Cosmos Episode 8 Viewing Worksheet

Cosmos Episode 8 Viewing Worksheet Teachers looking for an excellent television show to help drive home various science information to your students should look no further than the Fox show Cosmos: A Spacetime Odyssey, hosted by Neil deGrasse Tyson. In Cosmos, Tyson delivers the often-complicated ideas related to understanding our  solar system and cosmos in a way that all levels of learners can comprehend and still be entertained by the stories and visual representations of scientific facts. Episodes of this show make great supplements in the science classroom and also can be used as  a reward or movie day, but whatever the reason you show Cosmos in your classroom, youll need a way to assess the students learning and the following questions can be copied and pasted into a worksheet to be used while showing Cosmos Episode 8.   This episode explores the Greek and Kiowa myths about the Pleiades, the astral discoveries of Annie Jump Cannon, the major star categories recognized by science, and the way stars are born, grow, and die. Worksheet for Episode 8 of Cosmos Feel free to copy and paste or tweak the below to use with your class as a guide to follow along with the episode. The questions are presented in the order their answers appear in the episode, so if you plan to use this worksheet as a quiz afterward, it may be beneficial to shuffle up the order of the questions.   Cosmos Episode 8 Worksheet ï » ¿Name:___________________ Directions: Answer the following questions as you watch episode 8 of Cosmos: A Spacetime Odyssey. 1.  What is the cost for having all of our electric lights? 2. How much brighter than the Sun are the Pleiades? 3. In the Kiowa myth about the Pleiades, what famous tourist attraction did the rock the women were on become? 4. In the Greek myth of the Pleiades, what was the name of the hunter that chased after Atlas’s daughters? 5. What did Edward Charles Pickering call the room full of women he employed? 6. How many stars did Annie Jump Cannon catalog? 7. How did Annie Jump Cannon lose her hearing? 8. What did Henrietta Swan Levitt discover? 9. How many major categories of stars are there? 10. What American University accepted Cecelia Payne? 11. What did Henry Norris Russell discover about the Earth and the Sun? 12. After listening to Russell’s speech, what did Payne figure out about Cannon’s data? 13. Why did Russell reject Payne’s thesis? 14. Which stars are considered â€Å"newborns†? 15. How old are most of the stars in the Big Dipper? 16. What kind of star will the Sun be after it becomes 100 times its original size? 17. What kind of star will the Sun be after it collapses like a â€Å"soufflà ©Ã¢â‚¬ ? 18. What is the name of the brightest star in our sky? 19. What is the fate of the star Rigel? 20. With a star as big as Alnilam in Orion’s belt, what will it eventually become after it implodes? 21. What pattern did the Aboriginal people of Australia see in between the stars? 22. How far away is the star in our galaxy that will hypernova? 23. When hydrogen fuses in the Sun, what does it make? 24. How long will it be before Orion finally catches up to the Pleiades?

Case Study - Let it Pour MGT350 UOP

Case Study - Let it Pour MGT350 UOP The article entitled: "Let it pour - My First Assignment as Executive Assistant", poses three major problems facing the Faith Community Hospital organization. Chris Smith was recently promoted to the position of Executive Assistant, and is tasked with helping the troubled Chief Executive Officer solve these issues. Chris has recently graduated from the University of Phoenix, and is very excited about the prospect of helping the CEO with such an important task. The problems facing the hospital appear to be important to the success of the hospital and are vital to Chris' continued success as an Executive Assistant.Step 1: Identify the ProblemAfter studying the case study, two primary issues appear to present the bulk of Pat's (CEO) problems. The first problem stems from the fact that: "medical errors cause tens of thousands of deaths each year, close to 100,000 in hospitals alone" (University of Phoenix material, n.d.).Chris TrotterThe CEO is concerned with the ethical and legal aspect s of Do Not Resuscitate (DNR) directives and the moral and religious affect that these directives have on the hospital's customer base. DNR directives concern the patient's right to refuse treatment after they feel the treatments received will reach a point of diminishing return. This is a very sensitive topic and has been actively debated for many years. The CEO has a very controversial decision to make on this topic.The second important issue facing the Pat and Chris is the rising cost of healthcare and the most effective way of keeping the hospital from losing money. Although Faith Community Hospital is technically a "not for profit" organization, the Board of Directors still need to see "profit" in order for Pat to keep his job and for the hospital to remain in operation. Pat and Chris have...

