Mood Disorders
...no longer Mood Disorders...
Major Depressive Disorder
! Depressed mood or loss of interest over a 2 week period
! 5 or more symptoms present (with at least 1 symptom being
depressed mood or loss of interest/pleasure)
! Depressed mood (in kids, can be irritability)
! Diminished interest or pleasure in all, or almost all, activities
! Significant weight loss or weight gain (not from dieting;
change of more than 5%)
! Insomnia or hypersomnia
! Psychomotor agitation or retardation
! Fatigue/loss of energy
! Feelings of worthlessness/excessive guilt
! Diminished ability to think or concentrate
! Suicidal ideation
! Criterion B: Symptoms cause clinically significant
distress or impairment in social/occupational
! Criterion C: Not attributable to physiological effects
of a substance or general medical condition
! Criterion D: Depressive episode not better
explained by schizoaffective disorder,
schizophrenia, schizophreniform disorder,
delusional disorder
! Criterion E: No history of manic or hypomanic
episode
Specifiers
! Severity: mild, moderate, severe
! With mixed features (experience at least 3 manic or
hypomanic symptoms during the course of a major
depressive episode)
! With anxious distress (experience of at least 2 anxiety
symptoms during course of depressive episode)
! Melancholic features, atypical features, mood-congruent
psychotic features, mood-incongruent psychotic
features, with catatonia, with seasonal pattern
Bye Bye Bereavement
Exclusion
! Removed exclusion that depression cannot be
diagnosed in context of bereavement within 2
months of loss
! Ensured that someone grieving was not diagnosed as
ill/depressed
! Why did DSM 5 get rid of it?
! Used Wakefield’s research against him
Wakefield’s Research on
Loss
! Why are/were other serious losses that can cause sadness
ignored? Why only exclusion for bereavement?
! Is bereavement different than other losses/stresses?
! Mined data from NIMH survey
! No differences between those whose symptoms were triggered
by bereavement vs. different losses (e.g., divorce, financial)
! Looked at how bereaved vs. nonbereaved differed on number of,
and duration of, symptoms (as well as which symptoms were
reported)
! Conclusion: other losses just as likely to leave a person
depressed
! No scientific reason to treat death of loved one differently
! Expand bereavement exclusion to “other life stressors” to
distinguish disorder from suffering?
Wakefield vs. DSM 5
! Return to pre-DSM II idea that sadness in response
to loss is normal/human condition (reaction)
! Differentiates suffering from disorder
! DSM 5 taskforce: these findings show that
bereavement should not be a special exclusion
! All qualify as mentally ill
! Oh…I see what you did there…
Persistent Depressive
Disorder
! The new dysthymia and chronic MDD
! This is ...
This document provides information about bipolar disorder, including its definition, types, causes, symptoms, and treatment strategies. It defines bipolar disorder as a mental illness characterized by extreme mood swings between mania and depression. There are several types of bipolar disorder that are distinguished by the severity and length of manic episodes. Potential causes include genetic and environmental factors that impact neurotransmitter levels and brain circuitry. Symptoms vary depending on the current mood state. Treatment strategies include psychotherapy, pharmacotherapy using mood stabilizers and other medications, and brain stimulation techniques like ECT if needed.
Mood disorders are characterized by disturbances in emotion and mood, ranging from mild to extreme. Major depressive disorder is the most severe form of depression, characterized by depressed mood and loss of interest in activities. Bipolar disorder involves severe mood swings between depression and mania. Biological factors like changes in brain chemicals and genetics contribute to mood disorders, as do psychological factors such as negative thought patterns and learned helplessness. Mood disorders are prevalent and have significant impacts.
This document discusses mental health and mental illness. It defines mental disorder as an illness of the mind that prevents people from living happy, healthy lives. It states that 1 in 5 teens and 1 in 6 American adults have a mental health problem or mental illness. Common symptoms are described. The document emphasizes that mental illnesses are treatable and recovery is possible with treatment and management of symptoms. It discusses several specific mental disorders like depression, anxiety disorders, bipolar disorder, and schizophrenia. The importance of mental health and addressing the stigma around mental illness is also covered.
This document provides an outline for conducting a behavioral and mental status examination. It discusses examining a patient's appearance and behavior, speech and language, mood, thought processes, perceptions, insight, judgment, and cognitive functions including orientation, attention, memory, and new learning ability. Techniques are provided for assessing each area, such as asking about onset of symptoms, impacts on functioning, and conducting tests of attention like digit span. The goal is to obtain a comprehensive understanding of a patient's mental status.
Understand Clients Mental Health Diagnosis & Appropriately Interact with themuyvillage
Definition of mental illness. The causes of mental illness. Tips on how to empower youth with mental health disorders. Ways to teach skills to youth who have the following diagnosis: Reactive Attachment, Post Traumatic Stress Disorder, Oppositional Defiant Disorder, ADHD, Spectrum Disorders,
About Different Mood Disorders - PsychologyAnshAntil2
This document summarizes several mood disorders as defined in the proposed DSM-5, including major depressive disorder, chronic depressive disorder (dysthymia), premenstrual dysphoric disorder, and disruptive mood dysregulation disorder. It also covers bipolar disorders such as bipolar I, bipolar II, and cyclothymic disorder. Key details include diagnostic criteria for each disorder, descriptions of depressive and manic symptoms, epidemiology of depressive disorders, and comorbidity between mood disorders and anxiety disorders.
Mental illness refers to medical conditions that disrupt thinking, mood, and behavior. Some common mental illnesses include anxiety disorders, depression, bipolar disorder, schizophrenia, and others. Mental illnesses are treatable medical conditions that can affect people of any age, race, or background. Signs and symptoms vary depending on the illness but may include changes in mood, sleep, appetite, concentration, and social withdrawal. Treatment involves medication, therapy, support groups, and lifestyle changes tailored to the individual. Recovery is promoted through awareness, seeking help, and maintaining treatment.
Schizophrenia is a group of biological disorders that produce impairments in thinking, learning, and relationships. It affects around 1% of the population and often begins in late adolescence or early adulthood. While there is no known cure, treatments can help manage symptoms and improve quality of life. Biological factors like genetics and brain abnormalities are involved in schizophrenia, as are psychological and social factors. Medications are effective in reducing positive symptoms like hallucinations and delusions, while psychosocial therapies also play an important role in treatment and recovery.
This document provides information about bipolar disorder, including its definition, types, causes, symptoms, and treatment strategies. It defines bipolar disorder as a mental illness characterized by extreme mood swings between mania and depression. There are several types of bipolar disorder that are distinguished by the severity and length of manic episodes. Potential causes include genetic and environmental factors that impact neurotransmitter levels and brain circuitry. Symptoms vary depending on the current mood state. Treatment strategies include psychotherapy, pharmacotherapy using mood stabilizers and other medications, and brain stimulation techniques like ECT if needed.
Mood disorders are characterized by disturbances in emotion and mood, ranging from mild to extreme. Major depressive disorder is the most severe form of depression, characterized by depressed mood and loss of interest in activities. Bipolar disorder involves severe mood swings between depression and mania. Biological factors like changes in brain chemicals and genetics contribute to mood disorders, as do psychological factors such as negative thought patterns and learned helplessness. Mood disorders are prevalent and have significant impacts.
This document discusses mental health and mental illness. It defines mental disorder as an illness of the mind that prevents people from living happy, healthy lives. It states that 1 in 5 teens and 1 in 6 American adults have a mental health problem or mental illness. Common symptoms are described. The document emphasizes that mental illnesses are treatable and recovery is possible with treatment and management of symptoms. It discusses several specific mental disorders like depression, anxiety disorders, bipolar disorder, and schizophrenia. The importance of mental health and addressing the stigma around mental illness is also covered.
This document provides an outline for conducting a behavioral and mental status examination. It discusses examining a patient's appearance and behavior, speech and language, mood, thought processes, perceptions, insight, judgment, and cognitive functions including orientation, attention, memory, and new learning ability. Techniques are provided for assessing each area, such as asking about onset of symptoms, impacts on functioning, and conducting tests of attention like digit span. The goal is to obtain a comprehensive understanding of a patient's mental status.
Understand Clients Mental Health Diagnosis & Appropriately Interact with themuyvillage
Definition of mental illness. The causes of mental illness. Tips on how to empower youth with mental health disorders. Ways to teach skills to youth who have the following diagnosis: Reactive Attachment, Post Traumatic Stress Disorder, Oppositional Defiant Disorder, ADHD, Spectrum Disorders,
About Different Mood Disorders - PsychologyAnshAntil2
This document summarizes several mood disorders as defined in the proposed DSM-5, including major depressive disorder, chronic depressive disorder (dysthymia), premenstrual dysphoric disorder, and disruptive mood dysregulation disorder. It also covers bipolar disorders such as bipolar I, bipolar II, and cyclothymic disorder. Key details include diagnostic criteria for each disorder, descriptions of depressive and manic symptoms, epidemiology of depressive disorders, and comorbidity between mood disorders and anxiety disorders.
Mental illness refers to medical conditions that disrupt thinking, mood, and behavior. Some common mental illnesses include anxiety disorders, depression, bipolar disorder, schizophrenia, and others. Mental illnesses are treatable medical conditions that can affect people of any age, race, or background. Signs and symptoms vary depending on the illness but may include changes in mood, sleep, appetite, concentration, and social withdrawal. Treatment involves medication, therapy, support groups, and lifestyle changes tailored to the individual. Recovery is promoted through awareness, seeking help, and maintaining treatment.
Schizophrenia is a group of biological disorders that produce impairments in thinking, learning, and relationships. It affects around 1% of the population and often begins in late adolescence or early adulthood. While there is no known cure, treatments can help manage symptoms and improve quality of life. Biological factors like genetics and brain abnormalities are involved in schizophrenia, as are psychological and social factors. Medications are effective in reducing positive symptoms like hallucinations and delusions, while psychosocial therapies also play an important role in treatment and recovery.
This document provides an overview of conversion disorder in children. It discusses the history and conceptualization of conversion disorder. Key points include: conversion disorder involves physical symptoms that cannot be explained by medical factors and may represent underlying psychological issues; it is more common in children and adolescents experiencing stressors or family dysfunction; learning from models and gaining secondary benefits can perpetuate symptoms; accurate diagnosis is important to guide appropriate treatment focusing on the underlying psychological needs rather than the physical symptoms.
This document discusses substance/medication-induced depressive disorder. It begins by outlining the diagnostic criteria for this disorder which includes developing depressive symptoms during or after substance use or medication exposure. These symptoms must not be better explained by another depressive disorder and must cause clinically significant impairment. It notes that compared to those with major depressive disorder alone, those with substance/medication-induced depressive disorder have higher rates of other mental disorders and specific personality disorders.
The document discusses psychological disorders from multiple perspectives. It begins by outlining what topics will be covered, including defining and classifying disorders, specific disorders like anxiety disorders, mood disorders, and schizophrenia. It then discusses reasons for learning about psychological disorders and different perspectives on defining and understanding disorders. Key concepts covered include the medical model of disorders, biopsychosocial approaches, diagnosing and classifying disorders using the DSM, and critiques of diagnosis and labeling. Specific anxiety disorders like generalized anxiety disorder, panic disorder, phobias, and obsessive-compulsive disorder are explained. The nature of mood disorders like major depressive disorder and bipolar disorder are also outlined.
