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a brief description of the client’s current presentation. Choose a medication that a psychiatrist might prescribe from the various types used to treat ADHD and detail the major action, intended effects, neurotransmitters implicated in its use, and side effects. Explain how you might address issues related to the use of stimulants. Justify your choice based on the client’s presentation and support your position with scholarly resources. Explain an alternative approach to treating ADHD.

“Attention Deficit: Hyperactivity Disorder Counseling Session” Program Transcript [MUSIC PLAYING] FEMALE SPEAKER: Oh! I used to have one of these action figures at home. That’s cool. Have you ever played Halo? How about Grand Theft Auto? That’s another one of my favorite games. Do you have any good games we can play here? MALE SPEAKER: Well, Tanya, I love your energy. And I have this pink Play-Doh that has never been touched. And so I’m wondering if we could talk for a couple of minutes, and then maybe we could get to some games later. Would you like to give that a try? FEMALE SPEAKER: OK. Cool. MALE SPEAKER: I’m going to get some, too. I think I’m going to get the other pink. And so you and your mom and dad and I met for a few minutes before. And we decided that it would be good for you and I to have some time together, just to spend time. We can do some playing. We can hang out with each other and talk. And we can do Play-Doh. And so we can do all sorts of things. But the thing I want you to know first, before we do anything else, is that what you say in here stays in here. It’s private. It’s our stuff we’re talking about. Now, your mom and dad and I will have some conversations. But I won’t say anything about you behind your back to them. And I do have to let them know if you were going to do something dangerous. We would talk about that, obviously, but not that I think that’s the case. Does that make sense? So now, let’s talk about what kinds of things you would like to have better in your life. FEMALE SPEAKER: What do you mean? MALE SPEAKER: Well, let’s say you had three wishes. And you can make three wishes, one about yourself, one about school, one about home. What would you like to have different? FEMALE SPEAKER: Can I wish for more wishes? MALE SPEAKER: No, but that’s a very smart question to ask, because if you could, you would have wishes forever. So we have a limit on that. So it’s just really only three, one about you, one about school, one about home. ©2012 Laureate Education, Inc. 1 FEMALE SPEAKER: Well, I wish I would never have any more homework. And I wish my parents would get off my case about playing too many computer games. And I wish I could be invisible and get away with whatever I want without annoying anybody. MALE SPEAKER: Wow, that is a perfect response. So you’d get rid of homework. You’d make it so your parents wouldn’t be on your case about video or computer games. And you would be invisible. You could get away with anything. So Tanya, I’m just interested. It sounds like you would use a whole wish– and you’ve only got three– on homework. FEMALE SPEAKER: Yep, no homework the rest of my life and my life would be way better. MALE SPEAKER: Getting rid of homework would make your life better. And that makes me think maybe homework is pretty miserable and feels awful right now. FEMALE SPEAKER: Yep. So poof. I make it disappear.

 

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48 POINTS AND BRAINLIEST TO WHO EVER ANSWERS.

A Big Year

By Bob Kowalski

Would you go to the ends of the earth to see a bird? What if it were a really special bird: one with beautiful feathers, an entrancing call, or a silly dance? What if seeing that one special bird would allow you to win a contest?

If that contest doesn’t get you on television or win you any cash prizes, would you still do it? For those who participate in the “Big Year,” the honor of beating the previous record is the only reward they get or even want.

A “Big Year” is a year in which a person attempts to see as many different species of birds as possible within a particular region. For most in North America who participate in a “Big Year,” this region is the lower 48 American states, plus Alaska, Canada, and a couple of French islands off the Canadian coast.

You may be thinking that looking at birds is silly, but just think about the numbers of the recent record holders and the commitment it takes to get these numbers. One recent “Big Year” winner managed to see 744 birds in one year, missing the record by just one bird. Big Year birders travel by train, plane, boat, car, bicycle, and of course, by foot. They can cover over 150 thousand miles to get numbers of sightings this high. They can also spend a small fortune.

