Casual Articles - Health and Fitness

Business Opportunity Income - Lead Capture Secrets
A lot of opportunity owners think that the best way to build their business is by finding business opportunity seekers and somehow letting them know about their opportunity. This usually means buying business opportunity or "biz opp" leads and directly soliciting those leads—most often through e-mail but sometimes through phone (or "cold calls") or even snail mail.The problem with the e-mail approach is you run a very high risk of being accused of spamming. Even if you buy "double opt-in" leads and your lead seller assures you that these leads are safe to e-mail, unless these people directly requested e-mails from you, your best bet is not to contact them via e-mail.The trick to generating business opportunity income with leads is to take a step back and think about how those business opportunity leads you were planning to buy got created in the first place. The lead sellers didn't do anything magical to get the leads they sell. They just happen to know what it takes to get people to provide their contact information. Once you know what they know then you'll never have to buy your leads from them again—you'll be able to generate your own leads on demand.The process of creating your own business opportunity leads is simple. You just need four things: a compelling offer, a lead capture page, a follow-up system and traffic.Your offer is the key to capturing leads. People know that once you have their contact information you intend to use it, so they're not going to give it away unless they have a very good reason to do so. Your offer needs to be that good reason for them to part with their real name, e-mail address and even their phone number.To make your offer compelling, you have to be give something away. And no, "give me your e-mail for more information" does not count as giving something away. You need to give something away that has a high perceived value. That means exclusive informational reports, software, product samples, CDs or even DVDs. For instance, on my lead capture site I give away an informational DVD in exchange for someone's contact information.Once you have your compelling offer, you need a lead capture page. This is normally one web page with a single purpose: to get the person viewing it to leave their contact information. This page should feature your compelling offer and lead them to the form they need to fill in with their contact information. Ideally, your page should not require a lot of scrolling before people get to the form. Don't be afraid to include several forms throughout your page if your page is really long.Once you have your compelling offer up on your lead capture page you'll need to have your follow-up system in place. Lead capture follow-up systems normally include e-mail autoresponders or telephone follow-ups or both.E-mail autoresponders are automatic e-mail messages that are sent to your leads once they give you their contact information. Your autoresponders allow you to stay in touch with your leads over long p

ily heritable, and parental practices do not warrant significant (Barkley, 1998; Hinshaw 1994; Johnston & Mash, 2001), causation for ADHD. However, the family interaction patterns and external influences may have a significant impact on severity and the developmental course of ADHD (Peris & Hinshaw, 2003). Furthermore, evidence suggests (Barkley, 1985; Battle & Lacey, 1972; Buhrmester, Camparo, Christensen, Gonsalez, & Hinshaw, 1992; Campbell, 1973; Cunningham & Barkley, 1979; MacDonald, 1988; Mash & Johnston, 1982; Tallmadge & Barkley, 1983) that mothers of ADHD children are less affectionate. Other disturbing findings indicate that parents can be more critically demanding and parents independently report a greater tendency to blame their ADHD child for problems they actually had with their spouses; thus proving further that family systemic patterns can play a major role in the perpetuation and affects of ADHD upon child development (Camparo et al., 1994). Of course these processes clearly affect a school-age child within their families and external systems in ways which reduce a child’s self worth, confidence, and abilities to properly interact and function within their environment; proving this, Dumas & Pelletier (1999) indicated that pre-adolescents were found to have lower levels of self esteem in areas of scholastic competence, behavioral conduct, and social acceptance.

An Inside Job
"If there is any one secret of success, it lies in the ability to get the other person's point of view and see things from that person's angle as well as from your own." -Henry Ford.I try to make it a practice every day to write at least one page in my journal, just to see where my head is and to bring to light some of the hidden issues that are lurking just below the surface. When I write, I usually go into “automatic writing” mode which often frees me up to not worry about the words that I am putting down, but to just let the pencil do the writing. After I spend a bit of time writing my thoughts, I will usually write a “skills application” paragraph where I write out my daily goals using the information that I just put down in the observation part, which encourages me to focus on the practice and application of specific skills and attitudes during the day. Planning my day like this has really kept me grounded in reality; it has also allowed me to focus on short term development of some key skills. I find that if I clearly write out how I will apply the skills and attitudes that I feel are important to me each day, the achievement of them becomes as natural as breathing.Last Tuesday, as I was writing in my journal, I was preparing to interview people for an upcoming sales program, where I would be making my rounds of the different company branches and meeting with the participants of the upcoming project. Knowing that the day was going to be a particularly busy one, I was focusing on what I could do to best serve my clients and answer their questions. When I got to the application part of my daily writing, I was shocked to see that I had written “Instead of trying to be interesting, try to be interested!” Well, this took me off guard. I hadn’t even been thinking this, but still there it was in grey HP graphite, scratched out through the tip of my pencil.“Whoa!” I thought, “Where did this come from? Did I do that? Did I try to get people interested in me and my business by talking about me and mine instead of being genuinely interested in them and talking about them and theirs? Hmmm… why yes, on occasion, I guess I do.” I could think of many occasions recently where the conversation seemed to be all about me, instead of about them… where it should have been in the first place if I was showing genuine interest. As I was “self talking” it appeared to me that what I had been doing was trying to get people interested in my “outside” personality by talking about what I had, instead of my “inside” caring personality that just wanted to know about them and what was important to them.During the day, with this revelation constantly in my minds eye, I truly listened to what was being said by my clients, without trying to compare it to what I had or did. I felt exhilarated! This was so exciting to me that I was making a game out of it. Before each person came in the room and to keep myself focused on the goal, I would ask myself, “What can I find out about this person that will help

