Witch Of Wall Street Essays - American Women In Business

Witch Of Wall Street A melodic dependent on the life of America's first extraordinary female agent, Hetty Green After watching the play, The Witch of Wall Street, and giving it a great deal of thought I have investigated the inquiries we were given and concluded that just noting one wouldn't do the play or the storyline any equity. Hence I have chosen to go through the play in sections responding to every one of the five inquiries in the way toward doing as such. 1-Describe the plot of the play. 2-Describe the impediments and openings Hetty Green had in the aftereffect of her prosperity. 3- What were the principle sponsors and antagonizers. The lifetime achievements of Hetty Green all began at a youthful and young age when she would stick around the docks her dad claimed, where she was ingrained with a specific disposition towards business. She was a serious boyish girl, understanding the dialect of the whalers and learning the business. She was her dads unparalleled delight, snappy to numbers, continually furnishing him the responses he needed. Her mom, who was an evil and slight lady, was miserable that she wasn't care for different young ladies her age. While her dad censured her mom for not in any event, having the option to deliver a child, Hetty, develop and delicate for her age proceeded to just do a certain something; be the best in her father's eyes. Intensity, the should be effective and the longing to be simply the best ruled her persona. Hetty's mom cautioned her little girl that her father was a canny and narrow minded man. She made a point to disclose to Hetty that when she kicked the bucket, the whole business would have a place with her, in spite of her dad's words... She cautioned her girl not to confide in anybody, while Hetty would cry to her, promising to fulfill her, be rich and fruitful and get her mom a delightful huge house. After her mom passed on, Hetty was acquainted with the virus fierceness of the world and it was the primary score of trust she lost in her father. Directly after the memorial service the legal advisor reported that all benefits would have a place with Robinson. Hetty fought to her dad addressing what might occur to his guarantee of Robinson and Daughter? To which her dad, suitably - just like his capacity to do, turned the whole situation around, first slapping her and tossing a tremendous remorseful fit on her, which caused her to apologize for not trusting him... Robinson and Daughter would do fine and dandy in his grasp... As Hetty developed more seasoned, watching the harbors, little did she understand that her dad was plotting what's more, maintaining the business as indicated by his longing without speaking with her. At some point as she was viewing the enormous boats with her dad, she saw something odd and addressed where they were going... After her dad attempted to avoid the inquiry for a tad by wondering about how lovely and tall she has become, he replied timidly that they would have been sunk and sold for the war endeavors. This was a venture for himself (as he suspected) for after the war. Hetty is struck by an intense idea; she can never confide in anybody. This piece of her growing up majorly affected the manner in which she directed her business. Hetty grew up with a defensive shell, shuffling the balls in an approach to keep both her folks cheerful, staying aware of her dad's crazy desires. He himself couldn't keep his assertion; she lost trust in him at a youthful age. When Hetty became more established and gone to a school for fine little youngsters she rushed to figure it out that she was a pariah, she had no social aptitudes, she had no enthusiasm for the trivial things different young ladies her age needed and was on an incredibly extraordinary frequency than the remainder of them. This framed her to a more noteworthy degree. She was a extreme nut to separate and for one explanation ? she discovered that the best protection against the world was beating them unexpectedly. Hetty was as yet unmarried at the age of twenty-five. Indeed, her dad, the guile astute man that he was, got her to play his game, and set her up to get hitched to a man named Mr. Green. He was rich, high society and a running attractive youngster. To her father this was simply another business bargain, which would permit him to kick the bucket in harmony. As a wedded lady, Hetty has numerous duties. She brought forth two

Critial Vocab free essay sample

A few works of art expect us to remain back to see the plan of the entire canvas; standing close, we see the method of the composition, state the brush strokes, however not the entirety. Different works of art expect us to stand near observe the entire; their structure and any figures become less clear as we move over from the canvas. Correspondingly, fiction, show, and verse include the peruser genuinely to various degrees. Passionate separation, or its absence, can be seen with youngsters viewing a TV program or a film; it turns out to be genuine for them. Scholars like Faulkner, the Bronte sisters, or Faulkner maneuver the peruser into their work; the peruser recognizes intimately with the characters and is completely associated with the happenings. Hemingway, then again, keeps up a more prominent good ways from the peruser. Full of feeling Fallacy †The mistake of assessing a sonnet by its effectsâ€especially its passionate effectsâ€upon the peruser. We will compose a custom exposition test on Critial Vocab or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Therefore the sonnet itself, as an object of explicitly basic judgment, will in general vanish. Energetic promptness †Liveliness or energy. Alalia †Complete failure to talk; mutism. Moral story An account where characters, activities and now and then setting are reliably representative of something different (frequently philosophical or moral reflections). Similar sounding word usage the utilization, particularly in verse, of a similar sound or sounds, particularly consonants, toward the start of a few words that are near one another Ambiguity is the nature of having more than one importance; doesâ Ameliorate †To make or become better; improve. Improvement. Undefined †Lacking a positive shape; amorphous. 2 †Of no conspicuous character or shape. Chronological errors †Flash backs, hops advances. Relationship a correlation between things which have comparative highlights, regularly used to help clarify a rule or thought Analepis †A blaze back Anathema †A hated individual or thing ‘he is an abomination to me! ’ 2 A formal clerical revile of suspension. Antonym An antonym is a word inverse in importance to another word yet like it in most different regards. For instance, tall and short are inverse in significance yet both are similar grammatical features (modifiers) and would take a similar situation in a sentence. Aporia †A blocked second or point in an account, a gap or opening that delivers a hermeneutic investigation. Discretionarily †Founded on or subject to individual impulses, partialities, and so on ; whimsical. 2 †Having just relative application. 3 †Of an administration or ruler tyrannical or oppressive. Arcane †Requiring mystery information to be comprehended; baffling; obscure. Arrhythmic/Arrhythmia †Any variety from the typical mood of the heart beat. Arriere-pensee †An unrevealed idea or goal. Arriviste †An individual who is deceitfully yearning. Steady †Hard-working; enduring. Rendezvous †A mystery or illegal course of action to meet esp. between sweethearts. Confirm †To certify the accuracy or truth of. Auric †Of or containing gold in the trivalent state. Self-teacher One who is self-trained. Greed †The getting and keeping of cash, assets and so on as a reason to live for. B Ballad  relatively short account sonnet, written to be sung, with a straightforward and sensational activity. The ditties recount love, passing, the extraordinary, or a blend of these. Two attributes of the anthem are gradual redundancy and the number verse. Gradual reiteration rehashes at least one lines with little however noteworthy varieties that advance the activity. The melody refrain is four lines; ordinarily, the first and third lines contain four feet or accents, the second and fourth lines contain three feet. Anthems regularly open suddenly, present brief depictions, and utilize succinct exchange. Ornate †A term applied by craftsmanship students of history (from the start unfavorably, yet now simply engagingly) to a style of engineering, figure, and painting that created in Italy toward the start of the seventeenth century and afterward spread to Germany and other European nations. The style utilizes the traditional types of the renaissance, however splits them up and intermixes them to accomplish intricate, bombastic, enthusiastic, and profoundly emotional impacts. In Literature, it might connote lofty style in stanza or exposition. Joy †Supreme blessedness or joy. Supporter †An individual who supports or helps an individual (Beneficiary), organization and so on , esp. by giving cash; supporter. Bilious †Bad tempered. 2. Terribly green. Clear section Blank stanza is a structure dependent on unrhymed lines of poetic pattern. The section portions of Shakespeares plays are clear refrain (with special cases, for example, the witches formula), as is Miltons Paradise Lost. The structure is one that is near typical discourse (to be sure, the structure is one that is near ordinary discourse is itself a predictable rhyming) so it gives an unpretentious heartbeat to a sonnet, instead of an undeniable forming as a limerick would. Be that as it may, there is a propensity in contemporary verse to utilize shorter lines, so the structure can likewise stable impressive or delayed to an advanced ear.? Bowyer †Person or makes or sells bows and arrows bows. Pushy †Offensively self-emphatic or arrogant. C Cadence †(Poetry) A fall, in tone, in pitch and so on. Catalectic †(Poetry) of a line, missing at least one beats. Drill †Instruction by a progression of inquiries and answers esp a book containing such guidance on the strict precept of the Christian church. 