Attention Deficit Hyperactivity Disorder Diagnosis and Treatment

Table of Contents Abstract Introduction Literature review Methodology Reference List Abstract It has been widely reported by the parents of the ADHD children that the latter experience a poor sense of time in their behaviors. Therefore this study paper seeks to find out the sense of time in children with attention deficit hyperactivity disorder (ADHD). the study that was carried out found out that many children are affected by attention deficit hyperactivity disorder in their sense of time and therefore this matter should never be taken for granted.Advertising We will write a custom research paper sample on Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment specifically for you for only $16.05 $11/page Learn More It is advisable that parents should spend most of their time with their children in order to establish if they are free from this disorder. It is also important that children who suffer from ADHD should be taken to a psychiatr ist in order to manage this disorder. Introduction Undoubtedly, attention-deficit hyperactivity disorder (ADHD) is the most common disorder found in children and adolescent and it is believed that it affects 5-10% of the children all over the world (Willcut, Doyle, Nigg, Faraone Pennington 2005). This disorder is characterized by hyperactivity pervasive, impulsivity and lack of proper attention. ADHD is a complicated disorder since it is caused by several factors and also the disorder exhibits many clinical conditions. According to the DSM-IV-R (American Psychiatric Association, 2000), it elaborates that there are three sub types of ADHD namely predominantly inattentive, predominantly hyperactive-impulsive and combined inattentive and hyperactive-impulsive. However, it has been established by various authors (Amador-Campos, Forns-Santacana, Guardia-Olmos Pero-Cebollero, 2006; Baldwin, Flake, Meaux, Chelonis, J.J., Edwards, M.C., Field, C.R. et al. 2004) that there are other indivi dual differences which cause ADHD other than the symptoms mentioned above. Literature review It is known that ADHD is mainly diagnosed in school going children even though it emerges in the years before the children go to school. However other studies based on community sample have revealed that the problem in behavior which is experienced in early life will likely to be linked to future difficulties in behavior. On the contrary few studies have highlighted the frequency with which children under the age of five years meet the criteria for ADHD (Barkley, 1990; Barkley 1997; Barkley, Koplowitz, Anderson McMurray, 1997). Generally, the studies mentioned above found out that approximately half of the young preschool children and almost three quarter of the older preschool children had behavior problem associated to ADHD with the range of age being assessed lying between 2-10 years (Harvey, Youngworth, Thaka Errazariz, 2009).Advertising Looking for research paper on psychology? Le t's see if we can help you! Get your first paper with 15% OFF Learn More In Barkley’s (1997) unifying theory, he examines that impairment to sense of time is one of the major difficulties presented to children with ADHD. He goes further by postulating that the primary deficiency in response led to secondary deficiencies. According to his theory, a working memory deficit leads to lack of proper attention and hinders the development of sense of time in ADHD children. The children are influenced by the recent activities while they tend to forget the activities which happened long ago. Levine Spivack (1959) reported that in a group of restless and emotionally disturbed boys there is conception of time constriction and longer estimation of time. Also Capul (1966) noted that children below the age of nine presented problem in estimation of time. Many researches support the theory of time perception deficit in ADHD children; (Baldwin et al., 2004; Barkley, Koplowitz, Ander son Mcmurray, 1997; Andreou, Agapitou Karapetsas, 2005; West et al., 2000 among others). The above named studies show that children with ADHD have difficulty in estimating time and they also have a discrepancy in tasks related to time reproduction. These children will tend to overestimate short time interval while underestimating long time intervals. Furthermore, it has been established that children with ADHD combined type varied greatly in their time reproduction errors compared to children with inattentive ADHD type (Barkley, 1990). Experimentally, children with ADHD have an ability to judge time interval appropriately while they fail to do