Personality Disorders & Impulse Control Disorderyuyuricci
Personality disorders are characterized by extreme and inflexible patterns of thinking and behaving. Antisocial personality disorder is characterized by a disregard for others and a pattern of violating the rights of others. It has a prevalence of 0.6-3.0% in the community and is more common in men. Risk factors include childhood experiences like abuse, inconsistent parenting, and a temperament prone to aggression and low self-control. Individuals with antisocial personality disorder often break laws and social norms through behaviors like manipulation, deceitfulness, and lack of remorse.
Misconceptions on Bipolar Disorder:
1. Bipolar disorder isn’t mood swings, they have cycles and episodes for weeks to months.
2. There is only 1 type of bipolar disorder. This is a common myth, but there are actually 7 types of bipolar disorder:
Bipolar 1: When a person experiences depressive episodes for more than 2 weeks and also experiences a sudden spike in mania.
Bipolar 2: Patients experience hypomania stage and depressive episodes.
Cyclothymic: Group of people in hypomania and mild-depression. For you to be in this group, you have to have at least 2 years of it.
Substances/medication that causes the disorder
Bipolar with mixed features: This is when you experienced mixed episodes. Like you experience depression and mania at the same time.
Bipolar with seasonal pattern: This is when a certain time or season affects your mood episodes.
Unspecified bipolar: this is when you don’t quite fit into any categories of the above.
3. It can be easily cured by diet and exercise. This is not quite true, currently there is no cure for this disorder, but diet and exercising does help to reduce the danger of it and it can also be well managed by getting the right treatment from the right expert.
Bipolar disorder also has episodes, these are the episodes and the signs of it:
1. Signs of manic episodes:
- Excessive happiness or hopefulness
- Rapid thoughts and speech
- Restlessness due to being to excessive
- Experience hallucinations and delusions.
2. Signs of hypomanic episodes:
- The signs of hypomania are the same as manic, but it isn’t severe and also does not last as long as manic (manic usually lasts a week or more, hypomania tends to last for a few days).
3. Signs of mild-depression:
- Hopelessness and anger
- Appetite and weight changes
- Insomnia
- Lack of motivation
- Reckless activities, like abusing drugs or alcohol
4. Signs of major depressive episodes:
- Overwhelming sadness
- It’s the same as mild-depressive, just like manic with hypomanic, it’s more severe.
Causes of bipolar disorder:
Doctors haven’t found the exact reasons to the illness, but research suggests these factors:
Genetics: people who have a family member contact with the disorder is more likely (about 10 more percent) to have it.
Chemical imbalance in the brain: Chemicals controlling the brain are neurotransmitters, noradrenaline, serotonin and dopamine. Any imbalance in 1 of those chemicals may create symptoms of bipolar disorder.
Triggers (over a period of time): stressful circumstances may trigger the symptoms of bipolar disorder. For example, childhood trauma, drugs and tough life events.
Download the powerpoint to find more about the disorder and have fun with the animations and effects of the powerpoint.
Mental illness is common and can take many forms. Approximately 1 in 5 Canadians will experience a mental illness in their lifetime. Common illnesses include mood disorders like depression and bipolar disorder, which affect around 10-12% of the population, anxiety disorders (12%), and schizophrenia (1%). Mental illnesses are biological conditions that affect brain chemistry and functioning. They can be chronic but are treatable. Common symptoms vary by illness but may include changes in mood, thoughts, behavior, sleep, appetite and energy levels. Myths persist around mental illness being a sign of weakness or dangerousness, but in reality anyone can develop a mental illness and people with mental illness are more likely to harm themselves than others.
The document discusses the controversy around diagnosing pediatric bipolar disorder. It outlines key perspectives, diagnostic criteria, and a lack of conclusive research evidence. Symptoms used to diagnose bipolar disorder in children are subjective and overlap with other disorders. International views show more skepticism about the validity of the diagnosis in pre-pubescent children. Further research is still needed to definitively diagnose or rule out the existence of bipolar disorder in young children.
DSM-5: Substance Use Disorder, Schizophrenic, Bipolar, and DepressionChristine Chasek
The document summarizes changes made in the DSM-5 to the diagnosis of substance use disorders and other addictive disorders. Some key changes include: (1) Eliminating the distinction between substance abuse and dependence, instead evaluating substances on a continuum from mild to severe; (2) Adding gambling disorder to the category of addictive disorders; (3) Combining several substance-induced disorders into one category. The document also summarizes changes made to other disorders in the DSM-5 such as schizophrenia, bipolar disorder, depressive disorders, and provides diagnostic criteria.
ARGEC - Assessment of Geriatric Depression kwatkins13
This document provides an overview of assessing geriatric depression. It discusses prevalence rates and risk factors for depression in older adults. Common assessment instruments are highlighted, including the Geriatric Depression Scale, Beck Depression Inventory, Hamilton Depression Rating Scale, Center for Epidemiologic Studies Depression Scale, and PHQ-9. Cultural considerations in assessing minority older adult populations are presented. Differential diagnosis between depression, dementia, and delirium is contrasted. Case studies and videos are provided to demonstrate assessment and diagnosis of depression in older adults.
ARGEC Depression: Treatment and Programskwatkins13
This document provides an overview of assessing geriatric depression. It discusses prevalence rates and risk factors for depression in older adults. Common assessment instruments are highlighted, including the Geriatric Depression Scale, Beck Depression Inventory, Hamilton Depression Rating Scale, Center for Epidemiologic Studies Depression Scale, and PHQ-9. Cultural considerations in assessing minority older adult populations are presented. Differential diagnosis between depression, dementia, and delirium is contrasted. Case studies and videos are provided to demonstrate assessment and diagnosis of depression in older adults.
Lecture 18:Abnormality Dr. Reem AlSabahAHS_student
This document provides an overview of abnormal psychology. It defines abnormality and discusses how abnormal behavior has been viewed throughout history from ancient to modern times. Key topics covered include the classification of mental disorders in the DSM and ICD manuals, specific disorders like mood disorders, anxiety disorders, and schizophrenia, and perspectives on the causes of mental illness like biological, psychological, and social factors. Defenses mechanisms, treatment approaches in ancient times, and what defines normal behavior are also addressed.
This document provides an overview of mood disorders, including bipolar disorder and major depressive disorder. It discusses the classification, symptoms, diagnostic criteria, epidemiology, pathophysiology, etiology, presentation, differential diagnoses, screening tests, and management of mood disorders. The learning objectives are to describe mood and affect, classify mood disorders, identify the sources of mood disorders, determine the diagnostic criteria for depression, and describe proper management of depressive disorders.
Majordepressivedisordermddppt1 101212214334-phpapp01Alana T. Kristen
Major depressive disorder (MDD) is characterized by depressed mood and/or loss of interest lasting at least two weeks, along with other cognitive and physical symptoms. MDD has biological, genetic, psychological, and social risk factors and causes significant impairment. The diagnosis and treatment of MDD is outlined according to criteria in the DSM-IV-TR which recognizes subtypes and specifiers of depressive episodes.
This document discusses mental disorders and the stigma associated with them. It notes that approximately 57.7 million Americans are affected by mental disorders each year, but many do not seek treatment due to stigma. Stigma refers to a mark of shame that results in rejection. While views of mental illness have changed from seeing it as possession to a medical condition, some views of those with mental disorders as weak or dangerous remain. The document lists several common mental disorders and provides more depth on hypochondria, anxiety disorders, bipolar disorder, obsessive-compulsive disorder, depression, panic disorder, phobias, and post-traumatic stress disorder. It stresses that mental disorders are treatable, but treatment requires time, persistence and
Mental health includes a broad range of factors, from emotional and psychological well-being to the ability to handle stress and adapt to life's challenges. It's essential to acknowledge and address mental health concerns just as we would with physical health issues. Seeking help, support, and treatment when needed is crucial for individuals to lead happy and productive lives.
The stigma surrounding mental health issues is slowly decreasing, which is a positive step toward encouraging people to talk about their mental health and seek assistance without fear of judgment. Remember, taking care of your mental health is not a sign of weakness; it's a sign of strength and self-awareness. It's also essential to support others in their mental health journeys, as we all have a role to play in creating a more compassionate and understanding society.
Absolutely, mental health matters greatly. Mental health is a fundamental aspect of our overall well-being and quality of life. It affects how we think, feel, and act, and it plays a significant role in our ability to cope with stress, build and maintain healthy relationships, and make choices that lead to a fulfilling life.
This document provides an overview of various psychological disorders including: anxiety disorders like generalized anxiety disorder, panic disorder, and obsessive compulsive disorder; somatoform disorders like hypochondriasis and conversion disorder; dissociative disorders like amnesia and dissociative identity disorder; mood disorders like depression; schizophrenic disorders; and personality disorders like borderline personality disorder. For each disorder, key symptoms and findings from related studies are described. The document also discusses models of abnormality, diagnosis of disorders, and comorbidity between disorders.
ARGEC Module: Assessment of Geriatric Depression Finalkwatkins13
This document provides an overview of geriatric depression, including prevalence rates, risk factors, cultural considerations, symptoms, differential diagnosis, and assessment tools. Some key points:
- Depression affects 15-13% of older adults, with higher rates among nursing home residents (54.4%). Risk factors include disability, cognitive impairment, poor health, bereavement and loneliness.
- Cultural factors like race, ethnicity and gender impact presentation and treatment. Assessment considers atypical symptoms like somatic complaints and involves screening tools like the PHQ-9 or GDS.
- Differential diagnosis distinguishes depression from conditions like dementia, delirium, medical illness and medication side effects. Multiple assessment instruments are highlighted for their validity
The document provides an overview of psychological disorders including their historical perspectives, definitions, causes, diagnoses, and prevalence. It discusses how disorders were traditionally viewed and treated, defines what constitutes a psychological disorder today, and describes several major categories of disorders like anxiety disorders, mood disorders, schizophrenia, and personality disorders. Key classification systems like the DSM-IV-TR are also summarized that are used to diagnose and categorize different psychological conditions.
Name 1. The table shows the number of days per week, x, that 100.docxgilpinleeanna
Name
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
x
frequency
Relative
frequency
Cumulative
frequency
0
3
1
12
2
33
3
28
4
11
5
9
6
4
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.
Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization
Learning Activity #1
Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company.
Theme two: How to Create, Change, and Align Culture to the Structure and Vision.
Organizational Structure
Preface:
A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process:
First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization.
In creating the structure various factors must be considered.
· First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative.
· Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...
Name _____________________Date ________________________ESL.docxgilpinleeanna
Name _____________________ Date ________________________
ESL 408 Remembered Event Worksheet
1) What is the most memorable, significant event in your life?
2) What important lesson(s) or applications are there from this event?
3) Complete the chart below. Add at least 5 details to each part of the storyline.
Story Element
Details
Exposition
Rising Action
Climax
Falling Action
Resloution
...