2 Rigorous and persevering addressing, as in a test or meeting. Character Characters might be named cycle (three-dimensional, completely created) or as level (having just a couple of attributes or just enough qualities to satisfy their capacity in the work); as creating (dynamic) characters or as static characters. Caesura a solid respite inside a line, and is regularly found nearby enjambment. On the off chance that all the delays in the feeling of the sonnet were to happen at the line breaks, this could get dull; moving the stops so they happen inside the line makes a melodic intrigue. Chivalric Romance †Developed in twelfth Century France, spread and uprooted epic and gallant structures. Peak The tallness of strains or tension in a storys plot where strife goes to a pinnacle. Coetaneous †Of a similar age or period. Contemporary †Of having a place with a similar age or age. 2) A contemporary. Arrange †To gathering or spot together in some framework or request. Plot †Secret understanding for a false reason; intrigue; scheme. Arrogance The Metaphysical artists of the seventeenth century delighted in making especially bold analogies and likenesses to think about not at all like things, and causing to notice how skilfully they could continue this correlation; this got known as the pride. The exemplary model is presumably Donnes The Flea, where a bug nibble is contrasted with a marriage, and like most arrogances, the all-inclusive examination is more striking for its development than its authenticity. Corresponding †Existing or happening together; acquainted. Accord †Agreement or amicability between individuals or countries; friendship. Confabulate †To talk together, to convey. Confiteor †A supplication comprising of a general admission of wickedness and a plea for absolution. Blaze †An enormous damaging fire. Blaze †A huge dangerous fire. Conflate/Conflation †To join or mix, esp two variants of a book, in order to frame an entirety. Strife The piece of the plot that sets up a resistance that turns into a focal point. Can ve a restriction between characters, among character and condition, between components in a characters character and so forth. Combination †A thing formed heterogeneous components. Guess †The arrangement of decisions from deficient proof; a supposition. Consonance is the impact of comparative discourse sounds being close to one another. A few types of consonance can be singled out, which are: similar sounding word usage, where beginning sounds matter; sibilance, where s and z sounds are improved; and sound similarity, where the vowel-hints of words are in show. Adjoining †Touching at the edge or limit; in contact. Friendly †Sociable, jaunty or merry. Husky †Physically massive; fat. Cadre †A little selective gathering of companions with regular interests; coterie. Coterminous †Enclosed inside a typical limit. Coterminous †Having a typical limit. Couplet A couplet is a refrain (or even a sonnet) comprising of two lines. These need not rhyme, nor be a similar length, yet can be. On the off chance that there is no enjambment toward the finish of the subsequent line, it very well may be known as a shut couplet (the inverse being an open couplet), particularly if this is a common example.

Learn Ways to Stop Self-Hatred

Learn Ways to Stop Self-Hatred Happiness Print How to Stop Your Self-Hatred By Jodi Clarke, MA, LPC/MHSP twitter linkedin Jodi Clarke, LPC/MHSP is a licensed professional counselor and mental health service provider with over 20 years of experience in the field. Learn about our editorial policy Jodi Clarke, MA, LPC/MHSP Medically reviewed by Medically reviewed by Steven Gans, MD on June 03, 2018 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on January 07, 2020  Martin Novak/Getty Images More in Self-Improvement Happiness Meditation Stress Management Spirituality Holistic Health Inspiration Brain Health Technology Relationships View All In This Article Table of Contents Expand What Causes Self-Hate? The Tolls of Self-Hatred Stop the Cycle of Self-Loathing View All Back To Top Self-hate can feel like having a person following you around, all day and every day, criticizing you and pointing out every flaw or shaming you for every mistake. It can feel awful. Typical self-hatred thoughts may include: I knew you would fail.Why do you even try?Youre a  loser.No one wants to be around you.Look at yourself screwing up again.Cant you just be normal? You cant even get away from the relentless critic because its you; self-hatred comes from within. But you can learn to stop self-loathing and start enjoying your life and relationships. Your first step: figuring out the factors that may have caused this cycle of self-loathing in the first place. What Causes Self-Hate? Self-hatred is something that develops over time and its typically triggered by more than one factor, including past trauma, perfectionism, false expectations, social comparisons, and several learned behaviors. Trauma Many people with extreme self-hatred have been through traumatic and emotionally challenging experiences in their past. These experiences often include sexual, physical, or emotional abuse or neglect.?? When children go through experiences of emotional abuse and neglect, they begin to view the world as unsafe and the people around them as dangerous. In an effort to try and make sense of their world, they may develop a narrative that makes them feel as if they are not worth loving and have no value. These hateful statements may have been said directly to them by a parent or other loved one, and they soon become an all too familiar part of their inner critic. Getting Help If trauma is behind your self-hatred, consider seeking professional help. Whether a therapist, minister, or spiritual counselor, professional support can enable you to understand the root of your self-loathing and take steps toward self-compassion. Setting False Expectations It is normal to want to belong, be accepted, or perform a task well. However, sometimes our expectations of self can be so high that they are unattainable by any human. These extraordinary expectations often lead to us falling short and feeling as if we have failed. In these moments, our inner critic shows up to shame us and remind us how disappointing we have been. Even if our rational side recognizes that the expectations are unreasonable, our inner critic continues to drive home statements of self-hate. Trying to Please Others In an effort to be connected to others, we may have learned over time that meeting the expectations of others works well. We might learn through social experiences that when other people are happy with us, we can feel happy with ourselves. This is not a healthy way of thinking about relationships and it may even lead to significant patterns of dependent behavior.?? Nonetheless, some people feel devastated when they are not able to meet the needs of others or they feel they have disappointed someone. Statements of self-hatred suggest that when we dont meet the expectations of others something is wrong with us; we have failed or that we are not worthy of being loved or valued by others. Having a Perfectionist Mindset A perfectionist is often viewed as someone who allows themselves no margin of error, no wiggle room for human mistakes or limitations. They expect perfection of themselves (and possibly others) at all times and in all situations. It is important to note that we often develop a perfectionist mindset in an effort to protect ourselves from pain and feelings of disconnection.?? The belief is that when you perform perfectly, you are somehow preventing yourself from feeling pain. This pain may include feelings of shame, embarrassment, loneliness, abandonment, ridicule, judgment, and more. 10 Telltale Signs You May Be a Perfectionist Social Comparison While it is normal to look around and notice what others are doing, it can become painful when you place value on that observation. If you experience self-hatred, it is common to have what is referred to as upward comparison. This simply means having a tendency to only notice and give value to people who are performing better and, in turn, devaluing yourself with statements of self-hatred. How to Stop Constantly Comparing Yourself With Others The Tolls of Self-Hatred Self-hatred impacts and influences many aspects of daily living. In fact, self-hatred can prevent you from making important decisions, taking risks, connecting with others, and achieving goals. Relationship With Self Not surprisingly, self-hatred as a negative impact on self-concept (the image you have of yourself) as well as your self-esteem (how we feel about ourselves). When your inner critic is constantly putting yourself down, its nearly impossible to view yourself in a positive light. What Is Self-Concept and How Does It Form? In the Workplace Considering work is often performance-based (behaving a certain way, meeting job expectations, interacting with others), it is not surprising that self-hatred can impact your work life. When you feel worthless or incapable, you may be less likely to take on projects or find it difficult to work collaboratively with others. You may feel resentment toward coworkers or put yourself down for lack of performance. Social Issues It can be extremely difficult to make and maintain friendships when you are burdened with constant and relentless negative self-talk and self-loathing. To avoid the