Discuss how moving-image(film and tv) based knowledge, drama and Essay

Discuss how moving-image(film and tv) based knowledge, drama and speaking and listening can contribute to pupil self confidence as readers and writers in the light of your study of Macbeth - Essay Example Exposure to the media and technology has increased manifolds in the present age as compared to the past. A major portion of the daily routine is dedicated to an individual’s interaction with the moving image in the form of the theatre, drama or movie. This practice serves to enhance the comprehension of the viewer and his perception is modified accordingly. The viewer analyzes what is projected in the media and in the context of his personal knowledge and experience in the subject matter and therefore starts to interact with the moving image. The greater exposure to moving image and the natural liking humans have for the same has materialized a need for using the moving image as a means of taking an individual’s perception of the literature to the next level. Moving image has a lot of potential to modify an individual’s attitude toward literature in the way in which it facilitates him to grasp the fundamental concepts of literature. Hence, use of the moving image in schools as a tool for developing the students’ interest and involvement in literature is indeed, a realization of the changing demands of education in the today’s media age. Owing to the strong relation of moving image with the cognitive learning, the need for its inclusion in the curriculum is largely felt. It is widely recognized as a new dimension of literacy, often referred to as cineliteracy and is defined as, â€Å"The ability to analyze moving images, to talk about how they work, and to imagine their creative potential, drawing upon a wide film and television viewing experience as well as on practical skills†. (British Film Institute, 2000). In order to gain full advantage of the moving image for educational purposes, it is imperative that the language of moving image is recognized as a separate field that needs to be explored not only by the students but also by the

To what extent do electronic cimmerce influence the lifestyle of Research Paper

To what extent do electronic cimmerce influence the lifestyle of lancaster people - Research Paper Example People who utilise e-commerce are influenced by many factors that drive desire to use the Internet or other mobile technologies. These include free delivery of product, the ability of the seller to ensure accuracy of order fulfilment and exchange and return opportunities. Research has also shown that there is even more incentive when sellers reduce potential risks, such as privacy and payment security (Makhija and Stewart 2002). These factors tend to influence increased use of e-commerce as a lifestyle tool. However, there is a gap in literature about, specifically, Lancaster residents and whether e-commerce influences their lifestyles and is deemed a relevant and valuable method of shopping or conducting other business. This study maintains the ability to gain an understanding of a specific geographic region and the extent to which e-commerce is considered a constructive and beneficial tool. According to Price (2014), e-commerce is becoming a widespread trend in consumer shopping, with buyers spending 23 percent of every British Pound spent on shopping in the e-commerce environment. What attributes to this growing trend for an industry now worth  £17 billion? Asfend-e-yar and Tjoa (2013) assert that social familiarity with computer science improves acquaintance with online shopping, making the industry flourish. Furthermore, online shopping maintains fewer costs to the purchaser, including labour expenditures and economics. This is due to the fact that e-commerce sellers have much less overhead costs than in a traditional bricks-and-mortar retail outlet (Lamson-Hall 2013). This has implications on whether a company can provide attractive pricing, facilitated by a more streamlined distribution system allowing for more price-conscious movement of inventories that translates into a better opportunity for buyers. Hence, e-commerce can facilitate more convenient and simpli stic shopping experiences than in traditional bricks-and-mortar retail outlets. There

HRM human resources management Essay Example | Topics and Well Written Essays - 1750 words

HRM human resources management - Essay Example The introduction of the composite pay deal and performance bonus is the most important factor underlining BMW’s success. The performance bonus has been specifically linked to the generation of new ideas to harnass worker creativity. For instance workers are required to come up with three ideas to save 800 pounds each in order to qualify for an annual bonus of 260 pounds (Case). Vroom’s Expectancy Theory highlights the importance of rewards – including extrinsic rewards such as bonuses – in enhancing motivation of workers (Vroom, n.d). Linking increased pay and a bonus specifically geared to reward performance in terms of achieving production targets is conducive to improving employee performance. Moreover, harnassing worker creativity is also likely to provide the intrinsic rewards that help to achieve a high motivation and satisfaction quotient on the job according to Vroom’s theory. Workers will feel that they are making a useful contribution whic h helps to enhance motivation and interest on the job. The second most important feature of the HR package is the overhaul of the flexible working system. The HR practices in this aspect were such that they had to work their way around restrictive covenants and secure increased labor during peak production periods while paying salaries during off production periods. The rearrangement of the working schedule includes the following features: (a) scrapping of the contract in favor of a working time account (b) introducing a working time account (c) the facility to â€Å"bank† time during high production periods (d) overtime to be cashed later for extended holidays (Case). The system was started with every worker coming in with minus 200 hours each, however the reasons for the changes, as stated by Ernest Baumann, head of BMW’s Human resources Department is to â€Å"give associates a greater control over their time.†(O’Brien, 2002: Mar7). The flexible worker schedule and the facility to bank hours and control