More Related Content
Similar to Mood Disorders ...no longer Mood Disorders... M.docx
This document provides an overview of conversion disorder in children. It discusses the history and conceptualization of conversion disorder. Key points include: conversion disorder involves physical symptoms that cannot be explained by medical factors and may represent underlying psychological issues; it is more common in children and adolescents experiencing stressors or family dysfunction; learning from models and gaining secondary benefits can perpetuate symptoms; accurate diagnosis is important to guide appropriate treatment focusing on the underlying psychological needs rather than the physical symptoms.
This document discusses substance/medication-induced depressive disorder. It begins by outlining the diagnostic criteria for this disorder which includes developing depressive symptoms during or after substance use or medication exposure. These symptoms must not be better explained by another depressive disorder and must cause clinically significant impairment. It notes that compared to those with major depressive disorder alone, those with substance/medication-induced depressive disorder have higher rates of other mental disorders and specific personality disorders.
The document discusses psychological disorders from multiple perspectives. It begins by outlining what topics will be covered, including defining and classifying disorders, specific disorders like anxiety disorders, mood disorders, and schizophrenia. It then discusses reasons for learning about psychological disorders and different perspectives on defining and understanding disorders. Key concepts covered include the medical model of disorders, biopsychosocial approaches, diagnosing and classifying disorders using the DSM, and critiques of diagnosis and labeling. Specific anxiety disorders like generalized anxiety disorder, panic disorder, phobias, and obsessive-compulsive disorder are explained. The nature of mood disorders like major depressive disorder and bipolar disorder are also outlined.
Personality Disorders & Impulse Control Disorderyuyuricci
Personality disorders are characterized by extreme and inflexible patterns of thinking and behaving. Antisocial personality disorder is characterized by a disregard for others and a pattern of violating the rights of others. It has a prevalence of 0.6-3.0% in the community and is more common in men. Risk factors include childhood experiences like abuse, inconsistent parenting, and a temperament prone to aggression and low self-control. Individuals with antisocial personality disorder often break laws and social norms through behaviors like manipulation, deceitfulness, and lack of remorse.
Misconceptions on Bipolar Disorder:
1. Bipolar disorder isn’t mood swings, they have cycles and episodes for weeks to months.
2. There is only 1 type of bipolar disorder. This is a common myth, but there are actually 7 types of bipolar disorder:
Bipolar 1: When a person experiences depressive episodes for more than 2 weeks and also experiences a sudden spike in mania.
Bipolar 2: Patients experience hypomania stage and depressive episodes.
Cyclothymic: Group of people in hypomania and mild-depression. For you to be in this group, you have to have at least 2 years of it.
Substances/medication that causes the disorder
Bipolar with mixed features: This is when you experienced mixed episodes. Like you experience depression and mania at the same time.
Bipolar with seasonal pattern: This is when a certain time or season affects your mood episodes.
Unspecified bipolar: this is when you don’t quite fit into any categories of the above.
3. It can be easily cured by diet and exercise. This is not quite true, currently there is no cure for this disorder, but diet and exercising does help to reduce the danger of it and it can also be well managed by getting the right treatment from the right expert.
Bipolar disorder also has episodes, these are the episodes and the signs of it:
1. Signs of manic episodes:
- Excessive happiness or hopefulness
- Rapid thoughts and speech
- Restlessness due to being to excessive
- Experience hallucinations and delusions.
2. Signs of hypomanic episodes:
- The signs of hypomania are the same as manic, but it isn’t severe and also does not last as long as manic (manic usually lasts a week or more, hypomania tends to last for a few days).
3. Signs of mild-depression:
- Hopelessness and anger
- Appetite and weight changes
- Insomnia
- Lack of motivation
- Reckless activities, like abusing drugs or alcohol
4. Signs of major depressive episodes:
- Overwhelming sadness
- It’s the same as mild-depressive, just like manic with hypomanic, it’s more severe.
Causes of bipolar disorder:
Doctors haven’t found the exact reasons to the illness, but research suggests these factors:
Genetics: people who have a family member contact with the disorder is more likely (about 10 more percent) to have it.
Chemical imbalance in the brain: Chemicals controlling the brain are neurotransmitters, noradrenaline, serotonin and dopamine. Any imbalance in 1 of those chemicals may create symptoms of bipolar disorder.
Triggers (over a period of time): stressful circumstances may trigger the symptoms of bipolar disorder. For example, childhood trauma, drugs and tough life events.
Download the powerpoint to find more about the disorder and have fun with the animations and effects of the powerpoint.
Mental illness is common and can take many forms. Approximately 1 in 5 Canadians will experience a mental illness in their lifetime. Common illnesses include mood disorders like depression and bipolar disorder, which affect around 10-12% of the population, anxiety disorders (12%), and schizophrenia (1%). Mental illnesses are biological conditions that affect brain chemistry and functioning. They can be chronic but are treatable. Common symptoms vary by illness but may include changes in mood, thoughts, behavior, sleep, appetite and energy levels. Myths persist around mental illness being a sign of weakness or dangerousness, but in reality anyone can develop a mental illness and people with mental illness are more likely to harm themselves than others.
The document discusses the controversy around diagnosing pediatric bipolar disorder. It outlines key perspectives, diagnostic criteria, and a lack of conclusive research evidence. Symptoms used to diagnose bipolar disorder in children are subjective and overlap with other disorders. International views show more skepticism about the validity of the diagnosis in pre-pubescent children. Further research is still needed to definitively diagnose or rule out the existence of bipolar disorder in young children.
DSM-5: Substance Use Disorder, Schizophrenic, Bipolar, and DepressionChristine Chasek
The document summarizes changes made in the DSM-5 to the diagnosis of substance use disorders and other addictive disorders. Some key changes include: (1) Eliminating the distinction between substance abuse and dependence, instead evaluating substances on a continuum from mild to severe; (2) Adding gambling disorder to the category of addictive disorders; (3) Combining several substance-induced disorders into one category. The document also summarizes changes made to other disorders in the DSM-5 such as schizophrenia, bipolar disorder, depressive disorders, and provides diagnostic criteria.
ARGEC - Assessment of Geriatric Depression kwatkins13
This document provides an overview of assessing geriatric depression. It discusses prevalence rates and risk factors for depression in older adults. Common assessment instruments are highlighted, including the Geriatric Depression Scale, Beck Depression Inventory, Hamilton Depression Rating Scale, Center for Epidemiologic Studies Depression Scale, and PHQ-9. Cultural considerations in assessing minority older adult populations are presented. Differential diagnosis between depression, dementia, and delirium is contrasted. Case studies and videos are provided to demonstrate assessment and diagnosis of depression in older adults.
ARGEC Depression: Treatment and Programskwatkins13
This document provides an overview of assessing geriatric depression. It discusses prevalence rates and risk factors for depression in older adults. Common assessment instruments are highlighted, including the Geriatric Depression Scale, Beck Depression Inventory, Hamilton Depression Rating Scale, Center for Epidemiologic Studies Depression Scale, and PHQ-9. Cultural considerations in assessing minority older adult populations are presented. Differential diagnosis between depression, dementia, and delirium is contrasted. Case studies and videos are provided to demonstrate assessment and diagnosis of depression in older adults.
Lecture 18:Abnormality Dr. Reem AlSabahAHS_student
This document provides an overview of abnormal psychology. It defines abnormality and discusses how abnormal behavior has been viewed throughout history from ancient to modern times. Key topics covered include the classification of mental disorders in the DSM and ICD manuals, specific disorders like mood disorders, anxiety disorders, and schizophrenia, and perspectives on the causes of mental illness like biological, psychological, and social factors. Defenses mechanisms, treatment approaches in ancient times, and what defines normal behavior are also addressed.
This document provides an overview of mood disorders, including bipolar disorder and major depressive disorder. It discusses the classification, symptoms, diagnostic criteria, epidemiology, pathophysiology, etiology, presentation, differential diagnoses, screening tests, and management of mood disorders. The learning objectives are to describe mood and affect, classify mood disorders, identify the sources of mood disorders, determine the diagnostic criteria for depression, and describe proper management of depressive disorders.
Majordepressivedisordermddppt1 101212214334-phpapp01Alana T. Kristen
Major depressive disorder (MDD) is characterized by depressed mood and/or loss of interest lasting at least two weeks, along with other cognitive and physical symptoms. MDD has biological, genetic, psychological, and social risk factors and causes significant impairment. The diagnosis and treatment of MDD is outlined according to criteria in the DSM-IV-TR which recognizes subtypes and specifiers of depressive episodes.
This document discusses mental disorders and the stigma associated with them. It notes that approximately 57.7 million Americans are affected by mental disorders each year, but many do not seek treatment due to stigma. Stigma refers to a mark of shame that results in rejection. While views of mental illness have changed from seeing it as possession to a medical condition, some views of those with mental disorders as weak or dangerous remain. The document lists several common mental disorders and provides more depth on hypochondria, anxiety disorders, bipolar disorder, obsessive-compulsive disorder, depression, panic disorder, phobias, and post-traumatic stress disorder. It stresses that mental disorders are treatable, but treatment requires time, persistence and
Mental health includes a broad range of factors, from emotional and psychological well-being to the ability to handle stress and adapt to life's challenges. It's essential to acknowledge and address mental health concerns just as we would with physical health issues. Seeking help, support, and treatment when needed is crucial for individuals to lead happy and productive lives.
The stigma surrounding mental health issues is slowly decreasing, which is a positive step toward encouraging people to talk about their mental health and seek assistance without fear of judgment. Remember, taking care of your mental health is not a sign of weakness; it's a sign of strength and self-awareness. It's also essential to support others in their mental health journeys, as we all have a role to play in creating a more compassionate and understanding society.
Absolutely, mental health matters greatly. Mental health is a fundamental aspect of our overall well-being and quality of life. It affects how we think, feel, and act, and it plays a significant role in our ability to cope with stress, build and maintain healthy relationships, and make choices that lead to a fulfilling life.
This document provides an overview of various psychological disorders including: anxiety disorders like generalized anxiety disorder, panic disorder, and obsessive compulsive disorder; somatoform disorders like hypochondriasis and conversion disorder; dissociative disorders like amnesia and dissociative identity disorder; mood disorders like depression; schizophrenic disorders; and personality disorders like borderline personality disorder. For each disorder, key symptoms and findings from related studies are described. The document also discusses models of abnormality, diagnosis of disorders, and comorbidity between disorders.
ARGEC Module: Assessment of Geriatric Depression Finalkwatkins13
This document provides an overview of geriatric depression, including prevalence rates, risk factors, cultural considerations, symptoms, differential diagnosis, and assessment tools. Some key points:
- Depression affects 15-13% of older adults, with higher rates among nursing home residents (54.4%). Risk factors include disability, cognitive impairment, poor health, bereavement and loneliness.
- Cultural factors like race, ethnicity and gender impact presentation and treatment. Assessment considers atypical symptoms like somatic complaints and involves screening tools like the PHQ-9 or GDS.
- Differential diagnosis distinguishes depression from conditions like dementia, delirium, medical illness and medication side effects. Multiple assessment instruments are highlighted for their validity
The document provides an overview of psychological disorders including their historical perspectives, definitions, causes, diagnoses, and prevalence. It discusses how disorders were traditionally viewed and treated, defines what constitutes a psychological disorder today, and describes several major categories of disorders like anxiety disorders, mood disorders, schizophrenia, and personality disorders. Key classification systems like the DSM-IV-TR are also summarized that are used to diagnose and categorize different psychological conditions.