so during their daily activities since they lack attention (Zakay, 2005). Piaget (1946) illustrated that time was not intuitive but it only resulted from the constructed thoughts. He defined time as â€Å"coordination of movements of different speeds† (p.269). Therefore time can never be studied alone from other factors such as causal ity and space. Examples are time invariance which is the ability to determine time through sequences and simultaneity, time metric operation which is the ability to measure time. Methodology The participants were 50 children with various ADHD symptoms (40 were boys while the rest were girls of age 6 to 13 years). This diagnosis was carried out by experienced child psychiatrists and the results were that 43 of the children suffered from combined hyperactive-impulsive and inattentive types while the remaining seven suffered from predominant inattentive type.Advertising We will write a custom research paper sample on Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment specifically for you for only $16.05 $11/page Learn More It was also revealed that 20 children suffered from other conditions; 4 dyslexia, 6 learning disorder, 3 anxiety disorder and 7 mood disorder. 42 of the children were continuing with their medication at the time of the stu dy even though they discontinued with medication 24 hours prior to the study (Quartier, Zimmerman Nashat 2010). There was a control group consisting of 50 children selected from schools. There was no significant difference between the two groups since they had similar characteristics concerning their age and their socioeconomic status. However, there was a large effect size in socioeconomic status which designates that more children with ADHD comes from lower socioeconomic class while the reverse is true for those that come from the upper socioeconomic class (Andreou, Agapitou Karapetsas, 2005). The children who had ADHD were selected from an association of patients who had ADHD and also from hospitals that offer mental services. The study was carried out after obtaining the consent from both parties i.e. their parents, children who had ADHD and the control group. The children who participated in this study were rewarded with gifts while their parents received the results of the s tudy after two months of the study. The time concept questionnaire (TCQ) was used to evaluate the knowledge of time in children with ADHD. This questionnaire consisted of 50 questions to be answered by the children from both the control group and the group that had ADHD. The questions were about time sequence and the orientation in time. There was a control grid which helped in rating the responses of the children towards the prompt of the question. For example, 1 for â€Å"right† and 0 for â€Å"wrong†. Then, the time that was taken to fill the questionnaire form completely was recorded in order to determine the level of attention between the two groups that were involved (Harvey, Youngworth, Thaka Errazariz 2009). Parents of these children were also asked to fill â€Å"Its About Time† questionnaire (IATQ) which intended to gauge the time perception. There were thirty items on the questionnaire which had to be responded according to a scale that ranged from â €Å"hardly† to â€Å"almost often†. A coefficient of .82 was estimated for the samples that were analyzed in the study. The scores that were obtained indicated the relationship with time oriental behavior i.e. lower scores showed that there was a problem in time oriental behavior and vice versa (Harvey, Youngworth, Thaka Errazariz 2009).Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The results that were obtained after conducting interview on questionnaire were recorded in the table as follows. ADHD group N=50 Control group N=50 Effect size TCQ IATQ Total score Delay respect Anticipation Referring to past or future 52.10(5.02) 40.02(12.80) -.65(.93) -.80(.54) -.36(.89) 53.47(3.82) 75.34(24.82) .24(.78) .084(.74) .009(1.534) d = .52 d = 1.98 d = 1.34 d = 1. 