Hamburger Universities Essay Example for Free

Hamburger Universities Essay As of today, we have seven Hamburger Universities (HUs) around the world. They are state of the art training centers for restaurant employees and corporate staff. Since its inception, Hamburger University training has emphasized consistent restaurant operations procedures, service, quality and cleanliness. The curriculum is comprehensive, thought-provoking and the perfect foundation for building a successful career. The fact that our Oak Brook Campus Hamburger University is the only restaurant company training academy awarded  college credit recommendations by the American Council on Education (ACE) is indicative of the value Hamburger Universities bring to our system and our employees. ACE recommendations mean that credits earned at Hamburger University can be applied toward a college degree. 100% of the restaurant manager and mid-management curricula are eligible for a total of up to 46 credits – approximately two years of full-time college study. Over the years, McDonald’s Malaysia sent its Restaurant Managers to Hamburger  Universities located in the United States, Australia and Korea. In mid-2006, we officially launched the McDonald’s Leadership Institute, a virtual learning community with guidance and resources to support and develop employee leadership and talent. It gives McDonald’s leaders opportunities to grow and develop through structured learning with other leaders, to participate in challenging development experiences and to access a wide variety of development tools and best practices resources. The Leadership Institute helps them develop critical leadership skills needed to address major short and long-term business challenges that are affecting the corporation. Under the auspices of the Institute, accelerated leadership development programs for high-potential directors and officers are offered annually across all areas of the world. As the end of 2007, 184 employees from 43 countries had participated with more than 40% of those who graduated receiving promotions.

