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The criteria above should be met by the beginning of the third semester of graduate study anxiety rings order effexor xr 37.5 mg with visa. Deficient students may continue at the discretion of the department Graduate Studies Committee anxiety symptoms red blotches order effexor xr 75mg otc. The completion of a minimum of 30 units to be distributed in the following way: A. These courses must be selected from at least two of the following fields: analytical, inorganic, organic, physical and biological chemistry; B. Survey of General and Organic Chemistry (3) Prerequisites: High school chemistry or equivalent. Introduction to the techniques and theory of gravimetric and volumetric analysis, spectrophotometry, potentiometry and chromatography. Study of the chemistry, structures, metabolic reactions and functions of the major classes of biochemical compounds. Emphasis is upon the application of modern principles of structure, reactivity, methods of synthesis, physical properties and spectroscopy. Introduction to the basic principles of chemistry and a consideration of the benefits and problems arising from applications of chemistry. Discussions of foods and food additives, drugs, plastics and other materials of everyday life, fuel sources, the atmosphere, and fresh water. A continuation of the study of organic chemistry including the chemistry of compounds containing more than one functional group, bioorganic molecules and special topics. Introduction to General Chemistry (4) Prerequisite: One year of high school algebra. Principles of statistical mechanics and thermodynamics with applications to chemical equilibrium and kinetics, spectroscopy, solid state phenomena, and problems of biological interest. General Chemistry (5) (Recommended for students who intend to pursue careers in science or engineering. Introduction to the principles of chemistry including chemical bonding, solution properties and chemical equilibrium and kinetics. Continuation of the study of chemical principles with application to inorganic systems. Includes application of modern bonding theories to inorganic molecules and study of trends and reactivities of the elements and their compounds. Qualitative inorganic analysis and extensive solving of aqueous equilibrium problems are emphasized in laboratory and problem solving sessions. Principles of physical chemistry with emphasis on thermodynamics and chemical kinetics. Examples from biological and environmental sciences will be used to illustrate principles. Major principles of biochemistry including metabolic processes, biological control and regulatory processes, nutrition and chemical energetics and kinetics of animals, plants and microorganisms. Principles of physical chemistry with emphasis on molecular structure and spectroscopy. Analytical and biochemical analyses of foodstuffs and other compounds of biochemical interest. Techniques covered include the following: atomic and molecular absorption and emission, electroanalytical chemistry, techniques of separations, mass spectroscopy, magnetic resonance and other modern methods of analysis. In addition to regularly scheduled lectures, students are expected during the semester to attend three hours of lecture on use of the chemical literature. Mathematical derivation and quantitative application of thermodynamic relationships of particular importance in all fields of chemistry with extensive problem solving to show the application of these relationships. May be repeated for credit to a maximum of three units; only one unit may be counted toward the major requirement of the chemistry degree. Directed Reading (1) Thorough survey of the chemical literature on some topic of current interest under the supervision of a faculty member. Detailed quantitative study of chemical bonding in inorganic molecules with emphasis on molecular orbital theory. Extensive coverage of transition metal chemistry including coordination chemistry, ligand field theory, application of spectroscopy to structural analysis of inorganic molecules and a review of properties and reactivities of the elements and their compounds.

