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Pediatric drug labeling: improving the safety and efficacy of pediatric therapies antimicrobial pillows order minocycline 50 mg without a prescription. Pharmacotherapy of Child and Adolescent Psychiatric Disorders antibiotic 400mg buy cheap minocycline 50mg on-line, Third Edition Hoboken: WileyBlackwell; 2012 antibiotic ointment for dogs discount minocycline 50mg on line. Longacting methylphenidate reduces collision rates of young adult drivers with attentiondeficit/hyperactivity disorder. Effect of prior stimulant treatment for attentiondeficit/hyperactivity disorder on subsequent risk for cigarette smoking and alcohol and drug use disorders in adolescents. Effects of diets high in sucrose or aspartame on the behavior and cognitive performance of children. Omega3 fatty acid supplementation for the treatment of children with attention deficit/hyperactivity disorder symptomatology: systematic review and metaanalysis. Quantifying the effectiveness of coaching for college students with attention deficit/hyperactivity disorder (final report to the edge foundation). Neuroimaging of attentiondeficit/hyperactivity disorder: current neuroscience informed perspectives for clinicians. Metaanalysis of functional magnetic resonance imaging studies of inhibition and attention in attentiondeficit/hyperactivity disorder. Progress and promise of attentiondeficit hyperactivity disorder pharmacogenetics. The information contained in this guide is not intended as, and is not a substitute for, professional medical advice. All decisions about clinical care should be made in consultation with a child’s treatment team. No pharmaceutical funding was used in the development or maintenance of this guide. Although a large number of studies and publications exist, methodological differences limit attempts at comparison or systematic review. We outline atheoretical framework in which relevant biological and cultural variables can be operationalized and measured, making it possible for rigorous comparisons in the future. Several studies carried out in Japan, North America and Australia, using similar methodology but different culture/ethnic groups, indicate that differences in symptom reporting are real and highlight the importance of biocultural research. We suggest that both biological variation and cultural differences contribute to the menopausal transition, and that more rigorous data collection is required to elucidate how biology and culture interact in female ageing. Key words:culture/local biology/menopause/methodology/symptom reporting Introduction an assumption is often made that biological changes associated with menopause are, in effect, universal, and that variation in Cross cultural research on menopause has its foundations in an the subjective experience of menopause, notably in what counts anthropological study of menopausal women in Northern India as menopausal symptoms and how they are reported, can be (Flint, 1975) and in aseries of surveys sponsored by the largely explained by language differences, culturally shaped International Health Foundation (Boulet et al. In and on attitudes towards ageing and the menopause, but their much of this research, culture is equated in an unproblematic primary focus was on age at menopause and menopausal symptom patterns. Since these early surveys, interest in the way with nationality, and is inserted into analyses as an inde relationship between culture and the menopausal experience has pendent variable. On the other hand, have focused on symptom reporting (Flint and Samil, 1990; researchers who acknowledge that differences in symptom Lock, 1998; Gold, 2000; Obermeyer, 2000; Avis et al. Virtually all of the research cited in these ence (Kaufert, 1984, 1990; Kaufert et al. In the first approach, taken by the majority of researchers, odological differences that make comparison difficult and chronic q the Author 2005. Published by Oxford UniversityPress on behalf of the European Society of Human Reproductionand Embryology. Kaufert weaknesses in research design and reporting including: (1) instru between women with ‘natural’ menopause as distinct from ment (questionnaires administered by interview or mail); menopause that was surgically induced. Reviewing the European (2) recall time frame (retrospective reporting of age at meno and North American literature, we focused on studies set up to pause and symptom recall from 2weeks to 1year or ‘ever’, examine differences in symptom reporting between women from particularly problematic as symptom recall of over 2weeks is different racial/ethnic groups or that had examined the relation likely to be inaccurate); (3) menopausal status analysis ship between menopausal symptom reporting and cultural vari categories (inclusion of surgical menopause, assignments of ables. As their reviews dealt only with material published up to overcome the limitations imposed by amethodology in which a the year 2000, we then used Medline to search the journals marked duality between biology and culture is structured into Menopause, Maturitas, Climacteric, Social Science and the project. Our position is that differences in symptom reporting Medicine, Medical Anthropology Quarterly, Journal of Women’s are not epiphenomena, layered over the facts of biology, but Health, Journal of the American Medical Association, American rather result from the interaction of biological and cultural infiu Journal of Epidemiology, Lancet and British Medical Journal for ences on women’s menopausal experience. In the latter part of any additional articles on the menopausal symptom experience this paper we lay out atheoretical framework for biocultural of women living outside North America and Europe that might research on menopause, discuss recent research findings on the have been missing from our lists and that were published in role of phytoestrogens in Japanese diets and their effects on 2000–2004. This is followed by a Before proceeding further, acautionary note is necessary in review of the major problems and challenges that have arisen as connection with the concept of culture. In the global situation menopause researchers have tried to transfer to other settings with which we are confronted today, culture must be recognized definitions and methodologies initially developed in North as an entity that is fiuid and not necessarily bounded by geo America and Europe.