15 d = .32 The results showed that children with ADHD did not necessarily differ from children without ADHD in their abilities to remember a series of events at a given time. However if this is compared with the Piagetian time conservation task which has a medium effect size of 0.55, it reveals that there is a slight possibility of vulnerability of event order in children with ADHD (Piaget, 1946). The results obtained from TCQ showed an important difference in the two groups of study. Generally the results indicate that children with ADHD had a difficult time in evaluating time concepts and they see med to be impaired in orientation of time. Parents of the children with ADHD frequently reported that their children were disorganized about time conservation and this is especially true according to our findings. This is so because the mean difference between the two groups for IATQ total score was at effect size of 1.98 representing a percentage of 98% of the ADHD group. Also it is worth to note that ADHD group were less prone to delay respect (large ES d =1.34), they are likely to think before acting (large ES d = 1.15) and more likely to be impulsive than the control group i.e. children without ADHD (Quartier, Zimmerman Nashat 2010). This study had an aim of investigating organization of behavior as compared to time management as well as time knowledge and time invariance in children with ADHD. According to the study, the results failed to establish that there was a deficit on time conservation in children with ADHD since there was no difference in time interval between the two groups. However analysis on the effect size reveals that children with ADHD performed poorly in tasks involving time as compared to the children without ADHD (Quartier, Zimmerman Nashat 2010). In conclusion, the study that was carried out found out that many children are affected by attention deficit hyperactivity disorder in their sense of time and therefore this matter should never be taken for granted. It is advisable that parents should spend most of their time with their children in order to establish if they are free from this disorder. It is also important that children who suffer from ADHD should be taken to a psychiatrist in order to manage this disorder. If the children with ADHD are looked after properly, the level of the disorder will go down. However it is a challenge to various stakeholders to educate people about the menace of ADHD. Reference List Amador-Campos, J.A., Forns-Santacana, M., Guardia-Olmos,J., Pero-Cebollero, M. (2006). DSM-IV attention deficit hyperac tivity disorder symptoms: agreement between informants in prevalence and factor structure at different ages. Journal  of the Psychopathology and Behavioral Assessment, 28, 23-32. American Psychiatric Association. (2000). Diagnostic and statiscal manual of mental  disorders DSM-IV-TR (4th ed., text revision). Washington, DC: Author. Andreou, G., Agapitou, P., Karapetsas, A. (2005). Verbal skills in children with ADHD.  European Journal of Special Needs Education, 20, 231-238. Baldwin, R.L., Flake, R.A., Meaux, J.B., Chelonis, J.J., Edwards, M.C., Field, C.R. et al. (2004). Effect of methylphenidate on time perception in children with attention deficit/ hyperactivity disorder. Experimental and Clinical Pharmacology,12, 57-64. Barkley, R.A (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65-94. Barkley, R.A. (1990). Attention-deficit hyperactivity disorder: a handbook for diagnosis  and treatment. New York: Guilford. Barkley, R.A., Koplowitz, S., Anderson, T McMurray, M.B. (1997). Sense of time in children with ADHD: Effects of duration, distraction and stimulant medication.  Journal of International Neuropsychological Society, 3, 359-369. Bauermeister, J.J., Barkley, R.A., Martinez, J.V., Cumba, E., Ramirez, R.R., Reina, G. et al. (2005). Time estimation and performance on reproduction tasks in subtype of children with ADHD journal of clinical child and adolescent psychology ,34, 151-162. Capul, M. (1966). Étude des difficultà ©s temporelles chez des enfants inadaptà ©s [A study of temporal difficulties in maladjusted children]. Revue de Neuropsychiatrie Infantile et d’Hygià ¨ne Mentale de l’Enfance, 14, 19–39. Harvey E.A., Youngworth S.D., Thaka D.A Errazariz P.A. (2009). Predicting Attention – Deficit/Hyperactivity Disorder and Oppositional Defiant Disorder from preschool diagnostic assessments. Journal of consulting and clinical psychology, 77, 349- 354. Levine, M., Spivack, G. (1959). Incentive, time conception, and self-control in a group of emotionally disturbed boys. Journal of Clinical Psychology, 8, 110–113. Mullins, C., Bellgrove, M.A., Gill, M., Robertson, I.H. (2005). Variability in time reproduction: Difference in ADHD combined and inattentive subtypes. Journal of  American Academy of Child and Adolescent Psychiatry, 44, 169–176. Piaget, J. (1946). Le developpement de la notion de temps chez l’enfant. [The child conception of time]. Paris: PUF. Quartier V., Zimmerman G. Nashat S. (2010). Sense of time in children with Attention- Deficit/ Hyperactivity Disorder (ADHD). Swiss Journal of Psychology, 69(1), 7-14. West, J., Douglas, G., Houghton, S., Lawrence, V., Whiting, K.,Glasgow, K. (2000). Time perception in boys with attention-deficit/hyperactivity disorder according to time duration, distraction, and mode of presentation. Child Neuropsychology, 6, 241†“250. Willcutt, E.G., Doyle, A.E., Nigg, J.T., Faraone, S.V., Pennington, B.F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A meta-analytic review. Biological Psychiatry, 57, 1336–1346. Zakay, D. (2005). Attention et jugement temporel. [Attention and duration judgment.]  Psychologie Franà §aise, 50, 65–79. This research paper on Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment was written and submitted by user Cedric A. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on The Nature Of Evidence

