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AEI currently utilizes a RIEGL VZ400 Terrestrial Laser Scanner on various job sites.  This proecss utilizes a high accuracy 3D terrestrial LiDAR unit.  The data collected will be brought into a feature extraction software, TopoDOT.  TopoDOT utilizes a variety of tools to identify adn quickly extrapolate features within pointcloud data.  All features can then be imported into an AutoCAD drawing file.  AEI can provide an accurate 3D pointcloud of terrain plus any existing building or structures.  The pointcloud can also be converted for Building Information Models.

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Allen Engineering is involved with the civil design and surveying for the new park in Palm Bay, Flordia.  This Regional Park will feature 150 full service campsite hookups and is scheduled to break ground in 2018.  We are extremely proud to be involved in this project.

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Allen Engineering is beginning its 21st year associated with the Space Coast Post of the Society of American Military Engineers (SAME).  During our 21 years, we have helped raise over $350,000 in scholarships and endowments.  We are extremely proud to be associated with SAME and its continued commitment to offer opportunities for students pursuing careers in the engineering field.


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By: Stephen R. Thompson, MD, MEd, FRCSC

  • Cooperating Associate Professor of Sports Medicine, University of Maine
  • Medical Director, EMMC Sports Health
  • Deputy Editor, The Journal of Bone and Joint Surgery
  • Eastern Maine Medical Center Bangor, Maine
  • Cofounder and Codirector, Miller Review Course Part II, Denver , Colorado

Before collision After collision m1v1 m2v2 5 (m1 m2) (v) (90 kg) (6 m/s) (80 kg) (7 m/s) 5 (90 kg 80 kg) (v) 540 kg m/s 560 kg m/s 5 (170 kg) (v) 20 kg m/s 5 (170 kg) (v) v 5 0 cholesterol lowering whole foods quality 10 mg atorlip-10. A golf ball rolling across a green gradually loses momentum because its motion is constantly opposed by the force of rolling friction average cholesterol by age discount 10 mg atorlip-10 with visa. The momentum of a baseball struck vigorously by a bat also changes because of the large force exerted by the bat during the fraction of a second it is in contact with the ball cholesterol transport buy atorlip-10 10 mg. It is little surprise that elite sprinters have been shown to cholesterol in turkey cheap atorlip-10 10 mg on-line develop significantly greater impulse against the starting blocks as compared to well-trained but subelite sprinters (25). The amount of impulse generated by the human body is often intentionally manipulated. Since impulse is the product of force and time, the impulse is the area under the force­time curve. Theoretically, impulse can be increased by increasing either the magnitude of applied force or the time interval over which the force acts. Practically, however, when time of force application against the ground is prolonged during vertical jump execution, the magnitude of the force that can be generated is dramatically reduced, with the ultimate result being a smaller impulse. For performing a maximal vertical jump, the performer must maximize impulse by optimizing the trade-off between applied force magnitude and force duration. The shaded area represents the impulse generated against the floor during the jump. Force (Body weight) 2 1 50 3 B 100 150 Time (ms) 200 250 Force (Body weight) 2 1 50 100 150 Time (ms) 200 250 Impulse can also be intentionally manipulated during a landing from a jump (Figure 12-11). Alternatively, allowing the hip, knee, and ankle joints to undergo flexion during the landing increases the time interval over which the landing force is absorbed, thereby reducing the magnitude of the force sustained. Research has shown that females tend to land in a more erect posture than males, with greater shock absorption occurring in the knees and ankles, and a concomitant greater likelihood of lower-extremity injury (6). One-foot landings also tend to generate higher impact forces and faster loading rates than two-foot landings (27). The greater the period is between making initial hand contact with the ball and bringing the ball to a complete stop, the smaller is the magnitude of the force exerted by the ball against the hand, and the smaller is the likelihood of experiencing a sting. Time B Soft landing Vertical force Body weight 0 Time Impact the type of collision that occurs between a struck baseball and a bat is known as an impact. An impact involves the collision of two bodies over an extremely small time interval during which the two bodies exert relatively large forces on each other. The behavior of two objects following an impact depends not only on their collective momentum but also on the nature of the impact. For the hypothetical case of a perfectly elastic impact, the relative velocities of the two bodies after impact are the same as their relative velocities before impact. At the other end of the range is the perfectly plastic impact, during which at least one of the bodies in contact deforms and does not regain its original shape, and the bodies do not separate. Most impacts are neither perfectly elastic nor perfectly plastic, but somewhere between the two. The closer the coefficient of restitution is to 1, the more elastic is the impact; and the closer the coefficient is to 0, the more plastic is the impact. The coefficient of