Attention Deficit Hyper Activity Disorder according to Singh (2002) is a developmental disorder that is brain based and most often affects children. This developmental disorder can be characterized as a disorder in which affects ones self control; primary aspects include difficulty with attention, impulse control, and activity levels usually diagnosed prior to the age of 7yrs. of age (Willoughby, 2003).

There are primarily three sub-types of ADHD. Inattentive sub-type 1 is ADHD which those who manifest inattention without the presence of hyperactivity and impulsivity (Barkley, 2005). There is also ADHD sub-type 2 with symptomolgy related to hyperactivity and impulsivity (Barkley, 2005). Finally there is ADHD combined sub-type (Visser & Lesesne, 2005). For the purpose of my paper, I will utilize information that represents all subtypes in various degrees and the affects of these difficulties upon the individual, educational, family, and social development as well as issues of social justice and cultural issues for those children who suffer from this disorder.

Historically the modern symptoms of ADHD were first identified (Barkley 1996, Rafalovich 2001, & Stubbe 2001), by English physician George Still in 1902 (Neufeld & Foy, 2006). Rafalovich (2001), explains that in a series of historical events from 1917-1918 in North America that led to an encephalitis outbreak there was a dramatic increase in research of characteristics that are similar to modern day ADHD symptomology. Through out the early years of research there was even research and investigations into medical conditions which promoted swelling in certain aspects of the brain, which many believe led to impulsivity and hyperactivity (Stubbe, 2000). As research evolved so did the diagnostic criteria for the disorder; shaping identifiable factors believed to contribute to the causation of ADHD (Barkley, 2005). Physiologically, there seems to be less dopamine and nor-epinephrine within the brains of those with ADHD and four genes that regulate dopamine have been identified as ADHD causal agents; however a definite causal agent has not been confirmed (Barkley, 2005). Brain activity is considerably lower in the pre-frontal lobe regions in those with ADHD and there is also decrease in blood flow (Hans, Henricksen & Bruhn, 1984), (Barkley, 2005). According to Barkley (2005), psychological characteristics of ADHD are that it is about the “behavioral inhibition.” These children do not benefit from what may happen later based upon what they do now; which can be compared to a “time near sightedness”, (Barkley, 2005). They have difficulty identifying their past, preparing for the future, organizing, scheduling, and working independently, with social and occupational issues (Barkley, 2005). It is these difficulties when intermingled with the development of the individual that could clearly cause great difficulties especially when enrolled in formalized schooling and onward into the demands of school and adulthood.

The prevalence rates regarding the diagnosis of ADHD has been from ranges of 4 % to 18 % depending upon the community, types of populations, and areas of analysis (Visser & Lesesne, 2005). ADHD is one of the most common childhood disorders with 2.5 million children with this disorder (Barkley, 2005). Estimates show (Biederman, 1996), that nearly 6 % of boys and 1.5 % of girls have ADHD (Singh, 2002). It cost nearly 3.3 billion dollars to medically treat ADHD every year in the United States (Visser & Lesesne, 2005). Currently causation factors under consistent follow up according to Barkley (2005) include;

1. Genetics

2. Premature Birth

3. Traumatic Brain Injury

4. Spine and Brain Infections

5. Early exposure to substances during pregnancy

6. Early exposure to lead

7. Less blood flow and lower brain activity

Because ADHD is a representation of physical imperfections within the brain and actually manifests a decrease of activity in the pre-frontal lobe regions; certain treatment options with amphetamines, stimulants and non-amphetamines have been utilized to increase brain activity (Barkley, 2005). The size and anomalies within the brain have been verified and examined through many technological processes such as Positron Emission Tomography and MRI scanning (Vance & Luk, 2000). Other physical abnormalities of development according to Barkley (2005), include appearances of slight deformities including; longer than average index finger, third toe that is longer than second toe, ears that are slightly lower upon the head, no earlobes or a furrowed tongue. Up to 80% of children suffering with ADHD will continue to struggle with this disorder into adolescents and as many as 50 to 60 percent will continue to struggle into adulthood (Barkley, 2005). With the affects upon a child’s school, family, and social environments a large emotional toll can be identified. Emotionally, children can feel isolated, angry, guilty, frustrated and many other emotions due to the disruption of relationships, opportunities and lack of clear decision making skills (Barkley, 2005). Many of these children can become depressed and exhibit anxiety (Barkley, 2005). Many affective behaviors include stubbornness, defiance and at times can be verbally or physically violent to others (Barkley, 2005).