This is important as commitment to antibiotic jokes purchase minocycline 50mg with amex family antibiotics for uti treatment discount 50 mg minocycline overnight delivery, community and n Firmer sense of identity antibiotic resistant klebsiella 50mg minocycline sale, although still a residential change is highest in late citizenship. Participation in college education in to provide youth with more support and understanding of moral behavior and young adulthood is nonlinear – frequently connections as they spend less time with underlying principles of justice. They question combined with work and periods of non adults and in supervised activity. As networks with peers advantaged households find it harder to guide decisions and behavior). Able to see multiple viewpoints, value the in peer relationships: diversity of people and perspectives and n Work experiences become more focused appreciate that there can be many right 1. Reorientation of friendships from activity on laying foundation for adult occupation answers to a problem. Teipel of the State Adolescent Health Resource Center, Konopka Institute, University of Minnesota. If the patient is unable to make medical decisions, the orders should reflect patient wishes, as best understood by the health care agent or surrogate. All health care professionals must follow these medical orders as the patient moves from one location to another, unless a physician or nurse practitioner examines the patient, reviews the orders, and changes them. It usually involves electric shock (defibrillation) and a plastic tube down the throat into the windpipe to assist breathing (intubation). It means that all medical treatments will be done to prolong life when the heart stops or breathing stops, including being placed on a breathing machine and being transferred to the hospital. If a lifesustaining treatment is started, but turns out not to be helpful, the treatment can be stopped. Before stopping treatment, additional procedures may be needed as indicated on page 4. Treatment Guidelines No matter what else is chosen, the patient will be treated with dignity and respect, and health care providers will offer comfort measures. Check one: Comfort measures only Comfort measures are medical care and treatment provided with the primary goal of relieving pain and other symptoms and reducing suffering. Medication, turning in bed, wound care and other measures will be used to relieve pain and suffering. Oxygen, suctioning and manual treatment of airway obstruction will be used as needed for comfort. No limitations on medical interventions the patient will receive all needed treatments. Treatments are available for symptoms of shortness of breath, such as oxygen and morphine. Future Hospitalization/Transfer Check one: Do not send to the hospital unless pain or severe symptoms cannot be otherwise controlled. Artificially Administered Fluids and Nutrition When a patient can no longer eat or drink, liquid food or fluids can be given by a tube inserted in the stomach or fluids can be given by a small plastic tube (catheter) inserted directly into the vein. Other Instructions about starting or stopping treatments discussed with the doctor or nurse practitioner or about other treatments not listed above (dialysis, transfusions, etc. The individual’s medical condition must meet the specified medical criteria at the time the request to withhold or withdraw treatment is made. Part of the difficulty is that there are different definitions of homelessness now in use. Department of Education (DoE) uses a broader definition that includes families who are doubledup with others due to economic necessity. Others are based on DoE data, and reflect the more expansive definition; these also are likely undercounts since not all homeless children are counted. Since then, indications are that the crisis has deepened: o the number of people who have lost their homes and are living doubledup with family or friends due to economic necessity remained at 7. In 2012, more than one out 10 of every four renters (27%) paid over 50% of their income in rent. In 2012, 27% of AfricanAmerican households paid over 50% of their incomes in rent, along with 24% of Hispanic households and 21% of Asian households; only 14% of White 13 households paid over 50% of their incomes in rent. Only one in four of those poor 14 enough to qualify for lowincome housing assistance receives it. Of those students identified as homeless, 75% were living “doubledup” with family/friends; 16% were living in shelters; 6% were living in hotels/motels; 29 and 3% were living in some type of unsheltered location. Causes of homelessness fi Insufficient income and lack of affordable housing are the leading causes of homelessness: o In 2012, 10.