restitution governs the relationship between the relative velocities of two bodies before and after an impact. This relationship, which was originally formulated by Newton, may be stated as follows: When two bodies undergo a direct collision, the difference in their velocities immediately after impact is proportional to the difference in their velocities immediately before impact. This relationship can also be expressed algebraically as the following: 2e 5 2e 5 relative velocity after impact relative velocity before impact v1 2 v2 u1 2 u2 In this formula, e is the coefficient of restitution, u1 and u2 are the velocities of the bodies just before impact, and v1 and v2 are the velocities of the bodies immediately after impact (Figure 12-12). In tennis, the nature of the game depends on the type of impacts between ball and racket and between ball and court. All other conditions being equal, a tighter grip on the racket increases the apparent coefficient of restitution between ball and racket (16). When a pressurized tennis ball is punctured, there is a reduction in the coefficient of restitution between ball and surface of 20% (15). Other factors of influence are racket size, shape, balance, flexibility, string type and tension, and swing kinematics (30). The hitting surface of the bat is convex, in contrast to the surface of the tennis racquet, which deforms to a concave shape during ball contact. Consequently, hitting a baseball or softball in a direct, rather than a glancing, fashion is of paramount concern. Research has shown that aluminum baseball bats produce significantly higher batted ball speeds than do wood bats, which suggests that the coefficient of restitution between an aluminum bat and baseball is higher than that between a wood bat and baseball (13). The coefficient of restitution between a ball and a flat, stationary surface onto which the ball is dropped may be approximated using the following formula: e5 hb B hd In this equation, e is the coefficient of restitution, hd is the height from which the ball is dropped, and hb is the height to which the ball bounces (see Sample Problem 12. The coefficient of restitution describes the interaction between two bodies during an impact; it is not descriptive of any single object or surface. Dropping a basketball, a golf ball, a racquetball, and a baseball onto several different surfaces demonstrates that some balls bounce higher on certain types of surfaces (Figure 12-13). The coefficient of restitution is increased by increases in both impact velocity and temperature. As ball temperature increases, its rebound from both racquet and wall becomes more lively. A person can speak of "working out" in the weight room, doing "yard work," or "working hard" to prepare for an exam. However, from a mechanical standpoint, work is defined as force applied against a resistance, multiplied by the displacement of the resistance in the direction of the force: W 5 Fd When a body is moved a given distance as the result of the action of an applied external force, the body has had work performed on it, with the quantity of work equal to the product of the magnitude of the applied force and the distance through which the body was moved.

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Each group will start at one of the collaborative learning stations cholesterol risk ratio cheap 10mg atorlip-10 with visa, where they will explore and learn anatomy under the tutelage of a teaching assistant cholesterol levels in cheese order atorlip-10 10 mg on-line. By the end of the laboratory session each group will have visited each of the five learning stations cholesterol medication pictures order 10 mg atorlip-10 visa. The learning stations are interactive cholesterol clarity discount atorlip-10 10mg mastercard, hands-on explorations of bones and human cadavers. The cadavers are professionally dissected to illustrate the relevant anatomy for the lab. Learning anatomy on the cadavers will broaden the perspective you gain from the two dimensional approach of lecture. During these sessions do not sit back passively, instead, actively become involved in the lab so you can maximize your learning experience. In each of the lab chapters that follows, the learning stations for that lab will be listed in this collaborative learning section. In this section, throughout the chapters that follow, you will find helpful hints to guide you as you prepare for the lab. Included in this section will be a list of the modules on the Human Anatomy Interactive Atlas online that you should study to prepare for the quiz. The quiz is a visual test that includes projected photographs identical to the photographs present on the Human Anatomy Interactive Atlas. These photographs show anatomical structures that you will study on dissections in the laboratory. By studying these pictures for the quiz, you will begin to familiarize yourself with the anatomy you need to identify on the cadavers. In addition to the quiz guide, other study tips, suggestions, and questions are presented in this section. This will help you maximize your preparation so you can get the most from your lab experience. Objectives during the lab this section outlines the main learning objectives for each lab period. Preview these objectives prior to the lab to help guide your study at the collaborative learning stations. After the lab, these objectives will serve as a checklist for what you should have accomplished. To prepare for the quiz use the information provided here in conjunction with the