According to Barkley (2005) nearly 57% of preschool children are likely to be rated as inattentive and over-reactive by their parents up to the age of four. As many as 40% according to Barkley (2005), may have these problems for up to three to six months, concerning parents and teachers. According to Lavigne, Gibbons, Christoffel, Rosenbaum and Binns (1996), however, it is estimated that 2% of preschool children truly meet the criteria for ADHD, and (Biederman, 1996), clarified that possibly 10 % of all children meet diagnostic criteria for ADHD (Singh, 2002). Barkley clearly indicates that the earlier the symptoms of ADHD appear and the length of time they last in childhood will determine the severity of its course and prognosis (Barkley, 2005). Individually there are many distressing problems for children suffering from this disorder. Some features that Barkley (2005) indicate are important to recognize as the individual child develops into school age include;

1. An emergence of high demanding ness of preschool age

2. Critical directive behavior by parents to control circumstances

3. Problems reported by preschool / formal school staff regarding child’s behavior

4. Problems with learning and reading

5. Decisions to withhold a child an educational grade

6. Excessive temper tantrums / difficulty in getting child to do chores

7. Social exclusion from activities

According to Spira & Fischel (2005), within the pre-school environment at the age of 3 yrs. old, children’s attention controls, and self control mechanisms begin developing. Increased self control and speech development continues from age 3yrs. old (Spira & Fischel, 2005). Self control processes continue to well develop through the age of 4yrs. old (Spira & Fischel, 2005). These processes work together allowing the child to maintain self-control and through 4 yrs. of age the child develops the ability to direct attention to relavent environmental stimuli (Spira & Fischel, 2005). Together, the maintaining of attention and control over responses emerges and of course is very important in identifying task’s and working functionally within the educational environment, however; these processes indicated do not emerge for those with ADHD due to the manifestation of hyper-activity and impulsivity around the age of 3 to 4 yrs. of age, and inattention manifesting near 5 to 6 yrs. of age (Spira & Fischel, 2005). As children develop into school age and adolescents, Barkley (2005) indicated that 30 to 50 percent of children will be retained one grade during their school years. According to Vance & Luk (2000), 20 to 30 percent of children with ADHD will manifest comorbidity with learning disorders; reading, arithmetic, writing or spelling. If a child is diagnosed with ADHD and Conduct Disorder the percentages increase for a co morbid learning disorder (Vance & Luk, 2000). One theoretical position (Velting & Whitehurst, 1997), is that according to Spira and Fischel, (2005) those children with ADHD do not acquire the literacy skills necessary for early reading and learning. Furthermore, it is hypothesized that the frustration due to lack of ability perpetuates acting out behaviors consistently witnessed by school staff of children with ADHD (Spira & Fischel, 2005).

As children move through adolescents it is abundantly clear that with vast developmental changes; finding ones role identity as clarified by Eric Erickson (Berger, 2006), relational dating, peer pressure, and other demands of adolescents become extraordinarily difficult with individual difficulties of impulsiveness, hyperactivity and inattentiveness (D. Moilanen CMSW, Personal Communication, January 25, 2007). According to Gordon (2006), adolescents continue to have many difficulties especially;

1. Disorganization

2. Planning long term assignments

3. Completing homework

4. Complying with parental rules.

5. Sustaining attention and focus

Because adolescents are seeking to find a competent and healthy identity, conflicts with parental and academic systems can leave an adolescent to feel diminished, angry and frustrated before the entry into adulthood (D. Moilanen CMSW, Personal Communication, January 25, 2007).

Adulthood brings new challenges and according to Jaffe, Benedictis, Segal & Segal, (2006), the following are just a few of the challenges for adults living with ADHD;

1. Managing money

2. “Zoning out in conversations”

3. Speaking without thinking

4. Procrastination

5. Becoming easily frustrated

Eric Erickson in Berger (2006) clarifies his theory of Psycho-Social Development and indicates that as early adults we want to find intimacy or we will face isolation. It seems clear that these adults due to their disability will continue to confront difficulties with their families, social relationships, and negative individual perceptions onward into adulthood. These difficulties could place them at risk to become isolated.