Psychiatric Care After Drug Overdose: Case Study

Psychiatric Care After Drug Overdose: Case Study Case Scenario: Marcella Helen Farel Marcella is a 15 year old bi-racial female who was admitted to the local community hospital in Chester, Pennsylvania for a drug overdose. The attending psychiatrist, Dr. Miller has referred Marcella to me to be evaluated for a possible substance use disorder and to be screened for the potential risk of future substance use disorder. Carefully describe the client’s demographic characteristics. Marcella is a 15-year-old bi-racial (Caucasian and African American) female who attends high school full-time. What is the presenting problem? Marcella has been referred for screening of a possible substance use disorder and the possible risk of future substance use problems after being treated at a local community hospital for attempting suicide with prescription pain medications. What is the pertinent family history? Marcella is being raised by her grandparents with sporadic input from her single mother. Bethany, Marcella’s mother, has never been married and has raised Marcella as a single mom since her birth. What is the substance use history of the client’s family? Marcella’s grandparents both drank alcohol throughout their adult lives and also experimented with various other drugs. Her stepfather uses marijuana on a daily basis because he feels that it helps with the pain from a back injury. Her mother developed a substance use problem at the age of 14, shortly after her father killed himself, and it rapidly progressed. What are some of the direct and indirect messages Marcella may have received from her family about substance use? Children and teenagers are heavily influenced by their parents. Having a parent who uses drugs is a strong predictor of adolescent substance abuse. The messages that Marcella may have received are my parents and grandparents use drugs so therefore it is okay for me to use them as well. What is Marcella’s education and employment history? Marcella is a full-time high school student and has not had any type of employment at this point but has done some babysitting. What is significant in terms of risk factors, about Marcella’s academic history? Marcella has done well academically throughout elementary school but for the last four years her grades in high school have been steadily dropping. Describe Marcella’s social history? Marcella can name only two friends and also states that she doesn’t like people so having only two friends is fine with her. What is Marcella’s self-report of her substance use history? Marcella states that she has used alcohol a few times with her friends and also used alcohol on special occasions at family gatherings. She also states that her suicide attempt was the first time she used pain pills or any non-prescribed drugs. What is significant in terms of risk factors about Marcella’s description of her relationships with family members? When asking Marcella about her relationship with her family members she stated that she never had a father and she isn’t sure if her mother even knows who her father was. She also states that he has never been a part of her life. She bluntly states that she hasn’t had a mother for the past few years as well. She describes her grandmother as the only one who would care if she had succeeded in her suicide attempt. Accurately identify risk and protective factors for developing a substance use disorder as related to the client in the case scenario. â€Å"Many factors have been identified that help determine† which individuals â€Å"are likely to abuse drugs.† The factors that are associated with the â€Å"greater potential for drug abuse are† known as â€Å"risk† factors, and those associated with the least potential for drug abuse are known as â€Å"protective† factors. (NIDA, 2003. pg. 6). Risk factors influence drug use in many ways. The more risks the adolescent is exposed to the more likely he or she is to use and abuse drugs. (NIDA, 2003. pg. 7). â€Å"Having a family history of substance abuse puts† the adolescent at risk for drug abuse. â€Å"The presence of protective factors can lessen the impact† of some risk factors, â€Å"such as parental support and involvement†; this â€Å"can reduce the influence of strong risks, such as having substance abusing peers.† (NIDA, 2003. pg. 7). Some risk factors that could have an influence on Marcella are: Substance use among parents. Poor attachment with parents. Social difficulties Negative emotionality Early substance use Academic failure Low commitment to school Some protective factors that could lessen the impact of a few of the risk factors are: Positive physical development Family connectedness (attachment and bonding with grandmother) Living in a stable home (grandparents) Supportive relationship with family (grandmother). (NIDA, 2003). Discuss other relevant factors in the case scenario that could lead to the development of a substance use disorder. Other risk factors often â€Å"relate to the quality of relationships outside† of â€Å"the family, such as in their schools, with their peers, teachers, and in the community.† (NIDA, 2003. pg. 9). â€Å"Difficulties in these settings can be crucial to† the adolescent’s â€Å"emotional, cognitive, and social development. Some of† the risk factors are academic failure and poor coping skills. (NIDA, 2003. pg. 9). Other risks that can influence adolescents to start using drugs are the availability of the drugs and the belief that drug abuse is generally tolerated. (NIDA, 2003. pg. 9). â€Å"Screening and assessment are† part â€Å"of a process that aims to identify and measure the mental health and substance use related needs and† behaviors of adolescents. It is â€Å"difficult to determine where screening ends and assessment begins. Screening† â€Å"determines the need for a† more comprehensive assessment but does not provide actual information about the diagnosis or possible treatment needs. The screening â€Å"process should take no longer than† thirty minutes and in some instances will be shorter. (NCBI, 1999. pg. 9). An appropriate screening procedure must† take into consideration â€Å"several variables pertaining to the client, such as† their â€Å"age, ethnicity, culture, gender, sexual orientation, socioeconomic status, and literacy level.