pain of criticism, judgment, or abandonment, you may even resist meeting new people or come off as cold or uncaring, which can prevent you from getting close to others. Family Relationships Since a significant influence on self-hatred comes from past social experiences like abuse and trauma, family dynamics can feel very complicated for someone struggling with self-hatred. You may (or may not) be in a situation that requires you to be in contact with someone from your painful past, causing distress and a tendency to withdraw in an effort to avoid experiencing painful memories and emotions. Even if you are not dealing with a traumatic family history, your perfectionist mindset and unrealistic expectations of self can get in the way of being able to enjoy family interactions.?? The pressure to performing perfectly in those settings can become too much and prevent you from forming and/or enjoying family connections. Romantic Relationships Romantic relationships can feel complicated and confusing for someone who experiences self-hatred and can cause you to fight the idea of closeness and intimacy. Even if you long to feel close, the fear of someone seeing your perceived imperfections, limitations, or lack of value can be overwhelming and stand in the way of a meaningful relationship.?? The inner critic is painful enough, but the thought of someone close to you seeing or thinking those things about you can feel devastating. Setting Goals Self-hatred tells us that we are not capable and will likely fail or fall shortâ€"and this type of thinking can make goals, desires, and dreams feel distant and impossible. You may look at others and think they are getting it right, while you suffer from constant self-critical statements. Living this way is emotionally exhausting and can result in a lack of desire to set goals at all. Simple Tips for Achieving Goals Decision-Making Negative self-talk and self-loathing can hijack or paralyze our decision-making abilities. When you see yourself in such a negative way, you may feel less willing to take risks that will help you grow, pull away from opportunities to connect with others and find yourself stuck in a pattern of self-doubt. How to Stop the Cycle of Self-Loathing Living with self-hatred is overwhelming, exhausting, and isolating. Luckily, there are steps we can take to quiet that inner critic, calm the negative storm, and move forward in positive ways. Tame Your Inner Critic If you struggle with self-hatred, your inner critic might feel relentless and you may begin believing your inner dialogues hateful narrative. When this happens, it is helpful to try to slow yourself down and distinguish feelings from fact. How to Reduce Negative Self-Talk for a Better Life Inventory Your Strengths Identifying your strengths can help quiet your self-hatred. If you find it difficult to come up with some on your own, consider asking others for help. It is almost always easier to recognize someone elses strengths rather than our own. Learn to Accept Compliments If you view yourself in a hateful way, its hard to take a compliment. It may even feel foreign and uncomfortable and so youll dismiss it or minimize to avoid feeling vulnerable. Learning how to accept a compliment will take practice, but it is possible. The next time someone compliments you, try saying thank youâ€"and stop there. Resist the urge to follow it up with a self-critical or dismissive response. 100 Positivity-Boosting Compliments Develop Self-Compassion People who struggle with self-hatred often have little or no compassion toward themselves. In fact, the idea of having self-compassion can feel impossible or confusing. A great way to think of self-compassion is to think about how you would treat a friend or loved one. Would you beat her up for making a mistake or remind her that no one is perfect? Psychologist and self-compassion researcher, Dr. Kristin Neff, Ph.D., explains: Instead of mercilessly judging and criticizing yourself for various inadequacies or shortcomings, self-compassion means you are kind and understanding when confronted with personal failings. After all, whoever said you were supposed to be perfect? How Self-Compassion Helps You Cope With the Ups and Downs of Life Practice Forgiveness   Self-hatred is often focused on the pastâ€"a painful moment or emotion like shame or guilt, anger or embarrassment, or a sense of powerlessness. In that space, there is no room to forgive ourselves or embrace who we are. Do your best to stay in the present and focus on how far you have come. This may feel uncomfortable or different, but over time, it will help you to decrease self-hatred and gain self-compassion. How to Forgive Yourself A Word From Verywell Remember that stopping self-hatred takes time. It might feel challenging and impossible at times and you may even find yourself grieving this all too familiar part of you, which is okay. When you allow yourself to let go of the negative critic, you make room for more joy, peace, and connection in your life.

Differences and Similarities Between The Little Shop of Horrors and Macbeth - Free Essay Example

Sample details Pages: 2 Words: 737 Downloads: 5 Date added: 2019/02/20 Category Literature Essay Level High school Tags: Macbeth Essay Did you like this example? Have you ever watched The Little Shop of Horrors or read Macbeth? The Little Shop of Horrors is an entertaining film from the 1960s about a deficient florist that invents a people-eating plant. Macbeth is a tragedy about a general that becomes consumed with the idea of holding power in the Kingdom of Scotland. The Little Shop of Horrors and Macbeth are different regarding the time periods that each story is set in and the quality of each script, but are similar by using death in an attempt to be successful. The first difference between The Little Shop of Horrors and Macbeth is the time periods that each story takes place in. The Little Shop of Horrors transpires in the 1960s. During that time, fashion and conversation were more modernized than that displayed in Macbeth. Individuals dressed in clothing similar to what is worn presently. Men, especially Mr. Mushnick and Seymour, wear nice shirts and slacks while women such as Audrey wear dresses, nice tops, and skirts. The characters converse using the same vocabulary that individuals use today. Macbeth, on the other hand, is set in the Renaissance and Elizabethan Eras. During that time in history, fashion and vocabulary were very formalized. Males like Macbeth, Banquo and his son, and Duncan and his sons dress in nice shirts, blazer coats, and knee-length trousers. Females such as Lady Macbeth and Lady Macduff wear gowns with fitted bodices and fuller skirts. Their choice of vocabulary is intricate and resembles Old English. Words like à ¢â‚¬Å"whence,† â€Å"hath,† and â€Å"thou† are used frequently. Don’t waste time! Our writers will create an original "Differences and Similarities Between The Little Shop of Horrors and Macbeth" essay for you Create order The second difference between The Little Shop of Horrors and Macbeth is the quality of each script. The Little Shop of Horrors is a poorly written and performed film. The screenwriters were drunk and wrote the movie in one day and then had it completely filmed in two days. The screenplay includes a human flesh-eating plant, Audrey Junior, which often shouts â€Å"Feeeeed meeeee.† As a result, Seymour, an employee at Mr. Mushnick’s flower shop, murders three individuals to feed to the plant. During the Sixties, though, B movies were very popular. Therefore, it is no surprise that the script and acting is worse than what one would see on television today. Compared to The Little Shop of Horrors, Macbeth is a very well written play. In fact, it was written by William Shakespeare, one of the greatest writers in the English language. During Shakespeare’s time, comedies, tragedies, and histories were common plays to be performed. Accordingly, the playwright wrote the cl assic tragedy, Macbeth. The play’s plot is structured and thorough. It begins with Macbeth receiving a prophecy from the three witches stating that he will reign as the King of Scotland one day. Next, he realizes that their prediction may indeed be correct. Then, several other individuals become involved and people who threaten Macbeth’s position in the kingdom are murdered. In the end, Macbeth notices that he misinterpreted the prophecy and is murdered by Macduff. Despite the differences between The Little Shop of Horrors and Macbeth, there is a similarity within each script – the characters use death in an attempt to be victorious. In The Little Shop of Horrors, Mr. Mushnick’s flower shop’s success depends on Seymour’s new plant, Audrey Junior, which he names after his crush and Mr. Mushinick’s daughter, Audrey. Once again, the plant feeds off of human flesh and blood and is very demanding. As a result, Seymour is persuaded to kill a dentist, a railroad detective, and a promiscuous woman in order to help Audrey Junior continue to survive and attract more customers. As has been stated, in Macbeth, the Scottish thane is told that he will be the King of Scotland one day. He is skeptical of that prediction until he is triumphant in battle. Then, Macbeth either kills or has several individuals murdered who he thinks is an ultimatum to his rank. In spite of each of the main character’s endeavors to be succe ssful, Seymour and Macbeth are both dead at the finish of each script. To conclude, The Little Shop of Horrors and Macbeth are different regarding the time periods that each story takes place in and the quality of each script, but are similar by striving to be victorious using death. Watching this film or reading this play would be an exceptional pastime for any individual and would certainly leave one speechless.

