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ece497 week 3 discussion

ece497 week 3 discussion.

Changing Family StructureKnowing that you will encounter many different family dynamics when you are working with children, it is important to know in advance how you will support different types of family structures (single parent, divorced, same sex, etc.). For this discussion, you will need to choose one of the articles below to read that focuses on a family structure that you will likely encounter in your career when working with children. After reading your chosen article, you will need to discuss the following:What is the family structure that is discussed in the article? Summarize the article in three to four sentences.How does the text support or refute the ideas shared in this article regarding children in this type of family structure?How would this family structure influence a child’s development according to Bronfenbrenner’s Ecological Systems Theory (Links to an external site.)Links to an external site.?What would you do as a child development professional to help support children and their families from the family structure described in the article? Make sure that the ideas you share are relatable to the age of children you intend to work with (i.e. Prenatal, Infancy and Toddlerhood, Early Childhood, Middle childhood and Adolescence). Title of ArticleLink to ArticleChildren Living With Grandparentshttp://www.pewsocialtrends.org/files/2013/09/grand…The Rise of Single Fathers http://www.pewsocialtrends.org/files/2013/07/singl…Breadwinner Momshttp://www.pewsocialtrends.org/files/2013/05/Bread…A Portrait of Stepfamilies (Links to an external site.)Links to an external site.http://www.pewsocialtrends.org/2011/01/13/a-portra…Lesbian, Gay, Bisexual and Transgender familieshttp://www.apa.org/pi/lgbt/resources/biblarz-savci…
ece497 week 3 discussion

Virginia International Accounting for Product Take Back Monsanto Case Study.

The following passage was taken from the scholarly journal for Management Accounting by Marc Epstein, and it reads…After completing an analysis of inputs and outputs to the production process at Monsanto, former CEO Richard Mahoney said that the company found that it was “throwing away $150-175 million worth of raw materials and energy. Some of it was the laws of physics and chemistry, and some of it was just bad processes.” Monsanto concluded that “the first company to get a handle on full-cost accounting, the first one to learn how to expand the boundaries of traditional accounting into life cycle assessments, will be in a position to set critical worldwide standards for sustainable growth.”Requirements:1. Find the article: Epstein, M. J. (1996). Accounting for product take-back. Management Accounting, 78(2), 29-33, in the UC library. (Go to Library – LibGuide – Research Guide – Business – Click on ABI/Inform Global – Type the article title)2. Prepare a position paper regarding the article.3. Here are touch-points that should be discussed in your research: a) Barriers to accounting for product take-back. b) Is product take-back necessary? Is there an urgency for it? c) Would product take-back ALWAYS result in an increase in operating expenses? d) The significance of the different categories of corporate environmental costs? e) Synthesize the textbook discussion in chapter eight on ESG (environmental, social, & governance) to the article of Epstein. f) How will the adoption of product-take back and its related cost affect financial reporting, i.e., product costing, pricing and design, cost management, and capital investment decision? g) Do you agree that management accountants’ are best to handle this job? And how will it change their role?4. Remember that persuasive and compelling arguments should always be supported by authoritative articles or journals. Therefore, find several related journals and articles regarding the topic and integrate them with your assertions and cite them.5. Your paper should include the essential elements of a position paper, including (a) introduction (b) discussion on the subject matter (c) your position, and (d) conclusion.6. Your paper should also include the title and reference page. Please observe the APA style 7th, Edition, for the rest of the formatting requirements.7. This assignment has a 15-page minimum requirement, excluding the title and reference page.
Virginia International Accounting for Product Take Back Monsanto Case Study

REL 100 NVCC Is Secular Humanism A Religion Discussion.