Evidence is like ‘buttah,’ or something like that. Actually, evidence is the devil. Some sort of evidence controls almost everything we do, as does the devil, or at least that is who I blame. This paper, for example, is evidence for you that I can comprehend and understand the assigned readings. Every decision I make or belief I have is supposed to have evidence, or is it? This question, including the nature of evidence, is one that both W.K. Clifford and William James try to answer. For Clifford â€Å"it is wrong always, everywhere, and for anyone to believe anything upon insufficient evidence† (118). But for James it is a little different. James believes that there are some questions that cannot wait for sufficient evidence and that in those cases it is not only right to decide using faith, but that one must decide by using faith. I know the previous statements are very short representations of James’ and Clifford’s ideas on the nature of evidence, but as the paper progresses the finer points will be brought out as well as an understanding of the similarities and differences in their ideas. W.K. Clifford, The Ethics of Belief Clifford’s main idea was that â€Å"it is wrong always, everywhere, and for anyone to believe anything upon insufficient evidence† (118). This idea is by no means all that can be gathered from his essay. Clifford made some very valid points about evidence in its relation to belief and its immense importance to humankind. Clifford described how dangerous it could be for humans to base a belief on anything but evidence. He also gave some very compelling examples of how insufficient evidence and stifling doubts leads to wrong beliefs, and how those beliefs affected others. Clifford used the example of a ship owner who knowingly allowed passengers to travel on a ship in need of repair, and then the ship went down killing all the passengers. The owner suppressed his doubts until he truly beg... Free Essays on The Nature Of Evidence Free Essays on The Nature Of Evidence Evidence is like ‘buttah,’ or something like that. Actually, evidence is the devil. Some sort of evidence controls almost everything we do, as does the devil, or at least that is who I blame. This paper, for example, is evidence for you that I can comprehend and understand the assigned readings. Every decision I make or belief I have is supposed to have evidence, or is it? This question, including the nature of evidence, is one that both W.K. Clifford and William James try to answer. For Clifford â€Å"it is wrong always, everywhere, and for anyone to believe anything upon insufficient evidence† (118). But for James it is a little different. James believes that there are some questions that cannot wait for sufficient evidence and that in those cases it is not only right to decide using faith, but that one must decide by using faith. I know the previous statements are very short representations of James’ and Clifford’s ideas on the nature of evidence, but as the paper progresses the finer points will be brought out as well as an understanding of the similarities and differences in their ideas. W.K. Clifford, The Ethics of Belief Clifford’s main idea was that â€Å"it is wrong always, everywhere, and for anyone to believe anything upon insufficient evidence† (118). This idea is by no means all that can be gathered from his essay. Clifford made some very valid points about evidence in its relation to belief and its immense importance to humankind. Clifford described how dangerous it could be for humans to base a belief on anything but evidence. He also gave some very compelling examples of how insufficient evidence and stifling doubts leads to wrong beliefs, and how those beliefs affected others. Clifford used the example of a ship owner who knowingly allowed passengers to travel on a ship in need of repair, and then the ship went down killing all the passengers. The owner suppressed his doubts until he truly beg...