Human Anatomy Interactive Atlas online. The quiz will consist of a number of projected photographs from the Human Anatomy Interactive Atlas. Each photo will be projected onto a large screen at the front of the lab, where a teaching assistant will point to an anatomical structure on the picture and ask you to identify it. This section of the lab manual will list theHuman Anatomy Interactive Atlas module and the specific photos within that module that will be on the weekly quiz. Each anatomy module on the Human Anatomy Interactive Atlas has two labeling buttons - a "Basic Labels" button and an "All Labels" button. To prepare for the quiz each week, refer to the Human Anatomy Interactive Atlas module and the specific photos listed in this section. The Human Anatomy Interactive Atlas has been designed to allow you to easily prepare for the quiz. By selecting the "Basic Labels" button on the Human Anatomy Interactive Atlas, all the structures you need to know for the quiz will be marked with flashing circular markers. You can then quiz yourself by pointing and clicking on the markers to view the label. The "Basic Labels" button on the Human Anatomy Interactive Atlas covers the material that you will study in each lab. Notice that there is an "All Labels" button that you H u m a n 6 A n a t o m y L a b M a n u a l L a b s can use to quiz yourself later in the semester, as you begin to learn more and more anatomy. The "All Labels" button labels all structures on the cadaver photo, many of which you are not required to learn. For the weekly quiz, you need only to worry about identifying the "Basic Labels" associated with the photos listed in this section. Structures to Identify in the lab this section contains a complete list of structures that should be identified and learned during the lab. This is a reference list of all the structures that you will observe in the laboratory each week. This will also serve as a summary list of all the structures that you will be responsible for on the final practical examination. This can serve as a valuable checklist to use during the lab reviews as you prepare for the practical examination. In essence, this is a list of all the "Basic Labels" from all the photos within the modules on the Human Anatomy Interactive Atlas online. After the lab is over Towards the end of the semester, you will have the opportunity to attend review labs on weekends. This provides you with an opportunity to study the cadavers and reinforce the material that you are learning as you prepare for the final practical examination. After you have completed the lab, use this section to jot down notes on the structures and cadaver parts that you feel you would like to review in more detail. Being able to refer back to these notes will help you maximize your time during the weekend review labs. One of the major objectives you should keep in mind throughout the labs is to be constantly preparing for the lab practical examination. Review labs allow you to study the body parts on your own, emphasizing your own specific needs. You determine where you need to spend your time and you then spend it most effectively.

Everyday incidents are also noted cholesterol medication hot flashes generic 10 mg atorlip-10 fast delivery, such as the occurrence of bladder infections cholesterol test do it yourself best 10 mg atorlip-10, slight injury or pressure marks cholesterol niacin generic 10mg atorlip-10 fast delivery, the first outing free list of cholesterol lowering foods order atorlip-10 10mg on line, weekends home, and so on. Physical Therapists are found in medical or welfare facilities for physically disabled children and clinics or schools for medically and physically disabled children. Physical Therapists practice in a broad range of inpatient, outpatient, and community-based settings, including the following in order of most common setting: 1. Hospitals (critical care, intensive care, acute care, and sub acute care settings). Hospital Physical Therapy departments are usually large enough to handle the following equipment: a. Electrotherapy area, which includes: diathermy, ultrasound, infrared, ultraviolet, hot packs, ice, electrical stimulation, paraffin, traction, massage and some of the exercise programs b. Hydrotherapy area includes: a pool or Hubbard tank for underwater treatments, smaller whirlpools 21 2. Gym or exercise room, which has: parallel bars, walkers, crutches, canes, and practice staircases for walker training, stall bars, shoulder wheels, pulleys, wrist rolls, finger ladders, wands, weights, bicycles, and floor mats to name a few Outpatient clinics or offices Rehabilitation facilities Skilled nursing, extended care or sub acute facilities Homes Education or research centers Schools and playgrounds (preschools, primary and secondary) Hospices Corporate or industrial health centers Industrial workplace or other occupational environment Athletic facilities (collegiate, amateur, and professional) Fitness centers and sports training facilities. Other areas that Physical Therapists may become involved in are: industrial clinics, geriatrics, private practice, consultant, home health care, institutions for the mentally ill and mentally retarded, treating the blind (concerned with teaching your child an awareness of body image so that he/she can identify position in space, can maintain good balance and to acquire sufficient coordination to cope with sudden changes in position while moving in a dark world), sports medicine, foreign assignments, teaching, research, and