Similar to Mood Disorders ...no longer Mood Disorders... M.docx (20)
Name 1. The table shows the number of days per week, x, that 100.docxgilpinleeanna
Name
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
x
frequency
Relative
frequency
Cumulative
frequency
0
3
1
12
2
33
3
28
4
11
5
9
6
4
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.
Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization
Learning Activity #1
Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company.
Theme two: How to Create, Change, and Align Culture to the Structure and Vision.
Organizational Structure
Preface:
A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process:
First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization.
In creating the structure various factors must be considered.
· First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative.
· Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...
Name _____________________Date ________________________ESL.docxgilpinleeanna
Name _____________________ Date ________________________
ESL 408 Remembered Event Worksheet
1) What is the most memorable, significant event in your life?
2) What important lesson(s) or applications are there from this event?
3) Complete the chart below. Add at least 5 details to each part of the storyline.
Story Element
Details
Exposition
Rising Action
Climax
Falling Action
Resloution
...
Name Bijapur Fort Year 1599 Location Bijapur city.docxgilpinleeanna
Name: Bijapur Fort
Year: 1599
Location: Bijapur city in Bijapur District of the Indian state of Karnataka
The fort precinct is studded with the historical fort, palaces, mosques, tombs and
gardens.
Built by Yusuf Adil Shah, during the rule of Adil Shahidynasty.
https://en.wikipedia.org/wiki/Bijapur,_Karnataka
https://en.wikipedia.org/wiki/Bijapur_district,_Karnataka
https://en.wikipedia.org/wiki/States_and_territories_of_India
https://en.wikipedia.org/wiki/Karnataka
https://en.wikipedia.org/wiki/Adil_Shahi
Name: Adham Khan's Tomb
Year: 1561
Location : Qutub Minar, Mehrauli, Delhi,
Built for 16th-century tomb of Adham Khan, a general of the Mughal Emperor Akbar.
It consists of a domed octagonal chamber in the Lodhi Dynasty style and Sayyid
dynasty early in the 14th century.
https://en.wikipedia.org/wiki/Qutub_Minar
https://en.wikipedia.org/wiki/Mehrauli
https://en.wikipedia.org/wiki/Delhi
https://en.wikipedia.org/wiki/Adham_Khan
https://en.wikipedia.org/wiki/Mughal_Emperor
https://en.wikipedia.org/wiki/Akbar
https://en.wikipedia.org/wiki/Lodhi_Dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
These two objects are both tomb and have it’s own style form certain dynasty.
I chose these two objects is because they are both architecture and I can talk more about
how different dynasty influences the design of the architecture.s
Week 10 Assignments – XBRL
DUE DATE: Sunday midnight of Week 6, submitted in a MS Word (or Excel if
computations required) document with filename format:
Last First_Week X hwk.doc or .xls Make sure your name appears on each page of the
homework using the header function.
Homework questions:
1. Why do you think it took from 1999, when the XBRL concept was invented, until 2009
for the SEC require that public filers adopt?
2. From the PWC Webcast on XBRL, what are the differences between the “bolt-on” and
“embedded” approach to XBRL?
3. If you worked in the Finance and Accounting department of a company, how could you
use XBRL tags to help in your job? Could XBRL tagging help other functions in a
company do their jobs?
4. US public filers are required to begin tagging and reporting financial data using XBRL
beginning in 2009. From earlier in this course, they also have many major projects that
are required now or in the coming years (IFRS, Fair Value, etc.). Aside from the obvious
benefit of job creation for CPA’s and the companies which provide these
services/software ☺, what impact do you think these requirements are going to have on
companies? Will this divert attention and resources from their core business or will this
be like all other changes they go through (e.g. SOX), an intense implementation then
business as usual?
...
Name _______________________________ (Ex2 rework) CHM 33.docxgilpinleeanna
Name: _______________________________ (Ex2 rework)
CHM 3372, Winter 2016
Exam #2 Re-work
Due Wed, 3/2/16
1. Make the ketone below from 13C-labeled formaldehyde and propane. Make certain to keep
track of your labels throughout your synthesis. (27 points)
O
Name: _______________________________ (Ex2 rework)
2. (a) The reaction below can form two possible diastereomeric products. Draw the structures of
both products, and the mechanism of the formation of either one. (4 points)
O
1. LiAlH4
2. NH4Cl, H2O
(b) What characterizes a thermodynamic product of a reaction (any reaction)? What
characterizes a kinetic product of reaction? (2 points)
(c) Which product from part (a) would you expect to be the thermodynamic product? Why? (2
points)
(d) Which product would you expect to be the kinetic product? Why? (Note that this is not
necessarily the "non-thermodynamic" product.) (2 points)
(e) When this reaction is performed, regardless of what the temperature is, only one of the two
possible products is ever formed. Which one? (1 points)
(f) Why is the other diastereomer never formed? What must occur in order for it to be formed,
which will never occur with this particular reagent? Why? (3 points)
(g) Although the other diastereomer is never formed directly in this reaction, gentle heating with
aqueous acid will isomerize the initial product into the other diastereomer. Draw the mechanism
of the isomerization, and comment on why this isomerization occurs -- why one diastereomer
will react completely to form the other. (5 points)
Name: _______________________________ (Ex2 rework)
3. This page seems like it was tough on Q#3. Let’s see if you do better the second time around.
From the three alcohols shown, provide syntheses for the molecules below. For any SN2 or E2
reactions, use only non-halogen leaving groups – use a different leaving group which was
covered in Ch. 11. (12 points)
From: Make:
OH
OH
CH3 OH
O
O
CH3
O
O
O
Name: _______________________________ (Ex2 rework)
4. (a) Once again, write the oxidation state of the metal (each complex is neutral, Nickel is
Group 10; OTf is triflate, CF3SO3-), number of d electrons, and total valence electrons for the
metal in each complex, and indicate what type of reaction is occurring. (8 points)
H Ni
OTf
PPh3
Ni
OTf
PPh3H
Ni
OTf
PPh3
Ni
OTf
PPh3
Ni
OTf
PPh3
H
(b) What are the reactant(s) and product(s) of the reaction? (This time, they are not drawn for
you.) (2 points)
(c) If the ethylene molecule were deuterated completely (CD2=CD2), where would the deuterium
atoms end up in the product? Draw the structure, showing the position(s) of the deuterium
atoms. Assume the catalytic cycle has run several times already. (2 points)
Name: _______________________________ (Ex2 rework)
5. (a) I defined a conjugated system gener ...
Name 1 Should Transportation Security Officers Be A.docxgilpinleeanna
Name:
1
Should Transportation Security Officers Be Armed?
It is the opinion of this writer that Transportation Security Officers (TSOs) should not be
armed. It is my intent to illustrate that point in this paper. During my research I will weigh the
advantages and disadvantages of arming TSOs, examining each side of the argument. I will also
offer a potential solution that while costly will still prove to be less costly than arming TSOs.
What has led to this discussion? For a majority of our society it takes years and certain
events to take place in our lives for change to occur. Those events include graduating High
School/College, getting married, or having children. In a matter of only five short minutes on
the morning of November 1st, 2013, some individual’s lives changed forever. On that morning
Paul Anthony Ciancia, age 23, opened fire in Terminal 3 of the Los Angeles International
Airport (LAX). His senseless acts killed a TSO, while injuring six other individuals. The
shooting has been debated over and over again on whether it is a terrorist act or not. The
activities before, during, and after the shooting will show the acts were certainly a terrorist
attack. But more importantly could any deaths or injuries have been avoided if the TSOs were
armed? These is the question that will continue to be debated and one that will be addressed in
this paper.
Synopsis of the event that led up to this argument:
Shortly after being dropped off at the airport by his roommate, Paul Ciancia pulled out a
rifle and began opening fire. He was carrying luggage that was filled with a semiautomatic .223
caliber Smith & Wesson M&P-15 rifle, five 30-round magazines, and hundreds of additional
rounds of ammunition ("Lax shooting suspect," 2013). Walking up to the TSA checkpoint,
Ciancia pulled out a rifle and opened fire hitting TSO Gerardo Hernandez in the chest. Ciancia
Name:
2
then apparently moved into the screening area where he continued to fire striking two other
TSOs and a male citizen. According to eye witnesses, Ciancia continually asked civilians if they
were TSA officers, when they said “no” he moved on without shooting them ("Lax shooting:
Latest," 2013). Ciancia made it as far as the food court some five minutes after the first shots
were fired. He was then surrounded by LAX police officers who engaged him in a gunfight.
Shortly after the gunfight ended Ciancia was taken into custody where he had to be transported
to a nearby trauma hospital for gunshot wounds (Abdollah, 2013).
In total eight individuals had to be treated at the scene. Four victims were treated for
gunshot wounds, while the others were treated for other injuries ("6 hospitalized after," 2013).
The sole suspect Paul Ciancia was carrying a note on him that stated he “wanted to kill TSA”
and describe them as “pigs”, the note also mentioned “fiat currency” and “NWO” ("Lax shooting
...
Name Don’t ForgetDate UNIT 3 TEST(The direct.docxgilpinleeanna
Name: Don’t Forget
Date:
UNIT 3 TEST
(The directions and procedures for this test are the same as for the previous Unit test.)
Save this test on your computer, and complete the questions by marking correct answers with the “text color” function in WORD ( ) located on the “home” toolbar.Please attach your completed test to the assignment submission page.
Section I
Please identify problems of vagueness, overgenerality and ambiguity (double meaning) in the following passages. Then explain briefly how/why the passage exemplifies that problem. (Some examples may contain more than one problem.)
1. Who was Hitler? He was an Austrian.
__vague
__overgeneral
__ambiguous
Explanation:
2. The judge sanctioned the firm's criminal conduct.
__vague
__overgeneral
__ambiguous
Explanation:
3. "Turn right here!"
__vague
__overgeneral
__ambiguous
Explanation:
4. (From a Student Code of Conduct- Sexual impropriety in the dorms after 6:00 pm is forbidden.
__vague
__overgeneral
__ambiguous
Explanation:
5. Did Donald win the election? Well, he did get quite a few votes!
__vague
__overgeneral
__ambiguous
Explanation:
6. How are Henry’s finances? Oh, he’s really quite well off!
__vague
__overgeneral
__ambiguous
7. Bertha Belch, as missionary from Africa, will be speaking tonight at the Calvary Chapel. Come and hear Bertha Belch all the way from Africa.
__vague
__overgeneral
__ambiguous
Explanation:
8. Lower Slobovia can’t be a very well-run country. I mean, it’s not particularly democratic!
[Careful: Think about the various aspects of these claims before answering.]
__vague
__overgeneral
__ambiguous
Section II. Definitions
Please indicate whether the following are stipulative, persuasive, lexical or precising definitions.
9. Postmodern means a chaotic and confusing mishmash of images and references that leaves readers and viewers longing for the days of a good, well-told story.