Before beginning the assignment anxiety joint pain cheap effexor xr 37.5mg mastercard, teacher candidates were also provided with the evaluation rubric that would be used to score their report anxiety and chest pain order 150mg effexor xr with amex. Theoretical Framework for the Study the following review of literature establishes the relevance of learning experiences that take place outside the classroom, the relevance of the course learning outcomes, the need for teacher preparation programs to identify candidate dispositions that reflect the values of fairness and caring in nondiscriminatory, equitable ways, and the need to align course learning outcomes with program outcomes and external professional standards. Relevance of Learning Outside the Classroom the concept of learning outside the classroom has solid roots in the writings of many scholars, including Dewey, Vygotsky, Piaget, and Bandura. Dewey (1916) stated that theory, taught apart from experience, cannot be fully understood by students. He believed that interaction with the environment is an important key to meaningful learning. Vygotsky believed that social interaction plays a pivotal role in constructing understanding (Slavin, 2006), while Piaget observed that learners must be actively engaged if learning is to be meaningful (Slavin, 2006). Within the context of National University, learning outside the classroom engages candidates in active learning that contributes to fulfilling the mission of the School of Education to prepare educators as lifelong learners, reflective practitioners, and ethical professionals. Kuh, Kinzie, Schuh, and Whitt (2005) identified six practices common to high-performing colleges. One of the practices they identified is adapting the learning environment for educational enrichment. Learning outside the classroom contributes to enriched learning because it engages candidates in a setting of their own choosing in a way that connects theory with practice. Other key factors in making education relevant to adult learners include providing choices in their learning (Serdyukov & Serdyukova, 2004) and involving them directly in the learning process (Vella, 2000). In 2006, the Department for Education and Skills in the United Kingdom published a Manifesto for Learning Outside the Classroom. While the primary focus of the manifesto is on P12 education, the report stated, "Professional development in education outside the classroom should be accepted by Head teachers and staff as an important contributor to school improvement and to strengthening professional practice" (Consultation, 2000). The Manifesto saw learning outside the classroom not as an end it itself, but rather "a vehicle to develop the capacity to learn" (Learning outside the classroom manifesto, 2006, p. The Campus Compact, a coalition of more than 1100 college and university presidents in the United States has a similar purpose: to promote learning through civic engagement and 182 service learning (Campus Compact, 2007). Over 900 of Campus Compact members incorporate community learning into curricula (Campus Compact). The concept of relevant learning is developed in the literature and is usually referred to as transformational learning. Transformational learning connects knowledge in the cognitive domain, with the stirring of emotion in the affective domain, and practice in the experiential domain. Transformational learning is learning that shapes they way learners think and act. It is learning that encompasses personal cognitive, affective, and experiential awareness to create personal and social meaning (Cranton, 1994). Transformational learning encompasses the six facets of understanding in which learners are able to give evidence of understanding through their ability to explain, interpret, apply, view a problem from more than one perspective, see issues through the eyes of others (empathy), and have the self-awareness of what they know and do not know (Wiggins & McTighe, 2005). Such understanding clearly does not mean that we know everything but that, within the limits of what we know, we see the connections to real world issues in ways that stir our passion to respond to the challenges and circumstances of our experience. He said that evidence of such learning should reflect the qualities of truthfulness, accuracy, precision of communication, impartiality, and caring. Evidence of learning at the level of transformational learning is at the heart of the Cultural Immersion assignment. Purpose of Schools For learning to be relevant and transformational for candidates, it must be seen in relationship to the purpose of schools. It is clear that the purposes of schools include a focus on the academic growth of students and preparation for civic responsibility (DeRoche & Williams, 2001). The academic focus includes teaching reading, numeracy, and critical thinking skills, which together make up authentic literacy (Dewey, 1916; Schmoker, 2006). Preparation for civic responsibility includes teaching good citizenship and character development (Curriculum Development & Supplemental Materials Commission, 2006; DeRoche & Williams, 2001; Dewey, 1916). Educators must recognize that the academic growth of students is not separate from the need for their civic development. Socket (2006) noted, "The development of dispositions of character, intellect, and caring are at the core of professional teaching" (p. Indeed, the California Commission on Teacher Credentialing (and by extension, the University) is charged by law with evaluation of the moral character and fitness of all persons who wish to teach or 183 perform certified services in the public schools.

A Certificate of Clearance must be on file in the Single Subject Office prior to the beginning of Student Teaching anxiety of influence buy 37.5 mg effexor xr with amex. Student teaching is full day anxiety lexapro side effects purchase 75 mg effexor xr mastercard, full semester, following the school district calendar. Students teach three classes which represent different aspects or levels of the single subject major. For at least two weeks, the student teacher shall have full teaching responsibility for each class each day. There is a wide variety of schools and teaching situations available in the program service area representative of the diversity of the region. Potential for success in teaching, as indicated by successful leadership, teaching experience, or work experience. Black Studies Emphasis Students are required to complete the core of thirty-five (35) units and eighteen (18) units to provide breadth and perspective. The only exception is for second semester seniors who successfully petition in advance of obtaining the baccalaureate to count a maximum of twelve (12) units taken in the senior year toward a postbaccalaureate credential. Computers in education ­ see your credential advisor or the Single Subject Office for courses and options for meeting this requirement. Comparative Literature Emphasis Students are required to complete the core of thirty-five (35) units and fifteen (15) units to provide breadth and perspective. Petition Process Students may appeal a decision to deny admission to the program or to student teaching, a negative recommendation for the credential, or any other program decision, by filing a written appeal to the Single Subject Programs Petition Committee. The Petition Committee reviews the written statement and supporting evidence and interviews the candidate, if necessary. Journalism Emphasis Students are required to complete the core of thirty-five (35) units and a minimum of twenty-one (21) units to provide breadth and perspective. Students should contact the Single Subject Credential Advisor in the area of interest for complete details on each of these programs. Art Education (code 110) Students are required to complete 30 units of core courses and an additional 36 units to provide breadth and perspective. Refer to the list of courses under the Bachelor of Arts Degree in Art (Art Education) in the Art Department section of the catalog. Literacy and Composition Emphasis Students are required to complete the core of thirty-five (35) units and a minimum of fifteen (15) units to provide breadth and perspective. In addition to the core requirements, English Education students select an area of emphasis from the following choices. Music Education (code 170) the program in Music Education is in the process of being approved to meet new state standards. Students may meet subject matter mastery by a combination of course work and Commission-approved examination. Physical Education (code 175) Complete the requirements for the Bachelor of Arts in Kinesiology with an Option in Adapted Physical Education, Elementary School Physical Education, or Secondary School Physical Education. Science Education the requirements listed below have been approved by the California Commission on Teacher Credentialing. California Single Subject credentials in science now require background in all the sciences, as well as more specialized study in one discipline. For this reason, students are required to complete both Breadth and Specialization courses as outlined below. Foreign Language Education There are four approved programs in languages other than English: French, German, Japanese, and Spanish. Consult the Foreign Language Education Credential Advisor for requirements specific to each language program. Students who wish to be credentialed in a language other than one of the four approved programs must demonstrate subject matter mastery by a combination of course work, Commission-approved examination, and transcript review by an approved program from another institution. Specialization Requirements In addition to completing the breadth requirements, students also select one of the following four science specializations: Biological Sciences, Chemistry, Geosciences, or Physics. Mathematics Education (code 165) the requirements listed below reflect current state standards.