The individual within their family is greatly impacted by this developmental disorder. According to Barkley (2005) ADHD is 25 to 30% acquired by heredity, and if a parent has ADHD the child is 8 to 10 times more likely at acquiring the disorder. Barkley (2005) also indicated that parents at the beginning of preschool attend and manage their child fairly well, however; parents tend to lose what they feel as control over their child the further the child develops through school. Parents can feel drained, overwhelmed and exhausted; even feeling depressed, and begin blaming themselves for their child’s behavior (Barkley, 2005). Over time these difficulties can lead to perceptions by parents that may be less than positive (Maniadaki, Sonuga, Kakouros, & Karaba, 2006).

Research shows that parental perceptions within the family can clearly have implications regarding how a child is treated and the negative affects and perceptions that affect the child’s developmental stages (Maniadaki et al., 2006). According to Maniadaki et al., (2006), parental perceptions do have significant impact upon children suffering from ADHD due to the likelihood of the parents not obtaining mental health services for their children; the difficulty parents had identifying the impact the child’s behavior would have on the child’s development; and the parents inability to identify the severity of the child’s symptoms, all have dramatic affects on the child’s developmental processes. Siblings can also have negative perceptions of the child’s behavior, affecting the degree of support siblings bring to each other within a family. According to Gordon (2006), siblings can feel sorry for their sibling with ADHD or they can get angry and resentful. These reactions create dynamic challenges for any family and or individual dealing with ADHD. Other possible hindering perceptions by parents within the family system can be identified by comparing Erickson’s, Psycho Social Developmental Perspectives (Berger, 2000). According to Erickson, children from the age of 3 yrs. old to 6 yrs. of age will develop through a series of challenges to parents, taking the “initiative” or “failing,” bringing feelings of “guilt” (Berger, 2000). When the child’s challenging behavior takes place however, as Camparo, Christensen, Buhrmester & Hinshaw, (1994) states, that parents may not allow these children to have the benefit of the doubt, due to past excessive behavior under normal circumstances, and the parents may see their child as an “easy target.” According to the evidence, miscalculating the child’s natural challenging behavior could take place and disallow the child to develop in a healthy, “guilt free” way, having significant affects on their psycho-social development. Excessive amounts of guilt can produce significant amounts of anxiety and depression (Burns, 1990). These negative processes in variable degrees can clearly lead to negative affects on social and emotional processes (Burns, 1990).

Other family processes affecting ADHD and development according to Peris & Hinshaw (2003), is that core symptoms of impulse control and inattention are primarily heritable, and parental practices do not warrant significant (Barkley, 1998; Hinshaw 1994; Johnston & Mash, 2001), causation for ADHD. However, the family interaction patterns and external influences may have a significant impact on severity and the developmental course of ADHD (Peris & Hinshaw, 2003). Furthermore, evidence suggests (Barkley, 1985; Battle & Lacey, 1972; Buhrmester, Camparo, Christensen, Gonsalez, & Hinshaw, 1992; Campbell, 1973; Cunningham & Barkley, 1979; MacDonald, 1988; Mash & Johnston, 1982; Tallmadge & Barkley, 1983) that mothers of ADHD children are less affectionate. Other disturbing findings indicate that parents can be more critically demanding and parents independently report a greater tendency to blame their ADHD child for problems they actually had with their spouses; thus proving further that family systemic patterns can play a major role in the perpetuation and affects of ADHD upon child development (Camparo et al., 1994). Of course these processes clearly affect a school-age child within their families and external systems in ways which reduce a child’s self worth, confidence, and abilities to properly interact and function within their environment; proving this, Dumas & Pelletier (1999) indicated that pre-adolescents were found to have lower levels of self esteem in areas of scholastic competence, behavioral conduct, and social acceptance.

40 Hours of Hell - Is it Time to Find a New Job?
Where did the weekend go? It’s Sunday night and although you had a lovely time leaving your butt imprint on the couch for the last 48 hours, suddenly there’s a lurch in the pit of your stomach again. Yes, looming on the horizon, there is it, another Monday morning. Another Monday, you’ll face the gridlock and angrily express your dismay with the world with one finger and clutch the huge cup of coffee that you’ll need to drag yourself through the bore that is your job. The highlight of your day, other than seeing the clock hit 4:59 will of course be the secret glee you have knowing that you’ve spent hours of company time playing Solitaire and sending out countless resumes. You know you’re a lousy employee, but in a tight job market, with younger and more qualified applicants taking greeter jobs at Wal-Mart, is it really time to find a new job?If loving what you do is the key ingredient to success, and your job gives you symptoms similar to dysentery, should you pack it in? Do you need a new attitude or a new career? If you’re going to spend about 80,000 hours of your life at work, don’t you deserve to like some of it? When is it time to move on?Before you change the “objective” paragraph on your resume to read: “Doing anything other than what I’m doing in this hellhole”, make sure you answer the following questions.Did I ever love this job? If your job were a relationship, is it just on the rocks or was it just a time filler until Mr. or Miss Right came along? Remembering that in order to have gotten this job in the first place, at some point you actually asked for it. You actually decided that you had the qualifications to do it, you would enjoy coming there each day, and you saw some kind of potential for a future there. Was this a job that you took after a long bout with unemployment or did you actually see it as a step up from something else?Do I respect this job? OK, so maybe your job relationship needs some marriage counseling, but as the marriage counselor would tell you, all good relationships are built on respect. If you had to sum up your position in one sentence, what is it that you really do and do you find that an admirable thing to be doing? Do you respect the people you are working for and the company you’re employed by? If not, would you want to do the same job for someone else?What do I dislike the most? Do you hate the job itself, as in the duties of the job? Or is it the people you work with? Getting a new job with a new job description can fix hating the work itself, but there will be difficult people to deal with anywhere you go. If there’s a person making your life miserable, what can you do to make this relationship go smoothly? There’s always pretending that you’ve got something very contagious every time you think they’re approaching your cubicle, but what if you had a meeting and just confronted the issues? Before you say, “Oh that would be a big mistake,” think about it. Is leaving a job because of your inability to negotia

