have no illusion about the reality and seriousness of this disorder.
Like many teachers, in todays educational settings, I come in daily contact with students diagnosed with various disabilities, including ADHD. Therefore I have a profound sense of resentment toward those who support the beliefs that ADHD is not a legitimate illness but nothing more than a label created specifically to absolve parents and teachers of their responsibility to manage uncontrollable children. However, I can understand how the uninformed and those who choose to view ADHD from a distance might easily be led astray. For example, many of us at some point exhibit some of the symptoms common of ADHD. We sometime get distracted, we have trouble finishing assigned work or completing other important tasks. On the other hand, children with ADHD are, in most case, less able to care for themselves, less able to behave appropriately in social setting; and less able to communicate on the same level as other children of the same age.
Phantom Symptoms
Final, for unknown reason, symptoms indicating the present of ADHD may temporarily be absent leading others to believe that the person with ADHD can control the behaviors. Also, a definite diagnosis is difficult because there are no tests that can consistently detect ADHD. A physician can only observe behaviors and offer a professional conclusion weather the child has ADHD. If a child is having trouble concentrating, or may be unwilling to cooperate on the day they see the doctor this could lead to an incorrect diagnosis. Therefore, it is very important that ADHD be diagnosed by health care professionals that specializes in these types of disorders with the help and cooperation of parents and teachers.
DeMarle D.J., Denk L., Ernsthausen C.S. (2003) Working with the Family of a Child with Attention Deficit Hyperactivity Disorder. Pediatric Nursing, Vol. 29 (4), 302-308.
Dr. William Smith is a psychologist and consultant with many years experience working with families and individuals, including those who have a child with disability. For additional information, Dr. Smith can be contacted by completing the contact form at: insightconsultant.com insightconsultant.com
Dr. Smith will give a FREE initial assessment to any one who request such.
Apr 25, 2008 | Uncategorized
How to Write a Successful Application Essay
So you are now ready to join the college. But getting admission into the college of your choice won’t be that easy, as more and more pupils are applying for the limited slots every academic year. You are now facing the challenge of writing the most successful application essay for the eyes of admission officers; who would also be judging the essays of all the other applicants, probably with the same profiles, backgrounds and test scores as you have.
This 500-word application essay becomes the bases for the acceptance and rejection, as it is the only way admission officers can judge the worth of the applicant. It is very natural to feel concerned at this stage; standing out in a crowd is not an easy task and thus calls for extra care and preparation. But what ever the case may be, let not the essay stress you out, be very playful to gain utmost.
Follow the following while you write the essay:
Brainstorming; a crucial step:
The key to truly presenting an insightful and incisive application essay is to go through the exercise of brainstorming. It brings out the ideas and thoughts out on the paper that might not be consciously significant to you in the first place.
If you are finding it difficult you can always take help from your friends and family that knows you well. There point of view would be different and really revealing at times. If you have a role model, study his or her personality to discover yourself.
It would be better if you set out goals for the life ahead of you. Brainstorming sessions will help you go through it. It might give you a fresh outlook of what you really want out of life.
Prepare a rough, unedited initial draft and consider the following when pondering:
1. Note down your skills, aptitude and interests no matter how meager they seems to be, like wise accomplishments and ambitions.
2. Noticeable highlights of your life, which have changed your perspectives in anyway.
3. The struggles of your life and their outcomes; either positive or negative and how it has changed your life.
4. Your contributions towards the society through community services etc.
5. And most of all, brainstorm why you want to join the specific institute, what is compelling you to apply there and how will you proof commendable of it.
What to write; choosing the theme or topic of the essay:
The essay could be about anything, you can describe you in any way you desire. You can discuss any topic you wish on earth. But the challenge remains of using the essay up to the maximum. Remember it is the only way of proving your self to be outstanding.
Present your goals, ambitions and accomplishments of life. If you are not the high achiever explain why you are not so. Always keep the theme of the essay positive. Show yourself as a stronger person rather than a pitiable one. Present as if you the one who could work against all odds and can put up a good fight against obstacles. You must attempt writing on such topic that shows your individuality and promotes your desire to be the attendant of the college as well.
Choose a theme about which you have ample amount of knowledge. Difficult and tricky topics, merely to impress the readers will render you with nothing. More avoid the complex, controversial topics. Like politics and religious affairs, even if you choose to write about them, write down more about your point of view rather than commenting who is right and who wrong.