It is essential that women not only benefit from technology latest antibiotics for acne minocycline 50mg visa, but also participate in the process from the design to infection names cheap minocycline 50mg free shipping the application do you need antibiotics for sinus infection best buy for minocycline, monitoring and evaluation stages. Access for and retention of girls and women at all levels of education, including the higher level, and all academic areas is one of the factors of their continued progress in professional activities. Nevertheless, it can be noted that girls are still concentrated in a limited number of fields of study. As an educational tool the mass media can be an instrument for educators and governmental and nongovernmental institutions for the advancement of women and for development. Computerized education and information systems are increasingly becoming an important element in learning and the dissemination of knowledge. Television especially has the greatest impact on young people and, as such, has the ability to shape values, attitudes and perceptions of women and girls in both positive and negative ways. It is therefore essential that educators teach critical judgement and analytical skills. Resources allocated to education, particularly for girls and women, are in many countries insufficient and in some cases have been further diminished, including in the context of adjustment policies and programmes. Such insufficient resource allocations have a longterm adverse effect on human development, particularly on the development of women. In addressing unequal access to and inadequate educational opportunities, Governments and other actors should promote an active and visible policy of mainstreaming a gender perspective into all policies and programmes, so that, before decisions are taken, an analysis is made of the effects on women and men, respectively. By Governments: (a) Advance the goal of equal access to education by taking measures to eliminate discrimination in education at all levels on the basis of gender, race, language, religion, national origin, age or disability, or any other form of discrimination and, as appropriate, consider establishing procedures to address grievances; (b) By the year 2000, provide universal access to basic education and 27 ensure completion of primary education by at least 80 per cent of primary schoolage children; close the gender gap in primary and secondary school education by the year 2005; provide universal primary education in all countries before the year 2015; (c) Eliminate gender disparities in access to all areas of tertiary education by ensuring that women have equal access to career development, training, scholarships and fellowships, and by adopting positive action when appropriate; (d) Create a gendersensitive educational system in order to ensure equal educational and training opportunities and full and equal participation of women in educational administration and policy and decisionmaking; (e) Provide in collaboration with parents, nongovernmental organizations, including youth organizations, communities and the private sector young women with academic and technical training, career planning, leadership and social skills and work experience to prepare them to participate fully in society; (f) Increase enrolment and retention rates of girls by allocating appropriate budgetary resources; by enlisting the support of parents and the community, as well as through campaigns, flexible school schedules, incentives, scholarships and other means to minimize the costs of girls’ education to their families and to facilitate parents’ ability to choose education for the girl child; and by ensuring that the rights of women and girls to freedom of conscience and religion are respected in educational institutions through repealing any discriminatory laws or legislation based on religion, race or culture; (g) Promote an educational setting that eliminates all barriers that impeded the schooling of pregnant adolescents and young mothers, including, as appropriate, affordable and physically accessible child care facilities and parental education to encourage those who are responsible for the care of their children and siblings during their school years, to return to or continue with and complete schooling; (h) Improve the quality of education and equal opportunities for women and men in terms of access in order to ensure that women of all ages can acquire the knowledge, capacities, aptitudes, skills and ethical values needed to develop and to participate fully under equal conditions in the process of social, economic and political development; (i) Make available nondiscriminatory and gendersensitive professional school counselling and career education programmes to encourage girls to pursue academic and technical curricula in order to widen their future career opportunities; (j) Encourage ratification of the International Covenant on Economic, Social and Cultural Rights 13/ where they have not already done so. By Governments, national, regional and international bodies, bilateral and multilateral donors and nongovernmental organizations: (a) Reduce the female illiteracy rate to at least half its 1990 level, with emphasis on rural women, migrant, refugee and internally displaced women and women with disabilities; (b) Provide universal access to, and seek to ensure gender equality in the completion of, primary education for girls by the year 2000; (c) Eliminate the gender gap in basic and functional literacy, as recommended in the World Declaration on Education for All (Jomtien); (d) Narrow the disparities between developed and developing countries; (e) Encourage adult and family engagement in learning