rls have ADHD (Singh, 2002). It cost nearly 3.3 billion dollars to medically treat ADHD every year in the United States (Visser & Lesesne, 2005). Currently causation factors under consistent follow up according to Barkley (2005) include;

1. Genetics

2. Premature Birth

3. Traumatic Brain Injury

4. Spine and Brain Infections

5. Early exposure to substances during pregnancy

6. Early exposure to lead

7. Less blood flow and lower brain activity

1. An emergence of high demanding ness of preschool age

2. Critical directive behavior by parents to control circumstances

3. Problems reported by preschool / formal school staff regarding child’s behavior

4. Problems with learning and reading

5. Decisions to withhold a child an educational grade

6. Excessive temper tantrums / difficulty in getting child to do chores

7. Social exclusion from activities

1. Disorganization

2. Planning long term assignments

3. Completing homework

4. Complying with parental rules.

5. Sustaining attention and focus

Adulthood brings new challenges and according to Jaffe, Benedictis, Segal & Segal, (2006), the following are just a few of the challenges for adults living with ADHD;

1. Managing money

2. “Zoning out in conversations”

3. Speaking without thinking

4. Procrastination

5. Becoming easily frustrated

Set Your Book Up to Succeed with a Marketing Plan, Part 3
Have you developed your book's promotion plan yet? You know now really is better than later. There are 2 facts to realize in developing your promotion plan. Realize it begins the day you conceive your book idea and never ends.The other is the more you write the better you become at it. You need to begin building name recognition in your field. In other words, you want to begin developing your public image.No I’m not suggesting you become a politician but I am saying you must get involved in your book’s promotion. After all, you are the one that cares the most for your project. Many authors and especially small business owners/authors dread book promotion like a plague. They say, "With all that I already do, I jumped the hurdle of writing and completing my book, now I have to promote it as well –arggh."Look at it this way; you have more to gain than anyone in the success of your book. Therefore, when developing your book marketing plan you should:Examine Your CompetitionYour first step in researching the competition is to visit a large book store locally or go online to http://www.amazon.com and look for similar books. Additionally, visit http://www.bn.com (Barnes & Nobles Online) and http://www.borders.com. Since you have already identified the problem you want to solve with your book, be sure to include using search engines like http://www.google.com to help find articles, reports and websites devoted to the problem.Don’t depend on your memory of what you have seen. Make notes and combine your research into a single Word document. In your notes make a list, and write down this about each book or document you find:• Title and author • Year of publication • Sales rank • Reader reviews • Who wrote the Foreword or Introduction • Number of editions or printingsDon’t be intimidated if you find more than several books already written on the topic. The fact that there’s existing books shows that the topic is an active one. If you decide to go the traditional route of publishing, you will find publishers are more willing to invest money in a book on a topic with a track record.I encourage you to buy one or two existing books just to read, noting the case studies and references they cite as well as the quality of information they provide. You should make a mental note at least of things like:• Is the information presented in an easy to read, helpful way? • Is the reading a pleasant chore or is it like wading through mud? • Is the information timely and accurate? • Do the books contain any reader engagement tools like check-list, worksheets or questions?One of the reasons for examining your competition’s books is so that you will be able to describe in detail the strengths and weaknesses of existing books in your proposal. And the better your research, the better your proposal will be. Additionally, a good reason is because it lets you know where you can aim as far as positioning. When

om activities

1. Disorganization

2. Planning long term assignments

3. Completing homework

4. Complying with parental rules.

5. Sustaining attention and focus

Adulthood brings new challenges and according to Jaffe, Benedictis, Segal & Segal, (2006), the following are just a few of the challenges for adults living with ADHD;