writing. However, the Physical Therapist has treatments available that can help minimize pain. As muscles are stretched and exercised, it is only natural to experience some soreness. As Physical Therapy progresses, range of motion typically increases as does strength and soreness diminishes. In general, children feel better following Physical Therapy and look forward to the next session. For example, it may take one child longer to complete their therapeutic exercises than another. Also, as a child makes progress or changes physically, his/her treatment plan is adjusted. Physical Therapy Assistants the Physical Therapy Assistant is an educated health care professional who assists the Physical Therapist in the provision of Physical Therapy. The Physical Therapy Assistant is a graduate of a Physical Therapy Assistant Associate Degree Program. A Physical Therapy Assistant must pass a written test and then acquire a special license. The Physical Therapist of record is the person who is directly responsible for the actions of the Physical Therapist Assistant. The Physical Therapist Assistant may perform Physical Therapy procedures and related tasks that have been selected and delegated by the supervising Physical Therapist. The ability of the Physical Therapist Assistant to perform the selected and delegated tasks should be assessed on an ongoing basis by the supervising Physical Therapist. Physical Therapists and their assistants have three main goals: They try to help children enhance their physical abilities They try to minimize permanent disabilities and help children improve or adapt to abilities they have lost They work with children to help them feel less pain I. Occupational Therapists evaluate and treat individuals with illnesses, injuries, cognitive impairments, psychosocial dysfunctions, mental illness, developmental or learning disabilities, physical disabilities, or other special needs or conditions. Intervention involves the use of purposeful activity for developing, improving, sustaining or restoring function in performance areas including, but not limited to: daily living skills, work performance, educational performance skills, and leisure skills. Services of an Occupational Therapist also include: the design, development, adaptation, application or training in the use of assistive technology devices; the design, fabrication or application of orthotic devices; training in the use of orthotic devices; application of physical agent modalities; and the adaptation of environments and processes to enhance functional performance. Occupational Therapy for young children refers to a form of treatment that will enhance their fine motor skills and control of the smaller muscles of their body. This includes muscles of the arms and hands needed for reaching, grasping, and holding objects. It also involves muscles of the face and mouth that are important for chewing, swallowing, and maintaining lip closure. In addition to improving control of particular muscles, an Occupational Therapist is concerned with improving the way different muscles work together, such as hand-eye coordination. Some types of Occupational Therapy can be useful to children who are overly sensitive to touch or whose touch perceptions appear distorted. These children often experience difficulty interpreting information received through their senses, and benefit from a form of Occupational Therapy called sensory integration. Like the Physical Therapist, the Occupational Therapist will want to work closely with the parents, teaching them how to incorporate exercises into daily routines. The Occupational Therapist also can advise parents on the use of special equipment and the application and use of hand splints and other types of bracing devices. Can my home be made safer and more convenient for my child and possibly a caregiver? How can the caregiver find assistance for an individual who cannot be left alone in the home? Certified Occupational Therapy Assistants assist with the evaluation and treatment of individuals with illnesses, injuries, cognitive impairments, psychosocial dysfunctions, mental illness, developmental or learning disabilities, physical disabilities, or other special needs or conditions and can perform the tasks of the Occupational Therapist under their supervision. A referral to Physical Therapy is indicated whenever there is a known physical impairment, a reason to suspect a delay in gross motor development, or a qualitative impairment in postural or movement skills. A referral to Occupational Therapy is indicated whenever there is a reason to suspect delay or qualitative impairment in the performance of daily tasks and routines, including self-care, play, social interaction, or the performance of school-related tasks. A referral is recommended as soon as a problem is identified to help the family learn about the diagnosis, identify additional supportive services, and master childcare practices that will promote development and minimize further complications. Depending on local regulations governing the practice of Occupational and Physical Therapists, a referral from a Physician may be required prior to the initiation of Physical or Occupational Therapy. The Physical Therapist performs tests and evaluations that provide information about joint motion, condition of muscles and reflexes, appearance and stability of walking, need and use of braces, function of the heart and lungs, integrity of sensation and 25 perception, and performance of activities required in daily living.

