PSYA3 - Biological Rhythms powerpoint.
100 slides because there's a lot to know! Condensed it as much as possible.
Includes:
Biological rhythms - Circadian, Infradian, Ultradian, endogenous pacemakers, exogenous zeitgebers & consequences of disruption of said rhythms
Sleep states -
lifespan changes, restorative theory, evolutionary evaluations
Disorders of sleep - Insomnia & other sleep disorders.
There's minimal evaluation for Infradian - so do it yourself :D
Psychological explanations of gender development: Cognitive development theory, inc. Kohlberg and Gender schema theory.
Biological influences on gender, including hormones, evolutionary, and biosocial approach to gender dysphoria
Social influences on gender, including parents, peers, and cultural influences on gender role
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Topic 1: Definitions of
abnormality/psychopathology:
1. Description of deviation from social norms &
examples.
2. 2 strengths, 2 weaknesses of the deviation from social
norms definition, inc. cultural relativism.
3. Description of deviation from Ideal Mental health inc.
Jahoda’s 6 criteria.
4. 2 strengths, 2 weaknesses of the deviation from idea
mental health definition
5. Description of Failure to Function Adequately with
examples.
6. 2 strengths and 2 weaknesses of the failure to
function adequately.
3. 1. Description of deviation from social
norms & examples.
• Social norms are the rules that society has for
‘acceptable behaviour’.
• Deviation from social norms means acting in a
way that would be considered abnormal.
e.g. Standing too close in face-to-face
conversation.
Not queuing if you’re English.
Laughing when you should be crying.
4. 2. 2 strengths, 2 weaknesses of the
deviation from social norms
definition, inc. cultural relativism.
• Can help to find • Cultural relativism – so,
abnormalities, for throwing tomatoes at
example if someone people in England
seems lost, they may would be weird, but in
have Alzheimer's Spain, it’s a tradition
• Fluid, so it can change • Role of context –
with the times. For singing on a stage = fine
example, homosexuality singing in a shop = weird
was deemed as
‘abnormal’ until 1967
5. 3. Description of deviation from Ideal
Mental health inc. Jahoda’s 6 criteria.
1. Positive attitudes toward oneself
2. Self-actualisation of one’s potential
3. Resistance to stress
4. Personal autonomy
5. Accurate perception of reality
6. Adapting to and mastering
the environment
6. 4. 2 strengths, 2 weaknesses of the
deviation from idea mental health
definition
• Focuses on the • Difficulty of self-actualising.
positives, not the negatives. • Some people benefit from
working in stressed
conditions.
• Cultural issues – Jahoda’s
theory was based on
Western ideals of self-
fulfilment.
• Too simplistic.
• Someone could be assessed
when they’re having a bad
day.
7. 5. Description of Failure to Function
Adequately with examples.
Someone who is unable to take part in everyday
life, for example, unable to work or socialise.
8. 6. 2 strengths and 2 weaknesses of the
failure to function adequately.
• Exceptions to the rule –
• Humane, non-invasive e.g. students feeling
way of helping to anxious about exams, not
diagnose abnormality. necessarily abnormal.
• The ‘Global Assessment • Cultural issues – minority
of Functioning Scale’ ethnic groups could feel
(GAF) is on a harassed, leading to them
continuum, and therefore being less social. Does not
allows fluidity within the mean abnormal.
model. (COCHRANE and
SASHIDHARAN 1995)
9. Topic 2: Models of
abnormality/psychopathology
1. Description of the BIOLOGICAL MODEL.
2. Outline 4 biological explanations for mental health
disorders (infection, biochemistry, brain damage, genetics)
3. 2 strengths and 2 weaknesses of the approach.
4. Description of the PSYCHODYNAMIC MODEL – inc. mental
health disorders being linked to conflicts in
childhood/unconscious mind.
5. Description of the psychosexual stages, and how they link
to abnormality.
6. Either Anna O or Little Hans CASE STUDY
7. At least 2 strengths and 2 weaknesses of the approach
8. Description of the BEHAVIOURAL MODEL.
9. Description of operant conditioning
10. Topic 2: Models of
abnormality/psychopathology pt 2
10. Description of classical conditioning.
11.APFC of Little Albert (Watson and Raynor 1920)
12.2 strengths and weaknesses of the approach.
13.Description of the COGNITIVE MODEL.
14.Description of the BECK ABC MODEL.
15.Description of ELLIS’ COGNITIVE TRIAD.
16.At least 2 strengths and 2 weaknesses of the
Cognitive model.
11. 1. Description of the BIOLOGICAL
MODEL.
• States that mental disorders are caused by
abnormal physiological processes.
1. Genetic
2. Biochemical
3. Illness
4. Disease
12. 2. Outline 4 biological explanations for
mental health disorders (infection,
biochemistry, brain damage, genetics)
1. Brain damage:
As your brain wears away, you become more abnormal.
E.g. Alzheimers.
Case study: Phineas Gage – pole through head. Changed
personality type completely. Shows that different
parts of your brain account for different things.