Just to clarify, the birds these contestants are counting are the number that they see in a particular year. You see, the contest is based on an honor system. No pictures or other evidence is required as proof of a sighting. Most birders take great pride in their reputation and their abilities to see or hear and then identify a bird. Usually, important sightings of the rare birds needed to get counts in the 700s are visited by hundreds of birders. It is pretty hard to cheat your way to a record-breaking year, but in general, few are interested in cheating.

This honesty comes from the fact that most people who want to break such a record know the greatest rewards are not necessarily in winning. Such rewards are in being able to commit a year of your life to doing something you love. Rewards are found in seeing amazing, inspiring creatures like the California Condor or the Magnificent Frigate bird. Rewards also come in spending time with people who, like you, want to spend their time looking to the skies and trees for glimpses of emerald, crimson, or cerulean blue feathered jewels.

You don’t have to be able to travel a continent to have a big birding experience though. Have a big month. Or a big weekend. Set a personal record, learn to identify the species that live in your part of the world, or try to learn the calls of just two species of birds. You will soon find looking at birds isn’t such a strange way to spend your time.

Extra! Extra! Backyard Birding

Many schools, families, and young birders across the country participate in the “Great Backyard Bird Count.” While not as long as a “Big Year,” the “Great Backyard Bird Count” happens every year. It depends on birders and families across the country to watch feeders and other areas in their yards and count the number of birds they see. Unlike the “Big Year,” the goal is not to see who can count the most birds. Instead, participants in this event work together to help bird experts get a good idea of how birds are doing. Participants are given checklists and enter their sightings on a website. Called a “citizen-science” project, this event is open to anyone, requires no travel, and happens every year over one weekend in February.

How are the Big Year and the Great Backyard Bird Count different? Use details from the article and the “Extra! Extra!” section to support your answer.

 

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Exchange the antique in a like-kind exchange for another antique he wants.

One of the tax preparers the taxpayer has contacted has said that he would be willing to prepare the return under the second option. Would you? Why or why not? Evaluate the other options.

6.

Delphinium Company owns two parcels of land (§ 1231 assets). One parcel can be sold at a loss of $60,000, and the other parcel can be sold at a gain of $70,000. The company has no nonrecaptured § 1231 losses from prior years. The parcels could be sold at any time because potential purchasers are abundant. The company has a $35,000 short-term capital loss carryover from a prior tax year and no capital assets that could be sold to generate long-term capital gains. Both land parcels have been held more than one year.

What should Delphinium do based upon these facts? (Assume that tax rates are constant and ignore the present value of future cash flows.)

7.

Larry is the sole proprietor of a trampoline shop. During 2014, the following transactions occurred.

-Unimproved land adjacent to the store was condemned by the city on February 1. The condemnation proceeds were $15,000. The land, acquired in 1985, had an allocable basis of $40,000. Larry has additional parking across the street and plans to use the condemnation proceeds to build his inventory.

A truck used to deliver trampolines was sold on January 2 for $3,500. The truck was pur- chased on January 2, 2010, for $6,000. On the date of sale, the adjusted basis was zero.

-Larry sold an antique rowing machine at an auction. Net proceeds were $4,900. The rowing machine was purchased as used equipment 17 years ago for $5,200 and is fully depreciated.

-Larry sold an apartment building for $300,000 on September 1. The rental property was purchased on September 1, 2011, for $150,000 and was being depreciated over a 27.5-year life using the straight-line method. At the date of sale, the adjusted basis was $124,783.

-Larry’s personal yacht was stolen on September 5. The yacht had been purchased in August at a cost of $25,000. The fair market value immediately preceding the theft was $19,600. Larry was insured for 50% of the original cost, and he received $12,500 on December 1.

-Larry sold a Buick on May 1 for $9,600. The vehicle had been used exclusively for personal purposes. It was purchased on September 1, 2010, for $20,800.

-Larry’s trampoline stretching machine (owned two years) was stolen on May 5, but the business’s insurance company will not pay any of the machine’s value because Larry failed to pay the insurance premium. The machine had a fair market value of $8,000 and an adjusted basis of $6,000 at the time of theft.

-Larry had AGI of $102,000 from sources other than those described above.

-Larry has no nonrecaptured § 1231 lookback losses.

a. For each transaction, what are the amount and nature of recognized gain or loss?

b. What is Larry’s 2014 AGI?