Immigration Health - 2925 Words

IMMIGRATION AND HEALTHCARE: ISSUES, CONCERNS, AND CHALLENGES FACING THE NATION. Martin Kwesi Hinneh-Luther Instructor: Professor Neil Mathur HC 491: Senior Seminar in Healthcare Management May 8, 2010 TABLE OF CONTENTS ABSTRACT---------------------------------------------------------3 I. Introduction-------------------------------------------------------5 II. Statement of the Problem---------------------------------------6 III. Significance of the Study----------------------------------------6 IV. Definition of Terms-----------------------------------------------7 V. Review of Related Literature-----------------------------------8 VI. Analysis of†¦show more content†¦5. What impact does the new healthcare reform have on immigrants? 6. What are the challenges in healthcare reform for immigrants? 7. Would healthcare reform encourage or discourage the influx of immigrants? My intent is to try and investigate these issues with an independent mindset and let readers draw their own conclusions. Significance of the Topic This topic has generated long and serious debates across the country. Even after it was recently passed into law, many are still contemplation on it. I believe this topic has been on the dining table of most Americans. This is because it is very vital not only to the sustenance of the economy but also to the well being of the citizens of this great nation as a whole. Many have received death threats, etc when this bill was passed. According to an article by Huffington post dated March 25, 2010, Colorado Senator Mark Udall on Thursday became the latest member of the Colorado Congressional delegation to receive a threat of violence this week for supporting health care reform. The arrest of a California man accused of making criminal threats against U.S. House Speaker Nancy Pelosi has triggered a heated debate about whether America s conservative media — particularly Fox News — is fomenting potential violence against high-profile Democrats. Brooksville, Florida - Capitol Police and the Hernando County Sheriff s Office is investigating a deathShow MoreRelatedEffects Of Illegal Immigration On Health Care Cost1438 Words   |  6 PagesEffect of illegal immigration on health care cost There are several arguments spotlighting the effect of illegal immigration on current rising health care cost. To this point, illegal immigrants and elected representatives across the country are unable to deny the increased costs placed upon the backs of American taxpayers due to the rise in health care and health care insurance cost. 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A more active action they connect migrant worker with immigration office and humanrights organizations both in Canada and in their homeland (J4MW website, What We Do). They worlk with Centre for Spanish Speaking Peoples and ELACE to connect Caribbean and Mexican workers in a community. Also, their analysis include not only immigration issues but also gender and class conflict in the work (J4MW Website, Principles and Goals). The central goalRead MoreDomestic Violence Against Immigrant And Refugee Women1050 Words   |  5 Pagesrequires that all new and existing legislation and policies related to violence prevention undergo a gender analysis to ensure that women’s needs are understood and addressed in program design and delivery. â€Æ' 6. What are the impact of changes in immigration system and policies on immigrant refugee and non-status women experiencing violence? Legislation and Policies that impact immigrant, refugee and non-status women experiencing violence are: Bill C-51, the Anti-Terrorism Act, 2015: Increasing powerRead MoreThe And Its Effects On Society Essay1432 Words   |  6 Pagesin which uncertainty about immigration is expanded; consequently, remorse about fleeing their countries is represented through an incapability to absorb the dialect of the host nation since it characterized by a rejection of the native tongue (Hollander, 2013). Language in the counseling situation develops as a manifestation of faith and hope in the healing association (Hollander, 2013). As the United States (US) political wellbeing battles to repair a damaged immigration arrangement, teenage migrants

Study Guide, Principles of Marketing Free Essays

Module Study Guide Taylor’s University Undergraduate Business Programs BUS2304 Principles of Marketing August Semester 2012 BUS2304 PRINCIPLES OF MARKETING Page 1 TUTORIAL 1: INTRODUCTION TO MARKETING CLASS ACTIVITIES: ? ? ? Module Information Booklet will be discussed and explained in detail Form Groups Tutorial exercises – Introducing the basics concepts of marketing LEARNING OUTCOMES ? ? ? Understand key marketing concepts and marketing management philosophies used in marketing planning Understand the importance of marketing in business practices Understand the concept of the marketing experience Discussion questions 1. What is the most amazing marketing experience you have ever had? ? Was it an individual employee or a business processes? ? Describe a situation in which you became a â€Å"lost customer†. Was it because of poor product quality, poor service quality or both? Using the concept of â€Å"consumer need† to identify markets: What is National Express’s ‘product’? What market (need) does it serve? Who are their direct competitors? What are the potential substitutes? BUS2304 PRINCIPLES OF MARKETING Page 2 What is their ‘product’? What markets do they serve? Who are their competitors? What new markets might they exploit? Journal Article: Theodore Levitt’s Marketing Myopia (1960) Students to understand the concept of ‘marketing myopia’ and the dangers that defining their products and markets too narrowly might pose for an organization. We will write a custom essay sample on Study Guide, Principles of Marketing or any similar topic only for you Order Now What is Cellular One selling? What marketing management philosophy do you see in evidence? BUS2304 PRINCIPLES OF MARKETING Page 3 Is there anything that can’t — or shouldn’t — be marketed? BUS2304 PRINCIPLES OF MARKETING Page 4 TUTORIAL 2: MARKETING ENVIRONMENT CLASS ACTIVITIES: ? ? Group activity Discussion questions LEARNING OUTCOME: ? ? ? Explain how changes in the marketing environment can effect marketing activities Identify the different micro environmental factors Identify the different macro environmental factors TUTORIAL ACTIVITIES Discussion questions 1. What are some of the cultural differences that you have observed when you lived or travelled abroad? ? What were some of the similarities/ differences that you observed? To what extent should cultural differences be considered in international marketing? 2. Imagine a company that is considering changing its product line to become more environmentally friendly, which might increase costs. Use the six major forces of the macroenvironment and list pros and cons that the company should take into consideration before making its final decision. Group Activity In a group – Bring broadsheet newspapers. Mark/highlight articles relating to Mac ro and Micro environment. Explain. Refer to examples shown by your tutor. BUS2304 PRINCIPLES OF MARKETING Page 5 TUTORIAL 3: CONSUMER BEHAVIOR 1 CLASS ACTIVITIES: ? ? Discussion Questions Group activity LEARNING OUTCOME: ? ? ? ? Identify the different characteristics that influence consumer behavior Differentiate the different types of buying behavior Identify the different stages in a buyer decisions process and apply different marketing strategies to stimulate interest / purchase in these stages Identify the different macro environmental factors TUTORIAL ACTIVITIES Discussion questions Could KFC use this ad outside Asia? BUS2304 PRINCIPLES OF MARKETING Page 6 Group Activity Activity 1 Examine Maslow’s 5 stage Hierarchy of needs model. Go through the advertisements in your national and local newspapers, magazines etc to see if you can identify and collect at least one advertisement which focuses on each of those stages, from physiological (biogenic) through to self actualization (psychogenic). Also consider TV channels and websites. Print out examples if you can. Activity 2 Consider two purchases you have made recently e. g. soft drink (limited problem solving) and a car, holiday, computer or a degree course. (extended or involved problem solving). Examine in each case how the decision making process model outlined above may have differed. Here you may consider giving particular attention to the evoked set and post cognitive dissonance. Does your experience differ from the accepted theory? If so why do you think this may be? BUS2304 PRINCIPLES OF MARKETING Page 7 TUTORIAL 4: CONSUMER BEHAVIOUR 2 CLASS ACTIVITIES: ? ? Discussion Questions Group activity LEARNING OUTCOME: ? ? ? Identify the different characteristics that influence consumer