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TCIDS TTC Elizabethton LPN Graduate Interview

Video link (see supported sites below). Please use the original link, not the shortcut, e.g. www.youtube.com/watch?v=abcde

Author(s): TCIDS Career Videos

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Rights not set

11 Feb 2011: U.S. Offshore Oil Exploration: Managing Risks to Move Forward
The explosion on the Deepwater Horizon rig in the U.S. Gulf of Mexico in April 2010 led to the largest oil spill in U.S. history and threatened Gulf ecosystems, the local Gulf Coast economy and the future of U.S. offshore drilling. As more scientific and technical information becomes available about the causes and consequences of the disaster, the need for new policies and approaches to offshore drilling has become apparent. The conference U.S. Offshore Oil Exploration: Managing Risks to Move Fo
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Kean Administration: Interview with Lewis Thurston (February 9, 2010)
This interview is a part of the Eagleton Institute for Politics's Program on the Governor. For more information please visit their website: http://governors.rutgers.edu/
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High Mobility, Printable, and Solution-Processed Graphene Electronics
High Mobility, Printable, and Solution-Processed Graphene Electronics
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La diversité humaine - Agnès Ricroch

Une conférence de l'UTLS au Lycée

La diversité humaine par Agnès Ricroch

Lycée professionnel Valentine Labbé (59 La Madeleine)


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Presse écrite, presse numérique et opinion publique - Serge Champeau

Une conférence de l'UTLS au Lycée

Presse écrite, presse numérique et opinion publique par Serge Champeau (philosophe)

Lycée Georges Sand (47 Nérac)


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co1069-12-3

The National Archives UK posted a photo:

co1069-12-3

Description: Letter from British Embassy Mogadishu to Commonwealth Office enclosing photographs of British Colonial Administrators.

"Almost
Author(s): nobody@flickr.com (The National Archives UK)

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Bai Ka­ma­ra Jr.- Citizens of the World Unite
So not right so not right

there is darkness all around

melted ice sea levels rise

there is less dry ground

Were did we go what have we done there must be a better way

Atmosphere its not so clear some say we’re in a storm

Mother Earth said we’ve gone too far gotta come back home

Citizens of the world unite understand this is your fight
make haste without delay

Citizens of t

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Chemistry 216 - The Synthesis and Characterization of Organic Compounds

Content Type: 
Course
Short Title/Course Code: 
Chemistry216

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Curriculum Vitae
Curriculum Vitae
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Perspectives on International Politics: Discourse on Democracy and Diplomacy
Perspectives on International Politics: Discourse on Democracy and Diplomacy
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5.3 Causal links and models

There seems little doubt that genetic factors and atypical functioning of one or more areas of the brain and nervous system accompanies some or all ASDs. But this tells us little about the role of these influences in a ‘causal chain’ leading to autism.

As we saw, genetic defects may play a major initiating role, perhaps affecting the development of specific brain areas and systems, which in turn hinder development of specific socio-cognitive functions. The idea that similar bra
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5.2 Do organic influences play a role in autistic spectrum conditions?

Much of the evidence for organic influences, comes from subtle or non-specific types of dysfunction that may vary from one autistic individual to another. Steffenburg (1991) conducted a study of 52 children with ASDs. There was evidence for atypical functioning of the brain and/or nervous system in over 90 per cent of the participants, but in just under 50 per cent, these symptoms were non-specific. For instance, a substantial number of this latter group had epileptic symptoms and/or abnormal
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5.1 Are there genetic factors in autistic spectrum conditions?

Section 4 focused on explaining the characteristic symptoms of ASDs in terms of socio-cognitive functioning. In this section the focus shifts to the biological level: what biological influences might both trigger and maintain atypical functioning in areas like theory of mind, global information processing and emotional relatedness?

As was emphasised in Section 1, bio
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4.8 Section summary

  • Most socio-cognitive approaches to autistic spectrum disorders seek to unify different symptoms in terms of models of underlying functioning.

  • Theory of mind approaches argue that difficulties in understanding mental states such as beliefs, intentions and desires are the ‘core’ problem.

  • Experimental tests of theory of mind employ tasks such as testing the understanding of false belief.

  • Baron-Cohen h
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4.7 The family context

Whether or not children with autism behave atypically from the moment they are born, the effects of their atypical way of relating to others must inevitably be felt by parents and others in the family:

Jane would allow herself to be cuddled, but only if I didn't look at her. She always resisted sitting on my lap unless she was facing away. And I could go to her with my arms out, just as I had a million times with m
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4.6 Emotions, relatedness and the developmental process

Cognitive style and ToM approaches both draw extensively on cognitive concepts to explain why functioning in autism is atypical. ToM has typically assumed that successful social interaction and communication involves processing information about other people in the form of social stimuli such as gestures, expressions, language and behaviour. The processes that promote emotional understanding and relatedness between people have been seen as essentially akin to the more ‘rational
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4.5 Central coherence and cognitive style

Despite variations in ToM performance between sub-groups, the approach as a whole provides a compelling explanation for problems in the areas of social interaction and communication. However, it offers no obvious explanation for symptoms in the third ‘triad’ area, such as impoverished imagination, restricted interests and repetitive behaviour. Frith (1989) and Happé (1999) have proposed that these behaviours reflect a different kind of atypical functioning: a distinctive cogn
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4.4 Theory of mind and self-awareness

One of my most recurrent problems throughout middle childhood was my constant failure to distinguish between my knowledge and that of others. Very often my parents would miss deadlines or appointments because I failed to tell them of these matters. For instance my parents missed the school's Open House in my fifth grade and my mom asked me afterward, ‘why didn't you tell us about it?’ ‘I thought you knew
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4.3 A distinctive sub-group?

The fact that around 20 per cent of children with autistic spectrum disorders regularly pass tasks such as the Sally-Anne test fits well with the notion of an autistic spectrum including different profiles of skills and deficits. But it questions the idea of a core ToM deficit that all people with ASDs share. So is the theory inadequate, given that its predictions are not always supported?

Francesca Happé (Happé, 1994) suggests that some of those passing tests such as t
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