2. Infection:
Brown et al (1990) found correlation between women
contracting influenza in their first trimester, and the
consequent onset of schizophrenia in their child.
(not reliable – not been proved since!)
13. 3. Genetics:
Evidence suggests disorders are inherited.
Identical twins – 44.3% concordance rates of
schizophrenia, compared to
Non-identical twins – 12% concordance rates.
4. Biochemistry:
Cortisol – calms you down.
Imbalance of serotonin = Depression.
Imbalance of dopamine = Schizophrenia.
Drugs are produced to balance the imbalances.
14. 3. 2 strengths and 2 weaknesses of the
approach.
• Objective – deals with • Everybody’s different.
hormones, and sciencey • Social Stigma – fears of
stuff! being classed as
• ‘No blame’ – people are ‘mentally ill’
not to blame for their • Reductionist – broken
abnormalities, therefor down into fundamental
e they should be helped levels.
through it.
• Puts less stress on the
patient, as doctors can
try to sort things out.
15. 4. Description of the PSYCHODYNAMIC MODEL – inc.
mental health disorders being linked to conflicts in
childhood/unconscious mind.
Freud:
Tripartite theory:
ID – I want it all.
Childish.
Superego- The nice, and
social. (can lead to
anxiety)
Ego – The balance.
16. Psychodynamic model - Freud
Ego defence mechanisms:
Repression – Pushing traumatic events into the
subconscious.
Regression – Reverting back to child-like state.
Denial – Refusal to admit something that has
occurred, or is currently occurring.
17. 5. Description of the psychosexual stages, and how
they link to abnormality.
Oral – Stuck in this stage = OCD
Anal - OCD
Phallic – Jealous of parents genitalia
Latency – Social development with people
of the same gender.
Genital – Development of heterosexual
relationships.
18. 6. Anna O
Breuer and Freud (1896):
• Anna O, 21 year old woman. V. Intellectual.
• Father became ill, she nursed him, got sick herself, became
bed ridden, lacked interest in food (regression).
• Before her father died, she also became a mute
(regression)
• Her dad died, she got anxious (superego) and depressed
(ID). Then, aggressive (ID).
• She would occasionally talk, and make links for her
symptoms. She made an association between her deafness
and when her brother caught her listening to her parents
having sex. (Phallic)
• The symptoms would worsen as she thought back.
• Anna’s deafness would go when she recalled the incident
with her Bro. This happened with her other symptoms too.
19. 7. At least 2 strengths and 2 weaknesses
of the psychodynamic model:
• Freud’s theories have • Blames the parents, make
been enormously them feel guilty perhaps –
influential. not fair on them!
• Subjective – no science • Retrospective data means
involved. that childhood problems
may not necessarily
emerge in problems in
adults.
• Deterministic:
The philosophy that
everything is ultimately
determined by things
beyond our will/control.
simple enough?
20. 8. Description of the BEHAVIOURAL
MODEL.
• Claim that abnormal behaviour is learned
through experience.
• But that behaviour can be changed if
dysfunctional, due to classical
conditioning, operant conditioning, and social
learning theory.
21. 9. Description of operant conditioning
The idea that behaviours are learned.
Behaviours with good outcomes
continue, however behaviours with
undesirable consequences become less
frequent.
Example of operant conditioning = Skinner’s
Rats.
22. 10. Description of classical
conditioning.
Form of learning where a neutral stimulus is
paired with a response-producing stimulus, so
over time, the neutral stimulus also produces
that response.
Example of classical conditioning = Pavlov’s
dogs.
23. 11. APFC of Little Albert (Watson and
Raynor 1920)
Aim:
Wanted to see how a phobia could be conditioned.
Procedure:
They got Little Albert, an 11 month old child, and they tested
him to find things he was afraid of. The only thing they
found was the sound of a hammer striking a metal bar
behind his head.
Findings:
They took a tame rat, (neutral stimulus) and as Little Albert
reached out to touch the rat, the bar would be struck. Over
time, he was afraid to touch the rat. (conditioned
response).
Conclusion:
They were able to condition a phobia by (classical)
conditioning.
24. 12. 2 strengths and weaknesses of the
approach.
• We know that phobias • Was never desensitised
can be created by as his parents removed
classical conditioning. him from the
experiment.
• No consent from Albert.
• Ethical issues – Albert
was left to play with
burning newspaper.
25. 13. Description of the COGNITIVE
MODEL.
• Focuses on cognitive problems – such as
irrational thinking.
• Ellis 1962
• If we think rationally, we behave rationally.
26. 14. Description of the BECK’sABC
MODEL.
Activating
Belief Consequence
event
Activating event:
An event that triggers an emotion.
Belief:
How the patient reacts… Either rationally or irrationally.
Consequences:
Other thoughts/behaviours.
27. 15. Description ofBECKS’ COGNITIVE
TRIAD.
• Typical of depression.
• People believe they’re
Negative views
about the world worthless.
• People believe they’ll
never amount to
anything.
Negative views Negative views
• People believe the
about the future about oneself
world is against them.
28. 16. At least 2 strengths and 2
weaknesses of the Cognitive model.