 

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The Department of Health and Emergency Services is a state regulatory agency dealing with a variety of health care professional issues. Its roles include credentialing emergency medical service (EMS) personnel, providers and educational institutions; developing and enforcing administrative code; and serving as a primary collection point for statewide EMS data. Among its most important roles is responding to requests for information about credentialing requirements for health and EMS personnel. These requests come from physicians, hospitals, EMS providers, city and county governments, and other organizations.

           The agency has one main office and three regional offices. The main office has thirty staff; each regional office is staffed by five to seven staff. Each regional office has a regional manager reporting to the Operations Section Chief. Since each regional office serves approximately one-third of the state the volume of requests can be overwhelming. Each staff member is responsible for serving as primary contact for 8 to 14 counties.

The agency recently learned that a significant amount of inaccurate information has been distributed by regional staff. The agency learned about this problem from complaints that inaccurate and contradictory information had been given out. For example, a hospital requested information about how nurses could challenge the EMS exam. The hospital was informed that nurses could challenge the EMS exam when in fact agency policy prohibits any healthcare provider from challenging a credentialing exam.

In response to this problem, the agency Director formed an Education/Credentialing team with one liaison in each regional office and the team leader in the main office. The team’s goals included improving consistency among the three regional offices, ensuring accurate information distribution, and educating regional staff on agency policy. In addition to the team leader and regional office liaisons, the team also included members representing each specialty within the agency. These specialists would provide technical information about their particular specialty and serve as primary contact for regional offices in their area of expertise.

The team met monthly for twelve months to discuss issues and develop policy. One of its first tasks was to determine the underlying reason(s) for its information dissemination problem. The team obtained information from its membership and through discussions with other staff in the state and regional offices, EMS providers, physicians and educational institutions. Information was obtained through formal and informal discussions, surveys, and through a web-based forum.

Among the team’s discoveries was that staff did not have clear channels of communication with senior management, and were not informed about changes in regulatory requirements. The team also learned that regional office staff were trying to be “experts” in too many different fields.

The team suggested a number of changes, including:

·        Assigning each regional staff member an area of specialization where they would serve the entire region instead of 8 to 14 countries. For example, a provider specialist that would be the primary point of contact for all provider issues for the entire regional office.

·        Each of these specialist will serve as the regional office representative on all statewide and intra-agency committees that focus on that area of specialization

·        Each regional manager will serve on a committee with senior management that will meet monthly to ensure that up-to-date information is distributed to each regional office

These changes were implemented at the state and regional offices. Mandatory committee attendance was difficult because of statewide travel restrictions and budget shortfalls. These obstacles were overcome by using advanced computer technology and telecommunications. Other obstacles included changes in job descriptions that were resisted by several “old timers.” Their fears were eased by giving them an opportunity to assist with writing their job description.

Six months after these changes were put in place, the distribution of incorrect credentialing information dramatically decreased. Specialists in the regional offices actively consulted other specialists to learn about current policy in their area. An informal telephone survey found consistent information dissemination from each regional office. Among the most successful strategies was formation of teams. This promoted consistency in information exchange and developed interagency communication between all regional offices and the main office. It was also felt that success was attributed in large part to the manner in which team members were selected and how it functioned.

The team concept has continued to grow within the agency and currently every staff member within the agency serves on at least one team. Some members serve on several teams and have taken on additional work responsibilities because the team approach has provided them the opportunity to have a strong voice within the agency. Senior leadership was careful not to push the team approach too fast and did not force anyone to join a team right away. Since the education team was formed first, management emphasized the work that team performed and allowed the education team to provide monthly updates to staff. This helped show that voice is important within the agency and that if staff work together as a team the team will have significant influence on agency policy as well as administrative code.

Continuous Quality Improvement in Health Care: Theory, Implementations, and Applications, Third Edition. Curtis P McLaughlin & Arnold D Kaluzny. 2006. (pg 174-176)

  1. Evaluate the degree of team/consensus building, outlining positive/negatives
  2. Identify problems with the way this was handled
  3. What recommendations would you make to increase team building?

 

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