__ stipulative
__ persuasive
__ lexical
__ précising
10. A triangle is a plane figure enclosed by 3 straight lines.
__ stipulative
__ persuasive
__ lexical
__ precising
11. An arid region, for purposes of this study, is any region that receives an average of less than 15 inches of rain per year
__ stipulative
__ persuasive
__ lexical
__ precising
14. A Blanker is someone who sends holiday cards without signatures or personalized messages
__ stipulative
__ persuasive
__ lexical
__ precising
15. Tragedy, in literary terms, means a serious drama that usually ends in disaster nd that focuses on a single character who experiences unexpected reversals in fat, often falling from a position of authority and power because of an unrecognized flaw or misguided action
__ stipulative
__ persuasive
__ lexical
__ précising
Section III. Strategies for Defining
Please indicate whether the following lexical definitions are ostensive definitions, enumerative definitions, definitions by s ...
Name Add name hereConcept Matching From Disease to Treatmen.docxgilpinleeanna
Name: Add name here
Concept Matching: From Disease to Treatment
Using your textbooks, complete the empty squares on the table below to match specific diseases with their pathology, pathophysiology and pharmacological treatment. Be sure to use appropriate medical terminology when adding information. You should review two different sources at a minimum to develop your brief synopses.
Example of completed row:
Disease
Body system
Signs/Symptoms
Pathophysiology
Treatment(s) (Pharm & Other)
Acne vulgaris
Integumentary system
Non-inflammatory comedones or inflammatory papules, pustules or modules. Symptoms can include pain, erythema and tenderness
Release of inflammatory mediators into the skin, with follicle hyperkeratinization, Propionibacterium acne colonization, and excess production of sebum
Depending on severity, topical mediations include benzyol peroxide or retinoid drugs. Hormonal drugs (such as oral contraceptives), and in some cases antibiotics may be used for severe inflammatory acne. Nonpharmacological treatments include dermabrasion or phototherapy
Disease
Body System
Signs/Symptoms
Pathophysiology
Treatment(s)
Atopic Dermatitis
Multiple Sclerosis
Squamous cell carcinoma
Osteoporosis
Osteosarcoma
Rheumatoid arthritis
Epilepsy
Psoriasis
Alzheimer’s Disease
...
Name Abdulla AlsuwaidiITA 160Uncle VanyaMan has been en.docxgilpinleeanna
Name Abdulla Alsuwaidi
I
TA 160
"Uncle Vanya"
“Man has been endowed with reason,
with the power to create, so that he can add to what he's been given.
But up to now, he hasn't been a creator, only a destroyer.
Forests keep disappearing, rivers dry up,
wild life's become extinct, the climate's ruined,
and the land grows poorer and uglier”
The play “Uncle Vanya” written by Anton Chekhov is a pearl of the classics of Russian literature. Anton Chekhov left a great legacy in a form of his plays and short stories for the classics of world literature. Without a shadow of doubt, this masterpiece, written by one of the most prominent the Russian playwrights of his time, should be read with further analysis and discussion. “Uncle Vanya” is a realist play and Chekhov tried to make its scenes as true-to-life as possible. Chekhov spent one year writing “Uncle Vanya” and introduced a number of changes between the years 1896 – 1897. The final version of his play is famous worldwide. The plot of the play narrates a heartbreaking story of how the main hero, Ivan Petrovich Voynitsky or Uncle Vanya that was a rather calm and quiet man undergoes a moral “rebirth” developing a spirit of a rebellion. Uncle Vanya, the main hero of the play, can be characterized as a bitter aging man who spent his life in toil working for his brother-in-law. Chekhov depicted the character of uncle Vanya as a misanthrope who recognized the miserable nature of other characters.
Moreover, Chekhov’s play also involves a number of other important issues that are experienced by the play’s characters. These issues include the feeling of pointless life lacking meaning, missed opportunities, and the most touching feeling of blind admiration. It should be admitted that Chekhov used to create hidden meaning in his plays to make the readers think critically not only of his work but of their lives either. Therefore, in the play, Chekhov made every character individualistic. For instance, the central character in the play, Uncle Vanya, cares about patrimony and the Serebryakov’s family’s property. Throughout the play, uncle Vanya finds himself dismissed and rejected without the right for an opinion. Chekhov also pointed out the suffering of other characters who struggle to change their lives for better. The play consists of a number of personal dramas that are interconnected.
It can be stated that Chekhov included a number of opposite lines in his play such as the choice between obedience or riot, feeling of admiration and disrespect. The following lines from the play demonstrate the feeling of disappointment and understanding the pointlessness of a situation: “”I’m mad — but people who conceal their utter lack of talent, their dullness, their complete heartlessness under the guise of the professor, the purveyor of learned magic — they aren’t mad” (Uncle Vanya). Uncle Vanya is concerned about the wasted years and the thought of how his life could look like in case he used the opportun ...
Name Add name hereHIM 2214 Module 6 Medical Record Abstractin.docxgilpinleeanna
Name: Add name here
HIM 2214 Module 6: Medical Record Abstracting
Instructions: In this medical record abstracting assignment you will first need to download and the records (history & physical, surgery consultation, operative report, pathology report and discharge summary) for a patient with digestive system problems. (Recommend reading them in the order listed).
Save your answers to the following related questions in this document and submit them for this module's assignment.
1. Define the terms diverticulosis and diverticulitis.
2. What is the pathophysiology of diverticulitis?
3. What is a hiatal hernia?
4. Describe some of the signs or symptoms a person with a hiatal hernia might have.
5. What is a pulmonary embolus?
6. What was the etiology (cause) of the pulmonary embolus for this patient?
7. What is gastritis?
8. Which problem is likely a contributor to the patient’s Type II diabetes mellitus?
9. What was the purpose of the barium enema?
10. What does the abbreviation HEENT stand for?
11. What is thrombophlebitis?
12. What is a surgical resection?
13. Define anastomosis.
14. What is ferrous gluconate and what is it used to treat?
15. What condition is the drug Darvocet used to treat?
16. What are electrolytes?
17. What is exogenous obesity?
18. Where is the femoral pulse found/taken?
19. Where is the popliteal pulse found/taken?
20. What is hepatosplenomegaly?
21. Which condition(s) is/are the drug Humulin used to treat?
22. What is an adenocarcinoma?
23. Which condition(s) is/are the drug Lanoxin used to treat?
24. What is the purpose of ordering the blood test PTT?
25. What is a colon stricture?
26. What is/are the etiologies associated with colorectal cancer?
27. What is the medical term for gallstones?
28. Which condition(s) is the drug Zantac used to treat?
29. What does the pathology report indicate about the spread of the carcinoma in this patient?
30. What is the etiology of Type II diabetes mellitus?
· Academic arguments are designed to get someone to agree with the author, who may use pathos (emotion), logos (logic and facts) and ethos (authority and expertise) to persuade.
Academic arguments are not about ranting, screaming or otherwise increasing conflict, but in fact are the opposite: They attempt to help the other person understand what the author believes to be right (opinion) based on the evidence presented (authority, logic, facts).
For your topic for your final paper, what kinds of arguments can you develop for your claim (thesis, main idea)?
Health Record Face Sheet
Record Number:
005
Age:
67
Gender:
Male
Length of Stay:
3 days
Service:
Inpatient Hospital Admission
Disposition:
Home
Discharge Summary
Patient is a 67-year-old male. He saw the doctor recently with abdominal pain and constipation. A barium enema showed diverticulosis and perhaps a stricture near the sigmoid and rectal junction. He was scoped by the doctor, who saw a stricture at that point and sa ...
Name Sophocles, AntigoneMain Characters Antigone, Cre.docxgilpinleeanna
Name:
Sophocles, Antigone
Main Characters: Antigone, Creon (the King), Ismene (Antigone’s sister), the Chorus, the Guard, Haimon (Creon’s and Euridike’s son), Euridike (Creon’s wife/Haimon’s mother), Teiresias (the prophet), the messenger.
1. Aristotle writes that the tragic hero suffers from a harmartia or error. Who is the tragic hero of the play? Why do you think so?
2. Who is in the right? Antigone? Creon? Both? Neither? Why?
3. What makes this play tragic?
4. What is the role of the chorus in this production? How do they fit into the play?
5. What do you think about the way the production differentiates between divine law and human law? Which characters do you think are more closely linked to what (kind of) law?
6. Why is this art? What is the relationship between Antigone and a painting or a statue, such that we can call them both art?
...
N4455 Nursing Leadership and ManagementWeek 3 Assignment 1.docxgilpinleeanna
N4455 Nursing Leadership and Management
Week 3 Assignment 1: Financial Management Case Study v2.2
Name:
Date:
Overview: Financial Management Case Study
One of the important duties of a nurse leader is to manage personnel and personnel budgets. In this assignment, you will assume the role of a nurse manager. You will use given data to make important decisions regarding budgets and staffing.
Some nurse managers have computer spreadsheets or software applications to help them make decisions regarding budgets and staffing. You will only need simple mathematical operations* to perform the needed calculations in this assignment because the scenario has been simplified. Furthermore, some data have been provided for you that a nurse leader might need to gather or compute in a real setting. Still, you will get a glimpse of the complexity of responsibilities nurse leaders shoulder regarding financial management.
· To calculate the percent of the whole a given number represents, follow these steps:
Change the percentage to a decimal number by moving the decimal twice to the left (or dividing by 100).
Multiply the new decimal number by the whole.
Example: What is 30% of 70?
30%= .30; (.30) × 70 = 21
· To find out what percentage a number represents in relation to the whole, follow these steps:
Divide the number by the whole (usually the small number by the large number).
Change the decimal answer to percent by moving the decimal twice to the right (or multiplying by 100).
Example: What percent of 45 is 10?
10 ÷ 45 = .222; so, 10 is 22% of 45.
* You will only need addition, subtraction, multiplication, and division.
Case Study
You are the manager for 3 West, a medical/surgical unit. You have been given the following data to assist you in preparing your budget for the upcoming fiscal year.
Patient Data
ADC: 54
Budget based on 5.4 Avg. HPPD
(5.4 HPPD excludes head nurse and unit secretaries)
Staff Data
Total FTEs
37.0 Variable FTEs
1.0 Nurse Manager
2.2 Unit Secretaries
40.2 Total FTEs
Staffing Mix
RN
65%
LVN
20%
NA
15%
Average Salary Scale per Employee
(Fringe benefits are 35% of salaries)
Nurse Manager
$77,999.00 per year
Registered Nurses (RN)
$36.00 per hour
Licensed Vocational Nurses (LVN)
$24.00 per hour
Nurse Aides (NA)
$13.50 per hour
Unit Secretary (US)
$11.25 per hourRubric
Use this rubric to guide your work on this assignment.
Criteria
Target
Acceptable
Unacceptable
Question 1
Both % and FTEs column totals within ± 2 of correct answers
(13-16 Points)
Either % or FTEs column totals within ± 2 of correct answers
(5-12 points)
Neither % nor FTEs column totals within ± 2 of correct answers
(0-4 points)
Question 2
All column (except Hours and Salary) totals within ± 2 of correct answers
(17-20 Points)
At least 4 column totals within ± 2 of correct answers
(5-16 points)
Less than 4 column totals within ± 2 of correct answers
(0-4 points)
Question 3
A. Table
All ...