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A Report Of The Nervous System

A Report Of The Nervous System The report are divided into two parts. first we will be talking about the Organization of the Nervous System, that includes the Peripheral Nervous system, and the Central Nervous system, then we will move on to the Brain and Behavior part, where we will start to talk about the brain and listing down the three major regions of the brains, and how each brain has its own functions different than the other regions, even though they are all located in the brain. In this report, you will find information about organs or nervous systems found in the human body, beginning with the definitions, describing its structure and functions in the body, illnesses or disorders that affects that part in the body. Part 1: Organization of Nervous System: Introduction: The Nervous System is a world in itself, weve learned only the little tidbits of its secrets, but there are many of what we still do not know, and in this section of the report, we will try to identify the anatomic configuration of the nervous system, its division and branches, and the function of each part of it, and the problems resulting in every part. The communication in the nervous system is essential to behavior. If youve wondered how you are aware of the elements in the environment surrounding you, you hear with your ears and see with your eyes, and be aware of many things by touching and smelling and tasting, following this awareness a response coming from you, so you move or talk or touch and hold things. You receive the influential in a very short time, and this can be done by the nervous system, moreover, the nervous system controls the other organs that works voluntary such as holding up things or the involuntary such as heartbeat rate. Nervous System chart Nervous system sections: The nervous system are divided into two main divisions: Peripheral Nervous System. Central Nervous System CNS. (the brain and spinal cord) First comes first. We will start with the peripheral nervous system. The peripheral nervous system: is made up of all those nerves that lie outside the brain and spinal cord. Nerves are bundled of neuron fibers (axons) that are routed together in the peripheral nervous system. The peripheral nervous system are made off nerves and neurons that sends and receive information to and from the brain. The peripheral nervous system are subdivided into two parts, the autonomic nervous system and somatic nervous system. Let us have a look at the Autonomic Nervous System. 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Illness and diseases affecting the Autonomic Nervous System: There are diseases and illnesses affecting the autonomic nervous system, causing a disorder in the system, which this disorder effects the controlling of the heartbeat rate and blood pressure of the body that can lead into causing serious problems to the patient, some of these disorders can be life-threatening when they affect the breathing or heart function of the patient. Some of these diseases are Diabetes, Alcoholism and Parkinsons disease. Disorders made by the diseases can either affect the whole system, or a part of it. The Sympathetic and Parasympathetic Divisions: The Autonomic Nervous System are subdivided into the Sympathetic division and the Parasympathetic division. The Sympathetic Division: The sympathetic division is the branch of the autonomic nervous system that mobilizes the bodys resources for emergencies. As we stated before, the sympathetic nervous system is a sub part of the Autonomic Nervous System. This system is responsible for controlling functions that mobilize the bodys resources under stress, such as the fight or flight response, and the other energy generation forms as well. Not only the sympathetic nervous system prepares the body when faced with stress or emergencies, but it also serves other vital purposes. Example, if you stand up after being setting down for a long period of time, your blood pressure will raise, else you may fall unconscious. The sympathetic nervous system also works in increasing your heartbeat rate and perspiration during exercises. Diseases affecting the Sympathetic nervous system: A disease affecting the sympathetic nervous system known as reflex sympathetic dystrophy syndrome (RSDS). The signs of this dieses are the heightened sensitivity to heat and cold, excessive sweating, and limbs being warm to the touch. The causes of this dieses are not confirmed, but its seems to be associated with some forms of nerve injury. The Parasympathetic Division: Like the sympathetic, it is a sub part of the Autonomic Nervous System, and most what the parasympathetic division controls are visceral and involuntary organs, such as breathing and blood pressure and heartbeat rate, But it differ from the sympathetic division in its activities. The parasympathetic division are responsible in controlling the body organs when in an relaxed or normal state. Some of its activities when the conditions are met, and those condition can be met when the person are calmed and relaxed, is reducing the heartbeat rate, slow down the respiratory rate, increases perspiration and salivation and smaller eye pupils. The