1. Managing money

2. “Zoning out in conversations”

3. Speaking without thinking

4. Procrastination

5. Becoming easily frustrated

Mind Calling - Depression Bipolar ADD Is It Really A Disorder?
Who am I? Who Was I?A straight A student, entrepreneur, fine artist, seamstress, jeweler, crafter, teacher, graphic artist, successful custom muralist, advertising sales career peaking at $100K a year age 35. A lovely caring mother of two.Yet, I have a disorder.Have you been diagnosed bipolar? add? I've been prescribed everything for my highly emotional being, state of mind, people call me bubbly happy go lucky. My family say different.Everyone experiences ups and downs. I was fortunate and had 30 years of the good life in Orange County, California. At 36 I have a miracle son with some special needs, and a divorce shortly after. Sure I am going to be sad an irritable. One of the main stressors in life is the loss of a loved one, whether it be passing or divorce.There is no pill that is going to make people happy during these grieving times. It can take women 2 yrs to deal with this anxiety/depression and men even more up to 3yrs. Depending on your situation. Always remember take your vitamins, get out and ride your bike and or just walk. Releasing of positive endorphins does work.In my extensive research I have found some reference to my supposed conditions: Brilliant; Creative; Artistic;Where is the disorder? WHERE IS THE DISORDER. One of multiple psycho therapists relayed to me: Christopher Columbus discovered the new world because he was brilliant; creative and a risk taker. She stated he had ADD tendencies. Good for him! I'd call it attention to detail, maybe attention compulsive but deficit? Where? Everyone gets bored. Everyone likes entertainment. My mother used to always say to me "You can't be entertained 24 hours a day!" We learn, we do, we move on to discover.So be it where's the disorder?Yes during a crisis an anxiety medication, zanax and or others can help temporarily.Surprisingly I did take an add self test and my Dr. recently prescribed Ritalin, and I got out of my sadness, bed rest, and actually started enjoying my life again. I started cooking, cleaning, organizing. I was shocked I needed something they prescribe children to help me out of this divorce rut. Literally, I got my paints out and painted pictures, the next day I broke out my sewing machine and made some cool stuff. Kids and I went on a bike ride. Amazing.This low dose 10mg once a day for a month got me back to who I used to be. Research you do not want to abuse any medication. Always experiment with very low dosages. To see if the reaction works with you.Moral of my story, it may help you that's my hope. Check out my website www.olivegrapes.usana.comNutritional supplements work, period. Vitamins daily, vit c daily, omega 3 for depression... all help! New patents olive oil and grape seed. The reasons why Italians live to be 100! I love grapes!!Italian Girl__________________________________________________

ts due to their disability will continue to confront difficulties with their families, social relationships, and negative individual perceptions onward into adulthood. These difficulties could place them at risk to become isolated.

Wagging the Dog: Plan Ahead for What Happens After the Show
It might seem a little backward. After all, why would you want to waste time and energy worrying now about things that won’t happen until the show closes? Doesn’t it seem like putting the cart before the horse?It might seem that way, but the reality is that preparing now for post-show activities is one of the wisest decisions you can make. By clearly deliniating your plan for after the show, you’ll be able to streamline your operation, delegate people to the proper duties, ensure all leads are followed up in an effective manner, and maintain valuable business relationships. Key to this are these nine questions:1. Has a lead taking system been organized for visitor requests?One of the most valuable things an attendee shares with you is their questions. By asking for specific items, or special features, or novel new applications, attendees are letting you know what they are in the market to buy. However, many lead cards only record the bare minimum contact information. Make sure your team has a place to note visitor requests – and have them use it!2. Has a daily debrief session been scheduled?The temptation for many booth staffers is to flee the exhibit hall as soon as the show has closed, catch the shuttle bus, and enjoy the attractions of a new city. However, it is important that your team meet as a whole every evening to discuss the day’s events, enjoy any triumphs, discuss any concerns, and plan for the next day.3. Will “Thank You” letters or e-mails be sent to every registered visitor?In our information overload society, “Thank You” notes have become the rarest of correspondence. Yet they are a quick and easy way to let your attendees know that you appreciate their time and attention – and that you will value their future business! It’s a nice, personal touch. Delegate one or two staff members to this task, and have it done within 48 hours of the show close.4. How will show leads be handled?Without a system in place, lead management can be a nightmare. Some will go into the common pool, others will ‘disappear’ into booth staff pockets to be followed up independently and still others just disappear. Designate a location for all leads to be collected, and make your team aware that ALL leads need to go to this common pool. Keeping some back will skew your trade show results downward!5. How will sales from the show be tracked?This will differ by company, depending on the types of products or services you sell. However, there needs to be a system by which you can track sales, especially those that are directly attributable to show participation.6. What kind of reward or recognition will booth staffers receive?Exhibiting is tremendously hard work, especially at larger shows when your team is ‘on’ for many days in a row. Make sure to give your team a tangible reward. Yes, representing your company is part of their job – but the extra effort and preparation that goes into successfu