Name Habitable Zones – Student GuideExercisesPlease r.docxgilpinleeanna
Name:
Habitable Zones – Student Guide
Exercises
Please read through the background pages entitled Life, Circumstellar Habitable Zones, and The Galactic Habitable Zone before working on the exercises using simulations below.
Circumstellar Zones
Open the Circumstellar Zone Simulator. There are four main panels:
· The top panel simulation displays a visualization of a star and its planets looking down onto the plane of the solar system. The habitable zone is displayed for the particular star being simulated. One can click and drag either toward the star or away from it to change the scale being displayed.
· The General Settings panel provides two options for creating standards of reference in the top panel.
· The Star and Planets Setting and Properties panel allows one to display our own star system, several known star systems, or create your own star-planet combinations in the none-selected mode.
· The Timeline and Simulation Controls allows one to demonstrate the time evolution of the star system being displayed.
The simulation begins with our Sun being displayed as it was when it formed and a terrestrial planet at the position of Earth. One can change the planet’s distance from the Sun either by dragging it or using the planet distance slider.
Note that the appearance of the planet changes depending upon its location. It appears quite earth-like when inside the circumstellar habitable zone (hereafter CHZ). However, when it is dragged inside of the CHZ it becomes “desert-like” while outside it appears “frozen”.
Question 1: Drag the planet to the inner boundary of the CHZ and note this distance from the Sun. Then drag it to the outer boundary and note this value. Lastly, take the difference of these two figures to calculate the “width” of the sun’s primordial CHZ.
CHZ Inner Boundary
CHZ Outer Boundary
Width of CHZ
NAAP – Habitable Zones 1/7
Question 2: Let’s explore the width of the CHZ for other stars. Complete the table below for stars with a variety of masses.
Star Mass (M )
Star Luminosity (L )
CHZ Inner Boundary (AU)
CHZ Outer Boundary (AU)
Width of CHZ (AU)
0.3
0.7
1.0
2.0
4.0
8.0
15.0
Question 3: Using the table above, what general conclusion can be made regarding the location of the CHZ for different types of stars?
Question 4: Using the table above, what general conclusion can be made regarding the width of the CHZ for different types of stars?
Exploring Other Systems
Begin by selecting the system 51 Pegasi. This was the first planet discovered around a star using the radial velocity technique. This technique detects systematic shifts in the wavelengths of absorption lines in the star’s spectra over time due to the motion of the star around the star-planet center of mass. The planet orbiting 51 Pegasi has a mass of at least half Jupiter’s mass.
Question 5: Zoom out so that you can compare this planet to those in our solar system (you can click-hold-drag to change t ...
Name Class Date SKILL ACTIVITY Giving an Eff.docxgilpinleeanna
Name Class Date
SKILL ACTIVITY
Giving an Effective Presentation
Directions: Read the information about oral presentations. Then
complete an outline for your own presentation.
One kind of oral presentation is a speech in which you explain
a position, or opinion, about an issue. After your speech, the
audience asks questions and you answer them. Preparing is the
first step. Use the following list as a guide to prepare.
• Decide what opinion you will take—for or against—and why.
• Write a short opening statement that gives your opinion.
• Gather facts and examples that support your opinion.
• Write a short conclusion that restates your opinion.
• Brainstorm a list of questions that your audience might ask.
Write down answers to the questions.
• Practice your presentation. Keep track of how long your
speech takes.
When you make the presentation, follow these steps:
• Begin with your opening statement.
• Give facts and examples that support your opinion.
• Conclude by stating your opinion again in different words.
• Answer questions from the audience. Listen carefully to make
sure you understand each question.
• While you are speaking, remember to look at your audience.
• Speak loudly and clearly so they can hear you.
Directions: Prepare and give a presentation on the following
topic: Is the increase in temporary employment a good thing for
American workers? Copy the following outline onto your own
paper to begin organizing your ideas.
I. Your opening statement:
II. Facts and examples that support your opinion:
1–5.
III. Your conclusion:
IV. Questions the audience may ask:
1–5.
V. Answers to these questions:
1–5.
BODY%RITUAL%AMONG%THE%NACIREMA%%
Horace%Miner%
%
From%Horace%Miner,%"Body%Ritual%among%the%Nacirema."%Reproduced%by%permission%of%the%
American%Anthropological%Association%from%The%American%Anthropologist,%vol.%58%(1956),%pp.%
503S507.%
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Most%cultures%exhibit%a%particular%configuration%or%style.%A%single%value%or%pattern%of%perceiving%
the%world%often%leaves%its%stamp%on%several%institutions%in%the%society.%Examples%are%"machismo"%
in%Spanish>influenced%cultures,%"face"%in%Japanese%culture,%and%"pollution%by%females"%in%some%
highland%New%Guinea%cultures.%Here%Horace%Miner%demonstrates%that%"attitudes%about%the%
body"%have%a%pervasive%influence%on%many%institutions%in%Nacireman%society.%
The%anthropologist%has%become%so%familiar%with%the%diversity%of%ways%in%which%different%peoples%
behave%in%similar%situations%that%he%is%not%apt%to%be%surprised%by%even%the%most%exotic%customs.%
In%fact,%if%all%of%the%logically%possible%combinations%of%behavior%have%not%been%found%somewhere%
in%the%world,%he%is%apt%to%suspect%that%they%must%be%present%in%some%yet%undescribed%tribe.%%This%
point%has,%in%fact,%been%expressed%with%respect%to%clan%organization%by%Murdock.%In%this%light,%
the%magical%beliefs%and%practices%of%the%Nacirema%present%such%unusual%aspect ...
Name Speech Title I. Intro A) Atten.docxgilpinleeanna
Name:
Speech Title
I. Intro:
A) Attention getter --
B) Purpose Statement --
C) Thesis --
II. BODY
A) Main Point Number 1:
a)
b)
c)
transition --
B) Main Point Number 2:
a)
b)
c)
transition --
C) Main Point Number 3:
a)
b)
c)
transition –
III. CONCLUSION:
A) Summary statement --
B) Memorable conclusion --
References
List all references on a separate page with the word “References” centered at the top.
Name: Suepin Nguyen
Hygiene Saves Lives
I. Intro: To give an informational speech about Ignaz Philipp Semmelweis
A) Attention getter – On each square centimeter of your skin, there are about 1,500
bacteria. That’s a lot of germs. According to a study conducted by Michigan State
University researchers, 95% of people do not properly wash their hands long enough to
kill the infection causing germs and bacteria (Jaslow, “95 Percent of People Wash Their
Hands Improperly: Are You One of Them?”).
B) Purpose Statement - That’s gross. While I can’t force you to wash your hands, perhaps
today I can help you realize just how much history and evidence is behind this crucial
bathroom ritual.
C) Thesis – Today, I will inform you all about Ignaz Philipp Semmelweis by discussing first
about his practice and studies, second about his scientific methods that saved a lot of
lives, and third about the germ theory we all take for granted.
II. BODY:
A) Main Point Number 1: To begin, I want to introduce Ignaz Philipp Semmelweis.
a) Ignaz Semmelweis became a physician and earned his doctorate degree in medicine
in 1844. This time period was known as the start of the golden age of the physician
scientist” (NPR.org). This means that doctors were expected to have scientific
training. Doctors were more interested in numbers and collecting data (Justin Lessler,
an assistant professor at Johns Hopkins School of Public Health).
b) In 1846, Dr. Semmelweis showed up for his new job in the maternity clinic at the
General Hospital in Vienna. Due to the time period, Dr. Semmelweis thought like a
physician scientist and wanted to figure out why so many women in maternity wards
were dying from childbed fever (Davis, “The Doctor Who Championed
Hand-Washing and Briefly Saved Lives”).
c) So what did he do? He collected data of his own. He studied two maternity wards in
the hospital. One was staffed by all male doctors and medical students, and the other
by female midwives. He tallied up the number of deaths in each ward and found that
women in the clinic staffed by doctors and medical students died at a rate 5 times ...
n engl j med 352;16www.nejm.org april 21, .docxgilpinleeanna
The document discusses the case of Terri Schiavo, who was in a persistent vegetative state for 15 years. It summarizes the key facts of her medical condition and diagnosis, the disagreement between her husband and parents about continuing life-sustaining treatment, and the multiple legal appeals involved in the case. It concludes that while both sides wanted what was right for Terri, the central issue is determining what the patient herself would have wanted, which the courts found clear evidence for in Terri's case based on prior statements to her husband.
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 1
Indicate the answer choice that best completes the statement or answers the question.
1. Each of the following is considered the business of social welfare except:
a. telling people how to live their lives.
b. ending all types of discrimination and oppression.
c. providing child-care services for parents who work outside the home.
d. rehabilitating people who are addicted to alcohol or drugs.
2. Which of the following statements is consistent with the residual view of social welfare?
a. Recipients are viewed as being entitled to social services and financial help.
b. Social services and financial help should be provided to an individual on a short-term basis, primarily during
emergencies.
c. It is associated with the belief that an individual’s difficulties are due to causes largely beyond his or her
control.
d. There is no stigma attached to receiving funds or services. In this view, when difficulties arise, causes are
sought in the society, and efforts are focused on improving the social institutions within which the individual
functions.
3. Which of the following is consistent with an institutional view of social welfare?
a. Social services and financial aid should be provided only when other measures or efforts have been exhausted.
b. Causes for client’s difficulties are sought in the society.
c. Clients are to blame for their predicaments because of personal inadequacies.
d. Recipients are required to perform certain low-grade work assignments to receive financial aid.
4. The Elizabethan Poor Law of 1601 established three categories of relief recipients:
a. the insane, the poor, and the disabled.
b. the insane, dependent children, and the poor.
c. the able-bodied poor, the impotent poor, and dependent children.
d. the disabled, wives of prisoners, and the poor.
5. Before 1930 social services and financial assistance for people in need were provided primarily by _____.
a. churches and voluntary organizations
b. federal and state institutions
c. richer European countries
d. the military
6. President Clinton and the Republican-controlled Congress abolished Aid to Families with Dependent Children (AFDC)
in 1996 and replaced it with:
a. Welfare Services for Single Mothers.
b. Temporary Assistance to Needy Families.
c. Conditional Aid to Single Parents.
d. Assistance for Poor Families.
Indicate whether the statement is true or false.
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 2
7. One of the businesses of social welfare is to provide adequate housing for the homeless.
a. True
b. False
8. In the past, social welfare has been more of a pure sci ...
NAME ----------------------------------- CLASS -------------- .docxgilpinleeanna
The document discusses foreign companies establishing manufacturing operations in the United States. It notes that while some US jobs have moved overseas, many foreign companies are also creating new jobs in the US for reasons like proximity to consumers, business incentives from local communities, and generally better business conditions. The article provides examples of Mexican, Japanese, and European companies that have expanded manufacturing in the US and employed thousands of American workers.
Name Understanding by Design (UbD) TemplateStage 1—Desir.docxgilpinleeanna
This document summarizes a proposed change by a Little League commission to eliminate scoring in games. The commission believes this will reduce stress in children, but the summary argues that:
1) There is no evidence scoring causes stress, and children face stress from many sources unrelated to baseball.
2) Removing scoring upends decades of tradition and takes away important lessons about effort and reward for children.