to promote total literacy for all people; (f) Promote, together with literacy, life skills and scientific and technological knowledge and work towards an expansion of the definition of literacy, taking into account current targets and benchmarks. Improve women’s access to vocational training, science and technology, and continuing education Actions to be taken 82. By Governments, in cooperation with employers, workers and trade unions, international and nongovernmental organizations, including women’s and youth organizations, and educational institutions: (a) Develop and implement education, training and retraining policies for women, especially young women and women reentering the labour market, to provide skills to meet the needs of a changing socioeconomic context for improving their employment opportunities; (b) Provide recognition to nonformal educational opportunities for girls and women in the educational system; (c) Provide information to women and girls on the availability and benefits of vocational training, training programmes in science and technology and programmes of continuing education; (d) Design educational and training programmes for women who are unemployed in order to provide them with new knowledge and skills that will enhance and broaden their employment opportunities, including selfemployment, and development of their entrepreneurial skills; (e) Diversify vocational and technical training and improve access for and retention of girls and women in education and vocational training in 29 such fields as science, mathematics, engineering, environmental sciences and technology, information technology and high technology, as well as management training; (f) Promote women’s central role in food and agricultural research, extension and education programmes; (g) Encourage the adaptation of curricula and teaching materials, encourage a supportive training environment and take positive measures to promote training for the full range of occupational choices of nontraditional careers for women and men, including the development of multidisciplinary courses for science and mathematics teachers to sensitize them to the relevance of science and technology to women’s lives; (h) Develop curricula and teaching materials and formulate and take positive measures to ensure women better access to and participation in technical and scientific areas, especially areas where they are not represented or are underrepresented; (i) Develop policies and programmes to encourage women to participate in all apprenticeship programmes; (j) Increase training in technical, managerial, agricultural extension and marketing areas for women in agriculture, fisheries, industry and business, arts and crafts, to increase incomegenerating opportunities, women’s participation in economic decisionmaking, in particular through women’s organizations at the grassroots level, and their contribution to production, marketing, business, and science and technology; (k) Ensure access to quality education and training at all appropriate levels for adult women with little or no education, for women with disabilities and for documented migrant, refugee and displaced women to improve their work opportunities. Allocate sufficient resources for and monitor the implementation of educational reforms Actions to be taken 84. By Governments: (a) Provide the required budgetary resources to the educational sector, with reallocation within the educational sector to ensure increased funds for basic education, as appropriate; (b) Establish a mechanism at appropriate levels to monitor the implementation of educational reforms and measures in relevant ministries, and establish technical assistance programmes, as appropriate, to address issues raised by the monitoring efforts. By Governments and, as appropriate, private and public institutions, foundations, research institutes and nongovernmental organizations: 32 (a) When necessary, mobilize additional funds from private and public institutions, foundations, research institutes and nongovernmental organizations to enable girls and women, as well as boys and men on an equal basis, to complete their education, with particular emphasis on underserved populations; (b) Provide funding for special programmes, such as programmes in mathematics, science and computer technology, to advance opportunities for all girls and women. By multilateral development institutions, including the World Bank, regional development banks, bilateral donors and foundations: (a) Consider increasing funding for the education and training needs of girls and women as a priority in development assistance programmes; (b) Consider working with recipient Governments to ensure that funding for women’s education is maintained or increased in structural adjustment and economic recovery programmes, including lending and stabilization programmes. By international and intergovernmental organizations, especially the United Nations Educational, Scientific and Cultural Organization, at the global level: (a) Contribute to the evaluation of progress achieved, using educational indicators generated by national, regional and international bodies, and urge Governments, in implementing measures, to eliminate differences between women and men and boys and girls with regard to opportunities in education and training and the levels achieved in all fields, particularly in primary and literacy programmes; (b) Provide technical assistance upon request to developing countries to strengthen the capacity to monitor progress in closing the gap between women and men in education, training and research, and in levels of achievement