According to Barkley (2005), those with ADHD, at times do not give themselves time to evaluate their emotions objectively before a reaction, fail to separate their feelings from fact. Being able to internalize our emotions, evaluate them, and analyze them before displaying them publicly assist in self control and is difficult for those suffering from ADHD (Barkley, 2005). Those who suffer from ADHD develop a pattern of social rejection due to inappropriate interactions beginning during formalized schooling according to Barkley (2005). According to Nixon (2001), those children suffering from ADHD lack significant social skills that affect the quality of their interactions, such as; verbal & physical aggression, disruptive attempts to enter new groups, negative classroom behaviors, being quick tempered and violating the rules. Nixon (2001) presents more evidence that social cognition is clearly affected and children with ADHD can have great difficulty in making clear interpretations of their environmental interactions with others. These variables clearly lead to inhibited social contact, and a dysfunction in psycho-social development. According to Eric Erickson in Berger (2000), he clearly indicates that formalized school age children from 7 to 11 years old need to develop confidence that allow them to feel as if they have mastered “Industry” (Berger, 2000). If this stage is not mastered, they may feel inferior (Berger, 2000). How can these children who are excluded due to their ADHD manifestations of behavior, be given the chance to participate and prove themselves to resist negative aspects of “Inferiority?” As these children develop into adolescents and adults, one can hypothesize when comparing ADHD behavior and social reactions with the Erickson Psycho-Social Framework (Berger, 2000). Erickson states that adolescents attempt to find their roles in the world and if they fail, role confusion develops (Berger, 2000). Confusion for those suffering from ADHD would come easily due to their exclusion from social groups and activities (Barkley, 2005). In order for adolescents to find their role and their identity; they must interact with others and feel accepted in their participation (Berger, 2000). Further into adulthood Erickson in Berger (2000), indicates that as adult’s, individuals will seek intimacy with others or become isolated. The factor of isolation relates to the extent in which those developing fear rejection and disappointment (Berger, 2000). Unfortunately, prior social experiences of those suffering from ADHD can be littered with social rejection, feelings of disappointment and unacceptance due to impulsiveness and hyperactive behaviors (Barkley, 2005). Furthermore, (Pope, Bierman, & Mumma, 1999), these authors according to Nixon (2001), also claim that hyperactivity and the inattentive / immature nature of a child’s behavior with ADHD contributes greatly to interpersonal problems.

In regards to social justice and cultural issues; according to Bender (2006), African American children may be under represented and under diagnosed in regards to ADHD. Experts such as (Dr. Rahn Bailey, 2006) according to Bender (2006), claim that as science is pursuing new technological processes to diagnose and treat ADHD, cultures like the African American community are subjected to propaganda, suspicion due to past and current discrimination, and negative stereotyping regarding mental illness; thus forming cultural decisions to avoid diagnosis and treatment of ADHD. This cultural-lens, based upon discriminatory and fear based experiences with the dominant culture dis-allows ethical decisions to help and assist African American children (Bender, 2006). These decisions according to experts (Bailey, 2006), is contributing to high rates of African American children disproportionately over represented in remedial programs and disproportionate amounts of African American children over represented in the criminal justice system (Bender, 2006). The issues of classism and impoverishment can also be a topic of concern regarding those who suffer from ADHD. According to Visser & Lesesne, (2005), ADHD diagnosis among males was reported significantly more often in families with incomes below the poverty threshold than in families with incomes at or above the poverty threshold. Here again, poverty makes a clear and consistent statement of risk for our developing children.

In conclusion, I believe that ADHD seems to be an elusive, devastating, developmental disorder. This disorder for my self is so destructive because of its manifesting elements of hyperactivity, impulsivity and inattentiveness. These variables are processes that if represented to certain degrees are perfect for destroying social, educational, emotional and individual development across the life span. Because our lives are so dependent upon not just our biological construction but also our social and environmental interaction; this disorder can be serious and detrimentally disruptive. I do however believe that new technologies are hopeful in understanding this disability in greater measures. I also have gained ideas regarding the new information regarding neuro-plastisity and the changing mind based upon therapeutic thought. I feel this may be a possible frontier of research that should be a priority in better understanding how the brain can change forms; especially the pre-frontal cortex regions.

Reference

Barkley, R. A., (2005). Taking Charge of ADHD: The Complete Authoritative Guide for

Parents. New York: The Guilford Press.

Bender, E., (May 19, 2006). Scare tactics may deter blacks from ADHD help. Psychiatric News, 41 (10) 16. Retrieved January 20, 2007 from http://pn.psychiatry

online.org/cgi/content/full/41/10/16.