Sympathetic and Parasympathetic divisions activities are the opposite of each other, but they work together to maintain stability in the body when a certain external condition are met and calls for the division that are responsible to act in such situation. Much like an automobile accelerators and brakes. The Central Nervous System: The Central Nervous System are responsible of controlling the whole body, regulating the functions of the body. The Central Nervous System are the control center of the body. The central nervous system (CNS) consists of the brain and the spinal cord. The Central Nervous system lies within the skull and the spinal column, protected by enclosing sheaths known as the meninges, additionally, the central nervous system is covered by the cerebrospinal fluid. The cerebrospinal fluid (CSF) nourishes the brain and provides a protective cushion for it. Ventricles are the hollow cavities in the brain that are filled with CSF. Diseases affecting the central nervous system: diseases and infections of the central nervous system are many, some of these diseases are Alzheimers disease. The Spinal Cord and The Brain: So we know now that the Central Nervous System consists of two things, the brain and the spinal cord. Let us have a look at these two organs: The Spinal Cord: Basically, the spinal cord is an extension of the brain. The spinal cord are located at the back of the body and are enclosed by the backbone Vertebral column, running from the base of the brain to below the waist, and are covered by the meninges. The spinal cord connects the brain to the whole body through the peripheral nervous system, conducting sensory information to the brain from the peripheral nervous system, And from the brain, the spinal cord works on conducting motor information to the glands, skeletal, cardiac, and smooth muscles. The Spinal cord also serves as a minor reflex center. The spinal cord consist of bundles of axons, and these axons carry out the commands from the brain to the peripheral nerves, that relays sensation from the periphery of the body to the brain. Spinal Cord Injury: Injury to the spinal cord can damage it, causing a partial or full paralysis to the body. Injury can be a result from a car accident or from a serious fall, or any other form of injury that damages the spinal cord, like a gunshot. The Brain: The brain is the part that of the central nervous system that fills the upper part of the brain. The brain is enclosed by the skull. The average weighs of the brain are 1.3 kg, three pounds, and contains billions of nerve cells that links and relays information in and outside the body, Such as coordinating the body actions and movements, talking, thinking, remembering, planning, creating and dreaming. The brain are covered by the meninges, moreover, the brain contains bundles of axons, that works on receiving sensory information from its own nerves, as well as from the spinal cord. Brain Injury: Injuries to the brain can be the result of a car accident, or any other form of damage or hit directed to the head. Childrens or infants can possibly get a brain injury if shaken violently. Part 2: The Brain and Behavior Introduction: The Brain, and how it controls our behavior. All of the body movements, thinking, dreaming, talking, remembering, feeling, and any other actions, are controlled by the brain. The Brain is the control room of your body. From the brain, commands are issued and sent to the whole body, and these commands are carried out, in and out by the nerves. In this part of the report, we will shed some light on the brain, and how every region in the brain has functions different than the other regions, even though they are located in the same organ. The Three Regions of the Brain: The brain has three regions, The Hindbrain, the Midbrain and the forebrain. The location of the three regions are the same, but differ in function and size of region. The Forebrain is taking the largest portion of the brain, then comes the Hindbrain, and smallest is the Midbrain. Structure and Areas of the Brain: The Hindbrain: The hindbrain includes the cerebellum and two structures found in the lower part of the brainstem: the medulla and the pons. The controlling of essential body function and process, such as heartbeat rate and respiration, is the Hindbrain responsibility. An important part of the Hindbrain, the brainstem, controls functions such as swallowing and breathing, and any other critical functions that affect the life of the living being. The Medulla are attached to the spinal cord, controls unconscious vital functions, such as blood pressure, heartbeat rate, swallowing, breathing and coughing. The Medulla works without relying on the thoughts of the person, It works by itself. The pons, sometimes called the Bridge, because of its form of structure which looks like a bridge connecting between the medulla and the cerebellum. From its structure form, we can know that it works on sending signals to and from the cerebellum and the cerebrum, a part located in the forebrain. The Pons contains clusters of cell bodies that helps in controlling movements and sleep. The Cerebellum, which means Little brain in Latin, Is a large and a folded structure located rear lower portion of the brain. The role