Final Draft: Tips for writing good essays:
1. It is quite advisable to visit the desired college or visit its website and read brochures and introductions. This way, you will have the insight of what the organization believes in and you can arrange the essay accordingly.
2. Take your time and understand what you are expected to write. Understand the questions you have been asked and the requirements you have to fulfill. Take about three or four weeks to ponder on the essay and the ideas you have in mind.
3. Analyzing other previously attempted application essays would help you a lot. Writing application must be a new task for you and going through the others gives you a good idea for writing your own.
4. Copying the style of others would not help, be original and be you. There would be experiences in your life that can set you apart from other people and similar actions. So be open to express yourself and your feeling about a topic you decide to write about.
5. Make an outline or a plan to follow through out the process and refer back continually. The paragraphs of the essay should relate to each other, follow the rules of logical flow in writing.
6. You could be creative in your presentation. Catchy openings can do much more then a dry, lengthy and uninteresting essay. Introduce yourself in the first paragraph as the readers are found to maintain the interest for first few minutes. Show off your self as captivating as you can for those few moments. Creating Mystery is one good idea of keeping the interest of the readers for the rest of the essay.
7. Show what have you achieved by using the action verbs and active voice. Describe your life by applying adjectives and descriptive nouns. It would be more impressive and will make a picture in the mind of the admission officers. Imagery presentations are like five-sense experience and eye catching. At the end of the day, after reading thousands of the essays, your way of presenting yourself will be in the minds of the admission officers.
8. Conclude your essay with caution. It might be the last chance of convincing your reader that you deserve to be in there.
9. Your essay should not be the repetition of your information given in the other parts of the application; it must discuss the dimensions of your personality that needs description.
10. Use different words to express yourself. Do not hesitate to use dictionary or thesaurus. It will give a good perspective to your essay. Remember too much of the repetition of the words would dull the essay and loss of interest on the part of the readers. But using thesaurus doesn’t mean complex words can impress the officers, it might rebound if you use them out of context and if simple and common words are better off.
11. Too many long or short the sentences makes the presentation monotonous and boring.
12. Take great care in using the language. Look out for the spelling mistakes and other common grammatical errors. These avoidable errors make the essay off-putting and the impact on the readers about your personality is ruinous. You might be assumed as careless person.
13. You can proof read the essay before submitting it. Revision is one of the most important key to a successful and custom written admission essay.
14. It would be better if you could leave the essay after writing for few days; and then get back to it. The fresh look might help you improve the essay.
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Apr 25, 2008 | Uncategorized
Teacher Advancement Program
Three Cincinnati Schools have volunteered to take part in a new program next school year that is aimed to improve the school’s instructional strategies and increase professional development. The aim of the program is to illustrate the connection between effective teaching and the student’s academic performance. The Cincinnati Schools involved in the pilot program are John P. Parker School in Madisonville, South Avondale School in Avondale and Whittier School in Price Hill. These schools cover kindergarten to eighth grade. These schools were chosen over other Cincinnati Schools due to each school’s rankings within the federal No Child Left Behind Act and their potential for growth.
The Teacher Advancement Program is a research based school reform program that is designed to retain the best teachers in the profession in the schools. The Teacher Advancement Program was created in 1999 by the Milken Family Foundation. A major goal of the Teacher Advancement Program is to reverse the tendency of gifted young teachers leaving schools for other work by turning teaching into a worthwhile career choice. Teacher Advancement Program is endorsed by the Ohio Department of Education as a new restructuring program and by Cincinnati Schools’ teachers’ union, the Cincinnati Federation of Teachers.
Teacher Advancement Program focuses on four areas of teacher development and student achievement:
• Ongoing, applied professional growth — Teachers are given time each week during the school day to work with teachers in the same grades or subjects to match instructional practices to student needs.
• Multiple career paths — Each school offers mentors and master lead teachers to meet regularly with teachers to plan and reflect on instruction.
• Instructionally focused accountability — Teachers will focus on student data to
improve instruction and on feedback from observations by the mentors, master teachers and principals.
• Incentive pay — Following negotiations with the CFT and CPS, incentive pay for teachers could be added for student achievement, professional growth and/or instructional growth.
Cincinnati Schools Set Five Year Plan
Cincinnati Schools have initiated a five year progress plan beginning this coming school year. The plan known as Building Futures: Every Student… Every School… Every Day has been recently approved by the Cincinnati Schools Education Broad. The plan aims to be students centered and sets high performance objectives. The plan wants to foster stronger links to families and community members with Cincinnati Schools and increase professional development among the teachers, staff and administrators. The plan also sets clear accountability measures. The plan was developed based on input from individuals and groups representing parents, community members, school staff, students, elected officials, business leaders, civil-rights organizations, faith-based associations, and others. This plan is divided into ten strategic areas.
The plan sets improvement goals for all ten of these areas:
1. All pre K-12 students meet or exceed high academic standards.
2. All students graduate and are prepared for postsecondary education, successful careers and productive citizenship.
3. Schools have autonomy and effective governance, and are held accountable for results.
4. Schools are safe, supportive and family friendly.
5. The district supports schools and is accountable for results.
6. The district employs a highly qualified, diverse workforce that engages in continuous improvement through ongoing, high-quality professional development.
7. The district implements a systemic leadership development program.
8. State-of-the-art school facilities are designed to support student learning in a standards-based environment and are constructed meeting diversity-participation goals.
9. The district and schools are fiscally responsible and allocate resources equitably to support student learning.
10. Community partnerships strengthen the connection between schools and neighborhoods while supporting student learning and family engagement.
Stacy Andell is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. Stacy has a nose for research and writes stimulating news and views on school issues. For more information please visit
Apr 25, 2008 | Uncategorized
A thermometer is an instrument that measures the temperature. Depending on what country you live in, temperature is measured either in a scale called Fahrenheit or Celsius (sometimes called Centigrade). There are thermometers for food, humans, and the weather. You can even make a thermometer yourself, it’s simple.
Here’s what you’ll need:
- Water (plain old tap water will do just fine for this experiment.)
- Rubbing alcohol
- 1 clear plastic bottle with a narrow neck
- Food coloring in your choice of color
- See-through plastic drinking straw
- Modeling clay.
Pour equal parts of the water and alcohol and a couple of drops of food coloring into the bottle (the liquid should only fill up about a quarter of the bottle.) and give it a shake to mix. Drop the straw into the bottle (it should touch the bottom) and plug the opening with the clay. That’s all there is to it. Now it’s time to make sure your thermometer works. What happens when you place it in direct sunlight and the liquid becomes warmer? If your thermometer works properly, the colored liquid will rise up through the straw. In fact, if the liquid were to become extremely hot, the liquid would most likely come out the top of the straw.
Bring your thermometer outside with you, how does the colored water react inside the straw? Does it go up or down? Run it under warm water and then cold, the colored water will react accordingly. Of course this isn’t an accurate measure of water temperature, and there’s no way of telling how hot or cold the water actually is, but this should give you some idea of how a thermometer works.
Making a thermometer is a great rainy day craft for kids. It’s easy, quick and in most cases involves items found around the house. Why not make it your next project?
James Hunt has spent 15 years as a professional writer and researcher covering stories that cover a whole spectrum of interest.
Read more at thermometers-central.info thermometers-central.info
Apr 24, 2008 | Uncategorized
Man has, since the early times, found out how useful elastic materials are. And today’s man has improved on this idea and constantly finds ways to make more elastic materials to suit his everyday needs.
Elasticity refers to the property of an object to deform when load is applied to it, and to return to its natural form when the load is relieved. Many of the everyday things you see around you are elastic materials: rubber bands, sports balls, slingshots, bows, and even bungees!
From the earliest days, man found out that certain objects would ‘spring’ back to its original shape if pressure to deform the object was removed.
At first, this sort of annoyed him since the most common things that showed this property were animal parts which he ate. Somewhere between inventing fire and creating the wheel, he thought, “Hmm, maybe I could use this for something.”
Thus was born the first elastic strings made of animal gut to hold stuff together. As time passed by, man found out that these elastic strings made from animal gut could be used as a weapon. When a projectile was loaded in to these elastic strings, they were propelled through the air at great speeds. Thus was born the bow and arrow.
Rubber is one of the more popular elastic materials around. Many products derived from rubber are bounced around, stretched, and pounded – and they come back to shape.
Because of this property, many people find diversified reasons to love rubber. If people were to use rigid materials, those objects would break, or get deformed. And for some objects deformity equates to unusability.
Rubber was used by the Early American Indians before Columbus even set foot on the Americas. They called the substance Caoutchouc, which comes from the word cahuhchu – meaning weeping wood. This substance came from the sap of the rubber tree.
At first the westerners found out that this substance could be used to rub out pencil stains. Therefore, it was called rubber – to commemorate its glorious ability to rub.
Other elastic materials have varied uses in today’s world. Rubber is used for tires, elastic bands, and other ‘bouncy’ objects. Coiled spring is used for suspensions, and spring-loaded applications. They are even used in variable sized sheathings.
The most common example of this is the condom. Elastic materials are commonly used on clothing to provide a comfortable fit on people. They are also useful in cases where you need watertight equipment.
Elastic materials are also handy in creating cushioning materials: tires, soles for shoes, for cars, for beddings and other uses. These applications require materials that will protect the user from sudden shock. Elastic materials absorb the energy and disperse them in a non-traumatic manner for cushions.
These materials are also used in sports. Insulated, elastic balls are integral to many sports because non-elastic balls would deform when used. Basketballs, volleyballs, and soccer balls have to be elastic to allow them to return to their normal shape after being subject to load and trauma.
There seems to be no sure hint that the use of elastic materials will abate. There will constantly be use for these sort of materials. As man steadily finds ways to make use of these wonders, he also steadily finds better ways to create more elastic materials.
James Monahan is the owner and Senior Editor of
Apr 24, 2008 | Uncategorized
Schools offering Online Certificates provide the opportunity for busy people to study and train for certification at home at their own convenience. Online Certificates can be attained in just weeks of study, without conforming to strict deadlines or commuting to classes. You can study for Online Certificates simply for personal pleasure or for improved employment opportunities. Documented skills are often key factors for hiring, and certification is often the reason for career advancement.
Internet training resources are often used by Online Schools to teach and update the student’s skills and knowledge. Regular updating of knowledge gives the student an advantage in the job market, as certification demonstrates a commitment to continuing credible education and the gaining of skills needed for taking on additional responsibilities and projects in the workplace.
Schools offer Online Certificates in all areas of expertise. Choices range from accounting to computer technology to medical transcription to veterinary technician. One should expect their place of employment to appreciate and reward employee efforts to maintain an edge by choosing to obtain more education. Certificates increase the ability of a business to retain old customers, as well as gain new ones.
If you are interested in learning more about schoolsgalore.com/categories/4/certificates_online_schools.html Online Certificates and other programs of study, please search our site for more information and resources.
Copyright 2006 - All Rights Reserved
Michael Bustamante, in association with Media Positive Communications, Inc. for SchoolsGalore.com
Notice to Publishers: Please feel free to use this article in your Ezine or on your Website; however, ALL links must remain intact and active.
Michael Bustamante is a staff writer for Media Positive Communications, Inc., in association with SchoolsGalore.com. Visit our schoolsgalore.com/distancelearning.cfm Distance Learning Directory and find schoolsgalore.com/categories/4/online_schools.html Online Schools and other Schools, Colleges, Universities, and Trade Schools at SchoolsGalore.com; your educational resource to locate schools.
Apr 24, 2008 | Uncategorized
The division of environmental factors into chemical, physical, and biological is, of course, arbitrary and only done for convenience. There is bound to be considerable overlap. In so far as the food of marine plants is mainly inorganic salts and carbon dioxide, these have already been dealt with under the section on chemical factors. The possible use of organic compounds by some plants was referred to in the same chapter. We are, therefore, mainly concerned with the food of animals in the present section. There is still doubt about the extent of utilization of solutions of organic compounds by nannoplankton. Although this is of importance in the basic understanding of the food cycle, it is, in a way, less important in understanding the needs of such forms. The existing doubts are largely concerned with the question of whether the cultures used were bacteria-free. Under natural conditions there are always bacteria present, and we know that nannoplankton grow particularly rapidly when organic matter is present, regardless of whether they assimilate it directly or through the intermediate step of bacteria. The same is true of many non-planktonic protozoa and probably of some higher forms too. A large group of marine animals, ranging from the simplest to the highest forms, consists of filter feeders. These remove particulate matter, detritus, or small animals and plants from the water by means of cilia, mucous nets, setae, etc. Our most extensive knowledge of the food requirements of these comes from the copepods.