• Supported by Gustafson • No cause and effect.
1992 who found • Blaming of the
maladaptive thinking individual, which could
was linking to anxiety. draw away the need to
improve social
conditions.
29. Topic 3: Treatments of
abnormality/psychology:
Biological treatments:
1. Explain how chemotherapy works
2. Outline the 3 types of drugs
• Anti-anxiety- beta blockers, BZ
• Anti-psychotics – conventional & atypical
• Anti-depressants – tricyclics and SSRI’s.
3. 2 strengths and 2 weaknesses of chemotherapy (&
side effects)
4. Outline the two types of ECT (uni + bilateral)
5. 2 strengths and 2 weaknesses of ECT (& side effects)
30. 1. Explain how chemotherapy works:
Drug therapy, to treat mental disorders often by
stabilising chemical imbalance.
31. 2. Outline the 3 types of drugs
1. Anti-anxiety drugs
• BZs (Benzodiazepines) - Calming effect
• Enhance GABA, calming brain activity.
2. Anti-depressants
• SSRIs (selective serotonin re-uptake inhibitors)
• Increase serotonin to improve mood.
3. Anti-psychotic drugs
• Major tranquillisers
• Seduce and alleviate symptoms like hallucinations
• Stop schizophrenia
32. 3. 2 strengths and 2 weaknesses of
chemotherapy (& side effects)
• Quick to get. • Doesn’t necessarily
• Easily obtainable. work for everyone
• Only have to take pills. (FISHER AND
GREENBERG 1989)
• Side effects such as
tiredness, stiffness and
tremors.
• Only treats the
symptoms, not the
cause.
33. 4. Outline the two types of ECT (uni +
bilateral)
• Unilateral – one electrode to either one
temple, or the centre of the head.
• Bilateral – two electrodes on both temples.
• The patient is shocked with 70-130V, for ½ a
second.
• Patient is anaesthetised, and has no memory
of the shocks.
34. 5. 2 strengths and 2 weaknesses of ECT
(& side effects)
• Quick, and effective. • Side effects, inc.
• Proven to memory loss, and bone
work, objective. fractures.
• Last resort. • Don’t know how ECT
works.
• Ethical issues – has
been used without
consent to
institutionalised people.
35. Topic 3: Treatments of
abnormality/psychology:
2. Psychoanalysis:
- Explain how treatment is focused upon the
unconscious mind, outline 3 treatments:
1) Dream analysis
2) Free association
3) Transference
- 2 strengths and 2 weaknesses of
psychoanalysis, i.e. lack of side effects.
36. 1. Explain how treatment is focused
upon the unconscious mind, outline 3
treatments:
1. Dream analysis – the unconscious mind may
be revealed in dreams. Freud believed in
repressed memories.
2. Free association – clients let their thoughts
wander, and say the first thing they think of.
Bringing out repressed memories/thoughts.
3. Transference – Client projects characteristics
of other people onto the analyst.
37. 2. 2 strengths and 2 weaknesses of
psychoanalysis, i.e. lack of side effects.
• No side effects. • Expensive – lots of time
• Allows the patient to taken, therefore lots of
move along at their own money.
pace, no pressures. • Works better for neurotic
disorders (anxiety) than
psychotic disorders
(schizophrenia).
• Difficulty in evaluating.
• Subjective.
• Ethical issues MASSON
1988 said all the power
was with the analyst.
38. Topic 3: Treatments of
abnormality/psychology:
3. Behavioural treatments:
1. Explain how treatment changes
BEHAVIOUR, not the underlying cause.
(Hierachy; systematic desensitisation)
2. 2 strengths and 2 weaknesses of systematic
desensitisation. Inc. lack of side effects.
39. 1. Explain how treatment changes BEHAVIOUR, not
the underlying cause. (Hierarchy; systematic
desensitisation)
Systematic desensitisation:
Uses counter-conditioning to replace a bad response
(fear) to a healthier response (relaxation).
Hierarchy:
With the hierarchy method, a graded series of thought
provoking situations is created, and the patient moves up
them.
These methods only change the behaviour, as they only
change the response to the fear, not the fear itself.
40. 2. 2 strengths and 2 weaknesses of
systematic desensitisation. Inc. lack of
side effects.
• No side effects. • Time
• Allows patient to feel consuming, therefore
comfortable with each expensive.
stage before moving on. • Heavily involved in
imagination – not
suited to all patients.
41. Topic 3: Treatments of
abnormality/psychology:
4. Cognitive behavioural therapy:
- Explain how treatment is focused on changing
faulty thoughts and perceptions to lead to a
change in behaviour; outline REBT/ABC model
(Beck)
- 2 strengths and 2 weaknesses of CBT, inc.
focus on free will.
42. 1. Explain how treatment is focused on changing faulty
thoughts and perceptions to lead to a change in behaviour;
outline REBT/ABC model (Beck)
• REBT (ELLIS 1962) – Rational-emotive
behaviour therapy.
• They become calm over a long period of time.
• (ADAPTED BY) Ellis 1991 – ABC model.
• Activating event, Beliefs, Consequences.