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By: I. Ateras, M.B. B.CH., M.B.B.Ch., Ph.D.

Co-Director, Saint Louis University School of Medicine

The development of ethnic identity takes time skin care physicians cost of tretinac, with about 25% of tenth graders from ethnic minority backgrounds having explored and resolved the issues (Phinney acne jensen purchase tretinac line, 1989) skin care 2012 purchase tretinac 20mg on line. The more ethnically homogeneous the high school skin care generic tretinac 10 mg with amex, the less identity exploration and achievement (UmanaTaylor, 2003). Moreover, even in more ethnically diverse high schools, teens tend to spend more time with their own group, reducing exposure to other ethnicities. This may explain why, for 236 many, college becomes the time of ethnic identity exploration. It is also important to note that those who do achieve ethnic identity may periodically reexamine the issues of ethnicity. Bicultural/Multiracial Identity: Ethnic minorities must wrestle with the question of how, and to what extent, they will identify with the culture of the surrounding society and with the culture of their family. Some may keep the identities separate, others may combine them in some way, while others may reject some of them. Bicultural identity means the individual sees himself or herself as part of both the ethnic minority group and the larger society. Those who are multiracial, that is whose parents come from two or more ethnic or racial groups, have a more challenging task. Phinney (2006) notes that the process of identity formation may start earlier and take longer to accomplish in those who are not mono-racial. Those with a negative identity hold dichotomous beliefs, and consequently divide the world into two categories. In addition, those with a negative identity are generally hostile and cynical toward society, often because they do not trust the world around them. These beliefs may lead teens to engage in delinquent and criminal behavior and prevent them from engaging in more positive acts that could be beneficial to society. Parents and Teens: Autonomy and Attachment While most adolescents get along with their parents, they do spend less time with them (Smetana, 2011). However, it is likely adaptive for teenagers to increasingly distance themselves and establish relationships outside of their families in preparation for adulthood. This means that both parents and teenagers need to strike a balance between autonomy, while still maintaining close and supportive familial relationships. Children in middle and late childhood are increasingly granted greater freedom regarding moment-to-moment decision making. This continues in adolescence, as teens are demanding greater control in decisions that affect their daily lives. For many adolescents this conflict centers on chores, homework, curfew, dating, and personal appearance. These are all things many teens believe they should 237 manage that parents previously had considerable control over. Teens report more conflict with their mothers, as many mothers believe they should still have some control over many of these areas, yet often report their mothers to be more encouraging and supportive (Costigan, Cauce, & Etchison, 2007). As teens grow older, more compromise is reached between parents and teenagers (Smetana, 2011). Parents are more controlling of daughters, especially early maturing girls, than they are sons (Caspi, Lynam, Moffitt, & Silva, 1993). In addition, culture and ethnicity also play a role in how restrictive parents are with the daily lives of their children (Chen, Vansteenkiste, Beyers, Soensens, & Van Petegem, 2013). Having supportive, less conflict ridden relationships with parents also benefits teenagers. Research on attachment in adolescence find that teens who are still securely attached to their parents have less emotional problems (Rawatlal, Kliewer & Pillay, 2015), are less likely to engage in drug abuse and other criminal behaviors (Meeus, Branje & Overbeek, 2004), and have more positive peer relationships (Shomaker & Furman, 2009). Peers As children become adolescents, they usually begin spending more time with their peers and less time with their families, and these peer interactions are increasingly unsupervised by adults. Adolescents within a peer group tend to be similar to one another in behavior and attitudes, which has been explained as a function of homophily, that is, adolescents who are similar to one another choose to spend time together in a "birds of a feather flock together" way. For example, adolescents are much more likely to drink alcohol, use drugs, and commit crimes when they are with their friends than when they are alone or with their family. In contrast to friendships, which are reciprocal dyadic relationships, and cliques, which refer to groups of individuals who interact frequently, crowds are characterized more by shared reputations or images than actual interactions (Brown & Larson, 2009). Romantic Relationships Adolescence is the developmental period during which romantic relationships typically first emerge. By the end of adolescence, most American teens have had at least one romantic relationship (Dolgin, 2011).

