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A.2. PROOF OF THEOREM 4.1.18 Substituting this result back into the first two equations we get w, x, y, z : P(W = w, Y = y | Z = z, X = x) = P(W = w | Z = z, X = x) P(Y = y | Z = z) w, x, y, z : P(X = y, Y = y | Z = z, W = w) = P(X = x | Z = z, W = w) P(Y = y | Z = z) w, x, y, z : P(W = w, X = y, Y = y, Z = z) = P(Y = y | Z = z) P(W = w, X = x, Z = z) w, x, y, z : P(W = w, X = y, Y = y | Z = z) = P(Y = y | Z = z) P(W = w, X = x | Z = z) W X P Y | Z.

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of the school psychologist in situations involving a duty to protect are discussed in 7 Collaboration and Confidentiality As noted earlier, school psychologists may provide direct services to the student However, they typically work in collaboration with teachers, parents, and others to assist the student, a situation that complicates the translation of the principle of confidentiality into appropriate action In collaboration, the individuals involved carry joint responsibility for assisting the student (Hansen, Himes, & Meier, 1990) Thus, if the psychologist is working in collaboration with the teacher and/or parent in assisting the student, information will most likely be shared by those involved in the collaborative effort At the onset of offering services, the psychologist needs a clear prior agreement about confidentiality and its limits among those involved in the collaborative effort.

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Handbook of Eating Disorders. Edited by J. Treasure, U. Schmidt and E. van Furth. C 2003 John Wiley & Sons, Ltd.

The important property of the Gray code order is that corresponding nodes of a binary cube de ne an edge of the binary cube whenever they are neighbors in the Gray code order (this property is not valid for the lexicographic order 0, 1, 2, , 2n 1 of binary addresses) The re ected Gray code order for subsets has been generalized for variations [7,15] Gray codes of variations have application in analog to digital conversion of data We establish a n-ary re ected Gray code order of variations as follows Let x = x1 x2 xm and y = y1 y2 ym be two variations Then x < y iff there exist i, 0 i m, such that xj = yj for j < i and either x1 + x2 + .

The student is informed of those who will receive information regarding the services and the type of information they will receive (NASP-PPE, III, A, #11, B, #2) In interactions with the parent, practitioners discuss confidentiality and its limits (NASP-PPE, III, A, #11), and parent and student rights regarding creation, modification, storage, and disposal of confidential materials that will result from the provision of school psychological services (NASP-PPE, III, C, #6) Teachers and other staff involved in the collaborative effort also need a clear understanding of the parameters of confidentiality If information received in a confidential situation subsequently is disclosed in order to assist the teacher or parent in meeting the needs of a student, it is recommended that only generalizations, not specific confidences, are shared (Davis & Sandoval, 1982; also NASP-PPE, III, A, #10).

Unlike fuzzi cation, there are many methods of defuzzi cation. FLOPS provides the popular centroid method; and also the average maximum method. The FLOPS defuzzify command in FLOPS makes defuzzi cation simple. Program defuzz.fps illustrates the defuzzi cation method. Because FLOPS only stores con dences with a resolution of one part in a thousand, the defuzzi ed value may differ slightly from the original fuzzi ed value. :++++++++++++++++++++++++++++++++++++++++++++++++++++++ :program DEFUZZ.PAR :++++++++++++++++++++++++++++++++++++++++++++++++++++++ message Compiling program DEFUZZ to fuzzify and defuzzify height of a person\n ; thresh 1 ; declare Data height flt defuzz flt

Furthermore, generalizations are shared with others involved in the collaborative effort only if those generalizations are essential to the understanding and resolution of the student s difficulties (Davis & Sandoval, 1982, p 548) Similarly, Zingaro (1983) suggests that the psychologist share insights about pupils with others in terms of what they can do to help the child In sum, information obtained in a professional relationship and subsequently shared with others is discussed only for professional purposes and only with persons clearly concerned with the situation (EP 404) Disclosure of information is limited to the minimum that is necessary to achieve the purpose [of the disclosure] (EP 404) This is often called the need-to-know principle..

can have many functions, depending on whether they are accounts of the development of the disorder or the maintenance of the disorder They have two main purposes First, they provide a means of understanding the development or maintenance of the most important cognitive and behavioural aspects of the phenomenology of the disorder In anorexia nervosa, the cognitive aspects that need to be explained include (but are not limited to) the determination to actively maintain a low weight, negative self-evaluation, body image disturbance, preoccupation with eating, shape and weight, and the egosyntonicity of the disorder The primary behaviour in need of explanation is dietary restriction Other behaviours that may require explanation are episodes of binge eating, excessive exercise and self-induced vomiting or taking of laxatives (American Psychiatric Association, 1994).

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