of the cerebellum is providing feedback and fine-tuning for motor output. The cerebellum controls movements and smoothing them up, such as when you bring up your hand and smoothly bring your finger to a stop on your nose, and how you walk, and every action or movement that people make without any thinking about them or concentration, are coordinated by the cerebellum. The Midbrain: The midbrain is the segment of the brainstem that lies between the hindbrain and the forebrain. The Midbrain, The smallest region of the brain regions, are responsible for visual and auditory and motor system information station. motor and sensory functions are directly controlled by the midbrain. An Important system of dopamine- releasing neurons, which originates in the midbrain, projects into various high centers of the brain. Conscious, voluntary movements has dopamine system are involved in their performance. Degeneration or decline in dopamine synthesis is associated with Parkinsons disease. The reticular formation, which are located at the central core of the brainstem, is the structure that runs through the hindbrain and the midbrain. The reticular formation contribute in the modulate of breathing, reflexes and pain perception. The Forebrain: The forebrain is the largest and most complex region of the brain, encompassing a verity of structures, including the thalamus, hypothalamus, limbic system, and cerebrum. The three structures, the Thalamus, hypothalamus and the limbic system, form the core of the forebrain. The location of the three structures are near the top of the brainstem. The cerebrum sits above the three structures. The cerebral cortex, the outer layer of the brain, is the wrinkled surface of the cerebrum. So now we know that the Forebrain, which takes the biggest portion of the brain, and the biggest of the three regions, consists of four structures, the Thalamus, Hypothalamus, Limbic system and cerebrum. Let us have a quick look on each structure and its activities and functions. The Thalamus: The thalamus is a structure in the forebrain through which all sensory information (except smell) must pass to get to the cerebral cortex. The Thalamus which is located at the top of the brainstem, is responsible for relaying sensory information to a particular part of the cortex, and regulating motor control. It also works on receiving information and signals from various brain areas, such as auditory, visual sensory, and samotosensory signals. The Hypothalamus: The hypothalamus is a structure found near the base of the forebrain that is involved in the regulation of basic biological needs.

Comentary On Line Training Essay -- Training Job Workforce Essays

Comentary On Line Training Constant training, retraining, job-hopping, and even career-hopping, will become the norm, predict Mary O'Hara-Devereaux and Robert Johansen (qtd. in Pritchett 45). This makes the trainer's position all the more valuable in the work place. The demand for training will continue to increase as employees move more frequently from job to job. It is important that trainers realize and act upon this fact. Training programs will need to fit the changing needs of the work force. Many of the employees will enter a new position with prior experience and need to be brought up to speed quickly. Optimization of resources, in this case the resources each new employee brings to the company, will be important. The implementation and use of training programs within companies is many times a vital resource that assists in the overall success of the company. "Industrial leaders have made it clear that one important factor for attaining economic competitiveness is adequate levels of knowledge and skills in the work force" (Gordon 2). Training departments strive to prepare employees to optimize their potential for success within the company. At the same time, these training programs should be optimizing the potential of their department. In order to do this, training departments need to reassess their training programs. There are numerous opportunities available through multimedia such as the Internet, online training programs, CD-ROM training, and many more. Trainers need to continually to be aware of their surrounding and the environment they work within. Many facets of the corporate world impact the workplace environment, and these facets continue to change at ever-increasing rates. As part of the Informa... ...f the training experience. Works Cited Bunn, Bill E. "Multimedia Scripting." Intercom April 2000: 14-18. Chu, Francis. "Don't Train in Vain." PC Week April 2000: 1,20,22. Coleman, Mary Ellen and Carol Bahruth. "Animation." Intercom March 2000: 6-8. Gordon, Sallie E. Systematic Training Program Design. Englewood Cliffs, NJ: P T R Prentice Hall Mason, 1994. Mason, Robin and Anthony Kaye, ed. Mindweave: Communication, Computers and Distance Learning. Oxford: Pergamon P, 1989. O'Hara-Devereaux, Mary and Robert Johansen. "Global Work: Bridging Distance, Culture, and Time." Pritchett, Price. "New Work Habits for a Radically Changing World." Dallas, TX: Pritchett, n.d. Rosenberg, Nils A. "Communication for the World". Intercom May 2000: 6-9. Webb, Wendy. A Trainer's Guide to the World Wide Web and Intranets. Minneapolis: Lakewood Books, 1996.