Although there is evidence of a certain amount of selection of particular food items, in general they filter the water at a uniform rate regardless of its food content. The rate is of course dependent on such factors as temperature. Since the food content of the water does not affect the rate at which the food is passed through the filtering mechanism, when the phytoplankton is very abundant, it will be ingested at a greater rate than it can be digested, and partially digested food will be passed out in the feces. There is thus a limit to the rate at which the food supply can be utilized, but not to the rate at which it can be destroyed. Of course, such destruction is not permanent, unless the feces sink to the bottom and become permanently trapped in the bottom sediments, but it may involve the sinking of the contained nutrients below the photosynthetic zone, so that they will not again be available until such time as water movements bring them to the surface waters. It should be noted that various forms, even those as delicate as planktonic larvae, have been found on occasions to pass alive through the guts of other animals. It is probably true, though, that all but a small fraction of organisms eaten are killed. It is not known how widespread this principle of steady feeding rate is, but it may well prove to be of rather general application. This is in striking contrast to the carnivorous forms which are adapted to ingest a large quantity of food when they can find it and then pass long periods without any. A good example of this is found in the deep sea fish which inhabit very sparsely populated waters, but which, when they obtain prey, can swallow forms larger than themselves.
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Apr 24, 2008 | Uncategorized
The soul thinks in images.
— Aristotle
A welcome sigh of relief usually accompanies the realization that it was “just a dream” about our teeth falling out. We dismiss it as yet another disturbing image from that often incomprehensible dream worldmaybe it was too much pizza?
After many years of struggling to understand dreaming and dream images, I discovered that our dreams are up to something far beyond the gastro-intestinal repercussions of what we ate last night. Our dreams persistently identify those extraordinary qualities that make us unique and genuine individuals. At the same time, dreams are ruthless, often graphic and shocking in exposing the consequences of influences from others, from society, from family, from groups, that threaten our ability to live our own lives. Any technique of dream interpretation that ignores this powerful and empowering dream dynamic is like a child playing in the shallow end of the pool—safe and secure but missing something tremendous.
When we have little or no sense of who we are, adaptation and the desire to please others can lead to real confusion and rapid self-destruction; we begin to lose valuable parts of ourselves. One evening in a small dream group, an attractive Asian woman in her early twenties told us about a recurring dream that was really upsetting her:
I’m very upset because my two front, upper teeth, right in the middle, have fallen out. When I wake up, it is such a relief to feel them—they are still there.
I asked her to tell me what those two particular teeth did for her, what was their job? “They help me smile,” she replied without hesitation. “I don’t smile,” she added, clenching her jaw and obviously trying not to smile.
“What happened to prompt you to decide not to smile?” I asked, surprised and curious about such a tragic loss.
“My boyfriend says I don’t look good when I smile.”
I recall that my mouth dropped open in disbelief at that point. I was appalled but also amazed at her recurring dream’s obvious warning. She had allowed a valuable part of her identity and her authenticity to be stolen from her: her “smile.” And what is a smile? It is a natural, authentic response to life, an expression of our unique humor, our ability to laugh at life, a priceless, healing form of self-nourishment. She was allowing an outside influence, her boyfriend’s criticism, to silence an important part of her essential nature.
Here’s how to work with dreams about your teeth:
• Always imagine being the specific tooth or teeth in your dream and ask yourself, “What is my job? What do I do for this person?”
• Next, imaging being the teeth in your dream and experience what it is like to be falling out, coming loose, losing your grip—exactly as events happen in your dream. You might experience what one person described as feeling “no longer useful.”
• Remember to also imagine being your jaw, your mouth, your tongue, and explore what it would be like to lose those particular teeth. Pay close attention to what you say as you imagine being the different dream elements. For example, in the above dream, from the tongue’s perspective, losing those two teeth would make speech difficult; she is also losing a part of her voice, her ability to speak for herself (to be herself) and express herself.
• Think about your waking life and see what circumstance or situation fits your experience of role-playing the various parts of your dream.
Our dreams do not want our essential nature to “disappear.” They want to free and protect our Authentic Life— that expression of our essential nature, the original blueprint, the soul struggling, playing, creating, and recreating life. Our dreams want us to break the mold, live outside the boxes of life that want to define, contain, and imprison us. They want to free the distinct, eccentric, unconventional, creative self, that unique sense of who we are in the core of our being.