behavior Differentiate the different types of buying behavior Identify the different stages in a buyer decisions process and apply different marketing strategies to stimulate interest / purchase in these stages Identify the different macro environmental factors TUTORIAL ACTIVITIES Discussion questions 1. Would the marketers at Mercedes be pleased if the coach of a sporting team or the head teacher at a primary school purchased an A-Class? BUS2304 PRINCIPLES OF MARKETING Page 8 Group Activity Social grade classification The UK Office of National Statistics (ONS) produced a new socio-economic classification in 2001. The reason was to provide a more comprehensive and detailed classification to take newer employment patterns into account. Group 1 2 3 4 5 6 7 8 Description Higher Professional and Managerial workers Lower Managerial and Professional workers Intermediate occupations Lower Supervisory and technical Semi Routine Occupations Routine Occupations Long term unemployed A B Grade C1 and C2 C1 and C2 D D E Small Employers and non professional self-employed C1 and C2 Many commercial market research programmes have found significant differences in buying behaviour between the various social grades. The Market Research Society argues that this system can be justified as it is easy to research and that the social grade appears to be a reasonably good discriminator in many product markets profiled in MINTEL reports. Social grade reflects lifestyle patterns and is used widely by advertisers while profiling consumers. Questions a. To what extent do you think that social class is a helpful concept in improving the marketer’s understanding of consumer behaviour. . What do you the major criticisms to the social grade system are? c. Consider the following occupations and allocate a social grade to them: i. Student ii. Chartered Accountant iii. Bricklayer with City Council iv. A backpacker v. A retired pensioner on state benefits vi. A High Court Judge BUS2304 PRINCIPLES OF MARKETING Page 9 vii. viii. ix. x. xi. xii. A self employed plumber. Teacher aged 23 (qualified) Teacher aged 32 (qualified) Retired employee, company pension Shop Assistant Unemployed farm worker BUS2304 PRINCIPLES OF MARKETING Page 10 TUTORIAL 5: SEGMENTATION, TARGETING AND POSITIONING CLASS ACTIVITIES: ? ? ? Watch the video â€Å"LoReal Percier† Discuss questions Mini case discussion LEARNING OUTCOME: ? ? Identify the different bases for segmenting consumers and business markets. Evaluate market segments, select market segments and choose market coverage strategies TUTORIAL ACTIVITIES Discussion questions 1. What is the basic rationale for segmentation? 2. What are some of the common variables used to segment a market? 3. What are the requirements for effective segmentation? 4. What is the difference between segmentation and targeting? Group Discussion Market segmentation is built around identifying differences in needs between different groups of customers. How could a bank segment its consumer market? BUS2304 PRINCIPLES OF MARKETING Page 11 Video: L’Oreal Watch the L’Oreal Percier video a) Who is the target market for the product? b) What bases for segmentation has L’Oreal used? (Consider the importance of geographic, demographic, behavioral and psychographic) Read Tasty Bite: Coming to America (Textbook page 133) Discuss the segmentation, targeting and positioning steps that Tasty Bite has taken in entering the US market. BUS2304 PRINCIPLES OF MARKETING Page 12 TUTORIAL 6: PRODUCT AND SERVICES STRATEGY 1 CLASS ACTIVITIES: ? ? ? Identifying slogans for brands Group activity Mini case LEARNING OUTCOME: ? ? ? Identify different product / services and their classifications Recognize the importance of branding, packaging and labeling a product Suggest product line and product mix strategies for product / service TUTORIAL ACTIVITIES . Brand Association Slogans. Identify the brand name for each of the following slogan/phrase. How many slogans/phrases did you identify? 2. Brand 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Slogan Impossible is Nothing The world’s local bank It’s the real thing The world leader in oral care. The most powerful alkaline battery in the world. Take power to the next level. Share moments. Share life. Because I’m worth it. Awaken your senses. Connecting people. The choice of a new generation. There are some things money can’t buy. For everything else, there’s [product name]. Don’t leave home without it The ultimate driving machine The happiest place on earth Put a tiger in your tank The power of dreams Page 13 BUS2304 PRINCIPLES OF MARKETING 18 19 20 Melts in your mouth, not in your hands Just do it Give me a break! Read Pepsi Sakes bubble with limited edition soft drinks (Textbook page 334) Read case 11. 2 (Textbook page 334) and answer the discussion questions. BUS2304 PRINCIPLES OF MARKETING Page 14 TUTORIAL 7: PRODUCT AND SERVICES STRATEGY 2 CLASS ACTIVITIES: ? ? Group activity Case Study – New Belgium Brews up strong brand equity LEARNING OUTCOME: ? ? ? Identify different product / services and their classifications Recognize the importance of branding, packaging and labeling a product Suggest product line and product mix strategies for product / service TUTORIAL ACTIVITIES 1. Group Activity – Who am I? a. Select a product category –mobile phones, computers, cars etc. b. Brainstorm and list all competing brands within that category. c. Each group is allocated a brand and brands must be highly differentiated. d. Each group must humanise their brand: Am I female or male? How old am I? What level am I educated to? What colour is my hair? Do I have hair? What is my nationality? What is my occupation? Do I work? What type of clothes do I wear? Where do I go on holidays? What are my hobbies? Am I married or single? Do I have children? What type of car do I drive? Do I have a car? Do I own a house/flat? Where do I live? e. Each group to present their brand personality back to the class. 2. Read case 13. 1 (Textbook page 390) and answer the discussion questions. BUS2304 PRINCIPLES OF MARKETING Page 15 TUTORIAL 8: PRICING STRATEGIES CLASS ACTIVITIES: ? ? ? Case study Discuss questions Presenting and defending pricing decisions LEARNING OUTCOME: ? ? ? Recognize the importance of importance of considering internal and external factors when setting final price for products/services Identify the different pricing strategies Know the format of the examination and have a guide to revising and preparing for the examination. TUTORIAL ACTIVITIES 1. Read the Case study â€Å"Plug Sons†. 2. In your group discuss your strategy. 3. Each group is to present and defend their strategy and challenge others to draw attention to: ? ? ? The importance of defining the target market and positioning – who’s going to buy this and why? This is a decision that the students will have to make, as no target market has been identified. The tendency of marketers to compete on value rather than price. Marketers usually try and charge as much as possible for products The way theory such as customer price dynamics can be used to structure and analyse and build a coherent argument BUS2304 PRINCIPLES OF MARKETING Page 16 TUTORIAL 9: DISTRIBUTION STRATEGIES CLASS ACTIVITIES: ? ? ? ? Read the case â€Å"Dell Direct and not so Direct† Discussion Questions Discussing FedEx based on www. fedex. com LEARNING OUTCOME: ? ? ? ? Recognize the importance of marketing channels in marketing activities Explain the different levels in a marketing channel Explain the main considerations in a marketing channel Discuss the different ways in managing channel members TUTORIAL ACTIVITIES Activity 1 Visit www. fedex. com Many companies lack their own distribution systems. firms in this situation may rely upon the service provided by companies such as FedEx to handle their distribution. 1. What tools does FedEx provide to make shipping process easier? 2. Other than shipping products, what other services does FedEx provide? 3. Is there information on FedEx website that would help a potential FedEx customer to evaluate FedEx regarding some of the selection criteria shown in Table 14. 3 in the textbook? Activity 2 Dell Direct and not so Direct Read case 14. 2 on page 342 and answer discussion questions 1, 2 and 3. BUS2304 PRINCIPLES OF MARKETING Page 17 TUTORIAL 10: PROMOTION STRATEGIES 1 CLASS ACTIVITIES: ? ? ? Video â€Å"Mercedes Benz† Case study – At Southwesr airlines, â€Å"We Love Your Bags† Discussion Questions LEARNING OUTCOME: ? Recognize the difference between conventional promotional practices and the IMC concept Recognize the growth and importance of the IMC concept TUTORIAL ACTIVITIES Video Mercedes Benz. Watch the two videos on Mercedes Benz. 1. What is the objective that Mercedes is trying to achieve? 2. What appeals have they used in their advertising strategy? 