Florida requires that all curricula taught in the public schools in this state are aligned to the Florida Standards acne 6 days after ovulation buy 5 mg tretinac fast delivery. Professional Studies the two systems cited below were used to guide the development of all professional studies designed for and implemented with educators acne kids discount tretinac 5 mg without prescription. These standards are utilized in the accreditation of initial programs in P-12 teacher education skin care forum cheap 40 mg tretinac with visa. Present an oral or written report about some facet of culture specific communication or behavior acne nodule buy cheap tretinac. Identify the cultural groups in a school and research to find out how that information has changed over the past few years. Design instructional activities to demonstrate the use of cross cultural awareness. Design criterion-referenced tests to demonstrate the use of cross cultural awareness. Other activities designed by the instructor to provide an opportunity to demonstrate the teacher competencies. Demonstrate knowledge of rhetorical and discourse structures as applied to second language and literacy learning. Demonstrate understanding of similarities and differences between L1 (home language) and L2 (second language) literacy development. Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics, and discourse affect L2 reading and writing development. Report on the aspects of language as communication, culture, and an abstract System 4. To the satisfaction of the professional developer, each individual will demonstrate competency on at least 80% of the objectives by completing one or more of the evaluation methods following implementation of professional learning strategies. Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels. Teachers are skilled in using a variety of classroom organization techniques, program models, and teaching strategies for developing and integrating language skills. Plan for instruction that embeds assessment, includes scaffolding, and provides reteaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations. Modify existing teacher-made and criterion referenced tests/other assessments instruments. Develop appropriate assessment procedures, including accommodations for materials currently used in the district. Engage in presentations, discussions and other activities which help them master the identified competencies. College course credits may be reported directly to the state teacher certification office if the endorsement is to be granted using college coursework alone. Competency Verification Credit earned in college courses from an accredited institution of higher education may be considered for transfer of credit to this add-on certification program. College courses are converted to inservice points with each semester credit hour equivalent to 20 inservice points. Certificates will be issued to successful completers as a record of competency completion. In some cases, participants will be reimbursed by a school district for successful completion of the endorsement program. Impact of more qualified and trained teachers on student performance will be investigated. Client Satisfaction Data Attitudes of candidates will be surveyed to determine the extent to which: the program is meeting candidate needs, the quality of instruction is consistent with professional learning standards, the curriculum is pertinent to their coaching and professional learning needs, and the pace, quantity, and quality of assessments are compatible with their primary coaching responsibilities. Supervisory Evaluation Data the add-on certification program is meeting school and program needs, Skills acquired in add-on training are practiced and shared with others, Evidence exists of tangible benefits to students accruing from add-on training, and Implementation of the program is cost and time effective.

This word isolates the specific disagreement that Cartwright held with the Thomsonians - the issue of training - and throws their divergent opinions on the role of medical education into high relief skin care shiseido trusted tretinac 20mg. Cartwright skin care coconut oil tretinac 40mg amex, of Natchez Mississippi acne 6 weeks postpartum order cheap tretinac, by the Planters of Adams County acne 25 safe tretinac 30 mg, as a testimonial of their friendship and gratefulness of his medical talent, especially as evidenced in his successful treatment of the cholera, which so recently and to such an alarming extent existed amongst them. Bonneau argues that local physicians obscured the numbers of deaths reported from the 1833 Cholera outbreak in order to make Natchez appear more salubrious. Cartwright and other white men in his cohort of enterprising young physicians were threatened that they might lose their status as "practical physicians" to the rising status and increased presence of alternative medical practitioners in the area. He wrote that, "Before the termination of 1833, the laws of Mississippi, which protected the science of medicine and guarded the people against ignorant presumers and pretend reformers, were virtually annulled. By the first of January 1834 a host of empirics had made their way into our city, and commenced in good earnest, what they called a reformation in medicine. If Cartwright and his colleagues were indeed smarter and more distinguished then he had to explain why common men and women flocked to the "Steamers" and embraced their alternative cures He observed that "They first began their operations by using every artifice to destroy the confidence of the public, in the virtue of those remedies and means, which the accumulated experience of ages, has found to be the most effectual in the treatment of a large class of diseases- particularly such as occur in warm climates. He almost clarified that, "So great was their zeal, they succeeded in weakening public confidence in the medical profession in a greater degree than could have been expected in so intelligent a community. Since he wanted to win patients, not alienate them, he pressed that the Thomsonians alone should be blamed for confusing a well-intentioned public: They used great and unwearied exertions, not only to prejudice the public against most of the medicines which physicians employed, calling them poisons, but they endeavored to destroy public confidence in the physicians themselves and to bring contempt and disrepute upon the regular exercise of the medical art. William Johnson, a free black man of great wealth who owned real-estate in Natchez, rented a variety of offices, some of them to men he called "the drugests" and at least one of them proved to be a Thomsonian. By 1840 medical competition in Natchez pushed the regular physicians into decisive action - their elite status challenged and authority rebuked, the doctors took to the streets in protest. When the warring sects of physicians met publicly, Freeman Johnson wrote: "The Drs. Turned out today for the perpose of Getting the Drugests to Sign an article Promising not to prescribe [medicines] for Sick Persons. He did not acknowledge, publicly at least, that patients turned away from allopaths to avoid blood-curdling pain. He stated merely "At length, from causes not necessary here to mention, our laws against empiricism were virtually annulled. But their lack of knowledge only made them the louder in denouncing physicians and their remedies. He reasoned that, "They excited the hopes of the afflicted and prevailed on the credulity of the weak, by puffing the many miraculous cures, which, the `reformed 29 30 Martin S. Cartwright, of Natchez Delivered before the students of the Medical Department of the University of Missouri-On Numerical Analysis Applied to the Investigation of Morbid Actions," Missouri Medical & Surgical Journal 3:9 (January 1848): 241 33 Cartwright, "Remarks on the Medical Statistics of Natchez," 3 32 31 Ibid. The regular physicians and the Thomsonians held an identical understanding of the body and shared similar intentions - to restore health by purging or depleting the body through a variety of methods like laxatives and perspiration. Both groups culled medical therapies from the two thousand years old Hippocratic and Galenic system of the "Four Humors. The doctrine of the "four humors" described a holistic epistemology into which Westerners could fit. It "encompassed not only an approach to medicine and disease but a theory of the world and the body. These are the things that make up its constitution and cause its pains and health. Health is primarily that state in which these constituent substances are in the correct proportion to each other, both in strength and quantity are well mixed. Pain occurs when one of the substances presents either a deficiency or an excess, or is separated in the body and not mixed with the others. It is inevitable that when one of these is separated from the rest and stands by itself, not only the part from which it has come, but also that were it collects and is present in excess, should become diseased, and because it contains too much of the particular substance, cause pain and distress. These four basic qualities are the foundations for all notions of balance and homeostasis in Greek Medicine. The allopaths learned that an imbalanced body required the aid of a trained physician to return it to equilibrium by implementing harsh and violent procedures like blood-letting with a lancet, "cupping" or burning blisters into the skin with glass cups, vomiting and purging, using emetics to induce diarrhea and opiates to reduce pain. Also popular with the allopaths were mercury-derived calomel, cinchona bark, and other oral remedies used often in conjunction with the aggressive physical treatments. The Thomsonians claimed that botanical and herbal cures achieved these same goals but differed in that their mild affect eliminated the harmful side effects of medicines like calomel that were derived from earth-based minerals. In the 1840s "heroic medicine" began to lose favor and within the regular profession as well.