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Short line in front of the jugum sphenoidale that connects the body of the sphenoid and the ethmoid cholesterol levels range cheap 10 mg atorlip-10 fast delivery. Line of junction between the squamous portion of the temporal bone and the greater wing of the sphenoid cholesterol lowering foods vegetarian diet purchase atorlip-10 10 mg without prescription. Line of junction between the greater 26 wing of the sphenoid and the parietal bone cholesterol content of foods trusted atorlip-10 10mg. It generally fuses within 2 to age vs cholesterol chart atorlip-10 10mg sale 3 years after birth, but persists 29 in 7-8% of all Central Europeans. Posterior suture connecting the parietal bone and the mastoid process of the temporal 30 bone. Line of junction between the squamous and mastoid portions of the temporal 31 bone that generally fuses early in life. Suture lateral to the nasal bone that connects the nasal portion of the frontal bone and 34 the frontal process of the maxilla. Suture at the lateral margin of the orbit between the frontal and zygomatic bones. Suture in the medial wall of the orbit connecting the orbital plate of the ethmoid bone and the maxilla. Suture in the lateral wall of the orbit connecting the greater wing of the sphenoid and zygomatic bone. Inconstant suture connecting the pterygoid process and the maxillae lateral to the palatine bone. Suture connecting the zygomatic process of the temporal bone and the zygomatic bone on the lateral aspect of the zygomatic arch. Suture within the nasal cavity connecting the lacrimal bone and the inferior nasal concha. Medial line of junction between the right and left maxillary bones, located just below the anterior nasal spine. Line of junction between the palatine bone and the maxilla situated posteriorly in the orbit and on the lateral wall of the nasal cavity. Line of junction between the palatine process of the maxilla and the palatine bone. E 1 2 3 4 1 2 3 4 5 6 7 8 9 7 5 6 10 11 12 13 14 15 16 17 18 19 20 14 13 12 9 8 10 11 21 22 23 24 17 15 16 25 Sutures, joints and ligaments 55 1 2 2 3 17 18 16 28 19 6 27 25 10 9 8 13 12 5 19 24 19 23 31 4 18 6 15 32 20 17 16 21 28 4 5 6 7 8 A Skull from left B Right orbit, anterior view 9 10 2 3 2 15 11 12 6 9 2 11 10 9 2 9 8 6 7 13 14 15 17 14 18 23 20 19 27 16 8 10 26 28 5 4 16 17 18 30 19 C Skull, anterior view D Base of skull, superior view 20 21 33 22 34 23 24 25 E Hard palate, inferior view a a a 56 Sutures, joints and ligaments 15 Intertransverse ligaments. It is attached to the dorsal surface of the vertebral bodies and thus lies on the anterior wall of the vertebral canal. Connection between the sacrum and coccyx; it is frequently a true joint, but often occurs as a synchondrosis. Developmental cartilaginous joint postero-inferior to the sella turcica between the sphenoid and occipital bones. Cartilaginous union between the sphenoid and petrous bones in the lateral continuation of the foramen lacerum, for transmission of the lesser petrosal nerve. Developmental synchondrosis between the posterior and lateral ossific centers of the occipital bone. Developmental cartilaginous joint between the anterior and lateral ossific centers of the occipital bone beginning at the anterior circumference of the foramen magnum. An elastic plate consisting of ring-shaped fibrous lamellae, fibrocartilage, and a central gelatinous nucleus located on either side of a vertebral body, between the adjacent vertebrae. Annular fibrous connection between adjacent vertebral bodies consisting of obliquely oriented connective tissue fibers arranged in alternating directions. Thickened portion of the atlanto-occipital membrane emanating from the anterior tubercle. Connection between the arch of the atlas and the occipital bone situated in the posterior wall of the vertebral canal. Oblique tract of fibers extending from the transverse process of the atlas to the jugular process of the occipital bone. Joint between the inferior articular facet of the atlas and the superior articular facet of the axis. Paired ligaments extending from the dens of the axis to the lateral margin of the foramen magnum. Unpaired ligament extending from the apex of the dens to the anterior margin of the foramen magnum. Cruciate ligament consisting of the two following ligamentous bands (6, 7) located between the dens and the tectorial membrane. Connective tissue tracts from the body of the axis to the anterior margin of the foramen magnum. Part of the cruciform ligament of the atlas passing behind the dens and extending transversely from one side of the atlas to the other. It passes from the axis to the anterior margin of the foramen magnum and is continuous with the dura-periosteal layer of the skull base. Articular unions that connect the heads of the ribs with the vertebral bodies and intervertebral discs. Ligament radiating predominantly from the anterior side of the head of a rib to the adjacent vertebral body and intervertebral disc. Ligament extending from the crest of the head of the rib to the intervertebraldisc. Joint between the articular surface of the tubercle of the rib and the transverse process of the corresponding vertebra.