3) Parents will likely oppose the change as it diminishes their experiences supporting and bonding with their children over the game.
Name MUS108 Music Cultures of the World .docxgilpinleeanna
Name MUS108 Music Cultures of the World Points /40
Winter 2018 Exam 2
(Take Home, open notes – NOT open book)
Matching – (1 point each, 8 points total)
Match each term with one of the following cultures by writing the corresponding letter in the blank space:
A. India
B. Bali
C. Ireland
1. _______sitar
2._______kilitan telu
3._______kecak
4._______gamelan
5._______Sean-nós
6._______beleganjur
7._______alap
8._______céilí
9. Describe Irish music. Please include information from each of the 3 different “eras” discussed in the book. (4 points)
10. Describe a raga in detail, with much attention paid to form, instruments, and development/barhat. (4 points)
11. What effect did the potato famine have on the culture and music of Ireland? (6 points)
12. What is ombak? Please explain it in detail, including how it is achieved. (4 points)
13. What is the difference between ceili and session? (2 points)
5. Listening Exercise – 12 points ( 4 points each) Sound Files are on Moodle!!!
Listen to the sound clips. See if you can guess what culture/tradition they come from. You may even be able to guess the type/form of music. Please write down your thought process. What are the clues? Why might it be from one particular culture? Listen to instruments, form, texture. The right answer is not the goal. What I need to see is your reasoning. You could get full credit even if you guess the wrong culture, provided your reasoning is sound. Complete sentences are not needed; lists are fine.
Clip 1.
Clip 2.
Clip 3.
...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
1. Mood Disorders
...no longer Mood Disorders...
Major Depressive Disorder
! Depressed mood or loss of interest over a 2 week period
! 5 or more symptoms present (with at least 1 symptom being
depressed mood or loss of interest/pleasure)
! Depressed mood (in kids, can be irritability)
! Diminished interest or pleasure in all, or almost all, activities
! Significant weight loss or weight gain (not from dieting;
change of more than 5%)
! Insomnia or hypersomnia
! Psychomotor agitation or retardation
! Fatigue/loss of energy
! Feelings of worthlessness/excessive guilt
! Diminished ability to think or concentrate
! Suicidal ideation
! Criterion B: Symptoms cause clinically significant
distress or impairment in social/occupational
! Criterion C: Not attributable to physiological effects
of a substance or general medical condition
2. ! Criterion D: Depressive episode not better
explained by schizoaffective disorder,
schizophrenia, schizophreniform disorder,
delusional disorder
! Criterion E: No history of manic or hypomanic
episode
Specifiers
! Severity: mild, moderate, severe
! With mixed features (experience at least 3 manic or
hypomanic symptoms during the course of a major
depressive episode)
! With anxious distress (experience of at least 2 anxiety
symptoms during course of depressive episode)
! Melancholic features, atypical features, mood-congruent
psychotic features, mood-incongruent psychotic
features, with catatonia, with seasonal pattern
Bye Bye Bereavement
Exclusion
! Removed exclusion that depression cannot be
diagnosed in context of bereavement within 2
months of loss
! Ensured that someone grieving was not diagnosed as
ill/depressed
3. ! Why did DSM 5 get rid of it?
! Used Wakefield’s research against him
Wakefield’s Research on
Loss
! Why are/were other serious losses that can cause sadness
ignored? Why only exclusion for bereavement?
! Is bereavement different than other losses/stresses?
! Mined data from NIMH survey
! No differences between those whose symptoms were triggered
by bereavement vs. different losses (e.g., divorce, financial)
! Looked at how bereaved vs. nonbereaved differed on number
of,
and duration of, symptoms (as well as which symptoms were
reported)
! Conclusion: other losses just as likely to leave a person
depressed
! No scientific reason to treat death of loved one differently
! Expand bereavement exclusion to “other life stressors” to
distinguish disorder from suffering?
Wakefield vs. DSM 5
! Return to pre-DSM II idea that sadness in response
to loss is normal/human condition (reaction)
! Differentiates suffering from disorder
4. ! DSM 5 taskforce: these findings show that
bereavement should not be a special exclusion
! All qualify as mentally ill
! Oh…I see what you did there…
Persistent Depressive
Disorder
! The new dysthymia and chronic MDD
! This is about chronicity more than severity
! Depressed mood for 2 years (1 year in children)
! At least 2 of the following:
! Poor appetite/overeating
! Insomnia/hypersomnia
! Low energy/fatigue
! Low self-esteem
! Poor concentration/indecisive
! Hopelessness
! Never without depressed mood or 2 symptoms for more than 2
months
! No history of manic, mixed, hypomanic episode
Specify Me
! Mild, moderate, severe
5. ! Early onset (before 21) vs. Late onset
! With mixed features
! With anxious distress
! Melancholic features, yada, yada, yada
! Pure dysthymic syndrome
! Never met criteria for major depression
! With persistent major depressive episode
! With intermittent major depressive episodes (with or without
current episode)
Age-Specific Features of
Depression
! Similar to adults for the most part
! Young children (7+): irritability, comorbid anxiety
(phobias, separation anxiety), tantrums, oppositional/
argumentative
! Adolescents: Antisocial behaviour, aggression,
inattention, social withdrawal
! Cognitive symptoms begin to emerge: guilt, low self-
esteem/body image/worthlessness, anhedonia,
hoplelessness
! Gender differences
! Implications for potential misdiagnosis? Amorphous
6. blob??
- in childhood: M=F prevalence
- in adolescent: F>M
Why the gender differences?
! Hormones?
! Estrogen
! Social role changes from sexual maturity
! Early maturing girls have worst outcomes
! Negotiating interpersonal relationships
! Females more concerned with cooperation/being social
! More sensitive to interpersonal loss/rejection
! Girls more likely to ruminate
! Socialized to be more dependent, less assertive = less
autonomous ! depression
Holly
- hormone affects moods, especially estrogen
Holly
Comorbidity
! Up to 90% of kids/adolescents with depression
meet criteria for another diagnosis
7. ! Most frequent: anxiety disorders
! GAD, specific phobia, separation anxiety
! Dysthymia (double depression), conduct problems,
ADHD, substance use also common
! Is it comorbid condition ! depression or vice
versa?
Course of Depression
! Onset in most cases is in adolescence
! Sudden vs. gradual
! Average episode: 8 months
! Recurring pattern
! 25% within 1 year
! 40% within 2 years
! 70% within 5 years
! Acute condition????
! The earlier the onset, the more comorbidity, and the more
severe the
suicidal ideation = worse prognosis
! 1/3 depressed adolescents develop bipolar (bipolar switch)
! Sensitized to future depressive responses to stressors ?
Holly
This slide says depression is all over the place.
8. not important
Depression in Infants/
Toddlers?
! Not clearly recognizable using DSM criteria
! Rare, but present at toddler/young child age
! Possible to identify depression in 3-7 year olds
! Withdrawn, inhibited (lack of spark/energy), clingy, whiny,
irritable without apparent trigger, somatic symptoms
! Anaclitic depression
! Usually associated with early attachment disruptions
! Removed from mother
! No opportunity to form attachment
! Weeping, withdrawal, apathy, weight loss, sleep
disturbance
Pretty clear, right?
! Not entirely. Depression in adolescents seems to
vary
! Story time
! Are these kids depressed?
! Something else?
! Comorbidity explain differences?
9. ! Is discrete depressive episode (2 weeks) similar or
categorically different from pervasive depression?
! Discrete vs. dispositional
Theories of Depression
! Psychodynamic
! Internalized rage, anger, aggression
! Often triggered by loss of ambivalently loved object
! Attachment
! Insecure attachment ! increased distress, distorted
internal working models
! Behavioral
! Lack of reinforcement for social/adaptive responses
! Cognitive
! Depressogenic cognitions (hopelessness, negative view of
self/world/future)
Holly
make more internal station global statements
Causes of Depression (get
your flow charts out...)
! Genetics
! Depression tends to run in families
10. ! Neurobiology
! Samey, samey (limbic system, prefrontal cortex,
hippocampus, HPA axis)
! Family
! Parents more critical/punitive; more conflict; intrusive vs.
uninvolved; lack of warmth; disengagement
! Parents with depression (less emotional availability/
responsiveness, affection, positive affect)
! Coregulation issues anyone?
! Overinvolved or withdrawn
! Kids get parentified ! grow up fast but arrested development
! Anxiety
! Tends to precede depression
! Bowlby: object loss ! anxiety ! despair ! giving up
! Heightened physiological arousal of anxiety ! organism shut
down and withdrawal
! Rumination from anxiety magnifies problems ! depression
! For adolescents: not achieving developmental goals
! Autonomy; peer acceptance
! Stressful Life Events
! Emotion regulation
! Self-awareness
! Coping
11. Treatment
! See, you already know...
! Medication
The Trouble with Trials –
FDA Version
! Approx 50% of drug trials submitted to FDA for 12
leading antidepressants show advantage over
placebo
! When present, the advantage is small
! Publication bias: 36/38 “successful” trials
published vs. only 14/36 of “unsuccessful” trials
published
! 11 of those framed in positive manner
How Could You Let this
Happen FDA?
! FDA traditionally granted very little power over drug
industry. Original laws…
! Responsible for certifying drugs but not permitted to
make decisions based on efficacy
! That would be a matter of opinion
! Can only comment on safety
! Short time to respond to new drug applications with a
12. budget 1/20th of the pharmaceutical companies
! In 50s, “wonder drugs” (antibiotics, corticosteroids,
diuretics) give everyone confidence in drug industry
! In 60s, law changes (slightly): FDA can require drugs
to be proven safe and efficacious
But what is efficacy/
effectiveness?
! Definition: “substantial evidence” that the drug is
effective
! Loophole city: Don’t need a “preponderance” of
evidence
! So, contrary evidence can exist
! FDA: 2 independent trials with statistically significant
results is “substantial” evidence
Manipulating Statistics: The
RCT
! Randomized, clinical trial used to “prove” effectiveness
! Used Fisher statistics
! Not intended to “prove” anything; intended to “disprove” that
there are differences between groups
! Design aimed at retaining null hypothesis
13. ! Popperian: trying to disprove theories
! Stats only inform of probability that result is found by
chance
! P value not meaningful indicator of degree of difference or
effectiveness
! Supposed to replicate and if repeatedly reject null
hypothesis,
then gaining some degree of certainty that result is not
random
Facepalm (cont’d)
! But, medicine/drug companies are using research design to
claim that drugs are effective (they work)
! It’s a tightly controlled, unbiased study!
! Presume research paradigm eliminates chance
! Just gives you an idea, on test day, what probability is of
results being due to chance
! Not only are you meant to replicate, replicate, replicate, but,
according to definition, only need 2 studies rejecting null
hypothesis and can ignore studies in which null is not rejected
! Popperian disconfirmation
! By the power of science….I HAVE THE POWER
! Using “science” to lend air of objectivity/authority to results
14. …and the advertising
doesn’t hurt either
! Drug companies advertise directly to MDs
! Provide scripts of what to say even
! In 80s, SSRIs marketed as superior because they
are “selective” and “targeted”
! Prozac: “the first highly specific, highly potent
blocker of serotonin uptake”
! Marketed as “clean”, “strong”, “effective”
! Advertise directly to consumers
Disruptive Mood
Dysregulation Disorder
! Brand spanking new!!!