3. Discuss the advantages and disadvan tages of using such a strategy. At Southwest Airlines, â€Å"We Love Your Bags† Case 16. 2 , Text book page 500. Answer discussion question 1 to 3. BUS2304 PRINCIPLES OF MARKETING Page 18 TUTORIAL 11: PROMOTION STRATEGIES 2 CLASS ACTIVITIES: ? Watch video â€Å"Earth Hour† Discussion LEARNING OUTCOME: ? ? Recognize the difference between conventional promotional practices and the IMC concept Recognize the growth and importance of the IMC concept TUTORIAL ACTIVITIES 1. Watch the different videos of Earth Hour. 2. Based on the different videos you have watched, what are the different types of promotion being used for the campaign? 3. Who is one target audience for Earth Hour? Based on the target group you have defined, select one product that caters to this segment that participated in Earth Hour? 4. Do profit and non-profit organizations use the same promotional tools? Give examples. BUS2304 PRINCIPLES OF MARKETING Page 19 TUTORIAL 12: SOCIAL RESPONSIBILITY AND MARKETING ETHICS CLASS ACTIVITIES: ? ? Case â€Å"At Timberland , Doing Well and Doing Good are Laced together† Discuss questions LEARNING OUTCOME: ? ? ? To understand the concept and dimensions of social responsibility To define and describe the importance of marketing ethics To understand the role of social responsibility and ethics in improving marketing performance TUTORIAL ACTIVITIES 1. What is social responsibility? Why is it important? 2. What are some social responsibility issues? Give an example of each. 3. What is the difference between ethics and social responsibility? 4. Read Strategic Case 8 – At Timberland, Doing Well and Doing Good are Laced Together. Answer questions 1 to 4. BUS2304 PRINCIPLES OF MARKETING Page 20 TUTORIAL 13: ONLINE FORUM AND DISCUSSION – EXAMINATION FORMAT CLASS ACTIVITIES: ? ? Online forum and discussion E-Learning week LEARNING OUTCOME: ? ? Know the format of the examination and have a guide to revising and preparing for the examination. Discuss different techniques for answering examination questions TUTORIAL ACTIVITIES Students’ participate online in a forum and discussion. BUS2304 PRINCIPLES OF MARKETING Page 21 How to cite Study Guide, Principles of Marketing, Essay examples

Understanding Bipolar Disorder in Children free essay sample

School is often the site where mental health disorders are observed when comparing behaviors with other children. Assessing the emotional, academic, and health needs of a student with a bipolar disorder is a critical step in designing effective interventions and school accommodations. Without appropriate medical, psychological, pharmaceutical, and academic interventions, a child is at risk for uncontrolled mania, depression, substance abuse, or suicide. The school nurse is part of the multidisciplinary team and plays a key role in facilitating case management to potentially reverse this possible negative trajectory. Successful case management provides children with bipolar disorder the opportunity to reach their academic potential. i INTRODUCTION Bipolar disorder (formerly called manic-depressive illness) is an illness of the brain that causes extreme cycles in a person’s mood, energy level, thinking, and behavior. The disorder was first described by French scientist Jules Baillarger in 1854 as â€Å"dual-form mental illness. † Later in the 19th century, German psychiatrist Emil Kraepelin coined the term â€Å"manic-depressive psychosis. We will write a custom essay sample on Understanding Bipolar Disorder in Children or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By the 1980s, the term bipolar disorder replaced manic-depressive illness as the name psychiatrists use to describe this condition. Bipolar disorder is usually characterized by episodes of mania and depression, as well as a combination of the two at the same time called a mixed state. It is often first diagnosed during adolescence or in young adulthood; however, some people show symptoms of the illness in early childhood. Bipolar disorder in children and adolescents is not an easy or certain diagnosis. This diagnosis is usually made by a mental health clinician who has evaluated and treated many, many children. It requires that the clinician take a detailed medical and psychiatric history and perform a thorough evaluation. Many parents are challenged by a child who has extreme changes in mood, energy, thinking, and behavior. Careful evaluation will find that some of these children are suffering from a mental disorder. Yet, only a very few of those will have bipolar disorder. While systematic data on the frequency of bipolar disorder among children are only now being collected, recent studies by the National Institute of Mental Health indicate that, overall, children have a lower rate of bipolar disorder than adults. However, the rate increases with age, reaching approximately 1 percent (1 in 100) by adolescence. In adults, the rate of people who have some form of the disorder during their lifetime is approximately 4. 4 percent (1 in 20). Even though this illness affects a significant number of children and adolescents, most of the research into the disorder has been conducted in adults. While the number of children and adolescents who are diagnosed with bipolar disorder is increasing, research into bipolar disorder in children and adolescents is limited. New research is now being conducted with children and adolescents to enhance early recognition, to help doctors accurately diagnose the disorder in children, and to evaluate age-specific therapies. The purpose of this report is to help teachers and parents to better recognize the signs of bipolar disorder and to give those children a better chance at being successful in school, in collage and in the work field. 1 Living Daily Life: Helping Your Teen at Home and School Getting the best possible treatment for your adolescent with depression or bipolar disorder is your top priority. After that hurdle has been crossed, however, you may soon realize that there are still many challenges left to overcome. Depression and bipolar disorder affect every aspect of your teen’s functioning at home and school. As a parent, there are steps you can take to help things go more smoothly in these key areas of daily life. By reducing stress this way, you may also help speed your teen’s recovery and reduce the chances of a relapse or recurrence. Adolescence is by definition a time of transition from childhood to adulthood. It’s a period when children naturally start to pull away from their parents and begin to forge independent lives and identities. For both you and your teen, this transition involves major changes in roles and expectations. At times, the changes can be exhilarating, and at other times, they can be rather frightening. For parents of a teen with depression and bipolar disorder, the anxiety may be magnified. However, the push-pull of autonomy versus dependence is something that all parents of adolescents go through. It’s a natural phase in the evolution of your role as a parent. While your relationship with your teen will change, that doesn’t mean it becomes any less significant. In fact, your teen may need the security of your love and support more than ever now. The way you communicate with your adolescent and structure your family life can have a major impact on how your teen functions at home which can influence how your teen functions in other situations. The time and energy you devote to your other children, your significant other, and yourself can help keep the teen’s issues in perspective, a good thing for all of you. And the way you address school issues and advocate for your teenager’s educational needs can have a decisive impact on his or her success in school. All the while, you’ll be slowly but surely working toward one of the most difficult but ultimately gratifying tasks for any parent letting go. As the parents of an adolescent with depression or bipolar disorder, you may have to take things a bit more gradually than other parents, but the ultimate goal of helping your child move toward a healthy, productive, independent life as a young adult is still the same. What can the school do to help my child with bipolar disorder? Teachers often are the first to notice the symptoms of bipolar disorder, and can provide parents, guardians, and doctors with information that may help diagnose and treat the disorder. They also can play an important role in implementing a successful treatment program by using instructional and behavioral strategies in the classroom. Public schools are required to evaluate all students suspected of having a disability and to provide a free appropriate public education (FAPE) to students whose disabilities affect their ability to learn. Families also can request an evaluation to determine if their child qualifies for educational services. 