Guide students in evaluating the plausibility of claims or interpretations in the field of study acne pistol boots purchase tretinac 20 mg with amex. Propose open-ended projects and other activities in which creative products and innovative solutions are the ultimate objective acne 5 days after ovulation purchase tretinac in united states online. The training is heavily focused on designing lessons acne remedies best 5mg tretinac, collaborating skin care home remedies order tretinac 40mg free shipping, critically thinking, and communicating. It is a format that simultaneously develops problem-solving strategies, disciplinary knowledge bases, and 21st century skills. Share standards-based strategies in shifting from a focus on teaching to focus on learning 3-54 3. Use the power of authentic problem solving to engage students and enhance their learning and motivation 4. Design structure so that students and the instructor become co-learners, co-planners, coproducers, and co-evaluators as they design, implement, and continually refine their curricula 6. At the classroom level, individual educators will use the impact data to assess the level of student mastery of objectives and to determine the effectiveness of their project based instruction. It is offered by the Florida Department of Education, BloomBoard, and Digital Promise for Florida educators. The program focuses on learning by doing, providing participants access to a collaborative community of educators from across the state. Develop an understanding of the underlying beliefs people have about learning and intelligence. Demonstrate knowledge about how the brain is like a muscle that improves with effort. Demonstrate knowledge about praise: not praising intelligence or abilities but focusing on the process and effort. Demonstrate an understanding that the use of growth mindset-oriented language sustains a positive, growth-oriented, motivating learning environment and promotes academic success. Demonstrate the understanding that intelligence and abilities are qualities all stakeholders can develop through effort. Incorporate growth mindset-oriented language into lessons and conversations and encourage students to do the same. Participants will take an online growth mindset evaluation and discuss the results. Participants will study the materials presented in the Mindset Works Educator Kit or other resource materials that describe scientifically how the brain learns. Participants will discuss the idea that the brain is like a muscle that grows with exercise and effort and that everyone has the ability to learn. Participants will discuss the kinds of things one can say that are more in line with a growthoriented mindset and more motivating for everyone. Participants will retake the online growth mindset evaluation and discuss changes in results. Participants will discuss the effects of adopting a growth-oriented mindset and how to promote it in school and beyond. Evaluation Methods for Staff Code: A-Changes in Instructional Practice Evaluation Methods for Students Code: D-Observation of Student Performance Who will use the evaluation impact data gathered At the classroom level, individual educators will use the impact data to assess the mastery level of objectives and to determine the effectiveness of their instruction. To evaluate the quality of implementation of the professional development and student use of strategies, academic coaches, teacher support colleagues, and/or school administrators may conduct informal observations. Quality of professional development may also be addressed by the following: Discussion board entries, when relevant Alignment and quality of student artifacts that participants submit Quality of instruction that teachers demonstrate c. In addition, all stakeholders may review the results of state and districtdeveloped assessments to evaluate the impact data. Recall research on literacy and children who are at risk for reading difficulties.

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