† (NCBI, 1999. pg. 10). It â€Å"is important that the† contents of the test be â€Å"appropriate for clients from a variety of backgrounds and† cultures. (NCBI, 1999. pg. 10). â€Å"There are three primary components to preliminary screening: content domains, screening methods, and information sources. The screening procedure focuses on verif ied indicators of substance related problems among adolescents.† These â€Å"indicators fall into two categories: those that indicate substance use problem severity and those that are psychosocial factors.† (NCBI, 1999. pg. 11). There is no set number of uncovered red flags or indicators that mandate â€Å"a referral for a comprehensive assessment. Many† of the screening questionnaires provide a set of scores to assist with the decision in obtaining a comprehensive assessment. (NCBI, 1999. pg. 11). Regardless, â€Å"if there are several red flags or a few that† are meaningful, it is recommended â€Å"to refer the adolescent for a† more comprehensive assessment. (NCBI, 1999. pg. 11). The â€Å"comprehensive assessment follows a positive screening for a substance use disorder and may lead to long term intervention efforts such as† treatments. (NCBI, 1999. pg. 11). The screening procedures identify if the adolescent has â€Å"a significant substance use problem† and â€Å"the comprehensive assessment confirms the problem and helps† to  clarify other problems that may be â€Å"connected with the adolescent’s su bstance use disorder. Comprehensive information can be used to develop† a proper set of interventions. (NCBI, 1999. pg. 17). There are many different purposes of the comprehensive assessment. To report in more detail the vicinity, nature, and unpredictability of substance utilization reported amid a screening, including whether the pre-adult meets symptomatic criteria for abuse or dependence. (NCBI, 1999. pg. 17). To focus the particular treatment needs of the client if substance misuse or substance dependence is confirmed, so that limited resources are not misdirected. (NCBI, 1999. pg. 17). To allow the evaluator to take in more about the nature, connects, and results of the adolescents substance-utilizing conduct. (NCBI, 1999. pg. 17). To guarantee that related issues not hailed in the screening procedure (e.g., issues in medicinal status, mental status, social functioning, family relations, educational performance, and delinquent behavior) are recognized. (NCBI, 1999. pg. 17). To inspect the degree to which the adolescents family (as characterized prior) might be included in the comprehensive assessment but also in possible subsequent interventions. (NCBI, 1999. pg. 17). To distinguish particular qualities of the adolescent, family, and other social backings (e.g., coping skills) that could be utilized within creating a fitting treatment plan (financial information is significant here as well). (NCBI, 1999. pg. 17). To develop a written report that: Identifies and accurately diagnoses the severity of the use. Identifies factors that contribute to or are related to the substance use disorder. Identifies a corrective treatment plan to address these problem areas. Details a plan to ensure that the treatment plan is implemented and monitored to its conclusion. Makes recommendations for referral to agencies or services. (NCBI, 1999. pg. 17). â€Å"A valid, standardized, and clinically relevant assessment is† crucial â€Å"for effective intervention with adolescent substance abusers.† (NIH, 2005. para. #6). â€Å"The advantages of standardized assessments are that they: Provide a benchmark against which clinical decisions can be compared and validated; Are less prone to clinician biases and inconsistencies than more traditional assessment methods; and Provide a common language which improved communication in the field can develop.† (NIH, 2005. para #6). â€Å"Until recently clinicians have relied on clinical judgment or locally developed procedures to diagnose adolescent substance use problems. This has begun to change since standardized and clinically valid instruments such as The† Drug Use Screening Inventory Revised (DUSI-R), The Teen-Addiction Severity Index (T-ASI), â€Å"have been introduced into the literature. Developmental appropriateness is critical to the effectiveness of using these instruments in work with adolescents.† (NIH, 2005. para. #7). The Drug Use Screening Inventory-Revised (DUSI-R) is a 159-item instrument that documents the level of involvement with a variety of drugs and quantifies severity of consequences associated with drug use. The profile identifies and prioritizes intervention needs and provides an informative and facile method of monitoring treatment course and aftercare. The DUSI-R is a self-administered instrument. (NCBI, 1999. pg. 69). The purpose of this instrument is â€Å"to comprehensively evaluate adolescents and adults who are suspected of using drugs; to identify or â€Å"flag† problem areas; to quantitatively monitor treatment progress and outcome; and to estimate likelihood of drug use disorder diagnosis.† (NCBI, 1999. pg. 69). A decision tree approach is used and the information acquired â€Å"should be viewed as implicative and not definitive in that the findings should generate hypotheses regarding the areas requiring comprehensive diagnostic evaluation by using other instruments.† The â€Å"DUSI-R is structured and formatted for self-administration using paper and pencil or computer.