2 However, parents and guardians must give written permission before a school can provide testing or services to a child. Testing and services are confidential and are provided through the public school system at no cost to the family. Students whose bipolar disorder impairs their ability to learn may qualify for special education and related services under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. Both laws provide assistance to students with disabilities to meet their unique learning and behavioral needs, including accommodations and modifications in the classroom and diagnostic and counseling services. Children with bipolar disorder may be eligible for special education under IDEA in two disability categories: Other Health Impairment and Emotional Disturbance. Children who do not meet IDEA’s stringent requirements may still be eligible for accommodations and services under Section 504 of the Rehabilitation Act of 1973. Because children with bipolar disorder may have coexisting conditions, such as ADHD, anxiety, and learning disabilities, they may qualify for educational services for these conditions as well. Increasing numbers of children with bipolar disorder attend private therapeutic schools, which have an educational and mental health focus. Because public schools may lack the resources or trained staff to teach students with bipolar disorder, some school districts are paying their private school tuition as a way to provide free appropriate public education. A list of educational resources can be found in Appendix III. The American Academy of Child and Adolescent Psychiatry also has online education resources to help parents find services for children with special needs. To access a fact sheet about services in school for children with special needs. How can you work together with your child’s teachers? Teachers are your most important allies at school. They’re the ones who spend an hour or more per day five days a week, with your child. And they’re the ones who control the learning environment, for better or worse. When children are in elementary school, it’s easy to get to know their teachers and perhaps volunteer at the school or help chaperone a field trip, if your schedule permits. As students get older, however, they may have a different teacher for each subject. Your teenage children may also seem considerably less enthusiastic about running into you in the hall at school. Don’t let this discourage you, however, No matter how they act, kids of all ages really want their parents involved, just be sensitive to your child’s growing need for independence, especially in front of his or her friends. Make the extra effort to get acquainted with all your teen’s teachers. After meeting teachers, stay in touch throughout the year. If a problem develops, give the teacher the benefit of the doubt. Most teachers really want to do a good job for every student. Like parents, however, they may sometimes find it difficult to deal with a student whose behavior and learning ability are affected by a mood disorder or medication side effects. Approach the teacher with an attitude that says, â€Å"We’re all in this together,† and you’re much more likely to get a positive response. On the other hand, if you start out with an accusatory tone, the teacher’s defenses will go up, and you’re more likely to end up in an antagonistic posture. Don’t forget to also let the teacher know when things are going right. An occasional thank you note or small token of appreciation can help cement a strong alliance. You can also establish yourself as an asset to th e school by participating in fund-raising efforts or volunteering in the office. Educators are only human; they respond to encouragement and support like anyone else. The more you can do to build a positive working relationship with school personnel, the more effective you’ll be when it comes time to request services for your student. Occasionally, you may run across a teacher who remains unresponsive to your teen’s needs, no matter what your approach. In such cases, it’s perfectly appropriate to go to the principal with a complaint. Once again, though, try to avoid sounding accusatory when you state the problem. Instead, approach the principal with the attitude that this is a problem you can team up to solve together. That may be all it takes to enlist the teacher’s cooperation. If all else fails, though, request a different placement for your student. Your teen has enough challenges in school without also having to cope with a teacher who is unwilling or unable to adapt to individual needs. School amp; the Child with Bipolar Disorder Does bipolar disorder affect a child’s ability to learn? Having bipolar disorder does not affect your child’s intelligence. It can, however, affect his or her ability to learn. Bipolar disorder also has been shown to cause cognitive problems, such as impaired concentration, memory, and thinking. For example, this illness tends to interfere with sleep, which in turn can affect alertness and school attendance. Learning also can be compromised by time spent away from the classroom for disciplinary actions, since children with emotional and behavioral disorders are much more likely than other students to be suspended or expelled from school. How does bipolar disorder affect my child’s ability to form friendships? Children with bipolar disorder often have difficulty with social (peer) relationships, which can cause conflict at home and at school. Poor social skills and problems perceiving emotions of others, coupled with moody, irritable, impulsive, and sometimes aggressive behavior, may cause children with bipolar disorder to act in ways that others think are mean, rude, thoughtless, or weird. Also, children with bipolar disorder are more frequently the targets of bullies or are bullies themselves. Treatment for bipolar disorder can have positive effects on behavior that lead to improved relationships. Parents can help foster friendships for their children by letting teachers, school counselors, and coaches know about problems that might develop, arranging one-on-one play dates, and Encou-raging participation in school activities and peer-group programs. 4 Peer-group programs focused on successful social interactions (social skills groups) may be offered by school personnel, psychologists, speech pathologists, occupational therapists, licensed counselors, and social workers. Disorders that Can Accompany Bipolar Disorder Research shows that two-thirds of children diagnosed with bipolar disorder have at least one additional mental health or learning disorder. Having more than one condition at a time is called having a coexisting (or comorbid) condition. Coexisting conditions can make diagnosing and treating bipolar disorder more difficult and create more challenges for a child to overcome. According to several studies, the most common coexisting conditions with bipolar disorder in children and adolescents are ADHD, oppositional defiant disorder (ODD), and conduct disorder (CD). In fact, more than half of all children with bipolar disorder also may have ADH Rates of Mental Health Disorders that Can Coexistwith Bipolar Disorder in Childhood and Adolescence| Mental Health Disorder| Rate Coexisting withChildhood BipolarDisorder (%)| Rate Coexisting withAdolescent BipolarDisorder (%)| Attention-Deficit/HyperactivityDisorder (ADHD)| 70-90%| 30-60%| Anxiety Disorders| 20-30%| 30-40%| Conduct Disorders (CD)| 30-40%| 30-60%| Oppositional Defiant Disorder(ODD)| 60-90%| 20-30%| Substance Abuse| 10%| 40-50%| Learning Disabilities| 30-40%| 30-40%| Can my child take medication for bipolar disorder if there is a coexisting condition? If your child’s doctor determines that your child has one or more coexisting conditions, a treatment plan should be developed to address each coexisting condition as well as the bipolar disorder. Treatment plans for children and adolescents with bipolar disorder and a coexisting condition often include one or more medications as well as psychosocial treatment. For example, children with bipolar disorder and ADHD can have as good a response to stimulants as do children who only have ADHD. This is especially true if the symptoms of bipolar disorder are controlled first. 24 However, more frequent monitoring for a reaction to the medication or a dependency on the medication is advised when treating children and adolescents with stimulant medications who have coexisting substance use disorders. 