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The figure shows a circle with radius 1 inscribed in the

Calculus | 8th Edition | ISBN: 9781285740621 | Authors: James Stewart ISBN: 9781285740621 127

Solution for problem 11 Chapter 3

Calculus | 8th Edition

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Calculus | 8th Edition | ISBN: 9781285740621 | Authors: James Stewart

Calculus | 8th Edition

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Problem 11

The figure shows a circle with radius 1 inscribed in the parabola y x 2 . Find the center of the circle. 0 x

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HDFS class notes #10 resilience a basic recipe for resilience “ordinary” human resources and protective factors (the “short list”) assumed that humans have a healthy brain in good working order. to be able to make sense of things and be able to do simple problem solving. also having close relationships with caring competent adults. Committed families means having a group of people where there’s connection. doesn’t have to be biologically related but just people who are . Effective schools and communities meaning educational attainment, employment, having the opportunity to succeed within the environment to build skill sets and developing into a quality person. beliefs in the self, nurtured by positive interactions with the world getting positive feedback from people around them to help them gain confidence which will boost their performance in what they’re doing and in their decision making. Having support to what you are doing. How “ordinary” are these like is it safe to assume that these resources are available to all, or at least most. resilience in developmental science resilience can be characterized by rebound (respond back to what had happened to improve), elasticity (bend but don’t break), absorb disturbance and reorganize and persist in a similar state, adaption and survival of a system after perturbation, restoring functional equilibrium, successful transformation to a new functional state, and positive adaption in the context of risk or adversity. all of which refers back to something happening and having to be able to respond in a new/better way to do better next time a similar or same adversity comes up. one of the most common resilience is after witnessing how they take in the impact and respond, resilience. processes of resilience people process resilience by coping with challenges, recover rom catastrophe, post­traumatic growth (a good outcome from something that was devastating), achievement of good outcomes among people at high risk for failure or mal­ adaption, and positive development “when major protective systems are destroyed or compromised­ parents are kills, brain is injured or deprived of essential nutrients and learning opportunities, friends are lost, fabric of the community is torn, faith and hope are extinguished by atrocities­ children do not function or develop well” “but when these protective factors are sustained or restored, many can show recovery over the long term although there can be lifelong or intergenerational consequences of prolonged or extreme trauma exposure” predicting outcomes of risk timing, dose, and duration matter. individual difference in reactivity and personal resources have to do with personality and cognitive skills and sex differences. Contextual factors like family, friends, community, culture, and the conditions for recovery. developmental cascades competence begets competence…. snowball effects where it involves spreading consequences over time from one domain or function to another and level of function to another. one system to another and one generation or cohort to another. there are connections and relationships that interact and impact each other in that a development is unique per person. choices that you make will influence the people who you are surrounded by. so every decision that is made can be positive or negative Matsen’s resilience definition resilience is the capacity of a dynamic system. constantly changing and things that influence the change is all around. Therefore, one has the ability to adapt successfully. There are disturbances that threaten the system’s function, viability, and development. All carries the connotation of “good” outcomes. If you’re resilient, you can overcome these disturbances and come out with a good outcome/result. Differs per person bc everyone has different values… value judgements people have different options about risk. is it worth it what will you get out of it and is the outcome worth it to you. Has there been risk (WHEN) how much risk (timing, dose, and duration as indicators) comorbidity of factors significant predictors may influence basic PROCESSES and cumulative risk. if everything is going great but then there’s a small ripple that disturbs that and the ripple continues, might not be worth the risk. Also to decide if the risk is worth taking, one might ask first if they’re in a good state to take that risk. Might also consider the comparison with other people who are offered to take the same risk. There are external stands like culture and sub­ cultural variants that also impact the decision to whether take the risk or not. internal wellbeing; how you’re feeling. harm to self/others, distress, normativity are common standards of psychopathology all comes down to the question “who decides” personally i think that’s a dumb ass question bc it’s all up to you. NO SHT bc it’ll affect you the most. But consider is it client center (trying to understand and help make a decision of what’s best for the person) then there’s practitioner center ethic vs. law risk and resilience