in all fields, particularly basic education and the elimination of illiteracy; (c) Conduct an international campaign promoting the right of women and girls to education; (d) Allocate a substantial percentage of their resources to basic education for women and girls. Promote lifelong education and training for girls and women Actions to be taken 88. By Governments, educational institutions and communities: (a) Ensure the availability of a broad range of educational and training programmes that lead to ongoing acquisition by women and girls of the knowledge and skills required for living in, contributing to and benefiting from their communities and nations; (b) Provide support for child care and other services to enable mothers to 33 continue their schooling; (c) Create flexible education, training and retraining programmes for lifelong learning that facilitate transitions between women’s activities at all stages of their lives. Women have the right to the enjoyment of the highest attainable standard of physical and mental health. The enjoyment of this right is vital to their life and wellbeing and their ability to participate in all areas of public and private life. Health is a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity. Women’s health involves their emotional, social and physical wellbeing and is determined by the social, political and economic context of their lives, as well as by biology. A major barrier for women to the achievement of the highest attainable standard of health is inequality, both between men and women and among women in different geographical regions, social classes and indigenous and ethnic groups. In national and international forums, women have emphasized that to attain optimal health throughout the life cycle, equality, including the sharing of family responsibilities, development and peace are necessary conditions. Women have different and unequal access to and use of basic health resources, including primary health services for the prevention and treatment of childhood diseases, malnutrition, anaemia, diarrhoeal diseases, communicable diseases, malaria and other tropical diseases and tuberculosis, among others.
Group therapy is help diverticulum may cause local ulceration and ful for many psychiatric conditions antimicrobial medicines order minocycline 50mg, including bleeding antibiotic resistance keflex effective 50 mg minocycline. In this disorder there is pre occupation with or fear of having a serious dis Answer A is incorrect antibiotic resistance food chain cheap minocycline 50 mg online. This patient mal to the region that would be affected by a has not described a preoccupation about her Meckel diverticulum. This opioid treatment, is generally not indicated for is distal to the region where a Meckel divertic pain disorder. This answer is incor (Wolffan) duct gives rise to male internal re rect because there are standard treatments for productive organs: seminal vesicles, epididy pain disorder. It is resolve on its own once it has been persistent not related to Meckel diverticulum. Neural crest cells conversion disorder present with symptoms or give rise to many structures in the body, in defcits of voluntary or sensory function (eg, cluding the intestinal ganglia affected in blindness, seizure, or paralysis). However, this image toms often occur in close temporal relation shows a Meckel diverticulum, a midgut mal ship to stress or intense emotion. Conversion formation that does not arise directly from neu disorder is more common in young females, ral crest cells. Pleural effu Meckel diverticulum, the result of the persis sions can have a number of etiologies, includ tence of a portion of the vitelline duct. This ing pneumonia, congestive heart failure, and manifests as a blind pouch that protrudes from cancer. The ileum is derived from the mid formed to relieve symptoms and improve res gut, a portion of the primitive gut tube that piratory function. The intercostal vein, artery, gives rise to the intestinal tract from the dis and nerve run in the intercostal groove on the tal duodenum to the proximal twothirds of inferior surface of each rib. Meckel diverticulum is sis is performed, the needle is always inserted characterized by the “rule of 2s”: it is 2 inches at the most inferior aspect of an intercostal long, 2 feet from the ileocecal valve, occurs in space to avoid these structures running along 2% of the population, presents in frst 2 years the superior aspect of the space. When performing a therapeutic tion includes recurrent bacterial, viral, proto thoracentesis, it is necessary to pierce the pari zoal, and fungal infections. A defect in the devel found deep in the thorax, running along the opment of the third and fourth pharyngeal mediastinum and pericardium; it is too deep to pouches is the cause of thymic aplasia (com be injured by thoracentesis. The pericardiophrenic the disease often presents with congenital vessels travel with the phrenic nerve along the defects such as cardiac abnormalities, cleft mediastinum and pericardium. These vessels palate, and abnormal facies, but it is not asso are too deep to be injured by this procedure. The needle here is in mic aplasia also can present with tetany due to serted above the tenth rib, in the ninth inter hypocalcemia. A defect in the empty nerve run below the tenth rib, in the tenth in ing of phagocytic cells, due to microtubular tercostal space. The visceral pleura is disease, an autosomal recessive condition the inner layer of pleura that covers the lungs that presents with recurrent streptococcal and and adjoining structures in the thorax. This is in an