Berger, K. S., (2001). The Developing Person: Through the Life Span. New York:

Worth Publishing.

Burns, D. D., (1999). The Feeling Good Hand Book. New York: Plume Books.

Camparo, L., Christensen, A., Buhrmester, D., & Hinshaw, S., (1994). System functioning in families with ADHD and non-ADHD sons. Personal Relationships, 1, 301-308.

Dumas, D., & Pelletier, L. (1999). Perception in hyperactive children. Maternal Child

Nursing, 24, 12-19.

Gordon, J., (2006) Ohio facts sheet; adolescents with ADHD. Retrieved January 20, 2007 from http://ohioline.osu.edu/hyg-fact/5000/5270.html.

Jaelline J., Benedictis, T., Segal, R., & Segal, J., (March 7, 2006). Adult ADD & ADHD: recognizing the symptoms and managing the effects. Retrieved on January 20, 2007 from http://www.helpguide.org/mental/adhd_add_adult_symptoms.htm.

Laigne, J.V., Gibbons, R.D., Christoffel, K.K., Arend, R., Rosenbaum, D., Binns, H., et al. (1996). Prevalence rates and correlates of psychiatric disorders among preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 204-214.

Maniadaki, K., Sonuga-Barke, E., Kakouros, E., & Karaba, R., (February, 21, 2006). Parental beliefs about the nature of ADHD behaviors and their relationship to referral intentions in preschool children. Journal Compilation of Blackwell Publishing. Retrieved on January 20, 2007 from http://www.blackwell-synergy.com/doi/abs/10.1111/j.1365-2214.2005.00512.x.

Neufeld, P., & Foy, M., (2006). Historical reflections on the ascendancy of ADHD

in North America. British Journal of Education Studies, 54, (4), 449-470.

Nixon, E., (2001). The social competence of children with Attention Deficit Hyper-

activity Disorder: a review of the literature. Child Psychology & Review of the

Literature, 6, (4), 172-177.

Peris, T. S., Hinshaw, S. P., (2003). Family dynamics and preadolescent girls with ADHD: the relationship between expressed emotion, ADHD symptomatology, and comorbid disruptive behavior. Journal of Child Psychology and Psychiatry, 44 (8) 1177 – 1190.

Rafalovich, A. (2001). The conceptual history of Attention Deficit Hyperactivity Disorder: idiocy, imbecility, encephalitis and the child deviant, 1877–1929. Deviant Behavior: an Interdisciplinary Journal, 22, 93–115.

Singh, I., (2002). Children and society. Center for Family Research University

of Cambridge, 16, 360-367.

Spira, E. G., Fischel, J. E., (2005). The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: a review. Journal of Child Psychology and Psychiatry, 46 (7), 755-773.

Stubbe, D. E. (2000). Attention-deficit/hyperactivity disorder overview: historical perspectives, current controversies, and future directions. Child and Psychiatric Clinics of North America, 9 (3), 469–479.

Vance, A. L. A., Luk, E. S. L., (2000). Attention deficit hyperactivity disorder: current

progress and controversies. Australian and New Zealand Journal of Psychiatry, 34,

719-730.

Visser, S. N., Lesesne, C. A., (August 31, 2005). Mental health in the United States: prevalence of diagnosis and medication treatment for attention-deficit/hyperactivity disorder --- United States, 2003. Retrieved January 20, 2007 from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5434a2.htm

Willoughby, M. T., (2003). Developmental course of ADHD symptomatology during

During the transition from childhood to adolescence: a review with recommendations.

Journal of Child Psychology and Psychiatry, 44 (1), 88-106.

HTTP = HTML link (for blogs, profiles,phorums):
<a href="http://www.casualarticles.com/article/256547/casualarticles-ADHD-Review-of-Literature-Effects-on-Development-within-Family-Education-and-Social-Systems.html">ADHD; Review of Literature; Effects on Development within Family, Education, and Social Systems</a>

BB link (for phorums):
[url=http://www.casualarticles.com/article/256547/casualarticles-ADHD-Review-of-Literature-Effects-on-Development-within-Family-Education-and-Social-Systems.html]ADHD; Review of Literature; Effects on Development within Family, Education, and Social Systems[/url]

This easy 5 step process was developed for those who have few sales skills, but need to learn the basics of the sales process. Marketing brings prospects to your door, but it's sales skills that makes them paying customers.

If you are considering mortgage refinancing, comparison shopping for the best loan will save you thousands of dollars. Researching mortgage lenders and their offers has the added benefit of allowing you to avoid many common mortgage refinancing mistakes. Here are several things to look for when comparing mortgage offers.

Tags

Links

Casual Articles - ADHD; Review of Literature; Effects on Development within Family, Education, and Social Systems

Related Articles: