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In addition to speci c structures, neurotransmitters implicated include serotonin (B. Devlin et al., 2005), monoamines (Martineau, Barth l my, Jouve, & M h, 1992), and opiatergic transmitters (due to high levels of opiate activity in the CSF; C. Gillberg, 1995). Serotonin is considered pivotal to brain development and associated with many of the behavioral characteristics of ASDs (Chugani, 2002); decreased serotonin synthesis has been found in individuals with ASDs, particularly in the left frontal cortex, basal ganglia, and thalamus as well as in the dentate nuclei of the cerebellum (Chugani et al., 1997). Research has yielded some indications of elevated levels of serotonin among individuals with autism (E. H. Cook & Leventhal, 1995; B. Devlin et al., 2005; McBride et al., 1989); levels of serotonin were associated with clinical state, particularly whole-blood 5-hydroxytryptamine (5-HT) levels (H rault et al., 1996). In an attempt to alter serotonin levels, and presumably address the level of clinical symptoms, use of levodopa (L-dopa) has been studied (Ritvo et al., 1971). Although the L-dopa had the intended effect on the serotonin levels, there were no associated changes in clinical symptoms. In contrast, the use of selective serotonin reuptake inhibitors has been helpful in determining the role of serotonin in autism. For example, positive results have been found with uoxetine and uvoxamine (DeLong, 1992; DeLong, Teague, & Kamran, 1998; Ghaziuddin, Tsai, & Ghaziuddin, 1991; McDougle, Price, & Goodman, 1990). DeLong proposed that the serotonergic dysfunction was speci c to the left hemisphere in high-functioning autism with bilateral dysfunction in low-functioning autism; Asperger s disorder is hypothesized to re ect serotonergic dysfunction of the right hemisphere only. Behaviors of self-stimulation and nonresponsiveness to conditioning are indicative of dopamine dysfunction within the mesocortex. Children with autism have been found

Pharmacogenomics may be bene cial to people of color because of their high rates of morbidity and mortality from certain cancers, hypertension, cardiovascular disease, asthma, HIV/AIDS, Alzheimer disease, clinical depression, and other diseases. Thus more effective therapies help those individuals most in need of treatment. Pharmacogenomics has the potential to provide a vast array of interventions to prevent and treat diseases. For example, prevastin may be more effective in lowering blood lipid levels in people with a variant of the CETP gene compared with other drugs. Prevastin could help reduce the risks of cardiovascular disease, which is disproportionately prevalent in African American and Hispanic populations. Pharmacogenomics also offers the promise of targeted primary chemoprevention. For pharmacogenomics to ful ll the promise of targeted interventions, clinical and epidemiological studies are urgently needed to (1) assess how drug responses vary among individuals within different genotypes; (2) determine the prevalence of relevant genotypes in the population or subpopulations; and (3) consider whether and to what degree other environmental factors, such as drugs, diet, and environmental toxins or pollutants, interact with genetic factors to explain drug response. Clinical trials and observational epidemiological studies are crucial for providing the population-level data to utilize pharmacogenomics in public health (Khoury and Morris, 2001).

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if(monthAndDay >= goShortStart or monthAndDay <= goShortEnd) then {Notice that we had to use "or" instead of "and" this is due to the goShortEnd date is less than the goShortStart date} begin sellShort("Seasonal Sell") tomorrow at Open; end;

The status of legitimated participant granted to novices is thus associated with a situated curriculum , a set of activities governing the process of becoming a member Every community shapes the speci c trajectory of activities that the novice must learn in order to become a full member, but it is not a rational plan; nor in craftwork is it the outcome of a formal agreement It is better described as a set of situated opportunities offered to newcomers in a more or less de ned order, dependent both on those who have hegemony on the learning resources and on the novice s capacity to recognize the opportunities when they are granted.

Dependent personality (Continued) measurement issues (self-report), 269 overview/introduction, 259 263, 289 291 brief description, 4 domains, functional/structural, 279 DSM-IV diagnostic criteria, 261, 285 perspectives: cognitive, 275 278 evolutionary developmental, 278 284 interpersonal, 273 275 psychodynamic, 270 273 polarity model, 63 symptom expression pathways, 282 284 anxiety, 179, 282 283, 287 depression, 283 eating disorders, 283 physical symptoms, 284 therapy, 284 289 strategies/techniques, 286 289 traps, 286 variations, 265 268 accommodating dependent, 266 267 disquieted dependent, 265 266 immature dependent, 267 ineffectual dependent, 267 268 selfless dependent, 268 Depersonalized schizoid, 379 Depression/mood disorders: antisocial, 182 avoidant personality, 216 borderline personality, 511 compulsive personality, 254 255 dependent personality, 283 histrionic, 323 324 masochistic personality, 529 narcissistic, 362 364 negativistic personality, 558 paranoid, 470 471 sadistic personality, 538 schizotypal personality, 430 Depressive personality, 539 548 abnormality/normality continuum, 541 case, 540 compared/contrasted with other personalities/ disorders, 547 548 masochistic, 529 negativistic, 558 schizoid, 396 vs. dysthymia, 544 evolutionary developmental perspective, 545 548 overview/introduction, 539 541

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