5 Working with the School Your child spends more time at school than anywhere else but home. For teens, school is a place not only to learn about academic matters but also to connect with friends and get involved in extracurricular activities. Those who are successful in this setting acquire the cognitive and social skills they’ll need later for college, work, and adult relationships. Unfortunately, teens with mood disorders are at high risk for poor attendance, academic underachievement, school failure, and dropping out. In the midst of an episode, they can find it very difficult to pay attention, think clearly, solve problems, recall information, sit still, and follow classroom rules. Once stabilized, it’s quite possible for these teens to thrive in school, but they may still need a little extra assistance from parents and teachers. Among other things, certain medications may cause side effects that detract from learning. These effects include drowsiness, fatigue, lack of mental alertness, memory problems, slurred speech, poor coordination, or physical discomforts, such as nausea or excessive thirst. When confronted with a teen who has special needs, some teachers and administrators are quite adaptable and eager to help. Others, however, are inflexible and unsympathetic, based on ignorance or prejudice about mental disorders. Your challenge as a parent is to build an effective partnership with the school. Your goal is to support the positive teachers, educate the uninformed ones, and avoid the few who are unable to understand what you child or teen is experiencing. To help your teen make the most of public school, you need to become aware of the educational opportunities that are available to students with disabilities, including those with mental illnesses. The school system is the equal opportunity mental health provider, because if your child meets the eligibility requirements for IDEA(the Individuals with Disabilities Education Act), your income doesn’t matter,† says Tammy Seltzer, a senior staff attorney at the Bazelon Center for Mental Health Law. The schools are charged with providing a free and appropriate public education to all. For families whose income disqualifies them from Medicaid, the schools may be the best source of publicly funded services. 6 Medications used to treat child and adolescent mental disorders Class: Stimulants Benefits:  Treats the core symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) including, impulsivity, hyperactivity and inattention. There is very little documented difference in the effectiveness between the amphetamine and methylphenidate medicines. However, some children respond to one group better than another. Side Effects:  Loss of appetite, difficulty falling asleep, irritability and /or moodiness. Some children may develop tics while on the medicine while those with a tic disorder may find that the tics worsen. Both growth and weight should be monitored, since weight loss can occur, and there is some evidence that stimulants may cause a slowdown in growth. Very rarely they may cause hallucinations or exacerbate manic symptoms These medications can increase blood pressure and pulse slightly. Please tell your doctor if there are any relatives with a history of heart disease at an early age. | MEDICATION NAME| NOTES| Brand Name| Generic Name**| | Ritalin Focalin Methylin Methylin Chewable Methylin Liquid| methylphenidate| These are short acting—generally lasting about 3–4 hours. Concerta Focalin XR Metadate CD Ritalin LA Daytrana Patch| methylphenidate| These are long acting—generally lasting about 8–12 hours. Each one is formulated somewhat differently but there is generally no way to determine which will last the longest for any individual. Daytrana is the newest and uses a patch to deliver methylphenidate through the skin. The patch may cause some skin irritation . | Dexedrine Dextrostat Adderall| amphetamine| These are short acting—generally lasting about 3–6 hours. Each one is formulated somewhat differently but there is generally no way to determine which will last the longest for any individual. Adderall is a mixture of different forms of amphetamine (amphetamine salts). | Adderall XR| amphetamine salts| Lasts 8–10 hours| Dexedrine Spansules| amphetamine| Lasts 8–10 hours| 7 Psychotherapy In addition to medication, psychotherapy (talk therapy) can be an effective treatment for bipolar disorder. Studies in adults show that it can provide support, education, and guidance to people with bipolar disorder and their families. Psychotherapy may also help children keep taking their medications to stay healthy and prevent relapse. Children and teens may also benefit from therapies that address problems at school, work, or in the community. Some psychotherapy treatments used for bipolar disorder include: Cognitive behavioral therapy  helps young people with bipolar disorder learn to change harmful or negative thought patterns and behaviors. Family-focused therapy  includes a childs family members. It helps enhance family coping strategies, such as recognizing new episodes early and helping their child. This therapy also improves communication and problem-solving. Interpersonal and social rhythm therapy  helps children and teens with bipolar disorder improve their relationships with others and manage their daily routines. Regular daily routines and sleep schedules may help protect against manic episodes. Psych education  teaches young people with bipolar disorder about the illness and its treatment. This treatment helps people recognize signs of relapse so they can seek treatment early, before a full-blown episode occurs. Psych education also may be helpful for family members and caregivers. Other types of therapies may be tried as well, or used along with those mentioned above. The number, frequency, and type of psychotherapy sessions should be based on your childs treatment needs. A licensed psychologist, social worker, or counselor typically provides these therapies. This professional often works with your childs psychiatrist to monitor care. Some may also be licensed to prescribe medications; check the laws in your state. For more information, see the  Substance Abuse and Mental Health Services Administration  web page on choosing a mental health therapist. In addition to getting therapy to reduce symptoms of bipolar disorder, children and teens may also benefit from therapies that address problems at school, work, or in the community. Such therapies may target communication skills, problem-solving skills, or skills for school or work. Other programs, such as those provided by social welfare programs or support and advocacy groups, can help as well. Some children with bipolar disorder may also have learning disorders or language problems. Your childs school may need to make accommodations that reduce the stresses of a school day and provide proper support or interventions. CONCLUSION No one has a bigger stake in ongoing research on the diagnosis, treatment, management, and prevention of mood disorders than you. As the parent or teacher of an adolescent with depression or bipolar disorder, you are directly affected by any new advances that such research might bring. There is an urgency and immediacy to your concern, since the drive to pr otect and nurture your child is a powerful, primal force. You can draw on that energy to become an agent for change, both in the private life of your adolescent and in the public realm of American society. To get momentum started in your community, share information and resources with those who have an impact on young people, such as teachers, primary care physicians, sports coaches, youth group leaders, and directors of local social service organizations. Get involved in support and advocacy groups, and volunteer your time and energy in whatever way seems most appropriate for you. Don’t give up. Parenting and schooling children with depression or bipolar disorder can be a long and arduous task. With time and appropriate treatment, however, there’s an excellent chance your adolescent’s mood will stabilize, and his or her symptoms will improve. As your teen’s prospects brighten, your own life will get easier. There is an end in sight. 9 WORK CITED Kessler RC, Chiu WT, Demler O, Merikangas KR, Walters EE, Prevalence, severity, and comorbidity of 12-month DSM-IV disorders in the National Comorbidity Survey Replication. Arch Gen Psychiatry 2005 Merikangas KR, Akiskal HS, Angst J, Greenberg PE, Hirschfeld RM, Petukhova M, Kessler RC, Lifetime and 12-month prevalence of bipolar spectrum disorder in the National Comorbidity Survey Replication. Arch Gen Psychiatry 2007. Wagner M, Marder C, Blackorby J, Cameto R, Newman L, Levine P, DaviesMercier E, The Achievements of Youth With Disabilities During Secondary School. A Report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International, 2003. U. S. Department of Education, Free Appropriate Public Education for Students With Disabilities: Requirements under Section 504 of The Rehabilitation Act of 1973. Washington, DC: U. S. Department of Education, Sept 2007. 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