Purpose: To apply what you have learned in this course to a test case, considering what makes something a religion.Process:You will be placed in (or select) a group and use the group discussion board. The discussion will be focused on one or another movement that may or may not be considered a religion. Each of you will locate, read and view online resources (essays, videos) presenting alternative viewpoints and arguments (pro and con) regarding the status of that movement to help you determine is it is or is not a religion. Groups will discuss and debate the strengths and weaknesses of the arguments and then each group member will compose and post a summary of the group discussion. The best summary for each group may appear on the main class discussion board. Then you can read the summaries and conclusions the other groups came to about other debatable movements.Pay special attention to due dates for each part of the process: initial post due by…, replies due by…, summary post due by…, rating due by… (specific dates will be posted as an announcement in the course site and/or sent via email).Find your assigned group in the “group discussion” or “People” section of the course site, then choosing the “Is it a Religion (Links to an external site.)” tab at the top. Be sure to check the announcements in your group space for any group specific information. DirectionsStep 1: Research and initial postIndividually, each student is to seek out resources to familiarize themselves with the arguments on both sides of the debate:Use the internet and Googlesearch for < is ________ a religion > (fill in the blank with the movement you are assigned – do not use the < >) (Is Secular Humanism a Religion?)Identify and read(or view video/listen to audio) at least two sources:one pro (“yes, it is a religion”)one con (“no, it is not a religion”)may review more than one for each position and/or a more middle of the road (“it depends”) argumentConsider the reliability, credibility and authority of the author of the sources you read/view (an argument that sounds strong may be weak if the person who is making it does not really know what they are talking about – avoid uninformed bias and self-serving agendas. For instance, a Christian source might argue that Secular Humanism is a religion because they do not want it being taught in the public schools [religious worldviews cannot be taught in public schools])Come to your own conclusion, based on the sources you read/viewPost to your group discussion boardyour conclusion (answer to the question) and a summary of both the pro and con arguments from the sources you read/viewed, noting which arguments most helped you arrive at your conclusion and why. Be sure to include URL links (copy and paste from your browser address line) to the sources you are referencing so your group mates can check them out for themselves and make clear which of the sources are “pro” and which are “con”.You might find it helpful to outline your post with a pro vs. con chart:Be sure to also note the web page URL that suggests these argumentsPros (it IS a religion)Cons (it is NOT a religion) Source:Source:Conclusion (and explanation): Then provide your conclusion, based on the arguments you feel are the stronger.Be sure you explain why you feel that the arguments on one side outweigh the arguments for the opposing position.
REL 100 NVCC Is Secular Humanism A Religion Discussion

Long Island Business Institute Blockchain Discussion.

The vast majority of the population associates Blockchain with cryptocurrency Bitcoin; however, there are many other uses of blockchain; such as Litecoin, Ether, and other currencies. In this discussion, please describe at least two cryptocurrencies with applicable examples. Discuss some similarities and differences. Lastly, discuss if you have any experience using any cryptocurrencies.Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:Ask an interesting, thoughtful question pertaining to the topicAnswer a question (in detail) posted by another student or the instructorProvide extensive additional information on the topicExplain, define, or analyze the topic in detailShare an applicable personal experienceProvide an outside source (for example, an article from the UC Library) that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)Make an argument concerning the topic.At least one scholarly source should be used in the initial discussion thread. Be sure to use information from your readings and other sources from the Library. Use proper citations and references in your post.Subject: Infotech Important in Strategic PlanBook: Attached PDF
Long Island Business Institute Blockchain Discussion

PREVENTING SEXUAL HARASSMENT assignments

PREVENTING SEXUAL HARASSMENT assignments.

Summarize all the readings and answer questions if I ask them. Discussion Favoritism Clarence Thomas.docImpact of Sexual Harassment.tifWomen-Forward-Sexual-Harassment-.pdfone 100 word minimum summary response to all 3 of the readings -Discussion- Respond to 3 student responses -Complete Sexual Harassment Quiz 2Justify your answers please for the quiz.
PREVENTING SEXUAL HARASSMENT assignments

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Discipline: English
Type of service: Essay
Spacing: Double spacing
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Number of pages: 1 page
Number of sources: 0 source
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Topic 1: Cultural considerations Write about the impact of foreign labor on the US job market. What are some sources of friction? What are some advantages? To what extent should the United States encourage immigration and globalization, and to what extent should the country restrict them? Why?
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South Padre Island Tourism Essay