John Goldhammer, Ph.D., is a psychologist and the author of three books, most recently, Radical Dreaming: Use Your Dreams to Change Your Life (Kensington Publishing / Citadel Press). He lives in Seattle, Washington.
Website: radicaldreaming.com radicaldreaming.com.
Apr 23, 2008 | Uncategorized
There are a number of Alaska massage therapy schools, and each is qualified to provide education and training to those interested in becoming a professional massage therapist. Massage therapy schools in Alaska impart knowledge and skills for those who are interested in providing massage therapy to people in need of physical and mental healing. Graduates are prepared for employment in athletic clubs, spas and health organizations, and in hospitals and medical offices.
Massage therapy schools help students develop and refine massage skills through courses that cover the basics of anatomy, physiology, and pathology, as well as medical language, massage therapy theory, customer service, infection control, sports massage, and CPR. Alaska massage therapy schools may teach various forms of Asian and Oriental massage, kinesiology, reflexology, nutrition, and weight control. Students may also study business practices of management and accounting, should they choose to own and operate a massage therapy practice of their own upon graduation.
Alaska massage therapy schools offer extensive, supervised, hands-on training to provide professional skills in the various techniques of massage. This practical training is taught in a clinical setting, which helps students gain expertise in the art of massage therapy.
The state of Alaska has no licensing requirements or regulations that affect massage therapists; however, individual cities or regions of the state may apply strict rules or laws to be followed. It is advised that graduates contact local authorities before setting up a massage practice.
If you think schoolsgalore.com/categories/1/alaska_massage_therapy_schools.html Alaska Massage Therapy Schools are in your future, we invite you to visit our website and contact several schools that appeal to you. You will soon have the information you need to make an informed choice that could greatly improve your professional outlook.
If necessary, you may wish to widen your search to include massage therapy schools in other states, such as:
- Massachussets Massage Therapy Schools
- Florida Massage Therapy Schools
- California Massage Therapy Schools
- Texas Massage Therapy Schools
- Illinois Massage Therapy Schools
DISCLAIMER: Above is a GENERAL OVERVIEW and may or may not reflect specific practices, courses and/or services associated with ANY ONE particular school(s) that is or is not advertised on SchoolsGalore.com.
Copyright 2007 - All rights reserved by Media Positive Communications, Inc.
Notice: Publishers are free to use this article on an ezine or website, provided the article is reprinted in its entirety, including copyright and disclaimer, and ALL links remain intact and active.
Michael Bustamante is a staff writer for Media Positive Communications, Inc. Find schoolsgalore.com/categories/1/massage_therapy_schools_alaska.html Massage Therapy Schools in Alaska and other states, such as schoolsgalore.com/categories/1/new_york_massage_therapy_schools.html New York Massage Therapy Schools, at SchoolsGalore.com, your educational resource to locate schools.
Apr 23, 2008 | Uncategorized
Facing the unknown can often be disconcerting, especially when you want very much to find a great home-based career, like medical transcription. “How long will it take to get through the school?” And, “How long until I get my first paycheck?” are common concerns asked by people considering a career in medical transcription. Here we’ll address both these issues.
First things first - How long will it take? On average you can expect to get through a good medical transcription school in about nine to twelve months. This assumes that you work on it consistently and part-time. All together, it will take about 600-700 hours. Say you work at it three hours a day, five days a week - that’s 15 hours a week. Divide that into 600, and you get 40 weeks — which is about nine and a half months. If you consistently work at it just a half hour longer each day, it’ll shave more than a month off that.
Obviously, that’s a great deal of time away from home — usually the very thing people searching for a new career often don’t want to leave behind. Fortunately, the best medical transcription schools allow you to work at home at your own pace.
So, when can I get my first check? The thing to remember is that the more time you are willing to dedicate to your studies, the sooner you will be able to start working from home and get that first check! After all, that is really what it is all about, isn’t it?
Regardless of your current situation, you should be able to get through a quality medical transcription school working a few hours a day, and as many days per week that you are able dedicate to the program. A good medical transcription school will guide you through the process systematically — step by step. With a moderate amount of effort and dedication you will quickly gain the confidence you need to complete the program. So, find the best medical transcription school you can, and launch your future career today!
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Chris Dunn is the creator of