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Saying this may be difficult cholesterol medication types atorlip-10 10mg with mastercard, but it is preferable to cholesterol range age chart 10 mg atorlip-10 with visa responses such as "How can you say that about your brother? If parents are still focused on their own coping xylitol cholesterol buy atorlip-10 10mg mastercard, they will find it hard to cholesterol synthesis flow chart discount 10 mg atorlip-10 with amex give their children the emotional space they need to ventilate their own feelings. It is also important to have one-to-one contact with each of the children on a regular basis so that they know how special they are. To achieve this, parents will need to manage their time and work on developing a network of supportive friends, extended family, and professionals to help with their children when they need it. Finally, it is important to reinforce to the children that people in a family should take care of each other. There are also sibling 59 support groups that may be helpful, such as the Sibling group associated with Batten Disease Support and Research Association. Even the youngest child can sense when their parents are sad or something is wrong. Parents need to avoid thinking they must protect their children from emotional pain, and keep in mind that they must remain compassionate. Children, like adults, need accurate, understanding information to help them comprehend what has happened by discussing the unique needs of your child with a severe illness and how they may affect family life. Relatives, upset by the news, may insist the problem will go away or that the Doctors were wrong. Others may say that Einstein did not talk until he was 4 or that "so and so" took forever to walk and now is perfectly "normal". Some may try to blame someone, such as "our side of the family is healthy, so the bad genes must come from your side. Remember, grandparents, aunts, uncles, brothers, sisters, and friends are making their own adjustment to the situation and at the same time may be trying to spare your feelings. The best solution is to help each other by providing support and assistance when needed. Effects on the child with a severe illness Prior to school age, the child with an illness may not realize he or she is different from other children. By school age, most children with an illness are aware of their abilities and disabilities and may need help in dealing with feelings of being different. If your child is given proper support, he or she can learn to cope with their special needs. This acceptance includes being part of family activities (religious, recreational, and vacations); participating as much as possible in developmentally appropriate family responsibilities; and being permitted to discuss the illness openly, depending on the age of your child. This is very important because acceptance outside of the home can be difficult to achieve. Experiencing An Illness ­ feelings we may not think our children with Batten Disease experience: a. Classmates may tease your child with an illness and schoolwork may prove difficult to achieve, especially in an 61 inclusive setting. This is particularly problematic if the teachers and school personnel have not been adequately informed and trained about the specific physical and cognitive needs of your child. If your child is not accepted by others, he or she may develop a poor self-image and exhibit depression or behavior problems. Your child with an illness gains self-confidence through participation in activities in which he or she can be successful. The philosophy of inclusion (or integration) is that children who are differently challenged are accepted in general activities with appropriate adaptations or assistance. This however, should not preclude either participation in segregated programs, such as Special Olympics or development of friendships with children who have similar illnesses. Some children with an illness will need encouragement and assistance in socializing and developing friendships. Summer camps that welcome children with special needs provide an avenue for children to develop important socialization skills and experience independence from parents. This not only encourages personal growth for the child, but for his or her parents and campmates as well. This will prepare them for a future where they live and befriend people with severe illnesses. Adolescence is a difficult time for all children, and for children with an illness the problems are often magnified. As 62 is true of other adolescents, these children may become preoccupied with comparing themselves with their peers, yet the desire for sameness and peer approval in areas of physical and intellectual development may be unattainable because of their illness. This will be less of an issue if the adolescent with the illness has a strong peer group or has already come to terms with being "different". If your adolescent has just acquired the illness or is having emotional or behavioral difficulties, counseling may be helpful in working through his or her concerns. When parents find out that their child has a severe illness, it may not seem possible to return to the everyday world. Making contact with professionals, support groups, and other parents who share similar experiences will help parents find the strength to develop and foster the health and well-being of their child with an illness. Understanding that parents are not alone and that other families have gone through what they are going through is half the battle. Parents will end up as an expert on their child, and will be capable of helping others. It is best if both parents go to meetings with the Doctor or other health care specialists, especially when diagnostic information is shared or treatment plans are developed. If you are a single parent, try to bring a family member, friend, or other advocate with you to help support you and your child and to help you remember the information you are given.

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