The sound of water waves rolling against the shore, the view of the seagulls pouncing overhead, and the scent of sunscreen describe a typical Saturday in South Padre Island. Strategically situated such that one can relax and experience the ambiance of a fresh beach, the Island provided a memorable getaway experience. The sand, sun, and the infinite ocean waters made the island nothing like any other place I have ever visited. When I set my feet on the beach of South Padre Island, I felt like I was in paradise. The beach itself brought all the delight. This gleaming move away embraced limitless miles of white sands. At daytime, the sun’s rays streamed down upon the sand, causing the beachgoers to spring up after their feet touched the scorching sand. Nevertheless, near to the Mexican Gulf where the ocean water-dampened and “numbed my cheeks,” young kids chuckled while their sand-built citadel was being swooped by a gigantic wave (Liu, 65). Cotton towels must be the permanent residents of the beach. The sun enthusiasts spent most of their time lying upon the towels so as take up even extra searing sunbeams. The plenty sand gave a spongy sensation for teenagers plunging after a ball at the beach volleyball contest. At the same time, the beach sand cushioned some aged men exchanging stories while waiting for the famished game fishes which swim across the ocean waters of Padre. Across the beach, I witnessed a rainbow of umbrellas as well as seashells of superb design with charming colors; a sight of paradise. The Gulf of South Padre Island is another attraction. The speeding waves calmed and offered great amusement for several visitors. I could not have really “made sense” of absolute calmness until I stood along the shore of the Island during the nighttime (Liu, 65). The reek of the salty water, the sensation of the breeze, and the spectacle of the ship lights across the distance appeased my senses in a unique way. It was summer and the days were hot. The ocean waters were full of activities mainly by the tourists. Some tourists struggled to hang on top of the swooping waves while others got swallowed in the bulging ocean waters emerging with the flavor of salt trickling down their throats. Nonetheless, they were mysteriously, in high spirit to float and play with the ocean waters. South Padre Island drew all kinds of people in search of the enjoyment which this island provides. On that particular day, a group of associates water-skied, causing the ocean water to temporarily separate as they tore through the water like a blade rips a sheet. Young adults in love sat along the shore gazing at the sunset and making “some small talk.” (Liu, 66) The scenery must have aroused a feeling of the world coming to an end and the sensation that it rotated around them at that instance. On the opposite side of the Padre beach, a duo of admiring grandparents stared closely at their young ones. These young grandchildren, taunted with the mysteries of the ocean waters, gazed inquisitively at the water waves striking their feet while roving back to the Gulf within the Island. If you tour South Padre, surely you will create lasting memories of the water paradise. The Island fulfills every visitor’s needs; its major purpose is to satisfy its many visitors. It is delightful; a sensation that overpowered me when I stepped on the shoreline. Whether I am looking for fun or a place to relax and invigorate myself, the beach of Padre Island is the best destination to cater to my every wish; it makes me feel completely free of all burdens and worries. Get your 100% original paper on any topic done in as little as 3 hours Learn More References: Jacobus, Lee A. A world class of ideas: essential readings for college writers, 1997, Chronicle Books. Kennedy, X. J.; Kennedy, M. Dorothy; Muth, F. Marcia and Holladay, A. Sylvia, The Bedford guide for college writers, 1995, Rosen Publishing Group.

How Effective is Cognitive Behavioural Therapy

Introduction Individuals respond to stressful events in different ways and their responses are influenced by a number of factors, such as personality characteristics or temperament, that can have an effect on the how the stressor is perceived (Anthony, Frederici, and Stein, 2009). Anxiety and stress are closely related, although stress tends to relate to a specific event or circumstances, whereas anxiety can be a non-specific, internal anticipation of something that might happen (Kahn, 2006). However, anxiety can cause stress – for example, imagining the consequences of being late (anticipation). Anxiety disorders are very common and can be debilitating and chronic, with patients experiencing distress over many years. It is suggested that anxiety is multifaceted and may be caused by biological factors – for example, high levels of serotonin, which is also a factor in depression. Another contributing cause to anxiety appears to be hyperactivity in the amygdala region of the brain, which results in high levels of neuroticism and anxiety. People who have a tendency towards neuroticism, for example, are more likely to experience anxiety disorders and negative emotions in response to stressors (Eysenck, 1967; Gray 1982). Psychological treatments and interventions focus on cognitive processes and behavioural responses that attempt to explain the acquisition and continuation of anxiety disorders (Anthony, et al. 2009). The aim of the following essay is to examine the efficacy of CBT interventions on treating anxiety and stress-related disorders. Anxiety Disorders The Diagnostic and Statistical Manual of Mental Disorders fifth edition (DSM-V) classifies anxiety disorders into three main groups: anxiety disorders, obsessive compulsive disorders (OCD), and trauma and stress related disorders (American Psychiatric Association, APA, 2013). Anxiety disordersinclude separation anxiety disorder, phobias, social phobia, panic disorder, agoraphobia, and generalised anxiety disorder. Obsessive-compulsive disordersincludes hoarding disorder, while the third group, trauma and stressor-related disorders,includes post-traumatic stress disorder (PTSD) and acute stress disorder (DSM-V, APA, 2013). The DSM-V classifications of anxiety emphasise the relationship between disorders and therefore the possibility of comorbidity between anxiety, stress and depression (APA, 2013). Cognitive Behavioural Therapy (CBT) As will be discussed in the following section, many of the stress and anxiety related conditions listed in the DSM-V category of anxiety disorders can be treated using cognitive behaviour therapy (CBT). CBT aims to change negative and maladaptive thought patterns and behaviours to more positive ways of dealing with stress-related problems. Therapy is non-directive and a therapist will facilitate change through working with the client or patient to achieve a series of goals. The therapist will also challenge the client’s negative beliefs and help the client develop strategies to manage their stress more effectively in the long term in order to prevent any relapses (Beck, 2011). Exposure-based CBT (Torp et al. 2015) has also been reported to be effective with young people and children. As discussed by Beck (2011) the relationship between the therapist and the patient is central to the success of the intervention, as it is necessary to have a rapport in order to sometimes discuss difficult topics. The Efficacy of CBT in Stress-Related Disorders In their meta-analyses of 269 studies that used CBT in studies, including anxiety disorders and general stress, Hoffman, Asnaani, Vonk, Sawyer and Fang (2012) found that the most effective results were for anxiety disorders and general stress (together with bulimia, somatoform disorders and anger control). A study comparing 65 patients with generalised anxiety disorder (GAD), who were randomly allocated to one of three groups – CBT, relaxation techniques, and a control group of patients on the waiting list – was undertaken by Dugas et al. (2010). The follow-up sessions took place 6-, 12- and 24-months after the intervention and consisted of self-report and clinician ratings. It was found that both CBT and relaxation were more effective than the control group, although long-term improvement continued only with CBT (Dugas et al. 2010). Other research has also found that CBT has been effective in generalised anxiety – for example, Otte (2011) states that a number of studies have demonstrated that CBT is effective for patients with anxiety conditions and states ‘the efficacy and effectiveness of CBT in anxiety in adults appears to be well established’ (Otte, 2011, p.418). However, despite the positive findings, Otto also states that there are there are various methodological problems in many studies, for example studies that do not include a control group, and therefore the effect size of the intervention is more difficult to assess. CBT has also be found to be effective in anxiety disorders in children, although as Hogendoorn et al. (2014) reports there are children who do not respond and therefore greater research is necessary in order to understand the mechanism that allows some children to respond well, while other children do not. In a study that investigated childhood anxiety and depression using CBT intervention it was found that there were more positive effects for anxiety than for depression in terms of behaviour and coping strategies used by the children (Chu and Harrison, 2007). It was concluded that there are different factors involved when using CBT in the treatment of anxiety and/or depression. According to Leichsenring et al. (2013) social anxiety is a prevalent disorder that can cause severe psychosocial problems and can co-exist with other disorders such as depression. Social anxiety is characterised by an individual having a fear of social interactions and therefore affects a person ability to work and have a good quality of life (Yoshinaga et al. 2013). There have been a number of reports regarding the efficacy of CBT in treating social anxiety, although many studies have small sample sizes and are conducted in one location. In their study Leichsenring et al. (2013) assessed 495 outpatients who were randomly allocated to either CBT intervention, (n=209), psychodynamic therapy (n=207), or a waitlist control group (n=79). The patient’s baseline and post-treatment scores were compared using the Liebowitz Social Anxiety Scale (Liebowitz, 1987). It was found that both CBT and psychodynamic therapy were effective in treating social anxiety. Yoshinaga et al. (2013) also evaluated CBT and social anxiety in Japan using the Liebowitz Social Anxiety Scale (Liebowitz, 1987). The aim of the study was to assess whether results in Japan would be similar to those in Western countries. The intervention was over a 14 week period and measurements of social anxiety were taken before during and after the intervention. It was found that CBT was effective although there were a number of limitations in the study. The sample size was very small, with only 15 patients, which limits the generalisability of the study to other patients, particularly as it was a single-centre study. Another limitation was that the participants were mainly females, which again can limit generalisability of the findings to male patients. There was also no long-term follow-up, so the effects of CBT in preventing relapse were not assessed. Furthermore many patients were also taking medication which was not controlled for and may have had an effect on the results. Another stress-related condition which can cause serious impairment is OCD. The condition in adolescents and children is similar to that of adults, and OCD often begins in childhood (Torp et al. 2015). In a study undertaken in Denmark, Sweden and Norway, patients aged between 7- and 17-years diagnosed with OCD received CBT intervention in a community setting over 14 weeks. The study was an uncontrolled trial, which meant all patients received exposure CBT and were assessed using the Children Yale-Brown Obsessive Compulsive Scale (Scahill, et al. 1997), which both children and their parents completed, as well as other measures. The children had a range of behavioural and emotional problems and the study involved therapists and health professionals who evaluated the intervention. A strength of the study was that it was undertaken in different centres in three countries, which means it has good generalisability. The number of participants was also relatively high, which was also a strength of the study. The professionals helped the children and their parents complete the treatment and the findings showed a high success rate which was rated independently. It was concluded by Torp et al. (2015) that exposure-based CBT is an effective treatment for OCD in community children and adolescent outpatient clinics. The severity of the symptoms decreased in the patients and some were described as being in remission. However, there were a few limitations in the study – for example, the group was not ethnically diverse and the trials were not randomised (Torp et al. 2015). A final area where CBT has been found to be effective in stress-related disorders is PTSD, which is a disorder which can occur after an individual has experienced a major traumatic event. Typical symptoms include re-living the event, recurring thought of the event, avoidance, numbing and detachment and estrangement from family and other people. In looking at the efficacy of CBT in treating PTSD, Bisson and Andrew (2007) undertook a systematic review of research in which patients had been evaluated by clinicians for traumatic stress symptoms as well as self-rating by the patient of stress, anxiety and depression. Treatment included Trauma focused CBT (TFCBT), exposure therapy, stress management which included hypnotherapy and group CBT and eye movement desensitisation and reprocessing (EMDR) and a waitlist control group with no intervention. The findings showed that TFCBT, EMDR and group CBT were all effective in treating PTSD. In the long-term TFCBT and EMDR were found to be more effective, although some of the studies were found to have methodological flaws which means the data must be interpreted with caution. After the attack on the Twin Towers in New York, the CATS consortium was established to help deal with the trauma experienced by young people and also to assess the outcomes of the intervention using CBT. The CATS Consortium (2010) report on the efficacy of CBT being used with children and adolescents aged between 5- and 21-years who were traumatised after the attack. The young people (n=306) were allocated to one of two groups depending on the severity of their trauma. The first group involved trauma-specific CBT and the second group, brief CBT. The findings showed that for both groups there was a decrease in their symptoms and they were no longer diagnosed as having PTSD, and it was also found that the therapy could be effectively delivered in the community by trained professionals. The limitations of the study were that the design did not conform to a typical randomised controlled study and a control group was not used. The circumstances around the study were chaotic in the days after the attack and, as the authors state, the children may have improved without any treatment