gradients risk variables likely reflect assets or resources as well. risk factors tend to co­occur meaning that there’s not only one but other risk factors with reduced resources interesting cases “off­gradient” individuals are outliers but still resilient, poor adjustment hallmarks of competence good peer relationships (how well people get along) academic achievement (similar level of intelligence, common interest), commitment to education and purposive life goals (similar path and decisions made), early and successful work histories (common topics and experiences) Competence is developed over time when experienced changed expectations as one matures. peers/academic performance, work competence, and romantic relationships and civic engagement changes. how can you tell if someone is “doing well” subjective well­being (happiness), accomplishments, financial achievements, competence is multi­dimensional in that it depends on what the person wants and if they have worked to get what they want. Freud “to work and to love” doing what they enjoy, and getting the outcome that satisfy them considering the amount of work and effort they put into. competence begets competence competent people have a “positive manifold” of positive self­concept, higher self esteem, positive personality traits, social understanding, attention regulation, planning and creative thinking. they have more “external resources” like good relationships outside of the family. they’re less likely to face severe adversity compared to those who are less competent, more resilient. but when they are faced with adversity, they are more likely to have or mobilize the resources for positive adaption. learn to adjust and overcome what’s been thrown at them through methods and tactics they know how. we are “preset” for resilience in a benign environment, relatively free from adversity, nearly everyone appears to do quite well, with the exception of individuals who have severe liabilities. developmental principles and systems have built in redundant safety nets summary of multiple studies presence of protective factors appear to be more important than adversity exposure per se because regardless of what the adversities are, as long as they have the resources and know HOW, they can overcome. Adversities that undermine, harm, or damage key promotive or protective influences carry the greatest dangers for maladaptive outcomes in development. Transition times are particularly important because adversities differ depending on where you are in life, young or old. So there are constant transitions that one must learn to adapt and do well. risks homelessness and highly mobility are risks that often accumulate in the lives of individuals (negative cascade) dementia a family of diseases involving impairment of cognitive and behavioral functioning. it’s a global term that covers neurological disorders in primary symptoms that have to do with deterioration of mental functioning. biochemical or structural changes in the brain. also termed demented or severely impaired thinking. aging are normally progressive with a 10% reversible percentage. alzheimer’s disease is most common stages of dementia STAGE 1: general forgetfulness for names, places, loosing things so uses lists and some sort of organizational method which indicates “mild” impairment. STAGE 2: greater memory problems including short term memory, holding less information. attention problems, greater confusion, word substitutions, denial is common, and possible transformation of personality STAGE 3: memory impairment becomes truly dangerous where full term care is needed and can’t take care for their basic needs like nutrition, can’t dress themselves or take medications. aging and dementia alzheimer’s diseases is the most common subtype of dementia accounting for 50­70% where there’s senile plaques, neurofibrillary tangles, and the warning signs are getting lost, forgetting to pay bills, and having trouble managing money serious impairment of behavioral and cognitive functioning that’s progressive, irreversible brain disorder. don’t know what causes this. heritability factors (chromosome 21: 1, 12, 14, 19 too) scary thing about that is that it’s a dominant gene. but there are genetic vulnerability and environmental stress like head injuries or childhood virus or toxins could have caused it too multi­infarct dementia is in the circulatory system that is 15% of all dementia. there are clot : blocks blood supply to area to brain, related to arteriosclerosis. more likely to occur again once it happens one time. sudden loss or gradual recovery.

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Chapter 3, Problem 11 is Solved
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Textbook: Calculus
Edition: 8
Author: James Stewart
ISBN: 9781285740621

The answer to “The figure shows a circle with radius 1 inscribed in the parabola y x 2 . Find the center of the circle. 0 x” is broken down into a number of easy to follow steps, and 24 words. Since the solution to 11 from 3 chapter was answered, more than 279 students have viewed the full step-by-step answer. Calculus was written by and is associated to the ISBN: 9781285740621. This full solution covers the following key subjects: circle, inscribed, figure, Find, center. This expansive textbook survival guide covers 16 chapters, and 250 solutions. This textbook survival guide was created for the textbook: Calculus, edition: 8. The full step-by-step solution to problem: 11 from chapter: 3 was answered by , our top Calculus solution expert on 11/10/17, 05:27PM.

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The figure shows a circle with radius 1 inscribed in the