increased susceptibility to infections by stead best aided by asking patients to hold their microbes that produce their own catalase (eg, breath. The frst curve, with ciency of the b2integrin subunit and subse mean = median = mode, represents a normal quent defects in several proteins, including Gaussian distribution. The mode is equal to presents with marked leukocytosis and local the most common result. This is represented at ized bacterial infections that are diffcult to de the top of the curve. The median is the middle tect until they have progressed to an extensive, value if the value were ordered sequentially. Because neutrophils turns out that during either a positive skew or are unable to adhere to the endothelium and a negative skew, the median is in between the transmigrate into tissues, infections in patients mean and the mode. A defect in the develop tions, the median is always between the mode ment and differentiation of T and B lympho and the mean. In Gaussian distribu as megaloblastic anemia due to folic acid and/ tions, the median is always between the mode or vitamin B12 defciency. In Gaussian distribu zyme defciency would result in xeroderma tions, the median is always between the mode pigmentosum, which is marked by dry and hy and the mean. Therefore, in a positively skewed data distribution, rather individuals with this disease are at increased than a negative skew. The patient’s com drome is an Xlinked recessive disorder caused plaints of dry eyes (xerophthalmia) and associ by a defciency in the production of hypoxan ated joint pain are consistent with the clinical thine guanine phosphoribosyltransferase that presentation of Sjogren syndrome; this condi leads to the overproduction of purine and the tion can also present with dry mouth (xerosto accumulation of uric acid.
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J Clin Psychiatry 2008; trolled trial of high versus low intensity weight 69:1916–1919 [G] training versus general practitioner care for clinical 52 antibiotics effect on sperm buy generic minocycline on line. Psychiatr Serv 2004; 55:879–885 of exercise as a longterm antidepressant in elderly [G] subjects: a randomized topical antibiotics for acne pregnancy order minocycline 50mg amex, controlled trial virus warning generic minocycline 50 mg fast delivery. Am J Prev Med 2005; Cognitive therapy vs medications in the treatment 28:1–8 [A] of moderate to severe depression. Sci 2002; 57:124–132 [A] Arch Gen Psychiatry 2005; 62:417–422 [B] Copyright 2010, American Psychiatric Association. Practice Guideline for the Treatment of Patients With Major Depressive Disorder, Third Edition 107 69. J Clin Psychopharmacol Gregis M, Hotopf M, Malvini L, Barbui C: Fluox 2002; 22:40–45 [E] etine versus other types of pharmacotherapy for 72. Macgillivray S, Arroll B, Hatcher S, Ogston S, Reid Rosenthal R: Selective publication of antidepres I, Sullivan F, Williams B, Crombie I: Efficacy and sant trials and its influence on apparent efficacy. N tolerability of selective serotonin reuptake inhibi Engl J Med 2008; 358:252–260 [E] tors compared with tricyclic antidepressants in de 75. Eur Cancer 2009; 9:576–586 [F] Arch Psychiatry Clin Neurosci 2009; 259:172–185 79. Br escitalopram in the treatment of major depressive J Psychiatry 2002; 180:396–404 [E] disorder compared with conventional selective se 105. J Clin Psychiatry 2005; 7:106–113 [F] secondgeneration antidepressants: background 107. J Clin Psychiatry Comparative efficacy and acceptability of 12 new 2008; 69:1287–1292 [E] generation antidepressants: a multipletreatments 108. Am J Psychiatry of the efficacy of desvenlafaxine compared with 2007; 164(April suppl):5–123 [G] placebo in patients with major depressive disorder. Psychopathology 1987; 20(sup sons as assessed by remission rates in patients with pl 1):48–56 [F] major depressive disorder. Practice Guideline for the Treatment of Patients With Major Depressive Disorder, Third Edition 109 of major depressive disorder. Landen M, Eriksson E, Agren H, Fahlen T: Effect contemporary treatment of depression. Neuropsy of buspirone on sexual dysfunction in depressed chopharmacology 1995; 12:185–219 [E] patients treated with selective serotonin reuptake 120. J Clin Psychopharmacol 1999; 19:268– inhibitors: a review of antidepressant effectiveness. J Clin Psychiatry 2004; 65:62–67 versus venlafaxine plus mirtazapine following three [A] failed antidepressant medication trials for depres 133. Am J Psychiatry 2006; Lauriello J, Paine S: Treatment of antidepressant 163:1531–1541 [A] associated sexual dysfunction with sildenafil: a ran 122. J Sex Marital Ther 2008; 34:353–365 Psychopharmacol Bull 2007; 40:15–28 [E] [G] 124. Urol Clin North Am 2007; mal system without dietary restrictions in patients 34:575–579, vii [F] with major depressive disorder. Am J Psychiatry 1999; J Am Geriatr Soc 2002; 50:1629–1637 [C] 156:1170–1176 [A] 144. Pharmacotherapy 2006; 26:1784– osteoporosis: epidemiology and potential mediat 1793 [G] ing pathways. Arch Intern Med teraction: fluoxetine clinical data and preclinical 2007; 167:1240–1245 [C] findings. J Clin Psychiatry 1998; 59:502– hospitals and care homes and effect of cognitive 508 [E] impairment: systematic review and metaanalyses. Practice Guideline for the Treatment of Patients With Major Depressive Disorder, Third Edition 111 169. Ann Pharmacother 2007; 41:1201–1211 Wang Y: Remission rates following antidepressant [F] therapy with bupropion or selective serotonin re 182. American Psychiatric Association: Practice Guide A doubleblind, randomized, placebocontrolled line for the Treatment of Patients With Eating evaluation.