or intervention, which is, of course, the purpose of a controlled group. Nonetheless, the study has provided useful information regarding the use of CBT for young people after a traumatic event. Conclusion Overall, the evidence presented demonstrates that CBT is an effective intervention in a number of different stress-related conditions identified by the DSM-V (APA, 2013). Meta-analyses and systematic reviews are able to provide robust evidence regarding the effectiveness of interventions using CBT, although, as has been discussed, there are a number of methodological issues with some of the studies used in meta-analyses. Some of the limitations include small sample sizes, for example, which means that generalisation to other groups is not possible. Another limitation is the lack of a control group, where, as discussed by CATS Consortium (2010), the patients who were traumatised after the attack on the Twin Towers in New York may have recovered spontaneously over time without any intervention, and this can only be observed in a control group which has no intervention. Another potential issue is the use of different measures such as self-report and clinician’s measures (Dugas et al. 2010), in comparison to other studies which used validated questionnaires such as Liebowitz Social Anxiety Scale (Leichsenring et al. 2013). This means that comparisons between studies are more difficult. However research using CBT has taken place in a number of different contexts and cultures – for example, Norway, Sweden and Denmark (Torp et al. 2015) and also Japan (Yoshinaga, et al. 2013) – and has been shown to be effective. References American Psychiatric Association, (APA, 2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-V, fifth edition). Washington, DC: American Psychiatric Association. Anthony, M.M., Frederici, A. and Stein, M.B. (2009). Overview and introduction to anxiety disorders. In M.M. Anthony and M.B. Stein (Eds) Oxford Handbook of Anxiety and Related Disorders, pp. 3-18. Oxford: Oxford University Press. Beck, J.S. (2011). Cognitive Behaviour Therapy: Basics and Beyond. New York: Guildford Press. Bisson, J, and Andrew, M. (2007). Psychological treatment of post-traumatic stress disorder (PTSD). Cochrane Database of Systematic Reviews, 3, Art. No.: CD003388. CATS Consortium (2010). Implementation of CBT for youth affected by the world Trade Center disaster: matching need to treatment intensity and reducing trauma symptoms. Journal of Traumatic Stress, 23(6), 699-707 Chu, B.C. and Harrison, T.L. (2007). Disorder-specific effects of CBT for anxious and depressed youth: a meta-analysis of candidate mediators of change. Clinical Child and Family Psychology Review, 10, 352-372 Dugas, M.J., Brillion, P., Savard, P., Turcotte, J., Gaudet, A., Ladouceur, R., Leblanc, R. and Gervais, N.J. (2010). A randomized clinical trial of cognitive-behavioural therapy and applied relaxation for adults with generalized anxiety disorder. Behavior Therapy, 41(1), 46-58. Eysenck, H.J. (1967). The Biological Basis of Personality. Springfield, Il. Charles C. Thomas. Gray, J.A. (1982). The Neuropsychology of Anxiety. Oxford; Clarendon. Hoffman, S.G., Asnaani, A., Vonk, I.J.J., Sawyer, A.T. and Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy Research, 36(5), 427-440 Hogendoorn, S.M., Prins, P.J.M., Boer, F., Vervoort, L., Wolters, L.H., Moorlag, H., Nauta, M.H., Garst, H., Hartman, C.A. and de Haan, E. (2014). Mediators of cognitive behavioral therapy for anxiety-disordered children and adolescents: cognition, perceived control, and coping. Journal of Clinical Child and Adolescent Psychology, 43(3), 486-500. Kahn, A.P. (2006). The Encyclopedia of Stress and Stress-Related Diseases, (second edition). New York: Infobase Publishing Leichsenring, F., Salzer, S. Beutel, M.E., Herpertz, S., Hiller, W., Hoyer, J., Huesing, J., Joraschky, P., Nolting, B., Poehlmann, K., Ritter, V., Stangier, U., Strauss, B., Stuhldreher, N., Tefikow, S., Teismann, T., Willutzki, S., Wiltink, J. and Leibing, E. (2013). Psychodynamic therapy and cognitive behavioural therapy in social anxiety disorder: A multicentre randomized controlled trial. American Journal of Psychiatry, 170, 759-767. Liebowitz, M.R. (1987). Social Phobia. Modern Problems of Pharmacopsychiatry, 22, 141-173 Otte, C. (2011). Cognitive behavioural therapy in anxiety disorders: current state of the evidence. Dialogues Clinical Neuroscience 13, 413-412. Price, M. and Anderson, P.L. (2011). The impact of cognitive behavioral therapy on post event processing among those with social anxiety disorder. Behaviour Research and Therapy 49(2) 132-137. Scahill, L., Riddle, M.A., McSwiggin-Hardy, M. and Ort, S.I., King, R.A., Goodman, W.K., Cicchetti, D., and Leckman, J.F. (1997). Children’s Yale-Brown Obsessive Compulsive Scale: reliability and validity. Journal of American Academy of Child and Adolescent Psychiatry, 36(6) 844-852 Torp, N.C., Dahl, K., Skarphedinsson, G., Thomsen, P.H., Valderhaug, Weidle, B., Melin, K.H., Hybel, K., Nissen, J.B., Lenhard, F., Wentzel-Larsen, T., Franklin, M.E. and Ivarsson, T. (2015). Effectiveness of cognitive behavior treatment for pediatric obsessive-compulsive disorder: Acute outcomes from the Nordic Long-term OCD treatment study (NordLOTS). Behaviour Research and Therapy, 64, 15-23. Yoshinaga, N., Ohshima, F., Matsuki, S., Tanaka, M., Kobayashi, T., Ibuki, H., Asano, K., Kobori, O., Shiraishi, T., Ito, E., Nakazato, M., Nakagawa, A., Iyo, M. and Shimizu, E. (2013). A preliminary study of individual cognitive behavioural therapy for social anxiety disorder in Japanese clinical setting: a single arm uncontrolled trial. BioMed Central (BMC) Research Notes 6, 74-81