! Severe recurrent temper outburst manifested verbally (e.g.,
verbal rages) and/or behaviorally (e.g., physical aggression
toward people or property) that are grossly out of proportion
in intensity or duration to the situation or provocation
! Temper outbursts are inconsistent with developmental level.
! Temper outbursts occur, on average, 3 or more times per
week.
! The mood between temper outbursts is persistently irritable
or angry most of the day, nearly every day, and is observable
15. by others (e.g., parents, teachers, peers).
! These criteria are present for 12 or more months
! Present in at least 2 of 3 settings (at home, at
school, with peers); severe in at least 1
! Can’t diagnose this before 6 or after 18
! Age at onset before 10
! No signs of manic/hypomanic episode for >1 day
! Symptoms do not happen exclusively during MDD
and not better explained by another disorder (e.g.,
autism, PTSD, separation anxiety)
Manic Episode
! A distinct period of abnormally and persistently elevated,
expansive, or irritable mood, increased goal-directed activity or
energy
! lasting at least 1 week and present most of the day, nearly
every day
! 3 or more of the following (4 if the mood is only irritable)
are
present:
! Inflated self-esteem or grandiosity.
! Decreased need for sleep
! More talkative than usual or pressure to keep talking
! Flight of ideas/thoughts racing
16. ! Distractibility
! Increase in goal-directed activity or psychomotor agitation
! Excessive involvement in pleasurable activities that have a
high
potential for painful consequences (e.g., spending sprees, sexual
indiscretions, or foolish business investments)
Hypomanic Episode
! Main difference is that it is not severe enough to
cause marked impairment in social or occupational
functioning or to necessitate hospitalization.
! If there are psychotic features, the episode is, by
definition, manic.
Bipolar Disorder I
! At least one manic episode
! May have been preceded or followed by hypomanic or
major depressive episode
! Specify current or most recent episode: Manic or Major
Depressive Episode
! Mild, moderate, severe
! With Mixed Features
! With anxious distress:
! With rapid cycling; mood-congruent psychotic features.
Etc. etc.
17. Bipolar Disorder II
! At least one hypomanic episode and at least one
major depressive episode
! No history of manic episode
! Everything else = same
Cyclothymic Disorder
! For 2 years, numerous periods with hypomanic
symptoms that do not meet criteria for a
hypomanic episode and numerous periods with
depressive symptoms that do not meet criteria for a
major depressive episode.
! at least 1 year in children and adolescents
! Not without symptoms for more than 2 months
! Symptoms present “at least half the time”
! Never met criteria for manic, hypomanic, or major
depressive episode
Holly
如果在抑郁过程中间或出现兴奋、情绪高涨等轻度躁狂状态则称为
循环性情绪障碍 ( cyclothymic disorder )
Does BP exist in youth?
! Occurs infrequently
18. ! Presentation is extremely variable (even within kid)
! Overlap with other disorders (e.g., ADHD)
! Jumping between activities, risk-taking
! Biggest controversy is pre-pubertal BP
! Mood swings, lability, irritability, aggression
! Is this BP???
! If not, functioning still severely impaired
! Atypical symptoms (mood changes more erratic, volatile than
persistent – often don’t meet 1 week criterion)
! Irritability more common than euphoria
! Restraints on reckless behaviour
Bad Bad Biederman….
! Joseph Biederman
! Originator of childhood bipolar
! Used to be believed that onset was early adulthood
! Originally an ADHD expert
! Believed a particular group of ADHD kids were
distinct
! Quick to anger, hard to comfort, precocious, defiant,
cranky, mood swings (in addition to fidgety/distractible)
! The chronic irritability ! mood disorder
! These kids are bipolar and need mood stabilizers, not
19. stimulants
Adjusting the Diagnostic
Criteria
! But, bipolar required distinct manic episodes and
these kids do not demonstrate this (no high highs)
! Also, the criterion B symptoms overlap
substantially with ADHD
! Excessive talkativeness, distractibility, restlessness
! Biederman believed that his subset of ADHD kids
more likely to have the other criterion B symptoms
not shared with ADHD
! Kids with this profile are bipolar (even though not
manic)
Critical Reception?
! Flies in the face of established knowledge re: episodic nature
of mania
! These kids are like this all the time
! Studies have not turned up episodes of mania in kids
! Remaining criterion B symptoms are characteristic of
childhood!
! Grandiosity, flight of ideas, involvement in pleasurable
activities with high potential for pain
20. ! This would lower threshold for diagnosis of a severe illness
! Biederman responds: his subset of kids are more irritable
than ADHD kids, more withdrawn, and more likely to sulk
! Even though this is all inconsistent with mania, he persists…
Biederman Persists…
! Begins using the Bipolar NOS category
! Others follow suit
! There is a need here. These kids are volatile and
very difficult to manage/parent
! Give parents a diagnosis and a medication !
serenity now
! Self-validating nature of diagnosis
! Now Biederman’s subset is a juvenile form of bipolar
Let’s Treat Juvenile Bipolar!
! Treatment for bipolar in adults ! severe mood
stabilizers
! Let’s use them with kids too because they have
bipolar too!
! Heavily sedating (treating or tranquilizing?)
! Side effects: obesity, diabetes, tardive dyskinesia,
possible decrease of life expectancy
21. Why Bipolar, Biederman?
! Could have tinkered with ADHD, ODD, or even Disruptive
Behaviour Disorder
! Why not a new diagnosis? Scary Impossible Child
Disorder?
! Insurance won’t pay for ODD treatment
! New mood stabilizing meds coming on the market as
Biederman pounds the pavement. Hmmmm…
! Atypical antipsychotics beginning to emerge (although
effectiveness/side effects on kids not studied)
! Biederman in bed with Big Pharma developing these drugs
! Big Pharma funding research on Bipolar in kids (just so
happens antipsychotics are treatment of choice for this)
The Biederman Effect
! By 2003, prevalence of bipolar in children/
adolescents increased by factor of 40
! By 2005, antipsychotic use in youth increased by
73%
! In 2007, half a million children (20, 000 under 6
years of age) were prescribed these heavy
antipsychotics now that bipolar diagnosis justifies
22. this type of treatment
! Needed severe diagnostic label to justify severe
treatment
Diagnostic Considerations
! Psychotic symptoms not uncommon
! Hallucinations, delusions (paranoia), thought disorder
! Schizophrenia vs. Bipolar?
! Hypomanic, mixed, or rapid cycling more common
than manic episode
! Course tends to be chronic
! Long term prognosis not great
Causes and Treatment
! Genetic component
! Limbic system, prefrontal cortex, hippocampus
(surprise!!)
! Also, basal ganglia, thalamus
! Treatment: mood stabilizers
! Lithium/anti-seizure meds/antipsychotics
! Adherence to med treatment a big problem
! Psychosocial interventions focus primarily on this
23. �
· Age, presenting issues, family composition
�
· - Identify which DSM diagnoses he/she is meeting
criteria for…
· - Discuss differential diagnoses (why you would
consider one diagnosis over another if meeting criteria for
multiple)
· �
· - The heart of the conceptualization
· - Create the narrative of how we got here
· - Family dynamics and formative experiences are
key
· - Discuss how events, reactions to events, and ways
of coping with these events/the world current situation
PSYC 356 Term Paper – Spring 2017
(…or Where the 356 Paper Are)
You will write a 6-8 page, double-spaced paper containing 2
sections.
First things first though, get yourself to the nearest video rental
store (do those still
exist?) and procure yourself a copy of Spike Jonze’s (2009)
motion picture adaptation of
the children’s book, Where the Wild Things Are. Your job is to
watch said movie
(possibly even more than once) and provide a case
24. conceptualization of the main
character, Max. This conceptualization will be the first section
of the paper.
What is a case conceptualization you ask? Go to class and find
out…but here are the
Coles Notes just in case: this should involve a description of
Max’s current functioning,
including observable symptoms, possible diagnoses,
underlying/latent issues, and
identification of possible developmental pathways resulting in
his current functioning. Be
sure to include a discussion of the manifest/observable
symptoms (which would inform
your diagnosis) as compared with the apparent underlying/latent
issues and emotions.
There are many ways to write a good case conceptualization,
however a good general
framework is to summarize current functioning (along with
possible diagnostic
labels/considerations) followed by something that reads like a
narrative as to how Max’s
current situation developed over time. Make note of family
dynamics in the case
conceptualization that are apparent in the film. You are also
welcome to extrapolate and
fill in some gaps that are not directly addressed in the movie. I
am not asking you to
completely make events up, however, as you will see, certain
events can be reasonably
extrapolated (e.g., his father must have left the family at some
point; job related stresses
for mom). It will be important for you to justify the claims you
make in terms of your
case conceptualization. For instance, if you want to make an
interpretation about Max’s
25. manifest behaviour and infer the meaning of the behaviour or
the underlying needs being
expressed, you will need to justify your interpretation with a
cogent rationale/argument.
The second section of this paper will address thematic elements
involved in Max’s
fantasy play, identifying what issues he is working through in
his fantasy and how he is
working through/resolving them, thereby facilitating his
rejoining of the family at the end
of the film. Multiple themes emerge within his fantasy so be
sure to address at least two
of them.
Twenty marks will be allocated for the conceptualization
section, while the second
section will be worth 10 marks, for a total of 30 marks, which
lines up nicely with this
paper being worth 30% of your final grade. You will be graded
on the thoughtfulness,
depth, and “in the right ballpark”-ness of your paper (i.e., is
your conceptualization and
interpretation of fantasy play grounded in the information
provided in the film). You do
not need to provide brilliant and unique interpretations. Rather,
what we are looking for is
thoughtfulness and empathy (your ability to understand Max’s
world and your sensitivity
to what he is experiencing) in combination with solid, well
organized, and grammatically
correct writing. Your ability to articulate your thoughts in a
clear and coherent manner
will be critical. While there are not specific marks allocated for
spelling, grammar,
26. writing style, and clarity, the quality of your writing will be
considered throughout the
paper and will be reflected in your final mark. Please include a
title page with your name
and student number (if not included, you will be penalized 1
mark). While there are no
references required for this paper, if you choose to discuss a
relevant theorist’s or
practitioner’s work, make sure that all in text citations, in
addition to your reference page,
are in APA format.
Your paper is due at 9:30 a.m. on Monday, March 20th. You DO
NOT need to hand
in a paper copy. Canvas submissions only please.
Late term papers will be penalized 3 marks/day late. Note that
this is 3 marks out of
the 30 that this term paper is worth towards your final grade.
Here is a quick breakdown of the marking scheme:
Section I – Case Conceptualization /20
Presenting issues and identification of applicable diagnoses /5
Discussion of underlying/latent issues (contrasting with
observable /5
and manifest symptoms)
Developmental narrative (the story of how it got to this point)
/10
Be sure to include relevant history, family dynamics, and
normative
developmental considerations
27. Section II /10
Interpretation of fantasy play
(identify main themes, identify how he is resolving these
issues)
**At least 2 themes must be identified for 5 marks each