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Syndromes

• Blindness
• Use lubricants. They may help reduce the chance that a condom will break.
• Cut down on smoking, alcohol, and illegal drug use.
• Turner syndrome
• Breathing support
• Hiatal hernia occurs in the upper part of the stomach. Part of the upper stomach pushes into the chest.
• BUN

Administering Aspirin You may be able to help a conscious victim who is showing early signs of a heart attack by offering an appropriate dose of aspirin when the signs first begin anxiety examples purchase effexor xr 150 mg line, if local protocols allow or medical direction permits anxiety symptoms breathing buy discount effexor xr 150mg. Administration of aspirin should never take the place of more advanced medical care. If the victim is conscious and able to take medicine by mouth, ask: Are you allergic to aspirin? If the victim answers no to all of these questions, consider administration of two chewable (162-mg) baby aspirins, or up to one 5-grain (325-mg) adult aspirin tablet, with a small amount of water. An electrical shock, called defibrillation, may help restore an effective heart rhythm. Causes of Cardiac Arrest Heart attack Electrocution Respiratory arrest Drowning Other conditions Airway and breathing problems. The effectiveness of compressions can be increased if (Table 2): the victim is on a firm, flat surface. For an adult or a child, you keep your arms as straight as possible and your shoulders directly over your hands. Do not defibrillate someone when around flammable or combustible materials, such as gasoline or free-flowing oxygen. With a gloved hand, remove any patches from the chest before attaching the device. Electromagnetic and infrared interference generated by radio signals can disrupt analysis. If it is raining, take steps to make sure that the victim is as dry as possible and sheltered from the rain. Pacemakers and Implantable Cardioverter-Defibrillators Pacemakers are small implantable devices sometimes located in the area below the right collarbone, though they can be placed elsewhere (Figure 11). Hypothermia Hypothermia is a life-threatening condition in which the entire body cools because its ability to keep warm fails. Some people who have experienced hypothermia have been resuscitated successfully even after prolonged exposure to the cold. Be careful not to unnecessarily shake a victim who has experienced hypothermia as this could result in an irregular heart rhythm. Metal surfaces: It is safe to deliver a shock to a victim experiencing cardiac arrest on a metal surface, such as bleachers, as long as appropriate safety precautions are taken. Pregnancy: Defibrillation shocks transfer no significant electrical current to the fetus. Otherwise, rub hands thoroughly with an alcohol-based hand sanitizer if hands are not visibly soiled. If the chest does not clearly rise when giving ventilations, the airway might be blocked. If there is severe bleeding and the victim is breathing, provide first aid care for the bleeding. For a child, place two fingers in the middle of the throat, then slide them into the groove at the side of the neck closest to you. For an infant, place two fingers on the inside of the upper arm between the elbow and shoulder. Note: If the chest does not clearly rise during Step 4, the airway might be blocked. If unconscious but breathing, leave the victim in a face-up position and maintain an open airway. Using your hand closest to the head, cup the base of the skull in your palm and carefully slide your forearm under the shoulder closest to you. Using a smooth motion, roll the victim away from you by lifting with your hand and forearm until the victim is on his or her side. If the chest does not clearly rise, provide care for an unconscious choking victim.

References:

• https://umdpc.com/Resources/UGANDA%20CLINICAL%20GUIDELINE%202016.pdf
• https://www.cpsc.gov/s3fs-public/CHAP-REPORT-FINAL%20(1).pdf
• https://doctor2015.jumedicine.com/wp-content/uploads/sites/5/2018/01/Viral-Hemorrhagic-Fever.pdf
• https://www.modernatx.com/sites/default/files/Moderna%20Therapeutics%20JPM%202018%20presentation.pdf
• https://dcf.psychiatry.ufl.edu/files/2011/05/HAMILTON-DEPRESSION.pdf