† The areas assessed are: â€Å"substance use behavior, behavior patterns, health status, psychiatric disorder, social skill, family system, school work, peer relationship, leisure† and recreation. This assessment takes 20-40 minutes to complete depending on the subject. (NCBI, 1999. pg. 6 9). The Teen Addictions â€Å"Severity Index (T-ASI) is a brief assessment instrument developed for use when an adolescent is being admitted to inpatient care for substance use related problems.† (NCBI, 1999. pg. 78). â€Å"The purpose of this instrument is to provide basic information on an adolescent prior to entry into inpatient care for substance use related problems.† (NCBI, 1999. pg. 78). This assessment is an â€Å"objective face to face interview combined with opportunity for assessor to offer comments, confidence ratings† (indication â€Å"whether the information may be distorted), and severity ratings (indicating how severe the assessor believes is the need for treatment or counseling).† (NCBI, 1999. pg. 78). The areas assessed are: â€Å"chemical use, school status, employment/support, family relationships, peer/social relationships, legal status (involvement with criminal justice program), psychiatric status,† and â€Å"contact list for add itional information. The† number of† questions asked for each area are fewer in number than many† of the other instruments used. (NCBI, 1999. pg. 78). These â€Å"screening tools are brief self-reports or interviews that are used as the first step in the process of evaluating whether an adolescent may or may not have a drug problem. The outcome of a screening is to determine the need for further, more comprehensive assessment. (NCBI, 1999. pg. 78). I would use the DUSI-R to assess Marcella’s potential drug use because it is a self-report inventory that is available in paper or online that deals with both drugs and alcohol. It is utilized for measuring current status, recognizing areas in need of prevention, and evaluating the degree of change after treatment. Substance use disorder in the â€Å"DSM-5 combines the DSM-IV categories of substance abuse and substance dependence into a single disorder† using a measurement of mild to severe. The â€Å"diagnosis of dependence caused† some confusion. Most people think that dependence is â€Å"addiction† when in fact dependence could be the body’s â€Å"normal response to a substance. In† order for a patient â€Å"to be diagnosed with Substance Use Disorder the patient must meet at least† two of the eleven criteria for the diagnosis. A patient meeting â€Å"2-3 of the criteria indicates mild substance use disorder, meeting 4-5 criteria indicates moderate† substance use disorder and meeting 6-7 criteria indicates severe substance use disorder. (BupPractice, 2014). The Diagnostic Criteria are as follows: Continuing to use opioids despite negative personal consequences. Repeatedly unable to carry out major obligations at work, school, or home due to opioid use. Recurrent use of opioids in physically hazardous situations. Continued use despite persistent or recurring social or interpersonal problems caused or made worse by opioid use. Tolerance as defined by either a need for markedly increased amounts to achieve intoxication or desired effect or markedly diminished effect with continued use of the same amount. Withdrawal manifesting as either characteristic syndrome or the substance is used to avoid withdrawal. Using greater amounts or using over a longer time period than intended. Persistent desire or unsuccessful efforts to cut down or control opioid use. Spending a lot more time obtaining, using, or recovering from using opioids. Stopping or reducing important social, occupational, or recreational activities due to opioid use. Consistent use of opioids despite acknowledgement of persistent or recurrent physical or psychological difficulties from using opioids. Craving or a strong desire to use opioids. (This is a new criterion added since the DSM-IV-TR). (BupPractice, 2014). During the assessment and evaluation with Marcella she stated that she tried alcohol a few times with friends and on special occasions at family gatherings and she denies having ever been intoxicated. She also states that the pain pills she took in the suicide attempt were her only use of non-prescribed drugs. According to the DSM-5, Marcella does not meet any of the criteria for the diagnosis of a substance use disorder. In order to be diagnosed with a substance use disorder Marcella must meet 2 of the 11 criteria for the diagnosis. After my assessment and evaluation of Marcella I have come to the conclusion that she does not meet any of the criteria to be diagnosed with a substance use disorder. While she did take prescription pain medication in an attempt to commit suicide it was the first and only time that she took any type of drug prescription or otherwise. Marcella continues to work on her other medical issues with the hospital psychiatrist. References American Psychiatric Association. (2005). Substance-Related and addictive disorders. Retrieved from www.dsm5.org/Documents/Substance%20Use%20Disorder%20Fact%20sheet.pdf BupPractice. (2014). DSM-5 Substance use disorder. Diagnostic criteria. Retrieved from www.dsm5.org/Documents/Substance%20Disorder%20Fact%20sheet.pdf Centers for Substance Abuse Treatment. (1999).Screening and assessing adolescents for substance use disorders. Substance abuse and mental health services administration (US); (Treatment Improvement Protocol (TIP) Series, No. 31 Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK64364/pdf/TOC.pdf National Institute on Drug Abuse. (2003). Chapter 1: Risk and Protective Factors. In Preventing Drug Use Among Children and Adolescents. Retrieved from http://drugabuse.gov/publications/preventing-drug-abuse-among-children-and-adolescents?chapter-1-risk-factors-protective-factors. Miller, W.R., Forcehimes, A. A., Zweben, A. (2011). Treating addiction: A guide for professionals. New York, NY: Guilford National Institute on Drug Abuse. (n.d.). Risk and protective factors. Retrieved from http://drugabuse.gov/sites/default/files/preventingdruguse_2.pdf